ii issn (p) : 2477-5924 issn (e) : 2477-4878 jetl (journal of education, teaching, and learning) volume 3 number 2, september 2018 published by institute of managing and publishing of scientific journal, stkip singkawang jalan stkip kelurahan naram, singkawang, kalimantan barat, indonesia, 79251 telp: +62562 420 0344 | fax: +62562 420 0584 website: http://journal.stkipsingkawang.ac.id/index.php/jetl email: jetl@journal.stkipsingkawang.ac.id editorial team editor-in-chief andi mursidi, stkip singkawang, indonesia editor soeharto soeharto, stkip singkawang, indonesia sumarli sumarli, stkip singkawang, indonesia andrivo rusyadi, national university of singapore, singapore haris rosdianto, stkip singkawang, indonesia eka murdani, stkip singkawang, indonesia rosmaiyadi rosmaiyadi , stkip singkawang, indonesia editorial board/reviewer ramli ramli, universitas negeri padang, indonesia mirza satriawan, universitas gajah mada, indonesia yudhiakto pramudya, universitas ahmad dahlan, indonesia rahadi wirawan, universitas mataram, indonesia i-hsien ting, national university of kaohsiung, taiwan, r.o.c putut marwoto, universitas negeri semarang, indonesia mundilarto mundilarto, universitas negeri yogyakarta, indonesia endry boeriswati, universitas negeri jakarta, jakarta, indonesia bambang sumintono, universiti malaya, kuala lumpur, malaysia, malaysia supari muslim, universitas negeri surabaya, surabaya, indonesia http://issn.pdii.lipi.go.id/issn.cgi?daftar&1488162280&1&& javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/30') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/25') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/340') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/36') 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http://journal.stkipsingkawang.ac.id/index.php/jetl/index v table of content development of learning media based on videoscribe to improve writing skill for descriptive text of english language study novita aryuntini, indri astuti, yohanes gatot sutapa yuliana pages 187-194 the development of science learning module with problem solving method patriksius arpan, aunurrahman aunurrahman, fadillah fadillah 195-205 the development of problem-based practicum module to learn reaction rate and basa-acid solution puspasari puspasari, indri astuti, dede suratman 206-218 the development of natural knowledge science learning module to improve student learning achievement in primary school sarjana sarjana, fadillah fadillah, indri astuti 219-224 the development of adobe flash to learning dayak traditional music for students in junior high school sartika dewintha, aloysius mering, indri astuti 225-232 the improvement of students’ ability to write exposition text through learning cycle model roy efendi, emzir emzir, aceng rahmat 233-236 strengthening the nation character for students in border area aunurrahman aunurrahman 237-243 the role of headmaster managerial to create a healthy school (case study at senior high school of muhammadiyah sambas) aan buchori, uray husna asmara, aswandi aswandi 244-251 improving the quality of process standard based on school-based management anang taufik karunia, maswardi m. amin, m. chiar 252-259 management of equality program development in non-formal education unit (spnf) skb of kubu raya district edy purwanto, aunnurahman aunnurahman, wahyudi wahyudi 260-266 the implementation of development policy for the new school unit of smp negeri 20 singkawang asep wahyudin, maswardi m. amin, sukmawati sukmawati 267-272 management of kindergarten (tk) parenting program in mujahidin 2 on east pontianak district eni utami, wahyudi wahyudi, fadila fadilah 273-281 the role of school committee in supporting the fulfillment of education facilities and infrastructure herwan herwan, aswandi aswandi, m. chiar 282-287 the effect of compensation and motivation to spirit at work of elementary school teachers in hulu sungai sub-district of ketapang regency 288-295 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/746 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/746 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/747 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/748 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/748 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/749 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/749 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/750 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/750 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/751 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/751 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/752 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/759 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/759 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/761 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/760 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/760 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/762 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/762 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/764 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/764 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/763 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/763 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/766 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/766 vi igor suryantoro, maswardi m. amin, m. chiar evaluation of learning outcome assessment system in health and sports physical education subject in junior high school ismail ismail, indri astuti, aloysius mering 296-301 the implementation of standards of educators and education personnel in smp negeri 1 sungai raya kubu raya regency lamazi lamazi, maswardi m. amin, m. chiar 302-308 development of independent basic training model based on early childhood teacher competency in kubu raya regency muhammad yusuf, m. syukri, wahyudi wahyudi 309-315 implementation of accreditation-based management standards at the pontianak green community learning activity center muhammad rusli abdillah, wahyudi wahyudi, sukmawati sukmawati 316-325 implementation of management standards (case study of management standards in accreditation assessment at pkbm sejahtera pontianak east institute) muhammad saleh mahmud, wahyudi wahyudi, muhammad chiar 326-335 the admission of new students based on online system at sman 2 singkawang sularto sularto, wahyudi wahyudi, sukmawati sukmawati 336-341 partnership management of fishing vessel of nautica study program (case study at state vocational high school 1 pemangkat) tan hero, aswandi aswandi, m. chiar 342-346 the development of sustainable profession (pkb) of teachers in senior high school tibyan ravaie, aswandi aswandi, m. chiar 347-353 the effectiveness of group counseling model through the behavioral rehearsal approach to overcome student social anxiety muhammad ilham bakhtiar, rahmatia rahmatia 354-360 development of timss model test to measure the number sense ability of junior high school students riyanti nurdiana 361-366 developing the mathematics conceptual understanding and procedural fluency through didactical anticipatory approach equipped with teaching aids asmida asmida, sugiatno sugiatno, agung hartoyo 367-372 course reinvention guide through realistic mathematics education to improve group concept understanding sunindri sunindri, sugiatno sugiatno, yulis jamiah 373-378 students' mathematical communication ability and disposition in the implementation of micro didactic design at junior high school hidayu sulisti, sugiatno sugiatno, silvia sayu 379-386 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/767 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/767 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/768 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/768 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/769 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/769 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/770 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/770 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/771 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/771 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/772 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/773 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/773 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/774 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/774 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/779 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/779 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/783 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/783 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/796 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/796 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/798 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/798 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/800 http://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/800 isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 135-138 p-issn: 2477-5924 e-issn: 2477-8478 135 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. strategy e-learning facilitates student concept understanding on heat material and its transfer during the covid-19 pandemic achmad fathoni rodli1), ratih2), intan kusumawati3), emi sulistri4) 1) universitas maarif hasyim latif, siodarjo, indonesia e-mail: ach_fathoni_rodli@dosen.umaha.ac.id 2)stkip, singkawang, indonesia e-mail: ratihstkipsingkawang@gmail.com 3)stkip, singkawang, indonesia e-mail: intankusumawati1978@gmail.com 4)stkip, singkawang, indonesia e-mail: sulstriemi@gmail.com abstract. this study aims to analyze e-learning strategies to facilitate students' understanding of the concept of heat and its transfer in 11th class during the covid-19 pandemic. this research method uses a qualitative descriptive method. the subjects in this study were students of public high school 2 of teluk keramat, totaling 28 students. this research instrument uses interview guidelines for teachers and students, and documentation of the results of students' conceptual understanding tests. from this research, it can be concluded that the e-learning strategy that has been used does not make it easier for students to understand the concept well. this is evidenced from the results of teacher and student interviews and the results of understanding the concepts obtained are low where there are 61% of students at the level of concept understanding and it is also proven based on each indicator, namely interpreting 35.71%, exemplifying 83.93%, classifying 85.71%, summarized 42.86%, concluded 0.00%, compared 62.50%, and explained 60.71%. keywords: strategy e-learning; concept understanding; heat and its transfer i. introduction concept understanding is an important basis and stage in a series of physics learning (hendra et al., 2017). students are said to understand if they can construct meaning from learning messages, whether spoken, written or graphic (anderson & krathwohl, 2010). the cognitive process that is based on transferability and emphasized in school is understanding. if students cannot understand the concept, then the student will have learning difficulties. thus, students are expected to understand the concept well. based on the results of interviews conducted at public high school 2 of teluk keramat before the covid-19 pandemic, namely during face-to-face learning, it was found that there was a low understanding of students' concepts. the problem with the low understanding of students' concepts is that the learning process is only teacher-centered and does not provide opportunities for students to develop their thinking skills so that students only memorize, remember and collect a lot of information without being required to understand and relate this information to everyday life. afifah, 2019). according to khoirunnisa & linuwih (2020) also stated the low understanding of student concepts because many students think that physics is a difficult subject to learn because it is abstract and too many mathematical formulas are used. this causes a lack of student attention and interest in physics subjects aimed at students who are less active in asking questions and do not have a sense of curiosity or curiosity about the learning materials taught by the teacher so that students do not understand the content of physics learning materials, especially heat material and its transfer. the material of heat and its transfer is focused on in this study because this material is related to other materials and is considered important to be mastered by students in terms of understanding the concept. this research has limited funds and time, where one material focus is chosen, namely heat and its transfer. mastery of understanding the concept of heat material and its transfer is also influenced by the selection of appropriate learning strategies. http://creativecommons.org/licenses/by-nc/4.0/ mailto:ach_fathoni_rodli@dosen.umaha.ac.id mailto:ratihstkipsingkawang@gmail.com mailto:yudikurniawan1012@gmail.com mailto:sulstriemi@gmail.com journal of education, teaching, and learning volume 7 number 2 september 2022. page 135-138 p-issn: 2477-5924 e-issn: 2477-8478 136 learning strategies are several alternative models, methods, ways of organizing teaching and learning activities which are general patterns that must be followed by teachers and students to achieve predetermined instructional goals (nurdyansyah & toyiba, 2016). during the covid-19 pandemic, teachers are required to conduct distance learning (e-learning). this aims to be able to break the chain of the spread of covid-19 which requires schools to be able to learn from home (setiaji et al., 2020). learning strategies e-learning can be defined distance learning (mulyadi, 2017). learning strategies e-learning media that utilize technology support in the form of computers and the internet, so students can access learning from anywhere (mulyadi, 2017). in addition, according to arifin & herman (yucel, 2006) states that e-learning allow students to plan and direct their own learning process, so that each student takes responsibility or learns according to their own awareness and can make it easier for students to improve their learning experience. . based on this research, researchers are interested in researching understanding concepts using e-learning entitled "e-learning facilitate students' concept understanding on heat and transfer materials for 11th class during the covid-19 pandemic". with this research is expected to provide a description of the results obtained. ii. methods the type of research conducted is descriptive qualitative research method. the technique used in sampling is purposive sampling, where purposive sampling is a sampling technique with certain considerations (sugiyono, 2016). in taking this sample, it was chosen based on the results of interviews with physics subject teachers that students in 11th class who were selected as samples had good physics academic scores compared to other classes and there were 28 students. the object in this study is an e-learning that can facilitate students' understanding of the concept of heat and its transfer in 11th class during the covid-19 pandemic. the data collection instruments used in this study were interview guidelines for teachers and students, and documentation of the results of students' conceptual understanding tests. furthermore, the data validity test in qualitative research includes tests including: credibility test, transferability test, dependability test, and conformity test (soendari t., 2009). data analysis is the process of systematically searching and compiling data obtained from interviews, field notes, and documentation (sugiyono, 2016). the data analysis technique used consists of three streams of activities that occur simultaneously, namely data reduction (data reduction), data presentation (data display), and conclusion drawing (verification) (sugiyono, 2016) to determine the high and low percentage of students' understanding of mathematical concepts the researcher uses references that can facilitate researchers and others in interpreting the findings as follows: table 1 conversion of the percentage of students' concept understanding ability. percentage obtained category score < 55% low 55% score < 75% medium score 75% high iii. result and discussion data collection was carried out online for students and teachers, with 28 students in one of the sma negeri teluk keramat villages. data retrieval conducted online was a concept understanding test and interviews. from the results of teacher interviews, it can be concluded that by applying the e-learning according to the physics teacher, it is likely to be less successful. this is because by implementing e-learning students cannot understand the material, where the material is abstract so that students do not understand and their curiosity becomes less and less about the material. according to badrudin et al (2020) stated that online distance learning (e-learning) is also seen as less effective and less than optimal from the aspect of achieving the quality of learning as well as the quality of mastery and deepening of teaching materials, especially by students. there are several obstacles experienced by teachers and students in carrying out online learning or using e-learning namely the limitations of online facilities or media, limited quotas, and some still stuttering on learning technology (badrudin et al., 2020) the test of understanding the concept of heat material and its transfer obtained the level of category understanding of students' concepts in table 2 as follows. table 2 classification level category concept understanding score range understanding ability number of students score < 55% low 17 55% score < 75% medium 10 score ≥ 75% high 1 table 2 shows that 17 students belong to the low concept understanding group with a level of 61%, 10 students belong to the medium concept understanding group with a level of 36%, and 1 student belongs to the high concept understanding group with a level of 4%. the presentation of the student level percentages is presented in the following figure 1 chart. journal of education, teaching, and learning volume 7 number 2 september 2022. page 135-138 p-issn: 2477-5924 e-issn: 2477-8478 137 4% 36% 61% percentage of students' concept understanding level high concept understanding level medium concept understanding level low concept understanding level figure 1 conceptual understanding level chart based on the picture in chart 1 which shows that students' understanding of concepts is still low because students only tend to memorize physics theories and formulas without understanding the material that the teacher has conveyed so that students think physics lessons are difficult (riwanto et al., 2019). furthermore, based on the per-indicator interpreting it reaches 35.71%, the indicator exemplifies 83.93%, the indicator classifies 85.71%, the indicator summarizes 42.86%, the indicator concludes 0.00%, compares 62.50%, and the indicator explains 60, 71%. the students' conceptual understanding ability per indicator is presented in figure 2 as follows. 35,71% 83,93% 85,71% 42,86% 0,00% 62,50% 60,71% 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% 90,00% percentage of concept understanding per-indicator interpret exemplify classify summarize conclude compare explain figure 2 chart of per-indicator concept understanding percentage from all the students who were the research subjects, several people were taken to be interviewed. 3 students were selected to present the analysis of concept understanding data. the consideration of the selection of interview subjects is based on the level of understanding of students' concepts in the low, medium, and high level categories. the following names of subjects who will be used as sources in interviews can be seen in table 3 below. table 3 list of interview subject names name level of concept understanding initial haip high r1 da medium r2 p low r3 then based on the results of the interview, it was found that students with a high level of concept understanding category did not experience difficulties in the online learning process. this is because online learning makes him more flexible in learning, where online learning can be done anywhere and can repeat missing material. meanwhile, from the results of interviews with students who have medium and low level categories, they experience difficulties in the online learning process. one of the difficulties is in achieving the learning objectives. this is because in delivering the material the teacher only provides material in ppt and pdf form, after that they are asked to study independently at their respective homes without any explanation of the material from the teacher and provide a question that the teacher has not explained. one of the materials used in this study is heat and its displacement, where this material is abstract so it requires a deeper understanding. the success of students in understanding the concepts of physics material which is considered difficult by them depends on the learning process they are doing. one way that can help students develop their understanding skills is through providing problems related to everyday life (sayekti, 2019). based on research conducted by (afifah, 2019) there are factors that are considered to affect students' low conceptual understanding, namely: the learning process directs students to memorize information, remember and collect a lot of information without being required to understand the information and relate it to everyday life so that factors this is the cause of students having difficulty in understanding the concept of physics material and applying it through practice questions that the teacher gives. iv. conclusions based on teacher interviews using e-learning strategies, it was stated that students could not understand the abstract heat and transfer material so that students did not understand and their curiosity was reduced. based on the category level of high concept understanding, students do not experience difficulties. this is because online learning makes him more flexible in learning, where online learning can be done anywhere and can repeat material that is left behind. journal of education, teaching, and learning volume 7 number 2 september 2022. page 135-138 p-issn: 2477-5924 e-issn: 2477-8478 138 based on the category level of medium and low concept understanding, students experience difficulties in the online learning process. one of the difficulties is in achieving the learning objectives. this is because in delivering the material the teacher only provides material in ppt and pdf form, after that they are asked to study independently at home without any explanation of the material from the teacher and provide a question that the teacher has not explained. the factor that causes the low understanding of students' concepts is the learning process directs students to memorize information, remember and collect a lot of information without being required to understand information and relate it to everyday life so that this factor causes students to have difficulty understanding the concepts of physics material and applying it through practice questions that the teacher gives. references afifah, r. (2019). analisis profil proses kognitif pemahaman konsep siswa. jurnal pendidikan fisika, 7(2), 170–178. anderson, l. w., & krathwohl, d. r. (2010). pembelajaran, pengajaran, dan assasmen. yogyajarta: pustaka pelajar. badrudin, a.r., ginanjar, m.h., wartono. (2020). efektifitas pembelajaran jarak jauh berbasis daring selama pandemi covid-19 pada jenjang sekolah dasar di bogor. jurnal pendidikan islam, 9(2), 209–224. khoirunnisa, i., & linuwih, s. (2020). penerapan pembelajaran contextual teaching and learning ( ctl ) untuk meningkatkan pemahaman konsep siswa tahfidz dan materi gerak parabola. unnes physics education journal, 9(2), 110-116. mulyadi, b. (2017). pengembangan e-learning pada standar kompetensi mengoperasikan aplikasi perangkat lunak di smk negeri 7 yogyakarta. skripsi. yogyakarta: program studi pendidikan administrasi perkantoran, fakultas ekonomi universitas negeri yogyakarta. nurdyansyah, & toyiba, f. (2016). pengaruh strategi pembelajaran aktif terhadap hasil belajar pada madrasah ibtidaiyah, 1(2), 929–930. riwanto, d., azis, a., & arafah, k. (2019). analisis pemahaman konsep peserta didik dalam menyelesaikan soal-soal fisika kelas x mia sma negeri 3 soppeng. jurnal sains dan pendidikan fisika, 15(2), 23–31. rosdianto, h., murdani, e., & hendra. (2017). implementasi model pembelajaran poe (predict observe explain) untuk meningkatkan pemahaman konsep siswa pada materi hukum newton. jurnal pendidikan fisika, 6(1), 55–59. sayekti, y. (2019). pengaruh problem based learning dengan strategi “murder ” terhadap kemampuan pemahaman konsep matematis siswa. journal of mathematics education, 5(1), 24–32. setiaji, b., ariadi, p., & dinata, c. (2020). analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi covid-19. jurnal inovasi pendidikan ipa, 6(1), 59–70. sugiyono. (2014). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. journal of education, teaching, and learning volume 4 number 1 march 2019. page 169-173 p-issn: 2477-5924 e-issn: 2477-8478 169 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. gramatical cohesion and lectical cohesion in text report on student observation results ainiyah ekowati 1) , aceng rahmat 2) , fathiaty murtadho 3) 1) universitas negeri jakarta, jakarta, indonesia e-mail:ainiyahekowati86@gmmail.com abstract. the use of cohesion in text can create relationships between elements of language in communication so that effective communication is created for language users. this study aims to describe the use of grammatical cohesion and lexical cohesion in the text of the report on the results of the observation of indonesian language and literature education study program at pakuan university, bogor. this study uses a descriptive and qualitative approach while the method used is the method proposed by halliday and hasan regarding cohesion. based on the results of the research conducted, it was found that the use of grammatical cohesion in the form of references, substitutions, ellipsis and conjunctions, and lexical cohesion consisted of synonymy, hypernymy and collocation in the observation report text of indonesian language and literature education study program at bogor pakuan university. keywords: grammatical cohesion; lexical cohesion; report text on observation results i. introduction the text of the report on the observations of students from the indonesian language and literature education study program, fkip, bogor pakuan university as the final task of writing skills courses are written based on information obtained in the field. the compiled text should be documented, recorded, and arranged clearly and concisely. in accordance with emilia's report that report / report (descriptive report, which is a type of text that presents information clearly and concisely (emilia, 2012). the information conveyed in the form of text can be well understood if it meets the requirements of cohesion and coherence. cohesion is the harmonious relationship between one element and another element in the discourse so that it creates a neat or coherent understanding (moeliono, 1988). coherence is the harmony of meaning between discourse elements. the use of cohesion in the text in order to create relationships that are closely interrelated between the language elements used in the communication. thus, effective and efficient communication between language users can be created. there are two types of cohesion that are used to link language elements, namely grammatical cohesion, and lexical cohesion. the use of grammatical cohesion in the text of the report on the observations of students of the indonesian language and literature study program, fkip, bogor pakuan university is not only limited to the use of syntactic units in the sentence. however, the use of grammatical cohesion is also present in the use of discourse units. to find out the extent to which grammatical and lexical cohesion phenomena are realized by students in writing reports on their observations, research on grammatical cohesion and lexical cohesion in the text of the observation report of indonesian language and literature education study program, fkip, pakuan university, bogor needs to be done. in this regard, the issues discussed in this study are what evidence supports that in the text of the report on the observations of students from the indonesian language and literature education study program, fkip, pakuan university, bogor there are uses of grammatical cohesion and lexical cohesion. in addition, the device is used in grammatical cohesion, and lexical cohesion in the text of report reports from observations by students of the indonesian language and literature education study program, fkip, pakuan university, bogor. ii. research method this study aims to describe the use of grammatical cohesion and lexical cohesion in the report text of student observation in the indonesian language and literature education study program, fkip, pakuan university. this http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 169-173 p-issn: 2477-5924 e-issn: 2477-8478 170 study uses a descriptive and qualitative approach. the method used to analyze content in this study is the method proposed by halliday and hasan regarding cohesion. the data source of this study is 8 text reports on the results of observation by students of the indonesian language and literature education study program, fkip, pakuan university. the research data is in the form of observation report text fragments which are thought to contain grammatical cohesion and lexical cohesion. the data analysis procedure in this study uses the following work procedures. a. describe grammatical cohesion according to the theory of halliday and hassan in each text sentence of the observation report. b. describe lexical cohesion according to the theory of halliday and hassan in each text sentence of the observation report. c. use a table to classify the cohesion tool. iii. discussion based on data on 8 texts that have been analyzed, there are 383 sentences containing the tools of grammatical cohesion and lexical cohesion. here's the explanation. 1. grammatical cohesion grammatical cohesion is used to indicate the existence of a form of relationship (language) between discourse-building sentences (junaiyah: 27). grammatical cohesion consists of references, substitution, ellipsis, and conjunction. a. reference reference consists of endophoric reference and exophoric reference. endophoric reference (the relation is in the text) consists of anaphoric reference and cataphoric reference, while the exophoric reference (relation outside the text) depends on the situational context. based on the reference direction, endophoric reference can be divided into anaphoric reference and reference to cataphoric. anaphoric reference is a reference which the referent (its reference) already mentioned (in oral discourse) or already written (in indonesian written discourse, something that has been written down is located on the left). therefore, anaphoric reference is also commonly called reference to the left (halliday and hassan: 76). the element that precedes or follows the referral is called antisedene. antecedents are elements that precede (in anaphoric reference) or that follow (in cataphoric reference) referenced by words or expressions in a clause or sentence (syamsudin: 28). reference cohesion marks a cohesive relationship of discourse through reference. there are three markers of cohesive reference referencing, namely referential personal, referential, and referential comparative. to prove whether in the text of the report on the results of observations by students of the indonesian language and literature education study program, fkip, pakuan university, there is reference to the following: data on the use of grammatical cohesion are presented in the fragments of the observation report text. (1) dari salah satu pengunjung kebun raya yang diwawancarai tujuan utama mengapa berkunjung ke kebun raya, karena suasananya yang sejuk yang di atapi oleh pohon-pohon besar untuk berlindung dari sinar matahari langsung. (2)kegiatan yang biasanya dilakukan oleh pengunjung yang berwisata ke kebun raya bogor itu relatif, pada umumnya tempat wisata lainnya kebun raya juga bisaanya dijadikan tempat rekreasi oleh wisatawan yang datang ke sana. reference to sentence 1 (one) that is klitik -nya to the word suasananya refers to the antecedent mentioned earlier, namely the botanical garden. this reference type is anaphoric because the referent (reference) has been written before or has been written it is located on the left. besides that, the clitics –nya are included in the referential persona. reference / referential in sentence 2 (two), there includes demonstrative because it shows something (antecedent) inside or outside the precise discourse of place pronoun (locational). b. substitution in the text of the report on the observations of students from the indonesian language and literature education study program, fkip, pakuan university, which is the data of this study, also found sentences that have a relationship of recovery. a recovery relationship is a cohesive relationship that states reimbursement. in a discourse that contains a relationship of recovery, there is an element of other discourse. (3) dan bukan hanya disediakannya sepeda keliling tetapi ada pula mobil keliling yang mengantarkan wisatawan untuk mengelilingi kebun raya, dengan tourage yang memberitahu tentang tanaman-tanaman apa saja yang ada dikebun raya, dengan tarif yang relatif terjangkau maka dari itu banyak wisatawan yang mengantri untuk menaiki mobil keliling tersebut. recovery cohesion in the text fragment (3) the word mobil keliling in the mobil keliling phrase, the substitution of the word tourage in the same sentence is a nominal type cohesive recovery relationship. the sentence that reflects the relationship of recovery is also found in the text of the report on the observation of the students of the indonesian language and literature education study program, fkip, pakuan university as follows. (4) tujuan pengunjung yang datang ke kebun raya biasanya untuk mengisi waktu liburan, mencari suasana yang sejuk karena di kebun raya banyak pohon-pohon besar yang membuat sejuk dan membuat para wisatawan nyaman karena terlindungi dari sengatan matajournal of education, teaching, and learning volume 4 number 1 march 2019. page 169-173 p-issn: 2477-5924 e-issn: 2477-8478 171 hari langsung, selain itu juga ada yang sengaja datang kesana untuk meneliti suatu tumbuhan yang berada di kebun raya tersebut. the word wisatawan in the phrases of para wisatawan is a substitution of the pengunjung word in the phrase of pengunjung yang datang ke kebun raya. c. ellipsis (ellipsis) elipsis is the removal of one part of the element of the sentence (lubis: 38). actually ellipsis is the same process with substitution, but this ellipsis is substituted by something that is empty or something that is not (zero). naming impingement can be a syntactic function or role. each part of the sentence supports certain syntactic functions. there are five syntactic functions in indonesian, namely subject, predicate, object, complement, and description. the use of the correct syntactic function makes the sentence meaning intact and complete in accordance with the context. this happens because the syntactic function of the sentence causes the sentence to become a complete proposition. the integrity of the idea occurs if the syntactic function is clearly stated and not disturbed by other words. the sentence becomes unclear because the syntactic function is also unclear. the unclear sentence is the same as a sentence that is not good and not right. based on the data of this study in the form of a report text from the observations of students of the indonesian language and literature education study program, fkip, pakuan university, sentences were found which showed cohesive relationships of lapses. the following sentence (5) is classified as a sentence that has a cohesive relationship. (5) bunga bangkai amorphophallus merupakan tumbuhan asli sumatera dengan rangkaian bunga tertinggi dan terbesar di dunia. in sentence (5) the largest clause in the world subject is subject to lapse, namely the flower sequence phrase mentioned in the previous clause. this can be done without reducing the meaning of the sentence. the same element that is not eroded is the antecedent of the element that is dissolved. the device used to cross the antecedents in the text fragment (5) is the rangkaian bunga phrase. the antecedent it refers to is rangkaian bunga. the antecedents have been mentioned before. endophora that occurs in fragments of text (5) is anaphorous, because it cross-references the antecedents mentioned earlier. d. conjunction in the text of the report on the observations of students from the indonesian language and literature education study program, fkip, pakuan university also found sentences that have a cohesive conjunction relationship. cohesive conjunction relationships are cohesive relationships that mark relationships that can only be fully understood through reference to other parts of the discourse. the sentence (5) mentioned earlier reflects a cohesive relationship of conjunction. conjunction dengan in sentence (5) means a tool and is a subordinate conjunction. in addition, there is conjunction dan which is a coordinative conjunction which means addition. following is another example of the use of interfaith conjunctions. (6) namun, dengan memiliki bau tak sedap namun mengharumkan nama indonesia. the word namun in sentence (6) is an interalimic conjunction. however, the use of words but the second in sentence (6) is incorrect. this can use conjunction tetapi as coordinative conjunction. based on the data obtained in the text of the report on the research results of indonesian language and literature education study program students, fkip, pakuan university, bogor, the following table uses the device of grammatical cohesion. table i use of grammatical cohesion devices in the text of the report on observation results no. grammatical cohesion total 1 reference 216 2 substitution 45 3 ellipsis 103 4 conjunction 350 2. lexical cohesion lexical cohesion is a lexical relationship between parts of the discourse to get cohesive harmony of structures (junaiyah: 39). the purpose of using the lexical aspect is to get the effect of the intensity of the meaning and the beauty of the language and the clarity of information. relationships or relationships using lexical elements can be done in various ways. according to halliday and hassan (274) dividing lexical relations into repetition, synonymy, hyponym (superordinate), antonymy, and collocation. the use of lexical cohesion in the text of the student observation report is explained as follows. a. repetition in the text of the student observation report there are many uses of repetition to link clauses one with other clauses and one sentence with another sentence. repetition is done in full, both in the form of words and phrases. the following is an example of repetition in the report text of student observation. (7) jenis-jenis pandan paling sedikit ada 600 jenis pandan diseluruh dunia, di antaranya adalah pandan wangi (pandanus ammaryllifolius), pandan laut (pandanus tectorius) dll. (8) pandan memberikan manfaat, seratnya dianyam untuk membuat tikar, topi, dan kerajinan lainnya. journal of education, teaching, and learning volume 4 number 1 march 2019. page 169-173 p-issn: 2477-5924 e-issn: 2477-8478 172 repetition of the word pandan wangi and pandan laut in sentence (7) repetition of the word pandan in the phrases of jenis-jenis pandan in the previous clause. the word pandan in repetition includes hypernim from the word pandan. in addition, in sentence (8) there are repetitions of the word pandan from sentence (7). this is done to connect sentences (7) with sentences (8). b. synonym the purpose of using synonyms in text is to avoid the text not boring the reader. however, in other contexts, each synonymous word may not be used interchangeably. therefore, the accuracy of using synonyms depends on the context in the text. the cohesion device in the form of synonymy is found in the following sentence (10). (9) usia tanaman yang berada di kebun raya bogor sangat bervariasi bisa diperkirakan tanaman yang paling tua yaitu berusia 100-200 tahun. (10) umur tanaman ini mencapai ratusan tahun dengan batang yang sangat keras sehingga cocok dipakai sebagai bahan bangunan, kerajinan kayu, tanaman peneduh dan tanaman pelindung, bijinya bisa dimakan dan kulit kayunya bisa dimanfaatkan sebagai obat, diameter mencapai 2,7 meter dan tinggi batang men-capai 80 meter. the word umur in sentence (10) is a synonym of the word usia in sentence (9). the replacement of the word umur to usia is done so that the sentence is more varied. c. hyponym (superordinate) a hyponym is an expression (usually in the form of a word, but can also be a phrase or sentence) whose meaning is considered to be a part and meaning of another expression. in the text of the report on the observation of the students it was found that the use of hyponym in sentences (11), namely (11) kebun raya bogor juga memiliki tanaman langka seperti raflesia arnoldi yang lebih dikenal dengan sebutan bunga bangkai, lalu ada amorphopallus titanum termasuk jenis bunga raksasa, kemudian ada beberapa jenis pohonpohon berkayu yang langka misalnya pohon meranti, beringin putih, pohon eboni dan beberapa jenis mahoni. the word raflesia arnoldi and amorphopallus titanum in sentence (11) are hyponymy of rare plants. in addition there are also words of pohon meranti, beringin putih, pohon eboni and beberapa jenis mahoni are hyponymy from rare woody trees. d. collocation collocation is a certain association in word choice. a selected word can always be side by side or side by side with certain other words. collocation according to lubis can be realized using antonyms such as the example in the antonym section. (12) amorphophallus ini bukan rafflesia arnoldi adalah tumbuhan parasite yang tidak mempunyai daun, batang maupun akar. the word amorphophallus is associated with parasitic plants in sentence (12). it aims to associate the meaning of amorphophallus flowers as parasitic flowers. based on the data of lexical cohesion in the text of the observation report of the students of the indonesian language and literature education study program obtained can be expressed in the form of a table as follows. table i use of lexical cohesion devices in the text of the report on observation results no. lexical cohesion total 1 repetition 339 2 sinonimi 2 3 hyponymy 15 4 antonymy 0 5 collocation 19 iv. conclusion based on the results of the analysis and discussion, it can be concluded that there is grammatical cohesion in the text of the observation report of students of indonesian language and literature education study program, fkip, pakuan university, bogor as evidenced by the discovery of the use of words or phrases. the tools of grammatical cohesion in the text of the observation report of students of indonesian language and literature education study program, fkip, pakuan university, bogor include (1) grammatical cohesion in the form of reference (2), (2) grammatical cohesion in the form of recovery (substitution), (3) grammatical cohesion in the form of impingement (elipsis), and (4) grammatical cohesion in the form of conjunction. in addition, there is also the use of lexical cohesion which includes (1) lexical cohesion in the form of repetition, (2) lexical cohesion in the form of synonymy, (3) lexical cohesion in the form of hyperimi, and (4) lexical cohesion in the form of collocation. references emilia, emi dan frances christie. (2012). factual genres in english: learning to write, read, and talk about factual information. bandung: rizqi press. journal of education, teaching, and learning volume 4 number 1 march 2019. page 169-173 p-issn: 2477-5924 e-issn: 2477-8478 173 junaiyah h.m dan e. zaenal arifin. (2010). keutuhan wacana. jakarta: grasindo. kurniasari, agnes heppy. (2018). peranti kohesi gramatikal dan leksikal pada tulisan deskripsi siswa kelas viii smp dan relevansinya sebagai materi ajar bahasa indonesia. http://www.jurnal.fkip.uns.ac.id/ index. php/bhs_indonesia/article/view/9970/7355. diunduh tanggal 9 mei 2018 . lubis, a. hamid hasan. (1994). analisis wacana pragmatik. bandung: angkasa. moeliono, anton m. (ed). (1988). tata bahasa baku bahasa indonesia. jakarta: balai pustaka. moleang, lexy j. (2012). metode penelitian kualitatif. bandung: remaja rosdakarya. http://www.jurnal.fkip.uns.ac.id/%20index.%20php/bhs_indonesia/article/view/9970/7355.%20diunduh http://www.jurnal.fkip.uns.ac.id/%20index.%20php/bhs_indonesia/article/view/9970/7355.%20diunduh http://www.jurnal.fkip.uns.ac.id/%20index.%20php/bhs_indonesia/article/view/9970/7355.%20diunduh journal of education, teaching and learning volume 4 number 2 september 2019. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 269 journal of education, teaching and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the prevailing 2013 curriculum in junior high school practice: teacher perspective bunyamin 1) , khoerul umam 2) 1) universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: bunyamin@uhamka.ac.id 2) universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: khoerul.umam@uhamka.ac.id abstract. the 2013 curriculum has been implemented in various schools in jakarta. although, the concept has been debated among teachers, and practitioners, some private and public schools in jakarta have fully implemented this curriculum. the main purpose of this study was to examine teachers understanding of the prevailing 2013 curriculum. this study used mix methods. the quantitative method was used to examine the teachers’ competence about the 2013 curriculum, while the qualitative method was used to strengthen and explore teachers’ responses about curriculum in classroom practices. there were three different aspects that evaluated such as training period, classroom practice, and students' classroom engagement. the participant included 125 junior high school teachers from different parts of jakarta. data were collected through an online survey with a likert scale. data were analyzed by descriptive statistics. the result of this study reported that teachers have enough time to get their training but they need extra t ime to prepare for classroom practice. students who be engaged the 2013 curriculum in classroom practice have been supported to work collaboratively with their peers. teachers need to be prepared such as equipment, classroom plan, book for the teacher, and time for meeting among their peer teaching. in the class practice, teachers need allotted time to prepare for teaching and examination. keywords: the 2013 curriculum; classroom practice; teachers perspective i. introduction curriculum was a fundamental aspect of classroom learning activity that teachers use for teaching practice. teacher perform an important role in the implementation of curriculum in classroom practice (albadi, harkins, & o’toole, 2018; eren, 2018). classroom learning nowadays oriented not only to learning outcomes but also others achievements skills such as creativity, and critical thinking(tan, 2018; umam, 2011; umam, suswandari, asiah, & rohim, 2017). in everyday class meeting, teachers meet different students with different various of cultural background and habits (karunia, amin, & chiar, 2018). for example, students in junior high school jakarta was not dominated by one race because most of students has cultural background from different part of indonesia. to prepare teachers competence, several formal educations has been prepared (utami, wahyudi, & fadillah, 2018). the minimum education is bachelor degree. furthermore, teachers were invited to follow the trainings. to implement the 2013 curriculum, several trainings have been conducted in school level, teachers group discussion, and many others level. producing valid and reliable professional standard for teacher to improve teaching and teachers’ competences quality has been inevitable issue (eren, 2018). teacher need to have good communication skills, and the principle competence according to their subjects. training give teachers the theoretical background on curriculum, and give an opportunity for teacher to improve gradually their teaching quality. the period of time in curriculum training was diverse. the purpose of teacher training was to established teachings’ comprehensive knowledge-based to accomplish their previous competences (albadi, harkins, & toole, 2019). based on the local government report, most of junior high school teachers in jakarta has implemented the 2013 http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 2 september 2019. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 270 curriculum in classroom practice. although, in 2017, the government has recommended the postponed curriculum practice in school. the main reasons were teachers understanding about curriculum practice was merely low. the debate among teachers about this recommendation was inevitable. to get the comprehensive evaluation for teachers' understanding related to the 2013 curriculum, we need to examine whether teachers understanding about curriculum, the survey should be conducted. the evaluation for this implementation is highly required. the main purpose of this research was to examine teachers understanding of the prevailing 2013 curriculum. there are three different aspects that will be evaluated such as training period, classroom practice, and students’ classroom engagement. ii. methodology the main purpose of this research was to examine the prevailing 2013 curriculum in classroom practice. to achieve the main purposes, this study used mix methods. first, the quantitative method was used to examine the teachers’ competence in the 2013 curriculum, while the qualitative method was used to strengthen and explore teachers’ responses about curriculum in classroom practices. the research instrument was made included three different aspects that evaluated such as training period, classroom practice, and students’ classroom engagement. the instrument had been validated by experts and reliability had been tested before data collection. to collect the data, the first, the instrument was written into an online survey form. after preparing data, the invitation was written to ask the participants to fill the survey using a likert scale. the survey was distributed in social media applications such as whatsapps, instagram, and facebook. the participant of this research was restricted for teachers in jakarta province who has different teaching experiences and cultural background. all participants were invited to join the online survey. the demographics of participants are presented in table i. the participants needed to fill the survey for approximately about 15 minutes. at the end of the survey, teachers had been asked to write their comments minimum a hundred words about the prevailing curriculum. iii. results and discussion in this section, teachers’ responses about three different aspects of training the 2013 curriculum had been presented, challenges of the 2013 curriculum in classroom practice, and students’ learning motivation with the 2013 curriculum. a. training the 2013 curriculum table ii provides a summary of the teachers’ responses about the existing training of the 2013 curriculum. in general, teachers agreed that they have followed several workshops for implementation of the 2013 curriculum (mean (m) = 4.13, standard deviation (sd) = 1.13). the workshop was organized by the educational department in various places. result of teachers’ self-assessment tended to believe that most the teachers have understood the implementation of the 2013 curriculum (m = 4.32, sd = 1.01). table i participant demographic data (n=125) teaching at grade teachings’ experience school type race gender grade 7 th 1 st year: 4 (11%) < 5 th years: 23 (64%) >5 th years: 9 (25%) private school* sundanese: 25 % jakarta:11% sumatra: 19 % javaness:36% out of java and sumatra: 8% female: 22 (61%) male:14(39%) grade 7 th 1 st year: 2 (6%) < 5 th years: 5 (14%) >5 th years: 23 (64%) public school sundanese: 27 % jakarta:23% sumatra: 7 % javaness:40% out of java and sumatra: 3% female: 19 (59%) male:11 (31%) grade 8 th 1 st year: 1 (3%) < 5 th years: 24 (67%) >5 th years: 6 (17%) private school* sundanese: 32 % jakarta:26% sumatra: 6 % javaness:29% out of java and sumatra: 6% female: 19 (61%) male:12(39%) grade 8 th 1 st year: 2 (6%) < 5 th years: 8 (22%) >5 th years: 18 (50%) public school sundanese: 29 % jakarta:11% sumatra: 11 % javaness:46% out of java and sumatra: 4% female: 18 (64%) male:10 (36%) *private school excluded an international junior high school. journal of education, teaching and learning volume 4 number 2 september 2019. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 271 table ii teachers responses about training the 2013 curriculum f1: aspects of training the 2013 curriculum m sd q1 i have followed several workshops for implementation of curriculum 2013 4.13 1.31 q2 i have understood the implementation of the 2013 curriculum 4.32 1.01 q3 school has facilitated teachers to get special training 4.18 1.48 q4 i get regular training for the 2013 curriculum every six months 3.56 0.90 q5 i initiated to join the training of the 2013 curriculum organized by trainers 2.96 1.11 q6 i examine my understanding of the 2013 curriculum through reading book 2.91 1.05 average score f1 3.67 1.14 most of teachers had answered that their school has facilitated teachers to join special training for the 2013 curriculum (m = 4.18, sd = 1.48). the school principal had assigned them to join the workshop either organized by government or private sectors. furthermore, the questionnaire results showed that teachers get regular training for the 2013 curriculum every six months (m = 3.56, sd = 0.90). this result in line with the report by albadi et al., (2019) that teachers’ regular training was gradually improve their pedagogical competence. on the other hand, teachers’ interest to take special training the 2013 curriculum was merely low (m = 2.96, sd = 1.11). this is mainly because the training do not contribute to improve their prosperity. in line with huincahue, borromeo-ferri, & mena-lorca (2018) reported that improving teaching quality should be appropriate to improve the refinement of teachers welfare. however, most of teachers were rarely get their understanding through reading book. result reported that most of teachers do not agree that they understand the 2013 curriculum through reading book (m = 3.67, sd = 1.14). this result indicated that teachers are not interested in reading curriculum books. to explore their reasons, some group representatives were also asked to comment on the statements. one teacher commented that teachers actually was very curious about the 2013 curriculum, however, we do not have enough time to improve our competence. this is mainly because we do not only have to prepare the teaching lesson but also, we give daily assessment on student’s achievement and behaviour (ainley & ainley, 2011; kuks, 2010). b. challenges of the 2013 curriculum in classroom practice table iii provides a summary of the teachers’ responses about challenges of the 2013 curriculum in classroom practice. in general, there are numbers of challenging in implementing this curriculum. most of teachers agreed that curriculum 2013 need special preparation like teaching and examination (m = 4.13, sd = 1.31). to strength the quantitative results, the interviewed had been provided. teachers commented that teaching preparation need an extra time and power as well. this is mainly because most of teachers’ obligation were adequately many such as making teaching planning, providing students daily assessment, preparing next meeting, and assist school administration as well. if teachers obligations do not distribute accurately, then the quality of classroom learning is gradually low (lloyd, truong, & gray, 2018). table iii challenges of the 2013 curriculum in classroom practice f2: challenges of the 2013 curriculum in classroom practice m sd q1 i found the 2013 curriculum need special preparation like teaching and examination 4.13 1.31 q2 teachers need extra time for classroom practices 4.39 1.01 q3 it is difficult to organize classroom practice in small group discussions. 4.92 0.38 q4 i had conducted a regularly discuss in a small group to handle the numbers of curriculum challenging in classroom practices. 3.56 0.90 q5 i am totally agreed that the 2013 curriculum is suitable for students in junior high school 3.59 0.95 average f2 4.12 0.91 the 2013 curriculum had suggested that students are encouraged to be active learner in the classroom. to explore this, we asked does teachers need extra time for classroom practices. most of teachers said that teachers need extra time for classroom practices (m = 4.39, sd = 1.01). furthermore, the questionnaire results showed that most of teachers do not agreed the difficult to organize classroom practice in small group discussion (m = 4.92, sd = 0.38). the result reported that most of the teachers were highly appreciated that the 2013 curriculum is suitable for students in junior high school about the 2013 curriculum (m = 3.56, sd = 0.90). they insist on learning through discussion is highly recommended for students. this is mainly because most of the students’ junior high school feel comfortable to learn with their peers (le roux & nagel, 2018; song, boo, & nie, 2018). although, some students were preferred to ask directly to teachers. c. students’ learning motivation with the 2013 curriculum table iv provides a summary of the students’ learning motivation with the 2013 curriculum. in general, teachers agreed that students are motivated in learning (m = 4.08, sd = 1.11). this value indicated that students enjoy in classroom practice with the prevailing curriculum. journal of education, teaching and learning volume 4 number 2 september 2019. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 272 although, the result has reported that some students enjoy in small group learning model (m = 3.78, sd = 0.94). learning in small group discussion encourage smart students to dominate the discussion. surprisingly, teachers reported that the 2013 curriculum has encourage students to prepared the lesson before class (m = 4.18, sd = 1.52). although, it is difficult to encourage student to learn out of class. the given learning materials before class has gradually improve students interest to learn the subject earlier (le roux & nagel, 2018; long, cummins, & waugh, 2017). table iv students’ learning motivation with the 2013 curriculum f3: students’ learning motivation with the 2013 curriculum m sd q1 i found my students were motivated in learning 3.78 0.94 q2 some students were enjoyed in a small group learning model 4.18 1.52 q3 students have prepared the lesson before class 4.12 1.12 q4 it is difficult to ask the students to learn in their homes. 4.01 1.15 q5 students were preferred to traditional learning to the prevailing curriculum practice. 4.18 0.97 q6 students tend to view that school is the only place to learn. 4.20 0.96 average f3 4.08 1.11 in general, teachers agreed that it is difficult to ask the students to learn in their home (m = 4.01, sd = 1.15), that students were preferred to traditional learning to the prevailing curriculum practice. (m = 4.18, sd = 0.97). research by bergmann & sams (2012) reported that teachers should prepare clear instruction to encourage students to learn individually in their home. iv. conclusions the result of this study reported that the teachers have enough time to get their training but they need extra time to prepare for classroom practice. students who be engaged the 2013 curriculum in classroom practice have been supported to work collaboratively with their peers. teachers need to be prepared such as equipment, classroom plan, book for teacher, and time for meeting among their peer teaching. in the class practice, teachers need allotted time to prepare for teaching and examination. references ainley, m., & ainley, j. (2011). student engagement with science in early adolescence: the contribution of enjoyment to students’ continuing interest in learning about science. contemporary educational psychology, 36(1), 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001 albadi, n. m., harkins, j., & o’toole, j. m. (2018). recent reforms in saudi secondary science education: teacher and student perceptions of grade 10 physics. international journal of science and mathematics education, 1–21. https://doi.org/10.1007/s10763-018-9881-3 albadi, n. m., harkins, j., & toole, j. m. o. (2019). recent reforms in saudi secondary science education : teacher and student perceptions of grade 10 physics. bergmann, j., & sams, a. (2012). flip your classroom reach every student in every class every day. https://doi.org/10.1111/teth.12165 eren, a. (2018). pre-service teachers ’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. curriculum perspectives, 38(1), 1–14. huincahue, j., borromeo-ferri, r., & mena-lorca, j. (2018). math modeling knowledge from reflection in math teachers initial training. ensenanza de las ciencias, 36(1), 99–115. https://doi.org/10.5565/rev/ensciencias.2277 karunia, a. t., amin, m. m., & chiar, m. (2018). improving the quality of process standard based on school-based management, 3(2), 252–259. kuks, j. b. m. (2010). the bachelor-master structure ( twocycle curriculum ) according to the bologna agreement : a dutch experience. tijdschrift voor medisch onderwijs, 29(1), 16–21. le roux, i., & nagel, l. (2018). seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the community of inquiry lens. international journal of educational technology in higher education, 15(1). https://doi.org/10.1186/s41239-018-0098-x lloyd, a., truong, s., & gray, t. (2018). take the class outside! a call for place-based outdoor learning in the australian primary school curriculum. curriculum perspectives, 38(2), 163–167. https://doi.org/10.1007/s41297-018-0050-1 long, t., cummins, j., & waugh, m. (2017). use of the flipped classroom instructional model in higher education: instructors’ perspectives. journal of computing in higher education, 29(2), 179–200. https://doi.org/10.1007/s12528-016-9119-8 song, l., boo, h., & nie, y. (2018). attitude towards persons with intellectual disability scale : further development. curr psychol, 37, 760–768. https://doi.org/10.1007/s12144-017-9560-5 tan, m. (2018). when makerspaces meet school: negotiating tensions between instruction and journal of education, teaching and learning volume 4 number 2 september 2019. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 273 construction. journal of science education and technology, 75–89. https://doi.org/10.1007/s10956018-9749-x umam, k. (2011). perbedaan hasil belajar matemtika siswa dengan metode problem posing dan metode ekspositori di smpn 188 jakarta materi teorema pythagoras. in prosiding seminar nasional matematika dan pendidikan matematika 2011 (pp. 182–190). umam, k., suswandari, s., asiah, n., & rohim, s. (2017). the effect of think-pair-share cooperative learning model assisted with ict on mathematical problem solving ability among junior high school students. in proceedings of the 25th international conference on computers in education (pp. 94–18). utami, e., wahyudi, & fadillah. (2018). management of kindergarten ( tk ) parenting program in mujahidin 2 on east pontianak district. journal of education, teaching and learning, 3(2), 273–281. journal of education, teaching and learning volume 3 number 1 march 2018. page 23-27 p-issn: 2477-5924 e-issn: 2477-8478 23 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the analysis of errors in translation of scientific text from english to indonesian language mardin silalahi 1) , zainal rafli 2) , yumna rasyid 3) 1) simalungun university, pematangsianta, indonesia e-mail: mards766@gmail.com 2) state university of jakarta, jakarta, indonesia e-mail: zainal.rafli@unj.ac.id 2) state university of jakarta, jakarta, indonesia e-mail: yumna.rasyid@unj.ac.id abstract. this study aims to find errors in the translation of scientific texts from english into indonesian. this research uses the qualitative method with content analysis approach. the results showed that (1) the translation strategy, the majority of students used semantic strategy, especially modulation in translating scientific texts and at least used the special structural strategies of addition, (2) lexical error, the majority of students made formal lexical errors in word selection and the least (3) morphological errors, the majority of students make mistakes in the affixation field of improper use of affixation and the least of which are affixations that are not broken, (4) syntactic errors, syntactical errors found in the translation of scientific texts in the fields, phrases, clauses and sentences but the majority of student s make mistakes in the field of sentences are the use of illogical phrases and the fewest errors in the field clause is the addition of auxiliary verbs in the equational or nominal clause, and the separation of the perpetrator (subject) and the word in the active clause, (5) the factor causing errors in translation ie the majority of students do not understand the source language text and the least of which is the quality of the source language using the incorrect grammatical, the sentence is vague, the idea is not coherent and many fungtuations. keywords: error; translation; scientific texts i. introduction translating a text from the source language (bsu) into the target language (bsa) requires its main skills in grammatical mastery and the selection of methods and appropriate strategies to produce translations that match the original intent and meaning of the source language (bsu). the mastery of improper application of methods and strategies and the inability to understand the grammar of the source language (bsu) then it is certain that the translation will not be maximal because of lexical errors such as morphology and syntax. basically as a diversion of meaning from the source language (bsu) into the target language (bsa). in this case, the transfer of meaning made from the first language form (source language) into the form of a second language (target language) through its semantic structure. transferred meanings must be maintained, while the form may change. in the process of selecting the meaning of each word in translation, it should take into account the meaning of the text of the source language ((bsu) so as not to get out of its original meaning when translated into the target language (bsa).in addition, in word selection to find common meaning when translated is quite difficult because there is a difference in terms of word form, structure, and style of language.this is because the meaning is not found in the target language (bsa).in the translation of the language of scientific texts, especially in research, there are several investigated among them: translation strategies, lexical errors, errors morphology, syntactic errors and factors http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 23-27 p-issn: 2477-5924 e-issn: 2477-8478 24 causing mistakes in translation.therefore the researcher reasoned to conduct research on "error in translation of scientific text from english into indonesian (research content analysis in students fkip university hkbp nommensen pematangsiantar). translation translation is a process based on the meaning of the text of the first language into a second language. the concept of translation should be able to use the vocabulary, grammatical structure, communication situation, and cultural context of the source language into the target language appropriately. neither does rasmieh al-amer et. al (2015: 1) that as the translation is an interpretive process and not merely a direct message transfer from a source language to a target language, the translator needs to systematically and accurately capture the full meaning of the spoken language. translation is a delivery of messages from the source language into the target language, the translation needs to systematically and accurately capture the full meaning of the source language. based on the results of research conducted by lea b. jost et. al, (2017: 1) that the translation is a demanding process during which a message is analyzed, translated and communicated from one language to another. translation is demanding the process by which messages are analyzed, translated and communicated from the source language into the target language. in connection with that opinion, munday (2008: 10) states that the science of translation in general consists of pure and applied translations. translation as a communication process. as according to porta et. al, (2014: 788) that the translation helps people to communicate across linguistic and cultural barriers. translation helps one to communicate with different cultures through language. translation stands between two languages. from the above definition, the meaning is the ultimate goal of the translation process to recreate the message from the source language (bsu) into the target language (bsa). however, the translator in terms of reinventing the message should look for a grammatical or lexical equivalence. translation strategy translation strategies are needed in translation because they relate to the way translators translate scientific texts. in addition to strategies in translation, there are also methods of translation, translation procedures, and translation techniques. according to kardimin (2013: 78) that the translation strategy is a translator's tactic to translate a word or group of words, or perhaps full sentences when the sentence can be broken down into smaller units for translation. according to research conducted by nefedovaa (2014: 243) that cognitive strategies are used according to the in-built context-frame structure of the text. the cognitive strategy is used by the translator because it is seen as a tool for understanding the structure of the text. translation strategies can be divided into two main types. first, the structural strategy is a strategy with respect to sentence structure. error error is an error in language usage due to speaker or writer violating rules or grammar. according to quynh na (2017: 8), it is said that the present author analyzed the sentence to see whether the students do not coincide with the grammatical subject or where both the topic and the subject are dropped. sentences can be analyzed to see if students tend to make mistakes in translation due to the grammatical subject and subject matter imprecision. based on the results of research conducted by teodora popesc (2013: 243) that identified three types of errors: a) interference errors generated by l1 transfer; b) intralingual errors which result from incorrect (incomplete or overgeneralised) application of language rules; c) developmental errors caused by the construction of faulty hypotheses in l2. errors can be identified into three types of errors such as; mistakes in understanding the first language, errors in the application of language rules, errors in determining the second language hypothesis. in addition to the errors previously described, there are also errors related to the skills in the translation process ie translator error in the use of language styles. according to wongranu (2017: 118), it is said that: categorized the errors into three types: semantic errors, syntactic errors, and cultural errors. semantic errors deal with any mistranslation of words, which can be a single word, collocations, or idioms. syntactic errors refer to mistranslation of sentence structures or grammatical structures. cultural errors are any errors that are caused by cultural differences. there are three types of errors: semantic error, syntax error, and cultural error. the semantic error relates to errors in understanding words or idioms, syntactic errors refer to errors in translating sentences, structures or grammatical structures. the cultural error is a mistake in understanding the culture of speakers caused by cultural differences. moentaha (2006: 22) that mistakes in translation can be divided into two parts, namely; first, the lexical error is that the meaning system of words in a language (source language) is usually not entirely the same as the equivalent word meaning system in another language (target language). second, the grammatical error is the difference in the structure or grammatical system of a language with another language. llach (2011: 75) states that the lexical error is divided into two types, namely error form, and error meaning. form errors are errors related to writing and phonology. while the error of meaning is an error associated with the selection of the wrong word. the lexical error is according to el-farahaty (2016: 482) it is said that lexical items of different cultures may have different functions and meanings. the lexical items can be cultural differences so they have different meanings and functions. while nida (1963: 3) states that the morphology is a field that studies the morphemes and arrangement in the formation of words. furthermore, according to chaer (2007: 206) that syntax is a branch of linguistics that examines the journal of education, teaching and learning volume 3 number 1 march 2018. page 23-27 p-issn: 2477-5924 e-issn: 2477-8478 25 structure and elements of sentence formation, and also examines the units in the form of words, phrases, clauses, sentences, and discourse. syntax is one of the areas of study in linguistics. factors cause errors in translation errors committed by the translator, not solely done without any factor. a linguistic error is caused by a translator's ignorance of the translated language (source language). according to wongranu (2017: 118), it is said that translation errors stem from various causes, such as a lack of comprehension, or misuse of words. one of the causes of mistranslation is misunderstanding and abuse of words. factors lacking the capabilities of intelligent devices and practical tools of translators can also be a factor in a translation error. scientific text text is a collection of several paragraphs that are interconnected with each other and usually, talk about a common topic. because the topic of a text is usually general and complex, the discussion becomes very long and requires more than one page. in fact, not infrequently a text is eventually compiled and published by a particular publishing institution into a journal, bulletin, or book. according to brown (2001: 141) that the text is all kinds of linguistic forms, both written and oral. thus the text coverage is very broad. written text can include parts of tables, labels, forms, graphs up to essays, and books. while oral text may include any oral information. based on the results of research conducted by larisa ilynskaa et. al (2016: 90) it is said that the interpretation of information encoded in scientific texts may lead to the constant nature of contemporary texts, blurred boundaries between genes and complicated information structure. interpretation of information encoded in scientific texts can potentially pose a challenge for several reasons such as changing the nature of the text, and the structure of information. ii. methodology the method used in this research is qualitative research method with content analysis approach. this research was conducted at hkbp nommensen pematangsiantar university in the 6th semester english education program. the data source of this research is the students of semester vi which amounted to 225 people, spread in 5 classes. where in 1 class consists of 44-45 students. but researchers only take 25% of the total number of students, which is 55 students as research subjects to be given different texts and the text of the results of the translation of the students was made into research data. iii. results and discussion a. translation strategy the translation strategy applied to the sixth-semester students of the university of hkbp nommensen pematangsiantar, medan-sumatera utara included structural strategies (additions, transpositions) and semantic strategies (levies, deletions, and modulations). among the strategies implemented, the majority of students use semantic strategies, especially modulation. this is because the student translates the source language text too literally and does not understand the source language text so that its equivalent is still tied to the word and source language structure, finally the resulting translation text is still ambiguous or chaotic. and the least-used translation strategy used by students is a special structural strategy of addition. this is because students translate free-language source texts that are oriented towards the target language and do not understand the source language text so that the resulting translated text is fatal. b. lexical error there are two forms of lexical errors such as wrong error selection and misdirection of meaning. among the lexical mistakes, the majority of students make mistakes related to word selection. this is because students do not understand the context of the source language text and choose the meaning of words that are too literal so that the resulting text translation is still ambiguous. and the least of lexical mistakes are the word meaningless deviations. this is because students are less likely to use referral sources such as dictionaries and translator machines so that they translate free source language texts that are oriented towards the target language, so the resulting text translates into an error of improper meaning. c. morphological error special morphological errors in the field of affliction are divided into two parts: affixes that are melted, not melted and the use of improper affixation. among these morphological errors, the majority make mistakes in the inappropriate use of affixation. this is because students do not master the structure of the source language and the target language, and do not understand the context of the translated text or source language so that the resulting translated text is still ambiguous. meanwhile, the fewest morphological errors of affixation are yielded but not melted. this is because the students do not master the structure of the target language so that the resulting translation text has a fatal error. d. syntax errors from the aspect of syntactical error is divided into several kinds of errors such as; phrase field error (incomplete phrase structure), clause field error (addition of auxiliary verbs in the equational or nominal clause, separation of the actor (subject) and verb in the active clause), and sentence error (unadjusted sentence, use of journal of education, teaching and learning volume 3 number 1 march 2018. page 23-27 p-issn: 2477-5924 e-issn: 2477-8478 26 subject redundant use of multiple connecting words in compound sentences, illogical use of phrases, improper use of couples, and redundancy of sentences). the syntax error is that majority students make mistakes in the use of illogical sentences. this is because the student does not understand the context of the source language text (the translated text), does not understand the structure of the source language and the target language, and is unable to compose the target language sent grammatically so that the resulting translated text is not logical. meanwhile, the least syntactic error is the addition of auxiliary verbs in the equational or nominal clause, the separation of the offender (subject) and the verb in the active clause, excessive use of the subject, and inappropriate use of the liaison in pairs. this is because students do not understand the structure of the target language is the indonesian language. e. factors cause errors in translation factors causing errors found in the text of the results of the translation of the students are: not understanding the source language text, unable to compose the target language sentences grammatically, not using reference sources such as dictionaries and translator engine, the level of quality of source language using grammatical not true, sentence (blurred), the use of ideas is not coherent and a lot of punctuation. among the factors causing errors in translation that the majority of students do not understand the text of the source language. this is because the lack of vocabulary does not understand the source language context. meanwhile, the factor of error in the least translation is the level of the quality of the source language using the incorrect grammatical, the sentence is taxa (blurred), the use of the idea is not coherent and many punctuations. the factor causing this error is because the source language structure is not grammatical. iv. conclusion based on the research findings it can be concluded that (1) translation strategy, the majority of students use semantic strategy especially modulation in translating scientific texts and at least used the special structural strategy of addition, (2) lexical error, majority of students make formal lexical errors in word selection (3) morphological errors, the majority of students make mistakes in the affixation field of improper use of affixation and the least of which is the affixation that is not crushed but not melted, (4) syntactic errors, syntax errors found in the translation of scientific texts in fields, phrases, clauses and sentences but the majority of students make mistakes in the field of sentences that are the use of illogical phrases and the fewest errors in the field of clause is the addition of auxiliary verbs in the equational or nominal clause, and m i (the subject) and the verb in the active clause, (5) the factor causing errors in translation ie the majority of students do not understand the text of the source language and the least of which is the quality of the source language using incorrect grammatical, the sentence is vague, the idea is not coherent and a lot of fungtuation. references al-amer, rasmieh et. al, (2015). language translation challenges with arabic speakers participating in qualitative research studies. international journal of nursing studies. brown, h. douglas. (2001). teaching by principle: an interactive approach to language pedagogy. second edition. new york: longman pearson education company. chaer, abdul. (2007). linguistik umum: edisi ketiga. jakarta: pt. rinneka cipta. el-farahaty, hanem. (2016). translating lexical legal terms between english and arabic. semiot law. ilynskaa, larisa et. al. (2016). rhetoric of scientific text translation, procedia social and behavioral sciences, 231. jost, lea b. et. al. (2017). behavioral and electrophysiological signatures of word translation processes. international journal neuropsychologia. kardimin. (2013). pintar menerjemah: wawasan teoritik dan praktek. yogyakarta: pustaka pelajar. llach, maria pilar agustin. (2011). lexical errors and accuracy in foreign language writing. uk: multilingual matters. moentaha, salihen. (2006). bahasa dan terjemahan (bekasi: kesaint blanc. munday, jeremy. (2008). introducing translation studies: theories and application. new york: routledge. nefedovaa, liliya a. irina n. remkhe. (2014). towards cognitive modelling of the technical translation, international journal process. procedia social and behavioral sciences, 154. nida, eugene a. (1963). morfilogy of word. michigan: university of michigan press. popesc, teodora. (2013). a corpus-based approach to translation error analysis. a case-study of romanian efl learners. procedia social and behavioral sciences, 83. porta, jordi et. al. (2014). a rule-based translation from written spanish to spanish sign language glosses. international journal computer speech and language, 28. quynh na, pham phu. (2017). errors in the translation of topic-comment structures of vietnamese into english. asian efl journal. journal of education, teaching and learning volume 3 number 1 march 2018. page 23-27 p-issn: 2477-5924 e-issn: 2477-8478 27 wongranu, pattanapong. (2017). errors in translation made by english major students: a study on types and causes. kasetsart journal of social sciences, 38 journal of education, teaching, and learning volume 4 number 2 september 2019. page 287-291 p-issn: 2477-5924 e-issn: 2477-4878 287 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the effect of problem-posing and think-pair-share learning models on students’ mathematical problem-solving skills and mathematical communication skills syaiful rohim 1) , khoerul umam 2) 1) universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: syaiful_rohim@uhamka.ac.id 2) universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: khoerul.umam@uhamka.ac.id abstract. the main purpose of this study was to compare and examine the effectiveness of problem-posing and thinkpair-share cooperatives' learning models on mathematical problem-solving skills and mathematical communication skills. this study was experimental research with a quasi-experimental design. the samples of the study were 41 students for classroom experiments and 40 students for classroom control. the instruments employed in this study were pre-test and post-test. the instruments were made in essay forms which design to measure students’ mathematical problem-solving skills. the result of the study showed that problem-posing and think-pair-share are very effective to improve students’ mathematical achievements. however, between the problem-posing and think-pair-share, the thinkpair-share is more effective than problem-posing, view from the standards of mathematical problem-solving skills and mathematical communication skills of junior high school students. keywords: problem-posing; think-pair-share; mathematical problem-solving; mathematical communication skills i. introduction technology development in the mathematical learning process has gradually change mathematical educational focus from students' mathematical achievement to the improvement of students’ various abilities (tan & ang, 2016; umam & kowiyah, 2018). although mathematical achievement is important, but it needs to improve other students’ abilities nowadays was compulsory mathematical learning process should continue to improve others’ abilities such as problem-solving skills, communication skills, critical thinking skills, and creative thinking skills(sanders, 2016; umam, 2018). paridjo & waluya ( 2017) said that mathematical communication skill is vital in learning mathematics. students should be able to communicate their ideas to others. if students have communication skills, they will be confident in front of the class. additionally, umam et al. (2017) had an overview that problem-solving is play a major process during mathematical learning in the classroom. before communicating the ideas, students have to master the mathematical concepts and problem-solving skills. the higher the problem-solving, the more confident students in communicating their mathematical ideas. corresponding to this information, this research would accommodate to improve was problem-solving skills and communication skills. pugalee (2004) said that nowadays mathematical learning process needs to improve students’ mathematical problem-solving skills. problem-solving skill plays an important rule in the mathematical learning process. polya (1957) said there are four steps in mathematical problemsolving such as understanding problems, planning, looking back. first, students need to understand the problem. the student should read carefully the problems and identify important information. after selecting the information, students need to construct their understanding about problem (genarsih, kusmayadi, & mardiyana, 2015). secondly, students should devise a plan for what they were going to do to solve a problem. in devising the plan, students should overview many mathematical concepts http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 287-291 p-issn: 2477-5924 e-issn: 2477-4878 288 corresponding to problems prior to choose and apply the appropriate concept. thirdly, students need to carry out the plan. this step is important in the problem-solving process. this is where students need to apply their understanding and selective mathematical concept to solve the problem (genarsih genarsih, kusmayadi, & mardiyana, 2015; pugalee, 2004). students usually transform the problem into a mathematical model by using letters, numbers, and other mathematical symbols (alim, umam, & rohim, 2015; csíkos, szitányi, & kelemen, 2012). in the last step, students should look back into their work. basically, the student needs to check out whether the answers make sense (garderen, 2006; yerushalmy, 2001). they should evaluate their answer by looking back from the first step until the end. if students found any mistake in any step, they should revise their answers. however, if they had believed that the answers had represented the appropriate solving, they should write their final answer. another important aspect of problem-solving skills was mathematical communication skills. paridjo & waluya (2017) overviewed that mathematical communication skill is important in the mathematical classroom activity. students who can communicate their mathematical concepts will be more confident than others (umam & supiat, 2019). this is mainly because students can share their ideas with their peers. if their ideas were incorrect, they can quickly revise their answer. students who can communicate their mathematical ideas to their friends will change will be the way students interact with their assignments. mathematical communication skills need to improve not only written communication but also verbal communication. in written communication, the teacher should encourage students to communicate their ideas by using words, figures, mathematical symbols, tables and many other forms that represented students’ mathematical thinking process. if students’ written communication were merely low, the teacher should be able to evaluate their answers by giving constructive feedback. muir & geiger (2016) and wang (2017) said that teachers' feedbacks will motivate students to revise and improve their mathematical competences. meanwhile, mathematical verbal communication can be increase through posing problems and ask students to comment on a particular concept or problem. posing a question to students gives teachers an important opportunity to evaluate students' mathematical understanding. the student who dares to communicate their mathematical ideas will continue to grow their competence in the future (umam, 2011). although students had a lot of mistakes, they can quickly revise their answers, as they get it. the above explanation has shown us that mathematical problem-solving and communication skills are compulsory for students. siswono (2010), problem-posing learning provides a good opportunity for the student to pose a question to their peers about the lesson. students can ask their peers to respond to their questions. giving answers and posing a question at the same time will improve the student’s mathematical communication and problemsolving skills. while think pair sharing learning also provides the opportunity for students need to analyze their answers and sharing their answers to their peers, as well. think-pair-share cooperative learning model facilitates students to enhance their problems solving skills through communicating their mathematical ideas to their friends. tint & nyunt (2015) revealed that cooperative learning has improved students’ learning achievement. this research will examine the effectiveness of problem-posing and think-pair-share cooperative's learning models on mathematical problem-solving skills and mathematical communication skills. ii. methodology this study was experimental research with a quasiexperimental design. this research was conducted in two experimental classes that have the same characteristics such as learning habits and the average scores of mathematics achievement. teachers use the problemposing learning model in the first class while teaching used think-pair-share models in the second class. during the treatment in two experimental classes, we have provided two different supporting books to improve mathematical problem-solving and communication skills. the population in this study are all students of class viii which is approximately about 81 students junior high school consisted of 41 students in the first experimental class and 40 students in the second experimental class. the instruments were made in essay forms which design to evaluate students’ mathematical problem-solving and communication skills. problem-solving instruments were developed through a series of daily life around students' environments and instructed students to think carefully in applying an appropriate mathematical concept for given problems. data in this research were analyzed using descriptive and inferential statistics. descriptive data analysis will focus to present the mean, standard deviation, variants, minimum score and maximum score which is presented the data before and after treatment in two experimental classes. the examinations test was conducted in essay forms. data also will demonstrate the improvement of mathematical problem-solving and communication skills from two experimental classes (class using problem-posing and think-pair-share). to examine the difference between mathematical problem-solving and communication skills in two experimental classes, we calculate data from the pre-test and post-test using statistic t-test, manova, and tbenferroni test. the data were analyzed using software spps for windows version 20. iii. results and discussion data represent the comparison of students’ mathematical achievement in two experimental class (before and after the treatment) that be presented in table i. from table i, we journal of education, teaching, and learning volume 4 number 2 september 2019. page 287-291 p-issn: 2477-5924 e-issn: 2477-4878 289 can see that the mean score of two class which is taught by using problem-posing model and think-pair-share learning model before treatment did not achieve the standard of mathematical achievement. table i data of standard competency achievement description problem-posing think-pair-share pretest posttest pretest posttest mean* 50.23 87.09 49.79 82.67 theoretical score 100 100 100 100 maximum score 68.54 88.79 62.72 96.29 minimum score 39.34 76.15 32.91 57.89 deviation standard 8.72 8.19 7.78 8.94 *ideal score 100 from table i, we can overview that the teaching treatment has significantly influenced the mean score of two classes which exceeds 75. the class which is taught by problem-posing showed that their mean score is 88.79 while the class which is taught by think-pair-share showed that their mean score is 88.79. these results supported that learning with a discussion form had encouraged students to improve their learning achievements (ainley & ainley, 2011; lee & lai, 2017; lee, 2018). as consequently, we can inference that the mean score of the class using the think-pair-share learning approach gets higher the class using the problem-posing learning approach. the result of students’ mathematical problem-solving skills for problem-posing and think-pair-share is presented in table ii. from table ii, we can see that the mean score of students’ mathematical problem-solving skills from two experimental classes which were taught by using the problem-posing model and think-pair-share learning model before treatment did not achieve the standard of mathematical achievement. table ii data description of mathematical problem-solving skills description problem-posing think-pair-share pretest posttest pretest posttest mean score* 57.23 85.21 49.79 88.47 theoretic maximum score 63.12 96.18 62.14 97.13 theoretic minimum score 27.89 65.08 23.14 67.13 deviation standard 10.42 7.43 12.84 10.56 variants 135.12 62.74 182.17 151.01 *ideal score 100 from table ii, we can overview that the teaching treatment has significantly influenced the mean score of two classes which exceeds 75. the class which is taught by problem-posing showed that their mean score of students’ mathematical problem-solving skills is 87.21 while the class which is taught by think-pair-share showed that their mean score of students’ mathematical problem-solving skills is 88.47. as consequently, we can inference that the mean score of the class using the think-pair-share learning approach gets higher the class using the problem-posing learning approach. the result of students’ mathematical communication skills for problem-posing and think-pair-share is presented in table iii. from table iii, we can see that the mean score of students’ mathematical communication skills from two experimental classes which were taught by using the problem-posing model and think-pair-share learning model before treatment did not achieve the standard of mathematical achievement. table iii data description of mathematical communication skills description problem-posing think-pair-share pretest posttest pretest posttest mean score* 53.65 85.04 51.50 88.32 theoretic maximum score 67.12 95.02 70.94 97.35 theoretic minimum score 25.84 65.78 28.62 65.63 deviation standard 11.23 14.69 15.65 13.57 variants 135.25 119.67 173.26 101.27 *ideal score 100 from table iii, we can overview that the teaching treatment has significantly influenced the mean score of two classes which exceeds 75. the class which is taught by problem-posing showed that their mean score of students’ mathematical communication skills is 87.21. siswono (2004) and umam (2011) also revealed that the problemposing learning method has increased students’ mathematical achievements. siswono (2004) identified that problem-posing learning can promote students' creative thinking. on the other hand, the class which is taught by think-pair-share showed that their mean score of students’ mathematical communication skills is 88.47. as consequently, we can inference that the mean score of students’ mathematical communication skills class using the think-pair-share learning approach gets higher the class using a problem-posing learning approach (li & shahrill, 2018; siswono, 2004; tint & nyunt, 2015). the effectiveness of the learning model (problem-posing and think-pair-share) will be calculated in three different aspects, namely, (1) standard mathematical achievements, (2) mathematical problem-solving skills, and (3) mathematical communication skills that were presented in table iv. data from table iv has shown us that the t-value of three different aspects were lower than 0.05. this value can be interpreted statistically that h0 was rejected. as consequently, both problem-posing and think-pair-share journal of education, teaching, and learning volume 4 number 2 september 2019. page 287-291 p-issn: 2477-5924 e-issn: 2477-4878 290 learning models were effectively viewed from three different aspects such as standard mathematical achievement, mathematical problem-solving skills, and mathematical communication skills. table iv result of one-sample t-test aspect problem-posing think-pair-share pretest posttest pretest posttest standard mathematical achievements 10.662 0.00 10.999 0.00 mathematical problem-solving skills 8.713 0.00 3.655 0.00 mathematical communication skills 7.722 0.00 6.444 0.00 manova test will be conducted to see whether there is any difference in the initial ability from two experimental classes both before and after the treatment. the manova result is presented in table v. table v has shown us that the data f significance value of the class (before treatment) has greater than 0.05. it can be inferences that there is no difference in the initial ability between problem-posing and think-pair-share class (before the treatment) which is viewed from the standard mathematical achievement, mathematical problem-solving skills, and mathematical communication skills. table v manova result data before and after treatment f sig. class (before treatment) 0.483 0.525 class (after treatment) 9.202 0.000 on the other hand, the data f significance value of the class (after treatment) has lower than 0.05. after the treatment, there is a difference in the effectiveness between problem-posing and think-pair-share class (after treatment) which is viewed from the standard mathematical achievement, mathematical problem-solving skills, and mathematical communication skills. the function of t-benferroni was conducted to evaluate the different effectiveness between class using the problem-posing method and class using the think-pairshare learning model. the results of the t-benferroni test are presented in table vi. table vi the results of t-benferroni test t-benferroni ( ) standard mathematical achievement 3.75 2.30 mathematical problemsolving skills 3.36 2. 30 mathematical communication skills 3.05 2. 30 data from table vi has shown us that t-benferroni > ttab. this result can be interpreted statistically that the thinkpair-share cooperative learning model is more effective than the problem-posing learning method which is seen from the standard mathematical achievement, mathematical problem-solving skills, and mathematical communication skills. these results are corresponding with the theoretical review which revealed that think-pair-share cooperative learning is more effective than problem-posing learning method which is seen from three different aspects. our research reveals that the think-pair-share cooperative learning model has significantly influenced students’ achievement, mathematical problem-solving skills, and mathematical communication skills. a few research (khaleel & hamdan, 2017; li & shahrill, 2018; tint & nyunt, 2015) have reported that think-pair-share has gradually improved students to be active in the classroom activities. tint & nyunt (2015) who said that the think-pair-share cooperative learning has promoted their students to be active in the classroom computer-based learning environment. although, learning with the computer, think-pair-share cooperative learning has encouraged students to communicate with their peers during the learning process. this indicated that the thinkpair-share learning model can be used either in usual learning environment or computer-based learning environment. iv. conclusions students’ mathematical achievement has significantly improved in two experimental classes. data have shown that the students’ mean score in think-pair-share cooperative learning class gets higher than the students’ mean score in problem-posing method class. the thinkpair-share cooperative learning model has encouraged students to promote their mathematical problem-solving skills and mathematical communication skills. the problem-posing learning method has promoted student’s abilities both mathematical problem-solving skills and mathematical communication skills. the statistical results had shown us that the think-pair-share cooperative learning model is more effective than the problem-posing learning method which is seen from the standard mathematical achievement, mathematical problem-solving skills, and mathematical communication skills. references ainley, m., & ainley, j. 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(2017). overcoming barriers to ‘flip’: building teacher’s capacity for the adoption of flipped classroom in hong kong secondary schools. research and practice in technology enhanced learning, 12(1), 6. https://doi.org/10.1186/s41039-017-0047-7 yerushalmy, m. (2001). resources : a longitudinal view on problem solving. educational studies in mathematics, 43, 125–147. journal of education, teaching and learning volume 3 number 1 march 2018. page 129-134 p-issn: 2477-5924 e-issn: 2477-8478 129 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. analysis of certification policy implementation ishak kusnandar sekolah tinggi ilmu administrasi yppt priatim tasikmalaya,tasikmalaya, indonesia e-mail:ishak_kusnandar@yahoo.com abstract. this study aims to find out and describe the implementation of teacher certification policy in madrasah aliyah negeri sukamanah tasikmalaya regency. the approach used in this research is quantitative approach. the method used in this research is descriptive research method, that is research conducted to know the independent value, that is the variable of implementation of certification policy at madrasah aliyah negeri sukamanah of tasikmalaya regency with analysis of implementation model of edward iii. the results showed that the implementation of certification policy in madrasah aliyah negeri sukamanah tasikmalaya regency simultaneously is in the high category stage. keywords: implementation of certification policy; policy implementation model i. introduction one of the mandates of the 1945 constitution of the state of the republic of indonesia is further stipulated in law no. 20 of 2003 on the national education system which has a vision of the realization of an educational system as a strong and authoritative social institution to empower all indonesian citizens to grow into quality human beings capable of and proactively responding to the ever-changing challenges of the age. human quality needed by the indonesian nation in the future is able to face increasingly tight competition with other nations in the world. the quality of indonesian people is produced through the provision of quality education. therefore, teachers and lecturers have a very strategic function, role, and position. article 39 paragraph (2) of law number 20 year 2003 regarding national education system states that educators are professionals. the position of teachers and lecturers as professionals has a vision of the realization of the implementation of learning in accordance with the principles of professionalism to fulfill equal rights for every citizen in obtaining quality education. in the consideration of law number 14 year 2005 on teachers and lecturers, it is explained that the national development in the field of education is an effort to improve the life of the nation and to improve the quality of indonesian people who believe, pious and noble and master the science, technology and art in realizing society progressive, fair, prosperous and civilized based on pancasila and the 1945 constitution of the state of the republic of indonesia. to ensure the expansion and equitable access, enhancement of quality and relevance, as well as good governance and accountability of education capable of facing challenges according to changing demands local, national, and global life needs to be done empowerment and improvement of teacher quality in planned, directed, and sustainable. furthermore, the teacher has a very strategic function, role, and position in national development in the field of education as referred to in letter a, so it needs to be developed as a dignified profession. in the act is a teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating learners in early childhood education formal education, basic education, and secondary education. teachers have positions as professionals at elementary, secondary, and early childhood education levels in the formal education channels that are appointed in accordance with the laws and regulations. the acknowledgment of the position of the teacher as a professional as referred to is evidenced by the educator's certificate. teachers are required to have academic qualifications, competencies, educator certificates, physical and mental health, and have the ability to realize national education objectives (article 8). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 129-134 p-issn: 2477-5924 e-issn: 2477-8478 130 based on article 62 paragraph (1) of law number 14 year 2005 regarding teachers and lecturers, the government shall begin to implement the longest educator certification program within 12 months from the enactment of the law. the minister of national education issued the regulation of the minister of national education of the republic of indonesia number 18 year 2007 regarding serfikasi for master in position. in the regulation mentioned that certification for teachers in the office is the process of providing teacher certification for teachers in the office. certification can be attended by teachers in positions with already undergraduate academic qualifications (s-1) or diploma four (d-lv). certification for teachers in positions held by universities that organize accredited educational procurement programs established by the minister of education. certification for teachers in the position is conducted through competency test to obtain educator certificate. the policies must, of course, be implemented so that the programs that have been designed can be implemented properly and achieve results as expected. implementation of policies is the implementation of policies. islamy (l988: 6.2) suggests the process of public policy implementation as a realization of government programs so as to show the results. jones (1977: 138) suggests "implementations we mean that activities directed toward putting a program into effect" (implementation is an activity intended to operate a program). winarno (l989: 65) suggests that policy implementation involves attempts at a time to convert decisions into operations. abdulwahab (1998: 50) says that policy implementation can be viewed as a process of implementing policy decisions (usually in the form of laws, government regulations, judicial decisions, executive orders, or presidential decrees). dwijowijoto (2003: 158) implementation of policy in principle is a way for a policy to achieve its goals. there are two options to implement in the form of programs or through the formulation of a derivative policy of public policy. in public sector management. implementation of the policy is described as follows: mission, vision, plan, strategy, program, project, activity, feedback. ekowati (2005: 24) suggests the definition of implementation explicitly includes actions by private individuals and private groups and the public directly on the achievement of a series of continuous objectives in pre-determined policy decisions. this includes inter-efforts to transform decisions into operational actions, striving to achieve major and minor changes as mandated by policy decisions. implementation of policies is one of the stages in the policy-making process lies between policy formulation and policy consequences. this is stated by edward iii (l980: 1). policy implementation is the stage of policymaking between the establishment of a policy ... and the consequences of the policy for the people whom it effects. another opinion put forward by putra (2001: 84) policy implementation is intended to understand what happens after a program is formulated, as well as what impacts arise from the policy program. in addition, policy implementation is not only related to administrative issues but also examines the environmental factors that affect the implementation process of the policy. also explained by hogwood & gun (l984: 196) implementation as a key element in the study public policy. (implementation is a key element in public policy studies). based on the opinion of experts mentioned above that the implementation of public policy as follows: a. an activity intended to operate a program; b. the realization of government programs so as to show the results; c. something important, perhaps even more important than policy-making; d. includes attempts at a time to change the decisions into operations; e. the process of implementing policy decisions; f. one of the stages in the policy-making process lies between policy formulation and policy consequences; g. understanding what happens after a program is formulated, as well as what impacts arise from the policy program (kusnandar, 2017: 91). the main implementers of policy implementation are government officials/agencies commonly called government bureaucracy including executive, legislative, judiciary, political party leaders, community organizations, and citizens. to find out the effectiveness of policy implementation by the government, it is necessary to analyze the implementation of public policy itself. the analysis model of the implementation of the policy used in the research is the implementation model of edward iii. in other words, edwards iii model will serve as a model used as a measurement tool of certification policy implementation in madrasah aliyahnegeri sukamanah kabupaten tasikmalaya. edwards iii (1980) explains that the assessment of policy implementation is crucial for the review of public administration and public policy. in reviewing the implementation of the policy begins by asking two questions, namely: what preconditions are needed so that a policy implementation works? and what are the major obstacles that lead to an implementation fail? the attempt to answer these two important questions is to discuss four factors in the implementation of public policy. these factors are journal of education, teaching and learning volume 3 number 1 march 2018. page 129-134 p-issn: 2477-5924 e-issn: 2477-8478 131 communication, sources, dispositions or implementers, and bureaucratic structures. a. communication. communication plays an important role, namely as a reference for policy implementers to know exactly what they will do. thus, communication can also be expressed as a superior order against policy implementers so that the implementation of the policy does not come out of the desired target. b. resources. implementation orders may be forwarded carefully, clearly and consistently, but if the executors lack the resources needed to implement the policies, implementation tends to be ineffective. resources can be important factors in implementing public policy. important resources include adequate staff and good skills to carry out their duties, information, powers, and facilities necessary to translate proposals on paper to carry out public services. c. disposition. the disposition of policy implementers is a factor that has important consequences for the effectiveness of policy implementation. the implementor must know what to do and have the ability to do this so that the policy is implemented effectively. if the executors are kind to a particular policy, and this means support, they are likely to implement policies as desired by early decision makers. d. bureaucratic structure. policy implementers may know what to do and have enough desire and resources to do so, but they may still be prevented in the implementation by the organizational structure in which they are served. bureaucracy is one of the most frequent bodies even as a whole executing policy. the bureaucratic structure is a dimension that has an impact on policy implementation. in the sense that the implementation of the policy will not succeed if there is a weakness in the structure of the implementing agency. ii. methodology the research method used in this study is a research method that is directed to describe the critical factors in the implementation of public policy certification in madrasah aliyah negeri sukamanah tasikmalaya regency. therefore, the research method used is descriptive research. as a problemsolving procedure that is investigated by describing the state of the current research object based on the fact as it is. according to sugiono (2007: 115), descriptive research is a study conducted to determine the value of independent, either one or more variables without making a comparison, or connect between variables one with other variables. the population of this research is civil servant teacher in madrasah aliyah negeri sukamanah tasikmalaya regency as many as 60 people who have received certification. samples of research as many as 30 teachers. this refers to the opinion of kartono (1996: 120) who argues that in principle there are no strict rules to absolutely determine how many samples should be taken from the population. iii. results and discussion descriptive analysis of the implementation of the certification policy is conducted on 4 (four) dimensions, namely dimensions: communication, sources, dispositions, and bureaucratic structure. the results of descriptive analysis of the implementation of the overall certification policy can be explained as follows: a. communication. dimensions create communication, operationally covering 6 (six) indicators, namely (a) guidance on certification implementation, (b) conformity of certification implementation guidelines with certification objectives, (c) consistent implementation of certification technical guidelines, (d) clarity of certification requirements, (e) ) strict certification enforcement requirements, (f) implementation of duties in accordance with certification. respondents' answers related to the proposed statement can be seen in the following table: table i respondents answer recapitulation communication dimensions information: ss = agree; s = agree, r = doubt, ks = neither agree nor disagree; ts = disagree journal of education, teaching and learning volume 3 number 1 march 2018. page 129-134 p-issn: 2477-5924 e-issn: 2477-8478 132 f = frequency; b = weight based on the above table, obtained the description that the responses of respondents regarding the 17.5% certification guard answered strongly agree and 82.5% of respondents answered agree. in terms of responses of respondents to the suitability of the certification guidelines with the purpose of certification as much as 25% of respondents answered strongly agree and as many as 75% of respondents answered agree. in terms of responses of respondents to the consistency of the implementation of the implementation of the certification guidelines by 5% of respondents answered strongly agree, as many as 62.5% of respondents answered agree, and 32.5% respondents answered hesitantly. in terms of responses of respondents to the clarity of certification requirements as much as 2.5% answered strongly agree, as many as 92.5% answered agree, and as much as 2.5% of respondents answered hesitantly. in terms of responses of respondents to the strict implementation of certification requirements, as many as 5% of respondents answered strongly agree, as many as 87.5% answered agree, as much as 2.5% of respondents answered hesitantly, and 5% of respondents answered less agree. in terms of respondents' responses to the conformity of the implementation of the implementation of the implementation of the implementation of the certification policy, 2.5% answered strongly agree, as many as 95% of respondents answered agree, as much as 2.5% of respondents answered hesitantly, recapitulation results of respondents' answers above, illustrates that the respondent gave approval of 953. this shows that the dimensions of communication are categorized very high. that is, the dimension of communication is implemented within the context of the implementation of the certification policy. b. resources dimensions of resources, operational includes 6 (six) indicators, namely (1) quantity of certification policy implementers, (2) quality of certified teachers, (3) means of certification, (4) distribution of certification facilities, (5) certification, and (6) source of certification policy information is adequate. respondents' answers related to the source information dimension can be seen in the following table. table ii recapitulation of respondents' answer results against dimension of resources based on the above table, obtained the description that the responses of respondents to the quantity of certification implementor as much as 47.5% answered agree and 52.5% of respondents answered agree. in terms of responses of respondents to the quality of implementation in the implementation of certification as much as 2.5% of respondents answered strongly agree, as many as 37.5% of respondents answered agree, 52.5% of respondents answered hesitantly, and 7.5% of respondents answered less agree. in terms of responses of respondents to certification facilities, as many as 60% of respondents answered strongly agree, as many as 35% of respondents answered agree, and as many as 5% of respondents answered hesitantly. in terms of responses of respondents to the distribution of certification facilities, as many as 17.5% of respondents answered strongly agree, as many as 77.5% of respondents answered agree, and as many as 5% of respondents answered hesitantly. in terms of responses of respondents to the feasibility of certification facilities as much as 2.5% of respondents answered strongly agree, as many as 75% of respondents answered agree, and as much as 20% of respondents answered hesitantly, and as many as 2.5% of respondents answered disagree. in terms of responses of respondents to certification information, as much as 5% of respondents answered strongly agree, as many as 57.5% of respondents answered agree, and as many as 37.5% of respondents answered hesitantly. recapitulation results of respondents' answers above, illustrates that the respondent gave approval of 953. this shows that the dimensions of sources in the category are very high. that is, the dimensions of resources have been implemented in the context of the implementation of the certification policy. journal of education, teaching and learning volume 3 number 1 march 2018. page 129-134 p-issn: 2477-5924 e-issn: 2477-8478 133 c. disposition dimensions of disposition, operationally covering 8 (eight) indicators, namely: (1) certification allowance is adequate, (2) ease of promotion position, (3) development of education, (4) development of training, (5) the implementor, (7) the personality of the implementors, and (8) the compliance of the implementors. respondents' answers related to the proposed statement can be seen in the following table: table iii recapitulation of respondents' answer results dimension disposition based on the above table, obtained the description that the response of respondents regarding certification allowance as much as 2.5% of respondents answered agree, 30% of respondents answered agree, and as many as 67.5% answered hesitantly. in terms of respondent responses to promotions, as many as 7.5% of respondents answered strongly agree, as many as 17% of respondents answered agree, as many as 45% of respondents answered hesitantly, and as many as 30% of respondents answered less agree. in terms of responses of respondents to the development of education, as many as 5% of respondents answered strongly agree, as many as 80% of respondents answered agree, and as many as 10% of respondents answered hesitantly, and as many as 5% of respondents answered less agree. in terms of respondents' responses to training development, 7.5% of respondents answered strongly agree, 75% of respondents answered agree, and as many as 15% respondents answered hesitantly, as much as 2.5% of respondents answered less agree. in the case of respondents' responses to the support of the implementors as much as 5% response answered strongly agree, as many as 27.5% respondents answered agree, and as many as 62.5% respondents answered hesitantly, and as many as 5% of respondents answered disagree. in terms of responses of respondents to the involvement of the implementor as much as 2.5% of respondents answered strongly agree, as many as 42.5% of respondents answered agree, and as many as 55% of respondents answered hesitantly. in terms of responses of respondents to the personality of the implementor as much as 2.5% of respondents answered strongly agree, as many as 50% of respondents answered agree, and as many as 47.5% respondents answered hesitantly. in terms of responses of respondents to the compliance of the implementor as much as 30% of respondents answered strongly agree, as many as 60% of respondents answered agree, and as many as 10% of respondents answered hesitantly. the result of the recapitulation of respondents' answers above illustrates that the respondent gave approval of 1194. this shows that the disposition dimension in the category is very high. that is, the dimension of communication is implemented within the context of the implementation of the certification policy. d. bureaucratic structure the dimensions of bureaucracy structure, operationally covering 9 (nine) indicators, namely: (1) clarity of organizational structure of certification executor, (2) clarity division of task implementation of dissertation, (3) distribution of duties in the implementation of certification equally, (4) clarity authority implementation of the certification , (5) presence of supervision on certification implementation, (6) coordination of certification implementation (7) implementor responsible for certification implementation. respondents' answers related to the proposed statement can be seen in the following table: table iv recapitulation of respondents' answer results dimensions of bureaucracy structure based on the above table, obtained the description that the responses of respondents to the clarity of the organizational structure of implementing certification as much as 2.5% of respondents answered strongly journal of education, teaching and learning volume 3 number 1 march 2018. page 129-134 p-issn: 2477-5924 e-issn: 2477-8478 134 agree, as many as 77.5% of respondents answered agree, as much as 20% of respondents answered hesitantly. in terms of responses of respondents to the clarity of the division of tasks, as many as 2.5% of respondents strongly agree, as many as 92.5% answered agree, as much as 2.5% of respondents hesitant, and 2.5% of respondents answered less agree. in terms of responses of respondents to the clarity of the task, as much as 2.5% strongly agree, as many as 92.5% answered agree, as much as 2.5% of respondents answered hesitantly, and 2.5% respondents answered less agree. in terms of responses of respondents to the clarity of authority, as many as 2.5% of respondents answered strongly agree, as many as 77.5% of respondents answered agree, and as much as 20% of respondents answered hesitantly. in terms of responses of respondents to the supervision of certification implementation as much as 2.5% of respondents answered strongly agree, as many as 50% answered agree, and as many as 47.5% respondents answered hesitantly. in terms of responses of respondents to the coordination of the implementation of certification policy as much as 5% of respondents answered strongly agree, as many as 67.5% of respondents answered agree, and as many as 27.5% respondents answered hesitantly. in terms of responses of respondents to the responsibility in implementing certification as much as 2.5% of respondents answered strongly agree, as many as 42.5% of respondents answered agree, and as many as 55% of respondents answered hesitantly. the result of recapitulation of respondents' answers above, illustrates that the respondent gave approval of 1032. this shows that the dimension of bureaucratic structure in the category is very high. that is, the dimensions of bureaucratic structures are implemented in the context of the implementation of certification policies. iv. conclusion based on the results of research and discussion that the implementation of the certification policy consisting of 4 dimensions, namely: 1) communication, 2) resources, 3) disposition and 4) bureaucratic structure, categorized very high. due to all dimensions, ie the dimensions of communication, sources, dispositions, and bureaucratic structures are very high, the implementors of certification policies in madrasah aliyah negeri sukamanah must maintain such a high category so that they can actually maintain the effectiveness of certification policy implementation even more than the current implementation. references abdul wahab, solichin. 1991. analisis kebijaksanaan dari formulasi ke implementasi kebijaksanaan negara. jakarta : bumi aksara. dwijowijoto, n. riyan. 2003. kebijakan publik formulasi, imlementasi dan evaluasi. jakarta. gramedia. edwards. c. george iii. 1980. implementing public policy. texas: congressional quarterly. ekowati, mas roro lilik. 2005. perencanaan, implementasi & evaluasi kebijakan atau program (suatu kajian teoritis dan parktis). surakarta: pustaka cakra. hogwood, brian w & gunn, lewis a. 1984. policy analysis for the real world. new york: oxford. islamy, m. irvan. 1988. kebijakan publik. jakarta: karunika. jones, o. 1977. an introduction to the study of public policy. massachusetts: duxbury press. kartono, kartini.1996. pengantar metodologi riset sosial.bandung. mandar maju. kusnandar, ishak. 2017. analisis kebijakan publik. bandung. multazam. mustopadidjaja. 2002. manajemen proses kebijakan publik (formulasi, implementasi dan evaluasi). jakarta: lan ri. putra, fadillah. 2001. paradigma kritis dalam studi kebijakan publik. surabaya : pustaka pelajar. winarno, budi. 1989. teori kebijakan publik. yogyakarta: pau studi sosial ugm. journal of education, teaching and learning volume 3 number 1 march 2018. page 146-151 p-issn: 2477-5924 e-issn: 2477-8478 146 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. teachers’ way applying integrated learning using integrated model with creativity in development simple aircraft as central theme tahmid sabri universitas tanjungpura, pontianak, indonesia e-mail: tahmidsabripgsd@gmail.com abstract. this research is carried out in cycles (stages), with some step steps that are (1) the teacher makes the design of integrated learning; (2) conducted observations by the researcher; (3) reflection is done to see together the constraints experienced by teachers when designing; (4) implementing subsequent actions as remedial measures for teacher inaccuracies in previous activities; (5) the next step of implementing the design that has been made; (6) reflections on the inaccuracy in the implementation of learning (7) take the next class action as a remedy for inaccuracy in the implementation. then the findings of this study include (1) distribution of time in learning, both in the design of learning and in the implementation of learning difficult for teachers to distribute it appropriately; (2) the correlation between concepts in the related field of study, is still awkward or not yet done by the teacher appropriately; (3) drawing conclusions in learning. teachers have difficulty directing the students to conclude from the concepts already discussed (4) the views of integrated learning teachers need to be applied in elementary schools, as they can capture some concepts from several fields of study at the same time (5) students' view that learning in an integrated way not difficult even fun, only a small part that says difficult because not yet accustomed. keywords: integrated learning; integrated model i. introduction starting from the experience of teachers implementing integrated learning in the classroom. teachers often experience difficulties, both in making the design of the lesson and in applying the design, meaning the design made by the teacher, or the way the teacher implements the design is not correct, and simultaneously ask teachers and students' views on whether or not the application of integrated learning in primary schools is essential. to address these problems, classroom action research is needed, in which teachers are involved collaboratively, teachers try their own, in the hope that teachers can find out directly, the various obstacles experienced by teachers so far in applying integrated learning in their own class, at least teachers can reduce the frequency inappropriateness in applying integrated learning in primary schools. ii. methodology the research method used in this research is classroom action research method with emphasis on the way teachers apply integrated learning integrated model in class v elementary school. the selection of this method is based on the view that this classroom action research is able to offer new ways and procedures for improving and improving professional teachers in the classroom learning process by looking at the various indicators of process success and learning outcomes that occur in students. iii. results and discussion a. result integrated learning plan integrated model with the theme of creativity of simple aircraft development can be designed by the teacher appropriately, including tpk and impact accompanist, central http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 146-151 p-issn: 2477-5924 e-issn: 2477-8478 147 theme, series of learning activities, learning implementation steps, and culmination activity stages, including reporting and discussion and evaluation of processes and evaluation of results. this accuracy, marked with the results of data analysis shown with 99.7%. integrated learning plan integrated model with the theme of creativity of simple aircraft development that has been designed by the teacher appropriately, can be applied by the teacher according to the design plan that has been made, including: tpk and impact accompanist, central theme, series of learning activities, the steps of cultivation activities, which include reporting and discussion and evaluation of process and evaluation of results, followed by followup activities. this accuracy, marked with the result of data analysis shown with percentage 98,16%. according to the view of the teacher based on the experience he has experienced through classroom action research that integrated learning is necessary once applied in primary school, given the various considerations, namely: a. student activities in learning, such as: asking, answering, expressing opinions, responding, reading, discussing, working, listening, and paying attention will arise during the learning takes place in a unity or interconnection resulting in a fun and conducive learning environment for students. b. time use occurs effectively. c. saving time (at the same time can capture some concepts from several fields of study). d. instilling democratic attitude, mutual respect, mutual openness, and others. e. the learning is student-centered. f. the atmosphere is lively and fun. g. there is always a process evaluation and evaluation of results, which includes the cognitive, affective and psychomotor aspects. according to the views of the students on the basis of experience gained during the integrated learning that "learning in this new way" needs to be done in elementary schools with the following considerations: a. learning in a new way is different from learning the usual way so it's fun for students (100%). b. learning science, math, bahasa indonesia, and ppkn in this integrated way according to students no difficulty alias can be followed easily (80,56%). c. by learning this new way, students feel free to think, freely express opinions, free to do, free to ask, which is important in accordance with the learning objectives to be achieved under the guidance of teachers (86.11%). d. learning in this new way makes the students not feel pressured about any task given by the teacher (88.89%). e. students do not find difficulty in group work time by learning this integrated way even happy (72%). f. more than 60% of the students participated in the lesson said that they did not experience difficulties when expressing their opinions or suggesting ideas, only felt slightly stiff, less accustomed (66.67%), as well as 83.33% ). judging from the learning result obtained by the students showed that the average value of the individual and the average grade value ranged between 75% 90%, according to the concept of learning complete "if students master the subject matter given, at least 75%, then the learning outcomes are classified good "(a.suharsimi, 1988: 255). this provides an illustration that the way teachers apply integrated learning on a basic, from the design of making it to the application is considered appropriate. b. discussion 1. lesson plan this lesson plan consists of the establishment of tpk and the impact of accompaniment, the determination of the central theme, the determination of the series of learning activities, the determination of the steps of implementation of learning, and the determination of the culmination activity stage. a. the determination of tpk and impact of companion in the determination of tpk and the making of companion impact initially initially teachers experience difficulty, but through this action research difficulties can be solved by teachers directly, namely tpk and the impact of accompanist who characterized the integration of the concepts with each other interconnected from several fields of study direction of the central theme of learning (100%). b. the determination of the central theme the central theme set by the teacher of "simple aircraft development creativity", based on research results on the action that the theme is correct is marked by the following: 1) simple 2) interesting 3) can capture the related concepts from several fields of study 4) according to the level and ability of the learners (100%). c. determination of a series of learning activities from the steps of the series of activities planned by teachers in the learning, the plan is quite appropriate, except the time distribution on the plan of the stages of learning implementation, there are still obstacles for teachers, because it is still predictive, not in the actual stage of implementation. distribution of time in the design is an illustration of the use of time when the implementation of integrated learning is journal of education, teaching and learning volume 3 number 1 march 2018. page 146-151 p-issn: 2477-5924 e-issn: 2477-8478 148 appropriate, therefore appropriate time estimates, from the initial action plan, core activities to the learning end activities so that time can be used effectively according to the lesson plan. in general, however, the planned action steps designed by the teachers have met expectations (98.3%). d. determine the steps of implementation of learning the sequence of integrated learning activities involves initial activities, core activities and end activities that are the culmination of integrated learning. these activities are interconnected with each other, and more emphasizing activity in children. the core activities begin with the development of concepts related to raising various activities and creativity of children in learning by using various methods and strategies. this design has been poured teachers in lesson plans (100%). e. determination of culmination activity stage this stage is part of this activity, which is the culmination of all integrated learning activities. this stage includes reporting by students and speakers and is followed by evaluation and other activities. all these plans have been properly articulated by the teacher in the lesson plan (100%). 2. implementation of learning a. determination of tpk and impact of companion tpk that has been determined by the teacher in the design of learning is a real picture to be addressed or to be achieved so that the various activities undertaken focused on the tpk. the teacher's efforts to achieve that goal have been accomplished correctly. while the expected impact of accompanist during the implementation of learning cannot be clearly described, because it is predicted in the future. here the teacher gives an appeal to disseminate the information of tpk at the beginning of the learning simultaneously. b. the determination of the central theme the central theme is "the creativity of simple aircraft development". in the implementation of learning, all the concepts discussed by teachers including various attitudes and skills are always interconnected and overlapping towards an agreed central theme that encourages children to perform activities and activities related to the development of simple aircraft. this effort has been done by teachers properly, although there are still obstacles experienced by teachers, the controls can eventually be resolved by the teacher well (95%). c. the design of learning activities the design of learning activities that have been poured teachers in the lesson plan can already be implemented by teachers with good enough and running smoothly. in this case, it is only a matter of time distribution that is not always appropriate with the time distribution already planned by the teacher. because this integrated learning is applied through action research with stages, the inaccuracy can be overcome after reflection between the teacher and the researcher and other parties. thus the design of various activities that can be done properly (98.3%). d. steps of implementation of learning initial activities, core activities, and end activities can already be implemented by teachers appropriately, starting with the conclusions of the teacher-directed children are still in difficulty, but ultimately can be improved by the teacher at the next learning meeting stage (97.5%). e. determination of culmination activity stage stages of this activity include reporting by the child as a result of his / her learning creativity and followed up by the teacher with the discussion, through questioning, class discussion, and explanation by the teacher, followed by evaluation activities both evaluation process and evaluation result. all of these activities have been done by the teacher with 100% accuracy. 3. the state of the student while following the lesson implementation of integrated learning basically serves as a driver of student learning power to construct knowledge that is being studied. therefore, integrated learning can be regarded as an approach or a strategy of learning. various methods and other methods developed by the teacher so as to make students preoccupation with learning. students are enthusiastic and actively follow the learning process conducted by teachers in an integrated manner. students ask each other questions and discuss problems solved by the teacher so that they are creative and happy to do the task given tana feel burdened at least from the beginning until the end of learning. here students are given the freedom to express opinions, ask questions and comment on any opinions by others. the atmosphere is lively and fun, students are tireless and do not feel pressured over every task given by the teacher. if the teacher is not responsive and creative can lead to uncontrolled classes and always lack time. but the teacher is always reflective, any problems that arise will always be resolved properly so that the atmosphere of learning in the classroom is still going well. the state of the student at all times is controlled by the teacher and any assigned tasks by the group, will be reported and discussed together to obtain the perfection of the work of the discussion. this fact is seen in the course of integrated learning. indeed at first, the students are somewhat passive, less daring to ask let alone express opinions, but in the end, the students happened as what has been mentioned above with the level of 97.14% significance. journal of education, teaching and learning volume 3 number 1 march 2018. page 146-151 p-issn: 2477-5924 e-issn: 2477-8478 149 4. the value of student learning outcomes judging from the learning outcomes obtained by the students (in the previous table) shows that the application of integrated learning to elementary students can provide meaningful meaning for student learning, proved the average value of the individual and the average grade ranges from 75% 90%. according to the concept of complete learning, if each student can master the subject matter given by the teacher, at least 75% of all material taught then the student learning outcomes are quite good (a. suharsimi, 1988: 255). thus it can be drawn a conclusion that the integrated learning that has been implemented in elementary school has been implemented properly. 5. results of interviews with teachers and students: a. teacher: the results of interviews with teachers applying integrated learning include: "student activity, the use of time, the necessity of integrated learning in sd sustainably, the advantages and disadvantages of integrated learning, delivery strategies, impressions and messages after applying integrated learning, suggestions and criticisms provided as well as evaluation of learning ". the details of the interview are as follows: 1) student activity in learning these activities include: asking, reading, discussing, working, listening, watching, answering, and responding. various types of these activities during the learning takes place, proceeding in one unit or interrelationships so that there are a fun and conducive learning atmosphere. 2) time use occurs effectively 3) considering the advantages, such as: saving time, being able to clarify several concepts at the same time, democratizing democracy; etc., therefore, integrated learning needs to be developed in sd in a sustainable manner, even if there are constraints on certain matters such as timeliness, grouping of students and not supported by adequate means. 4) d. the learning is student-centered. 5) the atmosphere is lively and fun. 6) there is always evaluation of processes and outcomes, both cognitive, affective, psychomotor and other aspects. from the above interviews, it is clear that integrated learning in elementary schools needs to be applied to elementary students, considering the various positive aspects, such as: active, creative, living class, fun, time-effectiveness, can interact concepts at the same time, embedded democratic attitudes, student-centered learning and so on. b. student: from some opinions or views of students on integrated learning in primary schools can be grouped as follows: 1) integrated learning in primary school needs to be implemented (97.22%). 2) learning in a new way (integrated learning) is different from learning the usual way (100%). 3) learning science, mathematics, bahasa indonesia, ips, and ppkn by combining each other according to students no difficulty (80.56%). 4) of the five subjects: science, mathematics, indonesian, ips, and ppkn according to most students there is no difficult to learn by means of integrated learning integrated model (61.11%). 5) learning in this new way, students feel free to think, free to express opinions, free to do, free to ask, which is important in accordance with the learning objectives to be achieved under the guidance of teachers (86.11%). 6) learning in this new way students do not feel pressured on any task given teachers (88.89%). 7) learning in this new way (learning integrated), most students say happy (88.89%). 8) learning by way of connecting science subjects with other subjects generally the students say can be followed / easy to follow (75%). 9) many students say that at group work time this new way of learning has no difficulty (72%). 10) more than 60% of all students view that there is no difficulty in expressing opinion (66.67%). 11) most students think that there is no difficulty in asking questions (83.33%). thus it can be highlighted that the implementation of integrated learning in elementary schools, according to the students' perspective needs to remember the existence of various advantages, such as free opinion, free to ask, free to do, fun learning atmosphere, intercourse relationship and so forth. 6. score of students’ learning results from the learning result obtained by the students shows that the average value of the individual and the average grade value ranges from 75% 90%, according to complete learning theory "if students master the subject matter given, at least 75%, then the learning outcomes are already quite good "(a.suharsimi, 1988: 255). this provides an illustration that the way teachers apply integrated learning on a basic, from design to application has been considered appropriate. journal of education, teaching and learning volume 3 number 1 march 2018. page 146-151 p-issn: 2477-5924 e-issn: 2477-8478 150 iv. conclusions a. integrated learning plan integrated model with the theme of creativity of simple aircraft development can already be designed by the teacher appropriately, including: 1. rearing of tpk and impact accompanist 2. determination of the central theme 3. determination of a series of learning activities 4. determine the steps of implementation of learning 5. determination of culmination activity stages, including reporting and discussion and evaluation of process and evaluation of results (99.7%). b. integrated learning plan integrated model with the theme of creativity of simple aircraft development that has been designed by the teacher appropriately, can be applied by the teacher appropriately according to plan include: 1. tpk and impact accompanist 2. central theme 3. a series of learning activities 4. step-by-step implementation of learning 5. stages of culmination activities, which include reporting and discussion and evaluation of process and evaluation of results, followed by follow-up activities. (98.16%). c. according to the view of the teacher based on the experience he has experienced through classroom action research that integrated learning is necessary once applied in primary school, given the various considerations, namely: 1. student activities in learning, such as: asking, answering, expressing opinions, responding, reading, discussing, working, listening, and paying attention will arise during the learning takes place in a unity or interconnection resulting in a fun and conducive learning environment for students. 2. time use occurs effectively. 3. saving time (at the same time can capture some concepts from several fields of study). 4. instilling democratic attitude, mutual respect, mutual openness, and others. 5. the learning is student-centered. 6. the atmosphere is lively and fun. 7. there is always a process evaluation and evaluation of results, which includes the cognitive, affective and psychomotor aspects. d. according to the views of the students on the basis of experience gained during the integrated learning that "learning in this new way" needs to be done in elementary schools with the following considerations: 1. learning in a new way is different from learning the usual way so it's fun for students (100%). 2. learning science, math, bahasa indonesia, and ppkn in this integrated way according to students no difficulty alias can be followed easily (80,56%). 3. by learning this new way, students feel free to think, freely express opinions, free to do, free to ask, which is important in accordance with the learning objectives to be achieved under the guidance of teachers (86.11%). 4. learning in this new way makes the students not feel pressured about any task given by the teacher (88.89%). 5. students do not find difficulty in group work time by learning this integrated way even happy (72%). 6. more than 60% of the students participated in the lesson said that they did not experience difficulties when expressing their opinions or suggesting ideas, only felt slightly stiff, less accustomed (66.67%), as well as 83.33% ). judging from the learning result obtained by the students shows that the average value and the average grade is between 75% 90%, according to the concept of complete learning "if students master the subject matter, at least 75%, then the learning outcomes are already quite good" (a.suharsimi, 1988: 255). this provides an illustration that the way teachers apply integrated learning on a basic, from design to application has been considered appropriate. acknowledgments a. mr/mrs. director general of higher education department of national education and staff. b. mrs. ir. agustine lumangkun, m. sc, and staff of research institute universitas tanjungpura pontianak. c. the dean of faculty of teacher training and education universitas tanjungpura pontianak. d. the head of the national education branch office kotamadia pontianak. e. mrs. dra. maimun syamsul hadi as the principal of sd 32, and ibu kristina, a.ma teacher of grade v sd 32 kotamadia pontianak, along with other parties who have participated in collaboration in this research. references aswin, h.f. 1996. psikologi perkembangan anak. jakarta: depdikbud. asy’ari, m. 1997. pembelajaran terpadu antar bidang studi sebagai variasi pengajaran di sd dengan tema sentral bidang ipa. (tesis). bandung: pps upi bandung. journal of education, teaching and learning volume 3 number 1 march 2018. page 146-151 p-issn: 2477-5924 e-issn: 2477-8478 151 depdikbud. 1995. kurikulum pendidikan dasar/ gbpp, kelas v sekolah dasar tahun 1994. jakarta: dirjen dikti. ertikanto, c. 1998. pembelajaran terpadu model integrated (makalah). bandung: pps upi bandung. fogarty, r. 1991. how to integrated the curricule. skylight publishing, inc. palatine, illinois. hopkins, d. 1993. a teacher’s guide to classroom research. second edition buckingham, philadelphia: open university press. joni, t.r. 1997. pembelajaran terpadu. naskah untuk pelatihan guru pamong sd, bp3gsd, dikti di yogyakarta, tanggal 4-16 agustus 1997. kartadinata, s & dantes. 1997. landasan-landasan pendidikan sekolah dasar. jakarta: depdikbud. muhadjir, n. 1996. pedoman pelaksanaan penelitian pendidikan kelas, bagian keempat: analisis dan refleksi. yogyakarta: dirjen dikti. peter, t, schubeck, k, & hopkins. 1995. a. thematic approach: theory and practice at the aleknagik school. phi delta kappan.76 (8).633-636. srini., m.i. 1997. pendidikan ilmu pengetahuan alam. jakarta. bp3 gsd: direktorat jendral pendidikan tinggi (dikti). suyanto. 1997. pedoman penelitian tindakan kelas. bagian kesatu yogyakarta: direktorat jendral pendidikan tinggi (dikti). tim pengembang pgsd. 1997. pembelajaran terpadu d-ii pgsd dan s 2 pendidikan dasar. jakarta : direktorat jendral pendidikan tinggi (dikti). journal of education, teaching, and learning volume 4 number 1 march 2019. page 180-184 p-issn: 2477-5924 e-issn: 2477-8478 180 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. improving students character using fairy tales martono universitas tanjungpura, pontianak, indonesia e-mail:martono_fkipuntan@yahoo.co.id abstract. in the 2003 national education system law, education is a conscious and planned effort to realize a learning atmosphere and learning process so that students actively develop their potential to have spiritual strength, self-control, personality, intelligence, noble character, and skills. it needs itself, society, nation, and country. educational goals in indonesia shape the noble character of students. to realize that, fairytale learning is one of them that can be used. it examines the values contained in fairy tales, so research is conducted. the form of this research is qualitative, and the research method is a description. data collection techniques study documents. fairy tales that are used as data sources accessed on the internet and storybooks. the sociology of literature approach is used to analyze data. fairy tale oral literature has values that can be used to instill positive character in students. the values that are reflected in the fairy tales studied are the values of caring for the environment, thinking wisely before acting, the greedy nature of bringing disaster. the activity of appreciating fairy tales is closely related to training to sharpen feelings, reasoning, and imagination, as well as sensitivity to society, culture and the environment. students are expected to be able to enjoy, appreciate, understand, and utilize literary works to develop their personality, broaden their horizons, and improve their knowledge and language skills. with a lot of reading literary works will help students become cultured humans who are responsive to noble values in social life. students who are cultured are expected to be great human beings but still simple, free but self-controlled, strong but full of tenderness. keywords: character; students; fairy tales i. introduction a person's character is highly developed based on the potential brought from birth or known as a basic character that is biological. character can be formed through education because education is the most effective tool for awakening individuals in their identity as human beings. this is in accordance with the purpose of education is to character formation manifested in the essential unity of the subject with the behavior and attitude of life that he has. it is expected that education will result in human qualities that have the subtlety of mind and soul, have the brilliance of mind, physical fitness, and have an awareness of self-creation. exactly if we look at the basis of the law of education in indonesia, namely: in law number 20 of 2003 concerning the national education system, a commitment to character education is stated in article 3 which states that national education functions to develop the ability and shape the dignified character and national civilization in order to educate the life of the nation, the aim is to develop the potential of students to become faithful and fearful people of god almighty, noble, healthy, knowledgeable, capable, creative, independent, and become demographic citizens and responsible. many ways can be done to shape the character of students. one of them is through the field of study of indonesian language and literature. learning indonesian language and literature in schools can be used to shape the character of students as our beloved nation's next generation. it is expected that students have the ability to use indonesian language to improve intellectual abilities (creative thinking and discipline, use common sense, apply useful knowledge, understand and pursue abstract concepts, and solve problems), emotional and social maturity. material that can be chosen is, for example, a fairy tale. why is it fairy tale? what's wrong with a fairy tale. what is the tale about? on this occasion, the author will share the experience of forming positive character students in schools using fairy tales. ii. research method the type of research conducted is the study of literature by looking for several references related to the problems found. the data used in this study are primary data obtained from the internet, books, and journals that are http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 180-184 p-issn: 2477-5924 e-issn: 2477-8478 181 relevant to research. these data are analyzed using descriptive analysis method by describing the facts found and analyzing and providing explanations related to the problems found. iii. discussion learning indonesian language and literature indonesian language and literature learning, in addition to improving language skills, also to improve thinking and reasoning skills, as well as the ability to expand horizons. this learning is directed to sharpen students' feelings of sensitivity. students are expected not only to be able to understand the information conveyed in a straightforward or direct manner, but also those which are conveyed in a veiled or indirect manner. literary learning is intended to improve students' ability to appreciate literary works. literary appreciation activities are closely related to training to sharpen feelings, reasoning, and imagination, as well as sensitivity to society, culture, and the environment. students are expected to be able to enjoy, appreciate, understand, and utilize literary works to develop their personality, broaden their horizons, and improve their knowledge and language skills. on this basis, it is also said that we need to carry out literary education that is humanistic, oriented to the truth, and eager to love life, nature, and god. therefore, literary education requires learning material that is in accordance with the above objectives. literature compilation and extraction activities that contain the nation's cultural values need to be done (decision of the indonesian language congress v, 1988: 9). it is expected that students are able to enjoy, appreciate, understand, and utilize literary works to develop their personalities, broaden their horizons, and improve their knowledge and language skills. reading literary works will help students become cultured people who are responsive to noble values in community life. students who are cultured are expected to be great human beings but still simple, free but self-controlled, strong but full of tenderness. literary learning is part of the subjects given at school. literary learning is intended to improve students' ability to enjoy, appreciate and understand literary works. furthermore, the aim is that students can write literary works, such as poetry, prose, and drama scripts. character building education is a conscious and systematic effort in developing the potential of students. education is also an effort of the community and the nation in preparing its young generation for a better life for the people and nation in the future. sustainability is marked by cultural inheritance and character that has been owned by the people and nation. therefore, education is a process of cultural inheritance and national character for the younger generation and also the process of developing the nation's culture and character to improve the quality of life of the people and nation in the future. it is very closely related to education and character, and culture. there are two kinds of paradigms in character education. first, looking at character education within the scope of a narrower moral understanding. second, looking at character education from the point of view of understanding broader moral issues, especially seeing the whole event in the world of education itself (martono, 2010: 115). according to singh (2000: 175), character is a character or habit. the character in the view of psychology is a system of beliefs and habits that lead to the actions of an individual. wyne (in sundusiah, 2009) argues that the character comes from greek which means "to mark" (marking) and focuses on how to apply the value of goodness in the form of actions or behavior. based on some of these meanings, the character is personality of a person formed from the results of internalization of various virtues that are believed and used as the basis for the perspective, attitude of life, thinking, and acting. character education is education to shape a person's personality through character education whose results are seen in one's real actions, namely good behavior, honesty, responsibility, respect for the rights of others, hard work, and so on (lickona, 1991). the basic nature of character education is that what has become human potential must be developed. this also means, in humans, there are potential seeds of truth and goodness that must be encouraged through education for the actual. according to koesoema (2007), character education is a social aid so that individuals can live their freedom in living together with others in the world. character education aims to shape each person into a person who is of the highest importance. in the end, each individual becomes more aware and appreciates his individuality, is able to reach the freedom he has but remains morally responsible by paying attention to the existence of others. character education not only deals with the cultivation of values for students but is a joint effort to create an educational environment where individuals can live moral freedom. three important components of character education, namely knowledge about morals or moral knowledge, feelings about moral or moral feeling, and moral or moral actions (lickona, 1992). this is necessary so that students are able to understand, feel, and do virtue values. characters as a 'moral excellence' or morals are built on various virtues which in turn only have meaning when based on values that apply in culture (nation). the character of the indonesian nation is the character possessed by the citizens of the indonesian nation based on actions considered as a virtue based on the values prevailing in the indonesian society and nation. therefore, national character education is directed at developing the values that underlie a virtue so that it becomes a self-personality of citizens. character education can be said to be a process for improving human personality. this is a human effort to make himself a noble human being. basically in humans flowing habits or good behavior. the process of internalizing the main values or positive values that exist in humans. journal of education, teaching, and learning volume 4 number 1 march 2019. page 180-184 p-issn: 2477-5924 e-issn: 2477-8478 182 character education instills good habits. good habits are carried out and practiced continuously. in addition, the aspect of feeling is needed in character education. basically, moral deeds are the result of two other character components. there is a motivation that encourages someone to do good. there are three other aspects of a character that must be seen, namely: one's competence, desires, and habits. character education will broaden students' horizons about moral and ethical values that make students more able to take decisions that are morally accountable. in this context, character education applied in our educational institutions can be one of the means of civilization and humanization. this can be done through curriculum planning and learning strategies by teachers so that a good learning environment can be felt by students (de souza, et al, 2007). the impact of this is to create an environment that respects human life, and produces individuals who have balanced intellectual and moral abilities so that society will become more human. in the context of schooling, character education leads students with their potential to be faithful and pious, noble, disciplined and disciplined in accordance with existing regulations, polite, honest and diligent in studying, respecting fellow human beings, and caring for their environment. the nature of fairy tales a fairy tale is a collective short story of oral literature. a fairy tale is folklore that is considered not really happening. tales are told mainly for entertainment, although many also describe the truth, contain lessons (moral), or even innuendo (danandjaya, 1991: 83). dongen is a story that is considered never happened. dongen is basically told for entertainment for children. tales told are not related to time and place. according to antti aerne and thomson (in danandjaya, 1991: 83) fairy tales can be classified into four major categories, namely: 1) fable, 2) ordinary folktales, 3) jokes and anecdotes (jokes and anecdote), 4) formula tales. 1) fable the fairy tales of animals are fairy tales that are inhabited by pets and wild animals, such as mammals, birds, creeping things, fish, and insects. these animals in this type of story can speak and understand like humans. examples of mouse deer and crocodiles. 2) ordinary fairy tales ordinary fairy tales are a kind of fairy tale that is centered on humans and usually about someone's sad story. examples: bujang nadi and dara nandung, bawang merah and bawang putih. 3) jokes and anecdotes (joke and anecdote) jokes and anecdotes are fairy tales that can cause feelings of ridicule, which gives laughter to those who listen and tell them. example: si kabayan. 4) formula tales the fairy tales are fairy tales that have a repeated structure or repetition. this tale has several sub-forms, namely: (1) cumulative tales. this fairy tale is formed by adding more detailed information to each core repetition of the story, (2) a fable to play with people (catch tales) is a fictional story that is told specifically to deceive people because it will cause their listeners to express unwise opinions, (3) fairy tales those who have no end (andlles tales) are fairy tales that if passed will not reach the final limit. fairytale function according to hadish, (1979: 1) oral literature has an important function in life because it can reflect people's lives and instill a sense of love for their own culture. according to bascom (in danandjaya, 1991: 19), the function of oral literature is (a) as a projection system (projective system), namely as a means of reflecting the dreams of a collective; (b) as a means of ratifying cultural institutions and institutions; (c) as a children's educational tool (pedagogical device); and (d) as a means of coercion and supervision so that community norms will always be obeyed by their collective members. a positive value of fairy tales as a character formation media examples of fairy tales 1. value of caring for the environment fires in the forest there was a big fire in the forest. all the animals fled together to the side of the lake that was not burned, and they stared at the blazing fire. a small bird sees what happens, then takes a drop of water with its small beak and drops it on the coals. the bird returned and took another drop of water to drop on the coals. the bird continues to fly back and forth diligently. all the other animals just stared at the bird and said: "he thought he could do it with one drop?" finally, they asked the bird. "tell us, little bird, do you think you can put out that fire with only drops of water?" the little bird answered: "i have to do what i can do." when he finished talking, the angel passed by and saw the small bird and dropped heavy rain on the burning forest. finally, a blazing fire can be extinguished. (henny trailes, in respati, 2004: 262). there is a value that can be taken from the tale. concern about events that occur in our environment. do everything possible and as hard as you can when doing help. even though people around us are not willing to help. check out the quote below "i have to do what i can do." what is done should not endanger yourself. look for strategies that don't harm yourself when helping others or doing something. the values above are very valuable for students. we must instill these positive values so they can apply them to the right events. please help to do the good that is expected to be applied by students, not help to do evil or cheating. examples of fairy tales 2. thinking wisely journal of education, teaching, and learning volume 4 number 1 march 2019. page 180-184 p-issn: 2477-5924 e-issn: 2477-8478 183 the two goats two goats walked bravely from the opposite direction on a steep mountain, when they coincidentally each arrived at the edge of a cliff below which flowed very heavy river water. a fallen tree has been used as a bridge to cross the cliff. the tree used as the bridge is so small that it cannot be passed simultaneously by two squirrels, let alone by two goats. the very small bridge will make even the bravest of people become frightened. but the two goats did not feel scared. their pride and pride do not want to give in and give way to other goats. when one goat put his foot on the bridge, the other goat refused to budge and also put his foot on the bridge. finally, the two met in the middle of the bridge. both of them still refused to budge and instead pushed each other with their horns, so the two goats finally fell into the ravine and were swept away by the very heavy flow of water below. http://www.ceritakecil.com/cerita-dan-dongeng/dua-ekorkambing-44 there is a value that can be taken from the tale. if we don't want to budge, stubborn or arrogant will bring disaster as evidenced by the quote "the two still refused to budge and instead pushed each other with their horns, so the two goats finally fell into the ravine and were swept away by the very heavy flow of water below. "people who have stubbornness and want to win themselves always think that they are the right or the most powerful. people who have this nature will feel great when dealing with people who are patient or give in. but it will get the stone when dealing with people who have the same nature, namely stubbornness. if people are both stubborn, they rely on emotions and muscles, not the brain and common sense. stubborn people are very unpopular. better to relent than to experience bad luck because of stubbornness. it's better to relent to win. people who are equally stubborn will be able to harm each of them. examples of fairy tales 3: greedy traits bringing disasters the dogs and it shadow a dog that gets a bone from someone runs back to his house as quickly as possible with pleasure. when he passed a very small bridge, he looked down and saw his reflection reflected from the water under the bridge. this greedy dog thinks he sees another dog carrying a bone bigger than his. if only he stopped to think, he would know that it was only his shadow. but the dog did not think anything and instead dropped the bone he was carrying and immediately jumped into the river. the greedy dog finally struggled to swim towards the river bank. when he arrived safely by the river, he could only stand pensive and sad because the bone he was carrying was lost, he then regretted what happened and realized how stupid he was. http://www.ceritakecil.com/cerita-dan-dongeng/anjing-danbayangannya-60 there are values that can be taken from the tales of the dogs and shadows. the greedy of a person will harm him. consider the following quote "the greedy dog finally struggled to swim towards the river bank. when he survived on the edge of the river, he could only stand pensive and sad because the bone he was carrying was lost. "greedy people will always feel deprived. in case he has got something that can meet his needs. people who have greedy properties will harm themselves and others because friends, neighbors will not want to be friends with people who have greedy or greedy qualities. something that has been obtained can be lost due to greed or greed. in social life, we must want to help fellow human beings. eliminate greed or greed in us. iv. conclusion education is a conscious and systematic effort to develop the potential of students. education is also a community and nation's effort in preparing its young generation for a better life for the people and nation in the future. education is the most effective tool for awakening individuals in identity as human beings who are aware that good character is very important in community life. therefore, character education is very important to be instilled in students. character education can be said to be a process for improving human personality. this is a human effort to make himself a noble human being. the basic nature of character education is that what is to be a positive human potential must be developed. this also means, in humans, there are potential seeds of truth and goodness that must be encouraged through education for the actual. indonesian language and literature learning, in addition to improving language skills, also to improve thinking and reasoning skills, as well as the ability to expand horizons. especially literary learning is intended to improve students' ability to appreciate literary works. fairy tale oral literature has values that can be used to instill positive character in students. the values that are reflected in the fairy tales studied are the values of caring for the environment, thinking wisely before acting, the greedy nature of bringing disaster. the activity of appreciating fairy tales is closely related to training to sharpen feelings, reasoning, and imagination, as well as sensitivity to society, culture and the environment. students are expected to be able to enjoy, appreciate, understand, and utilize literary works to develop their personality, broaden their horizons, and improve their knowledge and language skills. generally literary works and fairy tales, in particular, there are values that can be used to foster the positive nature of students. good tales are used to instill the positive nature of students in elementary school. http://www.ceritakecil.com/cerita-dan-dongeng/dua-ekor-kambing-44 http://www.ceritakecil.com/cerita-dan-dongeng/dua-ekor-kambing-44 journal of education, teaching, and learning volume 4 number 1 march 2019. page 180-184 p-issn: 2477-5924 e-issn: 2477-8478 184 references aesop. (2017). http://www.ceritakecil.com/cerita-dandongeng/anjing-dan-bayangannya-60. diakses 1 mei 2017. aesop. (2017). http://www.ceritakecil.com/cerita-dandongeng/semut-dan-belalang-43. diakses 1 mei 2017. badan standar nasional pendidikan. (2006). standar isi. jakarta. badan standar nasional pendidikan. (2006). panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta. badan standar nasional pendidikan. (2006). contoh/model silabus mata pelajaran bahasa indonesia. jakarta. berry, john w; ype h. poortinga; mashall h. segall; pierre r. dasen. (1999). psikologi lintas-budaya: riset dan aplikasi. terjemahan edi suhardono. jakarta: pt gramedia. danandjaya, james. (1991). folklor indonesia. ilmu gosip, dongeng, dan lain-lain. jakarta: temprint. daradjat, zakiah. (2001). pembinaan akhlak di tingkat smta dan perguruan tinggi. dalam rama furqona (ed). pendidikan agama dan akhlak bagi anak & remaja. ciputat: pt. logos wacana ilmu. darma, budi. (1984). ‘moral dalam sastra’ dalam andy zoeltom (editor). budaya sastra. jakarta: rajawali. de souza, m., durka, g., engebretson, k., jackson, r., & mcgrady, a. (eds.). (2007). international handbook of the religious, moral and spiritual dimensions in education (vol. 1). springer science & business media. koesoema, doni. (2007). pendidikan karakter strategi mendidik anak di zaman global. jakarta: pt. grasindo. lickona. t. (1992). educating for character, how our school can teach respect and responsibility. new york: bantam books. martono, (2010). pembentukan karakter generasi muda melalui pembelajaran bahasa dan sastra indonesia. dalam novi anoegrajekti, sudartomo macaryus, dan endry boeriswati (eds.) idiosinkrasi. jakarta: unj dan kepel press. singh, agwan. (2000). encyclopedia of the holy quran. new delhi: balaji offset. sumardjo, jakob, & saini k.m. (1991). apresiasi kesusastraan. jakarta: gramedia pustaka utama. tillman. diane. (2001). pendidikan nilai untuk anak usia 8-14 tahun. terjemahan adi respati, aity sikidjo, daniel amor, josephine juwana, ramadhiana taharani. 2014. jakarta: grasindo. undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta. wellek, r. dan warren, a. (1977). teori kesusastraan. terjemahan melani budiman. jakarta: pt gramedia. widdowson, h.g. (1979). stylistic and the teaching of literature. london: longman. http://www.ceritakecil.com/cerita-dan-dongeng/semut-dan-belalang-43 http://www.ceritakecil.com/cerita-dan-dongeng/semut-dan-belalang-43 journal of education, teaching and learning volume 3 number 2 september 2018. page 296-301 p-issn: 2477-5924 e-issn: 2477-8478 296 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. evaluation of learning outcome assessment system in health and sports physical education subject in junior high school ismail1), indri astuti2), aloysius mering3) 1) universitas tanjungpura, pontianak, indonesia e-mail: ismailsaputra04@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: indribk91@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: mering7157@yahoo.co.id abstract. research aims to find out: (1) context of learning outcome assessment system, (2) input evaluation of the results assessment system, (3) component of the assessment system implementation process, (4) product learning outcomes assessment system. this study includes evaluation research with the cipp m\model (context, input, process, product) with a qualitative and quantitative approach and using qualitative descriptive analysis methods. data collection techniques used are (1) questionnaires, (2) observation, (3) interviews and (4) documentation. data analysis techniques for quantitative data are (1) editing, (2) coding, and (3) tabulating. for qualitative data are: (1) data reduction, (2) presentation of data, and (3) draw conclusions. results of the study: (1) the target of assessing learning outcome in pjok subjects in ketapang junior high school is still lacking, such as in the assessment instrument between friends, journal, projects. (2) preparation of the semester program is not prepared a special time for daily tests. in the preparation of the rpp which small teachers were still not included in the problem text, key answers, and assessment guidelines. (3) the assessment process is not in accordance with the time specified, the teacher has not optimally discussed midterm exam questions. (4) reports on the assessment of student learning outcomes include affective, cognitive and psychomotor aspects, as well as the report, contains descriptive notes that are useful for parent and a follow up in efforts to improve the learning process in general. the assessment system of learning outcomes in pjok subjects in ketapang junior high school is in accordance with the 2013 curriculum assessment guidelines. in the implementation of the assessment, it is expected that the participation of principals, supervisors and relevant agencies, in order to provide technical guidance to teachers in the assessment process so that the assessment process is carried out maximum in accordance with the 2013 curriculum. keywords: evaluation; learning outcome; assessment system i. introduction assessment of learning outcomes is one of the most important activities in the world of education. with a good assessment of learning outcomes, it can be known the level of student learning progress, its weaknesses, and strengths. assessment of good learning outcomes will be a feedback for the teacher to evaluate the level of success of the teaching and learning process. through evaluation, educators can better guide their students to achieve maximum learning outcomes, both from the cognitive, affective, and psychomotor aspects. evaluation can play a role in anticipating and preventing the failure of the learning process. with the evaluation, it is expected to make learning better and lack of learning can be improved. so that learning objectives can be achieved. evaluation of this assessment system is carried out for all subjects at all levels of education including physical and health physical education subjects. evaluation is part of a series of learning in addition to the planning and implementation of learning. one important aspect of learning evaluation is assessment. assessment is part of learning activities carried out to determine the achievement of students' competencies which include knowledge, attitudes, and skills. assessment is carried out during the learning process and at the end of learning. the focus of educational assessment is the learning success of students in achieving the specified competency standards. a good assessment system will affect learning outcomes. to find out the implementation of the system of assessing health http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 296-301 p-issn: 2477-5924 e-issn: 2477-8478 297 and sports physical education learning outcomes in accordance with the standards of assessment guidelines by the education unit, an evaluation is needed. this is in line with the results of sadikun's research (2015) which shows that in general the implementation of the assessment system in schools has been carried out in accordance with the guidelines, but there are many deficiencies in the implementation. as for the drawback that the semester program does not contain the time to carry out repetition of repairs and enrichment, the syllabus does not include assessment techniques for aspects of attitude, cognitive and psychomotor aspects not relevant to basic competencies, assessment in rpp does not cover all learning objectives and still found assessment techniques that are not relevant to learning objectives, assessment of affective aspects through journals are not carried out, affective value processing is not in accordance with the assessment guidelines of the ministry of education and culture, written tests in the form of free descriptions are very few, the process of implementing portfolio assessments is not in accordance with the provisions of portfolio assessment, spiritual attitude competence in the book report cards are not in accordance with the basic competencies of spiritual attitudes in the curriculum, and the descriptive values of report cards do not explain the achievement of the most prominent or good competencies and the competencies whose achievements are still lacking. similarly, the results of ani widayanti (2014) study that the preparation of portfolios which includes planning, planning, assigning tasks, compiling content, dialogue and storing portfolios is not good, teachers carry out portfolio assessments in accordance with their simple understanding. in the study of ismiyati (2011) that the implementation of assessments by lecturers according to students and lecturers themselves is in good category. based on the results of observations and direct observations carried out at the school of ketapang 1 state junior high school, ketapang 2 state junior high school , ketapang 3 state junior high school, ketapang 4 state junior high school, and hulu sungai 1 state junior high school, information was obtained that there were still health and sports physical education teachers who had not carried out the implementation process assessment of learning outcomes in health and sports physical education subjects in accordance with the assessment standards set out in the 2013 curriculum .based on the results of observations made, the overall assessment stages in ketapang junior high school have not been fully implemented by the teacher in assessing learning outcomes. this certainly shows that the stage of the assessment system has not been done optimally because it does not show a thorough assessment process in determining learning outcomes. based on the description above, the researcher wants to do research on evaluating the assessment system of learning in health and sports physical education subjects in ketapang junior high school with the cipp model (context, input, process, product) in general, the aim of the researchers to achieve in this study is to describe and evaluate the implementation of the learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school. specifically, the purpose of this study is to describe: (1) components of the context of evaluating the learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school. (2) components of input evaluation of learning outcomes in health and sports physical education subjects in ketapang junior high school. (3) components of the implementation process of evaluating the learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school. (4) the product component of the learning outcome assessment system in health and sports physical education subjects in ketapang junior high school. ii. research method the research method used is qualitative descriptive method is a problem-solving method that is investigated by describing or describing the state of the object of research in the present state based on the facts that appear or as they are (satori and komariah (2013: 22). this method is used to see the implementation of the learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school. the design of this research is evaluation research with cipp model (context, input, process, product). subjects in this assessment were 9 physical and physical education subject teachers, totaling 48 students, 48 students attending classes and 5 vice principals in the curriculum field. data collection techniques in this study are questionnaire techniques, observation, interviews, and documentation. the research instrument was questionnaire guide, observation guide, interview guide and documentation guide. data analysis techniques used in this study were quantitative and qualitative analysis. iii. result and discussion a. result respondents in this study consisted of 9 teachers, 48 students in grade vii and 5 students in the curriculum in ketapang junior high school. data collection techniques in this study in the form of a teacher questionnaire with 56 items, student questionnaire with 52 items, observation with 70 statements, and interviews with 14 questions. the results of each respondent, in summary, can be seen in figure 1, 2, 3 and 4 below: journal of education, teaching and learning volume 3 number 2 september 2018. page 296-301 p-issn: 2477-5924 e-issn: 2477-8478 298 fig. 1 results of a teacher questionnaire evaluating the learning outcome assessment system in health and sports physical education subjects at ketapang junior high school. in the graph 1. shows the percentage of the results of the teacher questionnaire in the implementation of the learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school can be explained as follows: 1) in the aspect of context, 77.7% of teachers answered that they had implemented the learning outcome assessment objectives. this means that most teachers carry out the assessment of learning outcomes in sports physical and health education subjects. 2) in the aspect of input shows 81.1% of teachers answered always implementing the target of learning outcomes, 1.1% of teachers answered frequently, 7.8% of teachers answered sometimes and 0% answered never. this means that most teachers always carry out the assessment plan of learning outcomes in sports physical and health education subjects. 3) in the aspect of the process, 45.3% of the teachers answered that they always carried out the process of evaluating learning outcomes, 26.2% of teachers answered frequently, 26.2% of teachers answered sometimes and 2.2% of teachers answered never. this means that most teachers always carry out the process of assessing learning outcomes in sports physical and health education subjects. 4) in the product aspect, 45.3% of teachers answered that they always carried out the process of evaluating learning outcomes, 17.8% of teachers answered frequently, 1.1% of teachers answered sometimes and 0% answered never. this means that most teachers always carry out product learning outcomes assessment results in the physical and health physical education subjects. fig. 2 results of the students’ questionnaire evaluating the learning outcomes assessment system in health and sports physical education subjects at ketapang junior high school. in graph 2. shows the percentage of student questionnaire results in the implementation of the learning outcome assessment system in the physical and health physical education subjects at ketapang junior high school can be explained as follows: (1) in the aspect of context, 32.2% of students answered that they always carried out the assessment of learning outcomes, 36.2% of students answered frequently, 26.0% of students answered sometimes, and 5.6% of students answered never. this means that most students answer that the teacher often carries out the assessment objectives of learning outcomes in sports physical and health education subjects. (2) in the aspect of input shows 35.9% of students answered always carrying out the assessment plan of learning outcomes, 42.4% of students answered frequently, 19.2% of students answered sometimes and 2.3% of students answered never. this means that most teachers often carry out assessment planning for learning outcomes in sports physical and health education subjects. (3) in the aspect of the process shows 56.4% of students answered always carrying out the assessment process of learning outcomes, 24.2% of students answered frequently, 12.2% of students answered sometimes and 7.3% of students answered never. this means that most teachers always carry out the process of assessing learning outcomes in sports physical and health education subjects. (4) on the product aspect, 42.2% of students answered that they always carried out the assessment process of learning outcomes, 12.2% of students answered often, 1.1% of students answered sometimes and 7.3% of students answered never. this means that most teachers always carry out product learning outcomes assessment results in the physical and health physical education subjects. 77.7 81.1 45.3 81.1 11.1 26.2 17.8 7.8 26.2 1.10 2.2 0 context input process product the result of teacher questionnaire always often seldom never context input process product alweays 32.2 35.9 56.4 42.2 often 36.2 42.4 24.2 34.2 seldom 26.0 19.3 12.2 17.7 never 5.6 2.3 7.3 5.9 0.0 10.0 20.0 30.0 40.0 50.0 60.0 a xi s t it le the result of students' questionnaire journal of education, teaching and learning volume 3 number 2 september 2018. page 296-301 p-issn: 2477-5924 e-issn: 2477-8478 299 fig. 3 the results of the teachers’ observation in evaluating the learning outcomes assessment system in health and sports physical education subjects at ketapang junior high school. in graph 3. shows the percentage of teacher observations in the implementation of the learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school can be explained as follows: 1) in the context aspect, 86.7% stated "yes", the teacher implemented the target of learning outcomes, 13.3% stated "no", the teacher did not implement the learning outcome assessment goal. this means that most of the teachers stated that they had carried out the assessment objectives of learning outcomes in sports physical and health education subjects 2) in the input, aspect shows 90% stated "yes", the teacher carried out the assessment plan of learning outcomes, 10% said "no", the teacher did not carry out the assessment plan of learning outcomes. this means that most teachers state that they have implemented an assessment plan for learning outcomes in sports physical and health education subjects. 3) in the aspect of the process, 90% stated "yes", the teacher carried out the assessment plan of learning outcomes, 10% stated "no", the teacher did not carry out the assessment process of learning outcomes. this means that most of the teachers stated that they had carried out the assessment process of learning outcomes in sports physical and health education subjects 4) in the aspect of the product, 97.1% of the students answered that they always said "yes", the teacher carried out the assessment of learning outcomes, 2.9% said "no", the teacher did not carry out the assessment plan of learning outcomes. this means that some teachers state that they have carried out assessment products for learning outcomes in sports physical and health education subjects. fig.4 interview results of evaluation of learning outcomes assessment system in health and sports physical education subjects at ketapang junior high school. on graph 4. shows the percentage of interview results in the field of curriculum in the curriculum field in the implementation of the learning outcome assessment system in the physical and health physical education subjects in ketapang junior high school can be explained as follows: (1) in the context aspect, 194% stated "yes", the teacher carried out the assessment of learning outcomes, 6% stated "no", the teacher did not implement the learning outcome assessment objectives. this means that most of the curriculum field states that teachers carry out the assessment of learning outcomes in the physical and health physical education subjects (2) .in the input aspect shows 95% stated "yes", the teacher carried out the assessment plan of learning outcomes, 5% stated "no", the teacher did not carry out the assessment plan of learning outcomes. this means that most of the curriculum field states that the teacher carries out the assessment of learning outcomes in sports physical and health education subjects. (3) in the aspect of the process, 100% states "yes", the teacher carries out the results assessment process. this means that all curriculum fields state that the teacher carries out the process of assessing learning outcomes in sports physical and health education subjects (4) in the aspect of the product, 100% stated "yes", the teacher implemented the learning outcome assessment product. this means that all curriculum fields stated that the teacher carried out the product assessment of learning outcomes in sports physical and health education subjects. from the overall results of the teacher questionnaire respondents, the results of student questionnaires, the results of observations of the teacher and the results of interviews with the field of ketapang junior high school curriculum based on aspects of context, input, process, and product can be concluded that the implementation of learning outcomes assessment system in sport and health education general in accordance with the 2013 curriculum assessment guidelines. b. discussion 0.0 20.0 40.0 60.0 80.0 100.0 120.0 kontext input planning product the result of teachers' observation yes no 90.0 95.0 100.0 kontext input planning product the result of students' observation yes no journal of education, teaching and learning volume 3 number 2 september 2018. page 296-301 p-issn: 2477-5924 e-issn: 2477-8478 300 this research was conducted from june 4 to june 9, 2018, at ketapang 1 state junior high school, ketapang 2 state junior high school, ketapang 3 state junior high school, ketapang 4 state junior high school, and hulu sungai 1 state junior high school. this research was conducted on pjok subject teachers, field curriculum students, and seventh-grade students who attended pjok lessons. evaluation of learning outcomes assessment system in health and sports physical education subjects in ketapang junior high school using cipp model (context, input, process, product). the discussion in this study is explained as follows: 1) context of assessment of learning outcomes in health and sports physical education subjects in ketapang junior high school. based on the results of the questionnaire of teachers, students, interviews, and obsolescence in the context aspect, the target of learning outcomes assessment in pjok subjects in ketapang junior high school in general, the implementation of the learning outcomes assessment system has been implemented in accordance with the guidelines, but there are still deficiencies in the implementation of the attitudes and skills assessment objectives. . in the attitude assessment, there are shortcomings in the type of peer assessment and assessment through journals. the skills assessment deficiencies are found in the type of portfolio assessment and assessment through journals. the same thing also happened in ani widayanti's (2014) study that the preparation of portfolios which included planning, assigning tasks, compiling content, dialogue and storing portfolios was not good, the teachers carried out portfolio assessments in accordance with their simple understanding. 2) input planning for assessment of learning outcomes in health and sports physical education subjects in ketapang. from the results of the questionnaire of teachers, students, interviews, and obsolescence in the aspects of planning input assessment of learning outcomes in pjok subjects in ketapang junior high school, in general, the implementation of assessment planning learning outcomes have been implemented in accordance with the guidelines, but there are still deficiencies in its implementation, namely in the preparation of semester programs and forms rpp. in the preparation of the semester program, no special time is prepared in the daily test. in the preparation of the rpp, a small number of teachers were still not included in the problem text, key answers, and assessment guidelines. in the assessment instrument, there were still shortcomings of teachers not maximized in the preparation of assessment instruments through journals, projects, and portfolios. this is in line with the results of sadikun's research (2015) which shows that in general the implementation of the assessment system in schools has been carried out in accordance with the guidelines, but there are many deficiencies in its implementation. as for the drawback that the semester program does not contain the time to carry out repetition of repairs and enrichment, the syllabus does not include assessment techniques for aspects of attitude, cognitive and psychomotor aspects not relevant to basic competencies, assessment in rpp does not cover all learning objectives and still found assessment techniques that are not relevant to learning objectives, assessment of affective aspects through journals is not carried out, the process of implementing portfolio assessments is not in accordance with the provisions of portfolio assessment. 3) the process of assessing learning outcomes in health and sports physical education subjects in ketapang junior high school. from the results of questionnaires of teachers, students, interviews, and obsolescence in the aspects of the assessment process of learning outcomes in pjok subjects in ketapang junior high school in general, the implementation of the assessment system of learning outcomes have been implemented in accordance with the guidelines, but there are still deficiencies in implementation. still found the assessment process has not used observation sheets, portfolios, and journals. the assessment process is not yet in accordance with the time specified, the teacher has not optimally discussed uts questions for material that has not been mastered. similarly, the results of ani widayanti's (2014) study that the preparation of portfolios has not been good, teachers carry out portfolio assessments in accordance with their simple understanding. sadikun (2015) shows that in general the implementation of the assessment system in schools has been carried out in accordance with the guidelines, but there are many deficiencies in the implementation. the drawback is that the semester program does not contain the time to carry out repetitions of repairs and enrichment. 4) product assessment of learning the outcome of subjects at ketapang junior high school. from the results of the questionnaire of teachers, students, interviews, and obsolescence in the aspect of product assessment report on learning outcomes in pjok subjects in ketapang junior high school, in general, the implementation of the assessment system of learning outcomes have been carried out in accordance with the curriculum guidelines 2013. reports on the assessment of student learning outcomes include affective aspects, cognitive and psychomotor as well as in the report have contained descriptive notes (teacher comments) so that it can be useful for the elderly and be a follow-up in the effort to improve the learning process. in accordance with permen no. 104 of 2014 concerning the assessment of learning outcomes by educators in basic education and secondary education explains that assessment of learning outcomes is a process of gathering information about learning achievement that has been carried out by students in developing attitudes, knowledge, and skills competencies that are carried out systematically during and after the process learning. the provisions of the journal of education, teaching and learning volume 3 number 2 september 2018. page 296-301 p-issn: 2477-5924 e-issn: 2477-8478 301 implementation of the 2013 curriculum, student report cards must be accompanied by descriptive notes (comments) of teachers. however, there are still deficiencies in the implementation, the teacher has not maximally provided enrichment to students. the same thing in sadikun's research (2015) shows that in general the implementation of the assessment system in schools has been carried out in accordance with the guidelines, but there are many deficiencies in the implementation. as for the shortcomings that do not include the time of implementation of enrichment. iv. conclusion (1) context of assessment of learning outcomes for health and sports physical education at ketapang junior high school. the implementation of a system of assessing learning outcomes of physical and physical education in ketapang junior high school in the aspect of the context of the assessment of learning outcomes, in its implementation, in general, is in accordance with the 2013 curriculum assessment guidelines. in the aspect of attitude assessment, a small number of teachers have not compiled instruments for observation sheets, peer assessments, and assessments through journals, in the aspect of skills assessment the teacher has not optimally compiled an assessment instrument for the project portfolio and assessment. this is due to a lack of training related to assessments by relevant agencies so that the teacher's understanding of the assessment objectives in the 2013 curriculum is not optimal. (2) input assessment of learning outcomes of health and sports physical education at ketapang junior high school. planning the assessment of learning outcomes in health and sports physical education subjects in ketapang junior high school in general in accordance with the 2013 curriculum assessment guidelines. however, there are still deficiencies in implementation. the preparation of the semester program and rpp a small portion has not included assessment instruments and daily review schedules. in the aspect of attitude assessment, teachers rarely conduct peer-to-peer assessments and assessments through journals, in the aspect of skills assessment the teacher always uses a practice test or assignment so that the assessment of the portfolio, the project is rarely carried out. this is due to a lack of training related to assessments by relevant agencies so that the teacher's understanding of the assessment objectives in the 2013 curriculum is not optimal. planning assessment of learning outcomes is expected to be achieved in all aspects of the assessment so that the level of conformity with the assessment guidelines in the 2013 curriculum can be implemented 100%. (3) the process of evaluating the results of learning from health and sports physical education at ketapang junior high school. the process of implementing a learning outcome assessment system in health and sports physical education subject at ketapang junior high school is generally in accordance with the 2013 curriculum assessment guidelines. assessment through observation sheets, journals, and peer assessment has not been done for a small part so that the implementation process of the assessment has not been done optimally. in the 2013 curriculum assessment guidelines, all components of the assessment process must be carried out using all instruments. (4) product assessment of learning outcomes of health and sports physical education at ketapang junior high school forms of reports on the achievement of students' learning outcomes in the assessment of learning outcomes in health and sports physical education subjects at ketapang junior high school in general in accordance with the 2013 curriculum assessment guidelines. less and for those with more competence. overall the form and content of the assessment report already contain a description (comment) from the teacher, so that the assessment report is useful for the teacher, parents and also as feedback for improvement in the learning process. references ismiyati. 2011. evaluasi sistem penilaian hasil belajar pada fakultas ekonomi universitas negeri semarang (tesis). yogyakarta: universitas negeri yogyakarta. peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 104 tahun 2014 tentang penilaian hasil belajar oleh pendidik pada pendidikan dasar dan pendidikan menengah. jakarta: menteri pendidikan dan kebudayaan republik indonesia. sadikun. 2015. evaluasi pelaksanaan penilaian autentik. purwokerto satori, djam’an dan komariah, aan. 2013. metodologi penelitian kualitatif. bandung: alfabeta. widayati, ani. evaluasi pelaksanaan penilaian portofolio dalam pembelajaran. journal of education, teaching and learning volume 3 number 2 september 2018. page 267-272 p-issn: 2477-5924 e-issn: 2477-8478 267 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the implementation of development policy for the new school unit of smp negeri 20 singkawang asep wahyudin1), maswardi.m.amin 2), sukmawati3) 1)universitas tanjungpura, pontianak, indonesia e-mail: asepkomandan@ymail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: maswardi.mamin@gmail.com 3)universitas tanjungpura, pontianak, indonesia e-mail: sukmawati@fkip.untan.ac.id abstract. the purpose of this study was to explore, analyze and reveal the process of implementing local government policies in the effort to fulfill the infrastructure of the new school unit of junior high school in singkawang city. the approach used in this study is qualitative with the type of descriptive research in the form of case studies. planning the planning process of the development policy implementation of the new school unit of smp negeri 20 singkawang is carried out by the agency and the school. the agency makes technical instructions for implementing new student admissions that refer to ministerial regulations. the involvement of various parties and the availability of supporting data is needed in the planning process of singkawang junior high school new school unit development. the results obtained from this study are (1) planning of the planning process of the development policy implementation of the new school unit of smp negeri 20 singkawang carried out by the agency and the school; (2) the implementation of development policy for the new school unit of smp negeri 20 singkawang is carried out in accordance with the existing technical guidelines; (3) the role of stakeholders in the implementation of local government policies in the effort to fulfill the infrastructure of the smp negeri 20 singkawang new school unit in singkawang city, in accordance with the respective authorities and abilities; (4) evaluation is carried out to see which stages or parts still need improvement. keywords: implementation; development; policy i. introduction education is an aspect that greatly determines the progress of a nation. with better education, it is hoped that the life of the nation in the future will also be better. the world of education is not entirely without problems, the problem faced by the world of education in indonesia is not only caused by the aspect of education itself but also related to other aspects. some certain areas are still many schoolage children who have not yet had the opportunity to receive education at school. especially in areas that are scattered, isolated and isolated, many elementary school graduates who do not continue to junior high school due to the economic conditions of the family are lacking, the distance to school is far and there is no public transportation. one way that can be done in areas with the characteristics as mentioned above is to bring the school closer to the concentration of children who have not received education services. with the existence of this school, it is expected that children will be more motivated to continue their studies, by not increasing the family's financial burden and can succeed in the nine-year compulsory education program and the most important is beneficial for their lives. the construction of the new school unit of smp negeri 20 singkawang must be supported by the provision of educational facilities and infrastructure which is an important support for achieving a goal of education. in addition, school facilities and infrastructure are one component of the school system. each education unit is obliged to have facilities which include furniture, educational equipment, educational media, books and other learning resources, consumables, and other equipment needed to support an orderly and sustainable learning process. each education unit is required to have infrastructure that includes land, classrooms, leadership unit http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 267-272 p-issn: 2477-5924 e-issn: 2477-8478 268 of education unit, educator room, administration room, library room, laboratory room, workshop room, production unit room, canteen room, power installation and services, gym. place of worship, playground, creative place, and other space/place needed to support an orderly and sustainable learning process. the basis for determining the adequacy of standards for school facilities and infrastructure is based on the minister of national education regulation no. 24 of 2007 by providing a minimum of 3 classrooms with a ratio of 2 m2 of land area/students, leadership room, teacher room, administration room, library room, science laboratory room, room uks, bp, student/teacher bathroom/wc, playground /sports (according to spm) with a minimum land area of 2,170 m2 for building 1st floor (grant/endowments and/or buying) on behalf of the school foundation/organizer or land tenure and school building infrastructure for a period of at least 20 years and proof of ownership of educational facilities. the policy of the singkawang city government to hold the new school unit of smp negeri 20 singkawang in singkawang city is based on the low gross enrollment rate (apk) at the education level, especially junior high schools in singkawang city. rough participation rate (apk), shows the participation of the population who are studying according to their level of education. rough participation rate (apk) is the percentage of the population who are attending school at an educational level (regardless of age) to the number of school-age population that matches the level of education. apk is used to measure the success of educational development programs held in order to expand opportunities for residents to receive education. apk is the simplest indicator to measure the absorption capacity of the schoolage population in each level of education. the apk value can be more than 100%. this is because the population of students who attend school at an education level includes children aged outside the school age at the relevant education level. for example, many children aged over 12 years, but still in elementary school or many children who are not yet 7 years old but have entered elementary school. the existence of students older than the standard age at a certain level of education shows the occurrence of cases of living in class or being late for school. conversely, students who are younger than the standard age who sit at an educational level indicate that students enter school at a younger age. apk smp calculation formulas = {(number of residents who attend junior high school the population is 13-1515 years old) x 100} based on data from the department of education and culture of singkawang city in 2018 apk at the junior high school level in 2007/2008 was 0.63%. although in the following year there was a percentage of fluctuation but compared to 2008/2009 it was 4.60%, there was an increase in the gross participation rate (apk). in the data sourced from the west kalimantan central bureau of statistics, the apk at the junior high school level in singkawang city from 2010 was 59.02%. even though in the following year there was a percentage fluctuation but compared to 2010 there was an increase in the gross participation rate (apk). from the results of preliminary observations, it is known that the development of the new school unit of junior high school in singkawang city shows optimal results in increasing the gross participation rate (apk). the community (students) feel very helped by access to education through the construction of a new school unit. for parents, their children do not have to travel long distances to go to school with the same quality of education as other schools. this is one of the reasons why researchers conduct research on the construction of the new school unit of smp negeri 20 singkawang in singkawang city. another consideration is the construction of the new school unit of smp negeri 20 singkawang in singkawang city and the management is running well and has a positive response from the community. based on the description above, the researchers followed up with plans to conduct a research entitled "implementation of development policy for the new school unit of smp negeri 20 singkawang". ii. research method this study intends to reveal holistically, deeply with its complexity. therefore a relevant approach is qualitative research. this research uses descriptive research in the form of case studies with a qualitative approach because the data to be obtained is not in the form of numbers but in the form of field notes and interviews. this aims to explain and narrate the development policy of the new school unit of smp negeri 20 singkawang. iii. result and discussion a. result based on the data above, the researcher obtained several findings from the research related to the development policy unit of the new school unit of smp negeri 20 singkawang in singkawang city. based on the research findings the implementation of this activity can be carried out properly because (1) the involvement of various parties and the availability of supporting data, is needed in the planning process of the development of the new school school unit of smp negeri 20 singkawang in areas with isolated, remote and scattered criteria, that the implementation of new school unit development of smp negeri 20 singkawang is carried out because it looks at the needs of the community, followed up with planning, beginning with the making of proposals by involving and supporting various parties. a plan will not be in vain if it suits the needs of the community where many elementary school children do not continue until junior high school; (2) the right target socialization process facilitates the acquisition of support and can increase public awareness that socialization is carried out in various ways and by authorized parties so that the community understands and participates. the realization of the socialization activities helped the community to build schools, the community members were journal of education, teaching and learning volume 3 number 2 september 2018. page 267-272 p-issn: 2477-5924 e-issn: 2477-8478 269 aware of the importance of education and students had the spirit of learning; (3) the implementation process, as good as any planned policy, if it is not implemented is useless. on the contrary, as simple as any of the policies, if it has been implemented it becomes useful. the availability of various components of the education system and the harmony of work relations accelerates and improves the achievement of educational quality. four local characteristics that influence policy implementation: regional conditions, community, school principals and teachers (4) the role of stakeholders according to their respective authorities and abilities is very meaningful for improving school performance. without their involvement, the development program of the new school unit of smp negeri 20 singkawang cannot be carried out properly, both in the development process and in the learning process. each element of stakeholders (parents of students, communities, committees, principals, and heads of city education and culture) has roles in accordance with their existence. all support each other for the implementation of the new school unit development program in smp negeri 20 singkawang. planning the establishment of the construction of the new school unit of smp negeri 20 singkawang based on the new education policy in the framework of completing the 9-year compulsory education that is intended for graduates of sd/mi who do not / have not been accommodated. the plan for the establishment of the construction of the new school unit of smp negeri 20 singkawang is based on the reality in the community that is geographically far from the public school, while they are in dire need of education for their children. planning is carried out based on the needs of the community (social demand approach) so that the program that is run gets support from the community because it is useful. the activity of planning the establishment of the construction of the new school unit of smp negeri 20 singkawang begins with making a proposal that is equipped with supporting data. planning and making proposals for the construction of the new school unit in smp negeri 20 singkawang is carried out by the principal as many parties know the condition of students, schools and the surrounding community assisted by the teachers. as for the planning process by submitting a proposal, then there is verification of eligibility and announcement. the implementation of the policy for the development of the new serkolah unit of smp negeri 20 singkawang can be implemented because of the support from various parties. togetherness between all components is realized in several forms, including the principal in carrying out the tasks assisted by the vice principal and the teacher council. while the togetherness of the junior high school with the government, and the city government provides land for the establishment of schools. the availability of students, teachers as educators, and infrastructure has fulfilled the requirements for school administration. the role of stakeholders (parents of students, communities around the school, students, teachers, principals, and the head of primary and secondary education office of city education and culture) in education can be realized in various forms, in accordance with their respective authorities and abilities. the involvement of stakeholders can be tangible; energy, ideas, and matter. awareness of sending children to school is also a form of community participation. the involvement and existence of students are very necessary for the implementation and sustainability of the new school of smp negeri 20 singkawang. from planning to implementing a program, a comprehensive evaluation must be carried out, as well as in the new school unit development of smp negeri 20 singkawang. there are several things that are noted, namely the lack of learning support facilities including computers, library books, and teaching staff that are still lacking for certain subjects. the narrow access of the gang tak sangka road needs to be paid attention to be widened so that then the vehicle does not experience obstacles. b. discussion based on the findings of the study, researchers discussed and presented the results of research on the implementation of development policy for the new school unit of smp negeri 20 singkawang from planning, implementing, the role of stakeholders and evaluation. the data is obtained from interviews and documentation studies. the results of the research can be described as follows: 1. policy planning process of the regional government of singkawang city for the procurement of the new school unit of smp negeri 20 singkawang. planning the establishment of the new school unit of smp negeri 20 singkawang in singkawang city based on education policy in order to complete 9-year compulsory education for graduates who are not / have not been accommodated because they are outside the reach of public schools. the policy of the singkawang city government to hold the new school unit of junior high school in singkawang city is also based on the low gross enrollment rate (apk) at the education level, especially in junior high schools in singkawang city. this school unit of smp negeri 20 singkawang in singkawang is based on the reality in a geographic area that is not accessible from junior high schools, while they are in dire need of education for their children. planning is carried out based on the needs of the community (social demand approach) so that the program that is run gets support from the community because it is useful. opinions about the importance of planning are also put forward by anderson and bowman 1964 (in sutisna 1989: 192), planning is the process of preparing a set of decisions for future actions. this definition suggests that planning leads to and includes making decisions. decision making is often an important part of planning. it is a process in which a complete action program is prepared in advance before each part is carried out through specific decisions. this is reinforced by sagala (2002: 46) states that planning includes activities to determine what you want to achieve, how to journal of education, teaching and learning volume 3 number 2 september 2018. page 267-272 p-issn: 2477-5924 e-issn: 2477-8478 270 achieve it, how long, how many people are needed, and how much it will cost. the activity of planning the establishment of the new school unit of smp negeri 20 singkawang in singkawang city begins with making a proposal that is equipped with supporting data. planning and making proposals for the new school unit of smp negeri 20 singkawang is carried out by the principal as many parties are aware of the condition of students, schools and the surrounding community assisted by the teachers. as for the planning process by submitting a proposal, then there is verification of eligibility and announcement. to get positive support from the residents of the surrounding community, the school principal carries out socialization. the socialization is carried out by the school principal so that the community understands and participates. the authorities authorized the new school unit of junior high school in singkawang mainly as principals by inviting meetings of community leaders (village officials, teachers, principals and other community leaders); socialization was carried out in stages, from the community leaders to the people of the surrounding community. the target of socialization is all citizens, especially parents of students and students; the result of the socialization activity was the growth of public awareness in education and the existence of the new school unit of smp negeri 20 singkawang in singkawang reducing unemployment. the role of stakeholders (parents of students, communities around the school, students, teachers, principals, and head of basic education section of the district education office) in education can be realized in various forms, in accordance with their respective authorities and abilities. involvement of stakeholders can be tangible; energy, ideas, and matter. awareness of sending children to school is also a form of community participation. the involvement and existence of students are very necessary for the implementation and sustainability of the school. 2. the process of implementing the policy in an effort to fulfill the infrastructure of the new school unit of smp negeri 20 singkawang in singkawang city to get positive support from the residents of the surrounding community, in order to implement this program, the school principal conducts socialization. the socialization is carried out by the school principal so that the community understands and participates. the authorities authorized the new school unit of smp negeri 20 singkawang policy in singkawang city mainly as principals by inviting meetings of community leaders (village officials, teachers, principals and other community leaders); socialization was carried out in stages, from the community leaders to the people of the surrounding community. the target of socialization is all citizens, especially parents of students and students; the result of the socialization activity was the growth of public awareness in education and the existence of the new school unit of smp negeri 20 singkawang in singkawang reducing unemployment. the policy implementation of school unit of smp negeri 20 singkawang can be implemented because of the support from various parties. togetherness between stakeholders can be realized in several forms, including the principal in carrying out the task assisted by the vice principal and vice head of junior high school. while the togetherness of the junior high school with the government in the construction of school buildings, and the city government provides land for the establishment of schools. the availability of students, teachers as educators, and infrastructure has fulfilled the requirements for school administration. actuating terms, there are some experts who call it the term 'directing'. this is in line with terry's opinion (in usman husaini 2014: 172), directing is actuating is getting all members of the group to want to be directed to the objective of being willing with the managerial planning and organizing efforts. therefore actuating is actually an action, because something will not happen if there is no action. with regard to the series of activities to develop the new school unit of smp negeri 20 singkawang, relevant parties namely the education and culture office issued a decree of the head of the singkawang city education and culture office number: 79 of 2012 concerning the establishment of the school unit development committee of smp negeri 20 singkawang it contains that in order to complete the 9-year compulsory basic education program, the government has implemented the block grant program for the development of new school units (usb through the directorate of junior development, directorate general of primary education, ministry of education and culture. 3. the role of stakeholders in local government policy implementation in the effort to fulfill the infrastructure of the new school unit of smp negeri 20 singkawang in singkawang city the role of stakeholders (parents of students, the community around the school, students, teachers, principals, and the head of the primary and secondary education division of the singkawang city education office) in education can be realized in various forms, in accordance with their respective authorities and abilities. the involvement of stakeholders can be tangible; energy, ideas, and matter. awareness of sending children to school is also a form of community participation. the involvement and existence of students are very necessary for the implementation and sustainability of the school. the education and committee board of smp negeri 20 singkawang as a manifestation of the voice of the community is quite solid in garnering positive perceptions in the framework of implementing the construction of the new school unit of smp negeri 20 singkawang. communication between the school and the education council and school committee is very high so journal of education, teaching and learning volume 3 number 2 september 2018. page 267-272 p-issn: 2477-5924 e-issn: 2477-8478 271 that the problems that arise as small as possible can be solved properly. in the ministry of national education it is stated that the roles that must be carried out by the education council and school committee are (1) as an advisory agency, (2) supporting agency (supporting education service activities), (3) controlling agency (controlling education service activities), and (4) mediator or liaison or liaison between the community and the government. to be able to empower and enhance the role of the community, schools must be able to foster collaboration with parents and the community, creating a conducive and pleasant atmosphere for students and school residents. that is why the mbs paradigm contains meaning as participatory management which involves community participation, so that all policies and decisions taken are joint policies and decisions, to achieve mutual success. the role and stakeholders in the construction of the new school unit of smp negeri 20 singkawang were stated in the minutes of collection of candidates for the new school unit of smp negeri 20 singkawang construction in 2012. after the voting series was completed, the minutes of new school unit development committee was issued. smp negeri 20 singkawang with number: 420/43 / smpn 20/2012. the role and stakeholders in the construction of the new school unit of smp negeri 20 singkawang were also stated with the minutes of collaboration of technical team candidates for the construction of the new school unit of smp negeri 20 singkawang with the same number: 420/43 / smpn 20/2012. 4. evaluation of the implementation of the implementation of the new school unit of smp negeri 20 singkawang development policy there are several things that become an important note, namely the lack of learning support facilities including computers, library books and lack of teaching staff for certain subjects. the narrow access of the gang tak sangka road needs to be paid attention to be widened so that then the vehicle does not experience obstacles. the structure and quality of the building itself are quite representative and complete because the standards are determined based on technical guidelines from australia. the building is equipped for people with disabilities despite the fact that there are no students with disabilities in the field. iv. conclusions and suggestions a. conclusions based on the results of the research and the discussion presented, it can be concluded as follows: 1. planning the planning process of the development policy implementation of the new school unit of smp negeri 20 singkawang is carried out by the agency and the school. the agency makes technical instructions for implementing new student admissions that refer to ministerial regulations. the involvement of various parties and the availability of supporting data is needed in the planning process of the new school unit of smp negeri 20 singkawang development. 2. implementation of development policy of the new school unit of smp negeri 20 singkawang is carried out in accordance with the existing technical guidelines. the stages begin with the issuance of a decree of the head of the singkawang city education and culture office number: 79 of 2012 concerning the establishment of the new school public unit (usb) construction of smp negeri 20 singkawang, in which it contains program block grant for the development of new school units (usb through the directorate of junior high school development, directorate general of primary education, ministry of education and culture. 3. the role of stakeholders in the implementation of local government policies in the effort to fulfill the infrastructure of the new school unit of smp negeri 20 singkawang in singkawang city, in accordance with their respective authorities and abilities is very meaningful in supporting the achievement of the program. 4. evaluation is carried out to see which stages or parts still need improvement. from planning to implementing a program, a comprehensive evaluation must be carried out, as well as in the new school unit of smp negeri 20 singkawang development unit. there are several things that are noted, namely that there is still a lack of learning support facilities including computers, library books, and teaching staff that are still lacking for certain subjects. the narrow access of the gang tak sangka road needs to be paid attention to be widened so that then the vehicle does not experience obstacles. b. suggestions based on these conclusions can be suggested as follows. 1. for the principal as the manager of singkawang junior high school 20, one thing that can be used as an experience in this school development process is that it should empower, provide opportunities and or encourage all stakeholders so that they are willing, without coercion, participate optimally in order to achieve school goals, and strive for this school can continue to educate the nation's children and achieve the expected improvement in the quality of education. 2. for the teacher council this task is very noble, educating the nation's children, especially with the creation of representative school buildings with exceptional standards, it is expected that professional teacher competencies will be realized. teacher professionalism must be used as a guideline for all teachers in carrying out their duties because when all journal of education, teaching and learning volume 3 number 2 september 2018. page 267-272 p-issn: 2477-5924 e-issn: 2477-8478 272 teachers are professionals in carrying out their duties, quality education will be realized. 3. for the singkawang city education and culture office in order to be able to complete the facilities and infrastructure that are still needed by smp negeri 20 singkawang so that they can compete with other schools in achieving maximum performance. 4. for the public works office of singkawang city it is necessary to improve the infrastructure where schools are located, for example improving roads leading to schools so that teachers or students are more motivated to work and study. 5. for the community around the school it is expected to better understand the importance of basic education for their children. for this reason, their cooperation and participation is needed for sustainability and improving the quality of schools. public education is expected not only in junior high school but can continue to a higher level, our compulsory education is not only 9 years but 12 years. references badan pusat statistik kota singkawang (2016). https:// singkawangkota. bps. go.id. peraturan menteri pendidikan nasional nomor 24 tahun 2007 tentang sarana dan prasana. sutisna, o. 1989. administrasi pendidikan (dasar teoritis untuk praktek profesional). bandung: angkasa. sagala, s. 2002. administrasi pendidikan kontemporer. bandung: alfabeta. usman, h. 2014. manajemen. teori, praktik, dan riset pendidikan. bumi aksara: jakarta. isc paper template in a4 (v1) journal of education, teaching and learning volume 3 number 2 september 2018. page 373-378 p-issn: 2477-5924 e-issn: 2477-4878 373 journal of education, teaching and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. course reinvention guide through realistic mathematics education to improve group concept understanding sunindri 1) , sugiatno 2) , yulis jamiah 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: sunindri.mtk@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: giatno66@gmail.com 3) universitas tanjungpura, pontianak, indonesia e-mail: yulis_jamiah@yahoo.co.id abstract. the preliminary study finds difficulty in group definition. students have not had an understanding of the group definition concept. one alternative to give an understanding of the group definition concept is to develop reinvention guide to group definition. this research employs the realistic mathematics education learning approach to encourage and guide students to invent group definition concept. therefore, this research aims at developing reinvention guide to group definition through realistic mathematics education to improve students understanding of group concept in fmipa, untan. the research and development (r & d) method is employed in guide development. the subjects are five six-semester students with formal experience in learning abstract algebra, particularly group theory, and students with average in group module test and lowest score in fifth pre-test. the data analysis results indicate that students’ group concept understanding is improved after receiving reinvention guide to group definition through realistic mathematics education based learning. keywords: group concept understanding; realistic mathematics education; reinvention guide i. introduction experts in the national research council (nrc) (2001) state that it is important to learn about algebra since it is used to anticipate students’ adaptive reasoning and to support mathematical problem simplification. the document national council of teachers of mathematics (nctm) (2000) states that algebra is one out of five standard contents of mathematics important to be studied that it supports the contents of mathematics and develops mathematical reasoning. according to booker (2009), algebra plays an important role to solve problems of advanced mathematics, science, business, economics, trade, computation and other daily life problems. therefore, mathematics students are required to understand algebra. however, in fact, many students lack understanding of algebra concept, particularly group material, as indicated that they only memorize formulas, theorems and definitions, thus they find difficulty in answering problems developed in the form of analogy. to identify the presumption, the researchers conduct an observation by giving problem in the form of rock-paperscissors game analogy with the answer is group definition. sugiatno (2016) states that rock-paper-scissors game may be used to give analogy to raise an understanding of group definition. based on the research, the researchers ask a question to three four-semester students of mathematics study program, fmipa, untan: prove that rock-paperscissors game constitute group.” the results of observation conducted on 28 march indicate that no student is able to answer correctly. a student states that rock-paper-scissors game does not qualify one of axioms to state a set as group, which is associative, thus rock-paper-scissors game is not group. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 373-378 p-issn: 2477-5924 e-issn: 2477-4878 374 two students state that rock-paper-scissors game does not meet associative characteristic, thus they conclude that rockpaper-scissors game is not group, without proving that such set has identity element and has inverse (field note, 28 march). based on the three students’ answers in the observation, we may assume that the students are not capable of developing the meaning of group definition despite the question clearly asking them to solve the problem through definition. sweden (2000) states that students will be considered as understanding definition meaning if they may generate definition from problems in daily life context. there is an indication that the problem exists since students are not able yet to understand the meaning contained in definitions in textbooks. definitions in textbooks contain many terms given by mathematicians, of which meaning is not reached by students. this causes students state that it is difficult to study algebra. similarly, lecturers state that they have not completely taught definition meaning to make students think about algebra, since the lecturers hardly find for transition from social arithmetical concept to algebra concept (nrc, 2001). the field phenomena constitute serious matter that needs solution. problem solving alternative may be viewed from two matters: how to learn and how to teach definition. one alternative to learn group definition is to re-find group definition. moreover, the teaching alternative which must be conducted by lecturers is to teach by guiding students to employ their reasoning to invent group definition. this is in line with the opinion of findell (2001) that invention method "gives students a rich problem to explore. they will find patterns and relations, develop ideas and concepts, in creating objects and processes". in other words, through invention method, students are given chance to employ their reasoning and intuition to identify and "invent" structures from a mathematical concept. further, experts in nctm (2000) confirm it by stating that mathematics teaching must begin with something students know of and need. therefore, learning of group definition by using “ invention method” and teaching of group definition begin with what students know of and need. to realize the concerned learning and teaching, the researchers choose rock-paper-scissors game to invent group definition. the reason that rock-paper-scissors game is used is to invent group definition, since there is similarity between algorithm in group concept and rock-paper-scissors game rule (saputro, 2012). rock-paper-scissors game is a traditional game played by employing thumb, index finger and little finger. rock-paperscissors game may be performed when two players simultaneously show their fingers, witnessed by both players. in line with sugiatno’s research (2016), rock-paper-scissors game may be represented to be “play group. the rock-paperscissors game results may be represented in the form of pay off matrix (turocy et al., 2001), appropriately stating group definition. therefore, it is necessary to make a guide to students’ group definition reinvention and to lecturer’s measures in group definition teaching. according to cook’s dissertation (2012), one guide to teach definition is guide to reinvention. guide to reinvention is a guide to teaching based on reinvention principle. according to gravemeijer (2004), the reinvention principle is principle which give students chance to consider knowledge they obtain as their own knowledge, thus they will be responsible for their knowledge. this is appropriate to frudenthal’s opinion (2002) that guide to reinvention is a guide which help students reinvent definition. therefore, guide to reinvention making aims at making students feel responsible for mathematics they have learned. the designed guide to reinvention is a guide to reinvention of group definition. guide to reinvention of group definition is made based on local instructional theory. according to the research conducted by larsen (2013), designing instructional assignment centralized on group concept is a theory to support group definition reinvention. gravemeijer (2004) also proposes that instructional design guides informal problem solving strategy and places students as the main owner of idea. therefore, the guide to reinvention designing frame is based on local instructional theory. local instructional theory is instructional assignment sequence theory which becomes the main outcome of a project (larsen, 2013). instructional assignment focuses on building a model to be used in solving different algebraic structures (cobb, 2000; lockwood et al., 2013). instructional assignment actively participates in learning activities which supports interaction in class. gravemeijer (2004) states that the effective way to teach definition appropriate to local instructional theory is teaching through realistic mathematics education (rme). its main purpose is to examine students’ knowledge and students’ process in understanding definitions (cobb, 2000). this is certainly supported by mutual learning path, aiming at making students reinvent group definition and the teaching method applied to the guide to reinvention is appropriately performed with rme. rme is an approach of mathematics education struggled for by freudenthal (1971, 1973) to encourage the idea that "mathematics may and must be consistently self-learned through a person’s mental activities" (gravemeijer, 1999). rme suggests mathematics as human activities with concept in the form of real experience for students. the main matter in rme is that students may obtain formal mathematics subject originated from informal mathematics. panhizen (2000) also states that rme is one approach which bridges the teaching of informal mathematics towards formal mathematics. according to panhizen (2000), formal mathematics is mathematics stated in the form of mathematical notations and symbols, while informal mathematics is mathematics related to daily life. in this research, the researchers employ rock-paper-scissors game as a form of informal mathematics to bridge group definition reinvention, which is formal mathematics. journal of education, teaching and learning volume 3 number 2 september 2018. page 373-378 p-issn: 2477-5924 e-issn: 2477-4878 375 learning starting with daily life context in the form of rock-paper-scissors game may give students’ brain stimuli to understand group definition. according to frudenthal (2002), mathematics is human activity. in line with rme, which emphasizes on learning by reality and human daily activities, students are able to construct their own knowledge through direct experience. therefore, learning which is conducted will be meaningful and able to improve students’ group concept understanding. considering that algebra is important, the researchers are interested in conducting a research on developing guide to reinvention of group material through rme to improve students’ concept understanding. ii. research method this research and development (r & d) research is conducted to develop guide to reinvention. in the development, this research adapts to the research and development model of plomp (2010) and akker (2010). the concerned subjects are five six-semester students of mathematics study program, fmipa, untan with formal experience in learning abstract algebra, particularly group theory, and students with average score in group module test of abstract algebra subject and lowest score in the fifth pretest. the designed instrument consists of two groups: (1) instrument in the form of learning media with rme in the form of guide to reinvention of group definition and students activity sheet (lam); (2) learning outcome instrument in the form of pre-test and post-test. the procedure to be performed consists of two stages: preparation and development. the measures which may be taken in the preparation stage and development stage of the research are: a. preparation stage this stage consists of initial investigation phase. the measures to be performed are conducting introductory study and literary study. the introductory study is conducted by investigating three students with respective scores a, b, and c in abstract algebra subject. the literary study is conducted by searching for literature to identify the cause and how to solve it. b. development stage this stage consists of three phases: (1) design phase; (2) realization or construction phase; and (3) final phase. below are explanations of the measures in each phase. the measures conducted in the design phase consist of: (1) arrange research instruments; (2) validate research instruments; (3) revise research instruments based on validation results. the measures conducted in the realization and construction phase consist of: (1) conduct trial on research instruments; (2) revise research instruments based on the trial; (3) determine research subjects; (4) conduct pre-test; (5) teaching with guide to reinvention of group definition through rme; (6) conduct post-test; (7) distribute questionnaires for students’ response to students; (8) conduct unstructured interview. the measures conducted in the final phase consist of: (1) process and analyze the data; (2) conclude the research; (3) arrange research report. iii. result and discussion a. result 1) students’ concept understanding before the application of guide to reinvention of group definition one datum is obtained based on the research results: pretest (in the form of score ranging from 0-100) on 30 students’ group concept understanding. the researchers also obtain students group module test score during course. the 30 students’ pretest average score is 45.37 and their module test average score is 43, thus the total average value is 44.22. 15 students have score below the average, which means that 50% students are declared having no understanding of the group material. 2) measures taken to make guide to reinvention of group definition through rme the measures to make guide to reinvention of group definition refer to cook (2012). the instrument employed to reinvent group definition is rock-paper-scissors game referring to sugiatno (2016). the measures developed in the reinvention process of group definition include: (1) understand problems in daily life context. in this stage, the lecturer presents problems in daily life context, which is rock-paper-scissors game. students are required to play rock-paper-scissors game and to analyze their game results. the rock-paper-scissors game understanding process is presented in the form of representation; (2) shift the problem to formal mathematical form. in this stage, the lecturer sets a condition to shift the representation form which has been understood by the students to formal mathematical form with other presentation in figure form. the students are indirectly, slowly guided to formal mathematical form. this aims at giving their mind space to understand mathematics; (3) bring out definition forming components or structures. in this stage, the lecturer asks the students question which may bring the students’ answers out to invent the structure of group definition in consideration of students’ psychological condition, of which thinking is still on the formal mathematical form. the questioning should be made after the lecturer ensures that the students are highly curious of and that they need the lecturer explanation. this condition may be formed by re-explaining the results of rock-paperscissors game; (4) arrange definition forming components or structures. in this stage, the lecturer filters the structures needed to form group definition. the lecturer reemphasizes the structures needed to state that a set with defined operation constitutes group. in constant consideration of students’ preparedness to receive learning, the lecturer arranges the structure obtained and shows truth of each structure with systematic evidences; (5) reinvent definition. journal of education, teaching and learning volume 3 number 2 september 2018. page 373-378 p-issn: 2477-5924 e-issn: 2477-4878 376 in this stage, the lecturer engages the students to make a summary and conclusion from the four structures found. the lecturer then expressly concludes that the four axioms systematically mentioned and shown are the group definition forming axioms, and expressly describes the group definitions obtained from the rock-paper-scissors game analogy. finally, the lecturer concludes that the students are able to reinvent group definition. 3) students’ concept understanding after the application of guide to reinvention of group definition based on the analysis on post-test results, the 30 students’ post-test average score is 70.37. this post-test score is the students’ score after receiving learning with the application of guide to reinvention of group definition. the students’ average score evidently increases with the difference between before and after receiving learning with guide to reinvention of group definition is 26.15. 4) the applicability of guide to reinvention of group definition through rme to improve students’ concept understanding according to the data analysis results of the applicability of guide to reinvention of group definition through rme filled by three observers, we may conclude that the measures in the guide to reinvention have been implemented 100%. the applicability score of the guide to lecturer respective activity is 3.66 and the applicability score of the guide to respective activity is 3.53. therefore, the application of guide to reinvention of group definition through rme is classified as “very good” with total average of 3.595. this is supported with students’ response questionnaire and unstructured interview. b. discussion the results are pursuant to the objective of this research, which is to develop a guide to reinvention of group definition through rme to improve students’ group concept understanding. therefore, through this section, we shall propose some discussions related to this research objective in the form of explanation of students’ group concept understanding before and after the application of guide to reinvention of group definition through rme, which is reviewed through pre-test and post-test answer results. the indicators of concept understanding in this research are: (1) students are able to shift a form of representation to other form of representation in inventing group definition; (2) identification of objects based on whether or not the requirements for reinventing group definition are fulfilled; (3) recognition of various concept meanings and interpretations in inventing group definition. the researchers provide 9 pre-test and post-test questions, with each indicator is represented by 3 questions. questions number 1, 2, and 3 represent the first indicator, questions number 4, 5 and 6 represent the second indicator, and questions number 7, 8 and 9 represent the third indicator. after analysis on the questions by searching for the validity of questions, difficulty level, reliability and distinguishing factor, the question items number 1, 4 and 7 are evidently declared as valid for this discussion. the description of each question is discussed one by one pursuant to the question number as follows: question number 1 may measure students’ ability to shift a form of representation to another form of representation from the rock-paper-scissors game concept to reinvent group definition. the question is asked to examine the following students’ initial ability: if andi and tomi play rock-paper-scissors game, there will be 3 possibilities arising from their play: possibility 1: andi wins and tomi is defeated; possibility 2: andi is defeated and tomi wins; possibility 3: a draw. arrange the representation of their play result in the form of table with win, defeated and draw categories and andi serving as reference. before learning with guide to reinvention of group definition is given, the students find confusion in making table representation, since they are not given with opportunity to present their own representation in class learning process, but are required to follow what exemplified by lecturer. another reason is that mathematics teaching method remains used to matter presentation, question sampling, and requesting students to answer practice questions, which thus do not allow students to optimally grow or develop their representation ability (fitri, 2017). therefore, the students find difficulty when they are asked to shift a form of representation to another form of representation. after examining students’ understanding of how they shift a form of representation, the researchers prepare learning which gives them opportunity to shift a form of representation to another form of representation. one learning method given to the students to solve such problem is to learn with guide to reinvention of group definition through rme. in the learning process, the students are given opportunity to present their idea in expressing their representation. the presentation in the students activity sheet (lam) guide students to propose their thinking outcome of a form of representation. a post-test is conducted to measure their understanding. after post-test is conducted, in which students’ answers are analyzed, we may state that learning with guide to reinvention of group definition through rme improves students’ group concept understanding. this takes place because the guide to reinvention of group definition is specifically designed to create instruction to reinvent group definition. larsen (2013) states that guide to reinvention is a guide specifically designed to create instruction in mathematics learning. the guide to reinvention of group definition is taught through rme, which thus improve students’ group concept understanding. lestari and surya (2017) state that students’ concept understanding ability is higher if are taught with rme than if they receive learning topics using speech method. journal of education, teaching and learning volume 3 number 2 september 2018. page 373-378 p-issn: 2477-5924 e-issn: 2477-4878 377 pursuant to the indicator of group concept understanding in this research as measured with question number 1, we may conclude that shifting a form of representation may open students’ mind to reinvent group definition. swinyard (2011) states that shifting a form of representation is a method which may engage students to actively reinvent definition. therefore, the researchers present questions to shift a form of representation to another form of representation. question number 4 may measure students’ ability to identify objects based on whether or not the requirements for group definition formation are fulfilled. the question number 4 arranged based on students’ group concept understanding indicator in the pre-test is as follows: a non-empty set is given, . show that h constitute group with an operation which is defined as follows: according to students’ direct explanation, they are unable to answer question number 4 since they do not understand about group definition. therefore, they are not able to identify objects which may or may not be fulfilled to form group definition, since the students are not used to obtain themselves objects which may or may not be fulfilled to form a definition. through this condition, the researchers prepare learning which will give the students opportunity to find by themselves group definition, by using guide to reinvention of group definition through rme. learning with guide to reinvention is designed to enable students to find a group definition forming structure. post-test questions are then given to measure their ability in understanding group definition after learning has been given. according to the results of students’ answer in the posttest, we may state that learning with guide to reinvention of group definition through rme may improve students’ concept understanding. therefore, the design of guide to reinvention of group definition and learning through rme may represent students’ success in understanding group definition. this is in line with the opinion of gravemeijer (2008) that lecturer needs to help students, while ensuring that the students experience their learning as a mathematics 'creation' process. this way, we may state that the appropriateness to the researchers’ objective in designing guide to reinvention is beneficial for students’ mathematics “ creation” process, particularly in group definition. furthermore, learning through rme with rock-paperscissors game may support students in determining whether or not an object is fulfilled in a requirement. panhuizen (2003) states that the power of learning with rme is that it represents daily life context which is related to learning objective, to raise reasoning. when students have the reasoning ability to transform a real condition to formal mathematical process, they may raise thinking which leads to fulfilled or unfulfilled objects in forming group definition. they will be able to master one indicator of concept understanding. therefore, we may declare that they understand group definition based on the indicator of whether or not the requirements for an object are fulfilled. the question number 7 may measure students’ ability in recognizing group concept meaning and interpretation based on the analogy of rock-paper-scissors game. pre-test question number 7 is as follows: rizki and tiwi play rockpaper-scissors game. in the first round, rizki shows thumbs and tiwi shows index finger. in the second round, rizki shows index finger and tiwi shows little finger. in the third round, rizki shows little finger and tiwi shows thumb. who wins this rock-paper-scissors game? according to the interview, the students have their answer empty because of the following matters: (1) they do not know the rule of rock-paper-scissors game; (2) they find it difficult to understand the problem of question and run out of time. after learning with guide to reinvention of group definition through rme has been given, post-test is conducted. according to students’ answers in the post-test, we may conclude that they are able to answer the question number 7 of post-test since they get used to give interpretation and meaning to a concept. this takes place since learning process based on guide to reinvention of group definition lead students to give interpretation and meaning. gravemaijer (2008) states that guide to reinvention may investigate students’ informal interpretation and solution, which may thus anticipate more formal mathematical practice. therefore, informal reasoning is used in definition finding process. in this research, the researchers employ any interpretation and meaning contained in rock-paper-scissors game as an alternative to reinvent group definition. rock-paper-scissors game is also made a basis to open students’ mind to reason in definition reinvention. this explains that students have an understanding of group definition. journal of education, teaching and learning volume 3 number 2 september 2018. page 373-378 p-issn: 2477-5924 e-issn: 2477-4878 378 iv. conclusion and suggestions a. conclusion according to the data analysis results, we may conclude that: (1) students’ group concept understanding before the application of guide to reinvention of group definition through rme based on pre-test average score and average score of group module test of abstract algebra subject is 44,22; (2) the measures in making the guide to reinvention of group definition through rme to improve students’ group concept understanding are: understand problems in daily life context, shift the problem to formal mathematical form, bring out definition forming components or structures, arrange definition forming components or structures, and reinvent definition; (3) students’ group concept understanding after the application of guide to reinvention of group definition through rme based on post-test average score is 70.37; (4) the applicability of guide to reinvention of group definition with the measures from the guide to reinvention is classified as “very good” with total average 3.595. in addition, the applicability of guide to reinvention is also reviewed through questionnaire of students’ response and unstructured interview. b. suggestion according to the conclusion and research results, we hereby propose the following suggestions: (1) the measures in the guide to reinvention of group definition may be employed to reinvent other definitions. however, we have to search for appropriate analogy in daily life context as an instrument to reinvent definition; and (2) this research may be continued further and it would be more interesting to provide further problem solving to disclose other concept invention in mathematics. this can be conducted through the set formed based on the category of rock-paper-scissors game outcome. references akker, j.v. (2010). curriculum desain research. proc. the seminar conducted at the east china normal university, 2010, paper 2, p. 37. booker, g. (2009). algebraic thinking: generalising number and geometry to express patterns and properties succinctly. cobb, p. (2000). conducting teaching experiments in collaboration with teachers. in a. kelly & r. lesh (eds.). handbook of research design in mathematics and science education, mahwah, nj: erlbaum, 307334. cook. j.p. (2012). a guided reinvention of ring, integral domain, and field. dr. eng. dissertation. the graduate faculty, norman, oklahoma. findell, b. (2001). learning and understanding in abstract algebra. doctoral dissertation, the university of new hampshire. unpublished. fitri et al. (2017). meningkatkan kemampuan representasi matematis melalui penerapan model problem based learning. jurnal dedaktik matematika, 4, 59-67. frudenthal, hans. (2002). revisiting mathematics education. london: kluwer academic publishers. gravemeijer, k. (1999). how emergent models may foster the constitution of formal mathematics. jurnal mathematical thinking and learning, 2, 155-177. gravemeijer, k. (2008).” rme theory and mathematics teacher education. tools and processes in mathematics teacher education, 6, 283-302. gravemeijer. k. (2004). learning trajectories and local instruction theories as means of support for teachers in reform mathematics education. jurnal mathematical thinking and learning, 6, 105-128. larsen, s. (2013). a local instructional theory for the guided reinvention of the group and isomorphism concepts. journal of mathematical behavior, 32, 712725. lestari, l. and surya, e. (2017). the effectiveness of realistic mathematics education approach on ability of students’ mathematical concept understanding. international journal of sciences: basic and applied research (ijsbar), 34, 91-100. lockwood, e., johnson, e., and larsen, s. (2013). developing instructor support materials for aninquiry-oriented curriculum. journal of mathematical behavior, 32, 776-790. national council of teachers of mathematics. (2000). principles and standards for school mathematics. use: trademark of key curriculum press. national research concil. (2001). adding it up: helping children learn mathematics. washington dc: national academy press. panhuizen, m. (2000). mathematics education in the netherlands: a guided tour. freudenthal institute cdrom for icme9, utrecht: utrecht university. panhuizen, m. (2003).“ the didactical use of models in realistic mathematics education: an example from a longitudinal trajectory on percentage. kluwer academic publishers, 54, 9-35. plom, t. (2010). educational desaign research: an introduction. proc. the seminar conducted at the east china normal university, 2010, paper 1, p. 9. saputro, b.a. (2012). grup permutasi siklis dalam permainan suit. jurnal ilmiah program studi matematika stkip, 1, 153-158. sugiatno. (2016).“ permainan ”sut” membentuk grup dolanan. jurnal pendidikan matematika, universitas tanjungpura. sweden. (2000). fundemental of teaching mathematics at university level. imperial collage press. swinyard, c. (2011). reinventing the formal definition of limit: the case of amy and mike. journal of mathematical behavior, 30, 93-114. turocy., theodore, l., and stengel, bernhard v. (2001). game theory, cdam research report lse-cdam. journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 104 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. minimum service standards for basic education in border region samion 1 and yudi darma 2 1) ikip pgri pontianak, pontianak, indonesia e-mail: samion14@gmail.com 2) ikip pgri pontianak, pontianak, indonesia e-mail: yudidarmamtk@gmail.com abstract. this study aims to analyze the achievement of mss basic education, with a case study in the border area entikong district of the district, followed by alternatives for achieving the standards in 2017 and prepare a strategy for its achievement. the method used in the study is the evaluation of research with the evaluation model inaccuracies or gaps (the discrepancy evaluation model). this research subject is the education unit at the district cabdikpora environment entikong sanggau consisting of principals and teachers, and head cabdikpora. the data used are primary and secondary data. the findings of these studies it is known that the availability of educational unit within an affordable than permanent settlement group; the number of students in each group learning for sd/mi does not exceed 32 people, while smp/mts exceeding 36, not available 1 (one) classrooms and there are not furnished with a table and chairs; each smp/mts provided a laboratory space science; each primary school/not available 1 (one) class teachers for each study group and for smp/mts unavailable teacher of religious education, indonesian, social sciences, arts, pe, and ict; each sd/mi and smp/mts provided two (2) teachers who meet the academic qualifications s1 as much as 70%, but does not have a teaching certificate for the sd/mi; chief of sd/mi has not qualified academic s-1 or d-iv and have a teaching certificate, already for smp/mts; curriculum development and innovative learning process is not implemented effectively; 50% sd/mi which has 100 titles enrichment and 10 reference books and each smp/mts 200 items of enrichment books and 20 reference books; 58.33% of permanent teachers work 35 hours per week in the education unit; 66.66% educational unit organized a learning process for 34 weeks per year; 66.66% the principal supervising lessons and provide feedback to teachers twice each semester. keywords: minimum service standards; the border area i. introduction basic education is a basic foundation in the form of human/next generation quality. this is in accordance with the demands of the subjects that can deliver the required competence in children at a very age (infancy). not a few children who live without basic education through early childhood education (ecd) and/or kindergarten (tk) which also greatly affects its readiness to continue at the level of primary school. no wonder if the optimization of various lines made by the government, the school, and the community (parents) to improve the quality of students in basic education. because, basic education can be likened to building a house of cards, if the bottom card vacillate position, it will cause the collapse of the entire building. real form of government is done in optimizing the sustainable level of basic education continues diupaykan, ranging from the improvement of facilities for pre facilities, curriculum development, improve the welfare of teachers, and there are many programs that are designed to improve the quality of education. it is also done by the parents, ranging from providing facilities, child nutrition, to provide additional tutoring outside of school (tutoring), both privately and classical. in this regard the efforts made can be seen the extent to which the value or the evaluation results obtained. images of accreditation the school / madrasah's west kalimantan province itself still needs special perhataian. of the 32 http://creativecommons.org/licenses/by-nc/4.0/ mailto:samion14@gmail.com journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 105 provinces in 2013, the position of west kalimantan in below average, even some of the standard 8 standard targeted accreditation ratings are at the two lowest numbers nationwide. based on these data with respect to the quality of course not independent of management and the management of quality school. because quality school is a portrait of a quality education. so that the activities of implementation of management education in primary school is to achieve minimum service standards must be optimally so as to provide useful contribution towards improving the quality of basic education. understanding the importance of national education, the government continues to strive for the fulfillment of the right of every citizen in obtaining educational services to improve the quality of life of the nation. as the preamble to the constitution of the republic of indonesia in 1945 that obliges the government responsible for educating the nation and create common prosperity. the government has made various efforts to improve public education indonesia, one of them through a compulsory basic education program 9 year contained in candy no. 47 of 2008. compulsory basic education 9 year consists of sd and mi or other levels equal to at least junior high school and mts or other equivalent level. minimum service standards is one of the government's efforts in improving the quality of compulsory basic education 9 year evenly. minimum service standards is a measure of the performance of educational services held areas. provincial government and district/municipal education by spm in accordance with the decree of the minister of education no. 129a/u/2004 about minimum service standards education is continuously updated until the permendikbud number 23 year 2013 on the amendment of national education minister regulation no. 15 year 2010 about the service standards minimal basic education in the district / city. in accordance with the demands in the fulfillment of the mss announced by the government would also need to be a top priority of the government, schools and the community so that a minimum service level in every school meets the standard criteria that have been determined. subdistrict entikong sanggau is one area which is also a top priority. because the district entikong a border region which is a leading window between neighboring countries, in particular the country of malaysia. aside from being a border area, another reason that attracted the attention of researchers in selecting the district entikong sanggau as the target area of research is the state of education, both the means of pre-means, the results of the evaluation of education, of delay information and transport as well as one of the regions that have not carried out evaluation related to minimum service standards. from some of the above, this study was done to see and evaluate the extent-which the implementation of minimum service standards is performed as a distribution of education as well as a vehicle for information to help the government in improving the quality of education in every aspect of that practice minimum service standards which is expected to be realized as expected by the government, schools and communities. besides that spm is not the final goal, but rather is a step towards achieving the national education standards. ii. methodology this study included evaluation research. according arikunto (2010: 36-37) evaluation is a gathering activity data or information to be compared with the criteria after it is concluded. evaluation of the program used in the study evaluating the implementation of minimum service standards this is an evaluation model inaccuracies or gaps (the discrepancy evaluation model) for this study will be to compare the implementation of the spm with the criteria or indicators according to the regulation of the minister of education and culture no. 23 year 2013 on amendment regulation national education no. 15 year 2010 minimum service standards for basic education in the district / city. this study uses a quantitative approach which is used to measure the achievement of mss basic education in elementary district of entikong sanggau. the method used is descriptive method. according to azwar (2005: 7), descriptive research aims to describe the systematic and accurate facts and characteristics of the population or a particular field. analysis of primary and secondary data as the completeness of the survey in this research study. subjects in this study is a source of obtaining data and research information. the subject is the source of this research is the parties who are in elementary school in the district cabdikpora environment entikong sanggau consisting of principals and teachers. place of execution of this study is programmed incidental in district entikong sanggau categorized as a border area where each school as a place of research subjects are domiciled (teacher teach) consisting of schools below: table i data educational research sites no. school village 1 sdn no.01 semanget 2 sdn no.02 panga 3 sdn no.03 sontas 4 sdn no.04 punti tapau 5 sdn no.05 suruh tembawang 6 sdn no.06 merau 7 sdn no.07 mangkau 8 sdn no.08 nekan 9 sdn no.09 serangkang 10 sdn no.10 pool 11 sdn no.11 sekajang 12 sdn no.12 entikong 13 sdn no.13 punti kayan journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 106 14 sdn no.14 badat 15 sdn no.15 senutul 16 sdn no.16 gun jemak 17 sdn no.17 pala pasang 18 mis istiqamah entikong 19 smpn 1 semanget 20 smpn 2 suruh tembawang 21 smpn 3 sontas 22 smpn 4 serangkang 23 smkn 1 entikong 24 smk ylbe entikong source: cabdikpora entikong districts (2015) data collection methods used in this research is the study adalaha documentary and direct communication (interview). the data collected was analyzed by descriptive quantitative and percentage of central tendency in accordance with the purpose of research which is then described according to the needs of evaluations conducted as a vehicle for the conclusion of the study. this research instrument contain indicators of achievement (ip) spm implementation of basic education is used as a guideline when making the observation, documentation and interview by comparing spm contained in observation sheets, documentation and interviews with spm implementation of basic education. grating instrument indicators of achievement (ip) spm basic education with reference to 27 achievement indicators adapted from permendiknas 23 year 2013, which is illustrated as follows: figure 1. minimum service standards indicators iii. results and discussion the previous section described the status of the spm under the authority level of education offices and education units. according to the division of authority in permendiknas 15 in 2010 there is authority for the district/municipal and authority to level education unit. for spm authority of district/city level there are 14 indicators of achievement, while for the unit level of education there are 13 indicators of achievement. please note that the minimum service standards is not an end in education, but is part of the process required for the achievement of national education standards. besides that, minimum service standards are the basis of the minimum standard of a school quality assessment (accreditation). therefore, a strong and positive relationship between spm accreditation school/madrasah is not only deserves to be known, but also must be met. application of spm intended to ensure access and quality for people to obtain basic services of regency/city government in accordance with the criteria set by the government. spm basic education prepared with the following principles: a. applied to the obligatory functions. therefore, the spm is an integral part of the educational development of sustainable, comprehensive, integrated according to the national medium term development plan; b. enforced for all districts/cities. spm is intended to ensure the availability of services to the public without exception includes the type and quality of services needed by the community; c. ensuring public access to obtain basic services without sacrificing quality; d. is an indicator of performance, so it can be used to improve the efficiency and effectiveness of resource use; e. characteristically dynamic, meaning that it can be adjusted to the level of development in the public service; f. set within the framework of the implementation of basic services. (within usaid, 36: 2014) based on the recapitulation of the evaluation of the minimum service standards to cabdikpora entikong and the district 12 school (education unit), delivered the following general description of each of the minimum services that are already available or implemented by cabdikpora and education unit for each service indicators: a. facilities and infrastructure service indicators for aspects of facilities and pre facilities at the department of education contained in the ip-1 ip-4, while for the school entered in the ip-15 ip-18. the information obtained: demographically, provided the school/madrasah within reasonable walking distance is a maximum of 3 km for sd/mi and 6 km road/water for smp/mts of a group of permanent settlements in remote areas. however, the distance is still not supported with proper road infrastructure for distance (figure 2), so that helped a serious concern by the government to be able to provide better access for people from settlements to the school/madrasah purposes. school/madrasah (13 indicators) disrtict government (14 indicators) facilities and teachers, principals and supervisors; quality assurance 1. books and learning media; 2. the curriculum and lesson plans; 3. the process of learning; 4. quality assurance and evaluation of education; 5. the school-based management. journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 107 fig. 2 strip land transport (suruh tembawang) in the aspect of learning romobongan (ip-2) provided information that: a. the number of students in each group learning for sd/mi does not exceed 32; while b. the number of students in each group learning for smp/mts exceed 36 people. c. each learning group sd/mi and smp/mts not available 1 (one) classroom. d. while the sd/mi and smp/mts in a decent state, but every classroom sd/mi and smp/mts is not equipped with enough tables and chairs for students and teachers, as well as the board. fig. 3 the condition of classrooms further to the science lab space (ip-3) each smp/mts provided a space science laboratories, provided enough tables and chairs for 36 students, and include a set of equipment for the practice of science demonstrations and experiments learners. but there was still dioptimalkannya equipment available to the relevance also considering that administer teacher competence. fig. 4 room teachers and school principals in harmony with the matter in the aspect (ip-4) that provided a space teachers and principals (figure 4) which is equipped with a table and chairs for every person teachers, principals and other education staff in sd/mts and smp/mts. however, it is still in the category of pretty livable seen from a sense of comfort of the room. alternative policies that could be taken would be more appropriate if the first see the general picture ratio of students to study groups, it is necessary to look at the compatibility between the number rombel with the availability of classroom space so no rombel who do not have a classroom. moreover, it can: 1) build new classrooms, 2) merge school and/or implementing the learning multigrade, 3) provision of additional means, 4) the grant of facilities, 5) renovation/remodeling of buildings classrooms for inadequate conditions, 6) providing support to schools to encourage preventive care classroom conditions that are still viable. b. teachers and education personnel no matter how good the curriculum, means the preinfrastructure and management of the school, it is of course just expectations only if it is not supported by the competence of educators, terlbih again if the number or ratio of teachers to students is not appropriate, then of course it is very far from expectations associated with improving the quality of a school in an effort to improve the quality of their students. in line with this state that each sd / mi unavailable 1 (one) class teachers for each study group (ip-5). with regard to the adequacy of classroom teachers, an alternative that can be taken: 1) transfer classroom teachers civil servants from the school / madrasah that excess teachers to schools / madrasah deficiency, 2) provide special incentives for teachers who are willing to be placed in the corners, 3) conducting the recruitment of teachers new as needed, 4) merger school for elementary school small shortage of teachers, and 5) holding multigrade teaching to schools in special areas. furthermore, for each smp / mts only available subject teachers of civics, english, mathematics and science, while others are not fulfilled for the teachers in each subject religious education, indonesian, social sciences, arts, pe, and ict (ip-6). in any sd / mi and smp / mts provided two (2) teachers who meet the academic qualifications s1 or d-iv as much as 70% or more, but not available two (2) teachers journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 108 who have a teaching certificate for the sd / mi, whereas in each smp / mts provided teachers with qualifications akademiks-1 or d-iv and has been certified educator as much as 35% more, especially for science subjects and english, but not for mathematics and bahasa indonesia (ip-7, ip-8 and ip9). with regard to the above data there are some things that can be used as an alternative to the policy as an effort to overcome the existing conditions, namely: 1) to increase the qualifications of teachers who have not s1/d-iv, 2) doing the recruitment of new teachers who are already qualified s1/div, 3) conducting the removal of teachers from schools with excess teacher s1/d-iv to schools that lack teachers s1/d-iv. besides that alternative in prioritizing the improvement of qualification of teachers who have not s1/d-iv would be more on target when priorities are arranged along with the fulfillment of the minimum requirements as contained in the achievement indicators-9 is a teacher of math, science, bahasa indonesia and bahasa england must be qualified s1/d-iv and certified educators. c. qualifying school principals and supervisors all heads of sd / mi has not qualified academic s-1 or d-iv and has a teaching certificate (ip-10), while for all the heads of smp / mts and all supervisors already qualified academic s-1 or d-iv, and has a teaching certificate (ip-11 and ip-12). associated with the condition, as an alternative policy that can be done to meet minimum service standards, especially for ip-10 can perform the way by: 1) providing scholarships to increase academic qualifications principals especially for the sd/mi, 2) prioritize the certification of educators to principals, and 3) conducting the promotion/appointment of new principal that already s1/d-iv that has been certified and meet other eligibility requirements. d. curriculum and supervisory visits in the aspect of curriculum development that district government has a plan and carry out activities to assist the education unit in developing the curriculum and innovative learning process. but they still lack the activities relating to curriculum development and program evaluation conducted for the implementation of development capable of generating an effective realization of the curriculum. visits education unit supervisors to do one every month and every visit was conducted for approximately 3 hours for supervision and coaching. conditions such as these should be scaled back so that schools that were targeted by inspectors can be built faster in realizing the improvement of the quality of education in schools. e. linkages spm indicators of basic education with bosp, distribution master and mbs the following table 2 description minimum service standards relating to the three programs performance to assist local government to improve the quality of education, the unit cost of education (bosp) so that schools obtain financial resources sufficient operational, distribution master (so that schools have adequate teachers) and management based school (mbs) so that schools can manage its resources in a professional manner. table ii indicators linkages spm with bosp, distribution master, and mbs disribution teachers indicators 5 9 mbs indicators 15-27 bosp indicators 15-18 & 21-27 5. each primary school / not available 1 (one) vote for each teacher study groups; 6. there smp / mts not available 1 (one) of the teachers of religion, indonesian, social studies, arts and culture, pe, and ict; 7. any sd / mi provided two (2) teachers who meet the academic qualifications s1 or div but have not had a teaching certificate; 8. each smp/mts provided teachers with academic qualification of s-1 or d-iv by 70% and half of them (35% of total teachers) has been certified 1. any sd / mi provides textbooks that have been defined for feasibility by the government includes subjects indonesian language, mathematics, science, social studies and civics, with a ratio of one set for each learner; 2. each smp / mts provides textbooks that have been defined for feasibility by the government covering all subjects with a ratio of one set for each participant learners; 3. 75% of sd/mi provides a set of teaching science and materials consisting of a human skeleton model, a model of the human body, a globe (globe), examples of optical equipment, science 15-18 & 21-25 = mbs 7. unit of education implement education unit level curriculum (sbc) in accordance with applicable regulations; 8. any teachers implement lesson plan (rpp) which is based on the syllabus for each subject diampunya; 9. each teacher to develop and implement an assessment program to help improve the ability of learners; 10. 66.66% principals supervising lessons and provide feedback to teachers twice in each semester; 11. every teacher submit evaluation reports on subjects as well as the assessment of each learner journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 109 educators; 9. there smp / mts are not available teachers with academic qualification of s-1 or d-iv and educator certificate for mathematics and indonesian. kits for basic experiments and poster ipa; 4. only 50% of sd/mi which has 100 titles enrichment and 10 reference books and each smp / mts 200 items of enrichment books and 20 reference books; 5. only 58.33% of permanent teachers work 35 hours per week in unit-face education, including activities in the classroom, estab-learning plan, implement-the learning, assessing learning outcomes, mem-guided and trained learners, as well as carry out additional tasks attached to the implementation of the main activities in accordance with the workload of teachers 6. 66.66% educational unit organized a learning process for 34 weeks per year with the learning activities as follows: a. class i – ii : 18 hours/week; b. class iii : 24 hours/week; c. class iv vi : 27 hours/week; or d. class vii ix : 27 hours/week; to the principal at the end of the semester in the form of reports on the achievement of learners. 12. the head of the school or madrasah submit a report of a repeat end of the semester (uas) and deuteronomy increase class (ukk) and final test (us/un) to the parents of learners and deliver the recap to the district education office/ city or the office of religious affairs in the district / cities at the end of each semester. 13. each educational unit has sought to apply the principles of school-based management (sbm). the results of an analysis of 14 indicators of spm for the department of education and 13 indicators spm for education unit show that has not been fully met as stipulated in the rules permendiknas (figure 5). that is, there are still gaps in the territory of the spm cabdikpora and education unit in the district of entikong. thus required no further activity in order to meet a variety of spm to overcome the existing gaps. based on the achievements of the existing spm needs to be further restructuring efforts in order to meet the spm as well as the maintenance of the achievements of the fulfillment of spm has been achieved. fig.5 indicators of achievement in this framework, cabdikpora entikong and education unit require both funding and moral support of all internal elements, committees, supervisors, government and productive synergy between the district education office, the office of education districts, as well as the education unit. 0 20 40 60 80 100 ip-15 ip-16 ip-17 ip-18 ip-19 ip-20ip-21 ip-22 ip-23 ip-24 ip-25 journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 110 iv. conclusion based on the results of research in general standard of basic education services in district entikong sanggau when referring to permendiknas 15 year 2010 on minimum service standards for basic education in general is still far from the expected. the conclusions obtained based on the indicators used to measure the minimum service standards are: 1. availability of educational unit within reasonable walking distance is a maximum of 3 km for sd/mi and 6 km road/water for smp/mts of a group of permanent settlements in remote areas. 2. the number of students in each group learning for sd/ mi does not exceed 32 people, while smp/mts exceed 36 people. 3. each group learn sd/mi and smp/mts not available 1 (one) classrooms and there are not furnished with a table and chairs. 4. each smp/mts provided a space science laboratories, provided enough tables and chairs for 36 students, and include a set of equipment for the practice of science demonstrations and experiments learners. 5. there is one space teachers and principals are equipped with tables and chairs for all teachers, principals and other education staff in sd/mts and smp/mts. 6. each sd/mi unavailable 1 (one) class teachers for each study group. 7. each smp/mts only available subject teachers of civics, english, mathematics and science, while others are not fulfilled for the teachers in each subject religious education, indonesian, social sciences, arts, culture, and ict. 8. each sd/mi and smp/mts provided two (2) teachers who meet the academic qualifications s1 or d-iv as much as 70% or more, but do not have the teaching certificate for the sd/mi. and each smp/mts provided teachers with academic qualification of s-1 or d-iv and has been certified educator as much as 35% more, especially for science subjects and english, but not for mathematics and bahasa indonesia. 9. head of sd/mi has not qualified academic s-1 or div and have a teaching certificate, while for all the heads of smp/mts and all supervisors already qualified academic s-1 or d-iv, and has a teaching certificate. 10. visits education unit supervisors to do once a month for approximately 3 hours/visit, and the district government has a plan and carry out activities to assist in developing the education unit curriculum and innovative learning process, but has not been implemented optimally. 11. any sd / mi provides textbooks that have been defined for feasibility by the government includes subjects indonesian language, mathematics, science, social studies and civics, with a ratio of one set for each learner. 12. each smp/mts provides textbooks that have been defined for feasibility by the government covering all subjects with a ratio of one set for each participant students. 13. 75% sd / mi provides a set of teaching science and materials consisting of a human skeleton model, a model of the human body, a globe (globe), examples of optical equipment, science kits for basic experiments and poster ipa; 14. only 50% of sd / mi which has 100 titles enrichment and 10 reference books and each smp / mts 200 items of enrichment books and 20 reference books; 15. only 58.33% of permanent teachers work 35 hours per week in unit-face education, including activities in the classroom, estab-learning plan, implement-the learning, assessing learning outcomes, mem-guided and trained learners, as well as carry out the task additional attached to the implementation of the main activities in accordance with the workload of teachers; 16. 66.66% educational unit organized a learning process for 34 weeks per year with the following learning activities: a.class i – ii : 18 hours/week; b.class iii : 24 hours/week; c.class iv vi : 27 hours/week; and d.class vii ix : 27 hours/week; 17. unit of education implement education unit level curriculum in accordance with applicable regulations. 18. each teacher implement the lesson plan which is based on the syllabus for each subject diampunya and develop and implement an assessment program to help improve the ability of learners. 19. 66.66% principals supervising lessons and provide feedback to teachers twice each semester. 20. every teacher submit evaluation reports on subjects as well as the assessment of each learner to the principal at the end of the semester in the form of reports on the achievement of learners. madrasah principal or submit a report of a repeat end of the semester and deuteronomy increase class and final test (us/un) to the parents of learners and deliver the recap to the district education office/city at the end of each semester. references arikunto, suharsimi. 2010. prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. azwar, saifuddin. 2005. metode penelitian. yogyakarta: pustaka pelajar. permendikbud nomor 23 tahun 2013 tentang standar pelayanan minimal pendidikan dasar di kabupaten/kota. undang-undang nomor 25 tahun 2009 tentang pelayanan publik. journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 111 usaid. 2014. tata kelola penerapan standar pelayanan minimal bidang pendidikan dasar untuk kabupaten/kota. jakarta: program kinerja (public service journal of education, teaching and learning volume 3 number 1 march 2018. page 104-112 p-issn: 2477-5924 e-issn: 2477-8478 112 journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 159 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. quantum-based approach for learning spoken mandarin: a model of teaching material tri budianingsih universitas al azhar indonesia e-mail: tri.budianingsih@uai.ac.id abstract. this study is an of r&d (research and development) program which aims to produce teaching material for learning mandarin. in producing the teaching material, this research considered the following steps: (1) analysis of needs, (2) development of teaching material (i.e. teaching material plan, product design and test (phase 1), and limited operation test (phase 2), (3) effectivity test and readability test. this research used kemp, borg, and gall mixed model. this research is conducted at university of al azhar indonesia (uai), and subjected as a trial in the second-semester course. the result suggests teaching material for speaking chinese, that is based on the quantum approach, is effective in enhancing spoken chinese ability within students of chinese study programme in uai. the result of re-pretest in average was 77,82, whereas the result of post-test 82,12. this suggests an increase after the model is implemented as a trial. both samples represented the normal distribution. further, the homogeneity test revealed the number of counted f (2,25) fell under the f table (3,19). therefore, both groups appeared to have the same variant or homogeny. on the other hand, counted t value (2,18) is higher than t table (1,73). the result indicates significant difference so as to confirm the hypothesis of this study. keywords: teaching model material, speaking chinese, quantum approach i. introduction teaching material for spoken-mandarin has been required in a different category of learners, ranging from kindergarten students to adults. however, at university level such requirement seems inadequate, due to the origin of most textbooks is from china. recently, the government issued four skills of teaching materials (i.e. listening, speaking, reading, and writing) for learning mandarin. these materials are intended for senior high school, which design used the scientific approach in 2013 curriculum. the materials are compatible with the present curriculum. however, quantum approach has not been used as teaching material in learning mandarin. the pre-existing teaching material for learning chinese seems to neglect conceiving scientific mindset in the way it adds problems of presenting material to learner or student. generally, most of teaching material at the university level in chinese literature or chinese education study program, is using books or teaching material from china. it seems challenging to find teaching material produced by local publishing for learning mandarin at such level. most of the teaching material for learning mandarin, especially for its spoken language, is published by beijing language and chinese culture (blcu). 北京语言大学 beijing language and chinese culture (blcu) is renowned as beiyu 北语 běiyǔ. the book from blcu is entitled 汉语教程 hànyǔ jiàochéng, 看图说话 kànt ú shuōhuà，汉语口语速成 hànyǔ kǒuyǔ sùchéng， 汉语口语 hànyǔ kǒuyǔ, etc. li xiao qi (2006:126-132) presented that the construction or characteristic of teaching material for spoken mandarin skill is indicated by the selection of quality elements of the language from the used text, topic, the condition of the learner, and cultural factor. it is a prerequisite for teaching the material to incorporate them. several aspects are supposed to be considered at the elementary level, they are; 1) character, which in a teaching book consists of 726. the number is distributed into every topic of discussion. 2) diction comes in 1139 words and distributed into groups of words. lastly, 3) grammatical aspect that is used for daily activity. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 160 in order to develop teaching material, tomlinson (2007:21) stated there are 16 principles of that one needs to take into account. the principles are 1) giving impacts, 2) giving ease to learner, 3) growing confidence of learner, 4) giving a sense of relevance and usefulness to learner, 5) causing and facilitating learner to individual discovery, 6) motivating learner to study the topics being taught, 7) showing learner the empiric use of the language, 8) describing attention of learner through the manifest of language, 9) providing opportunity to learner to use the language, 10) considering the positive impact of the learning process, 11) attending to the different learning style, 12) minding the differential attitude, 13) providing moment for preparation at the beginning of study activity, 14) maximizing learning potential by increasing intellectuality, aesthetics, and emotional involvement, 15) not controlling exercise excessively, 16) giving feedbacks to graduates. teaching material that is currently in use seems unable to build confidence. typically, learner gives excuses as to hold back in communicating with both local and native speaker instructors, despite the given instruction to practice the skill of speaking chinese. the reason is predictably learner is not confident or scared to make mistakes. moreover, learner seems to refrain herself to use chinese in replying or answering instructor who speaks chinese, and more inclined to speak indonesian. as argued above, it is suspected that the teaching material in current use is too contextual. regarding the skill of spoken language, according to xu zi liang, et al (2005:132) speaking a foreign language is an important lesson. with the emphasis on reading and traditional teaching method, speaking skill cannot be neglected as otherwise would cause difficulty for the learner to speak the learned foreign language. further, it is implied that speaking is essential in learning a foreign language, regardless the language program. successful language learning is the ability to communicate well with a partner. speaking activity in language class has two-way communicative aspects, that is between speaker and hearer. therefore, prior to speaking practice, one needs to consider (1) listening skill, (2) pronunciation skill, and relatively (3) learning vocabulary. yang hui yuan (2007:232) applied the principle in speaking skill that it is the role of instructor motivating learner to exercise the learned language, so to practice communication. in that way, the learner is motivated to use words and text in order to articulate what she intends to say, and in so doing her ideas are expressed in the learned language. according to brown (2000:267) there are six types of model of teaching skill of spoken language, they are: 1) repeating pronunciation teaching model, 2) paraphrase teaching model, 3) storytelling teaching model, 4) retelling teaching model, 5) asking question teaching model, and 6) role-play teaching model. on the other hand, harmer (2001:271-274) suggests various supporting activities to enhance speaking skill in the learning process, they are: 1) acting from a script, 2) communication games, 3) discussion, 4) prepared talks, 5) questionnaires, dan 6) simulation and roleplay. typically, the current material used in classroom activities merely includes reading new vocabulary and text, having dialogue by repeating after the instructor, translating new vocabulary, text, or dialogue, listening to an explanation about grammar, and working assignment. in this activity, instructor seems to concentrate only on theoretical and contextual understanding while neglecting active participation of learner and thinking process in producing verbal language. it is argued that quantum learning motivates learner’s creativity in studying language. this learning model is classified into two fundamental sections, they are context and content. quantum teaching principle has in itself five principles, or fixed truth such as the following: everything talks, everything is purposeful, experience prior to identifying vocabulary, every effort are appreciated, and if it is worth learning then it is worth celebrating. its fundamental idea is: bring their world to our world. it is expected that by quantum method learner becomes more motivated and that the image of the difficulty spoken mandarin will change. the change is that speaking chinese is fun. quantum teaching is a shift in from monotonous learning into a learning activity which nuance is exciting and stimulatin (deporter:1999,p6) quantum approach is focused on the dynamic relation between classroom environment, the interaction that underpins the foundation and the framework for learning. it is intended to incorporate every related aspect of learning, interaction, and differences that can maximize the learning process. this model shapes a fun process of learning. as a matter of fact, the basic logic of quantum learning is to conceive fun and successful activity. it elaborates new ways that ease the process of learning by blending artistic element with a set of achievements, regardless of the courses. the framework of quantum learning model is abbreviated into tandur in indonesian (i.e. grow, experience, identify, demonstrate, iterate, and celebrate ). with quantum learning model learner is expected to experience fun and successful learning activity. the model attempts to combine multisensory and multiple intelligences so to enhance learner’s ability in pursuing her achievement. there has been a study that suggests quantum teaching helped increasing grades of students who were undertaking correspondence course in a journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 161 vocational school, at bandung. this implies quantum teaching operates better in the learning process of the course, that students become more active in expressing argument, discussing, and working on their assignment. furthermore, there seems to be a strong relation between the result of the study with the application of the model of quantum teaching. it is plausible then to say that, considering the result of the study, the it seems necessary quantum teaching for more comprehensive learning activity (yanuarti: 2016). the design of quantum approach, tandur, is applied in the developed teaching material for every topic of discussion. on the "grow" level the role of the instructor is required in order to convey the purpose of learning, the competence of learning, the achievement of learning and the motivation of learning. this is to shed a light of preliminary knowledge regarding the course to the learner. the idea is that preliminary knowledge may be expected to trigger learner’s curiosity, which would invite her to delve into the given topic. the learner is attached to "experience" level because she would undergo the learned topic herself. not only that learner can find the material is compatible with the upcoming topic of discussion, the learner can also determine learning style of her own in learning a given topic of discussion. in that sense, the learner can access different kind of media for learning purpose such as watching videos, listening music while studying, etc. however, learner activity is still under the supervision of the instructor. at the end of “experience” level, the instructor would provide discussion time to draw conclusion of the learned topic. on the next tandur level, “identify", the learner is given exercises regarding the discussed topic. the learner is allowed to form a study group to carry out the exercises. this activity is also supervised by the instructor. on “demonstrate” level learner is granted opportunity to practice. it is on this level every learner speaks up publicly, in front of fellow learner and instructor. subsequently, the practice would invite constructive feedback from fellow learner and instructor. on “iterate” level learner would repeat the exercise on the topic that is considered faulty. here, learner can improve her skill in spoken mandarin. on the last level, celebrate, the celebration is carried out by learner and instructor upon the successful learning. in the celebration, the instructor gives the score to the learner, so as to acknowledge that he or she has succeeded. the use of quantum teaching approach in developing teaching material for mandarin speaking course has splashed a new color, a breakthrough, and a memorable learning experience. that is so because the approach offers comfort and fun in learning. the approach can also increase the sense of sociability as it encourages close interaction between learner with her peer situated in a study group, in exchanging and appreciating the feedback ii. methodology this study used qualitative and quantitative methodology. as an r&d program, this study applied development model by kemp, and borg and gal. this study also used pre-experimental design, in which one group has to undertake pre-test and posttest design. data was obtained by observation, discussion, and questionnaire. specifically, this study used structured and guided observation. the discussion was arranged with the instructor after teaching schedule. likert scale and gutman scale were used as the questionnaire. five types of data were analyzed. they are (1) needs identification data (from both of instructor and learner), (2) learner’s characteristic identification data, (3) result of learner’s pre-test, (4) assessment from peer and expert, and (5) teaching material effectivity test data. two types of answer were set in the questionnaire for analysis of needs and learner’s characteristic identification data (i.e. ‘yes/no’ type of questionnaire and multiple choice questionnaire). number of percentages categorizes criteria of needs and characteristic as in the following: 1) 0-25% represents category of ‘not needed’ or ‘not cared’, 2) 26-50% represents category of ‘less needed’ or ‘less cared’, 3) 51-75% represents category of ‘needed’ or ‘cared’, and 4) 76-100% represents category of ‘most needed’ or ‘most cared’. the five-scale questionnaire was used to obtain quantitative data, ranging from ‘very disagree’ (score 1), ‘disagree’ (score 2), ‘neutral’ (score 3), ‘agree’ (score 4), and ‘very agree’ (score 5). it is expected that the questionnaire would uncover whether the developed teaching material for speaking ii is appropriate. suggestions or comments from peer, expert, instructor, and learner are noted as qualitative data. average number of criteria of needs is 1) 0-1, 22 for the least inappropriate, 2) 1,23-2,48 for appropriate, 3) 1,23-2,48 appropriate, and 4) 3,75-5,00 the most appropriate. in order to test the effectivity of teaching material model for spoken mandarin, this study set pre-test. the test result suggested proficiency of learner prior to application of the teaching material. the teaching material was subjected to a limited operational test. on the other hand, the result of posttest suggested proficiency of learner after the developed teaching material had been applied. the tests were given to a conditioned group of the learner, so to operate pre-experimental design method with one group of pre-test and post-test. this method allowed a comparison between two conditions (i.e. prior to and after the implementation journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 162 of the teaching model). following that, a statistical ttest was used to compare the difference between the result of pre-test and post-test. iii. result and discussion a. analysis of needs 1. characteristics analysis result this study found 89% of the learner in speaking ii course is neither from chinese ethnics nor from family or environment in which there is exposure of spoken mandarin. the number represents learners who started learning spoken mandarin right when they start studying in university of al azhar. however, it is found that 75% of learner enrolled in chinese literature study program because of her own choice. this seems to imply learners do have motivation in learning mandarin, despite their environment and experience are not supplementing their language skill. further, in terms of learning experience, 79% of learners never study spoken mandarin. another 79% represents learners who do not practice their mandarin speaking skill with their peers, whereas 84% of learners do not speak mandarin with their instructors outside classroom activity. as to learning style, 52% learners are more inclined to learn while watching a tv show or video. 20% learners prefer having the study group with their peers, whereas 15% are individual learners who like studying in a quiet environment which they believe it would help grasping the lesson. 2. analysis of needs of learner and instructor this study summarized the needs of learner and instructor based on the course objective. it seems both learner and instructor share the same aim, that is to be confident in speaking mandarin. this is supported by the questionnaire that suggests 100% of learners are aiming for confidence and fluency in speaking mandarin as achieved by the completion of their study. both learner and instructor also strongly agree that topic of teaching material is designed based on the result of the analysis of needs. apparently 100% of learners suggests that they need a topic that is close to daily activity. however, instructors see the necessity to adjust the topic with the level of fluency of learners. learners need topics such as selfintroduction, hobbies, and interests, appointmentmaking, asking for direction, transaction and phone call conversation. further, learners add three more topics, namely applying for jobs, discussing message and moral, and job interview. on the other hand, instructors add new topics that are prerequisite for enhancing fluency of learners. the topics are foods, healths, weather conditions, recreations, and clothes. furthermore, 95% learners consider story the most needed learning material, 84% consider conversation or dialogue the most needed learning material, 53% consider making phonecall the most needed learning material, and 79% consider discussion the most needed learning material. regarding speaking material aspects, learners most needed new vocabularies and grammar. in relation to the most needed learning strategy, 68% learners consider pronunciation, whereas 19% consider intonation. the student-centered teaching is considered the most needed method and medium of learning to speak chinese. the amount of percentage that representing this need is 63%. on the instructor's end, a video that contains particular theme or topic of study is considered the essential medium of learning. in the questionnaire 90% learners affirm they need video as such, whereas 10% learners see that the most needed medium for learning to speak chinese is the audio cd. they believe that the medium makes learning activity more fun and less monotonous. in case of the material of exercise and type of exercise, 95% learners consider question and answer session the most needed exercise material, whereas 79% describing single picture, 84% retelling stories, 53% completing sentences, and 84% conversation exercise. instructor supplements exercise material with creating sentences. the idea is that so learners understand word placement in sentence structure. as to the type of exercise, 69% learners affirm the necessity of having varied types of exercise (i.e. individual and group exercise). regarding material and type of evaluation 68% learners consider pronunciation evaluation the most needed evaluation material, 95% fluency, 64% word choice, and 53% grammar. on the other hand, 84% learners require varied types of evaluation which include both individual or group work evaluation. as to evaluation schedule, 74% learners see their progress needs to be evaluated by the end of the course, while 16% believe the evaluation should include more than just one lesson unit, and 10% consider it is necessary to have evaluation by the end of every lesson unit. b. the present chinese teaching material albeit the design of 发展汉语口语 fazhan hanyu kouyu has been used by instructors, the teaching material provided by the design does not take into account the analysis of needs and levels of learners. its design is based on the needs of learners at the general level who aims for the basic level of mandarin proficiency. in this sense, the teaching material neglects the differential needs of learner at the university level, and the differential time-scales of learning progress between learner at the university level and learner at the general level. moreover, instructor often faces challenge in determining method or approach for the classroom journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 163 activity, in spite of a given degree of freedom to be more creative in selecting teaching method. instructor sees the process of selecting teaching method time-consuming, not to mention the repetitive cycle of determining the selection for every classroom activity. therefore, it is not only the material that needs to be prepared material for the learner, the instructor is also required to ponder what method would fit with the learner. moreover, the present teaching material lacks in speaking exercise, while having nonessential texts (e.g. dialogues and paragraphs). it is also short in exemplifying the way vocabularies are used. it does not as well provide room for discussion to the learner. in a way, it seems learner spends her time with monotonous teaching style (i.e. listening to a lecture), which may not suit every learner's style of learning. this leads to a conclusion that the present teaching material seems inadequate in encouraging and motivating the confidence of learner to practice speaking chinese. c. developing a design of teaching material the first draft of a quantum-based model of teaching material for learning spoken mandarin has received an assessment from peer instructor. on this phase, the assessment is given without any means of changing the design structure. test from experts would move further the development progress, so to yield the third draft of the teaching material design as to prepare the design for limited operational test. the test involved second semester students of university of al azhar indonesia. researcher cooperated with an instructor who teaches speaking mandarin. questionnaire was spread in order to probe the perception about the appropriateness of the prepared teaching material. the activity of speaking ii course was observed before the test was run. researcher discussed with instructor and learners about the strength and the weakness of the tested teaching material. the discussion took place in between the change of themes during the progression of the course. from the discussion researcher obtained perception about the strength and the weakness teaching material which in its development. based on the limited operational test, researcher revised the third draft that is based on quantum approach. quantum approach is considered fit to the result of characteristic analysis and needs analysis of both learners and instructors. the following figure is the design of teaching material model resulted from the limited operational test (fourth draft). fig 1. development teaching material d. developing a design of teaching material theoretically, the teaching material model has been categorized as a qualified model. elaborated earlier the syllabus and the teaching material of the model has undergone a limited operational test. the test was operated by an expert in teaching chinese. two experts were involved, one from huaqiao university, and the other bunda mulia university. they were given questionnaire which consisted of fourteen closed-question and one open-question. the open-question covers thirteen dimensions. the average score obtained from the questionnaire was 3.8, this indicates the model is very appropriate. according to the experts, the syllabus is accrued with the proper dimensions. the dimensions are (a) the baseline of syllabus design, (b) syllabus identity, (c) learning objective, (d) basic competence, (e) evaluation indicator, (f) theme/topics, (g) learning experience, (h) evaluation material, (i) material design, (j) learning method, (k) references, (l) types of evaluation, and (m) achievement time span. the experts also played role in making assessments on the third draft of the model. in doing so, they had a close look at the draft and fill a questionnaire regarding the appropriateness of the teaching material. the questionnaire of the designed teaching material assessment consists of 34 closed-questions and one open-question. five types of answer scale were provided, they are (1) agree, (2) very agree, (3) neutral, (4) disagree, and (5) very disagree. the average score was four, which means the the designed model was very appropriate. the highest score was on the baseline of teaching material development for speaking chinese using quantum pengembangan materi ajar berbicara bahasa mandarin berbasis pendekatan kuantum journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 164 approach. the experts showed great interest to the quantum approach as they consider the approach is compatible with the aim of enhancing the confidence of learner and building fun atmosphere in the classroom by its uniqueness. the approach allows learner to choose her own learning style. moreover, every dimension in question is considered very appropriate. the dimensions that earned such criteria are (a) baseline of teaching material development for speaking chinese using quantum approach, (b) purpose and approach, (c) teaching material organization and design, (d) speaking skill content, (e) theme/topic, (f) methodology. the aforementioned explanation leads to the conclusion that the designed teaching material is theoretically in a very appropriate category. this is backed by the empirical evidence that is suggested by the result of effectivity test on learner, as well as the result of learner's study. e. discussion of developed teaching material model the researcher had tested the effectivity of teaching material model for speaking chinese in speaking ii course which consists of 19 learners. here researcher would argue all of the learners possess the same characteristic and competence. the researcher analyzes the class before and after the designed teaching material model was used. since the model is a pre-experimental design, this entails the development of this design requires preand post-test design. this kind of research is one group pre test-pos test. the mid-term result before and after the implementation of the designed model is being observed as the pre-test. they are calculated by using statistical test-t. the researcher uses the 北京语言大 学 beijing yuyan daxue (beijing chinese language and culture; blcc) book titled 发展汉语口语 fazhan hanyu kouy because the syllabus is not based on the analysis of needs and quantum approach. the teaching material model that is used at present is model 4. the lecturers and learners also use the quantum approach besides the course books, the syllabus is the development of the analysis of needs and quantum approach result. the post-test result is higher than the pre-test result. the pre-test lowest score is 51, the highest score is 90,5, and the average is 79. the post-test lowest score is 64, the highest score is 96, and the average is 82. every sample is deived from the normal distribution. the pre-test dan post-test results are being observed by comparing the average scores. the result of test-t is t calculate (2,18) higher than t table (1,73) therefore, it can be concluded that one of the tests is more significant. this means h0 is disapproved and h1 is approved. teaching material model for speaking chinese is based on the quantum approach for the second semester level 1 in increasing speaking chinese skill. the designed teaching material model is also legibility tested. the test is given to 3 learners in speaking ii course and a chinese lecturer. the developed legibility test fulfilled the requirement with 4,6 score. critic and suggestion from the evaluators are focused on the quality of the layout and the print result. iv. conclusion the researcher analyzed the needs of lecturer and learner, the characteristic of learner, the condition of teaching material, the development of teaching material model, small groups test, up to effectivity test on a model. it can be concluded from all of the phases that: first, according to the needs of the lecturer, learner, and the analysis of the characteristic of the learners, the lecturers and learners have different needs of theme because the learners wanted to get a job and/or continue their study after they graduate. therefore, they wanted the theme of applying for jobs, job interviews, etc. the learners also wanted other themes based on daily life such as buying goods, hobby, health, etc. the characteristic of uai’s level 1 learners is they wanted to learn to speak mandarin with confidence, although 98% of them are not chinese ethnic. second, the learners are not confident enough to speak mandarin based on the teaching material present. the lecturers have difficulties to find the right approach in teaching speaking course. with the teaching material at present, the syllabus or rps that is being used by the lecturers, it is not based on the needs. the syllabus or rps is still based on the kbk curriculum, not kkni curriculum. thus, the lecturers and learners need a syllabus or rps and teaching material that provides their needs and it is adjusted to the characteristic of the learners, which is based on the quantum approach. teaching material model for speaking mandarin based on the quantum approach for the level 1 learners is arranged by a few phases. the findings lead to several implications: first, learning chinese with quantum approach can be applied on all levels. start from middle school until high school, with themes that appropriate to the needs of the learner. according to the needs of the lecturer, learner, and the analysis of the characteristic of the learners, there are differences of the needs of theme between the lecturers and the learners in learning chinese. the implication of it is the theme needed to be appropriate to the learners’ skill. therefore, they can learn progressively based on their needs and characteristics. second, quantum approach is suitable for kkni curriculum that is used at present. it leads the journal of education, teaching and learning volume 3 number 1 march 2018. page 159-165 p-issn: 2477-5924 e-issn: 2477-8478 165 learners to explore their learning style and the grading system at the end of every meeting. based on the teaching material at present, it can be seen that the learners are not confident enough to speak chinese. the lecturers have difficulties to find the right approach in teaching speaking course. therefore, it needs rps (syllabus) and teaching material that provide the needs of the lecturer and learner in using kkni curriculum. in order to fulfill the needs, the researcher develops rps and teaching material which is appropriate to kkni curriculum, needs, and quantum approach. references deporter bobbi, mark reardor, and sarah singernourie. quantum teaching: orchestrating student succes. boston: allyn and bacon. 1999. deporter bobbi and hernacki. quantum learning: membiasakan belajar nyaman dan menyenangkan. bandung: kaifa. 1999. h douglas brown. teaching by principles an interactive approach to language pedagogy second edition. new york: longman, 2000. harmer jeremy. the practice of english teaching. england: person education limited. 2001. li xiao qi, 对外汉语口语教学研究 duiwai hanyu kouyu jiaoxue yanjiu. beijing: shangwu yinshuguan, 2006. sumantri mohamad syarif, strategi pembelajaran. jakarta: rajagrafindo persada, 2015. tomlinson brian, materials development in language teaching. cambridge: cambridge university press, 2007. xu zi liang dan wu ren fu, 实用对外汉语教学法 shiyong duiwai hanyu jiaoxuefa. beijing: beijing daxue chubanshe, 2005. yang hui yuan. 课堂教学理论与实践 ketang jiaxue lllun yu shijian. beijing: beijing language and culture university press. 2007. yanuarti ary, a. sobandi, upaya meningkatkan hasil belajar siswa melalui penerapan model pembelajaran quantum teaching. bandung: jurnal pendidikan manajemen perkantoran, 2016.http://ejournal.upi.edu/index.php/jpman per/article/view/3261 journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 354 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effectiveness of group counseling model through the behavioral rehearsal approach to overcome student social anxiety muhammad ilham bakhtiar1), rahmatia2) 1), 2) guidance and counseling stkip andi matappa pangkep e-mail: ilhambakhtiar86@gmail. com abstract. this study aims to find out: (1) the development of group counseling models through the approach behavioral rehearsal to overcome student social anxiety, (2) to find out whether the group counseling model through the approach is behavioral rehearsal effective for dealing with students' social anxiety. the method used in the research is research and development (r & d). the target of this research is the students of pangkajene 2 state high school in pangkep regency. the targeted output of this study is that this study produced a group counseling model behavioral rehearsal to overcome students 'social anxiety and effectiveness in overcoming students' social anxiety. this model is the result of the need in the pangkajene superior 2 state high school which will later be used as the basis for the development of protype to help students overcome social anxiety problems. then the results of the prototype will be a draft guide and published in the seminar forum in the form of proceedings. the results of the draft from protype development were then validated by experts (expert guidance and counseling and psychology) and practitioners as users of this group's counseling model. in addition, this year also will test the effectiveness of the product on the group's product or model of counseling to students. research results will be published in nationally accredited scientific journals and published through proceedings through national seminars. the results of the study were (1) the school experienced problems related to research studies, then the condition of the school that was maximal applied group counseling especially using approaches and in school there were various problems of social anxiety then group counseling activities were carried out with five sessions. (2) the results of the expert validation test stated that this guide was suitable to be used (3) the results of the percentage analysis explained that there was a decrease in value after the group counseling activities with a behavioral rehearsal approach. keywords: group counseling; behavioral rehearsal; social anxiety i. introduction students as social individuals in fulfilling their needs do a social interaction in their environment, including teenagers. (izzaty, 2008: 3). in addition, according to ali & asrori (2006: 9) adolescents engage in social interaction as well as part of their development in the search for identity. another thing is that not all individuals in adolescent age can comfortably interact with their social environment (mutahari, 2016). these individuals tend to be worried and afraid of negative perceptions of the environment towards themselves. this is what according to (stefan g. hofmann, 2010) is said to be social anxiety. this anxiety disorder occurs in adolescence. research conducted (mutahari, 2016) explains that anxiety in students who are teenagers occurs when students meet new friends, new teachers, and new school rules that must be adhered to, some students are also embarrassed when interacting with others, and often students are embarrassed just to speak in front of the class. it is clear that the cause of social anxiety in students is when teens are in a new environment. one of the causes of social anxiety in students is when individuals enter a new situation and require new http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 355 adjustments to the situation (grecal & lopezl, 1998). in this case, physically, there is a major change along with the puberty experienced. cognitively, there is a fundamental change in intellectual ability (moshman, 2005). and requires adjustments that are new to the situation (greca and lopezl, 1998: 88). cognitively, there is a fundamental change in intellectual ability (moshman, 2005). then right on the world mental day october 2016, wahyuningsing (2016: 179) explained that the level of mental illness that is increasingly rampant including social anxiety disorder is also called social phobia. this disorder is an anxiety disorder where a person feels excessive fear of being in a social environment for no apparent reason. this anxiety is realized arising from a feeling of fear of being observed, said, and criticized by others. symptoms experienced by people with this disorder include: the intensity of anxiety every time you are in a crowd, avoiding crowds or the social environment, physical symptoms such as rapid heartbeat, sweating, trembling, excessive shyness, tense muscles, aching stomach, or even until diarrhea. based on the results of preliminary observations at the target location of the pangkajene superior 2 state high school, the bk teacher stated that there were many problems related to students' social anxiety in this school, this was because students from different backgrounds had prestige as a superior school so students from the region feel this. so that the form of anxiety that arises is a feeling of fear of being observed outside the class, being said / bullied, avoiding the crowd, shy and anxious. students can be in a safe environment, get a good group position, are more likely to always interact with the social environment so that it is easy to achieve learning achievement. this anxiety is caused by the existence of individual behavior that is a problem so that it needs proper handling through behavioral change. behavioral change aims to change observable and measurable human behavior. (palmer.2010). these changes are chosen according to the needs of the problems faced by students in order to see behavior changes. one technique as behavioral therapy is behavioral rehearsal. behavioral rehabilitation is one of many techniques derived from behavioral therapy according to thorpe & olson (brandle t. elford: 2016). the technique of behavioral therapy was originally called behavioristic psychodrama (behavioristic psychodrama), a mixture of conditioned therapy reflex (conditioned reflexes) from salter, psychodrama techniques from moreno and fixed role therapy (permanent role therapy) from kelly (elford: 2016). but more often used is the behavior rehearsal (rehearsal / rehearsal behavior) with clients that need to be fully aware of him. giving rehearsal behavior in the form of training.techniques are rehearsal behavior applied in the form of role playing where clients learn a new type of behavior outside of the counseling situation. behavior rehearsal includes several key components: imitating behavior, receiving feedback from counselors, and often practicing / practicing desired behavior (elford: 2016). efforts are carried out together in one group, with the aim of providing a shared learning experience in handling the anxiety problem. thus explained walsh (2002) found a technique of rehearsal behavior useful when dealing with people who experience social anxiety. in addition hackney & cormie (2012) explained that this technique succeeded in creating changes in attitudes in students, and changes in certain targeted behaviors. thisapplication behavioral rehearsal is in the form of group counseling. counseling as aheping profession, as a helping professional, counseling is carried out with various procedures, one of which is through group procedures (kurnanto, 2013). group counseling can provide individuals with various group experiences that help them learn effectively, develop tolerance for stress and anxiety, and find satisfaction in working and living with others (corey, 2012). efforts madetechniques rehearsal behavior bywith group counseling will provide learning experiences that can change students' behavior as target subjects in this study. group counseling as a service that can prevent or improve both in the personal, social learning and career fields. in addition corey (2012) also explained that group counseling can provide individuals with various group experiences that help them learn effectively, develop tolerance for stress and anxiety, and find satisfaction in working and living with others. based on the description above, the researchers are interested in researching "development of group counseling models through approaches behavioral rehearsal to overcoming social anxiety of state high school students 2 excellent pangkajene" ii. methodology type of research is development research using the development strategy model proposed by borg and gall (2003) this strategy was chosen because the implementation steps were clear besides that this development strategy consisted of a more detailed and systematic development cycle whose development cycle through product development, testing the product in the field, revising, re-testing in the field, revising until the product was right true in accordance with the expected development goals. the steps are as follows: (1) research and collection of information, (2) planning, (3) initial product development, (4) initial field test, (5) revision of main products, (6) main field test, ( 7) revision of journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 356 operational products, (8) operational field testing, (9) final product revision and (10) decrease and implementation. this strategy is called research and development(reseach and development),which is a cycle of development that consists of 10 steps of development. in this study not all steps were carried out, but more tailored to the needs. starting from predevelopment, development and post-development. to capture various types of information from various sources, various methods and data collection tools will be used as follows: interviews and questionnaires or questionnaires validation and data analysis the use of validity in this study emphasizes content validity, which is the validity that indicates the extent of the item. items in the test cover the entire content area to be measured. reliability is how far the measurement results can be trusted. in principle, reliability shows how far a measurement can provide results that are not different if the measurement is done again on the same subject (tuckman, 1999). calculation of validity and reliability using the spss version 20.0 program. data analysis of this study uses qualitative and quantitative descriptive analysis. data analysis will also include continuous reflective analysis (revision process) during the process of developing a behavioral rehearsal group counseling model to overcome student anxiety. to see the effectiveness of the behavioral rehearsal counseling model, conducted t-test was to compare groups before and after the counseling model of behavioral rehearsal groups given to students (tuckman, 1999). iii. results and discussions 1. development of group counseling models throughapproach behavioral rehearsal to overcome students' social anxiety in pangkajene 2 high school in developing this module, there are several steps to formulate a group counseling model through a rehearsal behavior approach, namely the stages as follows a. needs analysis the process of preparing group counseling guidelines through rehearshal behavior approach begins with a need assessment or needs analysis activities for students and teachers at school. the needs analysis activity aims to get an earlier picture of group counseling through rehearshal behavior to overcome students' social anxiety. then the needs assessment is directed to obtain an overview of the needs of the form of group counseling through a rehearsal behavioral approach needed in the handling of students' social anxiety in schools, then problems related to social anxiety problems that occur in schools and the forms of services that have been provided by teachers in the existing problems. based on the survey results to make direct observations at school, it was found that problems related to social anxiety often occur such as embarrassment to associate with peers, anxiety occurs whenever you are in a crowd, avoiding crowds or social environment, physical symptoms such as heart pounding, sweating, shaking, excessive shyness, tense muscles, aching stomach. the bk teacher said that there are many problems related to students' social anxiety in this school, this is because students who come from different backgrounds, there is prestige as a superior school so students who come from the region feel this. so that the form of anxiety that arises is a feeling of fear of being observed outside the class, being said / bullied, avoiding the crowd, shy and anxious. then the type of counseling that is mostly given is still more to individual counseling, handling is more preventive, follow-up social problems sometimes involve students and parents. the maximum counseling that has been given is in the form of changes in certain behaviors or approaches of each problem given, such as this rehearsal behavior approach. b. model development from the results of the needs analysis, the researcher gets an overview of the problems that occur, then the researcher conducts a literature study in assessing the problems and approaches to be used. the literature study of the main material is a approach rehearsal behavioral to overcome students' social anxiety, both regarding the technique, stages, purpose of benefits and the strategy of practicing the technique. referring to the needs analysis and literature study, a model with the name of the "counseling guide is behavioral rehearsal"designed to overcome students' social anxiety. this guide is applied in the form of group activities, practices by breathing deeply to relieve yourself or relax yourself in order to owe students' social anxiety. expert guidance has been compiled. 1) validation expert expert validation in the study was intended to assess acceptability of form and content the group counseling guide book "rehearshal behavior" addresses students' social anxiety that will be used as training material and practice in dealing with social anxiety, namely deep breathing or deep breathing relaxation. expert trials are provided to lecturers for guidance and counseling. expert test subjects selected based on the criteria: selection of expert try subjects is to have a degree at least is someone concerned educated in the field of guidance and counseling. expert test subjects were asked to assess the acceptability level of the counseling guide guide the group "rehearshal behavior" to overcome journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 357 students' social anxiety, which included: usefulness, feasibility and accuracy. the trial was conducted by giving an assessment questionnaire to this training model to bk lecturers. expert validation assessment with an assessment questionnaire in the form of a scale (1-23-4). each number is given the following meaning, not useful / inappropriate / not feasible / unnecessary / not clear (given number 1), less useful / less precise / less feasible / less necessary / less clear (given number 2), useful / appropriate / feasible / necessary / clear (number 3), and very useful / very appropriate / very feasible / very necessary / very clear (given number 4). data obtained from these expert tests are quantitative and qualitative. quantitative data acquisition is captured using an assessment questionnaire given to each expert. while qualitative data in the form of comments, criticisms, suggestions for improvement obtained from the results of expert discussions. the data is used as consideration for revising the guidelines and to assess the acceptability of this guide which is reviewed from three aspects, namely usability, feasibility and accuracy, before being tested on students. expert test results indicate that in general the assessment of the counseling guidance lecturers on this book both through questionnaires and discussions is good, meaning that this guide is feasible and acceptable to be used as a training guide for students in overcoming social anxiety. this can be seen from the distribution of values from the three criteria made in terms of usability, feasibility, and accuracy, where the average score is at level 3 and 4. it can be concluded that this guide is acceptable , but this guide needs to be refined. to further improve the quality of the guide. therefore the input from expert lecturers was highly respected by researchers for the perfection of the guidelines compiled. expert test activities continued with discussion and commenting, which can be seen in full below: a) validator i lecturer bk (hasbahuddin s. pd. m.pd) comments from validator i convey that the guide needs to improve writing techniques, the cover is attempted to be more interesting , choose an image that stimulates positive psychology, the appearance or content is more interesting so students like to read and see. b) validator ii lecturer bk (salmiati, s.pd. m.pd) comments from validator ii convey that complete with interesting drawings in the material section and guidance instructions, the steps of this technical practice instruction are more simplified sentences so that students can quickly understand when read or used by this guide, clarifying the guided worksheet an 2. overview of the application of counseling behavioral rehearsal the implementation of treatment activities to overcome social anxiety through the approach behavioral rehearsal given to students was agreed upon during the meeting. during the implementation of this activity, the researcher himself became the activity coordinator as well as the leader in this activity. following are the steps for implementing the approach behavioral rehearsal to overcome students' social anxiety; a. pra-sesion of research activities beginning the activities of the researchers to coordinate with the school, namely the school principal and guidance teachers and counseling regarding the implementation of this activity. then the class is agreed upon and the number of students to be targeted by the research sample. at the same time the researchers gave a questionnaire as a pre-test to the two study groups. before being implemented, the researcher first explains the purpose and purpose of giving the questionnaire. the purpose of giving the questionnaire is to get a picture of the level of social anxiety experienced by students before counseling through the approach behavioral rehearsal to the experimental group. b. first session. the first session was held in the student class. the researcher built a good relationship with all students then explained the general picture about the approach behavioral rehearsal. before starting the activity, the researcher first asks students about their readiness to participate in this activity, and explains the time needed in each of these activity meetings. when describing their readiness to participate in this activity, researchers begin to build relationships with students through introductions between students and researchers and vice versa, then continued conversations that can build students' awareness, and their position in their place is very important for them. researchers do simple exercises so that students are not bored and bored in participating in this activity. students as participants are in a circular form following the instructions of the researcher. enter the identification phase of the problem. the researcher then explains in general to students, why anxiety can occur in students. this explanation aims so that the rest can find out the factors and causes of social anxiety in students. this stage the researcher then performs the interaction process with students by describing the initial data of the pre-test results that have been filled by students. from the data, the researcher emphasizes that the problems they face can be done through the approach, behavioral rehearsal which is by doing exercises or behavior change changes. then this explanation will give hope journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 358 to students to be able to change so that students feel that the problems that occur to him are things that can be changed and can be overcome. after being given an explanation the researcher then gave an exercise in the implementation phase of the approach behavioral rehearsal to students. the application of this approach through basic breathing techniques. yes, this technique is an exercise directly or medically on anxiety handling instructions. the form of exercise is to use deep breathing / abdominal breathing. abdominal breathing, also called diaphragmatic breathing, is the process of breathing by breathing deeply so that the body receives enough oxygen. the steps are: 1) participants are asked to take a sitting position 2) participants must be sure of themselves that they are relaxed in that position 3) inhale slowly. let the air fill your lungs, and before your lungs are full, hold your breath for a while, do not immediately exhale. 4) let your stomach expand. when you take a deep breath, let your stomach expand two to four inches. air will flow into the diaphragm, so your stomach will expand because it is filled with air. 5) exhale until it's gone. let your breath come out through your mouth or nose. when you exhale, pull your stomach toward the spine and remove air from your lungs until it runs out. after you exhale, take a deep breath again through your nose and continue to breathe deeply. try to exhale twice as long as your breath, and remove the air until it runs out. 6) try breathing five times in a row. this method will immediately calm down by making the heart beat steady, and make blood pressure normal again, and divert your mind from thoughts that trigger anxiety on yourself. the first training session was carried out 5-10 times over and over, and was guided directly by researchers. the participants were very enthusiastic in participating in this exercise, it appeared with a feeling and a calm class atmosphere. when completing this first session the researcher asks participants to compare feelings before doing this technique and after doing this technique. at the end of the meeting participants were given a challenge in the form of tasks to do at home 3 (three) times a day, morning, afternoon and night before bed. monitoring of the implementation of the challenge is recorded on the control card that has been distributed. c. second session at this second meeting, this phase began with the researcher reflecting on the progress of the previous meeting. researchers and students explore feelings that are felt, changes and situations that occur after carrying out the first stage. the researcher then reexplained that the importance of being in a social environment without pressure, and could improve student learning achievement. researchers explore students who complete the first challenge at home. participants compare and see the progress in themselves towards the emergence of feelings of anxiety in themselves. the control card that has been filled by students is used as a reflective material in expressing the feelings felt by students. the occurrence of these changes is due to regularly carrying out this exercise / rehearsal at home. the activity at this stage participants were asked to do approach to behavioral rehearsal deep breathing techniques in different ways. this technique of security is "deep breathing by calming down". the following are the procedures for implementation: 1) participants are asked to take a relaxed position. the 2) participant must be sure of himself that he has relaxed with the position. 3) count to four while breathing slowly. while inhaling through the nose, count from one to four, no need to rush or slowly. 4) exercises with this count will help regulate your breath and concentrate on deep breathing. the stomach remains allowed to move forward and breathe using the diaphragm. 5) hold your breath for seven seconds. in a relaxed and resistant state, do not pull or exhale for seven seconds. participants can count it silently or use the hour. 6) exhale for eight seconds. slowly let the air out through the mouth during counting to eight. calculating the length of time a person exhales will help the participant ensure that the length of the breath is twice the size, as a measure that the participant has breathed in optimally. 7) when you exhale, pull in the stomach to remove as much air as possible. 8) repeat four breaths. inhale again, hold it, then remove it entirely. remember to keep counting so that the 4-7-8 ratio is always the same. after four breaths, participants will feel calm. repeat this exercise for several breaths as needed. after training or using this technique, participants are then asked to express their feelings in this way. participants compare what was felt in the previous way. this technique is very possible to be repeated to get an eagle feeling and relax to everything that can trigger anxiety in the participants. d. fourth session at the fourth session begins with creating a comfortable and relaxed atmosphere towards the activities to be carried out, the researcher conducts talks that can create a close emotional connection so that the participants are happy and focused on participating in this session. journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 359 as with previous meetings, researchers reflected on the progress of the previous meeting. researchers and students explore feelings that are felt, changes and situations that occur after carrying out the previous session. the researcher explores the students who complete the second challenge in their homes by checking the control card provided. participants compare and see progress in themselves towards the feeling of anxiety in themselves. the control card that has been filled by students is used as a reflective material in expressing the feelings felt by students. the occurrence of these changes was due to regularly carrying out this exercise / rehearsal at home. then the researcher continued one exercise through the technique of approach behavioral rehearsal which is "doing breathing techniques to increase energy" at this stage the steps taken are: 1) sitting participants in an upright position. sit using a chair with an upright back, then back against it. 2) start by taking deep and long breaths several times. inhale slowly and long, then exhale slowly as far as possible. repeat at least four times, until you feel completely relaxed. 3) pull and exhale through your nose quickly for 15 seconds. shut your mouth and pull and exhale through your nose as quickly as possible, catching your breath quickly but deeply. this breathing must use diaphragmatic breathing, but you must draw and exhale as fast as you can. it would be better if participants put their hands on their stomachs to ensure that the stomach moves up and down during breathing. it's easier to do this exercise if you don't tighten the diaphragm as much as you can. keep your head, neck and shoulders unmoving as long as your stomach expands and deflates. 4) do 20 breaths. after a short rest, do another 20 breaths with the same technique. pull and exhale through the nose, and make sure that you breathe using the diaphragm. 5) do the third round of 30 breaths. this is the last part. pull and exhale through the nose, making sure to breathe with a diaphragm. in this session participants were again asked to do it at home like the challenges they had previously done. the researcher then describes the explanation as a motivation for the participants that they continue to do positive behavior and always see social conditions well, interact with the environment with normal feelings as a need to know the environment and others. researchers encourage participants to guide themselves in implementing this technique in overcoming the problems faced. this activity was then ended and agreed for the next meeting. e. the fifth session at this meeting, a post test was given. the researcher explained the instructions for filling it out, as was done at the first meeting. after being filled in, the participants are then asked to collect the results of their work and the researchers would like to thank them for participating in the activity meeting so far. 3. descriptive statistical analysis descriptivestatistical analysis was carried out to determine the influence of approaches behavioral rehearsal in dealing with students' social anxiety. the results of the research data were obtained from the data of students' social anxiety questionnaire in the group of students who had been given a behavioral rehearsal approach. the following is presented the pretest and posttest data on the application approach counseling behavioral rehearsal in dealing with students' social anxiety before and after treatment. table 4.1. data on the level of social anxiety of students giving group counseling through the approach behavioral rehearsal for results experiment groups pretest and post-test. from the results of the percentage analysis, it was explained that before the group counseling with the behavior rehearsal approach there were 2 high categories or 20%, high category 5 or 45% moderate category 2 people or 20% and low 1 person or 15% and after being given intervention as a guide trial there is 1 person who has decreased or 15% and 6 people in the low category or 50% and 3 people in the very low category or 35%. so from this data, it can be seen that the level of social anxiety of students in the high category on the pretest results is relatively high. while the posttest results are in the low category, so the problem of social anxiety in students before and after being given treatment shows a very big change in overcoming social anxiety journal of education, teaching and learning volume 3 number 2 september 2018. page 354-360 p-issn: 2477-5924 e-issn: 2477-8478 360 iv. conclusion and suggestion a. conclusion from the results of the activity, it can be concluded that (1) the school experienced problems related to research studies, then the condition of the school and the maximum applied group counseling, especially using approaches and in school there were various social anxiety problems and group counseling activities were carried out with 5 sessions. (2) the results of the expert validation test stated that this guide was suitable to be used (3) the results of the percentage analysis explained that there was a decrease in value after the group counseling activities with a behavioral rehearsal approach. it is advisable for school counselors to be able to make the guidelines produced in this study can be used as a reference in overcoming the same problems, then for teachers and principals to give special attention to bk teachers in service and to students who experience problems related to student social anxiety and are advised to researchers to develop the results of this research. references ali, m. & asrori, m. (2006). psikologi remaja: perkembangan peserta didik. jakarta: pt bumi aksara. elford, brandle t. (2016). 40 teknik yang harus diketahui setiap konselor (edisi kedua) pustaka pelajar. yogyakarta brown (2009). group counseling for elementary and middle school children. usa: greenwood publishing group, inc. borg, wd dan gall, md (2003). educational research, second edition. new york : holt, rinehart and winston. corey, g. (2012). the theory and practise of group counseling. 8rd ed. pacific grove, california: books/cole grecal, am la, & lopezl, n. (1998). social anxiety ainong adolescents : linkages with peer relations and friendships. journal of abnonnal child psycholog, 26(2), 83–94. hackney,h., & cormier, l. (2012). the professional counselor: a process guide to helping (edisi ke-7). upper saddle river, nj: pearson merrill. izzaty, dkk. (2008). perkembangan peserta didik. yogyakarta: uny press kerlinger, fred n. (2003). asas-asas penelitian behavioral (penerjemah, landung s simatupang) editor h_j koesoemanto. yogyakarta: gajah mada university press. kurnanto,m.edi. (2013). konseling kelompok.bandung; alfabeta nurihsan, juntika, a. yusuf, syamsu. (2010) landasan bimbingan dan konseling. bandung: pt. remaja rosdakarya. moshman, d. (2005). adolescent psychological developmental: rationality, morality and identity (second). mahwah, new jersey, london: lawrence earlbaum associates publisher. muhari, drr &. (2013). disiplin siswa di sekolah kelas xi pemasaran 3 smk negeri 4 surabaya. jurnal bk unesa, 4(1), 79–85. mutahari, h. (2016). hubungan antara kepercayaan diri dengan kecemasan sosial pada siswa. e-journal bimbingan dan konseling, 3(5), 13–23. naugle dan maher (2008). modeling and behavioral rehearsal. dalam w.o'donohue,je fisher, & sc hayes (eds), cognitive behavior therapy: applying empirivally supported techniques in your practice (edisi ke-2). new york, ny: john wiley & sons stefan g. hofmann, pmd (2010). social anxiety: clinical, developmental, and social perspectives, second edition (second). london, united kingdom: academic press, elsevier. tirto jiwo. (2012). social anxiety disorder ( social fobia ), pp. 1–12. tuckman, wb (1999). conducting educational research: second edition. usa: harcourt brace jovanovich, publisher. wijaya, rs (2014). model konseling kelompok eksistensial humanistik untuk mengurangi kecemasan siswa menentukan arah peminatan sma negeri semarang. jurnal bimbingan konseling, 3(2), 83–89. walsh,j. (2002). shyness and social phobia. health & work, 27, 137-144 winkel, ws dan sri hastuti. (2004). bimbingan dan konseling di institusi pendidikan. yogyakarta: media abadi widoyoko,e.putro. (2016). teknik penyusunan instrumen penelitian. yogyakarta. journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-4878 225 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of adobe flash to learning dayak traditional music for students in junior high school sartika dewintha1), aloysius mering2), indri astuti3) 1)universitas tanjungpura, pontianak, indonesia e-mail:ikhadewinthasilalahi@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: mering7157@yahoo.co.id 3)universitas tanjungpura, pontianak, indonesia e-mail: indribk91@yahoo.com abstract. this study aims to describe the design of the development, appearance, and process of adobe flash learning outcomes for learning traditional dayak music for junior high schools. in this study involved media experts, material experts, design experts, fellow teachers, small, medium and large group trials. the subject of the trial was the eighth-grade students of pontianak public middle school 10. data obtained through interviews, observation and documentation studies. this study uses research & development research. the results of this study will later produce a product. development research carried out combines the steps of borg & gall's development with the dick and carey model. the results showed that the media used was appropriate to be used as a learning medium for traditional dayak music. the average level of feasibility based on the validator is that media experts have "feasible" eligibility criteria, "decent" material experts and "decent" design experts. based on the results of the small group test scores "quite feasible," the trial group was "decent" and a large group test "feasible." keywords: development; flash; dayak i. introduction traditional music learning requires interesting media. one example of a musical instrument that is scrutinized by researchers is traditional dayak music which consists of melodic, rhythmic and harmonious musical instruments. development is an effort to improve children's ability through education. this research is a development that produces a product. the resulting product is multimedia developed with adobe flash, in the hope that students can be more interested in learning traditional music. traditional music is music that lives among people and inherits from generation to generation. traditional music is one of the musical arts in every country, especially indonesia. traditional music usually has inherent characteristics with the characteristics of each region. usually, traditional music uses its regional language and has its regional musical instrument characteristics. traditional musical instruments are one of the means and also supporters in expressing messages in music. besides that, musical instruments are also able to present an overview of the cultural background of each work and its respective regions. traditional music is usually displayed at entertainment and traditional ceremonies. traditional music has rarely been enjoyed by the public, especially among young people, due to technological sophistication that makes children prefer music that is not from their area. traditional dayak music is original music from kalimantan. dayak is an indigenous tribe in kalimantan that is unique and rich in music that is very beautiful. but unfortunately, dayak music does not have special writing in each of its works because traditional dayak music is only learned automatically from generation to generation. it will make the interest of traditional dayak music will gradually decrease if it is not http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 226 introduced to the wider community, especially the younger generation. dayak traditional music has unique musical instruments which in general are less recognized by the public. in general, dayak instruments use rhythmic musical instruments, although they also have melodic and harmonious musical instruments. in this research, researchers researched class viii pontianak 10 public middle school. class viii smp negeri 10 pontianak has seven classes consisting of 39 students in each class. researchers chose the study at this school because the pontianak public middle school 10 uses the 2013 curriculum in which there are traditional musical instrument materials and pontianak public middle school 10 also has facilities that support research researchers namely computers. students found in pontianak's smp negeri 10 school are also used to using computers so that it is easier for researchers to conduct research. the reason researchers took the title of adobe flash development for learning traditional dayak music for junior high school students is 1) lack of children's knowledge of traditional music especially dayak 2) utilizing interesting media for children's learning media using adobe flash 3) lack of available musical instruments traditional dayak in schools, especially schools located in west kalimantan, so that slowly can become extinct 4) can be applied in schools with the 2013 curriculum on traditional musical instruments, so that children can learn traditional musical instruments. the final goal of this research is to produce adobe flash for learning traditional dayak music for junior high school students equipped with its user guide book. to achieve the ultimate goal, the following objectives were obtained: 1) designing adobe flash development for traditional dayak music learning for junior high school students, 2) designing adobe flash display for traditional dayak music learning for junior high school students, 3) knowing the learning achievement of junior high school students in traditional dayak learning after using adobe flash. hilrd and brower in thabroni, muhammad (2011: 19) suggests learning relates to changes in a person's behavior towards a particular situation caused by repeated experiences in the situation, behavior changes cannot be explained or the basis of the tendency of the innate response, maturity or momentary conditions, such as fatigue, the influence of drugs, and so on. learning theory is a theory that describes what is happening when the learning process takes place and when the learning process takes place. learning theory consists of behavioristic, cognitive, constructivist, humanistic, cybernetics. according to the big indonesian dictionary in thabroni, muhammad (2011: 18) learning comes from teaching words which means instructions given to people to be known or obeyed, while learning means processes, ways, actions to make people or living things learn. so according to the above opinion it can be concluded that learning is an action from educators to students to share experiences and knowledge from students who do not know to know, have not mastered until mastered well. according to meiliani, risti (2014: 1) the design of learning is a satisfying way to make an activity work well, accompanied by various anticipatory steps to minimize the gap that occurs so that the activity reaches its intended goals. the learning design consists of model dick and carey, assure, jerold e. kemp et al., smith and ragan, addie. in this study, researchers used the dick and carey learning design. sadiman, arief (2011: 6) states that the media comes from the latin language, medius and is a plural form of the word medium which means intermediary or introduction. gagne in sadiman, arief (2011: 6) states that media are various types of components in the student environment that can stimulate them to learn. based on technological developments, learning media can be grouped into four groups, namely the media of printed technology, audio-visual technology media, computer-based media, combined technology. practical benefits in the use of learning media in the teaching and learning process (arsyad, 2015: 26), namely 1) learning media can clarify the presentation of messages and information so as to facilitate and improve learning processes and outcomes, 2) learning media can improve and direct the child's attention so that they can cause learning motivation, more direct interaction between students and their environment and allow students to study individually according to their abilities and interests, 3) learning media can overcome the limitations of senses, space and time. media development according to seels & richey (in warsita, 2008: 26) is a process of transferring or translating design specifications into physical form. the end of the development process will produce a product, which before the manufacture of the product has begun with the design process. the development process depends on design procedures, but the main principles are derived from the nature of communication and the learning process. the learning technology area according to seels & richey (1994: 27) consists of 5, namely 1) planning consisting of system design, learning, message design, learning strategies, and student characteristics, 2) development consisting of printing technology, audiovisual technology, computer-based technology, integrated technology, 3) utilization consisting of media utilization, diffusion of innovation, implementation and institutionalization, policies and regulations, 4) management consisting of tax management, source management, delivery management systems, and information management, 5) assessment consisting of problem analysis, reference measurement, formative evaluation and summative evaluation. journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 227 m. amarullah in setiawan, mudiyanti (2016: 2) states that flash is a software that can draw and animate it, and is easy to learn. flash is not only used in making animation, but nowadays flash is also widely used for other purposes such as in game making, web building presentations, learning animations, even in filmmaking. according to fatimah (2016: 24) adobe flash cs5 is a software that can produce presentations, games, movies, interactive cds, as well as learning cds, and to create interactive, interesting and dynamic websites. adobe flash cs5 can complete a website with a variety of animations, sounds, interactive animations and more so that users while listening to their explanations can see animated images, as well as read explanations in text form. according to putri, nadya (2012: 319) traditional music is music that was created and favored by the past society which until now is still developed and preserved for generations as a means of entertainment and regional identity. the development of traditional music is influenced by actors and artists, types of music and the wider community who hear and enjoy it. regional music or traditional music is music that was born and developed from regions throughout indonesia. in each region have different characteristics and types of music. characteristics of this type of music are printed on the contents of songs and instruments (musical instruments). according to surjani alloy (2014: 11) today, the meaning of the dayak term is increasingly expanded, renewed and more positive, so it is not surprising that then many dayaks are proud to be dayaks or some dayaks once came out of dayak now back to basic being a dayak again. media is a tool that helps students to achieve learning goals (setijadi, 1994: 2). the selection of media is also important to achieve the intended learning objectives. because media is made to facilitate students to understand the material to be taught by the teacher. adobe flash is the main software set used to combine all media content so that it becomes interactive multimedia (oktariani, 2017: 37). flash is designed to develop image media, music, teaching material content, videos, games, animation, and effects to develop the media to be more interesting. some of the previous relevant studies used by researchers are!) previous research on pelend salendro gamelan learning based on interactive multimedia using adobe flash for public high school conducted by dicky kurniawan indrapraja, a upi postgraduate student, 2) previous research on interactive multimedia development jepin dance an intersection step for junior high school students conducted by dwi oktariani, a student of the indonesian education university's art education study program, 3) ni ketut ningsih's research in a 2009 article which embodied the development of multimedia learning media for balinese dance basic movements. the final product of this study is an interactive cd of balinese dance basic movement learning using macromedia flash software. ii. research method this study uses research & development research. the results of this study will later produce a product. the main activity in this research is first to do research and literature study to produce a specific product design, and the second activity is the development, which is testing the effectiveness, the validity of the design that has been made, so that it becomes a tested product and can be used in the wider community to produce certain products used research that needs analysis and to test the effectiveness of the product so that it can function in the wider community, it is necessary to research to test the effectiveness of the product. fig. 1 product development steps for borg and gall the steps of borg and gall in figure 1 will be described as (borg, wr and gall 1983: 772) below, research and data collection (research and information collecting), planning, developing product drafts (develop preliminary form a product) , initial field trials (preliminary field testing), revised test results (main product revision), field trials (main field testing), improvements to the results of field trials (operational product revision), field trials (operational field testing) , final product revision, dissemination and implementation. in the steps of borg and gall above adjusted to the needs of researchers. researchers only use the first step to the ninth step due to time, energy and cost limitations. this study uses the dick and carey learning design model. researchers chose the dick and carey design because this design uses problems in the learning system. according to personal, benny (2010: 98) the main steps of the learning system design model proposed by dick and carey (dick, w, carey 2001: 6) consist of, 1) identifying learning objectives, 2) conducting instructional analysis, 3) analyzing student characteristics and learning context, 4) formulating specific learning objectives, 5) developing assessment instruments, 6) developing learning strategies, 7) developing and selecting teaching materials, 8) designing and developing formative evaluation, 9) revising learning programs and 10) design and develop journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 228 summative evaluation. this development research researcher combines development research using borg and gall's steps, and the dick and carey module learning design can be seen in the following figure 2: fig. 2 adaptation of development research models from borg and gall combined with dick and carey models (astuti, 2015: 90) the stages of learning media development consist of three main sections will be explained as follows: 1) pre-research stage, consisting of needs analysis (need assassement), identifiable instructional goals (analyzing learning objectives), conducting goal analisys (conducting learning analysis) , identity entry behavior characteristics, write performance objectives (formulating specific objectives, planning (learning media planning) 2) media development phase consists of developing preliminary form of product, develop criterion reference tests (developing assessment instruments / development of test items), instructional development strategy (developing learning strategies, develop and select ainstructional materials (developing and selecting instructional materials), design and conduct formative evaluation (designing and implementing formative evaluations), revising learning packages (instructional revise), 3) test try, revision and evaluation consists of preliminary field testing, main product revision, which is to make improvements to the initial product produced based on the results of the initial trial, main field testing (medium scale trial), operational product revision (revision of product operations ), operational field testing (large scale trial), final product revision (final product improvement) the study was conducted at the junior high school in pontianak city, smp negeri 10 pontianak on wr soepratman street. the research subjects in this study were eighth-grade students from pontianak 10 junior high school 2017/2018 school year. which consists of 8 classes, namely class viii h which amounts to 24 people. data collection techniques carried out by researchers are as follows by observation, interviews, indirect communication, documentaries, instruments for assessing observation guidelines, interview guides, questionnaires, documentation guidelines. data analysis techniques in this study are divided into qualitative and quantitative data analysis techniques. qualitative technique analysis, data obtained from various sources using various data collection techniques (triangulation) and carried out continuously until the data is saturated. with this continuous observation, it causes very high data variations. qualitative data analysis is inductive, i.e., an analysis based on the data obtained then developed into a hypothesis. data collection, data presentation, and conclusion drawing. the steps are as follows, a) analysis of research instrument validation, activities carried out to analyze these activities are, 1) recording assessment of the results of the validation of material experts and media experts, 2) creating and analyzing the table of validation results by these experts 3) looking for the average of each criterion with the formula (khabibah, 2006) b) analysis of the results of the validation of teaching materials through the assessment of design, material and media experts. iii. result and discussion a. result 1. adobe flash development design for learning traditional dayak music for junior high school students a. analyze learning objectives this research was conducted by analyzing the learning objectives. the learning objectives in this study were generated from the syllabus and also through a process of needs analysis based on the experiences of learning difficulties faced by students. learning objectives according to the syllabus are that students can find traditional musical instruments through examples provided by the teacher and by listening to students can describe the basic techniques of playing traditional idiophone, aerophone, chordophone, and membranophone instruments in groups and students can understand the distribution of traditional musical instruments based on its function. interview with the subject of culture and skills art on monday, july 30, 2018, and to one of the eighth-grade students on thursday 2 august 2018 at smp negeri 10 pontianak about the influence of traditional music material using media. table i results of student characteristics analysis journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 229 product development, the next stage carried out in this research activity is to conduct the feasibility test of the results of the module development starting with validating by experts to find out and analyze the shortcomings of the initial module design that has been produced in the design stage, adobe flash media validation for dayak music learning, has been carried out by 2 lecturers. fig. 3 adobe flash learning media validation data by media experts based on figure 3 data from the media expert validation results show that adobe flash has an average value of 3.32 and is valid regarding coloring, word and language usage, screen display, presentation, images, animation and sound, and the benefits of adobe flash media. it can be seen from the validity criteria of learning media, 3 <va media ≤ 4 adobe flash media validation for dayak music learning has been carried out by one teacher who teaches in junior high school and one lecturer. fig. 4 adobe flash learning media validation data by material experts based on the graph 4.2 the results of the validation of the material experts show that adobe flash has an average value of 3.75 and is valid from the aspect of content, presentation of material, linkages of material. it can be seen from the validity criteria of learning materials, 3> va media ≤ 4. fig. 5 adobe flash learning media validation data by design experts at the small group trial stage or referred to as the one to one trial, researchers use three students with different abilities. one child with low ability, one child with moderate abilities, and one child with high abilities. the three students will do the teaching and learning process with the product that researchers have prepared, namely adobe flash on learning traditional dayak music. the researcher also provides student response questionnaires that will be filled by students to find out the shortcomings and student comments on adobe flash products. this initial stage testing is carried out by students of class viii d which later will be useful for revising the product. the following is the implementation of 1) observing the interest in learning and responses from students during class 2) giving questionnaires (questionnaire). the results of student responses to adobe flash media for learning traditional dayak music can be seen in the following figure 6: journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 230 fig. 6 results of questionnaire on student response to adobe flash with small scale trial main product revision, make improvements to the initial product produced based on the results of the initial trial. after conducting a small group test, the researcher revised the initial product. revisions are made to complement products that are still deemed incomplete when testing the small group. after revising, continued with the group trial, the process of the group trial stage was being carried out in the computer laboratory room of smp negeri 10 pontianak on monday, july 30, 2018, at 7.40-8.20 wib. the medium group trial consisted of 6 students who had different abilities, namely two people with low abilities, two people with moderate abilities and two people with high abilities. then the student tries adobe flash products that have been provided by the researcher. fig. 7 results of questionnaire on student response to adobe flash with medium scale trial product operational revision at this stage the researcher revises the product operation based on the revision of the student's response which is still considered lacking in the medium scale trial. make improvements to the products produced based on the results of the medium group trial. after testing the medium group, the researchers revised. after revised the researchers then conducted a large-scale trial, a large-scale trial was a trial at the last stage. at this stage, researchers used products that had been revised from the results of the revision of the medium scale trial. the large-scale trial of the researcher conducted on wednesday, august 1, 2018, in the computer laboratory room in pontianak 10 public middle school. at this stage, researchers used 24 students with different abilities, namely eight low-ability students, eight moderate-capable students, and eight high-ability students. then the student tries adobe flash products that have been provided by researchers. fig.8 results of questionnaire on students' response to adobe flash with large-scale trials final product revision (final product improvement) after conducting a large-scale trial, researchers conducted a final revision of adobe flash products based on the results of revisions to student responses that were still considered lacking in large-scale trials. 2. learning achievement of junior high school students in traditional dayak learning after using adobe flash a. cognitive acquisition results the initial stage of the implementation began with the provision of pretest questions in the form of 6 questions. the research subjects were students of pontianak state 10 junior high school totaling 24 students. pretest aims to measure the initial ability of students before learning traditional dayak music material using adobe flash. the pretest was conducted on august 2, 2018, at 7:00 a.m. to 7.40 after the treatment, learning activities were carried out in smp negeri 10 pontianak on august 3, 2018, and carried out as many as one meeting starting at 07.00-9.00. the posttest was held on friday, august 3, 2018, at 9.15-9.35 wib in the classroom room of smp negeri 10 pontianak, the result of the acquisition of the affection was to assess the affective of the students, the researcher assessed the questionnaire which had aspects. the distribution of student questionnaires was held on august 4 at 7:00 to 7:20 a.m. located in the classroom of pontianak 10 public middle school. student questionnaires were distributed to 24 students who had used adobe flash media before. fig. 9 posttest results journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 231 fig. 10 results of value for every aspect of student attitudes the average value of students' attitudes is 3.79 which can then be concluded that students like and are interested in adobe flash learning in learning traditional dayak music in pontianak 10 public middle school. b. discussion adobe flash development design for traditional dayak music learning. the adobe flash development that researchers use is the procedure used in research and development (r & d) with dick and carey design. adobe flash development activities require a good and systematic step in order so that the resulting process can be obtained maximally. the development design in a learning media is very important, to solve the problem of student learning difficulties. it is in line with the opinion of meiliani, risti (2014: 1) the design of learning is a satisfying way to make an activity run well, accompanied by various anticipatory steps to minimize the gap that occurs so that the activity reaches its intended goals. the appearance of adobe flash is made in the storyboard by researchers; it is to make it easier to analyze the views on adobe flash. adobe flash media consists of the external display, in the external display there is the writing "learning dayak traditional music" with the background of the dayak traditional house, the betang house and accompanied by the sound of sape'. the appearance in adobe flash makes children interested in learning it. adobe flash media is made with various views to explain every traditional dayak music material that makes it easy for students to learn, this is in line with the opinion of gagne and briggs (in arsyad, 2015: 4) implicitly saying that learning media includes tools that are physically used to convey contents of teaching materials, consisting of books, tape recorders, cassettes, video cameras, video recorders, films, slides (picture frames), photos, pictures, graphics, television, and computers. student learning outcomes are based on assessment of cognitive aspects and affective aspects. cognitive aspects were obtained from pretest and posttest students. students experience significant changes in value for better grades. this is in line with witherington's opinion in thabroni, muhammad (2011: 20) learning is a change in personality which expresses itself as a new pattern rather than a reaction in the form of skills, attitudes, habits, intelligence or understanding and according to sardiman (2004: 26 -28) that the purpose of learning is to get knowledge that is characterized by thinking ability, the planting of concepts and skills that are physical and spiritual and the formation of mental attitudes and behavior of students, will not be separated from the matter of planting values. iv. conclusions and suggestions in this study involved media experts, material experts and design experts as validators in adobe flash media. the test subjects in this study were eighth-grade students from pontianak public middle school 10. after conducting the validator to the experts, this study was tested in small, medium and large groups. the results of the study show that the media used is suitable for use as a learning medium. the average level of feasibility based on the validator is the average value media expert that is "feasible," "decent" material expert and "decent" design, expert. based on the results of the small group test scores "quite feasible," the trial group was "decent" and a large group test "feasible." suggestions for adobe flash development design, for other researchers, can make adobe flash development reference on learning traditional dayak music for junior high school students to be further investigated. suggestions for adobe flash display, for researchers interested in the appearance of adobe flash on traditional dayak music learning this research as a reference source in subsequent research, for art and culture subject teachers, in the teaching of arts and culture in order to make research using adobe flash as an art and cultural subject matter to add references in teaching material about local music so students can find regional music in their place, and students can participate in appreciating cultural arts in their respective regions. suggestions for student learning that is learning to use adobe flash for learning traditional dayak music can be used as alternative learning by the teacher to improve student learning outcomes. references arsyad, azhar. 2011. media pembelajaran. jakarta: pt raja grafindo persada asriati, nuraini. 2017. pedoman penulisan karya ilmiah. pontianak: fakultas keguruan dan journal of education, teaching and learning volume 3 number 2 september 2018. page 225-232 p-issn: 2477-5924 e-issn: 2477-8478 232 ilmu pendidikan universitas tanjungpura pontianak. astuti, indri. 2015. pengembangan model pembelajaran konseling kelompok dengan pendekatan konstruktivistik. disertasi tidak diterbitkan. jakarta: pps unj. borg, w.r dan gall, m.d. 1983. educational research an introduction. new york: longman dick, w, carey l. j.o. 2001. the systematic 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page 31-39 p-issn: 2477-5924 e-issn: 2477-4878 31 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of perception about the educational services quality and organizational environment on students' achievement motivation in environmental health department ismi trihardini 1) , m asrori 2) , m syukri 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: ismi_3yani@yahoo.co.id 2) universitas tanjungpura, pontianak, indonesia e-mail: asroriuntan@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: syukri_fkip@yahoo.com abstract. achievement motivation is an urge in a person to compete and become superior. achievement motivation is needed so that students have the drive to compete with excellence standards, where this achievement motivation plays a role in developing activities and initiatives, directing and maintaining perseverance in learning activities. motivation between one student and another student is different due to different perceptions of the quality of educational services. the environment around the education process that can be said as a conducive organizational environment plays a role in increasing the drive for the achievement of students. this study aims to describe and analyze the influence of perceptions about the quality of education services and organizational environment on achievement motivation. the approach in this study is quantitative in the form of causal studies, a sample of 68 students in the department of environmental health of the ministry of health of pontianak were taken using the proportionate stratified random sampling technique. data retrieval is done by using a research instrument in the form of questionnaire which refers to the likert scale. data were analyzed using rank spearman test and linear regression. descriptive analysis explained that perception variables about the quality of education services and organizational environment were very good, and achievement motivation was very high. the results of correlation analysis describe 1) student perceptions about the quality of education services significantly influence achievement motivation (r = 0.445), 2) organizational environment significantly influences achievement motivation (r = 0.767) 3) student perceptions of the quality of educational services and organizational environment collectively have a significant effect on student achievement motivation in the department of health polytechnic of the ministry of health of pontianak (r = 0.779). conclusions from this study are student perceptions of the quality of education services and organizational environment affect the achievement motivation. based on the results of the study, it is suggested that the health department of pontianak health ministry polytechnic should continue to maintain or even improve the quality of education services and organizational environment by taking into account the advice provided by the school component through the suggestion box. keywords: perception; quality of education service; organizational environment; achievement motivation i. introduction education is the basis for improving and preparing quality and competitive human resources (hr). the measure of success in quality in the world of education is quality graduates. the quality of graduates according to bastian (2006: 191) is illustrated by three things, namely the head or head which symbolizes intelligence, hand or hand which symbolizes skill, and heart or heart which symbolizes character and morals. this quality graduate can be realized if you have a positive urge to participate in activities during the education period. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 32 as explained by mulyana (2016) that achievement motivation is needed so that students have the urge to compete with the standard of excellence, where this standard of excellence can be in the form of perfection of tasks, can be from themselves or other people's achievements to obtain the higher achievement. this motivation plays an important role in developing activities and initiatives, directing and maintaining perseverance in learning activities. students who have achievement motivation will become quality graduates who become one of the indicators of the quality of education services in an educational institution. the quality of education services is a guarantee of the process or service of providing education in educational institutions in accordance with established standards and able to meet customer needs in this case students, the needs of users (users) or the needs of stakeholders related to customer satisfaction (maswardi m.amin, 2016: 122) students are parties that are directly related to the quality of education services provided by an educational institution. the satisfaction of students about the quality of education services depends on the students' perceptions of the education services they receive. it is in line with that presented by linu shajahan (in setya, 2015: 33) that perception is a basic cognitive or psychological process that will describe a person's feelings towards the surrounding environment that will affect actions, emotions, and thoughts. similarly, students' perceptions of the quality of education services according to muntamah (2012), that between one student and another student will vary, so this will also cause differences in the motivation or motivation of the student to carry out activities in the learning process. the form of educational services in educational institutions is a learning service in which there is a reciprocal relationship between educators and students. this reciprocal relationship is influenced by how students' perceptions of the scope of education include infrastructure as supporting teaching and learning activities, lecturers as educators, and other supporting personnel who are in the education sector. another factor that influences achievement motivation in students is the organizational environment or organizational atmosphere that is seen, thought out, and felt by components within the educational institution that are expected to create a conducive, persuasive and educative organizational atmosphere. it is in line with research findings which also show that the healthier or better the school environment, the higher the level of student achievement at the school. (hoy and miskel, 2014; 325). the era of globalization is increasingly critical of the quality of health services. in an effort to produce high-quality health services, the quality of human health resources needs to be improved through the development of quality educational institutions. health ministry polytechnic of pontianak (pontianak ministry of health poltekkes) is the only government-owned educational institution under the auspices of the ministry of health in west kalimantan. pontianak health ministry polytechnic has a role in producing skilled health workers who are able to compete in the world of work. pontianak health ministry polytechnic oversees six departments, namely environmental health department, health analyst department, nutrition department, dental nursing department, midwifery department, and nursing department. among the six majors, the environmental health department is the only one to get the "a" accreditation of the national higher education accreditation board (ban-pt). therefore it can be said that the quality of education services is very good. however, this is not in line with the achievement of the student's grade point average (gpa). the results of the learning evaluation of the ministry of health poltekkes department of environmental health pontianak odd semester 2016/2017 academic year shows that students who have a gpa below 2.75 are 16.7%, gpa 2.75-3.00 as much as 25.1 %, gpa 3.01-3.25 as much as 10.9%, and gpa above 3.25 as much as 47.3%. exposure to the results of the learning evaluation illustrates that the quality of students is still much below the standard or can be said to have not achieved satisfactory results. it is because the ipk target for the poltekkes as a public service agency (blu) which is a requirement of the ministry of finance is as much as 70% for a gpa above 3.25. in addition, the globalization era also demands quality graduates that can be drawn from the gpa. learning evaluation results that are considered to have not shown satisfactory results should be able to be reduced at a lower number because the environmental health department is the only department in the pontianak ministry of health poltekkes that has obtained a accreditation which describes the quality of good education services that support the learning process to be of high quality . based on the explanation above, this study was conducted to examine more deeply the "influence of perceptions about the quality of education services and organizational environment on student achievement motivation in the department of environmental health, pontianak health ministry polytechnic." ii. research method this study uses a quantitative approach in the form of causal studies, namely the influence between variables that aims to test the validity of the journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 33 hypothesis relating to the influence of perceptions about the quality of academic services (x1) on achievement motivation (y) and the influence of organizational environment (x2) on achievement motivation (y ), as well as the influence of perceptions about the quality of academic services (x1) and organizational environment (x2) jointly on achievement motivation (y). in this study, the population is all students of the department of health at the pontianak health ministry polytechnic. determination of the number of samples with a confidence level of 95% or an error rate of 5%, and by proportionate stratified random sampling, the number of samples was 68 people. in this study using three variables to be studied, three research instruments will be needed in the form of questionnaire which refers to the likert scale (very appropriate, appropriate, inappropriate, and very inappropriate), namely: a. questionnaire to measure perception variables about the quality of education services b. questionnaire to measure organizational environment variables c. questionnaire to measure achievement motivation variables the questionnaire is made through instrument lattice where each research variable is grouped into subvariables, then disseminated into indicators so that the data obtained is directed to the research objectives. iii. result and discussion a. result the data in this study consisted of three variables: perception about the quality of education services (x1), organizational environment (x2), and achievement motivation variables (y). perception variables about quality of education services and organizational environment are independent variables while achievement motivation is dependent variable. the sample taken in this study were 68 students at the pontianak department of health poltekkes environmental health department. the data description of each variable based on the results of the distribution of the questionnaire will be explained further below: 1. perceptions of the quality of education services in the environmental health department of the pontianak ministry of health poltekkes the perception variable about the quality of education services consists of 39 items of statement items using four choice scales (1-4). based on the results of statistical analysis, perceptions about the quality of education services can be grouped into four categories: poor with a range of total scores (0 39), moderate (40 79), good (80 119), and very good (120-156). the frequency distribution grouping as can be seen in table i. table i frequency distribution of perceptions about the quality of education services by category the data in table i shows that students in the department of environmental health polytechnic of the ministry of health of pontianak have a perception about the quality of education services in the good and very good category. most of the students, as many as 47 people (69.12%) had the perception that the quality of education services which included aspects of the reliability, assurance, appearance, and attention in the department of environmental health at the pontianak health ministry polytechnic was very good. analysis of perception description about the quality of education services obtained results as can be seen in figure 1. fig. 1 histogram of perception variables about the quality of education services based on figure 1 it can be seen that the perception variable about the quality of education services has data obtained in the study derived from 68 respondents with an average score of 125.19, a standard deviation of 10.534 with a variant of 110.963, has a minimum score of 101 and a maximum of 153. the results of the calculation of the amount the total theoretical score (68 x 39 x 4) is 10,608 and the total empirical total score is 8,513, then the percentage of perception variables about the perception perception journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 34 quality of education services is (8,513 / 10,608) x 100% = 80,25%. it shows that students' perceptions about the quality of education services which include aspects of trustworthiness, assurance, appearance, and attention in the department of environmental health in the pontianak health ministry polytechnic can be categorized very well because they are in the range of 75-100%. 2. organizational environment in the department of environmental health pontianak health ministry polytechnic organizational environment variables consist of 42 statement items using four choice scales (1-4). organizational environment can be grouped into four categories: poor with a range of total scores (0 42), moderate (43 84), good (85 126), and very good (127-168). the frequency distribution grouping as can be seen in table ii. table ii environment frequency distribution of organizations by category the data in table ii shows that students feel the organizational environment in the department of environmental health of the pontianak ministry of health polytechnic is in the good and very good category. most students, as many as 54 people (79.41%) felt that the organizational environment which included aspects of the physical environment, social environment, affective environment, and academic environment in the department of environmental health at the pontianak health ministry polytechnic was in the very good category. fig.2 histogram of organizational environment variables based on the histogram can be seen that the organizational environment variable has the data obtained in the study came from 68 respondents with an average score of 140.76, a standard deviation of 11.958 with 142.989 variants, have a minimum score of 121 and a maximum of 167. 68 x 42 x 4) is 11,424 and the total empirical total score is 9,572, then the percentage of organizational environment variable is (9,572 / 11,424) x 100% = 83,79%. it shows that the organizational environment which includes aspects of the physical environment, social environment, affective environment, and academic environment is felt by students of the environmental health department in the pontianak ministry of health poltekkes can be categorized very well because it is in the range of 75-100%. 3. achievement motivation at the pontianak department of health poltekkes environmental health department achievement motivation variables consist of 38 statement items using four choice scales (1-4). achievement motivation can be grouped into four categories: low with a range of total scores (0 38), moderate (39 76), high (77 114), and very high (115-152). the frequency distribution grouping as can be seen in table iii. table iii frequency distribution of achievement motivation by category data in table iii shows that students in the department of environmental health polytechnic of the ministry of health of pontianak have high motivation to achieve high and very high categories. most of the students in the department of environmental health polytechnic of the ministry of health of pontianak, as many as 55 people (80.88%) had achievement motivation in the very high category. analysis of description of achievement motivation obtained results as can be seen in figure 3. organizational environment organizational environment journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 35 fig. 3 histogram of achievement motivation variables based on the histogram it can be seen that the achievement motivation variable has the data obtained in the study from 68 respondents with an average score of 128.01, a standard deviation of 10.703 with a variant of 114.552, has a minimum score of 103 and a maximum of 146. the results of the calculation of the total theoretical score ( 68 x 38 x 4) is 10,336 and the total empirical total score is 8,705, then the percentage of achievement motivation variables is (8,705 / 10,336) x 100% = 84,22%. it shows that the achievement motivation of environmental health department students in the pontianak ministry of health poltekkes can be categorized as very high because it is in the range of 75 100%. it can be interpreted that students have very high motivation regarding responsibility, confidence, moderate risk taking, require immediate feedback, are not satisfied with accidental achievement of success, prioritize satisfaction overachievement rather than reward, engrossed in work, love challenges, and initiatives, and do planning in doing activities. 1. data analysis test requirements a. data normality test data normality test is used to find out whether the data is normally distributed or not. the following is presented the results of the research normality test using spss 22 for windows program. the statistical normality test used in this study is kolmogorov smirnov because the sample is more than 50. the data is said to be normally distributed if the asymp sig value is> 0.05. based on the statistical analysis presented in the tables above, it is known that the perception variables regarding the quality of education services (p = 0.065) and organizational environment (p = 0.181) have data that are normally distributed. while the variables of achievement motivation have abnormal data distribution (p = 0.12) and after being also transformed still have abnormal data distribution (p = 0.06) b. linearity test data linearity test is a statistical test that aims to determine whether two variables have a linear or not significant relationship which is a prerequisite of correlation analysis. the results of the linearity test data show that the relationship between perception variables about the quality of education services and achievement motivation is linear because of the significance value of deviation from linearity 0.330 (> 0.05), as well as the relationship between environment variables of organizations with achievement motivation that have significant value on deviation from linearity 0.547 (> 0.05). 2. hypothesis testing testing the hypothesis in this test is to determine the effect of perception variables on the quality of education services (x1) on achievement motivation variables (y), the influence of organizational environment variables (x2) on achievement motivation variables (y), as well as the influence of perception variables on the quality of education services ( x1) and organizational environment variable (x2) together with achievement motivation. the results of hypothesis testing are said to have a significant correlation between variables if the value of p <0.05. the direction of correlation consists of positive (unidirectional) and negative (opposite). a positive correlation direction means that the greater the value of one variable the greater the value of other variables, while the direction of negative correlation means that the greater the value of one variable the smaller the value of the other variable. the strength of the correlation between these variables can be known by looking at the value of r. for more details the results of testing the hypothesis between the variables mentioned above will be explained below: a. the influence of perceptions about the quality of education services (x1) on achievement motivation (y) based on the normality test, it is known that the distribution of perception variable data about the quality of education services is normal, while the achievement motivation variable has an abnormal distribution. therefore, the hypothesis test used is the spearman correlation to determine whether there is an influence of perceptions about the quality of education services (x1) on achievement motivation (y). the results of the statistic test correlation between x1 and y obtained a significance value of p = 0,000 (p <0.05), which indicates that the correlation between perceptions of the quality of education services and achievement motivation motivation motivation journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 36 is meaningful. spearman correlation value of 0.445 indicates that the direction of positive correlation with the strength of correlation (r) is moderate (0.40-0.599). it can be interpreted that the better student perceptions about the quality of education services in the department of environmental health at the pontianak ministry of health poltekkes, the higher the student achievement motivation. b. effect of organizational environment (x2) on achievement motivation (y) based on the normality test it is known that the distribution of organizational environment variable data is normal, while the achievement motivation variable has an abnormal distribution. therefore the hypothesis test used is the spearman correlation to determine whether there is an influence of perceptions about the quality of education services (x2) on achievement motivation (y). the results of the statistic test correlation between x2 and y obtained a significance value of p = 0,000 (p <0.05), which indicates that the correlation between the environment of the organization and achievement motivation is meaningful. spearman correlation value of 0.767 shows that the direction of the correlation (r) is positive with a strong correlation strength (0.600.799). it can be interpreted that the better the organizational environment in the ministry of health's environmental health department in pontianak, the higher the student achievement motivation will be. c. the influence of perceptions about the quality of education services (x1) and organizational environment (x2) together against achievement motivation (y) hypothesis testing is used to determine the effect of perceptions about the quality of education services and organizational environment together on achievement motivation, namely linear regression. the results of the analysis with the spss program obtained data that the influence of perception variables on the quality of education services and organizational environment together on achievement motivation showed p-value = 0,000 (p <0.05). thus it can be concluded that there is a significant influence jointly between perceptions of the quality of education services and organizational environment on achievement motivation. it can be interpreted that the better student perceptions about the quality of education services and organizational environment in the department of environmental health of the pontianak ministry of health polytechnic, the higher the student motivation will be. in addition, table 4.22 also shows the amount of r = 0.779, which means that the magnitude of the influence of perception variables on the quality of education services and organizational environment together on achievement motivation is 77.9%. b. discussion statistical analysis on the results of the research described in the previous chapter shows findings that are answers to the formulation of research problems. the main problem of this research has been answered, namely the perception of the quality of education services and organizational environment positively and significantly correlates with achievement motivation. it can be taken into consideration for educational institutions, especially the environmental health department of the pontianak ministry of health poltekkes regarding increasing student achievement motivation. the next discussion will be explained further about the relationship of each variable, namely the influence of perceptions about the quality of education services on achievement motivation and organizational environment on the achievement motivation of students of the environmental health department of the ministry of health poltekkes pontianak. 1. effect of perceptions on the quality of education services on achievement motivation students at the pontianak ministry of health poltekkes environmental health department the results of the study as presented in table 4.20 prove the existence of a positive and significant influence on students' perceptions of the quality of education services in the department of environmental health on student achievement motivation with moderate correlation strength (r = 0.445). it means that the better the student's perception of the quality of education services, the higher the achievement motivation will be. the results of this study are in line with research conducted by ummu muntamah, harbandinah p., and laksmono w. which describes the relationship between student perceptions of the quality of education services to motivation following the teaching and learning process, as well as the quality of lecturer service which is part of the quality of educational services. most dominant as a predictor of an increase in student motivation. likewise, the research conducted by lita h. wulandari and fasti rala (2004) on self-concept and adolescent achievement motivation in the orphanage which is a type of correlational research shows a positive relationship between self-concept and achievement motivation. perception plays an important role in shaping behavior. as the opinion of robbins and judge (2014: 175) suggests that perception is a process by which individuals regulate and interpret sensory impressions to give meaning to the journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 37 environment. in line with the presentation of triatna, c. which defines perception as a process of thought and feeling which then becomes the basis for consideration of behaving. quality or quality of service is a presentation of a product or service in accordance with the applicable size and at least equal to consumer expectations. the service is said to be qualified according to tenner and toro (in maswardi m. amin), namely if it fulfills the characteristics of reliability, assurance, appearance (tangibles), attention (empathy), and responsiveness (responsiveness). in the field of education, the quality of educational services will assure educational processes or services in educational institutions in accordance with established standards and are able to meet the wishes of students, the community and other related parties (customer satisfaction). the form of educational services in educational institutions leads to learning services in which there is a reciprocal relationship between educators and students. this reciprocal relationship is influenced by how students' perceptions of the scope of education include infrastructure as supporting teaching and learning activities, lecturers as educators, and other supporting personnel who are in the education sector. a person's perception of an object is different. therefore perception has a subjective nature. likewise, students' perceptions of a quality education service between one student and another student will vary, so this will also lead to differences in encouragement or motivation in the student in carrying out activities in an educational institution. it can be interpreted that if students have an assessment that an educational institution is able to provide quality services in the sense of fulfilling their needs in carrying out the education period to cause satisfaction, then it will directly encourage them in achieving their expectations to be superior. 2. effect of organizational environment on achievement motivation students at the pontianak department of environmental health polytechnic of health the results of the study as presented in table 4.21 prove the existence of a positive and significant influence on the organizational environment in the department of environmental health of the pontianak ministry of health polytechnic on student achievement motivation with strong correlation strength (r = 0.767). it means that the better the organizational environment in the department of environmental health, the higher the student achievement motivation will be. environmental health department pontianak health ministry polytechnic is a college. higher education is one form of organization, so if you want to understand about the organizational environment in higher education, it can be through understanding of the environment of the organization itself. organizational environment influences behavior, as gilmer's opinion on organizational environment understanding is "the set of enduring characteristics that describe an organization and the influence of the behavior of the people in the organization." the organizational environment can be interpreted as the condition or atmosphere of the organization that is felt by its personnel towards the organizational environment, be it physical, social, affective or academic environment, where these conditions are felt individually. an organizational environment that leads to positive things, of course, will create a conducive organizational environment, where personnel in the organization will be able to feel a school environment that is safe, clean, beautiful, regulated, and harmonious family relationships between personnel and guaranteed comfort and safety. this conducive organizational environment will influence every personnel to actualize ideas, creativity, innovation, cooperation, and healthy competencies in the pursuit of achieving goals. the above description can be interpreted as a good organizational environment in the department of environmental health of the pontianak ministry of health polytechnic will create reciprocal relationships that support each other so that they can encourage to achieve the expected goals. especially for students, this expected goal certainly has achievements that can be proud of as a form of achieving self-satisfaction in carrying out its education process, so that it can be said that a good organizational environment will shape achievement motivation. 3. effect of perceptions on the quality of education services and organizational environment on achievement motivation of students in the department of environmental health pontianak ministry of health poltekkes the results of the study prove that there are a positive and significant influence and organizational environment together in the department of environmental health of the pontianak ministry of health polytechnic on student achievement motivation. it means that the better the student's perception of the quality of education services and the better the organizational environment in the department of environmental health, the higher the student achievement motivation will be followed. as the opinion of kreiner and kinicki argues that perception is a cognitive process that allows us to interpret and understand the environment around us. in addition, it was explained earlier that perception also plays an important role in shaping behavior. a good organizational environment will create a conducive condition in the organization that allows its personnel to engage in better activities in achieving their desired goals. journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 38 likewise, it was also experienced by students of the department of health at the pontianak health ministry polytechnic. based on the results of the study it can be seen that most students of the department of environmental health, as many as 47 people (69.12%) have a perception that the quality of education services is very good. it means that students feel that the health department provides or facilitates the needs they need in carrying out learning activities. in addition, most of the students, namely 54 people (79.41%) felt that the organizational environment in the department of environmental health polytechnic of the ministry of health of pontianak was categorized as very good, which meant that the condition or atmosphere of the environment in the department of health was conducive so as to provide security and comfort for students in carrying out activities as a student. because the two variables mentioned above are in a very good category, of course, it supports students to have high achievement motivation, as many as 55 people (80.88%) have achievement motivation in the excellent category. this high achievement motivation makes students have the urge to be superior in achieving their desired goals. heckhausen (in djaali, 2017: 103) also explained that achievement motivation is an impulse found in students who always try to improve their abilities as high as possible in all activities by using standards of excellence. this standard of excellence includes the standard of excellence of duty, the standard of excellence of self, and the standard of excellence of other students. the results of this study also showed the value of r = 0.779 as described in table 4.22 which means the influence of perception variables on the quality of educational services and organizational environment together on achievement motivation is 77.9%. it can be interpreted that achievement motivation is also influenced by other factors. according to sukadji (in andriani, 2010) suggests the factors that influence achievement motivation, including the expectations of parents to their children, experiences in the first years of life, cultural backgrounds in which a person is brought up, imitation of behavior, and the environment in which the learning process take place furthermore, kurniadin and machali (2016: 351) explained that motivation according to the theory of the relationship between reward and achievement, one's motivation is influenced by various factors, both internal and external. as for those included in the internal factors are (1) one's perception of himself, (2) self-esteem, (3) personal expectations, (4) needs, (5) desires, (6) job satisfaction, (7) work performance generated. while the things that include external factors are (1) the type and nature of the work, (2) the workgroup where someone joins, (3) the organization of the workplace, (4) the environmental situation in general, (5) the reward system that applies and the way application. according to uno (2016: 4), intrinsic motivation is stronger than extrinsic. therefore educational institutions must try to generate intrinsic motivation by fostering and developing participants' interest in the relevant fields of study. iv. conclusions and suggestions a. conclusions 1. most of the students, as many as 47 people (69.12%) has a very good perception of quality services in the department of environmental health, pontianak health ministry polytechnic. 2. most of the students, as many as 54 people (79.41%) felt that the organizational environment in the department of environmental health at the pontianak health ministry polytechnic was in the very good category. 3. most of the students in the department of environmental health polytechnic of the ministry of health of pontianak, as many as 55 people (80.88%) have excellent achievement motivation. 4. perceptions of the quality of education services have a significant effect on student achievement motivation in the department of environmental health of the pontianak ministry of health poltekkes. the correlation between the values of 0.445 shows that the direction of the positive correlation with the strength of the correlation is moderate (0.40-0.599). 5. organizational environment has a significant effect on student achievement motivation in the pontianak department of health department of environmental health poltekkes. the correlation of the value of 0.767 shows the direction of correlation (r) is positive with strong correlation strength (0.60-0.799). 6. perceptions of quality and organizational environment together have a significant effect on student achievement in the department of environmental health of the pontianak ministry of health poltekkes. the strength of the relationship is the value of r = 0.779 which means that the magnitude of the influence of perception variables on the quality of educational services and organizational environment on achievement motivation is 77.9%. b. suggestions 1. health department pontianak health ministry polytechnic must continue to maintain or even improve the quality of education services that have been perceived very well by students, especially those relating to campus facilities such as internet networks that can facilitate students to add insight and the latest knowledge. journal of education, teaching and learning volume 4 number 1 march 2019. page 31-39 p-issn: 2477-5924 e-issn: 2477-8478 39 2. the department of environmental health at the pontianak health ministry health office always creates a conducive organizational environment so that the organizational environment that has been felt very well by students can be maintained so that the relationships between organizational personnel remain in harmony and harmony. 3. environmental health department pontianak health ministry polytechnic can provide a suggestion box that can accommodate input from organizational personnel and follow up on positive input. 4. the pontianak department of health's environmental health department of health polytechnic facilitates students to get their rights as students such as the distribution of study results cards (khs) just in time so that students know their achievements/grades during learning so that they motivate them to become better. references amin, maswardi m. dan yuliananingsih. 2016. manajemen mutu; aplikasi dalam bidang pendidikan. yogyakarta: media akademi. andriani, fitri. 2010. hubungan persepsi terhadap peran ayah dengan motivasi berprestasi siswa mas islamiah sunggal. fakultas psikologi universitas sumatera utara . (online) diakses 8 januari 2018. bastian, indra. 2006. akuntansi pendidikan. jakarta: erlangga. djaali. 2017. psikologi pendidikan. jakarta: pt. bumi aksara. hoy, wayne k. dan miskel, cecil g. 2014. administrasi pendidikan (teori, riset, dan praktik). terjemahan daryatno dan rianayati k. pancasari. yogyakarta : pustaka pelajar. kurniadin, didin. dan machali, imam. 2016. manajemen pendidikan: konsep dan prinsip pengelolaan pendidikan. jogjakarta: ar-ruzz media. mulyana, aina. 2016. faktor-faktor yang mempengaruhi motivasi belajar. http://ainamulyana.blogspot.com. diakses pada 10 mei 2017. muntamah, ummu. (2012). persepsi mahasiswa tentang mutu pelayanan pendidikan dan motivasi mengikuti proses belajar mengajar. jurnal promosi kesehatan indonesia vol.7/no.2/agustus 2012. . ejournal.undip.ac.id/index.php/jpki/article/d ownload/5564/4946 diakses pada 6 februari 2018 robbins, stephen p., judge, timothy a., 2014, organization behaviour (12 th edition). terjemahan angelica, diana., cahyani, ria., rosyid, abdul. jakarta : salemba empat. setya, oktaviano forman. 2015. pengaruh penghargaan dan persepsi terhadap pekerjaan terhadap komitmen organisasi guru sma negeri di jakarta utara. tesis. program pasca sarjana universitas negeri jakarta : jakarta. wulandari, lita h., fasti rala. 2004. konsep diri dan motivasi berprestasi remaja penghuni panti asuhan. jurnal pemberdayaan komunitas. volume 3 nomor 3. halaman 74-80. http://ainamulyana.blogspot.com/ isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 1 march 2019. page 157-162 p-issn: 2477-5924 e-issn: 2477-4878 157 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. self-actualization of the main characters in ford county, by grisham dhina melinda 1) , emzir 2) , sabarti akhadiah 3) 1) unj, jakarta, indonesia e-mail: dhina.melinda@gmail.com 2) unj, jakarta, indonesia e-mail: emzir.pb@gmail.com 2) unj, jakarta, indonesia e-mail: sabartiakhadiah@yahoo.com abstract. this research aimed to obtain a deep depiction of self-actualization on the main character in ford county the stories written by grisham this research is a study of the psychology of literature, which is analyzed objectively by using the psychological theory of humanistic. the research refers to the combination between motivation theory of maslow especially in hierarchy of human needs and the concept of self-actualization by rogers. in data analysis techniques, qualitative data in the form of expressions, utterances and occasions are needed through the content analysis method and analyzed through a structural literature approach based on the concept of literary theory. the focus of the study is self-actualization of the main characters, which can be observed from the seven short stories of ford county. the focus of the study then would be divided into sub-focuses, which tends to the hierarchy of human needs, they are physiological needs, safety needs, love needs, self-esteem needs, and self-actualization needs. another sub-focus is the concept of self-actualization‟s achievement in forms of openness for experience, personal existence, strong belief, freedom, and creativity. the result of the research indicates that the main characters of the stories like rogers, in blood drive, and mack in fish files have d-motivation in their self-actualization. then the main characters of the stories like raymond in fetching raymond, sidney in casino, stanley in michael room, gilbert in quite heaven and in adrian funny boy, reflects b-motivation in their own self-actualization. keywords: self-actualization; humanistic theory; maslow; rogers i. introduction one of the most interesting aspects to be analyzed in this life is the human personality that is related to the psyche. the passion to recognize the human psyche has resulted in the reasoning and learning related to the psychological matter. the media of study that can be used is in the form of fiction (literary work) and non-fiction (science). in accordance with literary works, relate to real human life, the authors use the basics of psychology that emphasizes the self-actualization by using literary media. an exploration into the soul to find out the ins and outs of humans, conflicts in humans, human success, can be carried out through the psychology of literature approach (tuloli, 2000:89). literature is categorically different from psychology. literature deals with the world of fiction, drama, poetry, essays, (luxemburg and mieke, 1986:1) which are classified into art, while psychology refers to scientific studies of human behavior and mental processes. even though they look different, both have common ground or similarity. short stories as a part of the literary form, is the universe of reality in which events and behaviors that are experienced and occurred by humans (character). the universe of reality includes psychological facts. philosophically, psychological facts present certain psychological phenomena experienced by the main character when responding to or interacting with oneself and the environment. psychology itself works in a dark, mystical and most sensitive area of scientific evidence (abdurrahman, 2003:37). the various psychiatric and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 157-162 p-issn: 2477-5924 e-issn: 2477-4878 158 behavioral phenomena can be found in ford county a collection of short stories by grisham. the prominent psychological aspect of grisham‟s ford county stories is focused on the element of self-actualization. this self-actualization is closely attached to each of the main characters in the story. in this case, the concentration of research is focused on the main characters in each of the short story regarding the character is the „life of literature‟ for each writer and reader (barnet, 2004:386). based on the focus of the research above, the scope of this research can be described in more detail in the sub-focus on the selfactualization of the main characters. therefore, the sub focus of this study is: (1) the structure of ford county short stories, which describes (a) the structure of the story (b) the structure of character (c) the background structure. (2) aspects of selfactualization in terms of short stories namely (a) motivation (b) barriers and (c) behaviors. (3) self-actualization poses based on maslow's hierarchy of needs include: (a) physiological needs, (b) need for security, (c) need for love and belonging, (d) the need for self-esteem and (e) selfactualization needs. (4) a form of self-actualization based on the theory of fully functioned person rogers includes: (a) openness to experience, (b) existential life (c) resilient beliefs (d) feelings free and (e) creativity. ii. literature review self-actualization is the desire to gain satisfaction with him/her or self-fulfillment, to realize all of his potentials, to become whatever he can do (alwisol, 2004:206) an important step to reach the highest of maslow‟s hierarchy is satisfying the need for self-actualization. maslow said that humans will fight for their self-actualization, or build from the potential of human beings, and they have achieved more than their basic needs (feist, 2009: 264-265). personality theory developed by maslow essentially recognizes someone who has five levels or hierarchy of needs, namely: (1) physiological needs, such as hunger, thirst, rest and sex. (2) safety needs, not only in the physical sense but also mentally, psychologically and intellectually. (3) love needs. (4) self-esteem needs, which is generally displayed in various status symbols. (5) self-actualization need (maslow, 1954:186). a slight different from maslow who tends to combine self-actualization with motivation theory so that it refers to the process of achieving one's self-actualization, while rogers is more concerned with emphasizing the individual's self-concept in realizing self-activism so that it refers more to the characteristics of individuals who have actualized themselves. in this case, roger argues that actualization is a very important aspect of human life. rogers came to believe that there was only one single, basic human motive "the actualizing tendency" (thorne, 2003:26-27). a fully functioning person is a person who experiences positive rewards unconditionally with characteristics: (a) openness to experience (b) existential life (c) strong belief (d) free feeling (e) creativity. the personality theory from maslow and rogers is also known as a humanistic theory in psychology (alwisol, 2004:275-276). psychology and literature have a conventional relationship, which is both studying the mental states of others. the difference is that psychology understands humans in a real context (suryabrata, 1983:259); while literature is the expression of an author who displays the human world through imagination. compliance with reality cannot be measured by a number of certain factual accuracy or judged by moral indicator (wellek, 1989:259) literary works always discuss human life phenomenon. based on this fact, semi revealed that the literary psychological approach turns out to have several benefits and advantages as follows: (1) it is very appropriate to occur in-depth study on the aspects of characterization. (2) with this kind of approach, readers can give beneficial feedback to the author about the portrayal of the character that further can be developed, and (3) it is very helpful to analyze surrealist, abstract, or absurd literary works that finally can help readers understand such works (semi, 1990:80). in the research of psychological literature, the researcher can analyze the structure of the flow, background, and observation of the behavior of the characters. therefore, the element of the short story is related to the systematic important things of the story and the factors that influence it (nugiyantoro, 2000:68-89). regarding the focus of the research, the self-actualization of the main characters in this study will be examined by using content analysis that emphasizes on the “medium is the message” (teeuw, 2015:106) and the theory of the psychology of literature. the literary works in this study included seven short stories in a collection of grisham‟s ford county short stories: blood drive, fetching raymond, fish files, casino, michael's room, quite heaven and funny boy. iii. methodology the purpose of this study is to describe the main character's self-actualization in a collection of ford county short stories by grisham. furthermore, the above objectives can be specified as follows: (1) revealing the intrinsic structure of plot, character, background, and theme. (2) describing barriers, motivations, and attitudes in the process of self-actualization based on psychological aspects. (3) representing the effort to fulfil self-actualization through five maslow's hierarchical needs, namely physiological needs, security needs, love needs, self-esteem needs, selfactualization needs, (4) expressing self-actualization through five characteristics of carl rogers's fully functioning person concept, namely openness to experiences, existential life, strong beliefs, free feelings and creativity. this research is qualitative research with data collection techniques are carried out through library research by collecting resources of relevant theories related to the short stories, concepts of self-actualization, and literary psychoanalysis. the data analysis techniques with content analysis method, which is research that prioritizes content assessment with the aim of understanding the meaning (latent content) contained in the object of research and using a structural approach and literary psychoanalysis approach. journal of education, teaching, and learning volume 4 number 1 march 2019. page 157-162 p-issn: 2477-5924 e-issn: 2477-4878 159 iv. result and discussion in this study, researchers found a finding relating to the four sub focuses of the study, namely: 1) the structure of the short story through plot, background and theme corresponding to the psychology of literature. 2) selfactualization through motivations, obstacles, and behaviors in the main character according to the humanistic theory. 3) self-actualization on the main character according to the hierarchy of maslow (maslow, 1954:186) 4) selfactualization through fully functioning personal description according to rogers. (rogers, 1962:129). a. structure of stories based on the story motion, all stories in ford county generally moving fast, solid, and the focus is well maintained. the portrayal of characters in the seven stories of ford county is generally dramatic and analytic. in some of the stories, there is a description of the character that is carried out in more detail, even though it is not directly similar to the depiction of a character in a novel. the detailed structure of the character is shown in table i. table i structure of the character story title main character character structure perspecti ve dynamic analytic blood drive calvin a considerat e person (p.6) fat and big posture (p.7) 3rd person fetching raymon d raymond a talkative man (p.71) round cheek (p.83) 3rd person the fish files mack a hardworking lawyer (p.98) strong arms and shoulder (p.100) 3rd person casino sidney a loyal husband (p.156) sedentary body and graying hair (p.155) 3rd person michael‟ s room stanley an ambitious lawyer (p.178) stanley is short and thin (p.178) 3rd person quiet haven gilbert a sincere officer (p.212) simple and short posture (p.213) 1st person funny boy adrian a generous man (p.265) thin body and pale face (p.268) 3rd person based on the discussion of the theme, it will be found in the blood drive story that there is an excessive curiosity violates the norm in the third person perspective. in the story of fetching raymond, there is the inner struggle in facing the death penalty by using a third person perspective. in the fish files story, there is an effort to find a way to improve a better life by using a third person perspective. in the casino story, there is a struggle to win the ex-wives hearts to be reunited by using the third person's perspective. in michael‟s room story, there is an effort to survive from attack and kidnap with the motive of revenge by using a third person perspective. in the quite haven story, there is an exciting challenge by carrying out life routines by using the first person perspective. in the funny boy story, there is a struggle and sacrifice against serious illness by using a third person perspective. b. obstacles, motivations, and behaviours human motivation is strongly influenced by basic needs that need to be fulfilled. from the results of the discussion, two main characters indicate low motivation. the explanation is written as follows: (1) the motivational aspects of the blood drive story, rogers as the main character has a low motivation to actualize himself. (2) in the story fetching raymond, raymond as the main character has a high motivation to actualize himself. (3) in the fish files, mark has a low motivation to actualize himself. (4) in the casino, sydney has a high motivation to actualize himself. (5) in michael's room, stanley has a high motivation to actualize himself. (6) in quite haven, gilbert has high motivation to actualize himself. , and (7) in funny boy, adrian has a high motivation to actualize himself. in overcoming obstacles to the achievement of selfactualization, besides requiring favorable environmental conditions, it also requires the willingness of individuals to open up new ideas and experiences. in connection with research on ford county stories, obstacles are generated by strong needs for security. as it is known before that developmental process towards the maturity of selfactualization demands the availability of individuals. in this case, the main characters in the protagonists are able to take risks, make mistakes and give up old habits that are not constructive, all of which require courage. these are individual struggles to achieve self-actualization. one of the important things of rogers in blood drive that always poses obstacles to the other main characters' motivations, aggi and calvin. the most obvious event in advance was when they had to stop at one of the shops to buy snacks. the shocking event is that rogers did not only buy snacks, but also beer, which is a negative action that can affect the positive journey of aggie and calvin. besides that, rogers also openly offered the two young men to join in drinking beer with him. thus it is clear that it is an obstacle for aggie and calvin to achieve self-actualization. roger emerged minutes later with a six-pack of beer. "oh boy," aggie said. when they were situated again, the truck left the gravel lot and sped away. roger pulled off a can and offered it to aggie, who declined. (grisham, 2009:8) in fish files, the to self-actualization obstacles of mack occurred because of a conflict with his wife, lisa. lisa who is the closest person in mack's life can be a big obstacle in mack's self-actualization process. lisa throughout this journal of education, teaching, and learning volume 4 number 1 march 2019. page 157-162 p-issn: 2477-5924 e-issn: 2477-4878 160 storyline has contributed greatly to the various conflicts of life of mack. one of the conflicts present in mack's life related to lisa's character can be seen from the words and emotional expressions that lisa uttered when a small incident hit mack's head to the bumper of his car. those expressions seemed to cause uncomfortable feelings in mack. "where have you been?" she inquired again, even louder. "please, the neighbors." he didn't see the patch of ice between his car and hers, and by the time he discovered it, things were out of control. (grisham, 2009:111) in connection with behaviors in applying selfactualization, the ability of self-development will continue to grow and increase along with practicing and willingness. individuals who behave actively are more developed themselves. this kind of thing is useful in competing and getting proper recognition and a stable position. the selfactualizing behaviors are more detailed in the seven ford county stories seen as follows: (1) characters of aggie, rogers, and calvin fight in their salvation (blood drive). (2) raymond has an inner conflict in facing chamber (fetching raymond), (3) mack tried to make a big change in his life (the fish files), (4) sidney struggles to win back the heart of his ex-wife (casino), (5) stanley makes sympathetic moves to help michael (michael's room) (6) gilbert tried to make people's hearts happy (quite haven), and (7) adrian struggles against disease (funny boy). from the description above it can be concluded that without a solid foundation and intention, actualization will be created with imperfect and unstable. on the other hand, each main character will find an answer and a sense of satisfaction with something that has worked and fought for it. the appreciation for positive behave will continue to run when trying to do the best. c. the self-actualization process self-actualization is a process, not a goal or an endpoint. thus, this requires hard work, patience, and commitment. the process of self-actualization in the main characters of the ford county story, cannot be separated from maslow's basic needs, it is arranged in sequence. starting from fulfilling physiological needs, it can be seen that there was an event of (1) choosing liquor to satisfy the thirst (blood drive). (2) eating the last meal in raymond‟s life (fetching raymond), (3) considering liquor for his physical needs (the fish files) (4) avoiding liquor for his physical and mental comfort (casino) (5) buying pizza for dinner and his wife (michael's room), (6) avoiding the invitation of the landlady to drink (quite haven) (7) taking medicines recommended by doctors (funny boy). the fulfillment of security needs shows (1) the occurrence of avoiding police pursuit and fighting the guard of the night club (blood drive). (2) enjoying the last meeting with his mother, (fetching raymond), (3) firing his secretary so that the plan runs smoothly (the fish files) (4) winning some casino (casino) (5) trying to calm down in first attack (michael's room), (6) choosing a nursing home as a comfortable field of work (quite haven), (7) choosing his hometown as the last place of treatment (funny boy). the fulfillment of love needs shows (1) the satisfaction of biological desires to the chosen woman in a nightclub (blood drive). (2) asking her family to accept the presence of the lover (fetching raymond), (3) planning the last meeting to impress the children (the fish files) (4) accepting the wife back (casino) (5) imagining the wife and children in a suffering attack (michael's room), (6) giving sincere attention to every patient in need (quite haven), (7) receiving sincere attention from his servant (funny boy). the fulfillment of self-esteem needs shows (1) receiving voluntary attention to help friends (blood drive). (2) speaking in high language to convince people, (fetching raymond). (3) talking to other lawyers that his secretary is having lunch (the fish files), (4) having angry with the exwife betrayal (casino), (5) trying to calm down when the attacker scoffed (michael's room) (6) trying to calm down when the interviewer asked about the level of education (quite haven), (7) getting mockery from neighbors (funny boy). in fulfilling self-actualization needs, it shows (1) events that seek solutions to all the problems in the mission (blood drive) (2) the execution process of death penalty (fetching raymond) (3) great efforts to resolve long-ignored case (the fish files) (4) struggles to beat as many casinos (casino) (5) solution findings to fix up the previous mistakes (michael's room) (6) attempt to understand the situation to reach the great opportunities as expected (quite haven) (7) the last moment of his death (funny boy). the detailed selfactualization need is shown in table ii. d. the form of actualization the form of self-actualization described by rogers is a fully functioning person. it describes the person who experiences positive rewards without conditions. in the application, this requires hard work, patience, and commitment. this also means he is valued and loved. in this case, the value of being himself as a person makes him undefensive but tends to accept himself as full trust person. the process of self-actualization in the main characters of the ford count story cannot be separated from the five distinctive characteristics that reflect the fully functioning person introduced by rogers. in the actualization of openness to experience, there is (1) an event of receiving ideas from friends and the environment (blood drive). (2) a situation of enjoying the last meeting with a mother (fetching raymond). (3) a discussion of marriage problem with counselor (the fish files), (4) a certain way of avoiding liquor for his physical and mind health (casino), (5) an imagination of happy family in an emergency condition (michael's room), (6) an appropriate response when the interviewer asked about the level of education (quite haven), (7) a sincere attention from a servant (funny boy). journal of education, teaching, and learning volume 4 number 1 march 2019. page 157-162 p-issn: 2477-5924 e-issn: 2477-4878 161 table ii self-actualization need story title quotation of the self-actualization need blood drive aggie and calvin were hugged, congratulated, and fussed over as if they were marching off to defend the country. when they sped away, off to save bailey's life, everyone was in the driveway, waving farewell to the brave young men. (p.6-7) fetching raymon d "we've had this conversation," inez said ''i'm sure he spends a fortune on pens, paper, envelopes, and postage," leon said. "he claims he writes ten letters a day. (p.55) the fish files then the most horrifying statement of all: ''i'm afraid i've got these cases confused with some others. " "you gotta be kidding!" mack barked, much too sharply. be cool, he told himself. (p.129) casino an hour later, sidney and his lawyer walked into the ford county courthouse... the judge, the honorable willis bradshaw, set an emergency hearing for 9:00 the following morning. (p.169) michael ‟s room he could be sincerely drenched with remorse, and it would mean nothing to the cranwells. but he had nothing left but words. he said, ''i'm to help with some of his expenses." (p.207) quiet haven after four months of hard work, i'm exhausted. i'll spend a day or two in memphis, my home base, then catch a flight to miami, where i have a condo on south beach. i'll work on my tan for a few days, rest up, then start thinking about my next project (p.264) funny boy carver began shaking his head, then'~began backing away. ''i'm sorry," he mumbled, almost to himself adrian returned the cash to his pocket as he watched carver disappear into the night. (p.293) in the form of existential life, actualization shows there is (1) an event of getting attention from the community to some volunteers in helping a friend (blood drive). (2) a request to the family to accept the presence of the lover, (fetching raymond), (3) the last memorable plans for meeting the children (the fish files), (4) the feeling of disgrace because of the wife betrayal (casino). (5) the feelings of humiliation when the attacker scoffed because of urinating accident (michael's room), (6) sincere attention to every special need patient (quite haven), (7) a mockery from neighbors (funny boy). in the form of actualization of strong belief, it can be seen that there is an event to (1) avoid police pursuit and fight the guards of the night club (blood drive). (2) speak in high language to convince people (fetching raymond), (2) work hard to resolve long-ignored cases (the fish files), (3) fight for beat as many casinos as possible (casinos), try to calm down in the first attack (michael's room), (4) work hard and thoroughly understand the situation to get the chance as expected (quite haven), calm down in facing of the chamber (funny boy). in the form of self-actualization, the freedom feeling shows that there is an event of (1) satisfying biological desires and thirst for clubwomen and beer (blood drive). (2) facing the execution of the death penalty (fetching raymond), (3) firing his secretary so that the plan runs smoothly (the fish files), (4) starting a new life with a wife in another city (casino), (5) feeling happy and running away when released by the attacker (michael's room), (6) choosing a nursing home as a comfortable field of work (quite haven), (7) choosing his hometown as the last place of treatment (funny boy). in the form of self-actualization, creativity can be seen as an event to (1) finds a solution to all problems encountered while on the way (blood drive). (2) sing a song that fits the situation being experienced (fetching raymond). (3) talk to another lawyer that his secretary is having lunch (the fish files) , (4) do some disguises to be unidentified by the casino guard, (5) try to provide solutions to make up for past mistakes (michael's room), (6) plan and reward at the time of his patient's birthday (quite haven), (7) able to respond well to all questions about his illness (funny boy). selfactualization of creativity in detail is shown in table iii. table iiii self-actualization of creativity story title quotation of creativity blood drive as she was dismissing them, a uniformed security guard appeared from nowhere and ask them to leave. they cooperated, and he walked them out of the front door. as they were saying goodnight, calvin asked him, “say, you know where we might be able to sell a pint of blood?” (p.40) fetching raymon d inez took a breath, then read the sentence again. most of the words looked familiar. after years of reading with a letter in one hand and a dictionary in the other, she was amazed at how much her vocabulary had expanded. butch glanced back, saw the letter, shook his head, but said nothing. (p.61) the fish files dia mendapatkan tanda-tangan sah dari odell grove dan j errol baker-jerrol yang sedikit lebih dari goyangan menyedihkan di halaman dengan tangan kanannya — dan kemudian melakukan kejahatan pertamanya. (p.132) casino he wore a leather biker's jacket and jeans, and six of his fingers bore rings of various stones and metals. a baffling black beret covered most of his head and drooped to the left. for the benefit of the security boys upstairs at their monitors, the back of each hand was adorned with an obscene fake tattoo. no one had ever seen this sidney (p.163) michael ‟s room he glanced back once. cranwell was gone. as stanley hustled toward his car, he began to think about the story he would tell his wife. three hours late for dinner would require a story. and it would be a lie, that was certain. (p.210) quiet haven it's not meant to be anything other than what it is a very handsome and very bogus re-creation of something that never existed in the most place-but for someone as consumed with past glory as lyle, it is the greatest of all gifts. (p.252) funny boy he'd taken a few sips when emporia announced, "you know, my stomach is a bit un`settled too. i might try some of that." adrian smiled and said, "wonderful. i'll get it." (p. 303) journal of education, teaching, and learning volume 4 number 1 march 2019. page 157-162 p-issn: 2477-5924 e-issn: 2477-4878 162 v. conclusions the seven short stories in ford county generally have the same structure, where the storyline is dominated by chronological lines. the depiction of the characters in the seven short stories is generally dramatic and analytic. in connection with the motion of the story, all the stories in the ford county are fast and full of information. based on the observation of the length of the story, it can be calculated that the story ranges from thirty to forty-eight pages. the setting of the location of the seven stories in the city of clanton and its surroundings. on several occasions, the density of stories is also dominated by the mobility of the movement of the main characters from one place to another, both within the city and outside the city. then the time frame is explained in detail in each story with different durations. the themes carried out in ford county short stories are very varied with the dominance of third-person perspectives. the whole contains interesting psychological aspects. the element of self-actualization is reflected in each theme carried by these short stories. this also shows that the author is very attentive and sensitive to the personality of each individual who is part of the integrity of the story in his literary work. other findings reveal the motivation of self-actualization in each of the main figures that can be described both implicitly and explicitly. in its application can be categorized as high motivation and low motivation. in this regard, it can be seen that: first, the motivation possessed by each main character in each story can contain negative elements or positive elements, even both. second, the motivation described in each of the main characters is able to inspire readers to be able to contribute to increasing their actualization. third, every motivation that is reflected in the short story is inherent to the main character, so that researchers can easily and deeply analyze the main character's motivations. the findings of researchers relating to motivation, there are two stories from the seven can be categorized as low motivation (d-motivation), namely blood drive and fish files, where the main characters are able to show their actualization on negative meanings. furthermore, in the short stories of ford county, all information can be described in detail so as it can be seen clearly the level of self-actualization of the main character based on maslow's hierarchy of needs. on the other hand, obstacles in actualizing themselves in each of the main characters in the seven ford county short stories are dominated by obstacles that come from outside of the main character (extrinsic). meanwhile, there are two short stories whose main obstacles come from the inner side of the main character (intrinsic). the two short stories in question are blood drive and fish files. the main obstacle of the character rogers in blood drive story is the self-encouragement to vent his biological needs for women and alcohol to produce negative selfactualization at the end of the story. the main obstacle of the character mack in of fish files story is reflected in his desire to solve problems with shortcuts. mack chose the path that violates the law as a law enforcer so that it also produces negative self-actualization. besides that, the behavior in selfactualization of the main characters in the seven ford county stories is dominated by the behaviors come from within the main character (intrinsic). meanwhile, there are two short stories whose main behaviors come from the outer side of the main character (extrinsic). the two short stories are blood drive and fish files. the main dominant behavior of rogers as the main character of blood drive is the encouragement of his environment to violate the rules and norms that apply in the community as a form of dissatisfaction with the rules and norms. the main behavior of the character mack in fish files story is reflected in his position to violate the law to satisfy personal desires as a form of despair towards circumstances related to social status and life career. references abdurrahman. (2003). pendekatan psikologi dalam penelitian sastra. jakarta. unpublished. alwisol. (2004). psikologi kepribadian. malang: umm press. barnet, s. (1967). an introduction to literature. boston: little brown and company. feist jess and gregory. (2009). theories of personality. new york: mc graw-hill. grisham, j. (2009). ford county. new york: belfry holding inc. luxemburg, jan van., and mieke bal, willem g.weststeijn. (1986). pengantar ilmu sastra. jakarta: pt. gramedia. maslow, a. (1954). motivation and personality. new york: harper. nugiantoro, b. (1981). teori pengkajian fiksi. yogyakarta: gajah mada universitu press. rogers, c. (1962). toward becoming a fully-functioning person. new york: springer publishing company inc. suryabrata, s. (1983). psikologi kepribadian. jakarta: rajagrafindo persada. teeuw, a. (2015). sastra dan ilmu sastra, pengantar teori sastra. bandung: pustaka jaya. thorne, b. (2003). carl rogers. great britain: international ltd, radstow, cornwall. tuloli, n. (2000). kajian sastra. gorontalo: bmt nurul jannah. wellek, r. (1989). teori kesusastraan. jakarta: gramedia, pustaka utama. journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 244 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the role of headmaster managerial to create a healthy school (case study at senior high school of muhammadiyah sambas) aan buchori1), uray husna asmara2), aswandi3) 1),2),3 )universitas tanjungpura, pontianak, indonesia e-mail:aan_buchori@yahoo.com abstract. this study aims to 1) find out more in depth, describe and analyze the headmaster's planning in creating a healthy school; 2) knowing more deeply, describing and analyzing the organization of headmasters in creating healthy schools; 3) knowing more deeply, describing and analyzing the direction of the headmaster in creating a healthy school; and 4) knowing more deeply, describing and analyzing the controls carried out by the head of senior high school of muhammadiyah sambas on activities to create a healthy school. this type of research is descriptive qualitative. the results of the research show that the role of the headmaster in making healthy school planning is good enough to convince all school residents about the importance of a clean and healthy life. for the sake of the realization of a healthy school, the headmaster and the teacher council have formulated a school vision that is to realize intelligent, devoted and environmentally sound human beings. regarding organizing, the role of the headmaster is quite democratic by involving all school residents in forming a healthy school implementation team so that the team's performance runs synergistically and simultaneously. in the implementation of the healthy school program, the school headmaster together with all the school members who were motivated by the head of the implementing team of the healthy school had implemented this program with total enthusiasm and responsibility. supervision of healthy school programs routinely carried out by headmasters is evidenced by the growing awareness of clean and healthy lives of students, teachers, tu staff and other school residents and the community around the school. keywords: managerial role; healthy school i. introduction school is a formal institution which of course there is a leader called the headmaster who is fully responsible for carrying out his duties as a managerial and for realizing the goals of the school that has been set together. hani handoko (2003: 6) suggests three reasons for the need for management, namely: 1) to achieve organizational or personal goals, 2) to maintain a balance between conflicting goals, 3) to achieve efficiency and effectiveness. richard l.daft (2012: 8) states: managers set goals, organize activities, motivate and communicate, measure performance, and develop people. aan komariah (2005: 4) asserts that a system, school has a core component consisting of input, process, and output. oemar hamalik (2006: 19) mentions the capabilities that must be possessed by managers: a) have broad knowledge and insight about development, b) have a strong personality, c) have knowledge and skills in accordance with the field of responsibility, d) have the ability to be community and e) have managerial ability to carry out management functions in the management process. the headmaster is the school manager, that is, the person who organizes or manages the school so that all available potential (teachers, tu staff, infrastructure, environment and so on) function optimally. headmasters as school managers carry out management functions including planning, organizing, actuating and controlling these potentials to support the achievement of school goals which are nothing but educational goals. with a clear division of labor, delegation of authority and responsibility appropriately, and adhering to the principles of organizing the school activities will run smoothly, and the objectives are well achieved (sukanto, 1992: http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 245 84). the role of the headmaster is very important to create a good quality school. from the managerial role of the headmaster above, of course, the headmaster will be able to realize the school's goals that have been established with programs made based on the agreed needs and expectations by including the existence of a healthy school program. the regulation of the minister of national education of the republic of indonesia number 57 of 2009 concerning the provision of assistance for the development of healthy schools. in article 1 of the regulation states that healthy schools are schools that are clean, green, shady, safe, and comfortable, students are healthy, active and fit, and behave in a clean and healthy life. the impact of a healthy school is to provide a sense of comfort for all residents in the school environment, especially for teachers and students in carrying out the teaching and learning process, so that the efforts of this healthy school can improve the quality of education. the healthy school program is one of the most important programs contained in the school program, which requires the ability of the headmaster to make it happen. development of a healthy school environment which is one of the important elements in fostering school resilience must be carried out, because a healthy living environment is needed to improve the health of students, teachers, and school employees, as well as increasing the absorption of students in the teaching and learning process. so the development of a healthy school life environment is carried out through the 7k concept, namely: cleanliness, beauty, comfort, order, security, shade, family. deni kurniadi and suro prapanca (2010: 58) stated that by studying the health of the school environment, it is expected that students: a) have knowledge of the scope of the school environment, b) know, understand the problems of the school environment, c) know, understand the role and the influence of the school environment on human life, d) knowing and understanding the health problems of the school environment, e) having a positive attitude and active participation in school environmental health efforts, f) having the skills to maintain and preserve the health of the school environment in daily life . as a concept, a healthy school is not enough to cover physical health but also includes social and psychological health. it means that the concept of healthy school refers to the definition of health from the world health organization (who) which describes health as a whole as a healthy state intact physically, mentally and socially, and not just a condition free from disease, disability, and weakness. according to the guide to the development of a healthy school model in indonesia (2009: 4), the benefits derived from the healthy school program include: 1) for the community as a place to produce students who have a culture of healthy and active life, 2) for the government as a learning place can be used as a pilot for other schools because it is hoped that the school can produce quality resources, and 3) for the private sector or the world of work that can provide opportunities for the private sector to play a role in the development of healthy schools. the healthy school program needs to be socialized and carried out well through health services that are well supported and sufficient by other related sectors, such as community participation, the business world, and the mass media. senior high school of muhammadiyah sambas which was established in 1999 is one of the schools in sambas district that has been implementing the healthy school program since 2012. based on interviews with the headmaster and observations obtained achievement data that can be obtained from the administrative staff as follows: table i non-academic student achievement no competition level year 1 first winner of healthy school competition subdistrict 2015 2 first winner of healthy school competition district 2015 3 second winner of healthy school competition province 2015 4 first winner of healthy school competition subdistrict 2017 5 first winner of healthy school competition district 2017 6 first winner of healthy school competition province 2017 7 first winner of healthy school competition district 2017 source: senior high school of muhammadiyah sambas the success achieved by senior high school of muhammadiyah sambas is certainly an effort and hard work of all school residents and other related parties, as well as being closely related to the ability of the headmaster to carry out his role and function as manager. head of senior high school of muhammadiyah sambas is required to be a good educator for his subordinates, able to organize school administration, be a supervisor and supervisor on personnel performance, be creative and innovative in managing the school and be able to motivate the work of personnel well. in other words, the head of senior high school of muhammadiyah sambas is required to be able to plan school activity programs, organize school potential, mobilize personnel, and supervise the work of personnel and the implementation of school activity programs so that the school can achieve the title of a healthy school. in journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 246 addition to various birth or physical endeavors, to achieve school success, spiritual activities are also pursued by approaching allah to ask for his pleasure and help. this activity involves all school residents, religious scholars, parents of students, and the community around the school such as istighozah, prayer, dhikr, prayer together and so on. this phenomenon is interesting and urgent to be studied and studied. this phenomenon can be used as an additional insight and consideration material to make corrections, improvements, and further business enhancements, especially those schools and other schools that want to be healthy schools. based on the healthy school achievement achieved by senior high school of muhammadiyah sambas which can be seen from the table above, the researchers are interested in researching the "the role of headmaster managerial in creating healthy schools in senior high school of muhammadiyah sambas." ii. research method this type of research is descriptive qualitative. this study was chosen so that researchers obtain a broad and in-depth picture of how headmasters carry out their roles and functions in developing programs, organizing school potentials, mobilizing personnel, supervising personnel work and implementing school activity programs. this study uses a qualitative approach because this research was conducted to obtain an in-depth picture of the object of research that is about how the managerial role of the head of senior high school of muhammadiyah sambas in creating a healthy school. this type of research includes descriptive research with a qualitative approach, because research that produces descriptive data in the form of written or verbal words from people and observed behavior, based on the questions in the field interviews that are reinforced by the results of observation and documentation. according to moleong (2002: 11) states that fundamental descriptive research analyzes the data collected in the form of words, images and not numbers to get an objective description. in this study, researchers will conduct in-depth interviews with academics and practitioners to find out their opinions about the managerial role of the headmaster in creating a healthy school in senior high school of muhammadiyah sambas. the results of interviews and literature studies were analyzed so that they could answer research questions. iii. result and discussion a. result the purpose of this study was to obtain objective information about the managerial role of the head of senior high school of muhammadiyah sambas in creating a healthy school. therefore, the following is presented the results of the research that has been obtained. 1. healthy school planning the aspect of planning for a healthy school is discussed through four broad outlines, namely the school's vision and mission, the preparation of a healthy school program, the involvement of school committees and the efforts made to create a healthy school. according to the headmaster (romsidi, s.pd., m.sc), the vision and mission of the senior high school of muhammadiyah sambas are to realize intelligent people who are devoted and environmentally sound. from this vision, it was explained with several missions, namely (1) intelligence by providing assistance to students through intra and extra-curricular activities; (2) faith and devotion by fostering the devotion of students including religious activities; (3) environmental insight creates the senior high school of muhammadiyah sambas with a beautiful, leafy, healthy and clean environment in order to assist the implementation of the learning program at senior high school of muhammadiyah sambas. meanwhile, according to the teacher as the head of the healthy school implementation team named nazarisman, s.pd, the vision and mission of senior high school of muhammadiyah sambas is to form people who are devoted, intelligent and environmentally sound. then the vision was translated into the school's mission, namely (1) fostering the spiritual mentality of the school's citizens; (2) provide guidance optimally on curricular and extracurricular activities to people who excel; and (3) developing the values of love and being responsible for the school environment. based on the vision and mission above, the purpose of education at senior high school of muhammadiyah sambas is: a. the realization of senior high school of muhammadiyah sambas graduates who excel in academic and non-academic achievements by the superior and religious graduates competency standards. b. the realization of an innovative learning process with a variety of approaches, methods, which are fun, creative, and communicative with an it-based assessment system. c. the realization of professional development for educators and education journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 247 personnel with high workability and ability. d. the realization of facilities (infrastructure) of it-based learning, multimedia systems by snp and school culture to support learning success. e. the realization of school governance that ensures the implementation and success of participatory management as an effective and democratic school. f. the realization of schools caring for tradition and preserving and appreciating the diversity of traditions, arts, and national culture. g. the realization of a caring and cultured school environment in the preservation, protection, and management of the environment and preventing pollution and environmental damage. then the understanding of healthy schools according to the headmaster is a school that applies a clean and healthy lifestyle in the school environment by all school residents. in healthy schools applies clean and healthy living habits (phbs). there are eight points that must be carried out in healthy schools, including regular exercise, height measurement, weighing regularly, schools must be clean, healthy latrines and healthy and nutritious canteen snacks. meanwhile, according to the head of the healthy school implementation team named nazarisman, s.pd, the definition of a healthy school, is a school that is successful in helping students to do their best optimally by promoting health aspects by implementing clean and shady clean school green schools and familiarizing clean and healthy lifestyles. in the preparation of the healthy school program, the school involved all school residents, both headmasters, teachers, administrative staff, then other officers such as the canteen, uks, cooperative and also involving students including the school committee. it was reinforced by what was conveyed by mr. nazuarisman that in the preparation of this program not only counseling teachers (bk) but included uks coaches, subject teachers namely biology teachers, religious teachers, sports teachers, even teachers. program development team. senior high school of muhammadiyah sambas includes a healthy school program into the curriculum field to implement this healthy school program which is outlined in the syllabus and lesson plan of biology, religion and sports subjects. in implementing the healthy school program into the syllabus and lesson plan of the subjects above, the teacher is given the freedom to insert healthy school programs according to the topic or discussion of each teacher, but this is an absolute requirement for teachers to insert a healthy school program in their lesson plans. the statement of mr. nazuarisman as the head of the healthy school team reinforced that the healthy school program was supported by applying 5s, namely greetings, polite and polite. in the implementation, according to him, the implementation of 5s and phbs goes hand in hand and line, so that students have carried out their daily habits. to support a healthy school program, the headmaster establishes communication with all school residents and collaborates with the school committee to ask the community for help tumuk manggis village head, the sub-district development team, namely the sub-district head and the district development team, which is from the social welfare of the sambas district government, the surrounding community. the subdistrict uks guidance team named it and the team of district uks guards, health centers and health offices. it is reinforced by the school committee statement (mr. agus tri) where he said the role of the committee in the field of energy by gathering residents of the surrounding community, parents for cleaning the environment including cleaning the trenches and mosques. the radius for coordination is around 500m from the school because in smp negeri 1 sambas is also nominated for a healthy school so that it supports each other's healthy school program. as for the funding according to the school committee that the early school program was supported by bos funds and dbot (parental assistance funds) by their intended use. as part of a program, the school headmaster and the teacher socialize the healthy school program through public meetings and the ceremony every monday morning. 2. organizing healthy schools the next step after compiling the program, according to the headmaster (mr. romsidi, s.pd., m.sc) the next step is to make the management/committee / implementing team of a healthy school. as for the formation of the health school implementation team, as the team leader, mr. nazuarisman, s.pd, was appointed directly by the headmaster. then for the position of deputy and so on through a meeting involving all school residents including the school committee. journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 248 the tasks/job description of each committee is arranged to expedite this program. for example, what was conveyed by the headmaster, mrs. apriyanti, was in charge of escorting the headmaster's office, vice room, and the teacher's room, as well as the division of the toilets, yard, hall, and garden, each of which had been divided into tasks. it was reinforced by what was delivered by mr. nazuarisman as the head of the health school implementation team where he called lss the healthy school competition with the attached organizational structure. mr. nazuarisman, s.pd. said that for the chairman and deputy committee the healthy school contest in its formation was appointed directly by the school headmaster, while for coordinators and cadres of healthy schools were discussed and the teacher council. so he reiterated that this healthy school program involved all school residents, not just the headmaster who worked but all of those in the senior high school of muhammadiyah sambas also worked. to socialize the healthy school program, one of them uses announcements in the form of media and at the time of the flag ceremony every monday that senior high school of muhammadiyah sambas is one of the healthy school participants. 3. implementation of healthy schools according to the headmaster (mr. romsidi, s.pd., m.s.i) that the sanitation problem is still being pursued to the maximum extent possible, even though it is not yet 100% by the standards, senior high school of muhammadiyah sambas continues to be fostered from the district health office. it was confirmed by mr. nazuarisman's statement that according to him the sanitation of this school had fulfilled the requirements for a healthy school. the garbage problem is still according to the school headmaster (mr. romsidi, s.pd., m.sc) that the garbage collection is accommodated in the school and then disposed of in a public garbage collection area in front of sma negeri 1 sambas. garbage is sorted according to the organic and nonorganic waste that has been provided by the trash bin for each type of waste. his statement was strengthened by a statement from mr. nazuarisman where the school gave counseling, materials on how to sort garbage properly and well, most students only threw garbage in its place but did not know which organic waste and non-organic waste. the school also has temporary garbage disposal, and then the waste is only disposed of to the final landfill. in the implementation of garbage disposal, at senior high school of muhammadiyah sambas, this was scheduled separately by students. in connection with the hygiene schedule according to the headmaster (mr. romsidi, s.pd., m.sc) not only is friday clean, but almost every morning before entering the student carries out cleaning from the front road to the yard including after the ceremony before entering the student class picking up trash. meanwhile, according to mr. nazuarisman, the collection of garbage is based on self-awareness. we have the acronym lisa, so as soon as students see garbage, students already know what to do. lisa stands for view sampah, so the senior high school of muhammadiyah sambas students not only think that throwing garbage on friday is clean, but every day as soon as they see their garbage, they immediately throw garbage into the trash can. so it's not just friday's clean, but it has become their habit both within the school and outside the school environment. then related to a healthy canteen, there is a healthy hygienic food and beverage menu according to health standards. in fact, according to mr. romsidi, the senior high school of muhammadiyah sambas canteen was declared healthy by the sambas district health office and is now being submitted to get the smart canteen program from bpom where the school canteen has been audited by bpom pontianak and is awaiting the results of its decision. mr. nazuarisman made it clear that a healthy canteen was included in 39 strategies, precisely at numbers 18 and 37. even our school canteen had obtained a healthy canteen certificate/certificate from bpom. in the past, bpom will give four stars, but until now there has been no decision letter. in connection with the classroom facilities, still according to the headmaster (mr. romsidi, s.pd., m.sc) that for the standard classrooms, but there are still some classrooms with less lighting and will be addressed by god willing later after the eid holidays. as for the distance of whiteboard with tables and so on, it is standard according to the fulfillment of the number of students. meanwhile, according to mr. nazuarisman, the classroom in senior high school of muhammadiyah sambas has met the standards of a healthy school, where one of the indicators is ventilation, the distance of the blackboard and the table is around 2 journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 249 meters and adequate lighting. then the uks room already exists but said the headmaster still needs to arrange the incomplete completeness because funding constrains it. mr. nazuarisman said that by the stages from the sub-district, district and provincial levels that uks at the senior high school of muhammadiyah sambas is ideal and feasible for healthy schools. as a consequence, the healthy school said the headmaster did not exist / there was no special room for smoking, so in other words, there should be no smoking in the school environment. it was reinforced again by mr. nazuarisman that the senior high school of muhammadiyah sambas is praying one area free of cigarettes, not only smokefree but the smoke is also not permissible. through the pamphlets stating that the senior high school of muhammadiyah sambas is free from cigarettes not only in the form of orders but also in the form of warnings. the impact of the application of this pamphlet, thank god slowly the number of smokers decreases, and until the writer comes to the location, no one smokes anymore. according to nazuarisman, this school has formed a school cadre whose name is "anti-cigarette ambassador." one of the tasks of the anti-smoking ambassador is to provide opinions/input and reprimand subtly by carrying a cigarette disposal place. by coaching and socializing how to make a good statement to guests who smoke and emphasize that muhammadiyah senior high school sambas is free of cigarettes. one of the steps of this school towards a healthy school is by planting/reforestation, where school residents here are not only orders but have become a habit of how to create green schools. the description above is reinforced by the statement of mr. nazuarisman, s.pd as the head of the implementation team of the healthy school starting from the efforts made to develop this program through 39 strategies that must be implemented and thank god that around 70% has been achieved. the implementation of the healthy school program began with the improvement of school facilities and the procurement of health report cards owned by each student. one health report card includes weight and nutrition. then the next step is to synergize the work steps of the uks implementation team and the procurement of medicines to support the health of school residents. 4. healthy school supervision in connection with the evaluation of the healthy school program, according to the headmaster (mr. romsidi, sp, m.sc) that is regarding improving understanding of healthy schools continue to be carried out by headmasters through cadres, both physical cadres, teenage health cadres, uks cadres and so on. during the monday flag ceremony, the headmaster also monitored the implementation of this healthy school, which parts need to be addressed. while mr. nazuarisman's submission reinforced the headmaster's statement that the senior high school of muhammadiyah sambas has been pioneering for this healthy school since 2014 and has always been given input by the headmaster, he is like his own father that this healthy school competition is not only for competitions but is one of the habits of the citizens of senior high school of muhammadiyah sambas. so this is always instilled and reminded by the headmaster that living clean is not just for competitions, but always aware of cleanliness is an extraordinary life. then related to changes in student behavior according to the monitoring of the headmaster slowly changed, both from the habit of disposing of garbage, maintaining personal hygiene and the environment, the activity of flushing plants around each class. as a symbol of the character of the student, at the senior high school of muhammadiyah sambas, there are fruit trees and his advice to be treated carefully. alhamdulillah, the fruit was not gone, twice according to his observation, on the night of the week the fruit fell and the student delivered the fruit to his house, a similar incident happened again recently. so they do not want to take the fruit directly and then eat it, but it is first delivered to the headmaster. the above phenomenon than by the headmaster was conveyed to the teachers at the mgmp activities at senior high school of muhammadiyah sambas. the teachers were surprised why this kind of mango is safe from this school if our school is certainly gone. it is clear evidence, said the headmaster (mr. romsidi, s.pd., m.sc.) that their good character including shaking hands with the teacher and guests had become our habit. it was reinforced by the statement of mr. nazuarisman, s.pd that the condition of senior high school of muhammadiyah sambas students before getting to know healthy schools was honestly said to be less aware of cleanliness. but after this school launched a healthy school, thank god, the journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 250 habits and behavior of the school's residents have changed a lot, so this clean and healthy lifestyle has been applied, both by students and the father-mother of the teacher council. even the school committee also strengthened the opinion above that the improvement of health knowledge of the community around the school was quite high, because the location of senior high school of muhammadiyah sambas was surrounded / close to kindergartens, elementary schools, junior high schools, high schools and universities which also had visions that were relevant to healthy schools. this tumuk manggis village includes schools that contribute a lot of healthy school race nominees, and even the village apparatus also moves and is closely coordinated. so the concept of a healthy school is affected not only by schools that hold healthy schools, but also the impact on families and communities around the school. it is possible that changes in students 'and teachers' healthy life behaviors are caused by the healthy school program launched by senior high school of muhammadiyah sambas. b. discussion 1. healthy school planning based on the results of the research that the researchers did, the background of the implementation of this program was the headmaster's initiative to improve the healthy living standards of school residents. the headmaster and the teacher council have formulated a school vision to realize a healthy school that is to realize intelligent, devoted and environmentally sound human beings. based on the school's vision, the school mission has been formulated in line with the above vision, namely smart by organizing coaching and guidance in curricular and extracurricular activities optimally towards outstanding people. be devoted to fostering the spiritual mentality of school residents and being environmentally aware by developing the values of love and being responsible for the school environment. it was in this environmentally sound sentence that senior high school of muhammadiyah sambas developed a healthy school program. 2. organizing healthy schools based on the results of research conducted, to realize a healthy school, the headmaster has formed a small organization in the form of a healthy school implementation team chaired by mr. nazuarisman, s.pd. in the formation of this team, for the position of chairman and deputy through direct appointment by the headmaster, while for the coordinator of each field discussed together with the teacher council and the school committee. from these small organizations, there are also job descriptions (job descriptions) of each field coordinator which is an integral whole to go to a healthy school. 3. healthy school implementation based on the results of the research that the researchers did, the role of the headmaster in implementing healthy schools in senior high school of muhammadiyah sambas was by the technical guidelines and guidelines for the implementation of healthy schools. some infrastructure facilities have still not reached 100% due to lack of funding, but schools continue to coordinate with the local health office. then in regular waste management, both the circulation of discharges and sorting of the types of waste. to foster the character of students, senior high school of muhammadiyah sambas set up jorgan namely lisa, see garbage pick up to foster awareness of personal hygiene and the environment. even senior high school of muhammadiyah sambas has received recognition of a healthy canteen from bpom. 4. healthy school evaluation based on the results of the research that the researchers did, the role of the headmaster in supervising/evaluating a healthy school program at senior high school of muhammadiyah sambas was quite good. it is seen from the understanding of all school residents about their health and the school environment by reflecting on the understanding of all school residents that living cleanly is not just for competitions, but always aware of cleanliness is an extraordinary life. the thing that has been felt by school residents is the embedded culture of clean and healthy living for themselves, their families and the environment, both the school environment and the community in general. iv. conclusions and suggestions a. conclusions the results of the discussion above show that the role of the headmaster in planning healthy schools, where the role of the headmaster is good enough to convince all school residents about the importance of clean and healthy life. for the sake of the realization of a healthy school, the headmaster and the teacher council have formulated a school vision that is to realize journal of education, teaching and learning volume 3 number 2 september 2018. page 244-251 p-issn: 2477-5924 e-issn: 2477-8478 251 intelligent, devoted and environmentally sound human beings. regarding organizing, the role of school headmasters is quite democratic by involving all school residents in forming a healthy school implementing team at senior high school of muhammadiyah sambas, so that the performance of the health school implementing team runs synergistically and simultaneously. in the implementation of the healthy school program, the school headmaster together with all the school members who were motivated by the head of the implementing team of the healthy school had implemented this program with total enthusiasm and responsibility. supervision of healthy school programs routinely carried out by headmasters is evidenced by the growing awareness of clean and healthy lives of students, teachers, tu staff and other school residents and the community around the school. b. suggestions there are several suggestions that the researchers conveyed to improve the implementation of the healthy schools program at the senior high school of muhammadiyah sambas in the following period, namely: 1. at the planning stage, especially regarding budgeting funds, schools should be more intensive in collaborating with other parties (private sector, committees, parents, apbd) and those related to other healthy school programs to get financial assistance in supporting the implementation of the program. 2. in the organizing stage, it should be emphasized more on the aspect of raising awareness of teachers regarding the program launched by the school, which is a healthy school. references aan, k, and cepi, t. 2005. visionary leadership menuju sekolah efektif. jakarta: pt bumi aksara. daft, richard l. 2012. manajemen. edisi 1, alih bahasa oleh edward tanujaya dan shirly tiolina. jakarta: salemba empat. deni, k and sura, p. 2010. penjaskes sd/mi kelas iv. jakarta: kemendiknas hamalik, oemar. 2006. proses belajar mengajar. jakarta: pt. bumi aksara. hani handoko, t. 2017. manajemen. yogyakarta: bpfe. moleong, l.j. 2014. metodologi penelitian kualitatif. bandung: remaja rosdakarya. peraturan menteri pendidikan nasional ri nomor 57 tahun 2009 tentang pemberian bantuan pengembangan sekolah sehat. jakarta: badan standar nasional pendidikan. sukanto reksodiprodjo. 1992. dasar-dasar manajemen. yogyakarta: bpfe. journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 99 media literacy competency-oriented life skills for high school teacher in the city of bandung in the face of mea firman aziz1) 1)universitas pendidikan indonesia email: firman.aziz@upi.edu abstract. use good media mass media as well as electronic media increases over time, especially with the presence of new media that is able to collect, process, and exchange information quickly. research literacy competency media beorientasi life skills aims to describe the media literacy competency-oriented life skills which belonged to the high school teacher in the city of bandung. research methods using a descriptive qualitative approach method. the expected results are: (1) the discovery of the level and type of media literacy and competency (2) discovery of quality, factor endowments, and restricting the media literacy competency-oriented life skills teachers high school in bandung. the results of the analysis of the data shows that the competence-based media literacy-oriented life skills teacher high school city of bandung were still on secondary media literacy. keywords: competence, media literacy, life skills i. introduction the presence of technology, information, and communication has changed the orientation of the life of mankind. the ability of technology, information, and communication in providing everything necessary for the continuity of human life and comfort make the technology, information, and communication of successful entry into all aspects of life. language activities in relation to the activities of the write medium in order to understand any form or manifestation of technology, information, and communication as one of the activities that supports the survival of human beings, is now no longer an unbounded keaksaran activity deals with the media physically write medium (paper). media write medium is now combined with the media vantage-listen or audio-visual digital media as well as the shape of the stroke technology. the presence of technology, information, and communications have influenced various aspects of the dynamics of human life began way of thinking, a way of feeling, to the way human behave very pronounced will "touch" technology, information, and communication. man that was struck was not what dikreasikan can be turned into a hostage (technology of determinism). this condition caused no other strong influence and the role of technology, information, and communication are available. influence of media on the battle of life must be followed by the preparedness community. activities interact and communicate, who had limited activities keaksaran bermedia paper and unbounded. now such a significant shift towards activities that require an understanding of multimedia, multimodal, and multimodel along leaps and bounds of civilization that are generated by the entry of technology into the realm of information and communication. cases of misuse of the media emerged as an indicator of society's unpreparedness in the face of technological development, information and communication. the literacy abilities of unbounded on the activities of the physical write medium must be really terkuasai very well. alphabet literacy or literacy must be immediately shifted with the literacy level of the media towards may or media literacy. no longer write medium unbounded but understand and productive, participating actively in order to not so principals or even victims are harmed due to misuse of information and communication media. the abuse cases prove that the community has not been able to absorb the information and convey information well through the media. this is related to the literacy ability has not been good among the public. some perpetrators of cases of abuse of the media is the teacher and the student. this proves that as an educator, there are many teachers who do not yet have a good media literacy ability. this imposes on learners. lack of literacy education from teacher to learner led pesereta learners don't have good media literacy ability, finally the learners to become pekaku in the misuse of media information. media literacy is becoming important to prepare the audience for the media to be more sensitive and more anticipatory when coming into contact and the influence of media on the other. media literacy abilities already possessed by the appropriate teacher. it is aligned with the content of the government regulation (pp) number 74 in 2008 about the teacher who states that teachers should have the competence, the competence of personality pedagogy, social competence, and professional competence. aspects of competence that should be owned by the teachers, one teacher's competence with regard to mailto:firman.aziz@upi.edu journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 100 the pedagogic competency is media literacy, i.e. the utilization technology of learning by teachers or social competence, that teachers need to use information and communication technology are functional. the contents of the pp number 74 in 2008 about the teacher became one of the runways, the teacher should have a good media literacy the competence to develop the profession of seoptimal possible. high school teachers are educators in the secondary high school. high school teacher is an educator who plays a major role in the formation of the character of learners. with good media literacy ability, teachers as educators, will absorb, deliver, and make good information. this research is early research of advanced research, namely literacy education for high school teachers. on this initial research, researchers want to chart the first literacy abilities of high school teacher in the city of bandung, based on the level, type, quality, memegaruhi factors, as well as the availability of facilities and infrastructure supporting media literacy competencyoriented life skills teacher high school in bandung. the study of theory understanding of media literacy the definition of media literacy, according to buckingham and livingstone using the trikotomi approach covers three areas, namely, media literacy means: (a) have access or facilities and infrastructure to the media, (b) understand the scope of the media, and (c) create/express yourself by using media (darmasuti, 2013; amalia, 2013). in general, media literacy is the ability of a person controlling influence the content or message of media on their lives. irianto (2009, p. 68), specifies the media literacy activities include activities of accessing, analyzing, evaluating, and produce content or message media. this means that media literacy is a person's ability to use various media to access, analyze, evaluate, and generate information for various purposes. someone will be influenced by the media around, good media content from television, film, radio, music, newspapers, magazines, even the internet can now be accessed via a cell phone. it happens in everyday life. according to rahardjo (2012) the things that are important from a media literacy, among them "... the media literacy encourages the emergence of critical thinking from the public against programs that served the media, media literacy also allows the creation of ability to communicate are competent in all forms of media, being proactive rather than reactive in understanding media programs ... “. thus, media literacy is directly related to the problem of the skills, knowledge, and competence. the main elements of media literacy the main elements of media literacy there are six, namely (1) awareness of the impact of the media; (2) an understanding of the process of mass communication; (2) strategies for analyzing and discussing media messages; (3) understanding of media content as a text that gives an insight into the culture and life; (4) the ability to enjoy, understand, and appreciate the content of the media; (5) an understanding of the ethical and moral obligations of media practitioners;(6) skills development proper and effective production. (the first five elements by art (1995). two additional elements by stanley j. baran, 1999, pp. 49 – 54). the types in media literacy there are two media literacy, i.e. the type of media literacy based on the destination media include (1) media literacy in a broader sense, compared to the media literacy of the word ' media literacy ' forms of literacy for the literacy activities of literacy. however, the equivalent of the word literacy does not reflect the major elements that literacy is not enough to just being able to read and understand text or discourse. media literacy in the broad sense is still defined as a written media literacy in the content or print newspapers and the like. (2) media literacy in the sense of narrow, generally media literacy is the ability of an intelligent audience in utilizing media and can be applied to all individuals. meanwhile, in the narrow sense, media literacy, still dwelling on certain media, i.e. the media audiovisual-based or informative has more to do with television. it is still we see in many media literacy in african-american activist site or foreign media literacy which showed that it was primarily intended for television media. of course now the pop media literacy has relatively the same understanding that media literacy is applicable for all types of media, both old media or new media, both print and electronic (amalia, 2013). (3) new media literacy, is the effect of advances in technology in particular. digital media literacy is the conception of the enclosing skills and understanding for media based multi-dimensional, mutlimodel, as well as multimedia in between internetbased media, computer-based media, and media-based cell phones. digital literacy is reinforced with the understanding that new media messages have consequences at the personal and dynamic public, the contents of the message content and new media are converging, and new media are able to liaise on participant communication from anywhere (social media). the second type, i.e. the type of media literacy based on the level of proficiency that is trying to appear include the following matters: (1) the initial level of media literacy, media literacy is usually in the form of the introduction of the media, especially the impact of positive and negative potential produced by the media are presented; (2) intermediate media literacy aims to grow in proficiency understand, understand, and apply the messages that are presented from the media; (3) advanced media literacy, media literacy in the outer bore of know-how to understand media ranging from the planning up to the production of messages, the structure of knowledge against the media are relatively complete, critical understanding and on the level of action, e.g., advise on certain media and criticized certain media (amalia, 2013). in relation to the life skills literacy media type based on the level of life skills who want to appear is the personal skills, social skills, academic skills, and competence of the polytechnic in the form of a reflection of teacher professionalism. media literacy activity skills journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 101 understand and bring up individual skills in using the media is the main goal of the literacy activities in the media. this goal is more important when compared with the aim to introduce the media or even to grow a critical understanding of the media. there are seven skill or ability that will emerge from the media literacy activities: analyze, assess, classify, induces, mendeduksi, synthesize, mengabstraksi (potter, 2008). such skills should also be strengthened with media literacy aspects according to art (1995, p. 13), i.e., process, context, framework, production value. based on the activities of the media literacy competencies has been mentioned by potter (2008) and art (1995), media literacy competencies that appear on research literacy competencies, namely media that cover the activities of accessing, analyzing, evaluating, and producing content/media messages (irinato, 2009, p. 68). the fourth activity is the outline that represents the media literacy competence in theory potter (2008) and art (1995). life skills skills to manage and solve the problem of life is an absolute must-have skills of humans in ensuring continuity and comfort his life. skilled or qualified to be an indicator of the success of the education given to someone. skills or abilities that are used in living a life that is known for its istililah life skills. life skills are the skills possessed someone to boldly face the problems of life and the life of graceful without feeling depressed, then proactively and creatively seek and find a solution so that finally was able to overcome it (supriatna, 2007). based on the understanding of media literacy competency-oriented life skills at this high school teacher should be able to contribute to the improvement of the ability, willingness, and skills needed by a high school teacher to keep continuity of learning (live) and self development especially development concerning teachinglearning cycle in order to increase the skills of learners one on media literacy skills. supriatna (2007) outlines regarding the abilities, ability, and skill that is intended, namely (1) the ability is the realisation of the nature of cognitive life skills, (2) is capable of realization of life skills which are more affective, and (3) skill is the realisation of life skills which are psychomotor. life skills include some basic capabilities, i.e., personal skills, social, academic, and polytechnic (marwiyah, 2012). the moe life skills grouped into two, namely that life skills are generic (generic life skills) include personal skills (personal skills) and social skills (social skills). life skills which are specific (specific life skills) includes academic skills (academic skill) and polytechnic prowess (vocasional skills) (supriatna, 2007). as for life skills in the context of media literacy competence in these researchers include the following skills. a. personal skills personal prowess in this study specifically is the ability to use and leverage the media to mengoptimalisasikan themselves, improve insight, knowledge, and abilities of self. tecermin of personal skills and capabilities the ability to access, analyze, and evaluate the issues, problems, or a phenomenon produced by the information, ideas, or ideas on the process and results of media literacy. then, convert the media content into products that can be utilized to support the learning process and learning. b. social skills social skills in this study specifically is the ability to use and leverage the media to establish cooperation and communication with the general good relationship between educators and learners, educators and educators, educators and educational personnel, educators and environmental educators, educators, students and parents as well as educators and the community. c. academic prowess as for his academic prowess in this study specifically is the ability of teachers in using and utilizing the media to hone the customs and scientific capabilities to enhance the learning process. utilization technology of learning also maksuk in it technology media utilization in the field of information and communication are the foundation of kompetesi media literacy. d. proficiency polytechnic polytechnic skills include more specific capabilities contribute to the field of expertise of the teacher as a professional profession or skills related to the professional competence of the polytechnic should posses as a form of teacher professionalism. polytechnic prowess in this study specifically is the ability of teachers in using and utilizing the media or media content to improve the professional (teacher). ii. method the methods used in this research is descriptive qualitative approach method. the qualitative approach used in this study is taken from creswell (1994, p. 177). researchers put the qualitative approach, since it is expected to be more revealing view of respondents high school teacher. descriptive analysis techniques used to study further data and interpreted so as to produce a summary of comprehensive, relevant, and accurate, and relevant. dekriptif analysis technique used is the percentage of engineering sugiyono (2013). the population of this research is the high school teacher se-bandung. this research sample taken based on a combined area of passing grade category (gw) academic high school line of bandung city 2016. a sample of teachers in three schools that were taken randomly from the population. this is done so that the data obtained are accurate. media literacy level of competence-oriented life skills media literacy competence levels of initial of the research data obtained number percentage level of awareness of the impact of the media in human life as a main subject the user or users of the media, especially the high school teacher of bandung city, amounting to 76% of expected awareness scale (100%). journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 102 gambar 1 persentase tingkat kesadaran terhadap dampak media as for the description of the percentage level of awareness of respondents against the impact of the media in more detail per aspects of media content as follows: percentage of the level of awareness that media content can (1) affects the idea or the idea of its users amounting to 88%; (2) affects the needs of its users, of 85%; (3) add insights and new science users, amounting to 84%; (4) the emotional feeling or affect its users amounting to 80%; (5) raises the question or the issue of new users, amounting to 78%; (6) affect the chance of its users, of 77%; (7) affect decisions and habits of its users, amounting to 76%; (8) certain goals and inculcate, 76%; (9) affects the viewpoint and the mindset of users, amounting to 71%; (10) to produce a deal, amounting to 70%; (11) affect the behavior and actions of its users, amounting to 69%; (12) give rise to disputes, amounting to 67%; (13) affect the confidence of its users, amounting to 63%. media literacy competence levels of intermediate access the skills of media messages based on data collected from the respondents obtained the percentage of skills to access media content on a high school teacher of bandung city, amounting to 73% of the expected access skills scale (100%). figure 2 here's a perscale rician frekuentatif activities to access the media. gambar 2 persentase frekuentatif kegiatan mengakses pesan media activities to access the media message in figure 2 are intended to describe the skills to access the media as one of the activities within the competence of the media literacy which (1) using social media to communicate with seprofession, with a percentage of 80% frekuentatif (representation of social skills); (2) accessing the various media to add insight and knowledge, with the percentage of frekuentatif amounted to 79% (personal skills representation); (3) read the latest issues of information, with the percentage of frekuentatif amounted to 79% (representation of social skills); (4) to access the media as additional materials and information for teaching, with the percentage of frekuentatif amounted to 79% (polytechnic prowess representation); (5) access medium for sharing learning design products (rpp, syllabus, teaching media, etc.), with a percentage of 71% frekuentatif (representation skills polytechnic); (6) look for things that can be of assistance to our daily lives, with the percentage of frekuentatif of 69% (personal skills representation); (7) monitoring of information on regulations and legislation in the utilization and use of media, with a percentage of 64% frekuentatif (representation of academic skills); (8) access the journals research results, with a percentage of frekuentatif of 63% (representation of academic prowess). the skills to analyze media messages middle-level literacy competency, which was excavated from the skills to analyze media messages obtained as a percentage of the skill to analyze media content on a high school teacher of bandung city, amounting to 65% of the skills scale analyzes the media messaging expected (100%). gambar 3 persentase frekuentatif kegiatan menganalisis pesan media activities analyse media messages to describe the skills to analyze the message content or media as one of the activities within the competence of the media literacyoriented life skills which (1) review the truth (relevance) and benefiting (the credibility of) the source of the news, with the percentage of 70% frekuentatif (representation of academic skills); (2) identify the media content that is not appropriate to the learners, with the percentage of frekuentatif of 69% (polytechnic prowess representation); (3) analyze media distimulus by personal inclination or interest in the topic, with the percentage of frekuentatif amounted to 66% (personal skills representation); (4) analyze media content with the point of view of religious values, ethics, and morality, with the percentage of frekuentatif of 64% (personal skills representation); (5) to feel angry, upset, sad, happy, enthusiastic, emotional and other perceived according to what myself and others after reading a media content, with the percentage of frekuentatif journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 103 of 63% (the representation of social skills); (6) send information/news as material for discussion, with the percentage of frekuentatif by 60% (the representation of social skills). advanced media literacy competency the skills to evaluate media messages based on the results of the analysis of data obtained by frekuentatif percentage figures of 62% of the skills scale evaluates the expected media messages (100%). percentage of the frekuentatif obtained from the analysis results from figure 4 below. gambar 4 persentase frekuentatif kegiatan mengevaluasi pesan media based on the graph in figure 4, the collected data of 48% respondents said often in doing these activities evaluate the messages the media as media literacy competency beroerientasi description life skills. as for the details of activities that reflect the skills and competencies of the media literacy beorentasi life skills activities in evaluating media message, among them (1) assess the media based on the viewpoint of morality, with the percentage of frekuentatif of 68% (representation of social skills); (2) evaluate media content with discussing the along with colleagues or establishing, with the percentage of frekuentatif of 65% (the representation of social skills); (3) close the access to media that is not answerable morally, with a percentage of 60% frekuentatif (representation skills polytechnic); (4) evaluate media content based on basic rules of applicable law, with the percentage of frekuentatif of 61% (representation of academic skills); and (5) evaluating the media refers to the study of the theory, with the percentage of 57% frekuentatif (representation of personal skills). the skills of producing media messages advanced literacy competence this last one, excavated from the skill of producing media messages. based on the results of the analysis of data obtained by presentation skills produce media content on a high school teacher of bandung city, of 48% of the skills scale produces the expected media messages (100%). figure 5 here's a perscale percentage of rician frekuentatif activities producing the message media high school teacher of bandung city. gambar 5 persentase frekuentatif kegiatan memproduksi pesan media based on the graph in figure 5, the obtained data on the percentage of frekuentatif activities producing the message media of 43% of the respondents stated rarely and 33% were either never in doing these activities produce the message media as media literacy competency beroerientasi description life skills. as for the details of activities that reflect the skills and competencies of the media literacy beorentasi life skills activities in producing media messages, among them (1) making media content (news, advertising, film, etc.) as a teaching materials and media, with the percentage of 70% frekuentatif (representation skills polytechnic); (2) directing or assigning students to actively criticize media content either in the media or in social media, with the percentage of frekuentatif of 64% (polytechnic prowess representation); (3) refer a writings from other sources into social media, with the percentage of frekuentatif amounted to 56% (representation of social skills); (4) make the content of the media (article and video) to share information and knowledge societies, with the percentage 54% of frekuentatif (the representation of social skills); (5) making media content as material for research, with the percentage of frekuentatif of 48% (representation of academic skills); (6) writing argument essays or to criticize an content or media messages in print, with the percentage of 46% frekuentatif (representation of personal skills); (7) post a question in the discussion forum online (online), with a percentage of frekuentatif of 46% (the representation of social skills); (8) making critical reviews about the dissatisfaction of a media content and put it on a personal blog, with a percentage of 40% frekuentatif (representation of personal skills); (9) following the discussion in the interactive television by telephone, with the percentage of frekuentatif of 38% (the representation of social skills); (10) sent a video to the news media that open service journalist audience e.g. sending video news to broadcast news journalist citizens (citizen journalism), with a percentage of 34% frekuentatif (representation of academic skills); and (11) make a video on the internet (youtube) on the impact of media content, with a percentage of 33% frekuentatif (representation of academic prowess). the results of the analysis and research on data describing the level of competence of media literacy-oriented life journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 104 skills teacher sma bandung can be inferred that the bandung city high school teacher is at intermediate literacy competencies with competency percentage of 70%. this means that a fairly high level of awareness against the impact of the media (76%) have not been followed by productive competence or in other words still exist in the user's tinggat or reactive media users have not been on proactive and productive conditions. type-type of media literacy-oriented life skills teacher type of media literacy by type of media types of media based on aspects of the access levels frekuentatif newspapers are still regarded as the most reliable information by high school teachers of bandung in improving literacy competency. the use of newspapers and magazines is the interpretation that media literacy teacher sma bandung still utilize literacy in terms of literacy. table 1 below shows the frekuentatif types of print media that is often accessed by a high school teacher of bandung city. table 1 type of print media no. the type of print media the percentage 1 newspaper or newspaper 89% 2 magazine 57% 3 banners 29% 4 posters 25% 5 pamphle 18% 6 other 11% source: research results (2016) table 1 shows the level of frekuentatif the use of the media the media literacy skills information in terms of narrow, i.e. media literacy competency only deals against there is not access to electronic media (audiovisual) broadcast television and radio (audio), as many as 82% of high school teacher of bandung were still using media information broadcast television as a medium that contribute to media literacy competence whereas for level frekuentatif the use of the media any information broadcast radio (audio) only amounted to 43%. furthermore, table 2 below also shows the existence of a media literacy activity involving digital media. this means that the new media literacy has dominated the other informative media particularly the use and utilization of internet-based social networking media, whether it is site facebook, twitter, path, instragram or application-based cell phone (smartphone) service providers and social networks such as line or what'up. the dominance of digital media based social networking (96%) defeats the electronic media such as television (82%) and radio broadcasts (43%). that is, respondents or high school teacher of bandung now shifts do media literacy activities at the new media literacy. tabel 1 jenis media elektronik dan digital no. jenis media digital persentase 1 internet: jejaring sosial 96% 2 siaran televisi 82% 3 internet: surat-kabar online/website newaspaper/web-paper 82% 4 internet: situs (website) resmi 50% 5 siaran radio 43% 6 e-paper: surat kabar atau majalah digital 32% 7 internet: situs (website) blog 32% 8 internet: situs (website) forum 32% 9 langganan berita daring (online) 14% location type media access activity to enhance the competence of the media literacy figures obtained persetase, amounting to 54% for the access to media literacy in school, 35% for access literacy media in societies, and 34% for the access to media literacy in the home. the school as a main container activity of educators and learners already provide support for media literacy competency activities menfasiltasi. media literacy competency-oriented quality of life skills based on the results of the analysis of data obtained a description of the percentage literacy competency quality media oriented life skills teacher high school in bandung city amounted to 61% of scale quality of life skills-oriented literacy competencies expected (100%). the amount of data for frekuentatif activities access, analyze, evaluate, and produce content or media messages is done by high school teacher of bandung city of 2035. thus, the percentage of quality media literacy competency-oriented life skills teacher high school in the city of bandung as a whole amounted to 61% from the results of a comparison of the actual score (1580) with a score of ideal (3360). gambar 6 kualitas kompetensi literasi media berorientas kecakapan hidup (1) based on figure 6, can be seen the percentage dominance of mapping skills through activities that represent the life skills beorientasi literacy competence that owned bandung city high school teacher, as much as 73% domination activities literacy competency skills to access media on the message or content of the media, then 65% of the activities of the media literacy competency skills at analyzing journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 105 message content or media, 62% of the activities of the media literacy competence in the skills of evaluating the message or content of the media and only 48% of the activities of media literacy competence in skills produces a message or media content. that is, positive efforts are required in order for the high school teacher of bandung was able to increase life skills beorientasi literacy competencies has to level productive. figure 7 shows the dominance of the polytechnic in literacy competency skills of media oriented life skills for teachers of high school in the city of bandung, amounting to 69%. that is to say, high school teachers in bandung are already making use of the media and media content to improve the skills specifically related to the teaching-learning process or learning. figure 7 berorientas media literacy competency quality life skills (2) factor endowments and restricting factors a supporting factor. based on the analysis of data obtained a description of the factors supporting this as follows. 1. sarana-prasarana in the media literacy competency. one of them access to these kinds of media have already obtained easily either at school (work), in the environment (society), and the teachers have started to open up access to media messages at home personally. access advice and this includes presence availability prasaran infrastructure both print media (newspaper subscriptions), electronic media (the existence of facilities such as television and radio elektornik), and digital media (internet) that can now be accessed at school, in the community (public facilities), also in the house are even accessible for individual, personal, and private (privacy). 2. receptacle or teacher discussion forum regarding literacy competency. the presence of colleagues or fellow to establishing who has the same focus in literacy competence in order to create a study group in kesalingan in the process of the transfer of science as well as ancillary skills literacy competencyoriented life skills for high school teacher of bandung 3. training that improves the literacy teacher competence. need for training-training for teachers in improving literacy competency. pengingkatan literacy competence should in theory to a practical level so the ability, willingness, and media literacy competence can be up to level productive. such training should preferably be organized regularly and periodically either organized by the government, social agencies, colleges, and school/work place themselves with the aim of improving the competence of teachers professionally especially related to peningkataan kemelekan media and technology. b. factors restricting as for restricting factor of research data is (1) the limitations of the time teachers to perform the kegitaan self development especially improvement of media literacy competence so that high school teacher of bandung city, so the high school teacher of bandung city hasn't been able to memanfaatan media optimally and productive; (2) the burden of teaching and other work load. the large number of weights class and the service work that is delegated to a particular teacher high school teacher in the city of bandung made the existence of the time limitations in the development of the self; (3) yet the existence of a container or forum that is the focus of literacy competency enhancement mastered specifically for high school teacher bandung; (4) the lack of a container or forum on literacy competence enhancement; (6) lack of penyelanggaran training, socialization, guidance or counseling regarding the competence of media literacy; and (7) the technical constraints in the operation of various types of media in particular that based on ict. the availability of facilities and infrastructure supporting the internet access has been very accessible either in the school as a teacher's working environment, in society or in public facilities that can be accessed by the public, and now the internet is already a personal or private nature since it was already accessible on a cell phone belongs to. in addition to access to the media-based digital or new media, availability of pengeloaan internet filter that's been easy to come by so the protection or protection against sites not responsible can already was either constitutionally or by mail readers as a form of media literacy competence (a powerful mob) or social media facilities that can accommodate any complaints from the public to the providers of those services. furthermore, access to the print media that is very adequate because print media particularly newspapers and magazines have become facilities obtained easily either at school, in institutions or companies of public service, many teachers who have already done the service personally against print media at his house each. lastly, the availability of books supporting the literacy competence can be accessed in the public library or school library to the public. iii. conclucion media literacy competency beorientasi life skills teacher sma bandung needs to be improved. not only on the level of awareness of the impact of media on pengunaanya but it is up to the level of advanced media literacy competency. high school teacher of bandung city already has a good awareness to the impacts generated by the media and has been conducting activities that can whet the media literacy competency. although, dominance on activities that are in the competence of intermediate media literacy, i.e. activities to access and analyze media messages. increased journal of education, teaching and learning volume 1 number 2 september 2016. page 99-106 p-issn: 2477-5924 e-issn: 2477-4878 106 activities on the level of information is still required. this can be seen from the level of frekuentatif on activities evaluate to produce media messages is still low. a high level of awareness against the impact of the media has not been followed by productive competence or in other words still exist in the user's tinggat or reactive media users have not been on proactive and productive conditions. judging from the media type, high school teacher of bandung is already using the new media messages. it is seen from the domination of the internet-based informative media use, which is intended to facilitate the social networking, whether it is site or application in the shape of a mobile phone (smartphone). this is due to the existence of the facilities and infrastructure that are accessible, community school (public service), and home. teacher educators as a subject (role models) must be capable of being the subject of media users and users of proactive, reactive, and productive. media literacy competency improvement quite urgent and indispensable that teachers can utilize media optimally to help pengoptimalkan the process of education and learning as well as an increase in self development in a professional manner. a good media literacy competency can help in menghindarikan themselves of dependence as well as the use of media that tends towards the negative or on things that can harm yourself or others arising from the influence of the media. references [1] amalia, r. (2013). makalah literasi digital dan literasi media. universitas sumatera utara diakses dari: rizkiamalia.weebly.com [2] art, s. (1995). media literacy: key to interpreting media massages. publisher: preager. usa. [3] baran, j. s. (1995). mass communication theory: foundation, ferment, and future. usa: wadsworth. [4] creswell, john w. (1994). research design: quantitative and qualitative approach. london: sage publications. [5] creswell, john w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. (third edition), prentice hall. [6] darmastuti, r. (2012). literasi media dan kearifan lokal. diakses dari: http://repository.uksw.edu. [7] dinas pendidikan kota bandung. (2016). rekapitulasi passing grade kota bandung. diakses dari: http://ppdb.bandung.go.id. [8] irianto, y. (2009). literasi media. bandung: simbiosa rekatama media. [9] marwiyah, s. (2012). konsep pendidikan berbasis kecakapan hidup. jurnal falasifa. vol.3. diakses dari: htttp://www.academia.edu. [10] peraturan pemerintah republik indonesia nomor 74 tahun 2008 tentang guru [11] potter, w. j. (2008). media literacy 4 th edition. university of california, santa barbara. sage publication: los angeles. [12] rahardjo, t. (2012). memahami literasi media: presfektif teoretis, literasi media dan kearifan lokal: konsep dan aplikasi. diakses dari: htttp://eprints.undip.ac.id. [13] sugiyono. (2013). metode penelitian dan pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. [14] supriatna, m. (2007). pengembangan kecakapan hidup di sekolah. diakses dari: http://file.upi.edu. [15] undang-undang nomor 14 tahun 2005 tentang guru dan dosen. http://file.upi.edu/ journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 273 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. management of kindergarten (tk) parenting program in mujahidin 2 on east pontianak district eni utami1), wahyudi 2), fadilah3) 1)universitas tanjungpura, pontianak, indonesia e-mail: eni.utami0605@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: fadilah.fkip@gmail.com abstract. parenting program is an educational effort implemented by the family by utilizing the resources available in the family and the environment in the form of `between the care of the family with the care of the school so that the growth and development of learners can be optimal. this study aims to 1) describe the planning parenting program of kindergarten (tk) of mujahidin 2 east pontianak district, 2) to describe the implementation of a parenting program in kindergarten of mujahidin 2 east pontianak district, 3) to describe the evaluation of the parenting program of kindergarten of mujahidin 2 eastern pontianak district. this research uses the descriptive method with a qualitative approach. the focus of this research is the management of parenting program of kindergarten (tk) on aspects of planning, implementation, and evaluation. the technique of collecting data using interview, observation, and documentation. the result of the research are 1) parenting program planning conducted by the principal, educators and parent representatives as well as the planning that is compiled still refers to the school program and based on the educational calendar. 2) implementation of parenting program is evident with the cooperation between principal, educators, and parents for both the required funding issues and the mean of infrastructure used. 3) the evaluation of the parenting program is carried out internally by the principal and educators and implemented after the program is completed. keywords: management, parenting program; kindergarten i. introduction management by luther gulick (handoko 2009: 11) defines management as a field of knowledge(science) that seeks systematically to understand why and how people work together to achieve goals and make the system work together is more beneficial for humanity. according to luther gulick (1965: 7-11) management has met the requirements to be called the field of science, because it has been studied for a long time and has been organized into a series of theories. management reaches goals by means of managing others in performing tasks. seen as a profession because management is based on special skills to achieve an achievement. management education is a key to success in organizing program activities. with the right management and orderly program activities will run smoothly and produce optimal results similarly parenting program management involving parents and teachers to organize educational and teaching activities, planning, organizing, supervising, accountability, organizing and leading resources human if executed in accordance with the stages are clear then will launch the implementation process if the management function is implemented properly. according to george terry (hariri 2016: 4): 1) planning (planning), 2) organizing (organization), 3) actuating (execution) and 4) controlling (monitoring) management in education is necessary, the management objective of education is the creation of education which are equally qualified, relevant and accountable, the improvement of the positive image of education, the limitation of the quality of http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 274 education. therefore there needs to be real action and continuous improvement (continuous improvement) in the field of education so that the output of education can compete in the era of globalization, can follow the development and changes in the progress of science and technology, especially information technology. such rivalries may only be won by educational institutions that are conscientious and willing to engage in managing quality education and streamlining the quality of education. education is a shared responsibility between the government, the community, schools and parents so that in general the intended parenting program is an educational effort implemented by the family by utilizing the resources available in the family and environment in the form of independent learning activities, because the family is an institution the first education and parents are the main educators. parenting as an ongoing process of interaction between parents and their children which includes activities as follows: feed (nourishing),gives instructions (guiding),and protect (protecting)the children when they grow up. the use of the word "parenting" for the activities of parents and children here because indeed until now there is no equivalent word in the right indonesian. the family as the smallest social unit in society that is formed on the basis of a commitment to realize family functions, especially social functions and education functions, should be optimized as partners of paud formal education institutions. therefore, through the parenting program as a forum for communication among parents, in addition to providing socialization of programs organized by early childhood educational institutions kindergarten (tk), in general the purpose of parenting program, is to invite parents to cogiving the best for their children. parenting is a family-based education with educational efforts conducted by the family by utilizing the resources available in the family and environment in the form of self-study activities can also be referred to as the implementation of early childhood education based on the family. parenting as a continuing interaction process between parents and their children that includes the following activities: nourishing,guiding, and protecting children as they grow. the use of the word "parenting" for the activities of parents and children here because indeed until now there is no equivalent word in proper indonesian. since parenting is a family-based education it is necessary to state several definitions of the family, among others, according to d'antonio (sudiapermana, 2012: 12) the family is as a unit of two or more persons who live together for a period of time, and among them sharing in one or more things, relating to work, sex, welfare and children's food, intellectual, spiritual and recreational activities. according to rollin and gallingan (sudia permana, 2012: 12) the family is a semi-enclosed interaction system among people of different ages and sexes, in which the interaction is organized in terms of the relation of social position to the norms and equations determined by both the interacting individual as well as by society as a distinctness of the system. the psychological understanding of family according to vander zanden (sudiapermana, 2012: 13) family is a social unit containing the father, mother and children, living together in a house that is fun of his own. from these various conclusions, it can be concluded that the family is the smallest social unit in the society formed on the basis of commitment to realize the function of the family especially the social function and the education function must be optimized as the partner of paud institution. while specifically the purpose of parenting program development is: a. increase knowledge and skills of parents in carrying out care, care, and education of children within the family itself with the foundation of the basics of good character. b. bringing interests and desires between the family and the school to synchronize the two so that character education developed in early childhood institutions can be followed up in the family environment. c. connecting between school programs and home programs. early age was a golden period of development, during which there was a tremendous surge. experts say that at the age of years is the age of 0-6goldeage, which is a very good age to improve the intelligent development of children. as children age requires a more complete educational stimulus and thus require additional education services outside the home by the environment and early childhood education institutions in formal education is to hold regular meetings every month and children activities outside the environment of kindergarten institutions mujahidin 2 east pontianak involving parents to accompany their children in out-of-class care. stimulation that is done outside should be aligned and mutually supportive. in order for early childhood education services can be provided optimally, it is necessary to understand the various characteristics of its development. characteristics of early childhood development include; first, the physical and motor development. second, cognitive development. third, language development. fourth, speech development. fifth, emotional developments. sixth, social development. seventh, moral development. journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 275 eighth, social development (mulyasa, 2014). consequently, institutions that run kindergarten (tk) education need to provide various activities that can develop various aspects of development such as motor, cognitive, language, emotion, physical and moral, and these activities should involve the child's parents. managing early childhood education institutions kindergarten (tk) needs support from all parties from government, community and parents. according to the law of the republic of indonesia number 20 of 2003 on the national education system in the third section on the rights and obligations of the community, article 8 is the community entitled to participate in the planning, implementation, supervision and evaluation of education programs. based on the above information then the involvement of parents is very helpful in the success of children's education in the education of kindergarten which can further support the development of children especially in the development of social aspects of emotional. for that there needs to be support from parent participation. the success of an institution in performing its duties and functions as a renewal agent, a public service agent, and a qualified human resources development agency, certainly many determining factors such as leadership, work culture, organization, means of infrastructure, political system, regulation, policy, motivation, cost, parent participation, curriculum and other supporting factors. given the wide scope or factors that determine success in managing the kindergarten institution formal education, in this study the authors will only reveal parenting management is the involvement of parents of children with the reason because parents are partners of the institution and its involvement is a source of information for the success of children's learning. in addition, family involvement, especially parents in educational units or schools, has a significant impact on the success of parents, children, educators and schools in terms of: 1) supporting academic achievement, increasing attendance, giving awareness about healthy life, and enhancing positive behavior; 2) improve parent's view of school, increase teacher satisfaction, and strengthen relationships with children; 3) improve climate, improve quality, and school discipline. the process of learning early childhood kindergarten (tk) by learning through playing using scientific learning is learning more outside with parental assistance. the success of early childhood education of kindergarten (kindergarten) is also determined by the parents because of more study time with parents. mujahidin 2 kindergarten on east pontianak is a well and strong established early childhood education that can be seen from: 1) established since 1992. 2) relationship with child's parents very smoothly with regular meeting every month, 3) support from the community, 4) cooperation with partners, 5) broad environment and 6) adequate and compact facilities and infrastructure is kindergarten mujahidin 2 is the only kindergarten in east pontianak area which uses learning with using the central system and have educators of a male sex. kindergarten mujahidin 2 pontianak east has a high achievement, with many children who can appreciate when following activities outside on mujahidin 2 kindergarten 2 which can be proven by trophies as a form of achievement, all thanks to the involvement of parents who support the programs that have been made institutions. parenting program activities run smoothly and can be utilized to help in aligning parenting programs between children and parents so that it can help to achieve the educational goals that have been programmed. considering the importance of parent involvement in conducting early childhood education of kindergarten in the successful implementation of early childhood education of kindergarten (tk), the authors are interested in conducting research on parenting program management of early childhood education of mujahidin 2 kindergarten on east pontianak. based on the context of the problems mentioned above, especially the effort to manage the parenting program in kindergarten mujahidin 2 in developing relationships with parents of learners in order to have a directed program and to help not too broad field of research, the focus of research this is: "management of parenting program kindergarten (tk)". based on the focus of the research, the general problem is: how is the management of the pontianak east kindergarten (kindergarten) parenting program? the problem is specifically formulated as follows: 1. how to plan a parenting program in mujahidin 2 kindergarten on east pontianak? 2. how is the implementation of parenting program in mujahidin 2 kindergarten on east pontianak? 3. how to evaluate the parenting program at mujahidin 2 kindergarten on east pontianak? ii. methodology this research is basically "a scientific way to get data with a specific purpose and usefulness" (sugiyono, 2011: 3). this research attempts to describe the management of mujahidin 2 kindergarten program of east pontianak district. this research uses qualitative approach. the reason for using a qualitative approach is because it takes place in a natural setting in collecting data and researchers journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 276 as the main instrument to get a deep picture of the object to be studied. this study is also a descriptive study because the data collected in the form of words, images, and not the numbers to obtain an objective description. the implementation of descriptive research methods is not limited to the collection and compilation of data, but includes analysis and interpretation of the data, all the data collected will be very possible to be the key what is researched to then be drawn a conclusion. in addition to conducting interviews and observations the researchers are also looking for supporting resources as a booster of the data obtained is by obtaining documents both in the form of images and notes that can strengthen from research data .. the location of this study is in mujahidin 2 kindergarten on east pontianak district. iii. results and discussion a. research results in the management process the parenting program implements educational management functions consisting of planning, organizing, implementing and supervising. the four functions are the basis for the implementation of the parenting program held at mujahidin 2 kindergarten on east pontianak. however, in the implementation of parenting program management at mujahidin 2 kindergarten on east pontianak, three principles of management used are: planning, implementation and evaluation. the researcher came to mujahidin 2 kindergarten on east pontianak on november 16, 2017 explaining the purpose and purpose of the researcher's arrival. the researcher was accepted by the principal's mother and was gladly accepted to conduct the research at the school she led. firstly the researchers conducted a preliminary study to prepare the initial plan of the study. researchers explain the activities that researchers will do to obtain the necessary information in accordance with the title of the researchers carefully. subsequently on january 19, 2018 the researcher submitted a research permit to the head of mujahidin 2 kindergarten on east pontianak to do research on the management of parenting programs that have been running in mujahidin 2 kindergarten on east pontianak. head of kindergarten mujahidin 2 on east pontianak welcomed with pleasure and invited the researchers to conduct research. several days later on january 25, 2018 researchers began to conduct research into mujahidin 2 kindergarten on east pontianak and immediately conduct interviews that begin with head of kindergarten, educator and parents who have been determined to be informants. the author also made observations and asking documents owned by mujahidin 2 kindergarten on east pontianak informants needed in research to obtain information are principals, educators and representatives of parents. the place and time of interviews that researchers have done with informants can be seen in the following table. table 1 names of informants, time and place field observation to take pictures of the location of the parenting meeting and the process of the learner's activity is done upon completion of interview. interview schedules are also used by researchers to find documents that support research activities. all activities undertaken guided by the instrument made by the researcher, but also did not close the possibility of obtaining data and documents that are not written in the guidelines of interviews, observations and documents. from the results of interviews, observations and documents undertaken by researchers obtain data as follows: a. planning parenting program 1) interview results of interviews conducted by researchers on the head of kindergarten, educators and parents of mujahidin 2 kindergarten on pontianak east show that parenting program planning is done jointly between head of kindergarten, educator and parents. in the preparation of parenting programs conducted at the beginning of the school year, with journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 277 reference to the educational calendar. however, still consider the condition of the existing state of learners. parenting program is a program involving parents activities so planning is an important thing that must be done so that family involvement in the implementation of parenting program early childhood kindergarten tk mujahidin 2 pontianak east can be done well and planned goals can be achieved. kindergarten (kindergarten) mujahidin 2 pontianak east, especially principals and educators in planning a parenting program conducted by performing needs analysis include: a) analyze the parenting program b) identify parenting program activities c) identification of potential activities undertaken d) designing the required program e) establish programs implemented within one year f) guided by educational calendar made types of parenting programs compiled by kindergarten institution mujahidin 2 east pontianak planned for the academic year 2017/2018 include: monthly routine meetings, home visits, consultation on child development, tour activities, commemorating the day great islamic and national holidays, out bonds, healthy food provision, healthy school competition, visits to orphanages, educator seminars and parents and year-end stage at school. of all types of parenting programs that have been planned mujahidin 2 kindergarten on pontianak east there are also activities that occur incidental because of the involvement of partners. the timing of the parenting program begins at the beginning of each school year with guidance from a kindergarten educational program in one year. constraints faced in planning the parenting program the differences of opinion and views between the kindergarten, educators and parents of learners. the difference is because there is no view that can unite the perception that the activity of this parenting program is to unify the perception between the education of learners at home and at school. so that between the school and parents of learners can be together in educating children. parenting funding comes from bop (operational school funding), learner donations and the participation of parents of learners who volunteer to assist in the smooth implementation of parenting programs. constraints faced in parenting program planning are not able to involve all parents of learners and the planned program must be tailored to the school program based on the educational calendar. socialization of parenting programs to be implemented is given to parents at the beginning of the meeting between the institution and the parents of the learners when the learners have started implementing the learning so that the institution can not dig the information from the parents of learners about their children. 2) documentation result based on the results of documentation on the parenting program planning carried out by the mujahidin 2 kindergarten on east pontianak that all the planned parenting programs are contained in the educational calendar. while the program is not planned, due to the involvement of partners who organize tailored to the needs. b. implementation of parenting program implementation is an activity related to human resources, because after all the good planning is prepared and supported by sufficient infrastructure facilities, there is no meaning if without the support of all the elements directly involved activities, namely the head of kindergarten, educators and parents of learners . for that researchers will describe the implementation of parenting program activities that have been implemented in mujahidin 2 kindergarten on east pontianak. researchers analyze the results of research that has been implemented, among others: 1. results of interview based on interviews with principals, educators and parents learners, the implementation of parenting program has run smoothly. this is evidenced by the regular meeting every month attended by parent learner, educator and headmaster, even though the parents of the students attend all. but they have the will to seek information about the state of their children. in addition to routine programs conducted mujahidin 2 kindergarten also often get parenting activities with partners who held activities in kindergarten mujahidin 2 east pontianak, among others: health center activities, seminars from psychology, bazaar by food products and beverages milk and school guidance from the health department. from the world of education, mujahidin 2 also partnered with tanjungpura university (untan) that is with the ppl students from paud. in initiating parenting activities, an internal meeting is held between the principal, educators and education personnel to determine the time, place and means required and the type of activities held. the necessary facilities and infrastructures already available in the mujahidin 2 kindergarten on east pontianak have supported, the shortcomings assisted by the parents of learners. funds for parenting programs use funding from bop and parent's learner contributions as well as weekly infest run by the institution to learners. parenting partner institutions include: pontianak education office, health service journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 278 (puskesmas), igtki, himpaudi and district/rt. involvement of the institution in accordance with their respective theses. constraints faced in the implementation of parenting program is not all parents of learners can attend all, so the delivery of information provided to parents of learners about the development of their children can not all conveyed. 2. observation results the implementation of parenting programs can run smoothly in accordance with the type of program that has been planned, and the funds used are derived from the bop, parents of learners and donations from learners. 3. documentation result the result of the documentation of the parenting program implementation is with the photos of the activities, the attendance list and the minutes made by the kindergarten mujahidin 2 east pontianak. c. parenting program evaluation from the interviews from heads of kindergartens and educators, program evaluation is a process of planning, implementing and assessing (input, process and output). evaluation of program activities carried out by the head of kindergarten and educators to know from the objectives achieved, the running program, the involvement of parents of learners, the involvement of partners and the monitoring of related institutions ie the education office of pontianak city. and from the results of interviews, observation and documentation that the implementation of the program of parenting kindergarten mujahidin 2 east pontianak already running smoothly and directed. principal and end teachers in evaluating parenting programs using the records of the results of the activities. b. research findings in the planning of the program the researchers found that the planning of parenting program is still strongly dominated by school principals and educators kindergarten mujahidin 2 east pontianak while parents learners live parenting activities. and in the planning is still oriented to the institutional programs contained in the educational calendar. parents of learners have not been maximal in participating in determining the program activities. implementation of parenting program is in accordance with the already planned. time of routine meetings every month still running with a fixed time at the beginning of the month, while parenting programs involving parents also have been running in accordance with the scheduled time. unplanned parenting program activities are also running smoothly with time that can not be determined program planning, while the type of program does not change according to planning. administration of program implementation is documented in an orderly manner. evaluation of the program is done after each activity, by looking at the results achieved, the objectives achieved, the program run smoothly and the monitoring of the education office of pontianak city. evaluation that implements principals and educators using record results. c. discussion based on the research findings of the management of parenting program kindergarten (tk) mujahidin 2 pontianak east, researchers discuss the results of this study is directed at assessment findings seen from the management of parenting program early childhood kindergarten (tk) mujahidin 2 pontianak east covering about planning, implementation and evaluation of parenting program activities discussed as follows. a. parenting program planning planning is a systematic process in making decisions about actions to be taken in the future. called systematic because the planning implemented using the principles of decision-making process, the use of knowledge and organized actions, in other words planning is the process of decision-making about the work or activities to be implemented in the future to achieve goals. planning is also said to be a process that does not end when the plan has been established, the plan must also be implemented. in accordance the opinion by siswanto (2015: 42) planning is an interactive activity that seeks to maximize the overall effectiveness of an organization as a system, in accordance with the goals to be achieved. planning process is a process where preparing everything needed during the implementation of activities and aims for the smoothness and success of a program or activities to be implemented. if referring to handoko (2009: 79-80) opinion that there are four basic stages of planning, namely: (1) setting goals or set of goals, (2) formulating the current state, (3) identifying all the ease and constraints , (4) develop a plan or series of activities to achieve the goal. . based on the data presentation and research findings that the parenting program planning is carried out through a meeting between the head of kindergartens (tk), educators and education personnel and representatives of parents of learners who are represented by the school committee officials who aim to determine the types of parenting programs that will implemented, objectives to be achieved, schedule, plan budget, determine the journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 279 human resources used, and prepare the means of infrastructure used. the parenting program plan is implemented at the beginning of the school year, and the plan is guided by an education calendar at kindergarten. before planning a parenting program between principals and educators to analyze the needs of the program by: (1) analyzing parenting programs, (2) identify the types of program activities to be implemented, (3) identify potential parents of learners, (4) design the required program activities and (6) establish the program to be implemented within one year. according to the researchers all the stages that are carried out in the stage of activity has been directed and regular, but it would be orderly if in the planning process is equipped with administrative orderly and well kept. the only documents are documents of activity result in the form of minutes and attendance list. b. implementation of parenting program implementation is an activity related to human resources, which will implement and empower the equipment that support the implementation of the program. plans that have been prepared are meaningless if in the implementation there is no support from the human resources needed. a good plan and job sharing will not be able to deliver an activity to achieve a common goal if it is not properly implemented. actions (actuating) more emphasis on human resource activities involved in activities. hariri et al (2016: 10) argues that "actuating is nothing but an attempt to make planning into a reality, through various direction and motivation so that every employee can perform activities optimally according to their roles, duties and responsibilities". the exposure of data indicates that the implementation of the parenting program has been running smoothly in accordance with the schedule that has been determined by regular meetings between the kindergarten institution (tk) with the parents, as well as other activities programs that have been scheduled can be implemented. implementation is an activity conducted jointly between the principal, educators, and educational staff and parents of learners, so that the implementation of parenting programs run effectively then the role of the principal as a manager is very important to lead activities well, carry out communication with parents learners, motivate parents and educators so that the program activities run well and expected goals can be achieved. funds for parenting program activities come from bop funds, parents' contributions from students and weekly donations obtained from learners. the facilities and infrastructure used to support the implementation of parenting program activities are provided by the kindergarten institution and parents of learners. constraints experienced in the implementation of parenting programs that not all parents of learners involved in the activities, many activities are handled by educators due to the concept of activities that make educators. c. parenting program evaluation evaluation process is a measuring tool to know the extent to which the objectives of a program can be achieved. the evaluation process in the parenting program can be said as a form of assessment of an activity that has been implemented. this is considering the understanding of program evaluation according to arikunto and jabar (2014: 18) "program evaluation is an effort to know the level of policy implementation carefully by knowing the effectiveness of each component." .evaluation always try to question the effectiveness and efficiency of implementation a plan. evaluation is also to measure the results of the implementation objectively with measures acceptable to all concerned parties. according to aiken's opinion in mulyasa (2016: 196) in general the assessment aims to obtain feedback from activities that have been implemented, as information to carry out the next activity. based on the exposure of the data and the findings of the research results through interviews, observation and evaluation documentation conducted by the head of kindergarten (tk) and educators that to know the success of the program is done by knowing of the objectives achieved, the program running, the involvement of parents of learners, and involvement of partners. evaluation of the program is done after the activity is completed and the form of the evaluation result is only in the form of records only. researchers argue that in the implementation of the evaluation can run and work well then implemented by the evaluator in the principal, educators and external evaluators of the education department and partners. d. factors inhibiting parenting program activities in any activity that involves all human resources to achieve the planned objectives must face many obstacles or problems either during planning, implementation or at the time of evaluation. the problem exists with the desire to achieve the intended purpose. but also the problem arises from irresponsible people to achieve the desired goals or planned. based on the exposure of data from the results of research, it found the obstacles encountered in patenting program activities, among others: 1. since the parents of learners come from different economic, occupational and educational journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 280 backgrounds, the equalization of time for activities is limited and less consistent with the planned time. not all parents of learners can attend parenting activities that are held. 2. parenting activities are activities involving parents so that between parents and kindergarten institutions in organizing the process of care for learners can be aligned, but there are also parents who are less concerned about it. 3. in parenting program parent hamya follow activities that have been scheduled by kindergarten institution mujahidin 2, because most of which have idea is educator, parents have less idea. 4. parenting program activities involving the time partner can not be planned from the beginning, because if there are partners who will carry out the activities in question will coordinate in the near future. so in other words activities involving partners are activities that are programmed isidental. e. supporting factors of parenting program activities to overcome the problems or constraints that occur in the activities of parenting programs requires thinking and maximum work of all stakeholders involved in program activities. so that the existing problems can be overcome well. based on the results of interviews that researchers get then found all the efforts that can support the activities of parenting programs, among others: 1. in order for all parents to be aligned in the parenting program to the learners, the results of the parenting program activities are given to all parents, either old people who can attend or parents who cannot attend. 2. schedule of program activities have been prepared by the institution, so that the institution can cooperate to inform the parents repeatedly 3. facilities infrastructure owned by the institution is able to support the implementation of the program 4. administration of activities programs that have been orderly 5. budget that has been supported by the existence of bop and assistance from parents 6. the resulting activity is very supportive for child care and development in learning. 7. the institution of mujahidin 2 kindergarten has excellent educators and education staff in terms of education, and experience in all activities, both in parenting programs and joint programs. 8. institution like kindergarten has a safe place, comfortable, spacious and away from the crowd. iv. conclusion and suggestion a. conclusion based on the results of research on the management of parenting program kindergarten (tk) mujahidin 2 pontianak east can be summed up as follows: 1. parenting program planning the parenting program planning process is well underway and developed early in the year by principals and educators by identifying the needs of the type of parenting program that will be implemented as well as the institution-oriented programs tailored to the educational calendar. types of parenting programs implemented include: regular meetings every month; home visit; consultation on child development; tourism activities; commemorate the big day of islam and the national day; out bond; provision of healthy food; healthy school competition; visits to orphanages; educator seminars and parents; and the year-end stage. 2. implementation of parenting program implementation of parenting program has been running well, educators and education staff and parents there is cooperation and mutual support in every parenting program activities undertaken. participant's parents participation is very high. of all the planned programs that have been implemented, which have not been implemented are educator and parent seminar activities and year-end stage. both programs will be implemented at the end of the learning year. 3. parenting program evaluation evaluation of the parenting program is done at the end of each activity. evaluating the activity program are principals and educators. evaluation of activities measured its success if the established goals have been achieved, the program activities run smoothly, there is the involvement of parents and there is monitoring from relevant officials ie from the relevant education office. b. implications the management of the parenting program is very beneficial for childhood educational institutions. due to the existence of parenting program is expected to help the institution to align the care for learners in preparing to enter the basic education level. parenting program is a program involving families, especially parents to help provide information about their children during parenting so that educators can harmonize with the method of care in school. c. suggestion based on the above description, for the sake of progress and achievement of parenting program of kindergarten (tk), the researcher conveys some journal of education, teaching and learning volume 3 number 2 september 2018. page 273-281 p-issn: 2477-5924 e-issn: 2477-8478 281 suggestions and ideas that are expected to be beneficial to the success of the parenting program implemented by every kindergarten institution (tk): 1. for a kindergarten principal should a) continuously provide an active briefing to parents of learners to facilitate the implementation of parenting programs in schools. b) building awareness and good working relationships with parents of learners to support good parenting process for the development of learners. 2. educators and parents should work together and maintain a close, healthy and harmonious relationship and share information about their children so as to assist and support the growth and development of child care to the fullest. 3. for parents learners are expected to cooperate in finding and conveying information about the development of child care. 4. the city education office continues to actively monitor and provide ongoing training on effective parenting program management concepts. references arikunto suharsimi. 2002. dasar-dasar evaluasi pendidikan. jakarta : pt. bumi aksara. arikunto dan yuliana. 2012. manajemen pendidikan. yogyakarta : aditya media arikunto dan jabar. 2014. evaluasi program pendidikan, jakarta: pt. kaloka printing badrudi. 2015. dasar-dasar manajemen. bandung: alfaberta brooks jane. 2011. the process of parenting. yogjakarta: pustaka belajar creswell w john. 2012. educational research. boston : pearson direktorat paudni. 2012. pedoman penyelenggaraan paud berbasis keluarga. jakarta : kemendiknas emzir. 2016. metode penelitian kualitatif. jakarta: pt. raja grafindo fattah nanang .2004. landasan manajemen pendidikan. bandung: pt remaja rosdakarya handoko hani. 2009. manajemen. yogyakarta: bpfe hariri. hasan dkk. 2016. manajemen pendidikan. yogyakarta: media akademi kinicki williams .2013., managemenr a. practicak introduction sixth edition singapore, printed matin. 2015. perencanaan pendidikan. jakarta : pt. grafindo persada miles dan hubermen .1992. analisis data kualitatif terjemahan rohidi,t.r jakarta: ui press moleong lexy j. 2014. metodologi penelitian kualitatif. bandung : pt remaja rosdakarya makmum syamsuddin. 2005. perencanaan pendidikan. jakarta : pt. remaja rosdakarya maswardi.m.amin dan yuliananingsih. 2016. manajemen mutu aplikasi dalam bidang pendidikan. yogyakarta: media akademi journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-4878 130 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of democratic autocratic and laissez-faire (free) leadership style of kindergarten headmaster toward teacher discipline performance at kindergartens in southeast pontianak district f.puji astuti1), aunurrahman2), wahyudi3) 1)universitas tanjungpura, pontianak, indonesia e-mail: pujiastuti261077@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: aunuruntan@gmail.com 3)universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com abstract. a formal education institution achieving success one of the factors is the leadership style of the headmaster. one that wants to be improved through leadership style is work discipline for teachers. this study has several objectives, namely (1) to determine the influence of democratic leadership style on the work discipline of kindergarten teachers in southeast pontianak subdistrict; (2) to find out the influence of autocratic leadership style on the work discipline of kindergarten teachers in southeast pontianak district; (3) to determine the effect of laissez-faire (free) leadership style on the work discipline of kindergarten teachers in southeast pontianak sub-district; (4) describe the simultaneous influence of leadership styles (democratic, autocratic, and laissez-faire (free)) tk headmasters on the work discipline of kindergarten teachers in southeast pontianak sub-district. the research approach used in this study is a quantitative approach. the data source referred to in this study is the headmaster of kindergarten and kindergarten teachers in the southeast pontianak subdistrict of pontianak city which amounts to a total of 83 people from 7 public and private kindergartens. in this study using a non-random sample is a purposive sampling method with a total sample of 34 teachers. the results showed that (1) the leadership style of the kindergarten headmasters in southeast pontianak sub-district varied, which can be seen from the results of the percentage of democratic leadership style of 39.8%, autocratic leadership style of 26.5%, and laizes-faire leadership style of 33, 7%; (2) the discipline of the performance of kindergarten teachers in the southeast pontianak sub-district has been good, which can be seen from the results of the percentage of discipline of teacher performance of 85.01% in the high / good category; (3) there is a significant influence between the leadership style of the kindergarten headmaster and the discipline of performance of kindergarten teachers in the southeast pontianak district; (4) there is a significant influence between the democratic leadership style of the headmaster of kindergarten on the discipline of performance of kindergarten teachers in southeast pontianak sub-district; (5) there is a nonsignificant influence between the autocratic leadership style of the headmaster of kindergarten on the discipline of the performance of kindergarten teachers in southeast pontianak district; (6) there is a nonsignificant influence between the autocratic leadership style of the headmaster of kindergarten on the discipline of performance of kindergarten teachers in the southeast pontianak sub-district. keywords: leadership style; work discipline i. introduction education is an effort to gain knowledge, insight, skills, and certain expertise in individuals to develop themselves as a human level to be able to deal with any changes that occur throughout their lives. in the change, there are also many determinants that influence the continuity of a country's development, namely the quality and quantity of adequate human http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 131 resources from various aspects to achieve national development goals. the development of the world of education from year to year has always experienced changes that are in line with the challenges and obstacles in preparing quality human resources (hr) that are able to compete in the era of globalization. one of the problems faced by our nation is the low quality of education at every level. if the quality of education is not guaranteed, the establishment of the state and nation is not yet healthy and is still doubtful to compete in the academy world. the school principal is an education leader at the education unit level, who must be responsible for the progress and withdrawal of the school he leads. not infrequently the principal receives a threat; if he cannot advance his school, he will be transferred or dismissed from his position. therefore, principals are required to have various abilities, both related to management issues and leadership, so that they can develop and advance their schools effectively, efficiently, independently, productively, and accountably. these conditions require tasks that must be carried out by educational staff in accordance with their respective roles and functions, ranging from the macro level to the micro level, namely school-level education. in schools that play an important role in determining the quality of education, namely principals and teachers. the school principal is a central figure who must be a girl and for all school residents. therefore, to realize the vision and mission of school, and achieve the expected goals, it is necessary to prepare the school principal who is able to understand the role of school management and the task as a leader. to carry out the managerial tasks above, and also respond to the changing demands at this time, principals must have strong leadership to be able to implement the various programs they foster effectively. it is because the headmaster of the school is not only responsible for managing teachers, and staff of students, but also must establish a relationship with the wider community. the implementation of these responsibilities requires the school principal to have leadership skills and skills, which must be prepared since the nomination of the principal. the teacher is a determinant of the success of education through its work at the institutional and instructional level. the strategic role is in line with law number 14 of 2005 concerning teachers and lecturers, which places the position of teachers as professionals as well as agents of learning. in law number 14 of 2005 concerning teachers and lecturers, article 1 paragraph 1 emphasizes that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and secondary education. the level of success of teachers in completing work is called the term "level performance" or level of work. teachers who have a high level of work are teachers whose productivity is high and vice versa. karwati and priansa (2013: 40), stated: "the teaching work of teachers involves several things such as quality, skill level, cultural and educational background, attitudes, interests and motivation, discipline, work ethic, work structure, expertise, and age of the generation work." one of the criteria for teaching teachers is discipline. discipline can be interpreted as an act that is right and regulated. the purpose of discipline itself is to form good behavior and can become a habit. the need for discipline so that every human being can develop his attitude of obedience, awareness of his obligations, and develop morale. the headmaster of kindergarten is the functional staff of teachers who are given the task of leading formal education institutions where the teaching and learning process is held or the place of interaction between teachers which provides lessons with students who receive lessons. the word lead from the formula implies broad meaning, namely the ability to move all resources that exist in a formal educational institution so that it can be utilized maximally to achieve the stated goals. in the practice of educational institutions, the word lead contains connotations of moving, directing and others. mulyasa (in karwati and priansa, 2013: 38) suggests "the success of education in schools is largely determined by the success of the principal in managing the education staff available at school." the headmaster of kindergarten is one of the components of education that influences the work of teachers. the headmaster of kindergarten is responsible for organizing educational activities, school administration, coaching other educators, and utilizing and maintaining facilities and infrastructure. it is important in line with the increasingly complex demands of tasks for formal education institutions, which require more effective and efficient work support. in addition, the development of science and technology, as well as the arts and culture that are applied in education in schools also tend to move more forward, thus demanding professional mastery. each headmaster of kindergarten is faced with the challenge of carrying out education development in a directed, planned and sustainable manner. the headmaster of kindergarten as the highest leader who is very influential and determines the progress of formal education institutions must have administrative skills, have a high commitment and be flexible in carrying out their duties. the leadership of a good kindergarten leader must be able to carry out their duties and be able to strive to increase work through educational staff capacity building programs. journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 132 therefore, the headmaster of kindergarten must have a personality or traits and abilities and skills to lead an educational institution. there are three things that underlie the birth of leadership theory according to suhardan et al. (2012: 123) "genetic theory, social theory, and ecological theory." the theory is (1) genetic theory is a theory that explains that people become leaders, because from birth he has the talent as a leader and is indeed destined as a leader; (2) social theory, which is a theory that says that a leader must be formed, does not just appear and be destined as a leader, therefore a leader becomes a leader because of the process of education and training; (3) ecological theory, which is a theory which is a combination of the two theories above, in which it is explained that a person becomes a leader because his talent from birth is then developed with education and training which is also influenced by the surrounding environment. according to robbins (2007: 172), in leadership, there are several behaviors that we know, but in general are divided into three namely democratic, involving subordinates, delegating authority, and encouraging participation. this leadership style assumes that people's opinions are much better than their own opinions, besides that it will have an impact on their implementation responsibilities. autocratic, dictate work methods, centralize decision making, and limit participation. this style is usually used by leaders who have high status, a person who has power and has the ability to make decisions. laissez-faire (free), gives the group the freedom to make decisions in completing work. in this style the leader will leave the decision making to the interests of the group, what is best according to the group is the decision of the leader. in leading a formal education institution, leadership style is a characteristic of a leader. a formal education institution achieving success one of the factors is the leadership style of the headmaster of tk. from the description, the attitude of the teacher who wants to be improved in the leadership style is work discipline. it can be seen from the fact that in the southeast pontianak sub-district park there are teachers who rarely enter, in one week there are always absences. then they rarely attend school activities such as ceremonies, so they are less socialized with other teachers, and teachers do not care about the direction from the headmaster of tk. based on the reality above, the researchers are interested in conducting a study entitled "the influence of democratic, autocratic and laissez-faire (free) style of kindergarten headmasters against the work discipline of kindergarten teachers in southeast pontianak sub-district." ii. research method the research approach used in this study is a quantitative approach. sugiyono (2013: 7) suggests "the method is called quantitative because research data in the form of numbers and analysis using statistics." therefore the data in this study are in the form of numbers, then described descriptively because it will be directed to describe the data and answer the formulation of the problem. arikunto (2010: 173), argues "population is the whole object of research." from this understanding, it can be concluded that the population is the whole object of the study presented data sources in discussing research, while the source of data in research is someone who has certain characteristics of an object. the data source referred to in this study is the headmaster of kindergarten and kindergarten teachers in the southeast pontianak subdistrict of pontianak city which amounts to a total of 83 people from 7 public and private kindergartens. arikunto (2010: 174), states "the sample is part or representative of the population under study." if the population is large, and researchers are unlikely to learn everything in the population, for example, because of limited funds, energy and time, researchers can use samples taken from the population. in this study using a non-random sample that is using purposive sampling, subana (2011: 126) purposive sampling emphasizes the consideration of certain characteristics of the research subject. from the data above there are 34 teachers with characteristics of restrictions. the characteristics of these restrictions are: a. public and private kindergartens in southeast pontianak district b. teachers who have graduated (s1) c. working period as a teacher for at least two years iii. result and discussion a. result this research was conducted on educators, especially in kindergartens in southeast pontianak sub-district. educators who are used as objects in this study are educators in kindergarten in southeast pontianak subdistrict, educators who have a bachelor (s1), and a minimum of 2 years of work. 1. validity test after the scoring process in the questionnaire, the validity of the corrected questionnaire was tested, using spss 22 software. validity test was conducted to find out whether the measurement tools that have been prepared can be used to measure accurately using the bivariate pearson (pearson product moment correlation) method. from the results of the analysis can be assessed the correlation between the score of the item with the total score. this value is then compared with journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 133 the r-value of the table, r table is sought at the significance level of 0.05 with a two-sided test and the amount of data (n) = n-1 = 33-1 = 32 than in the table r can be 0.349. if the correlation coefficient rᵢ (r count) ≥ 0.349 then the statement item is valid. however, if the correlation coefficient rᵢ (r count) ≤ 0.349 then the statement item is invalid. furthermore, the statement item must be repaired or discarded. after testing the validity of the item then the data is processed with the help of spss computer program. then the results of valid and invalid statement items are known. by comparing r count each item with r table. the number of valid statement items is 43 items. while invalid statement items are seven items. invalid item statement is discarded or not used, so the number of items used is 43 statement items. 2. reliability test according to sarwono (2014: 84-85), "reliability is generally said to have consistency in the measurement results of the same thing if done in a different context." the measuring instrument used to measure the level of reliability of the instrument is cronbach alpha to show the stability and consistency of measuring instruments. the amount of valid data that will be processed amounts to n = 33 data with a percentage (%) = 100% and no data is issued. it means that all data is valid and then tested for reliability. from the results of the above analysis can be obtained the alpha value of 0.901 for the leadership style of the kindergarten headmaster and 0.873 for the discipline of the performance of kindergarten teachers, while the value of r table (test 2 sides) at a significant 0.05 with the number of data n-1 = 331 = 32 is obtained at 0.349. because cronbach alpha values are more than 0.349, it can be concluded that the instrument items are reliable. a. descriptive analysis at the end of a study, it is necessary to conclude an answer to the existing problems. to formulate these conclusions, the data collected must be analyzed first. 1. presentation of data a. questionnaire results in this study, the sample was kindergarten teachers in southeast pontianak subdistrict. based on the questionnaire distributed to respondents, the respondent's answer data was obtained from kindergarten teachers in southeast pontianak sub-district. the following is the data of the independent variable (x) and the dependent variable (y) in tables 4.5 and 4.6, while the results data can be seen in the appendix. 1) leadership style of the tk headmaster table i free variable data (x) 2) performance discipline of kindergarten teachers table ii bonded variable data (y) performance discipline of kindergarten teachers 2. data processing the data presented in this study is the results of questionnaire data in the form of answers from respondents, namely teachers or kindergarten educators in the district of southeast pontianak. after all, questionnaires have been collected, then first checked to find out whether there is a mistake in filling. to facilitate the processing and analysis of data, the results of the questionnaire data are recapitulated. the next step is to process the data while analyzing it. based on data analysis that has been determined by the researcher to answer subproblems 1 and 2, the percentage formula is used while to answer subproblem 3 uses simple linear regression analysis with the help of spss. a. leadership style of kindergarten headmasters to find out the leadership style of the headmaster of kindergarten in southeast pontianak journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 134 subdistrict in the following table, the results of the calculation are presented through the percentage formula specified in the previous chapter. the formula used in calculating the percentage of the leadership style of the headmaster of kindergarten is as follows: x% = n / n x 100% the following will be presented the results of data processing and data analysis based on the problem formulation 1) democratic leadership style democratic leadership style is found in statement items 1-10. based on the results of the data obtained, it shows that out of 33 respondents, a total score of 1,187 or 39.8% answered democratic leadership style. 2) autocratic leadership style the muscle leadership style is found in statement items 11-17. based on the results obtained shows that out of 33 respondents, the total score of 794 or 26.5% answered the autocratic leadership style. 3) laizes-faire leadership style the laizes-faire leadership style is found in statement item 18-26 based on the results of the study showed that out of 33 respondents, the total score was 1,004 or 33.7% answered the laizes-faire leadership style. based on the results of questionnaires obtained by researchers, it can be concluded that the headmasters of kindergarten in southeast pontianak subdistrict use all existing leadership styles. however, of the three leadership styles, the leadership style that is more dominant is applied by the headmaster of tk, namely the democratic leadership style and laizesfaire. it can be seen from the results of the percentage of democratic leadership style of 39.8%, laizes-faire leadership style of 33.7 and autocratic leadership style of 26.5%. it means that when viewed from the percentage range, democratic leadership style, and laizes-faire leadership style are in the range of 33.34% -66.66% with the moderate/sufficient category. while the autocratic leadership style is in the range of 0.00% -33.33% with a low / less category. then from the questionnaire that researchers have obtained, it can also be seen from the leadership style of the headmaster of kindergarten in southeast pontianak sub-district. the leadership style of the headmaster of kindergarten in the southeast pontianak district can be seen in table iii. table iii leadership style of kindergarten headmaster in the district of southeast pontianak b. work discipline of kindergarten teachers to find out the discipline of performance of kindergarten teachers in southeast pontianak subdistrict in table 4.9, the following results of the calculation data are presented through the percentage formula specified in the previous chapter. the formula used in calculating the percentage of discipline of performance of kindergarten teachers is as follows: x% = n / n x 100% a statement is contained in points 27-43. the following are presented the results of data processing and data analysis based on the formulation of the problem. based on the results of questionnaires that have been obtained by researchers, it was concluded that the discipline of the performance of kindergarten teachers in the southeast pontianak sub-district was very good. it can be seen from the results of the percentage of discipline in the performance of kindergarten teachers of 85.01%, in the range of 66.67% -100% in the high/good category. c. simple linear regression analysis based on the results of a predetermined analysis to determine the influence of the tk chief leadership style on the performance discipline of kindergarten teachers in southeast pontianak subdistrict, a simple linear regression formula is used through spss version 22. this analysis aims to predict the value of the dependent variable if the independent variables increase or decrease and to determine the direction of the relationship between the independent variables and the dependent variable whether positive or negative. the simple linear equation as follows: y = a + bx information: y = performance discipline of kindergarten teachers b = regression coefficient x = leadership style headmaster of tk the regression equation is as follows: y = 47,338 + 0,280x the meaning of this equation is as follows: 1) constants of 47,338 means that if the leadership style of the headmaster of tk (x) is 0, then the discipline of kindergarten teacher performance is 47,338. 2) the leadership style variable regression coefficient of the headmaster of tk (x) is 0.280, meaning that if the leadership style of the headmaster of tk increases 1, then the discipline of the performance of kindergarten teachers has increased by 0.280x. the coefficient is positive means that there is a positive relationship between the leadership style of the kindergarten headmaster and the discipline of the performance of kindergarten teachers, the higher the leadership style of the headmaster of kindergarten, the more disciplined the performance of kindergarten teachers. d. multiple linear regression analysis after knowing the effect of the leadership style of the tk headmaster on the discipline of performance of kindergarten teachers in the southeast journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 135 pontianak sub-district, then the leadership styles were analyzed one by one. based on the results of a predetermined analysis to determine the effect of the tk chief leadership style on the performance discipline of kindergarten teachers in southeast pontianak subdistrict, the multiple linear regression formula through spss version 22 was used. crammer and howwit (in sarwono 2014: 139) regression equations express linear relations between dependent variables/criterion variables given symbol y and one or more independent variables/predictors given the symbol x if only one predictor and x1 x2 to xk, if more than one predictor. the equation is as follows: y ’= a + b1x1 + b2x2 + b3x3 ... + bnxn information: y ’ =discipline of kindergarten teacher performance x1x2x3 = kindergarten leadership style (democratic, autocratic, and laizes-faire) a = constants b = regression coefficient. in this section is a correlation matrix between: 1) the leadership style of the headmaster of kindergarten is democratic towards the discipline of performance of kindergarten teachers in southeast pontianak subdistrict with r = 0.714, r is positive, there is a positive relationship between the leadership style of the headmaster of kindergarten who is democratic towards the discipline of performance of kindergarten teachers in southeast pontianak subdistrict. 2) the autocratic leadership style of the kindergarten headmasters towards the performance discipline of kindergarten teachers in southeast pontianak subdistrict with r = 0.685, is positive, so there is a positive influence between the autocratic leadership style of the kindergarten headmasters on the discipline of kindergarten teachers performance in southeast pontianak district. 3) the kindergarten leader's leadership style is laizes-faire towards the performance discipline of kindergarten teachers in southeast pontianak subdistrict with r = 0.713, r is positive then there is a positive influence between leadership style of the headmaster of kindergarten who is laizesfaire towards the discipline of kindergarten teacher performance in the district of southeast pontianak. e. partial test (t-test) this test is used to determine whether the independent variable partially has a significant effect on the dependent variable, so the t-test is conducted to determine whether the leadership style of the headmaster of kindergarten (x) has a significant effect on the performance discipline of kindergarten (y) teachers. to determine the relationship significantly, the t count value must be compared with t table. the value of t table can be found by determining the degree of freedom (df) nk-1 that is (33-2-1) on the one-sided test of 0.05 so that the t-table value is 1.697, with the test criteria that is if t counts ≥ t table then ha accepted, and ho refused. conversely, if t counts ≤ t table, then ha is rejected, and ho is accepted. 1) ha: there is significant influence between the leadership style of the kindergarten headmaster and the discipline of the performance of kindergarten teachers in southeast pontianak district. 2) ho: there is no significant influence between the leadership style of the tk headmaster on the discipline of performance of kindergarten teachers in the southeast pontianak sub-district. then to find out the significant relationship between independent variables, namely the leadership style of the headmaster of a tk that is democratic, the leadership style of the headmaster of an autocratic kindergarten, and the leadership style of the headmaster of kindergarten which is laizes-faire (x1, x2, x3) significantly influence the discipline of performance of the kindergarten teacher children in the district of southeast pontianak (y) carried out a ttest. to determine the effect significantly, the calculated t value must be compared with t table. the t table value can be found by determining the degree of freedom (df) n-k-1 that is (33-2-1) on the one-sided test of 0.05 so that the t-table value is 1.697. in the table above the leadership style of the headmaster of democratic tk is a leadership style that has a positive and significant influence can be seen t count ≥ t table (5,675≥1,697). while the autocratic leadership style and laizes-faire style in the table above are included in excluded variables, which means that the variable is excluded. b. discussion based on the number of respondents in this study, the questionnaires distributed were 33 questionnaires with a total of 43 items and based on the validity test and reliability test all valid and reliable items so that all 43 items were used. data obtained through questionnaires are qualitative. therefore, the data must still be quantified by giving a score for each answer option. in addition, from the results of research and data analysis through questionnaires to determine the leadership style of the headmaster of kindergarten in southeast pontianak district using the percentage formula (%), the percentage of democratic leadership styles was 39.8%, autocratic leadership style was 26.5%, and laizes-faire leadership style is 33.7%. so it can be concluded that the headmaster of kindergarten in southeast pontianak subdistrict uses all existing leadership styles. however, of the three leadership styles, the leadership style that is more dominant is applied by the headmaster of kindergarten, namely journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 136 democratic leadership style and laizes-faire leadership style. because when viewed from the percentage range, democratic leadership style, and laizes-faire leadership style are in the range of 33.34% -66.66% with the moderate/sufficient category. it means that the democratic leadership style is a leadership style commonly used by the headmaster of kindergarten in southeast pontianak sub-district. it conducted by researchers from 5 schools in southeast pontianak subdistrict, there are three kindergartens that are democratic, and 1 tk leadership style is autocratic, and one kind of leadership style. faire. as well as the correlation calculation, there is a leadership style of the headmaster of a kindergarten that is democratic towards the performance discipline of kindergarten teachers in the southeast pontianak sub-district with r = 0.714, positive value, there is a positive relationship between the leadership style of the headmaster of kindergarten who is democratic towards the performance of kindergarten teachers. in the district of southeast pontianak. the autocratic leadership style of the kindergarten headmasters towards the performance discipline of kindergarten teachers in southeast pontianak subdistrict with r = 0.685, is positive, so there is a positive influence between the autocratic leadership style of the kindergarten headmasters on the discipline of kindergarten teachers performance in southeast pontianak district. and the kindergarten leader's leadership style is laizes-faire towards the performance discipline of kindergarten teachers in southeast pontianak subdistrict with r = 0.713, r is positive then there is a positive influence between leadership style of the headmaster of kindergarten who is laizes-faire towards the discipline of kindergarten teacher performance in the district of southeast pontianak. it means that all leadership styles of the headmaster of kindergarten in southeast pontianak subdistrict have a positive effect on the discipline of the performance of kindergarten teachers. however, in r arithmetic, we can see that the leadership style of the headmaster of a democratic kindergarten has the largest count among other leadership styles so that the leadership style of the headmaster of a democratic kindergarten is the most positive influence on the performance discipline of kindergarten teachers in southeast pontianak sub-district. then after that, the leadership style of the headmaster of kindergarten is laizes-faire, and the leadership style of the headmaster of the tk is autocratic. it can be seen in the figure below: fig. 1 percentage of leadership style of kindergarten principal in the district of southeast pontianak it is in accordance with the opinion of karwati and priansa (2013: 178) "in general, the three leadership styles of principals most widely known are autocratic, democratic and laiszez faire leadership styles." suhardan, et al. (2012: 127) educational leadership can be classified into three types, namely: 1. autocratic type this type of autocratic leadership is also called the "authoritarian" type of leadership. in autocratic leadership, leaders act as dictators of group members. excessive domination easily revives the opposition or gives rise to apathy towards group members towards their leaders. 2. laiszez-faire type in this type of leadership actually, the leader does not give his leadership, he allows his subordinates to do what they want. the leader does not give control and correction to the work of his subordinates. 3. democratic type the democratic type leader interprets his leadership not as a dictator, but as a leader in the midst of his group members. democratic leaders always try to stimulate members to work productively to achieve common goals. among the three leadership styles, a good leadership style used to improve the performance discipline of kindergarten teachers is a democratic leadership style. where this leadership style presents an equal space in the opinion, so that the teacher, staff, and other employees have equal rights to contribute to the responsibilities they carry out. this leadership style views teachers, staff, and other employees as part of the whole formal institution so that it gets a place in accordance with its dignity as a human. the headmaster of kindergarten has the responsibility and duty to direct, control, and evaluate, as well as coordinate the various tasks carried out by teachers, staff, and other employees. but all leadership styles can be applied as needed. journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 137 furthermore, to discipline the performance of teachers, it can be concluded that the discipline of the performance of kindergarten teachers in southeast pontianak subdistrict is already good. it can be seen from the results of the discipline percentage of teacher performance of 85.01%, in the range of 66.67% -100% in the high/good category. the content in accordance with siagian's opinion in sutrisno (2009: 86), a good form of discipline will be reflected in the atmosphere within the school organization, namely: 1. the teacher's high sense of care towards the achievement of the school's vision and mission. 2. the high level of enthusiasm, passion for work and the initiative of teachers in teaching. 3. the amount of the teacher's sense of responsibility to carry out the task as well as possible. 4. growing sense of belonging and a high sense of solidarity among teachers. 5. improve work efficiency and productivity. then to find out the significant or nonsignificant influence between the leadership style of the tk headmaster on the discipline of performance of kindergarten teachers in southeast pontianak subdistrict, a significance test or t-test was carried out. based on the results of the calculation of the t-test obtained t count value of 5.562 with n = 33 obtained t table of 2.042, thus t count> t table (5.562> 2.042). thus, ha accepted ho refused so that it can be concluded that there is significant influence between the leadership style of the kindergarten principals on the performance discipline of kindergarten teachers in southeast pontianak subdistrict. whereas to find out significant or nonsignificant effects between: 1. the leadership style of the headmaster of kindergarten is democratic towards the discipline of performance of kindergarten teachers in southeast pontianak subdistrict, so a significance test or t-test is carried out. based on the results of the t-test calculation obtained t count of 5.675 with n = 33 obtained t table 1.697, then t count> t table (5.675> 1.697). thus, there is significant influence between the leadership style of the headmaster of kindergarten who is democratic towards the discipline of performance of kindergarten teachers in southeast pontianak district. 2. the autocratic leadership style of the headmaster of kindergarten towards the discipline of the performance of kindergarten teachers in the southeast pontianak sub-district, a significance test or t-test is carried out. based on the results of the t-test calculation obtained t count of 1.071 with n = 33 obtained t table 1.697, then t count <t table (1.071 <1.697). thus there is a nonsignificant influence between the autocratic leadership style of the headmaster of kindergarten on the discipline of the performance of kindergarten teachers in southeast pontianak subdistrict. 3. the leadership style of the tk headmaster is laizes-faire towards the discipline of the performance of kindergarten teachers in the southeast pontianak subdistrict, so a significance test or t-test is carried out. based on the results of the t-test calculation obtained t count of 0.967 with n = 33 obtained t table 1.697, then t count <t table (0.967> 1.697). thus there is a nonsignificant influence between the autocratic leadership style of the headmaster of kindergarten on the discipline of the performance of kindergarten teachers in southeast pontianak subdistrict. from the explanation above, it can be concluded that the leadership style of the headmaster of a kindergarten who is democratic has a significant influence or has a strong influence in improving the discipline of performance of kindergarten teachers in southeast pontianak sub-district. whereas the leadership style of autocratic and laizes-faire kindergarten headmasters has a non-significant effect which means that the leadership style is influential, but not strong in improving the discipline of performance of kindergarten teachers in southeast pontianak district. it is in accordance with the opinion of harsoni (in setyaningrum 2010: 13 (online)) stating "work discipline is the result of interaction between external and internal factors of individuals, these factors include factors of leadership, moral factors, and job satisfaction factors." it means that one that influences the discipline of teacher performance, namely the factor of the leadership of the binder and controlling the unity of life is a hierarchical discipline and system. therefore the strength of the leader expressed in authority creates a harmonious and directed system of unity without causing adverse effects on its unity. iv. conclusions and suggestions a. conclusions from the results of research and data analysis that has been carried out, it can be concluded that there is significant influence between the leadership style of the kindergarten principals on the performance discipline of kindergarten teachers in southeast pontianak district. the specific conclusions that can be drawn by the researcher are as follows: 1. leadership style of kindergarten headmasters in southeast pontianak district a. the leadership style of the kindergarten headmasters in southeast pontianak subdistrict varied. the leadership style of the headmaster of kindergarten in southeast pontianak subdistrict was applied not only to one leadership style but to using all existing journal of education, teaching and learning volume 4 number 1 march 2019. page 130-138 p-issn: 2477-5924 e-issn: 2477-8478 138 leadership styles. however, the leadership style that is more dominant is applied by the headmaster of kindergarten, namely the democratic leadership style and laizes-faire leadership style. it can be seen from the results of the percentage of democratic leadership style of 39.8%, autocratic leadership style of 26.5%, and laizes-faire leadership style of 33.7%. when viewed from the range of percentage of democratic leadership style and laizes-faire leadership style, it is in the range of 33.34% -66.66% with the moderate/sufficient category. it means that the leadership style of the kindergarten headmaster influences the discipline of kindergarten teacher performance. b. the democratic leadership style that is most commonly used by the headmasters of kindergartens in the southeast pontianak subdistrict with the number 3 tk, while those using autocratic leadership styles are 1 tk. and those who use the laizes-faire leadership style amount to 1 kindergarten. 2. the discipline of the performance of kindergarten teachers in the southeast pontianak sub-district has been good. it can be seen from the results of the discipline percentage of teacher performance of 85.01%, in the range of 66.67% -100% in the high/good category. 3. the influence of the tk headmaster leadership style on the performance discipline of kindergarten teachers in southeast pontianak subdistrict a. based on the results of the calculation of the t-test obtained t count value of 5.562 with n = 33 obtained t table of 2.042, then t count ≥ t table (5.562 ≥2.042). thus, ha accepted ho rejected so that it can be concluded that there is significant influence between the leadership style of the kindergarten principal on the performance discipline of kindergarten teachers in southeast pontianak subdistrict. b. based on the results of the t-test calculation obtained t count of 5.675 with n = 33 obtained t table 1.697, then t count> t table (5.675> 1.697). thus, there is significant influence between the leadership style of the headmaster of kindergarten who is democratic towards the discipline of performance of kindergarten teachers in southeast pontianak district. c. based on the results of the t-test calculation obtained t count of 1.071 with n = 33 obtained t table 1.697, then t count <t table (1.071 <1.697). thus there is a nonsignificant influence between the autocratic leadership style of the headmaster of kindergarten on the discipline of the performance of kindergarten teachers in southeast pontianak subdistrict. d. based on the results of the t-test calculation obtained t count of 0.967 with n = 33 obtained t table 1.697, then t count <t table (0.967> 1.697). thus there is a nonsignificant influence between the autocratic leadership style of the headmaster of kindergarten on the discipline of the performance of kindergarten teachers in southeast pontianak subdistrict. it can be concluded that the leadership style of the headmaster of a democratic kindergarten has a strong influence on the performance discipline of kindergarten teachers in the southeast pontianak subdistrict, while the leadership style of the autocratic and laizes-faire headmaster of kindergarten influences but is not strong enough to discipline the performance of kindergarten teachers in southeast pontianak district. b. suggestions from the results of research conducted, the researchers suggest: 1. each headmaster of kindergarten can maintain an existing leadership style so that the discipline of kindergarten teacher performance will improve. 2. each headmaster of kindergarten can pay attention to the use of leadership style in accordance with the situation and conditions of work at the time. 3. the leadership style of the existing tk leaders can improve the discipline of the performance of kindergarten teachers. references arikunto, s. 2010. prosedur penelitian. jakarta: rineka cipta. departemen pendidikan nasional. 2005. undangundang nomor 14 tahun 2005, tentang guru dan dosen. jakarta: depdiknas. karwati, euis dan priansa, donni juni. 2013. kerja dan profesionalisme kepala sekolah. bandung: alfabeta. robbins, s. p. 2007. management ninth edition. new jersey: pearson education. setianingrum, heni hapsari. 2010. disiplin kerja pegawai negeri sipil di tinjau dari persepsi terhadap iklim organisasi dan kepuasan kerja (online). subana dan sudrajat. 2011. dasar-dasar penelitian ilmiah. bandung: cv pustaka setia. suhardan, d. 2012. manajemen pendidikan. bandung: alfabeta. sutrisno, e. 2009. manajemen sumber daya manusia. jakarta: kencana. journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 87 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. effect of counseling approach and learning achievement to moral intelligence aisyah universitas halu oleo, kendari, indonesia e-mail: aisyahdanhusain@gmail.com abstract. this research aimed to know the effects the rational emotive therapy (ret) with counseling approach and learning achievement toward the moral intelligence. this research used the experimental method and applied kinds of treatment, namely: ret counseling approach and client-centered therapy (cct) counseling approach. each treatment involved two groups of students from elementary school students at cipondoh 3 tangerang banten. the data analysis used in this research was two-way analysis of variance.the findings acquired was the differences between the moral intelligence of students who were counseled with ret counseling approach and cct counseling approach. the group of students with slow learning achievement, the moral intelligence of those who were counseled with ret counseling approach was higher than those who were counseled with cct counseling approach. for the group of students with high learning achievement, the moral intelligence of those who were counseled with ret counseling approach was lower than those who were counseled with cct counseling approach. the results of this research indicate that counseling approaches can be used as a method to develop the moral intelligence of students. keywords: counseling approach; learning achievement; moral intelligence i. introduction this study considers that education is not solely a role to transfer knowledge and skills to students, but want to try to print indonesian people who have moral and noble personality in accordance with the character of the indonesian nation. this study aims to develop moral and ethical intelligence for students as students, who not only provide information and moral messages but want to involve aspects of cognitive, emotional and behavioral students when given moral education. these three aspects want to be involved with the hope that students can more easily think, feel the moral messages given to him which then used as the basis for behaving. to fulfill this expectation, this research would like to try to apply psychology approach which is implemented in the form of counseling service so that each student can get service individually according to requirement and background ability different from each other. counseling approach as treatment variable is divided into two kinds, namely rational emotive therapy (ret) approach and client-centered therapy (cct) approach, which then interacted with learning achievement setting as a moderator variable. ii. theoretical review a. moral intelligence the moral intelligence according to coles, (2000: 1). namely the ability to grow slowly to understand what is right and what is wrong with using the emotional and intellectual resources of the human mind. there is a resemblance to the definition of moral intelligence proposed by sarkala (2011: 90) that is the ability to grow slowly to reflect on what is right and what is wrong by using the emotional and intellectual sources of the human mind. according to lennick and kiel (2005: xxxiii), moral intelligence is the ability to differentiate right from wrong as defined by universal principles. universal principles are those beliefs about human conduct that are common to all cultures around the world. thus, we believe they apply to all people, regardless of gender, ethnicity, religious belief, or location on the globe. borba (2001: 4) explains that moral intelligence is the capacity to understand right from wrong, to have strong ethical convictions and to act on them so that one to behaves in the right and honorable. in line with the definition of moral intelligence by clarken, 2007: http://creativecommons.org/licenses/by-nc/4.0/ mailto:aisyahdanhusain@gmail.com journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 88 277) moral intelligence is the capacity to understand right from wrong, to have strong ethical convictions and to act on them to behave in the right and honorable way. based on some of the above definition can be said that moral intelligence is the ability of individuals to think and feel in understanding and determining the right and wrong and made the basis of ethical beliefs to behave. b. counseling approach the rational emotive therapy (ret) approach is a cognitive-behavioral approach that emphasizes the relationship between feelings, behaviors, and thoughts as proposed by gilliland cs (1989: 183), that: "ret is a comprehensive approach to treatment and education that cognitive em? ploys, emotive, and behavioral approaches and supported by prayitno's opinion (2009: 35). that "rational-emotive counseling is counseling to combat the irrational thinking of the subject served and turn it into rational thought. according to muro & dinkmeyer (1983: 63). "rational emotive counseling is the counseling process believes that emotions are basically ideogenic in their origin and that one can change the feelings most efficiently by changing ideas. next burks. herbert m. jr. stefflre bufford (1979: 14) explains that ret counseling is a somewhat complicated process, since it rests upon the assumption that people have a combination of cognitive, emotive, and behavioral disturbances when coming for counseling, and that many different kinds of rational, evocative -confrontational, and activity-oriented techniques have to be employed by the counselor to help them overcome their emotional problems. based on some of the above definitions can be synthesized that ret is a cognitive behavioral approach in counseling that aims to change the way irrational thinking to the rational and emphasize on the interrelationship between thoughts, feelings, and behavior. core-centered therapy (cct) approaches corey (1985: 20): is the disclosure and communication, acceptance, respect and understanding and effort with clients in developing internal terms of reference by thinking, feeling and exploring. the definition of cct approach by rogers cited by sukardi, (2000: 79-80) is a counseling approach that emphasizes the client's responsibility and ability to face reality, current experiences, not dogmatic, client perceptions and counseling goals are in the client, not determined by the counselor. the statement was later completed by willis (2009: 100). that: "client-centered therapy is a method of psychic treatment that is done by dialogue between counselor and client, in order to create a picture that matches the reality of the real client. based on these definitions can be synthesized that cct is a humanistic approach in counseling that emphasizes the activities and responsibilities of the client in the counseling process, the counselor only plays a role in creating good relationships, accepting clients with a warm, friendly, appreciative, motivating, understanding feelings of clients and provide an opportunity to solve their own problems and actualize themselves to move forward and develop well. c. learning achievement learning achievement is the ability that a student gains after following a particular learning (gagne & leslie 1974: 50). according to djaali & muljono (2008: 7), learning achievement is the level of progress or progress that has been achieved after the students take the teaching-learning process within a certain time. in addition, suryabrata (2006: 324) also means that learning achievement is the last formulation that can be given by the teacher about the progress of student learning during a certain period. with the value of report cards can be known student achievement. students who have good grades are said to have high achievement, while those with poor grades are said to have low learning achievement. based on some definition of learning achievement described above, it can be synthesized that the learning achievement is the level of skill or mastery achieved by the students of learning material that has been learned that is manifested in the form of values or numbers. iii. research method a. research methods the method used in this research is an experimental method with 2 x 2 level analysis design, ie two treatment variables (ret counseling approach and cct counseling approach) and two moderator variables (a group of students with low learning achievement and high learning achievement). each approach to each counseling is given to two different groups of students, namely groups of students who have low learning achievement and groups of students who have high learning achievement so that the level of moral intelligence of students as a measured variable can be seen based on the accuracy of the type of counseling approach given. the research design can be described as follows: b. sample determination technique the population in this research is 9 (nine) elementary school located in kelurahan cipondoh. this research is in accordance with the type of experimental research (not survey) then the determination of the sample is based on the number of sd and the number of classes. the sampling technique used is multi-stage sampling, as explained by handini (2012: 52) that "multi-stage sampling can consist of more than two stages and may involve combinations of multiple sampling methods". this opinion is supported by descombe (2007: 16) that "multistage sampling as the name suggests, involves selecting samples from samples, each sampled being drawn from within the previously selected sample". in accordance with the multistage sampling technique, there are 3 (three) sampling methods combined in this study, simple random sampling, purposive sampling and cluster random sampling, and performed in 5 (five) stages: journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 89 1. determining one sd to be sampled through simple random sampling technique. 2. determining one class to be sampled through cluster random sampling technique. 3. determine two group of study of class 2 that will be sampled through simple random sampling technique. 4. determining the group of students who are classified as having high learning achievement and a group having low learning achievement through purposive sampling technique 5. determine the students who will be the sample for the group of ret counseling approaches and for the group of cct counseling approaches through simple random sampling technique. thus obtained by students who qualify to be a research sample in grade 2 sd negeri cipondoh 3 as many as 56 people (28 people who have low learning achievement and 28 people who have high learning achievement). c. research instruments this research requires two kinds of principal data, that is moral intelligence data as dependent variable and learning achievement data as attribute variable. to reveal the two basic data is required an instrument that is instrument to measure moral intelligence used tests of moral intelligence, and for student achievement data used documentation techniques. data on moral intelligence were collected using 20 moral question tests and presented in two forms: closed questions (subject scaling) and open questions. subject scaling is subject-oriented pitch aiming to put individuals on a continuum of judgments so that the relative position of the individual according to a measured attribute can be obtained ... because the procedure has a high practical value, it is followed by the designers of the psychological scale "(azwar, 2012, 217-218). the subject scaling question consists of two choices: the answer option contains a good moral indication (given a score of 1) and an answer option that does not indicate good morale (not scored or scored 0). the answer to an open question is that the student is asked to state the reason for the answer given to a closed question when selecting an answer that contains a good moral indication. according to djaali and muljono (2008: 68), the writing of the essay type test (essay) should the question begin with words like compare ", ..." give the reason ", ..." explain why ", ..." give examples ", ... and such. the scales are designed based on the stages of moral development that are referred to in this study (piaget, kohlberg, harmas, and elkind), so scoring consists of five categories of choices: score 4 for answers containing good moral indications and giving reasons on the basis of their ability understand the meaning of the good. score 3 for answers that contain good moral indications and give reasons not just habits but also be able to integrate with his feelings. score 2 for answers that contain good moral indications but have not understood the meaning of goodness and still depend on rewards or punishment. score 1 for answers containing good moral indications but unable to give a reason or an answer that does not identify a good answer but gives a reason on the basis of its ability to give meaning. a score of 0 for an answer that does not indicate good morals and does not provide a reason, or does not provide answers and reasons.this test consists of 20 items to obtain a score range between 1-80. the instrument used is secondary data obtained through documentation technique that records the value of student report cards in the final semester before the research took place. the trick is to verify the results of subsumative tests and summative test scores have been transformed first into a scale of 1 100. d. data analysis technique data analysis techniques used in this study are descriptive statistical analysis and inferential statistical analysis. 1. descriptive statistics analysis descriptive statistics intended to describe or describe the characteristics of each variable namely mean, median, maximum value, minimum value and standard deviation. the data characteristics of each variable are obtained by using the ibm spss statistics (analyze descriptive statistics frequencies) program. 2. inferential statistics analysis inferential statistics are used to test the research hypothesis. the analytical technique used to test the research hypothesis is two-lane variance analysis 2 x 2. iv. result and discussion description of data of each group in this study can be presented as follows: 1. description of the frequency of moral intelligence data of students who were given counseling using the ret approach (a1) data moral intelligence of students who were given counseling using ret approach as many as 28 people. the empirical score obtained minimum score = 28, and maximum score = 78, so the score range as much 50. average score 55,71 and standard deviation 11,99. from the range of score 50, obtained interval class 8.3 or rounded to 8 and the number of classes to 6. distribution frequency and percentage of data moral intelligence of students given counseling ret can be seen in the table below. journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 90 table 1: frequency distribution of students' moral intelligence data provided by counseling using the ret approach (a). based on table 1 can be explained that the frequency distribution and percentage of moral intelligence data of students who were given counseling using ret approach (a1) as many as 28 respondents. class interval with range 28 35 at number 1, reaching the absolute frequency of 1 respondent (3.57%); interval class with range 36 43 at number 2 and interval class with range 44 51 at number 3 each reaching absolute frequency 4 respondent (10.72%); interval class with range 5259 at number 4 reaches the absolute frequency of 9 respondents (32.14%); class interval with range 60 67 at number 5 reaches absolute frequency 6 respondents (21.43%); and the interval class with range 68 78 at number 6 reaches the absolute frequency of 4 respondents (14.28%). based on the data it can be concluded that the interval class 46 54 at number 3 which reaches the absolute frequency value of 9 respondents (32.14%) is the highest, while the interval class with range 28 36 at number 1 reaches the absolute frequency of 1 respondent (3.57%). for more details, the distribution of data can be seen on the histogram as follows: figure 1: histogram score of students' moral intelligence given counseling using the ret approach (a1) 2. description of the frequency of moral intelligence data of students who are given counseling using the cct approach (a2) data moral intelligence of students who were given counseling using a cct approach of 28 people. the empirical score obtained minimum score = 27, and maximum score = 76, so the score range as much 49. average score 49.35 and standard deviation 11.56. from the range of score 49, obtained the interval of class 7 and the number of classes to 7. distribution of frequency and percentage of data moral intelligence of students given counseling cct can be seen in the table below. table 2: distribution of data frequency of students' moral intelligence given counseling using cct approach (a2) students who were given cct counseling as much as 28 respondents can be seen that the acquisition of interval class values with range 27 33 at number 1 reached the absolute frequency of 2 respondents (7.14%); interval class with range 34 40 at number 2 reaches the absolute frequency 4 respondents (28.57%); and interval class with range 41 47 at number 3 reaches the absolute frequency of 6 respondents (21.43%); interval class with range 48 54 at number 4 reaches the absolute frequency of 8 respondents (28.57%); interval class with range 55 61 at number 5 reaches absolute frequency 4 respondent (28.57) and in range 62-66 at number 5 reaches absolute frequency 3 respondent (10.71%); and the interval class with the range 69 76 at number 7 reaches the absolute frequency of 1 respondent (3.57%). based on the data it can be concluded that the class interval 48 54 at number 4 reaches the highest absolute frequency value of 8 respondents (28.57%) highest, while the interval class with range 69 76 at number 7 reaches the absolute frequency of 1 respondent (3.57%) is the lowest. for more details, can be seen on the distribution of data on the histogram as follows: journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 91 figure 2: histogram score of students' moral intelligence given counseling using cct approach (a2) 3. description of the frequency of moral intelligence data of students who are given counseling using the ret approach and have low learning achievement (a1b1) data of moral intelligence of students who were given counseling by using ret approach and have low learning achievement have score range 40 80, n as many as 14, minimum score = 40 maximum score = 78. average score 62.5 and standard deviation 10.7. from the range of score 40, obtained class interval 6.7 or rounded to 7 and number of class 6, the frequency distribution of data can be seen in the following table. table 3: distribution of data frequency of students' moral intelligence given counseling using ret approach and having low learning achievement students who were given ret counseling and had low a1b1 learning outcomes as many as 14 respondents can be seen that the acquisition of interval class value with range 40 46 at number 1 reached the absolute frequency of 1 respondent (7.14%); class interval with range 4753 at number 2 reaches the absolute frequency of 1 respondent (7.14%); interval class with range 54 60 at number 3 reaches the absolute frequency of 3 respondents (21.43%); interval class with range 61 67 at number 4 reaches the absolute frequency 5 respondents (35.71%); interval class with range 68 74 at number 5 and interval class with range 75 81 at number 6 each reaches absolute frequency 2 respondent (14.29%) reaches absolute frequency 2 respondent (14.29%). based on the above data it can be concluded that the interval class 61 67 at no 4 reaches the highest frequency of 5 respondents (35.71%), while the interval class with the range 40 46 at number 1 and 47 53 reaches absolute frequency 1 respondent (7.14%) the lowest. to appear more clearly can be seen in the histogram as follows: figure 3: histogram score of students' moral intelligence given counseling using the ret approach and having low learning achievement (a1b1) 4. description of moral intelligence data of students who were given counseling by using cct approach and have low learning achievement (a2b1) the moral intelligence data of students who were given counseling by using cct approach and having low learning outcomes had a range of 27 76, n as 14, mean score 49.14 and standard deviation 12.8. from a minimum score of 27 and a maximum score of 76, a range of 49 is obtained, resulting in 7th grade intervals and number of classes 7. the frequency distribution of data can be seen in the table below. table 4: distribution of data frequency of students' moral intelligence given counseling by using cct approach and having low learning achievement journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 92 students who were given cct counseling approach and had low learning outcomes as many as 14 respondents can be seen that the acquisition of interval class value with range 27 33 at number 1 reaches absolute frequency of 1 respondent (7.14%), interval class with range 34 40 at number 2 reach the absolute frequency of 2 respondents (14.29%); class interval with range 41 47 at number 3 reaches absolute frequency 3 respondents (21.43%); interval class with range 48 54 at number 4 reaches the absolute frequency 4 respondents (28.57%); and the interval class range from 55 to 61 at number 5 reaching the absolute frequency of 4 respondents (28.57) and interval classes 62-66 at number 6) and interval classes 69 76 each reaching the absolute frequency of 1 respondent (7.14%). based on the above data it can be concluded that the interval class 48 54 at number 4 reaches the highest 4 respondents (28.571%), while the interval class with the 27 33 range at the numbers 1 and 62-6 in the numbers 6 and 69 76 each achieved the absolute frequency of 1 respondent (7.14%) the lowest. the distribution of data can be seen in the histogram below: figure 4: histogram score of students' moral intelligence given counseling using cct approach and having low learning achievement. 5. description of moral intelligence data of students who are given counseling using ret approach and have high learning achievement (a1b2). the moral intelligence data of students who were given ret counseling and had high learning outcomes had a range of 28 63, n scores of 14. the average score of 48.9 and standard deviation 9.2. from the minimum score = 28 and the maximum score = 62, obtained a range of 34, so that the class 7 interval and number of class 5. the frequency distribution of data can be seen in the table as follows: table 5: distribution of data frequency of students' moral intelligence given counseling using ret approach and having high learning achievement students who were given ret counseling approach and had high learning outcome as many as 14 respondents can be seen that the acquisition of interval class value with range 28 34 at number 1 reaches the absolute frequency of 1 respondent (7.14%); interval class with range 35 41 at number 2 reaches the absolute frequency of 2 respondents (14.29%); the interval class with range 42 48 at number 3 reaches the absolute frequency 4 respondents (35.71%); and the interval class with range 49 55 at number 4 reaches the absolute frequency of 5 respondents (35.71%); and the interval class with range 56 63 at number 5 reaches the absolute frequency of 2 respondents (14.29%). based on the above data it can be concluded that the interval class 49 55 at number 4 reaches the highest absolute frequency of 5 respondents (35.71%) the highest, while the interval class with range 28 34 at number 1 reaches the absolute frequency of 1 respondent (7.14%) the lowest. in order to appear more clearly can be presented the frequency distribution of data on the histogram as follows: figure 5: histogram of students' moral intelligence given counseling using the ret approach and having high learning achievement 6.description of moral intelligence data of students who were given counseling by using cct approach and have high learning achievement (a2b2) the data of students' moral intelligence given the approach of cct counseling and having high learning outcomes have a range of 28 64, n as 14. minimum score = 28 and maximum score = 66. average score 49.57 and journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 93 standard deviation 10.6. of range 38, obtained the number of classes 6, and interval 6. the frequency distribution of data can be seen in the table below. table 6: distribution of data frequency of students' moral intelligence given counseling by using cct approach and having high learning achievement students who were given counseling using cct approach and had high learning achievement as many as 14 respondents can be seen that the acquisition of interval class value with range 28 34 at number 1 reaches the absolute frequency of 1 respondent (7.1429%); interval class with range 35 41 at number 2 reaches the absolute frequency of 2 respondents (14.29%); interval class with range 42 48 at number 3 reaches absolute frequency 3 respondents (21.43%); the interval class with range 49-55 at number 4 reaches the absolute frequency of 5 respondents (35.71%), interval class with range 56 62 at number 5 reaches the absolute frequency of 2 respondents (14.29%) and interval class with range 63 69 at number 6 reaching the absolute frequency of 1 respondent (7.14%). based on the above data it can be concluded that the interval class 49 55 at number 4 which reaches the highest frequency of 5 respondents (35.71%), while the interval class ranges from 28 34 at number 1 and range 63 69 at number 6 respectively reaching the absolute frequency of 1 respondent (7.14%) the lowest. in order to appear more clearly on the frequency distribution of data can be presented on the histogram as follows: figure 6: histogram data of students' moral intelligence given counseling using cct approach and having high learning achievement normality test data is done on moral intelligence data for counseling approach and student achievement data. the normality test is grouped into six groups. normality test data is done by using descriptive statistics analysis frequency (analyze descriptive statistics frequencies). the test criteria used is with the formula "ratio = (skewness) / (std .error of skewness), if the value of the ratio is in the range between -2 to 2 then it can be said that the data variables studied are normally distributed (sudarmanto: 2013: 115). the results of normality data test can be seen in the table as follows: table 7: recapitulation of sample normality test results using analyze descriptive statistics – frequency homogeneity test of variance against four cell of research design a1b1: a2b1, a1b2: a2b2, a1b1: a1b2 and a2b1: a2b2. done in the same way so that the results obtained calculations as listed in the following table: table 8: recapitulation of homogeneity test results using bartlett test at significance level (α) = 0.05 through exel program computer assistance. journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 94 homogeneity test results show that all values x^2 is smaller than x_table^2 on the corresponding df1 and df2 and at the alpha level of 0.05 so it can be concluded that all data sets have the same or homogeneous variance. thus it can be concluded that all data comes from normally distributed populations and data of all groups have homogeneous variance. thus a two-lane variance analysis test against the four cells of this study design can be continued. the variance analysis technique (anava) as described in the previous chapter. furthermore, tukey test is held to determine the effect of interaction. the data of this study were analyzed by a two-lane variance analysis technique (anava) as described in the previous chapter. furthermore, tukey test is held to determine the effect of interaction. summary of the results of the analysis of test data analysis of two-way variance can be seen in the following table: table i summary of two line path variance analysis information: * = significant dk = degrees of freedom jk = sum of squares rjk = average number of squares based on the calculation of data analysis can be explained as follows: a. first hypothesis testing the main hypothesis tested states that there are differences in moral intelligence between students given counseling by using the ret approach with students who were given counseling by using the cct approach. the statistical hypothesis is: h0: μa1 ≤ μa2 h1: μa1> μa2 from the analysis summary table, it is known that the value of fcount = 4.74; which is greater than the value of ftabel of 4.01.for the significance level α = 0.05 (fhit = 4.74> ftab = 4.01), means h0 is rejected and h1 accepted, so it can be said there is a significant difference between moral intelligence students are given counseling by using the ret approach and the moral intelligence of students who are given counseling by using the cct approach. b. second hypothesis testing there is an interaction effect between the counseling approach and the learning achievement of students' moral intelligence. the hypothesis statistics are: h0: int. a x b = 0 h1: int. a x b ≠ 0 according to the summary score of variance analysis as in the table obtained the price fhit interaction (fab) = 5.75> ftab = 4.01 at the significance level α = 0.05, it can be said that fhit> ftab, so h0 rejected and h1 accepted, which is significant between the counseling approach and the learning achievement of students' moral intelligence. the form of interaction can be presented in the picture as follows: fig.1 interaction of counseling approach and learning outcomes on students' moral intelligence tested significantly the interaction between counseling approach and learning outcomes of students' moral intelligence, then the next step is to conduct further tests. tested significantly the interaction between counseling approach and learning outcomes of students' moral intelligence, then the next step is to conduct further tests as follows: 1. for groups a1 and a2, the q coefficient is greater than qtabel or 6.16> 2.89 at α (alpha) 0.05. this means students' moral intelligence in group a1 (students are given counseling using the ret approach) was higher than group a2 (students who were counseled using a cct approach. 2. for groups b1 and b2, the q coefficient is greater than qtabel or 6.38> 2.89 at α (alpha) 0.05. this means that students' moral intelligence in group b1 (students with low learning achievement) is higher than group b2 (students who have low learning achievement). 3. for groups a1b1 and a2b1, the q coefficient is greater than qtabel or 4.29> 3.03 at α (alpha) 0.05. this means the students' moral intelligence in the a1b1 group (students 62.5 49.14285714 48.92857143 49.57142857 0 10 20 30 40 50 60 70 a1 a2 b1 journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 95 are given counseling using the ret approach and having low learning achievement)) is higher than the a2b1 group (students are given counseling using the ret approach and have high learning achievement). 4. for groups a1b2 and a2b2, the q coefficient is less than qtabel or 0.22 <3.03 at α (alpha) 0.05. this means the students' moral intelligence in the a1b2 group (students who are counseled using the ret approach and have high learning achievement)) are lower than the a2b2 group (students are given counseling using the cct approach and have high learning achievement). score summary of advanced analysis with tukey test can be seen in the table as follows: table ii summary of advanced stage analysis results with tukey test information: ** = very significant * = significant dk = degrees of freedom n = number of samples k = number of groups c. third hypothesis testing the third hypothesis states that the moral intelligence of students given counseling by using the ret approach is higher than the moral intelligence of students who are given counseling by using the cct approach in the group of students who have low learning achievement. statistically, this hypothesis is: h0: μa1b1 ≤ μa2 b1 h1: μa1b1> μa2b1 from the table of summary results of tukey test analysis known that the value of qcount> qtabel ie 4.29> 3.03 at the level of significance α = 0.05, so it can be said that the moral intelligence of students given counseling by using the ret approach higher than the moral intelligence of students who were given counseling using a cct approach to a group of students with low learning achievement. d. hypothesis testing fourth the fourth hypothesis states that the moral intelligence of students who are given counseling by using the ret approach is lower than the moral intelligence of students who are given counseling by using the cct approach in groups of students who have high learning achievement. statistically, this hypothesis is: h0: μa1b2 ≥ μa2b2 h1: μa1b2 <μa2b2 further test using tukey test, it is found that the value of q count <q table is 0,22 <3.03 at level 0,05, hence the moral intelligence of student group having high learning achievement and given counseling by using ret approach lower than student group who have high learning achievement and are given counseling by using cct approach. discussion there are three kinds of analysis to the result of research which is got the difference analysis that is hypothesis 1, interaction effect analysis that is the second hypothesis, and simple effect analysis that is hypothesis 3 and 4. the results of the study will be discussed as a basis for further review of the reasons for the superiority of the ret counseling approach compared to the cct counseling approach. thus, the outline is divided into four discussions, namely: (1) differences in moral intelligence between groups of students who are given counseling using ret approach and cct approach, (2) influence interaction between the use of counseling approach and learning achievement of students' moral intelligence ( 3) differences in moral intelligence between students given counseling using ret approach and students who were given counseling using cct approaches in groups of students who have low learning achievement, (4) differences in moral intelligence between students given counseling by using the ret approach and students given counseling by using the cct approach in groups of students who have high learning achievement. 1. differences in moral intelligence between groups of students given counseling using the ret approach and the cct approach. the research hypothesis that there are differences in the moral intelligence of students who are given counseling by using the ret approach and students who are given counseling by using the cct approach is accepted. this means that the ret counseling approach is more effective in developing the moral intelligence of elementary students when compared to the cct counseling approach. as for the empirical evidence of the statement is the average score of moral intelligence gained by the group of students given counseling using a higher ret approach than groups of students given counseling using the cct approach, but the cct counseling approach still contributes to students' moral intelligence. it is also theoretically known that the ret counseling approach has advantages in providing counseling to clients: (1) active-directive means in counseling relationships, active teachers help direct students in dealing with and solving problems, (2) cognitive-experiential means relationships which are formed must focus on the cognitive aspects of students and rational problem solving. (3) emotive-experiential means journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 96 established relationships also see the cognitive aspects of students by studying the source of emotional disturbance at once dismantle the roots of the false beliefs that underlie the disorder, (4) behavioristic means established relationships must touch and encourage behavior change in student self, (5) conditional means the relationship in the ret counseling approach is done by making certain conditions against the student through various conditioning techniques to achieve the goal of counseling therapy. this kind of thing is very suitable to be applied in the development of students moral intelligence so that they can freely express ideas in making choices and decisions themselves through counseling. therefore, in the context of counseling the development of students moral intelligence, an important alternative is to involve students' cognitive, emotional and behavioral aspects in order to change the way irrational thinking becomes rational. although it is said that the structure of cognition develops with the age of a person, but age does not determine the level of moral development. sjarkawi asserted that "not merely age determines the level of moral considerations, but the cognitive variable is the ability to use thinking that determines it (2011: 66). with this approach, it is expected to complement the moral education in the form of giving advice which tends to demand the obedience of students to accept it without considering the ability of students, but more laden with stimulate students to think and connect emotions so as to understand the moral that will be the basis of ethics to behave. 2. influence interaction between the use of counseling approach and learning achievement of students' moral intelligence. hypothesis test results indicate that there is an interaction between the use of counseling approach and learning achievement of students' moral intelligence. students who have low learning achievement if given counseling by using ret approach higher moral intelligence than the students who were given counseling by using the cct approach, but for students who have high learning achievement between the counseling given using the ret approach and given counseling by using the cct approach does not show any significant effect or difference. in this case, it can be said that the development of moral intelligence is influenced by the type of counseling approach based on the level of student achievement. or in other words, the suitability of the type of counseling approach with the level of academic achievement affects the differences in students' moral intelligence. in accordance with the research findings by lee & paula that "gifted (gifted) students have higher scores in adaptability, and in moral judgment, gifted student skills are comparable to individuals with master degrees (2006, vol. issue 1, pp 29-67. p39). 3. differences in moral intelligence between students who were given counseling using ret approach and students who were given counseling by using the cct approach in groups of students who have low learning achievement. the research hypothesis which states that there are differences in moral intelligence between students who were given counseling by using the ret approach by using the cct approach for students who have low learning achievement is accepted. this means that students who have low learning achievement differ in moral intelligence when viewed from the counseling approach used. empirically it turns out that students who are given counseling through ret approach higher moral intelligence than the students given counseling through cct approach. the advantage of counseling using the ret approach to students with low learning achievement, because the ret approach has characteristics that have been explained, among others, that this approach emphasizes the role of teachers as counselors of students as clients in assessing moral intelligence through the antecedent event (a) , belief (b), consequence (c), disputing (d) and effects (e). this characteristic is more beneficial to students who have low learning achievement because students who have low learning achievement usually have limited ability in understanding something he needs to understand. the level of student achievement is usually in line with the level of intelligence or the level of thinking ability, so it can be expected that for students who have low learning achievement, will also have less ability in understanding the content or direction of counseling given to him. empirically it was found that children who had higher intelligence scores and socioeconomic status consistently had higher levels of moral development than children with lower intelligence scores and socioeconomic status (syjarkawi, 2005: 66). the research findings from tirria cs also show that moral reasoning was related to intelligence (2009: 70-80). this condition will have an impact on their ability to understand the things they need to understand in the counseling process so that the role of more active counselors is needed so that the counseling process can run smoothly or not stop to achieve the purpose of counseling. it is these characteristics that benefit the students who belong have low learning achievement. in contrast to counseling using a cct approach that examines moral intelligence with techniques provides more opportunities for students to play a role in the effort to explore and develop their potential. thus this study makes it clear that counseling using the ret approach can help students who have low learning achievement in improving their moral intelligence. this is in accordance with the theories that have been reviewed in chapter ii that this approach is able to stimulate students to improve and change attitudes, perceptions, ways of thinking, beliefs, and views of irrational students into a rational view in order to develop themselves through cognitive and affective behavior which is positive. 4. differences in moral intelligence between students who were given counseling using ret approach and students who journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 97 were given counseling by using cct approach in groups of students who have high learning achievement. the research hypothesis which states that the moral intelligence of students who have high learning achievement and given counseling by using ret approach is higher than that using the cct approach is rejected. this means that for students who have high learning achievement if given the approach of ret counseling or cct approach there is no significant difference in the increase of moral intelligence. in chapter ii it has been explained that in the counseling process cct counselors put the responsibility on the client, not the authorized counselor. the client is positioned as an individual who has the ability to determine issues that are important to him, explores his problems and is able to find solutions to solve problems on him. for students who have a high learning, ability is very appropriate given a counseling approach so that they do not feel pressured to express ideas, wills, and thoughts. kirschenbaum believes that in instilling moral values it is very important to be democratic towards children so that they are skillful to think for themselves, make their own decisions and take responsibility. we believe it is essential for us to support the family in teaching our students a number of traditional civic and moral values that most parents, educators, and community members agree are essential for a democracy. just as important, we are responsible for decisions (kirschenbaum, 1992: 176). this opinion is supported by the opinion that human beings must be able to optimize their tremendous potential of nature to be developed in a more promising direction so that a qualified generation that has an understanding of the function of religion as a way of life for their future survival will be established (takdir, 2012: 43 ). it is this characteristic that benefits students who have high learning achievement and empirically it turns out that students who have high learning outcomes and given counseling using a higher cct approach of moral intelligence than the students given the ret approach. so the results of this study provide information that the counseling approach given to students who have high learning achievement to increase moral intelligence is the cct approach. thus it can be said that the ret counseling approach does not have a certain advantage compared to the cct counseling approach when it is used in groups of students who have high learning achievement. iv. conclusions based on the results of the research that has been presented, then presented several conclusions as follows: a. the moral intelligence of students given counseling by using the ret approach is higher than the moral intelligence of students given counseling by using the cct approach. b. there is an interaction effect between counseling approach and learning outcomes on students' moral intelligence. implementation of counseling approach in accordance with the level of ability or learning achievement can affect the moral intelligence of students. c. the moral intelligence of students who are given counseling by using the ret approach is higher than the moral intelligence of students who are given counseling by using the cct approach in groups of students who have low learning achievement. d. the moral intelligence of students who are given counseling by using the ret approach is lower than the moral intelligence of students who are given counseling by using the cct approach in groups of students who have high learning achievement. references borba, michele. 2008. membangun kecerdasan moral, tujuh kebajikan utama agar anak bermoral tinggi,. jakarta: gramedia pustaka utama. burks. herbert m. jr. stefflre bufford. 1979. theories of counseling, third edition (new york, london, mexiko, new delhi, paris, singapore, sidney, tokyo, toronto: mcgraw-hill book company). clarken, h, rodney. 2009. school of education, northern michigan university paper presented at the annual meeting of the michigan academy of sciences, arts and letters wayne state university, detroit, mi, march 20. coles, robert. 2000. menumbuhkan kecerdasan moral pada anak, jakarta: gramedia pustaka utama. corey, gerald. 1985. theory and practice of group counseling. california, monterey: brooks/cole publishing company. descombe, martyn. 2007. the good research guide, for small scale social research projects, third edition. new york: open university press. gagne m. robert & leslie j. briggs, 1974. principles of instructional design. new york: holt, rinehart, & winston inc. gilliland, e. burl, richard k. james & james t. bowman. 1989. theories and strategies in counseling and psychotherapy. boston london toronto sydney tokyo singapore: allyn and bacon. djaali & pudji muljono. 2007. pengukuran dalam bidang pendidikan. jakarta: gramedia widiasarana indonesia. kirschenbaum, howad. 1992. a comprehensive model for values educations and moral education. (journal citation: phi delta kappan); v73 n 10 p 77176. lennick, doug – fred kiel. 2005. moral intelligence enhancing bussines performance & leadership succes. united states of america: pearson education inc, ideas action impact, worthon school publishing. journal of education, teaching and learning volume 3 number 1 march 2018. page 87-98 p-issn: 2477-5924 e-issn: 2477-8478 98 muro j. james & don c. dinkmeyer. 1983. counseling in the elementary and middle schools, a pragmatic approach, sixth printing. usa: wm. c. brown company publishers. myrnawati crie handini. 2012. metodologi penelitian untuk pemula. jakarta: fip press. prayitno. 2009. wawasan profesional konseling. universitas negeri padang. sjarkawi. 2011. pembentukan kepribadian anak. jakarta: bumi aksara. seon-young lee & olszewski-kubilius paula. the emotional intelligence, moral judgment, and leadership of academically gifted adolescents. journal for the education of the gifted. vol. 30 issue 1, p 29-67. 39p. sudarmanto r. gunawan. 2013. statistik terapan berbasis komputer dengan program ibm spss statistik 19. jakarta: mitra wacana media. sukardi, dewa ketut. 2000. pengantar pelaksanaan program bimbingan dan konseling di sekolah. jakarta: rineka cipta. suryabrata, sumadi. 2006. psikologi pendidikan. jakarta: pt raja grafindo persada. takdir ilahi, muhammad. 2012. revitalisasi pendidikan berbasis moral. jogjakarta: ar-ruzz media. tirria, kirsi, petri nokelainenb& marko mahkonenc. 2009. how morality and religiosity relate to intelligence: a case study of mathematically gifted adolescents. journal of empirical theology 70-87 brill.nl/jet willis. s. sofyan. 2009. konseling individual teori dan praktek. bandung: alfabeta. journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 316 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. implementation of accreditation-based management standards at the pontianak green community learning activity center muhammad rusli abdillah1), wahyudi2), sukmawati3) 1)universitas tanjungpura, pontianak, indonesia e-mail: rusliabdillah301@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: sukmawati@fkip.untan.ac.id abstract. the purpose of this study is to describe the planning of accreditation-based management standards at the community learning center (pkbm) of pondok hijau in pontianak and describe the planning of accreditation-based management standards at the learning center of pondok hijau pontianak community. the approach used in this study is qualitative research, with ethnographic procedures, because researchers intend to explore in-depth and comprehensive information, then analyze, and interpret individual patterns or behaviors that develop over time in non-formal education units, namely pkbm. as for the object of research or data sources (informants) are: chairperson, gtk, parents of students, figures / forums representative of the local community, department of education and culture, as well as partners of education units that are used as research objects in pkbm pondok hijau pontianak, and research results more emphasis on meaning than generalization. the results obtained from this study are 1) planning for the implementation of management standards has met the maximum achievement according to the pkbm unit accreditation assessment rubric; 2) implementation of management standards still need to be more intensively involved with related parties; 3) supervision of the implementation of management standards has not met the maximum achievement according to the accreditation guidelines; and 4) reports on the implementation of management standards meet the maximum achievements according to the rubric of accreditation assessment for pkbm clusters, both the results of activities and finances are reported in full per activity, submitted periodically to the relevant parties. keywords: implementation; management standards; accreditation i. introduction management of education units by national education standards (snp) in the sense of resource structuring activities related to the application of management functions, is a demand that should be carried out, to maintain quality, relevance, efficiency and effectiveness of outputs and positive impacts (outcomes ) education services. about "management standards" according to the references of the ministry of education and culture (depdikbud ri) "is the national standard of education relating to the planning, implementation, and supervision of educational activities at the education unit level." management of service programs that refer to government regulation (pp) no. 19 of 2005 concerning snp concerning the planning, implementation and supervision of educational activities at the education unit level, indicated by the availability of relevant documents, as physical evidence that can be used as reporting material, so that the service objectives can be categorized as effective and efficient in meeting the standards. in line with national education system law no. 20 of 2003 article 60 paragraph (1) that the eligibility criteria for the provision of education services, both on formal and non-formal lines at every level and type of education, are education units that meet the criteria with accredited status. implementation of pkbm management, as a formal education unit, must also refer to snp, so that outputs and positive impacts (outcomes) are in line with education standards that apply throughout http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 317 the jurisdiction of the republic of indonesia, following the criteria in government regulation no.19 of 2005 and pp no. 32 about the changes. whereas, the scope of the 8 snps includes: (a) content standards, (b) process standards, (c) graduates competency standards, (d) standards of educators and education personnel, (e) standards of facilities and infrastructure, (f) management standards, (g) financing standards, and (h) educational assessment standards. in this case, for the management standards (standard six) is the standard that has the most status ‘major’ which must be fulfilled in the area of accreditation. in other words, for pkbm unit management to meet the criteria of at least 8 snps, the service work process inevitably must fulfill the accreditation demands of the national accreditation board for early childhood education and non-formal education (ban paud and pnf) referring to the pkbm unit rubric. that includes fulfillment of implementation: (1) leadership, (2) work plan, (3) organizing, (4) implementation of management, (5) supervision, (6) reporting of activity results and finance. thus it can be interpreted that, pkbm units can be categorized as feasible to provide education services if they have been accredited. indicators of the fulfillment of the accreditation based pkbm unit self-evaluation document include 1. implementation plan accreditation-based pkbm unit management: (a) must have a clear and realistic vision, (b) must have a clear and realistic mission, (c) must have clear and realistic objectives, (d) should have a guided village that is in accordance with the vision, mission, and objectives made, (e) should have a clear strategic plan (5 year work plan), (f) must have an operational work plan ( clear annual plan, (g) should have a funding plan for future activities, (h) should carry out community learning needs identification (ikbm) activities, (i) should use the ikbm results as a basis for determining the type of service program, (j ) should include members/community leaders in each program preparation; 2. implementation of management standards, including: (a) activity schedule, (b) list of students in each group, (c) continuous service program; 3. supervision of implementation of management standards, including (a) regular monitoring and evaluation (monev) of service programs, (b) making monev implementation reports, (c) having guidelines for implementing monev; 4. reporting on the implementation of management standards, including (a) making a complete report on the results of activities, (b) making a complete financial report, (c) making periodic financial and activity reports, (d) submitting results of activities and financial reports to all related parties. in the notes of the west kalimantan province community learning center communication forum (fk-pkbm west kalimantan) as of november 2017, there are 246 pkbm that have national education unit (npsn) unit numbers, connected online on the national basic education data (dapodik) system. , but no quarter has been accredited. the data is in line with the data on profil book profile of accreditation results ’bap paud and pnf west kalimantan in 2017 that there are 246 total pkbm spread across 14 regencies/cities, the accredited pkbm cluster program reaches 21.54%. about the program that has been accredited in the pkbm family in west kalimantan, includes sd/mi equivalent package a program, smp/mts package b equivalent, and package c program equivalent to sma / ma. the achievement of the average value of the accredited program, especially regarding the implementation of management standards, is still below 70%. (precisely only reached 67.50%). the data includes program achievements in non-formal education unit learning activity centers (spnf-skb) which are scattered in several districts/cities within the west kalimantan region and are state-level education units in the non-formal education pathway. (by the nomenclature that has been determined by the central government that pkbm or spnf-skb units have not been accredited if their students will be included in the unpk, they must refer to the nearest pkbm or spnf-skb district/city, whose service programs are accredited). further information can be seen in the following picture: fig. 1 achievement of 8 snp accreditation results in pkbm kalbar cluster (source: book profile of the results of bap paud & pnf accreditation kalbar, 2017: 32) in figure 1 it is known that the location of accredited pkbm clusters that reach the maximum value is ketapang regency (76.4%), while the lowest value is in pkbm-pkbm in pontianak city (41.1%). regarding the achievement of the accreditation results of each standard on the 8 snp of the pkbm program, we can see in the following picture: 0 50 100 41.1 71.4 76.4 71.4 53.6 58 58.9 journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 318 fig. 2 percentage of west kalimantan accredited pkbm program achievement standards the implementation of accreditation-based education management standards in the pkbm cluster education unit in west kalimantan is still far from expectations, particularly the implementation of accreditation-based management standards in pkbm (including skb) in pontianak city. in fact, ideally, pkbm management (and skb) located in the provincial capital, should be used as a barometer or example in terms of service management, especially the achievement of a minimum service threshold according to snp set by the government, fulfillment of management process requirements and supporting documents among others, marked by accreditation (as a condition to become a unpk organizer, both usbn and unbk). on the other hand, government regulation number 2 year 2018 regarding minimum service standards (spm) is the provision of basic service types and quality which are the mandatory government affairs that are entitled to be obtained by every citizen at a minimum, affirmed in article 5 paragraph (3) that basic services type in district/city education spms include: early childhood education (paud) and equality education (package a, b, and c programs) organized by the community learning center (pkbm) unit. pkbm 'pondok hijau' pontianak, which began operating in 2005, is one of 44 pkbm in pontianak city that has npsn, can be accessed online through the national dapodik system connection, and one of the pkbm whose main service programs have been accredited. the nonformal pathways education unit, since 2015 received a performance assessment b. starting in 2008, this pkbm opened several types of service programs in the former west kalimantan provincial forestry office building, known as the "green cottage" having its address at jl. khatulistiwa (front of teluk mutiara) siantan village, north pontianak district. pkbm is intended to carry out life skills, community reading parks (tbm), literacy education, puad services (in 2016, accredited b), equivalent package a equivalent to sd / mi programs (in 2016, accredited a), packages b is equivalent to smp / m.ts (in 2016, accredited b) and package c is equivalent to sma/ma (in 2015, accredited a). the results of initial observations and interviews on the implementation of accreditationbased management standards in pkbm pondok hijau pontianak, can be illustrated that, efforts to implement accreditation-based education management standards in terms of criteria for planning, implementation, and supervision (including reporting) of the results of service and financial services, have referred to snp, indicated quite good, and seemed unique. assessed refers to the snp because almost all the main programs of its services have been accredited. based on informal discussions with the pkbm chairman and treasurer, before determining the type of service program always begins with community learning needs identification (ikbm) first, and the ikbm results are used as a reference for the meeting, involving the participation of relevant education stakeholders. (the head of the local rt is given the authority as a field coordinator, especially in ikbm). it is said to be unique because the chairman leads all programs: package a, b, and package c at once. other interesting things to observe in pkbm pondok hijau pontianak include: a. free literacy education and garden education service (tpq) services, b. trusted as organizer of national standard school examination (usbn) and computerbased national examination (unbk) package a, b, and c programs). c. carry out service programs on an ongoing basis (not on-off), even though they are in a formal school environment (tk kartika xvii-3) which first established and held similar service programs. d. the land and building where the program is implemented are still borrowed (not their own), even though they have been operating since 2005. e. teaching practice place for female students from several universities in paud study programs. f. receiving many awards, both at pontianak city level, west kalimantan provincial level, and national level awards and achievements. g. the researcher had conducted visitation accreditation (site visit) in pkbm in 2015, and as far as the researcher knew, no problem had been studied. based on the descriptions, data, and facts mentioned above, researchers researched the implementation of accreditation-based management standards relating to the planning, implementation, supervision, and reporting of service programs in the pkbm family. the study was entitled "implementation of accreditation-based management standards at the learning center of pondok hijau community in pontianak." 0 20 40 60 80 100 journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 319 ii. research method the approach used in this study is qualitative research, with ethnographic procedures, because researchers intend to explore in-depth and comprehensive information, then analyze, and interpret individual patterns or behaviors that develop over time in non-formal education units, namely pkbm. in other words, the researcher as a key instrument intends to obtain objective, factual, accurate, and systematic data or images about the issues to be studied. as for the object of research or data sources (informants) are: chairperson, gtk, parents of students, figures / forums representative of the local community, department of education and culture, as well as partners of education units that are used as research objects in pkbm pondok hijau pontianak, and research results more emphasis on meaning than generalization. researchers try to do in-depth exploration of a limited system regarding time, place, or physical limits on the implementation of management standards in pkbm pondok hijau pontianak. the type of research used in this case is a case study. because, researchers try to do in-depth exploration by triangulating methods: interviews, observation (observing), and collecting documents to describe, analyze, and interpret group patterns related to the arrangement of integration of work activities applying management functions to pkbm as the subject of research, especially in the implementation of management standards from time to time. also, this type of case study research seeks to develop an in-depth understanding of the implementation of educational management standards at pkbm pondok hijau pontianak. iii. result and discussion a. result in terms of the implementation plan of accreditation-based education management standards, starting from the determination of vision, mission, goals, village/auxiliary groups, strategic planning (5 years), operational plans (one year), future funding plans for service programs, are always discussed in meetings involving educators, education personnel, and community representative forums. similarly, before determining the type of service program, it is always preceded by the community learning needs identification process (ikbm), and the results of the ikbm in the meeting are used as a basis for determining the type of program services. the meeting was chaired by the chairman; then the opportunity was opened to all who were present to participate in giving input, suggestions, opinions, which were recorded in the form of minutes of the meeting. if at the meeting the issues discussed have not been completed, the chairman makes the assignment of tasks according to their respective readiness and abilities as homework, to be matured again at the time of the next meeting. among other things, those who take care of the borrowing and use permit of the place, and conduct community learning needs identification (ikbm) are delegated to the elements of the community representative forum (which happens to be the head of the local rt, for the learning location in gg. mutiara temple / but not valid for locations on jl kebangkitan nasional and the development location in the village of parit massigi, kabupaten kubu raya), the preparation of management documents per standard refers to 8 snp delegated to the teachers. the decision of the meeting was signed by the chairman and affixed with the institution's stamp. in connection with the high enthusiasm of the surrounding community to put their children in paud, while the available capacity is limited, an effort is made to borrow government facilities that are no longer used due to streamlining of the relevant government agencies, some time ago. the implementation of the service program is sustainable, involving the participation of education stakeholders, conducting community learning needs identification (ikbm) according to the local context, the head of the local rt as the field coordinator for data collection. in connection with the funding plan for activities held in the future to keep operating smoothly as needed, a business unit is opened. between the time receiving a paud uniform order (every year the customer never breaks up); broiler maintenance on jl. trans kalimantan, parit masigi, rt.02/rw.05, kelurahan ambawang kuala, kecamatan sungai ambawang, kabupaten kubu raya, as well as opening the types of raudhatul athfal program services and the paket a, b, and c programs, as the field coordinator is azizah, s. pd.i. the implementation of several types of service programs does not involve local community leaders in their implementation and supervision. also carried out regeneration efforts against (the forerunner of the establishment of a new education unit) in the development of types of service programs by the context and local potential, its implementation in several separate locations tailored to the needs of the local community. among others, program services: (1) literacy education at miftahussholihin islamic boarding school, jl. national awakening, gg. masjid, kelurahan siantan hilir, (2) paud rosela (jl. selat sumba, kelurahan siantan hulu, kecamatan pontianak utara (coordinator: sulviawati), (3) paud cahaya khatulistiwa (jl. khatulistiwa, gg.1 dalam, batu layang village, north pontianak subdistrict), (4) paud tunas jaya, purna jaya street, purna jaya i district, siantan hilir village, north pontianak subdistrict, the assisted institutions which are nonformal education units, are now independent journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 320 the impact of the accredited paket a, b, c program has made the pkbm pondok hijau pontianak every year trusted by the government to become the organizer of the equality education national examination (unpk), and some pkbm that have (because they have not been accredited) and salafi islamic boarding schools are; (1) pkbm hamka, (2) pkbm pangeran perbu, (3) pkbm annur, (4) ponpes al-aziz (jl. parit pangeran gg. metal, siantan hulu), (5) ponpes babussalam (jl. tani , east pontianak). the mou document attached on page 155. supervision of the implementation of accreditation-based education management standards is carried out by the chairperson of pkbm, but technically such as monitoring and evaluation delegated tasks are treasurer, some types of service programs do not involve local community leaders, conducting ikbm delegated to elements of the community representative forum, preparing program service documents handled the teachers, business units are handled by the appointed coordinator based on the results of the decision of the meeting. supporting documents can be seen on pages 152-160. periodic reporting of activity and financial results is presented to community representatives forum, pontianak city education office, and specifically from the central program is delivered per activity to the director of literacy education and equality education directorate general of early childhood education and community education ministry of education and culture, jakarta. in general, report reports are made periodically by following the stages: initial report, implementation report (process) and final report, but some types of service programs are only made a final report and not reported to the local community representative forum. b. discussion based on the findings of the research results, about the discussion of the results of this study, directed to the study of findings about the implementation of accreditation-based education management standards that refer to the national education standards (snp) relating to planning, implementation, supervision, and reporting at the community learning learning center (pkbm) pontianak green cottage. planning for accreditation-based management standards implementation planning implementation of accreditationbased management standards at the learning activity center pontianak pondok hijau community includes availability: vision, mission, goals, strategic plan (5 years) and operation plan (1 year), future program funding plans by developing business units, networking partnerships and submitting proposal to related agencies, as well as community involvement in the preparation of service programs. . planning is an activity to prepare work activities through the formulation and determination of decisions in the form of problem-solving steps, so that the objectives of the education service program are carried out effectively, efficiently, and on time according to the objectives designed by the institution that is accreditation-based. in line with dror, in jones & walters (2008: 70) that "planning as a process of preparing a series of decisions for future actions in achieving the main objectives." whereas what is meant by planning, in this case, is the preparation of structuring the implementation of management standards referring to the fulfillment of 8 snps, towards accredited types of service programs. thus, planning management standards in this study can be interpreted as preparation for the process of making educational service targets in the future, to be able to ensure some teachers and education personnel (gtk) in pkbm pondok hijau pontianak are involved together to meet the minimum criteria for the implementation of management standards. education services by the education system that applies throughout the territory of the republic of indonesia. according to syaiful sagala (2013: 141), the planning process is carried out collaboratively or collaboratively, meaning that it involves school personnel in all stages of planning. this partnership will create a sense of belonging that can encourage teachers and other school personnel to try to make the plan work. in the pkbm clump accreditation assessment rubric, it is stated that the pkbm unit management plan is ideal, the indicators are: (a) must have a clear and realistic vision, mission, and objectives, (b) should have a village / target group that is in accordance with the vision, mission and objectives made, (c) should have a strategic plan (5 years), must have a clear operational plan (one year), and should have a funding plan for future activities, (d) should carry out community learning needs identification (ikbm) activities and using the results of the ikbm as a basis for determining the type of service program, (e) should include members/community leaders in each program preparation. based on the results of interviews and documentation studies it can be concluded that planning the implementation of management standards in pkbm pondok hijau pontianak, the first step is to formulate the vision, mission and objectives of the institution in a manner, prepared by the chairman, discussed at member meetings, involving gtk and community representative forums, through consensus deliberation, set as a joint decision to be carried out jointly (collegial collective). likewise, regarding the determination of villages/target groups, strategic plans (5 years), operational plans (one year), future funding plans regarding service programs. journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 321 furthermore, each will determine the type of service, first conduct community learning needs identification (ikbm) or needs assessment, involving the chairperson of rt as the representative of the local community representatives/forum as the field coordinator. with the implementation of ikbm or needs assessment and the chairperson of the local rt as the executor, it is in line with the opinion of suharsimi arikunto & cepi sarifudin (2014: 71) which states that "needs analysis is a process carried out by someone to identify needs while determining priorities in it." simultaneously by the view of wina sanjaya (2016: 57) that "schools that have good relationships with outside institutions will increase the smoothness of school programs so that school efforts to improve the quality of learning will receive support from outsiders." the ikbm results are used as a basis for determining the type of service program taken through the meeting decision process involving the participation of teachers and education personnel as well as community leaders / elements of the community representatives forum, meeting the demands of the national education system law no. 20 of 2003 article 8 which mandates that the community has the right to participate in the planning ... education program. the involvement of other parties (internal and external), according to wina sanjaya (2016: 57) fosters a positive climate for the social-psychiatric environment. the socialpsychological climate internally is the relationship between people involved in the environment of the education unit (school): among students, educators, education personnel, and leaders of education units. as for the external social-psychological climate is the harmony of the relationship between the education unit (school) and the outside world, for example, school relations with parents of students, school relations with community institutions, etc. the meeting is led directly by the pkbm chairman, the planning discussion is arranged based on input, proposal, and suggestion from the meeting participants, followed up with the division of tasks to prepare management standard documents whose criteria refer to the national education standards (snp), the results of the deliberation decisions recorded by the minutes of the meeting were signed by the chairman and stamped with the institution. matching the views of veitzal ravai & sylvia murni (2010: 168) "the essence of school-community relations is to increase involvement, initiation, and support from the community, especially moral and financial support." the task of internal monitoring and evaluation (monev) is delegated by the pkbm chair to wind (azizah, s. pd.i) assisted by the coordinator of each program organizer. by the opinion of paul hersey, in nurhattati fuad (2014: 211) that "delegation of authority (authority, authority) is an attempt to empower others through individual assignments by transferring the tasks of people who help the achievement of the organization." the planning workflow carried out in pkbm pondok hijau pontianak mentioned above, according to hamzah b. uno by the implementation of participatory management (2014: 93) namely "involving the participation of the community so that all policies and decisions taken are joint policies and decisions, to achieve joint success." the views of donni juni priansa and rismi somad (2014: 39) that in the management of education units are strongly recommended to involve the community and other partnership networks. he added, "the elements of society that can be invited to work with schools include parents of students, institutions in the community, community leaders, religious institutions, community organizations, local government, donors, and entrepreneurs, as well as the industrial world." this is also in accordance with the new paradigm of education center according to anne wescott & jean l. konzal, in donni and rismi (2014: 10) that the responsibility of managing education is not enough to be left to educators (teachers), principals, and administrative staff in school only, but should involve the role of synergistically all education stakeholders. by the national education system law no. 20 of 2003 article 35 paragraph (2) that as a reference for management is the national education standards. also found at the time of document study (in the minutes of participants' attendance and attendance list, 5-year strategic plan, and one-year operational plan), and an annual program review schedule. according to veithzal rivai and sylvina murni (2010: 124) that the strategic plan is a reference and guideline for all levels of education providers, both central and regional governments, in planning and implementing national development processes in the field of education in the next five years. the drafting of the strategic plan is carried out transparently by involving various parties, both from the government, the business world, the education world, ngos, and experts, both at the central and regional levels. the connection with the review or evaluation of the program, the opinion of mohammad faisal amir (2015: 58) that "program evaluation is the activity of gathering information carefully about a program or a particular part in the program for making organizational or company decisions." so it can be concluded that pkbm pondok hijau pontianak has a clear vision, mission, and objectives, the village/target group that is in accordance with the planned vision, mission, and objectives, has a reference plan for the activities carried forward, carrying out community learning needs identification ( ikbm) and make the ikbm as the basis for determining the type of service program, journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 322 have a funding plan for sustainable development of services in the future, an effort to empower other parties internally by delegating tasks to the treasurer and coordinator of program providers in monev rights, and involving educators, education staff and forums for community representation in each formulation of service programs also, pkbm pondok hijau pontianak has guidelines governing: curriculum and syllabus, education calendars for all categories of activities for one year, and is detailed semi-annually, monthly, even weekly/daily (for paud), as well as organizational structure and division of tasks ( job description) gtk. this is in accordance with pp no. 19 of 2005 concerning snp and pp no. 32 of 2013 concerning the amendment, article 52 paragraph (1) that each education unit must have guidelines governing (a) curriculum and syllabus, (b) education calendar, (c) organizational structure, (d) division of duties of teachers and education personnel (gtk). in the five-year strategic plan for pontianak, green poncho pkbm stated that there are education and training programs to improve the skills and knowledge of educators and education personnel. which according to syaiful sagala (2011: 179) "considering the importance of the role of education personnel in schools, school management must have education and training programs to improve the quality of school work." thus, the researchers conclude that the planning of the implementation of management standards carried out in pkbm pondok hijau pontianak fulfills the maximum achievements, by the guidelines contained in the accreditation section of pkbm clumps. (documents can be viewed on pages 137 and 203). implementation of accreditation-based management standards implementation of accreditation-based management standards at the pontianak green pond community learning center by conducting community learning needs identification (ikbm), the results are discussed at the meeting and used as the main basis for determining the type of service program, completing the activity schedule data, and attendance lists of students, as well as towards a continuous learning process. the implementation of education services is an activity process to ensure that the designed goals can be implemented according to the plan outlined on schedule, have a list of students for each type of service program, the service program can be carried out on an ongoing basis, no one breaks every year. there are several theories about the implementation strategy of a service program so that it can take place continuously, namely by involving the participation of partners/community. mulyasa asserted, (2016: 137) that "... community participation is indispensable, and the community must be a school partner in carrying out education and learning because cooperation between the two is very important in shaping students' personalities". according to hamzah b. uno (2014: 93) "in addition to implementing the curriculum that has been established from the center, province, and district/city, schools can also develop life skills education programs that are appropriate to the circumstances and needs of the surrounding community." based on the results of interviews and documentation studies, it can be concluded that pkbm pondok hijau pontianak has implemented service programs in accordance with applicable procedures, there are activity schedules for each activity (both structured and unstructured activities), and has a list of students for each type service programs: paud, equality, literacy, and life skills participants, and all types of service programs run continuously, always there every year. especially for the equality education program, 2017 was not implemented because students (learning citizens) the level of basic literacy has been completed, the government only offers an advanced service program in the form of keksaraan usaha mandiri (kum). the kum program can only be accessed by learning citizens who have completed the learning process of basic literacy, as evidenced by attaching photographs of literacy literacy (sukma). while the learning citizens (students) of pondok hijau pkbm have completed the basic literacy 2016, but due to delays in obtaining sukma (which the certificate is issued by the ministry of education and culture) cannot access the kum program in 2017. carry out regeneration in the sense of helping managerial non-formal education units so that they can manage education service programs independently. these institutions are already independent, namely: (1) early childhood roselle, (2) ecd tunas jaya, (3) ecd light equator (now renamed salsabila ecd), (4) pkbm miftahussolikhin. some educational units have its to clc pondok hijau pontianak in unpk system unbk, namely: (1) pkbm hamka, (2) pkbm an-nur, (3) pkbm prince perbu, (4) pesantren al-aziz, (5) ponpes babussalam. where, in the education service process, according to h.a.r. tilaar (2004: 23) that "the community assists the organization and controls its implementation, while the activities within the educational institution are carried out by authorized and professional personnel." according to jones & walters (2008: 33) "one of the other needs in human resource management in schools is increasing the participation of teaching staff." furthermore, according to tilaar, et al. (2004: 58) "community participation in the implementation of education also means empowering the community itself in participating in determining the direction and journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 323 contents of its education." according to st. rodliyah (2013: 33) that "public participation is community participation in planning, executing, controlling, and evaluating and was able to increase the receptivity and ability to respond, either directly or indirectly, since of ideas, formulation of policies and the implementation of the program." regarding implementing the implementation of management standards, pkbm pondok hijau pontianak still needs more involving the participation of the surrounding community in particular, both direct and indirect involvement. so it can be concluded that regarding the implementation of management standards it still does not meet the maximum standards of the pkbm unit clusters accreditation rubric. supervision of management standards based on accreditation supervision of accreditation-based management implementation at the pondok hijau community learning activity center in pontianak in the form of monitoring and evaluation (monev) and reporting delegated by the head of the institution to the respective service program coordinators, using formal school monev guidance. controlling in accreditation-based education services is a process of action checking the governance of the implementation of planning objectives, designing a feedback information system, comparing real activities with predetermined standards, determining and measuring deviations, and taking corrective actions. all educational resources run most effectively and efficiently referring to eight national education standards. there are several supervision strategies carried out by managers at pkbm pondok hijau pontianak. the main way is to monitor and evaluate (monev) the delegation of tasks given by the chairman to the field coordinator or appointed officer. based on the results of the interview with the chairperson of the rt where the literacy education program was held, the head of the rt was involved in the initial phase, namely conducting ikbm, but felt that he was not involved in the service program evaluation meeting. according to h.a.r. tilaar (2004: 22) that "education rooted in society also means the participation and control of the community that owns the education." according to nurhattati fuad (2014: 84), community-based education emphasizes community engagement in planning, implementing, and evaluating learning effectiveness and utilization of outcomes, and utilizing the involvement of various constituents of the community (multiple constituents involvement). view of cohen and uphoff, in siti irene (2015: 61) there are four types of participation, namely, first, participation in making decisions; second, participation in implementation; third, participation in taking benefits; fourth, participation in evaluation. guidelines for implementing monev are not found. because there is not enough evidence to illustrate that there is involvement of the community in terms of monitoring service programs, it can be concluded that pkbm pondok hijau pontianak in terms of monitoring the implementation of management standards including not meeting the maximum achievement of accreditation demands, the involvement of local community leaders in evaluating and utilizing learning outcomes of each type of service program, the involvement of various elements of the community concerned, as well as providing guidance on the implementation of monev in accordance with the 8 national education standards. reporting on management standards based on accreditation report on the implementation of accreditation-based management standards at the learning activity center of the pondok hijau community in pontianak, both activity, and financial reports are made every time the service program is completed; it is carried out periodically to all relevant parties. reporting is made in the form of a process to "guarantee" that the goals of education services are achieved according to planning at each stage of work, as well as useful to know the implementation, development, obstacles, and success of education service programs that have been carried out referring to 8 snps. according to stufflebeam & coryn (2014: 15) "effective reporting sets the stage for applying the evaluation findings" effective reports can be used regarding the need for assessment findings. there is monitoring report according to the reference of the directorate of community education development (2012: 1) to ensure the quality of the results and the smooth process of the activities. the monitoring objectives include: (1) the implementation of activities supported by physical evidence according to the steps of the activities that have been determined; (2) constraints to the implementation of activities related to qualitative objectives and the time set; (3) finding solutions to problems experienced. in the scoring guide rubric in the pkbm cluster accreditation process, it is stated that the indicators of implementing an ideal management standard for an institution include: (a) making a complete report on activities, (b) making a complete financial report, (c) making activity and financial results reports periodic, (d) submit reports on activities and financial results to all parties concerned. regarding reporting the implementation of management standards, pkbm pondok hijau pontianak has implemented it by the applicable procedures and mechanisms, namely making a report after completing the service program and reporting its financial use at once. both activity reports and journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 324 financial reports are made according to the specified period (initial report, mid-report, and final report). the activity and financial reports are submitted to the relevant parties, well documented and complete, delivered on time. it can be concluded that the reporting of the implementation of management standards in pkbm pondok hijau pontianak, fulfills the maximum achievement of the demands of the pkbm unit cluster accreditation rubric. iv. conclusions and suggestions a. conclusions based on the results of the research and discussion on the implementation of accreditation-based management standards related to planning, implementation, supervision, and reporting referring to 8 snps at the pondok hijau community learning activity center (pkbm) pontianak, the following conclusions can be drawn: 1. planning the implementation of management standards, has fulfilled the maximum achievements, according to the rubric of the accreditation assessment of pkbm unit clusters, namely having: clear and realistic vision, mission, and objectives; target groups according to the vision, mission and goals of the institution; 5-year strategic plans and oneyear operational plans are available, future funding plans are developed in partnership with various parties; implement ikbm and the results are used as the basis for determining the types of service programs. 2. implementation of the management standard still needs to be more intensively involved with related parties. has: activity schedule for each activity, list of students for each study group in each type of service program, continuous service program so that there is no free time in each year. it's just that there is still a lack of involvement of the local community to contribute to the implementation phase of the service program. 3. supervision of implementation of management standards has not met the maximum achievement according to the accreditation guidelines, indicated: the manager carries out monitoring and evaluation (monev) of the service program periodically, but not with interview techniques with educators and students, as well as no evidence of written data; have an internal monev implementation report for the program every semester, but not routine; have guidelines for implementing monev adopting from formal schools; lack of involvement of the wider community in monitoring the implementation of types of literacy education service programs. 4. the report on the implementation of management standards meets the maximum achievement according to the rubric of the accreditation assessment of pkbm clusters, both the results of activities and finances are reported in full per activity, submitted periodically to the relevant parties. b. suggestions it is recommended/recommended that: 1. parties related to the implementation of accreditation-based education management in pkbm units, in particular, to open opportunities for community involvement at all stages: planning, implementation, supervision, and evaluation, in each type of service program. 2. there are researchers who conduct further research related to the implementation of accreditation-based management standards on the variables of leadership, organizing, and evaluation. references arikunto, suharsimi dan abdul jabar, cepi safrudin. 2004. evaluasi program pendidikan, pedoman teoritis bagi praktisi pendidikan. bumi aksara: jakarta. astuti, irene siti. 2015. desentralisasi dan partisipasi masyarakat dalam pendidikan. yogyakarta: pustaka pelajarfaisal amir, mohammad. 2015. memahami evaluasi kinerja karyawan. jakarta: mitra wacana media. bap paud & pnf. 2017. profil hasil akrditasi paud & pnf kalimantan barat tahun 2017. pontianak: bap paud & pnf kalbar. fuad, n. 2014. manajemen pendidikan berbasis masyarakat – konsesp dan strategi implementasi. jakarta: raja grafindo persada. jones, j. james & walters, l. donald. 2008. human resource management in education – manajemen sumber daya manusia dalam pendidikan. sleman yogyakarta: q-media. mulyasa, e. 2016. guru dalam implementasi kurikulum 2013. bandung: remaja rosdakarya. peraturan pemerintah no. 32 tahun 2013 tentang perubahan peraturan pemerintah no. 19 tahun 2005 tentang standar nasional pendidikan. priansa, d & somad, r. 2014. manajemen supervisi dan kepemimpinan kepala sekolah. bandung: alfabeta. rivai, v. & murni, s. 2010. education management analisis teori dan praktek. jakarta: pt. rajagrafindo persada. journal of education, teaching and learning volume 3 number 2 september 2018. page 316-325 p-issn: 2477-5924 e-issn: 2477-8478 325 rodliyah, s. 2013 partisipasi masyarakat dalam pengambilan keputusan dan perencanaan di sekolah.. sagala, s. 2013. konsep dan makna pembelajaran. bandung: alfabeta. _______. 2011. manajemen strategik dalam peningkatan mutu pendidikan. bandung: alfabeta. sanjaya, w. 2016. strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kharisma putra utama. stufflebeam, coryn. 2014. evaluation theory models, & applications-second edition. san francisco: jossey – bass. tilaar, h. 2004. manajemen pendidikan nasionalkajian pendidikan masa depan. bandung: remaja rosdakarya. ________. 2004. paradigma baru pendidikan nasional. jakarta: rineka cipta. uno, hamzah, b. 2014. profesi kependidikan – problema, solusi, dan reformasi pendidikan di indonesia. jakarta: bumi aksara. undang undang sisdiknas no. 20 tahun 2003. pasal 26 ayat (4) satuan pendidikan nonformal terdiri atas lembaga kursus, lembaga pelatihan, kelompok belajar, pkbm, dan majlis taklim, serta satuan pendidikan yang sejenis. journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 49 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. school policy in supporting indonesia smart program at private junior high school (smp) of santo gabriel sekadau neli 1) , m. syukri 2) , m. chiar 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: nelisekadau@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: syukri_fkip@yahoo.com 2) universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. the purpose of this study is to obtain information about school policies in supporting pip which is focused on the process of determining prospective pip recipients, strategies implemented by the principal, procedures for implementing pip policies, forms of pip policies and constraints. with a qualitative approach, this research was compiled using interview data and document data. data analysis uses data reduction, data presentation, and conclusion. this study found that the school policy in supporting pip was in the form of (1) the process of determining prospective pip recipients, namely the establishment of a pip responsible committee equipped with assignments and referring to technical guidelines. supporting documents for the determination of prospective pip recipients in the form of new student admission forms, photocopies of cows, photocopies of pip cards, photocopies of kks, and pkh; (2) the strategy carried out by the school principal in supporting pip conducts socialization, proposing students who are eligible to receive pip; and provide socialization / direction to students receiving pip; (3) procedures for implementing pip policies are guided by technical guidelines; (4) in the form of the pip policy in santo gabriel's private junior high school, the pip funds were collected collectively by the principal, the pip funds received were intended to pay for student re-registration, school fees, and books. the school submits a written report to the district education office regarding the realization and distribution of pip funds; (5) internal barriers in supporting pip, namely: (a) students do not understand pip; (b) new student admission forms are incomplete; and (c) the committee has difficulty in determining eligible students to be submitted as candidates for pip recipients. whereas external barriers, namely student data sent centrally when disbursing some students are not all realized. keywords: school policy; indonesia smart program i. introduction the smart indonesia program (pip) is a refinement of the poor student assistance program (bsm), which was originally a recipient of only students attending formal education institutions, now pip recipients are students from poor / poor families consisting of school-age children (6-21 years) who go to formal and non-formal education institutions. the program is expected to be able to build a superior generation and the younger generation people get a decent education. the pip policy is a government program launched to overcome the problems that occur because there are still many cases found of students who experience difficult costs. pip is needed by students from poor families because students from poor families are very vulnerable to dropping out. this is due to the economic condition of the families of students who are less supportive, so the students decide to stop school and choose to work. presidential instruction no. 7 of 2014 mandates pip to the ministry of education and culture to prepare the indonesia smart card (kip) and channel pip funds to students whose parents cannot afford to pay for their education. pip through the indonesia smart card is a continuation of the bsm program which includes students from elementary/mi, junior high school/mts, senior high http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 50 school/vocational/ma education levels, and students/residents studying at the learning activity center (pkbm)/course and training institutions to children school age such as street children, child labor, children in orphanages and children with disabilities from households/families with the lowest economic status nationally. the presidential instruction was strengthened by the republic of indonesia minister of education and culture regulation number 19 of 2016 concerning pip. pip is defined as "cash assistance from the government given to students whose parents are not and/or unable to finance their education." the main purpose of implementing the pip is to help students who are less able to obtain proper education, prevent school dropouts, attract students to go back to school both at the elementary and secondary levels and to meet their school needs. this assistance is expected to be used by students in meeting school needs such as transportation costs for students going to school, school equipment costs, and pocket money. the existence of pip is expected to no longer drop out of school for reasons of lack of costs. achieving the pip objectives requires support from school residents regarding their respective roles, functions, and authorities in a coordinated manner to improve program effectiveness and efficiency in achieving goals. the role and function of the school is to disseminate information to all school members, update the data of prospective recipient students into the dapodik application completely and correctly, propose those who are eligible to receive pip but do not have kip, submit information related to pip to students receiving pip funds, appeal supervision of the use of pip funds to be in accordance with the provisions on the use of funds so that they do not drop out of school every school must be able to know what students really need. both internal and environmental needs are expected to be able to make policies to achieve educational goals. the policy that needs attention is the continuity of education, especially for students who are economically challenged. the existence of schools as formal institutions providing education plays a strategic role in the success of the national education system. the principal as a manager and leader is responsible for translating and implementing the national education policy set by the government. so, every policy must always relate to students for the welfare and educate the community. it is necessary to pay close attention to the principal in making new policies. a new policy is the creation of new conditions from routines that allow getting resistance from school members. therefore, it is necessary to involve the school community in creating and implementing new school policies so that there is a learning process, and commitment to the success of policies to support pip. from the results of the preliminary study of school policies so that students who are eligible to receive pip assistance from the principal ask the homeroom teacher to record and report to the principal the names of students from poor / poor families include aspects of having kip, kks holders, pkh holders, parents' income less than rp1,000,000, with the number of dependents of more than three people for the next school marking the feasibility status of students as potential recipients of pip funds in the dapodik application. suhardan et al. (2012: 69) state that education has an important role in increasing human resources, education influences the nation's economic growth. education has an effect on productivity, also affects the fertility of the community. education is a human resource to understand and be ready to deal with changes in life. in general, education is recognized as an investment in human resources, because it contributes greatly to the development of socio-economic life through increasing knowledge, skills, skills, attitudes and productivity of humans. therefore education activities are difficult if they have to be measured by linear profit-seeking profits in the form of profit money as in other business worlds. the benefits of education are not always economic but also personal, social and cultural. in supporting the pip certain arrangements are needed so that the educational objectives expected by the stakeholders of the educational institution can be achieved. according to h.a.r. tilaar & riant nugroho (2008: 18) education policy is concerned with regulating life with fellow human beings, this shows the sociality aspect of human existence. one of the meanings of the education process is seeing education as one of the empowerment processes. pip is directed at assistance provided by the government not only for public schools but also private schools. one of the several private junior high schools in sekadau is santo gabriel middle school. based on the results of the preliminary study at santo gabriel middle school, information was obtained that smp st. gabriel obtained pip, the number of students was large compared to the number of private school students in sekadau, namely in the 2018/2019 school year there were 349 students with 12 classes. most of these students come from villages which their parents work as farmers from poor / poor families. but in 2018 the number of students who received pip services was 40 students, there were still many students of smp santo gabriel who were classified as poor but did not get this pip service. the sekadau region of st. gabriel's middle school is quite well known and includes schools that excel, both in academic and non-academic fields. so that many parents are interested in sending their children to st. gabriel middle school. the wishes and expectations of parents of students are not supported by the economic conditions they have, the difficulties of personal costs that are always experienced by students as a result of the learning achievements of students from disadvantaged families disrupted. therefore researchers are interested in uncovering these problems by raising the title "school policy in supporting the smart indonesia program in the private junior high school of santo gabriel sekadau." this is related to the aim of providing access to education for children aged 6 to 21 years in order to reduce dropout rates through assistance with pip provided by the government. it is hoped that with journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 51 this pip it will be effective, then the school dropout rates and education needs of the community can be fulfilled well. ii. research method this study aims to describe the school policy in supporting the indonesian program smart at the santo gabriel sekadau middle school. the researcher described the school policy in supporting the smart indonesia program clearly and deeply, in accordance with the events in the field without any attempt to manipulate. this research was conducted at the santo gariel sekadau middle school using a qualitative approach, in accordance with the goals and objectives to be achieved. the process of collecting data needed in this study uses interview methods and documents. based on the method used, the data collection tool needed is in the form of interview guidelines, and guidelines for collecting documents. in this study, the data analysis technique used is qualitative analysis, meaning that the collected data, both primary and secondary, are classified, and then the data is obtained, and data processing is more commonly used as the phrase sentence interpretation of the processed data. iii. result and discussion a. results school policy in supporting pip in santo gabriel sekadau private junior high school through the process of determining prospective pip recipients, strategies implemented by school principals, procedures for implementing pip policies, forms of pip policies, and obstacles in supporting pip. from the results of interviews supported by documents, the following is a description of the research findings: 1. the process of determining prospective pip recipients based on the results of research data analysis on the process of determining prospective pip recipients in santo gabriel sekadau private junior high school some of the findings in this study were that the school had formed a pip responsible committee, the committee was formed through a teacher council meeting and decided by deliberation. the committee determines the prospective pip recipients by (1) viewing and checking the new student admission form, especially looking at the data of students who have kip, kks, and pkh; (2) propose eligible students as potential beneficiaries of pip; (3) updating data on students who have kip, kks, pkh and those proposed as candidates to receive pip in the dapodik application by the school dapodik operator. the parties involved in the determination of prospective pip recipients are principals holding command and coordination functions in the organizational structure, the school operator functions to collect student data and pip numbers, tu because they are in control of proper student documents submitted through data analysis. they fill in the admission of new students, and homerooms by submitting economically disadvantaged students as potential recipients of pip to the operator through the principal. 2. the strategy implemented by the principal in supporting pip based on the analysis of research data on the strategies implemented by the principals in supporting pip, positive trends were found in schools that had socialized pip to parents of students marked by an invitation letter to parents of students who planned to open a new teaching year and socialize pip so that people old students understand pip. in proposing candidates for pip recipients, the school asks kip owner students to submit ownership of their cards to schools to be recorded as prospective pip beneficiaries, then schools mark students' eligibility status and update student data in full. for students who do not have kip, pip beneficiaries can be proposed with a mechanism to select students who are eligible to receive pip according to technical guidelines. in addition, the school provides socialization / direction to students who receive pip funds regarding the utilization of funds. the main objective is to provide information to students who receive pip funds so that they understand the use of pip funds. 3. procedure for implementing pip policies at santo gabriel's private junior high school from the results of data analysis on the procedures for implementing pip policies in santo gabriel's private junior high school, a positive tendency was found, namely that schools had pip technical guidelines. in the implementation of pip, the school principal coordinates with the chairman of the foundation, the school committee, the teacher and the tu by holding a meeting. the committee responsible for pip is referred to through meetings and conducted by deliberation, then the committee by the principal is given a letter of assignment. supervision is carried out by school principals, school committees, administrators of the foundation so that the implementation of the pip is in accordance with the technical guidelines. so that students who get pip use their funds for their educational needs. the aspects needed in supervision are: (1) accuracy of the target of pip fund recipients; (2) number of recipient students who have disbursed and who have not disbursed pip funds; (3) the accuracy of the amount of pip funds received by students; (4) conformity of utilization of pip funds; and (5) achievement of pip objectives. 4. form the pip policy at santo gabriel's private junior high school based on the results of data analysis on the form of pip policy in santo gabriel's private junior high school, there was a positional tendency to collect pip funds collectively by the headmaster so that students did not interfere with learning. documents that must be journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 52 submitted by the school principal when collecting student pip funds are absolute accountability (sptjm), a certificate from the principal, a photocopy of the principal's id card, and a decree to appoint the principal. pip funds received by students are used to pay re-registration, pay tuition fees and book money if the pip money is still available for other school purposes. students who have stopped their pip money cannot be transferred to other students, and the money cannot be disbursed. pip fund disbursement through bri sekadau savings branch is simple, a simple savings book is not given to students but is kept in the school to make it easier if needed the school has submitted a report on the realization of the pip recipient to the sekadau district education office in the form of the following documents: absolute accountability letter (sptjm), certificate from the principal, photocopy of the principal's ktp, decree on appointment of headmaster, and list of pip fund submissions to students supplemented by the signature of students who have received pip funds. 5. obstacles in supporting pip based on the results of the analysis of research data on obstacles in supporting pip, there are internal and external barriers. internal obstacles in the form of students do not understand pip, the data filled by students on the student admission form is incomplete. whereas external barriers are students, who have kip and students who are proposed as candidates who do not appear as a list of pip recipients. b. discussion the researcher discusses the results of this study directed at the study of findings seen from school policies in supporting pip in the private junior high school of santo gabriel sekadau. 1. the process of determining prospective pip recipients a. establishment of a committee responsible for pip based on the results of the interviews and the results of the documentation, there is a tendency for the pip responsible committee to be formed through teacher council meetings in consultation at the beginning of the new school year. as a guideline for the committee in carrying out its duties, the principal gives a letter of assignment to the committee, and the school also has technical instructions for implementing pip. this is also in accordance with the pip technical guidelines regarding the role and function of the district / city education office number 4, namely: assigning pip staff / data teams / management. the assignment letter given by the principal to the person in charge of pip contains a description of his assignment, namely: 1) conducting socialization and coordination regarding pip to parents / guardians / students. 2) record students are receiving pip (holders of kip / kps.pkh / other proposed eligible students) in accordance with juknis pip. 3) propose students as recipients of pip in the proposed format in dapodik school. 4) search for and collect other supporting files for pip recipient students. 5) assisting the disbursement process, channeling monitoring and reporting on the realization of pip funds in accordance with the pip juknis. 6) coordinating and communicating between staff in supporting the implementation of pip. the job description given by the school principal is in line with the pip juknis about the role and function of the school / educational institution stating that: 1) socialize and coordinate pip to all school members 2) schools must accept the registration of children aged (6 to 21 years) kip owners who do not attend school as prospective students during the range of ppdb implementation and must be proposed and must be proposed as potential recipients of pip funds / benefits 3) identify students who have kip and update the data of prospective recipient students into the dapodik application completely and correctly 4) identify, select, propose and determine students who do not have kip in accordance with the priority targets and update the data of students as potential recipients of pip funds in the dapodik application completely and correctly 5) submitting data on proposals for prospective pip recipients, both kip owner and / or kip holders, to district / city offices or provincial education offices according to their authority 6) delivering information to recipient students if the pip funds are ready to be taken 7) full responsibility for the truth of the data of the students proposed as potential recipients of pip funds 8) make a certificate of principal as a requirement for disbursement of funds by students at the bank / channeling institution and / or prepare other documents needed in accordance with the provisions 9) carrying out pip funds disbursement carried out collectively in accordance with the specified mechanism 10) providing guidance to students receiving pip funds regarding the provisions on the use of funds 11) monitor the process of disbursing pip funds at banks / channeling institutions 12) record / report on students who have disbursed pip funds to the district / city or provincial education office according to their authority. b. the mechanism for determining prospective pip recipients the determination mechanism is a method / model carried out by the committee in determining journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 53 prospective pip recipients. based on the results of interviews and documentation it can be concluded that to determine the prospective recipients of pip is done by: 1) viewing and checking the new student admission form, especially looking at the data of students who have kip, kks, and pkh. 2) looking at the data on the new student admission form regarding the income of parents, the number of siblings of students and parents of students then recapitulating data on students who are worthy of being proposed as beneficiaries of pip. 3) updating data on students who have kip, kks, pkh and propose students who are eligible to receive pip into the dapodik application by the dapodik school operator. this is in line with the juknis pip which states that proposal of pip grant recipients is carried out through the following mechanism: for formal school students (sd, smp, sma, and smk) in the following ways: 1) kip recipient students report ownership of their cards to their respective schools, to be recorded as potential recipients of funds / pip benefits; 2) schools mark the eligibility status of students as recipients of pip funds / benefits by clicking or updating kip student data into the dapodik application correctly and completely, especially in the following data columns: a) student name; b) place of birth c) date of birth; d) name of biological mother; e) kip number. the data serves as a data proposal of recipient students from the school level to the technical directorate; 3) schools mark student eligibility status and enter kip numbers into dapodik applications as potential recipients of pip funds / benefits; based on the proposed data of pip eligible students in the dapodik application, the technical directorate will issue a decree on the determination of pip beneficiaries / benefits for the purposes of pip assistance. students who do not have kip can be proposed to get pip funds / benefits by schools / skb / pkbm / lkp or other non-formal educational institutions under the guidance of the ministry of education and culture with the following mechanisms: a) schools / skb / pkbm / lkp or other nonformal education units select and compile a list of students who are still active and do not have kip as potential recipients of pip funds / benefits with the following priorities: (1) students from pkh participant families; (2) students from families of kks holders; (3) learners from poor / poor vulnerable families and / or with special considerations such as: (a) orphaned / orphaned / orphaned students from schools / social institutions / orphanages; (b) students affected by natural disasters; (c) physical disorders (inclusion students), disaster victims, from layoff parents, in conflict areas, from families of convicts, in lapas, having more than 3 brothers living in a house; (d) schools mark student eligibility status as potential recipients of pip funds / benefits in the dapodik application referring to the results of school selection / verification. c. parties involved in determining prospective pip recipients the parties involved in the determination of candidates are those who participate in determining prospective pip recipients by receiving a letter of assignment from the principal, the committee is given the trust of the implementation of pip. the committee collects supporting data for students to make it easier to determine prospective pip recipients. based on the results of interviews and documentation it can be concluded that the parties involved in the determination of prospective pip recipients are: the principal holds the command and coordination functions in the organizational structure, the school operator functions to collect student data and pip numbers, tu because they are in control of documents eligible students are submitted through analysis of the data they fill at the time of admission of new students, and homeroom by submitting economically disadvantaged students as potential recipients of pip to the operator through the principal. this is in line with the juknis pip which states that: stakeholders can propose prospective pip recipient students to the technical directorate after coordinating with the school for verification / validation purposes in accordance with the priority goals and requirements set. d. supporting documents for the determination of prospective pip recipients to determine the prospective pip recipient the committee identifies student data in full which is feasible to be submitted as a beneficiary. as revealed by sugiyono (2018: 329) explains that: documents are records of past events, document studies are a complement to the use of observation and interview journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 54 methods. the committee collects data that has been sent by students to the tu at the time of admission of new students. based on the results of interviews and documentation it can be concluded that the supporting documents for the determination of prospective pip recipients are in the form of new student admissions forms, photocopies of pip cards, photocopies of kks, and pkh. this is in accordance with juknis pip regarding the role and function of schools / educational institutions in points c and d, namely: c) identify students who have kip and update the data of prospective recipient students into the dapodik application completely and correctly; d) identify, select, propose and determine students who do not have kip in accordance with the priority targets and update the data of students as potential recipients of pip funds in the dapodik application completely and correctly. 2. the strategy implemented by the principal in supporting pip a. socialization to parents of students based on the results of the interviews and the results of documentation regarding the implementation of socialization to parents students showed a tendency that the school supports pip by carrying out socialization to parents of students, there is an invitation letter for parents of students from the principal. the agenda that will be discussed during the socialization is stated in the invitation letter, namely: 1) opening of the new school year; 2) socialization of pip. the socialization was held at the beginning of the school year so that parents understand more about pip and if supporting data have not been equipped with parents, students can immediately complete it so that the committee can carry out its duties according to the juknis and on target. another trend is the student form equipped with supporting data, namely the large income of parents, the number of siblings, and for students who have kip, kks, pkh equipped with a copy. it is also in accordance with juknis pip about the priority of target recipients number 1 and 2 points a to point e, namely: 1) students who own kip; 2) students from poor / vulnerable families and / or with special considerations such as: a) students from the families of the participants in the hope family program (pkh); b) students from families of kks holders; c) orphans / orphans / orphaned students from schools / social care institutions / orphanages; d) learners affected by natural disasters; e) physical disorders (inclusion students), disaster victims, from layoff parents, in conflict areas, from families of convicts, in lapas, having more than 3 relatives living. b. the mechanism for proposing prospective pip recipients based on the results of interviews with santo gabriel's private junior high school about the mechanism for proposing pip recipient candidates, there is a tendency to refer to the pip juknis. in proposing candidates for pip recipients, the school asks kip owner students to submit ownership of their cards to schools to be recorded as prospective pip beneficiaries, then schools mark students' eligibility status and update student data in full. students who do not have kip can be proposed as pip beneficiaries with a mechanism to select students who are eligible to receive pip. this is in accordance with juknis pip regarding the mechanism for proposing points a and b, namely: a. kip ownership students: 1) kip recipient students report ownership of their cards to their respective schools, to be recorded as potential recipients of pip funds / benefits; 2) schools mark the eligibility status of students as recipients of pip funds / benefits by clicking or updating kip student data into the dapodik application correctly and completely, especially in the following data columns: a) student name; b) place of birth; c) date of birth; d) name of biological mother; e) kip number. 3) schools mark student eligibility status and enter kip numbers into dapodik applications as potential recipients of pip funds / benefits. 4) based on the proposed data of pip eligible students in the dapodik application, the technical directorate will issue a decree on the determination of pip beneficiaries / benefits for the purposes of pip assistance. b. students who don't have kip: 1) schools select and compile a list of students who are still active and do not have kip as candidates for pip funds / benefits with priority as follows: a) students from pkh participant families; b) students from families of kks holders; c) students from poor / vulnerable families and / or with special considerations such as 1. orphaned / orphaned orphaned students from schools / social institutions / orphanages; 2. students affected by natural disasters; 3. physical disorders (inclusion students), disaster victims, from layoff parents, in conflict areas, from families of convicts, in lapas, having more than 3 brothers living in a house; 4. the school marks the eligibility status of the students as potential recipients of pip funds / benefits in the dapodik application referring to the results of school selection / verification. 3. socialization to pip recipient students journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 55 based on the results of interviews with santo gabriel's private junior high school about the dissemination to pip recipient students, the tendency of the school has provided socialization / direction to students receiving pip funds regarding the utilization of funds. the main objective is to provide socialization to students who receive pip funds so that they understand the use of pip funds so that they can prevent the possibility of attending school due to financial difficulties, and reduce the cost of education for students. this is in accordance with juknis pip regarding the roles and functions of schools points a and j, namely: a. socialize and coordinate pip to all school members ...; f. provide guidance to pip fund recipient students regarding the use of funds. in conducting socialization, the school did not make a special invitation letter but through verbal notification to students regarding the time and place announced directly through the teachers who would teach in the classrooms. 3. procedure for implementing pip policy in santo gabriel's private junior high school a. pip technical guidelines based on the results of interviews and documentation about the procedures for implementing pip policy in santo gabriel's private junior high school, there was a tendency that pip technical guidelines were available. guidelines for principals, committees, and teachers to implement pip in schools are technical guidelines. the process of submitting prospective pip recipients is guided by technical guidelines, materials for socialization for parents, and socialization for pip recipient students taken from the pip technical guidelines. the pip technical guidelines include: a) pip objectives; b) value of funds; c) priority of recipient targets; d) recipient requirements; e) implementation mechanism consisting of 1) proposal mechanism; 2) students proposed by stakeholders; 3) distribution of funds / benefits of pip; 4) disbursement of pip funds / benefits; 5) virtual account; 6) obligations of pip students; f) roles and functions consisting of 1) district / city education office; 2) schools / educational institutions; channeling agency; g) monitoring, evaluation, and reporting. b. a form of coordination with educators and education staff based on the results of the interview and the results of the documentation on the form of coordination with educators and the educational attainment of the private junior high school of st. gabriel, the tendency is limited to meetings through coordination meetings or information dissemination on certain information. to inform educators and education staff, it is conveyed through an invitation letter affixed to the information board. another trend is that the school supports pip by coordinating with educators and education personnel. namely, there is a letter of meeting invitation for educators and education personnel from the school principal. the agenda that will be discussed during the socialization is stated in the invitation letter, namely: 1) opening of the new school year; 2) socialization of pip. this coordination meeting was held in consultation at the beginning of the school year so that the educators and education staff would have more duties and responsibilities and understand pip. this is in accordance with the opinion of imam gunawan and noor benty (2017: 417) which states that deliberations can be carried out internally, an agreement must be obtained so that the school can immediately implement all agreed decisions. c. supervision of pip implementation every activity is expected to be monitored both at the beginning of the activity and at the end of the activity. this also applies to the implementation of pip. supervision is important to achieve accountability and transparency in the implementation of pip; supervision aims to monitor and evaluate the progress of pip implementation and achievements. this is in accordance with law number 20 of 2003 concerning article 66 of the national education system in maswardi m. min (2016: 49), namely: 1) the government, regional government, education council, and school / madrasah committees supervise the implementation of education at all levels and types of education in accordance with their respective authorities. 2) pangawasan, as referred to in paragraph (1), is carried out with the principle of transparency and public accountability. based on the interviews, the supervision of the implementation of the pip shows a tendency that supervision is carried out by school principals, school committees, administrators and district education offices. supervision carried out by the committee and management of the foundation through oral reports from the principal during a coordination meeting. however the supervision carried out by the principal is done in two ways, namely through oral reports at the teacher council meeting and through writing that lists the names of pip recipient students based on the technical directorate / ministry of education's decree and list of pip funds handover to students whereas supervision is carried out by the district education office through writing consisting of absolute accountability (sptjm), school head certificate, photocopy of the principal's ktp, photocopy of valid school principal appointment decree, and pip fund handover list to students . this is in accordance with the opinion of herujito in imam gunawan and noor benty (2017: 112) arguing that journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 56 supervision can be done by 1) direct monitoring of place (personnel inspection); 2) through oral reports (oral report); 3) through writing (written report); 4) through special care (control by exception. d. aspects of monitoring the implementation of pip based on the results of interviews at santo gabriel private junior high school that the aspects that need supervision in pip implementation are: 1) accuracy of the target of pip fund recipients, seeing and ensuring that students receive pip funds from economically disadvantaged families; 2) the number of recipient students who have disbursed and who have not disbursed pip funds, ensures that students who are still active in the school have no problems in disbursing their pip funds; 3) the accuracy of the amount of pip funds that students receive, ensuring the number of funds disbursed is in accordance with the amount received by pip recipient students; 4) conformity in the utilization of pip funds, ensuring the utilization of funds received by students is used to meet the costs of education; 5) achievement of the pip objectives, ensuring that obtaining pip funds can complete their education to secondary education, preventing students from dropping out of school, attracting school-age children who are not in school so that they can get more educational services and reduce the personal costs of education. this is in line with the juknis pip regarding monitoring and evaluation number 3 aspects that need to be monitored in the form of: a) accuracy of target recipients of pip funds at school / skb / pkbm / lkp or other nonformal non-formal education units and / or district / city / province levels; b) number of recipient students who have disbursed and who have not disbursed pip funds; c) the accuracy of the amount of pip funds received by recipient students at each level of education; d) suitability of the use of pip funds by students; e) service of channeling institutions; f) implementation of the roles and functions of each relevant agency in the implementation of the pip; g) achievement of pip goals and objectives. 4. form of pip policy in santo gabriel's private junior high school a. pip fund collection mechanism based on the results of interviews and documentation at santo gabriel's private junior high school regarding the mechanism for taking pip funds, there was a tendency for pip funds to be collected collectively by the principal at the channeling bank, namely bri branch sekadau simpel account (student savings). this is in accordance with juknis pip regarding disbursement of funds / benefits of pip point b regarding: collecting funds collectively by the school principal by bringing the following documents: 1) power of attorney from parents / guardians (for sd / package a and smp / package b) or from students (for sma / package c and vocational / institution courses) pip recipient; 2) absolute accountability (sptjm) (format attached); 3) certificate of principal / chairperson of the institution (format attached); 4) photocopy of the principal's ktp / chair of the institution and show the original; 5) photocopy of decree on appointment of principal / chair of a definitive institution that is still valid and shows the original; 6) student passbooks taken collectively; for the collective collection of the principal of santo gabriel's private junior high school from the channeling bank, only asking to bring 5 documents, namely: 1) absolute accountability (sptjm); 2) certificate of headmaster; 3) photocopy of the principal's id card; 4) photocopy of decree on the appointment of the principle that is still valid; 5) student passbooks taken collectively documents that are not prepared, namely a power of attorney from parents / guardians or from pip recipient students. b. allocation of utilization of pip funds based on the results of interviews about the allocation of utilization of pip funds in santo gabriel's private junior high school, the tendency of principals to always communicate with the teacher through meetings and to disseminate information to students is because they are a private school foundation school about using pip funds received. students are directed to pay re-registration, pay school fees, pay for books because that is in direct contact with the continuity of their education. there are those who pay off their school fees one year; some are half semester depending on the number of funds they receive because the pip funds which they receive is varied. this is also found in the pip juknis about the purpose of pip number 4, namely: easing the personal costs of education. the personal costs of such education include: a) buying books and stationery; b) buy school uniform / practice clothes and school supplies (shoes, bags or the like); c) funding the transportation of students in schools; d) pocket money of students; e) fees for additional courses / tutoring for formal education students; f) additional practice costs and internship / work placement costs. another trend is that students listed in the list of decrees from the technical / ministry of education and culture directorate are the same as the list of students who receive pip funds, meaning that they are not transferred to other students. the names of students in the decree are entitled to journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 57 receive pip funds. the number of funds stated in the decision letter for class ix amounted to rp.375,000, and for students of class vii and viii amounted to rp. 700,000. students who attend the st. gabriel private junior high school come from various districts in the eastern region of west kalimantan, some from sintang district, sekadau district and sanggau district. these students live in dormitories, and some live in boarding, allowing students to stop school. for example, a student in the name of agnes monika whose mother has died, his pip funds cannot be withdrawn because the student has stopped. lack of support, attention, and motivation from parents, is the main cause of these students choosing not to go to school anymore. after the pip funds are disbursed the savings books are not given to students but are kept in the school to be safer if needed at any time is easy to obtain and does not require a long time. to withdraw pip funds for students who already have a savings book the book must be taken, but if there are students who do not have a savings book, then the channeling bank will print it. c. report on realization of pip recipients based on the results of the interview and the results of the documentation regarding the realization report of the pip recipients, there was a tendency that the santo gabriel private junior high school had made a report on the realization of the receipt of the pip funds to the sekadau district education office. the realization report consists of a) absolute accountability (sptjm) from the principal. the contents of the sptjm are about statements of absolute responsibility and responsibility of the principal; b) certificate from the school principal explaining that the names of students on the list of recipients of the pip scholarship are st. gabriel's private junior high school students; c) photocopy of ktp principal; d) decree on appointment of headmaster; e) list of submissions of pip funds to students equipped with signatures of students who have received pip funds. this is in accordance with juknis pip regarding reporting number 2 which states that schools / educational institutions make reports on pip implementation. d. report on the use of pip funds based on the results of interviews with santo gabriel's private junior high school regarding the report on the use of pip funds, the school and students tend not to report the use of pip funds. the principal did not ask students to report on the use of the funds they received but before the pip funds were disbursed the principal had given instructions to the students so that the use of pip funds to be received was prioritized to pay for re-registration and tuition in advance if more money could be available used to buy other school equipment such as stationery and can also be used to meet other needs which are certainly needed to support student learning. 5. barriers to supporting pip internal obstacles in the form of students do not understand pip, the data filled by students on the student admission form is incomplete. whereas the external obstacles are students, who are proposed as candidates who do not appear as a list of pip recipients. iv. conclusion a. conclusions based on the results of the research and discussion that have been presented relating to school policies in supporting pip in the private junior high school of santo gabriel sekadau, it can be concluded as follows: 1. the process of determining prospective pip recipients has formed a committee responsible for pip in accordance with mechanics. supporting documents for the determination of prospective pip recipients in the form of new student admission forms, photocopies of kk, photocopies of pip cards, photocopies of kks, and pkh. 2. the strategy implemented by the principal in supporting pip, by disseminating information to parents of students at the beginning of the school year; and propose students who are eligible to receive pip; and provide socialization / direction to pip recipient students. 3. the procedure for implementing pip policy in the private junior high school of st. gabriel has had a pip juknis, coordination between educators and education personnel through meetings. supervision is carried out by school principals, school committees, administrators and district education offices. 4. constraints in supporting pip show a tendency in the form of internal (internal) obstacles and external (external) obstacles. b. suggestions based on the research findings, the problem of the research results and conclusions, then some suggestions that need to be conveyed regarding school policies in supporting pip are as follows: 1. determination of prospective pip recipients requires complete supporting documents so that the accuracy of the ppdb committee is needed in accepting forms disguised by new students. 2. the strategy implemented by school principals in supporting pip needs to be improved, especially in conducting socialization and coordination to parents of students and pip recipient students to be more motivated and certainly no one to drop out of school. 3. the implementation of the pip policy needs to be improved, especially on supervision, especially on monitoring the utilization of pip funds received by students. journal of education, teaching and learning volume 4 number 1 march 2019. page 49-58 p-issn: 2477-5924 e-issn: 2477-4878 58 4. the form of pip policy needs to be improved, especially in the report on the use of pip funds by students to schools, this is a form of supervision to educate them to feel responsible to themselves and others. 5. the obstacles found in supporting pip need to be minimized related to the obstacles that arise by making targeted approaches and targeted socialization by the school so that the pip is right on target. references abdul wahab, solihin. 2016. analisis kebijakan dari formulasi ke penyusunan model-model implementasi kebijakan publik.. jakarta: bumi aksara. abidin, said zainal. 2006. kebijakan publik. jakarta: suara bebas. ali saukah, ah. rofiuddin, herawati susilo, a. mukhadis, budi eko soetjipto, m.e. winarno, mulyadi guntur waseso, margono, aminarti s. wahyuni. 2010. pedoman penulisan karya ilmiah. malang: universitas negeri malang. ali, alam, wantu. 2012. studi analisa kebijakan. bandung: refika aditama. dadang suhardan, riduan, enas. 2012. ekonomi dan pembiayaan pendidikan. bandung: alfabeta. deddy mulyadi. 2015. studi kebijakan publik dan pelayanan publik: konsep dan aplikasi proses kebijakan publik berbasis analisis bukti untuk pelayanan publik.. bandun:. alfabeta. dunn, william n. 2003. pengantar analisis kebijakan publik. jogyakarta: gajah mada university press. dunn, william n. 2007. public policy analysis: person. edi suharto. 2015. analisis kebijakan publik: panduan praktis mengkaji masalah dan kebijakan sosial: bandung alfabeta. erwan agus purwanto, dyah ratih sulistyastuti. 2012. implementasi kebijakan publik: konsep dan aplikasi di indonesia. yogyakarta: gava media. faried ali, andi syamsu alam, sastro m.wantu. 2012. studi analisis kebijakan: konsep, teori dan aplikasi sampel teknik analisa kebijakan pemerintah. bandung: refika aditama. fred c. lunenburg, beverly j. irby. 2006. the principalship.america: wadsworth. gusti ketut arya sunu. 2014. studi kebijakan nasional. singa raja: graha ilmu. a.a.r.tilaar, riant nugroho. 2008. kebijakan pendidikan. yogyakarta: pustaka pelajar. hendarman. 2015. revolusi kinerja kepala sekolah. jakarta: indeks. imam gunawan, noor benty. 2017.manajemen pendidikan. bandung. alfabeta. juklak penyaluran dana p ip tahun 2017. juklak penyaluran dana pip tahun 2018. maswardi m.amin. 2016. manajemen mutu. yogyakarta: media akademi. mukhtar widodo. 2000. konstruksi ke arah penelitian deskriptif. yogyakarta: ayyrrouz. nanang fattah. 2013. analisis kebijakan pendidikan. bandung: pt remaja rosdakarya. riant nugroho. 2008. pendidikan yang unggul. yogyakarta: pustaka pelajar. riant nugroho. 2015. kebijakan publik di negara-negara berkembang. yokyakarta: pustaka pelajar. solihin abdul wahab. 2012. analisis kebijakan. dari formulasi kepenyusunan model-model implementasi kebijakan publik. jakarta: bumi aksara. stephen p.robbins, timothy a.judge. 2014. essentials of organizational behavior. pearson. sugiyono. 2017. metode penelitian kebijakan. bandung: alfabeta. sugiyono. 2016. metode penelitian pendidikan. pendekatan kualitatif, kuantitatif dan r&d: bandung: alfabeta. sugiyono. 2008. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. sugiyono. 2005. memahami penelitian kualitatif. bandung: alfabeta. syafaruddin. 2008. efektivitas kebijakan pendidikan konsep strategi, dan aplikasi kebijakan menuju organisasi sekolah efektif. jakarta: rineka cipta. journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-4878 84 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of recruitment and achievement motivation on discipline of teacher work at private kristen kindergarten (tk) in pontianak city angelina larasati1), h m asrori2), m syukri3) 1)universitas tanjungpura, pontianak, indonesia e-mail: angelina.larasatiii@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail:asroriuntan@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: syukri_fkip@yahoo.com abstract. this study aims to describe (1) recruitment in pontianak city private christian kindergarten; (2) achievement motivation in pontianak city private christian kindergarten; (3) work discipline of teachers in pontianak city private christian kindergarten; (4) the effect of recruitment on the work discipline of teachers in pontianak city private christian kindergarten; (5) the effect of achievement motivation on the work discipline of teachers in pontianak city private christian kindergarten; (6) the influence of recruitment and achievement motivation together on the work discipline of teachers in pontianak city private christian kindergarten. this research includes associative research with the approach used is a quantitative approach. the research method used in this study is a method of survey and analysis of research data using correlational study methods. the results obtained from this study are (1) recruitment of teachers in private city christian kindergarten in pontianak through selection conducted by the school with the medium category score 107.61, and the obtained frequency is significant; (2) achievement motivation of teachers in private city christian kindergarten in pontianak in terms of external motivation, and internal motivation is included in the low category with a score of 121.95; (3) the work discipline of teachers in private christian kindergarten in pontianak in terms of regular working hours, how to dress and how to work are in the medium category with a score of 144.00; (4) there is a significant influence between recruitment and teacher work discipline; (5) there is a significant influence between achievement motivation and teacher work discipline; (6) there is a significant relationship between recruitment and achievement motivation with teacher work discipline. keywords: recruitment; achievement motivation; work discipline i. introduction the teacher is a determinant of educational success through its performance at the institutional and instructional level. the strategic role is in line with law number 14 of 2005 concerning teachers and lecturers, which places the position of teachers as professionals as well as agents of learning. in law number 14 of 2005 concerning teachers and lecturers, article 1 paragraph 1 emphasizes that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and secondary education. the level of success of teachers in completing work is called the term "level performance" or level of performance. teachers who have a high level of performance are teachers whose productivity is high and vice versa. karwati and priansa (2013), stated that "teacher teaching performance involves several things such as quality, skill level, cultural and educational background, attitudes, interests and motivation, discipline, work ethic, work structure, expertise, and age of the workforce. " http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 85 one of the criteria for teaching teachers is discipline. discipline can be interpreted as an act that is right and regulated. the purpose of discipline itself is to form good behavior and can become a habit. the need for discipline so that every human being can develop an attitude of honesty, awareness of his obligations, and develop morale. work discipline according to saydam (2004: 13) is the regularity aspect of the hours of admission, returning to work and rest, aspects of how to dress, aspects of the way of work, aspects of order and permissibility. what is meant by the presence of someone who is scheduled to work must come or be present on time without any reason? working time is the period when an employee must be present to start work, and he or she can leave work, minus the rest period between the beginning and the end of work. compliance with orders occurs if someone does what is said to him, work productivity is defined as a superior service to the suitability of the services provided as a whole. compliance with regulations is a set of rules that a group has in an organization, may be a pressure for a person or employee to be obedient which will shape the individual's beliefs, attitudes and behavior according to the standards of the group in an organization. the use of the uniform referred to is that each employee uses uniform clothing that has been determined and given by an organization. discipline is the most important operative function of human resource management because of the better the discipline of employees, the higher the work performance that can be achieved. without good discipline, it is difficult for organizations to achieve optimal results. in general, when people think about discipline, what is imagined is in the form of severe punishment, whereas punishment is only part of all disciplinary issues. with good performance discipline, it is hoped that an orderly, efficient and effective environment will be realized through a set of clear and precise regulations. generally this discipline can be seen from indicators such as: teachers come to work on time; neatly dressed, polite, pay attention to the ethics of how to dress like an employee should; teachers use tools and equipment according to the provisions, they work vigorously and work according to the rules set by the institution. the above habits will be realized if the employees have good discipline. according to hasibuan (2005), the function of human resource management is planning (planning), direction (directing), control (controlling), procurement (procurement), development (development), compensation, integration (integration), maintenance, discipline, neutralization. while recruitment is one of the human resource management processes. so that it can be said that recruitment is one of the influences on work discipline. achievement motivation is an encouragement with the characteristics of someone doing a good job and high performance. the need for high achievement is an impulse that arises in a person to try to achieve a set target, work hard to achieve success and have the desire to do something better than before. work motivation is something that encourages a person to do a job, or in other words works, motivation is called the motivator of work. it is in line with siagian's (2012) opinion that employee work motivation is an employee's work will arise due to encouragement from the employee's self. as a result, the overall integration of personal needs, the influence of the physical and social environment on its strength depends on the process of integration. whereas hasibuan (2005) argued that motivation questions how to encourage subordinate work passion, so they want to work hard by giving all their abilities and skills to achieve company goals. employees with high achievement motivation are very fond of challenges, dare to take risks, are able to take over responsibility, like to work hard. this encouragement will lead to the need for employee achievement that differs from others because they always want to do things better. based on experience and anticipation of pleasant results and if previous achievements are considered good, the teacher prefers to be involved in achievement behavior. conversely, if the teacher has been convicted of failure, then the feeling of fear of failure will develop and lead to an urge to avoid failure. motivation is important because with this motivation it is hoped that everyone will want to work hard and enthusiastically to achieve high productivity. individually or as a group of organizations as a whole which will influence teacher discipline to improve education services. based on a preliminary study, performance discipline in private christian kindergartens in the city of pontianak shows the following symptoms: some schools set salary deductions if teachers do not enter, give warning letters if teachers often permit during class hours, are warned when teachers are late, use fingerprint attendance so the teacher cannot change the hours of entry and return to work. in the case of the teacher's dress is determined to dress modestly, wear uniforms according to the specified day, there are also schools that apply footwear or shoes used must be black. in improving discipline there is additional money from basic salary, this is not only intended to increase discipline but also motivates teachers to teach, if the teacher does not enter the money will be deducted according to how long the teacher permits. and if it is connected with the recruitment pattern carried out very tightly, it can be seen that if you want to become a teacher in the private school it will be a long selection process starting from conducting classroom observations, if you receive training for several months, and then sign a contract. during this recruitment process, teachers are asked to follow the rules in the contract that will be signed and the journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 86 sanctions that will be given if they violate the rules. but there are also some problems that are faced, such as the increasingly stressed employees with the demands of the work, making the impact of dislike of the leader or rule maker, the lack of freedom of employees in carrying out the work. based on this background, this study was conducted to examine more deeply the influence of recruitment and achievement motivation on the work discipline of teachers in pontianak city private christian kindergarten. ii. research method this research is a type of associative research, which is research that emphasizes the analysis of relationships or correlations between variables. the approach used is a quantitative approach considering the data in the form of numbers or data from the predicted variables (scoring) and processed in a measurement scale with statistical methods (sugiyono, 2012: 14). called a quantitative approach because this study takes samples from large and small populations to find relationships between variables using questionnaires (questionnaires) as the main data collection tool (kerlinger in sugiyono, 2012: 7). in addition, according to the research that has been formulated that the research method used in this study is a method of survey and analysis of research data using correlational study methods. the use of survey methods through correlational studies is because these methods can be used to develop the relationship between variables or more. it is consistent with the opinion of asrori and ali (2014: 301) which explains that in general correlation analysis is grouped into two categories, namely the category of bivariate correlation and multivariate correlation. iii. result and discussion a. result the data described is data obtained from the results of filling out questionnaires or questionnaires using developed instruments. the data in this study consisted of three variables, namely recruitment (x1), achievement motivation (x2) and teacher's work discipline variable (y). recruitment variables and achievement motivation are independent variables while the teacher's work discipline is the dependent variable. from the results of the research data can be explained as follows: a. recruitment of teachers in private christian kindergarten in pontianak city based on the results of data analysis of teacher recruitment obtained through a questionnaire of 80 respondents data collected 77 it can be concluded that the recruitment of teachers in private city christian kindergarten in pontianak obtained an average of 107.61, a standard deviation of 10,085 with a variance of 101,715. it means that the recruitment of teachers in private christian kindergarten is in the medium category. for histograms can be seen in the figure below: fig.1 histogram of free variable (x1) recruitment based on the results of calculations, teacher recruitment can be divided into three categories: low, medium, and high ranges. with a range of low 86-101 categories, medium 102-116, and 117-131 high. from the results of the analysis stated that the average recruitment of teachers in private city christian kindergarten in pontianak is 107.61. when viewed from the recruitment range it can be said that the recruitment conducted was in the low category of 23 with a percentage of 30%, medium 43 with a percentage of 56%, and a high of 11 with a percentage of 14%. from the description, it can be said that recruitment carried out in private christian kindergarten in pontianak city is in the medium category and the frequency obtained is significant. b. motivation of achievement of teachers in private city christian kindergarten in pontianak city based on the results of questionnaires or questionnaires given to 77 respondents, the sample of the research about achievement motivation obtained the following calculation results: average 121.95, standard deviation 10.782, variant 116.260, minimum value of 105 and maximum 152. histogram of teacher achievement motivation can be seen in the figure below: fig. 2 histogram of free variable (x2) achievement motivation based on the results of statistical calculations, achievement motivation can be divided into three categories: low, medium, and high ranges. journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 87 with a range of categories 105-120.7 low, 120.8-136.7 moderate, and 136.8-152 high. the average score of teacher achievement motivation (mean) = 121.95. thus the motivation of the presentation in private christian kindergarten in pontianak city is in the range of 105-120.7. it means that it can be interpreted that the achievement motivation in private christian kindergarten in pontianak city is in a low category. c. teacher's work discipline based on the results of questionnaires or questionnaires given to 77 respondents, the sample of the study about teacher work discipline obtained the following calculation results: average 144.00, standard deviation 12,587, variant 158,421, minimum value 119 and maximum 170. fig. 3 histogram of variable bonded teacher work discipline based on the results of statistical calculations the teacher's work discipline can be divided into four categories, namely the low, medium, high, and very high ranges. with the range of categories 0% -25% low, 26% -50% moderate, 51% -75% high and 76% 100% very high. from the frequency table, the teacher's work discipline can be seen in a table based on the following categories: table i results of teacher's work discipline research by category based on the category benchmark in table 4.9, the average working discipline of teachers in private christian kindergarten in pontianak city is 144.00. thus the work discipline of teachers in private christian kindergarten in pontianak city is in the range of 137-153. from the description, it can be said that the work discipline of teachers held in private christian kindergarten in pontianak city is in the medium category. a. test requirements analysis 1. normality test the normality test is used to find out whether the data is normally distributed or not. interpretation of the results of 77 teachers in the normality test shows the value of "asymp. sig (2tailed)", if 50.05 means that the data is normally distributed, while if ˂0.05 the data is not normally distributed. the results of the normality test of the study were 77 pontianak private christian kindergarten teachers. teacher recruitment (x1) with a significance of 0.791> 0.5 can be said to be normal. teacher's achievement motivation (x2) with a significance of 0.081> 0.05, it can be said that the data is normal, while for the significance of the work discipline of teacher (y) 0,512> 0,05 the data is normal. looking at the results of the statistical output of kolmogorov smirnov on testing for normality, the price of sig variable y is 0.512, the price of sig variable x1 is 0.791, and the variable x2 is 0.081. from the results of the test note that all the data significance is above the error level of 5% or the price of sig 0.05, this means that all data variables are normally distributed. b. linearity test linearity test aims to determine whether two variables have a linear relationship or not. another requirement for multiple linear testing is that there is a linear relationship with the linear relationship of each independent variable to the dependent variable. the following is the result of the linearity test of recruitment variables (x1) on teacher work discipline (y) and achievement motivation (x2) on teacher work discipline (y). so in the next test, these variables must first be transformed linearly. priyatno (2016: 109) method for decision making that is if the significance is on deviation from linearity 5 0.05, then the relationship between two variables is not linear, and if the significance is 5 0.05, the relationship between the two variables is linear. in this linearity, researchers used the help of spss version 18 using test for linearity. table ii research test results of the work discipline linearity (y) achievement motivation (x2), and recruitment (x1) with achievement motivation (x2) journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 88 table iii results of linieriatas research test on teacher (y) work discipline with achievement recruitment and motivation (x2) with recruitment (x1) table iv linearity recruitment research test results with teacher's work discipline c. research hypothesis testing 1. the influence of recruitment of teachers' work discipline in private city christian kindergarten in pontianak a. simple regression analysis (x1) against (y) this regression analysis is used to test how the dependent variable (y) can be predicted through an independent variable (x1). simple regression linearity calculations using the equation: ῡ= a + bx1 information: ῡ = linearity regression a = the value of regression linearity when the price of x is manipulated b = regression coefficient value x1 = variable value x1 the following is the result of x1 testing with y. in this calculation, the researcher uses the help of spss version 18. from this result, the researcher will see whether there is an influence on recruitment (x1) on teacher work discipline (y). the price of component a = 127,838, and the component price b = 0,150. price a is the price of y if the price of x1 = 0. while the price of b is the regression coefficient y on x1. based on the results of simple regression calculations, the regression equation is obtained as shown in the following table: table v recruitment regression equation (x1) of the teacher's work discipline (y) from the results of these tests can be predicted if the individual ability factor in the predictor variable (x1) is increased, there will be a significant increase in the variable criterion (y) as the impact of the level of correlation (variable effect) variable x1 to y. from the table above illustrates y gain predictions increased by 0.150. based on the results of the calculation of the significance test obtained the value of p-value sig is 0.004 5 0.05. it shows the acceptance of ha so that it can be concluded that the regression of x1 relationship with y is significant. next, testing the f price with an anova model analysis approach. this f test aims to see the real direction at the 95% confidence level of probability the price of f is, f_ (count) ˃ f_ (table.) in this study, researchers used the help of spss version 18. from the calculation results or the f, test output produces f_ (count) = 4.102 and = 3.12, according to the provisions that f_ (count) ˃ f_ (table.) then the calculation results obtained 4,102 ˃ 3,12 this gives meaning that the real direction at 95% confidence level is real. with these results, it can be concluded that the acceptance of the alternative or ha hypothesis. b. correlation of recruitment (x1) to teacher's work discipline (y) to find out the correlation of recruitment (x1) to the work discipline of teacher (y) in private christian kindergarten, pontianak city was analyzed using product moment correlation with pearson. the correlation of x1 with y produces the correlation coefficient ryx1 = 0.220. the significance coefficient t count = 2.050 while the table price at the error level of 5% = 1.664 can be said that, t count ˃ t table (2.050 64 1.664) value r. the document against teacher work discipline = 0.220 is significant at 0.05. it means that there is a significant positive correlation between recruitment and teacher work discipline. it can be interpreted journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 89 that the better the teacher recruitment, the better the work discipline of the teacher, on the contrary, the less good teacher recruitment, the less good the teacher's work discipline. from these data, it can be concluded that ho was rejected by ha accepted. because the research hypothesis states that there is a positive correlation between variables x1 and y significantly. 2. effect of achievement motivation on teachers' employment in pontianak private christian kindergarten a. simple motivation for achievement (x2) regression analysis on teacher's work discipline (y) this regression analysis is used to test how the dependent variable (y) can be predicted through an independent variable (x2). simple regression linearity calculations using the equation: ῡ= a + bx2 information: ῡ = linearity regression a = the value of regression linearity when the price of x is manipulated b = regression coefficient value x2 = x2 variable value. the following are the results of x2 testing with y. from this result, the researcher will see whether there is an effect of achievement motivation (x2) on teacher work discipline (y). from the regression coefficient table, the component price a = 91,554, and the component price b = 0,376. price a is the price of y if the price of x2 = 0. while the price of b is the regression coefficient y on x2. based on the results of simple regression calculations, the regression equation is shown as shown in the following table vi: table vi regression equation (x2) of (y) from the results of these tests can be predicted if the individual ability factors in achievement motivation (x2) is increased, there will be a significant increase in the teacher's work discipline (y) as the impact of the correlation effect of the x2 variable on y. from the table above illustrates acquisition predictions increase by 0.430. based on the results of the calculation of the significance test obtained p-value sig of 0.001 and 5 0.05. it shows that ha acceptance can be concluded that regression of achievement motivation (x1) with significant teacher (y) work discipline. next, test the f price with the anova model analysis approach. this f test aims to see the real direction at the 95% confidence level the probability criteria for the f price is, f_count ˃ f_ (table). from the calculation of the f, test produces f_count = 11.777 and f_ (table) = 3.12, according to the provisions that f_count ˃ f_ (table), then the calculation results obtained 11.777 ˃ 3.12. it gives the meaning that the real direction at 95% confidence level is real. with these results, it can be concluded that the acceptance of the alternative or ha hypothesis. b. correlation of achievement motivation (x2) on teacher's work discipline (y) based on the results of correlation analysis of achievement motivation (x2) with the teacher's work discipline (y) in the table above produces a correlation coefficient of ryx2 = 0.368. the significant coefficient t count = 3,432 while the price of t table at the error level 5% = 1,664, it can be said that t counts ˃ t table (3,432 ˃ 1,664). by using the product moment correlation equation, r count and t count price are obtained. value of achievement motivation for teacher work discipline = 0,368 significance 0,05. it means that there is a significant positive correlation between achievement motivation and teacher work discipline. it can be interpreted that the better the teacher's achievement motivation, the better the teacher's work discipline, on the contrary, the less good the teacher's achievement motivation will be the less good teacher's work discipline. from these data, it can be concluded that ho is rejected and ha is accepted. therefore the research hypothesis states that there is a significant positive correlation between achievement motivation (x2) and the work discipline of teacher (y) in pontianak city private christian kindergarten. 3. the effect of recruitment and achievement motivation on teachers' work discipline in pontianak city private christian kindergarten the hypothesis proposed is that there is a positive influence between recruitment (x1) and achievement motivation (x2) together on the teacher's work discipline (y). researchers can prove this hypothesis by using multiple regression analysis through the equation: journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 90 a. multiple regression analysis the following is shown the results of multiple regression tests obtained the price of component a = 94,891, and the component price b1 = 0,457 and b2 = 0,453. price is the price of y if the price of x1 and x2 = 0, while the price of b is the regression coefficient y of x1 and x2. from the results of multiple regression testing can be predicted if the ability factor of the individual, namely recruitment (x1) and achievement motivation (x2) is increased, there will be a significant increase in teacher work discipline (y) as the impact of the level of connectivity of variables x1 and x2 to y. based on the results of the calculation of the significance test, it was found that the p-value was 0.002 5 0.05. it shows that ha is accepted so that it can be concluded that the regression of relations x1 and x2 with y is significant. the following is the f price test with the anova model analysis approach. the f test aims to see the real direction at the 95% confidence level the probability criteria for the price of f is, f_count ˃ f_ (table). the result of the calculation of the significance f_count = 5.895, f_ (table) = 3.12. thus h = significance value f_count ˃ f_ (table) shows that the acceptance of ha (alternative hypothesis) so that it can be concluded that the recruitment relationship regression (x1) and achievement motivation (x2) on teacher (y) work discipline are significant. it gives the meaning that the real direction at 95% confidence level is real. to give clarity, all linear regression can be summarized in the following table vii: table vii summary of linear regression b. dual correlation of recruitment and achievement motivation towards teacher's work discipline based on the calculation results, the significance coefficient t counts = 3.380 while the price of t table at the error level 5% = 1.664 can be said that, t score t table (3.380 3 1.664). value r. recruitment and achievement motivation for teacher work discipline = 0,371 significance 0,05. it means that there is a significant positive correlation between recruitment and achievement motivation with teacher work discipline. it can be interpreted that the better the recruitment and achievement motivation of teachers, the better the work discipline of the teacher, on the contrary, the less good recruitment and achievement motivation of teachers will be less good teacher's work discipline. from these data, it can be concluded that ho is rejected and ha is accepted. based on the results of the calculation of the significance test obtained p sig value of 0.004 5 0.05 this indicates that the acceptance of ha, so it can be concluded that the correlation of x1 and x2 together with y is significant. ῡ = 94,891 + 0,457. x1 + 0,453. x2 b. discussion 1. recruitment in pontianak city private christian kindergarten the results of this study indicate that the average recruitment of teachers in private city christian kindergarten pontianak recruitment conducted in private christian kindergarten pontianak city is in the medium category and the frequency obtained is significant. it can be seen from some indicators such as recruitment sources, namely on the aspect of internal sources that are rarely used; there are still many schools that recruit from external sources, making teacher changes every year. it would be better if the school paid more attention to existing teachers, perhaps by holding a promotion or opening up opportunities for all teachers. as well as indicators for the implementation of recruitment in the aspects of administering the exam several tests are still not implemented in schools such as psychological tests. to get a very high category is not easy, it means that the school must increase the productivity of the school. this is in accordance with the opinion of hasibuan (2005: 42), is an employee who will fill vacant vacancies taken from within the company, namely by mutating or moving employees who meet the job specifications of the job. employee transfers are vertical (promotion or demotion) or horizontal. if there are still employees who meet job specifications, it is better to fill the work taken from within the company, especially for managerial positions. it is important to provide promotional opportunities for existing employees. the goodness of internal sources according to rivai (2009: 162), the advantages of internal sources are as follows: a. not too expensive. b. can maintain loyalty and encourage greater effort. c. it's already available with its atmosphere. it is often forgotten that recruitment takes place in two directions in the sense that the organization that uses the workforce selects the applicants and on the other hand the applicants choose the organization where he hopes to work. this first journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 91 step is an important step. james and walters (2008: 147) district officials must process all applications received, both requested and unsolicited. the district is responsible for conducting correspondence related to the recruitment process. therefore both parties need to take it carefully. the labor user organization takes this step to obtain the first impression of the applicant through observations about appearance, attitude, and other factors that are considered relevant. from this first impression, the recruiter decides whether to continue the next step or not. instead, with his first visit to the organization, applicants can decide whether to continue their desire to work in the organization or not. that is, during the first visit the applicant will have a general view of the organization that will employ him. surely a meeting point will be obtained if both parties have a positive impression about each other. if this is the case, recruiters will take the next step. 2. the motivation for achievement in private city christian kindergarten in pontianak city from the results of the study, it can be concluded that the achievement motivation in private christian kindergarten in pontianak city is included in the low category. it can be because in internal motivation there are still many teachers who do not like challenges so that they always work in safe zones, and there are still some schools whose teachers have not been too smoothly operating computers so that they cannot adjust the development of science and technology. judging from the external motivation, compensation is still one reason for the lack of teacher achievement motivation, especially the uncertainty of future employment agreements where every teacher does not keep the foundation using a timed contract system. so that makes a feeling of insecurity at work, and there are still some schools that do not provide certainty when they will be appointed as permanent teachers. in addition, the reason for this is the working conditions, where the work environment is not conducive, such as competing but not in a healthy manner which raises suspicion between teachers. it must be increased again in a very high position, of course not apart from the recruitment held by schools and the working discipline of teachers who work. in line with the above opinion, santrock (2009: 103) explained that achievement motivation is a desire to accomplish something to achieve a standard of success and to make an effort with the aim of achieving success. achievement motivation or achievement motivation is an encouragement related to how to do things better, faster, more efficiently than what was done before, as an effort to achieve success or succeed in competition with a measure of excellence that can be in the form of other people's achievements or own achievement. supported by the opinion of mcclelland (in robbins 2008: 77) suggests that there are six characteristics of individuals who have high achievement motivation, namely: a. a strong feeling to achieve goals, namely the desire to complete the task with the best results. b. responsible, namely being able to take responsibility for himself and determine his future, so that what is reported is achieved successfully. c. evaluative, that is using feedback to determine more effective actions to achieve achievement, failure experienced does not make him despair, but as a lesson to succeed. d. take the risk of "medium," in the sense that the action is in accordance with the limits of its capabilities. e. creative and innovative, namely being able to find opportunities and use opportunities to be able to show their potential. f. liked the challenge, which is to enjoy the activities that are prestigious and competitive. from the above opinion, it can be concluded that people who have the characteristics of achievement motivation are feelings that are strong in achieving goals, responsible, evaluative, taking risks, creative and innovative. 3. work discipline of teachers in pontianak city private christian kindergarten from the results of data analysis, it was found that the work discipline of teachers in private christian kindergarten in pontianak city is in the medium category. there are several indicators that are still not optimally implemented by the teacher, such as regular working hours that are not yet on time, because of some things such as the condition of the house far from school, or traffic jams that make it difficult for teachers to go to school on time. and also there are aspects of how to work such as making learning devices that are still not implemented regularly every day, especially in making rpph. according to butchart (1998: 54) "discipline is required if we are to take same activity seriously, or if we are to be effective in accomplishing something we find important and meaningful." which explains that the whole discipline aims to shape behavior in such a way that it will be in accordance with the roles set by the cultural group, where the individual works. in line with the above opinion, fathoni (2006: 172) defines discipline as awareness and willingness to obey all organizational rules and prevailing social norms. the description above means that work discipline is the attitude and actions of employees/teachers in obeying all the guidelines and regulations that have been determined to achieve organizational goals. 4. effect of recruitment on teacher's work discipline in private city christian kindergarten in pontianak journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 92 from the results of the study, there is a significant positive correlation between recruitment and teacher work discipline. it can be interpreted that the better the teacher recruitment, the better the work discipline of the teacher, on the contrary, the less good teacher recruitment, the less good the teacher's work discipline. from these data, it can be concluded that ho was rejected by ha accepted. because the research hypothesis states that there is a positive correlation between variables x1 and y significantly. the function of recruitment requires both professional and organizational socialization. they need to develop their identify as a teacher and find their feet within a particular institution. being socialized into a particular discipline or subject area (mercer, barker, and bird, 2010: 112). if the function of recruitment and selection is defined, the beginner teacher requires professionalism of the organization and professionals. they need to develop their identity as teachers and find their footing within certain institutions. it is socialized into the discipline. it can be explained that where each new teacher must be taught by the school or a teacher who is more senior at work, so they are used to being disciplined. 5. effect of achievement motivation on teachers' worthe k discipline in pontianak city private christian kindergarten there is a significant positive correlation between achievement motivation and teacher work discipline. it can be interpreted that the better the teacher's achievement motivation, the better the teacher's work discipline, on the contrary, the less good the teacher's achievement motivation will be the less good teacher's work discipline. from these data, it can be concluded that ho is rejected and ha is accepted. therefore the research hypothesis states that there is a significant positive correlation between achievement motivation (x2) and the work discipline of teacher (y) in pontianak city private christian kindergarten. it is consistent with the research conducted by kaliri (2008) on the influence of discipline and motivation on teacher work on teacher performance in public high schools in pemalang district indicating that there is a significant influence on the teacher performance of public high schools in pemalang district. it means that the higher the work discipline and teacher work motivation, the better the teacher's performance will be. conversely, the lower the discipline and work motivation of the teacher, the teacher's performance will be less good. it is supported by marchrany (in fahmi, 2016) motivation as a mental state and a human mental attitude that provides energy encourages activities and moves and directs or channels behavior towards achieving needs that satisfy or reduce imbalances, with high motivation, will build high level of discipline. 6. effect of recruitment and achievement motivation together on teachers' discipline in private city christian kindergarten from the results of research and data analysis, there is a significant positive correlation between recruitment and achievement motivation with teacher work discipline. it can be interpreted that the better the recruitment and achievement motivation of teachers, the better the work discipline of the teacher, on the contrary, the less good recruitment and achievement motivation of teachers will be less good teacher's work discipline. from these data, it can be concluded that ho is rejected and ha is accepted. it is in accordance with the outstanding opinion of hasibuan (2005: 27) that employee recruitment is the first step and that reflects the success or failure of a company to achieve its objectives. if the employee is competent, the effort to reach the destination is relatively easy. conversely, if the employee obtained does not meet the difficult requirements for the company to achieve its objectives. capable, capable and skilled employees have not guaranteed good work productivity if moral and discipline are low. however, the level of influence is practically dependent on the object of research, meaning that between one object and another will produce a different output. from the results of the study, it was found that recruitment in the pontianak city private kindergarten in the range of categories while this can indeed be seen from the selective recruitment process, but it still has to be considered that the recruitment pattern has an impact on teacher welfare. with a selective process that is expected to have a good impact on the school where the teacher's achievement motivation becomes high, and the teacher's work discipline is also good. iv. conclusions and suggestions a. conclusions in general, it can be concluded that there are significant influences of documents and achievement motivation on the work discipline of teachers in pontianak city private christian kindergarten. the specific conclusions that can be drawn by the researcher are as follows: 1. recruitment of teachers in private city christian kindergarten in pontianak through selection conducted by the school through the selection team with the medium category score 107.61 and the obtained frequency is significant. 2. the achievement motivation of teachers in private city christian kindergarten in pontianak in terms of external motivation and internal motivation is included in the low category with a score of 121.95. journal of education, teaching and learning volume 4 number 1 march 2019. page 84-93 p-issn: 2477-5924 e-issn: 2477-8478 93 3. the work discipline of teachers in private christian kindergarten in pontianak in terms of regular working hours, how to dress and how to work are in the medium category with a score of 144.00. 4. there is significant influence between recruitment and teacher work discipline. it means that the better the teacher recruitment, the better the work discipline of the teacher, on the contrary, the less good teacher recruitment, the less good teacher's work discipline. 5. there is significant influence between achievement motivation and teacher work discipline. it means that the better the teacher's achievement motivation, the better the teacher's work discipline, on the contrary, the less good the teacher's achievement motivation will be, the less good the teacher's work discipline 6. there is a significant relationship between recruitment and achievement motivation with teacher work discipline. it can be interpreted that the better the recruitment and achievement motivation of teachers, the better the work discipline of the teacher, on the contrary, the less good recruitment and achievement motivation of teachers will be less good teacher's work discipline. b. suggestions based on the results of research conducted on teachers in private christian kindergarten, it is suggested to: 1. teachers to increase their desire to excel, especially in terms of internal motivation. teachers to further improve work discipline, especially in terms of regularity of entry hours, so that the process of teaching and learning activities will be more conducive and have an impact on performance. 2. the head of kindergarten can further improve recruitment patterns, especially in terms of internal recruitment sources and the implementation of selection tests. 3. the head of kindergarten motivates the teacher to be motivated to achieve; this can be done by creating a conducive environment. 4. for future research, it is expected that this thesis can contribute to the development of science. references ali, mohammad dan mohammad asrori. 2014. metodologi dan aplikasi riset pendidikan. jakarta: bumi aksara. departemen pendidikan nasional. 2005. undangundang nomor 14 tahun 2005 tentang guru dan dosen. jakarta: depdiknas. hasibuan, m..s.p. 2005. manajemen sumber daya manusia. jakarta: bumi aksara. karwati, e dan priansa, d.j.2013. kinerja dan profesionalisme kepala sekolah. bandung: alfabeta. saydam, g. 2004. manajemen sumber daya manusia: suatu pendekatan mikro. jakarta: djambatan siagian, s. p. 2012. manajemen sumber daya manusia. jakarta: bumiaksara sugiyono. 2012. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 192 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. community empowerment management in realizing healthy school wihardiyani 1) , wahyudi 2) , m. chiar 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:wharyani.spd@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. schools and communities have a very close relationship in realizing school or education goals. but the reality in implementing school activities is sometimes more often separating between schools and surrounding communities. this study aims to describe the planning, implementation, and evaluation of community empowerment in realizing healthy schools at public elementary school (sdn) no. 6 siantan, siantan district, mempawah regency. the approach used in this study is a qualitative approach with a type of case study research. the data analysis model used is model miles and huberman. based on the research that has been done, the following results are obtained: 1) the process of planning community empowerment in referring to healthy schools has gone well; 2) the implementation of community empowerment has gone well which can be seen through cooperation in both activities between institutions (sdn no. 6 siantan) and the community; and 3) evaluation of community empowerment activities in realizing healthy schools carried out at the end of each activity by the principal of the sub-district education office upt and the school committee. keywords: empowerment; community; management; healthy school i. introduction community empowerment is an alternative concept of development that is loved today. conceptually empowerment becomes an ideal, logical, rational and even systematic concept. community empowerment is a process so that everyone or a group of people participate in various controllers, and influence events that affect their living conditions. empowerment here is more pressing on the ability of people or groups of people to participate, meaning that the community is not only the object of development projects, but they also participate in the development. in empowering the process, approach is more likely to implement development that humanizes humans. in this view, the involvement of the community in development is more directed at the form of participation, not in the form of mobilization. community participation in program formulation makes the community not only as program consumers, but also as producers because they have participated in the process of making and formulating it, so that people feel that they have the program and have responsibility for its success and have more motivation for participation in the next stages (soetomo, 2006). in order to cultivate healthy life in children, it should be instilled from an early age through basic education. the activity is one of the school programs that is integrated with school health business activities. school health business (uks/m) is one program that must be realized and implemented in order to improve the quality of education. the uks program is important for improving health status. based on law no. 23 of 1999 regulating the realization of the healthy living capacity of every resident, one way is by fostering healthy schools. then reinforced by law no. 36 of 2009 concerning health article 76 states that "school health is held to improve the healthy living abilities of students in a healthy environment so that students can learn, grow, and develop harmoniously and be as high as human resources. quality. health in schools is a shared responsibility between students, teachers, the community and the government. as we all know, the school health business (uks) in various regions is still not as expected, and has not even received full support even though health care efforts for students are a link to improving the health of the population. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 193 in the world of education, the existence of schools and communities cannot be separated, because in educating the life of the nation it is not only the responsibility of the government and parents but also the responsibility of the community. the relationship between the school and the community is essentially a tool that plays a role in fostering and developing the personal growth of students in school. schools and communities have a very close relationship in realizing school or education goals. but the reality in the implementation of school activities is sometimes more often separates between the school and the surrounding community. the activities carried out tend to activities that do not involve the community around the school to play an active role, this could occur due to lack of attention and community support for schools so far. the community thinks that we provide sufficient funds for the rest of the school that regulates the implementation. this is inversely proportional to sdn 6 siantan which will implement a healthy school program, the school invites parents, community and government agencies involved to participate in the implementation of the school program. based on the facts in the field, where the people around sdn number 6 siantan strongly support the school program to be implemented by the school. the community support is realized by having an active role in helping the school in preparing all the facilities needed to support the implementation of a healthy school program. in its implementation, not only were the people involved but there were also members of the tni and polri, community social institutions including pkk members who worked together to support these activities. therefore, the success of the school in implementing the school program cannot be separated from the efforts and hard work carried out by the school and can not be separated from community participation, this is proof that the importance of community empowerment in supporting the success of sdn number 6 siantan in the subdistrict of siantan, mempawah (first) provision health school competition program in west kalimantan in 2017. this is impossible to achieve without the participation of parents and the community around the school. this is inseparable from the role of the principal who is able to implement the management function well, starting from planning, implementation, and evaluation. based on this background the question arises "how is community empowerment in realizing a healthy school. ii. research method this study uses a qualitative approach with the research method used which is qualitative descriptive. according to nazir in andi prastowo (2011: 186) explained that the descriptive method is a method used to examine the status of a group of humans, an object, a set of conditions, a system of thought, or a class of events in the present. this type of research is a case study because, in accordance with the understanding of case studies, researchers will examine a case about community empowerment in realizing a healthy school competition program in sdn number 6, siantan district, mempawah district. data were analyzed using the miles and huberman model. iii. result and discussion a. results in empowering the community in realizing a healthy school program implementing management functions of education which consist of planning, organizing, implementing and supervising. the four administrative management functions are the basis for the implementation of community empowerment in realizing a healthy school program at sdn no 6 siantan located in jalan parit bilal, siantan district, mempawah regency, west kalimantan province. but in the implementation of community empowerment management in realizing a healthy school program at sdn no 6 siantan located in jalan parit bilal, siantan subdistrict, mempawah regency, west kalimantan province, only applying three principles of education management, namely, planning, implementation, and evaluation. for data collection on community empowerment in realizing a healthy school program at sdn no 6 siantan, it is located in jalan parit bilal, siantan district, mempawah regency. on june 4, 2018, the researcher came to sdn no 6 siantan to meet with the principal then explained the intent and purpose of the arrival of the researcher, the researcher was accepted by the principal to be happy to conduct research in the institution he supervised, then the researcher submitted a research permit from the study program chair management of educational administration to the head of sdn no 6 siantan, siantan district, mempawah regency. lapse one day the researcher precisely on june 5 2018 the researcher carried out the research to sdn no 6 siantan the subdistrict of siantan in the mempawah regency immediately carried out the interview with the principal, the educator staff, the school committee, the parents of the student, and the related community shop that was determined to become the informant. the author also observed and requested that the documents owned by sdn no 6 siantan be located on jalan parit bilal, jungkat village, siantan district, mempawah regency. in order to obtain accurate data, of course, researchers must collect as much information as possible from the determined informants, namely the principal, educators, school committees, representatives of parents of students, community leaders. field observations by taking photos of locations, photographs of community activities in improving facilities to support healthy schools, are carried out every time after the interview. on the same occasion also requested documents needed so that in one day get as information needed in research. the research utilizes each free time to type transcripts of interviews, analyze them and revisit the interviewee data, to ensure that the intent of the answers given is indeed like the one in the interview transcript. it turns out there is an interview section. after reviewing the transcript of the interview, journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 194 there were parts of the answers he added, especially when answering planning questions, because they were not mentioned in full at the interview. from the results of interviews, observations and documentation studies and documentation studies the researchers obtained the following picture: 1. community empowerment planning in realizing healthy schools community empowerment in realizing healthy schools must begin with planning. forms of planning in the field of education that are commonly owned by schools include (1) vision and mission, (2) medium term work plan (rkjm), (3) school activity budget plan/raks and rapbs. the results of interviews, observations and documentation in community empowerment planning in referring to healthy schools obtained the following data: a. interview result data obtained from interviews with school principals, vice principals, 5 (five) teachers, parents and school committees, and the community regarding community empowerment management in realizing healthy schools in sdn number 6 siantan are like summaries of interview results as follows: 1) vision and mission community empowerment in public elementary school number 6 siantan is felt to be very supportive of achieving the school's vision and mission. if you see the vision of the school, you don't really see the relationship, but the school mission clearly illustrates the close relationship that community empowerment is one of the efforts to realize the school's mission in achieving the vision of sdn number 6 siantan. the interview results obtained information that the vision and mission of sdn number 6 siantan were set at the school meeting which was attended by principals, teacher boards, school committees, parents of students and community leaders. therefore, to realize the vision and mission, it is not just school responsibility, but indirectly a little more is the responsibility of parents and the community. 2) goals, benefits, and targets for empowerment the purpose is a statement about the desired condition in which the organization or company intends to make it happen and as a statement about the situation in the future where the organization as a collectivity tries to create it. in other words, the goal is the realization of a specific mission that can be carried out in the short term, while the aim of community empowerment is to invite the community to support school work programs by participating both directly and indirectly as a form of responsibility for implementing the vision and mutually agreed school mission. the results of the interview obtained information that the purpose of community empowerment in realizing healthy schools is to establish cooperative relations between schools and communities in supporting all healthy school programs, in addition to the purpose of community empowerment in realizing healthy schools to provide benefits for the school with community participation in activities carried out in school it is very helpful and supports the success of the school in preparing a healthy school program so that the target for implementing a healthy school program can be realized. 3) healthy school program public elementary school number 6 siantan has a work program in the form of an annual program and semester work program. one of the school work programs is a healthy school work program. the interview results obtained information that a healthy school program is an activity to increase understanding, and awareness and shape the behavior of school residents to live healthy lives, both at school and at home. sdn number 6 siantan has implemented a healthy school program that has been implemented since the school was established, only at that time it was only limited to cleaning the classroom and schoolyard, but only received serious attention from 2013 until now, so that healthy school program activities can run well, to we form the management committee for a healthy school area with a decree. underlying our implementation of a healthy school program is based on law number 23 of 1999 regulating the realization of the healthy living capacity of every resident, one of the ways is by fostering healthy schools. strengthened by law number 36 of 2009 concerning health article 76. which includes healthy school programs at sdn number 6 siantan namely: (a) gradually cleaning the school environment. journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 195 carry out cleaning classes and school environments every day to avoid rubbish and dust. (b) planting plants in the school environment planting activities are carried out in the school environment by utilizing existing vacant land. the land is used to provide students with knowledge and experience. students are invited to go directly to the land to plant sweet potatoes and peanuts. seen students were very enthusiastic about planting the plants. it is hoped that with these activities, students can use the surrounding environment well to maintain environmental sustainability. (c) school health business the legal basis for implementing uks/ m refers to the joint regulation (skb) between the minister of education and culture number 6/x/pb/2014, minister of health number 73 of 2014, minister of religion of republic of indonesia number 41 of 2014, minister of home affairs number 81 of 2014 concerning the development and development of uks (school/madrasah health unit). the activities carried out to improve the health of school-age children on each path, type, and level of education. school health unit (uks) aims to improve the quality of education and student achievement by improving clean and healthy living behaviors and creating a healthy educational environment, thereby enabling students to develop harmonious growth and development. the school health unit (uks) is one of the platforms for the implementation of the character education strengthening (ppk) program that covers clean living, protecting the environment and health. uks is an important component in implementing uks implementing healthy schools with the availability of uks in schools so children can be taught how to cope with children experiencing health problems, then what steps should be taken by uks officers. and it is hoped that this uks can act as a small health center in the school environment. (d) washing hands with clean water and soap one indicator of healthy schools in schools is washing hands with running water and using soap. it has long been known by the public that hand washing is a way of preventing and protecting yourself against disease-causing germs. wash hands with soap when before and after meals. after bak and bab and before and after doing the work will be very effective in maintaining the health of the body and prevent the spread of disease through viruses and bacteria that are not visible to the eye attached to the hand. (e) snacks in healthy canteens some schools have applied the criteria for managers of healthy canteens, managers of healthy canteens must meet the requirements given by the school to the managers of the school canteen. there are several requirements that must be adhered to by the school canteen manager, namely as follows, namely (1) not providing brightly colored food or drinks strikingly. (2) not providing hard or charred food. (3) train students to always check packaging labels before buying. (4) have a hand washing place. in addition to the five criteria above, there are still other characteristics of a healthy canteen that must be considered. these features include canteen facilities and infrastructure, as well as the healthy lifestyle that the managers carry out. namely clean water sources, storage areas, processing sites, serving and dining rooms, sanitation facilities, work equipment, and waste disposal sites. (f) dispose of trash in its place. waste is a source of disease, many diseases are caused by garbage. examples of diarrhea and vomiting are diarrhea and shortness of breath or other diseases related to the effects caused by the stench of garbage. however, getting used to throwing trash in its place is not an easy thing. getting used to throwing out trash is very difficult as well as getting children to learn. habit is one of the things that must be done continuously. so that habits become someone's needs when they get used to it. habits can be raised with the guidance of parents or teachers because children's habits cannot be raised by themselves must be with journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 196 guidance. with guidance, habits can be raised by one's awareness. give good guidance to children, of course, the good habits of children will appear and vice versa to familiarize children to dispose of trash in its place in the school environment, a teacher carefully provides guidance and education on the introduction of hazardous waste, children are introduced to until organic and inorganic, and hazardous waste. so that with knowledge, children are more aware of their habit of littering. at school in order to familiarize children to dispose of garbage in its place other than with guidance, there must be a landfill. this can make it easier for children to throw garbage in its place. bins must be available at every point or place. the more rubbish bins, the school environment will be clean, comfortable and protected from all diseases. (g) exercise regularly at school sport is a series of regular and planned movements to choose motion (to maintain life) and improve movement ability (improve quality of life). sport is a form of physical activity that is complex and structured, which extends over and over again and is aimed at improving physical fitness. (h) using healthy slides in school latrines are places that are used for human waste. latrines in indonesia are also known as latrines/toilets. cleanliness of latrines is absolutely necessary to prevent transmission of bacteria and viruses that cause disease among school residents who use them. the use of latrines together makes the rate of transmission of the disease increase, so that the cleanliness of latrines that are maintained can reduce the rate of transmission of bacteria and viruses that cause disease. basic sanitation toilets that must be owned by every school. the importance of removing clean water in clean latrines is to avoid various types of diseases that arise due to poor sanitation. therefore latrines must follow the standards of making healthy bridges which must be located at least 10 meters from water sources and have air drainage channels so as not to pollute the environment . so that a toilet is needed that meets the requirements of a healthy toilet. terms of healthy latrines include: (1) not contaminating water reservoirs (2) there is no contact between humans and feces (3) the results of fecal waste do not cause odor (4) enough lighting (5) enough ventilation (6) sufficient water (7) quite extensive (8) waterproof floor (9) construction of latrines is well made so that it is safe for its users (10) cleaning tools are available to support a healthy school program, latrines must be available that meet health requirements and have cleaning equipment. clean and odorless latrines besides showing cleanliness also reduce the number of bacteria and germs that cause disease. (i) eradicate mosquito larvae at school the uniforms used by elementary school students (sd) are still short-sleeved, also the pants and skirts of the students, without realizing it is a big risk to schoolchildren bitten by mosquitoes at school. mosquito larvae are the forerunner of mosquitoes, if not immediately eradicated, the results obtained are many mosquitoes in the environment. mosquitoes are one of the carriers of bacteria and viruses that cause disease, so the presence of mosquitoes must be eradicated. larva eradication aims to reduce the growth rate of mosquitoes so as to avoid diseases caused by mosquito bites. the way to eradicate mosquito larvae is known as 3m, namely: (1) drain and brush the walls of water reservoirs such as bathtubs / toilets, drums, shelter of air conditioning, refrigerators, etc. once a week. (2) closing meetings of water shelters such as water barrels / jars, holy water sites, etc. (3) burying or removing used items that can hold rainwater such as used cans, used tires, used bottles, etc. besides 3m, mosquito control methods can also be done by: (1) use mosquito nets when sleeping (2) avoid the habit of hanging clothes in the room journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 197 (3) using drugs that can prevent mosquito bites (4) seek adequate lighting and ventilation (5) repair damaged channels and gutters (6) sprinkle larvae powder in a place that is difficult to drain (7) maintain larvae fish in ponds and water reservoirs to support school activities, schools should have a water reservoir that meets health requirements, and school residents must use a mosquito larvae that is free of water. (j) no smoking in school cigarettes are cylindrical objects from paper and have a length between 70 to 120 mm with a diameter of about 10 mm containing tobacco leaves that have been roughly cut. cigarettes are burned at one end and allowed to burn so that the smoke can be sucked by the mouth through the other end. smoking is the activity of sucking cigarette smoke into the body and blowing it into the air, and smoking is like a factory. in one cigarette smoked will be released around 4000 dangerous chemicals, the most dangerous ones are nicotine, tar, and carbon monoxide. nicotine causes addiction and damages the heart and blood flow, tar causes lung damage and cancer, while carbon monoxide causes reduced ability of blood to oxygen, so cells will die. therefore smoking is prohibited in the school environment because cigarette smoke is very dangerous for children who breathe it. people who become passive smokers are more dangerous than active smokers because the ones smoked are carbon monoxide which is beneficial for health, especially for children. (k) weighing weight and measuring height every 6 (six) months consuming healthy foods is a must, especially for school-age children who are in the stage of height growth and weight development. weight is the size of the body in terms of the weight that is weighed in a state of minimal clothing without any equipment. height is the size of the body in the height that is measured in a state of minimal clothing without any equipment. the growth and development of children at school age are very rapid, so it is necessary to record the growth and development of the body regularly. by knowing a person's weight and height, it can be estimated the level of health or nutrition. weight and height are recommended to measure the state of nutrition because: (1) easy to see (2) provide an overview of the nutritional state at this time and if done at least every 6 months for children periodically will be able to provide a good picture of the growth of children (3) the accuracy of measurements is not influenced by measuring skills (4) measuring instruments are easily obtained some things that affect body weight and height include food and drink. within a day the human body needs complete nutrition such as carbohydrates, fats, proteins, vitamins, and minerals. to support school activities, schools should have a schedule for weighing and measuring height and schools must have the means to weigh weight and measure height. (l) provision of infrastructure no matter how good the activity program is prepared but in the implementation it is not supported by adequate facilities and infrastructure, it is impossible to run optimally, as well as greeting the implementation of the school program needs to be supported by the availability of adequate infrastructure so that it can support the activities to be carried out. therefore, it is necessary to provide or renovate existing facilities, among others: (1) supply of 15 liters of clean water/ person/day (2) provision of a place to wash your hands with running water and their accessories (3) the proportion of toilet is 1 toilet for 40 students and 1 toilet for 25 female students (4) waste disposal facilities (5) liquid waste management (6) waste disposal facilities (7) solid waste management (8) means of socialization and education journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 198 (9) health education facilities (10) health service facilities (11) healthy school environment development facilities, etc. 4) socialization of the healthy school program. socialization is the process of providing information, adapting, adjusting, introducing and translating the main program activities of the organization so that organizational activities can be carried out in accordance with the planning and rules given. the socialization was carried out in the hope of building perceptions of the organization's vision and mission, which was marked by the level of program implementation in activities that were able to involve all elements of the organization in order to accelerate program implementation and overall organizational goals. from the interviews, information was obtained that the socialization of the healthy school program had been carried out by sdn no. 6 siantan, the socialization of school programs including healthy school programs we conducted at holding meetings with parents and the community, then at the time of the ceremony and through the school announcement board, we did not carry out socialization using posters, billboards, and banners because there were no funds. dissemination of school programs and health programs did not involve the community directly but worked with the school committee given the busyness of the community in carrying out daily activities that cause people not to have time to disseminate healthy school programs actively. 5) plans, budgets, and costs budget planning here talks about how to get money and how to allocate (allocate) what should be so that the use of funds is as far as possible on the right target or objective. budget planning was prepared to facilitate implementation and find out whether the exact calculation or not in community empowerment activities in realizing a healthy school principal had made a healthy school plan. based on the interview results, information was obtained that community empowerment activities in realizing a healthy school 6 siantan has made a budget and cost plan before this activity is carried out, budgeting plans initially conducted meetings with the teacher board and school committee to determine the budget that will be used in the activities of a healthy school program, there are funds that can not be funded by schools, then we hold meetings with parents and the community to discuss funding that cannot be funded by the school to ask for opinions from the community from the parents and the community to find a solution. 6) schedule scheduling is a design activity in the form of allocating resources both machines and labor to run a set of tasks according to the process in a certain period of time". the method used to agree on the time and place for the implementation of activities by taking into account the input from the program activities can be carried out as planned. activities can run well, of course, there needs to be a schedule of activities so that activities carried out in accordance with the time set in the plan made. the results of the interview obtained information that the activities of community empowerment in realizing a healthy school, made a schedule of activities but not permanent in nature tentative this adjusts to the activities, parents of school committees and the community and related stakeholders. 2. implementation of community empowerment in realizing healthy schools a. coordinating the implementation of community empowerment in realizing a healthy school. a joint agreement process that binds various activities or elements that are different in such a way, so that on the one side all activities or elements are directed towards achieving a predetermined goal and on the other hand the success of one activity does not damage the success of the other activities. coordination is carried out to create and maintain organizational effectiveness as high as possible through synchronization, harmonization, togetherness, and balance between various activities dependent on an organization. in addition, it prevents conflicts and creates the highest efficiency in each of the different interdependent activities through agreements that bind all parties concerned. the results of the interviews obtained information that community empowerment activities in realizing our healthy schools coordinated before the activities were carried out, this was done so that there was a common perception in the implementation in accordance journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 199 with the plans that had been prepared. we coordinated with the school committee, the head of the education office and even the head of the sub-district office to seek support for the implementation of the school program, after we coordinated then we were invited to hold a coordination meeting involving parents of students, the community, related institutions, and the muspika district. the goal so that they know about the program will be carried out and ask for support from the participants so that the program can run according to the plan and ask the community to support and can play an active role and the implementation of a healthy school program. we coordinated with the sub-district muspika, the head of the sub-district education and culture office, the school committee, the village head, the hamlet head, the community, and the community's parents. the coordination was carried out by visiting one of the agencies and conducting meetings at the school. b. division of tasks for community empowerment in realizing a healthy school. the division of tasks in an institution needs to be carried out according to the needs of the organization so that there is no overlap in the implementation of work so as to cause a buildup of work at one point and vacancy at another point. the division of tasks within the organization also aims to simplify the work of the members of the organization so that the work is quickly completed. in community empowerment activities in the realization of healthy schools, there is also a division of tasks carried out by the principal. the results of the interview obtained information that community empowerment in embodying our healthy school is to divide the outside affairs of the school into my duty as headmaster and be accompanied by one of the teachers, then for matters within the school appoint teachers who already have a part. c. parental involvement in realizing healthy schools. parental involvement is not new in the educational environment and has played a real role. it is very clear and undeniable that parental involvement is very appropriate and the positive impact is very broad. parents depend on how well the design, planning, and application of each type of parent involvement is expected. the interview results obtained information that community empowerment in realizing healthy schools parents of students very actively play activity in schools, they help in the form of funds or material even they also help in the form of preparing facilities to support the implementation of a healthy school program. d. administrative activities for community empowerment in creating healthy schools. administrative activities are very important in the organization. the importance of administration in organizations because administration is an activity carried out through cooperation in an organization based on a predetermined plan to achieve the goal. administrative activities are very important in the organization. the importance of administration in organizations because administration is an activity carried out through cooperation in an organization based on a predetermined plan to achieve the goal. likewise, in community empowerment activities in realizing healthy schools neither can it be released from administrative activities. because from the start of planning, implementation and evaluation is part of the administration. the interview results obtained information that in community empowerment activities in realizing healthy schools cannot be separated from administrative activities, namely activities related to making attendance lists and minutes of meetings. 3. evaluation of community empowerment in realizing healthy schools as we know that supervision and evaluation is a part that determines the success or failure of a program, even evaluation is saving information that will be used as a reference for subsequent policymaking. this supervision and evaluation aim to ensure that the tasks provided have been carried out in accordance with the plan or not, then, whether it shows good performance so that the planned targets can be realized in accordance with the plan. in observing the author of this one management function, very little effort has been made relating to community participation to end without saving any information that can be used as material for the study of subsequent policymaking. based on the results of the interview obtained information that the implementation of community empowerment in realizing healthy schools is as follows: a. evaluation of community empowerment activities in realizing healthy schools to find out whether a planned goal is achieved or not, an evaluation is needed. from the evaluation, we can find out the extent to which the planned goal is achieved, in addition to knowing the obstacles faced in achieving the objectives, then find a solution to overcome them. journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 200 from the interview results obtained information that the evaluation of community empowerment activities in realizing healthy schools by looking at the progress of the success of the planned activities / objectives achieved and recording any activities that have not been completed or work that has not been done is then conducted a meeting to discuss the problem. the principal always monitors every activity carried out, sometimes the head of the upt of the district education and culture office also monitors the ongoing activities, if there is a job that is not perfect or has not been done then a meeting is held to find out what is being faced to find a solution. b. evaluation of the objectives of community empowerment activities in realizing healthy schools has been achieved. objectives are targets that the institution intends to achieve in carrying out its activities as an indicator of achieving success. based on the interview results, information was obtained that community empowerment in embodying a healthy school was evaluated by looking at the progress of the success of the planned activities / objectives achieved and noting that any activities that had not been completed or work that had not been done were then held to discuss the problem. before the evaluation, the principal always monitors every activity carried out, sometimes the head of the upt of the district education and culture office also once monitors the activities carried out if there are jobs that are not perfect or have not been carried out so that the solution is found. c. engagement of related agencies puskesmas is an institution that is directly involved in a healthy school program, the role of the puskesmas is very important in providing guidance and technical guidance about health in the school environment. the interview results obtained information that in community empowerment activities in realizing healthy schools involving puskesmas the role of puskesmas in realizing healthy schools they gave consideration and input after seeing the work results related to improving school facilities. b. discussion based on the findings of the study, the researcher discussed and presented the results of research on the implementation of a healthy school program at sdn no. 6 siantan starts from planning, implementation, and evaluation. this data is obtained from interviews and documentation studies. the results can be described as follows: 1. stage of planning planning is a process of determining what you want to achieve in the future and determining the steps needed to achieve it. in line with that according to maise and volwahsen (1998: 2) planning as a pivot circle that repeats from a series of logical steps. in the opinion of siswanto (2015: 420), planning is an integrative activity that seeks to maximize the effectiveness of the entire organization as a system, in accordance with the objectives to be achieved. this means that planning is a process of determining what you want to achieve in the future and determine the stages needed to achieve it. the planning process is a process whereby all things are needed when implementing activities and aiming for a smooth and successful program or activity to be carried out. in planning also think about determining what will be done, how to do it, who is implementing it, and when the activity is carried out. thus the planning of the implementation of a healthy school program is a series of thought activities in the process of implementing a healthy school program, from a work program, forming work time, socializing, preparing a budget and cost plan, and arranging a schedule or schedule. this is in line with the opinion of saefudin saud (2005: 17) that planning can be interpreted as a drafting process as a decision that will be implemented in the future to achieve a predetermined goal. what is planned are things that must be done with regard to the implementation of a healthy school program. opinions about the importance of planning were also expressed by anderson and bowman (in sustisna 1989: 192) planning is the process of preparing a set of decisions for future actions. this definition suggests that planning leads to the making of decisions. making decisions is an important part of planning. this is reinforced by sagala (2002: 46) states that planning includes activities to determine what you want to say, how to achieve it, how long, some people needed, how much money is needed. this opinion is in line with the opinion of handoko (2003: 79) that planning is basically through four stages, namely: (1) setting goals, (2) formulating current conditions, (3) identifying all facilities and constraints. planning for a healthy school program is carried out at the beginning of the year based on the principal's work program. before planning a healthy school activity program, an analysis of program requirements is carried out by: (1) analyzing a healthy school program (2) identifying the types of program activities to be implemented (3) identifying potential parents, educators and communities (4) designing the program activities needed and (5) determine the program to be implemented. so by journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 201 referring to the existing theory, it is stated that the process of planning a healthy school program activity has gone through the right stage or mechanism. the findings in the field in developing empowerment planning together with the planning of school programs including the health school program were carried out at the beginning of the year. the preparation of the action plan is carried out by a school meeting attended by the principal, the board of teachers, the school committee. then followed up with meetings with parents and the community which was attended by muspika, head of upt, parents and the community. discuss plans for physical activities that support the implementation of a healthy school program involving the community and the stakeholders as accurately. these physical activities include environmental improvement and school roads, building healthy latrines, fixing healthy canteens, providing handwashing facilities, building sports facilities and holding trash bins. on this occasion also discussed the time and costs that support the smooth running of activities. in determining the timing of the implementation, there are differences of opinion but can be agreed to be adjusted to the opportunity of the community and the availability of materials to work on. according to the researchers, all stages of the activity should be recommended in a complete administration and where they are easily searched. for example, in the management meeting activities there must be an invitation, attendance, minutes of the meeting and if necessary, there is a photo of the meeting activity at that time. based on the facts in the field, documents that still include meeting attendance, minutes of meetings and photos of activities. naum also has other activity documents that are incomplete or difficult to find. this needs to be a concern with all parties always to familiarize orderly administration in any activity. 2. implementation phase the implementation or actuating of a healthy school program is an implementation of a plan that has been prepared. the term actuating, there are some experts who say the term "directing" is in line with terry's opinion (in usman husaini (2014: 172), directing is actuating is getting all members in the group to want to archive the objective willingly in biting with managerial planning and organizing efforts, so actuating means action, because something won't happen without action. in connection with the above theory, then after planning it is continued with the implementation of the activities of a healthy school program. what the principal does is coordinate with school committees, parents and the community and stakeholders related to the implementation of a healthy school program. next is the division of tasks, the division of tasks is absolutely done so that there is no accumulation of work one point and emptiness at another point other than that so as not to cause overlap in the implementation of work. with the division of heavy work tasks, it becomes light because it is done together. likewise in fixing facilities and infrastructures that support healthy school programs, it is necessary to develop tasks so that the activities to be carried out can be completed on time. the implementation is divided into two task areas, namely for activities that involve physical and environmental improvement of the school carried out by some teachers, students and assisted by parents, the community and participation from cross-sectoral agencies namely the police and the tni, while those related to technical work are done by teacher of uks coach and puskesmas staff. in the activities of parents and school committees, the community and pkk and the police and tni are very proactive in supporting these activities. thus in the implementation process in accordance with existing theories, organizational activities take place. the movement of all components of the resource takes place, under the control of each coordinator of the established healthy school area and the principal as the person in charge of the healthy school activity program. 3. evaluation stages evaluation is part of the management system, namely planning, organization, implementation, monitoring, and evaluation. without evaluation, it will not be known how the condition of the object of the evaluation in the design, implementation, and results. the process of evaluation in community empowerment is said to be a form of assessment of an activity that has been carried out. in line with that according to arikunto and abdul jafar (2010: 297) "program evaluation is an activity that is intended to find out how high the level of success of planned activities." evaluation always seeks to determine the effectiveness and efficiency of implementation of a plan. in line with that according to suchman in arikunto and abdul jafar (2010: 1) view that, "evaluation as a process of determining the results achieved by several activities planned to support the achievement of goals." based on exposure to data and findings of research findings through interviews, observations and evaluation documents carried out by the principal of sdn no. 6 siantan to find out the success of community empowerment in realizing a healthy school program seen from the goals achieved, the ongoing program and the involvement of parents, community and stakeholders in the activity. evaluation is carried out after the completion of the activity by looking at the progress of the work carried out, if less work is found or still journal of education, teaching, and learning volume 4 number 1 march 2019. page 192-202 p-issn: 2477-5924 e-issn: 2477-8478 202 not done, repairs will be carried out or worked according to plan. iv. conclusion a. conclusions based on the results of research on community empowerment management in realizing healthy schools in sdn no 6 siantan, siantan district, mempawah regency can be summarized as follows: 1. planning phase the community empowerment planning process in referring to healthy schools has gone well and is adjusted at the beginning of the year the school principals, educators, and school committees by identifying the program need to be implemented integrated with the school program in accordance with the planned time. 2. implementation phase the implementation of community empowerment has been going well, the institute (sdn no. 6 siantan) and the community have worked well in every activity, parental participation, community to be quite high in supporting the implementation of healthy school programs, this was shown by their enthusiasm in helping the school in fixing facilities that support healthy school programs. 3. evaluation phase evaluation of community empowerment activities in realizing healthy schools is carried out at the end of each activity. the evaluation was carried out by the principal, the head of the sub-district education office and the school committee. evaluation of activities is measured by success if the planned goals have been achieved, the program runs smoothly, and there is involvement of parents and the community, and there is monitoring from relevant officials, namely from the education office. b. suggestions based on the above achievement, for the sake of progress and achievement of empowerment, the researcher presents several suggestions and ideas that are expected to be useful to support the success of the implementation of community empowerment in schools: 1. for the head of sdn no. 6, siantan should a) involve the community in disseminating school programs. thus it is hoped that more people will know and support the program b) so that the schedule is made even though it is tentative in nature so that it becomes a reference in carrying out activities even though there will be changes later. 2. schools, parents and keep maintaining work together to maintain and maintain the results of the work that has been produced together. 3. the need for sustainable empowerment so that healthy school programs can run continuously. references ali, mubarak. (2010). psikologi remaja perkembangan peserta didik. jakarta: bumi aksara. andi prastowo. (2011). metode penelitian kualitatif dalam perspektif rancangan. penelitian. jogjakarta: arruzz media. arikunto, s. and jabar. (2004). evaluasi program pendidikan. jakarta: bumi aksara. handoko, t. hani. (2003). manajemen personalia dan sumber daya manusia. yogyakarta: bpfeyogyakarta. husaini, usman. (2013). manajemen: teori,praktek dan riset pendidikan. .jakarta: bumi aksara. soetomo. (2006). strategi-strategi pembangunan masyarakat. yogyakarta: pustaka pelajar. sutisna, oteng. (1989). administrasi pendidikan. bandung: angkasa. journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 60 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. critical discourse analysis on ideology of feminism in nawāl al-sa’adāwi’s mudzakkirāt thobībah karlina helmanita 1) , emzir 2) , zainal rafli 3) 1) state university of jakarta, indonesia email: karlina.helmanita@uinjkt.ac.id 2) state university of jakarta, indonesia email: emzir.unj@gmail.com 3) state university of jakarta, indonesia email: zainal.rafli@gmail.com abstract. the aim of this research is to carry out a critical discourse analysis on the ideology of feminism in the novel mudzakkirāt thobībah by nawāl al-sa‟adāwī, through linguistic feature in the symbol of sound, vocabulary and text structure or the dialog contained in the novel. this research utilizes qualitative approach with content analysis method of philipp mayring. data is collected by way of reading the novel, identifying, marking, classifying and interpreting meaning. the findings are 1) patriarchal sound symbols because of the existence of non (nir)-sound in nawāl al-sa‟adāwī‟s mudzakkirāt thobībah linguistic feature. they can be identified as patriarchal because the text is commonly read by men due to minimum access of education for women. women are illiterate and experience oppression in education. there is almost no information about women figure that become a linguist, scientists and including female scholars. 2) the inequality of antonym and synonym. the word relation and series word by word (word) is ideologically unequal. the words that are used for women are not culturally conditioned as a partner to men. 3) the hegemony of power in the structure of texts in the form of dialog among the characters. in the texts the harmonious and disharmonious dialogs are reciprocal. from the result of this research, the researchers recommend a newly designed curriculum for education to carry out advocacy for the awareness linguistic feminist education with the character of the east and indonesia. keywords: ideology of feminism, sound symbol, sound, antonym-synonym, structure texts, mudzakkirāt thobībah i. introduction critical discourse analysis (cda) of this research is a continuation of norman fairclough (2001), rebecca rogers et.al. (2005), theo van leeuwen (2009:277), renée figuera (2010), and shenila khoja-moolji (2014). according to fairclough, critical discourse analysis---henceforth cda---is a textual study which connects language, power and ideology (fairclough, 2001:23). according to leeuwen ( 2009:277), the critical discourse analysis is within the discourse which plays a key role in guarding and legitimizing inequality, injustice and oppression within the society. figuera (2010) utilizes critical discourse analysis through language to search the identity of white and afro american authors on an anonymous fictional story. mooji argues the need for a new approach in analyzing texts on feminism, one of them is poststructuralism analysis. from the point of view of linguists above, the critical discourse analysis of this research is a continued effort to read and interpret the textual meaning in a post structural way on the text symbol of the novel mudzakkirāt thobībah by nawāl al-sa‟adāwī (2006). one of the post-structural approaches is the critical discourse analysis, which does not merely expose lingual problems but also the practice of social and cultural discourse. thus in this http://creativecommons.org/licenses/by-nc/4.0/ mailto:emzir.unj@gmail.com journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 61 research the critical discourse analysis highlights the ideology of feminism through linguistic features in the symbolic form of sound, vocabulary and text structure by using the knife of socio linguistic analysis and social and cultural practices encompassing the text of the work of literature (fairclough, 2001: 92-93). therefore every vocabulary and series of dialogs in this novel becomes representation of language as social construction which positioned women language and men language differently, a social construction that has long been questioned by feminist linguist such as cameron (1993, 1998), coates (1998), hedley (1992), barzilai (1991), gallaway and bernasek (2004). but over the last two decades this discourse and social practices becomes silence, even in indonesia this area of critical discourse analysis on literature texts becomes less progressive. thus in this kind of condition, the researchers intend to fill the values of equality and lingual justice in the portrait of literary texts. coates alerted that feminism has a strong impact in the area of linguistic and sociolinguistic (coates, 1998: 195). in the area of linguistic, it relates to sexist language, a language which is perceived, uttered and written on the basis of designation of male and female language. while the sociolinguistic area considers that language is related with social class, distribution of jobs including among the sexes where female is classified as the second class. unlike feminist exegesis and theology which are massive (hidayatullah, 2009, 2011, 2014, 2016); (seedat, 2013), (pritchard, 2009), (suyoufie, 2008), feminist linguistics which has conducted researches on the ideology of feminism is still a few, let alone linguistic education on feminism. among the linguists who have conducted researches are cameron (1993, 1998) on gender construction from discourses, jennifer coates (1998: 195-199) perception and personal level speech (linguistics) and social level (sociolinguistics), sandra m. gilbert and susan gubar (1985: 515-543), and françoise lionnet (2013: 219-227). while in indonesia, it was done by r. panca pertiwi hidayati (2017) on improving students‟ argumentation style ability in writing essay through discourse analysis model critical thinking map oriented which utilizes discourse analysis approach with structuralism analysis. also researches conducted by saeed esmaeili (2015) on a critical discourse analysis of family and friends textbooks: representation of genderism. but these researches are different to the previous researches. the researchers explore feminist linguistics ideology in the perspective of written language (written discourse) of arabic literature to social practice interpretation (awk) from text to inter text mudzakkirāt thobībah novel. besides that, the underlying difference of this research is that it gives an offer towards the concept of feminist linguistic education in indonesia. education and feminist linguistics will be framed by the novel mudzakkirāt thobībah with values of feminist linguistic education with eastern and indonesian characteristic. thus, the argument of this research combines the theory of cameron, coates, seedat, and hidayatullah towards nawāl al-sa‟adāwī‟s ideology of feminism in the novel mudzakkirāt thobībah. ii. methodology this research uses content analysis method (content analysis) with qualitative approach. qualitative approach is a research that is based on the belief that the focus of the research is the quality of meanings to see the essence and particular essence by using qualitative interpretation (alwasilah, 2009: 45). thus, the data gathering, data analysis and interpretation do not use figures and statistical data (creswell, 2008:55-56). thus, philipp mayring defines qualitative content analysis method as an empirical approach without using the quantitative aspect. the methodology is used to control the text analysis in the context of communication (mayring, 2016:1). the data gathering technique is done through documentation. documents are notes or writings of past events. the procedures of data gathering starts with reading the texts in a heuristically way, giving symbols of sound in the form of harakah, translating the arabic texts into indonesian and compares it with the english indonesian translation, carrying out identification of feminist ideology in the form of linguistic features such as vocabulary and structure of dialog text, performing data sorting (coding), making classification on the ideology of feminism, completing primary data with secondary data, copying all the data, specified it in detail and analyze it in the form of work analysis table. the data analysis uses the combination of deductive analysis philip mayring with adjustment with critical discourse analysis of norman fairclough through the procedures of linguistic analysis, sociolinguistic, discourse practices up to social-cultural practices iii. results and discussion the domain or use of language refers to a specific place. cultural domains are categories of cultural meanings that belong to other smaller categories (spradey, 1980). in the activity of telling who knows the steps are always considered a smooth or rough speech. the speech depends on the person's attitude to the speech situation he is facing. here is an example of sundanese speech in the family realm. conclusion journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 62 patriarchal non (nir)-sound one of the linguistic features found in the novel mudzakkirāt thobībah---like most arabic texts---is the absence of sound symbols (nir-sound) such as consonant letters, short vocal, long vocal, double vocal and others. thus, the series of arabic letters ( hijaiyah letters) below is not perfect because of the absence of sound symbols like the following example (al-sa‟adāwī, 2006: 5). ثذأ انصشاع ثُٛٙ ٔثٍٛ إَٔثزٙ يجكشا جذا. قجم أٌ رُجذ إَٔثزٙ ٔقجم أٌ أَػشف شٛئب .كم يب كُذ ػٍ َفسٙ ٔجُسٙ ٔأصهٙ أػشفّ فٙ رنك انٕقذ أَُٙ ثُذ كًب أسًغ يٍ أيٙ. ثُذ ! the series of letters above shows units and series of consonant letters without any vowels letters so the series of letters above cannot be pronounced (read). this is due to the fact that in terms of lingual text, it is not perfect yet. in other words, the sound symbols which are marked by harakat fathah (a), kasrah (i), dan dhommah (u), is not found from the beginning or from the opening to the end of the texts. according to nasution (2010:1) sound symbols are a necessity to determine the reference of meaning. words such as بدأ الصراع cannot be pronounced (read), ُ لِصَراعِ بَْدأ (kb+kb), can be pronounced and can be interpreted as “the beginning of conflict”, or pronounced to be ُبََدأَ الِصَراع (kk+kb) meaning “the conflict begins” or ُُبِدأَ الِصَراع (kk+kb) meaning “the conflict was started”. thus sound symbols become very important because it determines a particular meaning. the phonetic and phonological elements of the novel mudzakkirāt thobībah becomes meaningless (nirmeaning). culturally, arabic texts so far can only be pronounced by men. this is because the access of education is more given to them. therefore, the chances to acquire power are gained by men. thus the „hegemony‟ of language and power lies in the hands of men. so, ideologically sound symbols is power; from lingual power, economy, politics and culture. (holes, 1995: 47; jabal, 2006: 7; khalaf, 1994: 27-28). the representation of the series of words and sentences as shown above gives an indication of a patriarchal system or a system which is centered on men; in other words “from” and “for” men. (in the context of “from” men” is because the production of texts is generally produced by men. so the speech and writings of language at that time gave the opportunity to the birth of male writers, scientists and ulema (dhīf, 2000: 5). therefore, a text such as this novel when it was published can only be read, enjoyed or not enjoyed by limited groups, namely men. in this context, this novel is not from men as it is written by woman; the thoughts, imagination, experience and speech. the presence of woman writer represents the voice of women who were previously silent, voiceless and remained calm then suddenly voiced, chattered and rebelled from what they felt and experienced. they began to voice injustice which was part of the culture of their society. the narration in this novel in the end also caused anger and discomfort among men. this novel is not only for the consumption of men but also women. so the presence of this novel opened a new space for women who had been passive and unable to speak their minds in public space; whether in the form of writing or oral. in other words, the world of linguistic seemed only the world for men. the presence of the novel mudzakkirāt thobībah in the original version of the script was written in arabic letters. the lingual elements contained in the arabic language should actually be equivalent with the lingual elements of other languages which has to be pronounced, read, understood, interpreted and explained with standard language. in the context of this novel, the most basic symbol of language journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 63 namely sound symbol is not seen in the text of the novel. thus, this novel has not perfectly represents “the power of language” of arabic language due to the absence of sound symbols in the text which has to be pronounced by the readers or the general public. the sound symbol is power; from lingual power, economy, politics and culture. thus, sound symbols also become a picture of the position of language and culture in the eyes of the world. consequently, the phonetic and phonological elements of the novel mudzakkirāt thobībah become meaningless (nir-meaning) except for the group of people who own „hegemony‟ of language naturalistically and or academically. naturalistically, this novel can be pronounced by native speakers---the arabs--as the first language, especially the middle class groups who master arabic letters, while academically, this novel can only be pronounced by academicians who possess mastery of arabic in the advanced level. in descriptive language analysis, the presence of this text only fulfills the morphological, syntactic and semantic level and ignores the phonological level as a meaningful sound system. especially when it is associated with the study of functional language, then the science of sounds becomes one of the attention in the sociolinguistic study where the structure of sounds is not only become a social aspect like the accent in a standard language versus dialect, but also it becomes a marking aspect from a specific situation like when a person is angry, frightened or falling in love, he or she tends to use different sound of language. (van dijk, 2008: 159). hence, the power of arabic language which is maintained by its writer, nawāl alsa‟adāwī on one hand has preserved the arabic language in the eyes of the world, but on the other hand, like most other arabic writers, nawāl still positioned readers as a single consumer and not variant. the language of power is understood as atmosphere of power of certain language in viewing and using language as standard language which is acknowledged on a larger or global scale. in the context of arabic language, albeit the acknowledgment of language of this novel up to the forum of the united nations, with other languages of the world such as english, french, chinese, russian, spain (holes, 1995:1), arabic language does not have more strength or power than other languages of other europeans imperials especially english. even in the literature world, the quantity of arabic literal works is not comparable with english literal works. english language still prevails and is recognized as an accepted standard language as in the norms of literature and language which places english texts as the standard of taste, values and universal norms. thus, english continues to maintain its cultural domination in most post-colonial countries (ashcroh, 2003: xxxxxxi), including egypt. nawāl al-sa‟adāwī is against and fought the tides. she consistently uses arabic as the language of all her novels. the novel mudzakkirāt thobībah is her first work in arabic and become the inspiration for her other works up to the present. her efforts at least become nawāl‟s way in negotiating and positioned the existence of the arabic language. the ideology of feminism in sound symbols in the text of the novel mudzakkirāt thobībah, empirically not found. the sound symbol of this novel is found as the strength of sign of power of a language and can in reality be found in the sound symbol of the novel mudzakkirāt thobībah (mt) which is masculine and philosophical---like most arabic novels. inequality in synonym and antonyim synonyms is a similarity of words or single word which shows a form of word with another form of word (proverbs) which the same or similar meaning such as beautiful and pretty (muhammad, 2002: 179). besides that, synonym is often called as equivalent of words of equation of words. journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 64 while antonyms is a word which has the opposite meaning with another word, such as day and night; men and women, long and short, right and left and so on (muhammad, 2002: 152-153). but according to faircllough, synonym and antonym words will be regarded as relation of meanings which show certain ideology through words that have exsperential values (fairclough, 2001:92). in the context of this research the relations of synonym and antonym words is directly seen in the text of the novel mudzakkirāt thobībah. in experiential values, the antonym and synonym words portrays the ideology of the writer to explain the aspects which is related with the content (content), knowledge, and belief of the writer. in other words, the relation of meaning of synonym and antonym is a sign to represent the writer‟s experience of its social world (fairclough, 2001:93). likewise with the novel mudzakkirāt thobībah o text 1 as follows (al-sa‟adāwi, 2006:5): ٍَ أُ ْٛ ثَ َٔ ْٙ ْٙ ثَذَأَ انِصَّشاعُ ثَُِْٛ ثَزِ ْٕ ًشا ِجذًّا... َُ ُيجَّكِ ُْجُذَ ٌْ رَ ْٙ قَْجَم أَ ثَزِ ْٕ ْٛئًب أَُُ ٌْ أَْػِشَف َش قَجَْم أَ َٔ ْٙ أَْصِه َٔ ْٙ ُِْس ِج َٔ ْٙ ٍْ ََْفِس .ُكمُّ َيب ُكُُْذ .. َػ ْٙ ِ ْقِذ أَََُّ َٕ ْٙ رَِنَك اْن ُْذ أَْػِشفُُّ فِ ُغ ثِ ًَ ب أَْس ًَ َك . ْٙ ٍْ أُّيِ ُْذ ِي ِخ ! ثِ ًَ ٍْ ِنَكِه نَْى َُٚك ْٙ ثُِْذ َٔ فِ ْٙ نَْسذُ ِ َٕ أَََُّ اِحٍذ... ُْ َٔ ٖ َيْؼًُٗ َٕ ْ٘ ِس َََظِش نَذًا. ْٛئٍ َٔ ... ُكمُّ َش ْٙ َسحٍ .. نَْسُذ ِيثَْم أَِخ ْٕ فِٙ َػ أَََب َُْذ فِٙ انزَبِسؼَخِ ِطفْهَخ َٔ ! َحِض ْ٘ ِش ًْ ٍْ ُػ ِي َجهَْسُذ َٔ َّٙ ْٙ َػهَ .أَْغهَقُْذ ثَبَة ُغْشفَزِ ْٙ َػهَٗ ََْفِس نَٗ فِٙ ْٔ ْٙ اْْلُ ِػ ْٕ ٍْ دُُي ...نَْى رَُك ْ٘ ْحِذ َٔ ْٙ أَْثِك ْٙ ْٔ ِْلََِّ ْٙ أَ ْٙ ِْلََِّٙ فَِشْهُذ فِٙ َيذَْسَسزِ َحَٛبرِ ٍْ ِْلََِّٙ ْ َكسَّ نَِك َٔ ْٛئًب َغبِنًٛب... ُْذ !ْشُد َش ثِ the upheavals among me and my woman‟s nature began very early ... before my woman‟s nature grew and before i know anything about myself, my gender and even my origin...at that time, i only knew that i was a girl, like what i heard from my mother‟s call, "girl"! in my view, the word girl there is no other meaning but only one ... that i‟m not a boy ...i‟m not like my male sibling ... all that is in my body is aurat, while at that time i was a small girl at the age of 9 years. i mourned for myself. i locked the door of my room then i cried...in my life, the first tear was shed not because i failed in my school or because i have broken a valuable good...but it was because i was a “girl”! in the above text the word “woman” is the keyword of the ideology of feminism of nawāl al-sa‟adāwī in expressing her eksperential values. the series of three synonyms, اُنُْوثَة “becomes feminine words”, mean “girl”. the meaning of ِطْفلَة and بِْنت اَنُثَ as an adjective or a word from verb اَنُْوثَةُ means “to become a girl”, or “woman characteristics”. however, if the word ُاَُنْوثَة becomes a noun then the meaning becomes femininity or womanliness. the three words belong in one meaning that is woman. although synonymous, the 3 words have specific meaning. if the word اُنُْوثَة becomes a noun then the word woman is related to women‟s physical figure which have a number of attributes which cannot be replaced with those of men. but if the word becomes an adjective, then the women اُنُْوثَة nature can be replaced with a nature that can be constructed by the social society and culture that formed it. the word بِْنت and .”have the same meaning that is “girl ِطْفلَة but specifically, the word بِْنت is related to the nasab, while the word ِطْفلَة means girl in general. the three words are also expressed by the author of mudzakkirāt thobībah as a group of weaklings, neglected and discriminated in power. referring to fairclough, the series of synonym are not only part of power in the novel discourse but also shows the existence of power behind the discourse. in other words, the ideology of feminism in this novel does not only reflect power in a discourse but also in a hidden power because it does not mention the synonym of the word men. journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 65 thus, the relation of meaning of the 3 words above also represents the background of the story of the novel. this background then becomes the main idea of the story on the life of women which voices feminism to fight for the value equality through relation of meaning in a lingual (semantic) and social meaning. besides the synonymous use of the word, the word in the text of the novel mudzakkirāt thobībah (mt) also uses antonym to the word girl#boy ( َولَد # بِْنت). the use of antonym explains the differences which occurred in “men” and “women”. in other words, for a novel with the ideology of feminism such as the novel mudzakkirāt thobībah (mt), the 2 antonymous words are two lexemes or words which always stand out in explaining the differences of the two; from the physical, cultural and social structure. one of the examples can be seen from the 2 following texts (al-sa‟adāwi, 2006:15): ْْذُ َكِش جِ َٔ ْٔ ْْذُ اْسَى انضَّ َكِش َسائَِحخَ َٔ ُْْذ اْْلَْكِم... َْٛذ َيب َػذَا َكِش ُحْجَشحِ اْنجَ َٔ يَ ... ْٙ ذَْسَسخَ َيب َػذَا ِحصَِّخ أَْحجَْجذُ ْكزَجِ ًَ انْ َٔ ... ِ ّٙ ُِْضِن ًَ أَّٚبَو اْْلُْسجُٕعِ َيب أَْحجَْجذُ انزَّذْثِِٛش انْ ْٙ قَْجَم ثَزِ ْٕ ُْٛذ َػهَٗ أَُُ ِو اْنجًؼِخ ... ثََك ْٕ َػذَا َٚ َٓب... ٌْ أَْػِشفُ أَ i despise the term marriage and i also despise things related with the smell of food... i also despise the house except my study room... i love the school except when there is homework..; i love the days of the week except friday. i bemoaned by womanhood before i knew it... in text 2 above, the vocabulary that is used by the author‟s narration is the antonym word َأََحب # َكِره meaning despise # love. the experiential values in text 1 and 2 use the words describing the relation of meaning in the form of synonym like the word بِْنت and ِطْفلَة which means “girl” and the antonym on the word بِْنت which means girl and َولَد which means boy, and the word which اََحب which means hate and َكِرهَ means to love. the words that are used by the character “i” in text 1 and 2 above is an expression from the point of view of someone who fight against the social system which is considered by the narrator to be unfair. the synonymous words and sometimes alternately use the antonym words is a way to explain the ideology of feminism in the text of the novel mudzakkirāt thobībah (mt). the formal feature of the experiential value in relation of synonyms and antonyms are used by the narrator to explain the differences in physical structure up to the differences in social structure between man and women. the character “i” does not like the two terms in a parallel way namely marriage and the smell of food. the character imagines that the word marriage is always related to serving the husband (men) without being served, and to give food is also a routine activity which has to be done by the wife „without any compromise”. the role of women has been conditioned since a long time ago through the cultural and social structure which has strengthened the position of men. one of the protests which has been carried out by the character “i” is by fighting for the rights of women which are not yet equal to that of men, in the context of the above text is the equality value in education. at the age of 9, the character “i” felt that the education system is unfair and does not take side with women, in terms of interest and learning ability of women can be equivalent to men. therefore the first tear of the character “i” was shed not because she was unable to complete the tasks that were given to her by the school because she was a woman. thus the use of the antonymous words which were sued by the writer in the text of the novel mudzakkirāt thobībah (mt) also shows inequality in the antonym word. journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 66 status quo in the relational of words the ideology of feminism in the relational of words which are used by the narrator are the use of vocabulary which is related with social relations among participants or the characters in the novel mudzakkirāt thobībah (mt). the involvement among the characters in an occurrence is by itself has built relations and social relationship both when of likeness, love, hatred, anger and all the conditions which involves the emotions of the characters in the novel in the relations of words as follows (al-sa‟adāwi, 2006:11) : ْٙ َََظَشْد َسَكزَْذ َجذَّرِ َٔ ٍْ انثَّْشثََشحِ ُص َػ ْٕ اْنؼَُج ٍِ ْٛ َ زَآِكهَز ًُ َٓب اْن ُْٚذ َػَُْْٛٛ َسأَ َٔ ... ْ٘ إِنَٗ َصذِْس ٍِ ْٚ ٍِ انجَبِسَص ْٚ ْٚذَ ٍِ اْنَجِذ ْٛ ًَ ٌِ اْنجَْشَػ ََل رَزَؤَيَّ ْٙ ُس ِْلُّيِ ًِ ْٓ َٓب رَ ْٚزُ ب... ثُىَّ َسأَ ًَ ُٓ رَِضَُ َٔ ُل نِ ْٕ ْؼُذ أُّيِٙ رَقُ ًِ َس َٔ ٍء... ْٙ ٙ : اْسرَذِّ٘ ثَِش ًِٙ َػهَٗ انضَِّْٛف رََسهَّ َٔ ٌَ انهجُٙ ِنزَذُْخِهٙ اْنفُْسزَب ُذ َسائَِحخً ًْ ًَ َش َٔ ... ٌَ ْٕ ِْٛك فِٙ انَصبنُ انَِّز٘ َيَغ أَثِ ُُْذ أُقَبثُِم ُيؼَْظَى ُك َٔ ... ِ ّٕ ُيَؤاَيَشحً فِٙ اْنَج أَْحَٛبَبً أَْصِذقَبءِ َٔ حَ... َٕ ْٓ ُْٓى اْنقَ أَْقذَُو نَ َٔ ْٙ أَثِ ٍْ ُْٓى َػ ثُ َٕ َُٚحذِّ ُْ َٔ ُغ أَثِٙ ًَ أَْس َٔ ُْٓى أَْجِهُس َيؼَ ْٙ قِ ُّٕ أُِحسُّ رَفَ َٔ ذَْسَسِخ فَؤَْشؼُُش ثِبْنفَْشَحِخ ًَ فِٙ اْن ََْٛب ٍْ دُ ْٙ ِي ُْزَِشهُُِ َٚ ْٙ ِّ ثِزََكبئِ ٌَّ أَثِٙ ثِبْػزَِشافِ أَ َٓب َسائَِحخ اْنجَ ُْ ُح ِي ْٕ ْٛجَِخ انَّزِٙ رَفُ َصِم انَُِّسبِء انَكئِ َْزَا َٓب نَٗ فِْشقَزِ ْٔ َٓب أَ ْٙ : إََِّ قَبَل أَثِ َٔ اجِ... َٔ انّضِ َٔ ُجمَ َّٙ انشَّ َُْٛ نَْى أََس فِٙ َػ َٔ اْنؼَبَو فِٙ اإِْلْثزِذَائَِِّٛخ... َسأَُْٚذ َٔ َكََلِو... َٓزَا انْ ٍْ إِْػَجبٍة ثِ َْٛش َػ َّ٘ رَؼْجِ أَ َل َجسَ ْٕ ُو َح ْٕ ِّ اْنفَبِحَصِخ رَُح ِذَََ٘ظَشارِ قَْفُذ َٕ َٓبَِٚخ َػهَٗ َصذِْس٘ فَ رَْسزَِقشُّ فِٙ اْنُِ َٔ بَ ًَ ٍَ اْنُحْجَشحِ أَْجِشٖ َكؤََّ َخَشْجُذ ِي َٔ َسحَ ْٕ َيزُْػ ْٚذ َُٚطبِسدَُِٙ.. .ِػْفِش my elderly grandmother suddenly became silent from her nagging character and her eyes stared sharply to my chest. i saw that both of her eyes had become shortsighted as she was getting older, she kept looking at my tapered breasts. then i stared at her, she whispered something to my mother. and i heard my mother said something to me: “wear your cream dress then come in and meet your father‟s quest who is at the living room”. i felt that the situation was as if had been engineered at that time. i had gotten used to meet most of my father‟s friends and served coffee to them. sometimes i also sat with them and listened to my father who often praised me on my achievements at school. i certainly felt happy because my father liked to boast about my intelligence. i had hopes that he would free me from the shackles of womanhood which is filled with the smell of onion and marriage. ... hearing the explanation, i didn‟t see the slightest admiration in the eyes of the man, but his look of curiosity went through all my body until it stopped at my breast. filled with fear, i stood up and ran outside the room as if i were chased by jinn „ifrit. the relational of words in text 4 above shows that there is social relationship between the character “i”, “mother”, “grandmother”, “father”, and “friend or my father‟s guest”. the social relationships in the novel mudzakkirāt thobībah (mt) does not use the relational values of words in the form of euphuism words but it uses ordinary language which is full of arabic culture. nawāl al-sa‟adāwī uses the word such as ّمِيْ ,”my elderly mother“ َجد تِيْ اْلَعُجْوزُ ُ أ “my mother”, أَبِي “my father”, َصِدْيقُ أَبِي “my father‟s friend ”, َيَ نِ بَ الل اْلُفْسَتانَ “cream dress” َالص الُْون “living room”, and ifrit”. vocabulary like “my elderly“ ِعْفِرْيت grandmother”, vocabulary “my mother”, and vocabulary “my father‟s friend” is mentioned by the narrator as they are but they are ideologically opposed with the ideology of the character “i”. the three vocabularies become a symbol of the rejection of the ideology of feminism in the novel mudzakkirāt thobībah (mt). the journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 67 portrait of women depicted in the novel mt also becomes the representation of egyptian women when the novel was written. the character “grandmother” and “mother” describes the nature of women who “accept” and have to serve men. both become the images of women who perpetuate “the power of men”. similarly, the character of “father‟s friend”, traditionally held on thestatus quo and is not interested to talk about the advantages of women. while the character “father” is the opposite and took side in positioning women. he was able to appreciate the ability of women and was aware that women can reach the achievements equal to that of men. similarly, with the character of “i”, this character often carries out protests to gender injustice which he felt and thought of throughput is activities. the 5 (five) characters in the text above also depicts the egyptian social phenomenon to the position of women and social relations in the patriarchal system. the words “cream dress”, “living room”, and “ifrit” are words that contain relational values. the cream dress is a symbol of sexy for a girl reaching teenage age. in front of the dress in the chest to be exact there are wrinkles that accentuate 2 breasts of a teenage girl. while one eye. this word is figuratively used to a person who is very frightened after meeting a man who she doesn‟t want. in the context of the text above, the character “i” felt that the man was looking at her by examining the content of her figure. he watched her entire body which ended at the 2 breast that had become tapered. thus, the word “ifrit” describes a man with frightening man and the word also describes the great fear for a young woman who meets a male guest who is introduced by her own biological father. one of the natures of the words in the novel mudzakkirāt thobībah (mt) is related with the relational values using formal words (fusha). although nawāl al-sa‟adāwī uses formal language, but as a literal text in general, the novel mt also uses conversational language which is used as daily language or regular language. in other words, the words in the novel mt are not framed with aesthetical values of literature or style of language (stilistica). thus, the novel mt is not too heavy so the speeches of the characters can be understood easily by the readers who come from all levels of the society. hegemony of power in text structure in the text structure, there are dialogs between participants (speakers and speakers). so, in a dialog there is also a turntaking system. the arrangement depends on the turn taking that is being applied. the turn-taking is used as a pattern to see the relationship between speakers and speakers, also to see who determines the agenda of conversation or who among them (participants or characters) are more dominant in the dialog (fairclough, 2001:110-112). but the relationships of two characters in a dialog are influenced by the position where a person feels equal. formal and or informal conversations among participants also determine the interaction of the dialog during the conversation. for an equivalent communication usually the participant do not feel pressured thus their social interactions occur with both conventional and unconventional agreements. during the conversation, each participant does not feel they are dominating the other. in other words, the participants do not show who is the most dominant or powerful. the condition will be different if the social or social status between the participants has a distance as in text 3. when that happens, the rules of the interaction changes, because the participants who is more dominant will lead the conversation like the text structure of the novel mudzakkirāt thobībah (mt) as follows (al-sa‟adāwi, 2006:59): journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 68 ُّ٘ ُسْهَطٍخ؟ أَََب : أَ ُج ْٔ ِّ اَنضَّ ْٛ ِْٛذ ثُِكّمِ َيب فِ َْزَا اْنجَ : ُسْهَطخُ ََْذ. َحزَّٗ أَ ... ِّ ْٛ َُٓش َػهَ ِد رَْظ ًَشُّ اِدِس انزَّ َٕ ثِ ُسُِ ْٕ َْقَهََت فِٗ ُشؼُ ثِبنضَّْؼِف أََيبِيٗ اِ َْٛطَشحِ ِّ إِنَٗ َسْغجٍَخ فِٗ انسَّ بقِ ًَ أَْػ ... َّٙ َػهَ ُج ْٔ ٍو. اَنضَّ ْٕ ٌْ رَْخَشِجٗ ُكمَّ َٚ ْٚذُ أَ : ََل أُِس ُم. أَََب ًَ : أَََب أَْخُشُج ِنهَؼَْجٍث... أَََب أَْػ ُج ْٔ ٌْ رَْكَشِفٗ َػهَٗ أَْجَسبِد اَنضَّ ْٚذُ أَ : ََل أُِس َْٚشاِد ْى.نَْسَُب ثَِحبَجٍخ إِنَٗ إِ ِٓ ْٚ رَْؼِش َٔ َجبِل انّشِ اْنِؼَٛبدَحِ. بِل... أَََب أَََب ًَ ٍْ أَْجِم اْن ُم ِي ًَ : أَََب ََل أَْػ ًَِهٗ. أُِحتُّ َػ ُج ْٔ ْٛزَكَ : َِٚجُت أَ اَنضَّ ثَ َٔ ِجَك ْٔ ٌْ رَزَفََشِغٗ ِنَض َيبرَا رَْؼُِٗ؟ : أَََب ُج ْٔ أَْغِهِقٗ اْنِؼَٛبدَحَ. : اَنضَّ me : so what? husband : i am responsible. me : responsible to what? husband : responsible for this house with everything in it including you. with signs of conflicts looming ... his weaknesses in front of me turned into a desire to dominate me ... husband : i don‟t want you to go out everyday. me : i go out not to have fun... i work. husband : i don‟t want you to check out the bodies of men and strip them. we don‟t need the money from your practice. me : i don‟t work for the money ... i like my job. husband : you must have time for your husband and household. me : what do you mean? husband : close your practice. the dialog in text 3 above shows the patterns of conversational turns between participants who are not equal. the character “i” as the wife questions her husband statements which show position and power as a man. every time she gets a turn to talk, the character “i” asks for more explanation, and the character of husband asserts and show the status of men which is patriarchal, dominant, powerful, and determined the interactional convention of the text in the above dialogs. the sentence “i am a man”, “i am the one who is responsible”, “responsible for this house and everything in it including you”, “i don‟t meant you to go out every day”, “i don‟t want you to examine the bodies of men and strip them”, “we don‟t need the money from your practice”, “you must have time for your husband and your household‟, “close your practice” show that there is no negotiation between the participants when the husband shows his power. this ideology is related to the relation among participants who are not equal in terms of ethnicity, age, profession, social class, and others. the pattern of taking turns in a dialog among participants which is not equal will give distance between participants who is weaker to the participant who is more dominant. therefore, the participant who is lower or weaker is unable to choose his or her conversation turns. this kind of participant will feel a turn in talking which is forced, including the content of the conversation which has to be mentioned by the participants involved. a more dominant participant---as a person in certain power--will become a more dominant participant during the interaction among the participants. the more dominant participant generally can provide more information or lead the content of the conversation. the more dominant participant can even give orders; evaluate the feedback to weaker interlocutors. look at text 25 and 26. on the example in text 25 an unequal conversation takes place in terms of the difference of journal of education, teaching and learning volume 3 number 1 march 2018. page 60-71 p-issn: 2477-5924 e-issn: 2477-8478 69 social status ---the profession of doctor and patient---and the position of a person within the society. in this context, the more dominant participant can lead or determine the content of the conversation, albeit done in a polite dialog. the pattern of conversation turn in text 3 shows more to the conversation structure which is more tense due to conflict of the content of conversation related to discourse, perspective, knowledge, and social status among participants. thus, in this dialog, between the two participants there is no point of agreement; on the contrary there are tensions until the end of the conversation. forced coercion which is used by the side who have the power, generally forces other participants to comply with the wishes of the participants who have power whether on the ground of religion, culture, social even tradition which becomes an unwritten agreement among the speaker and the speaker in the participation of conversation. with the presence of the novel mudzakkirāt thobībah, the atmosphere arabic linguistics is dismantled by nawāl al-sa‟adāwī. his courage had disturbed the world of men who have the power; male relatives, father, husband, even scholars who don‟t take side with women. according to michel foucault (1997: 139-140), power is related with the strategy and does not belong certain people through certain arrangements. power is power within everyone. power is also not derived from centralized power namely the state. power is not understood as a gift from the state. according to althusser (1984:24) power is the relation among states and state apparatus. while fairclough (1995: 14) sees that power is a set of ideologies. the ideologies are propositions which depict implicit assumptions in texts, which contribute to the relation of unequal production or reproduction with power, including relations of domination. therefore, “the power of language” is the ability of a language in determining and directing also forming opinions from certain discourses (fairclough, 1995: 14). while the “the language of power” is the position of language in influencing and determining various interests to someone or social groups to reach certain goal. iv. conclusions from the discussion above, the research concludes that the critical discourse analysis of the novel mudzakkirāt thobībah written by nawāl alsa‟adāwī, in terms of linguistic feature in the form of sound symbol, the text of this novel is not perfect because in essence of the non-sound and nonmeaning. thus this text like most other arabic is still in the philosophical that is still melangit. hence, arabic becomes a language that is not popular and inclusive; because it is melangit, arabic is one of the heritages of arabic culture which is patriarchal because it places men to be more superior and become the holder of power in the domestic and public spheres. although nawāl al-sa‟adāwī has fought for the rights of women in the education, politics and social sector, but nawāl al-sa‟adāwī has not fought for the rights of women in the lingual sector which is actually still patriarchal because the arabic texts was still non (nir) sound. because the texts are non-sound, it seems that without realizing it, nawāl still perpetuate the linguistics of “the power of men”. the synonymous and antonymous words of arabic still become a sexist language, hence the values of equality still needs to be advocated and the education of feminism with character is required for the community, not only to the female member of the society but also for men. similarly, words that connect relational values in maintaining the status quo which is built by the narrator to fight against an unfair tradition. the text structure of the texts in the dialog of this novel is also filled with the hegemony of power of men, thus room for dialog between the participants (speakers and speakers) has not been opened. the text of the novel mudzakkirāt thobībah written by nawāl al-sa‟adāwī is full with the ideology of feminism. the ideology of 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education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 178 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the evaluation of full day school program in sman 10 singkawang arianto1), sukmawati 2), usman radiana3) 1), 2),3universitas tanjungpura, pontianak, indonesia e-mail:ariantokimia@gmail.com abstract. the objectives of this study include 1) describing and analyzing evaluations on context components which include: the development of the school's vision and mission that describes the objectives of full day school implementation in singkawang 10 state senior high school (sman 10 singkawang); 2) describe and analyze evaluations on input components which include: curriculum development, educators, administrative personnel, facilities and infrastructure as well as financing in accordance with educational standards; 3) describe and analyze evaluations on process components which include: learning process, management in accordance with educational standards; 4) describe and analyze evaluations on product components which include: un scores and graduation for the 12th year students of the current year 2016-2018. this study uses a qualitative approach with a descriptive type of research. from the data collected at the time of the research on the evaluation of fds program at sman 10 singkawang, the context, input, process and product evaluation obtained the following results: 1) in the evaluation of the context, the vision and mission of sman 10 singkawang was in accordance with education. character based and government objectives in the fds program; 2) in the input evaluation it was concluded that the curriculum used in sman 10 singkawang still refers to the ktsp and k13 curriculum, lack of teachers and tu and the lack of facilities and infrastructure available in schools; 3) in the process evaluation includes the learning process that has been carried out according to snp standards, the teacher makes a lesson plan (rpp) as a pbm guide and is supervised by the principal regularly and the principal designs the school budget by arranging the rkas within one year from the committee funding sources and boss; 4) results of discussion about the results the product evaluation includes learning outcomes during the fds implementation at sman 10 singkawang can be concluded that during the 3 years running the implementation of fds in sman 10 singkawang has not improved the quality of education (seen from the un average score data). still below the average 6.00 (snp standard). keywords: evaluation; full day school program i. introduction full day school (fds) is a term echoed by the minister of education and culture which is now a trend in the world of education. the implementation of fds actually has long been applied by schools of religious schools such as islamic boarding schools and other religious foundations. one example in the city of singkawang that has long applied the concept of fds is the islamic boarding school ushuluddin, the islamic boarding school ibn tamiyah, and the pesantren makarim. the concept of implementing fds integrates general learning and religious learning as a reinforcement of students' character. the implementation of the fds is supported by the legal basis of presidential decree number 28 of 2017, permendikbud number 23 concerning school day and government regulation number 23 of 2010 concerning civil servant discipline, the third of which is integrated and interrelated. in sman 10 singkawang the program offered is fds. fds is expected to improve the quality of education and character of students in accordance with presidential decree number 87 in 2017. in the learning process students are obliged to pray together, scout and other non-academic activities. fds has been running 3 years ago. with study time starting at 7:00 a.m. to 3:45 p.m., then continued selfdevelopment and prayer in congregation, scouts, rohis, sports etc. learning time starts monday to friday (5 school days) in accordance with permendikbud number 23 of 2017. because this program is considered to improve the quality of education and increase the character of students, it is permitted to be implemented. with the support of the head of the singkawang city education and culture office at the time, it was an fds program that continued until now. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 179 fds implementation does promise many things, including more student learning opportunities, teachers are free to add material beyond curriculum content, usually and even set the time to be more conducive, parents especially those whose mothers are busy working in the office and only able to go home before sunset they are calmer because their children are in school all day and are under the supervision of the teacher. in this case, the researcher was very interested in conducting research at sman 10 singkawang because: (1) sman 10 singkawang was the only high school that applied fds. (2). sman 10 singkawang is accredited b, with facilities and infrastructure that are still inadequate to be able to carry out fds that has survived until now. the hope of this fds implementation is (1) can improve the quality of education, (2) shape the character of students because students are longer in school with more intense supervision by the teacher compared at home. (3) increase social interaction between friends and teachers, (4) improve achievement in non-academic fields. but the fact is that in the course of this program that is approximately three years running, of course, there will be problems, both internal and external constraints. internal constraints, as long as fds was applied in sman 10 singkawang, the researchers wanted to know what obstacles were experienced by teachers, students, parents and inadequate supporting facilities and infrastructure. the results of the interim survey dialogue between researchers and several teachers and students the fact that all this time with learning that is too long in school makes the teacher and students feel tired, tired and quickly bored, thus reducing the enthusiasm of student learning and the spirit of teaching the teacher. for parents, they feel troubled that they have to bring their children's food to school, but after going home from school their children cannot help their parents at home or work to find additional income. based on the background described above, the writer is interested in writing about the evaluation of the fds education program at sman 10 singkawang. from the results of the writing that the writer will get after writing, the author will put it in the form of a scientific work in the form of a thesis. for that, the author takes the title "evaluation of full day school program in sman 10 singkawang" very interesting to study. ii. research method in this study, in accordance with the title "evaluation of the fds implementation program in sman 10 singkawang" uses a qualitative approach with descriptive methods. the data that will be evaluated in the implementation of the fds program at sman 10 singkawang is obtained using interview techniques, observation, field data collection, photographs and document documents needed, then presented in narrative form. iii. result and discussion a. result the data obtained from the research results will be presented in sentences. data were taken through the results of observations, interviews, and documentation that the authors collected in the form of question instruments, photos, photocopies of documents, video recordings and voice recordings through tablets and mobile phones. interviews conducted to this research. in its implementation, the process of interviewing and documentation is carried out simultaneously and not simultaneously, depending on the conditions and atmosphere of the resource person and the author. before conducting an interview, the author must first ask permission from the principal and make an agreement when the interview is conducted. in the presentation of this data, the focus is on the research that the author has stated above. as for the research focus, the writer will present in the form of tables and explanations. a. evaluation on the context includes the school's vision and mission that describes the objectives of the fds implementation in sman 10 singkawang through interviews, information was obtained that the school had formulated vision and mission in accordance with the national education objectives, namely with the vision "the achievement of students based on faith and taqwa" which were translated into missions: (1) implement learning and guidance effectively so that each student develops optimally in accordance with potential. (2) encourage and help every student to know his potential so that it can be developed optimally. (3) cultivate appreciation of the teachings of religion and national culture, noble character, and noble character so that it becomes a source of wisdom in action. (4) carry out extracurricular learning effectively according to their talents and interests so that each student has the advantage of independent learning and various academic/non-academic competitions. (5) implementing school rules consistently and consistently. (6) develop good behavior and real practice so that students can be role models for friends and society. the findings for the context component in the formulation of vision and mission are in accordance with the objectives of national education so that there are a relationship between the school's vision and mission, the national education goals and character-based school objectives (fds). b. evaluations regarding inputs include the resources available at the fds implementation at sman 10 singkawang through the results of the interview, information was obtained that the school had used the 2006 curriculum for class x and class xi, while for class xii it still used the ktsp curriculum 2006. this was because the school had just implemented the 2013 curriculum starting in 2017 (tp / 2016) starting from class x, and now entering in the second year so that the level rises to class x and class xii, while for class xii still uses the 2006 ktsp curriculum. journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 180 in the implementation of fds in sman 10 singkawang uses a special fds curriculum, so it still refers to the current curriculum. this is because the government has not issued an official curriculum specifically for fds. competency standards for educators and education personnel (principals, teachers, and tas) based on the data obtained from the personal data and the results of direct interviews with the curriculum waka, it can be concluded that the employment status (teaching and education personnel) and educational qualifications have not been in accordance with the snp, especially the tendik standard. standards of facilities and infrastructure in the fds program based on the data obtained based on the search of interviews and direct observation with the principal, waka curriculum, waka facilities and infrastructure and tu in sman 10 singkawang, the authors compared the conditions in the field with the national education standards, which included: 1) the land area of sman 10 singkawang 8948 m2 which is still inadequate for school development which should be at least 15,000 m2 to meet standards. 2). the number of classes is sufficient, but not equipped with facilities and infrastructure that are in accordance with the standards. 3) the headmaster's room, administration room, and bk room are still united in one room by functioning of existing and inadequate classrooms. 4) computer laboratory rooms are still not standard and function classrooms. 5) teacher space is still not adequate for the comfort of the teacher in activities and rest, should be equipped with sufficient fan/air conditioner, sound system, cctv, tv, internet etc. so that the atmosphere is comfortable felt by the teacher who is resting or doing activities. 6) places of worship and parking that are proper but not adequate, so that to pray together students must wait. whereas the canteen is still very less than adequate and inadequate. katin is open from 7:00 to 15:00. sman 10 singkawang has facilities for 2 voly fields and 1 table tennis table. voly field conditions are still flat even though they have not been cast or cemented. so that the comfort of exercise is still not comfortable. in carrying out fds of sman 10 singkawang with the limited facilities and infrastructure owned only by the spirit and motivation of the teacher in carrying out it. so that the implementation of fds in sman 10 singkawang still runs smoothly. c. evaluation of the process includes the process of implementing the fds implementation program at sman 10 singkawang learning process from the data collected at the time of the interview and direct observation that sman 10 singkawang during the fds implementation was in accordance with the snp. the teacher in implementing pbm based on the guidelines for learning plans (rpp) made according to the material in the curriculum that was implemented, which was arranged to adjust the education calendar issued by the west kalimantan provincial education office. besides that learning also uses learning media either through the internet or through lcds and tape recorders. periodically the principal together with the supervisor and assessor team supervises the periodic learning process (academic supervision) individually. source of fund schools also program education and training to improve teacher competencies such as 2013 curriculum training, ict etc. in addition, teachers are often included in training held by lpmp and proven education office. the results of the teacher council training that are sent will provide dissemination to other teachers. evaluation and assessment assessments conducted at sma negeri 10 are in accordance with the applied curriculum, which has different characteristics (ktsp 2006 and k13). a prominent difference is in the 2006 curriculum assessment, learning outcomes must meet the minimum score (kkm), the value under kkm will be remedial according to certain kd. whereas for the 2013 curriculum, it emphasizes the value of competence and character of students although they must meet the minimum assessment standards (kkm) but do not need to be remedial, the realm and competence are described per kd. d. evaluation regarding the product includes learning outcomes during fds implementation at sman 10 singkawang from the data from interviews with the principal and waka, the curriculum found that during the fds of sman 10 singkawang for the last three years (in 2016, 2017 and 2018) there were no satisfactory results. when compared with the value before implementing the fds the results are still better. the implementation of fds in sman 10 singkawang has no effect on increasing the average grade of graduation according to snp (> 6.00). and even the results are lower than before carrying out fds. b. discussion the findings obtained from the results of interviews with the principal, waka curriculum, waka facilities and infrastructure, tu and teachers were processed and discussed to obtain the meaning of each evaluation. from the results of the discussion will be formulated conclusions from the findings based on the results of the research in the field compare with snp (attachment of the minister of national education and culture regulation no. 19 of 2007 concerning management standards) during the implementation of fds in sman 10 singkawang. a) evaluation of the context includes the school's vision and mission that describes the objectives of the fds implementation in sman 10 singkawang. from the results of the research data, it was found that the vision and mission of sman 10 singkawang were in accordance with the objectives of the national education standards which emphasized character education and improvement through self-development. this vision and mission was formulated by the principal together with the board by adjusting the school's work program to achieve the national education goals. journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 181 this is in accordance with the opinion of muhaimin et al (2009: 348): "school/madrasa work plans are operational plans that are prepared based on the program, objectives, and activities to be carried out annually to realize the achievement of 8 expected national education standards". this is also contained in the appendix of the minister of national education regulation number 19 of 2007 dated 23 may 2007 concerning education management standards by primary and secondary education units at number 4 points a and so on ... explaining the school work plan: "b) the school/madrasa mid-term and annual work plans: 1) approved by the board of educators meeting after considering the considerations of the school/madrasa committee and the enactment of the enactment of the district/city education office. in private schools/madrasas, this work plan is validated by school/madrasa organizers; 2) contained in a document that is easy to read by the parties concerned. c) a four-year and annual work plan is adjusted to the approval of the educator council meeting and consideration of the school/madrasa committee. d) the annual work plan is used as the basis for managing schools/madrasas as indicated by independence, partnership, participation, openness, and accountability " in the formulation of vision and mission in accordance with the attachment of the minister of national education and culture regulation no. 19 of 2007 concerning education management standards by primary and secondary education units no. 1 points a and b concerning the school's vision and mission are as follows: "a. schools / madrasas formulate and define the vision and develop it. b. school / madrasa vision: 1) serve as an aspiration with school/madrasa citizens and all interested parties in the future; 2) able to provide inspiration, motivation, and strength to citizens of schools/madrasas and all interested parties; 3) formulated massively from various school/madrasa citizens and interested parties, in line with the vision of the institution above and the vision of national education; 4) decided by a meeting of the board of educators led by the head of school / madrasa by observing the input of the school/madrasa committee; 5) socialized to citizens of schools/madrasas and all interested parties; 6) periodically reviewed and reformulated in accordance with the development and challenges of the community ". in the implementation of vision and mission in sman 10 singkawang, the school's policy obliged to pray together at dzhur and asr prayers. in addition, during breaks students are also encouraged to perform duha prayers, pray before and after study, say greetings and religious race competitions when celebrating islamic holidays. whereas for other religions are also encouraged to carry out worship in accordance with the beliefs and beliefs they hold. in connection with the description of character education, mulyasa stated that character education in schools is known from the daily behavior seen in the activities as follows: a) awareness; b) honesty; c) sincerity; d) simplicity; e) independence; f) concern; g) freedom to act; h) accuracy; i) commitment. implementation of achievement, before starting the lesson students are required to read books for 10 minutes (literacy) conducted at 07.00 to 07.10 and schools program to participate in competitions in the academic and nonacademic fields. in the academic and non-academic fields at sman 10 singkawang speech competitions program, poetry reading competitions, quizzes, paskibra, scouts, dance arts and others that are usually arranged in national holidays and pensi. from the information that researchers got in 2017 students from sman 10 singkawang represented west kalimantan for paskibra at the national level, and in 2018 represented west kalimantan in dance invitations in thailand. from the explanation above, it can be concluded that the implementation of vision and mission in sman 10 singkawang is in accordance with the objectives of national education in both concept and implementation. b. evaluations regarding inputs include the resources available at the fds implementation at sman 10 singkawang. 1. curriculum development. from the information that the researchers collected, (interview with waka curriculum), curriculum that was run in sman 10 singkawang were 2 namely curriculum 2006 for class xii and curriculum 2013 for class x and class xi (data 2018). sman 10 singkawang implemented the 2013 curriculum starting in 2016 (2016/2017 school year). for the 2006 curriculum, the maximum class hours are 44 hours in one week (every 45 minutes), while for the 2013 curriculum the maximum hour is 42 hours. in the implementation of fds, it is admitted that schools still use the applicable curriculum (ktsp and k 13). this is because there is no clear regulation governing the curriculum specifically for fds. in its application, the school moves saturday lessons to be distributed to another day (monday to friday) so that the 6 working days (monday to saturday) are 5 working days (monday to friday and saturday holidays). during fds school hours start from 07.00 to 15.45 with 3 breaks. in general, failure in education quality can be caused by several sources which include: weak curriculum design, poor work environment, inappropriate systems and procedures, haphazard work schedules, lack of resources, and inadequate staff development. ` in completing the curriculum administration of sman 10 singkawang sekolah has the first document containing the profile of the school, curriculum, rkjm and rkt as well as the second document containing rpp, assessment etc. which is revised annually. the first document preparation was made jointly between the principal and the school development team in the decree by the principal. journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 182 in the teaching and learning process (pbm) the school develops learning materials based on rpp which are stated in the standard of competency (sk) and translated into basic competency (kd) for the ktsp 2006 curriculum. on character education. to ensure the effectiveness of curriculum and learning program development, the principal as the manager of the teacher learning program together, should describe the curriculum content (sk and kd), in detail and operationally into indicators, as a basis for making syllabus and r.p.p. in principle curriculum development should pay attention to the following characteristics as expressed by mulyasa: 1) curriculum development cares for aspects of intellectual, emotional and spiritual intelligence professionally. 2) the description of the education unit level curriculum is carried out on the initiative, independent effort and creativity of each teacher. 3) the curriculum can be easily understood by the teacher in planning learning. 4) the teacher consistently refers to the curriculum in developing learning tools. 5) r.p.p is regularly checked by the principal and signed. 6) there is a network of cooperation with sources and learning centers outside of school. 7) utilizing experienced personnel as resource persons, related to certain basic competencies that students need to possess. in implementing pbm, the teacher disrupts the lesson plan (rpp) in accordance with the applicable curriculum. headmasters, supervisors, and assessors regularly conduct supervision and monitoring and evaluation. supervision is carried out still limited to academic supervision for education quality guarantor. from the findings that teachers and principals in conducting the learning process are in accordance with permendikbud number 19 of 2007 concerning standards for managing basic and secondary education regarding curriculum activities. "curriculum and learning activities. a. educational unit level curriculum (ktsp): 1) school / madrasa compile ktsp, 2) ktsp preparation pays attention to the standard of graduate competency, content standards, and implementation rules, 3) ktsp is developed according to school conditions, potential or regional characteristics, according to the culture of the local community and participants students ". however, the implementation of the curriculum that is in accordance with the implementation of fds still does not meet expectations. the hope is that the government will immediately compile and implement a curriculum that is in accordance with the implementation of fds. 2. competency standards for educators and education personnel (principals, teachers, and tas) a) principal competency availability and competence of principals in accordance with the prevailing laws and regulations (permendikbud no. 28 of 2010 concerning appointment of principals). the head of sman 10 singkawang for the period of 2015 until now is led by musa'n, s.pd with the s-1 qualification of the indonesian language department at the tanjungpura university college in pontianak. appointment of principals through the principal education and training held by the provincial lpmp. the requirement for the head of school to be regulated in permendikbud no. 28 of 2010 and refers to snp on tendik standards. as a leader in the program, the principal develops character-based education by requiring teachers and students to carry out worship according to their respective religions and beliefs. the principal socializes the school program to teachers, students and parents, guardians through teacher council meetings, coaches and committee meetings. the principal is open to running school management by involving school citizens in facing work problems based on consensus. and strongly emphasizes discipline. preparation to carry out fds approximately one year before it is implemented. before the fds program is run first the principal socializes with the board of teachers, parents of students/guardians through teacher council meetings, committee meetings, and ceremony coaches. once agreed upon, then the school (headmaster) coordinates with the head of the singkawang city education office and the mayor of singkawang with a positive response from local officials. the principal is very cooperative and accommodates all input, exclusion, and criticism from both the community, the council of teachers and students. and find a solution by means of consensus. and alhamdulillah, until now the implementation of fds runs smoothly and is accepted by all parties despite the limitations and lack. so that it can be concluded that the principal has followed the stages or procedures in determining the fds program plan in sman 10 singkawang through socialization with the board of teachers, students, and the community. in addition, the competencies of school principals are in accordance with snp, but the hope is that principals will further improve their educational qualifications to a higher level (post graduate) so that the insight of education management will be even wider. b) teacher competence from the data collected by the number of teachers who are civil servants and non-civil servants in sman 10 are as follows: pns = 17, non-pns = 10, pns is seconded to increase certification hours = 2 and there are no civil servant teachers who continue to graduate. the data above was obtained from staffing data and the results of direct interviews with the curriculum staff. based on the data above, it was concluded that employment status (educators and education personnel) and educational qualifications were not in accordance with the snp, especially the tendik standard. for national standards education amount (snp) teachers who are pns and non-pns must have more teachers who are civil servants who are qualified and relevant. as for the percentage of teachers who continue their s2 and s3 education and have post-graduate degrees min. 20% of the number of teachers. at singkawang journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 183 sman 10 singkawang there is only 1 teacher who has post graduate degree (s2), only 1 is a buddhist teacher. the above conditions are in line with the attachment of minister of national education regulation number 19 of 2007 dated may 23, 2007, concerning education management standards by basic and secondary education units regarding educators and education personnel at number 6 points an etc ... as follows: "a. schools / madrasas formulate empowerment programs for educators and education personnel: b. empowerment program of educators and education personnel: 1) prepared by taking into account the standards of educators and education personnel: 2) developed in accordance with the conditions of schools / madrasas, including the division of tasks, overcoming any shortage of labor, determining the system of reward and professional development for every educator and education staff and apply professionally, fairly and openly; c) the appointment of additional educators and educators is carried out based on the provisions carried out based on the provisions stipulated by school /madrasa organizers. " all civil servant teachers are certified. and all pns and non-pns teachers have attended the 2013 curriculum training, and are in accordance with snp. in carrying out classroom learning, the teacher has all used lesson plans as a reference in accordance with the applicable curriculum and evaluates learning outcomes. from the findings, it was concluded that for teacher qualifications still need to be improved by encouraging teachers to continue their education to post-graduate and the hope is that the government helps increase the number of teachers who are civil servants in accordance with their qualifications so that the teaching and learning process runs smoothly. c) school administration personnel (tas) in carrying out administrative duties at school, sman 10 singkawang has as many as 2 administrative staff who are all honorary and high school graduates. for cleaning staff 1 person and 1 person security personnel who are all also honorarium and high school graduates and irrelevant so it can be concluded that administrative staff at singkwang 10 state senior high school still do not meet national education standards (snp). and the amount is not adequate in accordance with the ratio of the number of students and teachers/employees. in the attachment to the minister of national education regulation number 19 of 2007 dated may 23, 2007, concerning education management standards by primary and secondary education units concerning educators and education personnel at number 6 point a, indicates that the school education administration has head of tas (school administration staff) and school have a school administration staff (tas) in the field of education administration/fields relevant to the minimum education s1. and the number of tas must be in a straight line with the number of students and employees. to overcome this problem, the researcher gave a solution, the school encouraged tas to increase the qualification of education by continuing education to a higher level and proposing to the government to increase the number of civil servants tas. and include in the relevant training or workshop. 3. standard facilities and infrastructure data on facilities and infrastructure were obtained based on interviews and direct observations to sman 10 singkawang. in this case, the author compares the conditions in the field with the national education standards, which include: 1) the land area of sman 10 singkawang 8948 m2 which is still inadequate for school development which should be at least 15,000 m2 to meet the standards. 2). the number of classes is sufficient, but not equipped with facilities and infrastructure that are in accordance with the standards. 3) the headmaster's room, administration room, and bk room are still united in one room by functioning of existing and inadequate classrooms. 4) computer laboratory rooms are still not standard and function classrooms. 5) teacher space is still not adequate for the comfort of the teacher in activities and rest, should be equipped with sufficient fan/air conditioner, sound system, cctv, tv, internet etc. so that the atmosphere is comfortable felt by teachers who are resting or doing activities. 6) places of worship and parking that are proper but not adequate, so that to pray together students must wait. whereas the canteen is still very less than adequate and inadequate. katin is open from 7:00 to 15:00. referring to the attachment of the minister of national education regulation number 19 of 2007 dated 23 may 2007 concerning education management standards by primary and secondary education units regarding the number 7 infrastructure and facilities soon ... states: "a. schools / madrasas establish written program policies regarding the management of facilities and infrastructure. b. the facility and infrastructure management program refers to the standard of facilities and infrastructure in terms of 1) planning, fulfilling and utilizing educational facilities and infrastructure; 2) evaluate and carry out maintenance of facilities and infrastructure in order to remain functioning to support the education process; 3) complete learning facilities at each level of class in school/madrasa; 4) prepare a priority scale for the development of educational facilities in accordance with the educational objectives and curriculum of each level; 5) maintenance of all physical facilities and equipment with regard to environmental health and safety " referring to the ministry of education and culture, particularly in the standard of facilities and infrastructure, indicates that the ratio of land area is in accordance with the number of students. the minimum land area can accommodate facilities and infrastructure to serve the minimum number of study groups. in sman 10 singkawang, library space in the past few years is still functioning classrooms that are joined by journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 184 the uks room, and get assistance for the 2018 fiscal year through the central bss fund, which is a library room complete with furniture. during this time the existing library room conditions have not felt comfortable for students to read, because they have not been equipped with air conditioning or an adequate fan. the number of reference books is also still inadequate so that it can inhibit students to seek accuracy in learning. for laboratories as a means of student, practice is still insufficient, there is only a science laboratory (a combination of chemistry and biology labs), it is necessary to propose to the government to add the facilities and infrastructure of the laboratory. sman 10 singkawang has facilities for 2 volleyball courts and 1 table tennis table. voly field conditions are still flat even though they have not been cast or cemented. so that the comfort of exercise is still not comfortable. places of worship, parking, and canteens 1. having adequate places of worship, parking, and canteens.\ 2. sports fields, arts that are sufficient and feasible the implementation of fds in sman 10 singkawang with limited facilities and infrastructure owned by snp standards is still not feasible to carry out fds but with the enthusiasm, determination, and motivation of the teacher in carrying out it. so that the implementation of fds in sman 10 singkawang still runs smoothly. therefore it can be concluded that with the limitations of facilities and infrastructure which is a factor supporting the smooth implementation of fds in sman 10 singkawang, it is still not feasible to be implemented. the hope is that the government and the public pay more attention to schools that lack facilities and infrastructure. to overcome these problems researchers provide solutions to maximize the resources available in schools and continue to encourage the role of the community and government to actively participate in providing moral and material assistance so that pbm can run smoothly. c. evaluation of the process includes the process of implementing the fds implementation program at sman 10 singkawang in the discussion of evaluating the process of implementing the fds program at sman 10 singkawang, there are 2 main things that need to be discussed, namely: 1) the learning process; 2) standard costs. 1. learning process in carrying out the learning, all teachers have used learning tools (rpp) according to their curriculum (2006 ktsp curriculum and 2013 curriculum) and have used learning media, through books, internet etc. this is in accordance with the attachment of minister of national education regulation number 19 of 2007 dated 23 may 2007 concerning education management standards by primary and secondary education units regarding curriculum activities in the national education standards (snp) states that (1) the learning process is carried out appropriately, covering learning. encouraging students to find out, (2) learning encouraging students to find out and (3) utilizing learning media to improve learning efficiency and effectiveness. in the learning process at sman 10 singkawang, students and teachers are strongly encouraged to use internet (wifi) facilities to download learning materials, find information, assignments etc. students can use internet facilities via wifi networks during breaks and during pbm. in addition, the teacher in implementing pbm was encouraged to use the internet, lcd, tape recorder, and go directly to the field as direct learning outside the classroom. with the limitations of existing material/package books, students are encouraged to want to know by reading or looking for material books in the library. before carrying out pbm, 15 minutes in the first hour, students are required to say greetings, prayers, and liabilities. judging from the above exposure from the data and information collected by researchers through direct interviews, observation, and documentation, the learning process is in accordance with the national education standards (snp), especially on process standards. despite the limitations of internet networks and limited learning material books. periodically the principal together with the supervisor and assessor team supervises the periodic learning process (academic supervision) individually. this is in accordance with rohiat's opinion (2009: 115): "monitoring is an activity that aims to determine the development of the implementation of potential schools, whether according to the plan or not, the extent of the constraints and obstacles encountered, and how the efforts that have been and must be taken to overcome the obstacles and obstacles that arise during the implementing a potential school program. " this is also in accordance with the attachment to the minister of national education regulation number 19 of 2007 dated 23 may 2007 concerning education management standards by the basic education unit part c number 1 points a, b, c, d and f concerning monitoring programs: "1. monitoring program. a. schools / madrasas develop monitoring programs in an objective, responsible and sustainable manner. b. the preparation of supervision programs in schools/madrasas is based on the national education standards. c. the supervision program is socialized to all educators and education personnel. d. supervision of school/madrasa management includes monitoring, supervision, evaluation, reporting, and follow-up of supervision results, f. academic management supervision is carried out regularly and sustainably by principals/madrasas and school/madrasa supervisors " it was concluded that the learning process at sman 10 singkawang had run smoothly and the teacher was guided by the rpp in learning and had attended all the training. in improving the learning process, the hope is that the principal encourages and supports the teacher to improve qualifications and include training to improve teacher's competence. journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 185 2. cost standards there are 2 sources of costs used in sman 10 singkawang, namely 1) committee funds; 2) bos funds; which will be described as follows: 1. committee fund. committee funds are funds collected by schools that are withdrawn from students through committee meetings (in accordance with minister of education regulation no. 75 of 2016 concerning committees, governor regulation no. 23 of 2017 concerning levies and donations, ministerial circular letter, circular letter of the provincial education and culture office west kalimantan.) and agreed together. the use of committee funds must be in accordance with the allotments that are posted in accordance with accounting standards and reported periodically to authorized agencies or institutions. 3. bos funds the bos fund is school operational assistance provided by the government to finance non-governmental government operations. bos funds are used in accordance with the guidelines established by the central government. the amount of bos funds for sma / ma and smk students per student is rp. 1,400,000, paid according to the number of students in the current year in accordance with dapodik data. cost standards in the snp indicate that schools provide cross subsidy services. the school manages funds well. regulation of allocation of funds from apbd / apbn or / other sources. schools provide discounted fees through discount fees (20%, 50%, 100%) to students depending on the ability of students. in addition, students who are less able to be assisted by the government through pip scholarships. exemption of fees for underprivileged students. there is a list of students with a clear economic background. in using the school's budget, the budget is designed to increase rkas every year. the school prepares the rkas together with the teacher council and is known to the committee as the basis for program funding in the current year. rkas is made in conjunction with the teacher council and the school committee to determine the school financing budget for the current year. in accordance with the attachment of minister of national education regulation number 19 of 2007 dated 23 may 2007 concerning education management standards by elementary education unit number 8 point a and so on. regarding finance and financing states: "a. schools / madrasas formulate guidelines for managing investment and operational costs that refer to the financing standard. b. guidelines for managing school and madrasa investment and operational costs govern: 1) sources of income, expenditure and amount of funds managed; 2) budget preparation and disbursement, as well as fundraising outside investment and operational funds; 3) the authority and responsibility of the principal/madrasa in spending the education budget in accordance with the allocation; 4) bookkeeping of all revenues and expenditures and the use of the budget, to be reported to the school/madrasa committee, as well as the institutions above it. c. guidelines for managing school and madrasa investment and operational costs are decided by the school/madrasa committee and determined by the principal/madrasa and get approval from the institutions above. d. guidelines for managing investment costs and school/madrasa operations are socialized to all school/madrasa residents to ensure the achievement of transparent and accountable management of funds " schools have financial management guidelines related to educational contributions or funds from the community. decision making in determining the number of funds extracted from the community as operational costs are carried out by involving various relevant parties (the principle involves the school committee, teacher representatives, representatives of education personnel, student representatives and private education/foundation organizers). the management of funds from the community as personal costs is carried out transparently, and accountable as indicated in the rkas. it can be concluded that with limited costs can hamper the smooth implementation of fds in sman 10 singkawang so that the headmaster hopes to find donors or sponsors from third parties. d. evaluation regarding the product includes learning outcomes during fds implementation at sman 10 singkawang in explaining the evaluation of the product, the researcher explained the value of the test results during the implementation of the fds. the first exam for the implementation of full days school at sman 10 singkawang began in 2016 with a paper and pencil based exam. while for the second and third years using the compliance-based examination (unbk). from the data obtained by the average score of 6 subjects in sman 10 singkawang during the implementation of fds are as follows: 2016 = 59.90 (pass 100%), 2017 = 37.77 (pass 100%) and year 2018 = (graduate 100%). judging from the results of the exam results of the last 3 years, the tendency of the average value to go down during the fds implementation. this decline was made possible by the ineffectiveness of fds implementation at sman 10 singkawang. many factors cause the decline in value, especially the long hours at school so that the condition of students and teachers is no longer fit because they are tired, weak, lethargic and sleepy so they don't focus on learning anymore. while other factors are caused by inadequate facilities that greatly influence the students 'and teachers' inability to implement pbm. it can be said that during the 3 years running the implementation of fds in sman 10 singkawang has not improved the quality of education (seen from the data of the average un score). still below the average 6.00 (snp standard). researchers suggest improving the quality of education by conducting an in-depth study of the obstacles journal of education, teaching and learning volume 3 number 1 march 2018. page 178-186 p-issn: 2477-5924 e-issn: 2477-4878 186 and constraints in the implementation of fds in sman 10 singkawang based on the law and government regulation number 32 of 2013 as amendments to government regulation number 19 of 2005 concerning national education standards. iv. conclusions and suggestions a. conclusions from the data collected at the time of the study on the evaluation of the fds program at sman 10 singkawang, the context, input, process and product evaluation was concluded as follows: 1. evaluate context vision and mission are in accordance with character-based education and government goals in the fds program. 2. evaluate input in the input evaluation, it was concluded that the curriculum used in sman 10 singkawang still refers to the ktsp and k13 curriculum. and there are regulations that regulate both in terms of technical and legal aspects. for tas personnel, their qualifications need to be improved, and principals are encouraged to improve qualifications and submit to the government to increase the number of teachers and tus that are lacking. needing parent participate in encouraging the smooth process of fds learning and applying for assistance to the government to increase school facilities through dak funds. 3. process evaluation in the process evaluation includes the learning process that has been carried out according to snp standards, the teacher makes a lesson plan (rpp) as a pbm guide and is regularly supervised by the principal. the principal designed the school budget by arranging the rkas within one year from the source of committee funds and bos, although in reality, the available funds were insufficient for operational financing issued by the school, thus influencing the implementation of the fds learning process. 4. product evaluation the results of the discussion regarding the results of product evaluation include learning outcomes during the implementation of fds in sman 10 singkawang, it can be concluded that during the 3 years running the implementation of fds in sman 10 singkawang has not improved the quality of education (judging from the average un score). still below the average 6.00 (sn standard). the hope is that schools emphasize more on the results to be achieved (un scores) by developing learning strategies to boost the value of the national exam (un). overall from the results of the evaluation of the fds program at sman 10 singkawang, based on the analysis (cipp) fds in sman 10 singkawang is still not feasible. therefore the researcher recommends reviewing the continuation of fds implementation in the coming year. b. suggestions 1. in context evaluation, the implementation of fds is in accordance with the school's vision and mission but needs to be optimized. the vision and mission are made in rational terms and formulated together between the principal, teachers, and committees. 2. in the input evaluation (curriculum, educators, principals, tas and facilities and infrastructure) the school has a curriculum that has been established by the government, namely ktsp and curriculum 2013 and does not have a special fds curriculum. 3. in the process evaluation, (the learning process, assessment process, and management process). the teacher learning process starts from: a) compiling a learning plan, carrying out the learning process, c) managing the class, d) evaluating the results as input for the next planning. it is in accordance with the standards of processes and management standards. 4. in the product evaluation, for 3 years fds was carried out not able to improve the quality of education in sman 10 singkawang, as evidenced by the low average score of the un below 6.00 (according to snp), it is recommended to change the learning strategy or management so that the value can be increased to more than 6.00. 5. suggestions for schools to review the continuation of fds implementation for the coming year, and to optimize the role of the community in the success of fds implementation in sman 10 singkawang. 6. suggestions for further researchers to examine the response of the community to the implementation of fds in sman 10 singkawang. references muhaimin. 2009. rekonstruksi pendidikan islam: dari paradigma pengembangan, manajemen, kelembagaan, kurikulum hingga strategi pembelajaran. jakarta: rajawali pres. mulyasa. 2007. manajemen berbasis sekolah. bandung: remaja rosdakarya. peraturan gubernur provinsi kalimantan barat nomor 23 tahun 2017 tentang peran serta masyarakat dalam pemenuhan biaya pendidikan menengah dan pendidikan khusus di provinsi kalimantan barat. peraturan menteri pendidikan nasional nomor 19 tahun 2007 tentang standar pengelolaan pendidikan oleh satuan pendidikan dasar dan menengah. peraturan pemerintah nomor 32 tahun 2013 tentang perubahan atas peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan. permendikbud nomor 28 tahun 2010 tentang penugasan guru sebagai kepala sekolah/madrasa. permendikbud nomor 75 tahun 2016 tentang komite sekolah. rohiat. 2009. manajemen sekolah teori dasar dan praktek. bandung: pt. refika aditama. journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-4878 1 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the participation of society and students’ parents in education organizing at state 2 sekayam senior high school heri priyanto 1) , aunnurahman 2) , aswandi 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:heripriyanto.pay@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: aunuruntan@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: aswandiwk@yahoo.com abstract. the importance of community and students’ parents participation should be a serious concern for schools because without the support of participation from relevant parties (stakeholders), the quality and objectives of education as desired by all parties will not be easy to realize properly. this research is qualitative research with the type of case study. in this study, a number of data collection techniques will be used, namely participant observation techniques (participant observations), in-depth interviews, and documentation studies. based on the research that has been done, the following results are obtained (1) school work program to encourage community and students’ parents participation in the implementation of education in sekayam 2 high school; (2) the forms of community and students’ parents participation in the implementation of education in sekayam 2 high school are physical and non-physical; (3) the supporting factors for community and students’ parents participation in the implementation of education at sekayam 2 high school, is the existence of a forum or access to participation, the willingness and ability, hopes of obtaining good and quality education, trust in schools, and positive response from the school; (4) the inhibiting factors of community and students’ parents participation in administering education at state 2 sekayam senior high school, are places of residence that are far from school, the economic level is still relatively low, the view that education is the responsibility of the school, the socialization of work programs is not optimal school, and busyness of parents with their work; and (5) the level of community and students’ parents participation in the implementation of education at sekayam 2 high school, classified as low or passive. keywords: participation; education implementation i. introduction education is a shared responsibility, between the government, the private sector / business world, the community, parents, professional organizations, non-governmental organizations (ngos / ngos), and other relevant parties (education stakeholders). schools as formal education institutions will experience obstacles in trying to provide quality education for students if they do not get support from the education stakeholders themselves. this can be understood because the school in carrying out the implementation of education, of course, faced with various problems, on the one hand, the school has limited ability to be able to overcome any problems it faces, on the other hand, the community and students’ parents demand service quality education. the quality of the performance of implementing education in schools is strongly influenced by the participation of stakeholders in education itself. stakeholder participation is contained in the national education system law no. 20 of 2003 article 54 paragraph (1) that "the participation of the community in education includes the participation of individuals, groups, families, professional organizations, entrepreneurs, and community organizations in the implementation and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 2 quality control of education services." the presentation provides confirmation that the community and students’ parents are part of education stakeholders that cannot be separated from the implementation of education in schools. the expected participation of the community and students’ parents here can be realized in various forms, but in general, the form of participation can be grouped into two forms, namely physical and non-physical. physical participation can be in the form of funds, materials, and tools or equipment needed in the learning process. whereas non-physical participation can take the form of criticism and suggestions, supervision of children in learning, creating a good learning culture. the community and students’ parents participation in administering education in schools are certainly not necessarily easy to realize. this is because there are many opportunities and challenges that should be able to be addressed properly by the school so that participation can run well. but in general, these opportunities and challenges can be grouped into two factors, namely supporting factors and inhibiting factors for participation in the implementation of education in schools. the driving factors of the community and students’ parents to participate in the implementation of education in schools include the existence of trust, willingness, opportunity, and abilities possessed by the community and students’ parents to assist the school in overcoming the problems experienced in the implementation of education . while the factors that can hinder the emergence of community and students’ parents participation in the implementation of education, among them can be in the form of apathy, distrust, negative responses obtained, education level, economic level, and geographical conditions. from this statement, the school, in this case, must be able to address or get around so that the inhibiting factors can be minimized so that active participation is expected to be realized as it should. the importance of community and students’ parents participation should be a serious concern for schools because, without the support of participation from relevant parties (stakeholders), the quality and objectives of education as desired by all parties will not be easy to realize properly. however, if we look at the reality in the field, there are still many people and students’ parents who have not realized the importance of their role in supporting efforts to improve the quality of education. this condition is generally more prevalent in areas that are still not fully touched by development with the people whose education and economic levels are still relatively low. this is in accordance with the opinion that "in developing countries, most families cannot be expected to help and direct student learning more, so students in developing countries spend less time learning. this is because many people / students’ parents do not understand the fundamental meaning of their role in children's education "(hoyneman and loxley in rodliyah, 2013: 51-52). the same condition is also experienced by people in the area of sanggau regency, west kalimantan, which is directly adjacent to neighboring countries, namely malaysia, precisely in the sarawak-malaysia area. sanggau regency itself has fifteen sub-districts, and two of them are sub-districts bordering land with malaysia, namely sekayam and entikong districts. in contrast to entikong subdistrict, sekayam subdistrict is relatively better, because it has a high school level education or a complete equivalent. namely, there are two state high schools and one private vocational school (smk). judging from the principal data of the school has shown that the government is currently trying to improve education in the sekayam district. among the two state high schools in sekayam subdistrict, sekayam 2 high school has more value, namely there is a dormitory for students built by the government to accommodate students who live far from school or who come from outside the sekayam district, and is the only state high school in sanggau district that has a dormitory for boarding students. but according to the information obtained from the principal the concept of boarding school has not been fully implemented in sekayam 2 high school, this can be observed from the construction of housing for educators and education staff as well as student dormitories which are still inadequate when viewed from the amount and capacity. based on the explanation above, the researcher decided to choose state 2 sekayam senior high school as the place for conducting the research. the election of sekayam 2 high school is based on uniqueness, which is located in the border area and is the only high school state school in sanggau district that applies the concept of boarding school (though not yet fully) in the implementation of education. the researcher was very interested in the concept of boarding school and participation which, according to the author, was one of the alternative solutions to solve the problem of education in the border area, especially in state 2 sekayam senior high school. this study wants to reveal adequate information about school work programs that encourage participation, forms of participation, supporting and inhibiting factors of participation, and how the level of community and students’ parents participation in the implementation of education in sekayam 2 high school. in this case, the researcher gave the title: "the community and students’ parents participation in organizing education in state 2 sekayam senior high school ". ii. research method journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 3 the research method is qualitative which is directed at the condition of natural objects. the rationale in this study, namely to examine community and students’ parents participation in the implementation of education using a qualitative approach. qualitative research is used on the grounds that the focus of research attention is on community and students’ parents participation in the implementation of education in sekayam 2 high school. the assessment of community and students’ parents participation in the implementation of education requires research to draw meaning on the aspects of participation developed. in attracting this meaning, the researcher enters state 2 sekayam senior high school (research background) and acts as a key instrument. this research is qualitative research, with a type of case study. in this study, a number of data collection techniques will be used, namely participant observation techniques (participant observations), indepth interviews, and documentation studies. emzir (2012: 37) states that "observation or observation can be defined as 'focused attention' to events, symptoms, or something." in line with the view that states, "focused observations are specifically aimed at observing certain aspects of the musty ..." (aunurrahman, 2014: 182). the objectives of the interview activities are those who are the subjects of research in the sekayam 2 high school and in the surrounding community and students’ parents. the documentation in this study is intended to obtain data relating to school work programs that encourage participation, forms of community participation, supporting factors, inhibiting factors, and the level of community and students’ parents participation in the implementation of education in sekayam 2 high school. iii. result and discussion a. results based on the results of interviews and observations supported by the documentation that has been carried out in order to express community and students’ parents participation in the implementation of education in sanggau 2 high school, the research findings are presented as follows. 1. school work program to encourage participation of community and students’ parents in organizing education in state 2 sekayam senior high school based on the analysis carried out on the results of the study, state 2 sekayam senior high school has a work program in the form of vision, mission, objectives, rks / rkas, and ktsp which are formulated based on existing regulations and technical guidelines, taking into account the school's potential, input, and suggestions from all school residents to improve the quality of education. the vision, mission, goals, rks / rkas, and ktsp have been socialized to school residents and students’ parents. the formulation of the vision, mission, objectives, rks / rkas, and ktsp involves the principal, the teacher team, and the school committee. formulation of the vision, mission, objectives, rks / rkas, and ktsp by considering the potential possessed by the school and based on regulations, provisions, and technical instructions on national education standards (snp). the school work program to encourage community and students’ parents participation in the implementation of education has been spelled out in the vision, mission, objectives, rks, and ktsp that have been known and approved by the head of the west kalimantan province education and culture office. the vision, mission, goals, rks/rkas, and ktsp that are already owned by sekayam 2 high school are still not fully known and understood by the community and students’ parents, this is due to the involvement of the community and students’ parents in the formulation of the school's work program has not fully gone well. in this case, the participation that occurs is still procedural participation and has not touched the substance aspect of the desired participation. on the other hand, the socialization carried out by the school was felt to be inadequate for the community and students’ parents. 2. the forms of community and students’ parents participation in organizing education in state 2 sekayam senior high school based on the analysis carried out on the results of the study, related to the form of community and students’ parents participation in the implementation of education in sekayam 2 high school, the research findings in the form of community and students’ parents participation in the implementation of education already existed or have been conducted in state 2 sekayam senior high school, which is physical and nonphysical. the forms of participation are as follows (a) participation is physical, in the form of funds, materials, equipment or media used in learning at school; (b) participation takes the form of non-physical, in the form of criticism and suggestions, supports school activities, attendance at school if needed, creates a culture of good learning, participates in supervising student behavior, and motivates and directs students to learn. however, the participation of the community and parents of these students is still small and rarely done. participation carried out by the community, and students’ parents journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 4 have occurred only because of requests from the school. 3. the supporting factors of community and students’ parents participation in organizing education in state 2 sekayam senior high school based on the analysis of research results relating to the supporting factors of community and students’ parents participation in the implementation of education in sekayam 2 high school, research findings were obtained, namely the existence of a place or access provided by the school, awareness and ability, hopes of obtaining a quality education , trust in the school, and the positive response from the school. in addition, there were people and parents who stored cellphone numbers and whatsapp (wa) principals and homerooms, also accommodated elements of the community and students’ parents in the management structure of the school committee in sekayam 2 high school. 4. the inhibiting factors of community and students’ parents participation in organizing education in state 2 sekayam senior high school the inhibiting factors of participation in administering education at state 2 sekayam senior high school include, among others, the low awareness of participation, the distance of residence far from school, the difficulty of access to transportation and communication, and the economic level of the community and many parents who are low. in addition, there are still many people, and students’ parents who think that education is the responsibility of the government, lack of socialization of school work programs, and the busyness of parents with their work can also be a limiting factor for parents' participation in education in state 2 sekayam senior high school. these factors are strengthened by documents in the form of student data which also contains information about the identity and background of the parents of the students concerned. from the research findings as described, it can be concluded that the factors described above can indeed be a limiting factor for participation in the implementation of education in sekayam 2 high school. 5. the level of community and students’ parents participation in organizing education in state 2 sekayam senior high school the research findings regarding the level of community and students’ parents participation in administering education at sekayam 2 high school are still relatively low or passive. this is because the participation of the community and students’ parents only occurs because of a request from the education institution (school). participation that occurs is not due to awareness and own initiative to take responsibility for improving the quality of education in schools. the implementation of education is still seen as the responsibility of the government, and the community and parents should be entitled to obtain quality education. b. discussion this discussion is based on the conclusions of the findings and theoretical perspectives of community and students’ parents participation in the implementation of education in schools. 1. school work program to encourage community and students’ parents participation in organizing education in sekayam 2 high school school work program to encourage community and students’ parents participation in administering educators in sekayam 2 high school, as follows. a. school vision based on the results of interviews, observation and documentation show a positive tendency that state 2 sekayam senior high school has a vision, and the school's vision is formulated by the school principal with the formulation team and school committee, in accordance with regulations, provisions, and applicable instructions. the school's vision is formulated based on the potential and objectives of the educator, both the objectives of the education unit and the national education goals and by considering input from all school citizens, the community and students’ parents, as well as interested parties concerned. the school's vision has been socialized to all school members through teacher council meetings, to the community and students’ parents at the opening of the new school year meetings / meetings, through writing permanently at the school entrance, baleho and print out the text posted on the bulletin board or school wall magazine. the vision of state 2 sekayam senior high school which has been formulated, is written in the voice "creating quality human resources so that they are able to face the challenges of life in the era of globalization." if examined from this vision, it is clear that the ideals of the school are to produce educational output in the form of human resources that are able to compete in the midst of competitive global life, in this case, competition between nations or countries. this is in the opinion of wahyudi (2012: 20) which states that "vision is a picture of the future regarding the state of the organization that is aspired to be an organization that is better, innovative, journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 5 competitive and able to change the environment." based on this vision, it can be concluded that there have been school efforts to try to meet the needs of the community and students’ parents in the border area, namely increasing the quality of human resources in order to compete with human resources in other countries, namely sarawak-malaysia. this can be understood because state 2 sekayam senior high school is one of the state high schools in the sub-district that is directly adjacent to other countries, namely malaysia. so it is clear that the needs of the community and students’ parents in sekayam subdistrict are the need for human resources that are able to compete in social relations between nations (indonesia-malaysia). school efforts to meet the needs of the community and students’ parents are a form of school planning to be able to encourage community participation in the implementation of education in state 2 sekayam senior high school. with the hope that the community and students’ parents are called to participate or participate in seeking to improve the quality of service delivery in school education. this is in line with the opinion expressed by mamusung in aedi and rosalin (teaching education lecturer team of the indonesian education university, 2014: 279-2280), stating that “school as a social institution that is held and owned by the community should be able to meet the needs of the community and the school has a legal and formal obligation to provide information to the community about its objectives, programs, needs, and circumstances, and on the contrary the school must know clearly what needs , the expectations and demands of the people. this opinion provides an understanding that the school's vision should be able to present that the implementation of education actually starts from, by, and for the benefit of the community and students’ parents themselves, which ultimately will lead to the fulfillment of the needs of the nation in the form of superior human resources. based on the explanation above, it can be concluded that the vision of state 2 sekayam senior high school has a positive tendency to show that the vision includes school work programs to encourage community and students’ parents participation in the implementation of education in schools. b. school mission based on the results of interviews, observation and documentation show a positive tendency that state 2 sekayam senior high school has a school mission. the formulation of the mission is by a team that has been determined in accordance with the applicable regulations and technical guidelines, based on the potential of the school, by considering criticism, suggestions, and input from all school members, the community and students’ parents, and other educational stakeholders. the school's mission is also disseminated to all school members through teacher council meetings, to the community and students’ parents through meetings or opening meetings for new school years, writing permanently to the left of the school entrance, baleho and print out the text posted on the bulletin board and school wall magazines. as for the state 2 sekayam senior high school mission, namely (1) faithful, devoted, moral and cultured; (2) mastering science and technology; (3) having life skills in the fields of skills, sports and art; and (4) mastering and communicating fluently in english. this is in line with mustari's opinion (2014: 16) which states that missions can also be interpreted as actions to meet the interests of each group related to school. in the formulation of the mission must consider the main tasks of the school and interest groups related to the school. in other words, the mission is a form of service to fulfill the demands set forth in the vision with various indicators. in analyzing each point of the school mission, it is clear that the school has tried to provide services in accordance with the needs of the community and students’ parents. the school's mission also means that the school also wants the community and students’ parents to participate to ensure that the learning process of students can run well. this is in accordance with mustari's opinion (2014: 154) stating that “the attitude of children toward school will mainly be influenced by the attitude of their parents. this is very important, considering that lately there have often been disrespectful actions taken by students, while parents don't seem to want to know, even tend to blame the school. parents must pay attention to their child's school, namely by paying attention to their experiences and respecting all their efforts. likewise, parents must show cooperation in directing the way children learn at home, motivating and guiding children in learning. journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 6 based on the above explanation, it can be concluded that the mission of state 2 sekayam senior high school has a positive tendency towards school efforts in encouraging community and students’ parents participation in the implementation of education in schools. c. school objectives the purpose of state 2 sekayam senior high school is prepared by a team that has been set based on existing regulations and technical instructions. the formulation of these objectives is based on the potential of the school and of course by considering criticism, suggestions, and input from all school members, the community and students’ parents, and other educational stakeholders. the purpose of the school has been socialized to all school members through teacher council meetings, to the community and students’ parents during meetings or meetings for the opening of the new school year, with writing neatly framed in the living room, as well as through baleho or printouts of pasted texts on bulletin boards and school wall magazines. the purpose of the school refers to the vision and mission in the form of targets to be achieved from the implementation of education in schools. in addition to referring to the vision and mission, the purpose of education in each education unit must also refer to national education goals. the purpose of sekayam state high school 2, namely (1) belief and devotion to god almighty; (2) acting in the community as citizens of pancasila; (3) behave in accordance with applicable norms and values; and (4) having adequate knowledge, skills and environmental insights to live independently and / or follow further education. listening to the objectives of sekayam state high school 2 above, it is clear that the school's goal to be achieved has shown the school's efforts to encourage community participation in the implementation of education in schools, it is understood from the meaning contained in each point in the school's goals. this is also in accordance with minister of national education regulation number 19 of 2007 concerning education management standards by the primary and secondary education unit. based on the explanation, it can be concluded that this goal has shown a positive tendency as a school work program that can encourage community and students’ parents participation in the implementation of education in sekayam 2 high school. d. school work plan (rks / rkas) state 2 sekayam senior high school has a school work plan (rks) and school budget work plan (rkas). in the formulation, it is in accordance with the applicable rules and regulations, which involves the principal, teacher team, school committee / students’ parents, or community representatives who care about education. the rks and rkas have been disseminated to all school members through teacher council meetings, to school committees, communities and students’ parents at new school year meetings or opening meetings, and in the form of documents that can be accessed at school. each activity in the education unit is based on the rks which is a detailed elaboration of the medium term work plan (rkjm) of the education unit which covers a period of four years. this is in accordance with government regulation number 32 of 2013 concerning national education standards. the formulation of school work programs must certainly involve relevant parties, in this case, education stakeholders. thus educational institutions (schools) can accommodate the interests of each of the related parties (stakeholders), here are mainly community participation and students’ parents. this is also in accordance with the opinion of siagian in rodliyah (2013: 82) stating that "community participation in decision making is a process in choosing alternatives given by all elements of society, other social institutions." formulation of school work programs, rks / rkas, is based on applicable regulations, instructions and provisions, and by considering the conditions, potential, objectives of the education unit, and national education goals. although the participation of the community and students’ parents at sekayam 2 high school shows a positive tendency that participation is only a manifestation of procedural regulations and instructions in the implementation and management of education in schools, there are basically school efforts to encourage community and students’ parents participation in implementing education in schools. this is in accordance with the mandate of law no. article 20 of 2003 mandates that "the community has the right to participate in the planning, implementation, supervision, and evaluation of educational programs." however, if journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 7 analyzed based on the results of the study revealed a positive tendency that the formulation of the rks / rkas has shown the existence of school efforts to encourage community and students’ parents participation in the implementation of education in sekayam 2 high school. the same view expressed by doyle, terry (2008: 23) states that "participation in discussions is a great way to learn and can be emotive, socially, and intellectually rewarding." this means that participation in discussion is the best way to learn emotional, social, and intellectual. rks /rkas sekayam 2 high school is a list of planned activities designed to be carried out within a certain period. this rks / rkas will become a working guideline as well as a benchmark for performance achievement or accountability for the implementation of performance over a predetermined period in order to achieve the stated objectives. the rks / rkas formulations that have become school provisions have also been socialized to the school community through teacher council meetings as well as to the community and students’ parents at school meetings with parents held at the beginning of the new school year. this is in line with the opinion expressed by mamusung in aedi and rosalin (indonesian education education lecturer lecturer team, 2014: 279-2280), stating that "schools as social institutions organized and owned by the community should be able to meet the needs of their community and schools legal and formal obligations to provide information to the community about the objectives, programs, needs and circumstances, and vice versa the school must know clearly what the needs, expectations, and demands of the community are. " based on the explanation above, it can be concluded that state 2 sekayam senior high school has rks/rkas formulated by teachers, principals, school committees, education councils, communities, and students’ parents, based on laws, regulations, and provisions /existing technical instructions. rks / rkas state 2 sekayam senior high school has a positive tendency as a school work program that encourages community and students’ parents participation in implementing education in schools. e. education unit level curriculum (ktsp) based on the results of interviews, observation and documentation show a positive tendency that state 2 sekayam senior high school has an education unit level curriculum (ktsp). in its formulation, it involves the principal, teacher team, school committee / students’ parents, or community representatives who have concern for improving the quality of education, and by being known and approved by the head of the education and culture office of west kalimantan province in accordance with applicable regulations. the ktsp has been disseminated to all school members through teacher council meetings, to school committees, the community and students’ parents at new school meetings or opening meetings, and in the form of documents that can be accessed at school. ktsp sekayam state 2 sekayam senior high school shows a positive trend with the presence of activities or work programs that show the school's efforts to encourage community and students’ parents participation in the implementation of education in schools, as stated in chapter i point 4 of the principle of developing the state 2 sekayam senior high school curriculum, precisely in point (a) which states that "focusing on the potential development of the needs and interests of students and the environment", in chapter ii in the points of education goals, vision, mission, and objectives of the school, and contained in school activity planning which contains the plan "plenary meeting committee (new student ot) and meeting with parents ". to be clearer, plans for activities or work programs that will be carried out by the school can be seen in the ktsp document as attached to this study. in line with the opinion of sagala (2006: 165) states that "in order for the implementation of more aspirational and effective education it is necessary to include the community and the community to become the main stakeholders of the education process. public awareness of the quality control of education in schools is not only indicated by their willingness to help schools in physical form or in the cost of assistance. however, this concern needs to cover aspects related to the quality of learning services. " based on the explanation above, related to the work program of state 2 sekayam senior high school to encourage community and students’ parents participation in the implementation of education, it can be concluded that the school work program is in the form of vision, mission, goals, rks / rkas, and ktsp as has been previously described, and educational institutions cannot just escape with education stakeholders, especially the journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 8 community and students’ parents. schools desperately need community and students’ parents participation. therefore schools must continue to push for such participation to work properly. schools must be able to innovate in formulating work programs that can accommodate needs and can attract the interest of the community to be able to take part in the implementation of education in schools. therefore, partnership relationships based on common responsibilities and common goals should be able to become a potential for relevant parties in seeking to improve the quality of education. this is in accordance with mustari's opinion (2014: 155) which states that with the basis of similarity of responsibilities and similarity of objectives, the cooperation between the family and the school aims to help and complement each other, financial and goods assistance, and to prevent bad deeds, for example not playing the film at the time of the lesson, and so on. 2. the forms of community and students’ parents participation in organizing education in state 2 sekayam senior high school based on the results of interviews, observation and documentation, it shows a positive tendency that there has been community and students’ parents participation in the implementation of education in sekayam 2 high school, namely participation in the form of physical and non-physical. this is in accordance with the opinion expressed by basrowi in dwiningrum (2015: 58) stating that community participation seen from its form can be divided into two, namely nonphysical participation and physical participation. physical participation is community participation (parents) in the form of organizing school businesses and organizing scholarship businesses, helping the government build buildings for the community, and organizing library businesses in the form of books or other assistance. whereas non-physical participation is participation in determining the direction of national education and the prevalence of public interest to demand knowledge through education so that the government has no difficulty directing the people to go to school. community and students’ parents participation in administering education at state 2 sekayam senior high school in the form of physical participation, namely in the form of funds, materials or building materials, equipment or learning equipment for students, and providing facilities and infrastructure that can support the learning process of students. a view that is not much different is also expressed by sastropoetro in rodliyah (2013: 39-40), which states that the form of community participation is (a) consultation, usually in the form of services; (b) spontaneous contributions in the form of money and goods; (c) establishing self-supporting projects and donors derived from donations of individuals / institutions that are outside a certain environment (third parties); (d) establish projects that are self-sufficient and funded entirely by the community; (e) donations in the form of work; (f) mass action; (g) establish development among independent village families; and (h) building autonomous community projects. whereas non-physical participation in state 2 sekayam senior high school, has a positive tendency in the form of criticism and suggestions, supports and encourages students to take part in activities carried out by the school, the presence of the community and students’ parents at school if needed by the school (time ), creating a culture of learning that is good in the community and at home, participates in supervising the behavior of students in the community and at home, motivates and directs students in learning, and participates in supervising and guiding learners at home. this is in accordance with the opinion of rodliyah (2013: 36-39) stating that community participation in education that is highly expected by schools is "(a) supervising / guiding children's habits at home; (b) guiding and supporting children's academic activities; (c) giving encouragement to research, discuss ideas and / or actual events; (d) directing children's academic aspirations and expectations. the same view also expressed by dwiningrum (2015: 6667) states that the role of parents in forming a conducive learning environment at home includes (a) creating a culture of learning at home; (b) prioritizing tasks that are directly related to learning in school; (c) encouraging children to be active in various activities of school organizations, both curricular and extracurricular; (d) provide opportunities for children to develop ideas, ideas, and various activities that support learning activities; (e) creating a democratic situation at home to exchange opinions and thoughts as a means of learning and learning; (f) understanding what has been, is, and will be done by the school, in developing the potential of their children; and (g) providing adequate learning facilities, in accordance with the abilities of parents and school needs. another positive trend that shows the form of community and students’ parents journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 9 participation in state 2 sekayam senior high school, namely the musholla building, a set of internet networks, 40 mattresses, books, and a set of mini studios which are assistance from pt asabri (persero) jakarta. the house of worship is a chapel (small church) built from sharing funds between the community, students’ parents and the school for the purposes of worship for students who are catholic and christian. besides that, there are also tools for cooking which are assistance from the community and students’ parents to the school, which are used by students in practicing cooking skills at school. the condition that occurs in sekayam 2 high school is in accordance with the opinion expressed, that "first, that community participation in development is not the mobilization of the people in development. people's participation in development is cooperation between the people and the government to design, implement and finance development "(soetrisno in ramaniah, 2015: 50). in addition to positive trends, the results of the study also indicate a negative tendency, namely the form of community and students’ parents participation in the implementation of education in sekayam 2 high school is still little or relatively rare. the form of participation that exists or is carried out by the community and students’ parents has occurred only because of the encouragement in the form of requests from the school. this condition should not occur, even if it is not desired in participation. in other words, it should occur because of the awareness that these are rights, obligations, and responsibilities, which in the end will also contribute positively to the interests of the community and parents of the students themselves. this is in line with the opinion expressed by ife in ramaniah (2015: 47), stating that "... empowerment means providing people with the resources, opportunities, knowledge, and skill to increase their capacity to determine their own future, and to participate in and affect the life of their community ". with participation, the community and students’ parents who are expected to be able to, that they really need education and education also need them to strive for quality improvement. based on the description above, it can be concluded that the forms of community and students’ parents participation have occurred in state 2 sekayam senior high school, in general, the participation can be classified into physical and non-physical forms. the participation was carried out by the community and students’ parents because there was a request from the school as a form of mutual responsibility in seeking to improve the quality of education in schools. sekayam 2 high school, in this case, should be able to utilize all forms of community and parents of existing students participation to improve the quality of education for students further. thus it will increase community trust in educational institutions (schools) so that it will have an impact on the growing awareness of the community and students’ parents to participate in the implementation of education in schools. the level of trust and awareness will encourage schools, communities, and students’ parents to build harmonious partnerships in seeking to improve the quality of education in schools. 3. supporting factors of community and students’ parents participation in organizing education in state 2 sekayam senior high school supporting factors for community participation and students’ parents in the implementation of education at sekayam 2 senior high school can be seen from the existence of a forum and access to participation, willingness and ability, hopes of obtaining quality education, trust in schools, and positive responses from schools. when viewed from the factor of the existence of a forum and access to participation, it is very clear that it will encourage participation. with the container and access, the community and students’ parents can communicate with the school, in this case, they can submit criticism and suggestions for the progress of the school. this is in accordance with the opinions of aedi and rosalin (indonesian education university education lecturer team, 2014: 278), which states that "the relationship between the school and the community will produce results in the form of cooperation, and the collaboration can be carried out well if there is conducive communication that leads to fulfill their needs ". based on the findings of the existence of the community and students’ parents who store telephone numbers and whatsapp (wa) principals and one of the teachers or homerooms of students, it is clear that the existence of a forum and access can be a supporting factor for participation. thus it will affect the desire to participate in accordance with the abilities possessed by the community and students’ parents, which is certainly based on the hope of being able to obtain quality education from the school. this is in accordance with the opinions expressed by rodliyah (2013: 52-54) suggesting that as for the things that can be done to increase parental and community participation is a. schools must really show the sincerity of their efforts to obtain, maintain, improve, or journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 10 improve their image in the eyes of the community and parents. b. schools involve parents and the community in making school planning, even if parents need to be given the authority to arrange some school activities. c. the school must be open. d. schools also need to provide information to parents about what parents need to do in helping to educate their children. the above view is reaffirmed by the opinion stating that the factors that influence community participation are (a) gender; (b) education level; (c) income level; and (d) livelihoods / employment (slamet in rodliyah, 2013: 56-58). through well-established communication will have an impact on the opportunity for the community and students’ parents to convey with what there are a desire and hope for educational institutions (schools). thus the school will understand the condition of the community and students’ parents so that the school will respond by trying to fulfill what the community and parents want and hope for. the fulfillment of the wishes and expectations of the parents of the students will ultimately encourage the trust of the community and students’ parents towards educational institutions (schools), which in turn will encourage their desire to participate in the implementation of education in schools. this is in line with the opinions of aedi and rosalin (lecturer team of indonesian education education administration, 2014: 277) also states that "the growth of community trust also implies the insistence of the institution's needs on developing in order to answer the challenges and needs of society so that in turn the community will determine the choice of which institution is feasible to be given the trust to educate the community of students ". this view also affirms that in understanding social capital needed in education is the existence of "trust" and participation. therefore, participation is considered an asset, so it needs to be developed optimally to achieve quality objectives. furthermore, quality objectives can be achieved if there is participation and "trust" from the community to the school as a form of social capital. another aspect that needs to be considered in order to increase the trustworthiness of the community and students’ parents is the factor of transparency and accountability, without the support of these factors it will be difficult to gain trust. this is in line with the views of ratminto and winarsih (2006: 208) stating that "transparency and accountability must be implemented in all aspects of public service management, including policy, planning, implementation, supervision / control, and reports on performance results." furthermore, sheldrake and lingke in sagala (2006: 248) state that in the implementation of education, the accountability movement is initially triggered by two interests that need to be considered "first, it involves the accountability of the use of budget costs invested in the implementation of education. while the second concerns the even distribution of education for the occupation of a country. thus, it is clear that the demands of the community for education accountability that deal with quality and relevance remain concerned about efficiency and equity. " 4. the inhibiting factors community and students’ parents participation in organizing education in state 2 sekayam senior high school based on the results of interviews and documentation shows a positive tendency that there are factors that inhibit community participation and students’ parents in the implementation of education in state 2 sekayam senior high school. the inhibiting factors of participation are low awareness of participation, shelter far from schools with relatively difficult access to transportation and communication, low economic level, lack of socialization of school work programs, and busyness of parents with their jobs. this is in accordance with the opinion expressed by dwiningrum (2015: 57-58) which states that factors that can inhibit or become a threat to community participation, as follows. a. lazy, apathetic, ignorant, and unwilling to make changes at the level of community members. b. typological aspects (proof and cliff). c. geographical (small islands scattered). d. demographics (population). e. economy (poor / disadvantaged villages). based on these opinions, it provides an understanding that the factor of low awareness of participation, housing that is far from the school with access to transportation and communication is relatively difficult, and the economic level is still relatively low, can be factors that inhibit community and students’ parents participation in organizing education in sekayam 2 high school so that the impact on the difficulty of the school involved the community and students’ parents in seeking solutions to overcome the limitations experienced by the school in seeking to improve the quality of the implementation of quality education in schools. another positive trend is the view that education is the responsibility of the government, the lack of socialization of school work programs, and the busyness of parents in working are also included in the inhibiting factors of community and students’ parents journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 11 participation in the implementation of education in sekayam 2 high school. this is in accordance with the opinion of hamijoyo in rahmawati (2012, p.37) which states that the inhibiting factors of community participation are as follows. a. the community has not been able to live or feel the problem or its interests. b. the purpose of community participation is less clear, perhaps because the benefits or objectives of development are not clear to the community. c. there are no organizations and leaders who are reliable enough to manage community participation so that the aspirations and potential of citizens are not channeled effectively and efficiently. participation requires the same understanding or objectivity of school and parents in school goals. this means that participation is not sufficiently understood by schools as an important part of school success in improving quality, because quality objectives are difficult to obtain if understanding in intersubjective worlds (students, parents, teachers) shows knowledge gaps about quality. that is, community participation in quality improvement is successful if there is a common understanding between schools and families in making high achieving children (dwiningrum, 2015: 193). a good partnership relationship between the school and the community and students’ parents is needed to be able to anticipate the inhibiting factors experienced by each of the parties concerned. with a good partnership relationship, each party can openly express problems that prevent them from participating with each other. the openness of each related party is a way to be able to understand each other and analyze the right alternative solutions to be able to address the inhibiting factors of such participation. 5. the level of community and students’ parents participation in organizing education in state 2 sekayam senior high school based on the results of interviews and documentation shows a positive tendency that there has been or has occurred community and students’ parents participation in the implementation of education in state 2 sekayam senior high school. sagala (2006: 162) states that "schools that implement school-based management have characteristics of high school and community participation. this is based on the belief that the higher the level of participation, the greater the sense of belonging followed by greater sense of responsibility and so on the greater the level of dedication ". the statement provides an understanding that participation greatly influences the ability of educational institutions (schools) to strive to create quality teaching and learning processes for their students. however, the facts show a negative tendency, namely the level of community and students’ parents participation in the implementation of education in sekayam 2 high school is still in the low category. this is in accordance with the views of club du sahel in rodliyah (2013: 50-51) arguing that the participation rate is as follows a. passive participation, training, and information. this participation is a type of one-way communication such as the direction between teacher and student. b. active participation. this participation is a dialogue and two-way communication by providing opportunities for the community to interact with extension officers and outside training. c. participation with linkages. local people, both individuals, and groups are given a choice to be responsible for every community activity and project. d. participation in local requests. project activities are more focused on addressing the needs of the local community, not needs to be designed and voiced by outsiders. if based on the above opinion, it clearly provides an understanding that community and students’ parents participation in the implementation of education in sekayam 2 high school is included in the level of passive participation. this means that the participation that occurred in state 2 sekayam senior high school was only because there was a request from the school, and not because of their own initiative from the community and students’ parents. another negative trend that triggers the low level of participation is that participation in state 2 sekayam senior high school is not a form of awareness to help schools in pursuing the provision of quality education, but occurs only in procedural rules or regulations. this is in accordance with the opinion of shery arstein in dwiningrum (2015: 64), who argues that if it is associated with the level of power given to the community associated with participation, then the participation of the community in planning can be divided into the following steps. table i participation ladder journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 12 source: dwiningrum (2015: 64) if examined from the opinion of shery arstein presented in table i staircase participation above, it is clear that community and students’ parents participation in the implementation of education in sekayam 2 high school are included in the tokenism ladder level, which means that participation occurs only as a formality. responding to the low level of community and students’ parents participation in the implementation of education, schools should be able to optimize work programs that can encourage participation. schools should be creative and have innovations in formulating superior programs that are characteristic of schools, which of course are in accordance with the needs of the community and students’ parents. for this reason, the school can optimize the role and function of the school committee, which is a formal and legal forum for representatives of the community and students’ parents in designing the tuition programs. this is in accordance with the opinion of rodliyah (2013: 84) stating that in carrying out their duties, the school committee acts as: a. advisory agency or consideration in determining and implementing education policies in educational units; b. supporting agencies or supporters, both in the form of financial, thought and energy in the implementation of education in educational units; c. controlling agency or controller in the context of transparency and accountability in implementing education in educational units; d. mediator or intermediary between the government (executive) and the community in the education unit. if it is analyzed from the task of the school committee, it is clear that the existence of a school committee in each education unit will provide the potential for the school to respond to any problems it faces. of course, the school committee must be involved in every stage of the implementation of education by building good and harmonious partnerships so that the committee will truly feel valued and needed by the school. vi. conclusion a. conclusions based on the results of research findings and discussions about community and students’ parents participation in the implementation of education in sekayam 2 high school, conclusions can be drawn as follows. 1. school work program to encourage community and students’ parents participation in implementing education at sekayam 2 high school, including in the form of vision, mission, goals, rks / rkas, and ktsp. 2. the form of community and students’ parents participation in the implementation of education in sekayam 2 high school, namely in the form of physical and non-physical. 3. supporting factors for community and students’ parents participation in administering education at state 2 sekayam senior high school, is the existence of a forum or access to participate, the willingness and ability, hope to obtain a good and quality education, trust in the school, and the existence positive response from the school. 4. the inhibiting factors of community and students’ parents participation in administering education at state 2 sekayam senior high school, are places of residence that are far from schools with relatively difficult access to transportation and communication, the economic level is still relatively low, the view that education is the responsibility school answer, lack of maximum socialization of school work programs, and busyness of parents with their jobs. 5. the level of community and students’ parents participation in administering education at state 2 sekayam senior high school, classified as low or passive. b. suggestions based on the findings of the research described above, some suggestions and recommendations can be given as follows. 1. schools are expected to be able to accommodate the interests and needs of education stakeholders through activities contained in the school work program. 2. the form of community and students’ parents participation should be directed to improve the effectiveness and efficiency of the implementation of the teaching and learning process in schools. journal of education, teaching and learning volume 4 number 1 march 2019. page 1-13 p-issn: 2477-5924 e-issn: 2477-8478 13 3. the supporting factors for community x and students’ parents participation are optimally utilized. 4. establishing good communication between school, community, and students’ parents. 5. building good and harmonious partnerships between schools and school committees, as well as more empowering the roles and functions of school committees. references aunurrahman. 2014. penelitian tindakan kelaspanduan bagi guru, calon guru, dan instruktur (edisi revisi). pontianak: stain pontianak press. dwiningrum, astuti, siti irene. 2015. desentralisasi dan partisipasi masyarakat dalam pendidikan. yogyakarta: pustaka pelajar. mustari, mohamad. 2014. manajemen pendidikan. jakarta: pt rajagrafindo persada. rahmawati, sufa, diana. 2012. partisipasi masyarakat dalam pelayanan pendidikan di sdn cibeusi dan sdn jatinangor. tesis pascasarjana fisip. ilmu adminstrasi universitas indonesia. rodliyah, st. 2013. partisipasi masyarakat dalam pengambilan keputusan dan perencanaan di sekolah. yogyakarta: pustaka pelajar dan stain jember press. sagala, syaiful. 2006. manajemen berbasis sekolah dan masyarakat strategi memenangkan persaingan mutu. jakarta: pt nimas multima. tim dosen administrasi pendidikan universitas pendidikan indonesia. 2014. manajemen pendidikan. bandung: alfabeta. undang-undang republik indonesia no. 20 tahun 2003. tentang sistem pendidikan nasional. bandung: citra umbara. wahyudi. 2012. kepemimpinan kepala sekolah dalam organisasi pembelajar. bandung: alfabeta. journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-4878 71 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. management of quality improvement for paud (case study of paud handayani at pontianak city) siti ruwaidah 1) , wahyudi 2) , sukmawati 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: sitiruwaidahalfikri40@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: sukmawati@fkip.untan.ac.id abstract. the quality of education is a benchmark in assessing the success of the school in creating qualified students. it is appropriate if the school or institution can maintain and improve the quality of its education. improving the quality of education is influenced by many factors, such as the leadership of the manager, the professionalism of the teacher, and the support of the teaching and education personnel in the institution. the purpose of this study was to obtain information about improving the quality of paud that focused on how planning, management, evaluation, inhibiting and supporting factors in the implementation of handayani paud quality improvement, as well as efforts made to overcome the obstacles found in applying quality improvement planning. this research uses descriptive qualitative method. data collection procedure techniques used are field research techniques while the methods used are observation, interviews, and documentation. subjects in this study were managers, teachers, and education personnel in handayani paud. the results of this study indicate that: (1) improving the quality of institutions can occur if there are plans and programs that are prepared and disseminated by joint managers of educators and education personnel and related parties, (2) management of quality improvement needs the support of all parties in the institution, (3) the evaluation of the improvement of the quality of education by the manager by supervising it periodically and continuously, and the manager should also involve the role of the supervisor to help supervise the program management in the institution, (4) the commitment of all parties in the institution is a supporting factor while less optimal evaluation from the manager, educational background of educators that are not appropriate and the professionalism of educators in carrying out the learning process is one of the inhibiting factors, and (5) the efforts made to overcome obstacles are by involving educators and education personnel in workshops or training mbingan and motivation, as well as planning to form a parenting program with parents of students around the institution's environment because the quality of education will increase and be carried out well with joint efforts, maximum control and evaluation of managers and related parties. keywords: management; quality improvement; case study i. introduction early childhood for children is the golden age, which only comes once in a lifetime and cannot be repeated. at that time the child was in a sensitive where the child was especially easy to accept as a stimulus from the environment. even around 50% of adult intelligence had occurred when they were four years old according to nova ardy wiyani (2014: 7). it shows that what a loss is a family, society, and nation if why is the important period that takes place in early childhood because growth and intelligence development that takes place optimally is very influential on later life. humans need knowledge in their lives. the knowledge can be obtained through the education process. education can shape human character to be a better human being and is useful for others, faithful and devoted and responsible. education in law no. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 72 20 of 2003 (article 3) concerning national education system aims to develop the potential of students to be faithful and devoted to god almighty, noble, healthy, knowledgeable, capable, creative, independent, and a democratic and responsible citizen. education can be obtained from an early age or childhood. at this age, human character can be formed and created in accordance with the education obtained. one of the goals of education is that it can create safety and happiness for humanity, in accordance with ki hadjar dewantara's statement in the book sita acetylena (2018: 111) in education and the process of forming positive language character is an important and appropriate tool for character building that guides all forces the nature that exists in children, so that they as human beings and as members of society can achieve the highest salvation and happiness. according to suyadi (2013: 5) character education is the universal values of human behavior which encompasses all activities of life, both those related to god, oneself, fellow human beings and the environment manifested in thoughts, attitudes, feelings, words, and deeds based on norms of religion, law, karma, culture, and customs. and also stated that he also wanted a) to place students as centers of education, b) to view education as a process that is thus dynamic, and c) to prioritize the balance between creativity, taste, and intention in children. the quality of education is a benchmark in assessing the success of the school in creating qualified students. schools can be said to be of good quality if there is a good learning process in the school, and has school institutions or institutions that are able to handle and be responsible for the learning outcomes of their students. the meaning of improving the quality of education is that not only can educate children to gain knowledge, but also can develop children's knowledge comprehensively. improving the quality of education can also provide hope for students to get a more decent life in the future. according to edward sallis (in jasuri, 2014: 15) said, total quality management (tqm) is a philosophy of continuous improvement, which can provide a set of practical tools to every educational institution in meeting the needs, desires, expectations of its customers, currently and for the future. every child has the right to get an education from an early age; the most important is from the family and school scope as a continuation. the potential of children will develop very rapidly, namely between the ages of 0 to 6 years, that's where the importance of early age education is because the age is the golden age period. education in schools for early childhood provides many opportunities to develop various activities involving fine and gross motor physical, intelligence, socio-emotional language, and communication, in accordance with the stages of development of early childhood. according to maimunah hasan (2012: 7). early childhood education (paud) is the implementation of education that focuses on laying the foundation in several directions including 1) physical growth and development (fine and rough motor coordination). 2) intelligence (thinking power, creativity, emotional intelligence, spiritual intelligence) 3) socioemotional (attitude and behavior, religion) language and communication, which is adapted to the uniqueness and developmental stages of early childhood. whereas in law no. 20 of 2003 concerning the national education system stated that paud is a coaching effort aimed at children from birth to 6 years of age which is carried out through the provision of educational stimuli to assist physical and spiritual growth and development so that children have readiness to enter further education. from the two above definitions, it was concluded that the purpose of early childhood education helps the child's physical and spiritual growth and development so that they have readiness to enter further education. the high expectations of the people with the existence of early education can be seen from the enthusiasm of parents in sending their children to school. it cannot be separated from the teacher who has given birth to a quality successor. teachers are considered good in teaching when the teacher is able to master the class and is skilled in attracting students' interest in learning well. according to jamal ma'mar asmani (2015: 13), paud teachers must be dynamic and revitalized to their full potential in order to be able to carry out a large task of delivering early childhood children to recognize the greatest potential they possess and ways to hone and develop consistently and continuously. in relation to efforts to improve the quality of education, the school pays attention to the mandate of the law no. 20 of 2003 concerning the national education system, law no.14 of 2005 concerning teachers and lecturers. government regulation no. 19 of 2005 concerning national standards of education which means that its quality education school is a school that meets minimum standards, namely, content standards, process standards, skl or stppa for paud, standards of educators and education personnel, facilities and infrastructure standards, management standards and assessment standards, maswardi and yulianingsih (2011: 4). there are several things that become a reference for improving the quality or quality of paud. among them are the following: a) there are minimum standards before the community or foundation establishes paud institutions, b) educators who will teach in paud should be trained in at least 2 months, so that they can carry out their duties to the maximum; c) paud educators should participate in pkb (continuing professionalism) journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 73 activities, d) optimize the role of himpaudi & paud forum, in developing the potential of its members; e) conduct comparative studies, f) teachers increase reading likes because the knowledge of paud is very broad, especially learning unique children requires a lot of knowledge; g) teachers or educators must go to school again; h) allocation of funds from the regional government to improve the quality of paud educators in their respective regions; and i) growing the spirit of researching for the teachers because of the complexity of the child's problems, then at least educators must be fond of researching if there are problems that feel blocked. in the ideal paud manager according to candy reference no. 137 of 2014 article 25 states (1) academic qualifications of paud teachers: a. have a four-diploma (d-iv) diploma in the field of early childhood education obtained from an accredited study program, or have a relevant education or psychology diploma of four (d-iv) or bachelor (si) obtained from the professional program teacher (ppg) paud from an accredited college. (2) competency of paud teachers is developed in a complete manner covering professional personality, and social competencies, as contained in attachment ii which is an integral part of the minister's regulation. in the field, there are still many educators in handayani paud who do not have academic qualifications as paud educators, but are able to achieve b accreditation category, either playgroup (kb) or kindergarten (tk) programs. handayani paud is able to implement paud quality management to be able to compete in change by developing education programs that can improve the quality of early childhood education (paud). based on the above background, the authors are interested in conducting research in handayani paud which is located on the selat panjang road in siantan hulu village, north pontianak subdistrict. ii. research method research approach and type of research this study uses a qualitative research approach because this research was conducted to obtain data, scientifically for the purpose and usefulness of an ongoing problem, namely the improvement of the quality of handayani paud. this research describes the problems raised based on real facts. the fact is based on specific facts, then examined to solve the problems and then draw general conclusions. therefore, this study aims to describe the management of improving the quality of education in paud handayani, north pontianak subdistrict, pontianak city. research location this research was conducted at handayani paud in north pontianak subdistrict, pontianak city. data sources the data needed in this study comes from primary data and secondary data. primary data is data that is directly given to researchers about the opinions in the management of handayani paud quality improvement that is carried out by managers including, quality improvement planning, procedures performed, how to evaluate management from quality improvement planning, supporting factors and inhibitors of quality improvement, and effortefforts made to overcome in the process of quality improvement. the data referred to in these secondary sources are existing literature and can assist researchers in completing this research such as managers, educators, accreditation documents, and the data obtained through observation and recording about the general picture in the implementation of quality improvement in handayani paud. data collection procedure data collection techniques are one of the methods used to obtain data/information in research. data collection techniques used are field research, namely the author plunges directly into the field to obtain the required data, while the methods used are: a. observation b. interview interviews were conducted to managers/principals, educators and education staff in handayani paud pontianak city with the time that researchers had made with the informants. c. documentation this research uses documentation method to quote and analyze data that has been documented in handayani paud. furthermore, through documentation of the data will be obtained accurate information relating to the title of the research on improving the quality of education and school profiles. so it is useful in learning the background and progress that has been achieved so that the document data is supporting and complementary to the primary data obtained from indepth interviews and interviews. to obtain data about the management of handayani paud quality improvement, the researchers tried to be in a situation of blending with managers, educators, and administration in the management of quality improvement in handayani paud pontianak city. types of data analysis the data analysis process in this study uses interactive model data analysis which consists of three data analysis components, namely data reduction, data display, and miles and huberman (in sugiyono, 2014: 91). the process of these three components is a cycle, where the process of data journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 74 reduction, data presentation, and conclusion drawing are sequential and sequential analysis sequences. based on the interactive analysis, the data analysis is carried out with the following steps: a) researchers come to the research location for interviews, observation, and documentation to collect data related to the research problem. b) data that has been collected, then reduced, sorted, and systematically clarified to then be presented. c) data from the presentation is then analyzed, the results of this analysis are then reduced so that the conclusions taken can truly be accounted for. d) after data reduction has been carried out, then the data is presented as a conclusion in the form of descriptive or description which is of course also equipped with supporting data for the perfection of research results. the data analysis process begins by examining all data available from various sources. according to the data analysis technique used in this study is to use steps as stated by miles and huberman in sugiyono (2014: 91), namely as follows: 1. data reduction during the data collection process, all the data produced was collected from the results of documentation studies and observations about the management of quality improvement in handayani paud pontianak city. the data is then poured in a summary form which contains a brief description of the results of understanding and sharpening the data that has been collected. then the collected data is read and understood again. so that the data is done to identify the data entered to be presented based on the research focus. data selection is done to avoid biases that arise as a result of the complexity of the data that comes out of the focus of the research. 2. presentation of data the data in this study will be presented simply in the form of words, sentences, narratives, if possible according to the data category. such data presentation is expected to have collected data giving a comprehensive and seemingly simple picture, which ultimately makes it easier for researchers to interpret and use the data to make the right decisions. the data presented in this study are data relating to the implementation of quality improvement in handayani paud pontianak city including (1) planning for improving the quality of paud education. (2). management of paud quality improvement. (3) evaluation of paud quality improvement. (4) things that support and hinder the management of paud quality improvement. (5) efforts made to overcome obstacles. 3. conclusion the conclusion is the essence of the research findings that describe the last opinions based on previous descriptions or the decisions obtained based on the motive of inductive and deductive thinking. the conclusions made must be relevant and focused on research, research objectives and research findings that have been conducted that have been interpreted and discussed. in accordance with the purpose of the study, to obtain information about the management of quality improvement in paud handayani, pontianak city. then the research findings are expected in the form of planning, management, evaluation, inhibiting and supporting factors and how to overcome the obstacles found during the management of quality improvement in handayani paud pontianak city. checking the validity of findings in this study to find the validity of the data using data triangulation techniques. the data triangulation conducted by researchers at paud handayani, siantan hilir village, north pontianak subdistrict by a) comparing observational data with data from interviews with the teacher, b) comparing what one teacher said with another teacher, c) comparing the state of perspective a teacher with various opinions of other teachers, d) comparing the results of interviews with the contents of a documentation that has to do with handayani paud. research stages in this study, researchers started with preparation, implementation, and reporting. 1. the preparatory phase starts from january 2018 where it begins with prior permission from the institution, preliminary observation, preparation and stabilization of research proposals through seminars, consultation on research improvements and arranging research permits. 2. the implementation phase includes data collection and data analysis including: a. received a research permit from the dean of fkip untan pontianak, then submitted a research letter to the paud handayani manager of pontianak city. b. researchers met handayani paud manager and expressed the objectives of the researchers and made an agreement about the time for interviews with informants. c. researchers interviewed managers, educators, and education personnel. d. research conducts interviews, observations, searches for documents related to research while managing data and analyzing data that has been collected into patterns and consultations. e. determine themes, analysis of themes and completeness of consultation data f. test the validity of data based on data groups and consultation g. draft/report and consultation h. prepare research and consultation reports i. research test results (thesis exam) j. thesis improvement and consultation k. report submission 3. reporting phase journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 75 iii. result and discussion a. result in accordance with the research, focus developed, in this chapter the researcher also presents data and research findings, namely: (1) planning for improving the quality of paud. (2) paud quality improvement management. (3) paud quality reminder evaluation, (4) supporting and inhibiting factors faced in implementing paud quality improvement, and (5) efforts made to overcome obstacles found in the paud quality improvement process. 1. quality improvement planning in handayani paud a. interview results to improve the quality of the institution, a manager will certainly develop a planning program for his institution. from the interviews that have been conducted by researchers with handayani paud managers, it is known that with regard to the process of teaching and learning activities, the manager has conveyed to the teaching teachers in the institution to be able to prepare the learning tools periodically. especially for the preparation of rpph, so that the teacher as much as possible compile it himself by taking into account the classroom conditions and the characteristics of the students faced, and referring to the syllabus and curriculum apply. for this reason, the teacher must be more creative in choosing a learning approach that is in accordance with the characteristics of students in the class he or she receives. for teaching staff, managers program so that teachers who teach in institutions can have an appropriate educational background. the next program is a program that has been prepared together with the teacher and staff in the institution, namely eight standard programs, some of which are about curriculum, infrastructure, management, and financing. information obtained by researchers from administrative staff reveals that the programs prepared by the manager for both teachers who teach in the institution, as well as the administrative staff themselves have been adjusted to their respective job desk. for administrative staff themselves, for example, so that matters related to institutional management can be arranged neatly and regularly, about data on educators, students, inventory of institutions, and matters relating to the administration of other institutions. furthermore, the administrative staff said that the institution could have adequate facilities and infrastructure, systematic management and financing program that could improve the quality of the institution as expected. it was also said by the teacher and companion who taught in the institution that the manager had conveyed the program that had been planned by the manager in relation to improving the quality of the institution in the division of tasks and employee discipline at the beginning of the school year. from the interviews that have been conducted with several teachers, researchers can conclude the things that have been programmed to support the improvement of the quality of the institution are, curriculum development, preparing rpph in accordance with the syllabus, completing learning tools, choosing the right learning method for students, using various the types of media that already exist, and make the necessary media themselves that the institution does not yet have. the use of varied learning methods and media is very important and needs to be considered so that students can develop optimally in accordance with their interests and needs. b. documentation results based on the results of interviews and documentation it can be concluded that the handayani paud quality improvement planning in pontianak city is based on the preparation of an annual work program that has been made by the institution and evaluated to see how far it is implemented and what constraints it faces. 2. management done to improve school quality a. interview results paud handayani's manager said that improving the quality of institutions does not always mean obtaining high grades or achievements. improving the quality of institutions can also be seen from the changes and development of students, both character and academic, which are getting better. the implementation of this quality improvement certainly cannot be done by the school itself, but also requires the support of parents of students. therefore, the manager has also socialized the wishes of the school to continue to improve the quality of the institution in a meeting attended by committees, parents of students, and paud handayani educators and education staff which was held at the beginning of the school year. in addition, the programs owned by the school have also been outlined in the annual program of the institution to facilitate managers in their implementation and evaluation. journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 76 regarding improving academic quality, institutions have made several efforts. in this case, the participation of educators and students is needed. managers always give motivation to educators to keep improving themselves, including in training, and competitions. in line with what has been conveyed by the manager, some teachers who have been asked for information about the steps taken by the manager to improve the achievements of the institution, one of which is to motivate the teachers to become outstanding teachers. the manager holds a meeting on discipline, provides guidance when the teacher will take part in training or competition. and in terms of improving student achievement, teachers are also encouraged to develop children as best they can, and make it an additional learning program. for administrative staff, the steps that have been taken to compile institutional data regularly, to facilitate reporting and provide administrative information when needed. in terms of management, administrative staff always report the final state of the institution at the end of each month, as well as the financing documents that have been recorded. in addition, the administrative staff is also responsible for the assets of the institution. therefore, whenever an institution's assets have been used, they will be trimmed or returned to their original place so that they will not be easily damaged and maintained. b. observation results observations made by researchers when several times were present in the process of learning activities. researchers see first hand the ongoing activities. that educators in paud handayani carry out learning activities in accordance with the planning that has been made with the learning approach in accordance with the achievement of the child's age development. in addition, there is the use of media and provides a game that supports learning. hopefully, all students are focused on playing activities while learning to learn while playing. c. documentation results based on the documentation, it can be seen that handayani paud in management improves the quality of paud through carrying out all of the plans listed in the annual program. which starts with the socialization activities and what steps must be carried out. the results of the documentation in appendix 16 about curriculum implementation. based on the results of interviews and documentation it can be concluded that the management of the quality improvement of handayani paud in pontianak city is carried out by the educators and administrative staff. 3. management evaluation of quality improvement planning. a. interview results some things that are done to evaluate the management of quality improvement planning in handayani paud are that the manager periodically supervises, i.e., at least two times a year. then the teacher who observes the results of the assessment of the child's development, both the development of its characteristics and academic development. assessment conducted by the teacher is carried out during the kbm process and at the end of learning. evaluation and assessment are important tasks of educators. one teacher also said that an evaluation of improving the quality of institutions could be obtained through dialogue with the surrounding community, especially parents. with this, the institution can get their views and opinions about the development of the quality of the institution from time to time. b. documentation results based on the declaration, it can be seen that handayani paud pontianak city has evaluated through supervision of its administrative devices, the process of learning activities and the condition of facilities and infrastructure by inventorying all the items of the institution it owns. based on the results of interviews and decommissioning, it can be concluded that management evaluation of handayani paud quality improvement planning through periodic supervision. 4. supporting factors and inhibiting the quality improvement of handayani paud a. interview results in general, the manager said that the supporting factors that enable the implementation of improving the quality of institutions are the presence of educators and education personnel who want to participate in supporting this program. in addition, the institution also has adequate facilities and infrastructure. while the inhibiting factor is the desire of some parents, who want their children to be given calistung material immediately. but educators in handayani paud remain committed to that early childhood education is playing while learning and learning while playing. because playing is still an important part of early childhood development. from the information obtained by researchers from teachers and administrative staff, it is known that another inhibiting factor is that the institution does not yet have a teacher with an education degree in paud and administrative staff with an appropriate journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 77 educational background. besides that the teacher also has not used various learning methods. however, the manager still has a positive mind that the teacher and administrative staff in his institution must have the willingness to continue to learn to develop their professional abilities, which can later have an impact on improving the quality of the institution. for infrastructure facilities, management and financing of institutions have been managed quite well. it's just that there are some institutional facilities that must get routine repairs and maintenance. another obstacle conveyed by the manager is minimal funding. with students who are predominantly from middle to lower families, the costs set by the institution amount to rp. 50,000 / month, still considered by some parents of students. however, it does not dampen the desire of paud handayani to continue to be able to develop institutions and educate early childhood in the environment around the institution. then the opinion expressed by the teacher about other supporting factors to improve the quality of the institution is the existence of the principal program, adequate institutional facilities, and teachers who are included in training in accordance with their fields. and the inhibiting factor is the lack of media and ape available at the institution. one teacher also added that he felt less creative in utilizing the media and ape that were available at the institution, and this also became one of the obstacles in improving the quality of teaching in the classroom. institutional achievements are also supporting factors for quality improvement which are also influenced by the quality of students. unfortunately, students who will study at this institution do not go through academic selection. it is a challenge for the teachers, so that children who study in handayani paud can have evenly distributed academic abilities, and can get achievements both inside and outside the school. the latest information about the factors inhibiting and supporting this quality improvement was obtained from the administrative staff stating that a conducive working atmosphere had a positive impact on the performance of employees in the institution. but unfortunately, with an educational background that is not in accordance with the current field of work, he hopes that there will be training on administrative personnel that he can follow. so that his knowledge of administrative science can increase and can give a good influence on his work. and better understand the tasks that will be carried out as administrative staff at paud handayani pontianak city. 5. efforts made by institutions to overcome obstacles found in the quality improvement planning process a. interview results the manager said efforts were made to overcome some of the obstacles faced in improving the quality of education, for example for parents of students who always wanted their children to learn calistung, managers would patiently open themselves and insight with guardians of students and the community. it is also one of the functions and main tasks of an paud manager. from this, it can form the closeness between managers and parents so that managers can freely provide understanding and understanding to them. the manager also wishes to hold a parenting program in his institution. because with the existence of parenting, managers can manage paud programs with the community to find support for ideas, learning resources, and institutional funding. with this activity, parents get knowledge in accordance with the role of parents and what should be done as parents of students. this program will be discussed first with relevant parties in the institution to be planned and implemented in the institution. for problems with teacher education in institutions that are not appropriate, the manager will always strive to provide reinforcement and motivation to include training or training that can add to the knowledge and insight of the teacher. although the institution should continue to look for teachers who have the appropriate educational background. the manager also stated that it was not possible if the agency would recruit new educators if he found an hr who had an appropriate educational background. based on the statement given by the administrative staff regarding the educational background that is not appropriate, the manager will certainly include administrative staff if there is appropriate training or training. but the manager believes that with the current quality of work, the professional attitude shown by the administrative staff, the tasks assigned to him can be carried out properly and trustworthy. for ape and media whose numbers are still not in accordance with the number of students, the manager has asked the teacher and administrative staff to maintain the ape and the existing media, so that it is durable and not damaged quickly. while for the addition of the number and variants, the manager will strive gradually to be able to fulfill it by socializing with parents, if possible there are among the parents of students who are willing to provide journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 78 additional media. and adding media purchases and ape in the planned use of the agency's aid budget. b. discussion after analyzing the results of the research, then the next is to explain the results of the research that has been done. this presentation is a description of the data from the results of direct observation, interviews and document studies at the institution. in this discussion, the researcher will restate the findings data and then study it with theory, or relevant expert opinion. 1. quality improvement planning in handayani paud in essence, planning is something that is planned what must be done, when to do it, how to do it, and who does it (t. hani handoko, 1989: 77) the series of activities that have been planned are then implemented to be realized later. in this regard, the manager at handayani paud institution has also made plans to improve the quality of the institution he leads. the results of the study describe how a manager acts as manager in the institution he leads. robbins and coulter write that "managers engage in planning, establish their goals strategies for achieving those goals, and develop plans to integrate and coordinate activities" (2016: 41). it was also stated that a manager is responsible for planning and arranging things that need to be done by his workers to achieve the stated goals. paud handayani's management has designed the management of the institution, and the program appears in the document about the work plan for the project. the program that has been created is of course compiled through evaluations that have been carried out on the results of program management that have been carried out in the previous school year. this program is then socialized to all staff in the institutions and parents of students through socialization meetings so that all parties can play a joint role to improve the quality of the institution. for planning quality improvement related to the teaching and learning process, the manager has conveyed that the teacher can prepare the learning tools periodically. teachers as subjects in doing this learning planning are required to be able to compile various teaching programs in accordance with the approaches and methods to be used (veithzal rivai and sylviana murni, 2009: 112). therefore, teachers should also have sufficient knowledge about various approaches and methods of learning. it will greatly affect how the teaching and learning process takes place in the classroom and also the results obtained after the teaching and learning process is complete. the manager also said that the aspects in rpph prepared by the teacher should also be prepared based on the curriculum and syllabus that has been set. quality of education will be achieved if the teacher refers to competency standards that must be mastered, materials, learning resources, appropriate methods and media, and evaluation and programs to determine the next steps. to achieve these goals, hidayat (in veithzal rivai and sylviana murni, 2009: 112) states that several things that must be prepared in the planning of teaching are: (1) understanding the curriculum, (2) mastering teaching materials, (3) preparing teaching programs, (4) carrying out teaching programs, and (5) assessing the teaching and results of the teaching and learning process that has been carried out. the next planning program is to choose the right learning method for students, to use a variety of existing media, and make the necessary media themselves that the institution does not have. the implementation of this program is expected to improve the quality of children's education. because the use of appropriate methods and media can increase students' interest to be more active and focus on learning. one of the plans to improve the quality and management of the institution, which empowers the administrative staff to manage and compile matters relating to information and communication technology and administration. in addition, the manager also handed over the management of goods and management of school facilities and infrastructure to administrative staff. with good quality of work and responsibility and a professional attitude, the manager hopes that the administrative staff can carry out management planning to improve the quality of education in their institutions. 2. management of quality improvement planning in handayani paud one of the enhancements of the quality of education to produce students with character and achievement. the success of student education is one sign of increasing the quality of institutions. it can be realized by the commitment between the school, students, and parents of students. for this reason, there must be a good relationship between the institution and parents. the first step taken by the manager is to socialize the school program to improve the quality of handayani paud education. managers, by providing reinforcement, motivation, participating in training and training, and continuous guidance to educators and education personnel can create a conducive culture and work climate of paud institutions. it is in accordance with the managerial competence that must be owned by the manager in accordance with government regulation no. 13 of 2007. managers as leaders in institutions also conduct monitoring, supervision, and evaluation of their employees. not only for its employees, but the manager also acts as a supervisor for every element of the school program. like the curriculum, journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 79 administration, infrastructure, relations with the community and also finance. the manager's function in the field of supervision is part of the manager's role as an education supervisor as well as a bureaucracy in education management (mukhneri mukhtar, 2013: 178). the manager functions and is responsible for two aspects of management in the school. the first is the aspect of staffing, finance and facilities and infrastructure. in this regard, the manager has given this responsibility to the administrative staff of the institution. administrative staff regularly compile staffing data regularly, report on financial reports, and maintain and report the condition of damaged institutions and infrastructure and require repairs. the second aspect is the technical aspects of education, including teaching and learning activities. the manager has done it by arranging programs, such as the division of the teacher's duties, developing the curriculum, and requesting that the teacher prepare and equip the learning lesson. the manager also supervises that is carried out at least once a semester. the supervision carried out by the manager of the teacher is an obligation and is appropriate to be done as a direct supervisor at school. by supervising, managers can see directly the activities carried out by the teacher in the implementation of learning activities in the classroom. in this supervisory activity, the manager can measure whether the implementation of the learning carried out by the teacher is in accordance with the predetermined standard or measuring instrument. supervision carried out by the manager is in accordance with the function of the principal as manager and education supervisor in accordance with the manager's ability and commitment that has been made with the teachers who teach in his institution (mukhneri mukhtar, 2013: 181). improving the quality of education is also influenced by the achievements of the institution. in general, these achievements are obtained from competition activities attended by students. in this case, the teacher is the party who plays an important role in giving guidance to their students. to improve students 'academic competencies, teachers, in accordance with their duties, have prepared good teaching, pay attention to the diversity of students' characteristics, be democratic in developing strategies, and pay attention to the interests and needs of students, in order to produce a maximum learning experience so that students can receive lessons well. 3. evaluation in handayani paud quality improvement planning in government regulation, no. 13 of 2007 stated that managers must have supervision competencies. that is, managers must plan academic supervision programs, carry out supervision of teachers, and follow up the results of supervision in order to improve teacher professionalism. in other words, the manager is responsible for empowering educators well in order to improve the quality of education in the institution he leads. institutional quality improvement is also related to the achievements of students. and students who excel are certainly closely related to a teacher who has educated him in school, besides of course the support provided by parents. in this case, the teacher at handayani paud has planned and implemented the learning and conducted an evaluation of students during the teaching and learning process and at the end of the learning. as stipulated in the teacher competency standards that teachers have 7 functions, namely: as educators, as instructors, as mentors, as trainers, as program developers, as program managers and as professionals. especially as a teacher, the teacher is tasked with planning learning, implementing learning that educates and assesses learning processes and outcomes. however, during observations and interviews with managers or other personnel in the institution, there is no mention of the role of paud supervisors in evaluating the quality of institutions. paud supervisors certainly can also play a role in providing supervision, guidance, and evaluation regarding the improvement of the quality of the institution. as explained by veithzal rivai and sylviana murni (2009: 848) that the supervisory task is: (1) compiling and implementing annual activity guidelines, (2) guiding the implementation of the curriculum, (3) guiding technical personnel, (4) guiding administration, ( 5) guiding the use and care of school assets, (6) maintaining cooperative relationships with stakeholders, and (7) submitting results reports to carry out tasks. the definition of supervision has been widely discussed by administrative and management experts. bateman and snell stated that supervision is an activity to direct individuals in achieving organizational goals. whereas according to robbins and mary "control it's a process of monitoring, comparing, and correcting work performance." while luthans and doh saw that supervision was "controlling the process of measuring performance and taking action to ensure desires result" (mukhneri mukhtar, 37: 2013). to get a good quality institution, it should be if all components are involved, including the supervisor. principals, teachers, and supervisors need to increase their roles in improving the quality of institutions. a good supervisor can help with problems faced by both the principal and the teacher in the institution. supervisors can help principals and teachers to carry out tasks according to their respective job descriptions. it can be said that improving the quality of institutions can be started from qualified school supervisors. quality supervisors will produce journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 80 qualified teachers; qualified teachers will produce quality institutions and students; of qualified students will produce a quality society as well (veithzal rivai and sylviana murni, 78: 2009). therefore, it is important for managers to supervise supervision of the paud units they manage. 4. supporting factors and obstacles to improving the quality of handayani paud education based on the findings of the data obtained by the researchers it can be concluded that several factors that support the occurrence of quality improvement in handayani paud include: a. purpose every activity or activity carried out by handayani paud institutions is an encouragement to achieve the goals. the aim to be achieved by handayani early childhood education is for good quality education. it is able to bring paud handayani into a b accredited paud for playgroup programs and kindergartens. every institution that focuses on goals, all elements in handayani paud institutions will be encouraged and do their best in guiding and directing to achieve goals. b. principal/manager the principal/manager as the principal of the school or institution has an important role in making good quality improvement efforts related to input, process, and output in education. professional leaders will target the material to be more active and diligent in achieving aims. it is manifested in the head of the school. handayani paud managers who have become professional leaders in work. because the headmaster paud handayani conducts direct monitoring of his subordinates so that the performance of teachers and administrative staff can be evaluated directly. c. support and participation of educators and education personnel in the institution, it can realize management from planning to improve the quality of the institution. with the support and participation of educators and education staff in the institution, the programs that have been planned will be possible. even so, the manager must continue to oversee the implementation of the planning of all programs that have been prepared together with the parties concerned. the manager also includes educators and education staff in institutions in training and training to improve their respective competencies. an educator is always supposed to improve his competence so that he can become a qualified educator and produce qualified students. d. administrative staff administrative staff who act according to standard operating procedures in the office by having a work ethic that is friendly, polite, and communicates well. professional and responsible for his work. e. other resources (funds, curriculum, facilities, and infrastructure) in order to achieve the quality of education, the school/institution improves the existing resources such as the operational operational assistance fund (bop), the kbm guidelines based on the curriculum, the improvement of institutional facilities and infrastructure so that the children and handayani paud work units can utilize effectively and efficiently. completeness of facilities and infrastructure is also a factor of how handayani paud is able to compete with good quality. f. a conducive environment a conducive, safe and comfortable environment is one of the reasons for parents to send their children to handayani paud. a clean environment and the presence of green plants that are driving factors for handayani paud's coolness. besides that, a close relationship and a sense of kinship between teachers, parents, as well as school residents in handayani paud institutions are things that are always applied by handayani paud, so there are no gaps with each other. while the inhibiting factors found by researchers are parents who want their children to learn calistung material as soon as possible and some of the parents consider the weight of the monthly money charged by the institution. another inhibiting factor is educators and education personnel who do not have an appropriate educational background. educators are also less creative in using the media and ape that are available at the institution. in addition, there are several ape whose numbers do not correspond to the number of students in the institution. mortimore (hendyat soetopo, 94: 2005) suggests several factors that need to be considered in improving the quality of educational institutions, namely: a. positive and strong leadership. a leader who has strong character and commitment can give a good example to his subordinates. b. high expectations. high expectations can be expressed in planning and then applied to be realized together. c. monitor student progress. this monitoring activity can be carried out by the teacher by evaluating during the learning process and at the end of the learning process. d. student responsibility and involvement in life in school. education will be quality and trusted by the community if it produces graduates who are responsible, disciplined, creative and qualified. e. intensive and prizes. this intensive needs to be applied to increase students' motivation and discipline in the learning process. journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 81 f. parental involvement in school life. the success of a student certainly cannot happen easily without the support of his parents. g. consistent planning and approach. a program will be carried out well and successfully if done with varied approaches and carried out consistently. 5. efforts are made to overcome obstacles found in the process of implementing paud quality improvement planning. faced with several obstacles in the process of implementing quality improvement planned by the institution, the manager does several things as an effort to overcome these obstacles. for example, when parents demand that teachers teach calistung to their children, the manager approaches the parents directly. the manager explained that early childhood learns through playing, and there are things that need to be given to children before they learn to read, write and count. in id.theasianparent.com explained there are several main concepts that need to be taught to children according to their age and development. the first is to recognize letters and sounds, study colors, shapes, objects and recognize numbers. then learn to cut, stick and draw, and socialize. learning to can be in the form of learning to share, working together, waiting in line, and acting with friends. the basic things that need to be instilled in this early childhood besides being taught by the teacher at school also need to be known by parents. parents can train and play with children at home to reinforce what the teacher has given at school. therefore, there needs to be a good relationship between institutions and parents. this agency manager is also aware of this. therefore the manager also plans to hold a parenting program in the institution's environment. parenting is an educational effort carried out by the family by utilizing the resources available in the family and the environment in the form of independent learning activities (paud-anakbermainbelajar.blogspot.com). the general purpose of the parenting program is to invite parents to provide the best for their children jointly. and the specific purpose of this program is to increase the knowledge and skills of parents in carrying out care, care, and education of children in their own families with good foundations. with a good communication relationship and the same expectations between family and institution, it is very likely that early childhood can develop optimally. it can also unite the character education taught at school and home. this program will form good cooperation and mutual support between families and schools. but to form this program several things need to be prepared, namely; identify parental needs, form committees, create job desk, compile programs, schedule activities, identify potential and supporting partners, implement programs, and conduct evaluations. related to the problem of educators and education personnel who do not have an appropriate educational background, in the meantime, the manager has tried to involve educators and education personnel in appropriate training and training. it is to support increased competence in carrying out their duties at the institution. besides that, the manager revealed that the institution would continue to strive to have educators and educators with an appropriate educational background, as one of the factors that can add more value to institutions in improving the quality of paud education. iv. conclusions and suggestions a. conclusions based on the results of the study and the discussion that has been presented related to the management of the quality improvement planning of handayani early childhood education in the city of pontianak can draw the following conclusions: 1. quality improvement planning in handayani paud is carried out by first making program preparation such as paud work plans prepared with committees, educators and education personnel based on evaluation results in the previous school year. this work plan was then socialized to parents. then for educators can arrange the learning tools based on the curriculum that has been established, prepare learning plans, implement learning plans, and conduct evaluations. educators should be able to enrich their knowledge about teaching methods and then apply them in teaching and learning activities, creatively using the media and ape that are available and make simple media that do not yet use objects or things that exist around the environment. and finally, for administrative staff whose job is to manage and compile matters relating to administration and information and communication technology. the administrative staff is also responsible for the management of goods and management of institutional facilities and infrastructure. 2. management of quality improvement of paud conducted by institutions to improve the quality of institutions is by first disseminating work plans to parents of students. then provide motivation, good communication, guidance, including training or appropriate training and continuous monitoring or evaluation of educators and education personnel to create a positive and conducive work atmosphere. 3. evaluation in the planning of quality improvement is carried out by the manager by periodically supervising and continuing, both for the education staff as well as the administrative journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 82 staff. in addition, educators also evaluate students and their students' learning outcomes. student learning outcomes or achievements and quality of graduates are one component that the community sees in assessing the quality of an institution. therefore educators need to plan improvements based on evaluations obtained from learning outcomes and the achievements of their students. however, neither the manager nor other personnel in the institution mentions the involvement of supervisors in terms of evaluation. whereas supervisors should also be able to play a role in providing guidance and supervision on the running of paud quality improvement programs. 4. supporting and inhibiting factors in the management of quality improvement in handayani paud education. a. the supporting factors are as follows: a) the goals of the institution to improve the quality of education, b) the principal / professional manager, c) support and participation of educators and education personnel. d) administrative personnel, e) other resources (funding, curriculum, facilities, and infrastructure), f) parenting program g) a conducive environment and support this cooperation is possible all the programs that have been developed to improve the quality of institutions. b. while the inhibiting factors found in the effort to improve this quality are a) parents of students who want their sons and daughters to be given calistung material immediately. b) educational background of educational staff and education that are not appropriate. c) educators who are less creative in using the media and learning methods. efforts made to overcome the obstacles found in the quality improvement process of this institution include: a) the manager approaches directly to parents of students to provide explanations and understanding of things that must be given to students in accordance with the age of students, that there are other things that must be learned by learners before they receive the material calistung, b) looking for educators who have the educational background that is appropriate, while it continues to provide motivation and guidance also includes educators in the educational and training and training that can improve their competence. c) provide guidance and motivation to educators to enrich insight into learning methods that can be used in teaching and learning activities as well as more varied ways of using ape or available media. d) the manager plans to hold a parenting program in the future to create a common vision and mission as well as good cooperation between institutions and parents of students. b. suggestions based on the research findings related to the management of quality improvement in handayani paud pontianak city, the researchers submitted the following suggestions: 1. in the management of handayani paud quality improvement planning, the role of the teacher as one of the parties that are directly related to students is expected to improve the skills and knowledge of early childhood education further, both the character of students, the use of media and diverse learning methods, so that they can educate and guide their students to become individuals with better character and competence. in addition, it is also to be a teacher who always has good enthusiasm and dedication to his work. 2. manager for principals to always provide motivation and good examples in implementing and supervising the running of institutional programs. a quality institution can be seen from the continuous improvement of management, as well as the improvement of employees, and the leadership and supervision that is at first, and quality supervision. 3. education personnel for educational staff in institutions to be able to continue to support and jointly run programs that have been planned by the institution. always be disciplined and maintain good relationships with colleagues, and have high enthusiasm and dedication to their work. besides that, it is more concerned with the welfare of educators and education personnel and always prioritizes togetherness in paud units. 4. administrative staff as administrative and management personnel act in accordance with the standard operating procedures that exist in the office and are responsible for the work that has been given. references acetylena, s. 2018. pendidikan karakter ki hajar dewantara. madani. ardy wiyani, n. 2014. mengelola dan mengembangkan kecerdasan sosial dan emosi anak usia dini. yogyakarta: arruzz media. departemen pendidikan nasional, 2005. peraturan pemerintah nomor 19 tahun 2005, tentang standar nasional pendidikan, jakarta: depdiknas. ma’mur asmani, j.2015. panduan praktir manajemen mutu guru paud. yogyakarta. diva pres. maswardi m a dan y. 2016. manajemen mutu aplikasi dalam bidang pendidikan. media akademi journal of education, teaching and learning volume 4 number 1 march 2019. page 71-83 p-issn: 2477-5924 e-issn: 2477-8478 83 hasan, m. 2012. pendidikan anak usia dini. diva perss. mukhtar, mukheri. 2013. pengawasan pendidikan. bpjm press. jakarta. robbins, s.p dan coulter, m. 2016. management. pearson education. england. sugiyono. 2014. metode penelitian kombinasi (mixed methods). bandung: cv alfabeta. suyadi. 2013. strategi pembelajaran pendidikan karakter.bandung. pt rosdakarya. undang-undang no. 20 tahun 2003, tentang sistem pendidikan nasional. veithzal, r dan sylviana, m. 2009. education managemen. jakarta: rajawali pers. journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-4878 206 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of problem-based practicum module to learn reaction rate and basa-acid solution puspasari1), indri astuti2), dede suratman3) 1) universitas tanjungpura, pontianak, indonesia e-mail:cupuspa.sari@gmail.com (2) universitas tanjungpura, pontianak, indonesia e-mail: indribk91@yahoo.com (3 universitas tanjungpura, pontianak, indonesia e-mail:d_suratman@gmail.com abstract. this study aims to determine the design, stages, and acquisition of student learning by using a practicum-based problem module on the material of reaction rate and acid-base solution. the development model used was a combination of the steps of borg and gall development research and dick and carey learning model design including needs analysis, design, initial design review, individual trials, revision, developing prototypes, small group trials, revision of finalization and trials field. data collection techniques are observation, interviews, questionnaires and documentation with data collection tools for learning outcomes tests, observation sheets and questionnaires. data analysis uses qualitative analysis and quantitative analysis. the results of the study show that the practicum module design is feasible to use, it can be seen from the module evaluation by experts that shows the module has met the eligibility criteria. in addition, field trials showed a positive response to the use of modules. student learning after using the practicum module shows that students can actively use modules in practical activities. it can be seen from the t-test which shows that the value of t counts ≥ t table which means there are differences in learning outcomes before and after using the practicum module. the acquisition of attitude and skill aspects also showed very good results. so it can be concluded that the practicum module in learning the reaction rate and acid-base solution can help students to more easily learn the material of reaction rate and acid-base solution. keywords: development; modules; practicum; problem based i. introduction the reaction rate material and acid-base solution is one of the material that is considered difficult because it has rote characteristics, requires a high understanding of concepts and is very closely related to the problems of everyday life. this material difficulty can be seen in the low acquisition of students. this study aims to develop practicum modules as learning media that can be used independently according to student learning characteristics and material characteristics. so it is necessary to develop media in the form of problembased practicum modules. through practicum activities, students are expected to be able to prove the theories learned and link the material learned with the problems of everyday life to improve student learning. suharta (in purba friska 2014: 20) states that chemical material has abstract characteristics that require the teacher's ability to make it more concrete. so that it needs proof through a scientific activity, one of which is through practicum activities. the reaction rate and acid-base solution are material that is closely related to everyday life such as in the field of industry (purba, 2003: 5). in addition, the basic concepts of reaction rates have a role in the success of students in learning the next material such as chemical equilibrium material. while the use of acid-base concepts such as grouping acid-base http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 207 compounds and calculating ph are still used in buffer solution materials. so that the success of learning reaction rates and acid-base solutions is very important so that students can easily apply the concepts they learn. but, chemistry subjects, especially the material of reaction rate and acid-base solution, are considered to be difficult to learn material. it is because one of the characteristics of chemistry is that it contains concepts that are interrelated with one another. nugita (2016: 1) states that chemistry has a concept difficulty that is high enough to understand. besides that, the difficulty of the material of reaction rate and acid-base is because this material is theoretical which must be applied in practicum activities. the assumption that the reaction rate and acid-base material solution are also difficult for students. panca bhakti sungai raya vocational high school (smk). the results of observations conducted on january 8, 2018, showed 26.9%, namely 7 out of 26 students whose learning outcomes reached the criteria of completeness (kkm) which was 75 in the material of reaction rate and 19.13%, namely 5 of 26 students whose learning outcomes reached kkm in acid-base solution material. it shows that the mastery of the reaction rate material and acid-base solution is still low. interviews with students from pre-research conducted on 9 january 2018 with six students of vocational high school and selected heterogeneously. four students stated that chemistry lessons are difficult because they contain calculations and are memorized. 2 students stated that they liked chemistry because they could prove the theories that existed through practicum activities, but students felt difficulties in the practical process because they did not have special books used for practicum. so it is necessary to develop learning resources designed in accordance with the learning objectives and characteristics of students to facilitate students in proving the theory and understanding the concept of the material. one way that can help students in proving the theory and understanding the concept of chemistry is learning by using practicum modules. the practicum module contains practicum instructions and procedures that will help in the implementation of the practicum. the advantages of learning with the student practicum module are constructively guided not memorized, so that understanding of a concept is profound and lasting. also, it can train how to design, conduct experiments and prove hypotheses with problem-solving associated with the real world (zulfiani, 2009: 104). one learning model that uses world problems and the process of solving them through practical activities is a problem based learning (pbl) model. according to sari, kartika (2015: 16) problem-based learning is a learning approach that uses real-world problems as a context for students to think critically and problem-solving skills. so it can be concluded that the preparation of modules and learning activities to help students understand the concept and practice of reaction rates and acid-base solutions can be done with pbl models. based on the explanation above, this has prompted researchers to develop research on the development of learning resources through a problembased practicum media module for learning the reaction rate and acid-base solution of modified students of class xi of panca bhakti sungai raya vocational high school that meet the above criteria. modules will be modified to make it more attractive in accordance with the characteristics of students so that they can be used independently, easily and achieve complete goals. the purpose of the research is to find out how the problem-based module design, how is the problem-based module development and how is student learning acquisition with problem-based practicum modules for learning the reaction rate and the acid-base solution of students. ii. research method the research method used was development (r & d) by using a combination of borg and gall stages and the dick and carey development design model consisting of needs analysis, design, initial design review, individual trials, revision, developing prototypes, small group trials, revision and finalization, and field trial trials. objects in this research are problem-based practicum modules, and research subjects are students totaling 25 people in class xi of panca bhakti sungai raya vocational high school in 2017/2018. data collection techniques in this study are observation, interviews, and documentation. while the measurement technique is in the form of observation sheets, written tests (pretest and post-test) are in the form of 6 questions. the research instrument in the form of observation sheets for assessment of attitudes and assessment of students' skills during practicum, questionnaires used for practicum module assessment by experts and assessment of student responses and test questions that have been validated by one lecturer in chemistry education fkip muhammadiyah pontianak and one chemistry health teacher pontianak reformation with validation results that the instrument used is valid. the type of data obtained in this development is qualitative and quantitative data. qualitative data in the form of comments, suggestions or criticism from validators as a basis for revising or improving development products. while the quantitative data is in the form of figures obtained from filling out student response questionnaires and developing product validations using likert scales (4, 3, 2, 1) and percentage (%) readability and feasibility. the practicum module validation is carried out by experts journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 208 in their respective fields, namely two people, namely one lecturer and one expert teacher of material to assess the feasibility of the contents of the material, and the questions contained in the module practicum two expert module lecturers to assess the design of the practicum module. two instructional design experts to assess the module design. iii. results and discussion a. results the following are the findings in the research activities on the development of problem-based practicum modules in the reaction rate practicum and acid-base solution: 1. design of practicum module development. the design that has been carried out by researchers uses the dick and carey practicum design stages in detail will be explained as follows: a. need assessment phase the findings obtained can be seen in the following table i: table i results of need assessment based on table 4.1 it can be concluded that the learning carried out in panca bhakti vocational school, in particular, the material of reaction rate and acid-base solution is still not optimal, so it is necessary to do research to improve learning acquisition by developing learning media in the form of problem-based practicum modules designed in accordance with student characteristics and characteristics material. b. planning phase the activity in this planning stage is to include the practicum module design plan, defining the skills developed through the tools that will be produced by first formulating the specific abilities and objectives to be achieved. the results of this stage can be seen in the following table ii: table ii planning stages based on table ii above can be concluded in designing a product researchers must have good planning, as for the planning that is done in determining the specific objectives of the practicum, developing test criteria, developing learning strategies and developing and selecting teaching materials to be developed. so that researchers are easier to design practicum modules. 2. the stages of developing practicum modules a. writing and preparation of practicum modules through the design results of the development of the previous practicum module, then the writing and compilation of modules were carried out. the stages in the preparation and writing of the practicum module in this research are carried out by: 1) collecting material from various literature as a reference for writing the module content, the collection of literature begins by collecting teacher handbooks and available textbooks in the research location. in addition, the collection of material is carried out through other learning resources such as journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 209 the internet and similar modules related to the same content. 2) determine the content and sequence of practicum material by (1) identification of field topics, concepts, principles, theories that will be presented in the module, (2) outlining the subject matter into the subsubject matter. it is done with the aim of: (1) so that the material to be presented is relevant to the objectives of the practicum formulated (2) in accordance with the level of development of students. 3) preparation of practicum activities in accordance with the approach to be used, in this case, is a problem-based practicum activity. b. expert assessment (expert appraisal) after the writing and preparation of the module are complete, the next phase of the module development is the validation of the module design by experts. the design of the problem-based practicum module will be validated by two media expert lecturers, media experts, two material expert lecturers, and two design experts. the practicum media validation experts refer to similar findings conducted by khabibah, namely the assessment criteria starting from the lowest score scores of 1, 2, 3, and 4 in each aspect. validation results are detailed as follows: 1) results of media expert assessment. assessment by media experts on practicum modules is carried out on (1) linguistic aspects (2) presentation aspects (3) effects on practicum (4) overall appearance. the results of the assessment of media experts on the practicum module can be seen in figure 1 below: fig. 1 practical media validation data by media experts based on figure 1, the results of the validation of media experts showed that the practicum module had a value of 3.60 or greater than 3. so referring to the validity criteria according to khabibah concluded that this practicum module was valid from linguistic aspects, presentation, effects to practicum, overall appearance. 2) results of assessment of material experts assessment by experts material on the practicum module is carried out on (1) suitability of the material with ki and kd (2) accuracy of the material and examples (3) accuracy of dialogue and language (4) accuracy of evaluation questions. the results of the assessment of material experts on the practicum module can be seen in figure 2: fig. 2 practical media validation data by material experts based on figure 2 the results of the validation data of the material experts show that the practicum module has a value of 3.93 or greater than 3. so that refers to the validity criteria according to khabibah, it can be concluded that this practicum module is valid from the aspect of material suitability with ki and kd, the accuracy of the material and examples, accuracy of dialogue and language, accuracy of evaluation questions. 3) results of assessment of design experts assessment by design experts on practicum modules is carried out on (1) completeness of the title (2) accuracy of the question (3) accuracy of summary, (4) suitability of the module with pbl steps and (5) attractiveness of the physical form of the module. the results of the expert assessment of the designation of the practicum module can be seen in figure 3 below: fig. 3 expert assessment results of the drafting on practicum modules the practicum module has a value of 3.8 or greater than 3. so referring to the validity criteria according to khabibah, it can be concluded that this practicum module is valid from the aspect of material suitability with ki and kd, the accuracy of the material and examples, the accuracy of dialogue and language, the accuracy of evaluation questions. journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 210 c. empirical trial the next stage of the practicum module development activity is conducting field trials. this trial was conducted with the aim that the module can be easily understood by students. to fulfill the readability of the module, there are several aspects that are carried out, namely: 1) the language factor used must be in accordance with good and correct language rules. besides that, the level of simplicity of the language used must be in accordance with the characteristics of students. 2) a familiar style of presentation that attracts students when using modules 3) seeing the level of students' abilities so that the material presented is made so that students are easier to understand. the module readability test activity was carried out in 3 stages, namely individual trials, small group trials, and large group trials, for some students in class xi by giving questionnaire responses and classroom observations which would later be used as input in revising the product. the implementation of the trial activities is as follows: 1) observing learning interests and responses from students during class lessons. students' behavior when following the teaching and learning process can indicate the student's interest in the lesson or vice versa. 2) provide questionnaires (questionnaires) responses to students after they are given a module. students will later assess the language used, examples of questions presented, and lack of modules according to the assessment of each student as the subject of the trial. 1) individual trial (one to one) the findings during the individual trial implementation are as follows: a) the trial was conducted on july 24 at 7:00 a.m. to 7:45 p.m. located at panca bhakti sungai raya vocational high school b) the subject of the trial consisted of 3 students of class xi pharmaceutical selection of the test subjects was carried out in a random way consisting of 1 student with high ability, one student with moderate ability, one student with lower ability. c) results of student responses after practicum using the module can be seen in figure 4: fig.4 student response results after practicum using the module figure 4 shows the response of students on aspects of practicum 73%, material 85%, language 77.0%, display 78%, questions 75% and the results of the average positive response of students to the practicum module is 78.0%. based on the data analysis, referring to khabibah it can be concluded that the practicum module still needs to be revised on the aspects of appearance, and questions before the field group are tested. 2) small group trials the findings obtained in the small group trial are as follows: a) the trial was held on july 25, 2018, at 6:45 a.m. 8:45 p.m. located at panca bhakti sungai raya vocational high school. b) the subject of the trial was six students of class xi pharmacy. the selection of test subjects was carried out in a random way consisting of 2 students with upper capability, two students with moderate ability, two students with lower ability. c) results of the questionnaire's small group student response to the module can be seen in figure 5 following: fig. 5 student response results when test figure 5 shows the response of students on the aspect of practicum 82%, material 85%, language 83%, display 78%, questions 82.5% and the results of the average positive response of students to the practicum module is 82.1%. based on this analysis it can be concluded that it still needs to be revised practicum modules, especially on aspects of the display before being used for large group trials. 3) test large groups the trial was held on july 25, 2018, at 07.00 8.30 wib at panca bhakti sungai raya vocational high school. the subject of the trial was 21 students of class xi journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 211 pharmaceutical. the selection of test subjects was carried out in a random way consisting of 7 students with upper ability, seven students with moderate abilities, seven students with lower ability. a) observations when practicum shows practicum modules can be used as teaching materials in practical activities using problem-based strategies. b) the results of the questionnaire response of a large group of students to the module can be seen in figure 6 below: fig. 6 results of student responses during large group trials figure 6 shows students' responses on 82% practicum, 83% material, 82% language, 79% view, 86% problem and the average student positive response to the practicum module is 82.50%. based on the analysis concluded that as a whole, the practicum module is very good and can be used in the field testing phase. fig.7 comparison of the results of problem-based module revisions figure 7 shows that there has been an increase in the revised value, that is from the results of the trial one to one 77.5% and then revised, followed by a small group trial has increased to 82.1 and continued with a large group test of acquisition value of 82.55. based on the data analysis it was concluded that the problem-based practicum module was getting closer to the perfect stage and feasible to be used in the practical process in the classroom. 4) test the field group the findings during the field group trial implementation are as follows: a) field group trials carried out on 26 and 31 july 2018 at 07.00-09.15 wib at panca bhakti sungai raya vocational high school. b) the subjects of the field group trials were students of class xi pharmacy 2 with a total of 25 students. c) the implementation of practicum activities during field trial trials was carried out by referring to the results of improvements from the practicum scenario during the large group trials. with this, it is expected that during the implementation of the module practicum, using the problem-based practicum can be implemented properly. d) the results of the response of the students of the field group trial subjects to the interest in practicum using the module can be seen in the following figure 8: fig. 8 the results of the students' responses when testing the field group figure 8 shows the average positive response of students after practicum using a module that is 84.8% or greater than 70%. so it was concluded that the results of this calculation according to khabibah, the problem-based practicum module could be used and interesting for students in chemistry practicum activities in the classroom. 3. student learning after the use of modules a. knowledge the preparation of the "problem-based practicum" module in this study aims to help students overcome difficulties in practicum activities ranging from poor responses to practicum activities and difficulties in understanding the concept of reaction rate material and acid-base solutions. during practicum activities, using the student module provides good response, in this case, students actively learn and understand the modules provided. students do not hesitate to ask questions related to the contents of the module. 1) students 'understanding of the concept of reaction rate and acid-base solution has been good enough. it can be seen from the results of measuring students' level of understanding using test questions. measurement of students' level of understanding is done using pretest and posttest. 2) measurement of the level of understanding is carried out on students of class xi pharmacy 2 of panca bhakti sungai raya vocational journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 212 school with a total of 25 students. the results of the pretest and posttest can be seen in the following table: table iii the acquisition of learning outcomes for large group trial based on table iii shows that the average value of student learning outcomes before using the practicum module 33.24, while after practicum is 84.64 with a difference of 51.4. a total of 21 students scored above 75 and four students scored below 75. based on the data analysis, it was concluded that there was an increase in good learning outcomes because more than half of students obtained scores above the kkm. the average increase between learning gains before and after practicum using the module can be seen in following figure: fig. 9 comparison diagram of learning outcomes for large group trials based on figure 9 shows the pretest average value is 33.2 while the posttest value is 84.64. so it can be concluded that the use of reaction rate modules and acid-base solutions can improve students' understanding of problemsolving and the concept of reaction rates and acid-base solutions. 3) t-test of two paired samples the two paired sample t-test is an analysis to test differences in paired sample learning outcomes. the sample in question is the pretest and posttest results of 25 people from different classes. the results obtained th = 20.64, compared with t table in df n-1 (25-1) = 24 is 2.078. then th = 20,64> tt α 0,05 = 2,078. this means that there are differences in learning outcomes that result between the pretest and posttest scores of students. 2. attitude attitude assessment is carried out during the research process. some findings related to student learning acquisition in this study are: a. assessment is carried out two times during teaching and learning activities in the classroom and carried out by two observers. b. from the assessment of students 'attitudes, each meeting obtained results that students' attitudes experienced a good improvement. the average value of each aspect shifts 3.6. c. increased results that student attitudes can be seen in figure 10 below: fig. 10 results of student attitudes assessment based on graph 4.10 it was concluded during the practicum process from meeting one until the second meeting, overall there was an increase in each aspect. so practicum activities using problem-based modules can increase student activity, cooperation and confidence with a very good average rating. 3. skills assessment of student or psychomotor skills is carried out when students conduct practical activities. the findings obtained are; a. skills assessment is carried out by two observers. skill assessment includes practicum preparation activities, practicum processes and after completing the practicum. b. the results of the assessment show that students are skilled in practicum with an average value of each aspect as much as 3.5, which is an excellent category. c. data from the assessment of student skills can be seen in the following figure 11: fig. 11 results of assessment of student skills based on figure 11, it was concluded during the practicum process from the meeting of one to two meetings; overall there was an journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 213 increase in each aspect of skills. so practicum activities using problem-based modules can improve students' skills in the use of tools, mastery of procedures, use of theory and handling of tools is very good. b. discussion 1. design of practicum module development the design of the practicum module development is an archipelago study conducted to obtain the information needed before carrying out development activities, or in other words, the design of the practicum module development is a preliminary analysis carried out as a form of reference in planning practicum module writing activities. in this study, the design of practicum module development includes front and analysis (analysis of curriculum and learning resources), learner analysis (analysis of student characteristics), task analysis (task analysis), concept analysis (analysis of concepts to be taught), specifying instructional objectives (formulating practical purpose). as has been explained in the findings of the research results, the results of the study on the development design begin with conducting an initial diagnosis of the curriculum, and the learning resources used. it is intended so that later the development activities carried out can increase learning acquisition because the analysis is carried out on the competencies to be achieved. will later all the competencies contained in the curriculum can be provided with teaching materials. through the findings of the research conducted, information was obtained that the use of the 2013 curriculum in panca bhakti sungai raya vocational high school was not supported by adequate learning resources. so that the achievement of each competency in the chemical practicum, in particular, cannot be achieved well. the preliminary study carried out later in the design of module development is to analyze the characteristics of students. it is important because to overcome the problems that arise from the results of curriculum analysis is to produce learning resources that are in accordance with the characteristics of students, as stated by mulyatiningsih (2011,196). teachers must recognize the characteristics of students who will use teaching materials. based on previous research findings it can be concluded that the characteristics of students in learning chemical material are a low level of understanding of chemical material, new learning experiences of chemical material, tend to study independently and the most prominent are differences in learning styles of each student. through this information, the preparation of teaching materials to be carried out must use simple language and be adapted to the learning styles of students who tend to be individualistic. next, is to analyze student learning tasks and adjust the content of the material to be given, these two things are important components in preparing practical activities. the suitability of the material and learning assignments provided will make it easier for the teacher in compiling teaching materials that will help students in fulfilling the expected competencies. the steps taken in analyzing this material are collecting and selecting relevant material and systematically rearranging it. the material chosen is the material of reaction rate and acid-base solution because it corresponds to the background that has been submitted previously. through a series of activities that have been carried out previously, the last activity carried out in the development design is to formulate the objectives of the practicum to be achieved. the purpose of the formulation of the objectives of the practicum carried out before writing the teaching material is so that the researcher does not deviate from the original goal at the time of writing the teaching material. in addition, the goal of practicum is to become a reference in formulating test indicators that will be used in measuring the success of learning using instructional materials that have been compiled. test indicators that will be used to measure the success of learning after using the module in this study will be formulated in the form of questions on pretest and posttest questions. the standardized test consists of 6 questions (item b-2, page 152), the selection of tests in the form of essay choices is intended so that students can answer the questions given in accordance with the knowledge that has been built individuals when practicum activities are carried out. the questions that have been designed are then validated by two validators. one chemistry lecturer and one chemistry teacher. the results of the assessment by the validators said that the problem must be corrected again, including repairing the grid on the questions about numbers 1 and 2, the language used in making problembased questions must use standard language. then from the results of the evaluation by the validators, the problem is corrected and submitted back to the validator so that it is validated based on the results of the improvements that have been made so that the questions that will be used are valid or feasible to use (appendix c2 page 178). the final conclusion of the studies on the design of the practicum module development that is carried out is to plan the writing and preparation of the reaction rate practicum module and acidbase solution. because it is in accordance with the opinion of daryanto (2013: 23), planning in preparing the writing of the module is very important because, with good planning in writing the module, the resulting module will have a high journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 214 level of readability, as well as the depth of the material in accordance with the level of ability of students/training participants. the planning stage for writing module teaching materials involves experts. experts, in this case, are subject matter experts, practicum experts or at least people who are knowledgeable and experienced in the field of practicum and curriculum methodologies, as well as media experts or at least people who are knowledgeable about practicum media. it is through this planning stage that the practicum module can be prepared and developed at the next stage. the difficulties during the implementation of designing the practicum module development are the limited time in conducting analyzes related to the information needed by the researcher, the limitations of the observer's ability when making observations on the characteristics of students, the limited facilities and practical support facilities and the limited ability to sort out the material. relevant and systematic rearrangement of material. 2. phase of developing practicum modules the practicum module development phase is an activity carried out to compile, write, and test the readability and feasibility of the initial design of the practicum module. through planning when designing the module development, the module writing is done by referring to the formulation of the practical objectives, the characteristics of the students and the composition of the material that has been formulated previously. it is done so that during the writing and preparation of the module the researcher does not deviate from the objectives that have been formulated. during the preparation of the module, researchers consulted with chemical material experts purwanti suci, s.pd and the practicum expert hambali, s.pd. it is done so that the contents of the practicum module have a level of legibility that is appropriate to the characteristics of students and expected material so that later during the use of modules when practicum activities are carried out there are not many difficulties experienced by students as users of the practicum module. the design of the practicum module that has been compiled later will be validated by experts to assess the feasibility of product design. product validation will be carried out by six experts consisting of 2 expert material lecturers to assess the feasibility of the content, and the questions contained in the module, two media expert lecturers to assess the module design. whereas for product design assessment, rpp and response questionnaire will be carried out by two design expert lecturers the assessment carried out by experts is done directly with the face-to-face process between researchers and experts, this is done so that during the assessment process, comments and suggestions given can be directly accepted by the researcher as a practicum module designer so that when the practicum module design improvement can be properly carried out follow comments and suggestions that have been given. the results of the validation carried out in the initial module design show that the module has sufficient validity and feasibility. in the sense that the initial design of the chemical module is feasible to be tested on students as field users of the practicum module, but with a note that the module must be revised according to the input and comments that have been given. through the results of the improvement after the assessment of the practicum module design, the next step that will be carried out by researchers is field trials. the purpose of conducting this field trial is to find out the level of module readability seen from the module's ability to assist the practicum process. in accordance with mulyasa's opinion in purnomo et al. (2013: 60) learning resources are all things that can facilitate students in obtaining some information, knowledge, experience, and skills. in addition to knowing the readability level of the practicum module. this field trial is also intended to find out the students' positive response to practicum activities and the contents of the module. because essentially the module should be able to provide a positive response to student learning motivation. the first field trial was an individual trial to find out how the initial design of the problembased practicum model. this trial was conducted on three randomly selected students according to their learning abilities, namely students with high ability, moderate ability, and lower ability. the purpose of this random student selection is to avoid the subjectivity of researchers in the selection of research objects. based on the results of trials conducted several aspects of the module design need to be improved especially on aspects of material, language, and appearance. it shows that the language and content of the material used in the module must be further simplified according to the characteristics of students. improvements to the components of the contents of this module are very important because it is a form of ease of use of modules or what is called user-friendly characteristics. through the results of improvements that have been made during individual trials. the next step is a small group trial. as with the selection of individual trial subjects, the trial subjects were chosen randomly but with a different number of trial subjects, namely six journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 215 students. the researcher then revised based on the results of the response questionnaire on the smallscale test, after completing the revision the researcher continued at the large-scale test stage with 22. but at this stage of the trial in addition to knowing the readability of the student module the researcher also conducted a scenario of practicum activities. adjust the use of practicum modules with practicum scenarios in the classroom. the steps taken by the researcher before developing a practicum scenario are as follows: a. study the learning resources that will be used by students to adjust the material content contained in the practicum module. b. determine the time, equipment or tools that will be used in the practicum. c. writing down the steps that will be carried out in the practicum process in accordance with the stages of the practicum planned in this case is the stage of practicum with a constructivist approach. d. write down complete practical steps. e. write a plan for evaluating learning activities. f. criteria for success of assessment results can be detailed in detail and include three copies, namely cognitive, affective, and psychomotor. the practicum scenario that has been compiled is said to be important because it is a story sequence compiled by a teacher so that a practicum event occurs as desired. previously, researchers conducted preparations which included preparation of teaching materials whether the teaching materials could be used during the teaching and learning process. then student conditioning is done by preparing students before starting the practicum which refers to the problem-based practicum scenario during the large trial, the scenario or the practicum steps that have been compiled must be in accordance with the conditions of the material content submitted and the time allocation used or in other words the practicum scenario used must be with real conditioning of the current practical situation in the classroom. it is done so that when the practicum module is used with real estate conditions, there is no obstacle to the suitability of the module with the stages of practicum activities in the classroom. referring to the opinions of susilana and riyana, nasution in purnomo (2013: 60) suggests that the module is a complete unit consisting of a series of learning activities arranged to help students learn independently in achieving a number of goals that are formulated specifically and clearly, so the use of modules besides being able to be used independently, it must be in line with a practicum scenario because it is a unit of unity in practicum activities. the results of the large group trial show that the practicum module can be used as teaching material in practical activities using a studentoriented approach. during practicum activities the use of modules can help students in understanding the concepts learned, through practicum activities, it's just that some shortcomings in the use of modules in group practicums are, the need to adjust the practicum time with the stages of learning activities in the module. learning activities in the module should be followed by the preparation of appropriate time. as for the response given by students as much as 82.55% is a positive response. it shows that the results of improvements to the simplicity of the material and language carried out after the previous individual trials provided good results for the subjects of this small group trial. or in other words, one of the important components of using modules is to provide learning motivation that is good for students. the final step in the development of the practicum module is the field group trial. during the implementation of this field group trial activity, the implementation was the same as the large group trial; it was only done on a different subject with a larger number or in other words carried out on the real conditions of a classroom learning environment. each phase of practicum activities carried out refers to the results of improvements from the phases of the practicum that have been tested before with the hope that there will be no obstacles during the implementation of this trial. the steps taken in this activity refer to problem-based practicum. the stages are (1) the first stage of student orientation on the problem. at this stage, students are asked to read discourse related to daily life in the practicum module. (2) the stage after students read and understand the problems presented students must find additional information about the problems presented to get a solution or a temporary solution to the problems presented. additional information is also useful to increase students' knowledge about existing problems. students write problem solving or hypotheses obtained from various sources on the problems presented. this activity trains students to be active in learning activities so that students can construct knowledge independently based on information obtained. (3) the third stage students do proof of solving problems or hypotheses that have been compiled. proof is done through practicum and group discussions. students share tasks in practicum activities. students are very enthusiastic and active in practicum. practicum activities carried out to make students easier to understand and find answers to the problems presented because students are directly involved journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 216 in practicum activities. the results of the practicum activities are then recorded as practicum data. students conduct group discussions to discuss the results of the practicum obtained and then adjusted to the information that has been obtained. practical data that has been processed and discussed is then presented in front of the class at the next meeting. (4) develop and present the work. this stage students present the findings of the practicum that is carried out in front of their class. (5) analyze and evaluate the problem-solving process. at this stage, the teacher provides input and reinforcement about problemsolving delivered by each group and together with students concludes about the material that has been learned. student learning outcomes show positive results; this shows that pbl's approach to learning provides good learning outcomes. during the field trial, there were no obstacles to the practicum scenario implementation that had been prepared previously. during the implementation of the constraints found only related to the allocation of practicum time this is because when the field group trials are needed more time in conditioning students when participating in practicum activities, including when the formation of student learning groups, preparation of practicum materials and materials used, activities practicum and reflection on students' performance when expressing their opinions regarding the material that has been delivered. while the response given by the subject of this trial is 84.80% positive response or in other words during the practicum using practicum modules students have good learning motivation. 3. student learning after the use of modules the use of practicum based on reaction rate problems and acid-base solutions is basically intended to assist students in facing the difficulties of reaction rate practicum and acidbase solutions. overall when viewed from the observations during the practicum using the student module provides good response, in this case, students actively learn and understand the discourse in the module. students do not hesitate to ask questions related to the contents of the module, other than that students actively carry out practicum in accordance with the procedures and practicum designs contained in the module. students also bravely convey the ideas/understandings they have gained after practicing the material of reaction rate and acidbase solution by presenting the results of their group practicum in front of the class and willing to accept input from other students regarding the deficiencies and conceptual errors that have been learned. acquisition of learning outcomes aspects of knowledge showing success in the use of modules is an increase in the level of students' understanding of the material being studied. it can be seen through the results of lab tests and given posttest; the test will be used to measure the extent to which students have solved the problem in the material of reaction rate and acid-base solution. the instrument used for each student is the same between one student and another. questions have been prepared based on indicators of students' thinking skills that are in accordance with the problems faced in daily life. the test results given to students aim to see differences in student learning outcomes before and after using the practicum module. the difference in the acquisition of learning outcomes shows an increase in students' problem-solving in the material of reaction rate and acid-base solution. the acquisition of student learning outcomes before practicum with an average of 32.24, while after practicum is 84.64 with a difference of 51.4. of the 21 students, 15 students obtained a test score of ≥75. it showed that the students' ability to understand the concept of reaction rate and acid-base solution was good enough. while as many as eight people obtained a test score of ≤75, which means that the ability of students in solving problems contained in the module is still not good. it can be caused by the ability of students who tend to require a long time in understanding the concept being taught, or in other words; it needs to be repeated in stages in understanding the material of the reaction rate and the acid-base solution contained in the module. in addition to calculating the average pretest and posttest, the researcher also conducted a t-test to test the differences between the two pretest and posttest student scores. the results obtained based on the calculation is the value of t count> table (8.36> 2.078) then ho is rejected, and ha is accepted, meaning that there are differences in results between before and after learning using a problem-based practicum module in the reaction rate practicum and acid-base solution. learning outcomes on the attitude aspect are done twice. attitudes observed include aspects of neatness, liveliness, curiosity, cooperation, and confidence. the average percentage of students' attitudes shows positive results with an average of more than 3.6. the results obtained can be seen as the value of the attitudes of students from the initial meeting to the last meeting always experienced an increase in all aspects according to the data in figure 4.9. in general, the neatness aspect is already good from the start, but from the initial meeting to the next meeting students also still have good changes. journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 217 students are neater in dressing and styling their hair. the aspect of student activity also increases, students are enthusiastic in participating in the practicum process and eagerly seek additional information about existing problems or material presented by the teacher. pbl's integrated learning process makes students active in analyzing problems, conducting small discussions to solve problems, collecting and processing new information, drafting new knowledge concepts and communicating misunderstandings about existing problems. the activeness of students in the pbl process has a positive effect on the success of the learning process. the pbl approach is effective in increasing student curiosity. students in studying a problem always seek information related to the problem. students sometimes ask the teacher, read related books or look for additional information on the internet. students always try to find a solution to the problems that exist even though later the solution is ultimately not right. learning outcomes on aspects of skills are observed during the practicum. the average percentage of students' skills at the time of practicum showed positive results, namely with an average of more than three aspects, 3.5, with very good criteria based on the data in figure 4.10. students are skilled in conducting practical preparation activities, in addition, students are also skilled in using tools, and following practicum in accordance with the procedures in the practicum module. after completing the practicum, each group cleans the tools that have been used and stores them in the tool cabinet provided. practicum module in research is basically used as a substitute for textbooks or textbooks where students do not have it yet, this module is done with language as easy as possible so that the module can support students in solving their problems or commonly known as constructivism theory so that mastery of students' concepts will be better mastered because the student himself who invented the concept and built it. understanding in chemistry practicum will be more meaningful if it is built by students themselves. therefore, understanding ability cannot be given by force, meaning that concepts are given by the teacher, and when students forget the student cannot properly solve problems in chemistry. the module in this study has a positive impact proven from the activities of students in the classroom, when asked randomly and when given questions by the teacher, students can explain important concepts in the rate of reaction and acidbase solutions. in addition to increasing the understanding that the students' positive response to the practicum using the practicum module shows that the practicum module preparation is in accordance with the characteristics of students. modules can effectively motivate students in learning because they are familiar to students. it is in accordance with the opinions expressed by daryanto and dwicahyo, (2014: 25) that: modules should also meet the rules of user-friendly or friendly/familiar with their use. each instruction and information disclosure that appears to be helpful and friendly with its use, including the ease of the user in responding and accessing as desired. the use of simple language, easy to understand, and to use commonly used terms, is one of the user-friendly forms. iv. conclusions and suggestions a. conclusions based on the results of research that has been done, in particular it can be concluded that the module development design is used as a reference in developing problem-based practicum modules including analysis of learning objectives, analysis of learning, analysis of student characteristics, determining specific objectives and planning to analyze the curriculum and needs analysis for module development. the stages of developing practicum modules are used to develop practicum modules that are suitable for use. includes writing the contents of the module, validating the contents of the module by experts and conducting field trials to obtain the response and effectiveness of the practicum module. whereas student learning acquisition using problembased practicum is effective towards improving student learning outcomes. the domain of attitudes and skills shows very good results, and the realm of knowledge is seen from paired t 2 test which shows that the t-count value> t-table so that there are differences in learning outcomes between before and after using problem-based practicum modules in learning reaction rates and solutions acid base. b. suggestions development research is carried out to produce a new product or perfect an existing product, one of which resulted from the development of a chemical practicum module. based on the results of research and development, here are some suggestions that researchers can convey. 1. suggestions according to the design of the practicum module development a. for other research can be a reference for further research on the development of problem-based practicum modules. b. for the next researcher, more and more recent literature is needed to develop material media teaching problem-based lab modules. c. for other researchers who want to research problem-based practicum modules can journal of education, teaching and learning volume 3 number 2 september 2018. page 206-218 p-issn: 2477-5924 e-issn: 2477-8478 218 conduct research using different strategies and materials. d. for other researchers, it is necessary to be careful in designing and developing this practicum module, one of them is when analyzing student characteristics so that the modules produced are in accordance with the characteristics of the student. 2. suggestions according to the stages of the problem-based practicum module a. for other researchers, it can be used as literature on the stages of module development with a combination of borg and gall and dick and carey b. for other researchers can carry out the development stage until the dissemination stage so that modules can be used in other schools. 3. suggestions according to student learning. a. for teachers of chemistry subjects, the problem-based practicum module can be used as a practicum media because it can increase student learning acquisition. b. for other researchers, a problem-based practicum module can improve student learning on aspects of attitudes, skills, and knowledge in a wider sample. c. references borg. w.r dan gall, m.d. 1983. educational reasearch: an introduction. new york: longman. _____. 2013. menyusun modul (bahan ajar untuk persiapan guru mengajar). yogyakarta: penerbit gava media. dick, w, carey. l. carey. j.o. 2001. the systematic design on instruction. addison-wesley educational publisher inc. gray, mel. 2008. viewing spirituality in social work through the lens of contemporary social theory. australia: british journal of social work. khabibah, siti. (2006). pengembangan model pembelajaran matematika dengan soal terbuka untuk meningkatkan kreatifitas siswa sekolah dasar. disertasi. tidak dipublikasikan. surabaya: program pasca sarjana universitas negeri surabaya. mujika, mujamil, jejem dan desi. 2014. pengembangkan petunjuk praktikum larutan asam basa berbasis inquiry pada mata kuliah praktikum kimia dasar ii. sriwijaya : program studi pendidikan kimia fkip universitas sriwijaya. muliawan, jasa ungguh. 2014. metodelogi penelitian pendidikan dengan studi kasus.yogyakarta: gava media. mulyatiningsih, endang. 2011. metode penelitian terapan bidang pendidikan. bandung: alfabeta.. nurgita rayuni. 2016. pengembangan buku petunjuk praktikum kimia berbasis green chemistry untuk sma/ma kelas xii. yogyakarta: jurnal pendidikan kimia volume 1 nomor 1. hal: 1. nugraho, alfian. 2015. pengembangan modul pembelajaran kimia koloid berbasis problem based learning (pbl) dengan orientasi pada chemointeprenneurship (cep) pada materi koloid sma/ma kelas xi. yogyakarta: program studi pendidikan kimia fakultas sains dan reakayasa fkip sunan kalijaga yogyakarta hal :30 pratiwi, ni kadek, rhedhana, wayan dan maryam, siti.2014.pengembangan buku pedoman praktikum kimia ramah lingkungan untuk pembelajaran kimia sma. singasara: jurnal pendidikan kimia vol 2 no. 1 hal 3. purba, michael. 2003. kimia 2000 smu kelas 1. jakarta: erlangga. wiwik kartika sari. 2015. pengembangan diktat praktikum berpendekatan problem based learning (pbl) untuk meningkatkan hasil belajar siswa materi larutan penyangga sma islam surdirman amberawa. malang. jurnal fpima kimia. volume 2 nomor 1. hal: 16. purnomo, dwi. indrowati, meti dan karyanto, puguh. 2013. pengaruh penggunaan modul hasil penelitian pencemaran di sungan pepe surakarta sebagai sumber belajar biologi pokok bahasan pencemaran lingkungan terhadap hasil belajar siswa. jurnal pendidikan biologi volume 5 nomor 1 hal 59-69. journal of education, teaching and learning volume 3 number 1 march 2018. page 37-40 p-issn: 2477-5924 e-issn: 2477-8478 37 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 internationallicense. condition of islamic education in kokoda at maebo tribe village, village klabinain, aimas district, sorong sukman s stain sorong, indonesia e-mail: sukmanstainsorong@gmail.com abstract. this study was conducted to investigate the implementation process of islamic religious education in the public sphere kokoda. especially those living in maebo village, sorong, west papua. further study is intended to look at the obstacles faced by educators in performing their duties in maebo village. this research was conducted with qualitative methods by interviewing objects associated with the process in the field. based on the facts obtained, this study reveals several things, such as: first, from existing educational facilities, in new maebo village has a primary school run by a private foundation. only state schools still require education personnel can continue to carry out the activities of the school. second, the constraints faced by the people in the village of kokoda maebo in studying is their own consciousness. the majority of children are still more concerned with work than school. this is attempted to be addressed by teachers in order that future generations kokoda existing communities can the better quality of life. keywords: education kokoda, sorong, west papua. i. introduction sorong, in addition to having potential tourism and industry, also has a wealth of culture possessed by each tribe who inhabit it. one tribal community in sorong is the tribe of kokoda. kokoda tribe came from the south sorong. precisely in the area inanwatan and teminabuan. kokoda tribe looking for a decent living in sorong to create their own villages located at km. 8 sorong (arifin, 2017). kokoda tribe turned the wheel of life by breaking stone and wood gathering. as for the other residents are fishermen and construction workers. all residents kokoda participate actively so that a high work ethic have been entrenched in society kokoda (wekke and sari, 2017). kokoda is a minority tribe in sorong known for islam majority in it. islam itself has known since about 1916. the spread of islam in parts of the kingdom of tidore kokoda started by the authorities in the area of kokas. among the kings of coke, a king patipi, raumbati king, and the king of whales, they carry out the trade and the spread of up to kokoda area (wekke and sari, 2017). coke is an area in the consortium, west papua. in 2013, together with the airport development project domini eduard osok, kokoda tribe splintered into small parts. one of these tribes kokoda housed in jalan poros klalin 4, maebo village, klabinain, aimas. with 87 heads of families were registered, the state of these tribes can still be said to be so far behind. one of the causes includes obstacles collection. the problems began a birth certificate data to other population is still less noticed by the community itself kokoda (hidayah, 2017). though the data is an important aspect in determining the beneficiaries to be clear procedures in the production of financial statements. channeling aid to kokoda society is still far from the target. this arises from incomplete data on population so that the distribution of aid was unclear goals (fatima, 2017). this makes those who do not know anything about it will issue no injustice assess aid. in the homogeneity deficiencies, there is an excess of kokoda society. ie able to live together with people of other faiths, without causing conflict. the way in which this time there are three things. first, integrate perception that brotherhood above everything. second, establish cognitivity (understanding) they found thick and shared. third, preserve and maintain the tradition (heritage) ancestors, mainly sourced from local wisdom (rais, 2009). with the understanding as it is commonly called plurality, kokoda society can maintain unity and integrity within their own tribe. understand here that are actually needed by each community in indonesia, especially people who inhabited by ethnic sorong heterogeneous nation. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 37-40 p-issn: 2477-5924 e-issn: 2477-8478 38 education is the basis of development of a country. not to forget also education in sorong. sorong is a town in the province of west papua. to know in sorong education can not only be judged from excellent schools only. but keep in mind also study the outlying villages. one was an education in the village inhabited maebo kokoda ethnic groups. the elementary school is the only formal education in this village. while the non-formal education is done in the mosque in the village. formal education is structured and tiered educational status of public and private comprised of early childhood education, elementary education, secondary education and higher education (anggriani, 2011). while non-formal education is education that is done without attachment to the hierarchy that is usually offered programs that are needed by the community at the time (maulida, 2012). education for kokoda rate is still not a top priority. this phenomenon is evidenced by the attendance rate of the tides (arifin, 2017). this makes the educators in maebo village seeks to constantly pick up the ball so that parents support their children to school. there are various reasons why people still do not prioritize education kokoda. one of the main economic problem that they still have to deal with so most of them to work more productive than in school (hidayah, 2017). several reasons prompted the authors to focus on researching more about how people's lives kokoda, the existing education and how the public response to the existing educational kokoda. ii. discussion a. description of the muslim community in maebo kokoda tribe kokoda is one of the sub-tribe of imeko, a native of south sorong regency, west papua. kokoda consisting of various villages that stayed in the area, such as kasueri village, wigori, taroe, tambani, udagaga and menawaturi. of the various neighborhoods is then incorporated into the tribe kokoda and the languages namely yamueti. kokoda word has the meaning ascribed yamueti language, namely the black water around him are sago palms surrounding the water area (wekke and sari, 2017). in the tradition of kokoda, known leadership system that reigned as a leader who inherited and led by a king. king enthroned in the highest position and below it is the functionaries, such as traditional leaders who have a role in rectifying the language used in everyday life in order not contaminated by other languages and preserve their traditions (wekke and sari, 2017). the role of keeping the culture as is normal in every tribe in indonesia. generally, they called this culture to be a place to ask about solving the problems that occur in a community. kokoda tribe itself is a newcomer in sorong. at first, tribes settled in kokoda in sorong sorong km 8 before exposure to the eviction during the construction of the airport eduard osok domini. the layout of the township that is very close to the runway is very dangerous both for people kokoda, as well as the airline itself. this has forced the government to relocate villages kokoda kokoda so the tribe is now fragmented location. one location is in the village of kokoda tribe maebo, klabinain, aimas. as noted principal mi al ma'arif 1, relocating people to the village of kokoda maebo an initiative of the village head (arifin, 2017) the reason is that before their homes were demolished as part of community groups kokoda has been used to look for wood and stone near maebo village, this suggests that the tribe is not kokoda community can only hope for aid, but they are still struggling in difficulties so that their existence is still there to this day. maebo village condition is still very far from comfortable terms. located in swampy areas, there is no source of clean water in the village. similarly, the electricity network. people still rely on candles for lighting at night their activities mushalla exception that has been put on the generator. the use of candles as home lighting is very dangerous because most of the houses in maebo village walled timber so that in case of fire, would bring huge losses. seeing the conditions that exist, in 2015 the central government through the ministry of social affairs to provide assistance in the form of 60 social houses in the community in the village of kokoda maebo but there is still a shortage of local government budget finally close the shortfall. the amount of aid is still not in accordance with the number of families that exist. the reason is that data collection is constrained by letters of the population that have not all owned by each family (hidayah, 2017). the cultural and religious element is very important and present in every culture tribes. similarly, the rate kokoda. disclosed by elementary school principal al ma'arif 1 is justified by the village head maebo that islam has been known since the time of their ancestors and islamic kokoda tribe that now is not a new convert, but already they have known since the birth of islam. this is reinforced by the results of research that suggests that islam has been recognized by kokoda rate since 1916 through trade and the propaganda carried tidore kingdom (wekke and sari, 2017). kokoda tribe is generally an open rate on new things and are very receptive to the presence of foreigners in their midst. this is indicated by the friendliness of kokoda in the vacancy rate from outside their group, and some have been married to migrants from the island of java. it shows the kokoda culture has also been accepted by the outside community. b. conditions in the village of kokoda tribe education maebo since the days of nabi ibrahim, houses of worship have become the center of human civilization. this phenomenon continues until the finisher religion brought by nabi muhammad saw. named islam. at the time of muhammad rasulullah, in addition to the construction of mosques as a place of worship, is also intended as a center of education and socio-economic. the role of the mosque as a center of education and teaching is always open to anyone who feels capable and able to provide or teach his knowledge to those journal of education, teaching and learning volume 3 number 1 march 2018. page 37-40 p-issn: 2477-5924 e-issn: 2477-8478 39 who thirst for knowledge (rahman, 2015). education in this mosque applies the principle of equal opportunity for all muslims who wish to seek knowledge without distinction of socio-economic status of students. they have the freedom to choose the subjects of subjects she wants, even freely voting for the teacher (soekarno and supardi, 1990). this theory suggests that the mosque should be non-formal education centers. since its founding in 2013, the village has a mosque maebo named mosque al-jabar. this mosque at its inception is a non-formal education center at once formal education for the public emergency maebo kokoda village. formal education programs initiated by the organization ipnu (nahdlatul ulama student union) and ippnu (princess nahdlatul ulama students association) (suyatedja, 2017). as for the non-formal education is a form of nu's program for their routine. activity is the general study iqra programmed routinely performed on tuesday (fatima, 2017). these programs demonstrate the community's role in assisting the reconstruction sliding kokoda tribal life after massive relocation not only the infrastructure but also help to reconstruct the mental from kokoda tribe. in 2014, ipnu and ippnu assisted kokoda building society specifically for schools (suyatedja, 2017). maebo school building in the village is not as generally complete by the teacher's room, a study table to the field. the condition of existing school just a place to conduct classes in order to separate the building with the mosque of al-jabar located next door. school made structure located above the stage as the swamp and made with wood for walls and pillars. with its limitations, the school has been registered in kemendikbud with npsn (national statistical identification number) 69,854,718 under the name sd al ma'arif 1 klabinain as a private school run by the institute of education al ma'arif nu sorong (pdsp-k, 2017), in the service, the highest grade in elementary al-ma'arif new 1 up to grade 5. the students are actively participating in school activities until now consists of 48 children (arifin, 2017). while the teachers who teach in elementary al ma'arif 1 active only one person who serves as principal; zainal arifin, s. sos. in addition, there are other teachers, but less active in teaching. the teacher from kokoda own community numbered 2 and in addition, there are also volunteers from various universities who assist in the learning process does not necessarily amount (arifin, 2017). for comparison, the data sd al ma'arif 1 taken from the database of the ministry of education and culture, teachers and education staff (ptk) amounted to 6 with details of 2 men and 4 women (http: //dapo.dikdasmen.kemendikbud .go.id / s). in addition to the school in the morning, there is also a landfill that teaches the koran to children. the number of students at the school in the morning. the reason for parents who have consciously with the importance of education is not half-hearted in his reign so that not only school in the morning, but for landfill parents also support their children to keep learning (hidayah, 2017). c. problems of education at kokoda tribe in maebo village based on conditions on the ground, the author has formulated the main problems in education in the tribal village of kokoda in maebo. among other issues on the mindset of the people, facilities, and infrastructure, to the limitations of the motor of society that affect less the standalone community towards educational activities. given the limitations of existing, and building a makeshift school, elementary manager al ma'arif 1 klabinain continue to take the children to school kokoda. kokoda public awareness on the importance of education maebo kampung still not evenly distributed. most are still more concerned about the economy than education (arifin, 2017). indeed, if viewed the situation, the economy is still the biggest problem people kokoda. but without cared from government public education will not necessarily bring an increase for them. the family is the smallest social unit consisting of father, mother, and child. environment relating to the child are his parents, brothers, and sisters who are older, and probably close relatives who live at home. through the environment, the child will get to know the surrounding world and the prevailing pattern of social life every day. the family also has multiple functions for the creation of social life in the community. in the family, set up the relationship between the members so that each family member has a clear role and function (rezty, 2017). the family is the first school for a child. the formation of personality, morals and doctrinal inculcated from childhood by parents. unfortunately, the role of parents in their children's education kokoda considered less active. examples such as not firmly remind their children to school (arifin, 2017). this condition according to the elementary school principal of al ma'arif 1 rated on the attendance of students coming to school are still ups and downs. but when approached at his home, the parents claimed to have warned their children to school. with public awareness of such conditions would not want any effort by schools to attract the enthusiasm to want to go to school. including finding materials that fit their abilities (arifin, 2017). this policy according to the author taken apart due to the limited ability of students to absorb the lessons, also with limited teacher made school will be overwhelmed if the guidelines. regarding the limited ability of the students, fahmi anggraini suyatedja, describes his experience teaching in class v, "my time for the group to work tasks, there is one group that is very long to do it, when i asked it turns out no one knows because what because they cannot read," said he laughed when found in klabinain (suyatedja, 2017). non-formal activities were initially launched by walking routine and carried out by local self. kokoda himself was the fact that there limping. the enthusiasm of the public only at the beginning of it. lack of religious leaders living of the people also give a feel of religious aridity. as a result, many are not able to read the qur'an (hidayah, 2017). religious activities in maebo village as of isra 'mi'raj, recitals, and warning other big days still requires lighters from outside the journal of education, teaching and learning volume 3 number 1 march 2018. page 37-40 p-issn: 2477-5924 e-issn: 2477-8478 40 village. without an outsider who run religious activities, none of which run from the village (arifin, 2017). however, when there are traditional events like naming a baby or death, the community took the initiative to do it yourself. the lack of religious events by the author cannot be separated from the existing culture. kokoda tribe are maintaining their culture is evidenced by the traditional leaders who maintain traditional values of outside influences. so as to enable religious activities to have to fit into their culture. one of the religious practices that have entered into the culture of kokoda is tifa syawat. that is an art of the area kokas (the consortium) carried by preachers to spread islam in the form of harmony kokoda papua typical wasp music to accompany readings sholawat ((wekke and sari, 2017). this proves that in order to develop the necessary islamic kokoda person who can cultured and civilizing islam without compromising the cultural values kokoda itself. to achieve this mission, it takes education to cultivate the seeds of the successor cultures kokoda through their children. therefore enlightenment to parents the importance of education should be encouraged because quality seeds derived from a superior parent or can be seeded anyway. with his conscious education, gradually the development of various fields in parts kokoda will increase along with the quality of education in maebo village that continues to improve. to improve the quality of education, not in spite of the role of universities to spawn kan competent educators who would have to continue to expand education to places like maebo village backward with learning programs and volunteer program. the hope is not to miss the role of local government and community institutions in building infrastructure in maebo village that the community helped in reducing the difficulties of their lives. iii. conclusions based on the facts found, that the level of public awareness of the importance of education kokoda quite low. this makes the authors draw the conclusion that the source of all the problems is the lack of awareness of yourself. in this case, the determining whether or not the condition will progress kokoda society is their own consciousness. outside the community cannot always help. one time they had to stand on their own feet. references anggraini, rika. (2011). schools as formal education institution. bandar lampung: lampung university papers. rahman, f. (2015). alfan islamic history at the umayyad period. sorong: stain sorong, paper. rais muhammad. (2009). relation of religion and local wisdom: study of religious ideology etnosains to inclusiveness community kokoda, papua barat. sorong: stain sorong, a research proposal. sekha maulida, nur. (2012). non-formal and informal education. malang: the malang islamic university, papers. ahmad sukarno and supardi. (1990). history and philosophy of islamic education. bandung: space. internet resources ministry of education and culture. basic data elementary and secondary education: elementary al maarif 1 klabinain sorong. http://dapo.dikdasmen.kemendikbud.go.id/sekolah/ 66eb2bda55690022227e (accessed may 7, 2016) wekke, ismail suardi and sari, yuliana ratna. (2016). tifaentities syawat and propagation in the islamic cultural studies kokoda tribe sorong in west papua, ebook, http://journal.uinsuka.ac.id/jurnal/artikel/207/tifa-syawat-danentitas-dakwahdeep-islamic cultural-studiestribe-kokoda-sliding-papua-west. (downloaded 25 april 2016). data and statistics education culture (pdsp-k) of the ministry of education and culture. education reference data. http://referensi.data.kemendikbud.go.id/index11.ph p?kode=320714&level=3 (accessed may 6, 2016). rezty, rahita. the design of qualitative research methods: the role of parents in parenting, http://rezyoung.blogspot.com/2015/05/proposalperan-orang-tua-dalam-mengasuh.html (accessed may 6, 2016). source interview fatimah, francine. chairman of nu's women sorong, on may 5, 2016.mayamuk, suyatedja fahmi anggraini. chairman ippnu branch district. sorong period 2014-2015 and teachers in elementary al ma'arif 1 klabinain in maebo, may 4, 2016. hidayah, nurul iga. teachers in elementary al ma'arif 1 klabinain, in maebo, may 4, 2016. arifin zainal. elementary school principal al ma'arif 1 klabinain, in maebo, may 4, 2016. journal of education, teaching, and learning volume 4 number 1 march 2019. page 174-179 p-issn: 2477-5924 e-issn: 2477-8478 174 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the implementation of addie model in developing career guidance program in senior high school indri astuti universitas tanjungpura, pontianak, indonesia e-mail:indribk91@yahoo.com abstract. the research aims to reveal the factual design and conceptual design of the preparation of career guidance programs at pontianak 3 state senior high school. sixty twelve grade science students and two guidance and counseling teachers were also the subjects of the survey. quantitative data were obtained using questionnaires as main data and interviews as additional data. the results of data processing show that most of the assessment needs have been carried out in a high category. however, the response of the guidance and counseling (bk) teacher stated that there were still weaknesses in the factual model of the preparation of the bk program in the field of career guidance including the principal, homeroom teacher and subject teacher had not been involved in the preparation of the bk program. so this finding is the basis for the preparation of the conceptual design of career guidance programs, that the involvement of principals, homerooms and subject teachers has been apparent in the process of developing a career guidance program. keywords: addie model; career guidance program; factual design; conceptual design i. introduction the basis for consideration is the implementation of guidance and counseling programs in schools as an effort to facilitate students to be able to develop their potential in accordance with the tasks of their development. students as individuals are developing toward maturity or independence need guidance to recognize and understand themselves and their environment in determining the direction of their lives in the future. in addition, there is a necessity that the individual development process does not always take place smoothly, or is sterile from problems. in other words, the development process does not always run in a linear, straight, or direction with the potential, expectations, and values adopted. in accordance with the trend (tendency) of the guidance and counseling model that is developing today, the guidance and counseling developed are based on developmental tasks, namely those that are oriented towards facilitating students' potential, which includes personal, social, academic, and career aspects. for high school students, they will ultimately establish a career at the end of their studies. careers are oriented towards advanced study, work and courses. empirical data for 2018 new student admissions, universitas tanjungpura (untan) capacity through national selection to enter state universities (snmptn) pathway 1,547 people (21.43%) from applicants. 7216 people (78.57%). this means that most do not pass to choose to work and improve the skills required for work. or prepare to take the selection test the following year while high school is a secondary level of formal education equipping students to go on to college. but the limited number of tertiary institutions that are not in accordance with the number of high schools and graduates, the number of students accepted in ptn is limited, and students expect to obtain career information services that are appropriate to the needs of students. for this reason, career guidance programs are needed that are oriented towards student needs analysis, design, development, implementation, and evaluation (addie). based on the above reality, concrete efforts are made to improve the quality of career guidance program preparation, one of which is through the addie model, benny (2014: 23). this study uses the addie model to the design stage to reveal and describe the factual design and conceptual design of career guidance programs in pontianak 3 state senior high school. one of the competencies that must be possessed by a counselor is the ability to plan and manage counseling and guidance programs. the competency formulas are listed in the indonesian counselor competency standards, published by abkin (213) namely: http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 174-179 p-issn: 2477-5924 e-issn: 2477-8478 175 table i competencies and indicators competencies indicators 1. designing a guidance and counseling program. a. applying planning principles. b. conducting needs and guidance counseling services. c. formulate objectives and prioritize guidance and counseling programs. d. develop a program of guidance and counseling. 2. implementing a guidance and counseling program. a. identify the target personnel of the guidance and counseling program. b. coordinate and organize resources needed in the implementation of guidance and counseling programs. c. carry out guidance and counseling programs by involving the active participation of all related components. 3. assessing the process and results of guidance and counseling activities a. reviewing guidance and counseling programs based on the standard of program implementation. b. using a guidance and counseling program evaluation approach. c. coordinating activities for guidance and counseling program evaluation. d. make appropriate recommendations for improvement and development of guidance and counseling programs. e. report the results and evaluation findings of the implementation of guidance and counseling programs to interested parties. f. control the implementation of guidance and counseling programs so that they are always running in accordance with the program planning design. g. utilizing the results of evaluations for improvement and development of bk programs h. applying the principles of sustainability to the guidance and counseling program. needs analysis based on assessment results. guidance and counseling teachers (bk) need to identify and formulate the needs of the tasks and the level of development of students, before formulating the objectives and design of development guidance and counseling programs. there are two things that need to be considered in identifying and formulating needs, namely; (1) assessing students' real needs or problems in the field; and (2) ideal school and community expectations of students. student needs or problems can be identified through (1) student characteristics, such as physical aspects (health and function), intelligence, learning motives, attitudes and learning habits, temperament (cheerful, quiet, moody, or easily offended), and his character (such as honesty, discipline, and responsibility); or (2) development tasks, as a basis for providing guidance services. one way to understand the needs of students as stated above is through measuring developmental tasks. to find out the developmental tasks of students can be done by using a variety of data collection instruments, one of which is the inventory of developmental tasks (itp). this itp was developed by sunaryo kartadinata et al. through research at all levels of education, including junior high school, the validity and reliability levels have been tested. computerized software was developed to process itp results, namely developmental task analysis (atp). this software is felt to be very helpful in efforts to improve the efficiency and management of guidance and counseling services in schools because information about students can be known quickly and accurately. another assessment application is the akpd (needs analysis of students) for grades 10, 11 and 12 for each class with 50 different items tailored to the needs of students. the akpd application consists of a set of instruments in the form of inventory of students' needs for classes 10,11 and 12 and application of data analysis for different classes. for this reason, according to sunaryo (2013: 5), that facilitating student services is carried out comprehensively constructed through program components as an intervention strategy and delivery system. this dimension builds a comprehensive framework of guidance and counseling thinking that starts with the analysis of student needs. the concept of career guidance for students: (1) education and work in the context of guidance and counseling. high school graduates will be faced with the choice of going on to college or working even other alternatives to follow the skills needed in further study or work. decision making for high school students is not an easy work to solve. because high school education is a general formal high school, prioritizing the preparation of students to increase knowledge to continue the higher level and develop themselves in line with the development of journal of education, teaching, and learning volume 4 number 1 march 2019. page 174-179 p-issn: 2477-5924 e-issn: 2477-8478 176 science and technology. in line with indri's research findings (2016: 58), the high qualification of students which is one of the demands for attending tertiary education indicates the awareness of students about the tight competition in higher education, especially ptn in the future. the orientation of student values toward higher education plays an important role in preparation and decision making. according to herr and cramer in astuti (2016: 18) grouping the reasons for entering tertiary education into three categories, for (a) selfsatisfaction: continuing to college especially looking for self-identity and self-fulfillment. (b) pursuing a career: going on to college with the excuse of preparing to reach the goal of getting an award from a job. (c) avoiding: going to college is a decision to avoid something unwanted. here is clark in herr and creamer (1994: 293), seeing that there are four dominant cultures in entering college, namely: collegiate, vocational, academic and nonconformist. (a) collegial. the orientation adopted is to study in college to pursue social activities, so that academic interests are reduced. (b) vocational. the orientation of learning in college to prepare themselves to meet the requirements in work. so that social and intellectual interests are less noticed. (c) academic. the value orientation adopted is studying in college as a place to pursue science. so that social skills and work skills are considered and prioritize the development and mastery of science. (d) nonconformists. this value orientation is that studying in a college is a place to look for self-identity that has freedom of expression. with regard to the meaning of work, here is herr and creamer in indri (2016: 25-26), that work is a person's needs and goals both economically, socially and psychologically. work for someone is colored by one's personality. for that according to the trait approach and factors that individuals as organizations traits can be paired with types of work and training. information about him and his work environment is a skill needed to make decisions. the following work environment and personal orientation include (a) realistic environment. the characteristics of this environment stimulate people to move according to realistic forces by optimizing their potential. (b) investigative environment. its characteristics give priority to thinking intellectually rather than acting and encouraging the issue of intellectual problems. this type of person tends to work alone rather than with others. (c) artistic environment. the characteristics of this environment require and appreciate free, ambitious and unsystematic activities. prioritizing personal expression, emotion rather than logic. so that appreciate irregularity, imagination, and intuitiveness. (d) social environment. its characteristics stimulate others, are cooperative, social and social activities are stronger. (e) enterprising environment. its characteristics show verbal abilities and skills to influence and control others to achieve organizational goals so that it tends to be ambitious, impulsive, uplifting and confident. (f) conventional environment. its characteristics demand all official, formal and self-control. capabilities needed in an organized office environment. biographical factors in the selection of higher education and employment were colored, including student gender, study program, school location, birth position, parental work, and academic achievement. development of career guidance and counseling programs designed based on analysis of user needs. in the opinion of dewi (2018: 21) that the addie approach is very flexible, not binding, it can be started from anywhere according to needs. among them are student characteristics, dominant problems that arise as well as career guidance curriculum. the data collection tool used is a tool to reveal problems or inventory development tasks. for the development of the program, the initial design of the career guidance program standardization process was developed through theoretical validation, namely material experts, design and empirical validation, namely high school students. the core task in letter a of addie is to trace the causes and formulate solutions to problem-solving performance (dewi and uwes, 2018: 26). for that the teacher's guidance and counseling performance in compiling the program is based on: (a) students' real needs, (b) guidance activities are arranged based on the priority scale, (c) the program is arranged in an ideal but realistic in its implementation. so that the operational program can be implemented in the education unit including high school, for this reason, the program should pay attention to the principles of balance and continuity as follows: (a) classical services: through information services, orientation, learning, placement of distribution (b) group services: includes group guidance, group counseling. (c) individual services: covering individual counseling, mediation services, and consultation. furthermore, the formation of career guidance programs can be distinguished into two, namely developing existing programs and developing new programs that do not yet exist. according to benny (2014: 55). the stages of the preparation of both programs are the same, covering the stages of needs analysis, planning, development, implementation, and evaluation (addie). the five stages synergize so that they produce career guidance programs according to the characteristics of students. the addie procedure is a dimension of the procedure for developing a conceptual model (rusdi: 2018: 90). the conceptual model is a verbal description of a particular reality, representing a system of concepts to help actualize the performance system in compiling the program. ii. research method survey research has the objectives, namely: (1) describing the natural state at the time, (2) identifying conditions in a measurable manner, and (3) determining something specific relationship. this research was conducted by conducting a direct visit or survey to the pontianak 3 state high school, collecting data relating to career guidance and counseling programs, then analyzing and interpreting them to answer research problems and draw conclusions. this research uses the addie model stages (analysis, design, development, implementation, and evaluation). the stages carried out in this study are the stage of needs analysis and model design. the analysis phase journal of education, teaching, and learning volume 4 number 1 march 2019. page 174-179 p-issn: 2477-5924 e-issn: 2477-8478 177 carried out is (1) analysis of career competencies that must be mastered by students, (2) analysis of career material needed by students. the next stage of the design is based on the results of the needs analysis, the design of a factual career guidance program and the design of a conceptual career guidance program are prepared. the draft is arranged to cover the activities of the principal, guidance and counseling teacher, homeroom teacher and subject teacher. so that there are integrated and synergistic activities among school personnel in compiling and implementing career guidance programs in schools. the place of research at pontianak 3 state senior high school is considered a state school with geographical conditions in the middle of the city. the characteristics of the subjects of this study were two teachers who were certified and counseled. active students are the target of career guidance programs in class xii of science as many as 60 people. data collection techniques are interviews, questionnaires. questionnaire data were analyzed by percentage, interview with descriptive narrative. iii. result and discussion description of the factual design analysis of career guidance programs at pontianak 3 state senior high school, the preparation of career guidance programs by guidance and counseling teachers has not involved the principal. the role of the principal is only to monitor the performance of the teacher's role in the education process. specifically, the principal has not monitored the performance of the guidance, and counseling teacher in the preparation of career guidance programs, as well as the involvement of homeroom teachers and subject teachers, have not been conducted. design of career factual programs based on the factual design above, the conceptual design of career guidance program in pontianak 3 state senior high school was formulated. preparation of career guidance programs by guidance and counseling teachers has involved the principal. the role of the principal is not only monitoring the performance of the teacher's role in the education process. the involvement of the homeroom teacher and subject teacher has been done. design of conceptual programs for career mentoring based on descriptive analysis quantitatively, it can be used as a basis for formulating the strengths and weaknesses of the factual model of guidance and counseling program in the field of career guidance. the results showed 95% stated that assessment needs had been carried out in a high category. this means that the preparation of career guidance includes (1) the needs assessment activities have been carried out by all guidance and counseling teachers, but the types of instruments used are still very limited. (2) data processing activities, some have used computer aids even though they are very minimal with simple software. but the teacher's guidance and counseling response state there is still weakness in analyzing student data. it means that the weaknesses of the factual model for the preparation of career guidance programs are: (1) the role of the principal is only to monitor teacher performance in the education process, not specifically monitor the teacher's guidance and counseling performance in the preparation of career guidance programs; (2) needs assessment activities, including (a) the instrument is not carried out data and only stored in documents, because the workload is a lot, time is limited. then the instruments used have not been tested for validity and reliability. while doing quality assessment needs must be based on scientific evidence (evidence-based assessment). need assessment will prove more consistent, meaningful, and useful than assessment without going through validation tests. therefore a teacher of guidance and counseling before carrying out data analysis needs to examine the instrument to be used. the instrument validation test should be done through expert validation by involving universities or using statistical analysis. (b) special instruments for career guidance are not yet available; the instruments used are universal for all fields of guidance so that instruments that can be used still have weaknesses. (c) needs assessment is still done manually, so the database has not been created. database benefits can be updated at any time, so information fulfillment and freshness can always be available; (d) needs assessment activities to require a long time, teacher guidance and counseling performance become less efficient. (3) data processing activities, many are still done manually, so the information obtained is very limited, and the information is less "fresh." (4) guidance and counseling teachers acknowledge lack of understanding and experience in conducting need assessment. constraints experienced by guidance and counseling teachers at the time of need assessment: (a) limited time, many task loads and limited time available; (b) the value of subject teachers is not complete, so the data for assessment needs is incomplete; (c) guidance and counseling teachers are inexperienced when they have to carry out need assessment activities. guidance and counseling teachers also admitted difficulties in conducting data analysis, because they did not understand how to analyze open questionnaires, did not yet master the method of processing data, and the limitations of instruments. even guidance and counseling teachers understand the activities of need assessment only as a form of data collection. constraints experienced by guidance and counseling teachers are related to (a) interpretation of data: limited knowledge and experience, and difficulties in interpreting data. even guidance and counseling teachers understand the data interpretation activities only as describing data and interpreting data (b) priority scale determination activities: guidance and counseling teachers have difficulty when determining student needs so that when determining the priority scale there is a mismatch with student needs. meanwhile, the priority scale will be used to formulate goals in providing guidance services. starting from the incompatibility of data used can have an impact on the stages of further programming. (c) formulation activities objective: guidance and counseling teachers lack understanding in formulating guidance goals, they say that goal formulation is based on uca (understanding, comfort, and action), whereas uca is an indicator for evaluating counseling and journal of education, teaching, and learning volume 4 number 1 march 2019. page 174-179 p-issn: 2477-5924 e-issn: 2477-8478 178 development tasks, as well as understanding the material by students. (d) program procedure activities: that the difficulties experienced by the guidance and counseling teacher in preparing the program lie in the need assessment activities, lack of skills in compiling the program, time constraints. guidance and counseling teachers assume that the preparation of the program requires a long time, especially in the need assessment activities, and data interpretation. the aforementioned difficulties have caused the guidance and counseling teachers in compiling the program only to replace the year of manufacture. these conditions form the assumption that the guidance and counseling program does not need to be compiled every year. related to the obstacles experienced by guidance and counseling teachers, it requires the help of a management information system. but the advantages of the guidance and counseling program in the field of career in pontianak 3 state senior high school include (1) the assessment of student needs conducted by the teacher of guidance and counseling, but the types of instruments used are still very limited. (2) data processing activities already exist that are processed using computers, but software is still simple. iv. conclusion based on the explanation above, it can be concluded that: (1) the factual model of the preparation of career guidance programs at pontianak 3 state senior high school, that the principal, homeroom teacher, subject teacher has not been involved in the preparation of the program. the role of the school principal monitors the performance of teacher guidance and counseling priorities in the learning process, does not specifically monitor the performance of teacher guidance and counseling in the preparation of career field programs. student needs assessment activities have been carried out, but data is not processed and stored in document form because the workload is large, time is limited. special instruments for career guidance are not yet available; the instruments used are still common to all fields of guidance. need assessment is still manual, so it takes a long time, teacher guidance and counseling performance becomes less efficient; (2) preparation of conceptual design of career guidance programs assisted by management information systems can involve the principal to monitor the performance of guidance and counseling teachers in preparing programs, subject teachers and homeroom teachers to identify problems with learning difficulties in the classroom. guidance and counseling teachers develop career guidance programs ranging from the need assessment to program procedures and produce career guidance programs. career guidance instrumentation uses the application of management information systems so that the suitability of the program is obtained with the needs of students. although many programs provide guidance and counseling teacher benefits in carrying out career services to students but still need guidance and counseling teacher guidance in (1) the design of career guidance programs assisted by management information systems (sim) can be used to improve their competence in developing guidance programs and counseling and information technology. (2) the provisions of pp number 74 of 2008 that guidance and counseling teachers have a minimum workload of 150 to 250 students, then the sim for guidance and counseling is a solution to these provisions, so as to reduce the complexity of the teacher's guidance and counseling work. (3) collaborating with provincial and district education offices to facilitate: (a) the implementation of mentoring and counseling teacher training in using mis in guidance and counseling so that it can improve the performance of mentor teachers and human resource development as material for consideration of teacher guidance and counseling. (b) preparation of career guidance programs assisted by management information systems supporting the education ministry's policy on internet procurement for each school, so that it is expected to improve the efficiency of the teacher's guidance and counseling work at the school. (c) preparation of a sim assisted career guidance program is expected to be utilized by the education office as a training eye for developing competency in information technology for guidance and counseling teachers in pontianak city and in west kalimantan province. (4) guidance and counseling professionals association as consideration in improving the professionalism of guidance and counseling teachers in using information technology in pedagogical and professional competencies. (5) the field of school curriculum through the development of a guidance and counseling study program curriculum. the curriculum review activities include including one of the materials on information technology in guidance and counseling with the hope that the guidance and counseling study program graduate graduates have the ability to use information technology while on duty at school. the use of management information systems can be integrated into the science of guidance and counseling, through the course of guidance and counseling management and information technology and innovation guidance and counseling. so students graduating from guidance and counseling study program of faculty of teacher training and education in untan are ready to use it especially management information systems when ppl or work as guidance and counseling teachers in schools and outside school settings. references astuti, indri. (2015). model pembelajaran konseling kelompok dengan pendekatan konstruktivisme. teknologi pendidikan program pasca sarjana universitas negeri jakarta berkerjasam dengan ikatan profesi teknologi pendidikan indonesia (iptpi). vol 18.no.1. (1-9) ______. (2016). pandangan siswa sma terhadap perguruan tinggi. penelitian mandiri. fkip untan. pontianak. gustafson, kent l. and branch, robert maribe. (2002). survey of instructional development. new york: eric syracause university. journal of education, teaching, and learning volume 4 number 1 march 2019. page 174-179 p-issn: 2477-5924 e-issn: 2477-8478 179 herr and cremer (1984). carier guidance and counseling through the life span: systematic approaches’ boston little brown co. lesslie briggs. (1998). instructional design. ed. new jersey: techn. publis. m. rusdi. (2018). penelitian desain dan pengembangan kependidikan. rajawali pers. jakarta: pt raja grafindo persada. kartadinata, s. (2013). konselor bermartabat dan konselor otentik. kolegial prodi bk. 10 september 2013. bandung: universitas pendidikan indonesia. prawiradilaga. d.s and uwes anis chaeruman. (2018). teknologi kinerja. prenada media group. jakarta: prenada media group. pribadi, benny. (2014). desain dan pengembangan program pelatihan berbasis kompetensi. jakarta: prenada media group. _____. (2018). konsep esensial teknologi pendidikan. jakarta: aps-tpi dian rakyat. _____. (2017). media dan teknologi dalam pembelajaran. jakarta: prenada media group. sugiyono. (2015). metodologi penelitian pendidikan. bandung: alfabeta. journal of education, teaching and learning volume 2 number 1 march 2017. page 65-70 p-issn: 2477-5924 e-issn: 2477-8478 65 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. synectics model: an offer to develop students’ creativity through science learning tomo djudin tanjungpura university, pontianak, indonesia e-mail: tomo.djudin@yahoo.com abstract. creativity plays an important role in everyday life. the main basis for the emergence of creativity is the use of existing knowledge imaginatively (creatively) to produce a new, unusual, and useful product. interpretation of a problem in a new and different way (restructuring) and incubation is an additional basis for the emergence of creativity. the synectics model is designed based on two main strategies: (1) designing something (problem, idea, product) that has been previously known to be something new; and (2) creating something new becomes more known and meaningful. keywords: creativity; creativity base; brainstorming; synectics model i. introduction in this life, change is a necessity. rapid change in many areas of life results in the complexity of the problem and the uncertainties of the present world situation ascertained (very) different from previous times. naturally, if the education system around the world continues to change to anticipate the changes (science and technology, social, cultural, economic, political) that will occur in the future. education is believed to be a determinant of the progress and prosperity of a nation. changes in the educational system are needed to prepare the human resources of a nation (community) in order to be able to meet requests and unexpected demands in the future. one of the central human resources of all innovation educational endeavor is learners (read: students). to prepare students to anticipate future demands and demands, educational goals in all educational settings are oriented towards improving students' skills in the cognitive domain (if thinking), affective domain (though attitudes/ethics), and psychomotor domain (physical). unesco (un agency that deals with education and culture) has outlined the education pillars that should be built through a policy and innovation efforts of a nation's education: learning to be, learning to live together (mone, 2001). another ability that students need in their daily lives is their creative ability or creativity. gordon (in joyce & weil, 1986) emphasizes that "creativity as a part of our daily work and leisure lives". training students' creativity can make a significant contribution to the flexibility and ability to handle changes in their lives/work. incorporating an increase in student creativity in learning objectives and educational curriculum is important. morten & vanessa (2007), asserts that every subject in the school should emphasize creativity, on an agenda that reflects its own characteristics. beaton (in morten & vanessa, 2007) considers "creativity as 'very important' for success in school science." with practice and the provision of learning conditions, carefully designed will enable students to produce something "new" and work in accordance with the demands or desires. although it is believed to be very important, creativity has not been fully addressed as a major topic in educational research and has not yet been placed in an important position in educational practice (learning) in schools. this is not only happening in the homeland but also abroad (boden, 2001, in morten & vanessa; 2007). there are at least two causes. first, the instructional practices aimed at understanding and mastery of teaching materials conceptually (cognitive domains), both by teachers and students, can still be "questioned". the density of http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 number 1 march 2017. page 65-70 p-issn: 2477-5924 e-issn: 2477-8478 66 teaching materials that teachers must convey according to the demands of the curriculum is another reason. with such barriers and constraints, the development and/or integration of cognitive domains with affective (improved attitudes, ethics) and psychomotor (improvement of motor skills), and the development of student creativity are reasonable. whatever the condition and practice of learning in the class are not expected to "kill" the creativity of students. secondly, what creativity really is and how to design or develop learning that can provide conditions for students' creativity improvement is believed to be largely unknown and understood by teachers. tilaar (1999) reminded that if there is an innovation of education and efforts to improve the quality of education should be done on a micro scale, which is school-based class (touch directly teachers). this is rational considering the teacher is one of the determinants of the quality of education and the high low level of student learning outcomes in school. this paper presents briefly some of the things related to creativity, among others; what creativity really is, the concept of creativity and scientific creativity in science (ipa), teaching for creativity versus creative teaching, and brainstorming and synectics models are offered to enhance students' creative thinking. paradigm creativity and learning model that will be presented further expected later can be developed by the teacher themselves. ii. methodology the method used in this research is literature study. the data used comes from various sources such as reference books, scientific journals derived from research publications conducted by experts, articles, and websites related to the research topic. this method is used to understand more about research topics based on literature that discusses important matters relating to research. iii. discussion creativity in cognitive psychological perspective and the factors that influence it according to some psychologists, creativity is a quality or personal trait (trait). stenberg & lubart (1999, in morten & vanessa, 2007) states that the ability to produce new (novel) and appropriate works. others mention that creativity is not a personal trait (innate), but is a skill or process that produces "creative" products, for example; painting, invention, computer program, or solution becomes a personal matter. creative people, according to gardner (in woolfolk, 1995), someone who regularly solves problems, designs a product or defines a problem in a domain (field) in such a way that it is considered to be a new product. concepts or fields related to creativity, among others; intelligence, gifted, art, literature, engineering and genetics, problem-solving, divergent thinking skills, and creative writing. imanjinatif products, considered new (novel), and original (original) in a particular field is the work of high creativity. referring to some literature related to creativity, morten & vanessa (2007) mentions that there are 4 (four dimensions) creativity, ie creative people, products, processes, and environment. one process that can enhance creativity is brainstorming (matlin, 1994: 368). brainstorming is a process done in a group that is guided by four basic guidelines; namely: (1) evaluation of ideas should be done at the end of group activities; therefore, criticism is avoided; (2) the more "wild" an idea, the better. it is easier to "tame" an idea than to bring it up; (3) the more ideas that come up, the better; and (4) people can combine two or more ideas that others propose. the spirit of brainstorming sessions is considered important and necessary, especially when accompanied by the creation of a friendly atmosphere and in a relaxed (pleasant) frame of mind. it is stated that the effectiveness of brainstorming in enhancing creativity has not been supported by sufficient evidence or research results. woolfolk (1995: 307) asserts that "the basic tenet of brainstorming is, because of the evaluation of often inhibits creativity and problem solving". another factor that influences the increase in creativity is the social environment. a person can be creative both in working together (group) and working alone. however, asking someone to evaluate work (so that an employment or work is judged to be technically incompatible or unrecognized) can potentially reduce creativity. amabile (1990, in matlin, 1994), mentions the social (environmental) factor may decrease or decrease a person's creativity under the following conditions; (1) when someone is watching you are working; (2) when you are offered a reward for being creative; (3) when you are competing for a prize; and (4) when a person blocks or limits your choices to express your creativity. stenberg (1985, in woolfolk, 1995) explains that creativity comes from the use of knowledgeacquisition components in a clear way. the basis for creativity is to have extensive knowledge in a field. another necessary knowledge is the ability to change (restructuring) problems in new (different) ways that will lead to sudden clarity (insight). often, this sudden clarity occurs when a person has tried hard to solve a problem and fails, then he can solve it all of a sudden. a sudden solution is called incubation of an unconscious form of work when one deals with a new (unknown) problem (woolfolk, 1995: 304). yaniv & meyer (1987, in matlin, 1994: 370) explains that incubation will occur when a person is solving a difficult problem and an interval between the time period of intense work and the next working period. journal of education, teaching and learning volume 2 number 1 march 2017. page 65-70 p-issn: 2477-5924 e-issn: 2477-8478 67 according to matlin (1994: 364), creativity is an area of problem-solving, but "problem-solving sounds so routine, whereas creativity sounds inspired". creativity is the creative process of thinking to get "light bulbs above its head". he also asserted that most experts agree that novelty is an important element of creativity. another element that is a requirement of creativity is the achievement of a goal or solution of practical problems (practical), unusual (unusual), and useful (useful). cognitive psychologists propose a diverse definition of creativity. in fact, some of them are disagreeing, arguing, criticizing with a definition or a way of measuring creativity. however, they agree in supporting and appreciating the proposed definitions and instruments of creativity as well as efforts made to enhance creativity (matlin, 1994: 368; morten & vanessa; 2007). there are several tests that experts recommend to measure creativity. guilford (1967) developed the divergent production tests. mednick & mednick (1967) have designed the rote associates tests (rat). amabile (1983) has developed the technique of consensual assesment technique (see matlin, 1994: 365-368). to measure students' creativity in the classroom, teachers can use the rating scale of creativity by jerome sattler, 1992 (see woolfolk, 1995: 307). teaching for creativity (scientific) vs creative teaching as a result of the absence of an "approach" or "definition" generally considered "right", as well as a domain will use different interpretations or concepts of creativity, morten & vanessa (2007) proposes the concept of "scientific creativity ) "in the context of science education. the concept of scientific creativity is expected to tolerate the use of sometimes elusive and diverse concepts of creativity. in addition, according to morten & vanessa (2007), most of the science education literature uses the label "creativity, only as descriptive," because it is not truly investigating creativity. they propose two criteria of scientific creativity. first, scientific creativity must be based on the activities of real scientists. scientific and scientific creativity in schools must take root and reflect the creativity aspect seen from scientific research. second, any scientific creativity approach should develop a framework that fits the needs and abilities of students. in science education, there is a difference between "teaching for creativity" and creative teaching "(naccce, 1999, in morten & vanessa, 2007). the first places creativity as a result of learning, while the second is only a characteristic of teaching. morten & vanessa, 2007) added that creative teaching is an imaginary use by teachers to create more engaging, enjoyable, and effective learning. creative teaching is related to "open-ended, student-oriented, exploratory, and group-based learning strategies, including" hands-on activities in the laboratory or outdoors ". it should be understood, however, that creative teaching is not limited in one particular context (eg laboratory, class, out of class, working in groups, or individually), but on the ways in which teachers manage and organize learning. it is an inquiry and discovery approach that is often referred to and found in many scientific educational literatures regarding creative science teaching (see trowbridge & bybee, 1990; carin & sund, 1995). scientific inquiry is considered in line with the nature of science, as a process and a product. scientific inquiry reflects what a real scientist does in developing a scientific product (concept and principle). the issue is whether inquiry-based science teaching-which is still a slogan of creative science teaching in many developed countries (read: the united states and britain), really offers an arena for the development of students' scientific creativity still debated. anderson (2002, in morten & vanessa, 2007), for example, concludes, in general, research shows that inquiry teaching produces positive results. in contrast, the results of welch's research, et al. (1981) who analyzed the role of mercury in the science of science in the united states from 1960 to 1980 documented a "gap" between "desired state" and "what / real situation". what really happened is still very far from what is expected. strong evidence related to the conflict of effectiveness is allegedly often ignored. in the uk, the study of donnelly et al. (1996) evaluated the science education curriculum from 1980 to 1990 by asking students aged 11-16 to conduct individual investigations (in the science i program), concluded that scientific investigations fundamental ill-understood students (ill-conceived). in a study by bills (1971), which links creativity and inquiry science, involving as many as 306 14-yearold students of grade 14 in quasi-experimental research (experimental groups were trained on "diverging thinking" through open-ended inquiry tasks inquiry tasks), concluded that the training had no effect on the ability to complete the tasks given. there were two explanations of bill related to these findings. the training was not able to develop the creativity and creativity developed in the task of science cannot be transferred to the tasks tested. the results of the study presented in this paper may provide an empirical message or fact that the application of inquiry science-based science strategies in science subjects (ipa) does not guarantee an increase in students' scientific creativity. the excessive belief of a researcher (teacher) on the effectiveness of the application of science inquires (external factors, experimenter biases) to improving students' scientific creativity will, for example, potentially provide unnatural (pretend, irrational/honest) treatment to experimental groups to "prove "what he believes. internal validity of experimental research can also be influenced by instrumentation factors. the designed research journal of education, teaching and learning volume 2 number 1 march 2017. page 65-70 p-issn: 2477-5924 e-issn: 2477-8478 68 instrument should really be able to measure what should be measured (reliable). define operational variable research using observable criteria based on relevant theories also determine the validity of research instruments. synectics model: an offer the synectics teaching model was developed by william gordon (1961). this model is based on 4 (four) thoughts/ideas that contradict the conventional insight on creativity. first, creativity plays an important role in everyday life. this model is designed to improve problem-solving skills, expressing creative ideas, empathy, understanding in social relationships. the meaning of an idea can be enhanced through creative activity. second, the creative process is not a mysterious thing. the creative process can be described and directed to others directly to enhance their creativity. gordon assumes that if individuals understand the fundamentals of the creative process, they can understand that understanding to increase creativity freely in their life and work. creativity can be improved through a conscious analysis that directs it to describe and create training procedures that can be implemented in schools and in other settings. third, creativity discovery is the same for all fields (not only in art) and is characterized by the underlying intellectual process similarities. fourth, invention/discovery (creative thinking) both individually and in groups has in common. individuals and groups generate ideas in a similar way/pattern. creativity is not merely a personal experience, but it can be donated (be shared) with others. the special process of synectics is developed from a number of psychological assumptions. the first assumption is to engage students in the creative process consciously and by developing creative aids, we can enhance individual and group creativity. the second assumption is that the emotional component/element is more important than the intellectual element, the irrational element is more important than the rational departure. irrational circumstances are the best mental environment for exploration, expansion, the emergence of fresh ideas. the third assumption is the emotional element, the irrational element must be understood to increase the likelihood of success in problem-solving (gordon, 1961, in joyce & weil, 1987). thus, the analysis of irrational and emotional processes can help individuals and groups enhance creativity through the use of irrationality constructively. gordon's assumptions are in line with the social factors that influence creativity (see amabile, 1990) and the brainstorming process. irrational aspects can be understood and controlled consciously using metaphors (metaphors) and analogy (analogy). both are synectics objects. through both, the process of creativity becomes a conscious process (conscious process). the metaphor is the process of building a relationship of similarity, the comparison between an object/idea with another object/idea, placing the first object in place of the other object/idea. through this substitution the creative process will emerge, connecting an idea known to the unknown, or creating a new idea from the old (previous) idea. metaphors contain conceptual distances between students and objects or teaching materials. metaphors give signs of original (original) thinking. the following are examples of metaphors: from what has been known to something new (what you think, if your textbook is an old shoe or a stream "), from the new to something already known (" what do you think, if the body you as a transportation system "). the second synectics object is the analogy. there are three forms of analogy that can be used as the basis of the synectics exercise, namely: personal analogy, direct analogy, and compressed conflict. in personal analogy, students are asked to be part of the physical elements of a problem or object (person, plant, animal, or inanimate object). personal analogy emphasizes empathetic engagement. example, "be a car engine. how do you feel?. describe your feelings when you are turned on in the morning; when your battery runs out; when you arrive at a red light (stop sign)! "explain how air pressure like you are in a small room and many people" the direct analogy is a simple comparison of two objects or concepts. the comparison should not be identical in all aspects. the function of the compromise is only to change the conditions of the actual situation of the topic or problem into another situation to bring up new ideas. identification can be against people, plants, animals, or inanimate objects. for example, "concave lenses show what kind of personality", how to achieve success such as peeling onion skin; "what if a polar bear is like a cold yogurt drink"; "what is the state of energy in the system when compared to the body's sprinkling system (excretion); ". conflict compression, in general, describes an object using two opposite words or contradicting one another. conflict compression reflects students' ability to combine two terms of reference against a single object. the wider the distance between the two terms of reference, the greater the mental flexibility. example: "a friendly enemy"; "life-saving destroyer" "soft aggressiveness". here will be presented syntax (steps) learning model synectics as follows. there are two strategies or teaching models based on synectics. the first strategy: creating something new, designed to make something known (problems, ideas, products) into something new or with a creative point of view. journal of education, teaching and learning volume 2 number 1 march 2017. page 65-70 p-issn: 2477-5924 e-issn: 2477-8478 69 ============================== first strategy syntax of synectics model : creating something that is already known becomes something new --------------------------------------------------------------- phase 1 : describe the current conditions the teacher asks the students to describe the situation or topic when they see it now. phase 2 : direct analogy students suggest a direct analogy, choose one and explore (describe) it further. phase 3 : personal analogy the student "becomes" like the student's chosen analogy at phase 2. phase 4 : compression analogy students use their descriptions from phases 2 and 3 and suggest some conflict analogy, and choose one of them. phase 5 : direct analogy the student makes and chooses another direct analogy, based on the analogy of the compression conflict. phase 6 : re-test the original task the teacher asks the student to go back to the task, topic, the original problem by using the last analogy and/or the whole analogy. second strategy: creating something new or an unknown idea into something more meaningful (more familiar). ============================== second strategy syntax of synectics model : creating something new becomes something more known phase 1 : substantive input teachers provide information on new topics. phase 2 : direct analogy students suggest a direct analogy and ask students to describe the analogy. phase 3 : personal analogy the student "becomes" like the student's chosen analogy in phase 2. phase 4 : comparing analogy the student identifies and explains the points of similarity between the selected topic and the direct analogy. phase 5 : explain the differences students explain why the analogy they made does not match the chosen (new) topic. phase 6 : creating an analogy students present their own analogy and explore (search for) similarities and differences. ====================================== to get a clearer picture, it is helpful for teachers interested in applying synectics model syntax to read examples of learning scenarios presented in models of teaching (joyce & weil, 1987: 159 163). there are two effects that are expected from the application of the synectics model, namely the effect of learning (direct) and co-effect. in terms of learning effect (instructional), this model is expected to improve the general creative ability and creative ability of the teaching material domain. meanwhile, the effect of the attachment is the increase of learning result of a teaching material and cohesion togetherness and increase productivity. iv. conclusions in fact, no single method, model, approach to teaching, any other term, is considered "the best and most suitable" for all the conditions (context) and teaching materials. the implication is, it needs pedagogical consideration in selecting and applying a teaching model. for example, regarding the characteristics and content of teaching materials, time allocation, objectives, availability of facilities and infrastructure, student characteristics, and desired effects. in this context, the modification of a teaching model, perhaps very, is needed for its application to be more effective and efficient. the courage to try to apply a learning model will provide a meaningful "personal experience." experience and willingness or spirit to improve ourselves continuously this is what became, one of, factors that influence the improvement of the quality of a teacher. references carin & sund. 1995. teaching modern science. new jersey: merril prentice hall joyce, b. & weil, m. 1987. models of teaching (3 rd edition). new jersey: printice-hall, inc. depdiknas. 2001. dengan buku jelajahi dunia. buletin pusat perbukuan. matlin, m.w. 1994. cognition. (3 rd edition). florida: harcourt brace publishers. morten, p. & vanessa, k. 2007. creativity in science education: perspectives and challenges for developing school science. (http://www.redorbit.com/news/science/91532 0/ creativity_in_science education_ perspectives_and_challenges_for_developing school/index.html). tilaar,h.a.r. 1999. beberapa agenda reformasi pendidikan nasional dalam perspektif abad 21. magelang: tera indonesia. http://www/ journal of education, teaching and learning volume 2 number 1 march 2017. page 65-70 p-issn: 2477-5924 e-issn: 2477-8478 70 trowbridge, l.w & bybee, r.w. 1990. becoming a secondary school science teacher (5 th edition). columbus, usa: merril publishing company. woolfolk, a.e. 1995. educational psychology (6 rd edition). boston: allyn and bacon. journal of education, teaching and learning volume 3 number 2 september 2018. page 233-236 p-issn: 2477-5924 e-issn: 2477-8478 233 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the improvement of students’ ability to write exposition text through learning cycle model roy efendi1), emzir2), c3) 1),2),3)universitas negeri jakarta e-mail: royefendi@ymail.com abstract. this research aims at improving students’ ability to write exposition text through learning cycle model to the third-semester students of indonesian language study program, faculty of teacher training and educational sciences, pakuan university. the method used for this research is action research with qualitative and quantitative approach. qualitative data are taken from data analysis and analysis of learning process from three cycles. meanwhile, quantitative data are taken from the comparison of students' score from the first to the third cycle. the implementation of learning cycle that consists of engagement, exploration, explanation elaboration and evaluation in writing exposition activity done in every cycle successfully improves students’ ability to write exposition text. it is shown on the average score which increases from 52.38 to 80.13. this improvement comes along the improvement of students’ activity in expressing their ideas throughout learning cycle. as a result, learning cycle can improve students’ ability to write exposition text. keywords: cycle learning model, writing ability, exposition text i. introduction as one of language skills, writing needs critical thinking stated in written language. expressing idea, thought, knowledge, and experience are considered as productive skill. writing activity is affected by another productive skill, such as speaking, reading, and listening as well as vocabulary comprehension, diction, effective sentence, paragraph, and spelling. reading and writing plays a very important role in human life.. various information about science, technology, art and culture can be obtained by reading and writing (sarimanah, 2016) through writing, someone can deliver and express his or her idea, though, or feeling. to be able to do so, language is necessarily needed. by learning a language, someone will be able to use the language itself well and will show his or her competency to use the language based on many different contexts. from various types of writing, exposition is one of the language texts that should be mastered by university students. students who are capable of writing exposition text will find it easier to argue to deliver their thoughts based on logical reasons and data. in another side, we know that teacher professionalism can be seen on teacher’s creativity in organizing the learning materials and learning model (sarimanah, 2017). learning model development is a best way in identifying, developing, and evaluating a set of materials and strategy led to good achievement in education special for writing in language lessons. ((sarimamah, 2018) however, the result of pre-observation shows the students’ ability to write exposition text is still poor. they find it difficult to write exposition text. this can be seen from five reasons. first, students tend to deliver incomplete information because they cannot organize their ideas. second, 15% of the students do not comprehend its text structure. third, 11% of the students do not use indonesian grammar, including effective sentence, coherence, and paragraph unity correctly. it is found that paragraphs written by the students are not coherent. in addition, they do not write clear supporting sentences to explain the topic sentence and they do not write sentence effectively. fourth, as many as 7% of the students have difficulty of diction and vocabulary. they still make mistakes in using affix and word form (the use of di as a prefix or di as a preposition). furthermore, students have problem to choose the appropriate words (diction). some students think words which have similar form can be used for any contexts. fifth, mechanic mistakes are done by 4% of the students. it includes mistakes in using capital letters, punctuations, and formal words. according to those five findings, it can be http://creativecommons.org/licenses/by-nc/4.0/ mailto:royefendi@ymail.com journal of education, teaching and learning volume 3 number 2 september 2018. page 233-236 p-issn: 2477-5924 e-issn: 2477-8478 234 concluded that students’ ability to write exposition is still low. therefore, every aspect of writing exposition should be noticed carefully. a good piece of writing contains contextual vocabularies, proper grammar usage, coherent paragraph, suitable cohesive devices, critical ideas on particular matters, and systematic way of thinking. these are needed in writing exposition in order that students are getting use to think critically and systematically. based on the data mentioned previously, the writer proposes learning cycle model as an alternative in writing exposition learning. this model can be a solution to make students interested and enthusiastic to state their ideas by considering mental process stages in expressing the exposition text structure. ii. methodology action research is used as the research methodology. it is a possible way to find out the real problems in learning and how to overcome the problems. a classroom is the laboratory used for the writer to conduct the research. the writer chooses a research design from kemmis and mc.taggart which consists of (1) planning; (2) acting; (3) observing; and (4) reflecting. the writer is assisted by a collaborator to observe the learning process in the classroom. the collaborator’s findings can be a reference to make betterment for the next meeting in the class. research design applied in the learning process to improve students’ ability to write exposition through leaning cycle is as follow: 1. this research is started by doing pre-observation to get information about students’ ability to write exposition before they are given treatment. this was done through distributing questionnaire about writing exposition; 2. after doing the pre-observation, the writer identifies students’ problems related to writing exposition to plan series of actions to improve students’ ability to write exposition through learning cycle model. 3. action and observation are done at the same time. the observation focuses on the implementation of learning cycle model to improve students’ ability to write exposition; 4. reflection is a reviewing activity to evaluate the learning. by doing this, it is expected to find out the effectiveness of the learning cycle model on students’ ability to write exposition. the information gotten from the reflection activity that considers some matters from the participants can be used as the materials for planning the next action in order to be optimum. the implementation of learning cycle model can make the learning process in the classroom interesting. this research was conducted for two cycles with two actions for each. iii. results and discussion action research conducted through planning the lesson, observing, and reflecting in the learning of writing exposition by using learning cycle model shows that preparation made by the teacher changed in terms of the use of topics in writing exposition. there were two cycles total for doing the action research. the result points out that the class activity which consists of engagement, exploration, explanation, elaboration, and evaluation lead students to be more active, creative, and critical. this can be seen from the observers’ notes: (1) students are enthusiastic in writing exposition; (2) students enjoy every activity in the class; (3) students’ interest arouse because of the game, video watching, and problems tracing in writing; (4) students become loyal, trust each other, cooperate well, and share knowledge to one another; (5) students are excited to help each other to get ideas, material, and data to support their work in writing exposition, (6) students are eager to exchange their ideas when they do drafting; (7) students can state their opinions about their friends’ ideas; (8) students are more careful to write the text based on its content, structure, vocabulary choice, sentence, and mechanic in order to construct a good exposition text. as a result, students are capable of outlining the text structure on the next stage elaboration. besides getting information from the observation, the data of students’ improvement in writing exposition is obtained from the result of evaluation test. it is shown in the following graphic: graphic 1: the comparison of average score between cycle 1 and cycle 2 in writing exposition based on the data above, there is an improvement of students’ score in writing exposition after they are given treatment in cycle 1 and cycle 2. the average score is increasing from 52.38 before they are given treatment to 72.87 in the first cycle and 80.13 in the second cycle. the students’ improvement can be analyzed from students’ responses development on each action and cycle. by implementing learning cycle model, students’ responses in writing exposition show enthusiasm, effectiveness, fun, and significance. all stages on learning cycle model were done properly started from engaging, exploring, explaining, elaborating, and evaluating. those journal of education, teaching and learning volume 3 number 2 september 2018. page 233-236 p-issn: 2477-5924 e-issn: 2477-8478 235 stages result in the students’ improvement in writing exposition text. students’ improvement can be analyzed from five aspects. these five aspects affect students’ ability of writing exposition, they are: a. content, students develop a topic into clear sentences with specific controlling ideas that make them substantial for describing the topic, thesis statement is written in complete sentences and relevant with the topic, score 13 – 30. b. text structure, students write the text systematically based on its structure (thesis statement, argumentation, reinforcement of the opinions stated), students use transitions that make a good flow, score 7 – 20. c. vocabulary, students use specific words and effective phrases based on the contexts and master word form, score 7 – 20. d. sentence, students use compound and complex sentences effectively, less grammar mistakes (articles, prepositions, pronouns, and function words), score 7 – 20. e. mechanic, students make less mistakes of capitalization, punctuation, and spelling, score 1 – 10. table 1. steps of teaching writing exposition through learning cycle model no steps teachers’ (researcher) activity students’ activities 1. e n g a g e m e n t arousing students’ interest and curiosity on basic concept of exposition text and how to write a good exposition text. developing interest and curiosity on basic concept of exposition text and writing exposition text. asking questions about the process of writing exposition text students used to do. responding the questions about how students used to write exposition text. relating the topic or problems on students’ experiences. encouraging students to recall their daily experiences related to the concept of exposition text. recalling students’ daily experiences related to writing exposition text. 2. e x p lo ra ti o n making questions related to writing exposition, asking students to work in small groups of two to four persons, giving them opportunities to discuss a topic. answering questions and working in groups (discussing a topic in groups) facilitating students by giving them topics and issues to develop into an exposition text and monitoring their discussion. discussing in groups to get as much as information to support them in writing exposition. observing students do the exposition writing process and writing the text. outlining and writing exposition text based on the topic given. no steps teachers’ (researcher) activity students’ activities encouraging students to explain the concept they make by using their own words. finding alternative to solve problems and taking notes about a good writing text. 3. e x p la n a ti o n encouraging students to explain what they understand based on their findings in their group discussions. explaining a text students make in groups. asking for evidence and clarification on students’ explanation. using notes and observation data to explain. paying attention critically on students’ explanation related to writing exposition text. showing students’ understanding on the concept of their writing. 4. e la b o ra ti o n guiding students to be able to relate the text they write with reality. relating facts and data from the text they write with reality. encouraging and facilitating students to write exposition based on the outline they make. asking, proposing problem solving, making decision, experimenting, and observing the topic they develop into an exposition text. 5. e v a lu a ti o n evaluating students’ understanding on the concept of the text they write and the text they write. doing evaluation given by the teacher to assess students’ understanding on the concept of the text they write and the text they write. encouraging students to know their strength and weakness of exposition text during the learning activity. analyzing students’ own strength and weakness about writing exposition text. iv. conclusion according to the action research conducted to improve students’ ability to write exposition text using learning cycle model, it can be drawn some conclusions as follows: learning cycle model can improve students’ ability to write exposition text which consists of thesis statement, argumentation, and conclusion. the stages are effectively done by the students so that they are able to understand better about the text and understand basic concept of exposition text (definition, purpose and functions, text structure, writing rules, and outline) learning cycle model gives lots of benefit in writing exposition including making students enthusiastic to state their opinions and to express ideas, knowledge, and experience. media used during the learning are effective to help students exploring data (topic, structure, and aspect) and make students’ writing get better. this learning model also helps students to be able to think critically when they have to state recent issues and their life experience. journal of education, teaching and learning volume 3 number 2 september 2018. page 233-236 p-issn: 2477-5924 e-issn: 2477-8478 236 references akhadiah, sabarti, maidar g. arsjad, dan sakura h. ridwan. pembinaan kemampuan menulis. jakarta: erlangga, 1991. emzir. metodologi penelitian pendidikan. jakarta: pt raja grafindo persada, 2012. fajaroh, fauziatul dan wayan dasna. pembelajaran dengan model siklus belajar (learning cycle), (online), https://lubisgapura.wordpress.com, (diakses 6 desember 2015) gall, meredith d., joyce p. gall, dan walter r. borg, educational research an introduction. united states of amerikca: omegatype typography, 2003. hopkins, david.teacher’s guide classroom research. buchinghamphiladelpia: open university press, 2002. indonesia, kementerian pendidikan dan kebudayaan republik. buku guru bahasa indonesia ekspresi diri dan akademik. jakarta: kementrian pendidikan dan kebudayaan, 2013. tompkins, gail e.teaching writing balancing process and produc. united states of amerika: macmilllan publishing company, 1990. walbert, david. the learning cycle, (online), https://www.learnnc.org/lp/pages/663 , diakses 6 desember 2015. sarimanah, e. (2016). efeectivenes of pq4r metacognitive strategy based reading learning models in junior high school. ijlecrinternational journal of language education and culture review, 2(1), 74-81. sarimanah, e. (2018). developing eries learning model to improve students-teacher basic teaching skills through the implementation of lesson study. international journal of multi discipline science (ij-mds), 1(1), 29-35. sarimanah, e. (2017). improving lecturers’paedagogic competence through the implementation of lesson study in faculty of teacher training and education of pakuan university, indonesia. jetl (journal of education, teaching and learning), 1(2), 5155. https://lubisgapura.wordpress.com/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 314-320 p-issn: 2477-5924 e-issn: 2477-8478 314 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. student management: a philosophy of contemporary islamic education sadam fajar shodiq department of islamic education, faculty of islamic studies, universitas muhammadiyah yogyakarta, indonesia e-mail: sadamfajarshodiq@fai.umy.ac.id abstract. the learning process in contemporary islamic education is more emphasized on aspects of activities undertaken by students. education aims to explore and develop the potential of students. lately, there are symptoms of delinquency that lead to criminal acts that the perpetrators are students in high school. the data released by the yogyakarta police stated that during the year 2016 there have been fights between students as many as 43 cases, even until there are victims who died. the incident is very contrary to the slogan of yogyakarta as a student city. this study aims to analyze how the management of students at sma muhammadiyah 6 in yogyakarta in dealing with various problems of students today. the qualitative approach and descriptive analysis are used to test the data of interviews, observations, and documentation. the results of this study indicate that various strategies are needed in coaching students, so the educational process will be more optimal in exploring and developing students' potential. sma muhammadiyah 6 yogyakarta does not carry out the discipline of students that have been made and does not deal with violations committed by students. student management does not run according to the rules that have been made, this is because the sma muhammadiyah 6 yogyakarta lacks students. the conclusion of this study shows that the management of students at the sma muhammadiyah 6 yogyakarta is currently less than optimal and there are still minimal programs that can optimize student potential. keywords: student management; islamic education; philosophy i. introduction the learning process in contemporary islamic education has put forward the aspect of students‟ activities as a priority. education aims to delve and develop students‟ potentials. lately, the sign of delinquency which leads to criminal acts committed by high school students has emerged. according to the data from diy local police, there were 43 cases of school fights throughout 2016, in which one of them resulted in death. such occurrences are opposing yogyakarta‟s slogan as the “city of students”. this research aims to analyze student management at sma muhammadiyah in yogyakarta in dealing with a variety of current students' problems. sma muhammadiyah do not particularly implement the constituted rulings, and there are no strict punishments towards violations committed by the students. the student management does not function following the school rules, which happened because the sma muhammadiyah on average are in shortage of students. sma muhammadiyah 6 yogyakarta students have heterogeneous backgrounds. some students are transfer students from other schools, the majority of students are moving because of problems in the previous school. besides, the background of some of the sma muhammadiyah 6 yogyakarta students was from a broken home family. therefore the problems arising from student behavior are very complex, then proper student management is needed. the teacher plays an important role in planning, organizing, leading, and controlling the classroom. the teacher fosters and guides students according to various social, economic, cultural backgrounds and individual traits, helps students learn and work according to their potential and abilities shodiq & syamsudin, (2019). the teacher becomes the main character in managing students. student management is included as one of the education management substances. student management is placed in the strategic position, because the student service center, both within the educational institution and outside the educational institution, is aimed at the students (wilkinson & brooks, 2018). all academic activities, whether related to academic management, supporting academic services, human resources, financial resources, infrastructure, or school‟s relations to the society, are strived for the students http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 314-320 p-issn: 2477-5924 e-issn: 2477-8478 315 to receive reliable educational services. based on this consideration, the student management should be provided for the headmaster or future headmaster through education and training. student management is a regulation aimed at students at the school since they were first enrolled until their graduation, even after becoming alumni (troisi, 2015). the study fields of the student management involve arrangements of students‟ activities since first enrollment until graduation (akinloye, adu, & ojo, 2017), both of them directly or indirectly: to the academic staff, educational sources, and infrastructure. therefore, student management involves the following matters. included in the student planning are school census, school size, class size, and effective class (de nobile, el baba, & london, 2016). student admission comprises of the wisdom of student admission, the system of student admission, criteria of student admission, the procedure of student admission, resolution of student admission problems. the new student‟s orientation is consisting of the rulings of the first days of students at the school, student‟s orientation week, approaches used in the student‟s orientation, and the student‟s orientation techniques. arranging attendance and absence of students at the school. included inside are: students who skip classes, come late, and leave school before it is due. managing the grouping of students both based on equal function and different functions. arranging the student‟s evaluation, whether in improving the learning process, supervision, and counseling or in the student‟s promotion interest. arranging the rate increase of students. organizing mutated and dropped out students. constituting code of ethics, trials, and improvement of student‟s discipline. arranging student services including academic counseling and administrative service. student supervision and counseling regulate the student‟s organization, including inter-students organization and alumni organization. this research aims to find out the student management, problems of student management, and solutions regarding the student management problems in sma muhammadiyah in yogyakarta. ii. methodology this research was qualitative-descriptive research through a case study by bringing up an in-depth issue of a case from field research. the subjects in this study were all students and teachers of sma muhammadiyah 6 yogyakarta. the data collection was conducted through observation, interviews, and documentation. the activities in qualitative data analysis were carried out interactively and take place continuously until it is complete so that the data is saturated. the size of data saturation was characterized by no longer obtaining new data or information. activities in the analysis include data reduction, data display, conclusion, and verification. iii. results and discussion a. results 1) planning for new students in the planning activities of new students in sma muhammadiyah 6 yogyakarta include (1) analysis of student needs; (2) acceptance of new students; (3) selection of new students; (4) orientation of new students; (5) student placement; and (6) students' recording and reporting. 2) coaching and development of students from the student program that has been prepared by the school, some work programs are not following the student field such as alumni tracking and promotion. this should be a work program in the field of public relations that has direct relations with the community and alumni. the student field must focus more on students in the work programs that are carried out, such as competition activities, improvement of discipline, student character planting, and so on. this will have an impact on students, there is no work program related to students and can accommodate all the interests and talents of students. so the school cannot control the character of students. besides, the student activities arranged did not experience improvement. besides, in the preparation of school work programs do not make a work program matrix that contains the name of the work program and the time of the program implementation. this is because the implementation of the work program has been recorded in the school education calendar, so it does not require matriculation. however, in the preparation of programs, it is necessary to have a work program matrix because it aims to monitor work programs. when will the work program be prepared and implemented? with the guidance of the work program matriculation, the vice-principal of the student field can check the time of the work program implementation, and also all tutors can find out the work program implementation by looking at the existing matriculation. the development and development of students at the sma muhammadiyah 6 yogyakarta are carried out in the learning process and extracurricular activities. this is as explained by shodiq et al., (2019) that educational institutions (schools) in the development and development of students usually carry out activities called curricular activities and extracurricular activities. b. discussion 1) student management: unravel the common thread of educational problems sociologically, students possess similarities. such similarities can be perceived from the reality that they all are human beings, thus having identical elements of humanity. the fact shows that there is no human more humane than the others, and there is no human-less humane than the others. these similarities impacted in equal rights. amongst the rights, there is an important right to acquire qualified educational services. journal of education, teaching, and learning volume 4 number 2 september 2019. page 314-320 p-issn: 2477-5924 e-issn: 2477-8478 316 equal rights then conceive equal educational services through schooling. in this system, services given are accentuated to the similarities possessed by the students (missingham & matthews, 2014). education through schooling, in reality, is mass-oriented rather than the individual. the limitations in the schooling system allow more portions of similarity-based services than differencebased services. however, these similarity-based services were then criticized. the critics were heavily related to the psychological views of humans (missingham & matthews, 2014). although humans are believed to have similarities, this could be proven different if scrutinized further. this view then displayed reassuring evidence, that there are no two or more kids who are similar. for instance, a pair of twins who could look unfailingly identical is different. because of this difference, they need different educational services as well. similarity-based services applied through the schooling system was then being questioned, and as the responses, different services were then inserted into the schooling system (brodie & bennett, 1979). there are two demands, which are accentuation in the similarityand difference-based services. the accentuation conceived an idea highlighting the importance of student management. student management is an activity aiming to organize the aforementioned two demands to be fulfilled at school. any services accentuated in the similarity or difference of the students, both are directed to optimize the development of students following their capabilities. as a result of differences in students‟ natural gifts, there will be slow-developing students and high-developing students (yeager, 1994). healthy competition will be possible if there are efforts and managerial activity, which are student management. likewise, the troubled students as the result of competition can also be well-handled if the student management runs well. in attempting to obtain self-development, many necessities often pulling each other when deciding which are the priorities. on one side, the students want to succeed in their academic achievement. on the other hand, they want to succeed in social life (terry, 1960). moreover, in pursuing both, they want to acquire welfare. the right choices over these three interesting aspects are not seldom triggering problems for students. therefore, particular services with good management are needed. student management attempts to fulfill such a necessity. 2) student management: efforts to optimize student potential in essence, a school has a function as: (1) a place of formal education within a certain time according to the type, level, and nature of the school, (2) a place of education and teaching according to applied curriculum, (3) a place of inter-students organization (osis), (4) a place of students‟ supervision and counseling at school (firmanto, 2017). the problems that arise in sma muhammadiyah 6 yogyakarta are varied, among others are related to the enrollment of students in which admissions are the process of data collection and services to new students entering school after they meet the requirements set by the school. in this activity, the principal needs to establish a committee for admission. in this case, the principal can use the new student enrollment guidelines issued by the directorate general of primary and secondary education. the following activities after the admission of new students are data collection. this data is necessary to implement the supervision and counseling program if students encounter difficulties in learning, to consider student achievement, to advise the parents about student achievement, moving school, and so forth. several other activities must be done in the new student enrollment including the determination of school capacity, the determination of the requirements for prospective students to be accepted in the school and the establishment of a new admission committee. for this first problem, each year a new admission committee is established. the committee is assigned the task to manage and organize all admission activities. school leaders should be able to provide clear guidance to the committee so that the admission of new students can run smoothly. the new students' acceptance is one of the first school activities which is usually done by selecting the students. the management of the admissions should be done in such a way so that teaching-learning activities can be started on the first day of every new school year. in the admission of new students, the most fundamental problem is the lack of reliable strategies for obtaining a big number of students, this is due to the lack of training of marketing conducted by the schools. besides, schools have a great responsibility to develop the students' learning progress. this learning progress should be periodically reported to the parents. this is the responsibility of the school leader. therefore, the leader has to know the progress of the students at the school as well as the background of the problem they may have. the report of learning progress should not be regarded only as a routine activity, but it should have the intention to encourage parents to participate actively in fostering their children‟s learning process. then, the evaluation for students should be also conducted to know the development of the students, to know the method of teaching, and to seek a solution for the students‟ improvement. the problem which is also closely related to the progress of this study is the issue of student supervision. the school responsibility is not only giving knowledge and skills but also educating children to be fully human. therefore, the school's responsibility is not only providing knowledge sharing but also guiding the students toward maturity. in this context, the task of the school leaders is to organize the counseling as well as supervision activities at schools. with this supervisory activity the students will be helped to recognize themselves; their strengths and weaknesses. children will be helped to be able to overcome the problems that can interfere with the learning activities. it is expected that the children will be able to grow healthy both physically and spiritually and can realize their maximum potentials. journal of education, teaching, and learning volume 4 number 2 september 2019. page 314-320 p-issn: 2477-5924 e-issn: 2477-8478 317 student supervision is a service for the students both inside and outside the class. giving supervision to the students can be done by creating conditions that make students aware of their tasks. in this case, the steps taken by a principal include providing orientation to the new students, organizing and recording the attendance of the students, recording the achievements and activities achieved and performed by students, and advising the students‟ discipline as learners at school. the problems mentioned above must be immediately solved so that the quality of the education result can be maximized. the term student management is a combination of the word management, student, and school-based. management itself is variedly interpreted based on the experts‟ points of view. etymologically, management derives from the word „manage‟ or magiare which means training horses to step their foot. the definition of management is that there are activities involving mind and action (knezevich, 1961). terry defines management as the accomplishing of the predetermined objective through the effort of other people (terry, 1960). meanwhile, siagian defines management as an ability or skill to achieve a particular result to reach a goal (mulyasa, 2003). from those perspectives, it is clear that management is an activity conducted together by two or more people based on particular rules to obtain a particular goal. due to those particular rules, there will be a manager and those who are managed by those people. the manager, during the working process, will not directly work using their own hands but other people‟s. on the other hand, those who are managed will directly work using their hands. during the working process, both the manager and the managed can optimally utilize the provided facilities and infrastructures. the learners have several names such as students, learning subjects, protégés, pupils, and so forth. those different names within this book refer to the same meaning and subject. whatever the term is, students are those who are educated at schools or certain educational institutions. thus, what is student management? knezevich defines student management or pupil personnel administration as a service focused on regulation, supervision, and student services both inside and outside the classroom, such as introduction, registration, individual services in improving skills, interests, and needs until they are considered mature at school (knezevich, 1961). student management can also be defined as the students‟ regulation since their enrolment until graduation. what it directly regulates is the rules concerning the indirect aspects of the students. this regulation concerning other aspects is supposed to give the best services towards the students. student management is also defined as a whole process that is arranged and intentionally performed, as well as continuous guiding, towards all the students (within an educational institution) so that they can effectively and efficiently follow the teaching-learning process, since their enrolment until graduation (gunawan, 1996). further, student management is management that emphasizes on four school-based management pillars, namely quality, independence, society participation, and transparency. therefore, all student management activities should be accentuated on those four pillars. 3) student management: purposes and functions student management aims to regulate various activities regarding students so that the teaching-learning process can be performed smoothly and orderly, as well as to achieve educational purposes. to achieve the purposes, student management should include four activities: first, student enrolment; second, learning improvement; third, coaching and guiding; and fourth, disciplinary guiding and monitoring (mayfield & mayfield, 2017). specific purposes of student management are stated below: a. improving student‟s knowledge, skills, and psychomotor. b. conducting and improving a student‟s general knowledge, potentials, and interests. c. channelizing student‟s aspirations and hopes and fulfilling student‟s needs. d. it is hoped, by reaching previous purposes, the students can achieve happiness and welfare in their next stage of life, and is hoped to learn optimally to achieve their dreams and goals. in general, student management is functioned as students‟ tool to optimally improve themselves in several aspects, like an individual, social, aspiration, necessity, and other potentials (grissom & loeb, 2011). on the other hands, the specific functions of student management are formulated as below: a. functions regarding students‟ individuality; the students are expected to improve their potentials without too much hindrance. those innate potentials include general knowledge, potentials and talents, and other skills. b. functions regarding students‟ social improvement; the students are expected to be able to socialize with their peers, parents and families, and their social environment at school and society. this function is related to the nature of humans where students are also social beings. c. functions regarding students‟ aspirations and hopes channelization; it is expected that the students can channelize their hobbies and interest. they are needed to be well-channelized to support overall students‟ selfimprovement. d. functions regarding students‟ needs and welfare fulfillment; the students are hoped to reach their welfare in the future. this is quite important for the students since they will also think about others‟ wellbeing. 4) student management principles: a step forward in developing character the principle is something that should be followed in performing duties. if that something is no longer followed, then it is no longer called principle. in student management, the principles mean that, in managing the students, the rules should be followed and grasped. the principles of student management are: journal of education, teaching, and learning volume 4 number 2 september 2019. page 314-320 p-issn: 2477-5924 e-issn: 2477-8478 318 a. student management is considered as whole school management (goetsch & davis, 2016). therefore, it should share the same and or support overall management purposes. sectoral ambitions of student management should be placed within the school management framework. they cannot be placed outside the school system. b. all student management activities should take on an educational mission to teach and educate the students. any forms of activity, be it light or heavy, liked or disliked, should still be focused on educating the students. c. student management activities are used to unite students who come from different backgrounds and have many differences (sunindijo, 2016). the activities should lead those differences as something that unites them, not triggering the conflicts so that they can understand and respect each other better. d. student management should be seen as regulation and supervision towards the students. hence, there should be eagerness of the guide, in which the students themselves. supervision is impossible to be well-performed if the students are reluctant to follow the process (galanis et al., 2016). e. student management activities should encourage students‟ independence. the principle of students‟ independence will be useful, not only when they are at school but also when they directly join the society (salandin, 2014). in other words, students‟ dependency should be gradually reduced by conducting several activities that support independence. f. what is given to the students and is always attempted in the management should be functional towards students‟ life, whether in their school life or the future? 5) student management approach: managing student potential there are two approaches used in student management (yeager, 1994). the first is the quantitative approach. this approach focuses more on the administrative and bureaucratic aspects of educational institutions. in this approach, students are expected to meet the demands and expectations of educational institutions. this approach assumes that students will be mature and achieve their goals when they can obey the regulations, tasks, and expectations demanded by their institution. in operational management, the implementation of this approach can be: requiring absolute attendance for learners at school, tightening the presences, requiring high discipline, and asking for completing the tasks assigned to students. such an approach is indeed accentuated on the effort to improve the learners‟ capability. the second is the qualitative approach. this approach concerns more about the welfare of the students. if the quantitative approach is directed to the students‟ potential, then this qualitative approach is directed to the students‟ happiness. the assumption of this approach is, if students are happy and prosperous, then they can learn well and happily. besides, they can also develop themselves in educational institutions such as schools. this approach also emphasizes the need to provide a conducive and enjoyable learning environment for optimal self-development. between the two approaches, there is certainly the middle way, that is the coherent approach. in such a coherent approach, students are required to meet the bureaucratic and administrative demands of the school, but at the same time, the school should offer incentives that can provide the students‟ needs and welfare. in other words, students are required by the institution to complete heavy tasks, but they should be also provided a conducive atmosphere to complete them. those provision of prosperity, conducive climate, and reliable services are to discipline the students in completing the tasks given to them. 6) solution for the problems of student management according to the problems mentioned above, the researcher tried to provide solutions, among others: 1. the school should improve the new admission system which is started by training the teachers appointed as new admissions committees. the training can be about how to influence new students to be interested in studying at sma muhammadiyah 6 yogyakarta. 2. the implementation of student management can improve learning achievement if the student activities are selfdirected as a student organization. the purpose of establishing the organizations are: (1). to provide skills, leadership, creativity, patriotism and noble personality, (2). to involve the students in the living process in a nation and state, and (3). to foster the students in the organization to develop leadership (suprapto, 2017). 3. schools should make more effective activities to support the development of students' potentials as well as to accommodate the aspirations of students relating to the learning process. 4. supervision of the students should be done continuously started by the principals and the teachers. 5. student supervision is done by providing some activities of habituation, extracurricular activities, and incidental activities. these activities are some of the selfdevelopment activities (hufron & imron, 2016). 6. using a web system for student supervision. the webbased system that uses the internet media is intended to facilitate students to complain and facilitate the class teacher, principals and teachers in handling the student complaints effectively (leonard-barton & deschamps, 1988). 7. educate the students to be more disciplined, since basically the purpose of disciplining the students is to train them to control and direct themselves in their environment, therefore they will have a sense of responsibility and maturity for their happiness in the future life (nurmadiah, 2014). journal of education, teaching, and learning volume 4 number 2 september 2019. page 314-320 p-issn: 2477-5924 e-issn: 2477-8478 319 iv. conclusion after conducting observations, and problematic analysis in sma muhammadiyah 6 yogyakarta, it can be concluded that the problems related to student management are widely varied from student admission to student supervision. the problem should immediately have effective solutions so that the goal of education to make students a fully human will be achieved immediately. considering the problems mentioned above, the researcher tries to provide solutions such as: (1) the school should improve the quality of new students admission system starting from giving training to the teachers appointed as new admissions committee on how to influence new students to be interested in studying in sma muhammadiyah 6 yogyakarta; (2) the implementation of student management can improve learning achievement if student activity is self-directed and self-managed by establishing student organization; (3) supervision of students should be done 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(1994). administration and the pupil. new york: harper and brothers. https://doi.org/10.1080/00220620.2017.1401985 journal of education, teaching and learning volume 3 number 2 september 2018. page 282-287 p-issn: 2477-5924 e-issn: 2477-8478 282 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the role of school committee in supporting the fulfillment of education facilities and infrastructure herwan1), aswandi 2), m.chiar3) 1)universitas tanjungpura, pontianak, indonesia e-mail: herwanap2016@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: aswandiwk@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. this study aims to determine the role of school committees in supporting the fulfillment of educational infrastructure facilities at state vocational high school 1 teluk keramat (smkn 1 teluk keramat) by identifying and describing the role and involvement and form of support provided and the factors that influence it. this research uses qualitative descriptive approach. the results of the research that has been done are 1) school committee smkn 1 teluk keramat has performed its role as an advisory agency, as a supporter agency, as a controlling agency, and as mediator agency; 2) supporting factors for the school committee include a) good collaboration of schools; b) authority granted by the school to the school committee in carrying out its duties; c) compulsory responsibility of completing the compulsory education of 12 years of learners; d) to carry out the mandate of the law on national education system number 20 of 2003 and permendikbud number 75 concerning school committees; 3) inhibiting factors for school committees are a) lack of coordination between schools and school committees; b) be more concerned with personal matters than school committee duties; c) lack of awards earned as school committees; d) ineffective committee managers due to the distance from schools; 4) not all school committee members are actively involved. keywords: school committee; facilities; infrastructure; vocational high school i. introduction an important aspect in the implementation of education and should be the main concern by the education unit is educational facilities or educational facilities and infrastructure. the process of education in schools requires adequate educational facilities and infrastructure either directly or indirectly used in teaching and learning activities and meet minimum standards as regulated in permendiknas number 24 year 2007. educational facilities are all forms of intermediaries or anything like classrooms, learning media, tools, materials and others that are used directly and can support and support the process of education in schools. (according to depdiknas, 2008; kasan, 2000). while the infrastructure is any form of something that works indirectly in supporting the teaching and learning process because it includes land, yard, school building, road to school, sports field, water, telephone, and furniture. (according to barnawi, 2012; hamalik, 1980 and mulyasa, 2003). education facilities and infrastructure greatly affect the ability of students in learning. for example, a school with computer lab facilities would be easy to learn the skills of using a computer, but otherwise, schools that do not have a computer lab then the students will be very difficult and do not even know how to operate the computer. education is not only the responsibility of the state and educational institutions, in this case, the school but also the responsibility of the community including in the provision of educational facilities and infrastructure. the form of community responsibility is regulated by the government in the regulation of the minister of education and culture no. 75 of 2016 on the school committee. in this regulation mentioned that the school committee is an independent institution consisting of parents/guardians of learners, school communities, and community leaders who care about education. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 282-287 p-issn: 2477-5924 e-issn: 2477-8478 283 the school committee is a body functioning as an official forum to accommodate and discuss matters concerning the interests and implementation of education in educational units by the community in accordance with the wishes of decree of the minister of national education number: 044 / u / 2002 on school committee establishment reference. according to permendiknas, the school committee is located in each school that serves in helping to improve education services and performs their functions in mutual assistance, democratic, independent, professional and accountable. this is the underlying importance of the existence of school committees in every level of educational unit. the community through the school committee has a role in giving consideration to the implementation of education policy in the education unit, supporting the school program in terms of staffing, thinking and financing in the implementation of education in the education unit, controlling transparency and accountability of schools related to education funding in educational unit as well as intermediary government with educational hearing in educational unit. schools are actually given greater autonomy and flexibility in managing educational resources in their schools by involving the residents of the school and surrounding communities. community participation in education may include the participation of individuals, groups, families, professional organizations, employers, and community organizations. these roles include the planning, monitoring, and evaluation of educational programs. this community participation is realized in the form of a school committee. the quality of education in smkn 1 teluk keramat is quite good although located in the suburbs district. as one of the oldest vocational high schools in sambas district smkn 1 teluk keramat includes schools whose quality of education continues to increase. the quality of education in this school is surely the success of teaching and learning activities which is the integration of education components such as curriculum, educator and education, infrastructure and management system as well as inputs related to environmental factors as well as the role of school committee. school committee smkn 1 teluk keramat has performed its role in the implementation of education in the school both in giving consideration of the determination and implementation of policy, financial support, controlling transparency and accountability of education implementation and output as well as mediator between school with government and society. (source: head of school committee smkn 1 teluk keramat). another form of active role of the school committee in state smkn 1 teluk keramat is support for all school programs. even participate in the implementation of the flag ceremony as the builder of the ceremony every once a month. facilities and infrastructure in this school including more complete than other schools. another uniqueness of this school is the vast land ownership of 172,750 m2 or approximately 18 hectares. of course with such a large area of land can be easy to build the necessary school facilities. the school also has teacher and student co-operatives, production units and alumni ties. in addition, by bic (bina insan center) smkn 1 teluk keramat also serve as a model school for character schools in sambas district. with the implementation of curriculum 2013 and the consequences of the curriculum implementation, the entire school community must continue to improve themselves, the teacher should strive to improve their potential and professionalism in carrying out teaching and learning activities. so even the school must be able to provide the necessary infrastructure facilities to support the successful implementation of the curriculum 2013. on the basis of the above reality, it is necessary to research how community participation (school committee) in smkn 1 teluk keramat in supporting the fulfillment of educational infrastructure facilities so that this school is superior to other schools. the research is intended to know the role of the school committee in the school by studying the role and form of community participation and the factors influencing the role of the school committee in smkn 1 teluk keramat. ii. research method this research uses qualitative descriptive approach is a research that tries to describe a phenomenon, events, and events that occur today. the descriptive research focus of attention is the actual problems and what it is when research takes place. qualitative research is based on the effort to build a view that is examined in detail and formed with words and holistic description. iii. result and discussion a. result interviews, observations and documentary studies at smkn 1 teluk keramat were focused on exploring and collecting and interpreting data relating to the role of school committees and factors influencing school committees in support of education infrastructure facilities. based on the data sourced from the head of the school committee, principals and teachers are equipped with observation data and documentation about the role of school committees in supporting the fulfillment of educational facilities and infrastructure at smkn 1 teluk keramat, interpreted that the role of the school committee is good. cooperation and well-established communication between the school committee and the school, making the role of the committee at smkn 1 teluk keramat quite work properly. of the three elements of the respondents stated that the school committee has performed its four roles as mandated kepmendiknas number: 044 / u / 2002 that is as an advisory agency, supporting agency, controlling agency and mediator agency. school committees according to respondents in supporting the fulfillment of educational infrastructure facilities are also quite good because, for its provision, journal of education, teaching and learning volume 3 number 2 september 2018. page 282-287 p-issn: 2477-5924 e-issn: 2477-8478 284 school committees provide significant roles such as desk and chair desk study, computer purchase, building construction, school fencing and sports facilities and so on. nevertheless, the role of the school committee is still not maximized because the school committee has not been able to build a strong system of cooperation with the school either in the form of material or non-material. but in principle any assistance in whatever form is required by the school, the school committee is ready to facilitate for example in determining the amount of school committee fee to be paid by the students. to determine which meetings are held is the initiation of the school committee in inviting the parents of the students and together the parents of the students agree on the size of the school committee. thus based on the three elements of respondents in this study obtained research findings that the role of school committees in supporting the fulfillment of educational facilities and infrastructure in smkn 1 teluk keramat is good. from the results of research conducted findings relating to factors that affect the role of school committees in supporting the fulfillment of educational facilities and infrastructure, among others can be formulated that the supporting factors as follows: 1. good cooperation from school. 2. authority granted by the school to the school committee. 3. compulsory responsibility of completing the compulsory education of 12 years of learners. 4. to carry out the mandate of the national education system law and permendikbud number 75 concerning the school committee. meanwhile, according to the respondents the obstacle factor is as follows: 1. sometimes there is less coordination among school committee members. 2. not all committee members are active. 3. personal activities of the school committee. 4. inadequate appreciation. 5. the distance from the school committee to the school is far enough. b. discussion a. the role of school committees a. the role of the school committee as advisory agency (advisory agency) the school committee as a deliberator of this school has performed well, among others, the school committee has identified the educational resources so that the school committee knows the problems facing the school and is involved in finding solutions such as lack of teachers and educational facilities. to find out more about the role of consideration given by the school committee in smkn 1 teluk keramat, the researcher conducted a live interview with the head of the school committee mr. tahir ali, he stated: "referring to the format that i created, we consider the consideration of the rkas including the activities of curricular and extracurricular and other educational needs in this school. so get involved even if not completely ". so is the principal of smkn 1 teluk keramat bapak drs. kartiman also revealed the same thing about the role of the school committee as follows: "yes, the school committee provides input in the preparation of the rkas. the school committee also gives consideration to the decisions made by the school ". to strengthen the respondent's statement, the researcher conducted triangulation by interviewing mr. agus darmo, s.pd who is a senior teacher, he said: "as i said earlier, the consideration given by the school committee is in conjunction with the school in creating and developing rkas and development programs in schools". from the statement above can be concluded that the school committee has done its role by giving consideration and input to the school in preparing rkas and development program in school. b. the role of school committees as supporters (supporting agency) based on research data in his role as a school committee support body has been monitoring the condition of schools, especially educational facilities, and infrastructure. school committees are always involved in the development and supply of educational facilities and infrastructure, both from government funding and parent support. teaching and learning activities are also being monitored by school committees in addition to direct review to school committee schools through its chairperson as a coach. in a live interview with the chairman of the school committee as a supporter the committee described has done the following: "we emphasize the support to the needs and ease of learning, especially with regard to facilities and infrastructure of learning in schools". while the principal describes the support provided by the school committee as follows: "we make rkas, in the rkas there are bos funds for student needs. if we calculate the needs of students can reach 2 million exactly, but the bos funds from the government are only 1.4 million. so the shortcomings we submit to the committee to meet it including the needs of desks and chairs to learn and even the construction of school fences. journal of education, teaching and learning volume 3 number 2 september 2018. page 282-287 p-issn: 2477-5924 e-issn: 2477-8478 285 mr. agus darrmo, s.pd as the teacher respondents stated that the support role of the school committee is as follows: "if the role and the real form of support from the school committee, yes, for example in the preparation and ratification of rkas. then the management of education in this school resources, the committee helped find the teachers who needed the school. facilities and educational facilities such as desk chair learning, committee role in overcoming it.” based on the above interviews it can be concluded that the school committee of smkn 1 teluk keramat has provided supporting role to the school. c. role of school committee as controller (controlling agency) as the school committee's controlling body has also performed its functions and roles, where school committees are involved in conducting meetings at schools, especially meetings involving parents. school committees according to the principal are also involved in controlling the implementation of the evaluation program. school committees always monitor the execution of general repetition, school exams, and national examinations. to know clearly the role of the school committee as a controller is described in the results of interviews with the chairman of the school committee as follows: "alhamdulillah, in this case, i do the control through the coach ceremony or out of hours of study for example during the break i provide motivation to learn to students. that's what i developed in school ". "once, school committees also often receive reports of related parties related to smk, the committee also conducts monitoring during general examinations, school exams, and national examinations". the headmaster disclosed the same thing about the role of school committee controller as the result of the following interview: "yes, the school committee through its chairman often becomes the builder of the ceremony at school. in the fulfillment of educational facilities and infrastructure school committees mediate parents with schools in the provision. while their educational output is always monitored including to get scholarships, school committees initiate the formation of alumni association of smkn 1 teluk keramat. especially now sir, in the school family education committee is very necessary role ". for triangulation of statements above the researchers also interviewed senior teacher mr. agus darmo, s.pd. he stated that the controlling role of the committee is as follows: "as far as i know, the school committee once a week monitors the school". based on the above data can be concluded that the school committee has done the role as a controller such as by monitoring the output education. at the initiative of the school committee at smkn 1, teluk keramat has formed an alumni tie which the container was formed not only to strengthen the relationship is also intended as a forum of information and communication. this alumni association also provides input for schools to improve the quality of education in smkn 1 teluk keramat. d. the role of the school committee as a mediator (mediator) as an intermediary or liaison between schools and communities in this school, school committees are often involved in mediating school programs to improve financing of financing or other forms of assistance. for example, for determining the amount of school committee fees, parents together with the committee and school together determine the agreed amount. and the role of mediator to the government of the school committee is the result in the preparation of aid proposals to the government, especially to increase the provision of educational facilities and infrastructure needed. school committees approve and sign on any proposal for submission of aid to the government. the role of the school committee as a mediator can be expressed on the basis of the researcher's interview with the committee chairman as follows: "once, first to face the new school year the school committee mediates what the school needs". the principal of smkn 1 teluk keramat describes the role of the school committee as a mediator, among others, as follows: "mediation that is done usually for things beyond the school's ability, for example, sometimes misunderstanding the community against the school, before sticking out the school committee took a role in the settlement. other mediations conduct committee meetings with parents in helping schools meet educational facilities and infrastructure. if the government committee helps schools in signing proposals for school purposes to be submitted to the government ". to reinforce the truth of the above statement the researcher interviewed senior teacher mr. agus darmo, s.pd and he stated as follows: journal of education, teaching and learning volume 3 number 2 september 2018. page 282-287 p-issn: 2477-5924 e-issn: 2477-8478 286 "what we see is the mediation by the school committee in relation to the parents' proposal through the committee. to the government committee to help proposal proposal proposal ". on the basis of exposure to the above data, it is concluded that the school committee has performed its role as liaison or mediator. however, the school committee has not been able to make a breakthrough in raising potential funds in the community to increase education funding in smkn 1 teluk keramat. also from the research findings, it turns out that not all school committee members are actively involved in assisting the education process in schools. based on the above data, the school committee at smkn 1 teluk keramat is able to implement its role in supporting the fulfillment of educational facilities and infrastructure in smkn 1 teluk keramat either as an advisory agency, supporting agency, controlling agency or as an intermediary agency (mediator agency). nevertheless, the school committee has not fully actualized its role. b. factors affecting school committees 1. supporting factors from the research findings and data from the three elements of the respondents is the head of the school committee, principals, and teachers. factors influencing the role of school committees in supporting the fulfillment of educational facilities and infrastructure, among others, can be formulated that the supporting factors, among others; good collaboration, communication and coordination of the school, the authority given by the school to the school committee to run the school committee role and a sense of responsibility for the completion of compulsory learner education in order to finish school to graduate while reducing the dropout rate. for more clearly the supporting factors can be seen in the results of interviews with the chairman of the school committee as follows: "first, to facilitate me to carry out committee duties, coordination, and good cooperation between committees, schools and parents. in addition, schools authorize the committee to play a role in assisting the education process in schools. the school committee feels responsible for helping students who have difficulties in school so that the students do not experience dropping out of school, that factor also becomes the motivation for us to contribute further in accordance with our ability in terms of time, energy and thinking ". while the headmaster explained that the supporting factor for the school committee in carrying out its role is more on the implementation of the mandate of law sisdiknas and permendikbud number 75 year 2015 about school committee as described in the following interview: "according to the mandate of law number 20 year 2003 about sisdiknas. this law explains the involvement of the school committee so that it becomes the motivation and legal basis for the school committee to perform its functions. also permendikbud number 75 year 2015 about school committee ". for triangulation of both respondents mentioned then researchers also interviewed senior teachers at the school that is mr. agus darmo, s.pd which states that: "i think the supporting factors are good cooperation and coordination between school and school committee". from the exposure of the three respondents above, it can be concluded that the supporting factors of the school committee in performing their role in smkn 1 teluk keramat are: a) good cooperation and coordination between school and school committee, b) the authority is given by the school to the school committee in carrying out the duties, c) the compulsory completion of compulsory education for 12 years of students to avoid dropping out of school, d) performing the mandate of the national education system law and permendikbud number 75 year 2015 on the school committee. 2. inhibiting factors meanwhile, according to the respondents who are the obstacles factor is more to the human factor, that is, there is a committee who is more concerned with personal affairs than his duties as a school committee which ultimately leads to the hampering committee to commit to its role. in addition, the lack of awards can lead to the motivation of school committee managers to be actively involved in performing their roles. another thing that becomes an obstacle factor is the distance of the school committee to the school committee is far enough so that there are administrators who seem less motivation and spirit in carrying out its role. these inhibiting factors are clearly illustrated in the results of the interview of the researcher with the head of the school committee as follows: "sometimes there is miscommunication between the committee and the school so that the information does not reach the school committee. the busyness of the school committee with their respective jobs is also an obstacle, including the distance where the board residence is away from the school ". according to the principal who becomes the obstacle factor as stated in the results of the interview below: journal of education, teaching and learning volume 3 number 2 september 2018. page 282-287 p-issn: 2477-5924 e-issn: 2477-8478 287 "this is more the human factor may be because of the personal busyness of the pack, when the school requires they can not attend, they are not always standby, maybe also due to the small appreciation factor". for the validity of the above data exposure, the researcher interviewed the third respondent namely senior teacher mr. agus darmo, s.pd. he said that the inhibiting factors are as follows: "it could be that the inhibiting factor may be due to busy work of each other or perhaps also due to the perceived inadequate appreciation". from the exposure of the three respondents above can be concluded that the obstacle factor for the school committee in carrying out its role is; 1) sometimes there is a lack of coordination between schools and school committees, 2) managers are more concerned with personal affairs than the tasks of school committee, 3) not all active administrators perform tasks as school committees, 4) the distance of living board who are far from school, 5) inadequate appreciation. iv. conclusions and suggestions a. conclusions from the results of research on the role of school committees in supporting the fulfillment of educational facilities and infrastructure in smkn 1 teluk keramat, the following conclusions can be drawn: 1. the school committee of smkn 1 teluk keramat has performed its role as an advisory agency, as a supporter agency, as a controlling agency, and as mediator agency. 2. supporting factors for the school committee in supporting the fulfillment of educational facilities and infrastructure in smkn 1 teluk keramat, among others: a. good cooperation from school. b. the authority the school assigns to the school committee in carrying out its duties. c. compulsory responsibility completion learns 12 years learners. d. conducting the mandate of the law on national education system number 20 of 2003 and permendikbud number 75 on the school committee. 3. as for the factors of inhibition for the school committee in supporting the fulfillment of educational facilities and infrastructure of smkn 1 teluk keramat are: a. sometimes there is less coordination between schools and school committees so that the information does not reach the school committee. b. human factors are more concerned with personal affairs than the task as a school committee. c. the lack of awards earned as school committees is also an inhibiting factor and causes the motivation to engage actively low. d. less active committee managers due to the distance away from school. 4. although the school committee of smkn 1 teluk keramat has performed its role, not all school committee members are actively involved. b. suggestions to achieve the learning objectives requires the cooperation and the role of all stakeholder of education, in addition to the school as an educational conductor is also required the role of society and parents, in this case, is the school committee. given the results of this study, the researchers suggest several things as follows: 1. hopefully, there will be further research with different data sources such as respondents from stakeholders business world and industry. 2. further development of research conducted more focused on the role of school committees from the aspect of business world and industry world. 3. this research is expected to be a reference for the school and school committee in particular and the world of education in general in performing the role and management of quality education, especially in the provision of educational facilities and infrastructure. references barnawi, 2012. manajemen sarana dan prasarana sekolah. yogyakarta: ar-ruzz media. depdiknas, 2008. materi pelatihan kurikulum tingkat satuan pendidikan (ktsp). jakarta. penerbit: direktorat jenderal dikdasmen. hamalik, oemar. 1980. media pendidikan. bandung: alumni. kasan, t. (2000). teori dan aplikasi administrasi pendidikan. jakarta: studia press. keputusan menteri pendidikan nasional nomor 044/u/2002 tentang acuan pembentukan komite sekolah. mulyasa, e. 2003. manajemen berbasis kompetensi dan aplikasinya. bandung: rosdakarya. peraturan menteri pendidikan nasional nomor 75 tahun 2016 tentang komite sekolah. journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 309 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. development of independent basic training model based on early childhood teacher competency in kubu raya regency muhammad yusuf1), m.syukri2), wahyudi 3) 1)universitas tanjungpura, pontianak, indonesia e-mail: ucup.kkr@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: syukri_fkip@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com abstract. in carrying out its duties and functions, early childhood teachers must meet the qualifications and competencies required in accordance with permendikbud no. 137 of 2014 on the national standards of early childhood education. but in fact of early childhood teachers have varying variations in qualification and competence. still found educators who are elementary education, but so many educators who have secondary education (high school or vocational school) and very few who have diploma and graduate education, although not relevant / appropriate with the field of education of early childhood. it is necessary to design a basic level tiered training that can be used by the organizers that are effective and efficient to overcome these problems. the purpose of this study is to develop the basic training model based on the competence of early childhood teachers in kubu raya. this study includes a type of research development with reference to the opinion of borg & gall. products developed based on preliminary research are basic competency-based training and training. the test subject in this research is subject of expert, that is expert in the field of early childhood education training, as well as subject of the basic training participants as potential users of the product. the determination of participant subjects for operational field test amounted to 19 teachers of kubu raya. data collection techniques were conducted by questionnaire. the questionnaire is used to assess the training design that is developed in terms of needs analysis, the preparation of training programs, recruitment of participants, preparing training plans, trainers, training facilities, training schedules and administration. data were analyzed descriptively, quantitatively and qualitatively. the results showed that, on field trial of basic education model based on the competence of early childhood teachers in kubu raya included in the effective category. the result of calculation of posttest result distribution shows the dominant calculation is effective as many as 10 people or 53%. thus, the basic training model based on the competence of the development result is feasible to be used by the basic training provider for teachers. keywords: basic training model; teacher competency; early childhood i. introduction the purpose of national education is the estuary of the educational process organized educational units at all levels. national education aims to develop the potential of learners to become human beings who are faithful and devoted to god almighty, have a noble character, healthy, knowledgeable, capable, creative, independent and become citizens of democratic and responsible (law no. 20 of 2003, article 3 ). the success of educational units to achieve the objectives of education is determined by several factors such as curriculum, educators, learners, facilities and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 310 infrastructure, management, and school and community relations. educator as one of the determinants of the success of education, in carrying out its duties need to have a set of knowledge about how he should educate children. educators are expected to facilitate the learning process so that the expected goals can be achieved optimally. the role of educators cannot be replaced by other objects, because educators are a central point in the effort to reform the learning and they become the key to the success of every effort to improve the quality of education. various reform efforts in the field of education have been and will continue to be done, but educators still hold a central role in the education process. the curriculum is enhanced, facilities and facilities are equipped, but if not matched with the ability of educators in implementing it, then everything will be less meaningful. given the important role of educators in the education process, the government explicitly formulate four competencies that must be owned by educators including educators of early childhood education (paud). early childhood education (paud) according to yuliani (2013: 7) is the provision of efforts to stimulate, guide, nurture and provide learning activities that will produce skills and skills of children. while paud educators according to yuliani (2013: 8) are professionals in charge of planning, implementing the learning process, and assess the learning outcomes, and conduct mentoring, care, care, and protection of students. from the above opinion, the authors conclude that the role and task of paud educators is to plan, implement the learning process, and assess the learning outcomes, and conduct mentoring, care, care and protection of students through efforts to provide stimulation and learning that will result in the ability and skills of children. in carrying out its duties and functions, paud educators must meet the qualifications and competencies required by permendikbud no. 137 of 2014 on the national standards of early childhood education. in chapter vii, article 24 states that early childhood educators consist of paud teachers, companion teachers and young companion teachers. each level of educator has different authority and responsibilities in performing their duties in accordance with their qualifications and competencies. based on the results of preliminary studies that the authors do in kabupaten kubu raya, obtained data primarily on the path of non-formal education has variations that vary in qualification and competence. still found educators who are elementary education (smp), but so many educators who have secondary education (high school or vocational school) and very few who have diploma and graduate education, although not relevant/appropriate with the field of education of early childhood. on the other hand, many paud educators who perform their duties exceed the authority that should be. from the data above we can see there are paud teachers who only graduated from junior high school has been playing a core teacher in paud institution. on the basis of these conditions, an effort is needed for all educators at the level of early childhood education with the authority in accordance with the competence and qualifications should be. based on these conditions, since 2011 the directorate of teacher development and education personnel paud and dikmas (dit pgtk paud and dikmas) directorate general teachers and education personnel conduct various education for paud educators starting from central, provincial and district / city level which aims to improve the competence of educators in a continuous and tiered. the training includes basic training, advanced training and advanced training. basic training is aimed at preparing educators as competent young teachers. advanced training is aimed at preparing competent educators as companion teachers and proficient training aimed at preparing competent teachers as paud teachers. the tiered training is carried out from the central, provincial to district/city levels organized by eligible institutions or designated as organizers. the success of this training is in addition to depending on the quality of the training organizers is also determined by the quality of trainers, companions, evaluators and implementation strategy of training and other related components. however, in its implementation from 2011 to 2017 out of 938 teachers, who have been trained in kabupaten kubu raya using apbn and apbd funds only 98 teachers. many obstacles encountered in the implementation of basic training, among which the limited training of participants and the cost is large enough because it must be implemented for 5 days and use hotel facilities, so that budget and apbn budget to complete the entire teacher is not sufficient. meanwhile, tiered training starting from the basic level is needed to meet the competence of early childhood teachers. this training is expected to be implemented by the government in the regency / municipality but in the implementation the basic education program still has limited both fund and trainer / instructor. it is necessary to design a basic level tiered training that can be used by the organizers that are effective and efficient to overcome these problems. so that efforts attract the attention of the authors to prepare a research proposal on "development of basic training model based on the competence of early childhood teachers in kabupaten kubu raya". journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 311 ii. methodology this research uses research and development method or research and development (r & d). according to borg and gall (1991: 772) "educational research and development (r & d) is a process used to develop and validate educational products" (r & d is a process used to develop and validate educational products). according sugiyono (2016: 333) research and development is a research method used to produce a particular product, and test the effectiveness of the product. so research development is a method to produce a particular product or refine the existing product and test the effectiveness of the product. research and development (r & d) methodology is used in this research for the purpose of product design training development starting from the exploration of case that happened at the implementation of basic level training to improve the competence of early childhood teachers in kubu raya regency to develop theoretical training design. the results of the exploration of the problems undertaken in the needs analysis are then used as the foundation in preparing the training design product. tests conducted to collect data about the design of training that will be used as a model. for that test design is also a guide in terms of seeing the level of completeness of the training model. some of the steps in this trial are illustrated below: the test subjects of this training design model will be established based on the need for the development of the training model. two experts for models in early childhood education (paud) and training. these experts are selected based on the qualifications of the competencies desired by the research objectives, then the results of the development and approval of the two research thesis supervisors. the model was also assessed by three instructors and participants who attended the training. the data of this research are quantitative data and qualitative data. quantitative data were obtained from the results of the model assessment questionnaire analyzed and consulted with experts. while qualitative data are responses, suggestions and input from experts, training instructors and participants. analysis of the test results of this model, then done by way of qualitative analysis, descriptive analysis and quantitative analysis. a) qualitative analysis is done by commenting and reflecting technique on some information which is captured by descriptive statement in questionnaire, and observation. this qualitative analysis will be found, especially in the case of comments and opinions from two experts on the initial draft of the training model. b) descriptive analysis is to measure the effectiveness of the model, then the data of the respondents will be calculated from the percentage. all product packages from the development of parts of this model are assessed with a range of values 1-4 and are also given comment fields. interpretation of range 1-4. c) quantitative analysis is to measure the effectiveness of basic education before and after using the basic training model based on the competence of early childhood teachers. in this research, quantitative analysis is calculated by using dependent sample t-test or often termed by paired sample t-test is a type of statistical test that aims to compare the average of two groups paired together. the test formula used is: 𝑡 = x̅ 1 − �̅�2 √ s1 2 𝑛1 + s2 2 𝑛2 −2𝑟 ( 𝑆1 √𝑛1 )( 𝑆2 √𝑛2 ) ………...……….(1) meanwhile, to determine the effectiveness of the training, the researcher made the criteria of the effectiveness of the training into four categories: very effective, effective, less effective, very less effective. the formula used in determining the criteria according to sudjana (2005:) is as follows: 𝑝 = higest score−lowest score total of standarized category …………(2) iii. results and discussions a. research results in the competency analysis phase, the researcher identifies the basic curriculum structure of the training needed in the development of a competency-based basic training model. in this study, the researcher develops curriculum structure and training strategy, with the aim that participants are not bored in the learning process. the result of the preliminary interview with the head of himpaudi kabupaten kubu raya is known that there are still many paud educators who have not fully possessed the teaching skills and the educational qualifications are not from paud. for that one effort to improve the professionalism of paud educators is by holding activities diklat tiered. observations on basic training activities, researchers can conclude some characteristics of participants in the training, among others: a) the costs incurred to follow the training is very expensive because to mebiayai participant consumption, rental of the building, so the institution only awaits the implementation of training organized by the office of education and culture; b) at the time of attending the basic training the participants have to leave the class for 5 days because they have to follow the basic training; c) participants are less enthusiastic in the training activities, seen from the activities of learners journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 312 during the process of training activities that only "sit sweet" and "hear"; d) the involvement of trainees in the learning process is still very low, so trainees tend to be passive and easily saturated; and e) the learning method used is still dominated by the lecture method, so the understanding of the concept and the achievement of the learning achievement of the participants is still low because of the limited teaching materials provided only in the form of print out of the power point only. the retrieval of trial result data on basic competency-based training model is done by expert and user of training model. the retrieval of user experimental data is performed after the basic training model gets the expert judgment. the training expert who acts as a validator is dr. m. syukri, m.pd who is an academic who often fills in training in the field of out-school education (pls) in west kalimantan as well as mentors 1. the second training expert who acts as a validator is dr. wahyudi, who is also an academic who has filled many activities in paud training in west kalimantan as well as mentor 2. expert training conducted by dr. m. syukri, m.pd on april 11, 2018 as a training expert 1 and conducted by dr. wahyudi on 2 february 2018 as training expert 2. the result of percentage calculation from material experts, based on 39 indicators of effectiveness of basic competency-based training in early childhood teachers in kabupaten kubu raya obtained 96.6% results with the classification of basic training model valid and quite feasible to use . user trials are performed after obtaining valid results against trials that have been conducted by both training specialists. this user trial was conducted on february 3 to march 3, 2018. user trials were conducted by a total of 19 paud teachers from kabupaten kubu raya. the result of calculation of percentage of users, based on 39 indicators of the effectiveness of basic training based on competence in early childhood teachers in kabupaten kubu raya obtained 85.19% with the classification of basic training model is feasible to use. data of pretest and posttest result from trial to user, analyzed using quantitative analysis calculated by using dependent sample t-test or often termed by paired sample t-test that is type of statistic test which aim to compare mean of two paired group. the calculation results using spss are: based on the calculation of statistics using spss note that the value of sig. (2.tailed) of 0.000 <0.05, the researcher can conclude that there is a significant difference between the learning outcomes of the basic training participants before and after using the basic competence-based training model. while the frequency distribution of posttest results to measure the effectiveness of the training implementation by using the basic competence-based training model can be seen in the following table: b. discussions alternatives that can be taken to overcome these weaknesses, including through competencybased education and training for paud educators are developed and recommended. preparation of education and training model is an effort to improve the competence of paud educators in carrying out their main tasks and functions so as to improve its performance. the effort is an innovation in improving the quality of education and training. with the increasing competence of paud educators in carrying out their main tasks and functions, learning is expected to be effective and efficient and the quality or quality of graduates also increases. based on the above description, the competency-based education and training model for paud educators is one of the efforts to develop the quality of competence, because based on the study of government regulation (pp) no. 101 of 2000 article 2 explains that the training objectives are: 1. increase knowledge, expertise, skill and attitude to be able to carry out professional job duties based on the personality and ethics of civil servants in accordance with the needs of agencies; journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 313 2. creating employees who are able to play a role as a renewal and adhesive of the unity and unity of the nation; 3. establish the attitude and spirit of serviceoriented devotion, shelter, and community empowerment; this is in accordance with the opinion of leslie kelly (1994: 2) mentions training is for the good of plant production it is a way to solve production problems through people, it is specific and helps people to acquire skill through the use of what they learn means training is a way to solve production problems through people, it is specific and helps people to acquire skills through the use of what they learn. based on the presentation of the results and the above opinion it can be concluded that the implementation of education and training programs is very important for educators and education personnel paud good for the present or future, because with the education and training skills, knowledge, skills, attitudes and productivity of educators and paud educational personnel will increase, the result is the learning process in paud institutions in accordance with which expect government, parents and users of education. the basic competence-based training model that researchers develop in its implementation is divided into 3 stages in accordance with the regulation of the minister of manpower and transmigration of the republic of indonesia number 8 of 2014 on guidelines for the implementation of competency-based training mentioned competency based training (pbk) is a training that must be done comprehensively from planning to evaluation, so that increased knowledge, skills and work attitude can be done. the training orientation is emphasized on improving the ability or competence to perform specific work according to the demands of the job market or community development needs. the 3 stages are: 1) stage of preparation preparation stage starts from the preparation of basic design based on competency based on the experience of empiric researchers as the basic training organizers and refers to basic training guidelines issued by directorate of education and educational personnel training for early childhood education and community education. after the design is completed and then validated by 2 experts namely dr. m.syukri, m.pd and dr. ir. wahyudi and made improvements to basic training design. the design will be completed by trial in coordination with the chairman of himpaudi kabupaten kubu raya to select the basic training participants in accordance with the guidelines must meet the requirements: a. physically and mentally healthy b. willing to follow the training from beginning to end c. preferably have attended paud training d. preferably paud educators who have served at least 1 year. e. minimum age of 17 years f. minimum education qualifications or equivalent g. never had a similar activity from the registration result, 20 participants of the basic competency-based training program came from paud teachers in kabupaten kubu raya, and the researchers prepared equipment and training materials in the form of atk and module. 2) implementation phase in the implementation phase begins with the opening and technical explanation of the implementation of basic training base on competence by the researchers followed by the pretest where the participants work on the problem of objective as much as 40 questions on the sheet of answers that have been provided. the strategies and methods used in this basic competency-based training are face-to-face as much as 48 hours of lesson and self-directed tasks of 240 hours of lesson, which are done by referring to the modules that have been prepared by the completion of the face-to-face material stage. 3) evaluation and assessment stage after the whole series of face-to-face and selfdirected tasks have been completed by the participants as evidenced by the independent duty report, an evaluation is conducted with 40 posttest executions of objective options and an assessment of the self-employment report. if participants are graduated face-to-face and self-directed, participants will be registered on the education directorate of education directorate of gtk paud and dikmas using the user and password owned by himpaudi west kalimantan province and a certificate indicating that participants have completed all stages of basic education and graduated. the basic competence-based training model that researchers develop in this study are: 1. curriculum the curriculum used in the basic training is faceto-face for 48 hours of lesson, after the participants complete all the face-to-face material, then followed by the implementation of independent tasks conducted by the training participants in each institution as much as 210 hours of lessons or for 30 working days. in the implementation of independent duties undertaken not in the guidance of the companion and journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 314 the participants are not equipped with modules as material to perform independent tasks, so that the implementation of the task independently the impression is only the tasks that participants do as a condition of graduation just no meaning. this is evidenced from the results of independent tasks mostly only in the form of copy paste from the previous participants. while the curriculum in the basic competencebased training model was developed by combining the two basic training strategies namely face-to-face and independent tasks by using the module in accordance with the stages of basic training materials. the training participants receive face-to-face material in module 1 followed by self-directed tasks performed in their respective institutions and the results of their mandated tasks are checked by a companion. if the self-assessment report of stage 1 is stated correctly, then the trainee can proceed to tap 2 or module 2 with the same stages, until all modules are completed by the participants. at the end of the stage the participants only compile the self-directed report entirely and the participants can follow the posttest and the independent task can be assessed as a whole by the companion. 2. teaching materials (modules) teaching materials provided by the organizer of activities in the implementation of the previous training is a collection of powerpoint material created by resource persons who adapted to the material that has been received by speakers at the time of pcp. while the teaching materials in the basic training model based on this competence, the researcher developed from the material received by the resource persons when following the pcp. the collection of materials that researchers combine into modules that are divided into five modules and packaged very simple equipped with examples of action to be easily understood by the trainees. 3. training schedule the training schedule which was arranged by the organizer of the activity in the previous training was the face-to-face 48 hours of pursuit that was held for five days from 7.30 to 17.15 and the participants did not stay, if the participants provided the lodging then held for four days from 7.30 to 21.30. after face to face followed by independent duties during 210 school hours or 30 working days in each training. while the schedule in the basic training model based on this competence, the researcher develops with the agreement to the agreement between the organizers, the speakers and the participants by adjusting the schedule of readiness of the participants and the steps taken are face-to-face and independent tasks in modules 1 through 5. analysis of posttest evaluation result of competencybased training for paud educator proves that there is a significant difference from the application of developed training model, and the result of calculation of posttest result distribution shows the dominant calculation is effective as many as 10 people or 53%. iv. conclusion and suggestion a. conclusion from the result of the research and the above explanation, the researcher concludes that this basic competency-based training model is effective in improving the competence of teachers and educators paud, this is because the basic competency-based training model is based on the results where paud educators are not only presented materials but paud educators given materials and practice and after face to face done independent tasks that are done independently by making rppm, rpph and doing learning process in each institution. after the independent duties are completed, the companion performs an assessment of the independent duty report of each participant and if passed the face-to-face and independent tasks, the participant will be awarded the certificate by the training provider and known by the director of teacher development and teaching staff of early childhood education and community education jakarta. b. suggestion based on the results of this study, the researchers provide advice should the organizers training or providers who are given the authority to organize basic training in scheduling paud teacher training is really taken into account the right time for example at the time of institution or other holidays. training activities conducted at times when the participants did not teach so it can be possible all teachers can follow the training and learners are not harmed. for training providers or providers who are given the authority to organize basic training, they should cooperate with other parties or agencies in order to sponsor basic training programs in order to help ease the financing of training participants sourced from self-fund. references kementerian pendidikan dan kebudayaan direktorat jenderal guru dan tenaga kependidikan direktorat pembinaan guru dan tenaga kependidikan paud dan dikmas. 2015. pedoman diklat berjenjang kelly, leslie (1994) the astd technical and skills training handbook. united states of america peraturan menteri tenaga kerja dan transmigrasi republik indonesia nomor 8 tahun 2014 journal of education, teaching and learning volume 3 number 2 september 2018. page 309-315 p-issn: 2477-5924 e-issn: 2477-8478 315 tentang pedoman penyelenggaraan pelatihan berbasis kompetensi peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 137 tahun 2014 tentang standar nasional pendidikan anak usia dini peraturan pemerintah republik indonesia nomor 101 tahun 2000 tentang pendidikan dan pelatihan jabatan pegawai negeri sipil sujiono, yulia nuraini (2013). konsep dasar pendidikan anak usia dini. jakarta: indeks. sugiyono (2016). metode penelitian administrasi. bandung: alfabeta undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional walter r. borg & meredith d. gall, (1991). eucational research an introduction, longman inc. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 218-223 p-issn: 2477-5924 e-issn: 2477-8478 218 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. use of islamic malay texts in language learning for character building ahmad laut hasibuan1), saiful anwar matondang2), surya aymanda nababan3) 1) universitas muslim nusantara al washliyah, medan, indonesia email: ahasibuan@umnaw.ac.id 2) universitas islam sumatera utara, medan, indonesia email: saiful.matondang@fkip.uisu.ac.id 3) universitas islam sumatera utara, medan, indonesia email: suryaaymanda@gmail.com abstract. the formation of student character requires relevant teaching materials. one of the efforts to provide appropriate teaching materials is to explore the content of ancient manuscripts. through the research and development (r & d) method from old manuscripts to help make the high school curriculum. it is hoped that the application of learning models that are sourced from old texts will be designed to be more attractive and of high quality so that students are more interested in taking language education lessons. the final goal that is expected is that the results of language education learning can shape the character of the nation and fortify our young generation from disgraceful acts so that during their leadership, disgraceful acts are increasingly unheard. to achieve this goal, it is necessary to revitalize ancient manuscripts as language-learning materials in sumatra. to shape human character, teaching materials from classical malay ancient manuscripts are needed. the results showed that using the old text as a language learning material can shape the character of students. keywords: character building; education; curriculum design; classical text; malay culture i. introduction improvements in the quality of language education are continuously carried out by various groups, both the government through revision of the syllabus and curriculum, academics through research and seminars, as well as educational actors, in this case teachers, through the musyawarah guru mata pelajaran (mgmp/subject teacher deliberation forum), both in the regions as well as in the province (o'keefe, 2020). all improvements made are aimed at producing quality language education to create graduates who are competent and of character. characterbuilding is integrated into indonesia's education system, under the belief that the indonesian nation should be built upon its peoples' noble ancestral values (muassomah et al, 2020). education has played a central role in character building, given its strategic position and role (ilma, 2015; safitri, 2018). language education materials need to be reviewed. if the source of learning material for language education has never looked at old manuscripts, it is time now that old texts need to be used as a source of learning material for language education because in the old texts contained moral teachings that need to be inherited by our future generations (manshur, 2020). if this educational value of moral teaching is repeated in the packaging of language and literature learning materials, of course it will be embedded for a long time, even lasting in the memory of students. wherever and whenever he went, the good teachings he received from studying language would echo his ears, even inspiring him to act well. with these good teachings ringing in his ears, it will prevent him from doing bad deeds and encourage him to do well. in line with improving the learning material, of course, it must also be accompanied by reforming the learning model. the learning materials for indonesian language in schools which are developed are in the form of teaching materials with guidance for teachers and students (nazila, 2020). by applying materials and learning models derived from old texts, it is hoped that learning language education will be more interesting and of quality so that high school students will be more interested in taking language education lessons. the final goal that is expected is that the results of learning language education will be able to shape the character of the nation and fortify our young generation from disgraceful deeds so that during his leadership, disgraceful actions will be heard less and less. to achieve this goal, revitalizing old manuscripts as learning material for language education is urgent to be carried out in north sumatra as a source of http://creativecommons.org/licenses/by-nc/4.0/ mailto:ahasibuan@umnaw.ac.id mailto:saiful.matondang@fkip.uisu.ac.id mailto:suryaaymanda@gmail.com journal of education, teaching, and learning volume 7 number 2 september 2022. page 218-223 p-issn: 2477-5924 e-issn: 2477-8478 219 education in learning language education to strengthen the nation's moral resilience. based on the research results, it was found that many islamic teachings were in the form of educational values and advice to be guided in living life. this is in accordance with the teachings of our religion that the recognition of god's almighty legality is something that must be carried out. according to the author's allegations, the background to the content of this manuscript emphasizes belief and faith in god almighty because these texts were written at the beginning of the spread of islam in sumatra island. these manuscripts are a source of enrichment for the main sources of islamic law, namely the qur'an, hadith, ijma, qias, and maslaha. by reading this old manuscript, it is hoped that the faith of muslims in their religion will get better. the development of indonesian language teaching materials in this paper is an effort to assist teachers in delivering learning in schools. its purpose is to produce overall learning. in the development of this teaching material, the guidelines for developing teaching materials are considered. idris et al. (2021) and simorangkir (2020) states that in developing teaching materials, it is necessary to pay attention to the principles of relevance, consistency, and adequacy. relevance means that the development of learning materials should be relevant to the achievement of competency standards and basic competencies (helda & syahrani, 2022). if the students are expected to master the ability to memorize facts, then the learning material taught must be in the form of facts. the term "consistency" refers to the reliability with which basic abilities are attained. adequacy means that the material being taught should be sufficient in helping students master the basic competencies being taught. based on the two opinions above, the development of language education teaching materials is based on the three principles of developing teaching materials. ii. literature review the term literature is derived from sanskrit, where su means "excellent" or "beautiful," and literature means "book" or "letters" (kosasih, 2011). in indonesia dictionary (kbbi, 2008) literary works are essays that refer to the values of goodness written in beautiful language. in the indonesian language wikipedia, a free encyclopedia of literary works is a work communicative conveyed about the author's intent for aesthetic purposes (beauty). istiana (2015) mentions su in literature which means 'beautiful' or 'more' so that literature means 'beautiful literature that contains values'. thus, literature is a beautiful writing that contains good values and is written in beautiful language. the beauty in literature is always highlighted through essays in beautiful language to make readers interested and inspired by the language and the messages it conveys. the affix "ke-an" in the literary word means anything related to '(beautiful writing). literary terms then develop into writings or essays containing goodness values written in beautiful language. the real form of literary existence in life can be seen from the literary works. "written works which, when compared with other writings, have the characteristics of excellence, such as authenticity, artistry, beauty in content and expression." literature provides general insights into human, social, and intellectual problems in a distinctive way. literary readers are allowed to interpret literary texts according to their own insights (kbbi, 2008). furthermore, it is said that literature is the disclosure of the problems of life, philosophy, and psychology. literature is spiritual wealth that can enrich spiritually (siswanto, 2008). the three aspects contained in literary works are beautiful, honest, and true, namely expressions as an outpouring of feelings expressed in beautiful words and able to describe the correct situation so that literary works are often interpreted as a reflection of the society of their time (ruastiti et al., 2021). apart from the three aspects above, other characteristics contained in literary works are that their language is good and preserved (ambridge, 2020). its contents describe people's life and the way it is presented is interesting. the existence of literary works today is no longer difficult to find because literature can not only be enjoyed by people who like to read novels or poetry. at school, both at the elementary, middle, and high school levels, students study literature as an effort to improve language skills. studying literature in school is crucial or important in learning indonesian. a literary work, in addition to its beauty, has a variety of values that can be applied to our lives (simanjuntak et al., 2022), such as moral values, religious, social, cultural, and aesthetic values (muhsyanur, 2020; siregar & sabrina, 2021; wirawan et al., 2020). • moral values, namely things related to character (morals, attitudes, actions (good or bad) and morals). • religious values, namely matters related to religion. • social values, namely things related to the norms of life in society, such as helping others, giving, and receiving each other, and being considerate. • cultural values, namely the concept of matters of customs, arts, traditional ceremonies, and beliefs. • aesthetic value, which is related to art and beauty, is contained in the intrinsic elements. masadi et al. (2020) stated that a quality literary work is determined by several aspects, namely spontaneity, emotional strength, originality, contemplative power, the depth of the value of life, and harmony. the power of spontaneity is an aspect that causes readers to unconsciously want to read literary works to find out the contents of these literary works (roth, 2019). the power of emotion is the power that drives readers to know the content of literary works. originality is an aspect of literature, that is, it is a literary work that was first created (moghaddam & abai, 2016). the power of contemplation is the power of literary works to influence the reader to pass the time because of the reader's delight in a literary work (frank, 2018). the depth of the value of life is the strength of literary works because literature contains works of value in living life in this world (baan, 2021). journal of education, teaching, and learning volume 7 number 2 september 2022. page 218-223 p-issn: 2477-5924 e-issn: 2477-8478 220 furthermore, it is said that literature is the disclosure of the problems of life, philosophy, and psychology. literature is spiritual wealth that can enrich spiritually (siswanto, 2008; bahromivich, & hamrakhon, 2021). more broadly, siswanto (2008) states that there are nine general characteristics of literary work, namely: literary work is an expression of the author, thus literary works will be created depending on personal experience, attention, and emotions. iii. methodology the research development (r & d) model was used in this investigation (postholm & moen, 2011; ryymin et al., 2018; postholm, 2008). to satisfy this r & d model, three stages were used. (i) we traced the teaching materials; (ii) we applied the design to selected ancient malay texts; and (iii) we administered a preand post-test on character education. facts, concepts, principles, and methods, as well as information in the form of definitions, nature, and attitudes and values, are all included in the learning material generated. the teaching materials created are facts in the form of teachings or educational ideals that may be used to guide people as they go about their daily lives in the world. according to khashimova et al. (2021) the types of learning materials are: facts, namely all things that are in the form of reality and truth. concept is all that is in the form of new meanings that can arise because of thinking. principles are in the form of main, principal, and most important positions. procedures include steps systematically or sequentially in carrying out an activity and the chronology of a system. the competencies developed are based on kompetensi inti pengetahuan (ki3/knowledge core competencies), namely understanding, applying, and analyzing factual, conceptual, and procedural knowledge based on their curiosity about language education and applying procedural knowledge in the fields of language and literature studies according to their talents and interests to solve scientific problems science, technology, and art (ipteks). the basic competence is to compare the characteristics of old and new poetry. the material developed is sufficient to meet the expected competencies, namely hikayat and poetry in islam. iv. results and discussion the formation of national character through education can be done by selecting appropriate learning materials for the formation of the nation's character. the appropriate material must be relevant to local wisdom as noble values that are contained in the educational values of the old texts. sunardi and sujadi (2016) said that the learning material that will be made into knowledge contains facts, concepts, procedures, and metacognitive. in detail, the description of knowledge can be seen in the following table: table 1. descriptions of knowledge explanation senior high school fact technical and specific knowledge, detailed and complex with respect to science, technology, arts, and culture related to the surrounding community and natural environment, nation, country, regional and international areas. concept general knowledge of terminology, categories, principles, generalizations, theories, models, and structures used in relation to technical and specific, detailed, and complex knowledge related to science, technology, arts, and culture related to society and the natural environment around, nation, country, regional and international region. procedural knowledge of how to do something or an activity related to technical, specific, linguistic, scientific, technological, artistic, and cultural knowledge related to society and the natural environment around, nation, country, regional and international. metacognitive knowledge of one's own strengths and weaknesses and using them in studying technical, detailed, specific, complex, contextual, and conditional knowledge with respect to science, technology, art, and culture related to the surrounding community and natural environment, nation, country, regional and international. source: sunardi and sujadi (2016) many relics of the past are local wisdom to be used today. one of them is the old manuscript. the research results of the old manuscripts that have been studied are as follows: the mawa'iz al badi manuscript in the manuscript mawa'iz al badi found the following religious teachings: journal of education, teaching, and learning volume 7 number 2 september 2022. page 218-223 p-issn: 2477-5924 e-issn: 2477-8478 221 table 2. religious teachings in mawa'iz al badi manuscript no. description total 1. recognition of the oneness of allah subhanahu wa ta'ala 2 2. muhammad is his prophet 1 3. there is a reply in kind from god 10 4. be frugal and look for treasure in a good way 2 5. approach yourself to the creator 2 6. prohibition 10 7. command 10 8. liver medicine 2 9. clever to be grateful for favors 2 10. repent 1 11 living destiny 1 according to the chart above, mawa'iz al badi's old writings include religious values and character traits that can be used as recommendations in social life. the ancient manuscripts of mawa'iz al badi include moral principles that may be employed as instructional resources for language study to build student character. doomsday poetry and advice poetry syair kiamat (w.228), size 34 x 21 cm: 64 pages, 9 lines, arabic letters, malay. the manuscript is still in good condition and the writing is still clear. this manuscript was written in 1281 (anonymous. 1281. syair kiamat, w.228). advice poetry in the name of allah (god almighty ) bismillah starts the greeting in the name of allah the owner of nature doomsday story has been delivered to be sure of believers with islam meaning: every work begins with the greeting bismillahirrohmanirrohim asking god for mercy asking forgiveness of all mistakes if it is given convenience made the last day poetry) meaning: every work always begins with a request for grace from god and ask forgiveness if there are mistakes and hopefully the work can be completed. alhamdulillah began to be said for allah only four praises go along all of them return to our lord meaning: the utterance of alhamdulillah is only addressed to allah who is an idol and all will return to god. be patient to pray to the rich god greeting to noble prophet he is the ruler of all prophets all islam and jinn, humans meaning: after uttering worship to god who is very rich, next is greeting (salawat) to the apostle who began, who is the head of all our human prophets and jinn who are muslim. we are in the world must be careful this is the land of selling look for valuable merchandise goods that sell in heaven meaning: when in the world, be vigilant because the country is a place to seek profit and loss. therefore, if you want to carry out every work, consider that the results are many and beneficial in this world and the hereafter. remember not to hit it do not buy illegal (haram) merchandise when we return to the afterlife to the hereafter is useless meaning: stay alert, don't become a victim. when trading, don't buy things that make us humiliated because as a result we will be useless in the hereafter. because merchandise is wretched take us to hell the torment doesn't stop that's where they're sorry meaning: one job or merchandise can cause us harm and lead us to hell. the torment is immeasurable, which makes us regret everything. the advice verse of the advice poetry comprises islamic teachings on thankfulness to allah sw and shalawat to the prophet muhammad saw, as well as respect and honor for both parents and in matters of friendship. doomsday poetry munkar and nankir angels are coming soon with the weapon we are directed for fear of not speaking the punishment is immeasurable meaning: the torment of the grave is very frightening. munkar wa nankir came to torment immediately as soon as we reached the grave. with the mace we were whipped, out of fear we could not speak, and the horror was innumerable. journal of education, teaching, and learning volume 7 number 2 september 2022. page 218-223 p-issn: 2477-5924 e-issn: 2477-8478 222 comes he asks you brother, who is your lord? if your answer is incorrect with a hammer all over your body meaning: munkar wa nankir asks you "who is your god?" if your answer is wrong, your whole body will be beaten. here is very tortured because in the world is unknown in the grave with remorse because makrifat (magnificent) is not accidental meaning: it is in the grave that friends get tormented because when in the world you do not know religion, in the grave it is lonely because no charity comes by chance. the torment no longer counts like the world in a thorn daily beat and hammer then we regret it meaning: the torment of the grave is innumerable, like the world in thorns. beats and hammers everyday torture us then we regret ourselves. when doomsday is so real the angel of death is coming soon takes the lives of all we will die meaning: when the day of judgment has arrived, the angel of death immediately comes to take life at once so that we all die. earth and sky are gone then there we feel count all the rewards and sins the body receives favors and torments meaning: when the day of judgment has arrived, the earth and the sky will be destroyed, then we will feel that the reward and sins we commit will be accepted by our bodies. in doomsday poetry, learning is found as follows: a. every time we start work, first we give thanks and pray and ask for forgiveness from allah swt. b. every work done, including trading is considered first whether the work is beneficial or otherwise brings disaster to others and makes us humiliated. c. if the work we do brings disaster to others or humiliates us, we will sin. d. the winner will receive torment in the grave and torment in the afterlife. e. the torment of the grave and the torments in the hereafter, from padang mahsyar (human gathering after doomsday) to being put in hell are not less fierce and very painful. f. for people who carry out acts of worship during their life, they will not get torment in the grave and in the afterlife; they will receive infinitely delicious blessings and blessings. the whole meaning of doomsday poetry overall, the meaning of this doomsday poem is as follows: (i) every time we begin a new job, we express gratitude and ask allah almighty for forgiveness. (ii) every task done, including trading, is evaluated first to see if it is beneficial or if it causes disaster for others and humiliates us; (ii) if the work we do causes disaster for others or humiliates us, we will sin; (iv) sinners will be tormented in the grave forever; (v) the torment of the grave and the torment in the hereafter, from the last day of judgement (padang mahsyar) to being cast into hell, is not a terrible responsibility and is extremely painful; and (vi) the person who performs acts of worship during his life will not suffer the torment of the grave and will receive infinite blessings and blessings in the hereafter.. v. conclusion according to the findings of the study, traditional malay literature is a great material for language learning. in two experiments, traditional malay writings backed up character building. malay texts demonstrate islamic religious ideals and living instructions, such as frugality, prohibitions, and life destiny, to provide pupils with life values. many scholars are hoping to analyze historical literary works as language learning materials in schools for future research. this is an attempt to revive and preserve literary texts that are on the verge of extinction. references ambridge, b. (2020). against stored abstractions: a radical exemplar model of language acquisition. first language, 40(5-6), 509-559. https://doi.org/10.1177/0142723719869731 anonymous. 1281. syair kiamat (w.228), size 34 x 21 cm: 64 pages, 9 lines, arabic letters, malay. the manuscript is still in good condition and the writing is still clear. this manuscript was written in 1281. anonymous. 1857. syair nasehat (w.232). size 19.5 cm x 16 cm; 117 pages, 9 lines; arabic letters, malay, the condition of the manuscript is still good and the writing is still clear, on the final page there is the writing year 1857. baan, a. (2021). folklore in literature learning as a model for developing cultural characters and students'personality. isllac: journal of intensive studies on language, literature, art, and culture, 5(1), 83-93. bahromivich, r. o., & hamrakhon o'gli, m. s. 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interrogative sentence error at sma negeri 2 samalantan bengkayang regency magpika handayani 1) , yovita angelina 2) 1) polytechnic of tonggak equator pontianak, indonesia email: progressme84@gmail.com 2) polytechnic of tonggak equator pontianak, indonesia email: yovita.angelina89@gmail.com abstract. this study aims at identifying the form of questions used by students of sma negeri 2 samalantan bengkayang regency, sees errors done by students and describes students' understanding of english interrogative sentence patterns. the location of the research was conducted at sma negeri 2 samalantan bengkayang regency because this school is one of the schools that implement the mandatory system of using english in english subjects. in fulfilling these obligations, students often find difficulty in asking in english. the study of interrogative sentences in the students of sma negeri 2 samalantan bengkayang regency is a way to solve the problems of students in making interrogative sentences so that learning english activities become easier and students can ask each other questions with correct questions sentence pattern. the method used in this study is describing students' understanding of the interrogative sentences obtained through a list of questions in the form of translation and interviews to determine the form of errors in making questions. the data obtained is then analyzed to obtain the results of research on the difficulties faced by students in understanding the interrogative sentences. the results of this study show the most dominant error in the sentence yes/no verbs, then wh-question noun, wh-type verb type, and the type of sentence yes/no question nouns. the interview result shows the answers given by the students are consistent with the written answers. keywords: analysis; interrogative sentence error; sma negeri 2 samalantan students i. introduction making sentences in english is often difficult to understand for students of sma negeri 2 samalantan. in teaching, teachers often find errors in the student's sentence, especially during the conversation. the mistakes often make students not confident and even lazy to learn english. students often make mistakes in conversation by adopting the first language (bahasa indonesia) and translating it into english without understanding the structure of the english language. when teachers ask students to make conversations, many students do not understand the sentence patterns that should be used in the conversation. one sentence is often used in conversation and is the essence of the conversation itself is an interrogative sentence. an interrogative sentence used in the indonesian language is translated directly into english language and form a mistake in the pattern of student questions in english. since it has a pattern of questions that are different from the indonesian language, asking becomes difficult for students in starting a conversation. questions that require short answers like "yes" or "no" have a different pattern than those that require a complete answer. each question contains a certain meaning and purpose and when it is used erroneously, it will reduce the meaning and intent of the question itself especially in communicating with strangers. the pattern of questions in indonesian is often adopted by students who learn english and used as a reference to make english questions. questions that are made have different goals, especially in terms of intent and content of the question. the source of the problem with errors in making interrogative sentences should be identified in order to solve the students' problems in communicating. with the identification of problems in interrogative sentences, problems in communication can be avoided and students' self-confidence is expected to increase again. the wrong pattern of interrogative sentences applied by students in english needs to be solved in order to minimize student misconduct. to help teachers solve the problem of http://creativecommons.org/licenses/by-nc/4.0/ mailto:progressme84@gmail.com journal of education, teaching, and learning volume 4 number 1 march 2019. page 103-108 p-issn: 2477-5924 e-issn: 2477-4878 104 interrogative sentences of students, an analysis of the factors causing the error should be done. the writer would like to analyze the error of interrogative sentences of sma negeri 2 samalantan students for considering the errors that often occur when the english language. with the analysis of errors in making interrogative sentences in sma negeri 2 samalantan, these errors are expected to be reduced and students' understanding of the interrogative sentences along with its meaning is improved. in order to support the writing, the writer would like to present the study conducted by the other writers that have similarities and differences with the writer in this writing. the first research was conducted by abdallah (2000). the research focused on the investigation of negative and interrogative sentence formation. the result of the study found that most students were more difficult to form interrogative sentence than a negative sentence. the difficulties lied in aspects like punctuation, auxiliary, modal auxiliary and context of the sentence. moreover, rosyid (2017) conducted research to find out the error made by students in the interrogative sentence. the result of the research showed that there were four aspects in students' interrogative sentence error they are misformation, addition, misordering and omission. the most dominant error is misformation. the research that is going to be conducted in this research is to found out the error that is made by students in the type of sentence both verbal and nominal sentence. the form of verbal and nominal in asking a question is the form of verbal communication that is applied by students that might be different from writing. the result of this writing is expected to add more information about the error in making the interrogative sentence especially on the types of sentence. ii. literature review a. english sentence pattern a sentence is a collection of words consisting of subject and object. the presence of these two parts in english makes the combination of words into a meaningful collection. a sentence can be understood if the subject and predicate support one another. without a subject or predicate, the unity of the word is not a perfect phrase but a phrase that does not provide complete information. although only consisting of two elements (subject and predicate), the set of words gives a meaning that can be fully understood because there is synergy between the subject and predicate (redford, 2009: 7). redford (2009: 3) adds that the sentence in the structure of english is usually defined as the composition of words that have a complete understanding. that is, in the sentence, there is a subject element (s), ie the element being discussed. there is a predicate element (p), the element that states what s element or what the s element is doing. there may be an element of the object (o), ie the target element of the action performed by the element s. also there is an element of description (k), ie the element that explains about time, place, way, and so on. basically, a long sentence can be a simple sentence and vice versa if someone already understands the basis of the sentence. english sentences also have an arrangement as described above. english sentence has subject element (s), predicate (p), object (o) and description (k). the elements are served as a major element and those that serve as a complementary element. the main element consists of subject (s) and predicate (p) while object (o) and description (k) is a complementary element. english sentences usually change in predicate caused by a change of subject called conjugation. conjugation is the most difficult area for a person to learn english because the changes that occur require a deep understanding in order to make the perfect sentence, (swick, 2009: 1). english sentence consists of two parts of the verb sentence and the nominal sentence, (burton & robert, 2010: 9). the structure of the noun and verb is not the same because the verb is a sentence whose predicate is a verb while the noun phrase is a sentence consisting of adjectives and nouns as well as there is auxiliary verb (auxilliary) between the subject and the compliment. b. auxiliary verb an auxiliary verb is a helping verb contained in the structure of an english sentence and is a part that distinguishes the structure of the indonesian language. auxiliary verbs basically have no definite meaning, but in certain contexts will give meaning to the context of the sentence. auxiliary is generally used in positive sentences and negative sentences as the auxiliary elements of sentence formation. auxiliary is used as a complementary element so that sentence structure in negative and interrogative can be fulfilled. here are some examples of sentence formation according to brown & brown (2010: 52). positive: i speak english (verbal sentence) negative: i do not speak english interrogative: do you speak english? positive: he is diligent (nominal sentence) negative: he is not diligent interrogative: is he diligent? greenbaum & nelson (2009:39) state: “auxiliary verbs (or simply, auxiliaries) come before the main verb in a verb phrase. they consist of two main subclasses, the primary auxiliaries "be", "have" and "do", and the modal auxiliaries can, could, will, would, shall, should, may, might and must. in addition, we can distinguish a further subclass of semi-auxiliaries, which include having to (i have to go now), be going to, had better (he had better not be late) and ought to (you ought to take a break)”. journal of education, teaching, and learning volume 4 number 1 march 2019. page 103-108 p-issn: 2477-5924 e-issn: 2477-4878 105 the position of the auxiliary verb is located before the main verb. auxiliary verb consists of two main classes namely be, have and do called a primary auxiliary and secondary auxiliary such as, can, will, may, must and so on. auxiliary is used to help the formation of sentences both negative and interrogative sentences. auxiliary role in the process of formation of sentences to ask considering its function in the sentence. brown & brown (2010: 52) adds that there are differences in sentence verbs and noun phrases in the auxiliary aspect. the nouns use (is, am, are) as auxiliary or auxiliary verbs in the form of a sentence. while in the sentence the verb "do" and "does" or "did" are used to form each negative and interrogative sentence. auxiliary verbs serve to help sentence form sentences and as a support in forming a sentence. without the auxiliary verb, a sentence will not be formed according to the usefulness of the english language. auxiliary or auxiliary verbs do not require the suffix "s" or "es" in a single third person, (swick, 2010: 13). a word that requires "s" or "ice" expression occurs in conjugation in the present tense sentence. auxiliary or auxiliary work serves to help shape negative or positive sentences. positive sentences are formed by adding the word "do" or "does" to the sentence of the verb and "is, am, are" to the numbered sentence. c. interrogative sentence interrogative sentences are divided into several types of sentences such as sentences that require a short answer and a question sentence that requires a long answer. sentence question which only requires a short answer formed from auxiliary verbs, while the sentence that requires a long sentence is formed by adding the word auxiliary or commonly called 5 w + 1 h. both types of sentences of the question has a different purpose from each other and adjusted with the context of the conversation. yes and no question is often expressed when someone wants to ask something to others and wishes the person to give a short answer yes or no. this type of question is also used to ascertain someone or clarify something that is being done by others or simply to get more information. therefore, yes or no questions are used to provide brief information that aims to communicate by both parties to work well. the “yes” or “no” question sentence is given by considering the situation or context of the conversation made by both parties and the yes or no answer is a very correct answer. interrogative sentences that require a long answer given by someone to someone else when someone wants to get more answers than just yes or no is called long answer question. this type of query phrase uses the word auxiliary used to ask the place, time of person, reason and so forth. the sentence of the question with the word auxiliary is used by someone because the information they get is not appropriate or has not fulfilled the requirements. therefore, the question with the word auxiliary is given so that detailed information can be given and the purpose of communication can be met well because each other understand the meaning and function of the question expressed (swick, 2009: 109). the formation of a sentence asking with an auxiliary usually requires a short answer "yes" or "no". auxiliary is placed in front of the subject of the sentence followed by the structure of the other sentence to ask a person for the purpose of obtaining a short answer. meanwhile, to obtain a more complete answer, the use of 5w + 1 h placed in front of the sentence and followed by auxiliary to distinguish the purpose of the question posed. differences in the question patterns contained in the english language, especially between questions with short answers and questions that require a complete answer should be understood to avoid misunderstanding in interpreting the meaning of questions, (greenbaum & nelson, 2009: 39). d. first language interference it is frequently found that in the process of learning a foreign language a learner is affected by the first language or mother tongue because one tends to acquire language indirectly than programmed, (han & rast, 2014: 42). the first language has a very strong influence on the process of learning a foreign language like english. to avoid a significant first-language influence on a foreign language being learned, one needs to understand the structure of the learned language sentence and see the difference between the two languages. with the understanding of the differences, students are expected to form a foreign language in accordance with the language structure and not influenced by the first language or mother tongue. according to han & rast (2014: 42), the first language has a significant influence on the development of foreign languages being studied because the first language is a language that is always used and already fossilized for someone who is learning a foreign language. the first language can be used as a reference for someone to develop their foreign language by comparing patterns and understanding the patterns and see what is in the foreign language sentence and how their first language sentence pattern. to gain that understanding, one must often train their foreign languages so that the learned language can be used in the correct context and familiar with the pattern. according to turnbull & o'cain (2009: 22), the first language affects the foreign language sentence patterns learned by students and causes confusion for students. the first language is a factor that affects the existence of errors when having a conversation. however, not all first language patterns or habits are different from those in the second language. there is a possibility that the means of expressing a meaning are the same in both the first language and the second language. in this case, the learning person does not need to cope with proactive barriers, in which case errors occur. transfers are positive when the first language and the second language have the same habits. in this case, there will be no errors. thus, the differences between the first language and the second language will create learning difficulties in the form of error, whereas the equations between the first language and the second language facilitate the learning effort quickly and easily. mistakes in language learning are a result of the unevenness and the consequences of mistakes. both of these journal of education, teaching, and learning volume 4 number 1 march 2019. page 103-108 p-issn: 2477-5924 e-issn: 2477-4878 106 give full conformity that mistakes should be avoided and kept away. the simplest comparison and procedures are about which aspects of the two are concurrent and which are different. however, it appears that there are levels of similarities and differences. every learner who learns language often misbehaves when what is learned does not match what should be done in this case is practiced. when a person is able to realize his mistake in learning, then the way to solve the error will be solved, however, if someone is unaware of any mistakes made while using the language, then the tiredness will become a habit that continues to be wrong (turnbull &o'cain, 2009: 22). iii. methodology given the issues discussed in this study, the appropriate method is descriptive research method by describing the students' problems inductively and collecting information on the problems encountered, (lodico & voegtle, 2010: 142). by doing this research, the author intends to provide an overview of the problems faced by students of sma negeri 2 samalantan, bengkayang regency. the number of students in sma negeri 2 samalantan bengkayang regency is 100 students. in this study, 40 students as a sample were taken to represent the existing population. a. the technique of data collecting the writer gives a written test in the form of a sentence question in the indonesian language to be translated into english. then to ensure that the students' answers really represent their knowledge, the author will interview the students so that the information obtained through the written test in accordance with the real knowledge of students about the sentence questions in english. the author once again gives some sample indonesian sentence questions and the students convert the sentence in english to ensure the information provided by the students is correct, (lodico & voegtle, 2010: 123). b. the instrument of data collecting the instrument of data collecting in this research is a test in the form of sentence questions and interview sheets. borg & gall (2007: 222) test is a measure used to see students' abilities or mistakes. in this study, the writer made a list of interrogative sentences made in indonesian language and students are asked to change the sentence into english so that the writer can get initial information about student mastery of the interrogative sentence. the results of the test are analyzed and grouped by the type of sentence the question is. interview sheet is a tool used to obtain information from students by interview. interviews were conducted to find out more in the problems faced by undetected students through mistakes made by students on the written test, (lodico &voegtle, 2010: 126). iv. results and discussion a. the result of test the two previous studies conducted by abdallah (2000) and rosyid (2017) were to analyze the error in students’ sentence and to know the sentence that is more difficult to make by students. the previous study showed that there were four aspects in students’ interrogative sentence error they are misformation, addition, misordering and omission and the most dominant error is the misformation. moreover, most students were more difficult to form interrogative sentence than a negative sentence. the study in this research focused on finding students interrogative sentence error in the type of sentences like verbal and nominal. the discussion of the finding is shown as follow. the results of data analysis are shown in fig. 1 and is a general overview to see the number of students who make the wrong sentence, the number of students who make the sentences correctly, the number of students who make sentences with tenses that are not appropriate, the number of students who make sentences incomplete questions or number of students who did not give an answer in making interrogative sentences. fig. 1 an overview of student understanding in making interrogative sentences it is obvious the graph above that the percentage of errors as a whole where it can be seen from the percentage of the most dominant to the less dominant. this shows that students as a whole do not understand how to make interrogative sentences in english. the following is explained on what type of sentence each error occurs. first, the most dominant error is in the sentence yes/no verbs shown in brown. errors students make in this section is the use of auxiliary words that are not in accordance with the question yes/no question verbs. students tend to use auxiliary words (is, am, are) to compose short sentences in verb form. second, the error that occurs after the yes/no question verb is wh-question noun where students cannot make sentences with the correct pattern and sentences that are made tend to be confusing because it is not in accordance with english grammar. it can be seen in green on the graph. a third error occurs in the wh-question verb journal of education, teaching, and learning volume 4 number 1 march 2019. page 103-108 p-issn: 2477-5924 e-issn: 2477-4878 107 type of the sentence indicated by the purple color of the graph. sentences made by students tend to follow the yes/no question sentence pattern and some do not use the query word. fourth, the error in making the sentence of the question occurs on the type of sentence yes/no question nouns are shown in blue on the graph. in this section, students can not make sentences correctly and with the correct grammar. the mistake made by the student is not using the correct auxiliary to make the question because the auxiliary word used does not match the word auxiliary of nominal sentence. b. interview result the interview is one way to obtain information from students by digging information in depth. interviews in this study were conducted to find out more in the problems faced by students who were not detected through errors made by students on written tests. interviews in this study were conducted in two stages; stage 1 interview was conducted on april 28, 2018. interviews were conducted with students of class xi ipa consisting of 20 students. from the results of interviews conducted with students both class xi ipa and xi ips, the authors compare the answers given in writing or orally. the answers were given by the students either in writing or verbally lead to a consistency where the author sees the student's answers during the interview. this means that students' understanding of the interrogative sentences does not change either in writing or orally. of the 40 students interviewed, there were few different answers but not substantive answers. v. conclusion and suggestion from the results of the analysis conducted on students of class xi ipa and ips sma n 2 samalantan, the writer concluded that the understandings of sma n 2 samalantan students in making interrogative sentence are as follows: a. conclusion the most dominant mistake is the sentence yes/no verbs are shown with brown color. errors students make in this section is the use of auxiliary words that are not in accordance with the question yes/no question verbs. students tend to use auxiliary words (is, am, are) to compose short sentences in verb form. this error resulted in the student's elusive sentence and the purpose of the question becoming unclear. errors that occur after yes/no question verbs are wh-question nouns where students cannot make sentences with the correct pattern and sentences that are made tend to be confusing because it is not in accordance with english grammar. it can be seen in green on the graph. the student tendency to generalize the sentence of the question with the same pattern by using is (is, am, are). an error occurs in the wh-question verb type sentence indicated by the purple color of the graph. sentences made by students tend to follow the yes/no question sentence pattern and some do not use the query word. the error in making the sentence of the question occurs on the type of sentence yes/no question nouns shown in blue on the graph. in this section, students cannot make sentences correctly and with the correct grammar. the mistake made by the student is not using the correct auxiliary to make the question because the auxiliary word used does not match the word auxiliary sentence nominal. b. suggestion the teacher should first identify the problems of students before giving subject matter, especially material about functions and the use of verbs to help compare the understanding of the rest before and after the explanation. the teacher should explain the differences in verb sentences and noun sentences in a sentence because students cannot distinguish the differences and tend to use one of these auxiliary verbs. the teacher is expected to explain the differences in short sentences that require the answer "yes" or "no" with questions that use question-assisting words such as why, when, where, who, what and how which tend to require more complex answers. the practice of asking questions and answering questions must be done as often as possible in the classroom to shape students' habits in asking questions and answering questions. the school is expected to provide motivation by holding an internal english language competition so students get used to english. internal competition might improve students' understanding and introduce english intensively to students. references abdallah, jamal jafar ahmed. (2000). an analysis of negative and interrogative formation errors in english language: a case study of damazeen technological college students. thesis: university of khartoum. borg, walter r & gall, meredith. (2007). educational research. pearson. usa. brown, caroline & brown, pearson. (2010). english grammar secret. macmillan education. burton & robert. (2010). analysing sentence. an introduction to english syntax. routledge. new york. gelderen, elly van. (2010). an introduction to the engish grammar. revised edition. john benjamin. netherlands. greenbaum, sidney & nelson, geral. (2009). an introduction to english grammar. third edition. routledge. new york. usa. han, zhoa hong & rast, rebekah.(2014). first exposure to a second language. learners’ initial input processing. cambridge university press.uk. lodico, marguerite g & voegtle, katherine h. (2010).methods in educational research. from theory to practice. san francisco. usa. mulyatinigsih, endang. (2013). metode penelitian terapan bidang pendidikan. alfabeta. bandung. redford, andrew. (2009). an introduction to english sentence structure. cambridge university press. new york. journal of education, teaching, and learning volume 4 number 1 march 2019. page 103-108 p-issn: 2477-5924 e-issn: 2477-4878 108 rosyid, muhammad. (2017). the error analysis in interrogative sentences made by the eleventh grade students of smk batik perbaik purworejo in the academic year of 2016/2017. thesis. english education program teacher training and education faculty purworejo muhammadiyah university. purwerejo. swick, ed. (2009). writing better english. for esl learners. second edition. mcgraw-hill. new york. ________ .(2010). verb and essential grammar. for esl learner. mcgraw-hill. new york. turnbull, miles & o’cain, jennifer dailey. (2009). second language acquisition. first language use in second and foreign language learning. multilingual matter. uk. journal of education, teaching and learning volume 3 number 1 march 2018. page 99-103 p-issn: 2477-5924 e-issn: 2477-8478 99 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of non-routine geometry problem on elementary students belief in mathematics: a case study khoerul umam 1) , kowiyah 2) 1) universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail:khoerul.umam@uhamka.ac.id 2) universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: kowi_agil@yahoo.co.id abstract. many learners hold traditional beliefs about perimeter and area that a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area. to address this issue, non-routine geometry problem is given. this qualitative descriptive research used to reach the goal and to explore t he effect of nonroutine geometry problem on elementary student belief in mathematics. the instrument has been developed to accommodate intuitive student belief and student’s belief about the concept of perimeter. the results provide evidence that students’ intuitive belief about perimeter can be change through non-routine geometry problem which is required understanding and some mathematical analysis. fortunately, the problem has helped the elementary students revise and correct their beliefs, thoughts, and understandings relating to the circumference of shape. keywords: geometry; belief; non-routine problem i. introduction elementary students face many difficulties in solving geometry problem including perimeter, and area[1,15,16]. in solving activity, students usually do not only use their mathematical content knowledge [15,17,16] but also their belief in mathematics [18]. mathematical content knowledge and belief in mathematics have a strong connection one to another because they have a positive relationship with them. sometimes one factor can strengthen one another or conversely[20]. the influence of students' beliefs related to learning mathematics has been well researched. although some beliefs in mathematics encourage learning, motivation, and performance, others have a negative impact may decrease their interest in mathematics so that some students always hinder to learn mathematics. many researchers [19,5,6]from various subject have studied the effects of various beliefs on school subjects and have published their findings in many international educational journals. in response to the important role of belief in mathematics, teachers, educators, and researchers have developed and modified several mathematical instruments and provided various courses either formal or informal with the main goal to promote leading beliefs and correct the often observed traditional beliefs that interfere the process of learning mathematics at some level[12]. for example, students who believed that a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area may lead to failure in solving unusual geometry problems. many researchers like [2], [5], and [7] have given us many good examples of the interventions that assist their students to divert their traditional beliefs to leading belief. this study intended to look into the effects of ‘‘ nonroutine geometry problem’’ in challenging beliefs about misunderstanding student's belief on area and perimeter. for this purpose, non-routine geometry problems are used as sources of conceptual development of belief in mathematics[3]. the geometry problem chosen as exemplified by some well-known problems was made to show that the problem is capable of producing cognitive conflict, thereby challenging several traditional beliefs and helping elementary student correct his belief about perimeter. consequently, the geometry problem was carried out to study how it helped participants to (a) explore the student's intuitive belief in the relationship between http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 99-103 p-issn: 2477-5924 e-issn: 2477-8478 100 conceptual understanding of perimeter, and (b) assess and correct their beliefs in perimeter from different shapes. for this purpose, the subject was exposed to problem-solving and reflective writing activities capable of encouraging cognitive conflict leading to correcting traditional beliefs about perimeter. ii. research method research in mathematics education has shown the evidence that some learners are still held beliefs in a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area. hence, the goal of this case study was to look into the effects of a nonroutine geometry problem in helping elementary student shift their beliefs from misunderstanding the relationship about perimeter to correct belief. the research questions were as follows: how would the ‘‘non-routine geometry problem’’ affect elementary student’s beliefs related to perimeter conceptual? the design of this study took into account the difficulty of reaching the meanings of beliefs and the need to break the vicious circle of the relationship between beliefs, thought, and action [2],[19]. therefore, we used interviews for the case study, allowing the students to explain their beliefs within a context [7]. intuitive student’s belief collected prior to problem-solving activity especially while students read a problem, and student’s ability to revised his belief are collected after student solve the problem which required mathematical analysis[8],[10]. the participant is a student which is selected due to his speaking ability in explaining his answer. the subject was asked to compare the two objects with respect to another. the problem-solving instruments are modified from [14] research by adding the square unit for constructing the different shapes. the modified instrument made to accommodate elementary student’s intuitive belief and students confusion belief who remain believed that a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area[14]. the instruments are as follows there are 2 different figure formed by one unit square. a. what is the circumference of each of different figures? b. are two different figures have a different circumference? explain? figure 1 figure 2 this research used qualitative analysis with deep interviewed. the format of interviewed was semi-structured and recorded for transcription, using the investigative questions to explore student’s intuitive belief and how he can change his belief about perimeter. a respondent answered all questions with allotted time. iii. result and discussion our result will be discussed into two categories student belief in mathematics and raising students ability to correct his belief about perimeter. data of deep interviewed between researcher (r) and subject (s) as follows: a. subject’s intuitive belief in mathematics the results have shown us how student’s intuitive belief strongly decided by his first sight on the different figures. subject used his intuitive belief for determined his spontaneous decision without any mathematical knowledge analysis. he used his school experience to come up with his spontaneous response. data as follows: r : are two different figures have a different circumference? s : yeah….different…. of course r : are you sure, these different? s : sure…! r : why? s : these shapes are different…. r : can explain it more details? s : of course different…the first shape and the second shape are different because they have different types r : oh i see,…where is it? s : this is…different…. the second figure has no one unit of square. r : do you believe that is different? s : of course, i believed it….it is so clear …..second figure has no one unit of square. in the beginning step, his intuitive belief still plays main factor for his spontaneous answer about the perimeter of figures given. visually, he believed that the first and second figures are different, as the second figure has not one unit square while the first figure has a complete square. his intuitive belief influenced his spontaneous decision because he believes that different figures will make different perimeter as well. his intuitive decision is like other students and adults who believed that a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area[14]. it showed us that his quick response was previously interpreted as resulting from a misunderstanding of the relationship between the concepts of area and perimeter that usually occur among our students and were regarded as alternative conception in geometry [3]. r : if two shapes are different, are they have different perimeter? s : yeah…of course...different shape,…different perimeter. r : how can you believe that…? s : usually in school like that… different journal of education, teaching and learning volume 3 number 1 march 2018. page 99-103 p-issn: 2477-5924 e-issn: 2477-8478 101 shape will have different perimeter. from the above conversation, data interview show us that his belief in mathematics is strongly influenced by his teacher. additionally, his teacher usually gives a routine geometry problem so that students cannot evolve mathematical knowledge. his visual reasons tell us about two things; different shape and incomplete one unit square that the first shape has not one unit square compared to the second shape. from his belief, we figure out that his spontaneous belief influenced by his behavioral activities in a school so that we can explain that his school experience plays important things to construct his intuitive belief. b. raising students ability to correct his belief about perimeter an evidence was shown us that subject seeks to correct the beliefs associated with his spontaneous answer. we will divide the analysis into three aspects: how students complete the perimeter of the first figure, the second figure, and how the student can correct the false beliefs related to the concept of perimeter. 1. subject solve the first figure after accomplishing the perimeter of first shape carefully, we can see that student attempted to count gradually the outer side of the first shape. student’s work is as followed: fig. 1 student’s answer for first figure in this activity, subject begins to solve the problem by counting gradually the outer side of the first shape. he also looks very confident in explaining his answer, because of he believes that a circumference is actually the sum of outer side around the first shape. r : what is the circumference of the first figure? s : 20 r : why 20? explain it? s : i count this (he point the outer side) r : can you show me? s : kan 1, 2, 3, 4, 5, …, 20 r : are you sure? s : of course….i believed it from the above interview, data has given an evidence that he counts one by one the outer side of the shape. he did not use the formula for solving this problem but he understands the definition of the circumference of shape. to ensure his understanding about circumference, we asked a provocative question to test him, the interview is as follows: r : in your opinion, what is perimeter of shape? s : if perimeter we count the outer side of shape. r : why the inner side, you do not count. s : if i count inner sides, i count area not perimeter. the results of the interview above, it appears that the subject believes that the circumference of shape is the actually the sum of outer side around the first shape. this reinforced his opinion that the inner sides lines of the first figure have nothing to do with the concept of the circumference, but the lines that are at the outer shape is closely related to the concept of the perimeter. this suggests that the subject not only can distinguish the concept of the circumference but also he can explain the concept of area. 2. subject solve the second figure subject use his analogical thinking to solve the second figure. he did not count anymore the perimeter of the second figure. he uses his analogical thinking about two kinds of line that can be moved from one to another position. r : figure 2 ? s : 20 as well r : can you explain it? s : if we close the cutting square. it will be like this. (the shape as follows) r : how can you do it…. s : only made two lines.... like this r : so, now, how about the perimeter of the second shape? s : yeah….the second shape has the same perimeter of the first shape from the data, we can inference that two information made by subject. first, student’s analogic has given an evidence that his analogical thinking relies on the comparison between two lines that relatively similar so that he can move two line either horizontal or vertical lines move to the outer side of second figures. after moving two lines, he assumed that the second figures and the first figure actually have similar circumferences, as a result, he did not count anymore to ensure his answers. student’s analogical reasoning plays a vital component in the process of abstraction through investigating some similarities of two different shapes [12]. journal of education, teaching and learning volume 3 number 1 march 2018. page 99-103 p-issn: 2477-5924 e-issn: 2477-8478 102 fig. 2 student’s work for a perimeter of second shape second, data interview give a strong evidence that student unconsciously had emerged the concept of parallel line which actually he never studied before. the problem allows him to expand his mathematical knowledge. data and interviewed has shown us that student can use analogical reasoning to regenerate new novel contexts [4]. 3. students change his belief about perimeter several studies ([2],[7],[9]) have proven that belief in mathematics can be changed through several mathematical activities either formal or informal. formal activities form a structured and strategic action usually use a classroom for their activities while informal activity can be formed in many kinds of activities. the conversation as follows shows us that students’ belief r : ok, now…..are two different figures have a different circumference? s : yes…they are same r : why? s : of course, i have counted just now…they are same. r : loh….now, why your answer is different from your first answer s : yeah….hehehe….i use my intuition because usually different shape will have different circumferences..but here two different shapes have a same perimeter. to ensure that student’s belief has changed, we asked the same question and asked him to conclude his two different answers. r : from your first and last answer. what can you conclude? s : it means that different shapes perhaps will have the same circumferences after subject solves the given problem, he changed his belief about the concept of perimeter. his spontaneous belief about perimeter is changed from a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area to new belief about perimeter that is a shape with larger area in some cases will have the same perimeter. iv. conclusion qualitative analysis from this studies suggests two conclusions. the first conclusion is student’s intuitive belief closely related to school experiences. an evidence has shown us that his spontaneous belief is made from behavioral activity in a class. this belief constructed from his behavioral activity especially if student rarely gets the non-routine geometry problem so that he believed that different shape must have different perimeter. this result in line with [13] research shows that student’s intuitive belief is an accumulating from behavioral activity in a school. the second conclusion is non-routine geometry problem may have a considerable impact in shifting student’s belief about perimeter. our finding during the problem-solving activity that led us to conclude that the non-routine geometry problem activity as extracted from perimeter concept stimulated cognitive conflict help elementary student to positively affect his confusion belief about perimeter concept. additionally, [11], and [7] asserted that the non-routine geometry problem can regenerate student’s belief and view especially toward mathematics. with non-routine geometry, student can consciously revise his belief by doing several activities such as analyzing problems many times, recalling the definition of perimeter, and gradually counting the outer side of two different shapes. acknowledgment this research project was funded by lembaga pengelola dana pendidikan (lpdp), finance minister of indonesia republic, and research grant from university of muhammadiyah prof dr hamka, jakarta number: 138 / f.03.07 / 2017. references alim, e. s., rohim, s., & umam, k. 2015.integration of reciprocal teaching-ict model to improve students’ mathematics critical thinking ability’. in proceedings of the 23rd international conference on computers in education (icce 2015), hangzhou, china (pp. 483-487). beswick, k. 2007. influencing teachers’ beliefs about teaching mathematics for numeracy to students with mathematics learning difficulties. mathematics teacher education and development, 9, 3–20. dembo, y., levin, i., & siegler, r. s. 1997. a comparison of the geometric reasoning of students attending israeli ultraorthodox and mainstream schools. developmental psychology, 33, 92–103. holyoak, k. j., & thagard, p. 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(2010). overcoming intuitive interference in mathematics: insights from behavioral, brain imaging, and intervention studies. zdm international journal on mathematics education, 42(6), 621–633. https://doi.org/10.1007/s11858-010-0251-z umam, k., 2016. pengaruh menggunakan software macromedia flash 8 terhadap hasil belajar matematika siswa kelas viii. jurnal kalamatika, 1(1), pp.84-92. umam, k., 2014. pemahaman siswa dalam pemecahan masalah matematika berdasarkan gaya belajar divergen. jurnal inovasi pendidikan dasar,1(1), pp.84-94. umam, k., purwanto, s. e., & aprilina, c. n. 2016. penggunaan model problem based learning dengan bantuan software geogebra untuk meningkatkan hasil belajar matematika siswa. prosiding konferensi nasional pendidikan matematika-vi universitas negeri gorontalo. page 187-199. umam, k., suswandari, asiah, n., wibowo, i. t., & rohim, s. 2017.the effect of think-pair-share cooperative learning model assisted with ict on mathematical problem solving ability among junior high school students. workshop proceedings of the 25th international conference on computers in education (icce 2017). new zealand: asia-pacific society for computers in education, (page 94-98). purnomo, y.w., 2017. a scale for measuring teachers' mathematics-related beliefs: a validity and reliability study. international journal of instruction, 10(2). permana, r., sabirin, f., & feladi, v. (2016). effect of self efficacy and prior knowledge on students’skills. jetl (journal of education, teaching and learning), 1(2), 76-81. journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 185 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. implementation of total quality management (tqm) at tunas bangsa primary school (sd tunas bangsa) in kubu raya regency rahmad wibowo 1) , syukri 2) , sukmawati 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:mrrahmadwibowo@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: syukri17m@gmail.com 3) universitas tanjungpura, pontianak, indonesia e-mail: sukmawati@fkip.untan.ac.id abstract. the implementation of tqm at sd tunas bangsa kubu raya does not always run smoothly. there are things that hinder the implementation. however, even though there are obstacles to the implementation of the tqm, the number of students has increased in the last 5 years. the purpose of this study was to describe (1) quality leadership at sd tunas bangsa kubu raya; (2) quality teamwork at sd tunas bangsa kubu raya; (3) efforts to build a quality culture at sd tunas bangsa, and (4) supporting and inhibiting factors for tqm implementation at sd tunas bangsa kubu raya. this study uses a qualitative approach with a type of descriptive research. data collection techniques in this study were carried out by observation techniques, direct communication techniques, and documentation techniques. the results of this study include (1) quality leadership carried out by school leaders namely principal, deputy principal, and pyp curriculum coordinator based on teamwork, namely the leadership team and the teacher team; (2) teamwork at sd tunas bangsa kubu raya consisting of a leadership team and teacher team is considered good because team members develop favorable team behavior and work collaboratively both in making plans and implementing them; (3) efforts to build a quality culture are sought by leaders and teachers; (4) the supporting factor for the implementation of tqm at sd tunas bangsa kubu raya is a strong commitment from the leadership and senior teachers. while the inhibiting factor is new teachers need time to understand and be able to perform according to ib quality standards and school standards. keywords: implementation; total quality management i. introduction through his research, edward sallis (20002: 3) revealed that educational institutions such as schools view competition in the world of education as an excuse to improve quality. the opinion of zeithaml et al. 1990 as quoted in murgatroyd and morgan (1992: 51) that quality is a demand for organizations including schools to survive in ever-increasing competition. according to amin (2016: 39) quality schools can be seen from the content of learning in a quality curriculum, delivering quality learning, professional educators and education personnel (ptk) and fulfilling qualifications in their fields, complete facilities and infrastructure, a conducive learning environment, and competent graduates. to be able to improve the quality, schools need an effective quality management approach namely total quality management (tqm) or total quality management (tqm) because according to murgatroyd and morgan (1993: 190) tqm's goal is to position the organization to survive amid competition and rejuvenate it in long-term. tqm is the basis for permanent and continuous quality improvement. tqm is an organizational management strategy that focuses on customer-driven fulfillment. schools that implement it focus on meeting student learning needs and expectations. schools that successfully run tqm are able to satisfy students and their parents. in the end, the school will get loyalty from students and parents who are satisfied with the quality of the school. thus, the successful implementation of tqm can improve school competitiveness. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 186 the concept of tqm can be well understood through understanding its constituent keywords namely management (management) and integrated quality (total quality). the word management itself contains two meanings. first, the management means that quality can be managed in all aspects of the organization. second, managers or organizational leaders are required to ensure that each member of the organization consistently works with high-performance standards and continues to make a continuous quality improvement (continuous improvement). furthermore, the word integrated quality means that all aspects of the organization must be dedicated to achieving the highest quality standards requested by internal and external customers. this also means that everyone who is a member of an involved organization actively seeks quality. therefore, tqm can be understood as a management strategy oriented to improving quality through the involvement of all members of the organization who carry out continuous quality improvements to meet and exceed customer expectations. thus, a key element of the successful implementation of tqm in an organization is quality leadership carried out by senior managers, collaboration of organizational members managing quality, and organizational culture in the form of continuous improvement. the first important element of tqm implementation is quality leadership carried out by senior managers or organizational leaders. in the context of the school, quality leadership is carried out by the principal. the principal has the task and responsibility of setting the direction of the goal of improving quality in all aspects of the school which includes aspects of the curriculum, ptk, graduates, facilities and infrastructure, finance, and management. the principal also has the authority to embrace, mobilize, and motivate all teachers and staff to consistently work with high standards and make continuous improvements in the fields that are their responsibility to meet and even exceed the expectations of students and their parents. in order for the quality leadership carried out by the principal to have a major impact on improving the quality of the school, the principal must carry out quality leadership functions such as conveying the school's vision to all teachers, staff, students and parents/guardians of students; committed to continuous quality improvement; convey the message of quality to each member of the school which includes teachers, staff, students and parents/guardians of students; meet the needs and expectations of internal customers, namely teachers and staff and external customers, namely students and parents/guardians of students; listen to the opinions of teachers, staff, students, and parents/guardians of students; lead the development of the professionalism of teachers and staff; building a culture that is not blaming; provide clarity of duties and responsibilities of teachers and staff; giving delegates leadership to teachers and staff; removing barriers to improving school quality; build an effective quality team; and develop appropriate mechanisms for monitoring and evaluating the school quality improvement process. these leadership functions can be carried out well through the management by walking about (mbwa) leadership approach, where principals are actively involved in the quality improvement process. the second important element in the implementation of tqm is the collaboration of all members of the organization in seeking quality. the contribution to quality by each member through this involvement is very well done in teamwork. the reason for this thinking is that teamwork builds trust, improves communication, and develops the independence of team members in an effort to improve quality in the areas that are their responsibility. collaborative teamwork between members provides opportunities for members to work together to achieve common goals, namely improving organizational quality. teamwork is a strong foundation for the development of the tqm culture in schools. quality improvement often comes from a series of quality teamwork on small projects designed to solve problems. the development of favorable team behavior by team members is the key to good teamwork. the beneficial team behavior includes the behavior of initiating discussions, seeking information and opinions, suggesting procedures to achieve goals, clarifying or elaborating ideas, summarizing, testing agreements, acting as a gatekeeper, arranging conversations, compromising and creatively resolving disputes, trying to calm tension in groups and working through difficulties, making groups agree on standards, referring to data and documentation, praising and correcting others fairly and receiving compliments and complaints. the third important element in the implementation of tqm is a quality culture that is continuous improvement carried out by all members of the organization. in school organizations, efforts to build a quality culture are sought by principals, teachers, and staff by focusing on student learning needs and the needs of teachers and staff, focusing on problem prevention, investing in the development of professionalism of teachers and staff, having quality strategies, treating complaints customers as opportunities to learn, have quality traits in all aspects of the school, have school quality plans and policies, principals carry out quality leadership, the process of quality improvement involves everyone, sees school human resources as quality creators, develops teacher and student creativity, has clarity of the roles and responsibilities of school members in the school organizational structure, have a clear evaluation strategy, see quality as a tool to satisfy students and their parents, carry out long-term plans, see quality as culture, develop quality in line with strategic needs, and have a mission special. implementing tqm is not easy. tqm requires full support and control of the top management, strong and directed quality leadership at every level in the organization, and strong commitment or determination from all members of the organization to carry out continuous quality improvements. the low commitment of leaders and organizational members to improve quality is an obstacle for organizations implementing tqm. sd tunas bangsa in kubu raya is the only school for the cooperation education unit (spk) in west journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 187 kalimantan which since its inception has implemented tqm. the spk status was given to sd tunas bangsa in kubu raya by the government through the ministry of education and culture (kemendikbud) of the republic of indonesia as a consequence of implementing the international curriculum namely the international baccalaureate primary years program (ib pyp) at the school. in the midst of competition with other private schools in pontianak, sd tunas bangsa in kubu raya as the only ib school in west kalimantan made ib quality a business strategy to obtain students and retain existing students. tqm has become a quality management approach that has been implemented by the school since its inception which has made the school last for almost 20 years. the initial research that researchers conducted on the implementation of tqm at sd tunas bangsa in kubu raya indicated that the element of quality leadership was carried out by the principal, vice principal, and curriculum coordinator; quality teamwork involves elements of leadership, teachers, and staff; and efforts to build a quality culture are sought by school leaders, teachers, and staff. but since its inception, the implementation of tqm at sd tunas bangsa in kubu raya did not always run smoothly. there are things that hinder the implementation. however, even though there are obstacles to the implementation of the tqm, the number of students has increased in the last 5 years. based on this phenomenon, the researchers wished to do more research on the implementation of tqm at sd tunas bangsa in kubu raya from aspects of quality leadership, quality teamwork, quality culture, and supporting factors and barriers. ii. research method this study uses a qualitative approach. researchers chose to use this approach because researchers could conduct research with a natural setting in collecting data. in addition, the researchers also considered the object to be studied. this research is also descriptive research because the data are collected in the form of words, pictures, and not an objective description. the implementation of descriptive research method is not limited to collection and compilation of data, but includes the analysis and interpretation of data, all data collected will enable the research to be drawn to a conclusion. the implementation of tqm in sd tunas bangsa in kubu raya is detailed and thorough research on the background of the subjects experienced with other distinguishing characteristics. the case study was the implementation of tqm at sd tunas bangsa in kubu raya. the object of this research will reveal the quality of leadership roles, teamwork quality, efforts to build culture of quality, as well as supporting factors and the implementation of tqm in accordance with the data obtained in the field through interviews, observation, and documentation in order to answer the research questions. the location of this study was at sd tunas bangsa in kubu raya. the reason for choosing a school as a place to study is because the school is in the province of west kalimantan, with a number of students who are relatively stable and tended to increase and have never done research with a similar problem at this school. data collection techniques, direct communication techniques, and documentation techniques. data analysis was carried out with the provisions of qualitative research. iii. result and discussion a. results 1. quality leadership based on the results of interviews, observations, and documentation, the quality leadership at sd tunas bangsa rested on shared vision and teamwork between the leadership team and the teacher team. to foster leadership responsibility for quality in each teacher, special positions for team leaders or teacher team leaders at each level of the previous class are eliminated. the responsibility of team leaders is shared with all homeroom teachers and subject matter teachers. in addition, in delivering quality messages, the principal, deputy principal, and pyp curriculum coordinator in implementing quality leadership apply the mbwa principle (management by walking about). leaders regularly visit classrooms to monitor the implementation of learning, become substitute teachers for teachers who are unable to attend, attend teacher collaborative planning meetings in the classroom, talk to students, talk to parents/guardians of students in the school lobby, meet with janitors, canteen officer and checking school facilities. 2. quality teamwork sd tunas bangsa in kubu raya quality teamworks collaboratively both when planning learning and its implementation. learning planning is carried out in collaborative planning meetings. while in the implementation of learning, the teachers carry out team teaching, namely one teacher has the role in delivering the material, and the other accompanies the students to learn or prepare learning resources. in addition to sharing roles in the classroom, the teachers involved contributing according to their authority and responsibility to help students conduct investigations in each unit of inquiry. 3. efforts to build a quality culture based on observations, other efforts carried out were that leaders and teachers worked collaboratively both in terms of planning and implementing learning. when planning, team members contribute thoughts and roles in accordance with their authority. in the implementation of learning, the teachers form team teaching, namely the class is led by 2 teachers who share tasks leading the delivery of subject matter and conducting individual mentoring of students. 4. supporting factors and inhibitors of tqm implementation journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 188 based on the results of interviews with the principal, deputy principal, pyp curriculum coordinator, and teachers it was known that the factor supporting tqm at sd tunas bangsa in kubu raya primary school was a strong commitment from the leadership to quality improvement. the principal, deputy principal, and pyp curriculum coordinator support and participate in controlling the quality of the school as an ib school and at the same time spk. while the inhibiting factors for implementing tqm are teachers at sd tunas bangsa in kubu raya from different educational backgrounds and teaching experience levels, this difference is a challenge for schools to improve the mindset and attitude that makes quality a common goal. b. discussion 1. total quality management implementation (tqm) basically, the implementation of tqm according to murgatroyd and morgan (1993: 188) is about efforts to improve all customer processes and service providers by increasing performance. in summary, tqm is a management approach that focuses on meeting customer needs and expectations. increasing competitiveness, effectiveness and flexibility of organizations is the ultimate goal of tqm implementation. currently, tqm is not only implemented in business organizations but in institutions outside of business such as educational institutions including schools as stated by horne (2002: 95), namely hundreds of schools in the early 90s have adopted tqm. sd tunas bangsa in kubu raya implements tqm by focusing on meeting the needs of its customers namely foundations, teachers and staff as internal school customers, as well as students and parents/guardians as external school customers through continuous quality improvement especially in the learning process and teacher professionalism-teacher and staff. the implementation of tqm is carried out through quality leadership, quality teamwork, and development of a quality culture. but in its implementation, the process of implementing tqm has experienced obstacles that have come from the lack of optimal commitment and involvement of teachers and staff in the process of continuous improvement. 2. quality leadership an important element in implementing tqm at sd tunas bangsa in kubu raya is quality leadership. the role of quality leadership in schools is very important because it is able to empower teachers (sallis: 2002: 69) and ensure that everyone in the organization works with high performance and constantly makes quality improvements (murgatroyd and morgan: 1993: 60). anjaya (2017: 31) emphasizes the importance of leadership roles in spk that only through good leadership all the designs, plans, and regulations that have been set can be implemented and realized. anjaya (2017: 28) explains that spk has a leadership team (leadership team) consisting of principals, teachers, and staff. this is the same as found at sd tunas bangsa in kubu raya where quality leadership was carried out by the principal, vice principal, pyp curriculum coordinator, homeroom teacher, and study teacher. however, in the previous school year, leadership tasks and responsibilities only arrived at the teachers who were given assignments and responsibilities as the team leader, namely the teacher team leader at each grade level. the duties and responsibilities of the team leader of sd tunas bangsa in kubu raya are the same as those explained by goetsch and davis (2000: 283), namely initiating and facilitating team meetings, handling team administration, organizing all team activities, and supervising preparation of report cards and presentations. however, the team leader function was deemed ineffective by school management. therefore, in the 2018/2019 school year, the team leader position was omitted in the school organizational structure. the duties and responsibilities of quality leadership are delegated to all teachers. streamlining and simplifying the hierarchy of school organizational structure in accordance with the desired organizational structure in tqm as presented by sallis (2002: 63), which is a simple and lean structure and allows the occurrence of strong teamwork. thus, the quality leadership of sd tunas bangsa in kubu raya is carried out at all levels in the school organizational structure, starting from the management level consisting of principals, vice principals, pyp curriculum coordinators to the class level carried out by homeroom teachers and subject teachers . murgatroyd and morgan (1993: xi) affirm that teachers are very influential leaders in schools. quality leadership at all levels in the organizational structure of sd tunas bangsa in kubu raya is in accordance with the quality leadership desired by tqm. sallis (2002: 68) argues that without quality leadership at every level of the organization, continuous improvement cannot survive. principal leadership delegated to teachers in this school class is different from the leadership run in primary schools in mauritius. research hung and ahteck (2013) reveal that leadership there is not distributed but is run by the headmaster who focuses on marketing and public relations strategies. the quality leadership of sd tunas bangsa in kubu raya rests on a shared vision. the principal, deputy principal, and pyp curriculum coordinator consistently convey visions to teachers, staff, and parents/guardians of students. this is in accordance with the opinion of murgatroyd and morgan (1993: 84) that management must convey a vision consistently in all aspects of school work. the reason for the importance of the vision must be conveyed because the vision serves as an inspiration, the basis for decision making, and the focus of work of the school team members. journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 189 the principal, vice principal, and pyp curriculum coordinator carry out their duties and responsibilities as quality leaders using the management by walking about (mbwa) approach. mbwa was initiated by scholtes as quoted by sallis (2002: 67). mbwa emphasizes both the visibility of leaders and their understanding and feeling for the front lines and the processes of the institution. this style of leadership is about communicating the vision and the values of the institution to others, and getting out among the staff and customers and experiencing the service for themselves. from the discussion above, it can be concluded that the implementation of sd tunas bangsa in kubu raya quality leadership is in accordance with what is desired by tqm, namely visionary quality leadership, carried out with the mbwa approach, and carried out at the management and class levels. 3. quality teamwork integrating curriculum requires teamwork among teachers with expertise in various content areas (crawford and bodine: 1993: 27). sd tunas bangsa quality teamwork related to the curriculum was carried out collaboratively between the leadership elements consisting of principals, vice principals, and pyp curriculum coordinators with teachers in accordance with ib standards. the lead-manager is important for the classroom teachers, particularly to achieve integrated curriculum and to expand the human resources available to learners (crawford and bodine: 1993: 128). collaboration is a form of teamwork within organizations that implement tqm. lezzote (1992: 16) explains that effective school processes require a process of collaboration and the development of school plans must involve collaborative planning. the homeroom teacher along with the subject of study every week conduct collaborative planning unit of inquiry (uoi) planning called collaborative planning. lezzote (1992: 69) explains some of the benefits of collaboration. first, through collaboration, teachers often share problems. second, the problems shared are more likely to be resolved. third, members of the organization realize that common problems that are shared are systematic. therefore, they will provide systematic solutions. fourth, through collaboration, teachers will provide more work results than working individually. crawford, bodine, and hoglund (1993: 140) add that collaboration between classroom teachers, and subject matter teachers can remove barriers to the quality of learning because collaboration facilitates the integration of resources to improve service quality. favorable teamwork behavior was developed by the leadership and teachers during the collaborative planning meeting. behavior is shown in accordance with what was suggested by scholtes and his collaborative team in sallis (2002: 77). from the discussion of teamwork and team behavior that is advantageous it can be concluded that the work of sd tunas bangsa team in the field of collaboration in a curriculum in which team members develop favorable team behavior in accordance with the teamwork principles recommended in tqm implementation. 4. efforts to build a quality culture school principals, vice principals, pyp curriculum coordinators, and teachers make efforts to build a school quality culture. in general, the efforts made in the form of continuous quality improvement are customer-focused. sd tunas bangsa customers can be grouped into internal customers and external customers. internal customers for teachers and staff are school leaders and foundations as owners. whereas internal customers for leaders are foundations and teachers and staff. school leaders in their focus on meeting the needs of increasing the professionalism of teachers and staff as internal customers listen to their opinions on their needs. this is in accordance with sallis's (2002: 30) recommendation, namely management must listen and dialogue with employees about their fear and hopes to know their needs. in addition to listening to the opinions of teachers and staff, the leaders also held training on teacher professional development on a regular basis for both working teachers and teachers who were just starting to teach. increasing the professionalism of these teachers while fulfilling the foundation's demand for employee performance, especially good teacher performance. dahlgaard, kristensen, and kanji (2007: 3) assert that the culture of quality improvement is a way of life and humans as an element require a lot of education and training. whereas the efforts made by teachers to meet the quality demands of their internal customers, namely school leaders and foundations, are committed to increasing their professionalism by following school standards and regulations, and participating in training both organized by schools and parties outside of school. the commitment of the teacher and staff is in accordance with the opinion of fields (1993: 13) who argues that tqm is the commitment of everyone who includes elements of leadership, teachers, staff, parents, students, and others to meet customer demand in a collaborative manner. school external customers are students and parents/guardians of students. leaders and teachers focus on meeting their needs for school quality. the same way for internal customers is also done by the school to its external customers in order to meet their needs. first by listening to the opinions of students and their parents/guardians. second, by increasing the ability and professionalism of teachers in teaching. lezzote (1992: 50) asserts that if school leaders are able to provide this service to teachers, and if the spirit of quality of life in the surrounding environment, the teachers will adjust what they do, as needed, to ensure all children succeed in mastering the learning. this process will ensure the school moves towards integrated school quality (total quality effective school). journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 190 based on the discussion above, it can be concluded that the quality culture of sd tunas bangsa in kubu raya is a culture of continuous quality improvement carried out by leaders and teachers. efforts to build a quality culture are in accordance with sallis's (2002: 64) recommendations, namely by focusing on customers. 5. supporting and inhibiting factors of tqm implementation the main factors supporting the implementation of tqm are the commitment of the principal, deputy principal and pyp curriculum coordinator on the development of teacher professionalism. this commitment can be seen from how things related to teachers are treated at school. the things in question are such as awarding and allocating teacher workloads; and the use of data from the results of student and teacher assessments in making school policies. an explanation of this commitment is given by murgatroyd and morgan (1993,191). namely, quality is very much shown in terms of how members of the organization are treated, data is always used as a basis for decision making in organizations, tqm skills are shown, and awards are shared within the organization. the factor that inhibits the implementation of tqm is the lack of optimal commitment and involvement of all teachers in the process of building a school quality culture. this is similar to the constraints of implementation at smk negeri 1 banda aceh. through research conducted by erra (2015) the inhibitors of the implementation of tqm in these schools are not yet the optimal quality of the culture built by teachers and employees. based on the tqm theory described by several experts and one of them by sallis (2002: 33), the inhibitor of tqm implementation is the lack of employee involvement in the quality improvement process. lack of involvement is because employees tend to feel comfortable in the work that has become a habit. they are afraid or worried to accept more duties and responsibilities, afraid of being wrong, afraid to work in a new way, and less able to trust others. based on the above discussion it can be understood that the supporting factors for the implementation of tqm at sd tunas bangsa are strong and directed quality leadership. while the inhibiting factor is the lack of optimal teacher involvement and the implementation of tqm, these supporting and inhibiting factors are in accordance with what tqm experts have explained. iv. conclusion a. conclusions the implementation of the tqm at sd tunas bangsa in kubu raya focuses on fulfilling customer needs consisting of internal customers including leadership, teachers, and staff, and external customers namely students and parents/guardians of students. specifically, a number of things are summarized as follows. 1. quality leadership quality leadership carried out by school leaders, namely the principal, deputy principal, and the pyp curriculum coordinator are based on teamwork, namely the leadership team and the teacher team. then the school's vision is conveyed by the mbwa (management by walking about) approach where leaders actively meet teachers, students, and parents/guardians of students to convey quality messages that lead to the school's vision. 2. quality teamwork the quality team at sd tunas bangsa in kubu raya consisting of a leadership team and teacher team worked collaboratively both in making plans and implementing them. teamwork is considered good because team members develop favorable team behavior. 3. efforts to build a quality culture efforts to build a quality culture are sought by leaders and teachers. the effort is carried out by collaborative teamwork between leaders and teachers. 4. supporting factors and inhibitors of tqm implementation the supporting factor for the implementation of tqm at sd tunas bangsa in kubu raya is a strong commitment from the leadership and senior teachers. while the inhibiting factor is new teachers need time to understand and be able to perform according to ib quality standards and school standards. b. suggestions based on the conclusions that have been submitted, the suggestions are as follows: 1. for principals, deputy principals and sd tunas bangsa in kubu raya curriculum coordinator, in addition to conveying a vision to inform teachers and staff that the school is trying to implement total quality management so that quality in all aspects can be improved. 2. for sd tunas bangsa in kubu raya teachers and staff, quality responsibility is not solely the responsibility of the principal, deputy principal, and the pyp curriculum coordinator, but rather the responsibility of all parties including teachers and staff. 3. for the kubu raya education and culture office, total quality management needs to be continuously socialized to all principals for the advancement of education in kubu raya district. 4. for other researchers, can do more research about the implementation of total quality management at sd tunas bangsa in kubu raya. journal of education, teaching, and learning volume 3 number 1 month 2018. page 185-191 p-issn: 2477-5924 e-issn: 2477-4878 191 references amin, maswardi muhammad dan yuliananingsih. (2016). manajemen mutu aplikasi dalam bidang pendidikan. yogyakarta: media akademi. anjaya, capri. (2017). sekolah lokal berkualitas internasional. pssdm: jakarta. crawford, donna k., bodine, richard j. and hoglund, robert g. (1993). the school for quality learning. illinois: research press. from pdfdrive, (online), (http://www.pdfdrive.net), accessed may, 5th 2018. dahlgaard, jens j., kristensen kai, and kanji, gopal j. (2007). fundamentals of total quality management. london and new york: taylor & francis. from pdf drive, (online), (http://www.pdfdrive.net), accessed may, 6 th 2018. fields, joseph c. (1993). total quality for schools. wisconsin: asqc quality press. from archive, (online), (https://archive.org), accessed february, 5 th 2018. goetsch, david l., and davis, stanley b. (2000). quality management. new jersey: prentice-hall. inc. hung, david and ah-tech, jean c. (2013). total quality mangement for continual school improvement guiding principles of success that can be derived from mauritius, (online), (https://www.academia.edu/11496901/totalquality _management_for_continual_school_improvemen t_guiding_principles_of_success_that_can_be_deri ved_from_mauritius), accessed april, 10 th 2018. murgatroyd, stephen & morgan, colin. (1994). total quality management and the school. open university press: buckingham: philadelphia. sallis, edward. (2002). total quality management in education. london: koganpage. from pdfdrive, (online), (http://www.pdfdrive.net), accessed november, 14 th 2017. http://www.pdfdrive.net/ http://www.pdfdrive.net/ https://archive.org/ https://www.academia.edu/ http://www.pdfdrive.net/ journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 113 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. sumpit (blowgun) as traditional weapons with dayak high protection (study documentation of local wisdom weak traditional weapons of kalimantan) hamid darmadi ikip pgri pontianak, pontianak, indonesia e-mail: hamiddarmadi@gmail.com abstract. the dayak ancestors who live amid lush forests with towering tree trees and inhabited by a variety of wild animals and wild animals, inspire for the dayak's ancestors to make weapons that not only protect themselves from the ferocity of forest life but also have been able to sustain the existence of their survival. such living conditions have motivated the dayak ancestors to make weapons called "blowgun" blowgun as weapons equipped with blowgun called damak. damak made of bamboo, stick and the like are tapered and given sharp-sharp so that after the target is left in the victim's body. in its use damak smeared with poison. poison blowgun smeared on the damak where the ingredients used are very dangerous, a little scratched it can cause death. poison blowgun can be made from a combination of various sap of a particular tree and can also be made from animals. along with the development of blowgun, era began to be abandoned by dayak young people. to avoid the typical weapons of this high-end dayak blowgun from extinction, need to be socialized especially to the young generation and to dayak young generation especially in order, not to extinction. keywords: typical dayak high-pressed weapons squack i. introduction the dayak ancestors who live amid lush forests with towering tree trees and inhabited by a variety of wild animals and wild animals have inspired the forefathers of dayaks to make weapons that not only protect themselves from the viciousness of forest life but also able to sustain their lives both morally and materially. based on these conditions and the purpose of the dayak make a special weapon, one of them is a weapon that is considered quite unique and then better known as. "blowgun". blowgun consists of three parts, namely: stem (pipe blowgun, damak (children blowgun) and caged blowgun (eyes spears made of iron or rock mounts tied firmly to the end of the blowgun pipe.) weapons that rely on this blowing force can hit the effective targets from 25 to 30 meters apart either vertically or horizontally (depending on the ability of the blower). with the weapons of dayak blowgun can paralyze the enemies and game animals both on the tree like birds and wild animals that live on land from a distance far away. with the ability to target animals and enemies remotely, dayaks have created high-density self-protection devices feared by invaders. in practice the use of blowgun, if it turns out the first shot does not hit the target, and otherwise wild animals or enemies counterattack from close range that results in damek (damak) cannot be used effectively or did not have time to install damak pipe chopper made of wood beleng with at the end become weapons that are very useful to protect themselves from close range. the existence of cavalier at the end of the pipe blowgun is like a bayonet on the tip of the rifle or spear eye that is ready to be used in case of close attack the enemy. in order to be more effective in blowgun, especially for the purpose of hunting or against the enemy, dayaks smear the damak with poison made from plant sap. according to the story of the dayak elders, the poison on the damak (child blowgun) there is no antidote so that animals or people affected by this weapon even though only scratched will cause death. what is very unique again and hard to think of healthy reasoning, animals that die from weapons blowgun meat is not toxic and safe to eat (kompas 24 december 204). in addition to the lethal range and toxic blowgun, another advantage of this device is that when used it does not cause sound. this silent element is very important when targeting game animals or enemies are not off guard. aside from being a hunting and fighting weapon, blowgun is also used for customary or traditional wedding equipment in wedding dayak. (kompas, december 24, 2004). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 114 in line with the changing times and changes in mindsets and natural conditions where dayaks live, they have an effect on the existence (existence) of blowgun as a distinctive weapon. blowgun gradually began to be abandoned dayak young people and it is not impossible in the future weapons that high enough value of this high protracted sooner or later will be extinct. therefore it is necessary to immediately be preserved so that the traditional equipment that is a typical weapon dayak is still maintained its existence from time to time. the presence of blowgun that increasingly began to be left encourage writers to choose this issue as a study with the title: "blowgun as traditional weapons typical dayak protected high feared invaders" (study documentation of local wisdom weak traditional weapons of kalimantan). ii. literature review a. understanding blowgun the blowgun is one of the weapons often used by the dayak tribe. in addition to hunting, blowgun became a tool of war. in terms of its use blowgun or sipet has its own advantages because it can be used as a weapon remotely and does not damage the natural because of the natural manufacture. and one of the advantages of blowgun or sipet has a shooting accuracy that can reach 218 yards or about 200 meters. viewed from the shape of blowgun, blowgun has a round shape and has a length of between 1.5-2 meters, about 2-3 centimeters in diameter. at the end of this blowgun are targeted like a small shell-like diamonds measuring 3-5 centimeters. at the center of the blowgun perforated as a place to enter damek (child blowgun). at the top of the blowgun more precisely on the front of the target is a spear or machete (in the dayak language). sangkoh made of stone mountains ago tied with woven uei (rattan). types of wood commonly used to make blowgun, in general, are wood looks, ironwood or tabalien, plepek wood, and wooden resak. not to forget also tamiang ataulamiang, which is a kind of small bamboo, long beruas, hard, and contains poison. not everyone has the expertise in making blowgun or sipet. on the island of borneo, there are only a few tribes who have expertise in making blowgun, the dayak ot danum, punan, apu kayan, bahau, siang, and dayak pasir tribe. in the process of making blowgun or sipet done in two ways, namely the first skill of the hand of the maker. the second way, namely by using power from nature by utilizing the strength of the flow of cascade water made into a kind of rice pounder mill. the selling price of blowgun or sipet has been determined by customary law, ie jipen ije or due taheta halamaung. according to dayak beliefs, blowgun should not be used to kill sesame, except to play a role. blowgun can only be used for everyday purposes, such as hunting. blowgun is not allowed or abstain from being trampled let alone cut with machetes because if they are violated customary law, which may result in the perpetrators being sued in customary meetings. in colonial times in borneo in ancient times, dutch troops armed with rifles with the latest technology of its time, while dayak soldiers generally only rely on blowgun. however, the dutch soldiers were far more afraid of children blowgun than the dayak soldiers hit by bullets. what makes the colonists tremble is a child of poisonous blowgun. before leaving for the battlefield, the dayak soldiers smeared the children's eyes with blowgun with sap of ipuh trees or iren trees. in silence, they act to release the blowgun called the damak. without knowing the whereabouts of his opponent, suddenly one by one the dutch soldiers sprawled, leaving the rest of his surviving comrades running scampered. even had time to respond with a shot, the impact of hot tin was far out of balance with the fierce child's poisonous blowgun. less than five minutes after being stuck with a child of blowgun on any part of the body, the dutch soldiers who initially had a seizure would be killed. in fact, it could be that in seconds they are lifeless. meanwhile, if the dayak soldiers get shot and not on the important part, live bullets are issued. after being treated a few weeks, they are ready to fight back. dayak children's struggle against the dutch colonial invaders was no less heroic with the fighters who purportedly use bamboo spears to indonesia. blowgun becomes one of the unique weapons that can be part of history unforgettable. so now, the skill of becoming a popular sport in the region of borneo. the blowgun is a weapon used for hunting as well as in open combat or as a secret weapon for silent killings in combat. the use of blowgun is done by blowing. in terms of use, blowgun has its own advantages because it can be used as a weapon remotely and does not damage the nature because of the natural making material. and one of the advantages of blowgun is to have a maximum shooting accuracy can reach 200 meters (depending on the ability of the man who uses the blowgun). in colonial times in borneo in ancient times, dutch troops armed with rifles with the latest technology of its time, while dayak soldiers generally only rely on blowgun. however, the dutch sedadu was much more afraid of children affected blowgun than the dayak soldiers hit by bullets. what makes the colonists tremble is a child of poisonous blowgun. before leaving for the battlefield, the dayak soldiers smeared the children's eyes with blowgun with sap of ipuh trees or iren trees. in silence, they act to release a child of blowgun called damek (damak). b. making blowgun in the process of making blowgun done in two ways, namely the first skill of the hand of the maker. the second way, namely by using power from nature by utilizing the strength of the flow of cascade water made into a kind of rice pounder mill. blowgun should not be used to kill others outside the battle. blowgun can only be used for everyday purposes, such as hunting. blowgun abstinence is trampled let alone cut with a machete because if it is done means violating customary law, which can lead to the perpetrators will be prosecuted under the customary law. blowgun consists of three parts. the first part is the blowgun. blowgun sticks made of wood-shaped long sphere journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 115 with a hole in it with a wood diameter of about 3-3.5 cm and a diameter hole 1-1.2 cm. for blowgun, wood used from selected species such as bunyau wood, penyau ', kebaca and tapang. the size of the blow stem is usually adjusted to the owner of the blowpipe itself, which is about one fifty-five feet long. the other part is, spear spear made of steel, the length is 20-30 cm. while the next part is iron for target spearhead (ribbon header). the ribbon tape is made of iron and tied to the opposite side with the spear eye and at its tip pokes parallel to the stem of the blowgun. function as a benchmark of the target focus point to be addressed. in ancient times, every adult male must have blowgun and must be good at puffing. in other words, blowgun is mandatory for dayak men. blowgun is the main weapon of dayak men to hunt and even to fight. now, blowgun has become a rare item. this is because dayaks now no longer rely on hunting. the war between the tribes that once happened was now no longer exists. the blowgun craftsmen only make blowgun if there is an order for souvenirs. the shape and workings of blowgun weapons are exactly the same as blowtube weapons in online games. the weapon is a long pipe about 2 meters made of hardwood like ulin, tapang, plepek, or wooden resak. blowgun is made of wood. the wood is perforated as a place to enter the child blowgun called damak. at the end of the blowgun mounted a spear or machete made of iron or mountain rocks. c. blowgun traditional blowgun consists of bamboo or wooden tubes 1-3m long blowgun equipped with blowgun with a round shape approximately less than 1 cm in diameter. children blowgun (damak) can be made of bamboo in which one end is shaped like a cone made of wood with light mass (from pelawi wood). this works so that the blowgun can streak straight or as a counterweight when separated from the reed. while the other end pointed and usually given a very deadly poison game. the poison is made from the sap of forest vegetation and until now there is still no antidote. blowgun is used by blowing. the strongness of the breath of the chopper determines the extent to which the blowgun can dart on their targets. d. blowgun and damak the base of the blowgun is usually larger and this is where the blowgun is inserted and blown. between the reeds, blowgun and blowgun have a high dependence (mutual support). although good buluh but blowgun are made carelessly then the result is also less satisfactory and vice versa. this means the two are important to each other in the precision of the target/prey although also the breath of the piercing and the skills are also very important here. 1. blowgun stick blowgun stick is shaped like pipes. made of hard round wood, like ulin, lanan, and others. the length of the common blowgun sticks is about 2 meters. but for professional users, the length of the blowgun stem is made as high as the user's body. this is believed to make users strong breath and shooting right on target. trunk diameter blowgun between 2-3 cm. in the center is given a hole with a diameter of about 1 cm. it is in this hole that the blowgun that is the bullets are placed. fig. 1 blowgun stick 2. damak damak is a single pointed sharp needle. the needle is plugged into a cork-like cushion with bird feathers to allow the blowgun to float constantly toward the target. at the tip of the needle is given a variety of very deadly poison, which is made from various tree sap, plant herbs, and animal poison like snakes, scorpions, and green toads. if blown by an expert, the blowgun can reach more than 100 meters in a constant straight direction. in order to achieve the right target and strong breathing, the length of the blowgun should match the height of the person using them. the most important part of the blowpipe, other than the stem of the blowgun, is the bullet or the blowgun called the damek. the tip of the kid is a pointed blowgun, while the base of the back there is a kind of cork and a kind of tree limb so damak float while heading to the target. the venom of damek by dayak ethnic lundayeh called parir. this deadly poison is a mixture of various tree sap, plant herbs and can be animals like snakes. there are various forms of the blowgun, one of them is langan adang (flying bullet) the blowgun of this one is used to pitch the hunts of distant or high distance, the shape is also unique with the leaves at the back of the child's blowgun, far can reach between 50 and 70 meters. fig. 2 damak 3. telep since the blowgun are very toxic, then to bring them need a special container called telep. telep usually made from bamboo stem segment. a telep can hold between 50-100 pieces of blowgun. fig. 3 telep journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 116 4. eyes spear (sangkoh) blowgun at the end of the blowgun bar, there is a spear called sangkoh. boxes made of hard iron or mountain rocks. its function is like a bayonet on a rifle, ie as a backup weapon if it runs out of bullets, or for close combat. fig.4 sangkoh d. blowgun as a sport equipment currently, the function of blowgun not only for hunting or for battle but competed in regional sports. being a sports number is taken into account at every game held in the area. sports blowgun is not much different from other sports such as sporting shooting or sporting arrows. usually for the target made a circle of cardboard or paper. the contestants compete to pursue the circle that has been made with the distance determined by the race committee. "blowgun used as a tool for hunting and fighting, as the times of blowgun are used as a means to attract tourists domestic and abroad, through a competition," currently need to foster the seeds of the young generation by providing coaching and assist them by providing facilities and infrastructure. "blowgun have groups of groups and communities, from this community can be fostered in its development, its facilities and infrastructure, through the exhibition of such a race and create the players of blowgun that are reliable, attractive, tourists," traditional weapon blowgun typical dayak tribe used by dayak tribes since time immemorial, both in hunting and fighting. it is because of this weapon that dayak tribes are dubbed "ghost forces" by the dutch army, for their greatness disables the opponent unnoticed by the enemy. fig. 4 dayak tribes the dayak tribe of kalimantan is not the only one who uses blowgun as a weapon, the native tribes of south america and the japanese samurai are also said to have used it. fig. 5 dayaknese using blowgun dayak tribe not only use blowgun as a weapon. among others, they use mandau (sword / machet), lonjo (spear), and telawang (shield). iii. research method this research uses descriptive method with qualitative research form. the population in the study of all dayak sub-tribes in west kalimantan which amounted to 21. the sample in this research as many as 21 people customs and dayak community leaders. the number of 21 people is taken from 10% of all dayak sub-tribes in west kalimantan. in this study used direct communication techniques, with interview guides. direct observation techniques with observation guides as data collecting tools and documentation techniques with data collection tools in the form of recordings, videos, photos of spill activity, in the form of dayak gear and other official events which become the activity of the piling. iv. result and discussion a. result a. dayak sub-tribes recorded in west kalimantan province: 1. ahe 2. air durian 3. air upas 4. angan 5. babak 6. badat 7. bakati’ 8. bakati' rara 9. bakati' riok 10. bakati' sara 11. banjur 12. banyadu (terdapat juga di formosa, taiwan) 13. barai 14. batang luparprovinsi 15. batu entawa 16. batu payung 17. batu tajam (dayak pesaguan kiri) 18. baya 19. benatuq 20. beginci 21. bekidoh 22. belaban 23. benawas 24. beriam 25. bihak 26. bohokam 27. bubung 28. bundu 29. bugau 30. bukitan (terdapat juga di sarawak malaysia) 31. butok 32. cohie 33. dalam http://protomalayans.blogspot.com/2012/06/suku-dayak-angan.html http://protomalayans.blogspot.com/2012/06/suku-dayak-bekati.html http://protomalayans.blogspot.com/2012/06/suku-dayak-bakati-rara.html http://protomalayans.blogspot.com/2012/06/suku-dayak-bakati-riok.html http://protomalayans.blogspot.com/2012/04/dayak-banyadu.html http://protomalayans.blogspot.com/2012/06/suku-dayak-batu-tajam.html http://protomalayans.blogspot.com/2012/06/suku-dayak-beginci.html http://protomalayans.blogspot.com/2012/06/suku-dayak-bihak.html http://protomalayans.blogspot.com/2012/07/suku-dayak-bubung.html http://protomalayans.blogspot.com/2012/06/suku-dayak-bugau.html http://planetdayak.blogspot.com/2013/03/suku-dayak-dalam.html journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 117 34. daro' (darok) 35. damea 36. de'sa 37. dohoi 38. dosan 39. ella 40. embaloh (dayak tamambaloh, dayak maloh) 41. embau (menjadi melayu) dayak muslim 42. empayeh 43. engkarong 44. ensanang 45. galik 46. gerai 47. gerunggang 48. goneh 49. gulik’g 50. gun 51. hovongan 52. ingar silat 53. jagoi 54. jangkang 55. jalai (jelai) 56. jawant 57. joka’ 58. kahoi 59. kalis 60. kanayatn (orang kedayan) 61. kancikng 62. kantu' 63. kayaan 64. kayaan mendalam 65. kayong 66. kebahan (dayak kebahn) 67. kebuai 68. kede 69. kekura’ 70. keluas 71. kembayan 72. kendawangan 73. keninjal 74. kenyilu 75. kengkubang 76. kepuas 77. kerabat 78. kerambai 79. kereho 80. ketungau banyur 81. ketungau sekadau (dayak sesat, dayak sesae') 82. ketungau sintang 83. keninjal 84. kolangan 85. koman 86. komi/ domit 87. konyeh 88. kopak 89. kowotn (dayak bengkawan) 90. koyon 91. krio 92. kualant semanangk 93. kualantn 94. kubitn 95. lamantawa 96. laur 97. lara 98. laya 99. lebang nado 100. lebang hilir 101. lebang hulu 102. liboy 103. limbai 104. linoh (linuh) 105. lintang 106. mayau (mayao, majau) 107. melahoi (malahui, malahoi) 108. mahap 109. mali 110. marau (merau) 111. membuluq (membulu) 112. menggaling 113. mentebah 114. menyaya 115. menyangka 116. menyuke 117. mualang 118. muara 119. mudu' 120. muluk 121. mugut (terdapat juga di serawak) 122. nanga 123. ngabang 124. ngalampan 125. ngamukit 126. nganayat 127. nyadu (nyadupm) 128. orung daan 129. ot (ote) 130. ot siau 131. ot penyaung (ot panyawung) 132. pandu 133. pangin 134. pangkodatn 135. panu 136. papak 137. parangkunyit 138. pawan 139. pawatn 140. payak 141. pebantan (dayak pangkalan suka) 142. pelanjau 143. pengkedang 144. penyarangan 145. perigiq 146. pesaguan 147. pompakng 148. pos http://planetdayak.blogspot.com/2013/03/suku-dayak-daro_25.html http://protomalayans.blogspot.com/2012/07/suku-dayak-desa.html http://planetdayak.blogspot.com/2013/03/suku-dayak-dohoi.html http://protomalayans.blogspot.com/2012/05/suku-dayak-embaloh.html http://protomalayans.blogspot.com/2012/07/suku-embau.html http://protomalayans.blogspot.com/2012/06/suku-dayak-gun.html http://protomalayans.blogspot.com/2012/06/suku-dayak-jangkang.html http://protomalayans.blogspot.com/2012/06/suku-dayak-jawant.html http://protomalayans.blogspot.com/2012/06/suku-dayak-joka.html http://protomalayans.blogspot.com/2012/05/suku-dayak-kalis.html http://protomalayans.blogspot.com/2012/04/dayak-kanayatn_19.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kantu.html http://protomalayans.blogspot.com/2012/07/suku-dayak-kayaan.html http://protomalayans.blogspot.com/2012/07/suku-dayak-kayaan-mendalam.html http://planetdayak.blogspot.com/2013/03/suku-dayak-kayong.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kebahan.html http://planetdayak.blogspot.com/2013/03/suku-dayak-kede.html http://protomalayans.blogspot.com/2012/06/suku-dayak-keluas.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kendawangan.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kenyilu.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kerabat.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kerambai.html http://protomalayans.blogspot.com/2012/06/suku-dayak-ketungau-sekadau.html http://protomalayans.blogspot.com/2012/06/suku-dayak-ketungau-sintang.html http://protomalayans.blogspot.com/2012/06/suku-dayak-krio.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kualant.html http://protomalayans.blogspot.com/2012/06/suku-dayak-kubitn.html http://planetdayak.blogspot.com/2013/03/suku-dayak-laya.html http://protomalayans.blogspot.com/2012/06/suku-dayak-limbai.html http://planetdayak.blogspot.com/2012/10/suku-dayak-mayau.html http://protomalayans.blogspot.com/2012/06/suku-dayak-melahoi.html http://protomalayans.blogspot.com/2012/06/suku-dayak-mahap.html http://protomalayans.blogspot.com/2012/06/suku-dayak-mali.html http://protomalayans.blogspot.com/2012/06/suku-dayak-mualang.html http://planetdayak.blogspot.com/2013/03/suku-dayak-mudu.html http://protomalayans.blogspot.com/2012/07/suku-dayak-ote.html http://protomalayans.blogspot.com/2012/07/suku-dayak-ot-siau-punan-merah.html http://protomalayans.blogspot.com/2012/06/suku-dayak-pawatn.html http://planetdayak.blogspot.com/2013/03/suku-dayak-pebantan.html http://protomalayans.blogspot.com/2012/06/suku-dayak-pompakng.html journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 118 149. punan 150. punan hovongan 151. punan uheng kereho (ot nyawong, dayak seputan) 152. punti (dayak pontent), terdapat juga di sabah malaysia 153. randu (randuk) 154. ransa 155. riam 156. ribun (hibun) 157. sajan 158. sami 159. sane (sani) 160. sanggau 161. sango 162. sapatoi (dayak bung pah tung) 163. saribas 164. sebaru' (sebaruk) 165. sebaung 166. seberuang 167. sekajang 168. sekakai 169. sekapat 170. sekayam 171. sekubang 172. sekujam 173. selayang 174. selako 175. selawe 176. selimpat 177. semandang-samanakng 178. semitau 179. sempadian 180. senangkan (senangkat'n) 181. senganan 182. senunang 183. sikukng (sungkung) 184. silath muntok 185. simpakng 186. sisakng 187. sontas (terdapat juga di serawak) 188. suhaid (suaid) 189. sum 190. sumanjawat 191. suru (suruk, suruh) 192. suti 193. tabuas 194. tabun 195. tadietn (tadatn, tadan) 196. taman 197. tameng (tamong) 198. tanjung 199. tawaeq (tawang) 200. tayap hulu 201. tebang, sungai kualatn 202. tebidah 203. tengon (bi hngon, dayak bidayuh kumba) 204. tingui 205. tinying 206. toba (toba', dayak tebang di sungai tayan dan dayak cempede') 207. tola' 208. undau 209. uud danum 210. uud sio (terasing dan primitif) 211. uud bukhot (terasing dan primitif) b. blowgun as souvenir blowgun can be developed or made as a souvenir for tourism purposes. in this way, blowgun is not only sustainable but also can be a source of economic and socialization of society blowgun can be considered as teaching materials for local wisdom education, in the form of local content subjects (mulok) in school. in this way is expected to raise awareness in the young generation of students (learners) more understanding, loving and ready to preserve blowgun as one of the traditional weapons dayak high-protected. blowgun can serve as one of the competing sports branches, in sports week with notes for sporting purposes or race damak should not be given poison that can kill. b. discussion blowgun is reeds from round logs along the 1.9 meters to 2.1 meters. blowgun must be made of hardwoods such as ironwood, tapang, lanan, berangbungkan, rasak, or wood plepek and belian tangled. the diameter of two to three centimeters of blowgun with a hole in the middle, with a hole diameter of about one centimeter. hole blowgun to insert blowgun child. the length of the blowgun should be in accordance with the height of the person who uses them and has been trained. the making of blowgun is done very carefully and carefully by dayak people. how to manufacture blowgun, hardwood such as ulin that is still shaped beam measuring 10 x 10 centimeters with a predetermined length is hung vertically somewhere. then the bottom of the block was drilled upward so that the rest of the drilling fell directly to the ground. the base of the blowgun is usually larger than the muzzle blowgun. at the end of the muzzle mounted spear eyes made of iron or mountain rock called muckloom. the usefulness of this machete for weapons reserves when the hunted and dead prehistoric animals turned to attack the blowgun that has not had time to replenish the blowgun. mails are tied tightly to the end of the blowgun using a rattan rope. in addition to a machete that is about 15 cm long, at the end of the blowgun contained iron measuring about two centimeters that are used as a tool aiming. both devices are placed opposite each other at the end of the muzzle of blowgun. the most important part of the blowpipe, other than the stem of the blowgun, is the bullet or the blowgun. children blowgun also called damak. the tip of the child is a pointed blowgun, while the base of the back there is a kind of cork of a tree limb so the child blowgun float while heading to the target. for the purposes of the race, damak not given poison like a child of blowgun to hunt. blowgun http://protomalayans.blogspot.com/2012/07/suku-dayak-punan.html http://protomalayans.blogspot.com/2012/07/suku-dayak-punan-hovongan.html http://protomalayans.blogspot.com/2012/07/suku-dayak-punan-uheng-kereho.html http://protomalayans.blogspot.com/2012/06/suku-dayak-punti.html http://protomalayans.blogspot.com/2012/06/suku-dayak-ransa.html http://protomalayans.blogspot.com/2012/06/suku-dayak-ribun.html http://planetdayak.blogspot.com/2013/03/suku-dayak-sami.html http://protomalayans.blogspot.com/2012/06/suku-dayak-seberuang.html http://protomalayans.blogspot.com/2012/06/suku-dayak-sekapat.html http://protomalayans.blogspot.com/2012/06/suku-dayak-sikukng.html http://protomalayans.blogspot.com/2012/06/suku-dayak-sisakng.html http://planetdayak.blogspot.com/2012/12/suku-dayak-sum.html http://protomalayans.blogspot.com/2012/06/suku-dayak-suti.html http://protomalayans.blogspot.com/2012/06/suku-dayak-tawaeq.html http://protomalayans.blogspot.com/2012/06/dayak-tebang-di-kualatn.html http://protomalayans.blogspot.com/2012/06/suku-dayak-tengon.html http://protomalayans.blogspot.com/2012/06/suku-dayak-tingui.html http://planetdayak.blogspot.com/2013/03/suku-dayak-tinying.html http://protomalayans.blogspot.com/2012/06/suku-dayak-tobak.html http://protomalayans.blogspot.com/2012/06/suku-dayak-tola.html http://protomalayans.blogspot.com/2012/06/suku-dayak-uud-danum.html http://protomalayans.blogspot.com/2012/06/suku-dayak-uud-sio.html http://protomalayans.blogspot.com/2012/06/suku-dayak-uud.html journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 119 for battle or hunting are given keratin-keratan along three (3) centimeters at the end of the blowgun with the intention of the end is broken and left in the body of the game until the poison work faster. to put the child blowgun are available special containers called renjung. made from one bamboo segment carved and tied with rattan and covered, a renjung can store about 50-100 children of blowgun. damak venom/blowgun is a very lethal poison is a mixture of sharing tree sap, plant herbs and can be animals like snakes and scorpions. tree sap used for toxins include sap of ipuh wood, siren wood, or upas, mixed with sap of wi wood, or sap toba. can animals, like snakes, will strengthen the effects of this poison. until now there is no antidote to poison blowgun children who have entered the blood vessels. "in the environment of the dayak community has not been known to poison chop poachers," he said. effective distance can reach tens of meters, depending on the ability of the blowgun. in addition, this weapon also does not cause sounds. this silent element is very important when targeting enemies and game animals who are careless. there are certain techniques and training required for someone to be proficient and smart to hunt using blowgun. how to take the breath and body position should also be considered because not org careless who can use blowgun well. the usual position of blowgun with standing or squatting. how to regulate breathing should also be considered so that the target can be hit properly. how to hold the right blowgun, hands should face upwards. the two palms should be close or touch. in addition to the usefulness of hunting and battle, other uses of blowgun are for traditional ceremonies or as dowries in dayak customary weddings. "when engaged, this blowgun weapon can also be used as a tool for custom wedding party. blowgun has become rare because the dayaks now no longer rely on hunting. the inter-ethnic wars that once happened were no longer the case. the blowgun craftsmen only make blowgun if there is an order for souvenirs. the shape and workings of blowgun weapons are exactly the same as blowtube weapons in online games. the weapon is a long pipe about 2 meters made of hardwood like ulin, look, plepek, or wooden resak. blowgun is made of wood. the wood is perforated as a place to enter the child blowgun called damek. at the tip of the front of the sipet mounted a spear or machete made of mountain rock. difficult, making traditional blowgun kompas.com 02/06/2011. v. conclusion a. distribution of blowgun as one of the souvenirs for the purposes of tourism both domestic and foreign countries can be done by socializing blowgun to the community, especially through the younger generation so that they feel owned and ready to take a presence in daily dies. b. making blowgun as teaching materials of local wisdom, in local content (mulok) can be done by way of coordinate with local government through head of district education office of regency / city as education authority in region. c. make the activity as one of the branches of sports that competed in school sports week, sports week (porda) or national sports week (pon) as a multicultural multi-cultural enhancer can be done in coordination with the regional government , the field of youth and sports education along with the head of the local education and culture office to get the legality of race events. references administrative sub-divisions in dutch borneo, ca (1879) (belanda) staatsblad van nederlandisch indië, s.n., 1849 ansar, rahman. (2000) perspektif berdirinya kota pontianak. pontianak: tanpa penerbit. bakker h,p.a. (2014) sejarah sanggau. het.rijk. diterjemahkan pastor yeremias ofm.cap. diterbitkan oleh dinas kebudayaan dan pariwisata. pemerintah kabupaten sanggau. brenda, dorn conard. (1988) cooperative learning and prejudice reduction. usa: social studies journal. aplir/may. danang palingindonesia.comhttp://blogsauted.blogspot.co.id /2012/12/ sumpit-dayak-senjata-berburusekaligus.html#ixzz5eii72vow. dinas kebudayan dan pariwisata provinsi kalimantan barat sejarah kerajaan tayan kutipan dari buku sejarah adat dan istiadat di kalimantan barat, j.u.lontan hasanuddin (2013) pontianak masa kolonial. penerbit ombak yogyakarta helius sjamsuddin (2014) perubahan di kalimantan barat kerajaan sintang 1822-1942 http://blogsauted.blogspot.co.id/2012/12/sumpit-dayaksenjata-berburu-sekaligus. html#ixzz5eii72vow lontaan, j.u. (1975) sejarah, hukum adat, dan adat istiadat kalimantan-barat. pontianak: peenerbit pilindo. jarolimek, john. (1967) social studies in elementary education. 5th. edition. ny: mcmillan co. inc. kompas.com"sumpit dayak lebih ditakuti daripada peluru", https:// regional. kompas.com/read/2011/06/02/14431016/ sumpit. dayak. lebih. ditakuti. dari. peluru. kompas.com"sulit-pembuatan-sumpittradisional",https://internasional.kompas kompas.com/read/2011/06/02/18400750/sulit.pembuat an.sumpit.tradisional. krugg, m.m (1982) history, and the social sciences: new approach to the teaching of social science. waltham, massachusetts: blaisdell publishing mathew b. milles and a. michael huberman. (1992). analisis data kualitatif (terjemahan). jakarta: universitas indonesia press. muhammad natsir, sejarah kalimangtan barat pontianak: tanpa penerbit. http://www.indonesianhistory.info/map/borneo1879.html http://www.indonesianhistory.info/map/borneo1879.html http://books.google.co.id/books?id=kjfbaaaayaaj&dq=verdeeling%20van%20het%20eiland%20borneo%20in%20tteee%20%20afdeelingen%2c%20onder%20de%20benaming%20van%20wester%20afdeeling%20en%20zuid%20en%20ooster%20afdeeling.&pg=pa55-ia22#v=onepage&q=verdeeling%20van%20het%20eiland%20borneo%20in%20tteee%20%20afdeelingen,%20onder%20de%20benaming%20van%20wester%20afdeeling%20en%20zuid%20en%20ooster%20afdeeling.&f=false http://books.google.co.id/books?id=kjfbaaaayaaj&dq=verdeeling%20van%20het%20eiland%20borneo%20in%20tteee%20%20afdeelingen%2c%20onder%20de%20benaming%20van%20wester%20afdeeling%20en%20zuid%20en%20ooster%20afdeeling.&pg=pa55-ia22#v=onepage&q=verdeeling%20van%20het%20eiland%20borneo%20in%20tteee%20%20afdeelingen,%20onder%20de%20benaming%20van%20wester%20afdeeling%20en%20zuid%20en%20ooster%20afdeeling.&f=false http://palingindonesia.com/sumpit-dayak-senjata-berburu-sekaligus-perang/ http://palingindonesia.com/sumpit-dayak-senjata-berburu-sekaligus-perang/ http://blogsauted.blogspot.co.id/2012/12/%20sumpit-dayak-senjata-berburu-sekaligus.html#ixzz5eii72vow http://blogsauted.blogspot.co.id/2012/12/%20sumpit-dayak-senjata-berburu-sekaligus.html#ixzz5eii72vow http://disbudpar.kalbarprov.go.id/where-to-go/sanggau/336-kerajaan-tayan-.html http://disbudpar.kalbarprov.go.id/where-to-go/sanggau/336-kerajaan-tayan-.html http://blogsauted.blogspot.co.id/2012/12/sumpit-dayak-senjata-berburu-sekaligus.%20html#ixzz5eii72vow http://blogsauted.blogspot.co.id/2012/12/sumpit-dayak-senjata-berburu-sekaligus.%20html#ixzz5eii72vow http://kompas.com/ http://kompas.com/ journal of education, teaching and learning volume 3 number 1 march 2018. page 113-120 p-issn: 2477-5924 e-issn: 2477-4878 120 shaver, j.p. (1991) handbook of research on social studies teaching and learning. ny: mcmillan publishing co. undang-undang sistem pendidikan nasional no.20 tahun 2003; balitbang depdiknas jakarta truhart p., regents of nations. systematic chronology of states and their political representatives in past and present. a biographical reference book, part 3: asia & pacific oceania, münchen 2003, s. 1245-1257, isbn 3-598-21545-2. veth, p.j. (1854) borneo‘s wester afdeling. zaltbommel: noman en zoon. weiner, b. (1979) theory of motivation for some classroom experiences, journal of abnormal psychology, 71, 1-12 weiner, b. (1986) attribution theory and attribution therapy: some theoretical observation and suggestions. british journal of clinical psychology, 27, 93-104. weiner,b.(1990) history of motivational research in education, journal of personality and social psychology, 55, 738-748 yacobus.s.e. frans..l.ba (2014) pangsuma sejarah perang majang desa. cetakan ke ii. penerbit dinas kebudayaan dan pariwisata kabupaten sanggau. pemerintah kabupaten sanggau yus suhardi dkk. sanggau dari masa ke masa cetakan ke ii penerbit dinas kebudayaan dan pariwisata kabupaten sanggau. pemerintah kabupaten sanggau. http://id.wikipedia.org/wiki/istimewa:sumber_buku/3598215452 http://id.wikipedia.org/wiki/istimewa:sumber_buku/3598215452 journal of education, teaching, and learning volume 4 number 1 march 2019. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 163 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. increasing creative and innovative thinking ability through the strengthening of character education in probability theory course ahmad yani t. 1) , sayaka oikawa 2) 1) universitas tanjungpura, pontianak, indonesia e-mail: dr.ahmad.yani@gmail.com 2) hirosaki university, hirosaki, japan e-mail: hime17@gmail.com abstract. the purpose of this study was how to improve the ability to think creatively and innovatively through strengthening character education in the probability theory course. the sample of this study was 29 students of the fifth semester of mathematics education. the method of research experimented, and the form of analysis is quasiexperimental. data collection techniques are measurement techniques, creative and innovative thinking skills test and character education scale. the results increase in the ability of creative and innovative thinking through strengthening character education by providing learning in religious character education, being responsible both in groups and individually, discipline, honesty, tolerance for others, hard work, independence, having a high sense of curiosity in solving a problem related to probability theory. keywords: creative; innovative; probability i. introduction in developing 2013 curriculum is a curriculum that can produce productive, creative, innovative indonesian people, through strengthening integrated attitudes, skills and knowledge to realize productive, creative and innovative indonesian people. therefore, the education unit is held in a fun, challenging, and motivating way for active participants to participate, as well as providing sufficient space for the initiative, creativity, and independence as well as psychological learners. there are three things that the curriculum will achieve, namely (1) character, (2) competence, and (3) literacy. character quality is about how to deal with a changing environment. matters relating to the quality of character include faith and piety, love for the motherland, curiosity, initiative, perseverance, adaptability, leadership, and socio-cultural awareness. competence is about how to overcome complex challenges. matters relating to competencies are critical thinking/problem solving, creativity, communication, and collaboration. as for literacy, it is about how to apply core skills to daily activities. literacy is related to literacy, numeracy, scientific literacy, information technology literacy and communication, financial literacy, and cultural literacy and citizenship. (harosid, 2017: 4-5). therefore, to improve the ability to think creatively and innovatively through strengthening character education is an important thing for every student to have. in harmony with the vision and mission of the president of the republic of indonesia (nawa cita), (1) improving the quality of life of indonesian people through improving education and training quality, and (2) carrying out national character revolutions through a policy of rearranging the national education curriculum. but the fact shows that students' creative and innovative thinking skills are low. based on the results of the trend international mathematics and science study (timms), it was stated that the level of students' creative thinking abilities in indonesia was relatively low, because only 2% of indonesian students could work on high and advanced categories that needed the ability to think creatively in solving them (mullis, et. al., 2012). silver (1997: 76) provides an indicator to assess students' creative thinking abilities which refers to fluency, flexibility and novelty through problem-solving. furthermore silver (1997: 78) said (a) students are fluent in solving mathematical problems with various interpretations, completion methods, (b) students are said to be flexible in solving mathematical problems, if students can solve problems in one way, then by http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 164 using other ways students discuss various methods of settlement, and (c) students are said to find novelty in solving mathematical problems, if the student can examine several methods of completion or answers, then make different solutions. character education is the process of forming human identity which is done by building the qualities of logic, morals and faith. its formation is directed at the process of human liberation from incompetence, injustice, dishonesty, injustice and from bad morals and faith. with this process, it is hoped that human identity will be formed with character, character, and dignity (mulyasana, 2011: 289). today there is concern in some parts of the community about the behavior of indonesian people who are considered deviant from morals or noble characters. they are no longer able to distinguish between respectable and praiseworthy behavior with despicable and non-dignified deeds. they do not understand or do not care about actions that are considered shameful and despicable, do not care or are unable to distinguish between noble and negative actions (hidayat, 2011: 445). character education is currently growing rapidly, it has the side effect of giving birth to many deviant behaviors such as corruptors and public lies. although not all children of the nation like that, but they are precisely the people who generally already carry various strata education titles (hidayat, 2011: 445). brawl behavior or violence or other disrespectful behavior in schools or campuses is not possible suddenly. someone displays that behavior is the result of learning, both directly and indirectly. therefore, education must be concerned with efforts to prevent violent behavior or other disgraceful behavior early through educational programs so that a culture of peace, tolerance, empathy, etc. can be instilled in students since they are at the pre-school level of education and at the level of primary education. so, in the life conditions of the nation where human values experience a crisis, if the world of formal education which only educates the life of the nation, without being balanced by the cultivation of the values of nobility of human dignity, has not made a major contribution to the realization of a just and prosperous society. the link between character education and mathematics subjects with reference to 2 main objectives of mathematics learning, namely formal goals and material goals. the formal purpose of mathematics learning is related to the structuring of reasoning and the formation of students and the purpose of mathematics learning material related to the assignment of mathematics (skills) in other fields (seodjadi, 1992). one of the subjects studied by mathematics education students in semester v is probability theory. this probability theory has several sub-chapters that must be studied relating to reasoning and attitude formation. in this study, the material includes; (1) probability theory, (2) calculating sample points, and (3) probability events. based on the description that has been stated, the researcher is interested in knowing the relationship and how to improve the ability of creative and innovative thinking through strengthening character education in the opportunities theory course. a. creative and innovative thinking skills the 2006 curriculum (ktsp) emphasizes all students starting from elementary school to equip students with the ability to think logically, analytically, systematically, critically, and creatively and work together. pehkonen (1997: 3) explains that creative thinking is interpreted as a combination of logical thinking and divergent thinking based on intuition but still in consciousness. another view of creative thinking was proposed by krulik and rudnick (in tatag, 2010), saying that creative thinking is original and reflective thinking and produces a complex product. thinking involves the synthesis of ideas, building new ideas and determining their effectiveness. also involves the ability to make decisions and produce new products. in addition, james c. coleman and coustance l. hammen (megalia, 2010: 12) suggest that creative thinking is thinking that produces new methods, new concepts, new understandings, new discoveries, and new works. the use of the term creative thinking and creativity is often confused. creative and creativity are conceptually related, but both are not identical. creativity is an umbrella construct as a creative product of creative individuals, contains stages of the creative thinking process, and an environment conducive to creative thinking (sumarmo, 2010: 10). cotton (1991: 3) states that creative thinking contains four components, namely: fluency, flexibility, originality, and elaboration. evans (jazuli, 2009: 221) says the component of divergent thinking consists of problems of sensitivity, fluency, flexibility, and originality with the following explanation: a) problem sensitivity (ability problem) is the ability to recognize the existence of a problem or ignore facts that are not appropriate to recognize the real problem. b) fluency is the ability to build many ideas. the more ideas you have the chance to get a good idea. c) flexibility is the ability to build diverse ideas, namely the ability to try various approaches to solving problems. d) originality is the ability to obtain extraordinary ideas that are not common. munandar (2012: 192) also explains the characteristics of creative thinking abilities as follows: 1. think smoothly (fluency) the characteristics of fluent thinking include (1) sparking lots of ideas, lots of answers, lots of problemsolving, (2) giving lots of directions or suggestions for doing things, and (3) always thinking of more than one answer. journal of education, teaching, and learning volume 4 number 1 march 2019. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 165 2. flexible thinking flexible thinking characteristics include (1) generating varied ideas, answers, or questions, and (2) finding different alternatives or directions. 3. original thinking the characteristics of original thinking include (1) being able to give birth to new and unique expressions, and (2) thinking about unusual ways. 4. elaboration. the details feature include (1) being able to enrich and develop an idea or product, and (2) adding or detailing the details of an object, idea, or situation so that it becomes more interesting. in this study mathematical creative thinking ability is the ability of students to produce a problem solving or a new final answer with the following components: (1) fluency which is to build lots of ideas, with indicators students can write more than one final answer , (2) flexibility, which is to build various ideas from different perspectives, with student indicators can produce varied final answers, and (3) originality which is to build ideas that are not general, with indicators that students can provide the new final answer in solving the problem or giving another final answer from what is commonly taught. in this study, students' creative thinking skills will be measured by material questions about probability theory. b. character education the term character or in indonesian is translated by character, is the essential characteristics of a person or a group or nation that is very prominent so that it can be recognized in various situations or trade marks of that person (tilaar, 2008). erza, a character specialist (2007: 11) explains that character is a guarantee for success and resistance in difficult times in facing a hopeful future. characters do not appear and appear all the time. hornby (1983: 139) states that character is "(of a person, community, rate, ets.) mentally or capital of mental or moral nature that makes one person qualities, rate, etc different from others". salim (1997: 555) states that "character, the aggregate of features and traits that are apparent from the individual nature of some person or thing". thus the character is the overall features and characteristics that make up the basic characteristics of someone or something. lickona (1991) refers to the concept of a good character that is explained by aristoteles "... the life of right conduct right conduct in relations to other persons and in relation to oneself (character is as a life that behaves well / that is good behavior) towards other parties (god almighty, human beings, and the universe) and towards oneself). martadi (2010) states character education is interpreted as value education, character education, moral education, character education, which aims to develop the ability of students to make good and bad decisions and realize that goodness in everyday life with all my heart. foerster (koesoema, 2006), there are 4 (four) basic characteristics in character education (a) regularity of each action and measured by a hierarchy of values. value becomes the normative guideline of every action, (b) coherence that gives courage, makes a person firm on principle, is not easily swayed to new situations or is afraid of risks. coherence is the basis for building trust in one another, (c) autonomy. there someone internalizes rules from the outside until they become personal values. and (d) determination and loyalty. firmness is the endurance of a person to desire what is seen as good and loyalty is the basis for respect for the chosen commitment. character education is the process of giving guidance to participants/students to become fully human characters in the heart dimension, leading to moral life and individual moral maturity. character is a good personal quality, in the sense of knowing goodness, willingness to do good, and real good behavior, which coherently emanates as a result of thought, heart training, sports, taste and intention (wahyu, 2011: 228). c. course of probability theory the selection and determination of probability theory courses in research because this course is related to axioms, definitions and theorems and the questions given in the form of problem solving. axioms are statements that are assumed to be true of a system and are accepted without proof. this term only contains the basic terms and the terms are defined, do not stand alone, and are not tested for truth. the requirements of an axiom system include: 1) independent (free) 2) consistent (principle obedience) 3) complete (complete) 4) economical because this provision shows the formation of attitudes and structuring of student reasoning. ii. research method the research method is the experimental method. this experimental method is used because according to the purpose of the study is to improve the ability to think creatively and innovatively through strengthening character education in the opportunities theory course. the form used in this study is quasi-experimental. the form of this study was chosen because researchers could not control or manipulate all relevant variables such as student learning interest, intelligence level, and family economic background of each student. (suryabrata, 2000: 33). the research design used is only pre-test and posttest control group design (suryabrata, 2000: 35). iii. result and discussion 1. creative and innovative thinking skills the ability of creative and innovative thinking that is intended in this study is the ability of students to produce answers in a new way with indicators thinking fluently, journal of education, teaching, and learning volume 4 number 1 march 2019. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 166 flexible, and original through strengthening character education. a. current thinking ability the ability to think fluently in students is the ability of students to build many ideas. the ability criteria in question are students can write more than one final answer correctly. the pre-test results showed that 29 students were included in the very low category, which meant that students did not answer or were only able to write one answer that was relevant to the process and the results were correct or wrote two relevant answers but the process and results were still inaccurate. while the post-test results showed 14 students included in the medium category which means students were able to write two answers that were relevant to the process and the results were correct or wrote three relevant answers but the process and results were still inaccurate, and 15 students were included in the high category which meant students were able to write three answers that are relevant to the process and the results are correct or write more than three answers but the process and results are still not right and. based on data analysis, it was found that the students' creative and innovative thinking ability as a whole on the indicators thinking fluently on the pre-test results included in the very low category with an average gain of 25%. after being given reinforcement of character education, the results of the protest increased, which was included in the high category with an average of 63%. students have been able to write three answers that are relevant to the process and the results are correct or write more than three answers but the process and results are still inaccurate. increasing indicators of thinking smoothly based on the results of the pre-test and post-test is 38%. b. great thinking ability students' flexible thinking ability in this case is the ability of students to build various ideas from different perspectives. the ability criteria namely students can produce varied final answers. the pre-test results showed 3 students included in the very low category, which means that students did not answer or were only able to give answers in only one way and there was a mistake in the calculation process until the results were wrong and 26 students were included in the medium category, meaning students were able to provide answers with one the method with the calculation process and the results are correct. while the post-test results showed ten students included in the medium category, meaning that students were only able to give answers in only one way and there were errors in the calculation process until the results were wrong, four students were included in the high category. this shows that students are able to provide answers in more than one way (varied) but the results are wrong because there is a mistake in the calculation process, and 15 students are included in the very high category, which means students can give answers in more than one way (varied) calculation process and the results are correct based on the analysis of the data, it was found that the overall creative and innovative thinking abilities of the students on flexible thinking indicators on the pre-test results were included in the medium category with an average gain of 47%. after being given reinforcement of character education the results of the post-test increased, which was included in the high category with an average gain of 79%. this shows that students are able to provide answers in more than one way (varied) but the results are wrong because there is a mistake in the calculation process. improved indicators of flexible thinking based on the results of the pretest and post-test were 32%. c. original thinking ability students' original thinking ability is the ability of students to develop ideas that are not common. ability criteria, namely students can produce new or different final answers in solving the problem given. the pre-test results showed 21 students included in the very low category, meaning that students did not answer or were only able to give answers in their own way but could not be understood, 3 students were included in the medium category, which meant students gave answers in their own way, the calculation process was directed but inappropriate and 5 students included in the high category, which means students give answers in their own way but there are errors in the calculation process so that the results are wrong. while the post-test results showed 11 students included in the medium category, which meant students gave answers in their own way, the calculation process was directed but not appropriate, 3 students were included in the high category which meant students gave answers in their own way but there were errors in the calculation process so the results are wrong, and 15 students are included in the very high category, which means that students are able to provide answers in their own way and the calculation process and results are correct. based on the explanation above, it was obtained that the students' creative and innovative thinking ability as a whole on the original thinking indicators in the pre-test results were included in the low category with an average gain of 22% or 0.90. after being given reinforcement of character education the post-test results are increased, which is included in the high category with an average acquisition of 78% or 3.14 means that students give answers in their own way but there are errors in the calculation process so that the results are wrong. the increase in original thinking indicators based on the results of the pre-test and post-test was 56%. 2. scale of character education the scale of character education to be measured in this study consists of (a) religious, (b) responsibility, (c) discipline, (d) honesty, (e) tolerance, (f) respecting achievement, (g) hard work, ( h) creative, (i) independent, (j) curiosity, (k) likes to read, (l) friendly/communicative, (m) journal of education, teaching, and learning volume 4 number 1 march 2019. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 167 caring for the environment, (n) democracy, (o) love for the country, (p) love the country, (q) love for peace, and (r) the spirit of nationality. based on the results of character education scale data analysis, as many as 17 students or 58.62% classified as having a very high character education scale, namely students have worked on tasks and obligations according to orders, doing assignments with full responsibility, discipline, honest in doing everything such as not cheating or becoming a plagiarism in working on each task, expressing opinions about something in accordance with what is believed, not criticizing friends who have different opinions, giving friends the probability to differ opinions, making friends with other friends without distinguishing religion, always trying to find information about subject matter from various sources, not desperate in facing difficulties in learning, always asking lecturers and friends about subject matter, always asking questions or reading sources outside the textbook about material related to the lesson, always working together in groups in the class. then there are 7 students or 24.14% who belong to the high character education scale. students have worked on tasks and obligations in accordance with orders, working on tasks with full responsibility, discipline, honest in doing everything such as not cheating or becoming plagiarism in doing every task, expressing opinions about something in accordance with what is believed, not denouncing friends who disagree, give probability to friends to differ opinions, befriend other friends without distinguishing religion, always try to find information about subject matter from various sources, sometimes desperate in facing difficulties in learning, often asking lecturers and friends about subject matter, often ask or read sources outside the textbook about material related to the lesson, often working together in groups in the class. while there are 5 students or 17.24% who are classified as having a moderate character education scale which means that students have done assignments and obligations in accordance with orders, working on tasks with full responsibility, discipline, being honest in doing everything such as not cheating or plagiarizing each duty, express opinions about something in accordance with what is believed, do not denounce friends who differ in opinion, give opportunities to friends to differ opinions, make friends with other friends regardless of religion, ethnicity, and ethnicity, always try to find information about subject matter from various sources , often discouraged in facing difficulties in learning, sometimes asking lecturers and friends about subject matter, sometimes asking or reading sources outside the textbook about material related to the lesson, sometimes working together in groups in the class. 3. enhancing creative and innovative thinking ability through strengthening character education the average pre-test results of students have the ability to think creatively and innovatively which is included in the high category, namely students are able to write three answers that are relevant to the process and the results are correct or write more than three answers but the process and results are still incorrect, students are able to write three answers that are relevant to the process and the results are correct or write more than three answers but the process and results are still inaccurate and students are able to give answers in more than one way (vary) but the results are wrong because there is a mistake in the calculation process. based on the discussion above, it can be seen that the ability to think creatively and innovatively can be improved through strengthening character education. the way to improve it is to provide religious learning, be responsible both in groups and individually, discipline, honesty, tolerance for others, hard work, independence, have a high sense of curiosity in solving a problem related to the probability theory. iv. conclusion a. conclusions based on the results of the study, it can generally be concluded that there is an increase in students' creative and innovative thinking skills through strengthening character education in the opportunities theory course. the conclusions are more detailed as follows. 1. the ability to think creatively and innovatively through strengthening character education in the opportunities theory course is included in the high category. 2. there is an increase in the ability to think creatively and innovatively through strengthening character education by providing learning in religious character education, being responsible both in groups and individually, discipline, honesty, tolerance for others, hard work, independence, curiosity high in resolving a problem related to probability theory. . b. suggestions based on the conclusions that have been submitted, the suggestions are as follows: 1. we recommend that when filling out the test of creative and innovative thinking skills and character education scales are well supervised so that students answer with sincerity 2. we recommend that further research discuss five indicators of the ability to think creatively and innovatively, namely thinking fluently, flexibly, original, elaborating, and judging. references cotton, k. (1991). teaching thinking skills. school improvement reasearch series. school improvement research series. erza, yakub. (2006). success through character. yogyakarta: penerbit andi. harosid, harun. (2017). kurikulum 2013 revisi 2017. hidayat, mufid. (2011). pendidkam karakter: makna, restorasi, permasalahan, dan upaya mengatasinya. upaya pembinaan kepribadian. bandung: widya aksara press. journal of education, teaching, and learning volume 4 number 1 march 2019. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 168 hornby. (1983). oxford advance learner’s dictionary of current english. firth edition. oxford: oxfors university press. jazuli, a. (2009). berpikir kreatif dalam kemampuan komunikasi matematika. program studi pendidikan matematika: universitas muhammadiyah purwokerto. koesoema, doni. (2006). pendidikan karakter: mendidik anak di zaman global. jakarta: grasindo. lickona, t. (1991). education in character: how our school can teach respect and responsibility. new york. bantam books. megalia, s. p. a. (2010). pembelajaran matematika dengan menggunakan model assurance, relevance, interest, assessment, satisfication (arias) dalam upaya meningkatkan kemampuan berpikir kreatif siswa. skripsi. fmipa upi. bandung. mullis, i. v. s., et al. (2012). timss 2011 international results in mathematics. amsterdam: international association for evaluation of educational achievement. mulyasana, dedi. (2011). pendidikan karakter: apa, mengapa dan bagaimana?. nilai inti bagi upaya pembinaan kepribadian bangsa. bandung: widya aksara press. munandar, utami. (2012) . pengembangan kreativitas anak berbakat. jakarta: rineka cipta. pehkonen, erkki (1997). the state-of-art in mathematical creativity. zdm, 29(3). electronic edition issn 1615-679x. http://www.fiz.karlsruhe.de/fiz/publications/zdm salim, peter. (1997). the contemporary indonesian-english dictionary. jakarta: modern english press. silver, edward a. (1997). fostering creativity through instruction rich in mathematical problem solving and thinking in problem posing. pittsburgh: usa. sumarmo, utari. (2010). berfikir dan disposisi matematik: apa, mengapa, dan bagaimana dikembangkan pada peserta didik. bandung: universitas pendidikan indonesia. soedjaji. (1992). memantapkan matematika sekolah sebagai wahana pendidikan dan penalaran kebudayaan. surabaya: program pacsa sarjana pendidikan ikip surabaya. tatag, y e. (2010). desain tugas untuk mengidentifikasi kemampuan berpikir kreatif siswa dalam matematika. surabaya: universitas negeri surabaya. tilaar, har. (2008). karakteristik bangsa dalam perspektif pedagogik kontemporer, dalam saifudin dan karim, refleksi karakter bangsa. jakarta: forum kajian antropologi indonesia. wahyu. (2011). masalah dan usaha membangun karakter bangsa. nilai inti bagi upaya pembinaan kepribadian. bandung: widya aksara press. isc paper template in a4 (v1) journal of education, teaching and learning volume 3 number 2 september 2018. page 361-366 p-issn: 2477-5924 e-issn: 2477-4878 361 journal of education, teaching and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of timss model test to measure the number sense ability of junior high school students riyanti nurdiana tanjungpura university, pontianak, indonesia e-mail: riyantinurdiana@yahoo.com abstract. timss results in the number content and number sense ability of students in indonesia are still low. this research aims to train and familiarize students of the junior high school to work on problems in timss using number sense abilities. the process of developing test instruments in this research was through the stages of the plomp development model that are (1) preliminary investigation phase; (2) design phase; (3) realization phase; (4) test, evaluation and revision phase, and (5) implementation phase. this research produced a good quality test. the test instrument has met the criteria of valid, reliable, objective and practical included 4 item with high validity categories and 14 items of medium validity categories. the level of reliability is very high with r11 = 0.884, objective from the results of reliability and practical from the student response questionnaire analysis with the average student giving a positive response of 72.1%. the results of the research reveal that the test instruments that can measure the number sense ability are in the low category with an average percentage in the overall number sense indicator of 44.26% and from the interview results, students have not used all the indicators of the number sensing ability well. keywords: development of plomp; timss test; number sense ability i. introduction according to nctm (2000: 32), applying for numbers in various types must become the main part of mathematics instruction starting from elementary school, by extending the whole number to integers, developing students’ intuition about the sequence and magnitude at the junior high school level. in the senior high school, students are introduced to be able to use variables and functions in applying the relationship between the set of numbers and see the nature of number class. numbers have become the basis of mathematics. the principles of solving problems in algebra are the same as the structure of properties in a number system. in geometry and measurement, properties are explained by numbers. all analysis data also involve numbers. through problem solving, students can explore and strengthen their understanding of numbers. from kindergarten to 12 th grade, students learn how to understand numbers; how to apply it with objects, numbers or number lines; how to connect one number to another; how numbers are embedded in systems that have properties and structures; and use numbers and operations in problem solving. therefore, a study of the number sense ability of students needs to be carried out to see to what extent students can use their number sensing ability in various problem situations with numbers. students with a good number sense can think and reason flexibly about numbers, use numbers to solve problems, find reasonable answers, understand how numbers can be separated and put together in different ways, see relationships between number operations, determine mentally and make reasonable estimates, so students have good intuition about numbers and see the use of numbers. mullis et al. (2009: 31) argued that the students’ number sense ability can be measured in the number content domain in the timss test because on the cognitive subject which is divided into several more specific topics, there are several indicators of the number sense ability to classify/order, compute and justify, the number content in timss includes understanding of numbers, how to present numbers, relationship between numbers and number systems. in this content, the eighth-grade students are expected to have number sense and numeracy skills, understanding the meaning of number operations, and students must be able to use numbers and their operations to solve problems. the results of the number domain in timss show that the students’ number sense ability in indonesia is not well developed. the timss results show that the score of the number content ability is low and below the international http://creativecommons.org/licenses/by-nc/4.0/ mailto:riyantinurdiana@yahoo.com journal of education, teaching and learning volume 3 number 2 september 2018. page 361-366 p-issn: 2477-5924 e-issn: 2477-4878 362 achievement standard (mullis et al., 2000; mullis et al., 2009; mullis et al., 2012). the results of the 2011 timss study of the material on number indicate that only 57% of indonesian students were able to answer the decimal questions despite the fact that the international average had reached 72%. the same thing was found in terms of the percentage where only 20% of indonesian students were able to answer correctly from the average of 32% of the international students, as well as regarding the fraction in which they only reached 10% of the 23% of the international average, where overall the ability of the indonesian students in the material on number in the 2011 timss study achieved the lowest ranking. the timss results were supported by interviews and preliminary investigation conducted by the researchers on march 2, 2018, on teachers of the mathematics subject and 15 students of private junior high school gembala baik in pontianak which showed that the timss questions were rarely given to students and the students’ number sense was not well developed. based on the interviews with the teachers, for the purpose of evaluating the questions, they had not used questions with the characteristics of timss whose characteristics are more complex or varied, contextual, demanding reasoning, argumentation, and creativity in solving problems. the teachers had never developed questions that could measure the level of students’ ability of those who only know the facts, procedures or concepts to those who could use it to solve simple problems to problems that require high reasoning. teachers have never used instructional methods that can develop students’ number sense and trained students with number sense questions because teachers did not know what number sense is, so the students’ number sense ability received less attention. as a result, students can only work on problems that are not much different from the examples in books and worksheets or routine problems. the results of the test in the preliminary investigation show that students are not used to working on timss questions and the students’ number sense ability is not well developed by paying attention to the reasons for answers and procedures that students use. students still focus on procedural calculations commonly taught by teachers. in fact, it would be better if the question can provide more information to the teacher in addition to the student’s scores, namely the level of student’s particular ability such as the number sense ability so that the teacher can guide students to develop this skill, and students will be familiar with the timss model problems. based on the facts that things did not happen according to expectations, the solution to the problem of timss number content domain and the low ability of number sense among the students is by getting students used to working on the timss model test to measure their number sense ability. if the students’ number sense ability is low, it can be followed up immediately in the next research. a study by lessani et al. (2014) concluded that teachers who are used to giving timss questions have a significant impact on student achievement. the theory of stanislas (2011: 139) stated that students will use number sense when dealing directly with numerical situations or in other words the number sense ability will develop if triggered by a context that requires mathematics in which a person creates a relationship between numbers. this will make children think about numbers in a flexible way so they need to think about activities that require them to encounter numbers in a variety of different situations and the material provided must also expand their horizon, not merely solving problems with procedural methods. number sense appears as a result of learning rather than through direct teaching. teachers can develop number sense by providing mathematical tasks that encourage students to make relationships from personal experiences and previous instruction. the description above shows a gap between expectation and reality. therefore, the researchers seek to reveal the students’ number sense ability through the timss test model developed, and introduce students to timss questions in daily instruction. therefore, the researchers are interested in conducting a timss model test development study to measure the ability of the number sense of students in junior high schools. ii. research method the method used in this research is the plomp model research and development (r&d). the plomp model development design (hobri, 2009: 24-26) has 5 phases in its implementation. the phases of the plornp model are (1) preliminary investigation phase, (2) design phase, (3) realization/construction phase, (4) test, evaluation and revision phase, and (5) implementation phase. the activities or phases of the research can be described in fig. 1. fig. 1 diagram of research phases the subjects of limited try-out in this study were students of grade vii e of the state junior high school (smp negeri) 3 pontianak and students of grade vii c of private junior high school (smp) santu petrus pontianak in the academic year of 2017/2018. the subjects of the field try-out research in this study were students of viii e of the private junior high school (smp) gembala baik pontianak in the academic year of 2018/2019. the researchers took the grade viii students as research subjects because the research was journal of education, teaching and learning volume 3 number 2 september 2018. page 361-366 p-issn: 2477-5924 e-issn: 2477-4878 363 carried out at the beginning of the new school year where students had studied the material on integer in the previous semester of grade vii in the previous school year. the procedure in this research consists of 5 phases as follows: 1. preliminary investigation phase this is the phase of the preliminary investigation and analysis of things needed before the test was developed. the things that can be done include material analysis, analysis of teacher needs and analysis of students. 2. design phase after the analysis process in the preliminary investigation phase is completed, the next is the design phase which is the phase of designing the questions based on the timss model and contains an indicator of number sense ability. the procedure in designing the questions includes paying attention to the character of the timss model, determining the type of test, preparing the outline, writing questions, making alternative answers and scoring guidelines. 3. realization/construction phase the realization/construction phase is carried out by making instruments that have been prepared based on the criteria in the design phase so that the timss model test instrument is made which contains number sense ability indicators and alternative answers along with scoring guidelines. in this phase, the test instrument is called prototype 1. 4. test, evaluation and revision phase in this phase, 2 main activities were carried out namely; (1) validation activities; before the test validation activities were carried out, a validation instrument was first developed. the type of instrument used in this phase was the validation sheet. the instruments, before being used, were first tried out on small-scale limited subjects (try-out 1) of 15 students of state junior high school 3 pontianak. the results were analyzed and revised especially questions that could not be used; the revised results produced prototype 2 then validated by the experts to examine the validity of the instrument that will be used to measure the set aspects, in terms of the clarity of the formulated measurement objectives, the suitability of the questions for each aspect, language use, and clarity of the instrument usage instructions. the test content validation activities were carried out by providing validation instruments to the experts. the experts acting as the validators were lecturers of mathematics education and mathematics teachers in junior high schools. suggestions from validators are used as a basis for improvement or revision of the test. (2) try-out activities; after the revision and validation were completed by the validators, the prototype 3 was produced; then large-scale limited try-out (try-out 2) was carried out to determine the quality of the test and the item validity, reliability, objective and practicality. students gave a response after completing the test by filling out the response questionnaire to determine the practical aspects of the test. to determine the quality of the items was by getting the students’ answers in the try-out analyzed to determine the item validity and reliability. in terms of objectivity, it was seen from the reliability generated. in terms of practicality, it was seen from the results of the response questionnaire analysis. after being analyzed, if it meets the quality test criteria which meet the four criteria of being valid, reliable, objective and practical, the final prototype is produced and can be implemented. 5. implementation phase after each phase is passed in the test development procedure, starting from the preliminary investigation stage to the test, evaluation, and revision of all components of the research instrument. if there is an improvement (revision) or change then a review is immediately carried out on the parts of the research instrument. then field try-out was implemented on the research subjects. the test results of the tests were analyzed to find out how much the number sense ability was seen from the results of the overall students’ test scores and interviews with students to find out more about the students’ number sense ability. iii. result and discussion the results of the research were obtained from each phase of the implementation of problem development activities using the plomp development model with instruments in the form of tests and interviews. these results were used to answer the formulation of the problem in this research, which is about the process of developing a timss model test that can measure students’ number sense ability, quality of questions and the number sense ability of the students of private junior high school gembala baik pontianak. in the first phase (preliminary investigation), three results of analysis activities were obtained, namely (1) material analysis, conducting activities to identify the main concepts that will be used in the test on the grade vii materials. based on the material analysis activities, it was found that the material used in the development of the timss model test instrument was the number of content in accordance with the material and the basic competencies in the 2013 curriculum for mathematics subject in grade vii of the odd semester on the material of integers; (2) the analysis of teacher’s needs to find out the teacher’s needs for the questions was performed through interviews with mathematics teachers who taught at the private junior high school gembala baik pontianak. the results of the analysis of teacher’s needs showed that the questions used by the teacher were only questions with the cognitive domain of understanding and problem solving, not questions with cognitive domains of knowledge, application, and reasoning which are cognitive domains in the timss questions, so ttmss questions with various cognitive domains were needed to enable students to learn new knowledge; (3) analysis of students was performed by reviewing student characteristics including the students’ number sense ability in working on the problem by being given several tests in the preliminary investigation. from the results of the preliminary investigation, it can be concluded that the journal of education, teaching and learning volume 3 number 2 september 2018. page 361-366 p-issn: 2477-5924 e-issn: 2477-4878 364 students’ number sense ability is low because out of the 15 students no one could solve both problems of number sense correctly. in the second phase (design), the activity was designing a set of questions consisting of problem outlines, items, alternative answers, and scoring guidelines. in the third phase (realization), the results of the development of test instruments presented based on the design in the design phase are called prototypes. in the fourth phase (test, evaluation, and revision), the test items were tried-out, revised to produce prototype 2 and then validated and retried-out to produce prototype 3 which has a quality test that meets 4 aspects, namely validity, reliability, objectivity, and practicality. in the fifth phase (implementation), the prototype 3 produced a final prototype that was implemented in the research subject, namely grade viil e at the private junior high school gembala baik pontianak with a total of 30 students. overall, the final prototype is the same as the prototype 3. the test quality analysis resulted in 4 items having validity with high criteria (items 1, 9, 15 and 16) and 14 items with moderate validity (items 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 17 and 18). the reliability test results of the items used the alpha formula calculation. for items on the number sense ability of the timss model, the r11 value = 0.884 which is classified into the criteria of “very high”. from the aspect of reliability, the test has a very high reliability so it can be retried-out and with its reliability criteria, the objectivity aspect has also been met based on the theory. the percentage of the response questionnaires was 72.1% indicating a positive response. so, the practical aspect has been met because more than 50% gave positive responses. the students’ number sense ability can be measured through test results in the field try-out by analyzing students’ scores and grades. to state that the average ability of number sense among the research subject was 55.7, it is acceptable to use the z-distribution test and make a hypothesis stating that the average ability of the students’ number sense is 60 with a standard deviation of 16.53. to determine the level of students’ number sense ability at the private junior high school gembala baik pontianak was by calculating the average percentage of students’ ability on the five indicators of number sense based on the score obtained on each indicator that can be seen in fig. 2. from fig. 2, the percentage graph of the achievement of students’ number sense on the five indicators, it can be seen that the percentage of number meaning is categorized as moderate, the number relationships indicator is categorized as low, the number magnitude indicator is categorized as moderate, the number operation indicator is categorized as low and the number referent is moderate. the students’ number sense ability in answering timss questions is low according to the 2015 timss category with the percentage of achievement of all indicators being 44.26%. based on the results of the research described above and the score of the overall test results, it can be seen that the students’ number sense ability in solving the timss model problems is low. the score of the overall test results is the total of scores from the five indicators of number sense, namely the number meaning, number relationships, number operation, and number referent. the following is the analysis of the results of the students’ interviews on different indicators. fig. 2 percentage of number sense ability 1. students’ ability on the number meaning indicator most students did not have difficulty with the test by finding the meaning of a known number, can put the number in the sequence, determine a number between the two numbers and determine many of the numbers that are compared. the difficulty the students had was that they did not understand the questions of the problem because they thought that there were no numbers between the fractions whose numerators are adjacent numbers and they could not reason for a certain number. 2. students’ ability on the number relationships indicator some students had difficulty in solving problems with a procedure that uses relationships between numbers, dealing with numbers previously known, changing various forms of number representation. the difficulty they had was that they did not understand how to determine the results of a negative number reduction operation and did not understand the relationship between the percentage that is not yet known to be used in the next process, students could not reason to find the relationship between numbers in the table. some students understood the purpose of the questions by comparing and linking the previous and subsequent numbers and finding regular comparisons in the table. 3. students’ ability on the number magnitude indicator most students understood the questions using estimates, measurement tools, and counting. they used a ruler to estimate unknown sizes and then compare with the height of other known objects. students used logical reasoning on the number of certain objects. they used existing numbers and are operated to produce the largest number. journal of education, teaching and learning volume 3 number 2 september 2018. page 361-366 p-issn: 2477-5924 e-issn: 2477-4878 365 4. students’ ability on the number operation indicator most students did not understand the questions by using number operations for various numbers and their properties which can make it easy to calculate the final result. they did not understand number operation of the exponential number and its application to daily life such as volume. students could not reason to find a more simple form of operation of certain numbers. 5. students’ ability on indicator number referent some students understood the questions by using addition and multiplication. they could find the same number of operation but the sign is different (positive and negative) and will be equal to zero. students used their comprehension that numbers assigned to the opposite will produce an identity. based on the results of the description and analysis of the data, it can be seen that some things supported and were in line with the theory and previous research. among them is that the teacher needs the timss model to measure the ability of number sense to meet the demands of the 2013 curriculum which follows the development of the international curriculum. this is consistent with the curricula in developed countries such as the united states, britain and australia (nctm, 1989; wilfred, 1982; aec 1991) which emphasize the importance of developing number mastery even from the elementary school level. the process of developing questions is a step that is in line with marilyn (2007: 24) who stated that to improve the quality of students is by developing their number sense, familiarizing them with types of reasoning problems and various other cognitive domains so that they can generate thinking flexibly. this is what motivated the researchers to design types of the question with various cognitive domains such as the timss model on number content with the hope that if the students routinely exercise with this type of questions, they can develop their number sense. the results showed that the ability of the number sense of the private junior high school students of gembala baik in pontianak was relatively low, meaning that the students were less familiar with the questions of the timss model and did not use the number sense. the results of this research are in line with several existing studies, including research by mcintosh & reys (1992), tosto (2013), gregory & benkov (2006) and prasetyo & rudhito (2016) who said that students had difficulty solving the timss model problems with number content and did not use the number sense to solve integer problems. the results of the data analysis show that the number sense ability of each student is different. this is in accordance with pilmer’s (2008) opinion, namely the ability of number sense of each student is different because number sense develops along with students’ experience and knowledge gained from formal or informal education. in the interview process and interview results, students with good number sense ability had confidence and were not confused when answering the steps taken in answering questions, could explain the concepts used, connected between numbers and used the characteristics of operations and number identity. fosnot (2001) supported the results of this study by stating that students who have good number sense ability indirectly are flexible and confident and are able to overcome various kinds of questions related to numbers. the results of the study show that the indicator of the students’ number sense ability for number operation and number relationships is low compared to the other three indicators. for number relationships, students did not understand the relationship of a number with another for example if 50% is 10 then 100% is 20. this is triggered by the lack of students’ understanding of various integer representations ranging from decimal, fraction, percentage, comparison and exponent. for number operation, students’ difficulties were caused by a lack of knowledge about operations that are suitable for use in solving problems in mathematics. in addition, most students experienced difficulties in understanding number relationships. students rarely and even never answer the questions like the ones presented to them. this is in line with the results of nurmaulisihitni’s (2014) study stated that students in lower groups are very weak in number relationships and number operation. the results of the data description, data analysis, and interviews explained that the number sense ability of the students of private junior high school gembala baik in solving the tlmss problems of whole number material was low. one of the causes is that the teacher did not train and pay attention to the students’ number sense ability even though in general students’ number sense could be trained by the teacher, because if students are able to develop their number sense, teachers will also feel the benefits in the learning process. based on the interviews, some students thought that the questions given were new and had never been given by the teacher before. this is in accordance with the results of interviews with the teachers in which they said that they did not have much time, ability and creativity to explore the students’ number sense comprehensively. this statement is in accordance with the statement of fosnot (2001) stated that the number sense ability can be trained for each child. a child is not born with the ability of number sense but the teacher has to explore the child’s number sense. by studying the ability of students’ number sense, teachers can learn the development of students’ way of thinking, the strategies used and misconceptions that students have. in this study, the plomp development model was used only in the process of developing tests rather than developing models or learning methods that can improve students’ number sense. this is one of the factors of the low ability of the students’ number sense. in the plomp phases of the preliminary investigation, test design, three-time try-outs, with repeated revisions producing prototypes and used for research, aim to measure number sense ability. this is in line with the research by ruslan, witra, and darwis (2015) stated that test development aimed only to produce valid and reliable questions about the ability to understand concepts, principles, and skills in mathematics subject for seventhgrade students but did not improve students’ ability. journal of education, teaching and learning volume 3 number 2 september 2018. page 361-366 p-issn: 2477-5924 e-issn: 2477-4878 366 iv. conclusion based on the problem, the results of data analysis, interviews, it can be concluded that: (1) the results of the needs analysis of the test consists of three activities, namely material analysis, teacher needs analysis and student analysis, (2) the timss model test aims to measure the ability of number sense of junior high school students with good quality with regard to the valid, reliable, objective and practical aspects, (3) the ability of students’ number sense of the research subjects showed a percentage of 44.26% which was classified as low with an average of 55.7. for each indicator of ability, the number sense, number relationships, and number operation are categorized as low while the number meaning, number magnitude, and number referent are categorized as a medium. references australian education council (aec). 1991. a national statement on mathematics for australian school. melbourne: education council and curriculum coorporation. fosnot. 2001. young mathematicians at work: constructing number sense addition and substraction. portsmounth, nh: heineman. gregory & bankov. 2006. exploring the change in bulgarian eighth-grade mathematics performance from timss 1995 to timss 1999 in s. j. howie & t. plomp (eds.),contexts of learning mathematics and science (p. 245-264). new york, ny: routledge. hobri. 2009. metode penelitian pengembangan. jember: fkip universitas jember. lessani, abdolreza. et al. 2014. effects of malaysian secondary schools mathematics teachers familiarity with timss on students achievement in mathematics. international journal of education and research, 2(8): 99-110. marilyn, burns. 2007. about teaching mathematics: a k-8 resource. 3rd ed.sausalito, ca: math solutions. mcintosh & reys. 1992. a proposed framework for examining basic number sense. for the learning of mathematics, 12(3), 2-8. mullis, et. al. 2000. timss 1999 international science report. chessnut hill: boston collage. mullis, et. al. 2009. timss 2011 assessment frameworks. chestnut hill, ma: timss & pirls international study center. mullis, et. al. 2012. timss 2011 international result in mathematics. chestnut hill, ma: timss & pirls international study center. nctm. 1989. curriculum and evaluation standards for school mathematics. reston. nctm. 2000. principles and standards for school mathematics. reston, va: national council of teachers of mathematics. nurmaulisihitni. 2014. number sense bentukan siswa dalam menyelesaikan soal operasi hitung bilangan bulat di kelas vii madrasah tsanawiyah negeri. (online). http:// www.jurnal.untan.ac.id. (accessed 23 mei 2018). pilmer. 2008. number sense, novia scotia school for adult learning. department of labour and workforce development.(online).http://www.gonssal.ca/docu ments/numbersense.pdf/. (accessed 3 juni 2018). prasetyo & rudhito. 2016. analisis kemampuan dan kesulitan siswa smp dalam menyelesaikan soal bilangan model timss. jurnal pengajaran mipa, 21(2), 122-128. ruslan, witra and darwis. 2016. pengembangan tes kemampuan pemahaman konsep, prinsip dan skill dalam mata pelajaran matematika dikelas vii smp. (online). http://www.eprints.unm.ac.id. (accessed 15 juli 2018). stanislas. 2011. the number sense how the mind creates mathematics. new york: oxford university press. tosto, maria. 2013. development and validation of a mathematics-number sense web-based test battery. universiti teknologi malaysia, johor, malaysia. wilfred, cockroft. 1982. mathematics counts: report of the committee of inquiry into the teaching of mathematics in schools. london: hmso. journal of education, teaching and learning volume 5 number 1 march 2020. page 1-7 p-issn: 2477-5924 e-issn: 2477-4878 1 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. feminization of teaching in bangladesh: exploring the influence of state, market, and family shamnaz arifin mim brac institute of educational development, brac university, dhaka, bangladesh e-mail: shamnaz.arifin14@gmail.com abstract. although the number of women teachers is increasing in primary schools, the profession is often devalued considering social prestige and remuneration. this review article thus aims to explore the ways in which existing structures of the state, markets, and families in bangladesh are leading to feminize primary school teaching. by adopting a gender lens, this study is mainly supported by kinds of literature, policy documents, and guidelines were „teaching as a feminized profession‟ has been conceptualized in a global-local context. the study argues that states‟ existing policies regarding primary school teaching is politicized in a way that it encourages women and devalues the profession at the same time. this critical descriptive review reveals how income status within the home can shape masculine and feminine work experiences and how the whole process of teaching gets cheaper with the presupposed gender-roles. the household ideology within patriarchal structures encourages women to pursue this profession which provides them enough time to take care of the family. finally, the societal fabrics of the market and heteronormative ideas of family are found as intertwined with the state‟s intervention to feminize primary school teaching. this study would therefore hopefully lead to change gendered mindsets of not only the policymakers but also of both the men and women themselves who should pursue primary teaching as a profession where they genuinely can contribute regardless of their gender-roles. keywords: feminization; primary school teaching; gender; bangladesh i. introduction in bangladesh, women teachers already outnumber men in the primary education sector (banbeis, 2013). the primary education administration of this country is still demanding more women teachers with the assumption that they are more suitable than men for this profession (mopme, 2015). from my personal experience being a school teacher back in 2011, i found that women teachers are usually more satisfied than men with a low salary and they have the notion that elementary teaching goes more with their lifestyles. nonetheless, the number of primary school women teachers is increasing by time (see appendix 1) as women get enough time to care for their families in this profession (tasnim, 2006; hofstede & hofstede, 2005). about 63% of total teachers were women in government primary schools until 2012 (banbeis, 2013). but the crucial thing is, although the number of women teachers is increasing in primary schools, the profession is getting devalued considering social prestige and remuneration. this situation is politically interlinked by the role of the state, market, and family. to solve this social problem i think it is needed to be addressed how primary school teaching is feminizing in this 21 st century in bangladesh. the focus of this paper is thus to explore the ways in which existing structures of the state, markets, and families in bangladesh are leading to feminize primary school teaching. this paper particularly highlights the policy for primary school teachers by the ministry of education, bangladesh and gives specific consideration to a key question: how do the state, market, and family create feminization in the primary school teaching profession in bangladesh? here i emphasize specifically on governmentowned primary education since the number of government primary schools (gps) is highest, other types of schools generally follow the curriculum and administration process of the gpss (tasnim, 2006). young, married/unmarried and middle-class bengali heterosexual women, who are the majority in bangladesh, are the main focus for gender analysis. to find out the answer, i have conceptualized „teaching as a feminized profession‟ in a global-local context and have defined my position to look into it. by adopting a gender lens, this critical descriptive review of research articles and policy documents has presented an analysis of http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 5 number 1 march 2020. page 1-7 p-issn: 2477-5924 e-issn: 2477-4878 2 the influence of the state, market, and family to feminize primary school teaching. a discussion on the overall analysis reflecting more on the state‟s intervention on women teacher‟s involvement in primary schools intertwined with market and family influences is presented before placing the concluding notes. ii. a feminized profession: primary school teaching the history of education in the western world showed that after the industrial revolution the job opportunities for men expanded highly. industrialization created new jobsectors with a better salary structure than elementary teaching. as a consequence, in many parts of europe, women started to enter into this profession during the mid19 th century widely. conversely, men tended to work on more elite education, particularly secondary and tertiary education rather than elementary teaching. slowly but surely, women encouraged to become a primary school teacher which gave the opportunity to at least work out of the home with recognition (griffiths, 2006). by the time, elementary teaching was no longer possessed a “high-status” for men. since the primary schools started offering women largely, middle and/or working-class men viewed this profession, not a suitable one for them (skeleton, 2012). consequently, primary school teaching gradually becomes a feminized profession. the feminization of primary school teaching is a global phenomenon. from 1950 to 1990 in germany, „there has been a clear reduction of social prestige within sections of the teaching profession concurrent with the increase of women active within education‟ (basten, 1997: 57). this difference is mainly in primary schools, considering this as a less academic form of school, but not in grammar schools in germany (basten, 1997). drudy (2008) found in ireland that, the number of male teachers dropped rapidly in the 20 th century with the assumption that female teachers are ideal candidates for primary schools. in his view, „the manner in which the feminization of teaching has occurred involves subtle patterns of socialization in western cultures. in many western societies, there has been an ideological link between women‟s domestic roles and their commitment to teaching‟ (drudy, 2008: 312). this perception helped to increase women's teacher‟s numbers, especially in bangladesh, nepal, and india during the 21 st century (tasnim, 2006). the concept „feminized profession‟ often bears overlying connotations. different people have defined this term differently over time. several authors have focused on the increased percentage or higher proportion of women teachers to define it (krecker, 1974; schmude, 1988). moreover, „one anti-feminist argument is that men‟s absence is a major contributory factor to its lower status amongst the profession‟ (skeleton, 2012: 8). initially, it was meant to the higher proportion of women in teaching. but feminization is not completely related to the large numbers rather the reduction of social status, salary structure and feminine interpretation of teacher‟s activity are considered to feminize the teaching profession (basten, 1997). that means „feminization of teaching‟ can be defined in terms of the higher percentage of women teachers and/or their social prestige. in this paper, i aim to dig deeper into the second conceptualization of „feminized profession‟ to place my argument. iii. feminization through state, market, and family: analysis of the situation in this 21 st century, bangladesh is still a highly patriarchal society where gender inequality is rooted in every sphere of life (tasnim, 2006). as a result, women are always in a lower position in gender hierarchies which creates problems even for educated women to work with a high prestige equal to men in various job sectors (mim, 2015). however, research showed teaching is considered one of the most suitable jobs for women in bangladesh, basically for young middle-class women (mahtab, 2007; mim, 2015). it is worth mentioning here that, making a job suitable for anyone to achieve gender equity should practically not be a problem, but it demands to be under consideration that, are we trying to feminize this profession particularly in the name of „suitability‟? in the following, i analyze the nuanced ways of the feminization of the primary teaching profession by visiting the influential roles of state, market, and family. a. the state after the liberation in 1973, about 36,200 primary schools were publicly owned and the teachers working on those schools were considered as government workers in bangladesh. the overall implementation and management of primary education are now controlled by the government. government primary schools are completely under the responsibility of the state where teachers got their salary from the revenue budget of the government and their recruitment and training are also provided by the state (mopme, 2015). since the state is the main controller of the whole primary education system, my arguments in this section thus somehow stand against the state‟s role in influencing the society to play gendered stereotype roles in their professional as well as family life. focusing on the bangladesh constitution and the decisions by the ministry of primary and mass education for women teachers are important to tease out the reason why i made the state responsible for feminizing primary teaching. the entry requirement of male and female teachers in primary schools is different; hsc (higher secondary school certificate) is the minimum education level for males whereas the female-only needs to pass in ssc (secondary school certificate) level. this discrimination goes with article 28(4) from the constitution of the people‟s republic of bangladesh where it has been written to give many favors to the women. the state has also been considering the women as the backward section of the nation and that is why provide different opportunities for women teachers (tasnim, 2006; the constitution of people‟s republic of bangladesh, 1972). for such privileges women are getting more into primary school teaching but why this opportunity is not provided in other academic jobs of the country? i assume the reason lies in reserving a 60% quota for women teachers by journal of education, teaching and learning volume 5 number 1 march 2020. page 1-7 p-issn: 2477-5924 e-issn: 2477-4878 3 the state. the state simply indicated that the reason for this quota is expecting women teachers as the substitute of students‟ mothers in the classroom (mopme, 2015; tasnim, 2006). this clear gendered assumption is the basis of all the so-called opportunity for women in this particular profession. here the society wants women as a “good mother” who is supposed to be nurturing, caring and compassionate by born. it is basically „based on the essentialist belief that a woman‟s nature tends to make her better with children‟ (drudy, 2008: 312). so this is undoubtedly problematic which questions women‟s identity. mothers in the family are considered as the most tolerant person who looks after all sorts of demands of the family members. whereas, drudy (2008) mentioned that primary school teaching has been thought of as the most unattractive and boring profession by the general mass where too much patience is required to deal with the kids. here we find a relation has been made up between teaching and mothers‟ role in terms of patience. consequently, the state has ensured several opportunities to enter into this job i.e. married women teachers can transfer to her husbands‟ posting (mopme, 2015; tasnim, 2006) so that she can also play her divine duty of homemaking perfectly. i find it extremely politicized and generalized of women‟s role in society. however, the legal age of marriage is also different for males and females in bangladesh; 18 for girls and 21 for boys (plan bangladesh, 2013). unfortunately, recently the government has passed a controversial law which says marriage involving underage brides or grooms will not be considered an offense if they take place with the consent of the court and the guardians in “special contexts” serving the “best interest” of the underage female (dhaka tribune, 2017). critics say the law will only “encourage” child marriages rather than curb the practice (dhaka tribune, 2017). bangladesh has one of the highest child marriage rates in the world about 65% of girls are getting married before 18 in bangladesh (plan bangladesh, 2013). after entering into her husbands‟ house, she hardly manages time to continue the study by doing households. as primary school teaching requires minimum ssc passed women teachers, the middle-class wives who really want to engage in a job by maintaining a patriarchal family‟s home demands prefer this profession. such societal issues also illustrate how the existing laws by the state are interwoven to direct the middle-class women to choose this profession. these various policies of state highly influence their lives where they find themselves in the lower hierarchies of power and feel these differences as a natural process which is also legitimized by the families. thus by drawing on basten‟s (1997) idea on the feminized profession, the aforementioned state‟s decisions and laws encourage more women in the primary teaching which also often position women in lower societal status by making their profession feminine. b. the market the 60% quota reservation policy by the state has already facilitated more women teachers to join in primary schools even in the existing poor salary structures (mopme, 2015). the status of the teacher labor market in bangladesh thus shows that women teachers are increasing in the primary sector every academic year due to their reserved position and men, leaving primary teaching, prefer other jobs since teaching in bangladeshi schools does not come with handsome salary structures (tasnim, 2006). the salary varies between 5,000 to 16,000 bangladeshi taka where the minimum wage is the same as a garment worker and much less than government or corporate job employees (mim, 2015; devnath, 2013). the perception regarding this position and financial structures often varies in terms of socially prescribed gender roles. research showed male teachers are usually very gratified with the masculine environment, job security and other flexibilities at schools yet the low wage creates high dissatisfaction among them which leads to, less interest in this job. conversely, despite having dissatisfaction regarding promotion, masculine supervision and the social environment of the school, women teachers are less money concerned than men by thinking that they are holding good positions in relation to their academic achievements (boyd et al., 2002; tasnim, 2006). here my argument is consistent with basten (1997), where i assume how the poor salary structures and social status of this job politicized with the stereotyped gender roles in a way that it feminized the profession. moreover, the patriarchal society expects men to work in such sectors where they will be able to play their role as the main breadwinner of the family with high income. as a result, according to cha and thebaud (2009), middleclass men are interested to have such a rigid labor market which helps them to maintain the primary breadwinner image because this breadwinning identity is one of the fundamental elements of men‟s masculinity. these structural conditions lead to exercise the socially prescribed gender roles to both men and women. in turn, to protect this masculine image of the husbands, middle class educated women to feel comfortable to work as an elementary school teacher with such low wages. despite many social constraints, these women thus feel more satisfied in this job sector than their male counterparts and found prestigious to have the opportunity to at least work rather thinking about the salary. here i also agree with fraser (2013), a renowned feminist theorist, who said thinking only about the access to the job is not enough, in fraser‟s (2009: 1) view, „deeply gendered, this “family wage” construct served both as a social ideal, connoting modernity and upward mobility, and as the basis for state policy in matters of employment, welfare and development‟. my ideas are consistent with this also because it not only reveals the gender power relations in both family and market but also depicts how income status within the home can shape masculine and feminine work experiences. thus, gender works to categorize the masculine and feminine labor market by providing space to exercise the gendered societal fabrics. in the patriarchal society, girls are often socialized in a way that nurturing children is something intrinsic (stromquist, 2007). as a consequence of expecting such gendered performances, society assumes that women, in http://www.dhakatribune.com/bangladesh/2016/11/25/child-marriage-restraint-act-contradicts/ http://www.dhakatribune.com/bangladesh/2016/11/25/child-marriage-restraint-act-contradicts/ journal of education, teaching and learning volume 5 number 1 march 2020. page 1-7 p-issn: 2477-5924 e-issn: 2477-4878 4 general, are very comfortable with the motherly-work, like, taking care of and dealing with children. elementary teaching, therefore, perceived as an appropriate job for women that they can do naturally. this assumption by the gendered society leads women to have less training on handling children. the whole process is getting cheaper with these presupposed gendered roles where the government allocates small budgets in teachers‟ training and as a consequence, the market is getting benefited gradually. my argument here is consistent with enloe (2014) who said that this cheapening is not an automatic process rather the dogma of femininity is endowing the state to do so. c. the family extended families are the most common in bangladesh where heterosexual married couples live with more than two generations. grandfathers are usually the decision-makers for the family members. the existing patriarchal structures within these types of families influence women to choose their area of the labor market since they are considered as the subordinate of their husbands where their gender roles do not often allow them to choose a masculine profession like an engineer, lawyer, scientist, administrator, etc. (mim, 2015). while men act as the first breadwinner of the family, it automatically pushes women to play a certain expected role in the patriarchal family by positioning themselves in the lower strata of the gendered hierarchical structures (agarwal, 1997). the gender power relation in such families normalizes that women are bound to do household tasks even when they are not interested. society demands an “obedient” wife who will meet the demands of all the members of the family. here my argument is consistent with griffiths (2006), where i assume that to cope up with the politics of devoting enough family time and job status, women are encouraged to choose primary school teaching not only because it has less working hours comparative to other jobs but also the work calendar in sync with the school going kid at home. thus this profession provides enough time to support and take care of the family members after coming back from the workplace which ultimately gives space to exercise the stereotypical gender roles and to create gender-binaries in defining masculine and feminine works. at this point in the analysis, a question can also be raised that, though bangladeshi women from middle-class educated families are working in full swing, have we thought for which jobs and why? the answer to this question cannot stand alone except considering the argument of this paper that why middle class educated families encourage women to take the elementary teaching profession. for some obvious reason, so-called “modern educated” husbands somewhat want their wives to engage in the productive labor market. on one side, the wives find it as an opportunity to utilize their educational potentiality and on the other side, by giving the permission of getting into jobs the husbands successfully position themselves in much upper stage of greatness. the husband, therefore, becomes a „perfect‟ man by letting his wife doing jobs outside the home. additionally, it is true that nowadays in bangladesh, though husbands are encouraging their wives to work outside home in middle-class dual-earner households; they can adopt less gender-egalitarian ideology than wives which is consistent with cha and thebaud (2009). research showed. „the vast majority of men do less housework than their gainfully employed partners‟ (hochschild, as cited in parrenas, 2001: 70), as a result, majority of those working women have to do childcare, elderly care, cooking, cleaning and all types of household chores. thus this situation is in keeping with parrenas (2001) who said that such unpaid household labor which we often considered as reproductive labor requires much time and to manage time for these works family advise women to take elementary teaching as a profession. moreover, the desired interest of both married and unmarried women to become careerists is hardly taken positively by the middle-class patriarchal families in bangladesh. the traditional gender norms demand a woman to be committed to her family to such an extent where her one of the major roles is to serve the husbands‟ pleasure so that he can become more successful in the workplace (cha & thebaud, 2009). the reason behind this is consistent with parrenas (2001) who claimed that success is often measured by high income and the socialized identity of patriarchy destroys if the man earns less than the wife. not only have that, but the middle-class family members also are not seen to be concerned about women‟s promotion or salary status. however, like this, the family encourages the girl to join as a teacher near local schools so that she can provide service restlessly in both places without using her agency. this practice is nothing but trying to establish misogyny where the men possess an attitude of having fear of women‟s success and empowerment which is consistent with enloe (2013). thus by drawing on skeleton‟s (2012) idea on the concept „feminized profession‟ i assume that the societal structures of family engagement lead men in a way to avoid this job which works as a factor for it to hold the lower status among many other professions. iv. discussion a. state intervention intertwined with family and market the above analysis revealed that the socio-economic and political aspects are feminizing this profession in bangladesh. thus the poor or middle class educated girls are not encouraged to take corporate jobs, military or heavy industrial jobs, etc. according to enloe (2014: 285), „this masculinized political influence undercuts women workers bunched together in light industries‟ and less academic jobs. on the other hand, in the primary teaching profession in bangladesh women are not benefited from promotions like men though they have several opportunities to enter into this job (tasnim, 2006). this result is quite similar to the studies in european countries during 1975 (basten, 1997). besides, political instability is one of the major problems of bangladesh now. different political parties have their internal conflicts and the general mass is struggling in such a situation. the awami league is ruling for the last 6 years as journal of education, teaching and learning volume 5 number 1 march 2020. page 1-7 p-issn: 2477-5924 e-issn: 2477-4878 5 government. the recruitment of teachers is often ensured by government political power. so it is very difficult for those middle-class women who do not have any political connections, which mean the process of getting into this job is highly based on patron-client relationship. furthermore, these teachers are monitored and supervised by the masculine environment of the school. women‟s employment is thus always exaggerated by the structural requirements of economy and politics (schmude, 1988). my argument for this section is consistent with agarwal (1997: 32) who noted that „the state has the power to enact laws and formulate policies and programs in women‟s favor; to increase women‟s access to productive resources, employment, information, education, and health‟ (agarwal, 1997: 32) and with that power, the state law has created different opportunities for women to ensure their entry in the primary teaching profession. the 60% quota reservation is a remarkable one in this situation. the focus of this particular section of this paper is also to analyze the consequences and assumptions underlying this opportunity. the state obviously is implementing this law to help women to an extent but there lie several problems. the issue that pushes me to analyze further for such facilities is the recognition and representation of those women in second-wave feminism that fraser (2009) actually talked about. the quota reservation for women also can influence the middle-class men to not having an interest in primary teaching rather going for more elite education teaching i.e. higher secondary or tertiary level with the assumption of masculine nature of work. it seems to me that the different educational level of teaching has been politically structured with a different status where women belong from the lower level. at the same time, the men who are involved in primary teaching can have the possibility to devalue this profession as a feminine job. as a consequence, it can be assumed that this is one of the main reasons why the number of male primary teaching is decreasing day by day (see appendix 1). moreover, state „is a differentiated structure through which and within which gender relations get constituted, through a process of contestation‟ (agarwal, 1997: 34) and there are some highly gendered consequences because of such intervention of the state. the analysis of this paper thus revealed why patriarchal society encourages women to take this job by exercising the politics of time and money which is consistent with kabeer‟s (2000) argument on married women‟s choice for a career. the identity of women as “mother” influences her responsibility in both home and school. while a woman takes care of her children in the home it does not count as productive work and when she handles the students in school – it appears something very natural for women. such normalized legitimacy allows women to earn less. furthermore, while the men do those works, it seems to be much difficult for them as it is “women‟s work”! the socialization here is one of the crucial aspects that actually shape the overall experience of being men and women by practicing their gender roles and relationships. here my ideas are consistent with gherardi (1995: 103) who affirmed that „gender relations‟ are formed „based on a normative order which reproduced femaleness and maleness through socialization‟. ultimately this structural condition comes with a tendency to undervalue and cheapen female labor for the economic benefit of the state. this discussion also provides a space to focus on the argument of razavi (2007), where she asserts that women earn less because they have to work at home. the care economy of women leads to having such low paid works as they required spending enough time in household activities. though the quota opportunity sounds very attractive for the middle-class women who are burdened with family nurturing responsibilities, it is not that alluring for the rich or higher middle-class careerist women because they are much motivated to work in other organizations where they enjoy better salaries. i further perceive this quota intervention is highly targeting the middle-class women who have a “good wife/mother” image. as a consequence, the lack of financial muscle comparative to the male members of the family put these women in the lower echelons of power. this image of subordination with the motherly image of women is highly promoted by the state with that intervention. apart from this argument, it is true that the state gave women the “opportunity” to become the „breadwinner‟ of the family to some extent by the quota facilities, but the role of breadwinner is not equivalent to the upper position of gender power dynamics for women always. here the family is a locus of a power struggle over resources where women are subordinate to males and lie in lower sexual hierarchies. therefore, it is probably visible with the assumption that the intervention by the state for women‟s entry in the primary teaching profession consequences different problematic notions interlinked with patriarchal family responsibilities and the market. such gendered institutions‟ ideologies are feminizing primary school teaching profession day by day. probably, the reason behind not taking feminist action from ngos yet is to ensure the access right of women in different workplaces first and then to move for second-wave feminism. the unrest political situation of the country may also be a reason for not questioning governments‟ intervention. v. conclusion the broadened debate of family, workplace and the state has situated within the trajectory of second-wave feminism all over the world. the gender injustice exits in economic, cultural and political dimensions which lead to having low wages, job insecurity and poor living standard (fraser, 2009) and this paper explored that situation in a particular case of bangladesh. overall, „the feminization of teaching is a cumulative historical and social process‟ (drudy, 2008: 312). bangladesh is a country where primary teaching is paying less value compared to other professions. the involvement of women in this profession has been encouraged by both state and family where they are getting minimum wages. the patriarchal and capitalist society is gaining advantage with female teachers‟ labor but women hardly satisfied with the dominating masculine environment of the school. according to drudy (2008: 312), „the domestic ideology which journal of education, teaching and learning volume 5 number 1 march 2020. page 1-7 p-issn: 2477-5924 e-issn: 2477-4878 6 provides cultural support for the notion that women‟s careers should be compatible with homemaking responsibilities…no such ideology existed to provide a connection between men‟s careers and homemaking/parental responsibilities‟. finally, the analysis guides to link that the lower pay-scale, household ideology and state‟s perception of the female teachers as a „good mother‟ promotes feminization of primary teaching in bangladesh. here i would like to mention griffiths (2006: 403) who noted that, „hegemonic masculinity is a problem if it crowds out other practices…the greater the diversity of the teaching profession, and the less the power structures in society have a hold within it, the less viscous the practice‟. thus, my voice never stands against the job entry opportunities for any particular gender rather on how the societal fabrics of the market and heteronormative ideas of family are intertwined with the state‟s intervention in “gendering a profession”. acknowledgment i would like to thank dr. dubravka zarkov, associate professor at the international institute of social studies of erasmus university rotterdam for her valuable comments and guidance in developing the idea of this paper. references agarwal, b. 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(2001). the international division of reproductive labour, in servants of globalization. women, migration and domestic work. stanford: stanford university press. pp. 61-79. plan bangladesh. (2013). child marriage in bangladesh: findings from a national survey. expressions limited. accessed 5 february 2015. http://planinternational.org/files/asia/publications/nationalsurvey-on-child-marriage-by-plan-bangladesh-andicddr-b razavi, s. (2007). the political and social economy of care in a development context: conceptual issues, research questions and policy options. gender and development programme paper number 3, united nations research institute for social development, geneva. schmude, j. (1988). die feminisierung des lehrberufs an dffentlichen, allgemeinbildenden schulen in badenwürttemberg (heidelberg, geographisches institut der universität heidelberg) skeleton, c. 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(1972). accessed 5 march 2015. http://bdlaws.minlaw.gov.bd/print_sections_all.php ?id=367 appendix 1 primary school teachers statistics in bangladesh (till 2012) year total male teachers female teachers percentage of female teachers (%) 1990 160,869 127,777 33,092 20.57 1991 160,098 126,341 33,757 21.1 1992 156,480 122,700 33,780 21.6 1993 157,633 120,104 37,529 23.8 1994 159,149 119,325 39,824 25.0 1995 158,658 115,950 42,708 26.9 1996 161,458 116,250 45,208 28.0 1997 158,057 113,655 44,402 28.1 1998 153,247 105,392 47,855 31.2 1999 158,317 105,072 53,245 33.6 2000 158,216 104,588 53,680 33.9 2001 162,090 101,082 61,008 37.6 2002 157,236 98239 58,997 37.5 2003 162,114 100,159 61,955 38.22 2010 181,455 76,024 105,431 58.10 2012 214,658 79,339 135,319 63.0 source: banbeis (2013), tasnim (2006) http://moodle.iss.nl/file.php/458/salazarparrenas2001internationaldivisionofreproductivelabour_pp61-79caw.pdf http://moodle.iss.nl/file.php/458/salazarparrenas2001internationaldivisionofreproductivelabour_pp61-79caw.pdf http://plan-international.org/files/asia/publications/national-survey-on-child-marriage-by-plan-bangladesh-and-icddr-b http://plan-international.org/files/asia/publications/national-survey-on-child-marriage-by-plan-bangladesh-and-icddr-b http://plan-international.org/files/asia/publications/national-survey-on-child-marriage-by-plan-bangladesh-and-icddr-b http://plan-international.org/files/asia/publications/national-survey-on-child-marriage-by-plan-bangladesh-and-icddr-b http://dx.doi.org/10.1080/00131911.2011.616634 https://bora.uib.no/bitstream/handle/1956/1474/masteroppga?sequence=1 https://bora.uib.no/bitstream/handle/1956/1474/masteroppga?sequence=1 http://bdlaws.minlaw.gov.bd/print_sections_all.php?id=367 http://bdlaws.minlaw.gov.bd/print_sections_all.php?id=367 journal of education, teaching and learning volume 3 number 1 march 2018. page 82-86 p-issn: 2477-5924 e-issn: 2477-8478 82 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. investigating ideology through lexical choice: a critical discourse analysis of the translated novel“ the dancer’ and the original “ ronggeng dukuh paruk” ahdi riyono 1 , emzir 2 and ninuk lustyiantie 3 1) muria kudus university, indonesia e-mail: ahdi.riyono@umk.ac.id 2) state university of jakarta, jakarta, indonesia e-mail: emzir.unj@gmail.com 3) state university of jakarta, jakarta, indonesia e-mail: ninuk.lustyantie@unj.ac.id abstract. translation has a crucial role in human life. it is viewed in different ways recently and theories of translation are more focused on factors that influence translators‟ decision making. despite the importance of the ideology in translation, there is lack of research in this area, especially on literary translation. this research tries to investigate the lexical choice in order to determine the ideology of the translator on literary translation. the researcher applied fairclough approach focusing on experiential values; namely classification schemes and ideological contested words which depict the text producer‟s experience of the natural and social world. the result showed that lexical choices and manipulation were made due to linguistic and cultural differences. the translators selected similar vocabularies for representing the ideology of the original author. the translator also selected various translation strategies to make a meaning equivalent. they are phonological translation, borrowing, generalization, descriptive technique, contextual conditioning, cultural equivalent, and literal translation. keywords: ideology, translation, manipulation, lexical choice i. introduction in recent decades translation have viewed translation theories in a different way and focused on different factors that may affect translation. translation is not only regarded as a finding of equivalence process, but also it is seen as process in which the translator is involved in a challenge of selecting lexical and grammatical choices. several studies showed that most researchers mainly focused on sentence translation without paying attention to the influence of ideology. if we look at translation in general, we will find out that translator‟s choices are related to his/her ideological orientation (hatim & manson, 1997). this view is supported by schaffner‟s idea (2002 )that each translation is a product of an ideology, and ideological aspects of a translation can be extracted and analyzed in lexical and grammatical levels. according to mirza and khanjan (2006) the first one who propounded issues of impact of ideology on translation was lefever (1981) who used concepts of lexical refractions and investigated ideology manipulation in specific text such as children‟s literary books. after lefever (1981) many translator scholars focused on the role of the hidden factors on translation. according to venuti (1995) who introduced “domestication” and “ foreignization” selection of one of these strategies is ideologically based. hatim and mason (1997) also believed factors such as politeness, power, and ideology have a role to play in the choices we make ranging from the smallest to the largest unit of linguistic expressions. this research focused on identifying the ideology of the translator through the lexical choices based on fairclough‟s approach (1989). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 82-86 p-issn: 2477-5924 e-issn: 2477-8478 83 ii. literature review literature shows a close relationship between discourse analysis and translation. according to mccarthy (1991) discourse analysis has a key role in translation which can be used not only to survey about linguistics, sociology, and communication but also to analyze the text carefully and decompose them. in fact discourse analysis is an appropriate tool for translators to understand the source text better, and asses the quality of the target text in translation. one of the most effective approaches to study discourse, and investigate ideology is cda described by fairclough (2010) as both systematic and a normative approaches. it is systematic because it aims to explore opaque relationships of causality and determination between discourse events and sociocultural structures. cda views language as social activity which social factors influence language users to use specific forms of language. therefore, cda scholars study language in relation to social conditions and non-linguistic element, such as power relation, hegemony, ideology, and soon. in this regard, van dijk (2003) maintained that cda is a type of discourse analytical research that primarily studies the way social power abuse, dominance, and inequality are enacted, reproduced and resisted by text and talk in the social and political context. fairclough (1989) recommended three types of values namely experiential, relational, and expressive values in studying lexical ideological differences in translation. experiential values demonstrate the text producer‟s experience of natural and social world. classification schemes, ideological contested words, over wordings and meaning relations are four subparts of experiential by means of which experiential values can be examined. classification scheme constitutes a particular way of dividing up some aspect of reality which is built upon a particular ideological representation of that reality. overwording is an usually high degree of wording, often involving many words which are near-synonym in which meaning relations consist of three parts; hyponymy, synonymy, antonymy. (fairclough, 1989). relational values focuses on the social relationships which represented in the discourse by the text. it focuses on relations and social relationships. euphemistic expressions and formal and informal words are sub parts of relational by means of which relational values can be examined. expressive values focuses on the producer‟s evaluation of the bit of the reality it relates to which is associated to social and subjects identities. (fairclough, 1989). ideology and translation the term ideology has been defined much differently. according to van dijk in the early 19th century cited by sara al-mohannadi (2008), the french scientist antoine destutt de tracy introduced the notion of "idèlogie" as the science of ideas; "idea-logy" which refers to the way we think, speak, or argue. although the notion of ideology is initially interpreted positively and can be similar to what we know today as “psychology”, but today, the term is a vague concept, generally associated with the political doctrine and belief held by a group of people. "for example from the tradition of the false consciousness of marxism, althusser says ideology as the ideological interpretation of a thing through the state ideological system. then selinger explains that ideology is the concept of a system of political belief. foucault states about the effect of ideological discipline on the human body, terry eagleton argues that ideology is power (power) or belief (beliefs). while hatim and mason (1997) define ideology as assumptions that mark the beliefs and interests of a person or group, social institutions, and others which is ultimately expressed in the language. their definition corresponds to the van dijk ideology model, which contains (a) the cognitive (individual) at the level of micro, (b) the macro at the level of society, and (c) discourse. the term ideology has two contradictory notions. positively, it is perceived as a worldview that expresses the values of certain social groups to defend, and advance their interests. whereas negatively, ideology is seen as a false consciousness, which is a need to commit fraud by distorting people's understanding of social reality. at least that's the conclusion of jorge larrain can get when he talks about the concept of ideology. simply put, ideology for modern society is used as a tool to solve problems. ideology, according to sargent, gives a picture of the world, both now and in the future, and how to structure the complexity of the world into a simple and understandable one. thus, ideology is one's view of the world derived from the surrounding environment, and is used to determine what is good and bad, to categorize others, to awaken the role of men and women in life; ideology controls people's beliefs about the world (as in religious ideology), and determines priorities in life. according to van zoest cited by badara (2012) a text is never out of ideology and has the ability to manipulate the reader towards an ideology. with regard to the critical culture, ideology becomes one of the concerns besides awareness and hegemony. according to lull in sabur (2004), ideology is a system of ideas expressed in communication. meanwhile, fairclough further explains that ideology in a discourse is encoded into linguistic elements, namely lexical, grammatical and textual. the changes in these elements can indicate ideological differences. differences in lexical, grammatical choices in translation of the same source text are also considered to be manipulations in translation. therefore, the present study considers ideology as a factor affecting lexical choice in text translation, especially literary texts. literary translation translating from one language into another is very complicated and mysterious. this is because it deals with a process to give a clear conclusion about the art of novelists. the translation of literary works (fiction) is different from other types of translation. the translation of literary works is more complicated than other types of translation, because it is not only related to two languages, but also the two cultural and social transfers, including the complexity of emotions, associations, ideas that are completely related to the journal of education, teaching and learning volume 3 number 1 march 2018. page 82-86 p-issn: 2477-5924 e-issn: 2477-8478 84 language of the nation that is different from their lifestyle, and traditions. according to hu (2000) translating fiction includes the exchange of social experiences of individuals in the world of fiction with readers of other societies and cultures. both social factors and authors (individual authors) are emphasized in the process of fictional translation. author factors are related to the author's style and text. therefore, the reproduction of both styles is taken into account in the translation of fiction. it is a very difficult task for the translator to explore the style of a novel and the message conveyed by the author on social life, human relations and so on. according to newmark (1988) the problems faced by the translator in translating prose are the influence of the source culture and the moral message of the original author wishes to convey. in terms of the influence of the target text culture, these difficulties can be the rules of source texts, the style of language, the setting, and the theme. in terms of the moral message, the translator can find difficulty in terms of idiolect and the characteristics of the author. lander (2001) maintains that the purpose of literary translation is for publication although translation for fun or learning is good, but a dedicated translator in literature aims to spread the results to the target language audience. if not, literature will never ever be accessible. lambert (1998) adds that literary translation is generally a goal-oriented activity designed to meet the needs of the literary culture of target languages. iii. methodology this study was to investigate the ideology of the translator through the lexical choices focusing on experiential values; classification schemes and ideological contested words and the translation strategies employed. the data were selected from the two novels, the original and the translated ones. the first one was from “ronggeng dukuh paruk” written by ahmad tohari printed 2012, and the second one from its english translation “the dancer” translated by rene t. a lysloff printed in 2012. to analyze the data, the researcher used qualitative method and content analysis technique of the source and translated books. iv. result and discussion section 1: analysis of the source text and the translation as it was mentioned, in order to investigate differences between experiential values of the source text and its translation, classification schemes, and ideological contested words of the books must be analyzed. classification schemes fairclough (1989) explained classification schemes constitutes a particular way of dividing up some aspect of reality which is build upon a particular ideological representation of that reality. in this way, the structure of a vocabulary is ideologically based. the following examples show samples of classification schemes applied in the sourcebook and the translation version. 1. (st). kamu telah mengecewakan seorang priyayi; suatu hal yang tidak layak dilakukan oleh orang dusun seperti kita ini. oalah, cucuku, kamu tidak menyadari dirimu sebagai kawula…kita kawula. kita wajib tunduk kepada perintah, bahkan keinginan penggawa itu. menampiknya, sama saja mengundang hukum, nah, beranikah kamu melakukannya? (h.162). (tt). you‟ve already disappointed an important person, an act not fitting for villagers like us. oh god, my grandchild. you don‟t realize that we‟re all just servants.”…we‟re servants and are obligated to submit to the command, even the desires of government officials. refusing them is like asking to be punished. is that what we went to do?”. (h. 173). on the above quotation, tohari has used the words priyayi, orang dusun, kawula, tunduk, penggawa to show that javanese social level is classified into two social classes, namely high, and low classes. the word ’priyayi’ in javanese culture means a person whose highly social strata in the javanese society, a priyayi class can be divided into two groups, namely bureaucracy and intellectual. priyayi bureaucracy is a class group that occupy pangrehpraja (government bureaucracy), and continue the old priyayi tradition. this position also occupied the offspring of the old priyayi who have modern education. the priyayi positions of bureaucracy are often inheritance. while priyayi intellectual is a priyayi class who occupies government positions that require certain knowledge and skills (kartodirdjo, 1987). koentjaraningrat (1984) called it as the learned priyayi. on the other hand, kawula is a person with lower status. as koentjaraningrat maintained that javanese peasant society is also well known as wong cilik. the translation of the ‘priyayi’ with a phrase an important person is not equivalent with the original meaning. the translator chose the amplification technique to do so. it is due to the meaning of phrase „an important person’ is still general. it is also shown by the translation of kawula with the word „servants’ which have a generic meaning. so the choices of those words are not appropriate according to javanese culture. it is suggested that the translator use borrowing and descriptive techniques. 2. (st). kamu orang dukuh paruk mesti ingat. kamu bekas pki! bila tidak mau menurut akan aku kembalikan kamu ke rumah tahanan, kamu kira aku tidak bisa melakukannya. (tt) as a paruk villager, you should remember who you are. you were a pki member, a communist sympathizer! if you don‟t do what say, i‟ll have you returned to prison. do you think i can‟t do it?”. in the era of 1965, the pki had attempted a coup against a legitimate government, but failed. the failure resulted in a split within indonesian society. the society is polarized into two camps. the pro-pki (indonesia communist party) faction, the people involved in all activities of the indonesian communist party and its journal of education, teaching and learning volume 3 number 1 march 2018. page 82-86 p-issn: 2477-5924 e-issn: 2477-8478 85 subordinate institutions, and the anti-pki camp. they are a group that opposes the existence of the pki as islamic organizations supported by military personnel who have foiled the bloody coup. for anti-pki groups, all those who support the existence of the pki must be annihilated. people can easily be killed or be held only with the stamp or accusation of involvement of the pki. such situations are used by the person to take personal advantage of the situation. bajus forced srintil to obey his will because srintil and the people of dukuh paruk were considered to be involved in the pki movement even though they did not understand what really happened. the choice of bekas pki phrase translated into english becomes you were a pki member, a communist sympathizer is equivalent. based on the above context, the use of contextual conditioning technique is appropriate. 3. (st) “ srintil itu“ cantik dan lugu, kan?” “bukan itu maksudku. aku terkesan oleh citra pada wajahnya. wajah perempuan jajanan yang sangat berhasrat menjadi ibu rumah tangga. jus!” (h.385). (tt) “about srintil”. “ that she is beautiful and simple?”. i don‟t mean that. i was impressed by the image of her face. it is the face of fallen woman who now wishes to become a legitimate wife.” (p.430). in the tradition of ronggeng, a woman who becomes ronggeng must undergo a procession of bukak-klambu, namely; the contest to get the virginity ronggeng candidates. they are male who have the ability in both money and virility to sleep with the ronggeng dancer. if a candidate ronggeng have undergone procession of bukak klambu, then since then ronggeng women should not be a wife of someone. his freedom to have a husband and marry has been lost. inside a ronggeng, he can only dream to become a housewife. srintil who has become ronggeng (the dancer) has a strong desire to become a housewife, despite the fact that she is a snack woman. the female snack vocabulary on the data (3) is translated into fallen woman. in the cambridge advance dictionary dictionary, the word fallen woman is defined as a woman who has lost her good by having sex with someone before she is married. lexically, the choice of the word fallen woman is equivalent with the word perempuan jajanan women because the two words have the same meaning. thus , the use of the word legitimate wife has been equivalent with the word ibu rumah tangga . in the case, the translator used a cultural equivalent strategy. 4. (st) dia dengan sadar dan bangga menjadi ronggeng dan sundal, dua predikat yang tiada beda. aku tahu betul srintil berhak mencari sebutan apa pun yang dia sukai (h.84) (tt) fully aware and proud of herself, she had become a ronggeng and prostitute. the two were in fact synonymous. i knew that srintil had the right to seek whatever calling she wished. (p.86). the word ronggeng and prostitute are two synonymous words. the word ronggeng has the meaning of prostitute, while the word prostitute does not have ronggeng meaning. the word ronggeng is not translated into english because it provides a specific cultural meaning. the word sundal is translated into prostitute because it means women who like to peddle themselves for the sake of money. thus, the translation has been equivalent. the translator used borrowing and literal translation strategies. 5. (st) agitasi, propaganda, serta slogan kutukan membakar seluruh lapangan dalam kepalan ribuan tangan serta riuhnya bunyi tambur (h.180). (tt) agitation, propaganda, and slogan burned throughout the field as a thousand fists were raised with the cacophony of drums. (p.193). the word agitatisi, propaganda, and slogan are vocabularies that represent a concept of how the spread of communism ideology in society. in the novel of ronggeng dukuh paruk or the dancer, bakar figures used ronggeng art performances as a tool to influence the community to support the movement that the communist party will launch in a coup d'etat against a legitimate government. the words are translated according to the origin of the vocabularies which are derived from english. so the translation strategy chosen is phonological equivalent. ideological contested words fairclough (1989) believed that “some words are ideologically contested, and he stated that they show ideological struggle. this is sometimes evident in a text-like the word socialism in a letter which claimed that it is a semantic error to believe that a term like socialism has one true and literal meaning. ideological contested words of the source book and its translations are as follows; 1. (st). orang berpikir lebih primitif dalam suasana tanpa cahaya. dan sebuah perilaku primitif memang terjadi kemudian antara aku dan srintil (h.76). (tt). a person thinks more primitively when there is no daylight. and something primitive happened between srintil dan me there in the darkness (p.76). the primitif word in st data (1) is a word containing the charge of ideological freedom of behavior. because behind the word contained the meaning of denotation of society behavior at the beginning of its development without the influence of modern tools and rules of rules. in the context of behavior, primitif is a behavior that suits the instincts of human nature, i.e. between men and women have the nature of sexual attraction when they meet in a dark and lonely atmosphere. the word of primitif in st implies free behavior. in the data (1) the primitif word was repeated in the context of mind and behavior. since the word is derived from english, the translation is returned to its original one. in terms of equivalence the meaning of the word is worth it. the translation strategy used by translators is phonological translation. 2. (st). “ yang sampean maksud dengan kaum penindas?” “ kaum imperalis, kapitalis, kolonialis, dan para kaki tangannya. tak salah lagi” (h.183). (tt). “ but who are these oppressors?” “ the imperalists, capitalists, colonialists, and their lackys. there‟s no mistaking them.” (p.197). journal of education, teaching and learning volume 3 number 1 march 2018. page 82-86 p-issn: 2477-5924 e-issn: 2477-8478 86 imperalis, kapitalist, and kolonialis words in st as data (2) represent an ideological reality of the group that makes capital a source of wealth, and power. they tend to justify all sorts of ways to achieve goals and ideals. they neglect ethics, religion and humanity. imperialism is the way in which the capitalists manifest their dreams. these words are borrowed from the target language, i.e. english so that the translation is easier. the translator only transfers into english using phonological techniques, tailored to writing and pronunciation in the target language. 3. (st). maka aku terpaksa percaya akan kata-kata orang bahwa peristiwa penyerahan virginitas oleh seorang gadis tidak akan dilupakannya sepanjang usia (h.88). (tt) thus, i was compelled to believe what people say about girls: they never forget the time they gave up their virginity. (p.92). virginity for an unmarried woman is a crown. if a person's virginity disappears before marriage then her selfesteem will fall in the eyes of society. they will hold a virgin before marriage as a mischievous and immoral woman. therefore if the virginity is taken away without marriage bond then the event becomes a history that will not be forgotten for life. so also srintil is required to follow the procession of buka-klambu. the word virginity is an ideologically contested word. virginitas word comes from virginity in english. so the the word virginitas in indonesian language is a borrowing one. so the translator here used borrowing strategy. 4. (st). tetapi bila kilatan cahaya itu berlangsung berapa detik lamanya, dia menimbulkan rasa inferior, betapa kecil manusia di tengah kemanusiaan alam (h.135). (tt). as a rule, if the flash continues for several seconds, it engenders feelings of awe and wonderment: how small humans are in the midst of such elemental forces. (p.142). in the big indonesian dictionary (kbbi), the word inferior is defined as feeling inferior. while in cambridge advance learner's dictionary, inferior is not as good as someone else or something else. the inferior includes an ideologically charged word because it is related to the nature that considers oneself as low or not as good as the other. in the context of inferior word, it has the meaning of feeling small and powerless compared to the vast nature. the inferior word in the data (4) above is translated into feeling of awe and wonderment in english. the phrase feeling of awe and wonderment has a different ideological laden word with the inferior one. the phrase feeling of awe and wonderment has more positive charge. therefore, the translation is not worthy of both form and meaning. the translator tended to choose generalization strategy. v. conclusion this study attempted to discover the ideology of the translator through the lexical choices focusing on experiential values; classification schemes and ideological contested words. the findings of the study are that there are some differences in lexical choices and manipulation of the translator. it is due to the linguistic and culture differences and the representation of the author‟s ideology. the translator employed various translation strategies to make a meaning equivalent. they are phonological translation, borrowing, generalization, descriptive technique, contextual conditioning, cultural equivalent, and literal translation. references fairclough, norman. 1989. language and power. new york: longman. fairclough, norman. 2010. critical discourse analysis: the critical study of language. london: longman. hatim, b., & mason, i. 1997. the translator as communicator. london: routhledge. house, juliane. 2016. translation as communication across language and cultures. oxon: routledge. mansourabadi, fatemah., & amin karimnia. 2013. “the impact of ideology on lexical choices in literary translation: a case study of a thousand splendid suns”. journal of procedia social and behavioral sciences 70, 777-786. mccarthy, m. 1991. discourse analysis for language teachers. cambridge: cambridge university press. munday, j. 2008. introducing translation studies. oxon: routledge tylor & francis group. newmark, p. 1981. approaches to translation. oxford: pergamon press. newmark, p. 1988. a text book of translation. new york: prentice hall schaffner, c. 2002. translation, politics, ideology. ctis occasional papers 2, 97-111. shahsavar, zahra & mohammad sadeh mn. 2015. “investigating ihe influence of ideology on translation: a critical discourse analysis of “ a tale of thw cities” and its persian translations. international journal of english language & translation studies. 3 (1), 34-48. sobu, alex. 2004. analisis teks media suatu pengantar untuk analisis wacana, analisis semiotik dan analisi framing. bandung: pt. remaja rosdakarya. tohari, ahmad. 2012. ronggeng dukuh paruk. jakarta: pt. gramedia pustaka utama. tohari, ahmad. 2012 the dancer. revision edition translated by rene t.a. lysloff. jakarta: lontar foundation. van dijk, a. 1985. discourse and literature. amsterdam: john benjamin publishing company. van dijk, a. 2005. discourse and ideology-a multidisplinary approach. venuti, l. 1995. the translator’s invisibility. a history of translation. london: routledge. isc paper template in a4 (v1) journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 379 journal of education, teaching and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. students’ mathematical communication ability and disposition in the implementation of micro didactic design at junior high school hidayu sulisti 1) , sugiatno 2) , silvia sayu 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: hidayusulisti@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: giatno66@gmail.com 3) universitas tanjungpura, pontianak, indonesia e-mail: silviasayu88@gmail.com abstract. the reasons for conducting this research are that some teachers have taken inappropriate learning strategies and that students’ mathematical disposition and mathematical communication ability in learning are still low. the didactical design research (ddr) method begins with preliminary study on 28 eighth graders (junior high schoolers), aiming at exploring the students’ learning obstacles to develop a micro didactic design. this micro didactic design is then implemented to the same students, after being subjected to validation process. the research results indicate that the learning using micro didactic design can minimize students’ learning obstacles and this, eventually, positively contributes to students’ mathematical communication ability and disposition in materi algebraic factorization. from the data analysis results, it is found that the price of effect size for micro didactic design learning on mathematical communication ability is 1.07, and from table z it is found that its contribution is 35.77%. meanwhile, the price of effect size for micro didactic design learning on mathematical disposition is 0.2, and from table z it is found that its contribution is 7.93%. keywords: learning obstacle; mathematical communication ability; mathematical disposition; micro didactic i. introduction the experts in national research council (nrc) (2001) suggest that the mathematical knowledge needed for one to succeed in the constantly changing world is the one related to what are taught at schools. therefore, the mathematics taught at schools consists of selected parts, in order to develop students’ abilities oriented towards science, knowledge and technology development. one of parts of mathematics is algebra. lacampagne et al. (1993) suggests that algebra is a study on patterns/relationship and function using various representations, including verbal, tabular, graphic, and symbolic representations. algebraic ideas support mathematical works in many fields. distribution and communication networks, laws of physics, population models, and statistical outcomes (nctm, 2000; walle et al., 2010; williams, 2011; lacampagne et al., 1993) suggest similar opinions on algebra, i.e. that algebra support the mathematical works in many fields, for example as illustrated in the symbolic language of algebra. therefore, algebra becomes a helpful tool to generalize arithmethic and represent pattern in daily life. some topics included in algebra at schools are: using symbols, solving equations, the balancing model, writing expressions, and multiplying algebraic expressions (may, 2005; walle et al., 2010). one of the sub-topics in writing expressions is algebraic factorization form. algebraic factorization constitutes a fundamental skill students ought to have, in order to simplify complicated algebraic problems. the objectives of teaching mathematics at schools are: (1) to communicate ideas using symbols, tables, diagrams, or other media to make things or problems clearer; (2) to have the attitude of respecting the use of mathematics in life, i.e. http://creativecommons.org/licenses/by-nc/4.0/ mailto:giatno66@gmail.com mailto:giatno66@gmail.com journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 380 being courious, attentive, and interested in learning mathematics, as well as persistent and confident in solving problems (bsnp, 2006). these learning objectives have something to do with mathematical communication (nctm, 2000), and mathematical disposition (nrc, 2001). mathematical communication plays an important role in mathematics learning since it is through this mathematical communication that students can organize and consolidate their mathematical thinking. this statement is in line with the definition of mathematics learning by some experts in nctm (2000). they argue that a communication process helps students build meanings and revise their comprehension. they argue that communication process helps students build meanings and revise their comprehension. when students are challenged to think and to reason about mathematics and to communicate the results of their thinking to others orally or in writting, they learn to explain and to convince. listening to other’s explanation gives students a chance to develop their own comprehension. student’s mathematical communication ability will be less optimal if it is not supported by the positive attitudes accompanying it. this is important considering that positive attitudes towards mathematics will be positively correlated with mathematics learning achievement. these attitudes are called as mathematical disposition (walle et al., 2010). according to saragih (2017) approaching their high school period, students have positive attitude towards mathematics, yet this is slowly decreasing. students with positive attitude towards mathematics have such characteristics as looking serious in learning mathematics, completing their tasks well and punctually, actively participating in discussion, completing their homeworks thoroughly, and finishing it in timely manner. mathematical disposition is a character or personality an individual needs to succeed in learning mathematics. students need mathematical disposition to stay motivated in the face of problems, take the responsibility in their learning and develop good working behavior in mathematics. mathematical disposition also influences students’ mathematical communication ability. in nctm (1989), mathematical disposition includes the ability to take risks and explore varied problem solutions, persistence to solve challenging problems, taking responsibility to reflect on their work, appreciate the power of communication of mathematics language, willingness to ask and propose other mathematical ideas, willingness to try to explore mathematical concepts differently, having confidence to their abilities, and see problems as challenges. however, in reality, some mathematics learnings have not fulfilled these two learning objectives. based on personal experience as a mathematics teacher for more than two years at junior high school (smp) of assalam islamic boarding school, pontianak, it is found that most students think mathematics a fairly difficult subject and one of the most difficult topics in mathematics is algebra for its abstract nature. students learn passively, with not much knowledge on what, how and for what purpose is this sub-topic is given. students tend to imitate or memorize procedure without knowing the meaning of algebraic symbols. this happens because students’ mathematical disposition is usually low. they think mathematics is frightening, leading them to being less confident in mathematics. furthermore, this makes students’ mathematical communication ability fail to develop optimally. it is strongly suspected that this results from the learning strategy applied by mathematics teacher in the classroom which does not involve students too much. this leads to students acting merely more like recipients of the material, resulting in the students’ high dependence on the teacher. this is as suggested by o'dell (2017) who finds that many students think they do not have the "mathematics gene" and are frigthened of or anxious about mathematics. lampert (1990) has evaluated the phenomenon, by conducting studies, in which fifth graders are involved in many common mathematical practices. he finds that when students are involved in the practice, they act as mathematics experts and behave differently from those who do not have this experience. brendefur and frykholm (2000) suggests that in mathematics learning, teachers tend to dominate discussions using expository approach, asking closed questions, and students are not given the opportunity to communicate their strategies, ideas, and thoughts, resulting in the learning passively accepted by students. carpenter et al. (2005) state that in the american curriculum, there is a serious discontinuity between the arithmetic that students learn in elementary school and the algebra they hope to learn in the higher grades. this is supported by cortes, nomi, and goodman (2013) who suggest that in america, students in urban high schools are very diconcerting. these schools struggle with two related problems. firstly, many students do not obtain the passing scores in early learning which are considered as a prerequisite for more advanced subjects. secondly, students are at high risk of failing to obtain their high school diploma. one theory for this low level of senior high school graduation is their failure in early learning such as algebra, in such a way that it interferes with subsequent learnings, and puts students on track which makes their graduation pretty difficult. in the nctm document (1989), it is stated that “using mathematics to explore real world phenomena is one means of developing mathematical disposition. this means that, the process can indirectly develop mathematical communication ability. therefore, to improve mathematical communication ability and disposition, realistic mathematics education (rme) learning model is chosen to be the first model developed in the netherlands by freudenthal (2002). rme combines views on what mathematics is, how students learn mathematics and how mathematics must be taught. rme is a mathematics learning that involves real-world context so that it can be a meaningful learning experience for students (wubbels, 1997; panhuizen, 2000; freudenthal, 2002; panhuizen, 2003). rme researchers continue to contribute to the progress of student education, especially their understanding in mathematics. in sparingga, mukhni, and yerizon’s (2018) journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 381 research, it is stated that the mathematical communication ability of those students who learn using rme approach are better than that of students who learn using conventional learning method. syamsudin, afrilianto, and rohaeti’s (2018) research concludes that mathematical communication ability can be improved using rme approach. this conclusion is drawn from the fact that the more actively students are interacting with their fellow students or teachers, the better they are in transforming information in story questions or problems into a mathematical model or into mathematical expression. laurens et al. (2018) in their research also suggest that rme approach becomes one of the most effective approaches in nurturing motivation, selfconfidence, problem-solving skills, and reasoning which in turn improve cognitive achievement. meanwhile, safitri et al. (2017) concludes that students’ mathematical disposition are better after using rme. panhuizen (2003) explains specifically students’ comprehension advancement in a mathematics sub-topic, i.e. integer operation. he distinguishes the progress of rme in two levels of work in mathematical development, namely micro didactic and macro didactic for student growth. the micro didactic clarifies how comprehension increases in the context of one or two lessons, while macro didactic is related to the comprehension advancement in a longer term. both of these perspectives play a key role in stimulating students’ growth, yet the discussions on them in indonesia can be said as relatively lacking. considering the explanation above, it is important for teachers to develop students’ positive disposition towards mathematics and their mathematical communication, using a meaning learning approach to students. therefore, the researchers in interested to conduct research on students’ mathematical communication ability and disposition in the implementation of micro didactic design at junior high school. ii. research method the research design used here is didactic one with qualitative and quantitative approaches. in this research, the learning obstacles students encounter in algebraic factorization topic are explained as viewed from their mathematical communication ability and the ways to deal with these obstacles using micro didactic design are described. the procedure for developing the micro didactic design refers to the stages of didactical design research (ddr) developed by suryadi (2010). the stages include: (1) didactic situation analysis before learning; (2) metapedadidactic analysis; (3) retrospective analysis. in the didactic situation analysis before learning stage, the steps taken include: (1) determining the mathematics topic to be the subject of research, namely the algebraic factorization of distributive law; (2) studying algebraic factorization of distributive law; (3) preparing the research instruments in the form of initial student ability tests (tes kemampuan siswa or tks) according to mathematical communication ability indicators, and initial questionnaires according to mathematical disposition indicators; (4) holding the initial tks and distributing the initial questionnaire, then proceeding with the interview to those respondents identified as experiencing learning obstacles in the algebraic factorization of distributive law topic; (5) analyzing the results of instrument test in the form of tkr questions, questionnaires and interview to identify students’ learning obstacle on the algebraic factorization of distributive law topic; (6) preparing a micro didactic learning design which matches the students’ identified learning obstacles. in the metapedadactic analysis stage, the steps taken are: (1) implementing the prepared micro didactic design; (2) analyzing the situation and students’ response when the micro didactic design is implemented. in the retrospective analysis stage, the steps taken include: (1) analyzing the implementation of the learning process with micro didactic design based on the observation sheets as observed by three observers; (2) holding final tks, final questionnaires, and interviews with seven students, namely ar, as, awy, em, ma, rm, and rq to discover their learning obstacles, and what influences they have on their mathematical communication ability and disposition; (3) preparing research report. this research aims at explaining the process of micro didactic implementation, in which the micro didactic itself is used to improve and anticipate things that inhibit students in learning, thus the subjects in this research are those students who have studied algebraic factorization topic and experience problems in learning, namely eighth graders junior high school. iii. result and discussion a. result based on the research objectives on mathematical communication ability and disposition in the implementation of micro didactic design of junior high schoolers in algebraic factorization topic, the following results are obtained. 1) identification of learning obstacles before and after micro didactic design implementation students’ learning obstacles are identified by analyzing the results of initial mathematical communication ability test held on 23 july 2018. in addition to questions, the analysis is also performed using interview to several students. the interview questions are based on the analysis of previous students’ written answers. in general, the learning obstacles that students encounter based on the initial tks results include: (1) students have not known similar terms; (2) students cannot distinguish algebraic expressions from algebraic equation yet; (3) students cannot distinguish factors from gcd yet; (4) students have not known fractions calculation operation; (5) students have single representation forms. as a result, what students have regarding representation from mathematical narrative in the questions do not match what they express. in other words, students are hindered in the translation process of representation; (6) students are hindered in the journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 382 transformation process of representation, where students make mistakes in calculating arithmetic/algebraic problems. 2) teaching and learning process using micro didactic design the teaching and learning using micro didactic design are applied on 26 july based on the micro didactic design steps. this can be seen from what the three observers see when the researchers are teaching. from their observation, the three observes think that the teaching and learning using micro didactic design performed by the researchers are good. the accomplishment percentage of teachers’ activities is 87% and classified as excellent. meanwhile, on the student part, the average accomplishment percentage is 77% and classified as good. 3) test results after micro didactic design implementation the results of initial and final questionnaires per indicator can be seen in table i and table ii. table i results of initial and final questionnaires indicator questionnaire initial final self-confidence 76 82 curiousity 77 77 persistence 83 80 flexibility 70 71 average 75 76 table iii results of initial dan final tks indicator tks initial final expressing mathematical ideas in writing. 0 21 understanding mathematical ideas in writing. 14 32 expressing daily events in mathematical language or symbols. 4 17 compiling arguments. 0 23 average 5 22 b. discussion in this part, the discussion is focused on learning obstacles the students encounter and the process of implementing micro-didactic design. additionally, the influence and contribution of the implementation of micro didactic to students’ mathematical communication skills and mathematical disposition are also discussed. to describe the learning obstacles that students encounter, the first step is to give an initial tks, an initial questionnaire and an interview to them in order to reveal the research subjects’ initial ability. from the results of initial tks, initial questionnaire and interview, the learning obstacles experienced by students in solving problems regarding algebraic factorization are found. and the learning obstacles encountered by students are: (1) students have not known similar terms; (2) students cannot distinguish algebraic expressions from algebraic equation yet; (3) students cannot distinguish factors from gcd yet; (4) students have not known fractions calculation operation; (5) students have single representation forms. as a result, what students have regarding representation from mathematical narrative in the questions do not match what they express. in other words, students are hindered in the translation process of representation; (6) students are hindered in the transformation process of representation, where students make mistakes in calculating arithmetic/algebraic problems. after obtaining students’ learning obstacles in algebraic factorization topic, the next step is preparing a micro didactic design which will help students deal with these learning obstacles. the teaching and learning using micro didactic design are prepared with a time allotment of 3x40 minutes. when the micro didactic design is implemented, the researchers perform a metapedadidactic analysis. this metapedadidactic analysis is the effort of analyzing the situation and students’ responses during the teaching and learning. the teaching and learning process begins with teachers asking questions on algebraic factorization which students have previously learned. students have been prepared with a apperception in order to remind them of algebraic factorization topic. in this process, students’ self-confidence and curiousity level begin to develop. this is characterized by students’ high enthusiasm to participate in a discussion on previous learning topic related to algebraic factorization. this is supported by walle et al. (2010) who suggests that learning to communicate in mathematics can encourage interaction and exploration of mathematical ideas in classroom when students learn in an active verbal environment. after being provided with apperception, students are grouped into seven groups. each group consists of four. students are asked to work together in groups in solving the problems given by the researchers. this encourages students to develop their mathematical communication. this is supported nctm (1989) document wherein it is stated that mathematical communication can take place when students work in cooperative groups, when a student explains algorithm to solve an equation, when a student presents a unique method to solve problems, when students construct and explain a graphic representation of a real-world phenomenon, or when students offer a notion on geometric figure. before students perform the group discussion in teaching and learning, the researchers first explain the learning steps. during the teaching and learning process, students are given a chance to solve the problem given using their natural strategy related to algebraic factorization context. this is in line with the level principle in realistic mathematics education (rme), i.e. students should be able to solve provlems at their own level (frudenthal, 2002). at this stage, students’ self-confidence and persistence in working on mathematical tasks start to grow. teachers walk around while paying attention to students’ process in working on the tasks and give a scaffolding to the group who are confused in understanding the given tasks. journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 383 the problems given to students are those problems whose flexibility gradually increases. this means the given problems are similar ones, yet they require students to find increasingly advanced strategies, thus students can express an algebraic factorization form by finding the common divisors. this is consistent with the “progressive schematization aspect in micro didactic design by frudenthal (2002) who suggests that the progressive schematization method implies that mathematical concept process does not lie in the final stage of learning process, rather it lies in its initial process. students can solve problems from introduction in relation to the context where the problem is presented. in other words, student can be flexible in solving algebraic factorization tasks. in this progressive schematization stage, students’ learning obstacles have been found which, therefore, cause students to have not been able to solve the given problems. the obstacle is that students cannot memorize multiplication well. this is a problem since to be able to factorize, students need to understand multiplication first. this also prevent them from finding their natural strategies in expressing an algebraic factorization form. in this case, the researchers give a scaffolding in the form of multiplication using the socalled jarimatika method. after passing the progressive schematization stage, next is to involve a problem context which offers students a chance to develop a formal mathematical language. this stage aims at allowing students to change daily events into mathematical sentences, particularly algebraic factorization. after passing this stage, students enter a model which is connexted as a strength to move forward. in rme, a model is viewed as a representation of problem situation, which should reflect the important aspects of the mathematical concept and structure relevent to the problem situation, yet it can have different manifestation (panhuizen, 2003). this begins with the real situation that students have known, i.e. piggybank model which they have finished previously. later, the “model of” of this situation is found and then followed by the finding of “model for” of this form, until the problem solution is obtained in the form of standard mathematical knowledge. the development of mathematical language is born from the need to trace the most effective way in counting all moneys in the piggybank from the piggybank whose amount of money is known. initially, this language is related to its context. gradually, the piggybank context loses its narrative feature and takes more model characters. later, the significance of interaction principle in rme implies that education should give students a chance to share their strategies and findings one another. listening to what others find and discuss can help students find ideas to revise their strategies (frudenthal, 2002). this can be seen from students worksheet which indicates answers using more advanced strategies, as a result of the finding they previously experience. according to suryadi (2010) when teachers create a didactic situation, there are three possibilities to occur in relation to students’ response to the situation in the teaching and learning, i.e. the teaching and learning take place entirely as predicted by teachers, some are as predicted, or nothing is as predicted. in this stage, one group answers beyond the prediction. students in this group incorrectly solves the given problems. at each teaching and learning phase, every group gets their turn to present the results of their group discussion, and every student has the right to ask or give comments under the facilitators, i.e. the researchers, guidance. in the beginning of teaching and learning, students seem a little bit in doubt to present the results of their group discussion in front of the class. however, in the middle of the teaching of learning, students begins to have self-confidence and enthusiasm to present the results of their group discussion. after the group discussion ends, each group is given a chance to draw conclusions from their discussion during the teaching and learning. these conclusions can be used as a reflection on the entire teaching and learning on algebraic factorization they have done. overall, it can be concluded that most students are still confined with the learning method they previously receive. some students only merely copy what the teachers use as an example. as a result, these students are less capable of solving the problems using their own strategies. this is confirmed by their teacher who states that the teaching and learning using expository approach performed by the teacher has cause students have low self-confidence on their own ability. in solving mathematical problems, students prefer following the steps their teachers show them or taken by most of their friends, rather than their own way. in line with this, brendefur (2000) suggests that in mathematics learning, teachers tend to dominate the discussion using expository approach, asking closed questions, and students are not given enough opportunity to communicate their strategies, ideas, and thoughts, resulting in the learning passively accepted by students. therefore, in the results of mathematical communication ability test, some students are found cheating and complete the disposition questionnaire dishonestly. this is quite unfortunate considering that during the interview with the relevant students, it is evident that these students have the ability to solve the mathematical problems by themselves. students’ dishonesty in completing the mathematical communication ability test questions and mathematical disposition questionnaire result in the inaccurate description of these students’ condition and eventually affects the research results. after the teaching and learning ends, an analysis is done to evaluate the teaching and learning using the micro didactic design which have been performed. upon this analysis, a final tks is conducted on 30 july. it is then followed with interview with students one at a time on 2 august. from this final tks and interview, it is found that some students still experience some learning obstacles including: (1) students have not known similar terms; (2) students cannot distinguish factors from gcd yet; (3) students have not known representation transformation, in which students make a mistake in counting gcd; (4) students have not known transition from verbal to symbolic journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 384 representation forms; (5) students have not known translation from visual to symbolic representation forms; and (6) students have not known the types of two-dimensional figure. furthermore, the results of initial and final tks statistical test of students’ mathematical communication ability indicate that the students’ average mathematical communication ability before the micro didactic design is implemented is not the same with students’ average mathematical communication ability after the micro didactic design is implemented. this can be seen from t0 value > t(0,05; 27) i.e. (5.700 > 1.703). this means the implementation of micro didactic design has an influence on students’ mathematical communication ability. this can be seen from the students’ average score of initial tks at 5, and that of final tks at 22. students’ tks score in mathematical communication ability increases by 17. this influence gives significant contribution to students’ mathematical communication. this is supported by the calculation using effect size formula of 1.07 for great criteria, or developing by 35.77%. this development is consistent with the extent of development occuring between students’ initial and final tks results. based on the results of statistical calculation explained earlier, it can be concluded that the use of micro didactic design gives significant influence on students’ mathematical communication ability. this is based on the observation which indicates that having finished the micro didactic teaching and learning, students can play an active role in group discussions and creatively find solutions to the problems they encounter, interact one another with friends and teachers and exchange ideas so that their insights and thoughts develop. in other words, students mathematical communication ability has developed. this is as suggested in nctm (1989), i.e. that mathematical communication can take place when students work in a cooperative group. fauzan (2002) suggests that realistic mathematics learning not only can improve students’ reasoning ability and creativity, rather it can also improve their mathematical communication ability. this is supported by the results of study conducted by nopiyani, turmudi, and prabawanto (2016) who find that realistic mathematics learning can improve junior high schoolers’ mathematical communication ability. the results of initial and final questionnaire on students’ mathematical disposition are processed and it is found that students’ average score before and after the micro didactic design is implemented is different. this can be seen from the sig value of 0.434 (> 0.05). this means micro didactic design has no influence on students’ mathematical disposition. however, when using wilcoxon test of two paired samples via spss version 18, it is found that students’ average mathematical disposition prior to macro didactic design implementation, there is an increase by 1 score of questionnaire or around 7.93% which is contributed by micro didactic. this can be shown from the calculation using effect size formula of 0.2 for small criteria, or developing by 7.93%, and the result for initial questionnaire is 75 and for final questionnaire it is 76. this is to the contrary of safitri et al. (2017) who find that there is a significant effect of rme implementation on the nine graders’ mathematical disposition at state senior high school 4 padang-sidimpuan, i.e. as seen from the comparison of average scores from pre-test and post-test. the average prior to rme is 70.00 and after rme is 78.95. this phenomeno arises since students have had good disposition before they receive micro didactic design teaching and learning in algebraic factorization topic, hence the improvement that students have after the teaching and learning using micro didactic design is not too significant. lumentut, ali, and hasbi’s (2015) research discuss algebra block-aided nht-type cooperating learning model in improving eighth graders’ learning outcome for algebraic term factorization topic. he finds in the cycle 1 final test that 14 students have accomplished and 10 have not accomplished the learning. meanwhile, in cycle ii which is conducted in one meeting, 22 students are found to have accomplished and only 2 students have not accomplished the learning. this means, for cycle i which is performed in two meetings, an increase of 58.33% accomplished students is obtained. ardiansari (2017) in her research on the application of recitation-supported group investigation learning model concludes that this learning model can improve eighth graders learning outcome. this is proven from the increased percentage of students’ classical learning accomplishment in cycle i to cycle 2 which are conducted for four times by 48%. this is also in line with rahim’s (2010) research on think pair share approach, who concludes that students’ mathematics learning achievement in algebraic term factorization topic can be improved using think pair share approach. the obtained results are that for the initial test of cycle i which is held in three meetings students experience an increase by 17.5%. from cycle i to cycle ii which is held in three meetings, students improve by 17.5% and from cycle ii to cycle iii which is held in two meetings students improves by 15%. this shows that the efforts to improve students’ learning achievement need the right timing. therefore, micro didactic design teaching and learning which is initially planned to be done only in one meeting, needs to be done in several meetings to allow an optimal development of students’ mathematical communication ability and disposition in learning algebraic factorization topic. iv. conclusion and suggestion a. conclusion based on the problem formulation proposed regarding students’ mathematical communication ability and disposition in the implementation of micro didactic design at junior high school in algebraic factorization topic, it can be concluded that: (1) the learning obstacles that students experience in algebraic factorization topic are that students have not known similar terms, cannot distinguish algebraic expression from algebraic equation yet, cannot distinguish factor from gcd, have not known fractions calculation journal of education, teaching and learning volume 3 number 2 september 2018. page 379-386 p-issn: 2477-5924 e-issn: 2477-4878 385 operation; have not known translation from verbal to symbolic representation forms, have not known translation from visual to symbolic representation forms, find it difficult to transform representation, in which students make mistake in calculating arithmetic/algebraic problems; (2) the micro didactic design is performed in stages, namely the analysis prior to teaching and learning, metapedadidactic and retrospective stages. the micro didactic design is developed in the form learning scenario and students worksheet. based on the observations from observers during the teaching and learning process done by the researchers, it is found that the average accomplishment score in the activities performed by teachers is 87, and the average score of accomplishment in students’ activities is 77. this means the teaching and learning using micro didactic design are accomplished well; (3) from the results of data analysis, it is found that micro didactic design has some influence on students’ mathematical communication ability; (4) also from the data analysis, it is found that the micro didactic design has no effect on students’ mathematical disposition. however, an increase of 1 score of questionnaire occurs. this is shown by the initial questionnaire score of 75 and the final questionnaire score of 76; (5) based on the research results, it is found that the teaching and learning using micro didactic design has fair influence on students’ mathematical communication. this influence has given positive contribution at 35.77%. this development is in line with the extent of development occuring between students’ initial and final tks results. despite the extremely low score of tks results, students show a fairly good progress; (6) based on the research results, it is found that the teaching and learning using micro didactic design has fair influence on students’ mathematical disposition. this influence gives a positive contribution at 7.93%. this development is consistent with the result of initial questionnaire whose average score is 75 and classified as sufficient and the students’ final questionnaire results whose average value is 76 and classified as good. b. suggestion based on the research results and discussion, the researchers would like to offer some suggestions: (1) teachers need to improve their ability in designing, implementing and reflecting on the teaching and learning activities, by considering the condition of students and what they know; (2) the learning obstacles encountered students need to be dealt with by teachers, because the results will forever be false conception in student when left untouched. references ardiansari, l. (2017). penerapan model pembelajaran kooperatif tipe group investigation didukung metode resitasi untuk meningkatkan hasil belajar siswa kelas viii smpn 1 bangorejo pada materi faktorisasi. aljabar. ar-risalah, 15, 38-51. brendefur, j., and frykholm, j. (2000).“ promoting mathematical communication in the classroom: two preservice teachers’ conceptions and practices, journal of mathematics teacher education, 3, 125-153. bsnp. (2006). standar isi untuk satuan pendidikan dasar dan menengah. jakarta: bsnp. carpenter, t. et al. (2005). algebra in elementary school: developing relational thinking, international journal on mathematics education, 37, 53-59. cortes, nomi, and goodman. (2013). a double dose of algebra. cambridge: harvard kennedy school, 13, 1-7. fauzan, a. (2002). applying realistic mathematics education (rme) in teaching geometry in indonesian primary school. tesis. university of twente, enschede. frudenthal, h. 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(2005). teaching maths to pupils with different learning, styles. london: paul chapman publishing. national council of teachers of mathematics (nctm). (1989). curriculum and evaluation standards for school mathematics. reston, va: author. national council of teachers of mathematics (nctm). 2000. principles and standards for school mathematics, reston: nctm. national reseach council (nrc). (2001). adding it up: helping children learn mathematics, washington, dc: national academy press. nopiyani, turmudi, and prabawanto. (2016).“ penerapan pembelajaran matematika realistik berbantuan geogebra untuk meningkatkan kemampuan komunikasi matematis siswa smp. jurnal pendidikan matematika stkip garut, 5, 45-52. o’ dell, jenna r. (2017). beyond problem-solving: elementary students math-ematical dispositions when faced with the challenge of unsolved problems. thesis and dissertations. illinois state university, as. panhuizen, van den heuvel m. 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(2011). reaching algebra readiness (rar). preparing middle school students to succeed in algebra-the gateway to career success., rotterdam: sense publishers. wubbels, t. et al. (1997). preparing teachers for realistic mathematics education. educational studies in mathematics, 32, 1-28. isc paper template in a4 (v1) journal of education, teaching and learning volume 5 number 1 march 2020. page 59-66 p-issn: 2477-5924 e-issn: 2477-4878 59 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. extracting indigenous riau-malays’ scientific literacy through lancang kuning folklore with thematic learning in the primary school context neni hermita 1) , mahmud alpusari 2) , jesi alexander alim 3) , elfis suanto 4) 1) universitas riau, pekanbaru, indonesia e-mail: neni.hermita@lecturer.unri.ac.id 2) universitas riau, pekanbaru, indonesia e-mail: mahmud.alpusari@lecturer.unri.ac.id 3) universitas riau, pekanbaru, indonesia e-mail: jesi.alexander@lecturer.unri.ac.id 4) universitas riau, pekanbaru, indonesia e-mail: elfis.suanto@lecturer.unri.ac.id abstract. this research aims to extract the story or take the essence from folklore the lancang kuning its scientific literacy value for thematic learning in primary school. scientific literacy is an understanding of science and its application to the needs of the community. the method used is the descriptive qualitative analysis of interviews and documentation strategies and evaluation of data. results from this research that obtain it some value in scientific literacy in the people story lancang kuning text that can then be applied in teaching in primary school using thematic learning. from these results, it can be concluded that since time immemorial been their aspects of scientific literacy are taught parents to their children either through folklore or of other matters related to culture. keywords: folklore of lancang kuning; scientific literacy; thematics learning i. introduction literacy attainment in the first level of learning how to deliver and engrave is essential because in this stage, offspring drive autonomously acquire actual capability on learning cultivations or arguments. this stimulating knowledge resolves visibly encouragement broods to obligate virtuous enhancement in the establishment of their impression and inscription education progression (furrer, 2010; skinner & chi, 2010; zimmer-gembeck, & skinner, 2011). prompting the first chapters of learning how to transcribe and recite because of robust commemoration drive rush and luxury offspring in learning in what way to deliver and engrave. it is definite that in this literacy achievement stage, offspring drive prerequisite reinforcement and relief as of their setting, which takes account of parentages, educators, and upper class (portes & rivas, 2011). social environment and nature are also swaying the usefulness of literacy achievement as in the age; offspring are on the age when they show and distinguishing their setting also impacts from household education. the requirements to cultivate this literateness acquirement aim to find a pattern or theory and practice input on in what way to acquire knowledge in pre-reading and pre-writing. in a world filled with scientific inquiries, scientific literacy becomes necessary for everyone. every person needs to utilize science information to do options that they choose every day (newcomb-anjo, barker, & howard, 2017; garrett et al., 2014; edwards, rodenhizer-stämpfli, & eckstein, 2015; shapka & law, 2013; corenblum, 2014; basáñez et al., 2014). everyone needs to have the ability to smartly engage in conversation and public debate on science and technology. everyone ready to share fulfills happiness and personal from their understanding and learning of mother nature. science literacy also becomes a lot more important in the job market. the number of jobs that http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 5 number 1 march 2020. page 59-66 p-issn: 2477-5924 e-issn: 2477-4878 60 demand people with proficient skills: learning and reasoning ability, creative thinking, decision-making and problem solving, is increasing. understanding science and its process have a particular contribution to those skills. other countries have invested greatly in creating workplaces that are science and technology literate. to survive in the global market, every country needs to have its people have the same capability. every citizen in every education level that has knowledge, understanding, and ability that are scientifically literate is necessary. students will fail to have high performance without help from proficient skilled teachers, appropriate studying time, and room to move and learning sources around them. none of this should be detached from the scientific education system. learning with accentuation in the scientific process is regarded as a lot more educative in terms of skills such as observing, inferring, experimenting, and inquiring about which the core of science learning is. inquiring will let students describing objects or events, asking questions, building and testing explanations with the latest scientific knowledge, and expressing their opinion to others, they will identify their assumptions with critical and logical thinking and consider alternatives. this will make students actively develop their scientific understanding and combine their knowledge with reasoning and thinking skills. science literacy is important because, first, scientific understanding offers personal and happiness, a benefit to share with everyone. second, countries are faced with questions in their life that need scientific information and way of thinking to solve. these questions play a huge part in people‟s life, such as questions related to air, water, and forests. scientific understanding and skills will improve student‟s capacity in having important and productive jobs in the future. in several decades, the government has do so many efforts for innovating the curriculum. suratno (2014) identified those efforts, comprehensive curriculum reformation started in the 1970s. from active learning, process and competency approach into the thematicintegrated and scientific approach. curriculum changes are influenced by many factors. of that, curriculum dynamics are side by side with other dynamics such as academic, industry, and social dynamics. those dynamics became the foundation of changes in each sector. nowadays, changes are more oriented to people with knowledge, skills, and attitudes parallel to the present dynamics. those challenges are not easy. it can be seen from many education work achievements in indonesian education, for example, is the result of pisa and timss that measure student‟s ability to several levels. the lowest level knows, the middle level is applying, and the high level is reasoning, and the highest level is strong reasoning. the 2012 pisa and timss show that most indonesian students only reached the two lowest levels, which means they have low reasoning ability. those indicators show that all this time, teachers have a hard time in strengthen learning that is oriented in critical and creative thinking. the purpose of this research is to extract the value of lancang kuning folklore to be an alternative to learning sources for primary students. ii. literature review a. scientific literacy scientific literacy is a kind of science and its application to the necessities of society. science literacy is very significant and this is because first, understanding science offers personal satisfaction and joy, salaries to be shared with everyone. second, nations are faced with questions in life that need scientific information and scientific method of thinking to create decisions and interests of people who need to be learned, such as air, water and plantations. established countries have been constructed since the ancient scientific literacy, the application of which is integrated into the learning. in the pisa, scientific literacy includes the measurements of content, process, and context. scientific literacy consists of cognitive as fine as motivational and value connected phases of domain-specific capabilities (marshall, scheppler, & palmisano, 2002; millar, 2006). permitting this, knowledge and attitudes are seen to be relevant components of scientific literacy in the framework for the program for international student assessment (pisa) 2006. pisa notifies contributing countries to the extent to which their pupils are arranged for the knowledge society at age 15. after the scientific literacy perception is defined exceeding, it is educational to appearance at the relative between science performance and scientific curiosity at a country level. first results from pisa 2006 (oecd, 2007) suggest that this is not automatically the case. students in finland as the best-performing country in science in pisa 2006, show strangely low attention in science, as do students in other high recital countries like the netherlands, new zealand, the uk and australia. simply in a few countries, among them, germany, japan and austria, do we invention an acceptable level of curiosity in positions of the complete meaning of scientific literacy. outcomes approximating this involve an earlier look at curiosity and its construction. benefits performance an important role in initiating, steering, and retaining the engagement are in specific domains and learning processes (renninge et al., 1992; schiefele, 2009). in learning research, awareness has been conceptualized as a phenomenon that occurs from a creature‟s communication with an object or certain content (krapp, 2002). the personal lateral of this model has been glowing particularized. the investigation has concentrated on a variation of the individual characteristics of the principle, e.g. attention (ainley, hidi, & berndorff, 2002; hidi, renninger, & krapp, 2004), goals (harackiewicz et al., 2002; pintrich, 2002; sansone & smith, 2000), or levels of learning (alexander & murphy, 1998; hoffmann, 2002; köller, baumert, & schnabel, 2001). interests, however, are not necessarily termed when seen only from the personal lateral. the substances and areas of interest are occasionally termed as opportunity structures for the enlargement of journal of education, teaching and learning volume 5 number 1 march 2020. page 59-66 p-issn: 2477-5924 e-issn: 2477-4878 61 interest. in most methodologies, interest is observed as existence area-specific (häussler & hoffmann, 1998). nevertheless, a much smaller investigation figure can be established on the purpose aspect of interest. the topological perception häussler and generations assumed for the leibniz-institute for science education (ipn) study on physics interest applications on the construction of the area (häussler, 1987). in their topological typical of behavior concentration, they separate detailed subjects, frameworks in which the subjects are characterized and actions in which the different can participate. students are scientifically antagonized with subjects, submission capacities and actions connected to physics. b. folklore of melayu riau (lancang kuning) malay ethnic groups are tribes with a tradition of strong family education (isjoni, 2015a; isjoni, 2015b; effendy, 2006; koentjaraningrat, 1970). all education is intended to establish noble character because the malays that human life would be beneficial to other humans. one of the teachings manners malay important to be learned is the moral character of the child's parent (isjoni, 2015a; santoso, 1986). malay ancestors were not only concerned with what should be obeyed by the only child to her parents. moreover, parents also appeared to be had the manners to their children. the character of parents to children is a set of obligations should parents do to their children so that children can develop well in the traditions of the malay (isjoni, 2015a; santoso, 1986; purna, 1993). attention, affection, giving freedom to children, as well as a good education, are some of the manners that should be owned by malay parents to their children. character is mandatory for parents should not wash its hands of the development and growth of children, both physically and mentally. the malays assume the manners of a parent to this child as a parent on the child‟s debt (effendy, 2006). in general, the characteristics of the malays can be described as follows: (a) in interacting with members of different ethnic communities tend to interact peacefully and try to avoid conflict. (b) because of mind and language malay smooth, then in passing on the things that feared could create misunderstandings and misconceptions, the malays in an opinion or issue often uses rhymes, poems, or parables. (c) the malays do not want to stand out, especially on issues of wealth and income. (d) the malays in general are people who are very sensitive and delicate feelings (sentimental). this is reflected in the song's typical malay-blue feeling. (e) the malays in general are very introvert (closed) so the association with people from other ethnic groups tends to require a lengthy process. (f) on the whole attitude of the malays are very tolerant and try to establish peaceful interaction with other communities. (g) although the attitude of people wilts tolerant and peaceloving, when pride is humbled, they may rebel (isjoni, 2015a; koentjaraningrat, 2007). excellence character malay of riau community in the past, generally transformed through education in the family. parents have started educating their children in the womb. a wife who is pregnant is given taboos, such as not allowed to do things that are not good, such as anger, berating, lying, original way, dreamy, lazy, sleep, immodest dress, eating, and drinking which is not kosher. husband and wife are also prohibited from slaughtering animals, sad, tied a cloth towel or the like on the neck, eating cow leather, stingray leather, sour eggplant, and reborn. when out evenings, should bring as nails, machetes and the like (metal). after the child is born, the male is whispered adzan while the female has whispered iqamat. during the swing, children are always put to sleep by singing "lailahaillallah". when the child can communicate with parents, children began to be educated with various restrictions, such as not allowed to eat the cane at sunset, not allowed to sleep at the time of maghrib, should not sit or stand in front of the patio doors, should not sew at night, not allowed to sleep snoring, should not be outside the house at the time of maghrib prayer, should not cut nails or hair at night, and so forth. moreover, parents also to educate their children to be polite in speech and behavior towards older, including his parents. children are also taught through folktales such as "batang tuaka", "mambang linau", "putri kaca mayang", "putri pandan berduri", "lancang kuning", "batu belah batu bertangkup", etc. these stories contain the value of education and high moral and can serve as role models for children malays (melayu riau). the malays of riau have always craved their children to be 'people', in the sense of a successful man, both physically and mentally. therefore, they are very concerned about the education of children from an early age. various ways they use as a medium for conveying fatherly religious teachings and customs, with the hope, religious teachings and customs are embedded deep in the hearts of their children. one of the media used the parents is a dodoi song. if we go for a walk to the malay villages, still often heard his mother humming lull in a hammock or sling. dodoi lyrics of the songs usually contain moral teachings and advice. then, through the dodoi humming a song, a mother can do two things at once: putting the child, and at the same time teach their children moral values and religion. c. thematic learning the integrated curriculum looked at the important relationship between the relational learned in schools with in everyday life. this is because such a curriculum approach that emphasizes facilitating students to undertake various connections with the environment while they learn at school. there are various views related to the nature of the integration of the curriculum. nothing is integrated with the context within a discipline only, integrated within the scope of inter-disciplinary, integrated within the students and integrated into the network of interactions between students. based on these criteria (fogarty, 1991; kahveci & atalay, 2015; yvonne, 2015; anderson, 2013) identified ten integrated curriculum model. formerly jacobs (1989) categorized five stages in an integrated curriculum which kinds between discipline-based curriculum and thematic curriculum that reflects the degree journal of education, teaching and learning volume 5 number 1 march 2020. page 59-66 p-issn: 2477-5924 e-issn: 2477-4878 62 of its integration. the fifth is a parallel discipline, multidisciplinary, interdisciplinary, integrated (thematic), and complete integration. the investigation reviewed for this shot shows no detrimental effects on knowledge when students are complicated in an integrated curriculum. the zones of integration included: (1) art, mathematics, and reading; (2) writing across the curriculum; (3) history, science, and mathematics; (4) history and literature; (5) integrated humanities; (6) health and reading; (7) areas of mathematics; (8) social studies, health, and the arts; (9) physical education, the arts, health, and literature; and (10) science, social studies, health, and the arts (aschbacher, 1991; edgerton, 1990; greene, 1991; maciver, 1990; shoemaker, 1989; vars, 1965; vye, 1990; williams, 1991). there is an insignificant frame of an investigation linked to the effect of an integrated curriculum on student attitudes. maciver (1990) created that integrated package students established group essence and developed their attitudes and drudgery ways. this was recognized, in part, to the fact that teachers encountered in teams and were able to rapidly recognize and deal with a student is problematic. vars (1965) also reported that stimulus for learning is increased when students work on "real" complications a public component in integrated programs. when students are actively involved in planning their learning and in making choices, they are more motivated, dropping performance difficulties. jacobs (1989) also reported that an integrated curriculum is connected with better student selfdirection, higher appearance, higher stages of lesson completion, and better attitudes near the school. students are involved in their knowledge as they make networks through disciplines and with the world outside the classroom. students are not the only ones who return constructively to the learning experiences that are part of an integrated curriculum. in the education of an integrated mathematics curriculum, edgerton (1990) established that after one year 83 percent of the teachers elaborate chosen to continue with the integrated package rather than return to the traditional curriculum. maciver (1990) created that teachers grow the social support of working composed and feel that they can teach more effectively when they integrate across focuses and progressions. they learn new benefits and teaching techniques that regenerate their teaching. iii. methodology the method that has been utilized in this research is a case study. data was collected related to the folklore of lancang kuning by utilizing a case study in the riau-malay context. the number of participants in this study consisted of two people, namely mr. abdul and mrs. syarifah. meanwhile, the case study technique obtains disparagement in the relation of its dearth of heftiness as a study device, crafting the design of case studies is of paramount standing. investigators container accept whichever a sole circumstance or numerous situation project contingent on the problem in the inquiry. in suitcases anywhere nearby remain no additional suitcases existing aimed at repetition; the investigator can accept the solitary field study (zainal, 2007). for illustration, a riau-malay people want to extract the value of lancang kuning folklore from the indigenous people who he/she is being the head of tribes. though, the disadvantage of a sole-situation project is its incapability to deliver a simplifying assumption, in specific after the proceedings are infrequent. the unique technique of overwhelming this is by triangulating the research with additional approaches in terms of settling the legitimacy of the procedure. in this study, we have already committed to utilizing the single-case case study in analyzing the value. a. data sources data as of this study are the main data in the practice of tale/difference of opinion occupied as of snitch or spoken speech as of inhabitants in the study setting. meanwhile, the subordinate figures occupied are recorded underneath. b. research location lancang kuning folklore is one of the spoken literature from kabupaten bengkalis, riau. this story is very famous for riau-malay to be inspired by indigenous people to gain value. c. source of information people chosen as main informants are the elders and prominent figure between locals who knows the story of lancang kuning. d. other sources folklore “lancang kuning” text is the main story of lancang kuning folklore in the riau-malay context. the resume of the story describes as follows: lancang kuning is folklore from kabupaten bengkalis, precisely, kecaman bukit batu. lancang kuning is derived from the word “lancang” (the ship of the kingdom) and “kuning” (yellow, the color of the kingdom). lancang kuning is the greatest ship used by kings of melayu riau. the legends and the folklores take that title because the story revolves around events that happened between the royals. as usual, the story is rarely completely told. moreover for this story, there are only a few written texts. to make this story complete, the verbal explanation from elders in the area, bukit batu itself, selat panjang, bengkalis and others especially from riau‟s cultural intellect, mr. tenas effendi are taken. once upon a time, datuk laksamana, the leader of bukit batu in bengkalis, riau, calls his commodores, commodore umar, and commodore hasan. they are given orders to get rid of pirates in tanjung jati. these pirates are often creating chaos in senggoro, where fishermen often fished. commodore umar then left hesitantly, as he is hesitant to leave his beautiful wife, zubaidah. while commodore hasan doesn‟t leave because of the news of the pirates there is hasan‟s strategy so that commodore umar will be away from his wife and datuk laksamana. during commodore umar‟s leave, commodore hasan silently seduces zubaidah to leave his husband and promise journal of education, teaching and learning volume 5 number 1 march 2020. page 59-66 p-issn: 2477-5924 e-issn: 2477-4878 63 her a better future but zubaidah stands firm in her choice to be faithful to his this situation anger commodore hasan even more and get him more brutal. commodore hasan finds a way to kill zubaidah. in time with the launch of lancang kuning to the sea, the ship doesn‟t move and stay still. commodore hasan then took zubaidah as a sacrifice in the dock. the ship then launched to the sea with zubaidah ended her life under the lancang. not long after zubaidah‟s death, commodore umar comes home from tanjung jati and told defamation by commodore hasan. he was told that datuk laksaman was the one who killed zubaidah by using her as a sacrifice for the lancang. commodore umar believes him and he kills datuk laksamana without further thinking. as his last words, datuk laksamana curses commodore umar, that if commodore umar passes tanjung jati, he will drown along with his ship commodore umar then realizes that it is a lie. the fight with commodore hasan then occurred with commodore hasan died on commodore umar‟s keris as the end. commodore umar then goes to complete datuk laksamana‟s curse. he sails to tanjung jati and drowns. since then, bengkalis island is known as a desolate island compared to other islands in riau, even until today. e. techniques used to attain data data from this research are attained by: a) interview; researchers have ever been interviewed informants or sources to attain data about lancang kuning folklore. b) documenting; researchers took pictures (photo-taking) of illustration or objects related to the folklore that later can be used as evidence of the research. c) data evaluating; examining data taken from the main informant and used additional informants around the area of the research. f. techniques processing data after the data is attained, the next step is processing the data using techniques below: 1. translation the written form of lancang kuning folklore translated into bahasa indonesia. the translating process is translating the content of the text as lancang kuning folklore is in a form of prose. 2. analysis the translation based on interviews and observation then analyzed or understood according to the problem decided. an easy way to comply with the conference paper formatting requirements is to use this document as a template and simply type your text into it. iv. results and discussion the content of the text (book published by culture and tourism department of kabupaten bengkalis, riau), lancang kuning folklore tells about the glory of bukit batu bengkalis led by datuk laksamana raja di laut, which becomes a legend of the sea because of all of the evils in the sea surrender to him. these evils are pirates that rob harvested crop and trades, also attacks from other countries datuk laksamana has two commodores, one of them is his daughter‟s (zubaidah) husband, commodore umar. commodore umar is datuk laksamana‟s right hand because all his jobs are done greatly. this emerges jealousy from his partner, commodore hasan. this jealousy will then later causes the fall and decline of bukit batu. lancang kuning folklore can be used as a relevant topic in thematic learning in elementary schools. for example in the field of mathematics, the student can calculate the area of a triangle on the sail of the lancang kuning figure; in the field of science, it can be used as an application for lunar eclipse material, reproductive material, etc; in the field of social science, it can study the material of a country‟s leader; while the language field can hone student literacy skills. so that any type of folklore that exists in the area can be preserved by integrating into learning in elementary schools. the content of the story according to the prominent figure in society: 1. someone regarded as a figure in education 2. prominent figure in society (the chief of datuk laksamana area‟s youth) historical tourism datuk laksaman raja di laut sukajadi village, bukit batu sub-district, bengkalis district, riau. the village that is also called bukit batu darat village is similar to other villages. this village has a history that must be considered in historical records as a historical record of melayu culture in indonesia. sukajadi village is the agriculture of cultivation. different from bukit batu laut village, beside bukit batu darat village, the village has 80 family lives there, give or take a few. most of them are mothers and daughters, weaving while the men are fishing. datuk laksmana is a title from the siak kingdom for the keeper of the seashore of malaka strait. datuk encik ibrahim is called the first, titled datuk laksamana raja di laut i from the year 1767 to 1807. there are four datuk that led bukit batu. the three successors are datuk khamis, datuk abdullah shaleh, and datuk ali akbar. they presumed the title datuk laksamana ii to iv. allegedly, datuk laksamana raja di laut becomes the famous legend of the sea. all of the evils in the sea such as pirates and attacks from abroad, all surrender to him. science literacy can be found in lancang kuning text are below: case 1 “it is not good to cry at the night, baidah. calm your heart and believe in kanda. didn‟t mak dukun said when you are pregnant, don‟t get sad often?” the bolded underlined words above have this meaning: over-crying often happens during pregnancy. this could be happening because the hormones are at their peak. hormones during pregnancy and their roles three hormones significantly increasing during pregnancy: estrogen (the most dominant one, produced by journal of education, teaching and learning volume 5 number 1 march 2020. page 59-66 p-issn: 2477-5924 e-issn: 2477-4878 64 ovum); progesterone (this hormone is responsible to balance the estrogen, produced by corpus loteum at the beginning of the pregnancy and in the placenta during the end of pregnancy). last, gonadotropin, also known as hcg, is produced by the placenta. the hormone changes level, therefore changing neurotransmitter, nerves that give the signal to the brain and regulate mood. the cause of the mood swings pregnancy, with our without plans will give stress as a side effect for the mothers, this relates to their emotion. depression during pregnancy will increase the risk of postpartum, with 25% postpartum started during the pregnancy. mood swings happen quickly and able to evoke bipolar disorder, a psychological disease with extreme mood swings takes form in depression and mania (bensa in zainal, 2007). based on the first case, it can be analyzed that woman who is pregnant is not allowed to be sad. it means that she is not allowed to cry lots when she is pregnant because her hormone is at the highest level. there are three hormones that they will increase significantly when she is being pregnancy, that is, estrogen (the hormone is the most dominant than others which are produced by ovum); progesterone (the hormone which has the function to stabilize the estrogen, it is produced in the corpus luteum when she is in the earlier pregnancy and placenta is at the end of pregnancy). finally, gonadotropin is well-known as hcg, which is produced by the placenta. the changing level of the hormone can change the neurotransmitter, as a neuron that is a signal source to the brain for fixing the mood. regarding the research in 1999 in the journal of "psychoneuroendocrinology" is founded that hormone of progesterone increase sharply when she is pregnant at the end of her pregnancy period which is connected to her mood. you will happen the changing of the mood as the hormone changing that occurred in the sixth and tenth of the third of pregnancy period. then, in the trimester is an american pregnancy association. a mount of 10-15 percent of woman who has experience is in depression while pregnancy period. depression in the pregnancy period will increase the risk of the postpartum phase, as a case of postpartum in about 25 percent that usually starts in the pregnancy period. the mood-changing that very fast can trigger bipolar disorder disease that is a psychological disease. it happens that is note as a moodchanging (deepfeeling) that is extreme, that is depression phase. case 2 “on his way home, commodore umar immediately looks around for that list. he doesn‟t realize that he and his soldiers have been gone for a month. during the full moon, far away there, all the people and leaders of bukit batu kingdom stand in the seashore to see the launch of lancang kuning”. in the underlined and bolded words, in science education, full-moon is the same as high tide. this meaning is high correlate with the scientific phenomenon which has several functions in daily life such as tide for correlate with the moon. tide types spring tide happens when the earth, moon, and sun are in one straight line. at that time, the tide will be high while the low being really low. this tide happens during the full moon and the new moon. neap tide happens when the earth, month and sun create a perpendicular angle. during neap type, the high tide will be low while the low tide will be high. this tide happens during. v. conclusions in the literacy context, the lancang kuning folklore is the main idea for inspiring the riau-malay people to implement the good value in their lives, for instance: in the story of the tide content, we can gain the value that the woman is not a burden for being the sacrifice for the sailor to gain the benefit. it is not a good idea for overcoming the sailors‟ journey problem. thus, we can obtain the good value that the sacrifice of a pregnant woman is not true and we should have obtained the good value is the sacrifice of woman are very important. if these story values are understood by the students in their classroom context especially in the primary education level, that is, the good values which are lots in the folklore story to be learned and implemented in their daily lives. acknowledgment the author would like to thank the prominent figure of melayu riau society, and the library of bengkalis district that has been facilitating the researcher to find the folklore of lancang kuning. references ainley, m., hidi, s., & berndorff, d. 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(2011). the development of coping across childhood and adolescence: an integrative review and critique of research, international journal of behavioral development, 35, 1–17. journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-4878 149 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of the principal's transformational leadership and work motivation toward service quality to teachers of private islamic junior high school (mts) in pontianak diana fitriyah1), sukmawati2), m. chiar3) 1)universitas tanjungpura, pontianak, indonesia e-mail:ra.ludi@yahoo.com 2)universitas tanjungpura, pontianak, indonesia e-mail: sukmawati@fkip.untan.ac.id 2)universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. the problems that occur in the madrasahh are caused by the lack of quality of service in which the madrasahh principal leadership in pontianak is not supported and the work motivation of teachers in improving education. the purpose of this study was to determine the effect of transformational leadership and work motivation of madrasahhh principals on the quality of service for private mts in pontianak. this study uses a quantitative approach and a type of descriptive research. the sample in this study were 70 teachers selected based on the sample random sampling technique. data collection research was conducted by questionnaire and documentation. the results obtained from this study are that there is a significant effect between transformational principals' leadership and work motivation on service quality to pontianak mts teachers. keywords: effect; leadership; work motivation; service quality i. introduction the biggest education agenda in indonesia is improving the quality of education. in order to realize quality education, it is certainly inseparable from the role of various parties, one of which is the teacher. madrasahhh is an islamic educational institution where the quality of teacher and staff services is the key to the success and sustainability of the institution in educating students. teacher quality is the main aspect that is determined in an effort to improve the quality of education. this is because the teacher is the central point in the renewal and improvement of the quality of education if the implementation of the educator-educator process relies on the quality of its services. based on law number 20 of 2003 concerning the national education system, which addresses the issue of education and national functions and objectives in article 3 it functions to develop dignified capabilities and character and national civilization in order to educate the nation's life, aiming at developing potential students to become humans who believe and fear the almighty god, are noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible state. therefore, improving the quality of teaching and education personnel in terms of recruitment, competence, and management of human resource development must be balanced from the above. efforts to improve quality in educational institutions are not as easy as turning the palm of the hand because improving the quality of education means that the components in education must also be improved. according to ahmad kurnaidi in the article on the quality of education services, school quality is all forms of activities carried out by institutions to meet staff expectations. services, in this case, are interpreted as services or services delivered by service owners in the form of convenience, speed, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 150 relationships, abilities, and hospitality that are addressed through attitudes and characteristics in providing services to the satisfaction of school staff. service quality can be known by comparing the perceptions of the staff for services that they clearly receive / obtain with the services they actually expect / want from the service of an institution. the measure of service quality is the job demand that describes the work you want to achieve. how far a person is able to do work than compared to the results achieved is called the quality of service someone on the job. a job always has steps (procedures) work; work procedures always lead to increased work results in accordance with the demands of work. if a job is carried out in accordance with the procedure, it will arrive at the desired work result. according to nurul ulfatin (2016: 253), the quality of education that must be improved by the government is indeed heavy. data displayed by the government is correct. so almost 50% of madrasahhs at all levels have not met minimum education standards. this means that there are still many schools that must improve the quality of education services. teachers are the main key to improving the quality of education because the important requirements for the realization of quality education are if the implementation is carried out by educators whose professionalism is reliable. maintaining and striving for teachers to have high service quality is absolutely necessary, because of the importance of service quality factors to teachers in their role in increasing educational success. in addition to service quality, many things can be seen in several aspects, especially the quality of work motivation and leadership of the principal who is less transformative. the motivation of teacher work, in general, can be summarized in the teacher's professionalism in teaching. the teacher's professionalism includes things such as first, mastery of subject matter. second, the ability to apply the principles of psychology. third, the ability to organize teaching and learning processes. fourth, the ability to adjust to new situations. formally and professionally the task of teachers often faces various problems that arise due to various changes that occur in the environment of their professional duties. such changes include curriculum changes, renewal of the teaching system, the existence of new laws and regulations, and so forth. therefore, the motivation of teachers in improving the quality of education services is very important. in addition to teacher work motivation, the quality of madrasah services will certainly also be greatly influenced by transformational leadership. according to danim (2009: 50), transformational leadership is the ability of a leader to work with and / or through other people to transform, optimally organizational resources in order to achieve meaningful goals in accordance with the desired goals of educational goals. transformational leadership is an alternative leadership that can be applied in schools to answer the challenges of renewal and aspiration for changes that occur in schools, both externally and internally. this is the responsibility in the continuation of the education and teaching and learning process in a madrasahh with all its distinctiveness and uniqueness so that the principal's transformational leadership must be one factor in improving the quality of education services. indeed madrasah spread across pontianak, both private and public, each have their own advantages and disadvantages, especially private madaras whose facilities are very limited, among the advantages of the existence of madrasahh growing from community self-help, the characteristics of madrasahhs that have a dual curriculum of education and learning in the field of religion and in the general field so that the combination of science and technology and many other advantages including mts manbaushafa has the advantage of complete facilities and al-anwar mts with limited facilities. the initial results of the problems in the field that service quality in reality in the current madrasah include the lack of applying innovation in the madrasahh, the motivation of madrasahh teachers to do good teaching planning that is still not done so the performance is not optimal, some supporting facilities such as for science and technology and the implementation of the curriculum and the implementation of the 2013 curriculum in general are still not fulfilled such as science, social studies and language laboratories as well as collections of library books, skills, meeting facilities, madrasahhh headroom, etc. there are still many of the physical needs of madrasah whose standard facilities and infrastructure are still very limited, and also the income of madrasah teachers is still inadequate to be able to improve maximum performance as well as the lack of expertise obtained by the madrasahh head in carrying out their duties and functions many are still weak. from the above problems, there are still many weaknesses caused by the lack of quality of services which are not supported by the leadership of the head of the madrasah in pontianak and the motivation of teachers to improve education. for this reason, the author tries to review how the influence of transformational leadership and work motivation of the madrasahhh head on the quality of service for private mts teachers in pontianak. with the hope that the problems in this proposal can improve the quality of teacher services can improve in accordance with the criteria included in the principal's transformational leadership and work motivation. journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 151 ii. research method this study uses a quantitative approach with a type of descriptive research the data used in this study are quantitative data. "quantitative data are data in the form of numbers or qualitative data that are ranked / scoring" (sugiyono, 2016: 14). arikunto (2010: 173) states "population is the whole object of research".the population in this study were all mts teachers in pontianak, both civil servants (pns) and honorary (non-pns). based on the characteristics of the principal's experience where the teacher works, the sampling uses the simple random sampling technique. thus the number of samples in this study were 70 teachers. data collection research was conducted by questionnaire and documentation. data were analyzed using descriptive statistics, simple regression, multiple regression and partial correlation. iii. result and discussion a. results describing research data is a step that cannot be separated from data analysis activities as a prerequisite for entering the stage of discussion and drawing conclusions from the research results. the sample set as many as 70 teachers from pontianak private mts have filled out the questionnaire submitted. before filling out the questionnaire carried out by the teacher, the researcher gave an explanation of how to fill out the questionnaire in question. the researcher explained that the data to be revealed in this study were service quality (y), transformational leadership (x1) and work motivation (x2). then from all data obtained, each will find the highest and lowest scores, the mean, the standard deviation, and the variants. the overall description of the basic statistics from the research variable data is presented in the following table. table i basic statistical data of research variables 1. quality of service service quality (y) is measured using a questionnaire consisting of 26 questions listed in the appendix. each item has a theoretical score of 1-5, so the range of theoretical scores is 78 to 130. from the results of data analysis and statistical calculations, the lowest score is 89, and the highest score is 127, the average score is 115.06 standard deviation 8.267 and the variance is 68.345 research variable service quality after grouped in 5 (five) scales (very satisfying, satisfying, moderate, unsatisfactory, unsatisfactory). table ii distribution of service quality variable the service quality score to the teacher in the table above is visualized in the form of a histogram in the following figure. fig.1 service quality histogram based on information from the table and histogram above, it can be seen that 0% or as many as 0 teachers have unsatisfactory service quality, 4.2% or as many as 3 teachers categorized as having unsatisfactory service quality, 15.7% or as many as 11 teachers have moderate service quality, 62% or as many as 44 teachers have satisfactory service quality and 17.4% or as many as 12 teachers have very satisfactory service quality. this can be interpreted that based on the results in the tables and statistical data for the variable quality of teachers service is classified as satisfactory. 2. variables of transformational leadership (x2) transformational leadership variables of the madrasahhh head (x1) were measured using a questionnaire consisting of 26 questions listed on the attachment page. each item has a theoretical score of 1-5 so that the range of theoretical scores is 78 to 130. service quality journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 152 based on the results of data analysis and statistical calculations, the lowest score is 84, the highest 127, the average score is 111.94, the standard deviation is 9,798, and the variants are 95,997. the score is obtained after being grouped into 5 (five) scales (very low, low, medium, high, very high). table iii distribution of scores on variables of transformational leadership fig.2 histogram of transformational leadership based on the information from the tables and diagrams above, it can be seen that 2.85% or as many as 2 teachers have very low transformational leadership of madrasahhh principals, 8.57% or as many as 6 teachers categorized as having low transformational principals, 28.57% or as many as 20 teachers have transformational leadership of the middle school principals, 41.42% or as many as 29 teachers have transformational leadership of high principals and 18.57% or as many as 13 teachers have very high transformational leadership. this can be interpreted that based on the results in the tables and statistical data for transformational leadership variables for teachers belong to the medium category. 3. work motivation variables (x2) work motivation variable (x2) was measured using a questionnaire consisting of 21 questions listed in the appendix. each item has a theoretical score of 1-5, so the range of theoretical scores is 63 to 105. from the results of data analysis and statistical calculations the lowest score is 66, the highest score is 103, the average score is 88.09 standard deviation 9,476, and the variance is 89,790 research on transformational leadership variables after being grouped into 5 (five) scales (very low, low, medium, high, very high). table iv distribution of scores of variable transformational leadership fig. 3 work motivation based on information from the table and diagram above, it can be seen that 8.5% or as many as 6 teachers have very low work motivation, 20% or as many as 14 teachers are categorized as having low work motivation, 31.42% or as many as 17 teachers having performance moderate, 21.42% or as many as 6 teachers have high work motivation and 18.57% or as many as 4 teachers work motivation is very high. this can be interpreted that the category of work motivation is high. data analysis prerequisite test 1. normality test the normality test is done to see the frequency deviation of the distribution of symptoms studied from the normal curve theoretical frequency, or in other words to determine the normal distribution of service quality performance variable scores with work motivation. the normality test of the distribution of research data using the kolmogorov smirnov transformational leadership work motivation journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 153 goodness of fit test technique. a distribution is said to be normal if the p score is greater than 0.05. conversely, a distribution is said to be abnormal if the p score is smaller than 0.05. this distribution normality test uses the assistance of statistical package for science (spss) computer program for windows version 19. based on the results of the normality test conducted it shows the results that the variables in this study have abnormal distribution on both service quality, transformational leadership variables. this can be seen from the normality test that produced kolmogorov smirnov for 0,000 with p = 0,000 (p <0,05) for service quality, p = 0,030 (p <0,05) for transformational leadership and work motivation variables having normal distributed data because p = 0.170 (p> 0.170). 2. linearity test the correlation test was conducted to determine whether there was a linear relationship between the two research variables. linear relationships illustrate that changes in predictor variables will tend to be followed by changes in criterion variables by forming linear lines. the criteria for seeing whether the two variables are linearly or not related are as follows: a. if the score is p <0.05, then the two variables are declared linear. b. if the score is p> 0.05, then the two variables are declared not linear. calculation of relationship linearity test in this study uses the assistance of statistical package for science (spss) computer program for windows version 19. based on the results of the linearity test of the two variables, it can be seen that the linearity is 0,000. because of the significance value of deviation from linearity 0.439> 0.05, it can be concluded that between transformational leadership variables on service quality to teachers there is a linear relationship while the linearity of work motivation variables on service quality to teachers is 0.002. because of the significance of deviation from linearity (0.202> 0.05), it can be concluded that between work motivation variables on service quality to teachers there is a linear relationship. 3. hypothesis testing testing the hypothesis in this test is to determine the effect of perception variables on transformational leadership (x1) on service quality variables to teachers (y), the effect of work motivation variables (x2) on service quality variables to teachers (y), and the influence of perception variables on leadership transformational (x1) and work motivation variables together the quality of teachers services. correlation value (r) ranges from -1 to 1, values getting closer to 1 or -1 means that the relationship between two variables gets stronger, whereas values close to 0 mean the relationship between the two variables is getting weaker. a. the influence of head of madrasahhh transformational leadership (x1) on service quality to teachers (y) based on the normality test, it is known that the distribution of data from the principal's transformational leadership and the quality of teachers service is abnormally distributed. therefore the hypothesis test used is spearmen correlation. the following results of the hypothesis testing of the madrasahhh head leadership variable (x1) on teacher service quality (y) can be seen in the following table: table v results of the correlation test of transformational leadership on service quality to teachers from table v the results of the spearmen rank correlation test in the output table found that the sig (2-tailed) = 0,000 value because the sig (2-tailed) value <0.05 concluded that there was a significant effect between transformational leadership and service quality to the teacher. to see how strong the influence can be seen from the spearmen rank correlation value and from the output table get the value r = 0.700, if compared to the table of correlation coefficient interpretation above, it can be concluded that the strength of the relationship is strong and the direction of the relationship between variables of teacher leadership in the same direction. so, the higher the value of transformational leadership the higher the quality of teachers service. b. effect of work motivation (x2) on service quality to teachers (y) based on the normality test it is known that distribution of work motivation variables is normally distributed and the quality of services to teachers is abnormally distributed. therefore the hypothesis test used is spearmen correlation. the following results of the hypothesis testing of the madrasahhh head leadership variable (x1) on teacher service quality (y) can be seen in the following table: journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 154 table vi hypothesis test results correlation of work motivation to service quality to teachers from the table above the results of the spearmen rank correlation correlation test results in the output, table found that the sig (2-tailed) value = 0,000 because the sig (2tailed) value <0.05 concluded that there was a significant effect between work motivation and teacher service quality. to see how strong the influence can be seen from the spearmen rank correlation value and from the output table get the value r = 0.426, if compared to the table of correlation coefficient interpretation above, it can be concluded that the influence strength is moderate and the direction of the relationship between variables of teacher leadership in the same direction. so, the better the work motivation of eating the better the quality of teachers services. c. the influence of transformational leadership of madrasahhh heads (x1) and work motivation (x2) together on quality of teachers service(y) hypothesis testing is used to determine the effect of the principal's transformational leadership and work motivation together on service quality to the teacher, namely linear regression. the results of the analysis with the spss program obtained the following data: table vii linear regression test results from effect of transformational leadership of madrasahhh heads (x1) and work motivation (x2) together on quality of teachers service (y) the significance test results are shown from the anova output table (b), the effect of transformational leadership variables and work motivation together on teachers service quality shows an f value of 37,789 with a sig = 0,000. because the sig value is smaller than 0,000 <0,05, meaning h0 is rejected, and ha is accepted or significant regression equation. in addition, based on the values in the model summary table, the value of r square = 0.530 is known. this means that the variation of the value of the y variable that can be explained by the regression model is 72.8% and the rest or 27.2% variation in the value of the y variable is influenced by variables outside the regression model. b. discussion statistical analysis on the results of the research described in the previous chapter shows findings that are the answers to the formulation of research problems. the main problem of this research has been answered namely, the transformational leadership of the principal and work motivation have a significant and positive effect on the quality of teachers services. this can be taken into consideration for educational madrasah, especially private islamic madrasahhh in pontianak in terms of improving the quality of teachers services. the next discussion will be explained further about the relationship of each variable, namely the influence of the principal's leadership on the quality of teachers services and work motivation on the quality of teachers services of the private mts in pontianak. 1. the relationship of the principal's transformational leadership towards teachers service quality in pontianak private mts the first finding, there is a positive and close relationship between transformational leadership on service quality to teachers. based on hypothesis test criteria table v, it is stated that the relationship between x1 and y is positively close. from the results of testing the first hypothesis, the transformational leadership variable of the madrasahh head obtained the value of the correlation coefficient = 0.700. the correlation coefficient is positive, indicating that the principal's leadership variable contributes to the quality of teachers services. the leadership factor of the madrasahh principals, in improving the quality of teachers service is quite large. where the components of the principal's transformational leadership variables include; (1) ideal influence, (2) inspiring motivation, (3) intellectual stimulation, (4) adapted considerations, (5) journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 155 assistance in solving problems, (6) results and follow-up. the contribution of the principal of transformational leadership will be very large when he gets a positive result, which is the beginning of the response of the teachers. to improve the quality of service in the madrasahh must be taken through the three main elements of education in the form of input, process, and output. these things are closely related to the parties related to the implementation of madrasahhs, namely the head of the madrasahh as a leader, the teacher as an educator. if madrasahhh tsanawiyah has a good head of madrasahhh transformational leadership, it will improve the quality of service between the teacher and the principal, and it will be better too. the quality of service from teachers will emerge, in response to the principal's transformational leadership and the ability to teachers service quality will increase. quality of teachers service will lead to good attitude so that the impact will increase commitment to the task. the quality of teachers service is high if the teacher continues to receive service through the principal's transformational leadership. thus the positive relationship of the principal's transformational leadership with the quality of teachers service in accordance with the theory put forward. 2. motivational relationship to teachers service quality. the second finding, there is a positive and close relationship between work motivation and teachers service quality. based on the test criteria for hypothesis table 4.12, it is stated that the relationship between x2 and y is positive. from the results of testing the first hypothesis, the transformational leadership variable of the madrasahh head obtained the value of the correlation coefficient = 0.425. the correlation coefficient is positive, indicating that the principal's leadership variable contributes to the quality of teachers services. work motivation factor, in improving the quality of teachers service is quite large. where the components of work motivation variables are influenced by several factors, both internal and external. which includes internal factors are: (1) one's perception of oneself, (2) self-esteem, (3) personal expectations, (4) needs, (5) desires, (6) job satisfaction, (7) work performance produced while external factors that influence a person's motivation include: (1) the type and nature of work, (2) the working group where someone joins, (3) the organization where people work, (4) the work environment situation, (5) salary. this second finding shows the largest coefficient of the other two independent variables. this is because work motivation is a very important factor in building responsibility and concern for increasing teacher commitment to the task, which is the quality of teachers services. commitment is an attitude that is realized. factor commitment to duty greatly contributes to service. teachers who always improve their ability and commitment to the task will display good service quality. in other words, if the quality of teachers services will increase, the teachers will try to understand, appreciate and practice the teacher's code of ethics, as a manifestation of work motivation. a significant positive relationship between work motivation and teachers service quality, in accordance with the theory put forward. 3. the relationship between the leadership of the principal, work motivation together with the quality of teachers services. the third finding, in this study, stated that there is a positive and close relationship between the teacher's perception of the supervision of the principal, the teacher's professional attitude and the independence of the teacher's learning together on the teacher's performance. based on hypothesis test criteria 4.14, it is stated that the relations of x1, x2, and y are positive. from the results of testing the third hypothesis the teacher's perception variable about the leadership of the principal, the work motivation towards the quality of teachers services, shows a relationship with the value of the correlation coefficient = 0.728 or 72.8%. this correlation coefficient signifies a close and significant positive relationship. the size of the contribution given by the principal of the madrasahhh, work motivation towards the quality of teachers services. improving the quality of the principal's leadership, work motivation together will support the improvement of the quality of teachers services. based on this third finding, it is explained that the leadership of the principal, motivation provides a positive contribution that is quite fundamental in the quality of teachers services. there is a positive synergy between the principal's leadership; work motivation will increase the quality of teachers services. the program can improve the quality of teachers services is more successful if you pay attention to the two variables above. the point is the quality of teachers service will be high, if transformational leadership factors are journal of education, teaching and learning volume 4 number 1 march 2019. page 149-156 p-issn: 2477-5924 e-issn: 2477-8478 156 well implemented, and work motivation is high. iv. conclusion a. conclusions from the results of research and data analysis that has been carried out, it can be concluded that there is significant influence between transformational leadership of the head of madrasahhh and work motivation on the quality of mts teachers service in pontianak. the specific conclusions that can be drawn by researchers are as follows: 1. the principal's transformational leadership includes aspects of ideal influence, motivations that inspire, intellectual stimuli, and considerations adapted in pontianak private mts are categorized as very good. 2. work motivation which includes responsibility in doing work, achievement achieved, self-development, and independence in acting in pontianak private mts is categorized as very good. 3. the quality of teachers services in pontianak private mts is classified as very high or very satisfying in terms of customer focus, continuous improvement, treating customers as partners, fulfilling measures of service performance, broader recognition, and credibility is trusted. 4. transformational leadership of madrasahhh heads in mts in pontianak has a positive and significant influence on the quality of teachers services of pontianak private mts. 5. work motivation of the head of madrasahhh which is measured by the quality of teachers services has a positive and significant effect on the quality of teachers services. 6. simultaneously transformational leadership of the principal and work motivation have a positive and significant influence on the quality of teachers service with considerable influence. b. suggestions based on the results of the research and conclusions that have been presented, then the researcher presents suggestions that might provide benefits to the parties involved in the results of this study. the suggestions that can be submitted are as follows: 1. pontianak private mts must continue to maintain or even improve excellent transformational leadership by teachers, especially with regard to madrasahhh facilities to add insight and more satisfying services. 2. the quality of teachers service needs to be improved so that it can improve transformational leadership of the principal and work motivation in carrying out work activities. 3. to obtain better study results, it is necessary to test again the factors that influence the principal's transformational leadership and work motivation by adding more independent variables. 4. the results of this study are expected to be a reference for further research in the same field. references arikunto, suharsimi. 2010. prosedur penelitian. jakarta: rineka cipta. danim, sudarwan, dkk. 2009. manajemen dan kepemimpinan tranformasional kekepala sekolahan. jakarta: rineka cipta. departemen pendidikan nasional. 2003. undangundang nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta: depdiknas. sugiyono. 2016. metode penelitian administrasi (metode r & d). bandung: cv. alfabeta. ulfatin, nurul, dkk. 2016. manajemen sumber daya manusia bidang pendidikan. jakarta: rajawali press. journal of education, teaching and learning volume 3 number 1 march 2018. page 17-22 p-issn: 2477-5924 e-issn: 2477-8478 17 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. improving english language ability of children aged 4-5 years old by using creative dance sabila nur masturah 1) , myrnawati crie handini 2) , sofia hartati 3) , elindra yetti 4) 1) state university of jakarta, jakarta, indonesia e-mail: sabilanurm@gmail.com 2) state university of jakarta, jakarta, indonesia e-mail: myrnawati48@gmail.com 3) state university of jakarta, jakarta, indonesia e-mail:sofiapaud@yahoo.com 4) state university of jakarta, jakarta, indonesia e-mail: elindrayetti@gmail.com abstract. the aim of this research is to know about how to improve english language ability of children aged 4-5 years old by using creative dance. the subjects of this research were seven children in group a at bilingual kindergarten rumah pelangi pondok bambu, east jakarta. this research was held during april-june, 2016. the method used is classroom action research proposed by kemmis and taggart in two cycles. each cycle consists of planning, acting, observing, and reflecting. the children’s english language ability was still low. the presentation of success dealt between the researcher and collaborator was 71%. the result of data analysis of pre-research was 42,1%. after being given the action, the percentage increased to 61,87%. the data got from the first cycle has not achieved its target, so the researcher conducted the second cycle. the result was 80,41%. based on the result in the second cycle, the hypothesis is proved. qualitatively, it is also admitted that the children’s english language ability could improve their creative movement.source language using the incorrect grammatical, the sentence is vague, the idea is not coherent and many pungtuations . keywords: english ability, creative dance, children i. introduction some indonesian people still do not master english, whereas english has become a universal language and important in this globalization era. english is a foreign language in our country as said by the constitutions, year 2009, number 24, which is a language other than indonesian and local languages. in addition, indonesia has provided facilities to assist the global competition as stipulated in the constitutions, year 2009, number 24 about flag, language, and national emblem, and national anthem, article 43, paragraph 1 that the government can facilitate indonesian citizens who want to have foreign language competence in order to increase national competitiveness. according to yusuf english is used as the language medium of instructions for today’s generation to be able to have access on the development of knowledge more widely for the sake of national acceleration . teachers can encourage language development where newly introduced vocabularies can have meaning. furthermore, hapsari & suminar said that the understanding of english vocabularies should be done from an early age; especially the golden age for learning a language other than mother tongue (indonesian) . since english is a language that will become the language medium of instructions, and has also become an international language, it is better learned as early as possible. http://creativecommons.org/licenses/by-nc/4.0/ mailto:myrnawati48@gmail.com mailto:elindrayetti@gmail.com journal of education, teaching and learning volume 3 number 1 march 2018. page 17-22 p-issn: 2477-5924 e-issn: 2477-8478 18 there are still a few kindergartens which apply english learning. it causes the aforementioned dilemma that only a few indonesian children who master english in certain kindergartens who apply english learning. english is different from the indonesian language because it is a foreign language, whereas the mastery of foreign languages becomes one of the important aspects as the main modal to produce qualified human resources in indonesia. in the implementation of english learning process, the researcher often found that the children at the bilingual kindergarten rumah pelangi pondok bambu often experienced difficulties in english pronunciation. they still lacked english vocabularies, and their english pronunciation was still incorrect. they assumed that english is difficult because its pronunciation seems strange and rarely used in everyday life. they also felt bored and less motivated to follow the english learning. such low english proficiency in early childhood is due to family background that is less supportive to english learning, less attractive in using learning approaches, inappropriate selection of english language teaching materials in schools, less warm communication between the teachers and children, and less various use of media in learning english. considering these constraints and the existing phenomena in the field, the researcher attempts to seek various techniques and strategies to help improve the children’ mastery of english pronunciation at the bilingual kindergarten rumah pelangi pondok bambu. by engaging their senses of sight and hearing, especially with proper media utilization, it is expected that the lessons about english pronunciation can be more easily accepted by the children in a more enjoyable learning environment, so that they do not feel bored and more motivated to follow the english learning. their english vocabulary and pronunciation mastery will become better because they hear directly from the media. one of the learning activities that can introduce english is creative dance. in this dance, the children will learn to understand the song and recite it correctly. they will try to convey the information contained in the song and give expression according to the song like sad or happy expression. they will also practice the articulation and get additional vocabularies. there are several aspects that can be examined through creative dance, such as: motoric (mouth movement) and verbal aspects. verbal aspect is the prominent language aspect among children. they will gain new words and continue to recite them with the music in which it will make them faster to memorize the song. when singing, they will also try to make the listeners understand what they are saying. ability lies within human being. according to robins ability is an individual capacity to perform tasks in a particular work . in addition, according to gibson ability is an individual possession to perform tasks or jobs that are charged to him . meanwhile, according to chaplin ability is capability, skill, dexterity, talent, and capacity, which is the power to accomplish a work. it can be concluded that ability is the power that lies in every individual to work and accomplish something or an activity given to the person. language skill is one of the abilities that exist in human beings. language is closely related to human cognition in which it becomes the highest cognitive function. according to robinson children in the age range of 3-6 years old learn new words through the process of imitation of the voices heard. the imitation process is different from those aged 2-3 ½ years old or those aged 4-6 years old. the former group’s imitation process is only through sound, but the latter group’s imitation process has something to do with additional efforts to understand what the meaning of the sound is. early childhood is the golden age where children can easily absorb anything received from outside compared to the adults’ brain, which is losing the ability to absorb a new language from the environment. children aged 4 years old like to talk about detailed and scientific things. according to jahja yudrik regarding the development of children aged 4-5 years old, they love to talk because it is in accordance with the nature of the stage; that is the development of their language skill. they are able to utilize the vocabularies from the process of recording and reminding the words that they just received. when learning english as the second language, the early-childhood children remain in their nature as ann miles gordon said that “the child's culture, unique temperament, and learning style play a part as well.” according to ida vera learning english especially in early childhood emphasizes more on the introduction of basic commands (basic instructions) and knowledge of the objects’ names or objects around them (vocabulary). early childhood naturally related to the world of play within which the teachers can slip english learning into the process, so that the children are unconsciously learning english. the children aged 4-5 years old are able to learn english through the use of english words and sentences that aim to communicate with other people where human thoughts and feelings are symbolized in order to convey the meaning to them. however, they still have some difficulties on some english letters. at this age stage, they are able to deal with language learning because they are in the golden age, although they still experience errors in pronounciation, such as "i" and "r" as well as grammar. according to david brazil pronounciation is intended for the english users who wish to be confident with their ability in speaking. it means that journal of education, teaching and learning volume 3 number 1 march 2018. page 17-22 p-issn: 2477-5924 e-issn: 2477-8478 19 pronunciation is intended to be used by the people who speak english to be more confident with their own ability. children are able to use polite sentences in communicating with others and to understand what others are talking about even with the language they just heard. according to anete vasquez, english language has certain learning stages for its learners. table i developmental stages of english learners preproducti on early producti on speech emergent intermedia te fluency english learner linguisti c ability “silent period point respond with movement. follow command receptive vocabulary up to 500 words one – or twoword response s. labeling . listing. receptiv e vocabular y up to 1000 words expressiv e vocabular y 100 500 words short phrases and sentences comparing and contrasting descriptions receptive vocabulary up to 7000 words expressive vocabulary 2000 words dialogue reading academic text writing receptive vocabulary up to 12000 words expressive vocabulary 4000 words teachin g strategi es yes/ no questions simplified speech gestures visuals picture books w ord walls kw l charts simple cloze activities realia tpr question s that require: yes/no; either/or; two-word response ; list of words; definition s; describin g reader’s theatre drama graphic organizer s how and why questions modeling demonstrati ng cooperative learning comprehens ion checks alternative assessment s simulations brainstormi ng journal writing literary analysis problem solving role playing monologue s story telling oral reports interviewin g and application s english vocabularies owned by children aged 4-5 years old are also still limited because they are just learning the language for 6 months. according to lisa french vocabulary is the collection of words heard and read. so, when they are just learning english for 6 months, it depends on the length of time they have studied it. the prominent thing at this stage is the children’s abilities to speak and listen, according to brewer that reading and writing are the linguistic activities. thus, the development of spoken language is important to succeed the initial literacy meaning that the early literacy in early childhood is speaking, while the continuation of this is reading and writing. furthermore, according to palmer & bayley oral language encompasses the ability to listen, speak, and communicate effectively. spoken language is the basic one on which strong literacy is built including the ability to listen, speak, and communicate effectively. it is a solid foundation for literacy in which it also includes listening. creative dance can make the children express their feelings through movement, and it can trigger self-satisfaction. according to vesna gersak creative dance is an approach to children where they can use movement to express, create, and form a variety of contents which are educating. this movement is expressed while playing. dancing is a fun activity because children move freely, so they will feel happy when doing creative dance. according to lykesas creative dance is a form of teaching and teaching approach that supports kinesthetic development of someone. meanwhile, according to gayle creative dance is a dance category in which humans explore the movement. it can be concluded that singing is fun because children love the song and makes them feel happy. sometimes unconsciously when the children are listening to music, they will move. then, when gathering with their friends, they will perform creative dance. in addition they unconsciously gain new vocabularies and repeat them continuously. thus, creative dance is one of the teaching materials that is done by using movements or musical instruments, so that the children will feel happy, not bored and simultaneously get new vocabularies. furtherly described by karen creative dance is an opportunity given to the children, so that they make a unique movement in accordance with the structure or problems assigned by the teachers. they are given the freedom to make moves in accordance with the problems assigned by the teachers. furthermore, according to gilbert creative dance is a dance formed by various artistic movements that show expressions. this dance shows the individual’s self and expresses what is perceived by the individual. according to jamariah creative dance is something that is not competitive, done spontaneously because the children will express their emotion and tell a story through the movement. this dance is formed by spontaneous movements, and they can express their emotions through dancing. more specifically according to lynette creative dance is done to develop the creative, physical, mental, and artistic aspects of a person in journal of education, teaching and learning volume 3 number 1 march 2018. page 17-22 p-issn: 2477-5924 e-issn: 2477-8478 20 life. when performing the movements to create a beautiful dance, the human body exerts energy, and the formation of the pattern must also be adjusted to the right time. thus, this dance manages a movement, and it develops togetherness since it focuses on cooperation between people. ii. methodology this research was conducted at bilingual kindergarten rumah pelangi pondok bambu located at gading raya street, pondok bambu, east jakarta. it was done in the academic year 2015-2016 in april, 2016 through 2 cycles. the first cycle was done seven times, while the second cycle was done four times. at that time, the learning activities were effective, so it could help obtain adequate data. this research employed kemmis’ and taggart’s classroom action research (car) model. the implementation process includes: a) planning, b) action, c) observation, and d) reflection. the rationale of employing this model because the researcher wanted to be the teacher in the classroom, while doing a research, so that direct involvement was done to see the manifestation of changes among the participants. they were seven children aged 4-5 years old at bilingual kindergarten rumah pelangi pondok bambu. the sources of data in this study were from the participants in group a and the classroom teacher at bilingual kindergarten rumah pelangi pondok bambu, east jakarta. the results of the observation that will be described was about the children’s english proficiency before being given the action; the children’s english proficiency when being given the action, and the children’s english proficiency after being given the action. data collection techniques used in this study include: observation, interview, and documentation. observation of the participants was done to make the data obtained be more complete, accurate, and richer in meaning of each behavior that appeared in the observation sheet conducted by the researcher. interview was conducted by doing a question-answer session with the related parties, such as: parents, classroom teachers, and principals. documentation became a complementary tool of observation and interview which includes written works, pictures, or photographs. the techniques used in analyzing the data in this research were qualitative and quantitative ones. the analysis for qualitative data was done by analyzing the field notes made by the researcher during the learning process supported by documentation in the form of photos. meanwhile, the analysis for quantitative data was done by calculating the development of the children’s english proficiency. therefore, both analyses were done to see whether the effect of creative dance on the english ability among children aged 4-5 years old manifests. iii. results and discussion the research results at bilingual kindergarten rumah pelangi pondok bambu showed that creative dance can improve the english ability of the children aged 4-5 years old with the last overall score as much 80.41%. table ii the research results at bilingual kindergarten rumah pelangi pondok bambu the results of the observation showed that the children’s english ability at bilingual kindergarten rumah pelangi pondok bambu was not optimal because they had difficulty in saying the english words in which they also lack of english vocabularies. it was because the background of the children is not from family who uses english for daily communication, and the teachers often used indonesian language in teaching. the bilingual kindergarten rumah pelangi pondok bambu still applied classical learning method; that is using worksheet and pencil. every day the children are given a worksheet so that they look bored. in addition, because the teachers often use indonesian language, the english language skills of the children become less honed. based on the pre-intervention observation, the percentage of the children’s english proficiency prior to the use of creative dance was as much 42.34%. meanwhile, after given such action, the percentage increased to 61.87% in cycle i and in cycle ii to 80.41%. this increase manifested in some aspects of english: listening and speaking. the following are the data of each participant in cycle i. respectively, they got 61.6%, 65%, 61.6%, 60%, 63.3%, 63.3%, and 58.3%. the data showed that each child was improving. below is the percentage table of preintervention and cycle i. after the first cycle, cycle ii was conducted. in this second cycle, every child increased. the following are the data of each participant in cycle ii. respectively, they got 81,6%, 85%, 85%, 73,3%, 78%, 80%, and 80%. the data showed that each child was improving. below is the percentage table of pre-intervention, cycle i, and cycle ii. pre-research cycle i cycle ii 42,34% 61,87% 80,41% journal of education, teaching and learning volume 3 number 1 march 2018. page 17-22 p-issn: 2477-5924 e-issn: 2477-8478 21 skill fig. 1 data on the development of the children’s english language the quantitative analysis showed that the percentage of english language ability of the children increased to 80.41%. it also showed the comparison between their ability before and after the action, although the development was not too high, but has exceeded the indicator of success established before the study took place as much 42.34%. thus, this research can be said successful because the children got a development as much 71%. therefore, the learning through creative dance can improve their english ability of group a at bilingual kindergarten rumah pelangi pondok bambu. the results of qualitative analysis proved that the creative dance helped improve their english language as well. through this dance, they are able to improve their english ability to speak and respond in english. providing creative dance as the action is one form of presentation of fun activities for them to develop their english skills optimally. such dance not only develops their english skills, but also develops other aspects of development, such as: cognitive, motor, and emotional-social aspects of the children. so, the results to be achieved in english ability can increase significantly. table iii intervention guideline no indicators of english language skill for children aged 4-5 years old scores bsh* b* mb* bb* 1 children can differentiate and imitate certain sound/voice 2 children can follow the teachers’ singing 3 children can follow the teachers’ movements while singing 4 children can retell experiences in english 5 children can give comments on what is heard 6 children can ask for questions in english 7 children can respond to what the teachers give 8 children can answer the teachers’ questions in english 9 children can imitate the sequence of words in english 10 children can pronounce 3-4 words in english correctly 11 children can mention name, sex, and home address in english 12 children can arrange and tell the content of a series of pictures (46 pictures) 13 children can pronounce and use the words “thank you, excuse me, good morning, good bye” 14 children can tell about the given picture or their own picture in english 15 children can give reasons on the events experienced by them at school in english *bsh=berkembang sesuai harapan (develop as expected); b=berkembang (develop); mb=mulai berkembang (start to develop); bb=belum berkembang (not yet develop) the results of the intervention guideline analysis proved that the final scores for the seven children at bilingual kindergarten rumah pelangi pondok bambu are in the range of the categories b and bsh. the achievement of their english language has increased from pre-research, which was only in the range of the category mb and bb to b and bsh. it can be said that all children experienced a significant development. iv. conclusion based on the results of the data analysis showed that the obtained percentage of pre-research was as much 42.1%; cycle i as much 61.87%; and cycle ii as much 80.41%. the data can be said that the transitional percentage from pre-research to cycle i increased, but the interpretation of the results of the analysis is said to succeed if the development reaches the target of 71%. based on the data of cycle ii, the percentage of the children’s english proficiency increased significantly. therefore, it can be concluded that the creative dance can improve their english ability at bilingual kindergarten rumah pelangi pondok bambu, east jakarta. references amin, maswardi muhammad. (2013). pendidikan karakter anak bangsa. jakarta: baduose media. amin, maswardi muhammad. (2014). moral pancasila jatidiri bangsa. jakarta: gorga media. arifin, zaenal. (2009). evaluasi pembelajaran. bandung: remaja rosdakarya. azhar, arsyad. (2011). media pembelajaran. jakarta: pt raja grafindo persada. 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 1 2 3 4 5 6 7 pre-research cycle i cycle ii journal of education, teaching and learning volume 3 number 1 march 2018. page 17-22 p-issn: 2477-5924 e-issn: 2477-8478 22 endah, alberthiene. (2013). mimpi sejuta dolar. jakarta: pt gramedia fa’izia, khilya dkk. (2015). pendidikan kewarganegaraan. klaten: intan pariwara. hadi, amirul dan haryono. (1998). metodologi penelitian pendidikan. bandung: pustaka setia. kurniawan, heru. (2012). teori, metode, dan aplikasi sosiologi sastra. yogyakarta: graha ilmu. kutha ratna, nyoman. (2013). teori, metode, dan teknik penelitian sastra. yogyakarta: pustaka pelajar. moleong, lexy j. (2014). metodologi penelitian kualitatif. bandung: remaja rosdakarya offset. nurgiyantoro, burhan. (2013). teori pengkajian fiksi. yogyakarta: gajah mada university press. nurgiyantoro, burhan. (2014). penilaian pembelajaran bahasa. yogyakarta: bpfeyogyakarta. purnama, risma. (2014). cooperative learning. pontianak. stain pontianak press. samani, muchlas dan hariyanto. (2014). pendidikan karakter. bandung: remaja rosdakarya. siswantoro. (2014). metode penelitian sastra. yogyakarta: pustaka pelajar. sugiono. (2012). metode penelitian pendidikan. journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 260 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. management of equality program development in non-formal education unit (spnf) skb of kubu raya district edy purwanto1), aunnurahman2), wahyudi3) 1)universitas tanjungpura, pontianak, indonesia e-mail: edy.pw1@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: aunuruntan@gmail.com 3)universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com abstract. this study aims to (1) find out the stages of planning the development of an equality program in spnf skb of kubu raya district; (2) knowing the implementation of the equality program development in the spnf skb of kubu raya district; (3) knowing the coordination of the implementation of the equality program development in spnf skb of kubu raya district; (4) knowing the evaluation of the equality program development in the spnf skb district of kubu raya district. this type of research is a case study research with a descriptive research approach. the results of this study are (1) program planning of the upt spnf of the kubu raya district skb involving participation from within the institution, namely the upt spnf skb of kubu raya district and outside the institution, namely the kubu raya education and culture office as policy makers; (2) upt spnf skb of kubu raya district has implemented an equality program in spnf skb kubu raya district ; (3) upt spnf skb of kubu raya district has carried out a fairly good coordination with the work units involved in program development, both with government institutions and institutions outside the government, in addition to good communication between each work unit in spnf skb of kubu raya district; (4) upt spnf skb of kubu raya district has conducted an evaluation to find out the development of the equality program in spnf skb of kubu raya district . keywords: management; development; non-formal education i. introduction based on the regulation of the minister of education and culture of the republic of indonesia number 4 of 2016 concerning the guidelines for transfer of functions of learning activity centers (skb) to non-formal education units (spnf). from the regulation of the minister of education and culture of the republic of indonesia number 4 of 2016 it can be interpreted that previously the skb's main task was to carry out pilot programs and quality control in the implementation of non-formal education programs, but after the republic of indonesia minister of education and culture regulation number 4 of 2016, the role and function of the skb changes according to the characteristics and policies of the respective district/city government. as an institution that has the main task of carrying out non-formal education, the skb has the responsibility of organizing programs according to the needs of the community, but the limitations of the skb cause the institution to be unable to fully carry out its duties and functions. regional autonomy influences the role of the skb in the implementation of non-formal education. many problems that arise weaken the role and function of the skb as a provider of non-formal education. these problems include the lack of commitment of the local government to allocate operational budgets to the skb, the limited facilities, and infrastructure owned, the low participation and community partnerships. non-formal education unit (spnf) skb of kubu raya district is a non-formal education institution. the kubu raya district non-formal education unit (spnf) organizes programs such as life skills programs, education staff quality improvement programs, paud, non-formal education data and information development programs, and curriculum development. the upt of the non-formal education unit (spnf) of the kubu raya district joint decree requires funds, facilities, and supporting human http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 261 resources in order to be able to carry out these programs, but the amount of resources they have is very limited. funds, limited facilities, geographical factors and human resources are limited, it is not possible to develop programs of the upt non-formal education unit (spnf) in kubu raya district independently, so in organizing programs, upt non-formal education unit (spnf) skb of kubu raya district has established partnerships with other institutions, including government, private and community institutions. this collaboration is carried out so that the programs carried out are more optimal and can achieve a higher level of success. some of the problems include those in the nonformal education unit (spnf) skb of kubu raya district (1) regional autonomy weakens the role and function of the non-formal education unit (spnf), causing problems for non-formal education units (spnf), such as lack of government commitment regions to allocate operational budgets for non-formal education units (spnf), limited facilities and infrastructure owned, low participation and community partnerships; (2) the government only focuses on providing assistance to community units or institutions; (3) funds, limited facilities, geographical factors and limited human resources, do not allow spnf skb of kubu raya district to develop its programs independently. based on the description above, the author plans to find out the equality development in the spnf of kubu raya district. ii. research method according to m. subana (2011: 89), this research approach is descriptive can be interpreted as "extracting and interpreting data relating to facts, circumstances, variables, and phenomena that occur when the research takes place and presents it as is". this study aims to obtain objective, factual, accurate and systematic data/images, regarding the problems to be studied by the researcher. the type of this research is a case study (field) which according to suharsimi arikunto (2012: 185), case study research is "an intensive, detailed and in-depth study of a particular organization, institution or symptom". because the researchers intend to describe and describe the development of the equality of non-formal education unit (spnf) program in kubu raya district. iii. result and discussion a. result 1. planning the development of equality program in spnf skb of kubu raya district a. planning the development of equality program in spnf skb of kubu raya district upt spnf skb of kubu raya district as a non-formal education institution participated in organizing several non-formal education programs in kubu raya district. upt spnf skb of kubu raya district organizes programs with cooperation or partnerships with other institutions. based on the results of interviews and observations conducted by researchers, it can be concluded that there are several reasons for the background of the spnf program development program which was carried out by the upt spnf skb of kubu raya district. these reasons include: 1) funding needs, facilities and human resources in the form of technical resource persons or tutors to optimize the program implemented. 2) upt spnf skb of kubu raya district seeks to maintain the quality of the program that is organized, especially the quality of program output. 3) distributing graduates of life skills programs to various places according to the required fields. the upt spnf skb program in kubu raya district requires resources such as funds, facilities, and human resources so that the programs implemented can run optimally. with limited funds, facilities and human resources, it is not possible for the upt spnf skb of kubu raya district to plan its program independently, therefore upt spnf skb of kubu raya requires an institution or another party, so that the funding, facilities and hr needs can be fulfilled and the program can be carried out optimally. upt spnf skb of kubu raya cooperates with other institutions on program planning activities, in order to meet the needs of funds, facilities, and human resources in order to be able to carry out the program optimally. in addition to meeting resource needs, collaboration is also needed to maintain the quality of the program and to channel program graduates. b. participation in program planning planning for the development of upt spnf skb of kubu raya involves parties directly related to the program to be implemented. apart from the upt spnf skb of kubu raya planning also involves parties outside the institution. kubu raya district education and culture office as the body that oversees the upt spnf skb of kubu raya also revealed its involvement in upt spnf skb of kubu raya program planning. from the results of the interview, it can be concluded that upt spnf skb of kubu raya program development planning of the involves parties from the spnf skb of the kubu raya itself, consisting of the head of the upt spnf skb, pamong, and administration, as well as from the education and culture office as the policymaker to determine the priority programs that will hold. from the results of the study, upt spnf skb of kubu raya program planning of the involved parties from the spnf upt as well as from the kubu raya district education and culture office. the determination of program priorities is based on a joint decision between upt spnf skb of kubu raya and the kubu raya education and culture office. the planning of upt spnf skb of kubu raya involves journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 262 the participation of the education and culture office which is shown in the form of involvement by giving ideas or input of the program or can be carried out in real form in the form of funds, as well as facilities. education and culture participation in upt spnf skb of kubu raya program planning was carried out directly by providing input, ideas, and in the form of funds and facilities. c. planning for the development of the equity program for upt spnf skb of kubu raya district upt spnf skb of kubu raya plans a routine program every year. the plan was prepared based on the results of the identification carried out by the officials of upt spnf skb of kubu raya and input from the office of education and culture. one of the basic components and standards in the implementation of equality education is the availability of non-formal educational resources. in line with this, the spnf of kubu raya district has sufficient educators and education staff to roll out the equality program in package b. in addition, the condition of the resources of the teaching staff (quality and quantity of tutors) owned by the spnf of kubu raya district provides strong support for the development of the model this research. the quality and quantity of tutors in the spnf of kubu raya district can be seen from the number and relevance of the program being developed, the number of learning residents they have with the number and quality of tutors based on their educational background. for the standard criteria, educators can refer to the competency standards that have been set and or adjust to the situation and conditions characteristic of the program being held. teaching tutors are supporting the success of learning citizens and therefore must be adjusted to their respective fields in providing lessons. in this case, it is explained about the criteria for tutors in the field of learning but also supported by the existence of learning citizens who are also divided according to their needs. in the selection of criteria for learning non-formal education citizens are carried out with the steps: organizing learning citizens can be done according to local needs and conditions, for example, 1) grouping learning citizens according to levels and types of activities, 2) forming small groups at each level and types of activities based on proximity, 3) grouping learning citizens by type skills owned. spnf skb of kubu raya district including spnf which receives learning citizens who increase each year, this also makes researchers interested in researching the management of spnf skb of kubu raya district. in connection with the learning, the researcher again saw about the schedule settings for tutors who taught at spnf. establish learning schedules (for activities that already have a minimum standard) in any given time period in accordance with the minimum standards. the community also participated in giving proposals by visiting upt spnf skb of kubu raya to ask questions or register various life skills programs that will be held every year. from the results of the interview, it can be seen that upt spnf skb of kubu raya plans four routine programs each year, namely data development, non-formal education information, life skills education, curriculum development for teaching materials, learning non-formal educators. program planning is carried out in conjunction with the kubu raya district education and culture office taking into account the needs of the community and available resources. the planning of the equivalence program of upt spnf skb of kubu raya is related to the decision making and the actions taken by the institution to formulate program priorities according to the needs of the community. the formulation of program priorities was carried out jointly between upt spnf skb of kubu raya and the kubu raya district education and culture office as policymakers, based on community needs. upt spnf skb of kubu raya plans programs that are considered relevant to the needs of the community. the equality program is planned by upt spnf skb of kubu raya based on the results of identification that sees most of the people who need similar levels of education. besides that, the community's interest in joining the equality program is still quite a lot. while non-formal educator learning training programs need to be planned and implemented so that tutors have better competence to be able to do learning. upt spnf skb of kubu raya program was prepared with the aim of providing opportunities for the kubu raya district community to gain knowledge and skills especially in the path of nonformal education through programs that are in accordance with the needs and interests of community learning. from the interview results it can be concluded that the purpose of spnf skb of kubu raya is to plan program development to provide opportunities for the community, especially in kubu raya district to acquire the knowledge and skills needed, which can later be used productively to work or open a business so as to empower themselves, families or the environment. the objectives to be achieved are important elements in program planning. upt spnf skb of kubu raya program, especially the life skills program, was prepared with the aim that the kubu raya district community had the opportunity to get education, especially through non-formal education in order to empower themselves, their families and the environment. another goal to be achieved by the journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 263 upt spnf skb of kubu raya through non-formal educator learning programs is to provide better competence for non-formal educators or tutors so that they are expected to be able to provide learning in accordance with the development and needs of the learning community. the program is an effort to improve the quality of educators and informal non-formal education (pnfi) education personnel. the planning of upt spnf skb of kubu raya program development is based on the needs of the community, which is carried out through identification of problems in the field by the officials and input from the kibu raya district education and culture office as policymakers. from the results of the interview can be explained the stages of program planning upt spnf skb of kubu raya district together with the department of education and culture of kubu raya district as the policy maker of upt spnf skb of kubu raya: 1) upt spnf (learning pamong) identifies needs in the field. identification of needs in the field is carried out by listening to community input or by collecting various data such as data on the number of illiterates in kubu raya district, data on the number of school dropouts in kubu raya district, the number of unemployed in kubu raya district, the number and level of education of pkbm kubu raya district tutors in the number and level of education. kubu raya district ecd educators and so on. 2) before deciding the priority of upt spnf skb of kubu raya first listens to input from the kubu raya education and culture office. 3) hold a coordination meeting involving the kubu raya district education and culture office to decide the priority of the program to be implemented based on the needs, situation and available resources. every planned program also always considers the implementation of the previous year's program. explanation regarding the stages of program planning carried out by upt spnf skb of kubu raya shows that the program planning of upt spnf skb of kubu raya is conducted rationally based on the identification of the officials and input from the kubu raya district education and culture office. in the program planning process, identification of needs is the first important step to be carried out. the needs identification activity carried out by upt spnf skb of kubu raya was carried out by collecting various data and listening to community input, consulting and listening to input from the kubu raya district education and culture office as the party considered important to request approval. in principle, the preparation of non-formal programs must be based on policy and what / what needs to be fulfilled. identification activities carried out by upt spnf skb of kubu raya by collecting various data, listening to community input, consulting and listening to kubu raya's office of education and culture shows that program planning in these institutions is in accordance with the principles of non-formal program planning. every program plan of upt spnf skb of kubu raya is always coordinated in advance with the kubu raya district education and culture office. because of the limited resources, especially funds, not all programs submitted by the officials were approved and accepted by the kubu raya district education and culture office. determination of program priorities carried out jointly between upt spnf skb of kubu raya and the office of education and culture by paying attention to available resources both owned by upt spnf skb of kubu raya, the office of education and culture, as well as resources owned by the community. from the interview result, it can be seen that the planning carried out is not only based on the identification of the learning staff but also considers the input from the education and culture office as a policymaker. not all program proposals from the community can be carried out by upt spnf of kubu raya because they have to get approval from the kubu raya education and culture office. explanation regarding the stages of program planning carried out by upt spnf skb of kubu raya shows that the program planning of upt spnf skb of kubu raya is conducted rationally based on the results of identification of the civil servants and input from the kubu raya district education and culture office. non-formal education planning theory states that another feature of planning is rational decision making in choosing and determining actions to achieve goals (sudjana, 2004: 59). upt spnf of kubu raya determines program priorities based on the results of identification, input, and approval of the kubu raya district education and culture office. this is part of a stakeholder analysis carried out to ensure that priority programs receive approval and support from the education and culture agency as policymakers and from the community as recipients of the program. priority determination in program planning is prepared based on the needs, situation, and available resources, both those owned by the spnf upt, the education and culture office, and the resources owned by the community. through identification activities from the civil service and considering the input of the kubu raya district education and culture office, the kubu raya spnf upt can find out whether the programs that have been prepared have the support of resources so that later the program can be implemented. journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 264 2. the implementation of the development of spnf skb of kubu raya district a. mechanism of development program for nonformal education unit (spnf) skb of kubu raya district. upt spnf skb of kubu raya district which has been known by the most of the people of kubu raya district, has a mechanism in the development of a simple program that is carried out without specific procedures and is not difficult for upt spnf skb of kubu raya district and for other institutions involved in the development of spnf programs. can be explained in a simple way the partnership mechanism for upt spnf skb of kubu raya, as follows: 1) the tutors conduct discussions about prospective institutions that will be invited to cooperate in developing the program that will be carried out. prospective institutions that will cooperate generally are proposals from upt spnf of kubu raya officials who have known the quality of institutions or personally know the candidates for other institutions. the purpose of choosing other agency candidates to collaborate is already known to be facilitated by the spnf. 2) after deciding on the prospective institution that will be invited to cooperate in developing spnf programs, upt spnf of kubu raya contacted or visited directly in the institutions that will collaborate and then convey the intent of collaboration in developing these programs. 3) the prospective institutions that will collaborate with cooperation, upt spnf skb of kubu raya and other institutions hold further discussions on the partnership matters to be carried out. b. supporting and inhibiting factors in the development of the spnf program based on the results of research conducted by observing and interviewing factors that support and hinder partnership. from the statements above, the writer can include the supporting factors for the development of the spnf upt program, including: 1) both funds' factors of resources, facilities and human resources from other institutions that support upt spnf of kubu raya program. 2) network owned by upt spnf of kubu raya, both government and private institutions that cover the national, provincial and district levels. while factors that hinder upt spnf of kubu raya partnership include: 1) funds that only come from one government agency. even though there are many institutions that collaborate with upt spnf but according to the regulation one program can only be financed by one government agency. 3. coordination of the implementation of the spnf skb equality program of the kubu raya district. based on the results of the research program in upt spnf skb of kubu raya, good coordination is established between the structure of the spnf kubu raya management and the education and culture office, as well as support from the community. evaluation of the development of the spnf skb equality program of the kubu raya district. based on the results of this study, it has been going well, this is indicated in the following matters: a. communication in the form, program socialization, technical guidance and dissemination of the technical guidelines for the package c equality education program carried out by the spnf of kubu raya district has gone well. this can be seen in several indicators of communication, namely transmission, clarity, and consistency that have a positive impact on the achievement of the program's objectives. transmission in the package c equality education program has been well achieved this can be seen from the organizers of the program at the kubu raya district spnf who know and understand what tasks they carry out, how the program implementation procedures are submission of funds, and accountability reports. in connection with the clarity indicator, it was clear enough that in carrying out the package c equality education program everything was clearly arranged and detailed in the technical instructions and the implementers had been provided with provisions to implement the program with the technical guidance. as for consistency in terms of inconsistent program implementation schedules, the program implementation time is an agreement between the study group and the tutors and resource persons. however, this is not a negative thing but on the contrary, because if the schedule is made consistent with the time of implementation, the attendance rate will be low and the minimum attendance standard which is a requirement for being able to take part in the package c equality education program examination will not be fulfilled. b. the resources available in spnf of kubu raya district are sufficient enough starting from the human resources with an s-1 education background by adjusting the scientific field to the fields handled, and the infrastructure facilities are quite complete. however, for the community reading park (tbm) facility is still not fully utilized. government support in the form of bop funding assistance to improve educational infrastructure in an education program turned out to have a positive impact on other programs. c. the trends have been well implemented, this can be seen from the existing commitment and support from the government, policymakers, and policy implementers. policymakers create technical guidelines, budget funds and conduct socialization of program policies that have been made through technical guidance and dissemination of technical journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 265 guidelines and information dissemination through the district's ministry of education and culture website. the implementers of spnf in kubu raya district also have a commitment to implement the program properly in accordance with the technical guidelines and regulations that exist. d. bureaucratic structure of sop used by spnf skb of kubu raya district technical guidelines for the implementation and implementation of programs as well as technical instructions for submitting aid funds issued by the ministry of education and culture, through community education with the aim that the program can run well and in accordance with the provisions of legislation laws, and can be legally accounted for so that there will be no problems in the future. organizational fragmentation has been carried out by spnf skb of kubu raya district , namely by dividing tasks into several sections along with their respective duties and responsibilities. existing coordination is well established because all management has the same vision & mission to advance the institution. b. discussion 1. planning for the development of the equality program at the spnf of kubu raya district based on the results of research conducted by researchers on the implementation of equality program in spnf skb of kubu raya district , the following development planning was obtained: a. planning the development of the equality program in spnf skb of kubu raya district because of the need for resources to optimize the program implemented, the need to maintain the quality of the program, and channel program graduates. b. planning the equality program in the spnf skb of kubu raya district involves participation from within the institution and from outside the institution, namely the education and culture office as a policymaker. c. the objectives of the equality program planning in the spnf skb of kubu raya district is to provide the community with the opportunity to acquire knowledge and skills needed, which can later be used productively to work or open a business so as to empower themselves, their families and the environment. d. stages of equality program planning in spnf skb of kubu raya district begins with activities to identify needs that are carried out by listening to community input, then listening to input from the education and culture office as policymakers, then a coordination meeting to determine program priorities. upt spnf skb of kubu raya cooperates with other institutions on program planning activities, in order to meet the needs of funds, facilities, and human resources in order to be able to carry out the program optimally. in addition to meeting resource needs, collaboration is also needed to maintain the quality of the program and to channel program graduates. cooperation is a form of partnership between two or more parties that form a cooperative relationship on the basis of agreement and a sense of mutual need in order to increase the capacity and capability of a particular field so that it can obtain better results (ambar, 2004: 129). 2. implementation of equality program development in spnf skb of kubu raya district based on the results of research conducted by researchers on the implementation of equality program in spnf skb of kubu raya district, the implementation of the development as follows: a. upt spnf skb of kubu raya cooperates with various government and private institutions to support its programs for equality development at spnf in kubu raya district. b. upt spnf skb of kubu raya implements a mutualistic cooperation model by applying the principle of mutual benefit. in establishing cooperation with upt spnf skb of kubu raya is not too concerned about the institutional status, the most important thing is that the institution can cooperate with each other well and each of them will benefit from the agreement or cooperation carried out. c. upt spnf skb of kubu raya benefits from cooperation that is carried out such as obtaining support from resources, can channel program graduates and can overcome technical obstacles that occur in the implementation of the program. equality in spnf in kubu raya district d. resources both funds, facilities and human resources owned by other institutions are supporting factors in the development of the program. another supporting factor is the network owned by upt spnf skb kubu raya, both government, private and community institutions. 3. coordination of the implementation of the equality program development in spnf skb of kubu raya district based on the results of research conducted by researchers on the coordination of the implementation of equality program development in spnf skb of kubu raya district, the following coordination was developed: a. upt spnf skb of kubu raya has carried out good coordination with work units involved in program development, both with government institutions and institutions outside the government, in addition to good communication between each work unit in spnf skb of kubu raya b. upt spnf skb of kubu raya continues to involve the work units in spnf, to maximize the tasks and responsibilities of the units, and to carry out planned programs. 4. evaluation of the development of the equality program in the spnf skb of kubu raya district. to find out the success of a program that has been implemented, it must be evaluated or assessed. journal of education, teaching and learning volume 3 number 2 september 2018. page 260-266 p-issn: 2477-5924 e-issn: 2477-8478 266 evaluation is essentially an ongoing effort of observation, assessment, and measurement since the planning, implementation and follow-up stages that aim to find out the progress of a program. therefore, considering the equality program in spnf skb of kubu raya district is centered on the teaching and learning process, evaluation is carried out with initial assessment, process evaluation, and assessment of learning outcomes. each stage of the assessment has its own procedures and procedures, but are interrelated from one stage to another. researchers' findings in the field revealed that for evaluation in each series of equality program activities in upt spnf skb of kubu raya was true. evaluation of the equality program in upt spnf skb of kubu raya in each series of event activities was never held at all, and the evaluation was held after all series of event activities were completed, with an evaluation format in the form of administering performance management instruments. then the research findings in the field revealed that there were no problems and obstacles that occurred during the evaluation of the activity. iv. conclusions and suggestions a. conclusions based on the description of the results of the research and discussion, the researcher can draw conclusions as follows: 1. upt spnf skb of kubu raya district based on the findings that the planning of upt spnf skb of kubu raya district involves participation from within the institution, namely the upt spnf skb of kubu raya district and outside the institution, namely the kubu raya education and culture office as policymakers. 2. upt spnf skb of kubu raya district based on the findings has implemented the equality program in spnf skb of kubu raya district . 3. upt spnf skb of kubu raya district, based on the findings has done a fairly good coordination with the work units involved in program development, both with government institutions and institutions outside the government, in addition to good communication established each work unit in spnf skb of kubu raya district . 4. upt spnf skb of kubu raya district , based on the findings it has conducted an evaluation to determine the development of the equality program in spnf skb of kubu raya district. b. suggestions after conducting research on the implementation of equality program development in the non-formal education unit (spnf) skb of kubu raya district, the researchers proposed: 1. internal supervision should be carried out by the head of the non-formal education unit (spnf) skb of kubu raya district and the organizer more intensively and routinely given the presence of learning citizens who are obstacles during learning, need to be monitored more closely while for external supervision a routine schedule should be made every year what month. 2. to the tutor, the implementation is expected to be able to improve the quality of learning in accordance with the conditions and interests of the learning community by providing material and tutor learning experience. 3. program evaluation is not only done in the aspect of knowledge, but it needs an assessment of behavioral aspects that can be used to improve the professionalism of educators, improve learning processes and foster the attitude of learning citizens. 4. upt spnf skb of kubu raya district is expected to be more active in developing programs by collaborating with private institutions and community institutions to obtain funds, support facilities, and human resources. references ambar, t.s. 2004. kemitraan dan model-model pemberdayaan. yogyakarta: graha ilmu. permendikbud ri no.4 tahun 2016. tentang pedoman alih fungsi sanggar kegiatan belajar menjadi satuan pendidikan nonformal. subana, m. 2011. dasar-dasar penelitian ilmiah. bandung: pustaka setia. sudjana.(2004). manajemen program pendidikan untuk pendidikan nonformal dan pengembangan sumber daya manusia. bandung: falah production. suharsimi arikunto. 2012.prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta. journal of education, teaching and learning volume 3 number 1 march 2018. page 172-177 p-issn: 2477-5924 e-issn: 2477-8478 172 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. empowerment of elementary school teacher in border area anrianus1), m.chiar2), sukmawati3) 1), 2),3universitas tanjungpura, pontianak, indonesia e-mail: anripuspfika@gmail.com abstract. empowerment of teachers is one form of effort that can be done to improve the process of education in schools. this study aims to find out how the process of teacher empowerment at sontas 03 state elementary school (sd negeri 03 sontas) entikong subdistrict, sanggau regency which formulated in several questions related to planning, implementation, supervision, and effectiveness of teacher empowerment at sontas 03 state elementary school in entikong sub-district. the approach used in this research is qualitative descriptive with case study research type. data collection using interview techniques, documentation and documentation. data analysis using miles and huberman analysis model consist of four stages that are data reduction, data presentation, conclusion or verification. checking or testing the validity of data is done by triangulation, member check, and increasing persistence. summaries conducted to analyze the research findings such as: 1) sontas 03 state elementary school in entikong sub-district has implemented a program of planning activities empowerment of teachers as well; 2) teacher empowerment activities at sontas 03 state elementary school in entikong sub-district have been implemented well; 3) supervision of teacher empowerment at sontas 03 state elementary school in entikong sub-district has been well implemented by supervisor and principal; 4) empowerment of teachers at sontas 03 state elementary school in entikong sub-district has been effective, the main activity of teacher empowerment is absolute. keywords: teacher empowerment; self-reliance; self confidence; responsibility i. introduction a leader or manager can not work alone to achieve the goals of the organization he leads. it takes a good managerial ability from a leader in moving subordinates or members in order to help him to achieve organizational goals. this is in line with the opinion expressed by malayu hasibuan (2016: 43) which explains "manager is a person who achieves his goals through the activities of others". in relation to that opinion, a leader or manager needs to be made aware of the importance of giving greater authority and trust to his subordinates (empowering members). empowerment is an effort made to maximize or increase the potential owned by individual in an organization to become more independent. bennis and mische (1995: 45) explain that empowerment is "making it possible for people to use as effectively as possible their skills, experience, energy, and ambitions while at the same time demanding that they accept a wider share of responsibility and ownership of the whole process". this definition emphasizes the efforts made to maximize the potential of an individual in achieving organizational goals. opinions that are not much different are put forward by widodo (2015: 200) which describes empowerment as "an attempt or process to reduce dependence on subordinates to his superiors and give emphasis to the control of the individual on the responsibility for the work he does". from these two expert opinions, we can understand some basic points as follows: (1) empowerment is an effort that emphasizes the process of giving some authority or ability (power) to individuals or groups to become more empowered. (2) empowerment is done to maximize the potential possessed by individuals in an organization as effectively as possible. (3) empowerment fosters independence and sense of responsibility to the individual. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 172-177 p-issn: 2477-5924 e-issn: 2477-8478 173 empowerment of members or subordinates can be applied also to the world of education, specifically in schools. in the world of empowerment, education is focused on the human resources (hr) involved in the process of organizing education in schools. one of the main focuses of human resource empowerment in schools is teachers or better known as empowerment of teachers. empowerment of teachers themselves is not a strange term in the world of education. involving teachers in the overall process of education in schools is one form of application of teacher empowerment. teachers have a strategic role in the successful implementation of education in schools. the main task of a teacher is to educate the students through teaching and learning activities in the classroom that is the responsibility. in more detail the task of the teacher is contained in law no. 14 of 2005 on teachers and lecturers explaining that "teachers are professional educators with the main task of educating, teaching guiding, directing, training, assessing, and evaluating learners on early childhood education pathways formal education, primary and secondary education ". in addition, teachers also carry out tasks outside of teaching and learning activities such as assisting students in extracurricular activities or accepting delegations of tasks or authority from the principal to perform certain tasks. teacher empowerment is one of the efforts that can be done by schools to maximize the potential or increase capacity owned by teachers by increasing their involvement and responsibility in the process of education in school. the purpose of teacher empowerment is to establish teacher independence that can be seen from teachers' initiative and response in solving problems related to learning process and teaching class, or in other words, the teacher does not always depend on the principal. through the empowerment of teachers is expected that teachers can increasingly have sufficient knowledge and skills in accordance with their field of duty so that teachers can have confidence in carrying out the task or authority given by the principal with full responsibility. although it is a simple concept, in practice in the field it turns out that the empowerment of teachers is not an easy thing to do in school. to be successfully implemented requires the desire, awareness, and understanding of school principals and educational stakeholders about the importance of teacher empowerment in schools. the principal has the greatest role in the successful implementation of teacher empowerment in schools. in this research is taken the case of implementation of teacher empowerment in school. the school in question is sontas 03 state elementary school located in entikong sub-district, sanggau district, west kalimantan province. entikong subdistrict is categorized as 3t area (front, outermost, remote). these sub-districts fall into the category of the foremost region or also known as the border area because the area has a direct border (land border) with the territory of the state of sarawak, malaysia. empowerment of teachers is a policy taken by upt education and culture department entikong sub-district as one of the efforts made to overcome the problem of shortage of teachers. this policy is applied to all state elementary schools in entikong sub-district. in the implementation stage in the field, not all schools in entikong sub-district are able to implement this policy maximally. sontas 03 state elementary school is one of the schools that is considered successful in implementing teacher empowerment. the goal of teacher empowerment is achieved by this school, which is to produce an independent teacher, have knowledge and skill in accordance with the field of duty, confident, and responsible in carrying out the duty or authority given. one benchmark that can be used to assess the success of sontas 03 state elementary school in implementing teacher empowerment such as various achievements that have been achieved this school that can not be separated from the role of teachers who have done their job well. achievements achieved by sontas 03 state elementary school in the field of academic and nonacademic. in the academic field, one of the achievements achieved by sontas 03 state elementary school is that during the last three years this school successively became the first rank of 17 sdn in entikong sub-district in terms of the value of the final examination of elementary school of primary school / mi. in the non-academic field, one of the achievements obtained by sontas 03 state elementary school is to win the national olympic sports olympiad (o2sn) award for three consecutive times to become the overall champion of entikong sub-district. although at the sub-district level did not succeed to become the overall champion, some achievements in the field of sports still successfully achieved by the students sontas 03 state elementary school carrying the name entikong sub-district. various achievements that have been achieved by sontas 03 state elementary school according to the assessment of the researchers is closely related to the success of this school in implementing teacher empowerment. this success makes the school unique compared to other elementary schools in entikong sub-district that have similar conditions and equally implement teacher empowerment in their schools. the uniqueness is owned by sontas 03 state elementary school is the reason for researchers to make this school as an object of research with the aim to know how efforts have been made by this journal of education, teaching and learning volume 3 number 1 march 2018. page 172-177 p-issn: 2477-5924 e-issn: 2477-8478 174 school so that the empowerment of teachers can be successfully implemented. based on the above facts, the researchers need to conduct a more in-depth study of teacher empowerment at the state elementary school 03 sontas entikong sub-district, sanggau district. the research is focused on teacher empowerment process conducted at sontas 03 state elementary school in entikong sub-district with some research questions related to how planning, implementation, supervision, and effectiveness of teacher empowerment at sontas 03 state elementary school in entikong sub-district. ii. methodology this research uses descriptive qualitative approach with case study research type which focused on empowerment of teacher in elementary school. qualitative approach used by researchers because to answer research questions that have been formulated is not possible achieved by using approaches in the form of numbers or quantitative, but with a descriptive qualitative approach. the presence of researchers as a key instrument in collecting research data. the location of the research is at the elementary school of the state 03 sontas entikong sub-district, sanggau district. sources of research data using purposive principles and snowball sampling (sugiono, 2016: 300). purposive is to determine the data source based on certain considerations and snowball sampling is the retrieval of data sources that initially a small amount, gradually become big until the data obtained saturated. the data collected using three techniques are in-depth interviews with some informants consisting of principals, teachers, and supervisors, equipped with observation techniques, and documentation. the data collected is then analyzed using qualitative data analysis model of miles and huberman (2014: 20) consisting of several stages: data reduction, data presentation, conclusion or verification. checking or testing the validity of data is done by triangulation, member check, and increasing persistence. in general, this research consists of 3 stages, namely a. preparation phase the steps taken in the preparation phase include: (1) communicating with the parties to be studied by way of visiting the location sontas 03 state elementary school in entikong sub-district which will serve as a place of research. communication is mainly done with the principal (2) communicating the title of research with the lecturers i and ii to get input and approval of research proposals. (3) conducting a thesis proposal seminar and making corrections based on correction and input received from some students and lecturers. (4) maintaining administrative completeness related to the implementation of research starting from the making of research permit from faculty of teacher training and education in universitas tanjungpura and other correspondence which is administratively related to the implementation of research. (5) make an agreement with the principal about the timing of the research, especially agreeing on the time of interview with the principal and teacher. as much as possible the agreed time does not interfere with the teaching task of the teacher. b. implementation phase measures were taken at the implementation stage namely: (1) conducting research by collecting data (data collection) using in-depth interview techniques to informant research that has been determined, interview questions have been prepared previously in the form of interview guides. at the same time, researchers also make observations and documentation to complete the results of the interview. the data collected using these three techniques is done in accordance with the research grid that has been made, (2) reduce data that has been collected (data reduction). this is done by focusing on the simplification of 'rough' data that has been collected. at this stage, the data that has been obtained is summarized and focused on the main issues related to the focus and research questions. if there is data that is not appropriate, then the data can be ignored, (3) make the presentation of data (data display) to the research findings. the presentation of data is done in the form of narrative text that is equipped with some tables and images so that the data displayed more easily understood. c. final stage steps taken in the final stages namely: (1) conduct discussion and analysis of research findings. (2) checking the validity of data using triangulation, member check, and increasing persistence. (3) drawing conclusions based on the results of the discussion and analysis of the research findings in accordance with the formulation of problems that have been made. (4) following the research report in the form of a complete thesis that will be tested through the feasibility trial and thesis session. iii. results and discussion a. research results based on the data obtained through interview techniques to informants, observation and documentation found some research results related to the implementation of teacher empowerment at sontas 03 state elementary school in entikong subdistrict. the findings are further discussed in accordance with the research focus and question set. 1. teacher empowerment planning at sontas 03 state elementary school in entikong sub-district. journal of education, teaching and learning volume 3 number 1 march 2018. page 172-177 p-issn: 2477-5924 e-issn: 2477-8478 175 based on the results of the analysis of research findings data related to teacher empowerment planning in sontas 03 state elementary school in entikong sub-district found that schools always do planning activities at the beginning of each school year involving all education stakeholders in the school that is the principal, the entire board of teachers and representatives of parents in school committee. this planning activity is held in a meeting forum. relevant data for planning and evaluation results on the execution of activities in the previous year is used as the basis for consideration to make the planning for the current plan is better than the previous year. it is also useful to identify the strengths, weaknesses, ease, and obstacles that will be faced by schools in carrying out the planned activities. in the meeting also discussed how the resources owned by schools in the year that includes the state of teachers and the budget that is owned for the implementation of the program activities. all participants of the meeting are given equal opportunity to express their ideas or ideas about what activities will be carried out by the school. decisions about the best ideas or ideas are taken by deliberation of consensus by considering the school's budgetary capacity. planning is made per activity and each activity is set a series of goals to be achieved. the final result of the planning activities undertaken is in the form of school activity and budget (rkas) documents that apply for one lesson year. teacher empowerment activities are not specifically planned in a particular activity but are implied in every program of activity contained in the rkas document. based on the research findings it can be seen that the planning activities implemented by sontas 03 state elementary school have been in accordance with the four basic stages of planning as described by handoko (2013: 79) which explains that basically all planning activities through four stages namely; "set goals, formulate current circumstances, identify convenience and constraints, and develop a series of activities". engaging teachers actively in planning activities related to the development of eight educational standards is the first step taken by principals to empower teachers. 2. implementation of teacher empowerment at sontas 03 state elementary school in entikong sub-district. based on the results of data analysis of research on the implementation of teacher empowerment in sontas 03 state elementary school in entikong sub-district found that the form of teacher empowerment conducted at sontas 03 state elementary school in entikong sub-district is to increase their involvement in the whole process of education in schools starting from planning, implementation and evaluation. to increase the involvement of teachers in the whole process of education in schools, the principal performs the division of tasks accompanied by providing details of the task to all teachers so that they know what the tasks and responsibilities. this assignment is contained in a decree (sk), and a letter of assignment to perform certain tasks assigned by the principal. in addition to providing assignments that are attached to the main task of the teacher, the principal also delegates the task to the teacher to replace him in performing certain tasks when the principal is absent. this form of delegation of authority, for example, gives teachers the confidence to become plt. headmaster, becomes the head of the new admissions committee, and accompanies the students when they attend activities at the district level where the principal can not follow. in the implementation of the task the principal provides motivation, direction and guidance to the teacher because it is true that the empowerment of teachers is an important thing to do because without the help and cooperation of teachers implementation of education will not succeed. empowerment of teachers is one form of regeneration conducted by the principal to the teacher. the principal gives full confidence to the teacher to carry out his duties because the principal has the belief that the assigned teacher has the ability to execute it. if in the implementation of the task found the teacher constraints to communicate with the principal to find a way out. to discuss the findings of the research results that have been described previously researchers using khan empowerment model (in widodo, 2015: 203-205) consisting of six successive stages namely; desire, trust, confidence, credibility, accountability, and communication. the following discussion of the implementation of teacher empowerment at sontas 03 state elementary school using khan empowerment model. (1) desire (desire) desire is the desire to implement empowerment, in this context the desire is owned by the principal, (2) trust (belief) implemented by the principal by providing delegation of duties and authority to teachers. the assignment is a form of school principal's confidence to the teacher, (3) confident (appearance) appears as a result of the trust given by the principal to the teacher through. the teacher feels that the abilities and skills possessed are rewarded by the principal, (4) the credibility of the teacher maintains the trust that the principal has given to carrying out the full responsibility of the principal. (5) accountability (accountability) teachers provide a form of responsibility for the implementation of the task given. for example by providing reports on the implementation of activities that are the responsibility to the principal. (6) communication (communication) established two-way communication between teachers and principals. the established communication is not rigid, and done not too formal. teacher gather time during break time can be used to communicate. things that are journal of education, teaching and learning volume 3 number 1 march 2018. page 172-177 p-issn: 2477-5924 e-issn: 2477-8478 176 communicated relate to the implementation of teacher duties. based on the discussion of research findings it can be understood that the implementation of teacher empowerment in sontas 03 state elementary school has been in accordance with khan empowerment model. 3. supervision of teacher empowerment at sontas 03 state elementary school in entikong sub-district. based on the analysis of research data on teacher empowerment control in sontas 03 state elementary school in entikong sub-district found that supervision of teacher empowerment activities conducted by supervisors and principals. because the form of implementation of teacher empowerment at sontas 03 state elementary school is embedded in the process of organizing education, then automatically teacher empowerment activities are part of the main task of school supervisor. this is in accordance with permenpan rb number 21 year 2010 about functional position of school supervisor and credit score which explains that the school supervisor has the main duty to supervise the implementation of education in schools that become its target area. the supervisory forms undertaken by supervisors are attached to their duties when supervising the principal to the principal and supervising the teacher. while the form of supervision conducted by the principal on the implementation of teacher empowerment is done directly on the implementation of the program activities assigned or the responsibility of the teacher. the rkas document is used by the principal as a guide to finding out whether the activities are carried out in accordance with the plans that have been made. if in the implementation of the activity is found non-conformity with the plan that has been made, it will be done corrective action. at the end of the school year, the principal conducts an evaluation meeting to determine the extent of the success of the program activities that have been implemented, the results of this evaluation will be used as a consideration for further planning. as with planning activities, evaluation activities are also conducted in forum meetings involving all teacher board teachers. to discuss the research findings that have been described previously, researchers compared the monitoring process conducted in sontas 03 state elementary school in entikong sub-district with a supervisory process that was discovered by handoko (2013: 360-363) consisting of five stages namely; setting implementation standards, determining the measurement of implementation, measuring the implementation of activities, benchmarking with evaluation standards, and taking corrective action if necessary. in accordance with the research findings, the stages one and two have been implemented by sontas 03 state elementary school when formulating the rkas document. this document is used as the standard and measure of the implementation of activities. furthermore, phase three is done by the principal of the implementation of activities that are the responsibility of the teacher. this measurement is done by the principal in two ways, namely through direct observation and reports of activities provided by the teacher. in the fourth stage, the principal performs a comparison between the standards that have been made with the results of the measurement of the implementation of the activities. this stage is also known as the activity evaluation. in the fifth stage corrective action is taken when necessary. corrective action can be done at each stage. this action can be taken in various forms, amongst others by changing standards, improving implementation, or doing both simultaneously. based on the findings of research related to the supervision of teacher empowerment at sontas 03 state elementary school in entikong sub-district, we can know that the supervision is done in accordance with the supervision process as has been stated by handoko. 4. the effectiveness of teacher empowerment at sontas 03 state elementary school in entikong sub-district. based on the analysis of research data on the effectiveness of teacher empowerment at sontas 03 state elementary school in entikong sub-district found that the empowerment of teachers conducted by increasing the involvement of teachers in the entire process of education provision to grow the independence of teachers in carrying out the tasks assigned by the principal. this independence can be seen from the initiative, response, and creativity possessed by the teacher in carrying out the tasks assigned by the principal. teachers at sontas 03 state elementary school do not always depend on the principal when they are given responsibility for performing certain tasks. they have the confidence that with the knowledge and skills that the assigned tasks can perform well. in addition to growing the independence of teachers, teacher empowerment activities are also increasingly increasing the insight, skills, and experience of teachers who ultimately make teachers have confidence in carrying out tasks assigned to him with full responsibility. effectiveness is closely related to the achievement of organizational goals. husna asmara (2016: 138) put forward his opinion that "effectiveness in general shows how farreaching a goal is first determined". based on the findings of research relating to the effectiveness of teacher empowerment at sontas 03 state elementary school in entikong sub-district and expert opinion we can understand that the effectiveness of teacher empowerment at sontas 03 state elementary school in entikong sub-district one can be measured to what extent achievement of teacher empowerment goals. the main goal of teacher empowerment is to develop self-reliance in the teacher. thus it can be seen that the implementation of teacher empowerment in journal of education, teaching and learning volume 3 number 1 march 2018. page 172-177 p-issn: 2477-5924 e-issn: 2477-8478 177 sontas 03 state elementary school can be said to successfully achieve the goals set. iv. conclusion and suggestion a. conclusions based on the findings and discussion of research results in the previous section of the process of empowerment of teachers at sontas 03 state elementary school in entikong sub-district, according to the focus and research questions that have been formulated can be summed up some of the following points: 1. teacher empowerment planning at sontas 03 state elementary school in entikong sub-district has been well implemented. planning of teacher empowerment activities is carried out in conjunction with other program planning activities that are an integral part of the rkas document. planning activities involve teachers actively by providing ideas or ideas related to the program activities that will be done school, this is a form of teacher empowerment. this school has been planning according to the four basic stages of planning consisting of setting goals, formulating the present situation, identifying the ease and constraints, and developing a series of activities. 2. teacher empowerment activities at sontas 03 state elementary school have been well implemented. the form of implementation of teacher empowerment in this school is to increase the involvement of teachers in the whole process of education in sontas 03 state elementary school. the efforts made by schools to increase the involvement of teachers is to provide duties and responsibilities to teachers to implement the program activities contained in the document rkas. implementation of empowerment of teachers in this school is also in accordance with the model of empowerment khan used by researchers to assess the implementation of teacher empowerment in this school. this model consists of six stages sequentially can be described as follows: desire, confidence, confidence, credibility, accountability, and communication. 3. supervision of teacher empowerment at sontas 03 state elementary school has been done well. supervision is done by supervisors and principals. the principal has a greater responsibility for supervision because the principal is the initiator, executive, and supervisor in the implementation of teacher empowerment activities. the supervisory process is carried out through five stages: stipulating implementation standards, determining the measurement of implementation, measuring the implementation of activities, comparing with evaluation standards, and taking corrective action if necessary 4. teacher empowerment activities at sontas 03 state elementary school in entikong sub-district have been effective. the benchmark used to assess the effectiveness of teacher empowerment is the achievement of the teacher's educational activities objectives. implementation of teacher empowerment at sontas 03 state elementary school enhances the independence, insight, and skills of teachers through the tasks and responsibilities afforded to them. this fosters their confidence in performing the tasks assigned to them. b. suggestion based on the results of the research and the conclusion above, it is suggested to other researchers, if you want to do a similar research or further research related to the implementation of teacher empowerment in schools should not only focus on the process of teacher empowerment implemented in schools but also on school management activities to implement teacher empowerment in schools. references asmana, urai husna. 2015. kepemimpinan teori dan aplikasi. pontianak: faruna bahagia press. bennis, warren & michael mische. 1997. organisasi abad 21 terjemahan. jakarta: pustaka binaman pressindo handoko, t hani. 2013. manajemen edisi 2. yogyakarta: fakultas ekonomi dan bisnis ugm. hasibuan, malayu. 2016. manajemen dasar pengertian dan masalah. jakarta: bumi aksara. miles, matthew b dan michael huberman. 2014. analisis data kualitatif. jakarta: universitas indonesia press. sugiyono (2014). memahami penelitian kualitatif. bandung. alfabeta. widodo, suparno eko. 2015. manajemen pengembangan sumber daya manusia. yogyakarta: purtaka pelajar. undang-undang nomor 14 tahun 2005 tentang guru dan dosen. permenpan rb nomor 21 tahun 2010 tentang jabatan fungsional pengawas sekolah dan angka kreditnya. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 130 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. college managers’ views on the employability of vocational engineering graduates: a case of the south african tvet college sector nicholas ndlovu1), micheal m van wyk2) 1) university of south africa, south africa e-mail: ndlovunicholas10@yahoo.com 2) university of south africa. south africa e-mail: vwykmm@unisa.ac.za abstract. this study investigated the required competencies that tvet college engineering graduates need to be employable and become successful entrepreneurs after completing their studies. the study used a qualitative design and semi-structured interviews to collect the data. purposive sampling was used to select the participants from three public tvet colleges in gauteng. the study reported that national certificate vocational college engineering graduates need relevant engineering content knowledge, authentic practical engineering workplace experience, soft skills, technical skills and their application in the real world. it was also found that the engineering sector has a negative attitude towards tvet engineering graduates and that there is a lack of lecturers with engineering industry experience. we relied on a small sample; hence, the results of this study may not be generalisable, but moving forward, a cross-national study including all tvet programmes may be required; and, most probably, different results will be generated. we concluded by advocating the review of the tvet engineering curriculum and a paradigm shift to an intense formally supervised and examined industry-oriented workplace component that would boost the technical expertise of graduates. a widespread advocacy campaign in the engineering sector could also help to raise their awareness of tvet programmes. keywords: graduate employability; technical and vocational education and training (tvet) colleges; engineering knowledge and skills i. introduction the term “employability” embodies many concepts, and its meaning varies from one individual to another. scholars view employability as having a set of skills, knowledge, understanding and personal characteristics that aid a person to secure a suitable job and succeed in his or her career (chen, 2017; mabunda & frick, 2020; bae, polmear & simmons, 2022). furthermore, expanding on this notion employability can also be influenced by broader interior and outside elements (sin & amaral, 2017; reid, 2016; guilbert et al, 2016) explain that internal factors may include personal knowledge and soft skills. moreover, external variables may encompass the labour market conditions such as social, institutional and economic issues (harten, et al, 2022; tholen, 2014). a positive attitude and adaptability are also key in determining one’s employability (mello, tregilgas, cowley, gupta, makki, jhutty & shanmugasundram, 2017; moumen & mejjad, 2021). the authors concur that employability refers to technical or nontechnical competence attributes and one’s traits that can increase his or her employment potential and also enable them to successfully perform desirable job requirements. because the definition of employability varies among scholars, this study embraced the definition of mello, et al (2017) which focuses on the technical and non-technical competence traits that can help a graduate to secure and keep a job. as argued by scholars, this definition is useful for the study because it encompasses all the attributes that a 21century graduate should have (mello et al., 2017; badenhorst and radile, 2018). in the past decade, global views on the employability of technical and vocational education and training (tvet) college graduates have been a major interesting research subject due to the unemployment rates, specifically in south africa and other developing countries in southern africa. in http://creativecommons.org/licenses/by-nc/4.0/ mailto:ndlovunicholas10@yahoo.com mailto:vwykmm@unisa.ac.za journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 131 south africa, public technical colleges were converted into further education and training colleges (fets) through a merger process in 2006 and started offering fet college learning programmes in 2007 (fet act 98 of 98). that was before they were rebranded again into technical and vocational education and training (tvet) colleges in 2013 (dhet, 2017). besides previous scientific studies on tvet students’ enrolment issues (powell and mcgrath, 2013; human resource development council,2014); student learning experiences (wedekind and watson 2016); and leadership and management challenges (badenhorst and radile, 2018), there is a general lack of research on the employability of tvet engineering graduates in south africa. recent developments in the employability of engineering graduates have heightened the need for an investigation into the reasons why so many engineering graduates from public tvet colleges are struggling with employment (sibiya & nyembezi 2018; badenhorst and radile, 2018 du plooy & du preez, 2022). recently, researchers have shown an increased interest in the employability and entrepreneurship challenges of tvet graduates in south africa and globally due to high unemployment, crime rate and poverty in south africa (paterson, keevy & boka 2017). the employability and entrepreneurship challenges of engineering graduates from public tvet colleges have been a nagging challenge in south africa for a considerable period (sibiya & nyembezi, 2018). the major concern is the inability of qualified engineering graduates to secure employment and becomes entrepreneurs in an industry that are hard hit by the shortage of artisans and technicians (statistics south africa, 2017). the latter view highlights that the situation is more pronounced in the south african tvet system. this is not expected in a country where there is a shortage of plumbers, mechanics and other engineering trades. this challenge of shortage of skilled graduates has also been repeatedly highlighted by the manufacturing engineering and related sector education and training authority (merseta) in particular the print and electronic media sector (madibogo, 2016). one major theoretical issue that has dominated the field for many years is the general negative perception of employers in south africa that public tvet colleges do not prepare students well (manufacturing engineering and related sector education and training authority (merseta) 2014). the south african tvet curriculum, its inflexibility, delivery aspects, relevance and assessment practices have been repeatedly condemned by many education stakeholders, inter-alia umalusi (2011-2015 quality assurance of examinations and assessment reports), the department of higher education (dhet), research task teams and the human resource development council of south africa (hrdc, 2017). critics argue that the curriculum offered at tvet colleges is not in sync with some demands and expectations of the labour market (dhet, 2010). according to umalusi (2014; 2015), internal continuous assessment (icass) reports, only 66% of the internal assessments given to national certificate vocational (ncv) engineering students in 2013 and 2014 were found to be relevant and appropriate. the practical components of the engineering tvet curriculum are mostly improperly administered at many public tvet colleges (umalusi, 2015; du plooy & du preez, 2022). this paper explored tvet college managers’ perceptions of the competencies needed by vocational engineering training programme graduates to meet the expectations of employers. to achieve this objective, the following research questions were formulated: • what specific competencies do vocational engineering graduates need to be employable? • what are the experiences and challenges encountered by tvet college managers when preparing vocational engineering graduates for employment within the south african labour market? by employing a qualitative mode of enquiry with semistructured interviews we attempted to capture and illuminate the views and verbatim perspectives of the participants. this paper provides an opportunity to advance an understanding of the vocational engineering training received by graduates to become employable in southern africa and globally. this document is a template. an electronic copy can be downloaded from the conference website. for questions on paper guidelines, please contact the conference publications committee as indicated on the conference website. information about final paper submission is available from the conference website. the manuscript is delivered using the following components: introduction, methodology, results and discussion, and conclusions. ii. literature review a. theoretical lens for the study this article is based on the revised theory of transformative learning by jack mezirow (2000) that “learning new frames of reference, and transforming habits of mind, learning can occur by transforming points of view” (p. 21). this theory has undergone modifications and incorporated new constructs as they are debated, empirically verified and recurrently influence adult pedagogy across contexts, subjects and methodologies. the latter statement informed our understanding of tvet college managers’ perception that the required competencies attained by graduates in vocational engineering training are imperative to meet the expectations of employers. this view is supported by a recent study by tien, namasivaym and ponniah (2020) which reported factors that promoted transformative learning in vocational engineering graduates. in this study, the theory assists in examining how institutions of higher learning, like public tvet colleges, can enhance their training and learning environments to promote holistic transformative learning to their graduates. journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 132 b. global view of tvet college vocational engineering training tvet engineering training experienced several challenges globally because of structural inequalities, inadequate vocational training, workplace skills training, insufficient government funding and a lack of private-public partnerships to strengthen this sector (picard, hardebolle, tormey & schiffmann, 2021; atkins, 2020). furthermore, these challenges are not being resolved to respond to the needs of the global labour market. in addition, the high unemployment rate among the youth creates another layer of challenges for job-seekers to ultimately find employment. several african studies reported the status of the tvet college sector related to vocational engineering studies. studies in kenya reported on the importance of sustainable development through vocational training. the tvet sector could in the long run be the driver to curb the challenges of dealing with the skills shortage gap through vocational training initiatives (gichuki, mwaura & kiprop, 2019; bae, polmear & simmons, 2022). from a botswana perspective, chitema (2020) concur that the tvet college sector in the country is facing the same challenge related to reducing the skills shortage. furthermore, this technical skills shortage gap could be dealt with through competency-based training to meet employer expectations. finally, a ghanaian study by quarshie, akadzie and mensah (2020) concurs with the latter and highlighted the critical issue related to competency-based training in vocational engineering to achieve sustainable goals for economic development. ultimately, these initiatives by employers, governments and the tvet college sector may resolve the challenge of skills shortage. c. south african tvet college sector-related engineering training since the restructuring of the tvet college sector to increase the pool of qualified engineering graduates, in particular, engineering training to address the skills shortage in the country remains a challenge. there are 50 public tvet colleges in south africa spread over 264 campuses. (dhet, 2019). the colleges offer a three-year national certificate vocational engineering programme, among other programmes. it is important to highlight that the south african nc (v) offered at tvet colleges had originally been designed with their practical components meant to be taught in colleges without any requirement for work placement (dhet, 2020 du plooy & du preez, 2022). african scholars regard the tvet college sector model as ineffective because it does not prepare students in particular engineering students for the job market (mabunda & frick, 2020; mesuwini, singh-pillay & bomani, 2020; quarshie, akadzie, & mensah, 2020). moreover, wedekind (2018) argues that vocational training with a workplace element is more likely to lead to better job opportunities. the authors posit that the nc(v) engineering training programme needs to be integrated with employer expectations related to competent graduates and the required skills to be employed on completion of the programme. added to this view, mitchell, nyamapfene, roach and tilley (2021) suggest that effective engineering learning programmes promote and reinforce practical workplace experience developed in the natural world of work. they continue to argue that an engineering curriculum prioritises communication elements, teamwork as well as critical thinking and problem-solving. cruz, saunders-smits, and groen (2020) proffer that present-day engineers require abilities such as the capacity to scope, plan and find solutions to complex challenges and to communicate and apply ethical reflection in their work. besides the latter characteristics, engineers are frequently confronted with complex challenges that cannot be solved by a single field; hence, multidisciplinary and inter-professional collaboration is becoming increasingly vital (latuca et al., 2017; klassen, 2018). such ideas have also been considered by recent literature on the development of professional skills of engineers which advance that teamwork abilities are also understood to be a strong catalyst for student motivation and retention (picard, hardebolle, tormey & schiffmann, 2021; du plooy & du preez, 2022). from a south african perspective, paterson, keevy and boka (2017), as well as the dhet (2019), acknowledge that the nc(v) engineering programme was originally designed to prepare its graduates for employment in the south african economy. for example, a competency-based skills analysis was conducted among engineering graduates by statistics south africa (2017). the report questions the ability and capacity of the south african public tvet institutions in the context of the national development plan 2030 to close the skills shortage gap. based on this report, it was revealed that engineering graduates from tvet colleges in south africa are the hardest hit by unemployment amidst a critical shortage of electricians, plumbers and artisans in the country. from this analysis, recommendations were formulated to deal with the skills shortage, specifically in the field of engineering. the evidence examined here implies that engineering graduates require a combination of practical workplace abilities and a wide range of soft skills. iii. methodology a. research paradigm and design in this article, the researchers’ approach was influenced by the ideology of constructivist-interpretivism; hence, its design was qualitative by nature (creswell, 2014; neuman, 2014;). tvet college managers were chosen for this qualitative research study because of their lived experiences in the vocational engineering training programme. therefore, the constructivist-interpretivism paradigm focuses on the lived experiences of people and is informed by the meaning-making of people in their context. building on this idea, neuman (2014) contends that as human beings ceaselessly strive to make meaning of the world around them, they interpret and give constructive meaning and rationalise their ideas which are socially constructed. journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 133 b. sampling, data collection and process only eight tvet college managers were purposively selected for this study to explore their views of vocational engineering training in the south african context (see table 1.) semi-structured interviews were used to collect the data. the purpose of the interviews was to explore participants’ views about the competency requirements of engineering graduates as well as the challenges they face when preparing themselves for the world of work. for the data collection process, the researchers communicated with the participants via emails or telephone calls. the emails were used to inform the participants about the purpose of the study and to request their consent (see 3.4 ethical considerations). after receiving consent, specific dates and times were arranged and the interviews were recorded. c. data analysis and trustworthiness-related credibility the interviews were audio-recorded, transcribed and analysed. a constant comparison analysis method was selected to identify themes and sub-themes, as reported in the results of this article (glaser & strauss 1967; strauss & corbin 1998). this data analysis method was applied manually, using three main steps: open coding, axial coding and selective coding. firstly, the researchers conducted open coding manually whereby recurring data collected were organised into categories of units (themes and subthemes) and labelled with codes. secondly, axial coding was conducted whereby similar codes were grouped into categories that aligned with the research study. lastly, the main thematic constructs were systematically developed and interpreted from the data sets of categories. for any qualitative research study to be regarded as trustworthy, credibility is the scientific acid test (guba, 1981). in qualitative research, credibility is perceived as the extent to which the data, its analysis and conclusions are correct, congruent and trustworthy (mcmillan, 2012). furthermore, richards, (2015) suggests that participants in the study need to receive data sets to check whether the transcripts from digital audio interview recordings and interview questions are a “correct version”; and if discrepancies are found, corrections need to be made. therefore, member checking is the most significant technique to validate and confirm data. in this context, participants were allowed to confirm and validate whether the data captured by the researchers correctly reflect their views. to further ascertain the validity and correctness of the captured data, the verbatim accounts of participants’ experiences were simultaneously recorded mechanically by using a digital audio recorder. the final process to ensure the credibility of the data sets related to the digital audio recordings, transcribed data and the identified themes was sent to a professor who specialises in qualitative data analysis to verify and validate the data (padgett, 2008; creswell, 2014). d. ethical considerations this study was subjected to a series of basic ethical standards and procedures which included a comprehensive application that was tendered to the ethics review committee of the university of south africa, seeking its assessment and due approval to conduct the research and approval. permission was also sought from the department of higher education and training, the principals of the three public tvet colleges in gauteng; and the respective campus managers where the study was to be conducted. the researchers also ensured that the study participants stayed anonymous by using pseudonyms were used. iv. result and discussion a. biographical data as part of the study, the biographical information of the participants is captured in table 1: table 1 biographical information of the participants pseudonyms designation highest qualification experience with nc(v) programme vincent manager: nc (v) and report 191 curriculum manager provincial level. b.ed. (hon.) senior phase. 13 years luke tvet college deputy principal: academic b. ed. hons. senior phase. 12 years thomas tvet college deputy principal: academic b. ed senior phase 13 years peter manager: engineering programme b. tech. 12 years mathew manager: engineering programme. campus level bsc, pgce senior phase 13 years jacob manager: seta diploma 4 years linda work placement officer: college level secondary school teaching diploma 6 years sophie work placement officer: college level diploma in marketing 4 years table 1 provides the majority of participants as male dominated tvet college managers who were qualified and experienced in their roles and responsibilities. overall journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 134 management experience with nc (v) college programmes is noted. b. quantitative data specific competencies needed for successful job placement tvet college managers raised sentiments about specific competencies required of graduates for suitable placement in the south african engineering field. it also emerged that specific competencies are technical and soft skills such as computer literacy skills, entrepreneurship knowledge and interpersonal communicative skills, which may be an advantage for successful employment (jobseekers) in the south african job market or starting a new business to job creators. on analysing the data, the thematic analysis revealed the following themes and sub-themes concerning the above question. 1) required vocational engineering competencies for graduates’ employability: modern engineering knowledge and specialised hard and soft skills are the hallmarks of a work-ready graduate; thus, these characteristics should never be overlooked. it is a requirement of the engineering sector that vocational engineering graduates have specific competencies to compete in the labour market for placement. to meet the requirements, relevant engineering content, knowledge and skills are needed and the ability to apply these competencies in the workplace. furthermore, graduates should have hands-on workintegrated learning (wil) and practical experiences required by the engineering industry. the nc (v) curriculum prepares students for the world of work in various ways; students do theory in tvet colleges and their practices in the form of isat as well as going to the industry for work-integrated learning (matthew). 2) relevant engineering content knowledge and its application: the extracts below are those of the tvet college managers who deal with nc (v) engineering graduates in various capacities. the experiences of some of these managers emanate from lecture rooms, and work placement duties to college and provincial department management responsibilities, as already indicated. the extracts highlight their perspectives on what employers look forward to regarding the relevant engineering content knowledge and its application. employers want knowledge relevant to their industry and not just mere knowledge but its application in the environment where it is needed. (peter) eeeh, employers need those that can apply the knowledge. students must be productive the employer is in business and has got no time to teach. employers want students to do the job, there are no textbooks there in the industry, and it is busy throughout the day. remember, the industry is profit-oriented, they can’t waste time teaching students at the workplace because they have targets to meet, so these graduates should be work-ready … that is what the employer wants (linda) the participants felt that employers are looking for graduates with relevant competency-based subject knowledge, appropriate skills and values in the engineering sector. furthermore, the learned engineering skills must be applicable for suitable placement. 3) soft skills contextualised: soft skills can be conceptualised as personality attributes encompassing social and emotional intelligence essential for developing one’s career. the nc(v) engineering programme managers seem to be conscious of the importance of integrating soft skills into the engineering syllabus. the following extract reveals one view on this issue. at this college, we do teach and have specific programmes for soft skills. l now realize that students benefitted a lot in equipping them with such skills. (matthew) based on the participants’ views, the tvet college managers indicated specific competencies that are a requirement for suitable placement in the engineering field. the participants mentioned that computer literacy skills, entrepreneurship knowledge and interpersonal communicative skills would be to their advantage for successful employment in the job market or starting a new business to create employment for others. 4) computer literacy skills, entrepreneurship knowledge and interpersonal communicative skills: according to nc(v) engineering programme managers, students were equipped with computer knowledge and application skills with are important with other soft skills in the engineering syllabus. students are taught computer skills, communication and business skills in the life orientation course. lecturers teach also other soft skills like etiquette and punctuality (luke) journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 135 experiences and challenges encountered by tvet college managers when preparing vocational engineering graduates for employment it emerged that tvet college managers experienced and faced challenges in preparing engineering graduates for employment. issues such as training in foundational knowledge and skills; insufficient funding in the form of bursaries; a lack of placement for apprenticeship; and the attitude by employers in the engineering industry towards tvet college graduates remain major challenges and need to be dealt with through relevant policy amendment to correct these negative views. 1) tvet college managers’ experiences in preparing graduates for employability in the south african engineering sector: in analysing the managers’ narratives from the collected data, experiences and challenges were highlighted concerning the perceptions of the engineering sector related to the preparation of engineering graduates in the south african economy. the subject content knowledge of the engineering programme needs to be reviewed because some subject guidelines still talk about carburettors when most cars now use fuel injectors (luke) participants in this study alluded that engineering lecturers in the tvet college had inadequate technical and industry experience of what is required to prepare graduates for successful employment, as reported by dhet (2014). this was not investigated in the study, but some participants mentioned it. other issues that emerged from the narratives were inadequate student funding, the use of outdated workshop equipment and large classes. the funding we get is not enough, we need quipment similar to the one used in the industry but because of insufficient funding we cannot afford to buy that type of equipment, so we are still stuck with some of the old-outdated equipment (luke) 2) attitude of the engineering industry market towards tvet programmes: tvet college managers were positive about the engineering programme which is recognised by the engineering industry. linda, a college work placement manager at one of the tvet colleges, gave her perspective: the major challenge is that the tvet programmes are currently not popular with the south african industry or workplace. the industry is our major stakeholder, but they don’t seem to co-operate fully and that affects our placement of students for practical experience. even when they advertise posts, they hardly mention tvet qualifications. a tvet college work placement manager from another college echoed linda’s sentiments about the experiences and challenges she encounters when soliciting work placement opportunities for engineering graduates in the engineering industry market: the majority of the employers in the industry are not familiar with tvet programmes. they seem to favour those that have done similar courses at universities. engineering qualifications obtained from tvet colleges are relatively unknown to some of them. (sophie) as the statements above attest, some engineering employers do not seem to know much about tvet engineering programmes a manager from the provincial department of higher education and training commented on the same note: employers depend on and differ from industry to industry, some of them are positive but the majority need more information about tvet college programmes which they claim that they know nothing about. (matthew) 3) inadequate engineering industry sector experience and technical competence: the following extracts highlight the approximate percentage of engineering lecturers with experience in the engineering sector and the impact of the scenario on tvet education. when asked about the latter, engineering programme managers, some of whom perform lecturing duties to a few engineering classes made the following statement: …the number is very small, about 25% of the lecturers in the engineering division have industry experience. (peter) a lot of things have changed with time, and so is the industry’s equipment. one needs that technical industry experience so that they will be able to teach students how certain machinery is operated. (luke) the excerpt below was derived from a telephonic interview with one of the managers from the national department of higher education and training, explaining the policy on the qualifications of tvet lecturers: yes, the policy is there: it is about the tvet lecturer qualification. it was gazetted in 2013 and talks about tvet lecturer qualifications but only a few universities have expressed willingness to offer the programme but...only a few universities are offering that qualification for tvet lecturers … the current majority of tvet lecturers are from high schools in the basic education department. (vincent) journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 136 4) insufficient funding and class size hindered effective learning: the participants expressed divergent views on the issue of funding, and the following extracts encapsulate their voices: students are well-funded, about 80% of them are adequately covered. (vincent) the funding we get is not enough, we need equipment similar to the one used in the industry but because of insufficient funding we cannot afford to buy that type of equipment, so we are still stuck with some of the old equipment. (thomas) the participants seemed to understand how large classes affect the quality of teaching and learning as well as the infrastructure (computer labs) used for engineering education. i think the issue of having large groups also affects the quality of our teaching and learning, for instance, l have 40 students in a class and the workshop is not large enough to accommodate all of them… that affects effective teaching .... large classes affect the quality of graduates we produce. (peter) in the next section, the findings will be discussed with appropriate literature critically argued to answer the research questions. c. discussion the findings indicated that tvet college managers are of the view that engineering graduates attained their competencies through the vocational engineering training programme, but do not know whether they meet the expectations and job requirements of employers in the south african engineering industry. at the time of this research, vocational engineering students in south african tvet colleges were exposed to the workplace environment only through workplace-based experience (wbe) sessions which lasted for one week at most, but the national qualification framework (dhet, 2018) stipulated that workplace practical experience should be incorporated into the degree programme as work-integrated learning of ten weeks (fifty days). the tvet college managers agreed that specific competencies such as soft skills, computer literacy, entrepreneurship knowledge and interpersonal communicative skills are important for the employment of engineering graduates within the south african engineering sector. this finding is supported by research studies on equipping vocational engineering students with relevant knowledge, skills in particular computer literacy skills, and soft skills for the global market (gichuki, mwaura & kiprop, 2019; mitchell, nyamapfene, roach, & tilley, 2021; masoabi & alexander, 2021; du plooy & du preez, 2022). furthermore, tvet college managers highlighted that the engineering sector requires that graduates must have specific competencies to compete with science graduates. mitchell, nyamapfene, roach, and tilley (2021) concur that to meet the requirements, relevant engineering content, knowledge and practical technical skills are needed as the ability to apply these competencies in the workplace. currently, the national qualification framework stipulates that work-integrated learning (wil) should be included in the national certificate vocational programmes offered at public tvet colleges (dhet, 2018). however, the nature and quality of the wil remain questionable. engineering graduates need to be ‘work-ready’ with authentic practical work experience and the relevant theoretical subject knowledge which they acquire in their institutions of learning. these findings appear to be consistent with the views of mitchell, nyamapfene, roach, and tilley (2021) who argue that a successful engineering learning programme focuses on and prioritises a natural and authentic industry experience for its graduates. this study established the importance of an increased association between engineering graduates and the workplace for them to acquire new knowledge and skills that can enhance their employment prospects. these findings are further corroborated by wedekind (2018) as well as du plooy and du preez (2022) that employers are more receptive to graduates from vocational training contexts that are largely integrated into the workplace environment. similarly, masoabi and alexander (2021) argue that to promote suitable placement in the engineering field, computer literacy skills, entrepreneurship knowledge and interpersonal communicative skills are important attributes of graduates. this sentiment is consistent with recent studies which conceptualise the employability of engineering graduates broadly as embracing even non-technical skills, like the ability to communicate effectively, think critically, being able to work effectively in a team and reflect and apply ethical standards (mello, et al 2017; cruz, saunders-smits, and groen 2020; picard, hardebolle, tormey & schiffmann, 2021; makgato, 2021). the findings on the second research question revealed that tvet college managers face a variety of challenges when preparing vocational engineering graduates for the south african labour market. issues such as training in foundational knowledge and skills; insufficient funding in the form of bursaries; the lack of placement for apprenticeship and the attitude of employers in the engineering industry towards tvet college graduates remain major challenges. six of the tvet college managers (75%) decry the lecturers’ inadequate technical engineering industry experience which is required to prepare graduates for successful placement. the managers stressed the importance of developing the technical abilities of lecturers for them to be technically and procedurally compliant with the latest technological developments that are taking place in the industry. again, these findings seem to corroborate journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 137 previous research that emphasises the essence of multidisciplinary and inter-professional collaboration in learning institutions and workplaces (latuca et al., 2017; klassen, 2018; du plooy & du preez, 2022). such developments promote an interface of what students learn in class (theory) with what is done at the workplace (practice). in response to the interview question on whether there was a policy as a requisite of qualifications for one to qualify as a tvet lecturer, all the participants responded that there was but raised a concern that it was applied unfairly for appointments within the tvet college sector. it was further evident from the participants’ responses that some graduates are undisciplined, are absent during lectures and fail to take ownership of their learning. this concern is supported by recent studies conducted at tvet colleges which highlighted factors like immaturity, poor discipline and negative attitudes of students which contributed to poor academic performance (ngwato, 2020: kanyangale & sibanda, 2021; bae, et al., 2022). during the interview sessions, tvet college managers lamented that some students were absent without any valid reasons when simulated practical activities were demonstrated by the lecturers. several studies reported that student absenteeism is a major impediment to student’s academic performance (geda, 2016; buthelezi, 2018; dean, 2019; ngwato, 2020). another issue raised by tvet college managers was funding for vocational engineering students which plays a central role in the completion of their studies. tvet college managers expressed grave concern about insufficient funding; and claimed that some students do not have enough money to pay for their studies and they, therefore, dropped out of the vocational engineering programme. moreover, recent south african studies conducted by yende (2021) and mabuza (2020) concur with tvet college managers' concern that several student protests and drop-outs were caused by insufficient student funding. these student protests over insufficient funding were recorded at institutions of higher learning, including tvet colleges locally and globally. the lack of funding is a majority drawback of drop-out, as well fuelled by the ineffectiveness and mismanagement of the national student funding aid scheme (mabuza, 2020; ngonda, shaw, & kloot, 2022; mapaling, webb & du plooy, 2023). in a technologicallydriven world, engineering students need to become acquainted with modern technology that is relevant to the engineering industry (mabunda & frick, 2020; bhat, et al 2020; vodovozov, raud & petlenkov, 2021). inadequate funding would certainly hamper any efforts of acquiring a relevant modern digital infrastructure that can promote effective teaching and learning during engineering workshops. in this research, managers mentioned that large classes harm the quality of teaching and learning and the quality of instructional delivery of the vocational engineering programme. class size plays a major role in the quality and equal learning experiences (maringe & sin, 2014). notably, it is undeniable that class size can also be informed by the nature of the course or subject and the resources available. consistent with this thought, bai and chang, (2016) as well as wang and calvano (2022) contend that class sizes affect student performance; and that compared to smaller groups, large classes have lower levels of class participation and student preparedness hence small classes tend to benefit more and are likely to perform better than large classes. given the above assertions, one may conclude that a large class is one with more students than the available facilities and resources can support. therefore, the participants’ perspectives reflect a tvet college teaching and learning environment in which engineering students outnumber the available facilities and equipment, harming instructional delivery and the quality of graduates produced by that system. vi. conclusion this study was designed to explore tvet college managers’ perceptions of the competencies needed by vocational engineering graduates to be employable in the engineering sector. it is confirmed that engineering industry employers need graduates to be work-ready with relevant technical competencies to be employed successfully. managers agreed that specific competencies such as computer literacy, entrepreneurship knowledge and interpersonal communicative skills are important for the employment of engineering graduates. it is, therefore, imperative that the competencies stipulated in the national certificate vocational programmes are offered at public tvet colleges and that the colleges meet the requirements of the national qualification framework (nqf). the findings further showed that tvet college managers involved in preparing engineering graduates for the workplace have had a variety of teaching experiences as revealed in the biographical data. also, managers echoed the sentiments of the industry stakeholders were expressed negative attitudes towards the employment of tvet engineering graduates as compared to university graduates. the findings of this study are significant since they add to the ever-growing body of knowledge and understanding of the skills and other facets engineering graduates need to secure employment. these findings have certain limitations in terms of generalisability. for example, not all programmes were included, which resulted in a limited sample size. again, the views of the engineering sector were represented through the lens of work placement managers and engineering programme managers who engage with them regularly. in this context and moving forward, a crossnational study including all tvet programmes and the engineering sector may be required. based on the findings, several significant implications emerged for policy and practice. from a policy perspective, it is suggested that policymakers and curriculum planners review tvet college engineering curricula to be aligned with the requirements of the engineering sector. a substantial formally supervised and examined workplace component for tvet programmes would also boost the journal of education, teaching, and learning volume 8 number 1 march 2023. page 130-140 p-issn: 2477-5924 e-issn: 2477-8478 138 technical expertise of graduates. we conclude by advocating the review of the tvet engineering curriculum and a paradigm shift to an intense formally supervised and examined industry-oriented workplace component that would boost the technical expertise of graduates. from a practical stance, tvet college lecturers must be empowered with digital literacy skills, technological skills, innovative pedagogical strategies and work-integrated learning opportunities. to increase the practical component of the tvet engineering programme, industry-study-related digital game-based simulations for effective learning must be included in the programme. finally, to increase engineering student enrolments, a progressive advocacy campaign could be implemented to raise awareness about tvet college programmes. acknowledgements we sincerely appreciate the support and collaboration of the university of south africa (unisa), the department of higher education and training, management of the tvet. colleges involved and the participants (certificate ref.# 2018/06/13/48174947/27/mc). funding this investigation was not funded references atkins, l. 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(2021). funding opportunities and challenges: a case of south african institutions of higher learning. journal of public administration, 56(1), 70-79. https://www.heacademy.ac.uk/systems/files/resources/pedagogyforemployability https://www.heacademy.ac.uk/systems/files/resources/pedagogyforemployability https://www.saqa.org.za/events-and-conference-proceedings https://www.saqa.org.za/events-and-conference-proceedings journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-4878 40 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the influence of transformational leadership and school environment on academic achievement of paud teachers at west pontianak district nazayanti 1) , wahyudi 2) , m chiar 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: ismi_3yani@yahoo.co.id 2) universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. in general, this research departs from the researchers' thinking that with the better and higher transformational leadership and school environment, the better and higher the motivation for achievement of teachers, especially in paud district of west pontianak. the method used in this study is a type of causal study with a quantitative approach. the instrument used in this study is a questionnaire. the population in this study were paud educators in west pontianak subdistrict with a total of 72 teachers from 26 paud institutions in west pontianak subdistrict. the instrument is divided into three variables: transformational leadership (x1), school environment (x2), and teacher achievement motivation (y). based on the analysis, the following results were obtained: first; the significance value of the transformational leadership variable (x1) is 0,000 or less than 0.05 so ha is accepted and ho denied. it means that there is a significant influence of transformational leadership on the achievement motivation of paud teachers in west pontianak subdistrict, with r x1y 0.66 and r table 0.229 second; the significance value on the school environment variable (x2) is 0.00 or less than 0.05 so that ha is accepted and ho is denied. it means that there is a significant influence on the school environment on the achievement motivation of paud teachers in west pontianak subdistrict, with rx2y 0.685 with r table 0.229. and third; the value of the significance of transformational leadership and school environment together is 0.00 or less than 0.05. thus ha is accepted, and ho is rejected. it means that there is a significant influence of transformational leadership and school environment together on teacher achievement motivation in the west pontianak sub-district, with an r count of 47.868 and ftable 3.13, at a significance level of 0.05. on the basis of the results of the study, it is expected that paud leaders or managers in west pontianak subdistrict should apply transformational leadership well, it is hoped that the motivation of teachers to develop their existing potential will increase teachers should always spur themselves and continue to improve, develop potential and his achievements to improve the quality of education. keywords: transformational leadership; school environment; teacher achievement motivation i. introduction achievement motivation is an impulse or strength and persistence of someone to produce something that is best for themselves and the institution. achievement motivation is a must that an educator must have to encourage to achieve achievement to know the extent to which his competence can be implemented in individual success and school. according to mcclelland (carlon, 1986) a person has the motivation to work because of the need for achievement, then added by robert white (morgan et al. 1986: worell & stilwell, 1981) that every human being has a desire to demonstrate competence by conquering his environment, but for realizing achievement motivation must certainly be influenced by leadership, and those who can realize these expectations are transformational leadership. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 41 transformational leadership is leadership that strives to make changes by giving trust and confidence to its subordinates to achieve its capabilities, and have a better performance in developing its subordinates. the most extensive research on transformational leadership is carried out by leithwood and colleagues (1994: leithwood, jantzi, and steinbach, 1998) based on the ideas of burns and bass, leithwood (1994) uses the concept of transformational leadership to formulate a model in building school vision, establishing school goals, provide intellectual stimulation and offer individual support, exemplify best practices for decision making. a leader is someone who has resources that have maximum work performance towards the success of an institution in achieving its goals. by being led by a leader who has the appropriate performance, will affect other human resources under his leadership. leadership in an institution plays a role in influencing subordinate achievement motivation. therefore a leader with competence as a leader must have adequate competence in carrying out his leadership, such as creating a comfortable organizational environment with all aspects of the achievement of mutually agreed goals. as stated by hadari nawawi, (2004) leadership is a very important element because the success and motivation of subordinates depend on how a leader influences his subordinates to achieve common goals. then james mcgregor burns’s (1978) is an influential book writer to write a book on leadership in which transformational leadership calls on the moral values of his followers to increase their awareness so that they are motivated to produce achievements for themselves and their organizations. in addition to transformational leadership, one of the factors that influence a teacher's achievement motivation is the school environment. there is a school environment and things that support the creation of a comfortable school environment so that the people in the organizational environment are motivated to achieve. the school environment is something that can be observed and created both from personal, social and cultural aspects that can lead to leaders and subordinates in achieving success and achievement so that it can influence their subordinates to achieve. george litwin and robert stringer (1968: 1) mention environment is a series of characteristics that can be measured in the work environment, which is based on the collective perception of humans who live and work in the environment and proven to influence their behavior. in reality the institution of paud in west pontianak subdistrict has not fulfilled the capacity of teachers in accordance with the theory the theory of, from 24 institutions with 72 teachers, only 3 schools have outstanding teachers even though only at the city level, even though the government is both from the central level to the district level. seeking to facilitate so that teachers can develop their potential by holding competitions such as the ptk jamboree, outstanding teacher competitions, porseni, and other competitions. researchers assume that one of the reasons why teachers in the paud institution in west pontianak subdistrict do not have high achievement motivation is due to the leadership patterns and school environment in their respective paud institutions. based on the above background, researchers feel it is very necessary to conduct more in-depth research related to the research title, namely: the influence of transformational leadership and school environment on the motivation of the achievement of teachers of the paud district of west pontianak. ii. research method research design the approach in this study uses a quantitative approach with the type of causal study. this study aims to test the validity of the hypothesis relating to the influence of transformational leadership (x1) on the motivation of teacher achievement (y) school environment (x2) on teacher achievement motivation (y) and transformational leadership (x1) and school environment (x2) togethersame effect on teacher achievement motivation (y). research subject the population in this study were paud educators in west pontianak subdistrict with a total of 72 teachers from 26 paud institutions in west pontianak subdistrict. research instruments the instrument is carried out in various ways, namely (a) compiling indicators of research variables, (b) compiling instrument lattices, (c) testing instruments, and testing instrument validity and reliability. questionnaire (questionnaire) based on three variables namely leadership transformational, school environment and achievement motivation the teacher used in this research instrument, and the grid containing variables and indicators as the basis for arranging the statement items in the questionnaire that will be filled by the teachers. the lattice of research questionnaire consists of three variables, as follows: 1. transformational leadership variables (x 1) 2. school environment variables. 3. achievement motivation variables validity and reliability test techniques 1. validity test tests to prove valid and whether or not questionnaire items can be done by looking at the product moment correlation coefficient. a correlation coefficient is a number that states the journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 42 relationship between question scores with total score (item-total correlation). in determining whether or not an item will be used is tested for correlation coefficient significance at the 0.05 level. it means that the item is considered valid if it has a significant correlation to the total item score. validity test is done on each question item, and the results can be seen through the results of r-count compared to rtable, where r-table can be obtained through df (degree of freedom) = n-2 (significant 5%, n = number of samples ) test the validity by using the product moment correlation coefficient as follows: rn = ∑ ∑ ∑ √ ∑ ∑ ∑ ∑ n = number of subjects (sugiyono, 2012: 255) to find out the validity of the instrument items, the results of r count based on the formula above consulted with the table of value criticism of the product moment correlation coefficient. the number of individual tests that were the target of the trial was 72 people. the critical value of one-sided tests (one-tailed test) at a significance level of 0.05. with n = 72 obtained degrees of freedom (dk) = n-2 = 72 2 = 70. the magnitude of the correlation coefficient on the one-sided test table (one-tailed test) at the level of 0.05 with the degree of freedom 70 obtained some 0.235 if r counts> r table, then the instrument is valid if r count <r table of instruments is invalid. thus the instrument is considered valid if the item whose correlation coefficient is greater or equal to 0.235 of the value of the critique item. the research instrument in the form of questionnaires was tested on 72 respondents with the intention of knowing the validity and reliability of the instrument. 2. test reliability the value of cronbach alpha reflects the high and low reliability of the questionnaire. if the cronbach alpha value is above 0.600, the variables in the research can be said to be reliable. to find out the reliability of the method by comparing the value of r table with r alpha value, with the provisions if r alpha is greater than r table then the instrument is said to be valid. the alpha coefficient formula is as follows: cronbach alpha formula (α): r₁₁ = x ∑ where: r11 = instrument reliability (reliability coefficient) k = lots of questions ∑ = number of grain variants = total variant data collection procedures and techniques data collection in this study uses two sources, namely the primary source (respondent). while the method or technique of obtaining data is done through questionnaires. questionnaire or questionnaire is a list of statements that each item has been provided with an answer to fill out the statement, from a questionnaire that has been distributed to the correspondent. the questionnaire was circulated to teachers who matched the characteristics of the population in west pontianak subdistrict by giving a set of statements or questions to respondents. the dissemination and collection of questionnaire instruments to respondents was carried out on march 28, 2018, until april 28, 2018. data analysis technique in analyzing the data in this study, multiple regression analysis techniques are used, namely to determine the degree of influence between variables x1 to y, variables x2 to y, and variables x1 and variables x2 to y. to test hypotheses using regression techniques with the following formula (sugiyono, 2013: 267). y = a + b1x1 + b2x2 where: y = teacher's achievement motivation x1 = transformational leadership x2 = school environment a = constants b = regression coefficient test statistical requirements through normality test and linearity test. data normality test is intended to find out whether or not the results of research data are normal. linearity test is to determine the relationship between two variables whether linear or not significantly. according to riduwan (2010: 177) research using regression analysis and correlation test, it is necessary to conduct a prerequisite test for normality and linearity. based on the above opinion, before analyzing using parametric statistics, the data collected must be tested for analysis requirements by testing normality and linearity. data analysis requirements test techniques 1. data normality test the normality test is done to find out whether the residual values (differences that exist) studied have a normal or abnormal distribution. residual values that are normally distributed will form a bellshaped curve. to test the normality in this study, the kolmogorov smirnov z (ks) test is used with the following hypothesis: if the probability value 0.05 is smaller or equal to the probability value sig or [0.05 sig), then ho is accepted, and ha is rejected by, in other words, the data is normally distributed. if the probability value 0.05 is greater than the probability value sig or [0.05> sig], then ho is rejected, and ha is accepted in other words the data is not normally distributed. 2. research linearity test journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 43 linearity test aims to determine whether two variables have a linear or not significant relationship. this test is carried out as a prerequisite in correlation analysis or linear regression. testing on spss 23 for windows at a significance level of 0.05. two variables are said to have a linear relationship if the significance is less than 0.05. hypothesis test technique to get results in accordance with the research referred to above, what is needed is a correlation test conducted to determine the relationship between the research variables and at the same time opening the hypothesis. the variables tested in this study were transformational leadership, school environment, and teacher's achievement motivation by using spss 23 for windows and the use of multiple regression formulas. the analysis technique used in this study is multiple regression of two independent variables. this analysis will be used in testing the effect of variables x1 and x2 on y. this analysis is to determine the effect of transformational leadership (x1), and school environment (x2) together have a significant effect on the achievement of teachers' achievement (y) in west pontianak subdistrict. after the requirements are met, the next step is to do data analysis for submitting hypotheses. hypothesis testing is a step to prove the requirements stated in the formulation of a hypothesis. 1. first hypothesis testing (h1) to test the hypothesis of this study used multiple linear regression analysis techniques with the following steps: a. formulating hypotheses ha: transformational leadership has a significant effect on the achievement motivation of paud teachers in west pontianak subdistrict. ho: there is no significant influence of transformational leadership on the achievement motivation of paud teachers in west pontianak subdistrict. b. establish significance levels significance can be known from multiple linear analysis using spss 23 for windows with the regression coefficient output. 2. testing the second hypothesis (h2) to test the hypothesis of this study used multiple linear regression analysis techniques with the following steps: a. determine the hypothesis ha: school environment has a significant effect on the achievement motivation of paud teachers in west pontianak subdistrict. ho: there is no significant influence on school environment against the achievement motivation of paud teachers in west pontianak subdistrict. b. establish significant levels. significance can be known from multiple linear analysis using spss 23 for windows with the regression coefficient output. 3. testing the third hypothesis (h3). in testing the third hypothesis (h3), the researcher uses multiple linear regression analysis techniques with the following steps: a. determining hypothesis. ha: transformational leadership and school environment have a significant effect on the achievement motivation of paud district teachers in west pontianak. ho: there is no significant influence of transformational leadership and school environment on the achievement motivation of teachers in the west pontianak district. b. establish significant levels. significance can be known from multiple linear analysis using spss 23 for windows with multiple regression coefficient outputs. from the table, it can be seen that coefficient values are regression of transformational leadership and school environment 0,000. this value is smaller than 0.005 or sig <α. it means that the research hypothesis states that "transformational leadership and school environment have a significant effect on the achievement motivation of paud teachers in west pontianak sub-district" accepted." c. determine the value of fcount and ftable in addition to using probability values or sig values, another method that can be used is to compare the calculated f value with the f table. assessment criteria using this method is, if f count is greater than f table, the research hypothesis is accepted, and vice versa. in this study, f arithmetic has a value of 31.464 while the f table is 3.990. it means that f counts> f table, so the research hypothesis is accepted, or rejects ho. d. determining the value of determination this analysis is used to determine the amount or percentage of the contribution of the influence of independent variables in a regression model that simultaneously or jointly influences the dependent variable. so the coefficient shows the extent to which the model formed can explain the actual conditions. the coefficient can be interpreted as the amount of proportion or percentage of y variability (dependent variable) explained by x (independent variable). briefly, the coefficient is to measure the effect of the variable x (independent variable) on the variable y (dependent variable). iii. result and discussion a. result description data presented from the results of this study is to provide a general description of the distribution of data obtained in the field. this study consisted of two independent variables and one journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 44 dependent variable namely transformational leadership (x1), school environment (x2) and teacher achievement motivation (y) conducted on 72 paud teachers in west pontianak subdistrict. 1. transformational leadership data (x1) transformational leadership variable data was obtained by distributing questionnaires to 72 teachers with a total of 30 items with alternative answers as many as four answer options, very good, good, not good, and not very good. the results of distributing questionnaires were analyzed using spss obtained by distributing empirical scores, i.e., the lowest score 42 and the highest score was 116 with a range of 74 mean 92.59 with an average score of 6663 and a standard deviation of 19,777. after we know range (r) can be used to determine the length of the interval class (p) with many classes (k) as many as 4 answer options by using the formula: p = r / k = 74/4 = 18.5 then it can be known to many classes = 4 and class length = 18.5 then the frequency distribution of transformational leadership variables is: table i frequency distribution of transformational leadership variables from the above data can be seen the highest score of 59.2 with an interval range of 97.5 116 with very good criteria, while for the lowest score is 8.3 with a range of 42 59.5, thus it can be concluded that transformational leadership has a very good influence. 2. school environment data school environment variable data was obtained by distributing questionnaires to 72 teachers with a total of 22 statement items with alternative answers as many as four answer options, very conducive, conducive, not conducive, not very conducive. the results of questionnaire distribution were analyzed using spss empirical scores obtained were the lowest score of 48, and the highest score was 88 with a range of 40 mean 75.51 with an average score of 5437 and a standard deviation of 12.006. after that we know range (r) can be used to determine the length of the interval class (p) with many classes (k) as many as 4 answer options using the formula: p = r / k = 40/4 = 10 it can be seen many classes = 4 and class length = 10 then the variable frequency distribution of the school environment is: table ii variable frequency distribution of school environment from the above data, it can be seen the highest score of 58.3 with interval range 78 88 with very conducive criteria while for the lowest score is 12.5 with a range of 48 57. thus it can be concluded that the influential school environment is very conducive. 3. achievement motivation variables achievement motivation data was obtained by distributing questionnaires to 72 teachers with the number of statements as many as 24 items statement with the number of alternative answers four answer options, very good, good, not good, not very good. the results of the questionnaire distribution were analyzed using spss with the spread of empirical scores, i.e., the lowest score of 61 and the highest score of 93 with the range 32 mean 78.42 with an average score of 5646 and a standard deviation of 7,691. after that we know range (r) can be used to determine the length of the interval class (p) with many classes (k) as many as 4 answer options by using the formula: p = r / k = 32/4 = 8 it can be seen many classes = 4 and class length = 8 then variable frequency distribution achievement motivation is: table iii frequency distribution of achievement motivation variables from the data above can be seen the highest score 3 3, 3 with interval range 85 93 with criteria very good, good, not good, very bad while for the lowest score is 8, 3 with range 61 68. thus it can be concluded that achievement motivation has a very good effect. 1. test data analysis requirements a. data normality test the normality test is done to find out whether the residual values (differences that exist) studied have a normal or abnormal distribution. residual values that are normally distributed will form a bell-shaped curve. to test for normality in this study, the kolmogorov smirnov z (k.s) test was used with the following hypothesis: journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 45 ho is accepted = if the probability value is 0.05 <probability value sig or [0.05 sig], meaning that the data is normally distributed. ho is rejected = if the probability value is 0.05> the probability value is sig or [0.05> sig], meaning that the data is not normally distributed. based on the calculation using spss, the probability value sig = 0.200 is obtained so that the probability value is 0.05 <value of sig = 0.200. thus it can be concluded that ho is accepted and, meaning that the data is normally distributed. b. linearity research test linearity test aims to determine whether two variables have a linear or not significant relationship. this test is carried out as a prerequisite in multiple regression analysis. testing on spss 23 for windows at a significance level of 0.05. two variables are said to have linear relationships if the significance value is greater than 0.05. based on spss analysis, the results obtained can be expressed in the form of linearity test tables. the linearity test results can be seen in the following table: table iv linearity test results based on the results of the spss test table above, it can be interpreted that: 1) based on the linearity test results in table 4.4 above, it is known that flinieriti for the influence of x1 with y is 0.346 with a significance level of 0.000. because the flinierity is positively rated (0.346) and the significance level (0.000) is greater than 0.05. so the conclusion is that between achievement motivation and transformational leadership is expressed linearly. 2) furthermore, if viewed from the linearity of motivation with achievement in the school environment, the results of the linearity test in table 4.4 above note that flinieriti for the influence of x2 with y is 0.262 with a significance level of 0.000. because the flinierity is positively rated (0.262) and the significance level (0.000) is greater than 0.05. then it can be concluded that between the achievement motivation and the school environment is stated to be linear. 2. hypothesis testing after the testing requirements are met, then the next is to do data analysis to test the hypothesis. the analysis technique used in this study is multiple regression of two independent variables. this analysis will be used in testing the effect of variables x1 and x2 on y. this analysis is to determine the effect of transformational leadership (x1), and school environment (x2) together have a significant effect on the achievement of teachers' achievement (y) in west pontianak subdistrict. a. effect of transformational leadership on teacher's achievement motivation the first research hypothesis (h1): ha: transformational leadership has a significant effect on the achievement motivation of early childhood teachers in west pontianak subdistrict. ho: there is no significant influence of transformational leadership on the achievement motivation of paud teachers in west pontianak subdistrict. statistical hypothesis: ha: rx1y ≠ 0 ho: rx1y = 0 criteria: ha is accepted, and ho is rejected if the significance value is smaller than the probability value 0.05 (sig <0.05), otherwise ha is rejected, and ho has accepted if the significance value is greater or equal to the probability value 0.05 (sig> 0.05). after testing it turned out that ha was received in the sense that there was a significant influence on transformational leadership on the achievement motivation of early childhood teachers in west pontianak sub-district. it was based on the spss calculation. ha is accepted, and ho is rejected. it means that there is a significant influence of transformational leadership on the achievement motivation of paud teachers in west pontianak subdistrict. it means that the better the transformational leadership is applied, the higher the teacher's achievement motivation. b. effect of school environment on teacher's achievement motivation second research hypothesis (h2): ha: school environment has a significant influence on the achievement motivation of paud teachers in west pontianak sub-district. ho: there is no significant influence of the school environment on the achievement motivation of early childhood teachers in pontianak barat sub-district. statistical hypothesis: ha: rx2y ≠ 0 ho: rx2y = 0 criteria: ha is accepted, and ho is rejected if the value of the significance value is smaller than the journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 46 probability value 0.05 (sig <0.05), otherwise ha is rejected, and ho has accepted if the value of the significance value is greater or equal to the probability value 0.05 (sig> 0.05). based on the results of spss analysis, the significance value of the school environment variable (x2) is 0.00 or less than 0.05 so that ha is accepted and ho is rejected. it means that there is a significant influence on the school environment on the achievement motivation of paud teachers in west pontianak subdistrict. it means that the better the school environment, the higher the teacher's achievement motivation. c. effect of transformational leadership and school environment on teacher's achievement motivation third research test (h3): ha: transformational leadership and school environment have a significant effect on the achievement motivation of paud district teachers in west pontianak. ho: there is no significant influence of transformational leadership and school environment on the achievement motivation of teachers in the west pontianak district. the statistical hypothesis in this study is as follows: ha: rx1 x2 y ≠ 0 ho: rx1 x2 y = 0 criteria: ha is accepted, and ho is rejected if the value of the significance value is smaller than the probability value 0.05 (sig <0.05), otherwise ha is rejected, and ho has accepted if the value of the significance value is greater or equal to the probability value 0.05 (sig> 0.05). based on the spss calculation, the value of the significance of transformational leadership and school environment is obtained by 0.00 or less than 0.05. thus ha is accepted, and ho is rejected. it means that there is a significant influence of transformational leadership and school environment together on the achievement motivation of teachers in the west pontianak subdistrict. and it means that the better the transformational leadership is applied and the better the school environment, the higher the teacher achievement motivation. considering the significant influence of transformational leadership variables and school environment variables together on the achievement motivation variables of paud teachers, it is necessary to calculate how much influence these two free variables (transformational leadership and school environment) on the dependent variable (achievement motivation) through determinant analysis. this terminated analysis is used to determine the amount or percentage of the contribution of the influence of independent variables in a regression model that simultaneously or together have a significant influence on the dependent variable. based on the spss calculation, determination coefficient is 0.581%. b. discussion 1. the influence of transformational leadership on teacher achievement motivation. transformational leadership is leadership that is related to someone's behavior to influence others so that they have the desire and willingness to develop the potential that exists in the educator or teacher under his leadership. gary yukl (2001: 04) explains in the table the definition of transformational leadership that is about individual behavior that leads to group activities to achieve common goals, and this leadership also leads to structures in the form of the ability to influence others in certain situations so that they are willing to cooperate in achieving the goals has been determined. gary yukl (2001: 315) mentions transformational leadership behaviors of tolerance stronger, more consistent, and effective, with leadership that has guidelines for stating a clear and interesting vision. next gary yukl (2005: 305) explains transformational leadership is behavior that has an ideal influence, individual consideration, inspiration motivation, and intellectual stimulation. conger (2015: 261) states that transformational leaders inspire followers to go beyond self-interest and are extraordinary as examples of transformational leader conger said richard branson of virgin group is the right example for a transformational leader, transformational leaders are more effective because they are more creative and they always encourage their followers to be more creative. based on some opinions that have been stated above, researchers can understand that transformational leaders can improve teacher achievement motivation. likewise, in the paud area of west pontianak sub-district, if the managers or leaders in the paud area in west pontianak subdistrict apply a transformational leadership pattern, then the teacher's achievement motivation can be ascertained to increase. it is consistent with the results of this study, namely: the results of the significance value obtained in the transformational leadership variable (x1) is 0,000 or less than 0.05. (can be seen in table 4.5) which proves that there is a significant influence of transformational leadership on the achievement motivation of paud teachers in west pontianak subdistrict. 2. effect of school environment on teacher achievement motivation school environment, talking about environment widely is according to reichers and schneider, broader describes shared perceptions concerning various things that are around us, and narrowly is the school environment is defined as a shared perception of organizational policies or journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 47 implementation procedures both formally and nonformally. mcevoy in miler and khoza (2008: 158) states the school environment refers to attitudes, beliefs, norms, and values that underlie the practice of learning and operating a school. survey results from linker in davis and newstrom (1990: 24) for the organizational environment include factors of leadership, motivation, communication, interaction influence of decision making in setting goals and controls. according to tagiuri and litwin in wirawan (2007: 121) "a relatively enduring quality of the internal environment of an organization that (a) is experienced by its members, (b) influences their behavior, and can be described as in terms of the values of a particular cell of characteristics (or attributes of the organization). the quality is relatively lasting from the outside environment of an organization that (a). the experience of members (b). the influence of the habits and can be described regarding certain values of the character or attributes of an organization. tagiuri and litwin also added that organizational environment is the quality of the internal environment of the organization which is relatively continuously experienced by members of the organization, carolyn s andersen in wirawan (2007: 122) define the school environment as a sense of school as perceived by those who work or who attend classes at school. based on some of the opinions stated above, researchers can understand that the school environment can improve teacher achievement motivation. likewise, in the paud area of west pontianak sub-district, if the school environment in the paud neighborhood in west pontianak district is good, then the teacher's achievement motivation will certainly increase. it is consistent with the results of this study, namely: the results of the significance value obtained in the school environment variable (x2) is 0,000 or less than 0.05. (can be seen in table 4.6) which proves that there is a significant influence of school environment on the achievement motivation of paud teachers in west pontianak subdistrict. 3. effect of transformational leadership and school environment on teacher achievement motivation. motivation is interpreted broadly as a driving force that can become active, mulyasa (2003: 112) states motivation as a driving force or puller that causes behavior towards a particular goal. david c mcclelland in luthans (2006: 24) mentions profiles of people who have high motivation are people like: 1). taking a risk is moderate because successful people will take a moderate risk, 2). feedback needs, someone who has achievement motivation likes activities that provide feedback and are valuable about progress towards achieving goals. 3). satisfied with achievement, achievement motivation assumes that the completion of a task is a pleasant thing and does not expect material appreciation. 4). having fun with assignments or jobs, people who have achievement motivation tend to work on assignments and finish. at atkinson's theory of expectancy-value (1960) suggests that one's achievement motivation is based on two things: the tendency to achieve success and the tendency to avoid failure, agree with gagne and baseline (1975: 77) achievement motivation is the way someone tries well for his achievements, then mc clelland quoted in b uno hamzah (2006: 47) achievement motivation is emphasizing the importance of the need for achievement, because successful people are people who solve everything that is marked by merging, strength and achievement. from the above quotations, researchers can understand that teacher achievement motivation is influenced by the desire to succeed. the desire for success can arise naturally from the teacher's wishes but can also be caused by external factors such as the pattern of transformational leadership and the school environment. a transformational paud leader will always direct group activities in this case paud teachers to move forward and achieve common goals; transformational paud leaders will always contribute to the success of the teachers in their institutions. what's more, if the school environment supports, all teachers and students with an atmosphere that prioritizes cooperation, trust, loyalty, openness, commitment, and mutual support to progress and excel, then it can be ascertained will affect increasing teacher's motivational management. it is consistent with the results of this study which can be seen from the significance value of transformational leadership and school environment on achievement motivation of 0.00 or less than 0.05. thus it is proved that there is a significant influence of transformational leadership and school environment together on the teacher achievement motivation of the west pontianak subdistrict with the magnitude of influence (coefficient of reflected) is 0.581%. iv. conclusions and suggestions a. conclusions the results of the study by collecting data, analyzing data and testing hypotheses, can be concluded in general that there is a positive influence between transformational leadership and school environment on the achievement motivation of paud teachers in west pontianak district, while the conclusions are as follows: 1. transformational leadership influences the motivation of achievement of paud teachers in west pontianak subdistrict, meaning that the journal of education, teaching and learning volume 4 number 1 march 2019. page 40-48 p-issn: 2477-5924 e-issn: 2477-8478 48 better the transformational leadership is applied, the higher the teacher achievement motivation. 2. the school environment affects the motivation of the achievement of paud teachers in west pontianak subdistrict, meaning that by creating a good and high school environment, the motivation for teacher achievement is better and higher. 3. there is a significant influence of transformational leadership and school climax together on the achievement motivation of the paud district teachers in west pontianak, with the better and higher transformational leadership and school environment, the better and higher the teacher achievement motivation is. b. suggestions the results of the study are a description of the results achieved from a situation which occurs in an area where the research is carried out. therefore the suggestions that can be given are as follows: 1. for the head of paud, he/she should apply the leadership pattern; namely, by applying the transformational leadership, it is expected that the motivation of the teacher to develop the potential of the teacher will increase so that the teacher will be motivated to work 2. for teachers, it is advisable always to be able to improve and spur their achievement motivation when transformational leadership and school environment have been created by institutions and leaders where the teacher is serving. references conger. 2015. charismatic leadership. jakarta: salemba empat. davis, k. & newstrom, j.w. 1990. perilaku dalam organisasi jilid 1 (7th ed). terjemahan a.dharma. jakarta: erlangga. e, mulyasa. 2003. manajemen berbasis madrasah, konsep strategi dan implementasi. bandung: rosdakarya. gary, yukl. 2001. kepemimpinan dalam organisasi. jakarta: indeks. hamzah, b. u. 2016. teori motivasi & pengukurannya. jakarta: pt bumi aksara. luthans. 2006. organizational behavior (10 th edition) terjemahan, yuwono,v a, purwanti, s, arie p, dan rosari, w. yogyakarta. nawawi, h. 2004. manajemen sumber daya manusia perusahaan. bandung: remaja rosdakarya. sugiyono. 2012. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. wirawan, 2007. budaya dan iklim organisasi. jakarta: salemba empat. journal of education, teaching and learning volume 3 number 2 september 2018. page 219-224 p-issn: 2477-5924 e-issn: 2477-4878 219 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of natural knowledge science learning module to improve student learning achievement in primary school sarjana1), fadillah2), indri astuti3) 1)universitas tanjungpura, pontianak, indonesia e-mail:bapaksarjana@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: fadillahkn@gmail.com 3)universitas tanjungpura, pontianak, indonesia e-mail: indribk91@yahoo.com abstract. this study aims to describe (1) the design of the development module for the preservation of living natural resources in the study of natural science; (2) the process of developing modules for the conservation of living natural resources in the learning of natural science; and (3) student learning about the preservation of living natural resources in the learning of natural sciences in the fourth grade of sd negeri 01 hulu sungai. this research is descriptive qualitative research to study "the development of learning modules with data collection techniques for interviews, observation, document study. data analysis techniques ranging from display data, data reduction, data reflection, and conclusions. the results showed that (1) the design of the development module of the preservation of living natural resources material in the learning of natural sciences in the form of a front cover with pictures of students studied, preface, table of contents, list of images, concept framework, introduction, instructions for use of modules, competence content, basic competencies, learning activities 1,2,3 and 4, summary, and evaluation, student worksheets, detailed answers, glossary, bibliography, list of life forms; (2) the process of developing modules for the preservation of living natural resources in the learning of natural sciences is carried out with the following steps: a). research and data collection; b). planning c). development of learning modules; d). expert validation; e). product trial; and (3) all students can achieve their learning achievement in science learning with the development of learning modules with the highest grades of 90 and the lowest scores of 78. keywords: development; modules; learning; science; learning acquisition i. introduction module is a learning tool that contains material, methods, boundaries, and ways to evaluate that are systematically designed. a competency and sub-competency are packaged in one self-contained module to meet learning needs in certain subjects and certain learning processes. module material is compiled interestingly to achieve the expected competencies and can be used for self-instructional, and its use is not dependent on other media / selfalone. an important problem that is often faced by teachers in learning activities is to choose or determine the right learning material or teaching material to help students achieve competence. it is because, in the curriculum or syllabus, instructional material is only written in outline in the form of "subject matter." it is the teacher's job to describe the subject matter so that it becomes a complete teaching material. in addition, how to utilize teaching materials is also a problem. the intended use is how to teach it regarding the teacher, and how to learn it from the student's perspective. with regard to the selection of this teaching material, in general, the problem in question includes how to determine the type of material, depth, scope, order of presentation, treatment of choosing the source where the teaching material was obtained. there is a tendency for the source of teaching materials to be emphasized in the book. whereas many sources of teaching materials other than books used for example such as modules, even textbook does not have to be http://creativecommons.org/licenses/by-nc/4.0/ 220 one type and do not have to change frequently during this time. various books can be selected as a source of teaching materials. including the problem that is often faced by teachers regarding teaching materials is the teacher gives the material or learning material too broad or too little, too deep or too shallow, inappropriate presentation order, and the type of teaching material that is not in accordance with the competencies to be achieved by students. with regard to learning resources often occur every semester change or change the year to replace teaching materials. in connection with that, it is necessary to formulate election signs and use of teaching materials to assist teachers to be able to choose learning materials or teaching materials and use them appropriately. signs referred to include the concepts and principles for selecting learning materials, determining the scope, sequence, criteria, and steps for selecting, developing treatment, and the source of learning materials. the absence of a learning module that is designed so that it can learn by itself to achieve complete goals in accordance with the characteristics of students. some facts in the field show that problems cause low learning outcomes and student responses because there is no use of modules. modules are one of the instructional materials that are arranged systematically with language that is easily understood by students, according to their age and level of knowledge so that they can learn independently with minimal guidance from educators. so that the teaching and learning process is not saturated, and the lessons are very enjoyable. the teaching material that has been compiled systematically and interestingly which includes the contents of the material, methods, and evaluations that can be used independently to achieve the expected competencies and can be a vehicle for students to learn themselves and the natural surroundings, as well as prospects for further development in applying it in everyday life. the learning process emphasizes the provision of direct experience to develop competencies so that students can explore and scientifically understand the natural environment. the application of natural science (ipa) needs to be done wisely so as not to have a negative impact on the environment. the application of natural sciences at the elementary level is expected to emphasize mutual learning (science, environment, technology, and society) which is directed at the learning experience to design and create work through the application of the science concept and scientific work competency wisely. learning science needs to be carried out to foster the ability to think, work and be scientific and communicate it as an important aspect of life skills. therefore, science learning in elementary school emphasizes the provision of direct learning experiences through the use and development of process skills and scientific attitudes. the learning process has been carried out by elementary school teachers in science teaching and learning activities in elementary schools. students are always faced with factual events in their environment and various kinds of practical or pleasant experiments. natural science lessons (ipa), is one of the innovative lessons that determines whether or not a student passes. it is in accordance with the uas implementation instructions (school final examination) which sets the standardization of graduation for each subject is 75. therefore, the quality of this science lesson needs to be improved, because science education in elementary school is the foundation or foundation for mastering science subjects for further education level. natural science subjects are closely related to the natural environment, directing teachers to use the environment as a learning resource. by utilizing the environment as a source of learning for science, it is expected to help improve the quality of student learning in the learning process. however, based on the results of observations and interviews at sd negeri 01 hulu sungai, ketapang regency shows the fact that around 60% of teachers have not developed modules as learning resources in natural science subjects. the teacher still uses the lecture method and uses the learning media that has been provided by the school, while the learning resources that are around the school environment are simply ignored. module development can support the achievement of science learning objectives and create a student learning atmosphere that requires activeness from students through learning groups as the learning process progresses and the use of the environment as a learning resource. based on the description, the writer is interested in research with the title "development of natural sciences learning module to improve student learning acquisition in primary schools." the focus of this study will be to develop science modules for growing material in the fourth grade of sd negeri 01 hulu sungai. ii. research method the research method used in this study is a research development method. what is meant by development research or research and development (r & d) is a research method used to produce certain products, and test the effectiveness of these products (sugiyono, 2016: 407). according to darmadi (2011: 6), the main purpose of research and development (research and development) is not to formulate or test theories, but to develop effective results to be used in schools or other institutions. research procedure this research creates a module product, so the development research model used in developing this learning media is the borg & gall model. borg & gall in the research model he developed established 221 ten procedural steps, (borg & gall 1983: 775), these steps are: 1. research and information collecting (research and information gathering) 2. planning (planning) 3. develop preliminary form of product 4. preliminary field testing, 5. main product revision (revision of main products) 6. main testing field (main trial) 7. operational product revision (revision of operational products) 8. operational field testing (operational trial) 9. final product revision (final product revision) 10. dissemination and implementation (desimination and implication) development steps the steps of this development research are the design steps of the research which will be explained by a chart consisting of three main parts, namely pre-research, initial product development and trial, revision and evaluation. steps of development research is a combination of the borg and gall development research steps and the research & development development model design illustrated in the following chart: the steps for developing practicum modules consist of three main parts will be explained as follows: pre-research steps a. needs analysis b. research and data collection c. planning draft product development a. develop criterion reference tests (develop criteria tests) b. instructional development strategy (developing learning strategies) c. develop and select instructional materials (develop and choose teaching materials) d. design and conduct of formative evaluation media and one expert lecturer in material. e. revise instructional (revise learning package) the final step of the development design process is to revise the draft environmental-based ipa module. the data obtained based on the results of the formative evaluation are summarized and interpreted to determine the weaknesses of the learning module draft. product the product that has been made will be validated by experts to find out the quality of the product being developed, in this case, the researcher takes three experts, namely: media experts, material experts, and design experts. iii. result and discussion a. result 1. design development of natural sciences learning module to improve student learning achievement in elementary school. a. preliminary research research findings results are presented as follows: table i preliminary research results based on the above table, it can be concluded that in the teaching and learning process at sd 01 hulu sungai in the subject matter of natural sciences, the material of wealth conservation of natural resources in indonesia is not maximized. it causes researchers to be interested in developing a learning module. to find solutions that have been identified. it is why the researcher clarifies the problems faced by the students and hopes that the making of the learning module design is the solution. b. planning table ii planning results based on table 4.2 it is concluded that in the design of the learning module with the material for preserving natural resource wealth in 222 indonesia researchers must have good planning so that the module can be used and feasible for students. planning that is done in determining the learning objectives, collecting learning resources, determining the content and sequence of subject matter, compiling tests to determine the level of mastery and success of the learning modules used in learning natural sciences. with this plan, it will make it easier for researchers to do a natural sciences learning module planning. c. the development step of the learning module at this step of development, the initial form of the natural sciences learning module produced. this step enters the third step of the r & d model, which is research & development, which includes ten steps as stated above, which are effective and efficient. learning process, and evaluation tools. by paying attention to the purpose of developing a standard product indicator of basic competency, as well as choosing the subject matter, compile a test that is the basis for developing a learning module. the results obtained in the module can effectively improve student learning outcomes in science learning. d. expert validation step. the learning module that has been completed will be validated by experts to find out the quality of the learning module that is being developed before the learning module is tested on students. in this study, three experts are media experts, material experts, and design experts. 2. the development process of material materials on conservation of biological natural resources. development of a module on the preservation of living natural resources in the learning of natural science is carried out with the following steps: research and data collection step, planning, development of learning modules, expert validation, and product testing. in this process, a small group with good results was tested, medium group trials with good results, and trials of large groups with very good results. 3. module development process material about preservation of living natural resources. the development of the module for the preservation of living natural resources in the learning of natural sciences is carried out with the following steps: research and data collection steps, planning, learning mode development, expert validation, and product testing. in this process the trial of a small group with good results, a trial of a group with good results, and a trial of a large group with very good results. 4. learning achievement of students. students can achieve the acquisition of learning outcomes in the subjects of natural sciences in the preservation of living natural resources with the average results above the kkm in the good category. however, students in using the module are not one hundred percent released need guidance and direction to achieve the goal of independent children. table iii results of comments and suggestions from students on learning in small group trials based on table iii above can be concluded that there are still some parts that must be corrected from the learning module including the presentation of the glossary must be added and the learning module cannot fully guide students to learn material without the help of educators. through small group trials, the researchers made improvements before the students. in the module learning already contained material and indicators about the indicators that they want to achieve. medium group trial subjects the trial subjects consisted of 8 students of grade iv sdn 01 hulu sungai, ketapang district. the group trial process is being carried out on monday 5th june 2018 at 08.30 09.30 wib. the selection of test subjects is done comprehensively and analyzed as input for researchers in revising the learning module. table iv results of comments and suggestions from students on learning in the medium group trial based on table iv above, it can be concluded that there are still parts of the learning module that must be improved. 223 table v results of students' comments and suggestions on learning in large group trials based on the table above, it can be concluded that students have positive suggestions and comments on the learning module in the utilization of natural resources in their environment. this module media is very relevant to be used to solve problems faced by students in their area. 5. student learning achievement from the results of the study, students' cognitive learning acquisition is mostly above kkm. while the affective and psychomotor aspects are obtained through the learning process, including group assignments, observing, classifying, presenting the results of the discussion. the advantages of learning to use this module students can develop interest in reading, develop an attitude of love for the environment by conserving living natural resources. b. discussion 1. design of the module development on the preservation of living natural resources in the learning of natural sciences in the fourth grade of sd negeri 01 hulu sungai. in the design of the module, development requires a good design step so that the process in developing the module can be obtained with maximum results and can be applied in learning in accordance with the learning objectives applied by the environment. the development of this module was carried out using the development steps of borg and gall which began with the data collection step. analysis of the availability of learning resources, analysis of learning assignments, analysis of taught materials, analysis of learning models and methods, formulating objectives, and literature studies on the problems needed by students and solutions provided. after that, enter the step of planning and creating modules. after the module is finished, the module is validated by material experts, media experts, and design experts. after the learning title is declared feasible to be applied in learning, the researcher conducted a trial to the fourth-grade students of sdn 01 hulu sungai with a small group of 5 people, a group of 8 and a large group of 30 people. the procedure for learning the module is developed based on the dick and carey design model. the model that uses the application of learning designs that are adjusted according to the steps in sequence. one step from dick and carey is the evaluation and revision steps. each step of this development produces a science learning module. 2. the process of developing the module material on the preservation of living natural resources in the learning of natural science in the fourth grade of sd negeri 01 hulu sungai. the process of developing modules for the preservation of living natural resources in the learning of natural sciences is carried out with the following steps: a). research and data collection; b). planning c). development of learning modules; d). expert validation; material expert, design expert, media expert. e). trial product trial one to one three students. small group trial of 5 students, medium trial of 8 students and a large trial of all students. 3. student learning acquisition in learning the preservation of living natural resources in learning natural sciences in class iv sd negeri 01 hulu sungai. from the results of the study, the students' learning outcomes can achieve their learning outcomes in natural science learning with the development of learning modules to obtain the average results above the kkm. iv. conclusions based on the focus of the problem, data analysis, and research results and discussion, in general, it can be concluded that the natural sciences learning module can improve elementary school students' learning achievement with the following subconclusions: a. the design of the development module for the preservation of living natural resources in the learning of natural sciences is carried out through a model of research & development where these steps are (1) research and information collecting (research and information gathering), (2) planning (planning), (3 ) develop preliminary form of product, (4) preliminary field testing, (5) main product revision (revision of the main product), (6) main field testing (main trial), (7) operational product revision (revision of operational products), (8) operational field testing (operational trial). b. the implementation of learning in the preservation of living natural resources material in the study of natural sciences has been prepared with a research step including the conditioning step of students, the preliminary step, the steps of learning activities, evaluation and closing steps. 224 c. learning outcomes on the preservation of living natural resources through the science learning module have increased. references abdullah. shodiq. 2012. evaluasi pembelajaran. jepara : pustaka rizki putra. aect. 2001. standard for the accreditation of school media specialist and educational technology specialist programs. bloomington, in aect. ahmadi. a. 2005. sbm. metode belajar mengajar. bandung : cv.pustakasetia. 2010. strategi pembelajaran sekolah berstandar nasional. surabaya: pt.prestasi pustaka karya. anam, choirul. 2011. pembelajaran berbasis inkuiri (metode dan aplikasi). jakarta: pustaka belajar. anni, c.t., rifa’i, a.r.c., eddy, p., & daniel, p. 2006.psikologi belajar. semarang: upt mkk unnes. arifin, z. 2009. evaluasi pembelajaran prinsip teknik dan prosedur. bandung: remaja rosdakarya. arikunto, s. 2009. dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. . 2010. prosedur penelitian suatu pendekatan praktik. jakarta: rineke cipta. darmadi, hamid. 2011. metode penelitian pendidikan. bandung: alfabeta. eprilia, daryanto. 2013. menyusun modul.yogyakarta: vega media. depdiknas. 2010. panduan pengembangan pembelajaran ipa terpadu, smp/mts. jakarta: pusat kurikulum balitbang diknas. dick dan carey. 2005. the systematic design instruction. boston: pearson. gagne. 2010. model desain sistim pembelajaran. dian rakyat. hamalik, oemar. 2008. kurikulum dan pembelajaran. jakarta: sinar grafika. hamdani. 2011. strategi belajar mengajar. bandung: pustaka setia. hartono. 1992. kiat mempertahankan tesis dan disertasi (petunjuk lengkap tentang isi dan proses). yogyakarta: garas communication yogyakarta. hasyim, adelina. 2016. metode penelitian dan pengembangan di sekolah. yogyakata: media akademi. herawati, susilo. (2009), lesson study berbasis sekolah” guru konservatif menuju guru inovatif”. malang: bayumedia publishing. ikbar, yanuar. 2012. metode penelitian sosial kualitatif (panduan tugas akhir/karya ilmiah). bandung: pt. refika aditama. imron. amran. 2006. modul pembelajaran yang efektif dan menarik. bandung: pt. rosdakarya. makmun, samsudin. 2005. psikologi kependidikan (perangkat sistem pengajaran modul). bandung: remaja rosdakarya. miarso, yusufhadi. 2014. menyemai benih teknologi pendidikan. jakarta: kencana. muhafid, e.a. dkk. 2013. pengembangan modul ipa terpadu berpendekatan keterampilan proses pada tema bunyi di smp kelas viii. unnes science education journal. 2(1): 140-148. muljono, p. 2007. kegiatan penilaian buku teks pelajaran pendidikan dasar dan menengah. buletin bsnp.11(1): 1-24. mulyasa. 2006. kurikulum tingkat stuan pendidikan suatu panduan praktis. bandung: remaja rosdakarya. ningsih, sekar. 2015. buku pintar pohon ulin. jakarta: study book parmin, e. peniati. 2012. pengembangan modul mata kuliah strategi belajar mengajar ipa berbasis hasil penelitian pembelajaran. semarang. jurnal pendidikan ipa indonesia/ jpii 1 (1) (2012) 8-12. prastowo, a. 2011. panduan kreatif membuat bahan ajar inovatif. yogyakarta: diva press. pribadi, benny a. 2011. model desain sistem pembelajaran. jakarta: dian rakyat purwanto, rahardi, & lasmono. 2007. pengembangan modul. jakarta:depdiknas. regelud, charles m. 1999 insructional design theories and models volume: new jersey: lawrence erlbaum asociates syracause university. samatowa, usman. (2006). bagaimana membelajarkan ipa di sekolah dasar. jakarta: direktorat pendidikan nasional. sardiman. a.m. 2004. interaksi dan motivasi belajar mengajar. jakarta: pt rajagrafindo. sugiyono. 2010. metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sukmadinata, nana. 2005, landasan psikologi proses pendidikan,. bandung: pt rosda karya. trianto. 2007. model-model pembelajaran inovatif berorientasi konstruktivistik. jakarta: prestasi pustaka. tim tpk bpptkpk. teknik penyusunan modul. bandung: dinas pendidikan provinsi jawa barat. vanides, j., yin, y., tomita, m., & ruiz-primo, m.a. 2005. using concept maps in the science classroom. science scope, 28(8): 27–31. journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 288 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of compensation and motivation to spirit at work of elementary school teachers in hulu sungai sub-district of ketapang regency igor suryantoro1), maswardi.m.amin2), m.chiar3) 1)universitas tanjungpura, pontianak, indonesia e-mail: igorktp@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: maswardi.mamin@gmail.com 3)universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. this research is based on the results of early observation in elementary school in hulu sungai sub-district of ketapang regency. based on data obtained by the condition of elementary school teachers in hulu sungai sub-district indicated there is a decrease in teachers’ spirit at work. the purpose of this research was to find: the effect of compensation and work motivation of elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency. this research uses a quantitative approach, where the pattern of relationship between variables to be studied using dual paradigm with two independent variables, that is to find the relationship of compensation (x1) with the spirit at work (y), work motivation (x2) with spirit at work (y), compensation (x1) and work motivation (x2) jointly on the spirit at work (y). this research uses quantitative approach, where the pattern of relationship between variables and calculation using simple linear analytical technique and technique of doubled linear analysis. result of the research based on 71 respondents showed that (1) there is significant effect of compensation to teachers’ spirit at work, 2) there is significant effect between work motivation to teacher’s spirit at work, (3) there is significant effect of compensation and work motivation against elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency. keywords: compensation; work motivation; spirit at work of teachers i. introduction education is a conscious and planned effort to create an atmosphere of learning and learning process so that learners are actively developing their potential. school is one kind of organization called formal education organization. as one of the institutions that provide formal education, schools have a very important role in realizing national education objectives as stated in law no. 20 of 2003 on sisdiknas article 3 which states that national education aims to develop the potential of learners to become human faithful and cautious to god almighty. the goal will be realized with the role of teachers in the learning process. in permen pan and rb number 16 of 2009 article 1 also stipulates that teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing and evaluating learners in early childhood education formal education, basic education, and middle education. the teacher is a human component in the learning process that plays a role in the effort of forming human resources potential in the field of development. for that teachers is an important element that is very influential in the process of education and teaching because the progress of education is determined by one teacher, which is also expected for teachers to always try as much as possible in developing the ability in every job he has. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 289 ability and opportunities will always change according to the development of the world of education so that teachers will always be required to be able to develop skills and skills themselves in accordance with the times. for it is very necessary spirit at work of teachers concerned so that what is expected to be achieved well. the spirit of work in question is a desire that comes from within the individual to complete a job, the desire will arise if there is a trigger or a trigger factor for the desire can be realized. as nitisemito (2015: 160) puts it, "the spirit of work is to do the work more actively, so that work can be expected faster and better". likewise zainun (2004: 104) argues that "moril or spirit at work is much more of a role and effect on the level of productivity of workers". if it is linked from the two opinions above it can be synthesized that the worker, in this case, the teacher must have spirit at work or high spirit at work so that the level of productivity will increase, if the condition has been fulfilled then the teacher will have the impetus to do the job more vigorously, thus doing the job will be completed as expected and become faster and better. conversely, if the spirit at work decreases, it will result in negative indications for the teacher and the school where he/she works, as nitisemito (2015: 161) indicates that the decrease in spirit at work is: (a) decrease / low work productivity; (b) absence rate up / high; (c) labor turnover or high levels of employee movement; (d) increased damage rate; (e) anxiety everywhere; (f) frequent demands; (g) strikes. from a negative indication with regard to the spirit of work can be explained that the role of the importance of the spirit of the teacher must be owned by each individual teacher, because if there is a decrease in spirit at work then there will be many negative things will arise from the high teacher transfer until the strike or dismissal in work. based on the data obtained from uppk (subdistrict education implementing unit) hulu sungai sub-district, the condition of elementary school teachers in hulu sungai sub-district of ketapang regency shows the findings as follows: (1) teachers always want to move tasks, (2) (4) teachers are often absent (absent) and, (6) teachers are less interested in the area due to the condition of the area which is the area of the backward village. teaching, because the location of the school is quite far from the settlement. as a result, the effect on teacher spirit at work is getting lower. (7) in 2014, 2015 and 2017 there is a very low number of teachers. based on the observation and observation conducted by the author in sd hulu sungai subdistrict of ketapang regency shows that this can be suspected there are indications of the decline of teachers’ spirit at work and if left alone, then the implementation of education, especially in hulu sungai sub-district becomes decreased and can adversely affect the lives of many people in the subdistrict. according to nitisimito (2015: 149), the passion and excitement of great work are affected by the compensation given. based on that opinion, then every agency must be able to determine the most appropriate compensation so that it can sustain the achievement of the goal of the agency more effectively and more efficiently. the attention of the institution or school to the compensation arrangement in a rational and fair manner is necessary for every teacher. if teachers see that compensation is inadequate their spirit at work will tend to decrease. furthermore, gerry dessler (2016: 46) argues that employee compensation has two main components: direct payments (in the form of wages, salaries, incentives, commissions, and bonuses), and indirect payments (in the form of financial benefits such as insurance and vacation paid by employers ). compensation received from their superiors if properly managed or properly implemented over a long period of time can become an organizational strategic system, it can also be used as an effective tool to increase attendance and cooperation among teachers in order to be better, so discipline each individual will increase because of the achievement of satisfaction in work. on the contrary, inaccurate management of compensation can lead to high levels of teacher exit, increasing teacher indiscrimination, triggering many teacher complaints, increasing dissatisfaction in employment, and low spirit at work in the work so that it can impact the implementation of the strategic plans set by the government. if viewed from the form of compensation given by the government obtained by teachers in hulu sungai sub-district, based on compensation that has been received should spirit at work of teachers who are in the area to be increased, but in reality appears in the field is not as expected, it can be seen based on decree of village minister, development of underdeveloped area and transmigration of republic of indonesia no. 030 year 2016 challenged the status of progress and independence of the hulu sungai sub-district region categorized into the region of very disadvantaged. furthermore, based on government regulation no. 41/2009 on teachers and lecturer professional benefits, teacher and lecturer benefits, and professorship honor score, it is determined that teachers appointed by the government or local government in remote areas are entitled to a special allowance granted equivalent to 1 (one) times the basic salary of the civil servant concerned. based on this one form of compensation received by teachers in remote areas or inland areas in which case teachers in the hulu sungai sub-district is a form of remote area allowance. in addition to journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 290 providing compensation in the form of remote allowances of other businesses to improve spirit at worke of teachers in remote areas of government is as stated in the law of the republic of indonesia number 14 year 2005 on teachers and lecturers, article 29 paragraph 1 that is teachers who served in remote areas will obtain the right which includes the promotion of routine automatically, special promotion as much as 1 (one) time, and protection in the execution of duties, and also the issuance of the director general of teacher and education personnel of the ministry of education and culture no. 36762 / b.b1. 1 / gt / 2016 november 24, 2016 about the minimum ratio the number of students to the teacher, where the number of students who do not meet 20 people in one rombel professional allowance remains in the pay. in addition to compensating several factors that also affect spirit at work is the motivation of work. according to hamzah b. uno (2011: 71) "work motivation is one of the factors that contribute to determining the performance of a person. the magnitude or the magnitude of the effect of motivation on one's performance depends on some of the intensity of motivation given. " motivation of work is an impulse from within a person, to do something visible from internal dimensions and external dimensions. the motivation of internal work is the relationship of individuals with their work, while external motivation is the source of motivation from the organizational context so that out of direct effect of the individual concerned. but more important is the motivation of work that is intrinsic because it shows the intention of working from within himself as a better driver than work gets encouragement from others/outside. the elementary school teachers in hulu sungai sub-district are teachers assigned to remote areas consisting of honorarium teachers, district honorariums, and civil servant teachers. based on the observations conducted on the situation of elementary school teachers in hulu sungai subdistrict with regard to teacher work motivation, it was found that the motivation of elementary school teachers in hulu sungai sub-district was quite low. the number of teachers decreases each year. a teacher's low work motivation will ideally affect her low spirit at work. from the initial survey on the elementary school teachers in hulu sungai sub-district, there is a description of the low spirit at work of teachers in remote areas, this is what makes the author want to examine whether there is effect of compensation and work motivation of the teachers’ spirit at work in hulu sungai sub-district of ketapang regency. ii. methodology in this research using quantitative approach. the quantitative approach is used because the data used to analyze the effect of variables is expressed by numbers. based on the explanation level of the position of variables, this research is causal (causal), where the pattern of relationship between variables studied by using a dual paradigm with two independent variables. that is to search for relationship of variable x1 with y, and x2 with y by using simple correlation technique. to look for x1 with x2 simultaneously against y. sugiyono, (2016: 46). this research will explain the effect and effect relationship of the variables to be studied, namely the effect of compensation and work motivation on spirit at work of elementary school teachers in hulu sungai sub-district of ketapang regency. explained with the chart as follows: fig. 1 the dual paradigm of two independent variables information: x1 = compensation x2 = work motivation y = work spirit iii. results and discussion a. research results variable data of compensation (x1) data on the compensation variable, obtained by way of questionnaires to 71 respondents with 28 items of question items. questionnaires to collect the data are arranged in the form of linkert scale with alternative answers of 4 options. the results of questionnaires to respondents were analyzed by using the application of statistics program and based on the scores obtained, the results can be seen in table i. table i statistical description of compensation variable from table i, the empirical score is obtained from the lowest score of 41 to the highest score of 97 with a range of 56. the average score is 74.06 and the standard deviation 13,882. having known the range (r) can be used to determine the interval class length (p) with the number of classes (k) there are 4 options using the formula: journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 291 p = 𝑅 𝑘 = 56 4 = 14 having known many classes (4) and class length 14 it can be arranged in table frequency distribution shown in table ii. table ii frequency distribution of compensation variables based on table ii, the distribution of the number of scores for the compensation variable is 23 respondents or 32.39% including the category is very good, with the variation of the number of scores from 83 to 97. a total of 27 respondents or 38.03% including good category, with variation the number of scores from 69 to 82. then as many as 12 respondents or 16.90% including good enough criteria, with variations in the number of scores from 55 to 68, and as many as 9 respondents or 12.68% including the category of less good, with a variety of number of scores 41 to 54. so it can be concluded that from all distribution of data of the highest compensation variable equal to 38,03% including good category. from the frequency distribution table, it can be presented in the form of a histogram as shown in figure 2. fig. 2 compensation variable histogram variable data of work motivation(x2) data on work motivation variables, obtained by questionnaires distribution to 71 respondents with 30 items of question items. questionnaires to collect the data are arranged in the form of linkert scale with alternative answers of 4 options. the result of analysis using spss statistics program application and based on the score obtained can be seen in table iii. table iii statistics description of work motivation variable from table iii, obtained the spread of the number of empirical scores of the lowest score 58 to 119 with the highest score range of 61. the average score is 90.63, and the standard deviation of 11,436. after the known range (r) can be used to determine the interval class length (p) with class (k), there are 4 options using the formula: p = 𝑅 𝑘 = 61 4 = 15,25 rounded up to 16 having known many class 4 and length of class 16 hence can be arranged table of frequency distribution shown in table iv. table iv frequency distribution of work motivation variable based on table iv, the spread of the number of scores for job motivation variables is as much as 2 respondents or equal to 2.82% including very high category, with variations in the number of scores from 105 to 122. a total of 39 respondents or 54.93% including high category, with variations in the number of scores from 90 to 105. then as many as 24 respondents or equal to 33.80% including low criteria, with variations in the number of scores from 74 to 89, and as many as 6 respondents or 8.45% including very low category, with variations in the number of scores 58 to 73. so it can be concluded that from all distribution of data of the highest motivation variable of work equal to 54,93% including high category. from the frequency distribution table, it can be presented in the form of a histogram as shown in figure 3. fig. 3 work motivation variable histogram variable data of teachers’ spirit at work (y) data on the variable of teachers’ spirit at work, obtained by way of questionnaire to 71 respondents with 26 items of question items. questionnaires to collect the data are arranged in the journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 292 form of linkert scale with alternative answers of 4 options. the results of questionnaire distribution to respondents can be seen in (appendix 6c) analyzed by using spss statistics program version 16 can be seen in the appendix and based on the score obtained, the result can be seen in table v. table v statistics description of teachers’ spirit at work variable from table v, the number of empirical scores was obtained from the lowest score 61 to the highest score 101 with a range of 40. the average score is 85.31 and the standard deviation 9.941. once known range (r) can be used to determine the interval class length (p) with the number of class (k) is 4 options using the formula: p = 𝑅 𝑘 = 40 4 = 10 having known many classes (4) and class length 10, it can be arranged in frequency distribution table shown in table vi. table vi frequency distribution of teachers’ spirit at work variable based on table vi, the distribution of the total score for the teachers’ spirit at work variable is 22 respondents or 30.99% including very high category, with the variation of the number of scores from 91 to 101. a total of 30 respondents or 42.25% including high category, with variations in the number of scores from 81 to 90. then as many as 12 respondents or 16.90% including low criteria, with variations in the number of scores from 71 to 80, and as many as 7 respondents or 9.86% including very low category, score 61 to 70. so it can be concluded that from all distribution of variable data of highest teachers’ spirit at work equal to 42,25% including high category. from the frequency distribution table, it can be presented in the form of a histogram as shown in figure 4. fig. 4 teacher’s spirit at work variable histogram b. discussion the spirit of work in this study is the incentive of a teacher to do the job more actively so that the work will be completed as expected and become faster and better. the indicators that cause the emergence of one's work spirit at work is because of: 1. harmonious relationship, 2. job satisfaction, 3. atmosphere or work climate, 4. work was done by the organization, and 5. peace of soul. in this research, there are two factors that affect teachers’ spirit at work that is compensation and work motivation factor. based on the description of data generated from this study provides an objective picture of the spread of data obtained from the questionnaire. the result of questionnaire answer scores from 71 respondents obtained the spread of the number of compensation scores, namely the smallest score 41, the largest score 97 and average 74.06 standard deviations 13.882. work motivation with the smallest score 58, biggest score 119, average 90,63, and standard deviation 11,436. the teacher work spirit with the smallest score 61, the largest score 101, the average of 85.31, and the standard deviation of 9.941. assessment of respondents to the compensation of elementary school teachers in hulu sungai sub-district of ketapang regency tends to categorize as either amounted to 38.03%. assessment of respondents to the motivation of elementary school teachers in hulu sungai sub-district of ketapang regency is categorized as high as 54.93%. assessment of teachers’ spirit at work in hulu sungai sub-district of ketapang regency. highly categorized is 42.25%. effect of compensation on teacher's spirit at work compensation in this study is a reward or reward given by government agencies to teachers, for having contributed and thought for the sake of progress and continuity. the teacher compensation indicator has two main components: 1. cash 2. wage, 3. salary, 4. incentive, journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 293 5. commissions, and bonuses), 6. payment is not immediate 7. remote assets 8. certification allowance the results of research that has been processed with the application program statistics spss version 16 for windows shows that the value of regression coefficient compensation has a constant value of 0.263 with a significant level of 0.01 this value is smaller than 0.05 or sig <α. this means that there is a significant effect on the compensation of the teachers’ spirit at work in hulu sungai sub-district of ketapang regency. the effect of work motivation on teachers’ spirit at work the motivation of work in this research is the encouragement of within a person's teacher, to do something visible from the internal dimension (derived from within the individual teacher) and external dimension (derived from outside the individual self-teachers). the work motivation indicators of the two dimensions are: 1. internal motivation 2. responsibility for performing the task 3. carry out tasks with clear targets 4. have a clear and challenging goal 5. there is feedback on the work 6. have a happy feeling in working 7. always trying to beat others 8. preferably the accomplishment of what it does 9. external motivation 10. always trying to meet the needs of what he does 11. working with the hope of getting incentives 12. working with the hope of getting the attention of friends and superiors. results of research that has been through with the application program statistics spss version 16 for windows, showed that the value of regression coefficient work motivation has a constant rate of 0.252 with a significance of 0.011 this value is smaller than 0.05 or sig <α. this means that there is a significant effect on work motivation on the teachers’ spirit at work in hulu sungai sub-district of ketapang regency. the effect of compensation together with work motivation on teachers’ spirit at work the spirit of work in this study is the incentive of a teacher to do the job more actively so that the work will be completed as expected and become faster and better. the indicators that cause the emergence of one's work spirit at work is because of: 1. harmonious relationship, 2. job satisfaction, 3. atmosphere or work climate, 4. work was done by the organization, and 5. peace of soul. the results showed that compensation and work motivation have a significant effect on elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency. from the research results obtained the number r ^ 2 of 0.305 or 30.9%. this indicates that the percentage of contribution of compensation and work motivation to elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency is 0,305 or 30,5%, while the rest is 0,695 or 69,5% affected by other factors outside of this studied variables. iv. conclusions and suggestions a. conclusions based on the results of collecting data obtained from the questionnaire, data analysis, and testing conducted of research hypotheses can be concluded in general that compensation and work motivation there is a significant effect together on the elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency. specifically, the following conclusions can be drawn: 1. compensation of elementary school teachers in hulu sungai sub-district of ketapang regency is categorized well with its relative frequency of 38.03%. 2. motivation of elementary school teachers in hulu sungai sub-district of ketapang regency is categorized high with its relative frequency equal to 54,93% 3. elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency is categorized high with its relative frequency of 42.25% 4. there is a significant effect of compensation on spirit at work of elementary school teachers in hulu sungai sub-district of ketapang regency. 5. there is a significant effect on work motivation on the spirit at work of elementary school teachers in hulu sungai sub-district of ketapang regency. 6. there is a significant effect simultaneously between compensation and work motivation on elementary school teachers’ spirit at work in hulu sungai sub-district of ketapang regency. b. suggestions based on the results of the study, the effect of compensation and work motivation on elementary school teachers’ spirit at work in hulu sungai subdistrict of ketapang regency is very significant. as a follow up of the results of this study submitted suggestions as follows: 1. for the policymakers at the ketapang regency education office it is necessary to plan all aspects of the policy in recruiting teachers’ workforce to be assigned in isolated areas (either remote areas), whether it is the form of compensation that teachers will receive if they work in the area as well motivation work from all parties ranging journal of education, teaching and learning volume 3 number 2 september 2018. page 288-295 p-issn: 2477-5924 e-issn: 2477-8478 294 from principals, fellow teachers and the community around the agency on the job. 2. for the direct supervisor of teachers in ketapang regency education office in improving teachers’ work motivation, it is necessary to consider the promotion of position in accordance with teachers’ performance. performance appraisal of teachers can be done with performance evaluation on a transparent and accountable basis. 3. for elementary school 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(online), (https://doc-14-08-docs. googleusercontent. com), diakses 27 november 2017. wibowo. 2016. manajemen kinerja. edisi kelima. cetakan ke-10. jakarta: rajawali pers. ________.2016. perilaku dalam organisasi. edisi kedua. cetakan ke-4. jakarta: rajawali pers. zainun, buchari. 2004. manajemen dan motivasi. edisi revisi. cetakan ke-7. jakarta: balai aksara. https://doc-14-08-docs/ https://doc-14-08-docs/ https://doc-14-08-docs/ isc paper template in a4 (v1) journal of education, teaching and learning volume 1 number 1 march 2016. page 41-44 p-issn: 2477-5924 e-issn: 2477-4878 41 the importance of service placement and channellingto prepare human resources for students to meet the careers of the future dewi mariana1) 1) yogyakarta state university, indonesia e-mail: anieng_dewi@yahoo.co.id abstract. placement and distribution service aimed at helping put and passing students in accordance with the potential, interests, and talents. placement and distribution services, namely continuous process to facilitate learners achieve success the process and results of the study as well as optimal development in order to achieve the goals of national education. guidance and counselling services in the form of peminatan provide ample opportunity for learners to channel and put yourself on the path to a more appropriate in the framework of the completion of the studies are focused, successful, educated and clear in next. the purpose of the service placement and channelling instill interest subjects, confirming the interest of subjects, as well as select and establish an interest group of subjects, the cross-subjects and study subjects who followed in the education unit, which was being pursued, career choice and/or advanced course options up to the college keywords : service placement and distribution, school i. introduction a series of activities guidance in helping students to transmit or place themselves in a variety of school programs. placement and distribution service is a service that allow the learners acquire the placement and channelling in classrooms, study groups, departments/courses, training programs, internships, extracurricular activities in accordance with their potential, talents, interests and the attached conditions, with the goal of keeping learners can develop all your talents, interests and all the other potential. service placement and distribution functions for the development. peminatan is a curricular programs provided to accommodate the choice of interests, talents and/or ability learners/konseli with the orientation of the centralizing, expansion, and/or the study subjects and/or vocational charge. peminatan learners in the 2013 meaning curriculum: (1) an interest-based learning students appropriate learning opportunities exist in education; (2) a process of selection and determination of peminatan learning offered by educational units; (3) a process of retrieval options and decisions by learners of peminatan learning based on understanding self and potential options available on units of education as well as the prospect of peminatannya; (4) is a continuous process to facilitate learners achieve success the process and results of the study as well as optimal development in order to achieve the goals of national education; and (5) service peminatan learners is arable area of profession guidance and counselling, which is covered on individual planning service. since the implementation of the 1975 curriculum, guidance and counseling is expressed as an integral part of the overall system of education in schools. the position is strengthened by the enactment of laws – laws of the ri numbers 20 in 2003 about the system of national education, national education minister regulation number 27 in 2008 about the standards of academic qualification and competence of counselors, and perturan of the minister of education and culture number 111 2014 of guidance and counselling in primary and secondary education. based on the prevailing regulations, guidance and counselling has a strategic position in participation helps learners to achieve the optimal level of development. in other words, the role of guidance and counselling as one element in the educational system, it is very urgent that is manifested in the organization of the ministry of guidance and counselling memandirikan learners as the nation's future cadres who have high competitiveness in the globalization community (department of national education, 2007). one of the field of guidance and counselling is a service of peminatan learners are guidance and counselling is a very important and decisive success in learning, development and future of each learner. to that end, pelaksanaanya bk. teachers or counsellors require a competent and professional in carrying out tasks, functions and professional role helping learners in choosing and determining the proper peminatan for success in terms of learning. this corresponds directly in invalid constructs and content curriculum by 2013 that can produce decent productive indonesia, creative, innovative, affective through the strengthening of attitudes, skills and knowledge. ii. discussions the sense of placement and distribution service journal of education, teaching and learning volume 1 number 1 march 2016. page 41-44 p-issn: 2477-5924 e-issn: 2477-4878 42 service placement and channelling efforts are helping students plan for the future was in school/madrasah and after graduating, choose advanced courses as a preparation to assume an office. (winkel, 1991). service placement and distribution according to mulyadi (2006) guidance and counselling is a service which allows clients obtain placement and distribution that suits your talents, interests, and abilities that are owned by the individual service placement and channelling attempted to reduce the mismatch condition (missmatch) on the individual so that the individual can develop itself optimally, so that individuals can get a suitable place for him to develop all the potential of the individual. the implementation of guidance and counseling in the curriculum of 2013 for primary and secondary education level are marked with peminatan learners, is part inseparable and integrated in the program of the ministry of the education unit at bk complete and intact should contain activities peminatan learners. this service is an attempt to help learners in the vote, determine and live programs or activities to achieve the needs in accordance with the desires of the heart or a strong desire associated with learning program that depends on the units of education. in the service of these learners are expected to understand the potential and conditions yourself, understand and choose the direction of your career and prepare ourselves as well as choose further education and careers to high keperguruan. this is where the role of the teacher or counsellor bk has an important role to help learners with the service peminatan the learners, in order to select and determine the proper selection of a group of subjects peminatan, choice group choice groups, cross-cross-peminatan and/or deepening the interest will follow. (kemendikbud, 2001). through guidance and counselling service, teacher or counsellor bk help in fulfilling the direction peminatan in accordance with the basic abilities, talents, interests and inclinations of each public private learners. guidance and counselling services in the form of peminatan provide ample opportunity for learners to channel and put yourself on the path to a more appropriate in the framework of the completion of the studies are focused, successful, educated and clear in next. the purpose of the placement and service penyaluranadapun the purpose of the placement and distribution services are as follows: general purpose, according to prayitno (2004) the general objective of service placement and channelling is the 63rd place in accordance with the development potential of the individual to himself. conformity with the place of self development that is related to the school environment, organizations, and places of work. special purpose, according to prayitno (2004) special purpose of placement and distribution service is to help students reach maturity in mastering the development of science, technology and arts in accordance with program curriculum and career through persipan plans the continuation of education to higher education, as well as play a role in public life. from the explanation above can we understand that services peminatan aims to give learners the opportunity to develop the competencies of the students attitudes, competencies, knowledge, skills and competence of learners in accordance with the interests, talents and/or academic ability in a group of academic subjects, as well as capabilities in areas of expertise, skills, and expertise. meningat this will be the basis for subsequent life and career journey, setting the option must be followed by the service learning that educate, aksebilitas wide and terdiferensi development, and preparation of development environment that supports learning. in this context the guidance and counselling role and function collaboratively, in the following points. 1. strengthen educational learning the atmosphere and the learning process that facilitates the development of educating potential learners. the atmosphere of the learning process is, at hakiakatnya is the advocate and facilitate the process of the development of the learners in its application requires the application of the principles of guidance and counseling. to realize the intended learning environment, the teacher should be; (1) understand the readiness in pembelajran, (2) conduct assessment of potential learners, (3) conducting diagnostic difficulty progression and learn learners, (4) encourages the occurrence of internalization of values as the process of individuation as learners. the fourth manifestation of this principle can be developed collaborative learning with melalalui guidance and counseling. 2. facilitating advocacy and aksesbilitas in the curriculum requires the existence of diversified services to 2013, namely the peminatan service. guidance and counselling role advocate, accessibility, and facilitation in the differentiation and diversification of educational services for the development of personal, social, career learning and learners. 3. organizing outreach function the curriculum emphasizes learning as a process of 2013 empowerment and pembudayaan. to support the principle referred to counseling then perform outreach (expansion) oriented at strengthening power support environment development as a learning environment. in this context the bk teacher/counselors collaborate with teachers subjects in larger spaces, namely: (1) collaboration with parents, (2) collaborate with the world of work and educational institutions, (3) an institution associated with the purpose of helping the development of learners. step principal peminatan peminatan group of subjects was started as early as possible, i.e., since learners realise that her chance to choose the type of school and/or subjects and/or career direction journal of education, teaching and learning volume 1 number 1 march 2016. page 41-44 p-issn: 2477-5924 e-issn: 2477-4878 43 and/or further study. steps-steps tailored to the level of a certain peminatan. 1. first steps: data collection this step is performed to collect data about: a. personal data of general basic ability learners (intellect), talent and interest as well as the tendency of potential. b. keluaraga c. environmental conditions d. subjects e. learning system f. job/career information g. career information materials h. advanced educational information material i. data learning activities j. learning outcome data k. special data about learners 2. step two: information peminatan this step is performed at the beginning of entering the school at the time of orientation of study, enter the new class, and towards the end of the study, learners are given full information in accordance with the type and level of unit education learners, i.e. information about: a. the school or the prograam that they follow and after they finish school. b. curriculum and subjects that they would travel c. information about the career or the type of work that needs to be understood and/or which can be reached by a graduate education is being pursued now, especially with regard to vocational peminatan. d. information about further study setamat education that are being taken now. 3. third step: identification and determination of peminatan this step is focused on identifying potential, interests and peminatan group of subjects, the cross-subjects, and deepening the existing subjects in the educational unit that entered the order. in 2013, this curriculum at least 2 (two) things into consideration the determination of peminatan learners, that choice and the ability of the learners. the choice of students against peminatan subjects, the crosssubjects, and subjects dijaring deepening through the now.in the elections to the peminatan, learners are required to consider potential, learning achievement and accomplishment of non academic who has been obtained, the ideals, the learning interest and attention to the elderly. in pemilihandan peminatan assignment, learners should discuss with parents. in case of difficulty or incompatibility between selection of learners with the parents, then the students and/or parents can consult a bk teacher/counselor. as for knowing the capabilities of the learners performed by bk/counselor by analyzing the value of report cards the classes vii, viii and ix, the value of the un in junior high, and achievements of non academic. the analysis of the trend of peminatan learners in a choice of peminatan group of subjects, the choice of cross-subject, peminatan and peminatan options for study subjects. when available data such as the detection of potential learners and teacher recommendation bk/junior counselors/mts can also be used as a consideration. 4. step four: adjustment the next step is the adjustment against the peminatan peminatan group of subjects, the cross-subjects, and peminatan deepening the subjects selected and designated learner. when learners are still wavering, hesitation or worry with peminatannya, then it can consult a bk teacher/counselor. if the decision of the selection of peminatan learners right but school/madrasah was or will be followed by the desired option is not available, then the learners in question can be encouraged to take that option in another school. further, if the right decisions and choices and facilities in schools/madrasah is available, but the moral and financial support of a parent does not exist, then it needs to be done with individual counseling with students and discussions with parents of learners to find a solution which is advantageous for learners. if the choice and decision is not appropriate, then the learners in question can change the choice of peminatan group lessons, peminatan cross peminatan subjects and other subjects for study and the necessary adaptations on learners and of related parties. 5. step five: monitoring and follow-up bk teacher/counselors, teachers, subjects and teachers collaborate in homeroom performs monitoring activities the students overall educational program through which depends, in particular with regard to the selection of groups of subjects, peminatan peminatan cross peminatan, and subjects for study subjects. developments and issues in the student education program in school/madrasa anticipated, evaluated and followed up through the ministry of guidance and counseling. iii. conclusions effort choice peminatan groups of subjects, peminatan cross-subjects, and peminatan deepening subjects is an important part of the quality improvement efforts so that graduates have an impact on the preparation of the next generation. peminatan is intended to cater for the interests of students in the framework of the development and success of them optimally, in accordance with the common basic abilities (intelligence), talents, interests and inclinations of each selection of learners, particularly with regard to academic peminatan, commissioner, and further study. to that end, all parties need to find the best way for the attainment of educational objectives by putting the interests of the learners as the most dominant. remember this will be the basis for subsequent career journey of life. in this regard, the role of teachers as counsellor/bk executing main central positions and in carrying out its work should, in cooperation with the leadership of the unit education, teachers of subjects, teachers class, along with the elderly learners. the setting of the option must be followed by the service learning that educate, aksesbilitas an extensive journal of education, teaching and learning volume 1 number 1 march 2016. page 41-44 p-issn: 2477-5924 e-issn: 2477-4878 44 development and differentiate, and preparation of a development environment that supports learning. references [1] winkel.(1991). bimbingan dan konseling di sekolah menengah. jakarta: grasindo. [2] prayitno.(2004). dasar-dasar bimbingan dan konseling. jakarta: rineka cipta [3] abkin.(2007). penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. jakarta: depdiknas [4] dediknas.(2007). penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. jakarta: direktorat jenderal pendidikan tinggi. [5] kemendikbud.(2013). pedoman peminatan peserta didik. jakarta: bp sdm dikbud dan penjaminan mutu pendidikan. [6] kemendikbud.(2014). peraturan mendikbud 111/2014 tentang pedoman bimbingan dan konseling, jakarta: kemendikbud journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-4878 94 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the influence of emotional intelligence and school environment on teacher job satisfaction at smkn (state vocational schools) in sub rayon i at sambas regency auful amsyari1), usman radiana2), aswandi3) 1)universitas tanjungpura, pontianak, indonesia e-mail: auful120283@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: radiana_usman@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: aswandiwk@yahoo.com abstract. job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. the problems in this study are as follows: 1) is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in state vocational schools in sub district i sambas regency? 2) is there any influence of the school environment on the job satisfaction of teachers of state vocational schools in sambas subdistrict i? 3) is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of state vocational schools in sub district i sambas regency? the purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of sub district i sub district of sambas regency. this study uses a quantitative approach. the population in this study amounted to 89 teachers. while the sample used was 73 teachers. data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. the results of the stud y were: 1) the influence of the principal's emotional intelligence (x1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (x2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (x1) and school environment (x2) together on teacher job satisfaction (y) of 0.311 or 31%. the conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers negeri sub rayon i sambas regency. the recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more. keywords: principal emotional intelligence; school environment; teacher job satisfaction i. introduction what is meant by job satisfaction in this study is the individual's feelings and reactions that are raised in the form of a positive attitude towards his work (gibson, 2012; robbin, 2011; kreitner and kinicki, 2014). job satisfaction stems from various aspects or factors that can affect job satisfaction as stated by robbin (2003: 103), that job satisfaction is influenced by several factors, namely mentally challenging work, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 95 equitable rewards, supportive working conditions, and supportive colleagues. mentally challenging work (work that is mentally challenging) is the first factor of job satisfaction where employees or teachers prefer jobs that provide opportunities for them to use all their abilities in completing work freely given. the teacher expects a response from the principal about how well the work is done. work that is not challenging often makes employees bored, on the contrary, if the work is too challenging it tends to be difficult to do and makes employees or teachers frustrated. this work that challenges between the two limits can make the teacher happy and satisfied. the second factor is the equilibrium rewards. the teacher wants the organizational policy in the payment system and fair promotion opportunities as expected. job satisfaction will be created if salary payments are carried out fairly, in accordance with the scope of work, according to the ability of employees or teachers, and in accordance with applicable standards. the third factor is supportive working conditions. the teacher will always pay attention to the work environment to get a sense of comfort. the teacher does not like if the work facilities are unpleasant and dangerous for the safety of his soul. the teacher also wants the atmosphere of the work environment to approach the atmosphere while at home. the fourth factor is supportive colleagues. the teacher carries out his duties not only to work for earning income and physical rewards only but to meet the needs of social interaction. by having a positive co-worker will provide employee job satisfaction and leadership behavior in this case the principal also influences teacher job satisfaction. teacher or employee job satisfaction can be seen from job satisfaction indicators such as smith et al. adopted by indrasari (2017: 47) that job satisfaction indicators include satisfaction with the job itself, satisfaction with rewards, satisfaction with promotion opportunities, satisfaction with supervisor supervision, and satisfaction with colleagues. job satisfaction is a very important support in activities in an organization or school. if teacher or employee job satisfaction is not fulfilled, the goal of an organization or school is difficult to achieve. therefore the headmaster or organization leader must pay attention to the job satisfaction of the teacher, things that do not support comfort in work will make dissatisfaction for the teacher. job dissatisfaction itself means an unpleasant emotional state when employees view their work. job satisfaction reflects a person's feelings about his work. teacher job satisfaction, in this case, is the job satisfaction of teachers who carry out their duties in the smk sub rayon i sambas regency. vocational high school (smk) is a form of formal education unit that organizes vocational education at the secondary education level as a continuation of smp / mts or other equivalent forms or continuation of learning hail which is recognized as equal / equivalent smp / mts (law number 20 year 2003, article 18 paragraph 3). the vocational schools included in the sub rayon i group consist of 6 (six) schools namely; smk negeri 1 sambas, smk negeri 2 sambas, smk negeri 1 teluk keramat, smk negeri 2 teluk keramat, state vocational high school 1 tangaran, state vocational high school 1 paloh, and state vocational high school 1 sajingan besar. the entire school is in sambas regency. based on existing theories, the hope is the intelligence of the principal, and the school environment can influence and improve the job satisfaction of teachers of state vocational schools in sub-district i of sambas regency. however, in reality, based on observations and information obtained from interviews with fellow teachers of state vocational schools in sub-district i of sambas regency, there are still many teachers who still feel dissatisfied with their work. this fact can be seen that there are still some teachers who feel uncomfortable at school and just carry out the task (teaching) after teaching immediately leave school, some teachers form a pro and contra gap towards leaders in schools, the distribution of teacher duties is often felt uneven, the income received is still not sufficient for welfare, the assignment of teachers both in and out is often given only to certain people. on the other hand, the principal stated that there were still teachers who were not disciplined in carrying out their duties, such as being seen often late in class, reluctant to participate in flag ceremony activities, and not attending school service meetings. the principal also revealed that involving many teachers in every school activity did not become more effective, but instead became complicated, even making conflict between teachers. from these phenomena, it can be concluded that teacher dissatisfaction in work occurs because of several factors including emotional intelligence factors that are owned by the principal and the school environment created. both of these factors can certainly have a positive influence on teacher job satisfaction. principals who have good emotional intelligence can contribute to teacher job satisfaction. it is because emotional intelligence builds one's ability to motivate themselves and others, reveals the inner nuances needed to build an organization that is strong and able to compete for the future. it is in line with goleman (2004: 23) stating that under the guidance of emotionally intelligent leaders, people will feel a level of mutual benefit. they share ideas and learn from each other, make joint decisions, and work together. the next factor that causes teacher job satisfaction can be influenced by the school journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 96 environment. school environment has an important role in teacher job satisfaction. the teacher will feel satisfied with his work if the environment in which he works is well created. it is in accordance with the opinion of sergiovanni and starratt (1993: 82) that the school environment is an enduring characteristic that describes the psychological characteristics of a particular school, which distinguishes a school from other schools, influences the behavior of teachers and students and is a psychological feeling. what teachers and students have in certain schools. then, the school environment is the perceived subjective effects of the formal system, the informal style of the principal, and other important factors of the environment on attitude, beliefs, values, and motivated people who work in institutions such as schools. based on the facts and theories that exist, there is interest in examining the influence of the principal's emotional intelligence and school environment on the job satisfaction of teachers in the sub-district i sub-district of sambas. ii. research method the research approach used is a quantitative research approach with reference to associative / relationship research. this study aims to determine the relationship between two or more variables. sugiyono (2003: 12) explains that with quantitative research there will be a theory that can function to explain, predict and control a symptom. this study aims to test the validity of the hypothesis relating to the influence of the principal's emotional intelligence (x1) on teacher performance (y), school environment (x2) on teacher performance (y) and the principal's emotional intelligence (x1) and school environment (x2) collectively affect teacher job satisfaction (y), as illustrated in the chart below fig.1 paradigm of the influence of principals' emotional intelligence (x1) and school environment (x2) on the job satisfaction of teachers (y) of sub district rayon i sambas district (sugiyono, 2016: 46) iii. result and discussion a. result the description of the data presented from the results of this study is to provide a general description of the distribution of data obtained in the field. the data presented in the form of raw data is processed using statistical description techniques. description of the data presented in the form of frequency distribution, total score, average score, standard deviation, mode, median, maximum score and histogram score accompanied by histogram. this description is useful to explain the distribution of data according to frequency, explain the most trends, explain the middle tendency, explain the pattern of distribution (maximum-minimum), and explain the pattern of distribution or homogeneity of the data. this study consisted of two independent variables (x) and one dependent variable (y), namely: data on the principal's emotional intelligence (x1), school environment (x2), and job satisfaction (y). the samples taken in this study were 73 teachers of sambas sub-district i sub-district vocational school. 1. description of data on principal emotional intelligence (x1) data regarding the principal's emotional intelligence variable was obtained by distributing questionnaires to 73 respondents with 35 statement items. the questionnaire to collect the data was arranged in the form of a graphic rating scale with an alternative answer of 4 options, which had a value weight according to those developed by likert. the results of the questionnaire distributed to respondents were analyzed using spss version 22 for windows. the spread of the number of empirical scores is from the lowest score of 120 to the highest score of 135. the average score is 127.30, and the standard deviation is 3.665. after the lowest score is known, the highest score and range can be used to determine the interval with the following formula: based on these intervals, it can be used to create a table of classified frequency distributions according to the questionnaire answer category regarding the principal's emotional intelligence as follows: table i frequency distribution of variable principal emotional intelligence based on the table data above, the spread of the number of scores for the principal's emotional x1 r1 r y r2 x2 journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 97 intelligence variable is 11 respondents or by 15% is very good category, with variations in the number of scores from 132 to 135. as many as 23 respondents or 32% included in the good category, with variation in the number of scores from 128 to 131 then as many as 25 respondents or by 34% including quite good, with variations in the number of scores from 124 to 127, and as many as 14 respondents or by 19% included in the unfavorable category, with a total score of 120 to 123. based on the description of the data obtained, it can be concluded that the highest data distribution of the variable emotional intelligence of the principal is 34%. it shows that the description of the principal's emotional intelligence of the state vocational high school i sub-district of sambas regency can be categorized quite well. this condition shows that in reality the principal has implemented emotional selfawareness and controlled his emotions to make himself aware so that his emotional intelligence functions well and turns it into an energy that can realize the goals of the school he leads. 2. description of school environment variable data (x2) data on school environment variables, obtained by distributing questionnaires to 73 respondents with 35 statement items. the questionnaire to collect the data was arranged in the form of a graphic rating scale with an alternative answer of 4 options, which had a value weight according to those developed by likert. the results of the questionnaire distributed to respondents were analyzed using spss version 22 for windows. the distribution of empirical scores is from the lowest score of 120 to the highest score of 136. the average score is 127.58, and the standard deviation is 3.678. after the lowest score is known, the highest score and range can be used to determine the interval with the following formula: based on these intervals, it can be used to create a classified frequency distribution table according to the questionnaire answer category regarding the school environment as follows: table ii variable frequency distribution of school environment based on the table data above, the distribution of scores for school environment variables is seven respondents, or 10% is a very good category, with variations in the number of scores from 133 to 136. a total of 22 respondents or 30% are in a good category, with variations in number scores from 129 to 132 then as many as 28 respondents or by 38% are quite good, with variations in the number of scores from 125 to 128, and as many as 16 respondents or by 22% included in the unfavorable category, with a total score of 120 to 124. based on the description of the data obtained, it can be concluded that from all the highest school environment variable data distribution is 38%. it shows that the description of the school environment of the sub-district i sub-district of sambas regency can be categorized quite well. 3. data description of variable teacher job satisfaction (y) data regarding variable teacher job satisfaction was obtained by distributing questionnaires to 73 respondents with 35 statement items. the questionnaire to collect the data was arranged in the form of a graphic rating scale with an alternative answer of 4 options, which had a value weight according to those developed by likert. the results of the questionnaire distributed to respondents were analyzed using spss version 22 for windows based on the results of the spss analysis, the distribution of empirical scores is obtained from the lowest score of 119 up to the highest score of 135. the average score is 127.10, and the standard deviation is 3.859. after the lowest score is known, the highest score and range can be used to determine the interval with the following formula: based on these intervals, it can be used to create a table of classified frequency distributions according to the questionnaire answer category regarding teacher job satisfaction as follows: table iii frequency distribution of teacher job satisfaction variables based on the table data above, the spread of the number of scores for teacher job satisfaction variables as many as 11 respondents or by 15% is very good category, with variations in the number of scores journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 98 from 131 to 135. 32 respondents or 44% included in the good category, with variations the number of scores from 127 to 130 then as many as 20 respondents or by 27% is quite good, with variations in the number of scores from 123 to 126, and as many as 10 respondents or by 14% including the unfavorable category, with a total score of 119 to 122 . based on the description of the data obtained, it can be concluded that the highest data distribution of teacher job satisfaction is 44%. it shows that the description of teacher job satisfaction in the state vocational high school i of sambas district can be categorized as good. a. data analysis requirements test 1) data normality test data normality test is used to find out whether it is normally distributed or not. the following is presented the results of the variable normality test using the spss version 22 for windows program in table 4.7. the statistical normality test used in this study is kolmogorov-smirnov because the sample is more than 50. the data can be categorized as normal distribution if the asymp sig value> 0.05. based on statistical analysis of the variable emotional intelligence of principals (sig. = 0.200), school environment (sig. = 0.200) and teacher job satisfaction (sig. = 0.200). the three variables have asymp sig values> 0.05 and can be categorized as normally distributed data. 2) data linearity test linearity test is used to determine the linear relationship between each independent variable with the dependent variable, which is between x1 and y, and x2 with y. this test is used as a requirement in correlation analysis or linear regression. this linearity test uses the help of the spss version 22 for window computer program through the test for linearity at a significant level of 0.05. two variables are said to have a linear relationship if the level of significance (deviation from linearity) is more than 0.05. the results of the linearity test analysis are presented in the following tables 4.8 and 4.9: the deviation from linearity value is 0.532. because of the significance of more than 0.05 (0.532> 0.05), it can be concluded that between the principal's emotional intelligence variables and teacher job satisfaction there is a linear relationship. deviation from linearity value of 0.480. because of the significance of more than 0.05 (0.480> 0.05), it can be concluded that between school environment variables and teacher job satisfaction there is a linear relationship. 1. hypothesis test results hypothesis testing is a step to prove the statement stated in the formulation of the hypothesis. testing the hypothesis in this study using simple and multiple regression analysis. in this study to test the hypothesis used spss version 22 for windows. to test the first and second hypotheses using simple regression analysis and hypotheses are accepted if the significance value is smaller than 0.05 (<0.05) or comparing the value of t score with t table (thitung> t table). to test the third hypothesis using multiple regression analysis. the hypothesis is accepted if the significance value is smaller than 0.05 (<0.05) or comparing the value of fcount with ftable (fcount> ftable). a. effect of principal emotional intelligence (x1) on teacher job satisfaction (y) based on the tests of normality and linearity it is known that the data of the principal's emotional intelligence variable is normal and linear. for this reason, hypothesis testing can be done through simple regression. based on the results of the analysis using spss, it can be seen that there is an influence between the principal's emotional intelligence (x1) on teacher's job satisfaction (y) with a significance value of 0,000 smaller than the probability value of 0.005. or it can also be seen from the tcount value that is 4.025 is greater than t table which is 1.669 (t count 4.025> t table 1.669). thus it can be concluded that the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. to see the amount of influence of the principal's emotional intelligence variable (x1) on teacher job satisfaction (y) can use the data in table 4.11 the r square value is 0.301 or 30%. this value implies that the influence of the principal's emotional intelligence on teacher job satisfaction is 30% while the remaining 70% of teacher job satisfaction variables are influenced by other variables. b. effect of school environment (x2) on teacher job satisfaction (y) furthermore, based on the test for normality and linearity, it is known that the school environment variable data is normal and linear. for this reason, hypothesis testing can be done through simple regression. based on the results of statistical tests using spss version 22 for windows, it can be seen that there is an influence between school environment (x2) on teacher job satisfaction (y) with a significance value of 0,000 smaller than the probability value of 0.005. or it can also be seen from the tcount value of 7.368 is greater than t table, namely 1.669 (tcount 7.368> t table 1.669). thus it can be concluded that the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. based on the results of the analysis of the r square value of 0.06 or 6%. this value implies that the influence of the school environment on teacher job satisfaction is 6% while the remaining 94% variable journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 99 teacher job satisfaction is influenced by other variables. c. effect of principal emotional intelligence (x1) and school environment (x2) equally on teacher job satisfaction (y) in the next stage, based on the test for normality and linearity, it is known that the school environment variable data is normal and linear. to test the third hypothesis, statistical results are used through multiple regression with the help of spss version 22 for windows. based on the results of statistical analysis that the influence of the principal's emotional intelligence (x1) and school environment (x2) together on teacher job satisfaction (y) can be seen from the r square value of 0.311 or 31%. it shows that the percentage of the relationship of independent / independent variables (principal's emotional intelligence and school environment) with the dependent variable (teacher job satisfaction) is 31%. while the remaining 69% is influenced by other factors. thus it can be concluded that there is an influence between the principal's emotional intelligence and school environment with teacher job satisfaction of 31%. to determine the relationship of the independent variable and the dependent variable together, the f test is used. this test is used to determine whether the independent variables together have a significant effect on the dependent variable. in other words, to determine whether the regression model can be used to predict dependent variables or not. significant means that the effect that occurs can apply to the population (can be generalized). the results of the f test can be detailed, as follows: 1. hypothesis ho: the principal's emotional intelligence and school environment do not affect teacher job satisfaction. ha: the principal's emotional intelligence and school environment affect teacher job satisfaction. 2. determination of f count based on the above table of 15,820. 3. determination of f table, using a confidence level of 95% (= 5%) df (number of variables-1) or 3-1 = 2 and df2 (nk-1) or 73-2-1 = 70. the results obtained for f table of 3.980. 4. testing criteria ho is accepted if f counts ≤ f table ho is rejected if f counts> f table 5. hypothesis testing ho: the principal's emotional intelligence and school environment do not affect teacher job satisfaction. ha: the principal's emotional intelligence and school environment affect teacher job satisfaction. based on the results of the calculation of fcount is greater than ftable (fcount> ftable) which is 15.820 then the results are obtained that ha is accepted. it means that the emotional intelligence of the principal and the school environment together influence teacher job satisfaction. so, in this study it can be concluded that the principal's emotional intelligence and school environment together influence the job satisfaction of teachers in the subdistrict i sub-district of sambas. b. discussion a leader or principal who is skilled in social intelligence can establish relationships with others smoothly, be sensitive to reading the reactions and feelings of others, able to lead and organize and be smart in handling problems and disputes. leaders like this are very liked by others because they are emotionally very pleasant and make other people feel at ease. principals who have accurate self-assessment will have high self-awareness both their weaknesses and strengths and show a sense of humor about themselves. principals who have the competence of selfmanagement effectively will display leadership styles that are oriented towards self-control, transparency, adaptability, achievement, and full initiative. having these characteristics will appear to be calm and clearminded under high pressure or during a crisis and situation that tests their endurance. principals who have good self-management competencies are certain that their school performance will be high which encourages them to continue to look for performance improvements with their teachers. they are pragmatic, set measurable but challenging goals, and are able to take into account risks so that their goals are worthy of being achieved. a positive school environment is a norm, hope, and trust from personnel involved in school organizations, which can encourage to act that leads to high student achievement. school leaders provide protection and protection to teaching staff can focus on achieving high performance. the environment of a school is said to be good or bad, related to the leadership of the school principal. strictly speaking, the school displays an open environment, has autonomy, is controlled, family, fatherly or closed is determined from the beginning of the leadership of the principal. when school leadership changes occur, the school environment can change from a creative headmaster to a less creative school principal. conversely, if the previous headmaster is less creative in changing to a creative headmaster, there will be a change in the school environment. the behavior of school personnel changes according to the atmosphere created by new leaders. satisfaction is something that is individual because each will have different levels of satisfaction in accordance with the values that apply to each. the more aspects of work that are in accordance with journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 100 individual desires, the higher the level of satisfaction is felt. job satisfaction is a general attitude towards someone's work that shows the difference between the number of awards received by workers and the amount they believe they should receive. 1. effect of principal emotional intelligence on teacher job satisfaction the purpose of the principal in managing the school is to achieve success in educating students by utilizing all the resources they have so that they can satisfy all parties, including teacher job satisfaction. in this study, it can be concluded that there is a significant effect of the principal's emotional intelligence on teacher job satisfaction, which is 30%. these results indicate that the principal who has good emotional ability or intelligence will provide job satisfaction for the teacher in carrying out his duties. means that the higher the emotional intelligence of the principal, the easier it will be for teachers to feel job satisfaction. likewise, on the contrary, the lower the emotional intelligence, the sense of satisfaction with the results is not easily felt because of the burden in carrying out their duties and work. it is in line with the opinions expressed by nelson and low (2003) cited by owens and valesky (2015: 62) in his book entitled "organizational behavior in education" states that; emotional intelligence (ei) as a process of understanding and expressing emotions in healthy ways, and more important, they are found that ei can be learned. specifically, they indicated ei is: a. a knowing and valuing self; b. building and maintaining a variety of strong, productive and healthy relationships; c. getting along and working well with others in achieving positive results; and d. effectively dealing with the pressures and demands of life and work. furthermore, according to mcshane and von glinov (2010: 108) in wibowo (2016: 132) views job satisfaction as an evaluation of one's work and work context. and it is a judgment of the characteristics of work, work environment, and emotional experience in perceived work. the results of this study are in accordance with the findings of previous studies. ahmad fauzi (2010) concludes that emotional intelligence has a positive effect on teacher job satisfaction. thus, high emotional intelligence can also increase teacher job satisfaction. so that it can be concluded that 30% of the emotional intelligence of headmasters of state vocational schools in sambas sub-rayon i contributes to teacher job satisfaction. 2. influence of school environment on teacher job satisfaction in carrying out their duties, the teacher may be influenced or not influenced by the environment in which he is or is on duty. the results of this study indicate that there is a significant influence on the school environment on teacher job satisfaction by 6%. with a maximum scale of 100%, this means that the school environment created affects the job satisfaction of teachers in the state vocational high school i of sambas sub district can be categorized as very low. it is consistent with the conditions that occur in the field that many teachers feel dissatisfied with their work that is influenced by the school environment. conversely, organizational environment is the most important variable to be considered in influencing teacher job satisfaction. the statement concurred as formulated by sergiovanni and starrat (1993: 82) quoted by hadiyanto (2016: 89) saying that the school environment is an enduring characteristic that describes psychological characteristics of a particular school, which distinguishes a school from another school, influences the behavior of teachers and students and is a psychological feeling that is owned by teachers and students in certain schools. characteristics) which describe psychological characteristics (psychological character) of a particular school, which distinguishes a school from another school, influences the behavior of teachers and learners and is a psychological feeling that teachers and students have in certain schools. in particular, hoy and miskel (2014: 313) stated that the school environment is a broad term that refers to teachers' perceptions of the school's general work environment; formal organization, informal organization, personality of participants, and organizational leadership influence it. in other words, a series of internal characteristics that differentiate one school from another and affect the behavior of members of each school is the organizational environment of the school that is competent. in addition, the school environment is a quality of the school environment that is constantly experienced by teachers, fulfilling their behavior and based on the collective perception of their behavior. 3. effect of principal emotional intelligence and school environment on teacher job satisfaction. based on the results of research that has been done it can be concluded that the emotional intelligence of the principal and the school environment together have a significant effect on teacher job satisfaction by 31% and the rest is influenced by other factors. these results illustrate that teacher job satisfaction is influenced by the emotional intelligence of the principal and the school environment in sambas sub-district i state vocational high school. many other factors can be used as an excuse for teachers to obtain job satisfaction. this is consistent with the opinion of wexley and yulk (2005: 129) in indrasari (2017: 45) stating that based on job characteristics, job satisfaction consists of 7 (seven) dimensions, namely: (a) compensation, (b), supervision, (c) the work itself, (d) relationships with co-workers, (e) working journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 101 conditions, (f) opportunity to obtain status changes, (g) job security. the above opinion is confirmed according to kreitner, and kinicki (2010: 169) mentions five causes of job satisfaction, namely fulfillment of needs, incompatibility, achievement of values, justice, and disposition / genetic components. with the results obtained from this study, it can give the meaning of the teacher will get job satisfaction in carrying out his work supported by the good emotional intelligence of the principal and a good school environment. iv. conclusions and suggestions a. conclusions based on the results of research data collection, data analysis, and testing hypotheses, general conclusions can be drawn. namely the principal's emotional intelligence and school environment there is a significant influence on the teacher's working power of sub-rayon i state vocational schools in sambas regency. while specifically, the following conclusions can be drawn: 1. the emotional intelligence of the principal of sub-district i state vocational school, sambas regency is categorized as good, with a percentage of 32% based on the option criteria of the variable frequency distribution of the principal's emotional intelligence. 2. the school environment of sub rayon i state vocational school, sambas regency is categorized as good, with a percentage of 30% based on the option criteria of the school environment variable frequency distribution. 3. job satisfaction of teachers of sub-district i state vocational high school, sambas regency is categorized as good, with a percentage of 44% based on the option criteria of variable frequency distribution of teacher job satisfaction. 4. the principal's emotional intelligence has a significant effect on the job satisfaction of teachers of the state vocational high school i of sambas regency. 5. the school environment has a significant effect on the job satisfaction of teachers at the subdistrict i sub-district of sambas. 6. the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of teachers in the sub-district i sub-district of sambas. b. suggestions based on the results of the research and the conclusions stated, the following suggestions can be submitted: 1. the principal must have good emotional intelligence because it has a strategic role in the development of schools in accordance with the goals expected by all school residents. 2. the principal can always create a good school environment because it can increase teacher job satisfaction. 3. teachers need to express their sense of how their work can provide satisfaction for themselves and the benefits of the school. 4. for further researchers, research should be conducted on the factors that can influence teacher job satisfaction in a broader and more detailed school, both from the variables studied and from the theoretical framework, to obtain better results in improving the quality of education in indonesia. 5. for education observers, this research can be used as input to provide solutions to problems related to increasing teacher job satisfaction in schools. references depdiknas. 2003. undang-undang ri no.20 tahun 2003.tentang sistem pendidikan nasional. fauzi, ahmad. 2010. pengaruh kepemimpinan, kecerdasan emosional dan motivasi kerja terhadap kepuasan kerja guru di sma (studi kausal di sma negeri kota cirebon jawa barat). jurnal manajemen pendidikan: 277-288. gibson, james l, dkk. 2012. organizations: behavior, structure, processes. new york: the mcgraw-hill companies, inc. goleman, daniel. boyatzis, richard & mckee, annie. 2004. kepemimpinan berdasarkan kecerdasan emosi. jakarta: gramedia pustaka utama. goleman, daniel. 1995. kecerdasan emosional. jakarta: gramedia pustaka utama. hadiyanto. 2016. teori dan pengembangan iklim kelas dan iklim sekolah. jakarta: kencana. hoy, wayne k. & miskel, cecil g. 2014. administrasi pendidikan; teori, riset, dan praktik. yogyakarta: pustaka pelajar. indrasari, m. 2017. kepuasan kerja dan kinerja karyawan tinjauan dari dimensi iklim organisasi, kreativitas individu, dan karakteristik pekerjaan. yogyakarta: indomedia pustaka. kreitner, robert and angelo kinicki. 2014 perilaku organisasi. jakarta: salemba empat. mcshane & glinow, von. 2008. organizational behavior. fourth edition. new york: mcgraw-hill education. owen, r.g. & valesky, t. c. 2015. organizational behavior in education; leadership and school reform. united states of america: pearson education, inc. robbins, stephen p. 2003. organizational behavior. new jersey: pearson education. journal of education, teaching and learning volume 4 number 1 march 2019. page 94-102 p-issn: 2477-5924 e-issn: 2477-8478 102 robbins, s. p. & a. judge, t. 2011. organizational behavior. fourteenth edition. new jersey: pearson education. sergiovanni, t.j., & starratt, r.j. 1993. supervision: human perspectives. mcgrawhill: new york. sugiyono. 2016. metode penelitian administrasi. bandung: alfabeta. wexley, k. n & gary a yukl. 2005. perilaku organisasi dan psikologi personalia. terjemahan. jakarta: rineka cipta. journal of education, teaching and learning volume 3 number 1 march 2018. page 34-36 p-issn: 2477-5924 e-issn: 2477-8478 34 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. social values reflected in "batu dara muning" an oral literature of dayak keninjal tribe martono universitas tanjungpura, pontianak, indonesia e-mail: martono_fkipuntan@yahoo.co.id abstract. oral literature has an important function in life because it can reflect people's lives and instill a sense of love for their own culture. oral literature is a cultural heritage of the region passed down from generation to generation which is narrated from mouth to mouth and has a noble value. the noble value contained in oral literature reflects the local culture of the tribe. certain noble values must be continuously preserved and implemented in the life of society and state. the noble value as a form o f character education, such as social values. therefore, positive social values must be maintained. the social values as many ancestral riches are also found in dayak keninjal oral literature titled batu dara muning. the social value that can be found in oral literature entitled batu dara muning is the value of a mother's love for a child, obedient to parents, forbidden marriage, obedience to customs. to analyze oral literature batu dara muning used approach of sociology of literature. the reason literature is a mirror of the lives of the people who own the story. stories or events expressed in oral literature are sourced from events in society with the narrator's imagination. the character used in oral literature is not the name of the character in his tribe, but the name made by the narrator. keywords: oral literature; social values; sociological approach to literature i. introduction oral literature is a form of a statement of community life in the past that is passed down from generation to generation to the oral supporters. in general oral literature grows and develops in rural communities far from urban. this does not mean, however, that oral literature does not exist in a society that already recognizes writing, but its role is not as great in a society as it has not been or has been familiar with writing (danandjaya, 1991; tololi, 1990). in oral literature, there is a very useful value to the people. there are noble values that can be drawn from oral literature. the noble values conveyed by the narrator consist of conceptions that live in the minds of most citizens, about the things they should consider as valuable in life. therefore, a cultural value system usually serves as the ultimate guide to human behavior. cultural values that exist in society greatly affect one's attitude. therefore, the noble value contained in oral literature must be continuously preserved and implemented in the life of society and state (hutomo, 1991). according to teeuw (1994: 22), there is a direct connection between genius in traditional culture and its strong sense of collectivity, in which members of society together have information relevant to their survival, either as individuals or as a whole. in this kind of society, storytellers have an important role, because in the story that he staged or told stored information and value systems are directly relevant to the community concerned. oral literature dayak keninjal has been studied from its structural aspect (martono, 2010). one of the oral literature is batu dara muning. in the story of batu dara muning there are values that can be taken. they are like social values. social value is the values that exist in society. social value must be obeyed by society. social values become important to know and are implemented by society. these values become the wealth of society. the social values reflected in the oral literature of the dayak tribe of keninjal until now become the foundation when society lives in society. it becomes interesting to know the form of social values reflected in batu dara muning's story. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 34-36 p-issn: 2477-5924 e-issn: 2477-8478 35 to analyze the form of social values reflected in the story of batu dara muning using the approach of sociology of literature. by using this approach is expected to find the form of social values. the approach of literary sociology understands literature as a mirror of its environment (damono, 1984). ii. literature review social values a. compassion compassion is defined by love, affection. in this affection, consciously or unconsciously, each of them is responsible for responsibility, sacrifice, honesty, mutual trust, mutual understanding, mutual openness, so that both are unified and whole (prasetya et al., 1998: 52; widagdho et al. , 1999: 46). loosely, affection can be defined as feelings of affection, feelings of love or feelings of love to someone. the concept of affection by the dayak tribe of keninjal is applied in the family, and in social interaction. the love of a father or mother is not oriented to the sex of the child, son or daughter alike. the affection they embody by educating their children to work hard not spoil the child. boys are required to work in "bebahat" forests, graze sap, search for forest products, hunt, while girls are taught to make webbing such as mats, baskets, temansai. in addition to the love in the family, affection should also be given to fellow human beings. a person's love affects the attitude of always respecting, and helping others. the form of affection in the community by dayak tribe keninjal is helping each other neighbors when setting up homes, throw a party. the affection that sustains the harmonious life is reproduced in the oral literature of dayak keninjal. b. obedient to parents the existence of children in the world because of both parents. tampa they a child will not exist. how great the struggle and sacrifice of our parents during childbirth and educate us. they are willing to sacrifice their lives and property for the sake of their children. they will not willingly sick and starving children. it is a form of the affection of both parents to their children. what is the attitude of a child to both parents? a child is obliged to serve his parents. the dutiful obligation of a child to his two master's men can be seen in the life of the dayak tribe community of keninjal. in his oral literature can also be seen a dutiful form of a child to his parents. c. obedient to customs the custom is a rule that regulates social life in the society. customs is an agreement that must be implemented in community groups. there are rules that must be agreed upon by certain groups of people. tata life is like an ethical, how to mingle in a community group conducted by hereditary .. customs not only regulate human relationships with humans. the custom also governs human relationships with the natural surroundings (koentjaraningrat, 1992; pritchard in ludjit, 1984) in the life of the community dayak tribe, keninjal highly upholds the customs. the customs are used as the basis for the society. if there are people who violate the customs will be punished. customary law is decided by traditional chairman and traditional leader. if it has been decided against the people who violate the custom must obey it. one of the forms of custom is the marriage of blood. in the story of batu dara muning told the marriage of a mother to her son (martono, 2010). iii. methodology this research is included in qualitative research. the data source is batu dara muning's documented story. data collection techniques document studies. to analyze using a literary sociology approach that focuses on literary texts (damono, 1984, junus, 1986). iv. results and discussion social value in batu dara muning's story the social values reflected in the batu dara muning story are the affection of the parents to the child, the child's devotion to the parents, obedience to the customs. the social values will be discussed below. a. parents love to children the love and affection of a mother to her child is undeniable. the love and affection of a mother to her child of all time. mother will be willing to suffer the origin of her children happy. in the life of dayak tribe, keninjal love and affection are very visible. a mother's love and affection to the child can be seen in the following quotation. dara muning’s son was named bujang munang. the child was cared for with affection. the child also thrives, healthy, clever, and deft. bangkang munang is always the smartest and always win when playing with his friends. a mother's love is very important for her children. compassion can be seen from the figure of "dara muning" to his son. the proof of dara muning's affection in the quote is with the word ... loving. he is very fond of bujang munang. even though he was raising his son alone. the compassion given by dara muning resulted in a child who thrived, healthy, and deftly. b. obedient to parents a child must obey both parents. the form of obedience is the love and affection of children to their parents. the affection that parents have given to journal of education, teaching and learning volume 3 number 1 march 2018. page 34-36 p-issn: 2477-5924 e-issn: 2477-8478 36 children will not be able to get avenged. in the story of batu dara muning can be found obedience a child to his parents. check out the following quote. dara muning's body feels pain because it works a lot. dara muning will take his fallen spyglass. suddenly came the sound of his son playing with his friends. tampa moved from his seat, he exclaimed: "munang get the mother's binoculars". bujang munang who was playing because he heard his mother's voice immediately got up and took binoculars that fell under the house... based on the quote proved how obedient bujang munang to his mother. usually, a child will play cool to forget the time and learn. but not for bujang munang. bangkang munang who was cool to play immediately following his mother's orders. he followed his mother's orders to take the falling binoculars. it can be seen from the phrase 'take binoculars'. c. obedience to customs dayak keninjal tribe has customs. customs are ruled that have been agreed upon by the dayak keninjal community. customs are highly respected by the dayak keninjal community. in the story of batu dara muning, there is a value that proves how the people of dayak tribe of keninjal are very obedient to the customs. dara muning's marriage with bujang munang (same-birth mother's marriage). this marriage has violated the customs of dayak keninjal tribe. their marriage is a bloody crime and cursed by the gods. they must separate and pay the custom. this can be seen in the following quotation. they were told to pay a ransom to the gods in order not to be angry. the ransom was to erect a poja, a high platform to offer sacrifices in the form of a variety of foods, animal flesh and so on. the animals were slaughtered with spells and witnessed by specially invited people... bujang munang made a ransom that made the poja... the neighbors and their friends advised that the marriage is canceled, do not continue because of obeying customs. bujang munang compliance is proven by paying custom by making poja. poja is made as a form to atone for the sins they have committed. they also must offer sacrifices in the form of food, meat, and others. unfortunately for bujang munang, perhaps because of lack of caution or the will of the gods, when splitting wood, instantly it is not with his ax swinging ax injured his cock until his cock blood out a lot. v. conclusion oral literature is a cultural heritage of the region passed down from generation to generation which is narrated from mouth to mouth and has a noble value. the noble value contained in oral literature reflects the local culture of a tribe. the story of the area living in the community is spoken because there are noble values that must be maintained and implemented. the regional story entitled dara muning has valuable social values. the social values reflected in the story are very clear. social value is the parental affection to the child, obedience of the child to the parents, and obedient to customs. the form of social values is still maintained in the community of dayak keninjal tribe. references damono, sapardi djoko. 1984. sosiologi sastra. jakarta. pusat pembinaan dan pengembangan bahasa. danandjaya, james. 1991. foklor indonesia. jakarta. pustaka utama grafiti. fowler, james w. tanpa tahun. teori perkembangan kepercayaan. terjemahan agus cremes. 1995. yogyakarta. kanisius. hutomo, suripan sadi. 1991. mutiara yang terlupakan. pengantar studi sastra lisan. jawa timur: hiski. junus, umar. 1986. sosiologi sastra, persoalan, teori dan metode. kualalumpur. dewan bahasa dan pustaka. koentjaraningrat. 1992. beberapa pokok antropologi sosial. jakarta. dian rakyat. martono. 2010. sikap hidup orang dayak keninjal. pontianak: stain press. prasetya, djoko tri. 1998. ilmu budaya dasar. jakarta. rineka cipta. pritchard. e.e. evans. tanpa tahun. teori-teori tentang agama primitif. terjemahan h. a. ludjit. 1984. jakarta. plp2m teeuw, a. 1994. indonesia antara kelisanan dan keberaksaraan. jakarta. dunia pustaka jaya. tololi, nani. 1990. tanggomo, salah satu ragam sastra lisan gorontalo. jakarta. intermasa widagdho, djoko. dkk.1999. ilmu budaya dasar. jakarta: bumi aksara. journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 326 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. implementation of management standards (case study of management standards in accreditation assessment at pkbm sejahtera pontianak east institute) muhammad saleh mahmud1), wahyudi2), muhammad chiar3) 1) universitas tanjungpura, pontianak, indonesia e-mail:saleh.mahmud278@gmail.com 2)universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com 3)universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com abstract. this study aims to reveal information relating to (1) the leadership profile of the head of the management of the community learning center (pkbm) prosperous center; (2) work plan for accreditation management standards in pkbm sejahtera institutions; (3) organizing accreditation management standards in pkbm sejahtera institutions; (4) implementation of management of education units in pkbm sejahtera institutions; (5) supervision of education units in pkbm sejahtera institutions; and (6) reporting of the results of activities at pkbm sejahtera institutions. the approach in this study uses a qualitative approach to the type of case study research. the results obtained from this study are the first chairman of the new prosperous pkbm has a d3 certificate in civil engineering and has 13 types of training/workshop / technical guidance certificates that are relevant to pkbm, and pkbm sejahtera already has a community representative forum. second, pkbm prosperous has clear and realistic vision, mission, and unit objectives, assisted villages / urban village that are in accordance with the vision, mission and objectives, long-term strategic plan (5year work plan), operational plan (annual work plan) clear; plan for the use of funds for a period of 5 years, already carrying out identification of community learning needs (ikbm) before determining the type of service program, already using the ikbm results as the basis for determining the type of service program; has included community members / leaders / rt heads, rw leaders (representing the community) in each service program preparation. third, pkbm sejahtera already has an institution's board posted/posted on the front fence but, the standard size has not been fulfilled all elements/explanations of certain activities in it, and there is no tut wuri handayani symbol and has a network with 4 or more partner institutions in last two years. fourth, pkbm sejahtera already has an activity schedule for each structured activity and unstructured activities, already has a list of participants in each study group (groups of students) for each type of service program, and already has a continuous service program so that there is no free time in each year. fifth, pkbm sejahtera has carried out monitoring and evaluation of service programs that are held regularly, has carried out monitoring and evaluation of learning by periodic managers and pkbm prosper does not make monitoring and evaluation reports. sixth, pkbm prosperous has made a report on the results of each activity's complete activities, making a complete financial report after each activity, making a report on the results of its activities and finances supplemented by four documents of financial transactions consisting of bank accounts, cash books, diaries, documents financial transactions. as well as prosperous pkbm has submitted periodic reports of activity and financial results to the pontianak city education office, ditjen paud and dikmas as well as agencies that provide assistance. keywords: implementation; management standards; accreditation assessment i. introduction the main tasks and functions of ban paud and pnf are to carry out program and unit accreditation in paud and pnf education. accreditation is an assessment of the feasibility of paud and pnf units and programs based on predetermined criteria. to assess the feasibility, an accreditation instrument is prepared which refers to the national education standards (snp) as stipulated by government regulation number 32 of 2013 concerning amendments to the government regulation of the republic of indonesia number 19 of 2005, which "includes 8 (eight) standards, namely http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 327 1) standard graduate competencies, 2) content standards, 3) process standards, 4) standards of educators and education personnel, 5) facilities and infrastructure standards, 6) management standards, 7) financing standards and 8) educational assessment standards ". of the 8 (eight) national education standards that are the focus of the attention of researchers is the management standard because management standards are the standard with the most major status in pkbm accreditation instruments. major is a criterion that must be fulfilled because it significantly influences the achievement of 8 (eight) national education standards. the researchers' considerations determine the focus of this research are: a. management standards are the most major standards for accreditation instruments; b. management standards involve a lot of human resources in non-formal education institutions (chair of pkbm managers, educators/tutors, education staff (secretary-treasurer and staff), community representatives forum, pkbm communication forum, etc.); c. the progress of the withdrawal of a pkbm institution is largely determined by management standards, because in the management standard there are variables consisting of leadership, planning, organizing, implementing, monitoring and reporting; d. still, lack interest in students. e. by the research profession, namely, as pkbm program assessors and members of ban paud and pnf in west kalimantan province researching accreditation is more specifically on accreditation management standards. management standards are criteria regarding the planning, implementation, and supervision of educator activities at the education unit level to achieve efficiency and effectiveness in the delivery of education. management is part of 8 (eight) national education standards (snp) which are used to assess the feasibility of a program in an education unit based on predetermined criteria called accreditation in formal and non-formal institutions as stipulated in the government regulation of the republic of indonesia number 19 of 2005 concerning standards national education. the management standard is "national education standards relating to the planning, implementation, and supervision of educational activities at the level of education, district/city, province, or national level to achieve efficiency and effectiveness in the delivery of education." in the national education system law number 20 of 2003 clearly in: “article 26 paragraph (1) non-formal education is held for citizens who need education services and function as substitutes, additions, and/or complementary formal education in order to support lifelong education; paragraph (2) non-formal education functions to develop the potential of students with an emphasis on mastering functional knowledge and skills and developing professional attitudes and personalities. non-formal education is a path of education outside formal education that can be implemented in a structured and tiered". national non-formal education accreditation board (ban pnf) based on the government regulation of the republic of indonesia, number 13 of 2015 concerning the second amendment to the government regulation of the republic of indonesia number 19 of 2005 concerning national education standards, turned into the national accreditation board for early childhood education and non-formal education, which subsequently called ban paud and pnf are independent evaluation bodies that determine program and/or unit feasibility by referring to the national education standards. pkbm sejahtera is a pnf institution established by the community of parit mayor village, east pontianak subdistrict, by the deed of establishment of the legal entity of the social foundations act number 83, dated september 1, 1998. since its establishment in 2000 it has a program: a / b equality package / c /, early childhood education (paud), kindergarten, basic literacy education, independent literacy education, reading gardens, life skills, and assistance villages/groups. pkbm sejahtera pontianak timur became the research locus, because: a. one of the non-formal education institutions that has been established for a long time, since its establishment until now, has never been stopped (on / off); b. this institution is believed to be the sole implementer of the literacy village program in west kalimantan starting in april 2017; c. this institution organizes education and training on life skills/life skills both in its environment and in the wider community, even from pkbm in west kalimantan; d. this institution is located on the outskirts of pontianak (part mayor village, east pontianak subdistrict), so it can accommodate students from outside the city (especially from kubu raya district); e. the head of the institution (chairman) pkbm sejahtera is not a civil servant, but is often involved / involved in government activities, especially in the field of education (paudni / pnf / pls / dikmas), both at the central, provincial and city levels of pontianak and often journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 328 involved in management of social organizations / institutions in the community; f. researchers have conducted accreditation visitation at this institution in 2008-2009; g. this institution is often visited and sampled by the monitoring team from the center. h. in 2018 pkbm sejahtera tutors are assigned as compilers of usbn questions in 2018. pkbm sejahtera pontianak timur has carried out unit and program accreditation by ban paud, and pnf in 2015 and 2016 programs that are accredited are paud program (play and kindergarten groups) and equality programs (package b, and package c). if the consideration of the determination of locus and focus of the study above is considered, the programs and units of pkbm sejahtera pontianak timur that have been accredited will get an a grade or a minimum of b grade, but in reality after being accredited by ban paud and pnf assessors in 2015 and years 2016, the paud (playgroup) program has just received an accreditation of c grade, the tk program has accredited b value. the package c program gets the c and accreditation value of package b. it receives accreditation from c. on that basis, researchers are very interested in knowing the implementation process of accreditation management standards in pkbm east pontianak prosperous institution. ii. research method this research is qualitative research because researchers try to express and understand the facts or images by the reality in the field without intervening in the conditions that occur. the approach in this study uses a qualitative approach. qualitative research examines the perspective of participants with multi-strategies. qualitative research is used because the focus of the research attention is the place of research is very familiar to researchers. with the above approach, this research will also try to understand the meaning of the subject in a natural setting. in attracting this meaning, researchers enter the research setting and act as the main instrument. this study uses a type of case study research which is a study conducted on a "unified system." this unity can be a program of activities, events or groups of individuals related to a particular place, time or bond. following the line of thought of meredith gall, joyce & borg (2003: 439) the purpose of case studies, generally in three ways: "to produce detailed descriptions of a phenomenon, to develop possible explanations of it, or to evaluate the phenomenon." basuki wibawa's view (2014: 4.31) that case studies are an important ethnographic type; a case may be one individual, several individuals separately or in groups, programs, events, or activities (for example, a teacher, several teachers, or the implementation of a program). in the case study, several data collection techniques are used such as interviews, observation and documentary studies, but are focused on getting unity and conclusions. because in this study the researchers did was describe, describe the conditions of the variables or real conditions. based on the place, this research includes field research, namely research that is directly carried out in pkbm sejahtera institutions or on respondents to make observations about a phenomenon in a natural state. iii. result and discussion a. result from the results of interviews, observations and examinations of the documentation that we carried out during the study, we obtained six main findings, namely: first findings, leadership profile of chairperson of east pontianak pkbm sejahtera manager: (1) academic credibility of a leader / chairman of pkbm manager should have an s1 diploma , while the diploma held by the head of east pontianak pkbm sejahtera has a d3 certificate in civil engineering, (2) the chairman of the pkbm manager is managed by a person who has 4 or more certificates of training/workshops/technical guidance relevant to pkbm, while the chairman of pkbm sejahtera has as much 13 kinds/types of training/workshop/technical guidance certificates, (3) pkbm has a community representative forum which is a determinant. the second finding relates to the work plan, (1) pkbm unit has a clear and realistic vision, mission and goals, pkbm prosperous has a clear and realistic vision, mission and goals, (2) pkbm units have assisted villages/urban village that are very suitable with unit vision, mission, and goals. pkbm sejahtera already has a guided village / urban village, (3) pkbm unit has a clear strategic plan (5-year work plan). pkbm prosperous has a long-term strategic plan (5-year work plan). (4) pkbm units have clear operational plans (annual work plans). prosperous pkbm already has an operational plan (annual work plan), (5) pkbm units have a plan to use funds for five years. pkbm prosperous already has a plan to use funds, (6) pkbm units should carry out the identification of community learning needs (ikbm). pkbm prosperous has done ikbm before determining the type of service program, (7) pkbm unit uses the ikbm results as a basis for determining the type of service program, pkbm prosperous has used the results of identification of community learning needs, (8) pkbm unit includes community members in each program preparation in pkbm, pkbm is prosperous in the preparation of a service program organized involving the rt head, rw leader who represents the community. third finding, blessing with organizing, (1) pkbm unit has an institution nameplate that is journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 329 installed in a place that is easily read by the public. pkbm sejahtera already has the name of an institution that is permanently installed in a place that is easy to read by the public, only the standard size has not been met and not all elements/explanations of certain activities in it and there is no tut wuri handayani symbol, (2) pkbm unit has an organizational structure chart. pkbm sejahtera already has an organizational structure, (3) pkbm units have a network of partnerships with 4 or more partner institutions in the past two years. prosperous pkbm who collaborates with partners. the fourth finding, relating to the implementation of the management of education units, (1) pkbm units have activity schedules for each structured activity and unstructured activities. prosperous pkbm already has an activity schedule for each structured activity and unstructured activities, (2) pkbm units have a list of participants in each study group (group of students) in each type of service program. pkbm prosperous already has a list of participants in each study group (group of students), (3) pkbm units have a continuous service program so that there is no empty time in each year. pkbm prosperously organizes two main types of programs and supporting programs on an ongoing basis. fifth finding. in connection with the supervision of education units: (1) pkbm units carry out internal monitoring and evaluation (monev) by the manager for the programs submitted in half semester. pkbm sejahtera has carried out internal monitoring and evaluation (monev) of service programs that are held regularly, (2) pkbm units make internal monev reports by managers for the programs submitted in each semester. prosperous pkbm does not make monitoring and evaluation reports (monev), (3) pkbm unit conducts periodic monitoring and evaluation of learning by managers. prosperous pkbm has carried out periodic monev learning by managers. the sixth finding, relating to the reporting of the results of the activity: (1) the pkbm unit makes a complete report on the results of each activity. pkbm prosperous unit has made a complete report on the results of each activity. periodic finances. pkbm prosperous has made periodic financial activity report results, (4) pkbm unit submits its activity and financial report to all parties concerned. prosperous pkbm has already submitted an activity and financial report to (a) pontianak city education office, (b) dikmas directorate and (c) assistance agencies. b. discussion the following is a review and discussion of the six formulations of research findings themes, namely (1) leadership profile of pkbm management chair, (2) accreditation management standard work plan for pkbm institutions, (3) organizing accreditation management standards in pkbm institutions, (4) implementation management of education units in pkbm institutions, (5) supervision of education units in pkbm institutions, (6) reporting the results of activities in pkbm institutions, we will present the following: 1. the leadership profile of the chairman of the pkbm manager. a. academic qualification of the manager. pkbm units are managed by leaders who have adequate academic qualifications. in the book of standards and procedures for the implementation of pkbm published by the directorate of community management directorate general of pnfi in 2012, no mention of qualifications for pkbm leadership diplomas, but within the scope of national education standards (8 standards) in standard 6 is management standards, on management standards 6.1.1. the manager's academic qualification states that "pkbm unit is managed by someone who has a minimum s1 degree. b. management competency. pkbm units are managed by leaders who have the adequate competence, or someone has 4 or more training/workshop / technical guidance certificates that are relevant to pkbm. a person who will lead a pkbm institution must have management and several skills related to pkbm management. c. community representative forum. pkbm unit has a community representative forum which is a determinant of policy direction. according to minister of national education regulation no.49 of 2007 concerning the role of communities and partnerships: 1) non-formal education units include nonformal education unit citizens and people concerned about non-formal education in managing education. 2) the participation of residents of non-formal education units and communities concerned with non-formal education is aimed at certain activities that are determined. 3) each non-formal education unit establishes partnerships with other relevant institutions, both government and private institutions. 4) the non-formal education unit partnership system is established by written agreement. pkbm sejahtera already has a community representative forum to supervise and protect institutional implementation. community representative forum is a group of people or community members around pkbm who are chosen by the community who have journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 330 responsibility for planning, establishing, organizing, and developing pkbm programs. d. determination of leadership the pkbm unit has a leader chosen by the forum for representatives of the local community through open deliberation. 2. work plan a. vision ownership non-formal education units formulate and define the vision and develop it. pkbm unit has a vision that contains four elements as follows: (1) future reach, (2) service quality, (3) student competency, (4) service area. by minister of national education regulation number 49 of 2007, that the vision of a non-formal education unit: 1) it is used as an aspiration together with all interested parties in the future; 2) able to provide inspiration, motivation, and strength to citizens of non-formal education units and all interested parties; 3) formulated based on input from members of non-formal education units and interested parties, in line with the vision of national education; 4) decided by managers and non-formal education providers by taking into account input from various parties; 5) socialized to all interested parties; 6) periodically reviewed and reformulated by the development of the community. b. ownership of mission non-formal education units formulate and establish missions and develop them. pkbm unit has a clear and realistic mission formula. the mission of non-formal education units: 1) provide direction in realizing the vision of the non-formal education unit by the objectives of national education; 2) is an activity that will be carried out within a certain period; 3) become the basis for determining the main targets, programs, and activities of nonformal education units; 4) emphasizing the quality of service of students and the quality of graduates expected by non-formal education units; 5) contains general and specific statements relating to non-formal education unit programs; 6) provide flexibility and space for developing activities in the implementation of nonformal education units; 7) decided by managers and non-formal education providers by paying attention to input from various parties; 8) socialized to all interested parties; 9) periodically reviewed and reformulated by the development of science and technology and community needs. mission formulation which contains five aspects as follows: (1) development of institutions, (2) addition of service programs, (3) improving service quality, (4) improving the quality of human resources, (5) improving human resource welfare. c. ownership of goals non-formal education units formulate and set goals and develop them. a clear and realistic goal formulation is compatible with all aspects, as follows: (1) institutions, (2) service quality, (3) infrastructure, (4) student competencies, and (5) service areas. the objectives of non-formal education units are: 1) describe the achievement of the level of quality that should be achieved in a learning program; 2) referring to the vision, mission, and goals of national education and relevant to the needs of community empowerment; 3) decided by managers and non-formal education providers by paying attention to input from various parties; 4) socialized to all interested parties. d. determination of assisted villages/urban village every pkbm has a community that is the goal or target of its development. this community can be limited to a particular geographical area or community with certain social and economic conditions and conditions, for it is limited at the village or urban village level. therefore the pkbm unit has a guided village / urban village that is by the unit's vision, mission, and objectives. pkbm sejahtera already has an assisted village / urban village, namely tanjung hulu village, the plan for determining the assisted villages / urban village is: there is a manager, there is a building, the availability of tutors. the implementation of the target villages / urban village has been running for four years, the east pontianak pearl landfill. evaluation of the determination of the assisted villages / urban village in pkbm sejahtera is evaluation: number of students, number of tutors (with evaluation standards). e. five-year work plan pkbm unit has a clear strategic plan (5-year work plan). pkbm sejahtera already has a strategic plan (5-year work plan) for a longterm plan, a five-year work plan in pkbm sejahtera is carried out by managers and meeting tutors to make plans. those who carry out the work plan are all pkbm sejahtera managers and tutors. evaluation of the five-year work plan in journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 331 pkbm sejahtera is carried out at the end of each year, evaluating the implementation of the planning results discussed in the form of discussion. f. annual work plan pkbm units have clear operational plans (annual plans). pkbm sejahtera already has an operational plan (annual work plan) in the form of sop (implementation operational standards), the one who prepares the operational plan is the pkbm manager based on technical guidelines from the directorate of dikmas. g. plan for the use of funds. pkbm unit has a plan to use funds for five years. pkbm sejahtera already has a plan to develop funds to support its programs, plan the use of funds in pkbm sejahtera with the establishment of a fish cultivation business group. the implementation of the plan for the use of funds in pkbm sejahtera, by making cages, conducting cultivation, marketing/selling in plamboyan market and evaluating the planned use of funds in pkbm sejahtera carried out at the time of harvest (profit or loss) of fish production. h. identification of community learning needs (ikbm) pkbm unit identifies community learning needs (ikbm). pkbm sejahtera has conducted ikbm before determining the type of service program, by collecting data from the urban village and picking up directly to the parents of the learning participants. ikbm’s plan in pkbm sejahtera is to coordinate with the urban village to get data on non-school children and socialization by placing banners on pkbm. while the implementation of ikbm in pkbm sejahtera is collecting data from the urban village and meeting the people who are recorded as not attending school. evaluation of ikbm on prosperous pkbm using observation, target data evaluation (data is reached or not). i. utilization of ikbm results pkbm units use the ikbm results as the basis for determining the type of service program. the ikbm results used as the basis for determining the type of service program held in pkbm sejahtera are: those who do not graduate from elementary school mean sitting in package a, who do not graduate from junior high school means sitting in package b and those who do not graduate from high school mean sitting in package c. the plan for the utilization of ikbm results in pkbm sejahtera is the plan of ikbm results to be channeled from the program according to the needs of the community. the utilization of the ikbm results in pkbm sejahtera is (1) the implementation of data collection by managers and (2) recruitment of learning citizens. evaluation of the utilization of ikbm results on pkbm sejahtera is (1) evaluation of the target (whether the data is fulfilled), and (2) whether the cause is not met. j. community involvement. pkbm units include community members/leaders in each program preparation in pkbm. pkbm sejahtera in preparing a service program that was held involving the head of rt, rw leader (representing the community) in the form of input in education/program services in pkbm sejahtera. planning community involvement in pkbm sejahtera is sometimes invited to meetings and programs delivered at the meeting socialization in the village. the implementation of public order is (1) there are several rts that deliver their citizens to join the program, (2) in the form of reports of people who need pkbm services. evaluation of community involvement depends on how community participation is done through each rt. 3. organizing a. institution nameplate ownership pkbm unit has a nameplate that is permanently installed in a place that is easy to read publicly which contains all elements/explanations of certain activities in it. pkbm sejahtera already has an institution nameplate, the one that makes/installs is pkbm manager. planning the making of the name board of pkbm sejahtera institution, with (1) design by pkbm standards, (2) message nameplate by the provisions. the implementation of the nameplate of pkbm sejahtera institutions: (1) after the institution's nameplate was created and installed in pkbm sejahtera page, (2) the nameplate was installed on the fence wall in front of pkbm sejahtera institution. the evaluation of the making of the pkbm sejahtera institution's signboard: (1) after being installed can be seen easily for everyone to read, (2) the standard nameplate and font size are by pkbm management standards. b. ownership of organizational structure pkbm unit has an organizational structure chart consisting of (1) daily management, (2) productive business units, (3) partner institutions, (4) field coordinators, (5) learning residents. pkbm sejahtera institution already has an organizational structure that shows the involvement of community members/figures made by pkbm sejahtera managers. journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 332 planning the making of the organizational structure in pkbm sejahtera institution is planning begins with a meeting between pkbm sejahtera managers to create an organizational structure. the implementation of the organization in the pkbm sejahtera institution, starting with the making of the design, preparation and installation/attachment on the wall and then re-examined the writing is appropriate or not. c. partnership cooperation pkbm unit has cooperation with partners in the last two years. pkbm sejahtera who cooperates with partners, with (1) education office of pontianak city, (2) agriculture and fisheries service of pontianak city, planning cooperation with pkbm sejahtera by coordinating programs and identifying program needs in pkbm sejahtera. the implementation of partnership cooperation in pkbm sejahtera is (1) recruiting participants / learning citizens, (2) approaching the people who need services, (3) implementing partnership cooperation activities as needed. evaluation of cooperation predictions in pkbm sejahtera is (1) timely activities, (2) evaluation of students/learning citizens, (3) evaluation of absorption capacity of the given program (output). 4. implementation of management of education units according to minister of education regulation no. 49 of 2007 on the implementation of nonformal education unit activities: a. non-formal education unit activities: 1) implemented based on the annual work plan; 2) implemented by the person in charge of activities based on the availability of resources. b. the implementation of non-formal education unit activities based on plans that have been established, evaluated, and developed according to needs. c. managers of non-formal education units account for the implementation of management to interested parties. 1) ownership of activity schedules for each activity pkbm units have activity schedules for each structured activity and unstructured activities. pkbm sejahtera already has an activity schedule for each structured activity and unstructured activities prepared by managers, tutors, and instructors. planning the preparation of activity schedules for each activity is: inviting managers, tutors, and instructors to the meeting to arrange activity schedules for each activity in pkbm sejahtera. the implementation of the activity schedule for each activity is (1) inviting the managers, tutors and instructors to the meeting to arrange the activity schedule, (2) holding a meeting of the preparation of activity schedules for each activity in pkbm, (3) involving all elements in the preparation of each activity schedule activities in pkbm sejahtera. 2) ownership of the list of participants in each study group pkbm units have a list of participants in each study group (groups of students) in each type of service program. pkbm sejahtera already has a list of participants in each study group (group of students) in each type of service program that is made by the manager/typist. the registration part of the participants is the tutor while the training is an instructor. planning to create a list of participants in each study group by (1) data collection of students, (2) preparation of socialization. learning groups. the implementation of making a list of students in each study group in each service group is as follows: (1) designating data collection officers, (2) conducting activity socialization, (3) making flat students in each study group. evaluation of making a list of participants in each study group is to find out whether the participants recruited need program services implemented. 3) continuity of activities pkbm units have a continuous service program so that there is no empty time in each year. pkbm sejahtera organizes two main types of programs and supporting programs on an ongoing basis, namely: the main programs are (1) early childhood education, (tk and kb), (2) package b equality and c package equality. supporting programs namely (1) community reading parks (tbm), (2) life skills (fish ponds). managers and tutors support the implementation of the main programs and supporting programs in pkbm sejahtera. 5. supervision of education units a. monitoring program. minister of national education regulation no. 49 of 2007 concerning standards for management of education by non-formal education units states that: 1) non-formal education units compile monitoring programs on management and programs that are carried out objectively, responsibly and sustainably. journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 333 2) the preparation of a monitoring program for non-formal education units is based on snp. 3) monitoring program pkbm units have a continuous service program so that there is no empty time in each year. pkbm sejahtera organizes two main types of programs and supporting programs on an ongoing basis, namely: the main programs are (1) early childhood education, (tk and kb), (2) package b equality and c package equality. supporting programs namely (1) community reading parks (tbm), (2) life skills (fish ponds). managers and tutors support the implementation of the main programs and supporting programs in pkbm sejahtera. b. monitoring and evaluation report (monev) pkbm unit makes a monitoring and evaluation report. internal by the manager for the program submitted in each semester. pkbm sejahtera unit does not make internal reports for programs that are carried out as observations, which are carried out by the manager every six months. because there is no internal monitoring and evaluation report, there is no planning, implementation, and evaluation of the making of the monitoring and evaluation report in pkbm sejahtera. c. technical implementation of monitoring and evaluation pkbm units carry out periodic monev of learning by managers. prosperous pkbm unit conducts a learning monev by periodic managers of the following three techniques: (1) class visits, (2) interviews with educators (tutors), (3) interviews with students. 6. reporting on the results of activities a. report on the results of activities pkbm unit makes a report on the results of each activity after complete activities. pkbm sejahtera unit reports the results of activities after each activity, which is made by the activity manager. planning for the preparation of the activity report after each activity is: (1) referring to the technical activities, (2) preparing report completeness materials. the preparation of the report on the results of the activities completed by the activities is: (1) conducting the initial meeting (2) preparing the administration and completeness of the report (3) preparing the report. evaluation of the making of the activity report after each activity, by: (1) seeing the completeness of the required documents, (2) supporting administrative data. b. financial reports pkbm unit makes financial statements after each activity. pkbm sejahtera makes a financial report after the completion of activities made by the manager/finance. planning financial statements after each activity is completed: (1) collecting all necessary data, (2) collecting supporting evidence, (3) preparing the submission of reports. the implementation of the financial statements for each completion of activities is: (1) meeting managers, (2) preparing reports, (3) submitting reports to aid fund suppliers. evaluation of the making of the financial statements after each activity is completed: (1) the target allocated is right on target, (2) the time of implementation. c. completeness of financial statements pkbm unit has prepared its activity and financial report which is completed with four documents as follows: (1) bank account, (2) cash book, (3) daily notes, (4) financial transaction documents. pkbm sejahtera has activity and financial results reports that are equipped with: bank accounts, cash books, diaries and financial transaction documents. planning for preparing financial statements in pkbm sejahtera is: meeting pkbm managers, preparing report material. the preparation of financial statements in pkbm sejahtera is to prepare reports, correct/complete the attached documents, send financial statements. evaluation of financial statements pkbm sejahtera is correcting the completeness of documents (complete or not), whether effective and efficient use. d. the party gave the report pkbm unit submits periodic reports of activity and financial results to (1) kota pontianak education office, (2) ditjen paud and dikmas, (3) institutions that assist. iv. conclusions and suggestions a. conclusions based on the findings and discussion in the previous chapter, it can be concluded that the accreditation management standards in pkbm sejahtera pontianak east institutions are as follows: 1. the leadership profile of the chairman of the pkbm prosperous manager: a. pkbm is managed by a leader who has adequate academic qualifications of at least s1; the new pkbm prosperous head has a diploma in civil engineering. b. pkbm sejahtera leaders already have 13 types of training/workshop / journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 334 technical guidance certificates that are relevant to pkbm. c. pkbm sejahtera already has a community representative forum which is a determinant to oversee and protect institutional implementation. d. pkbm sejahtera already has a leader; only the management chair is not chosen by the local community representative forum. 2. work plan a. prosperous pkbm has a clear and realistic vision, mission, and unit objectives. b. prosperous pkbm already has a built village / urban village that is by the vision, mission, and goals. c. pkbm prosperous has a long-term strategic plan (5-year work plan). d. prosperous pkbm already has a clear operational plan (annual work plan). e. prosperous pkbm already has a plan to use funds for five years. f. prosperous pkbm has carried out the identification of community learning needs (ikbm) before determining the type of service program. g. pkbm prosperous has used the identification of community needs (ikbm) as the basis for determining the type of service program. h. pkbm prosperous has included community members/leaders / rt heads, rw leaders (representing the community) in each service program preparation. 3. organizing a. prosperous pkbm already has an institution name board attached/attached in the front fence, only the standard size has not been fulfilled all elements/explanations of certain activities in it, and there is no tut wuri handayani symbol. b. pkbm already has a network of partners with 4 or more partner institutions in the last two years. 4. implementation of education unit management a. prosperous pkbm already has an activity schedule for each structured activity and unstructured activities. b. prosperous pkbm units already have a list of participants in each study group (group of student groups) for each type of service program. c. pkbm sejahtera already has a continuous service program, so there is no free time in each year. 5. supervision of education units a. prosperous pkbm has carried out monitoring and evaluation of service programs that are organized regularly. b. prosperous pkbm does not make monitoring and evaluation reports. c. prosperous pkbm has carried out periodic monitoring and evaluation of learning by managers. 6. reporting on activity results a. prosperous pkbm has made a report on the results of each activity after complete activities. b. prosperous pkbm has made a complete financial report after each activity. c. pkbm sejahtera has made its activity and financial report which is equipped with four financial transaction documents, as follows: (1) bank account, (2) cash book, (3) daily record, (4) financial transaction document. d. prosperous pkbm has periodically submitted activity and financial results reports to (1) the city of pontianak education office, (2) ditjen paud and dikmas, (3) agencies that assist. b. suggestions to increase the accreditation value from c to b or a in the future, we will submit some suggestions to the chairman of pkbm sejahtera manager for improvement of accreditation management standards in pkbm sejahtera as follows: 1. leadership profile of pkbm manager: a. the head of the east pontianak pkbm prosperous manager is advised to attend an education equalization to the s1 level. b. community representative forums which are the determinants to supervise and protect the organization of institutions, reshape/re-elect the head of the pkbm prosperous management. 2. work plan a. the vision, mission, and objectives of the existing units to be improved again. b. the existing target villages / urban village are to be developed again. c. the strategic plan (work plan five years) of the existing long-term plan to be improved again. d. pkbm is prosperous to further enhance the participation of members/leaders of the surrounding community in every service program preparation. 3. organizing a. the nameplate of the existing prosperous pkbm institution that is installed/pasted in the front fence, to be full in size. and equipped with all the elements/explanations journal of education, teaching and learning volume 3 number 2 september 2018. page 326-335 p-issn: 2477-5924 e-issn: 2477-8478 335 of certain activities in it and given the tut wuri handayani symbol. b. pkbm is prosperous to enhance the network of cooperation with partner institutions further. 4. implementation of education unit management a. pkbm is prosperous to improve the continuous service program further so that there is no empty time each year. 5. supervision of education units a. prosperous pkbm enhances monitoring and evaluation (more) of service programs that are organized regularly; b. prosperous pkbm immediately makes monitoring and evaluation (monev) report; c. prosperous pkbm improves the implementation of monitoring and evaluation (monev) learning by the investigator manager. 6. reporting on activity results a. prosperous pkbm further enhances the making of activity reports every complete activity. b. pkbm is prosperous to improve the making of financial statements after each activity. prosperous pkbm makes its activity, and financial results report completed with four financial transaction documents, as follows: (1) bank accounts, (2) cash books, (3) daily records, (4) financial transaction documents. references ban paud dan pnf. 2015. kebijakan akreditasi pendidikan paud dan pnf. jakarta. ban paud dan pnf. 2014. instrumen akreditasi pusat kegiatan belajar (pkbm), inst pkbm-2014. departemen pendidikan nasional. 2003. undangundang nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta: depdiknas. gall meredith, joyce, walter borg. 2003. educational research – an introduction. boston: pearson education. peraturan menteri pendidikan nasional republik indonesia nomor 49 tahun 2007 tentang standar pengelolaan pendidikan oleh satuan pendidikan nonformal. peraturan pemerintah republik indonesia nomor 19 tahun 2005 tentang standar nasional. peraturan pemerintah republik indonesia no. 32 tahun 2013 tentang perubahan peraturan pemerintah no. 19 tahun 2005 tentang standar nasional pendidikan. peraturan pemerintah republik indonesia nomor 13 tahun 2015 tentang standar nasional pendidikan. wibawa, b. 2014. metode penelitian pendidikan. jakarta: universitas terbuka. journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 72 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. influence of parents attention, emotional intelligence and learning motivation to learning outcomes wahyuni ambarwati sma n 4 sampit, indonesia e-mail: wahyuniambarwati10@gmail.com abstract. in general this research is intended to build knowledge about the extent to which the attention of parents, emotional intelligence, motivation to learn effect student learning outcomes. therefore, the authors make the title of research is "the effect of parents attention, emotional intelligence and learning motivation of learning outcomes learners educate high school 4 sampit at 2016/2017. the purpose of this study is to determine the effect of parents' attention, emotional intelligence and motivation to learn the outcomes of learners in sma negeri 4 sampit at 2016/2017. the method used in this research is multiple linear regression analysis with 76 samples. the results showed that the attention of parents, emotional intelligence, and motivation to learn partially and simultaneously have a positive and significant impact on learning outcomes of learners. keywords: parents attention, emotional intelligence, learning motivation, learning outcomes i. introduction national education goals ri law no. 20 year 2003 article 3 aims to develop the potential of students to become human the faithful and devoted to god the one, the noble, healthy, knowledgeable, skilled, creative, independent and become a citizen which is democratic and responsible. implementation of education in indonesia according to law number 20 year 2003 article 1 paragraph (2) mentioned that a national education is education based on pancasila and the 1945 constitution, which is rooted in religious values indonesia national culture and responsive to the changing demands of the times` in order to achieve the purpose of education is necessary for the learning process, both studying in school, in the community and learning at home (family), because learning is an activity that proceeds, of course there are gradual changes. organizing learning is one of the main tasks parents other than teachers, where learning be interpreted as an activity shown to provide learning to learners. to provide learning to learners, one the way that parents can take is by seeking his / her child can improve good learning outcomes. the success of learners not separated from several factors, which affects, among others because of teacher factors as well as the learner factor. teachers are learning managers or so-called learners. with his position, the teacher has a vital role in fluency ongoing learning process of learners in school. in addition to teachers, factors learners are also very influential, because learners are the subject of learning. to know the progress to where the learning outcomes, which been achieved by learners, then the evaluation should be done so it can be known high-low learning outcomes of learners. results of field surveys related to learners' learning outcomes shows that there is a decrease; many things cause their learning results have decreased, even learners often engaging in fights with other learners. all these things closely related to learning outcomes they, therefore, need attention the more that the parent gives. the form of attention of parents to learners seen when the school ask for the arrival of parents, which related to learners in school. usually when the parents of the students asked to come to school though through invitations and so forth. this lack of parental attention is what can be affecting learners' interest in learning. this kind of attention is what one needs learners related to their interest in learning in school. in addition, many students who experience decline emotions that cause learners to withdraw from their environment, anxiety and problems in the form of parental concern. learners are unable to focus or sit calm like http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 73 daydreaming, acting without thinking, acting too tense to concentrate, unable to make up the mind so quiet, so that ultimately affects their learning outcomes. based on the results of interviews with teachers guidance and counseling sma negeri 4 sampit purwandari, s.pd information about learners' motivation that selfassessment by learners can be seen from their initial intentions as a learner related to their purpose of going to school, whether have high or low learning motivation. it turns out that the average learner has low motivation in learning, they learn only limited to come to school and less attention from his parents. facts above explained that the importance of a parent's attention to the child, emotional intelligence and learning motivation in the learning process and learning outcomes of learners. from the background, the above issues can be described formulation of the problem as follows: a. is there any significant influence of parental attention to the learners' learning outcomes sma negeri 4 sampit lesson year 2016/2017? b. is there a significant effect of emotional intelligence on learning outcomes of learners sma negeri 4 sampit lesson year 2016/2017? c. is there a significant influence of learning motivation on learners' learning outcomes sma negeri 4 sampit lesson year 2016/2017? d. is there a significant influence of parental attention, emotional intelligence, and motivation of learning together towards the learning outcomes of learners sma negeri 4 sampit lesson year 2016/2017? in accordance with background problems and problem formulation which mentioned above then the author's purpose in doing research is to influence: a. parents 'attention to learners' learning outcomes sma negeri 4 sampit lesson year 2016/2017. b. emotional intelligence to learners' learning outcomes sma negeri 4 sampit lesson year 2016/2017. c. motivation to learn to learners' learning outcomes sma negeri 4 sampit lesson year 2016/2017. d. parental concern, emotional intelligence, and motivation to learn sma negeri 4 sampit lesson year 2016/2017. ii. literature review mawarsih et.al (2013) examines the "influence of parents' attention and learning motivation learning against student achievement high school students jumapolo ", which aims to determine the influence of parental attention and motivation to learn to student achievement of state senior high school jumapolo. this research uses quantitative descriptive method with population all students of sma negeri jumapolo. the sampling technique used is proportionate stratified random sampling. the results show that there is influence of attention parents and motivation to learn on the achievement of high school students jumapolo. pamungkas et.al (2014) examines the "influence of emotional intelligence on mathematics learning outcomes in v grade students of sd prembun sub-district", which aims to determine the effect of emotional intelligence on mathematics learning outcomes in grade v sd students in prembun sub-district of the academic year 2013 / 2014. this type of research is quantitative using expost facto method. samples taken from the existing population, ie 15% of the total number of students four sd. sampling done by random cluster sam-pling technique (area sampling). data analysis in this research is regression analysis. the results showed that there was an effect of emotional intelligence on the learning outcomes of mathematics in grade v sd students in prembun district academic year 2013/2014. human resource management is one of the most important factors in a company or agency besides other factors of capital (hariandja, 2002). therefore, human resources must be managed well to improve the effectiveness and efficiency of the organization, as one of the functions in the company known as human resources management (sundiman, 2017). school-based management (mbs) comes from three words: management, based, and school. management is the process of using resources effectively to achieve goals. based having basic word base which means basic or principle. the definition of human resource management above relates to development and maintenance to enhance ethical and social productivity (wijayanti dan sundiman, 2017). so management for learners is also in line with the tesebut. thus, the school should pay attention to school activities related to the management of learners in order to produce learners that are efficient and have the behavior or social attitudes, spiritual learners are good, so that in accordance with the purpose of education itself. see this from the scope of student's management. according to sudjana in sujarwo and delnitawati (2013), the learning outcomes are the abilities students possess after receiving their learning experience. according to siti (2013), the factors that influence learning outcomes classified into two parts: internal factors, such as influenced by: a. biological factors (physical)physical state that needs to be considered, first the physical condition is normal or has no defect since in the womb until the birth. this normal physical condition must primarily include the state of the brain, the five senses and limbs. second, physical health condition, healthy and fresh physical condition greatly affect the success of learning. in maintaining physical health, there are several things to note include eating and drinking regular exercise and getting enough sleep. b. psychological factors, psychological factors that affect the success of this study include everything that related to a person's mental. a mental condition that can support success is a stable and stable mental state (sundiman and idrus, 2015; sundiman et al., 2016). these psychological factors include the following: intelligence or the level of intelligence in a person, willingness can be said to be the main factor determining the success of one's learning, this talent is not determining the journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 74 ability or not someone in a field, but more determine the low ability of a person in a field. external factors, family environmental factors, factors of this house or family environment is the first and main environment also in determining the success of one is learning. the atmosphere of the home environment is quite calm; the attention of parents to the development of learning and education of their children will affect the success of learning. school environmental factors, school environment is needed to determine the success of student learning in schools include teaching methods, curriculum, teacher relationships with students, student relationships with students, lessons, time at school, discipline or discipline consistently enforced and consistent. affects among others: teaching methods, curriculum, teacher and student relationships, school discipline, lessons and school time, standard lessons, building conditions, learning methods and home tasks. environmental factors society, a student should be able to choose an environment that can support the success of learning. society is an internal factor that also affects student learning because of its existence in society. the environments that can support the learning achievements include non-formal education institutions such as foreign language courses, test guidance, adolescent recitation and others. the concern of parents is the role of parents in carrying out their duties as responsible people and give attention through the energy, thoughts and feelings towards children ranging from guiding, attention to the growth and development of children up to education. aspects of parental concern according to dakir in siti (2009) as follows: first, physical, parents' concerns can manifest in the fulfillment of material needs of providing a place of learning, giving learning tools, giving a gift while achieving, maintaining the child's body health, giving money for learning purposes. second, psychic, parental concerns that are psychic that is directing to choose friends hanging out, control the tv spectacle, control reading and control children activities. according to goleman in hamzah (2006: 71) emotional intelligence is the ability to recognize themselves, understand themselves, and effectively apply the power and emotional sensitivity as a source of information, connections and human influence. goleman in hamzah (2006) describes aspects of emotional intelligence as follows: self awareness recognizing the emotions of the self is knowing what is felt and using it for decision making: realistic, confident, and confident in the abilities. 2. managing emotions or selfcontrol, managing emotions means dealing with feelings revealed precisely. emotions are said to be successfully managed if able to entertain themselves when overwritten sadness, can release anxiety, moodiness or irritation and rise again quickly. 3. motivating self (motivating own self), motivating yourself is having a strong passion and moving it and guiding itself toward goals, initiative in action, and not easily despair. 4. recognizing the emotions of others (emphaty), empathy or recognizing the emotions of others built on self-awareness. goleman states that "failure to record the feelings of others is a major deficiency in emotional intelligence, and the saddest defects as a human being, and every relationship is the root of caring comes from the emotional adjustment of the ability to empathize. 5. building relationships with others, art in fostering relationships with other people is a social skill to support the success in association with others. without this skill one will have difficulty in social intercourse. motivation to learn is a form of encouragement to learn that arises by the existence of a good thing from an individual self or from the environment. gottried in sudjana (2006) also suggests that high learning motivation consists of several aspects, namely: the pleasure of enjoyment to learn is to pay attention and interest to the activities and to be happy while doing schoolwork. orientation to the mastery of the material, an ability obtained by students by mastering the materials presented in the school. the desire to know, the desire of students who motivate individuals to seek new things and look for it further. resilience in doing the task, the student focuses entirely on completing the task and does not give up easily or despair. high involvement in the task, students are diligent in doing the task, concentrating on the task and taking the time to learn. orientation to challenging, difficult and new tasks, thermocultured students to complete difficult or new tasks rather than easy or routine tasks. iii. methodology this research was conducted on 12 march to 01 may 2017 lesson year 2016/2017 in sma negeri 4 sampit jl. general sudirman km 5.5 sampit.the population in this study are all students of sma negeri 4 sampit which can be seen in the following table: table i population research source: tu staff of sma negeri 4 sampit, 2017 the sampling technique used to determine the sample in this study is proportionate stratified random sampling. according to arikunto in son (2011) the sample is part of a population that is considered to be representative of that population, to determine the size of the sample if the subject less than 100 is better taken all so that his research population studies. however, if the larger subject can be taken between 10-15% or 20-25%. journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 75 based on the theories presented above, the writer can determine the sample in this study for 25% of the number of learners, which can be explained in the following table: table ii determination of research sample based on the above table it concluded that the number of samples proportionally based on the grade with the number of samples obtained from the number of each class. the number of samples in this study as a whole is as many as 76 people learners. the way of sampling the author makes a small paper roll whose contents are sequential numbers of learners based on absences, then taken random samples with the amount corresponding to each sample of the class. primary data collection done by using questionnaire instrument using likert scale. respondents asked to respond as well as to provide a statement that expressed in the answer to the questionnaire. to test the validity of the writer using produck moment correlation with the help of spss for window version 20 program, the writer compare between rhitung with rtabel. if rhitung ≥ rtabel then the statement is valid. nature performs alpha calculations, used computer programming tool that is spss for windows version 20 using alpha model, an instrument is said to be reliable if cronbach alpha value is greater than 0.6. transform interval data aims to meet some of the requirements of the analysis. the transformation technique used in this research is a simple transformation technique using msi (method of successive interval). msi (method of successive interval) is a successive interval method is the process of converting ordinal data into interval data (sarwono, 2015). to determine the result of ordinal data transformation into author interval using microsoft excel help. this research uses multiple linier regression analysis technique (multiple regression). data analysis in this study calculated by using spss for window version 20. regression equation in this research is to know how big influence independent variable or free that is parents attention (x1), emotional intelligence (x2) and learning motivation (x3) on learning outcomes (y). the mathematical formulas of multiple regression used in this study are: y = a + b1x1 + b2 x2 + b3x3 + e information: y = learning outcomes a = constanta b1 = regression coefficient between parents 'attention and learners' learning outcomes b2 = regression coefficient between emotional intelligence and learning outcomes of learners b3 = regression coefficient between learning motivation and learning outcomes of learners x1 = attention parent variable x2 = emotional intelligence variables x3 = variable motivation learning e = error disturbances t decision making (partial test): accept h0 if tcount <ttabel ie there is no influence between each variable x to variable y, and reject h0 if tcount ≥ ttable ie there is influence between each variable x to variable y. decision making test f: accept h0 if fhitung <ftabel means that independent variables do not have a mutual influence on the dependent variable. reject h0 if fcount ≥ ftable means independent variables have a mutual influence on the dependent variable. furthermore to know how big influence between independent variable to dependent variable used coefficient of determination (r2). the coefficient of determination is between zero and one. a small r 2 value means the ability of the independent variables to explain the dependent variation is very limited. prior to data analysis, normality tests are required. normality test performed by using kolmogorov-smirnov with the help of spss for window version 20 program, with decision-making criteria for data normality test is (priyatno, 2008): a. the significance level of kolmogorov-smirnov sig> 0,05 test shows normal distributed data b. the significance level of kolmogorov-smirnov sig <0,05 test shows the data is not normally distributed the multicollinearity test used to determine whether there is a classical multicollinearity assumption deviation, ie a linear relationship between the variables indevenden in the regression model (priyatno, 2008). in this research, the technique to detect the presence or absence of multicollinearity in the regression model is to look at the value of variance inflation factor (vif). according santoso in priyatno (2008) in general if the vif is greater than 5, then the variable has multicollinearity issues with other independent variables. the heteroscedasticity test by detecting it is to see whether there is a certain pattern on the scatterplot chart between sresid and zpred, where the y-axis is y predicted, and the x-axis is the standardized residual (y prediction -y). while the basic decision-making for heteroskedastisitas test is (sarjono and julianita, 2011): a. if there is a certain pattern, such as the existing point form a certain pattern regular (wavy, fused and then narrowed), then indicate there has been heteroscedasticity. journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 76 b. if there is no clear pattern, and the points spread out above and below the number 0 on the y axis, there is no heteroscedasticity. a good regression model is a regression independent of autocorrelation the autocorrelation test performed using the durbin-watson (d-w) test, with a 5% confidence level. according to sarjono and julianita (2011) the decision of whether or not there is autocorrelation: if the dw value is between du to 4 du, the correlation coefficient equals zero. this means there is no autocorrelation. iv. results and discussion from the test results of the validity of the parents' attention variable, emotional intelligence and learning motivation using pearson's product moment correlation with value (df = n-2) df = 30-2 = 28 at the 5% significance level (rtabel = 0.361) obtained the following results : table iii test results validity of parents concern (x1) source: spss 20 result for windows, 2017 from the table above be seen that all items statement for parents' attention variable r-value count greater than the r table it concluded that all items statements are valid. table iv validity test results of variables of emotional intelligence (x2) source: spss 20 result for windows, 2017 from the table above be seen that all items statement for emotional intelligence variable r-value count greater than in r table it be concluded that all items statements are valid. table v test results validity of learning motivation variables (x3) source: spss 20 result for windows, 2017 from the table above can be seen that all items statement for emotional intelligence variable r value count greater than in r table it can be concluded that all items statements are valid. the results of reliability test questionnaire showed that the instrument used is reliable. it is shown from the value of cronbach's alpha is greater than the critical number that has been set at 0.6. reliability test results described in the following table: table vi reliability test results from the table above perceived that all items of parents’ attention variable, emotional intelligence and learning motivation in research reliability. to know the responses of respondents based on the results of questionnaires obtained from 76 students in sma negeri 4 sampit. the result of the questionnaire was calculated and the result of frequency of each answer grouped according to the variables and based on 21 answers items of parents’ attention variable (x1), emotional intelligence (x2) and learning motivation (x3) and description of learning outcomes of learners can be seen in the table below: table vii description of learning outcomes from table vii can be seen that the value of learning outcomes of learners included in the criteria for less than 2 students or by 2.62%, the criteria of enough value there are 14 students or by 18.42%. the criteria of good value there are 43 students or equal to 56.58% and the criteria of value that gets very good there are 17 students or 22.37% of the highest value of 76 students who are samples of research. learning outcomes that be achieved by learners is because the environment is supportive, both family and school environments that provide and teach methods of learning that can improve studentlearning outcomes. both of these environments are synergistic to improve learning outcomes of learners in learning. overall learning outcomes of learners is good. it said to be good because after the calculated average value of the students' score sma negeri 4 sampit obtained from the documentation data or the value of report cards semester of 79.29%. so the value is included in the category is very satisfactory. journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 77 table viii description of answers to the variables of parents attention (x1) from table viii above regarding respondents' answers to the statement of the parents’ concern variable seen that the average respondents answered strongly disagree and do not agree. the percentage of 19.74% of the answers show that students still need attention for parents because the value of the percentage is large, on items x1.3 and x1.5 items where parents should reward prizes as they perform and pay more attention to the administration of the school. for the average respondents who answered agree and strongly agree with the percentage of 80.26%, in this case the attention of parents is very important and influential in developing and supporting the ability of learners to achieve good results or learning outcomes in school learning. table ix description of answers to the variables of emotional intelligence (x2) from table ix above can be seen that the average respondent's answer to emotional intelligence variables is to agree and strongly agree, this is because emotional intelligence variables have an important role to understand, recognize the feelings of others and able to guide the mind and actions. from the table also be seen that the answers strongly disagree and disagree need attention concerning items x2.2 and item x2.5 where learners should be able to relieve the perceived anxiety and social attitudes among friends in school to increase emotional intelligence. table x description answers variable motivation learning (x3) based on table x above can be seen that the average respondent answered agree and strongly agree on the questions that exist in the questionnaire variable motivation learners learners. of 76 respondents, 48.31% of respondents answered agree and 28.57% of respondents answered strongly agree. because the motivation that exists in a learner is very important, because the motivation in learning shows the ability of a learner to encourage himself to learn this means that the average learner is motivated in learning. however, the choice of answers disagree and strongly disagree shows a large percentage of 23.12%. the items are very prominent item x3.2 and x3.7 where there is a need for encouragement for learners in order to learn more enterprising, especially with regard to tasks or homework as well as learners should be serious in learning and in accordance with the capabilities, it has. the prerequisite test of the analysis in this study used the normality test with kolmogorov-smirnov, which aims to determine whether the samples examined are normally distributed or not. table xi normality test results from table xi can be seen that the significance value of parents' attention variable (x1), emotional intelligence (x2) and learning motivation (x3) is greater than 0.05. based on the normality test results it can be concluded that the data of parents' attention variable, emotional intelligence and learning motivation normal distribution. based on the correlation matrix calculation using spss version 20 software can be seen the existence of multicollinearity relationship between independent variables through variance inflation variable (vif) which can be seen in table xii below. table xii multicollinearity test results the test results showed the absence of symptoms of multicollinearity in accordance with the value of each independent variable vif that shows a value smaller than 5, so that the model does not occur multicollinearity. detection of heteroscedasticity in this study using scatter plot method by plotting the value of zpred (prediction value) with sresid (residual value). good models obtained if there are no particular patterns on the graph, such as collecting in the middle, narrow and then widen or otherwise widen and then narrow. test results in figure 1 below: journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 78 fig. 1 heteroscedasticity test results viewed from figure 1 there is no particular pattern on the graph, such as gathered in the middle, narrowed then widened or otherwise widened then narrowed. thus, the study data did not experience symptoms of heteroscedasticity.the results of the autocorrelation test seen in the following table xiii: table xiii autocorrelation test results value dl = 1.5470 du = 1,7104 dw = 1.8844 du = 4 1,7104 = 2,28964 dl = 4 1.5470 = 2.4530 table xiii results show that durbin watson is between du-4 du, that is 1.7104 <1.884 <2.2896. therefore, it be concluded that there is no autocorrelation. the statistical calculation in multiple regression analysis used in this research is using statistical software that is spss for windows version 20. the result of multiple linear regression analysis seen in table xiv below: table xiv results of multiple linear regression analysis from table xiv above, also be seen the equation of doubled linear regression is as follows: y = a + b1x1 + b2x2 + b3x3 + e y = 66.975 + 0, 213 x1 + 0, 166 x2 + 0, 156 x3 + e information: y = learning outcomes x1 = parent's attention x2 = emotional intelligence x3 = motivation learning the value of the regression coefficient of each of the above variables shows the magnitude of the influence of independent variables on the dependent variable. the greater the value of the independent variable coefficient (x), the greater the effect on the dependent variable (y). so that can know the influence of free variable (x) to dependent variable (y), that is for parent attention variable (x1) equal to 0,213, emotional intelligence (x2) equal to 0,166 and learning motivation (x3) equal to 0,156. from the equation above shows that the value of the regression has a positive value, which means if there is a concern given the parents of learners, the environment of learners support the development of emotional intelligence and learners are able to motivate themselves to learn to improve their learning outcomes. to see the effect of parents 'attention variable, emotional intelligence and learning motivation to learners' learning outcomes be seen from the test described in the following test results: test results with spss obtained for the parents attention variable (x1) obtained t value = 2.509 with a significance level of 0.014. the value of t arithmetic compared with the value of t table by using the 0.05 significance limit. t value table = 1.665. thus t count> t table is 2.509> 1.665, then ho is rejected and ha accepted, which means that the parental attention variable (x1) partially effect on learning outcomes (y). test results with spss obtained for emotional intelligence variable (x2) obtained t value = 2,309 with a significance level of 0.024. the value of t arithmetic compared with the value of t table by using the 0.05 significance limit. t value table = 1.665. thus t count> t table that is 2.309> 1.665, then ho is rejected and ha accepted, which means that the emotional intelligence variable (x2) partially effect on learning outcomes. test results with spss obtained for learning motivation variable (x3) obtained t value = 2.462 with a significance level of 0.016. the value of t arithmetic compared with the value of t table by using the 0.05 significance limit. t value table = 1.665. thus t count> t table that is 2.462> 1.665, then ho is rejected and ha accepted, which means that the variable of learning motivation (x3) partially influence on learning outcomes. with the decision making criteria: accept h0 if fhitung <ftabel means that the independent variable does not have a mutual influence on the dependent variable. reject h0 if fcount ≥ ftable means independent variables have a mutual influence on the dependent variable. the results of simultaneous test seen in table xv as follows: table xv test result f (simultaneous test) from table xv we get the fcount of 8,828 with significance 0.000. while the value of ftable at the level of trust (α = 0.05) then obtained value ftable = 2.73. thus fcount> ftable, ie 8.828> 2.73. therefore, h0 rejected and ha accepted, which means that together from the attention of parents (x1), emotional intelligence (x2) and learning motivation (x3) have an effect on student learning outcomes in sma negeri 4 sampit lesson year 2016 / 2017. the journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 79 magnitude of the influence of parents' attention variable (x1), emotional intelligence (x2) and learning motivation (x3) on learning outcomes to student achievement variables seen in table xvi as follows: table xvi coefficient of determination (r 2 ) based on the results from table xvi above it can be seen that r square has a value of 0.269 means that the parents' attention variable (x1), emotional intelligence (x2) and learning motivation (x3) give effect on learning result variable of learners equal to 26,9% and the remaining 73.1% influence other factors that have not been revealed in this study. variable attention of parents (x1) on learning outcomes (y) from the calculation of regression test shows that there is influence of parent attention to student learning outcomes sma negeri 4 sampit lesson year 2016/2017. this means that by increasing the attention of parents to learners will be able to improve learning outcomes of learners. therefore there is or no attention of parents to their children it will affect the results of learning. in everyday life we often encounter various attitudes of parents to their children, if we review more deeply, among the many attitudes displayed by parents to their children there is a parent's attitude support or encourage children to excel. the results of this study are also in line with research conducted by mawarsih et.al (2013) which states that the influence of parents' attention on learning outcomes of learners. the role and relationship of parents with children determine the outcomes of learning. therefore, communication and attention of parents with children is a very important role in fostering the relationship of both, it can be seen with real, for example: guiding, helping to direct, love, advise, criticize, command, pay attention and others. essentially, the concern of parents is a form of parental responsibility to a child whether it is about its development until it gives about what a child needs and needs as well as education for him. because parents 'attention affects students' learning outcomes, therefore parents should raise their attention, devote to learners with a note to, really pay attention to how learners learn and learn the learning outcomes of the learners. in addition, parents also direct, and control the behavior of learners through an advice, discussion and so forth. variable emotional intelligence (x2) on learning outcomes (y) from the calculation of regression test shows that there is influence of emotional intelligence on learning outcomes of students sma negeri 4 sampit year 2016/2017 lesson. this means that by increasing the attention of parents to learners will be able to improve learning outcomes of learners. the results of this study also supported research conducted by pamungkas et.al (2014) which states that there is an effect of emotional intelligence on learning outcomes of learners. therefore, a learner should be able to assess the ability that is in him in order to be encouraged in him to learn optimally. emotional basic skills be had suddenly, but it takes a process in learning them and the environment that shapes emotional intelligence is of great influence. the positive will be obtained when the child is taught basic skills of emotional intelligence, emotionally will be more intelligent, understanding, easy to accept feelings and more experience in solving problems themselves, so that when teenagers will be more successful in school and in contact with colleagues, peers. learning outcomes only depend on the learners themselves but the support of their parents, the people around can also increase the desire to learn and improve learning outcomes, therefore the people who are environment learners should also provide support and attention to learners so that their learning results increase. for people who are also in the environment of learners such as school environment can also affect high low emotional intelligence of learners, therefore the people who are in the environment learners should create a conducive atmosphere and give attention in order to improve emotional intelligence the learner itself. learning motivation variable (x3) on learning outcomes (y) from the calculation of regression test shows that there is influence of learning motivation to learners' achievement of sma negeri 4 sampit year of study 2016/2017. this means that by increasing the motivation either from the learners themselves or the form of motivation from the outside of the learners will be able to improve learning outcomes. in addition, within the framework of formal education, learning motivation becomes one of the factors leading to the success of an educational program. the results of this study also supported research conducted by wahyudi (2015) which states that there is influence of learning motivation to learners learning outcomes. therefore, learners need motivation for the spirit of learning both the motivation of the family environment and school environment and peers. the results can be explained that the motivation to learn to show a positive effect on student learning outcomes. student learning activities every day is very necessary to learn motivation in achieving good learning outcomes. with the motivation, learners will have a high learning spirit and able to create a conducive and interactive atmosphere in the learning process. thus, motivation can also serve as stimulants in learning, because the motivation that encourages and moves learners to learn to obtain good learning outcomes. therefore, the cooperation between all parties, both in the school environment and the family environment to provide support and encouragement to be able to move learners to study harder, besides learners also expected not be involved in family problems that can interfere with his journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 80 mind, thus losing spirit and motivation to learn. because the obligation of the learners is learning and learning, so the importance of learning motivation for learners. managerial implications (managerial impact) managerial implications or the involvement of several components in improving learners’ learning outcomes is the school environment and family environment, as for the following managerial implications: a. school is able to carry out the learning, coaching and guidance in an effective, efficient manner so that each learner develops optimally in accordance with both owned in the academic and non-academic, so that the output is always in empowering in the community, by applying participative management by involving all the citizens of the school b. form of attention of parents whom given to the child in the form of fulfillment of physical and psychological needs. parents should appreciate the abilities that children have so they feel valued. growing mindset and spirit of excellence intensively to the children so that the future can be empowered in society. v. conclusion a. conclusion in this chapter contains conclusions and suggestions based on test results and discussion of research results. the conclusion that the general formula of the research results is the basis for the next assessment in the form of suggestions in order to improve learning outcomes of learners. the conclusions in this study are as follows: 1. partially, parents' attention variable, emotional intelligence and learning motivation have an effect on student learning outcomes of sma negeri 4 sampit of lesson 2016/2017. with the t value of each variable of parental (2.509), emotional intelligence (2.309) and motivation to learn (2,462) is greater than t table (1.665) with a significance level of less than 0.05. 2. together variables attention of parents, emotional intelligence and motivation to learn affect the results learners sma negeri 4 sampit year 2016/2017 lesson. with f value (8,828) bigger than f table (2.73) with significant value 0.000. b. suggestion based on the conclusions obtained in this study, the suggested suggestions on the results of this study are as follows: 1. parents should increase its attention, regarding the activities of learners and know the learning outcomes. when they excel in school should parents give the award of the prize to students as well as the need for concern about the administration of the school or the students’ obligation, other than that people always control patterns of child behavior through discussion, advice and so forth. 2. for people who are in the environment of the learners should create a conducive environment and also give attention and various images of experience so that learners are able to assess the capabilities that exist within himself included can eliminate the perceived anxiety and social attitudes among friends at school so can improve emotional intelligence. 3. it needs cooperation between all parties both existing in the school environment and family environment to provide support and encouragement in order to be able to move learners to study even harder especially related to the task or homework to be completed on time and in accordance with the capabilities, it has. 4. effect of other factors that led to the study of students, which has not been disclosed in this study include geographic factors or the location of the school sman 4 which is located alongside the city, almost every day there are learners who arrive late for reasons transfortasi. this needs to be a concern for parents who send their children in sma negeri 4 sampit 5. based on descriptive analysis relationship between variables known that two variables have a moderate relationship with learning outcomes are the variable attention of people and emotional intelligence, for the variable of learning motivation has a low relationship with learning outcomes. although it has shown a good relationship but still need an increase of each variable for better learning outcomes learners. references hariandja, marihot tua efendi (2002). manajemen sumber daya manusia (pengadaan, pengembangan, pengkompensasian, dan peningkatan produktivitas pegawai). grasindo : jakarta hamzah. (2006:71-74). orientasi baru dalam psikologi pembelajaran. jakarta: pt bumi aksara. mawarsih siska eko, susilaningsih & hamidi nurhasan (2013). pengaruh perhatian orang tua dan motivasi belajar terhadap prestasi belajar siswa sma negeri jumapolo. jurnal : universitas sebelas maret yogyakarta pamungkas riheni, suhartono2, kartika chrysti,s3 (2014) pengaruh kecerdasan emosional terhadap hasil belajar matematika pada siswa kelas v sd sekecamatan prembun. jurnal: universitas sebelas maret yogyakarta priyatno, dwi (2008). mandiri belajar spss (statisticaal product and service solution) untuk analisis data dan uji statistik. mediakom : yogyakarta sarjono dan julianita (2011) spss vs lisrel. sebuah aplikasi untuk riset. bandung: salemba empat sarwono, jhonatan (2015) transformasi data nominal ke interval siti nurhasanah (2013) prestasi belajar di tinjau dari aspek pemanfaatan sarana belajar (studi korelasi di smp negeri 3 babelan). siti, nur’azizah (2009). hubungan antara perhatian orangtua dengan prestasi belajar pendidikan agama islam siswa kelas viii smp 2 temon kulon progo. skripsi. universitas islam negeri sunan kalijaga yogyakarta journal of education, teaching and learning volume 3 number 1 march 2018. page 72-81 p-issn: 2477-5924 e-issn: 2477-8478 81 sudjana, nana. (2006). aspek-aspek motivasi belajar. diakses januari, 01, 2017 dari https://cia2pa05.wordpress.com/category/tugasstatis tika1/ sundiman, d., & idrus, m. (2015). confucianism ethic, guanxi, and acculturation role on the knowledge transfer process of chinese descendant in indonesia. international journal of knowledge management studies, 6(3), 261. https//doi.org/10.1504/ijkms.2015.072712 sundiman, d. (2017). human resource management in the enhancement processes of knowledge management. binus business review, 8(3), 167-173. sundiman, d., & putra, s. s. and mursidi, a. (2016). knowledge management role on creating service excellence case study on building materials supermarket in the city of sampit indonesia. in proceedings of the the 11th international knowledge management in organizations conference on the changing face of knowledge management impacting society (p. 531–536). new york, ny, usa acm. wijayanti, d. p., & sundiman, d. (2017). pengaruh knowledge management terhadap kinerja karyawan studi empiris pada pt. sms kabupaten kotawaringin timur [the influence of knowledge management toward employee performance an empirical study at pt. sms kotawaringin timur district]. derema (development research of management) jurnal manajemen, 12(1), 69–85. journal of education, teaching and learning volume 1 number 2 september 2016. page 61-65 p-issn: 2477-5924 e-issn: 2477-4878 61 the development of biology practicum learning based on vee diagram for reducing student cognitive load anna fitri hindriana1) 1)universitas kuningan, kuningan, indonesia e-mail :anna_fitri22@yahoo.com abstract. practicum is a process to gain meaningful knowledge through hands on and minds on activity, thusplan is needed in practicum to connect the conceptual side and methodological side. vee diagram-based biology practicum learning was arranged to lower cognitive load of student in designing experiment so the practicum activity become meaningful because the students can see the interesting side in both conceptual side and methodological side. the design that being used in this study was educational study and development. based on the result of this study, it can be informed that there is lowering of student cognitive load, both in extraneous load and germane load, in designing experiment based on vee diagram keywords: practicum, vee diagram, cognitive load. i. introduction theoretically, practicum is conducted to develop student’s potential in comprehending cognitive skill, psychomotor skill and affective skill, but in the practice, practicum experience in most schools cannot provide any meaningful experience for the student, that is because the practicums that commonly done are more into clarifying the concept learned by student. the statement is supported by supriatno (2013) who stated that the practicum activity generally done deductively with expository model, commonly known as verification or confirmatory. furthermore, supriatno explained that procedure aspect, generally are guided like activity in cookbook, there is almost no space for student to design or manipulate the variables. based on result of the field study conducted by biology education post-graduate students at universitaskuningan (kuningan university), it is found that the practice of practicum in schools is only done to complete the theoretic learning in classroom activity, without following the suggestion of curriculum, this means the concept that being developed is not aiming to get essential comprehending of the lesson. this case is proven because no one has ever analyzed the syllabi in designing practicum activity, resulted that most practicums do not match the competence stated in curriculum. almost all the teachers have not developed student worksheet that corresponding with the concept, they commonly use worksheet that was provided in text books. ii. theory the heuristic vee learning can be used to help student in doing practicum, especially in designing experiment. the components of vee diagram help student in constructing and comprehending knowledge so that they understand what is they learn and what it is about after conducting practicum (alvarez &risko, 2007)thosecomponents, based on novak and gowin (1985) are divided into two. conceptual side and methodological side. conceptual side includes concepts, principles, theory, and philosophy. meanwhile methodological side includes record, transformation, interpretation, and knowledge claim. cognitive load is defined as the mental load in doing certain task which effects on cognitive processing system. the mental load from the task and the mental effort that are needed to measure task is important dimension of cognitive load, that can be used to measure cognitive load (pass & van merrie̋nboer, 1993 ; van gog & pass, 2008). total cognitive load from working memory consist of three catagories; intrinsic, germane and extraneous (sweller, 2005; swelleret al., 1998). marcus et al.(1996) stated that cognitive load from learning material is affected by the prior knowledge, the teaching process and organization of learning material. biology practicum is a course that provides student to design laboratory experiment and also field study. the experiment designed by the student should be able to connect conceptual aspect learned in classroom with methodological aspect learned in laboratory or on field. experiment is a method where the scientist test natural phenomenon in hope to get new knowledge (nuryani, 2005). the good experiment mailto:anna_fitri22@yahoo.com journal of education, teaching and learning volume 1 number 2 september 2016. page 61-65 p-issn: 2477-5924 e-issn: 2477-4878 62 design should follow logic design to accurately isolate and test specific variable. by learning about fundamental principle behind experiment design, you will be able to apply this principle to your own experiment. no matter what scoop it is, all good experiment operate corresponds with logic principle and deductive frorm science method. all scientist design experiment to answer questions or to solve problems. the next step is writing hypothesis. hypothesis is potentially right answer for a question or explanation that will be tested. during the experiment, student have to write all the observation that been done. the result of observation is data that you have. data interpretation means explaining the data itself. student can do simple comparison or search for tendency of pattern to do data interpretation. in taking conclusion student have to compare the result of data interpretation with the hypothesis they made in the beginning of experiment. based on the former explanation, the next step is they can decide whether the hypothesis is correct or wrong. the step is called deduce the conclusion. iii. method this study developedvee diagram-based biology practicum learning based in designing experiment to lower cognitive load of biology teachers. this study used educational research and development model (borg & gall, 2001) the study of practicum learning based on vee diagram was done at biology education study program, on postgraduate school in private university in kuningan, that have good mark in accreditation system. the subject that were involved in trial stage are 20 students who were on the third semester in academic year of 2012-2013. whereas for implementation stage, involving 36 students who were on third semester in 2014-2015 academic year that were taking biology practicum course. the biology practicum learning based on vee diagram that was developed has six stages of learning, which are (a) information presentation aimed to develop content skill in designing practicum activity in lab or on the field. the presentation of information is conducted by discussing the importance of comprehending the relation between conceptual aspect and methodological aspect in designing experiment, and the development of experiment design should match the the nature of sciencein learning science. (b) syllabi analysis, aimed to analyze basic competence to elaborate the practice for developing knowledge aspect, procedure or method and also score from the concept that been learned. (c) experiment design, aimed to implement the result of syllabi analysis into laboratory activity. vee diagram was used to ease the implementation of syllabi analysis. (d) experiment design presentation, aimed to present the result of experiment design and get advice from other students. the presentation of design marked as good if it already develop concept based on the nature of science value. (e) practicum worksheet creation, aimed to develop worksheet that match the real condition. (f) worksheet practice test, aims to test the practice of the worksheet in laboratory or on the field. in this stage, students had to effectively and efficiently use the time, tools, and material. the measurement of cognitive load and data analysis is conducted in quantitative and qualitative. all analysis data process, in correlation, use spss 20 for windows. iv. result and discussion based on the implementation result of biology practicum learning based on vee diagram in lowering student cognitive load generally use strategy that can develop student positive perception in relating conceptual side and methodological side. the result of implementation gave information as mentioned below: a. information presentation stage. in this stage student were given the explanation about how to relate conceptual side to methodological side and the importance of the match between conceptual side and methodological side in conducting practicum at schools. in this stage also, the student were asked to analyze the match of concept and method on worksheet that commonly used in schools. the result of student analysis on the worksheet that commonly used by schools showed that there were many mismatch between basic competence in syllabi both from ktsp curriculum and 2013 curriculum with the practice of curriculum. the next strategy was after students analyzed the worksheet, they were asked to reconstruct the worksheet based on basic competence and science value. in this stage, students started to be keen for mistakes in worksheet that commonly used in schools, for example there was a worksheet about cell that aimed to do practicum that differentiate prokaryote cell and eukaryote cell, but in observation session the observation only differentiate the animal cell and plant cell. this is clearly showed that worksheet has not able to facilitate student to differentiate the two types of cells, because the observation only covered the observation ofeukaryote cell. b. syllabi analysis stage in this stage the lectures gave instruction to identify the match of basic competence with the nature of sciencethat would be developed during the practicum. students did discussion about what basic competence they going to choose and what skill will be improved during the practicum., that later will be formulated into operational verb that will be derived into three components of science value; cognitive, psychomotor, and affective that will be develop during the practicum. the need to emphasize on the nature of sciencewhile analyzing syllabi is because almost all worksheet used in school never touch the science value. this reality make the practicum activity meaningless. the result of practicum only abut theory confirmation and tend to strengthening just the cognitive side. student were never journal of education, teaching and learning volume 1 number 2 september 2016. page 61-65 p-issn: 2477-5924 e-issn: 2477-4878 63 expected to use their science process skill during the practicum. the students only asked to collect data but the process of collecting data is not being noticed, for example how the student do the process of observation, data interpretation, classification etc. the affective aspect also rarely noticed during the practicum, thus the knowledge gained by students could not give any experience to apply the practicum result in their daily lives. by analyzing syllabi, the student will comprehend how to lower the basic competence on the nature of sciencethat can be done during the practicum. c. experiment design stage in this stage the lecturer gave instruction on how to designing experiment using vee diagram, where the experiment designshould match with the nature of sciencethey had made beforehand. the students decide: 1) conceptual side that will be formulated into questions, theories, principles, concept, hypothesis, variables and conduction. 2) methodological side that will be decided are the record, data transformation knowledge claim and value claim. while designing the experiment, student can relate conceptual side and methodology side that will be developed during the practicum. the conceptual side was formulated when designing the experiment has enabled student to do the practicum and observe or identified the practicum result, thus student can collect the result data from practicum to be transformed afterwards. data transformation was designed in vee diagram has been able to facilitate student to interpret the result data from practicum, thus the student can evaluate whether the practicum has matched the objective of practicum and theory got by students. d. experiment design presentation stage in this stage students are asked to present their vee diagram-based experiment design. based on the presentation it can be informed that the students were 1) facing hardship in differentiating between theory, concept and principle that have to be formulated in vee diagram, this would impede the variable decision for practicum, 2) facing hardship in recording to ease interpretation of practicum result data, most of students had not inputted the quality of observation result and standard indicator for quality and quantity of practicum result., 3) facing hardship in claiming the score, especially the ones that related to daily lives. those hardships can be overcame by brain storming method, thus the students could get advises from lecturers and their friends. e. practicum worksheet making process stage in this stage students made worksheet based on the arrangement standard developed by depdiknas (2013) (ministry of cultures and education). the developed worksheet should contain the name of schools, subject name, class, semester, learning material, basic competence, indicator, objective of practicum, tools and material needed, procedure, observation result and data analysis. f. worksheet conduction test stage in this stage students tried to apply their worksheets in laboratory, where the practicums were conducted by peer teaching, based on the analysis, 90%of worksheets could be conducted within the planned time, which was 60 minutes. integration between the conceptual side and methodological side in designing experiment using vee diagram gave positive feedback for student thinking process. especially in their effort to comprehend the conceptual side that have to be connected to methodological side. the positive feedback depended to the learning strategy used in the biology practicum learning based on vee diagram, which are (a) the learning process was conducted contextually, thus the students were easier to comprehend the concept that was learned, because it always related to the problem happened in the practicums at their own schools. (b) contextual learning enable the positive behavior and perception on the students, this showed theinvolve of student in discussion and giving argumentation in analyze methodological side and conceptual side when designing the experiment. (c) identification on the focus of the question that match with the phenomenon or object that was going to be observed helped student in formulating theory, and basic concept. (d) ability to formulate basic concept affected on the increase of skill in deciding the treatment that will be observed. (e) syllabi analysis related to the nature of science helped students in deciding the knowledge and value that will be developed during the practicum, therefore the conduction of practicum related to the demand of curriculum that emphasized on the balance between hard skill and soft skill. measurement of experiment designing skill. learning strategy that was developed in biology practicum course was proven could lowering germane load in designing experiment. the result can be observed based on the experiment designing skill presented on the table 1. table 1. experiment designing skill indicator of experiment designing skill score focus of questions 3.2 theory/concept/principle 3.4 conduction 3.4 recording process 3.3 knowledge claim 3.1 score claim 2.8 average 3.17 based on 1 table, it can be explained that the skill of students in designing experiment has been good because they got 3.7 from the scale of 4. the highest students’ skills lie on formulating theory/basic concept and deciding activity in practicum. this shows that students are able to relate the conceptual side and methodological side in designing journal of education, teaching and learning volume 1 number 2 september 2016. page 61-65 p-issn: 2477-5924 e-issn: 2477-4878 64 experiment. the lowest student’s skill lies on the score claiming from the result of the practicum. the low score on the score claiming indicators shows that the students are not familiar with relating practicum score with development of attitude in making decision that is beneficial in daily basis. in designing experiment student has able to (a) formulating the focus of question which is related to basic concept in practicum. (b) formulating theory and basic concept that relevant with the proposed method, hypothesis and variable. (c) deciding activity that will be done by students and consistent with the focus of the question and the record of observation. (d) formulating questions related to the gain of knowledge based on the result of practicum, thus student are expected to get facts from the object or phenomenon to strengthen the understanding of concept they learned. measurement of mental effort in designing experiment the measurement of student cognitive load when receiving information (extraneous load) in this study aims to know the student cognitive load from the application of vee diagram-based biology practicum learning. student cognitive activity on the application of vee diagram – based biology practicum learning is the student mental effort in constructing cognitive scheme to comprehend experiment design. in this study, students’ mental effort is categorized as low if the student feel at ease in formulating the focus of question, deciding theory and basic concept, deciding the conduction of practicum, recording the result of practicum, deciding the knowledge claim, and deciding score claim that should be gained by the students in designing experiment. low mental effort show the decreasing of extraneous load. learning strategy that is developed in biology practicum learning was proven can lowering extraneous load in designing experiment, this is result of mental effort in designing experiment is presented on the table 2. table 2. the mental effort in designing experiment experiment designing skill indicators score focus of questions 2.75 theory/concept/principle 2.8 conduction 2.8 recording process 2.6 knowledge claim 2.6 score claim 3.2 average 2.76 based on table 2 it can be described that students’ mental effort in designing experiment has been easy enough, this is shown by the average of students’ mental effort that is 2.76 out of scale of 5. the lowest students’ mental efforts lie on the indicator of recording practicum result and claiming knowledge. this shows that students found it easier to understanding the methodological side in designing experiment, but the mental effort was supported by the students’ skill in formulating focus of the question, theory and basic concept thus it can be informed that the lowest mental effort in deciding the methodological side was supported by the skill in deciding conceptual side. the highest students’ mental effort lied on claiming score indicator or the score gained from the result of practicum. this high effort of students in score claiming showed that they found it hard to relate the result of practicum with the development of attitude that beneficial in daily basis. the relation between mental effort and experiment designing skill. students’ extraneous load in designing experiment in this study shows how vee diagram-based biology practicum learning can facilitate student in designing experiment, while the designing experiment skill (germane load) in this study shows students’ skill in transferring knowledge from long term memory as the result of vee diagram-based biology practicum learning. the two cognitive load are related to each other. to figure out the relation between the two cognitive loads. the analysis using correlational test was done. base on the relation between two cognitive load showed significant correlation p=0.00*<0.01. negative correlation between extraneous load and germane load showed that the lower students’ mental effort in understanding information for integrating conceptual side and methodological side, the higher students’ skill in designing experiment. coefficient determinant between extraneous load on germane loadis 0.83. this showed that 83% of experiment designing skill was effected by students’ mental effort caused by biology practicum that was being developed. students who got low experiment designing score had high mental effort, whereas the students who get high experiment designing score had low mental effort. mental effort in designing experiment in this study was used to measure extraneous load, which is the load cause by learning design and organization of learning material. vee diagram-based biology practicum learning in this study used constructivism approach using several strategies in delivering learning material. the strategies used in this study were emphasizing on. first, the importance of learning condition, second, the importance of prior knowledge in learning process, third, help understanding information and how the information were used. students’ extraneous load in this study showed score of 2.76. this showed that the strategies that were being used in journal of education, teaching and learning volume 1 number 2 september 2016. page 61-65 p-issn: 2477-5924 e-issn: 2477-4878 65 vee diagram – based biology curriculum learning put student at ease in processing information about relation between conceptual side and methodological side in working memory and construct the cognitive scheme. the lowering mental skill could be retained on the next learning stage, because those three stages use strategy that facilitate student to assimilate information on knowledge that already have cognitive structure. by assimilating the information, student could widen and modify the relation between concept, thus can ease students in analyzing information. the lowering in mental effort was also proven by responds from students. students tended to state strongly agree on the learning process because they already had positive perspective on the learning process. this can be proven when they were assigned to design experiment, students tested their designs as material for presentation and did the worksheet that has been designed well. v. conclusion based on the study about development of vee-diagram based biology practicum learning, it can be conclude that the learning has six stages of learning, there are information presentation, syllabi analyze, experiment designing, practicum worksheet making process, and worksheet conduction test have been alternative to relate conceptual side and methodological side in designing experiment with low cognitive load. the low cognitive load of students when relate conceptual side with methodological side in designing experiment is because of the learning process emphasized on the creation of conducive learning condition, develop thinking potential, contextual information packaging, and conduct cooperative learning. the result of this study showed that experiment designing skill is categorized as good with average score 3.17. students mental effort in designing experiment is categorized low (2.76). students’ mental effort in designing experiment has proven to effect experiment designing skill. the correlation between intrinsic germane load on germane load was negative correlated. this study result showed that low mental effort ease student in designing experiment. thus, the application of learning that was developed could increase thinking skill, facilitate student to construct cognitive scheme that enable them to gain holistic knowledge through the relation between conceptual material that being learned with relevant study field, and also facilitate the use of several cognitive process that emphasize on thinking skill, and overcome the hardship of cognitive task faced by students caused by cognitive capacity that different for each students. references [1] afamasaga-fuata’i, k..an undergraduate student’s understanding of differential equations through concept maps andveediagrams. proc. of the first int. conference on concept mapping pamplona, spain.2004 [2] afamasaga-fuata’i, k. secondary pre-service teachers’ use of vee diagrams to analyse problems and illustrate multiple solutions. mathematicsteacher education and development. vol. 10. (15–29). 2009 [3] borg,w.r. &gall,m.d.,educational research : an introduction. new york: longman. 2003 [4] brookhart,s.m.,assess higher order thinking skill in your classroom, virginia usa : ascd. 2010 [5] callais, g.j.,thevee diagram as a problem solving strategy: content area reading/writing implications. national forum teacher education journal .vol 19,(3), 1-8.2009 [6] creswell,j.w., educational research, singapore, canada, japan, australia, north asia, malaysia, mexico, new jersey : pearson education,ltd. 2008 [7] dahar,r.w., teori-teoribelajar,jakarta : erlangga.1989 [8] deleew.k.l.,mayer.r.g., “a comparison of three measures of cognitive load: evidence for separable measures of intrinsic, extraneous, and germane load” . journal of education psychology.100, (1), 1223-1234. 2008 [9] feldon.d.f,timmerman.b.g.,stove.k.a,,“translating expertise into effective instruction: the impacts of cognitive task analysis (cta) on lab report quality and student retention in the biological sciences”. journal of research science teaching.(1-21)2009 [10] fogarty,r., how to integrate the curricula, illionis, skylight publishing.inc. 1991 [11] gall,m.d.,gall,j.p.,borg,w.r, educational research, boston,new york, san francisco:pearson education inc.2003 [12] glyselinch.v., janet.e.,dubois.v., “the role of working memory components in multimedia comprehension”. applied cognitive psychology. (353-374). 2008 [13] haslam.c.y.,joseph.r., “investigating the use of integreted instructions to reduce the cognitive load associated with doing practical work in secondary school science”. international journal of science education. 32, (14), 1943-1958. 2010 [14] king,f.d.,gordon.l, rohani.f, assessment & evaluation higher order thinking skills, 1997 [0n line], available : http//www. [15] lazear.d,,higher order thinking, chicago : zephyr press. 2004 [16] lee.h.,plass.l.,hormer.b.d., “optimizing cognitive load for learning from computer-based science simulations” journal of educational psycology.98, (4), 902-913. 2006 [17] leutner.d.,leopold.c., sumfleth.e.,”cognitive load and science text comprehension: effects of drawing and mentally imagining text content. elsiever. 284-289. 2009 [18] marzano,r.j., a different kind of classroom, teaching with dimension of learning, alexandria, association for supervision and curriculum development. 1992 [19] mihalca.l.,salden,r.c.m.,lurbalam.g.,pass.f., miclea.m, “effectiveness of cognitive-load based adaptive instruction in genetics education”.elsiever. 82-88. 2010 [20] moreno.r., “decreasing cognitive load for novice students: effects of explanatory versus corrective feedback in discovery-based multimedia”. insrtuctional science. 32,99-113.2006 [21] moreno.r.,valdoz.a.“cognitive load and learning effects of having students organize pictures and words in multimedia environments: the role of student interactivity and feedback”. etr&d.53,(3), 35-45. 2007 [22] nrc.,national science education standards. washington dc : national academic press. 1996 [23] nsta & aets, standards for science teacher preparation. 2000 [24] ormrod.j.e.,psikologipendidikan, jakarta : erlangga. 2008 [25] scharfenberg.f.j.,bogner.f.x., “instructional efficiency of changing cognitive load in an out – of-school laboratory” ”. international journal of science education. 37, (13), 1678-168. 2010 isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 98-102 p-issn: 2477-5924 e-issn: 2477-8478 98 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. meta-analysis of the effect of ict-based learning media on students' biology learning outcomes kurnia ningsih1), anisyah yuniarti2), afandi3), ahmad yani t4) 1) universitas tanjungpura, pontianak, indonesia e-mail: kurnia.ningsih@fkip.untan.ac.id 2) universitas tanjungpura, pontianak, indonesia e-mail: anisyah.yuniartih@fkip.untan.ac.id 3) universitas tanjungpura, pontianak, indonesia e-mail: afandi@fkip.untan.ac.id 4) universitas tanjungpura, pontianak, indonesia e-mail: ahmad.yani.t@fkip.untan.ac.id abstract. the use of ict-based learning media can improve student learning outcomes. re-analysis was carried out in this study regarding the use of ict-based learning media in improving student learning outcomes from the theses that had been selected and selected in line with the topics studied. this study aims to determine the meta-analysis of the effect of using ict-based learning media on students' biology learning outcomes. this type of research is descriptive survey research. using a purposive sampling technique, 20 theses of biology education students at fkip untan for the 2017-2021 period were summarized. the calculation of the effect size of 20 undergraduate thesis students in biology education resulted in an average effect size of 0.85 (sd = 2.80). it shows that ict-based learning media contributed 32.89% to improving student biology learning outcomes. the ict-based learning media type with the most significant influence is video media, with an average effect size of 1.18 (sd = 4.34). video media contributed 37.08% to increasing student biology learning outcomes. the relationship between variables obtained from research results based on the material taught and the use of ict-based learning media that has the most significant influence is applied to the digestive system material with an average effect size of 1.18 (sd = 4.34). ict-based learning media can improve students' biology learning outcomes in digestive system material by 37.08%. based on the school level, ict-based learning media that significantly influences students' biology learning outcomes is implemented in junior high schools. using ict-based learning media can improve student biology learning outcomes in junior high schools by 42%. keywords: meta-analysis; ict based learning media; biology learning outcomes i. introduction advances in information and communication technology (ict) positively impact the world of education. it can be seen from the many developments and applications of ictbased learning media in schools. in learning biology, teachers have also begun to utilize various ict-based learning media, such as video, powerpoint, interactive multimedia, virtual reality, and augmented reality, to use the internet and big data. ict-based learning media helps teachers achieve predetermined learning objectives (rahmadana, gani, & ismail, 2018; bahar, syamsiah, & bahri, 2018). ict-based learning media also makes it easier for teachers to present learning in a more varied, engaging, and interactive manner (fahman & sibuea, 2015; oktavia, 2020). the benefits of using ict-based learning media are for teachers and students. ict-based learning media can help reduce verbality so that students can clearly understand the message's meaning (kustandi & darmawan, 2020). learning media such as virtual labs, virtual reality, and animated videos can help display various abstract objects to become http://creativecommons.org/licenses/by-nc/4.0/ mailto:xxx@yyy.zzz mailto:xxx@yyy.zzz mailto:afandi@fkip.untan.ac.id mailto:ahmad.yani.t@fkip.untan.ac.id journal of education, teaching, and learning volume 8 number 1 march 2023. page 98-102 p-issn: 2477-5924 e-issn: 2477-8478 99 real (yuniarti, yeni, & yokhebed, 2017) to facilitate students' understanding of abstract concepts to become more concrete. the ability to display objects that are too big or small (aripin & suryaningsih, 2020), show movements that are too fast or slow (aprilinda et al., 2020), and present objects that are too dangerous or difficult to obtain into the learning environment (kustandi & darmawan, 2020) so that it can help students to acquire knowledge. appropriate use of ict-based media will increase students' attention to the topic being studied, increase student motivation and concentration, and improve the learning process. so that student learning outcomes can be improved (yudasmara & purnami, 2015; yuniarti, yeni, & yokhebed, 2017). therefore the use of media as a tool in learning must be selected according to and help students understand the material presented. research on applying ict-based learning media to biology learning outcomes was also carried out by prospective teacher students in the biology education study program, fkip, tanjungpura university (untan). the research was conducted to fulfill the undergraduate student's final assignment. the research results obtained will be published as a thesis. every year the findings obtained from research results will continue to increase, but other researchers need to know the results. it can be a limitation that allows the repetition of similar research. therefore it is necessary to synthesize research results so that researchers can obtain initial information from the various studies conducted. researchers can also obtain information about issues that have been studied or have not been touched on at all. based on the search results for all biology education fkip tanjungpura university students' thesis at the tanjungpura university library, it is known that from 2017 to 2021, there were 20 theses on the use of ict-based learning media on student learning outcomes. the research results obtained have yet to be discovered by other students who want to do similar research. as a result, research was conducted using the same learning media. therefore, a summary of research results is needed to discuss various research problems with ict-based learning media used for students' biology learning outcomes. meta-analysis research is defined by glass (1981 in safitri, 2021) as a quantitative analysis that uses quite a lot of data and involves statistical methods for organizing a large amount of information from a large sample to complete specific purposes. through meta-analysis, researchers can summarize the findings of two or more studies to combine, review, and summarize previous research. various questions can be investigated based on data found from the results of previous research that has been published. one of the conditions needed in conducting a meta-analysis is examining the results of similar studies (rahmawati et al., 2021). based on the description of the background that has been described, the researcher is interested in researching a metaanalysis of the influence of ict-based learning media on students' biology learning outcomes. this study aims to reanalyze the thesis regarding the influence of ict-based learning media on students' biology learning outcomes. ii. methodology the type of research used is survey research. the type of survey used is descriptive. the population in this study is the thesis of biology education fkip tanjungpura university students about ict-based learning media in biology learning in 2017-2021. the samples were 20 biology education fkip tanjungpura university students' thesis for 2017-2021 about the influence of ict-based learning media on student biology learning outcomes. using a purposive sampling technique, the samples taken must meet the following criteria: (1) made by students of regular biology education a and ppapk fkip untan; (2) issued from 2017 to 2021; (3) is quantitative research; (4) discussing ict-based learning media related to student biology learning outcomes. the data collection technique used in this study was observed with the help of data collection tools in the form of blanks suggested by leo sutrisno et al. the procedure in this study was adjusted to the steps for carrying out the meta-analysis suggested by david b. wilson and george a. kelley (in antoni, hidayat & khatimah, 2021): (1) determine the problem or topic being studied. the problem or topic examined in this study is the influence of ict-based learning media on students' biology learning outcomes; (2) determine the period of research results used as data sources. the research results used as data sources were the 2017-2021 biology education fkip untan student thesis; (3) looking for research reports related to the problem or topic to be studied. the search was carried out from several sources, one of which was collecting a list of research reports in the tanjungpura university simanta (final assignment academic system) and then matching them with the untan library upt database; (4) read the title and abstract of the research report to see the suitability of the contents with the problem to be studied; (5) focusing research on problems, research methodologies such as types of research, place and time of research, methods, population, samples, sampling techniques, data analysis techniques, and results; (6) categorizing each study; (7) comparing the results of all studies according to their categories; (8) analyze the conclusions found by reviewing the results of the research by reviewing the methods and data analysis in each study so that the strengths and weaknesses of previous studies can be identified; (9) draw conclusions from the meta-analysis research based on the seventh and eighth steps above. the things that were done when analyzing the data in this study were: (1) analyzing the effect size (es) of each thesis application of ict-based learning media in biology learning; (2) analyzing the effect size (es) of the thesis based on the type of ict-based media used; (3) analyzing the relationship between variables based on the effect size of each thesis to see its relationship with students' biology learning outcomes. the relationship between variables discussed in this study is the material, the type of ict-based journal of education, teaching, and learning volume 8 number 1 march 2023. page 98-102 p-issn: 2477-5924 e-issn: 2477-8478 100 learning media used, and the relationship between school level and the type of ict-based learning media used. iii. result and discussion a. effect size (es) use of ict-based learning media on student biology learning outcomes effect size is essential to the meta-analysis because it can present information from the summary results. the effect size will show the size of the effect of a treatment or the strength of the relationship between the two variables. by determining the effect size of each study, the overall average effect size can be identified. based on the summarized 20 biology education student theses, all have been completed with effect size prices. the details are as in table 1.the entire document should be in times new roman or times font. type 3 fonts must not be used. other font types may be used if needed for special purposes. recommended font sizes are shown in table i. table i category thesis effect size no. thesis code es category 1 he 0,75 medium 2 kk 0,98 medium 3 ye 0,69 medium 4 ul 0,71 medium 5 nu 0,71 medium 6 ss 0,72 medium 7 nf 0,73 medium 8 nh 0,8 medium 9 ep 1,09 high 10 ur 0,94 medium 11 mi 1,18 high 12 pm 1,1 high 13 er 0,71 medium 14 da 0,84 medium 15 fy 0,77 medium 16 fi 0,89 medium 17 sw 0,94 medium 18 yu 0,95 medium 19 ys 0,71 medium 20 av 0,79 medium ∑es 17 0,85 sd 2,80 table 1 shows three studies with high effect size prices, 17 with medium effect size prices, and none with low effect size prices. the calculations obtained showed an average total effect size of 0.85 (sd = 2.80). if confirmed to the list of standard curves, the number 0.3289 is obtained. it shows that using ict-based learning media in 20 theses contributed 32.89% to improving students' biology learning outcomes. the effect size price is moderate. the list of ict-based media types reviewed in the study can be seen in table 2. table ii type of ict-based media used no. media es sd 1 animation based on adobe flash 0,75 0,87 2,63 2 interactive media based on adobe flash 0,98 3 audiovisual 0,69 0,69 4,24 4 video 0,8 0,97 3,27 5 video 1,18 6 video 0,94 7 prezi 0,73 0,73 1,89 8 web based on google site 1,09 1,09 2,91 9 powerpoint interactive 0,71 0,71 2,56 10 crossword puzzle hots potatoes 0,79 0,79 3,56 11 flipbook 0,95 0,83 2,58 12 flipbook 1,1 13 flipbook 0,71 14 flipbook 0,84 15 flipbook 0,77 16 flipbook 0,89 17 flipbook 0,71 18 flipbook 0,71 19 flipbook 0,72 20 flipbook 0,94 based on table 2, it is known that research using flipbook is ten theses with an average effect size of 0.83 (sd = 2.58), research using video media is three theses with an average effect size of 0.97 ( sd = 3.27), research using interactive animation media based on adobe flash as many as two theses with an average effect size of 0.87 (sd = 2.63), as well as research using prezi media, audiovisual, interactive ppt, tts based on the hot potatoes application, and web-based on google site, each with an average effect size of (0.73; 0.69; 0.71; 0.79; 1.09) and sd (1.89; 1.89; respectively). 4.24; 2.56; 3.56; 2.56). from these data, it is obtained that the type of ict-based learning media with the largest effect size price is the google site-based web. b. relations between variables the relationship between variables discussed in this study is the material, the type of ict-based learning media used, and the relationship between school level and the type of ict-based media used. in looking at the relationship between these variables, the analysis carried out is to look for the type of ict-based media with the most significant influence on each of these variables. in research conducted by biology education students, the content taught included the classification of living things, plantae, respiratory system, ecosystems, cells, plant movement systems, human reproductive systems, biodiversity, environmental pollution, animalia, digestive systems, circulatory systems, protists, and the human excretory system. price effect size based on the material taught can be seen in table 3 below. journal of education, teaching, and learning volume 8 number 1 march 2023. page 98-102 p-issn: 2477-5924 e-issn: 2477-8478 101 table iii effect size based on the content being taught no. content n theses sd 1 plantae 2 0,76 2,4 2 ecosystems 1 0,98 2,34 3 cells 1 0,69 4,24 4 plant movement system 1 0,71 2,56 5 human reproductive system 1 0,71 2,67 6 classification of living things 3 0,92 2,74 7 biodiversity 1 0,73 1,89 8 environmental pollution 1 0,8 3,14 9 animalia 1 1,09 2,91 10 circulatory system 2 0,94 2,34 11 digestive system 1 1,18 4,34 12 bloodstream system 1 0,71 2,67 13 plant structure and function 2 0,865 2,735 14 protist 1 0,71 2,56 15 human excretory system 1 0,79 3,56 based on table 3, it is known that research discusses the classification of living things in three theses. plantae and the respiratory system are two scripts. ecosystems, cells, plant movement systems, human reproductive systems, biodiversity, environmental pollution, animalia, digestive system, circulatory system, protists, and human excretory system each amounting to 1 thesis. the one with the largest average effect size is the content of the digestive system, with an average effect size of 1.18 (sd = 4.34). it means that using ict-based learning media can improve students' biology learning outcomes in the content of the digestive system by 42.51%. based on three studies on the classification of living things, it was found that research used flipbooks, two studies on plantae were known to use flipbooks and adobe flash animation, and two studies on the respiratory system used video media and flipbooks. the use of flipbook media also dominates other learning content. based on the types of ictbased learning media, video media has the most significant influence on the digestive system (the average effect size is 1.18, sd = 4.34). the contribution made by video media in improving students' biology learning outcomes in the digestive system was 42.22%. all of the biology learning content (material on the classification of living things, plantae, respiratory systems, ecosystems, cells, plant movement systems, human reproductive systems, biodiversity, environmental pollution, animalia, digestive systems, circulatory systems, protists, and human excretory systems) has different characteristics and complexities. for this reason, the media used must follow the learning content. in terms of digestive system content, the type of media that contributes the most is video media. objects in biology are abstract, so visualization is needed to help make content more concrete and realistic. effect size based on school level can be seen in table 4 below. table iiv effect size based on school level no. school level n theses sd 1 junior high school 10 0,91 2,84 2 senior high school 10 0,79 2,76 based on table 4, the average effect size value for using ict-based learning media in junior high schools is 0.91 and 0.79 in senior high schools. the contribution of ict-based learning media to improving biology learning outcomes in junior high schools increased by 28.81% and in senior high schools by 17.24%. it means that the use of ict-based learning media that has the most significant influence on students' biology learning outcomes is that which is implemented in junior high schools. the following is a list of the types of ict-based media used in junior high schools, which are listed in table 5. table iiiv effect size based on ict-based media types in junior high schools no. media es sd 1 flipbook 0,71 0,88 2,66 2 flipbook 0,72 3 flipbook 0,94 4 flipbook 1,1 5 flipbook 0,84 6 flipbook 0,89 7 flipbook 0,95 8 video 0,8 0,97 3,27 9 video 1,18 10 video 0,94 table 5 shows that seven theses used flipbook media at the junior high school level with an average effect size of 0.88 (sd = 2.66), and three used video with 0.97 (sd = 3.27). it means using video in biology learning has a higher effect. iv. conclusions based on the data analysis that has been carried out, several conclusions can be put forward as follows: (1) from the calculation of the effect size of 20 theses of biology education students, the average effect size is 0.85 (sd = 2.80). it shows that ict-based learning media contributed 32.89% to improving student biology learning outcomes; (2) the type of ict-based learning media with the most significant influence is video media, with an average effect size of 1.18 (sd = 4.34). video media contributed 37.08% to increasing student biology learning outcomes. (3) the relationship between the variables obtained from the research results is as follows: (a) based on the material being taught, the use of ict-based learning media that has the most significant influence is that applied to the digestive system material with an average effect size of 1.18 ( sd = 4.34). ict-based learning media can improve students' biology learning outcomes in digestive system material by 37.08%. (b) based on the school level, the use of ict-based learning media that has the most significant influence on journal of education, teaching, and learning volume 8 number 1 march 2023. page 98-102 p-issn: 2477-5924 e-issn: 2477-8478 102 students' biology learning outcomes is that which is implemented in junior high schools. ict-based learning media can improve student biology learning outcomes in junior high schools. based on the conclusions and results of the research that has been done, some suggestions that the researcher can convey include: (1) researchers who wish to study this research further are advised to pay attention to the weaknesses of the research and conduct a large number of source searches in order to obtain more accurate results and complete; (2) for researchers who will research instructional media, it is necessary to pay attention to the suitability of the sub-sectors of the material, the form of the research, the research design, the size of the sample taken and the form of the test used in the research; (3) there is research development in compiling a learning media design to improve students' biology learning outcomes by taking into account this research as a reference. acknowledgment we would like to thank the fkip tanjungpura university for providing research funding and facilities to researchers. the 2022 fkip untan dipa research fund has supported the implementation of this research. references antoni, a. m., hidayat, f., & khatimah, h. 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https://edunesia.org/index.php/edu/article/view/66/22 https://edunesia.org/index.php/edu/article/view/66/22 https://ojs.unm.ac.id/semnasbio/article/view/6986/3982 https://ojs.unm.ac.id/semnasbio/article/view/6986/3982 https://e-journal.uniflor.ac.id/index.php/optika/article/view/752/884 https://e-journal.uniflor.ac.id/index.php/optika/article/view/752/884 https://e-journal.uniflor.ac.id/index.php/optika/article/view/752/884 https://jptam.org/index.php/jptam/article/view/1503 https://ejournal.undiksha.ac.id/index.php/jpp/article/view/6923/4722 https://ejournal.undiksha.ac.id/index.php/jpp/article/view/6923/4722 https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012120/pdf https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012120/pdf isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 176 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. teachers’ general pedagogical knowledge and self-efficacy on stem instructional practices on primary teacher ghozali rusyid affandi1), mohammad faizal amir2), widyastuti3) 1)university of muhammadiyah sidoarjo, sidoarjo, indonesia e-mail: ghozali@umsida.ac.id 2) university of muhammadiyah sidoarjo, sidoarjo, indonesia e-mail: faizal.amir@umsida.ac.id 3) university of muhammadiyah sidoarjo, sidoarjo, indonesia e-mail: wiwid@umsida.ac.id abstract. not only cognitive knowledge, but also modern 21st-century instructional practices employed by primary school teachers are crucial for equipping students with a well-rounded education. but also to prepare students with the motivation, knowledge, and skills in science, technology, engineering, and mathematics (stem) required for the digital age workforce. this study aims to determine the efficacy of stem instructional practice training in enhancing primary school teachers' general pedagogical knowledge and self-efficacy. forty-six primary school teachers from sidoarjo, east java, participated in the study. the experimental group (n=23) and the control group (n=23) comprised a total of 46 individuals. in the experimental group, participants received instruction in stem-based mathematics learning planning. a questionnaire is used to assess teachers' general pedagogical knowledge and self-efficacy in stem instructional practice before and after training. the study on teachers' general pedagogical knowledge revealed that, after training, the experimental group achieved better results than the control group. in the experimental group, the average score for the instructional process aspect increased to 9.5 points. the average value of the learning process aspect has increased by 15,5 points, while the average value of the assessment aspect has increased by 5,5 points. after receiving training, teachers in the experimental group demonstrated greater self-efficacy than their counterparts in the control group. the findings can be utilized by primary school teachers to enhance their stem-related general pedagogical knowledge and self-efficacy. keywords: teacher general pedagogical knowledge; teacher self-efficacy; stem; primary school i. introduction in contemporary 21st-century education, it is crucial to equip students not only with cognitive knowledge, but also with the science, technology, engineering, and mathematics (stem) knowledge and skills required for the workplace in the digital era (burton & stehle, 2019; rahman et al., 2022). therefore, stem-based instructional practice is essential for learning at all levels of education, especially at the early primary school level (bressette et al., 2019; yoon et al., 2014). stem instructional practice in primary school education is the basis for controlling stem practice itself at the next level of education (malik, 2018). the teacher is the maximum mediation to transfer primary school knowledge that involves stem (rahman et al., 2021). in this case, when implementing stem instructional practices, primary school teachers must possess general pedagogical expertise and self-efficacy. therefore, primary school teachers play an essential role in stem practice because they become the foundation and strength to determine the right learning design to create a learning environment that suits student needs (allen et al., 2016; kelley et al., 2020). thus, primary school teachers must use effective practices and approaches that are integrated with stem. studies show primary school teachers still have problems implementing effective stem instructional practices. for example in project-based learning (freeman et al., 2014; kennedy & odell, 2014; siew et al., 2015), inquiry-based learning (kennedy & odell, 2014; mustafa et al., 2016; siew et al., 2015), problem-based learning (mustafa et al., 2012), and cooperative learning approach (kennedy & odell, 2014; smith et al., 2015). in this case, the teacher must pay attention to several factors in determining effective learning practices to integrate stem: good learning planning, classroom practice, teacher self-efficacy, teaching materials, and support from schools (cheng et al., 2020; stohlmann et al., 2012). teachers' knowledge in managing and carrying out teaching practices so that the student class gets good http://creativecommons.org/licenses/by-nc/4.0/ mailto:ghozali@umsida.ac.id mailto:wiwid@umsida.ac.id journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 177 results is called general pedagogical knowledge (shulman, 1987). general pedagogical knowledge in stem instructional practices owned by teachers can help teachers to determine effective learning methods. so that innovative, inventive, and stem-integrated students are formed to understand problems and solve them by applying them to real-world contexts that are useful for preparing for their future careers (rahman et al., 2021). in addition, the ability of a teacher to manage the classroom and the quality of providing effective learning instructions are also influenced by the teacher's beliefs or self-efficacy (holzberger et al., 2013; klassen & tze, 2014). in this case, holzberger & prestele (2021) explained that the ability of class management depends on the level of self-efficacy possessed by the teacher, the higher the self-efficacy of a teacher, and the better the ability of class management they can do. in indonesia, stem education has been applied in the learning process since 2014 and continues to develop yearly. the authors consider the use of stem in the learning process at primary schools in developing competenceoriented stem instructional practices for primary school teachers. competency development is getting increasing attention as a means to improve the quality of teacher learning (kim et al., 2019). in this case, schools must provide competency development facilities regarding stem to primary school teachers because teachers play an important role in stem implementation (mcdonald, 2016). several studies have conducted teacher competency improvement training to address stem instructional practices. these trainings are oriented towards teacher competency development, including stem instructional processes, learning processes, and integrated stem teaching assessments. empirical studies have been conducted on teacher competency development or training in stem education (cinar et al., 2022). within the framework of our research, training on stem instructional practice is used to equip primary school teachers to develop general pedagogical knowledge and self-efficacy in the learning process to become professional teachers with learning methods that align with the demands of the 21st century. the urgency of this study is needed to provide positive input. for students' interest in stem learning (rahman et al., 2021). moreover, continuous improvement of teacher teaching abilities is also expected to support improvements in management, academic (curriculum), and educational facilities to lead to better student learning outcomes (şahinkayasi & kelleci, 2013; shahmohammadi, 2015). literature review teachers play a crucial role in enhancing students' stem skills (hanushek et al., 2005; lasley et al., 2006; mcdonald, 2016). to effectively implement integrated stem, teachers must have in-depth knowledge of the science, technology, engineering, and mathematics content they teach, called general pedagogical knowledge (eckman et al., 2016). several existing studies show that teachers can improve stem instructional skills with sufficient general pedagogical knowledge (nadelson et al., 2012; shulman, 1987). principal component of teacher knowledge is general pedagogical knowledge. general pedagogical knowledge involves broad management and organization principles for the classroom that appear to transcend subject matter and knowledge of learners and learning, assessment, and educational goals (shulman, 1987). furthermore, grossman & richert (1988) added that general pedagogical knowledge consists of knowledge of learning theory and general teaching principles, comprehension of various general educational philosophies, knowledge of students, and knowledge of teaching methods of classroom management principles and techniques. in this case, there are three main components in general pedagogical knowledge, namely student learning (cognitive, motivational, and emotional disposition of each student, the learning process and student development, student heterogeneity, and adaptive learning strategies), and assessment (principles of diagnosis and evaluation procedures) (sonmark et al., 2017). if they are to become competent educators, primary school teachers must utilize this information and integrate it into a unified understanding and skill (könig & blömeke, 2012). instructional practice refers to teachers' methods and activities in the classroom (underwood, 2015). through meta-analysis, it has been shown that the quality of this practice is an important prerequisite of student learning and therefore has a major influence on student learning outcomes (hattie, 2009). there are five main principles in stem instructional practice: incorporate stem content, problembased, inquiry-based, design-based, and collaborative learning. all of these principles stem from a social constructivist perspective on learning and complementarity (thibaut, ceuppens, et al., 2018). self-efficacy is related to a teacher's instructional practice attitude. in this case, self-efficacy positively correlates with the teacher's instructional ability and class management in implementing stem model learning (gok, 2021; holzberger & prestele, 2021; thibaut, knipprath, et al., 2018). teacher self-efficacy is a person's confidence in his ability to organize and carry out the desired tasks and actions to achieve maximum results (bandura, 1986). the quality of teacher teaching instructions is also something that cannot be separated from the influence of self-efficacy (burić & kim, 2020). a teacher with adequate self-efficacy will be better able to manage the class well and provide quality teaching (klassen & tze, 2014). improving teacher competence in stem is needed to develop educational opportunities that prepare students for the major challenges of various stem career fields (siew et al., 2015). developing stem skills in early education is beneficial for students to develop problem-solving skills and learn to make connections to the real world. the significance of stem education extends far beyond the primary classroom. providing children with a solid foundation in stem education prepares them for future success by equipping them with the critical thinking skills required to approach any problem logically and carefully (bressette et al., 2019; mccarthy et al., 2019). thus, competency journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 178 development or training, especially in the areas of lesson planning, teaching, stem content, assessment techniques, and the development of creative thinking skills, in order to aid teachers in the formation of stem-competent students. research objectives in order to improve the pedagogic competence of primary school teachers in the framework of learning based on stem instructional practices and teacher self-efficacy, the research objectives are divided into two. 1. identify the effectiveness of stem instructional practice training to improve teacher general pedagogical knowledge for primary school teachers. 2. identify the effectiveness of stem instructional practice training to increase the self-efficacy of primary school mathematics teachers. ii. methodology this investigation employs a pre-post test control group experimental design. there are three phases to the research. 1) preparation stage: conducting an initial analysis related to teachers' understanding of stem instructional practices in learning by giving questionnaires to teachers. 2) implementation phase: providing teachers with an understanding of how to implement stem instructional practice by using a module that contains an explanation of the stem education program. this course is designed to help future educators find ways to make stem education a path to school life that students find enjoyable. during the training, teachers will be able to apply innovative technology and scientific methods in the classroom in order to help them understand the significance of stem education as a fun way for students to learn in school. after that, the administration was given a questionnaire about the teachers' general pedagogical knowledge about stem instructional practices. 3) final stage: interpreting of statistical indicators, determination of valid research samples, and processing of received data. the teacher knowledge survey instrument (itel) is used to determine the level of teachers' general pedagogical knowledge in stem education (sonmark et al., 2017). the test consists of multiple questions divided into three categories: 1) instructional process, which includes teaching methods, planning, and classroom management; 2) learning process, which includes learning and development, as well as affective-motivational disposition; and 3) assessment, which includes evaluation and diagnosis procedures, as well as data literacy and research. to measure teachers' self-efficacy using the self-efficacy sub-scale of attitudes regarding integrated stem education (thibaut, ceuppens, et al., 2018). in this case, the indicators used are 1) integration of stem content (int) in terms of material content from diverse disciplines; 2) problemcentered learning (pcl), in which students solve authentic problems; 3) inquiry-based learning (ibl) regarding the activeness of students in asking questions, planning and designing experiments; 4) design-based learning (dbl) regarding the activeness of students involved in the activities of making products or designs (robots, computer programs, etc.); 5) cooperative learning (col) regarding student involvement in group work. questions about self-efficacy such as “how sure are you if you do the following in teaching stem-integrated learning…”. this scale uses a 5point likert scale with the following values: 1: strongly disagree, 2: disagree, 3: neutral, 4: agree, and 5: strongly agree. cronbach's alpha values ranging from 0.74 to 0.94 indicate that the internal consistency of each subscale is reliable (thibaut, ceuppens, et al., 2018). this research included primary school teachers from sidoarjo, east java. the composition of research participants remained constant throughout the duration of the study. the distribution of participants according to their demographic characteristics is shown in table 1. considering the number of participants specified, an experimental group and a control group were formed. both the experimental and control groups consisted of 23 teachers. the experimental group consisted of teachers who were provided with an understanding of stem instructional practice. the control group, in contrast to the experimental group, consisted of teachers who had already implemented stem instructional practices. the researcher chose the comparative and descriptive statistical analysis methods to analyze the research results. statistical data processing is done with jasp 0.16.2.0. the standard deviation was the subject of a study. at p<0.05, the difference significance was determined. the differences in survey results were analyzed using the paired t-test (table 2). table 1. demographic characteristics of participants demographic characteristics group total age 23-35 17 36-48 15 49-57 14 gender woman 24 man 22 table 2. guidelines for the influence of t-test test type categories very small small medium large cohens’d test <0.2 0.2 0.5 0.8 hedge’s g test <0.2 0.2 0.5 0.8 non parametrics (rank-biserial) <0.1 0.1 0.3 0.5 iii. results and discussion table 3 displays the overall results of the itel pre-test for the control and experimental groups. indicators of the two groups' teachers' general pedagogical knowledge journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 179 corresponded to the average level and did not statistically differ during the initial test. the difference in average total score value was 0.913% (p=0.249). table 3. results of pre-test from teacher knowledge survey instrument test control group (n= 23) experimental group (n=23) t p m (sd) m (sd) instruction process 22.739 (5.387) 20.174 (4.141) -1.811 0.077 learning process 16.826 (4.648) 18.174 (4.224) 1.038 0.305 evaluation 20.043 (4.258) 22.174 (4.144) 1.720 0.092 total 59.609 (12.423) 60.522 (12.424) 0.249 0.804 *p<0,05 in table 4, it can be identified that after attending training on stem instructional practices, there are differences in every aspect and total teacher general pedagogical knowledge between the experimental and control groups. based on these data, it shows that the total score of post-test results from the two groups has a significant average difference (p<.001) with a mean difference of 31.78, and the experimental group has a higher mean (m=91.087) = 59.304), compared to the control group (m). itel demonstrated a significant difference between the experimental group and the control group in terms of the instructional process (p<.001); the average difference between the two groups was 7.566.7 the itel learning process section also reveals a mean difference of 16,870 between the experimental group and the control group (p <.001). as for assessment, it revealed a significant difference between the experimental and control groups of 7,348 individuals (p<.001). a comparison of the experimental group's results with those of the control group revealed that training on stem instructional practices had a positive impact on teachers' pedagogical knowledge in general. table 4. results from post-test itel teacher knowledge survey instrument tests control group (n= 23) experimental group (n=23) t p m (sd) m (sd) instruction process 22.130 (3.293) 29.696 (7.277) 4.542 < .001 learning process 16.826 (4.366) 33.696 (7.298) 9.534 < .001 evaluation 20.348 (3.833) 27.696 (7.283) 4.285 < .001 total 59.304 (10.84) 91.087 (21.83) 6.253 < .001 *p<0,05 after conducting experiments by providing training on stem instructional practice, every aspect of teachers' general pedagogical knowledge increased. table 5 displays the dynamics of the pre-test and post-test results in the experimental group. table 5. differences of average pre-test and post-test from the experiment group aspects pre-test (n=23) post-test (n=23) t p m(sd) m(sd) instruction process 20.174 (4.141) 29.696 (7.277) -9.053 < .001 learning process 18.174 (4.224) 33.696 (7.298) -14.75 < .001 evaluation 22.174 (4.144) 27.696 (7.283) -5.250 < .001 total 60.522 (12.424) 91.087 (21.83) -9.687 < .001 *p<0,05 table 5 presents the outcomes of the stem training. instructional practice that there is an increase in aspects of the instructional process with an average score of 9.5 points. the aspect of the learning process has increased the average value by 15.5 points, and the aspect of the assessment has increased significantly with an average value of 5.5 points. table 6. results from pre-test and post-test teacher self efficacy test control group (n= 23) experimental group (n=23) p t m (sd) m(sd) pre-test 88.21 (5.28) 92.13 (10.7) 0,125 1.563 post-test 88.95 (7.66) 101.04 (16.3) 0,002 3.219 *p<0,05 table 7. differences in average of teacher self-efficacy pre-test and post-test from the experiment group test pre-test (n= 23) post-test (n=23) p t m (sd) m(sd) teacher self efficacy 92.13 (10.78) 101.043 (16.29) <.001 -5.783 *p<0,05 the experimental group's average total self-efficacy score was significantly higher than the control group's average total self-efficacy score, as shown by the analysis of data in table 6, which was conducted after the experimental group journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 180 received training on stem instructional practice (p = 0.002 < .005) with a mean difference of 12,086. the experimental group had a higher mean (m=101,043) when compared to the control group (m=88,957). meanwhile, table 7, in more detail, describes comparison of the experimental group's average preand post-test teacher self-efficacy showing a significant increase of 8,913 points (p<.001). table 8. the effectiveness of training on stem instructional practices in teachers general pedagogical knowledge aspects cohens’d test effect size instructional process 1.888 > 0.8 strong learning process 3.077 > 0.8 strong evaluation 1.095 > 0.8 strong total teacher general pedagogical knowledge 2.020 > 0.8 strong total teacher selfeffcacy 1.206 > 0.8 strong the calculation results in table 8 show the effectiveness of training on stem instructional practices for developing teacher general pedagogical knowledge and teacher selfefficacy, indicating that the training provided has great effectiveness. this conclusion is based on the results of the cohens'd test for the total score and aspects of teacher general pedagogical knowledge and teacher self-efficacy scores that were greater than 0.80. the results of the analysis of teachers' general pedagogical knowledge in the experimental group showed positive changes in all aspects. discussion competency development about stem for primary school teachers needs to be held because teachers play an important role in stem implementation. competent teachers can shape students to have stem knowledge and skills that are useful for their future careers. literature analysis proves that teachers' stem instructional practice training is important (cinar et al., 2022). in developed nations such as the u.s, turkey, europe, and malaysia, teacher training on stem has been promoted. the results obtained from the effectiveness of stem training for teachers showed positive results in teachers' knowledge of stem instructional practices. this is in line with research by suwarma & kumano (2019) that stem training for teachers improves the implementation of stem education in schools. the experimental training provided was effective in all teacher general pedagogical knowledge categories. in the experimental group, after being given stem instructional practice training, it showed an increase in general pedagogical knowledge, instructional processes, learning processes, and assessment are included. during the training process, the teacher learns about the nature and integration of stem education, determines and applies an appropriate approach, and evaluates the advantages and disadvantages of each approach that has been studied. in the training process, teachers show high initiative in participating in each stage of the training held. the use of stem, or at least its components, arouses curiosity, promotes independent experimentation, and encourages the active exchange of experiences and ideas (cook & bush, 2018). the results of this study have a significant positive impact on primary school teachers' general pedagogical knowledge. previous studies have also argued stem training improves teacher comprehension (lambert et al., 2018; siew et al., 2015). not only increasing teacher knowledge, but training on stem instructional practices also increase teacher selfefficacy needed by teachers when implementing it in the learning process. as the results of previous studies show that teaching internship experiences attended by teachers have a positive impact on teachers' beliefs and self-efficacy and enhance teachers' instructional abilities (cohen et al., 2013; michos et al., 2022; rupp & becker, 2021). a teacher with good self-efficacy will increase job satisfaction which will then affect the achievement of maximum performance (caprara et al., 2013). in addition, a teacher who has adequate self-efficacy will improve their teaching skills more effectively (klassen & tze, 2014; schiefele & schaffner, 2015). thus, it can be hypothesized that the training will equip teachers with stem knowledge for more effective classroom application. therefore, stem training must be intensified to better prepare mathematics teachers (siew et al., 2015). iv. conclusions this study demonstrates the efficacy of stem instructional practice training in enhancing the general pedagogical knowledge and self-efficacy of primary school teachers. in every category of the itel teacher knowledge survey instrument, experimental group mathematics teachers performed better than control group mathematics teachers (instructional process, student learning, and assessment). in the experimental group, the implementation of stem instructional practice training resulted in a 9.5% improvement in instructional process aspects. the aspect of the learning process has significantly increased the average value by 15,5 points, while the aspect of the assessment has significantly increased the average value by 5,5 points. in addition, the self-efficacy of teachers in the experimental group averaged higher than in the control group. the experimental group increased by 8,913 points from pre-test to post-test. future research can concentrate on training in general pedagogical knowledge and self-efficacy for teachers at all levels of education in order for it to be effective in the development of professional stem general pedagogical knowledge for teachers and the self-efficacy of primary school teachers in applying stem concepts to learning on a larger scale. the results can be utilized by primary school teachers to enhance their professional development. journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 181 acknowledgment the researchers would like to thank the ministry of education and culture (kemendibud) of the republic of indonesia and the education fund management institute (lpdp) for funding this research through a scientific research program with contract number 178/e4.1/ak.04.ra/2021. in addition, the researchers would like to thank research partners, namely the primary and secondary education council (dikdasmen) and muhammadiyah regional leadership (pdm) sidoarjo district, including schools and teachers under dikdasmen. the latter has allowed and contributed to this research. the researchers would like to thank the director of research and community service (drpm) and the faculty of psychology and educational sciences (fpip) universitas muhammadiyah sidoarjo, who have facilitated this study. references allen, m., webb, a. w., & matthews, c. e. 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(2019). implementation of stem education in indonesia: teachers’ perception of stem integration into curriculum. journal of physics: conference series, 1280(5). https://doi.org/10.1088/1742-6596/1280/5/052052 thibaut, l., ceuppens, s., de loof, h., de meester, j., goovaerts, l., struyf, a., boeve-de pauw, j., dehaene, w., deprez, j., de cock, m., hellinckx, l., knipprath, h., langie, g., struyven, k., van de velde, d., van journal of education, teaching, and learning volume 7 number 2 september 2022. page 176-183 p-issn: 2477-5924 e-issn: 2477-8478 183 petegem, p., & depaepe, f. (2018). integrated stem education: a systematic review of instructional practices in secondary education. european journal of stem education, 3(1), 1–12. https://doi.org/10.20897/ejsteme/85525 thibaut, l., knipprath, h., dehaene, w., & depaepe, f. (2018). the influence of teachers’ attitudes and school context on instructional practices in integrated stem education. teaching and teacher education, 71, 190– 205. https://doi.org/10.1016/j.tate.2017.12.014 underwood, e. m. (2015). teacher perceptions on changing instructional practices in mathematics with the implementation of the common core state standards. yoon, s. y., dyehouse, m., lucietto, a. m., diefes-dux, h. a., & capobianco, b. m. (2014). the effects of integrated science, technology, and engineering education on elementary students’ knowledge and identity development. school science and mathematics, 114(8), 380–391. https://doi.org/10.1111/ssm.12090 isc paper template in a4 (v1) journal of education, teaching, and learning volumes 8 numbers 1 march 2023. pages 64-70 p-issn: 2477-5924 e-issn: 2477-8478 64 journal of education, teaching, and learning is licensed under creative commons attribution-noncommercial 4.0 international license. analysis of language errors on the thematic semester final examination problems 1 and 2 elementary school level ayu puspita indah sari1), mardhotillah2) 1) bina darma university, palembang, indonesia e-mail: ayupuspita.indahsari@binadarma.ac.id 2) bina darma university, palembang, indonesia e-mail: ewakmardhotillah@gmail.com abstract in the 2013 curriculum, which applies integrated thematic learning, indonesian plays an essential role as a vehicle for carrying knowledge, from being a means of communication and a means of thinking. therefore, language errors must be minimized in teaching and learning. this study aims to describe the types of errors and the causes of errors in writing the final semester examination questions in thematic 1 and thematic 2. this research was carried out at baitur rahmah elementary school. this type of research is descriptive qualitative research. data collection methods used are observation and interviews. the data analysis technique was carried out through three stages: note, listen, and record. this research uses data source and method triangulation to test data validity. the study results illustrate that there are still many spelling, word, and sentence errors. this is caused by several sources, namely the last educational background of the teacher who teaches, the lack of understanding of the rules in writing, and the lack of accuracy in making the questions. keywords: language errors, 2013 curriculum, integrated thematic i. introduction integrated thematic learning is carried out using the principle of integrated education, namely using themes as a unifying learning activity and combining several subjects at once in one face-to-face. in the 2013 curriculum, indonesian text-based issues become a paradigm for developing language functions. indonesian is not only used as a medium of communication but also as a tool for developing thinking skills. it is displayed in a text shaped by context, a variety of language, and messages containing social and cultural elements (yusnawarni, 2014). through indonesian subjects, students are expected to be able to produce and use texts following their social goals and functions. in text-based language learning, indonesian is taught not only as language knowledge but as a text that carries out the process of being a source of self-actualization for its users in an academic socio-cultural context. text is interpreted as a language unit that expresses meaning contextually. in teaching and learning activities, educators need to carry out evaluation activities in teaching and learning to measure the level of success of the teaching and learning process (achadah, 2019). the existence of an evaluation process makes it easier for teachers to determine the extent to which students can understand the material that has been taught. questions are a set of questions that contain essential points that are used as a tool for evaluating students' abilities and success. a teacher who teaches requires reference materials that will be used to measure various aspects of students' abilities, distinguished from the level of understanding, mastery of the material, and the consistency of the teacher's assessment related to it. if the student can master and follow the learning material well, then the student can proceed to the next stage (grade promotion). students' understanding of the material they have learned can be seen from the questions they work on (suraji et al., 2018). before making the questions, the items cannot be separated from the selection stage. excellent and correct questions must follow good and valid writing rules or under established rules (arvianto, 2016). several points that must be considered, including the subject matter, must be right on target as intended, the main points of the questions made need to be formulated accurately, clearly, and firmly based on the main statement/question, the material/grid must be relevant to the questions asked, the points of the questions should not indicate the wrong answer. the main points of the questions are not allowed if there are statements that are negative in nature. (ismail, 2019). there are two types of questions: multiple choice and essay. multiple choice questions are questions whose answers have been made in the form of options, usually using the alphabet a, b, c, and d, and some are up to (kadir, 2015). at the same time, the description questions are questions whose answers http://creativecommons.org/licenses/by-nc/4.0/ mailto:ayupuspita.indahsari@binadarma.ac.id journal of education, teaching, and learning volumes 8 numbers 1 march 2023. pages 64-70 p-issn: 2477-5924 e-issn: 2477-8478 65 require students to remember and describe certain things in learning (rohim, 2019). a good question is a question that is by the rules of writing a question. on the other hand, a question that is not good is a question that is not under the management of writing a question (kartowagiran, n.d.). writing questions according to the rules means that the questions have carried out their functions well (laela umi fatimah, 2019). corder (1974) in (kamat et al., 2021) provides limits for language errors. (1) lapses, (2) errors, and (3) mistakes. lapses, errors, and mistakes. lapses are errors in language that are caused by the speaker/speaker changing the way he expresses something before the entire speech (sentence) has been delivered as a whole. errors are errors in language caused by speakers violating grammatical rules (breaches of code). the mistake is a language error caused by the speaker not choosing the right word or expression for a particular thing. if the speaker does not use the correct sentence when writing, it can trigger errors in language. some people still think that errors in language are trivial, but if you look at the rules of how to write properly and correctly, this creates problems that cannot be considered easy. referring to opinions (endah ariningsih & saddhono, 2012), language errors made by students are an unavoidable part of learning. the higher the quantity of language errors, the less the goal of language teaching is achieved. therefore, language errors made by students must be reduced to the most minor extent. this can be achieved if the language teaching teacher has studied in depth all aspects of the ins and outs of the language error. there are still a lot of test makers and teams who make exam questions in the plaju area, especially at the elementary school (sd) level, where there are still errors in writing the final semester examination questions. many writing questions are still not under the writing rules when viewed in terms of questions. this resulted in students having difficulty understanding the question's meaning, even though previously the student had mastered the material given. weaknesses in sentences used are not feasible if tested for elementary school children but are feasible if tested for already high levels. in addition, the use of words in the question is not clear enough with the pronunciation/spelling used or uses words that are difficult to understand. the analysis of language errors on a thematic semester final examination for the elementary school level is an important research topic for several reasons. firstly, elementary school students are in a critical stage of their language development and are expected to acquire basic language skills that will serve as a foundation for their future academic and personal success. secondly, language errors can significantly impact a student's ability to communicate effectively, which can hinder their academic progress and social development. additionally, understanding the types and frequency of language errors elementary school students make can help inform instructional practices and curriculum development. for instance, if the analysis reveals that many students struggle with a particular grammatical concept, such as subject-verb agreement, teachers can target their instruction to improve student learning outcomes. furthermore, analyzing language errors on a thematic semester final examination can provide valuable insights into the effectiveness of language instruction in the elementary school setting. for example, suppose the analysis reveals that a significant proportion of students are making errors related to vocabulary or syntax. in that case, it may suggest that the current instructional methods must adequately address these language-learning areas. overall, analyzing language errors on a thematic semester final examination for elementary school students is an urgent research topic that can inform instructional practices, improve student learning outcomes, and ultimately support elementary school students' academic and personal success. research on errors in language has previously been widely discussed. for example, in a study conducted by (wardani et al., 2020). which uses data sources in the form of multiple choice questions. the chosen questions are for the 2018/2019 school year because the available data is still complete and easy to obtain. in addition, other studies were conducted by (endah ariningsih & saddhono, 2012), who examined language errors but used the primary data source of expository essays. this research was conducted with the primary data source of the semester final exam questions at thematic 1 and thematic 2 at the elementary school level. this research is a novelty, considering previous studies have not examined thematic issues. as previously known, the 2013 curriculum applies thematic learning with various considerations believed to bring changes to a better direction in the teaching and learning system (rahmawati, 2018). by analyzing the language errors students make on the final examination, researchers can gain insights into the areas of language learning that students struggle with the most. this can inform the development of instructional strategies and materials tailored to elementary school students' needs, ultimately improving their language learning outcomes. furthermore, this research topic can provide a fresh perspective on the effectiveness of language instruction in the elementary school setting. by focusing specifically on the final examination, researchers can analyze the language errors made by students in a high-stakes and authentic context, providing a more accurate picture of their language proficiency. another innovative aspect of this research topic is its potential to incorporate technology and data analysis tools. researchers can use natural language processing (nlp) techniques to analyze large datasets of student language errors, identifying patterns and trends that may be difficult to detect through manual analysis alone. overall, the analysis of language errors on the thematic semester final examination problems 1 and 2 at the elementary school level is a fresh and innovative research topic that has the potential to inform language education practices and improve language learning outcomes for students. based on the problems above, this study aims to examine the types of errors and causes in writing the final semester journal of education, teaching, and learning volumes 8 numbers 1 march 2023. pages 64-70 p-issn: 2477-5924 e-issn: 2477-8478 66 examination questions at thematic 1 and thematic 2 at the elementary school level. ii. methods this type of research is qualitative descriptive research with a case study approach. according to moleong as quoted (hadi, 2017), qualitative description is the collection of data in words, pictures, and not numbers and delivered in verbal form. this qualitative research is based on the object of study obtained from research data, namely in the form of language errors in the odd semester final exam questions for grade 1 (one) elementary school. this research was conducted at an elementary school in palembang, particularly in the plaju area, baitur rahmah islamic elementary school. with the full address, jalan jendral ahmad yani lorong nigata no. 938 rt.032 rw. 001, tangga takat sub-district, seberang ulu ii sub-district, palembang. the data source in this study was the odd semester final exam for grade 1 (one) elementary school, namely in thematic 1 and thematic 2 subjects. the location was chosen as the population and sample because baitur rahmah islamic elementary school is one of the best elementary schools in indonesia. play area. the primary reason for this research is to identify and analyze language errors made by elementary school students on the thematic semester final examination problems 1 and 2. by doing so, the study seeks to gain insights into the areas of language learning that elementary school students struggle with the most. this information can be used to inform the development of instructional strategies and materials that address these specific challenges and inform policy decisions related to language education. overall, this research aims to improve language learning outcomes for elementary school students and contribute to the broader conversation around language education policy and practice. the writer uses note-taking, listening, and recording techniques to analyze the data, according to mahsun (jung et al., 2021), explaining that the note-taking technique is an advanced technique carried out when applying the listening method with advanced techniques. the listening method is used to obtain data by listening to language. the recording technique is a technique that records the use of language in spoken form. this technique makes it easier for the author to analyze the data that has been obtained previously. based on some of the above understanding, the way this research works is to observe and understand each of the odd semester final exam questions for grade 1 (one) elementary school, namely in thematic 1 subjects with the theme "myself (me and my new friends)" and thematic 2 with the music " my favorite." measuring instruments in writing must meet standards and can be used as a guide in measuring the data to be studied. validity in a qualitative paper is based on whether the results of writing are accurate from the author's point of view and the readers' participation in general. the triangulation technique is one of the most commonly used ways to increase validity in qualitative writing. according to moloeng, as quoted by (sudaryanto & widayati, 2020), triangulation is a technique of checking the validity of the data obtained with other sources or criteria outside the data to increase the validity of the data. in this writing, triangulation is a triangulation of sources, methods, and review of informants. iii. result and discussion the results and discussion of this study will describe the errors in the use of the indonesian language and the factors causing it on thematic exam questions 1 and 2 at baitur rahmah islamic elementary school. mistakes in the use of indonesian in the realm of spelling are divided into two parts: the writing of question letters and the use of punctuation marks. table 1 errors in using indonesian in the spelling realm thematic/ no. question spelling error writing question letters use of punctuation t1/s1 1 t1/s4 1 t1/s5 1 t1/s10 1 t1/s11 1 t1/s12 1 t2/s1 1 t2/s5 1 t2/13 1 t2/14 1 t2/15 1 amount 0 11 in table 1 above regarding errors in the use of indonesian in the realm of spelling, it is found that in writing the question letters, there were no errors, while in the use of punctuation, there were 11 (eleven) errors. furthermore, errors in the use of indonesian in the realm of word errors are divided into two parts, namely word choice, and word writing. table 2 errors in the use of indonesian in the realm of words thematic/ no. question word error word choice word writing t1/s12 1 1 t2/s2 1 1 t2/s5 1 1 t2/s11 1 1 t2/s13 1 1 t2/s14 1 1 t2/s15 1 1 amount 7 7 journal of education, teaching, and learning volumes 8 numbers 1 march 2023. pages 64-70 p-issn: 2477-5924 e-issn: 2477-8478 67 in table 2 above regarding errors in the use of indonesian in the word realm, it is found that in the choice of words, there are 7 (seven) errors, while in the writing of words, there are 7 (seven) errors. furthermore, the indonesian language errors in the spelling domain are divided into three parts: the unity of the idea of the question statement, the coherence and cohesiveness of the question statement, and the alignment of the question form. table 3 errors in the use of indonesian in the realm of sentences thematic/ no. question sentence error unity of idea statement question cohesiveness and cohesivenes s of question statements parallel forms of questions questions t1/s3 1 t1/s12 1 t1/s5 1 t1/s11 1 t1/s13 1 amount 0 0 5 in table 3 above regarding errors in the use of indonesian in the realm of sentences, it is found that in the choice of words, there are no errors found in the unity of the idea of the question statement and the cohesiveness and cohesiveness of the question statement. meanwhile, in the alignment of the form of the question statement, 5 (five) errors were found. after conducting the interview stage with several resource persons and analyzing the final semester exam questions, namely thematic 1 and thematic 2, several errors were found. these include errors in words, sentences, and punctuation. the interview results show that there are errors in writing due to the teacher's lack of understanding of the rules in writing, so mistakes and the teacher's educational background are often unavoidable. not all teachers at baitur rahmah islamic elementary school are graduates of indonesian language education but from various majors. the baitur rahmah islamic elementary school sees prospective teachers in terms of sincerity in teaching, love to teach, and a sense of patience when faced with children of different nature and character. in addition to the teacher's latest educational background and lack of understanding of writing rules, there are also causes for errors in writing questions, namely a lack of accuracy in making questions. accuracy is one of the essential things that must be considered. if we look at a word, it's just different letters. when written can have different connotations. not just a word, one letter is very influential in writing. that is the basis for why accuracy is needed. precision in writing is not only about letters but also about the choice of diction. in writing, of course, there are rules that we must pay attention to, namely spelling errors, word errors, and sentence domains. in scientific papers, rules are indispensable. this will lead to several consequences if the management in writing is not considered, like what happened in the baitur rahmah islamic elementary school final semester examination. after the researchers analyzed the uas questions, namely thematic 1 and thematic 2, the researchers found several errors. tests or tests are a method used by teachers to assess students' abilities. the exams carried out by the school include daily tests, mid-semester exams, and end semester tests which are carried out to assess students' abilities. the extent to which the student understands the material that has been studied. when the school carries out a series of exams for one semester, the progress of the school will be seen. then for the next semester, the school will carry out an evaluation and follow-up plan. the test is divided into two types: oral and written tests. the oral test is in the form of questions given to students orally, while the written test is in the form of a written test. the test aims to get feedback from the learning outcomes and re-correct the curriculum and educational agenda. according to suharsimi, as quoted (soerya, 2014), a test that meets the requirements in the form of validity, reliability, objectivity, practicality, and economics is a characteristic of a good test as follows: (1) validity. validity is defined as a determination to measure student learning achievement. (2) reliability. reliability is given repeatedly to the same object to test the validity of the test questions. (3) objectivity. an objectivity test is not affected by subjective factors and, in its implementation, is carried out as it is. (3) practicality, a test is practical and easy to administer without requiring a complicated process. language errors are discrepancies in the use of various linguistic units, which include words, sentences, and paragraphs, which deviate from the system of indonesian language rules or are not following established rules. the spelling system and use of punctuation marks made in the perfected indonesian spelling book serve as a reference to avoid mistakes in writing. the use of punctuation marks includes a period (.), comma (,), semicolon (;), colon (:), hyphen (-), dash (– ), question mark (?), and an exclamation mark (!), and so forth. s. piet corder, in the book introducing applied linguistics in ramadhan muhtar's research, explained that the errors contained in the language were violations of the language code. the breach is physical and a sign of imperfect knowledge and mastery of the code. a teacher must be able to analyze language errors because language errors are considered natural in the process. therefore, it is better to first examine what errors usually exist in writing. several factors cause a person to make mistakes when speaking, namely mastery of vocabulary that is considered lacking, errors in using indonesian, lack of literacy or interest in reading someone's language errors, and interference from the mother tongue. if the speaker does not use the correct sentence when writing, it can trigger errors in language. journal of education, teaching, and learning volumes 8 numbers 1 march 2023. pages 64-70 p-issn: 2477-5924 e-issn: 2477-8478 68 table 4 difference between error and error category error mistake source competence performance nature systematic not systematic duration a bit long temporary linguistic system deviation temporary already mastered results not yet mastered already mastered repair assisted by the teacher in the form of exercises, remedial teaching students alone with focusing there are two types of language errors: open and closed errors. open errors are language errors found at the grammatical level, which can be seen in terms of sentences. closed errors are errors that are not shown or hidden behind sentences that are arranged correctly according to grammar(murtiningsih, 2013) table 5 error categories and subcategories no. error category error subcategory 1. spelling a. question letter writing b. use of punctuation in questions a. capital letters b. italic c. combining word writing d. question mark (?) and exclamation mark (!) e. period (.) and ellipsis (…) f. commas (,) g. the hyphen (-) h. parentheses ( ( ) ) and quotation marks ( “ '') 2. say a. word choice b. word writing c. operational words in question statements a. accuracy b. the thoroughness c. the custom d. correct writing of words, numbers, and number symbols e. prepositions and particles per f. operational words in the statement of description form g. operative words in multiple choice questions 3. sentence a. unity of ideas for questions b. cohesiveness and cohesiveness of questions a. subject element b. predicate element c. clause d. incorrect link e. waste of words f. influence of other languages 4. paragraph a. unity of paragraphs b. paragraph coherence it can be concluded that the main factor that causes terrible language to occur is that external factors are commonly referred to incorrectly. in general, errors occur because of the writing format. forgetting to remember something causes mistakes in pronouncing language sounds, words, word placement, word order, word stress, and so on. errors can be prevented by the person concerned being more careful to avoid mistakes in writing. agree with purwadi, as quoted (ningsih, 2010), mistakes occur due to many external factors. they do not come from cognitive factors but a nervous attitude when dealing with many people, lack of rest, or fatigue, causing a lack of focus in writing. according to shidar in tarigan, as quoted (aisyah rasuna, 2020), the purpose of error analysis is as follows. (1) choose the order of presentation taught in class and textbooks, for example, the order of easy-to-difficult. (2) choosing a relative order of levels with emphasis, explanations, and exercises from various materials to be taught. (3) making exercise plans and remedial methods. (4) choose things to test students' skills. according to tarigan (sarip, 2014), the purpose of error analysis is applicative, namely correcting and reducing language errors for students. however, it seems that this goal ignores something, namely the development of an explanatory theory regarding students' abilities. the purpose of error analysis is not only applicable but also theoretical or based on existing ideas. there are several things we can do to minimize errors, namely by deepening our knowledge about the rules of writing, understanding the meaning of the rules themselves, and understanding how important the function of the rules in writing is. because if we write without paying attention to the rules, it will affect difficulties when other people read our paper. other people will have a problem in understanding if there are no punctuation marks, wrong choice of words, and inaccurate sentences. we can do several things to minimize the lack of accuracy, namely by increasing accuracy, paying attention to writing, and immediately correcting if there are errors in writing. this research is expected to be a positive statement and provide support to teachers at baitur rahmah islamic elementary school to be even more enthusiastic in deepening their knowledge of writing questions because there is nothing wrong if you want to deepen your understanding of writing questions. the analysis of language errors on the thematic semester final examination problems 1 and 2 at the elementary school level has the potential to make several important contributions to the field of language education. firstly, this research topic can contribute to a better understanding of elementary school students' language learning needs and challenges. by analyzing the language errors students make in a high-stakes and authentic context, journal of education, teaching, and learning volumes 8 numbers 1 march 2023. pages 64-70 p-issn: 2477-5924 e-issn: 2477-8478 69 researchers can gain insights into the areas of language learning that require more attention and support from language educators. secondly, the analysis of language errors on the final examination can inform the development of instructional strategies and materials tailored to elementary school students' needs. for example, if the analysis reveals that students struggle with vocabulary usage, teachers can focus on building vocabulary through explicit instruction and meaningful practice activities. thirdly, this research topic can contribute to developing more effective language assessment practices. by analyzing the language errors made by students on the final examination, researchers can identify common errors and create rubrics that reflect the most relevant errors to elementary school students. finally, analyzing language errors on the thematic semester final examination problems 1 and 2 at the elementary school level can contribute to the broader conversation around language education policy and practice. by providing empirical evidence of the challenges elementary school students face in learning language, this research can inform policy decisions related to language education and contribute to a more evidence-based approach to language instruction. overall, the analysis of language errors on the thematic semester final examination problems 1 and 2 at the elementary school level can significantly contribute to the language education field by improving language learning outcomes for students, informing instructional practices, and contributing to policy discussions. there are some limitations of this research. 1. analyzing language errors on a final examination may not represent a student's language proficiency or progress. 2. this research may not account for individual differences in language learning, such as differences in language background or learning style. 3. the analysis of language errors may be limited by the available data and the specific examination format used in the study. 4. the analysis may be limited by the complexity of the language errors and the available technology for identifying and analyzing them. overall, while the analysis of language errors on the thematic semester final examination problems 1 and 2 at the elementary school level has important implications for language education practice, it is important to consider the limitations of the research in interpreting the findings. future studies should consider these limitations and additional methods for assessing language proficiency and identifying effective instructional strategies. iv. conclusions types of errors in the final exam questions at baitur rahmah elementary school found 11 (eleven) errors in spelling, namely punctuation. found 14 (fourteen) errors in the realm of words, namely word choice and word writing errors. the sources that cause errors in the use of the indonesian language on the semester 1 final examination questions in the plaju area in 2020/2021 are the last educational background of the teacher who teaches, lack of understanding of writing rules, lack of accuracy in making the final semester examination questions. based on the results of the interview, the error occurred because there were several things, including not paying much attention to the way of uniformity of the language used in writing the questions as a whole so that the question writer team was only guided by the experience and knowledge possessed, after being given by the editing team there was no re-check whether there are still errors or not, the problem is that the time is not long enough so that there is no opportunity for the teacher to check and correct the questions that have been made. as for suggestions for future teachers to minimize errors in the use of indonesian in making exam questions, check and correct any mistakes as soon as possible, and are expected to add insight into the language so that the objectives of the teaching and learning process, 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http://download.garuda.kemdikbud.go.id/article.php?article=1694486&val=4087&title=analisis%20kesalahan%20berbahasa%20pada%20soal%20ujian%20pelajaran%20bahasa%20indonesia%20di%20sma journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-4878 59 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of 3dpageflip service system to improve performance customer services in bank roki juniadi 1) , indri astuti 2) , fadillah 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: rokijuna12@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: indribk91@gmail.com 3) universitas tanjungpura, pontianak, indonesia e-mail: fadilah.fkip@gmail.com abstract. this study aims to produce a 3dpageflip service system design in the learning of customer service material, the final product of a 3dpageflip service system to improve customer service performance, through learning activities using a 3dpageflip service system is expected to help skilled customer service in serving customer satisfaction at the bank. this research is a research on the development of a 3dpageflip service system by using the borg and gall development stage, and the subject of the research is customer service. the design of the model is developed using the addie model. from the results of the media expert validation and expert service model validation, and customer service questionnaires about the 3dpageflip service design system, the 3dpageflip service system is well used in learning customer service material at the bank. the results showed that the average response value of 83.92 3dpageflip service system meant that it was well received, tested and feasible to use in the material of the customer service system in improving customer service performance. keywords: pengembangan, pelayanan, 3dpageflip i. introduction practicality and convenience are the main considerations in choosing something. with the development of mobile devices that allow everyone to do work, entertainment, and communication using just one device 3dpageflip is an e-book or digital book maker software, e-catalog, e-brochure with a back page of 3d effects and rotating effects within minutes. 3d pageflip is the perfect flipbook flash software for converting pdf, word, powerpoint files, to flipbooks into a realistic 3d digital magazine. with 3dpageflip, you can make realistic and interactive 3d magazines, e-catalogs, e-brochures, e-books by flipping through newspaper pages or anything else without knowledge or programming skills in flash or html in no time. you can output 3d digital brochures online, offline (on your pc, ipad, and others), even bur,n them to a cd or dvd or use them with a usb storage device. performance can also be described as the level of achievement of the implementation of activity in realizing the goals, objectives, mission, corporate vision contained in the formulation of a company's planning strategy. the assessment is inseparable from the process which is the process of processing inputs into outputs or assessments in the process of drafting policies, programs, activities that are considered important and influencing the achievement of goals and objectives. performance management is a process designed to improve the performance of organizations, groups, and individuals driven by managers. this process is based more on management by obstruction than management based on the command, although this also includes the need to emphasize high expectations of performance http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 60 through such contracts. targeting is a management process that ensures that every employee understands the rules and results that need to be achieved to maximize their contribution to the organization as a whole. in essence, goal setting allows employees to know what is required for them and the basis for what their performance and contribution are assessed. the role of customer service is also one of the human resources needed by a company. in carrying out the service, the role of customer service is directly related to the choice of consumers, so a reliable customer service is needed. customer service plays a very important role as the spearhead in facing customers. in the business world, the task of a customer service is to provide services and foster relationships with the community. customer service is like the face of a company. services provided are services based on information and services that aim to provide customer satisfaction and can meet customer desires and needs. banks as financial institutions engaged in the service sector must be able to provide the best service (service excellent) to be able to win the competition in an increasingly competitive situation. to deal with the increasingly tight banking competition, each bank inevitably has to develop the concept of "the best service for its customers." this development aims to maintain existing customers and reach potential new customers. in addition to maintaining and increasing the number of customers, the bank needs to maintain a good and positive image in the eyes of the community. to maintain this image the bank can build it through an increase in the quantity and quality of the banking products produced, as well as through the quality of services provided to its customers. to support the achievement of these objectives, the banking institution must prepare employees who are competent, reliable, trustworthy, and able to handle various needs of its customers, especially in this case which is one of the spearheads of banking (regarding service) is teller, customer service, and funding officer. quality of service to customers is a very important factor. in accordance with the results of the observation on february 9, 2018, conducted in the field there are several factors that directly influence the quality of services provided. first, good service is influenced by human factors (20% employees) who provide services from 3 male customer service. humans who serve customers must have the ability to serve customers quickly, precisely, and perfectly (30%) from 3 female customer service. in addition, employees must have the ability to communicate, be polite, friendly, and take full responsibility for customers and not yet 100% perfect of a total of 6 customer service in performing customer service. the second, good service must also be followed by the availability of facilities and infrastructure that support the speed, accuracy, and accuracy of the work. infrastructure and facilities owned must be equipped with the latest technological advances. in the end, the infrastructure and facilities that are owned must also be operated by qualified human beings. so it can be said that both factors support each other. it means that these two factors must support each other to provide optimal service. specifically to carry out all the supporting factors above, the most important thing to do is to improve the quality of the products offered, the right pricing strategy, promotion strategy, the quality of the workforce used, the availability of technology used, service to customers (customer satisfaction) , harmony between employees and leaders and employees with employees and other factors. it's just that each of the above factors cannot stand alone, but must be done in its entirety or together. that is, if one is not done, it will become lame and can thwart the success of achieving the company's goals. the importance of service quality can be explained from two angles, namely from the point of view of operational management and marketing management, as seen from marketing management, service quality is one of the main elements in marketing (marketing mix), namely services, products, prices, promotions and distribution channels that can increase volume, sales and expand the company's market share. when viewed from the perspective of operational management, the quality of service is one of the important policies in improving the competitiveness of companies that must give satisfaction to consumers can exceed or at least equal the quality of service from competitors so that customer satisfaction can be fulfilled. therefore "prioritizing customer satisfaction" is an awesome intention, how well a company is invited to do business usually depends on the people they employ. efforts to satisfy customer needs must be carried out profitably in a situation where both parties feel indeed, and no one has been harmed. community demands for improving living standards, government regulations regarding customer rights, as well as increasingly complex business activities and the explosion of data and information, implies the necessity in improving the quality of services and improving the performance of service providers, namely the bank customer service. the principle of excellent service in marketing activities can be made as a guideline for the bank to carry out an excellent service activity that is intended to be set for the customers that they want to achieve. through the principle of excellent service, this can lead to achieving the goals to be achieved by the bank, especially in improving services to particular customers and all stakeholders in general. excellent service is the maximum ability of a bank customer service through a touch of humanity in serving or relationships with customers. the purpose of journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 61 excellent service is; generate customer trust and satisfaction, retain customers to remain loyal to using the bank's products or services. customers of the bank always want the services they receive in accordance with their expectations, even if there are customers who do not really care about the quality of service. for this type of customer who is less concerned about the quality of service, the employees still provide the same service standards, because in the end this type of customer also wants quality service. therefore, good and quality service must be maintained and improved over time. it is due from time to time there will be changes in various fields that will eventually change customer behavior. these changes must be anticipated by trying to adapt to the existing services. the existing services must continue to be evaluated and improved according to the level of changes in customer behavior to achieve 100% satisfaction of the bank's performance. the gaps found in the service system still use module-based learning, or regular training carried out to provide operational service standards to customer service and spend a lot of time and training costs. performance is the work achieved by a customer service in carrying out their duties and responsibilities for that customer service must continue to improve service skills and human resources. starting from the background above, the researcher is interested in researching the development of a 3d pageflip service system at the bank's services. ii. research method this study aims to develop a 3dpageflip service system to improve the performance of customer service at the bank. so the research used in this research is the method of development (research and development). this development takes the steps of borg & gall's development research combined with the addie design development model at the product development stage. this study includes the development of learning resource products in the form of developing a 3d pageflip service system to improve the performance of customer service at the bank. the development of this service system is expected to be customer service to be able to learn easily and fun, and achieve the learning objectives by building the concept of service. as well as customer service can also learn independently and can adjust the capabilities of each itself. research location this research will be conducted at bank mandiri tayan. this bank is a service excellence model for other banks. therefore, the researchers considered that bank mandiri was very suitable to be used as the right research. for the time of the research, it can be adjusted according to the schedule provided. research subject the research subjects in this study were customer service at bank mandiri pontianak as many as 6 customer service and teller consisting of 3 men and three women. in addition, it is also supported by several informants, namely branch heads and customers. research procedure the procedure of research conducted by researchers in this development research was taken from the steps of borg and gall. the first step taken in this study is to analyze the customer service needs at the bank related to the system used in the development of 3d pageflip services. needs analysis is done by giving a questionnaire consisting of four questions to customer service. the data obtained from the results of the needs analysis is used as a guideline in the development of a service system, in this case, is a learning 3d learning mirror. the following data collection instruments can be seen in the table below: 1. data collection 2. product design 3. validate experts 4. validate the field 5. final product model development steps borg & gall's research in the research model he developed established ten procedural steps, in this study the author only uses up to 9 models given the limitations of time and budget of the researchers' funds so that the application of research steps is adjusted to the research needs. it is in line with the opinion of borg and gall (in sugiyono 2016: 37) which explains that it is possible to research on a small scale by limiting the number of stages of the entire steps. data collection technique: 1. data source a. customer service b. customer or customer c. document data d. field notes 2. data collection techniques and tools data collection techniques in this study use the following techniques: a. direct observation with the observation sheet tool. b. direct communication techniques with the interview sheet tool. c. documentary techniques with documentation tools. d. indirect communication with questionnaire. data analysis technique data analysis used in this study is quantitative and qualitative. 1. qualitative data journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 62 qualitative analysis is carried out to find out the results of the validation of the expert or validator on the 3d pageflip service system to improve customer service performance, how the customer service responds to the 3d pageflip service system and how to implement the 3d pageflip service system in the customer service system. the steps are as follows: a. analysis of the validation result of the 3dplip service system 3dpageflip service system validation will be carried out using two assessment fields, namely media (design) experts, service model experts (material). 1) assessment of media experts (design) 2) assessment of expert model services (material) 3) search for the average of each criterion with the 2006 khabibah formula (in irwan 2018: 75) 4) looking for an average aspect with the 2006 khabibah formula (in irwan 2018: 75) 5) finding the average total validation of each aspect of the media with the 2006 khabibah formula (in irwan 2018: 76) 6) match the total average with the validity criteria of the modified media khabibah 2006 (in irwan 2018: 76) b. analysis of customer service response results 3. quantitative data quantitative analysis is carried out to determine the results of customer service learning using a 3d pageflip service system in improving customer service performance. the steps are as follows: 1) gives a score on the results of prestes and postes of customer 2) t-test of 2 paired samples 3) comparing the significance value 4) give conclusions iii. result and discussion a. result the following are the findings in the research activities for developing a 3d pageflip system to improve customer service performance. 1. conceptual model of 3d flash service system to improve customer service performance the conceptual model of the service system is a preliminary study and the most important thing that must be done so that the service system will be designed according to expectations. the learning system design model used is addie (a) analysis model, (d) design, (d) development, (i) implementation, and (e) valuation. without design, the service system will not be resolved, because a job starts with the design stage. as for some of the operational standards features of good service in serving customers or customers, namely: a. stage using 3dpageflip in the customer service service system the findings indicate that the service system still uses cd recordings in understanding the customer service process. this service system essentially supports customer service to learn appropriately in serving customers, which in the digital era like today can all be used as digital, so that it is easier and more practical, because learning is the result of the interaction between stimulus and response. 3dpageflip is a flipbook flash application that can be used to convert pdf, word, powerpoint, and excel files to flipbooks. flipbook flash software can create amazing magazines, catalogs, e-brochures, ebooks or e-newspapers in 3d. in other words, with this software, we can make the customer service system more attractive in accordance with operational service standards. b. planning stage activities in the planning stage of making this service system define skills developed through devices that will be produced by formulating the objectives to be achieved; the service system is arranged in a systematic, directed, complete according to operational service standards. in designing a 3d pageflip service system to improve customer service performance, researchers must have good planning so that the service system that will be produced is suitable for use by customer service. the planning carried out is determining the purpose of the service system, gathering service resources, determining the content of the service system, developing service training (rollpaly) to determine the level of mastery and success of the service system used in learning and skills training in customer service. with this planning, it will make it easier for researchers to conduct a 3d pageflip service system to improve customer service performance. c. service system development phase this development stage is the form of the beginning of the 3dpageflip service system to improve the customer service performance that will be generated. the success in service using the 3dpageflip waiter system is highly dependent on the display design presented in the service system and includes service material. the 3d pageflip service system to be compiled must be interesting, the material in the 3d pageflip service system already includes from the entire material to be delivered, the material described in the 3d pageflip service system is in accordance with the objectives of customer service procedures. the initial design of the 3dpageflip service system is digital cover page cover, introductory service video, table of journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 63 contents and links, 3dpageflip user stages, service photos, customer service service videos and service matrices, service evaluations, service cover videos, and library list. the cover page includes, among others: link buttons, service system titles, illustration images (representing activities carried out in the discussion of the 3dpageflip service system), and video service system authors. the table of contents is combined with a link because it contains information about the role of the 3dpageflip service system page. the 3dpageflip usage concept map shows the position between sub-material with one another. introduction that contains the use of 3dpageflip competency standards, indicators that will be studied in the service system, manual usage of 3dpageflip special key guide how to use, description description of the contents of the service system, prerequisite preliminary ability required to learn the service system, the ultimate goal to be achieved after customer service finished learning the 3dpageflip waiter system, and the ability to check the list of questions even directly practiced in serving customers so that they can measure the initial customer service control over the competencies to be learned on a 3dpageflip service system. the part of learning or training activities consists of two activities, namely: activity one makes about the material of the service system which is able to explain the contents of the stages of serving customers who are seen and heard through 3dpageflip video. activity two made about the description of the material that is able to recover the content of the 3dpageflip service system (stages, steps, and expressions in serving customers) which is heard through rollpaly practice (direct practice) customer service. the final section makes about evaluations that must be done by customer service independently. the answer contains the questions in the evaluation that function so that the customer service can judge for themselves the results of what it has done because then the customer service can measure its abilities. the success of the service system using 3dpageflip to improve customer service performance, this depends on the display design that will be presented. learning resources in the form of a 3d pageflip service system that is presented must be interesting, covering all material that is intended to be given, right on target learning objectives, providing insight to customer service participants regarding the learning material of the customer service system. the conceptual model of writing and arranging a 3d pageflip service system is complete, the development phase of the service system is then the validation of the 3d pageflip service media design of experts. a. expert validation stage after the 3dpageflip service system has been completed, the next step will be realized by experts to find out the quality of the 3d graphics service system that is being developed before the service system is tested to customer service. in this study took two experts: media experts, the design of two people and two service model experts. 1) results of media expert assessment the assessment by design experts on the 3d pageflip service system was carried out by two experts. the aspects carried out in the design experts are the functional aspects of the service system simplicity, service system appearance aspects, service material reliability, aspects of display text, image appearance, color, layout, 3dpageflip service, maintenance, 3dpageflip service system security aspects. vamedia value indicates that the 3dpageflip service system is said to be valid in terms of the 3dpageflip service system function aspect, service system appearance, reliability, material text, color image, layout, use, maintenance and security of 3dpageflip service system with 4.2 design values 4.2 > 3 which means that the design of the 3dpflflip service system has valid criteria. 2) results of assessment of material experts on the service model assessment by material experts on the 3d pageflip service system model was carried out by two experts. the aspects carried out in the service material expert are aspects of the service system, service competence, material aspects, attitude in service, service evaluation. vamatter values indicate that the 3dpageflip service system is said to be valid regarding aspects of material content and aspects of material presented with a value of 4.6 this material model value is 4.6> 4.2, which means that the 3d pageflip service system model has very good criteria. b. trial stage the next stage of the development of the 3d pageflip service system to improve the performance of customer service at the bank is field trials. this trial was conducted to be easily understood by customer service. to fulfill the element of good or not a service system, several aspects are carried out, namely: 1) the language factor used must be in accordance with good and correct language rules. besides that, the level of simplicity of the language used must be in accordance journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 64 with the operational standards of customer service services at the bank. 2) an attractive presentation style that attracts customer service to use a 3dpageflip service system 3) seeing the level of customer service ability so that the material presented is made so that customer service is easier to understand. the trial of the 3d pageflip service system is carried out through 3 stages, namely, individual trials (3 customer service), small group trials (6 customer service), and large group trials (20 customer service), at customer service at bank by providing questionnaires and observations at bank mandiri branch offices which will be used as input in revising the product. the implementation of the trial activities is as follows: a) observing the service system and responses from customer service during service to customers at the bank. b) provide questionnaires (questionnaires) response to customer service after they are given 3dpageflip service system material. customer service will later assess the language used, deficiencies and weaknesses of the assessment of each customer service as the subject of the trial. 1) individual trial the implementation of the first trial is an individual trial (one to one) in the implementation of this trial; it is expected that researchers can find out the response and comments of the subject of the trial about the design of the 3d pageflip system design that has been designed. in addition, from this trial, it is expected that researchers can see the deficiencies in the design of the 3dpixflip service system as a reference in revising the 3dpixflip service system design that is being developed. the findings during the implementation of individual trials are as follows: a) the trial was conducted on tuesday 05 june 2018 at 16: 00-17: 00, at bank mandiri tayan. b) the test subjects consisted of 3 customer service with female gender. the selection of trial subjects was based on recommendations and the level of customer serviceability, namely one person with high-ability customer service, one person with moderate capability customer service, one lower-capable customer service. c) the average value of the customer service response is 4.46 with very good information. in addition to filling out the questionnaire, customer service also provides comments and suggestions on the shortcomings and lack of clarity of the content of the customer service system used, the results of these comments will later be a reference in revising the 3dpageflip service system. d) through the results of the comments and suggestions given by customer service to the 3dpageflip service system, the researcher does revisions in accordance with the previously suggested aspects. the revised results after the trial implementation are to add samples of customer service material. 2) revision of the main product stage after a small group trial, the researcher made improvements to the initial product produced based on the results of the initial trial. it is done to minimize shortages so that researchers will make design improvements. the results of this improvement are the main products of the developed device. b. main field testing stage 1) small group trials (small group based try out) the process at this stage carried out initial field trials on a scale at bank mandiri tayan with 6 customer services selected based on recommendations and randomly generated with observation sheets and questionnaires to later analyze the results for input and discussion of the results to revise the product as a trial. the test is used to obtain information on whether the research uses a 3d pageflip service system to improve customer service performance better and more interesting in customer service learning. the average total response value is 2.77 with enough information. in addition to filling out the response questionnaire regarding the 3dpageflip service system, the researchers also asked customer service to provide comments and suggestions regarding the 3dpageflip service system. 2) operational product revision phase this staging process makes improvements to the products produced based on the results of the medium scale trial. it is done to minimize the lack of a 3dpageflip service system so that researchers will make design improvements. this repair is the main product of the device being developed. the results of improvements based on the medium scale test are the procedures for welcoming customers, the clarity of the service stage. d. operational filed testing stage 1) large group trials (field try out) the process at this stage of the 3d pageflip service system product is tested again in a larger scale field. the large-scale trial conducted on the first two places was held on thursday 21 june 2018 at 16: 3017:35 wib on journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 65 22nd june 2018 at bank mandiri tayan at 10:00 p.m. to 11:00 p.m. with a total of 20 customer service members consisting of 11 male customer service and 9 female customer service as trial subjects equipped with questionnaire sheets to later analyze the results. the implementation of large group trials is carried out by referring to improvements in the 3dpflip service system that are revised according to suggestions and input from the individual and small group trial stages. thus it is expected that in large group trials the 3d pageflip service system process can be done well. based on the results of the customer service response that the average total response value is 3.64 with good information, or the 3d pageflip service system is feasible to use, this means the service system has experienced a huge improvement, especially in the existing aspects of video service enhancers, language improvement and clarity stage of customer service. there is also a comparison of the results of revisions to individual scale, small scale and large scale tests which can be shown in figure 1. fig.1 comparison of trial results of 3d laser service system based on graph 4.1 it can be seen that there has been an increase in the results of the medium scale trial of 2.77 and then revised, followed by a large-scale experiencing an increase of 4.36 very good categories, this means the 3d pageflip service system can be used in the customer service learning system process to improve performance. e. customer service response results against 3dpageflip service system in the development of a 3dpageflip service system to improve customer service performance, researchers wanted to find out the response of 30 people on 3dpageflip service system by tuesday on august 07, 2018. by distributing questionnaires to get a score per item of the 3d pageflip system with the following details; systematic item dimensions average score 4.32, composition score 4.32, material score 4.39, attitude score 4.51, and service evaluation score 4.54, the quality of service items provided by officers shows good results so it can be concluded that the customer service response to the 3dpageflip service system with an average score is very good. f. product revision final stage perform a final repair of the 3dpixip service system developed to produce the final product. at this stage, the analysis of the field trials was revised for the last time. some improvements made to the 3d graphics service system include the appearance of the cover, the contents of the customer service system, and easy to understand. 2. application of a 3dpageflip service system to improve customer service performance the first step of the researcher as a facilitator is to prepare such as time and place, 3d pageflip learning materials, computers and books, and other stationery. it aims to make the process of implementing the 3dpageflip learning system as planned. furthermore, from a total of 20 customer service with details of 11 men and 9 customer servicewomen, they were directed to enter in the space provided then the researcher as the facilitator immediately greeted customer service and said greetings and shook hands to direct the existing seats so that they could interact for 3dpageflip service system learning. after everything is ready the researcher immediately introduces and explains the intent and purpose, customer service responds very well. to make it easier for customer service to learn about the service system, the researcher first gives an appreciation and direction about the material of the 3d service flip system; this gets a response from customer service. after finishing giving directions, the researchers immediately distributed 3dpageflip service system material through computers and laptops. the next step is that customer service starts to carry out learning activities starting from activity one. in the material of this one activity, the researcher explains what 3dpageflip is and how to do the tutorial so that the instructions provided help customer service in understanding the service system created with the 3dpageflip design. the next step, the researcher immediately asked customer service to go to the second part, in this second activity the material studied was the procedure for serving customers in accordance with the standard operational services through 3dpageflip video. the implementation of the two customer service activities looks serious, enthusiastic and conducive; there are only a few customer service inquiring about the procedures for journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 66 material services which are activities one with two activities, getting the questions answered by the researcher and customer service understands that. the researcher immediately reviewed the material that had been delivered and the understanding of customer service as preparation for direct practice (roolpaly) with 1015 minutes to find out how much customer service understanding of the service procedures made through 3dpageflip while evaluating each service that was practiced right, after that the researcher reviewed the material practiced and asked other customer service to respond, the responding customer service was applauded. after running smoothly and the material can be understood, the researchers say thank you very much for the participation of customer service who have taken the time, by greeting the researchers to cover up learning by shaking hands with customer service. the learning delivery scenario that is carried out in outline as follows: 1) preliminary activities 2) core activities 3) closing activities based on the learning steps that have been taken, it can be seen that the learning process is only as a facilitator, while customer service learners who are more active, directed and enthusiastic in carrying out the learning process using a 3dpageflip service system, thus a learning process will be more maximal. 3. customer satisfaction against a 3dpageflip service system to improve customer service performance the results of customer service service satisfaction in this study were to find out the success of the service process to customers' customer questionnaire form before using 3dpageflip products and after using 3dpageflip products. customer service is said to master the service system regarding customer satisfaction with the services provided with items of reliability (reliability), responsiveness (responsiveness), assurance (assurance), empathy (empathy), tangible forms, 3dpageflip service system satisfaction scores can be seen in 4.3 notes as follows: a. before using the product (customer questionnaire pretest) the initial stage of this implementation starts with giving a customer questionnaire in the form of an assessment score of 5 core points and around 21 questions asked. prestes questionnaire aims to measure the initial ability of customer service in serving customers who come to the bank. prestes questionnaire is conducted on may 21, 2018. the pretest results of customer questionnaires show that the average score on items is (53.6, 46, 50.4, 46.5 51.6) which means that customer service has not reached its maximum in service to customers because of the minimum completeness criteria of 80-100 service %. in the implementation of the customer service service system, it has not been good in carrying out the stages to serve customers who come to the bank. score criteria: 20-40 = low satisfaction, 41-79 = medium satisfaction, 80-100 = high satisfaction (serves quality). b. after using the product (customer questionnaire posttest) the posttest implementation of customer questionnaires was held on friday 29 june 2018. the customer questionnaire posttest was conducted after customer service learned the 3dpagefilp service system and applied it in daily work. the value of the posttest of the customer questionnaire obtained an average score on service items of, (84.8, 80.4, 90.4, 86.8, 87.2), which obtained the value of customer service satisfaction criteria with a score of 80 100%. the average pretest score is 49.62% while the posttest mean score is 85.92%. from these results, it can be concluded that there has been a significant increase in the results of customer service services between before the 3dpageflip learning system and after learning the 3dpageflip system to improve customer service performance. c) t-test of two paired samples the two paired sample t-test is an analysis to test the differences in two paired samples, namely the pretest and posttest customer service results that have been obtained by the researcher from the customer questionnaire. the results obtained based on calculations made by each item, namely: 1) item reliability (reliability) because the value of t arithmetic> t table (21.5> 1.812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before studying with the 3dpageflip service system and after learning to use the 3d pageflip service system to improve customer service performance 2) responsiveness items (responsiveness) because the value of t arithmetic> t table (6.16> 1.812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with a 3dpageflip service system and after learning to use a 3d pageflip service system to improve performance journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 67 3) assurance items because the value of t arithmetic> t table (15.20> 1,812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before studying with the 3dpageflip service system and after learning to use the 3d pageflip service system to improve customer service performance 4) empathy items because the value of t count> t table (22.00> 1,812) then ho is rejected, and ha is accepted, meaning that there are differences between the results of customer service before learning with the 3dpageflip service system and after learning to use a 3d pageflip service system to improve customer service performance 5) tangible because the value of t arithmetic> t table (21.84> 1.812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with a 3dpageflip service system and after learning to use a 3d pageflip service system to improve customer service performance. b. discussion 1. conceptual model of 3d flash service system to improve customer service performance doing a design or design is the most important initial step that must be done in developing the service system. one of the learning system design models used in the 3d pageflip service system development activities, namely addie model, (analysis, design, development, implementation, evaluation), requires a good and systematic stage that aims to maximize the expected process and results. excellent service is a very good service or service that is in accordance with applicable service standards and owned by the agency that provides services. it can also be translated as a service that satisfies customers. success in developing and implementing excellent service is inseparable from the ability to choose the concept of approach. the concept of excellent service is based on a6 barata, (in mhd rusydi 2017: 73), which is to develop excellent service by harmonizing the concepts of attitude (attitude), attention (attention), action (action), ability (ability), appearance (appearance), and accountability. the design of the 3dpflflip service system development is a reconnaissance study conducted to obtain the information needed before carrying out development activities, or in other words, the design of the 3d pageflip service system development is a preliminary analysis carried out as a form of reference in planning service system writing activities. thery (in mhd rusydi 2017: 60) classifies five elements of satisfying service, namely: equal and equal, given on time, fulfilling the required amount, continuous, and always improving the quality and service (progressive service). everyone expects superior service, namely an attitude or way of employees in serving satisfactorily. as explained in the findings of the research results, the results of the preliminary study on the development design began with the initial diagnosis of the service system, and the customer service learning resources used. it is intended so that later development activities carried out can improve performance in work and learning because the analysis is carried out on the competencies to be achieved. will later all the competencies contained in the service operational standards can be provided by the service system material. the preliminary study carried out later in the design of the 3d pageflip service system development is to analyze the characteristics of customer service. it is important because to overcome the problems that arise from the service system analysis is to produce a service system source that matches the characteristics of customer service. the preliminary study carried out later in the design of the 3d pageflip service system development is to analyze the characteristics of customer service. it is important because it addresses the problems that arise from the results of the service system analysis. service standard is a benchmark that is used as a guideline for the implementation of services and a reference for the assessment of service quality as a commitment or promise from the organizers to the community to provide quality services (law on public service number 25 of 2009). in this service standard, there is also a service quality standard. understanding the quality according to goetsch and davit 1994 (in mhd rusydi 2017: 58) is a dynamic condition that deals with products, services, people, processes and the environment that meet or exceed the expectations of those who want. based on the findings of previous studies it can be concluded that customer service characteristics in understanding service material are still low so that the impact on employment in serving customers, most prominent is the difference in the style of each in implementing the service system. through this information, the preparation of service system materials that will be carried out must use simple language, and in accordance with the style of customer service. through a series of activities that have been done before, the final activity carried out in the development design is to formulate the objectives of the service learning system to be achieved. the purpose of the formulation of the objective of the learning system that is carried out before making the service media is so that the researcher does not journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 68 deviate from the original goal when the maker of the 3d pageflip service system. the planning stage of the making and writing of the service system involves experts. experts, in this case, are media or design experts, and service model experts at least those who influence the service system. it is through this planning stage that the 3dpageflip server system can be compiled and developed in the next stage. difficulties during the implementation are designing the development of a 3d pageflip service system is the time and material constraints in conducting analyzes related to the information needed by researchers, the limited ability of observers when observing customer service characteristics, and the limited ability of observers to sort relevant material and systematic rearrangement of material in accordance with service standards. 3dpageflip service system to improve customer service performance in this study is basically used as a substitute for training that does not yet exist in customer service, this 3d pageflip service system is made with language as easy as possible so that the 3dpageflip service system can support customer service in developing service satisfaction concepts or be known with behavioristic theory because it emphasizes the formation of behaviors that appear to be learning outcomes. understanding in the service system learning that formed the visible behavior by the customer service itself. therefore, understanding ability cannot be given by force, meaning concepts by service supervisors and when customer service forgets, the customer service cannot properly provide services to customers. 3dpageflip service system design in this study provides a positive impact as evidenced by customer service activities in carrying out services can serve well regarding the stages of customer service. 2. application of a 3dpageflip service system to improve customer service performance the application of the service system is said to be important because the application of service system learning is a sequence of stories compiled by a researcher or training instructor so that a service system learning event occurs according to what is desired. finished customer service or the student answers the greetings of the researcher, immediately introduces and explains the purpose and objectives of the learning system of 3dplipflip service, customer service responds well. to make it easier for customer service to learn about the material, the researcher first provides an apperception regarding the material of 3dpageflip service system, and this gets a response from customer service. after finishing giving the apperception, the researcher directly distributes the 3dpageflip service system to all customer service with each on his computer. the next step is the customer service begins to carry out the learning activities of the service system material which starts with the activity or one. in the material of this one activity, customer service learned the 3dpageflip tutorial when the learning process took place customer service seemed enthusiastic and conducive. after carrying out the learning system, the research service returned to reviewing the material that had been delivered and the understanding of customer service as preparation for conducting customer service practices. it aimed to find out how much customer service was understanding of customer service material. based on the steps of the service learning system that has been carried out, it can be seen that in the learning system process, the service of the researcher is only as a facilitator, while the customer service is more actively directed and enthusiastic in carrying out the learning process using a 3dpageflip service system. learning scenarios are arranged covering several stages of research including the preparation phase which includes preparation of teaching system services. customer service coding phase is done by preparing customer service before the service system starts. the third stage is the introduction, the thing that is done by the researcher to explain the important points of the 3d learning service learning simulation that will be conveyed. the individual work phase is where the customer service independently learns and tries to apply the distributed 3d service delivery system. the assessment stage is to assess the results of customer service service practices where researchers provide an assessment of the practice of customer service services. next is the reflection and closing stage where the researcher tells the stages of the lack of service in customer service if there is still a mistake in working on the service system provided. during the small group trial, the stages of the service system phases that have been compiled must be in accordance with the conditions of the material load submitted and the time allocation used or in other words the scenario of the service system must be in accordance with the real coding of the system during ongoing service. it is done so that when the 3dpixflip service system is used with real conditions in the field, there is no obstacle to the suitability of the 3dpageflip service system with the stages of the existing service system. this is in line with the opinion of mulyatiningsih (in irwan 2018: 128) the importance of conducting a small-scale trial in advance to anticipate errors that can occur during the actual implementation of the model, in addition to analyzing the obstacles that may be encountered and trying to reduce these constraints on when applying the next model. the results of small group trials show that the service system can be used as teaching material in learning using a customer serviceoriented approach. during learning activities, the use journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 69 of a service system can help customer service in understanding the concept of a customer service system, only a few drawbacks of using a group 3d service system are the need to adjust learning time with the stages of learning activities in a 3d pageflip service system. the response provided by customer service in the small group trial was 2.77% on average. it shows that the results of improvements to the simplicity of the material from the discussion carried out after the previous individual trials gave good results for the subjects of this small group trial. or in other words, one of the important components of using a service system is to provide good learning motivation for customer service. whereas the response given by the large group trial subjects with an average value of 3.64% positive response or in other words during the implementation of learning using the 3dpageflip service system customer service has a pretty good motivation in the development of its work. customer service system to improve customer service performance at banks learning outcomes are a measure of the achievement of the learning objectives of the services performed. to find out how the results of customer service learning by using a 3dpageflip service system researchers use a service system practice test that aims to determine cognitive learning outcomes, affective, physical customer service. the learning outcomes obtained show that the desired learning objectives of customer service experience achievement, namely customer service have improved both in terms of knowledge and attitudes and skills in service, this is in line with sardiman's opinion (in irwan 2018: 124) that the goal of learning is to gain knowledge marked with the ability to think, planting concepts and skills that are physical and spiritual and the formation of mental attitudes and behavior of students, will not be separated from the matter of planting values. it is in line with service ethics starting from the behavior of bank officers in various lines in meeting the needs and desires of customers by paying attention to which ones are good which are bad, which ones are right which are wrong. vincent gespersz (in mhd rusydi, 2017: 77) states that service quality includes the following dimensions: a. timeliness of service related to waiting and processing times b. service quality is related to accuracy or accuracy of service c. service quality is related to the politeness and friendliness of business people d. service quality is related to the responsibility in handling customer complaints e. service quality is related to the small number of service personnel and other supporting facilities f. quality of service is related to location, service room, parking area, availability of information, and other guidance. g. service quality is related to environmental conditions, cleanliness, waiting rooms, air conditioning facilities, communication equipment, and music. iv. conclusions and suggestions a. conclusions based on the results of research that has been carried out, in particular it can be concluded that the 3d pageflip service system to improve the performance of customer service in the bank, with the conceptual model design of the 3d pageflip service system development, is a series of activities that are intact and become a reference in the process of developing a customer service system. with the stages from brog and gall and the addie learning system design model and with several learning theories. the level of quality of service provided by bank officers before and after using the 3dpageflip service system is the maximum in serving, but some are not. however, if viewed from each dimension of quality to satisfaction perceived by customers, then: dimensions of item reliability (reliability), responsiveness (responsiveness), guarantee (assurance), empathy (empathy), physical (tangible), quality of service items given by the officer shows better. the application of the development of the 3d pageflip service system was carried out to improve the performance of the customer service at the bank. the results of customer satisfaction with the customer service service using a 3d service flip service system can be seen from the results of the prestige and the posttest results. results of customer prestige towards customer service services with items, reliability (reliability) 53.6, responsiveness 46, assurance 50.4, empathy 46, 5, and tangible 51.6. this achievement is done to measure the ability of the initial customer service stage before studying the material using a 3dpageflip service system. while the results of the customer service posttest with items, reliability (reliability) 84.8, responsiveness (responsiveness) 80.4, assurance (assurance) 90.4, empathy (empathy) 86.4, and physical (tangible) 87.2. this posttest was carried out aimed at measuring customer service capability after using a 3d pageflip service system to improve customer service performance. service system results through 3dpageflip media to improve customer service performance can also be seen from the paired sample t 2 test results, the sample referred to here is the results of the customer's prestige and posttest that have been obtained through each of the customer service service items that are carried out namely: item journal of education, teaching and learning volume 4 number 1 march 2019. page 59-70 p-issn: 2477-5924 e-issn: 2477-8478 70 reliability (reliability) because the value of t count> t table (21.5> 1.812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with a 3dpageflip service system and after learning to use a 3d pageflip service system to improve customer service performance. responsiveness items (responsiveness) because the value of t arithmetic> t table (6.16> 1.812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with a 3dpageflip service system and after learning to use a 3d pageflip service system to improve performance. assurance item (assurance) because the value of t count> t table (15.20> 1,812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with a 3dpageflip service system and after learning to use a 3d pageflip service system to improve customer service performance. empathy (empathy) item because the value of t count> t table (22.00> 1,812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with the 3dpageflip service system and after learning to use a 3d pageflip service system to improve customer performance service. tangible because the value of t arithmetic> t table (21.84> 1.812) then ho is rejected, and ha is accepted, meaning that there are differences in the results of customer service between before learning with a 3dpageflip service system and after learning to use a 3d pageflip service system to improve customer performance service. b. suggestions based on the results of research and development the following are some suggestions that the researchers convey. it is necessary to be careful in designing a 3d pageflip service system in this learning, one when analyzing the characteristics of customer service. it is done so that when the 3dpageflip material is compiled, the language and the level of difficulty produced are in accordance with the characteristics of the customer service. perseverance in collecting and compiling material that will be used to write this 3dpageflip material, the preparation of the material must refer to the characteristics of customer service so that it can easily help customer service when the learning process. color selection in concept emphasis, font selection in writing in 3dpipflip design, should be adjusted to the characteristics that will be conveyed so that it can be easily understood by customer service as a user of the 3dpageflip service system. this 3dpageflip service system can be further developed in the process of learning service materials involving customer service. in addition, it is necessary to develop research similar to different subject matter, so that there is hope that there will be new products of a similar type and even better so that they can provide innovation or renewal in the world of customer service skills on an ongoing basis. references brog, walter r.,& gall, meredith d. 1983. educational research (an introduction) new york: longman, inc. irwan. 2018. pengembangan media booklet dalam pembelajaran ikatan kimia pada mata pelajaran kimia sekolah menengah atas. pontianak: fkip universitas tanjungpura. khabibah, siti. 2006. pengembangan model pembelajaran matematika dengan soal terbuka untuk meningkatkan kreativitas siswa sekolah dasar. surabaya: uns. republik indonesia. undang-undang republik indonesia nomor 25 tahun 2009 tentang pelayanan publik. rusydi, m. 2017. customer excellence. yogyakarta: gosyen publishing. sugiyono. 2016. metode penelitian & pengembangan reasearch and development. untuk bidang pendidikan, manajemen, sosial,teknik. bandung: alfabeta. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 45-50 p-issn: 2477-5924 e-issn: 2477-8478 45 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. online learning models in the era and post-pandemic covid-19 asyrul fikri1), firdaus ln2), hadriana3), sumarno4) 1) universitas riau, pekanbaru, indonesia email: asyrul.fikri@lecturer.unri.ac.id, 2) universitas riau, pekanbaru, indonesia email: firdausln@lecturer.unri.ac.id, 3) universitas riau, pekanbaru, indonesia email: hadriana@lecturer.unri.ac.id, 4) universitas riau, pekanbaru, indonesia email: sumarno.s@lecturer.unri.ac.id abstract. pandemic covid-19 has shifted education from face-to-face teaching to online-based distance learning. educators must prepare strategic steps in responding to this transition to achieve learning objectives. to implement an online learning system, learning strategies and models that meet online learning demands must be made. for this reason, this study aims to analyze the online learning model in the era and post-pandemic covid-19. literature research methods are used in this study. data sources were obtained by collecting relevant literature such as books, journals or scientific articles related to the topic: (i) pandemic covid-19; (ii) learning model; and (iii) online learning—analysis technique using content analysis. the results showed four appropriate learning models used in the online learning process: ict -based learning models, problem-based learning models, blended learning models, and module-based learning models. the four learning models can support a distance learning system, increase student independence, improve digitalization skills and discipline, and increase student collaboration. keywords: covid-19; learning model; online learning i. introduction pandemic covid-19 has launched a digital revolution in higher education, thus bringing many important changes quickly (stteelkowski and wang, 2020). digital tools emerge as a universal solution for education in carrying out learning in the covid-19 era. changes and rapid disorders caused by the spread of pandemic covid 19 that have never happened before continue to change learning and teaching activities from face-to-face to distance learning (gemage et al., 2020). the quick steps of the government and other education organizers by adopting digital technology for learning strategies have led to significant challenges for students and academic communities (pellyer et al., 2021). pandemic covid-19 has influenced the current concepts, methodology, and learning strategies. educators and students must accept changes in the traditional learning process into a new model. teachers and students must be accustomed to new learning patterns, namely online learning. online learning encourages teachers to think about and provide learning strategies and steps with student-centered learning styles. creativity and effort are needed more than the teacher and students in constructing learning patterns so that they can run as they should, even by reducing contact between them. various digital applications such as zoom meeting, elearning, google meets, webex meeting, and create learning groups on whatsapp groups are used to support the learning process. however, utilizing new technology is not enough to get good results in online learning. a new learning model is needed to follow the needs of teachers and students in online learning so that students can be actively involved and online learning can be carried out successfully (peimani & kamalipur, 2021). several learning models, including those based on information and communication technologies, problembased learning, blended learning, and module-based learning have been applied to complement the online learning process. several studies have demonstrated the great suitability of ict learning models and blended learning for usage in online learning to enhance distant learning because a single online class will connect teacher and students (shehzadi et http://creativecommons.org/licenses/by-nc/4.0/ mailto:asyrul.fikri@lecturer.unri.ac.id mailto:firdausln@lecturer.unri.ac.id mailto:hadriana@lecturer.unri.ac.id mailto:sumarno.s@lecturer.unri.ac.id journal of education, teaching, and learning volume 8 number 1 march 2023. page 45-50 p-issn: 2477-5924 e-issn: 2477-8478 46 al., 2021; al rawashdeh et al., 2021; singh et al., 2021). nevertheless, because teachers cannot directly monitor students, this approach calls for students to have effective time management and competent technology usage abilities. in a similar vein, problem-based learning models and module-based learning are successful in motivating students to hone their problem-solving, cooperation, and critical thinking abilities (jumadi et al., 2021; yuan et al., 2020; thamrin et al., 2022). students can study freely from the provided modules and complete the activities on their own. this learning strategy will be challenging for pupils with limited talents and little enthusiasm for reading, nevertheless. how well suited are the four learning models for online learning, according to the explanation given? the major goal of this research is to analyze the four models that were applied for online learning during covid-19. ii. methods the research method used is a literature review. a literature review includes theoretical research on some references that cannot be separated from scientific literature (sugiono, 2012). data collection is done by reading relevant materials such as books, journals, and scientific work on the following topics: (1) pandemic covid-19; (2) learning model; and (3) online learning. the instrument uses a checklist to classify research materials based on the focus of research, writing scheme, and research note format. the content analysis approach is used in the analysis. examination of literature is carried out with simplicity and ease to avoid disinformation. iii. results and discussion online learning system over the past two decades, the potential and problems of online education have been actively studied and debated worldwide (dumford et al., 2018). given the rapid evolution of information and communication technology (ict), academic discourse and teaching education practices have changed significantly. speed and strength of rapid communication technology and capacity building to connect space and time as a method of teaching and has been recognized can be a solutions to the online learning process (garrison, 2011). educators today need to pay attention to new ways to transfer knowledge to enable a learning environment that is more interesting, interactive, and, in reality, more effective (mensan & anagün, 2022). okoye et al's research results. (2021) shows as many as 69.9% of students like asynchronous learning techniques in online learning, according they can learn at their own speed, anywhere, anytime. furthermore, 53.6% of those who learn in the synchronous format say that online learning motivates them because it allows them to keep following their lessons. online learning has been identified as an effective approach to improving the quality of learning (beraya, 2018), allowing students to learn with their own speed, and giving them various possibilities to expand their knowledge. however, if students and teachers cannot use technology or do not have connections and social involvement in online learning, this form of teaching will hurt student learning outcomes (stewart & bower, 2019). teachers and students must be prepared carefully to carry out learning with confidence. some studies have found that online learning is one of the best methods for applying knowledge in an emergency. covid-19 (for example., atsani, 2020; magdalena et al., 2021). however, many internal and external aspects must be considered when applying online learning. self-motivation, self-discipline, time management skills, responsibility, independence, and digital ability are all internal characteristics that teachers and students must consider. this is because with online learning, students do not go to school to learn face to face but follow learning through internet technology. strong self-motivation is needed because students learning motivation will decrease if they don't meet with friends. furthermore, participation in online learning requires independence and time management skills. when students are at home, they often spend time resting, playing games, and socializing with family. students unable to manage time and learn independently will inevitably fail to excel in the online learning process. to follow the online learning process, these two criteria are needed. the ability of digital technology is also a significant impact (nguyen & kieuthi, 2020). if students and teachers are not skilled in the use of digital technology, the online learning process will surely fail because digital technology media is the main media in the learning process in online learning. in addition to internal considerations, external variables affect the implementation of online learning. parent assistance, fast internet access with a good network, and learning facilities such as smartphones or laptops are just a few examples (agormedah et al., 2020). if these criteria are met, online learning can be applied successfully. based on the theoretical framework, it has been determined that online learning is the most optimal choice to carry out the learning process during the covid-19 pandemic period. however, the government, schools, teachers, and students must all be prepared for its implementation so that the learning process can run smoothly and successfully. literature on learning and online teaching in higher education has interested researchers in the pandemic covid-19 era. dumford and miller (2018) argue that students registered in online learning are often less involved in collaborative learning. in addition, the main challenge for online education is developing the quality of interpersonal skills, communication skills, maintaining the level of student activity, and using effective online technology (griffin et al., 2018). various learning scenarios and pedagogical models are carried out to overcome various weaknesses and limitations of online learning (drone & anderson, 2022). in designing and preparing the best strategies for online teaching, teachers need to understand the best way to support innovative and collaborative learning and teaching activities, how to utilize effective technology, and what forms of technology can be used online for the learning process— journal of education, teaching, and learning volume 8 number 1 march 2023. page 45-50 p-issn: 2477-5924 e-issn: 2477-8478 47 assessment process (whitford, 2018). utilizing new technology is not enough; the new model must use tools and services to involve students at a deeper level (peimani & kamalipur, 2021). it also matches the results of other studies that integrating technology alone into the education system without being exposed to the appropriate learning process will negatively impact learning outcomes. designing an online learning model to support the learning process during the pandemic covid-19. in designing and applying the online learning model, educators must pay attention to several aspects, including building an online learning environment that emphasizes learning's cognitive, emotional, motivational, and social aspects. learning theory that emphasizes the activeness of students in the learning process, such as the theory of self determination (ryan & deci, 2017), cognitive theory of multimedia learning (mayer, 2005), and theory of emotional harmony values (pekrun et al., 2007), and cognitive learning theory social (bandura, 1997) must be included in designing online learning models and strategies. the teacher needs to design online learning that will increase student participation in the learning process. learning activities should be triggered by social problems close to students, so it is easy for students to accept and follow the learning process. learning activities must enter various active teaching and learning methods. the teacher also needs to pay attention to the reciprocal aspect of students when they operate information technology in following the learning process. the teacher needs to pay attention to how students access the material and are involved in activities designed to develop their understanding before the class, and then use learning time to discuss and be involved in-depth with problems, ideas, and questions that arise (farmer & west, 2019). the virtual learning environment requires understanding student profiles and uses cognitive, emotional, behaviour, and motivation information to negotiate meaning and solve problems collaboratively and constructively (haugen et al., 2017). according to esh and ghosh (2021), there are several important aspects of effective online education. first, recognize what students bring to online classes (background, needs, and interests) and what they take as relevant and meaningful results are important. second, including collaborative discussions and small group assignments to create a "equal field of play" for disadvantaged students. third, students must understand which behaviours help them learn and proactively apply the strategy. awareness and knowledge of a person's learning process involve increasing metacognition a key practice for students' independent learning. fourth, by monitoring their own time and speed, students can control their learning and spend more time on unknown or difficult content. fifth, direct feedback given in various ways in online settings is a very useful aspect of online learning. it is easier for students to contact the instructor or colleague via email/learning platform/chat. in addition, online tests and quizzes can be built with automatic assessment capabilities that provide feedback on time (dumulescu et al., 2021). using multimodal materials can be used to increase involvement, autonomy, and self-regulation. analysis of the learning model during pandemic covid-19 the learning model used should support the online learning system and shape students' attitudes and skills in accordance with online learning demands such as disciplinary attitudes, independent, time management, digitalization skills, and collaboration skills. the covid-19 situation that causes changes in learning patterns from faceto-face to online learning causes the learning model used by the teacher must also be adjusted to the conditions and situations that are happening. for this reason, there are several recommendations for the right learning model used in online learning to support a distance learning system and improve student digitalization skills. first, the learning model is based on information and communication technology. in line with the criteria of students must keep distance (physical distraction) and apply learning at home, learning and communication technology (ict) is one of the most acceptable choices (learning at home). ict -based learning has many advantages, such as the ease of use and evaluation of education, interactive, more broad content, which can be done at a distance (binyamin et al., 2019). in addition, the ict -based learning model can also increase collaboration between students and educators, direct access to as learning resources, and improve digitalization skills (talebian et al., 2014). schools and campuses must consider several factors in order to carry out ict -based learning, including (i) the availability of ict infrastructure, (ii) a system that supports the school or institution concerned, (iii) the ability of teachers to use icts; (iv) development of relevant content, and (v) ict financing. developing the ability to use ict is very important for teachers and students if they pay attention to the points described above. this estimation is projected to increase in the post-covid-19 pandemic, especially with school rules that must be changed to new normal standards. second, problem based learning (problem based learning) is a type of learning that focuses on problemsolving. the learning model teaches students how to solve problems scientifically by giving them instructions and procedures to be followed. pbl begins with a presentation of cases or topics for students to be debated. this learning model mainly helps students develop problem-solving skills; however, it can also be applied to conditions and contexts where students are present. students can use the pbl learning model to explore, examine, and solve problems related to the stages of scientific activities (hadi & junaidi, 2018). the pbl learning model raises challenges that require advanced thinking skills to complete it. thus, the pbl approach can help students produce new information and encourage critical thinking through various problemsolving techniques. students can actively build thinking skills in problem-solving situations through problem-based learning based on constructivism (kuvac & koc, 2019). learning will be more interesting and entertaining when journal of education, teaching, and learning volume 8 number 1 march 2023. page 45-50 p-issn: 2477-5924 e-issn: 2477-8478 48 students are asked to examine problems because they will be more involved in the learning process, which will impact academic achievement and student learning success (saputro et al., 2020). problem-based learning has at least four characteristics, including student participation in planning the problem-solving process, investigation and investigation in obtaining the information needed, presenting findings, and analyzing. these four characteristics have a big impact on problem-solving. this technique has an advantage in encouraging students to obtain ideas, connect with difficulties, and solve problems systematically. third the learning model of blended learning. blended learning combines face-to-face and online learning that utilizes technology (dakhi et al., 2020). blended learning combines various learning technology, including real-time software, online web-based learning programs, and other applications to support the learning environment and knowledge management systems (lin et al., 2020). there are four learning concepts with the blended learning model, namely; (i) using a combination of web-based technology modes such as direct virtual classrooms, collaborative learning, video streaming, audio, and text; (ii) using a mixture of educational techniques, such as cognitivism, constructivism, and behaviorism, to achieve optimal learning with or without the use of technology; (iii) integrate all types of learning technology, including video cassettes, cd-rom, web-based training, and film, with face-to-face instructions led by teachers; (iv) combining or combining actual learning technology to provide harmonious learning and work impacts (abdullah, 2018). face-to-face meetings and 25 per cent for online learning, and pattern 25/75, which allocates 25 per cent of available time for face-to-face meetings and 75 per cent for online learning. pattern 50/50, which allocates 50 per cent of available time for face-to-face meetings and 50 per cent for online learning, is commonly used, and 75/25 patterns, which allocate 75 per cent of available time for face-to-face. at present, the pattern is determined by the required competency analysis, the purpose of the topic, the characteristics, the learner's nature and skills, and the resources that can be accessed. blended learning is a very effective and efficient way to develop students' abilities. student interest in learning increases when they are faced with various learning environments. blended learning is more effective individually or in groups, and at the same time or differently (serrano et al., 2019). fourth, module-based learning models. module-based learning is a decent alternative in the context and postepidemic covid-19. the module is an educational material made by the teacher that functions as a student learning guide. doing modules can be in the form of books but can also be in the form of electronic files such as pdfs or web pages. the lecture syllabus is included in the module, and teaching materials are delivered following the learning schedule for one semester. one of the typical module features includes questions that encourage students to think critically, analytically, and solve problems. the constructivist method, where students must be able to develop creativity and new forms, is one of the strategies for implementing the learning module. implementing module learning is a significant opportunity to be carried out if the above understanding is considered (hidayati, 2020). benefits and advantages of module-based learning include the ability of students to learn independently because of all instructions for implementing modules and detailed recommendations (sungkono, 2012). in this situation, the teacher's task is to provide a complete and comprehensive module while students learn modules by module. to ensure that this module-based learning goes well, the teacher acts as a facilitator who provides an opportunity for students to ask questions. iv. conclusion educators must plan strategic strategies and initiatives in order to meet learning objectives and improve results. pandemic covid-19 has shifted education from face-toface teaching to online-based distance learning. the results revealed that four different learning models are applied in online learning. these models can help a distance learning system and improve digitalization, discipline, and student collaboration skills. researchers are expected to explore the right learning model for use in future online learning. this is to support changes in education in dealing with increasing technological and information advances. it is planned that future studies will focus on methods, techniques, and media that can improve the distance learning process. references abdullah, w. 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(2022). the effectiveness of the hybrid learning materials with the application of problem based learning model (hybryd-pbl) to improve learning outcomes during the covid-19 pandemic. ijorer: international journal of recent educational research, 3(1), 124-134. whitford, t. (2018, october). furthering creativity and original inquiry cross-culturally in online marketing education. in e-learn: world conference on e-learning in corporate, government, healthcare, and higher education (pp. 937-942). association for the advancement of computing in education (aace). yuan, k., aftoni, a., & çobanoğlu, ö. (2020). the effect of problem-based learning model and blended learning model to metacognitive awareness as a reflection towards a new normal era. jurnal pendidikan teknologi dan kejuruan, 26(2), 183-188. . isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 30 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. students water literacy in south sumatera indonesia, does indigenous culture had influence? meilinda1), khoiron nazip2), riyanto3), nike anggraini4), rendi restiana sukardi5) 1) universitas sriwijaya, indralaya, indonesia e-mail: meilinda@fkip.unsri.ac.id 2) universitas sriwijaya, indralaya, indonesia e-mail: nazipkhoironnazip@yahoo.co.id 3) universitas sriwijaya, indralaya, indonesia e-mail: riyanto@fkip.unsri.ac.id 4) universitas sriwijaya, indralaya, indonesia e-mail: anggraini.nike@pps.unsri.ac.id 5) universitas pendidikan indonesia, bandung, indonesia e-mail: rendisukardi@upi.edu abstract. water literacy, or the culmination of water-related knowledge, attitudes and behaviours, is a relatively new field of study with growing importance for sustainable water management and social water equity (mccarroll & hamman, 2020). this study aims to analyse students' water literacy from two area in south sumatera indonesia, one area is from semende which is subdistrict of muara enim with indigenous culture of water conservation and other students came from palembang districts which is at the same province with semende districs, with a similar abundance of water but without indigenous culture. this study's samples were 439 respondents, consisting of 184 boys and 255 girls aged 11-18 years from junior and senior high school students in palembang municipality and semende subdistricts of muara enim. there were 39 questions for measuring water literacy in the form of a likert scale (1-5) to assess knowledge, attitude and behaviours in practical and living literacy. social literacy was measured in the openended question instrument. three of this water literacy was analysed descriptively. the results showed that practical water literacy in semende and palembang was significantly different but not with living water literacy. besides, students' social water literacy in the semende had two different answer patterns, while, in palembang, it was more diverse with six different response patterns. keywords: water literacy; south sumatera; indigenous knowledge i. introduction water is a significant need for humans because humans can only live four days without water (towell, 2009). water also has a strong relationship with food security, which can only produce food if adequate water reserves are available (maréchaux et al., 2015). lack of water will trigger many problems, such as food shortages, disease emergence, and other future problems. moreover, an increase in the world’s population will increase water consumption, especially by individuals and agriculture as the largest absorber of water supplies (60%) of the total freshwater availability on earth (harlan et al., 2009). even though the environmental and conservation education curriculum has convinced many people about environmental problems, such as waste recycling, deforestation, global warming, greenhouse gases, and climate change (gratiela & saracli, 2019). the issue of water availability tends to be neglected in indonesia. the environmental problems above, especially climate change, will impact the existence of water, and indonesia is predicted to experience water scarcity in 2025 (royyani, 2017). lack of attention to water problems, especially in indonesia, can be seen from a large number of rivers, but clean water availability decreases (mawardi, 2010). besides, the only research on water literacy in indonesia showed that water literacy among the middle economic population aged 25-36 was still low. the data revealed that women's water literacy was lower than in men (febriani, 2017), even though women play a dominant role in household water use policy (wutich et al., 2020). additionally, children and adolescents' practice of water literacy is more influenced by http://creativecommons.org/licenses/by-nc/4.0/ mailto:meilinda@fkip.unsri.ac.id mailto:nazipkhoironnazip@yahoo.co.id mailto:riyanto@fkip.unsri.ac.id mailto:anggraini.nike@pps.unsri.ac.id mailto:rendisukardi@upi.edu journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 31 habituation and family economy factors (owen-smith, 2009; spaargaren, 2004). water literacy is the knowledge about water and its application to daily values and actions consciously (wood, 2014). this definition develops into the ability to be familiar with and get actively involved in water to face issues about it (mcguinness, 2020). this development makes water literacy measured not only based on cognitive and affective but also conative scope aspects. more specifically, practical wáter use in individual daily activities and living water literacy in family daily activities. meanwhile, social water literacy is the willingness to take the proper water availability solution, management, and use in the community (otaki et al., 2015). several researchers have conducted research measuring water literacy in various places such as at elementary to university students in the us (covitt et al., 2009), on students and parents in nottingham, uk (wood, 2014), in australia (fielding et al., 2015), in adults with middle economic levels in indonesia (febriani, 2017), in china (he, 2018), and in nigeria (onukogu et al., 2018). however, the study only focused on the behaviour and amount of water use in individual and family daily activities (practical and living water literacy), not social water literacy. there are several studies on the influence of community culture on behaviour, such as the study by sreen et al. (2018) regarding the impact of local knowledge on buying behaviour for environmentally friendly products and study reporting the relationship between food, eating behaviour, and culture in chinese society (ma, 2015). however, no one has examined the relationship between water literacy and water indigenous culture. as the research area in this study, semende is an area located in south sumatra province. based on research, this area has a water indigenous culture in the form of tebat, tambat ayik, and bubustebat (authors). tebat is a pond with functions to collecting water from mountain springs for the irrigation of rice in the fields, keeping fish, and fulfilling household water needs, including bathing, washing clothes, and the management of mini power plants. tambak ayik is part of the reuse water cycle, while calak badawan is taboo to protect the tebat and springs from human activities. furthermore, bubustebat, which requires draining to harvest fish, is part of an effort to maintain a sense of communal ownership and the tebat (meilinda et al., 2021). this indigenous culture can make most areas in semende have an abundance of water so that it is designated as a water conservation area by the muara enim regency government. in the same province in south sumatra, the capital city of palembang is also an area rich in water. the area has the largest river in indonesia (the musi river) with a length of 750 km (15 km across the palembang area), a depth of 8-12 m, and a width of 220-313 m. apart from the musi river, palembang also has four other rivers: the ogan, komering, kramasan, and terusan rivers (suryani, 2016). even though they are in the same province, there is no specific indigenous culture related to water conservation in the palembang área in as much as the people living there were originating from different areas and continue to live within its urban environment. they shared a physical disconnection from their ancestral homeland while living in the city. analysing the differences in water literacy at the practical, living and social components of students in different areas with and without indigenous culture related to water conservation can be a reference for understanding indigenous culture influence to students water literacy and the finding of the research can give feedback for developing a water sustainability curriculum based on the local community conservation. ii. framework water literacy is the knowledge about water and its application to daily values and actions consciously (wood, 2014). the framework for measure water literacy using otaki et al. (2015). there are three parts of water literacy: practical, living, and social water literacy. practical water literacy is the practice of knowledge and water use in everyday life on an individual scale, such as knowing the basic requirements of clean water for consumption and individual sanitation, e.g., drinking and washing hands. living water literacy is an effort to get the best quality and quantity of water for the scale of the family’s interests, such as collecting and utilizing rainwater, setting the distance of septic tank and clean water wells, and selecting water sources for family consumption. meanwhile, social water literacy refers to the willingness to take the suitable solution regarding water availability, management, and use in the community. further, the framework from otaki et al. (2015) is combined with the measurement of cognition, affection, and conation in practical and living water literacy based on the tripartite theory developed by ajzen (1991). on the other hand, indigenous knowledge is original knowledge that refers to the understanding, skills, and philosophy developed by local communities, which arise from long interactions with the natural surroundings. indigenous knowledge is also a part incorporated and directly integrated with cultural complexity, including language, classification systems, resource use practices, social integration, rituals, and spirituality; thus, for indigenous peoples, indigenous knowledge becomes a source of fundamental decision-making about daily life (mazzocchi, 2006). for rural and indigenous peoples, local knowledge informs decision-making about fundamental aspects of day-to-day life. this knowledge is integral to a culture complex that also encompasses language, social interactions, ritual and spirituality (icsu, 2002). there are many indigenous cultures in wáter management such as borona and konso in ethophia. it is famous for its interesting tradition of terracing as an effort to conserve wáter system for the long run. this tradition know as gedaa has proven to protect wáter and land resources (unesco, 2010; arsano, 2007). another example is the qanat in the areas of morroco, spain, syria, iran, central dan eastern asia. it has been wide spreadly used for a long journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 32 period of time. the system has shown to lengthen life expectancy of living things in the dessert (canavas, 2014; hartl, beaumont, bonine, & mclachlan, 1989).it is a technique to stream water from central well on the hill slopes to the lowland through underground tunnels for domestic necessities and irrigation. additionally, the underground tunnel can minimize evaporation (canavas, 2014). furthermore, indigenous culture in water management also exists in indonesia, particularly in the area of semende, south sumatra. the systems are known as tebat, calak badawan, tambak ayik, and bubus tebat (meilinda et al., 2021). indigenous culture starts from indigenous knowledge. unlike the modern formal education, it uses various ways, such as storytelling and ceremonies to instill values in community (graveline, 2002, peat, 1994). many studies on indigenous (denzin et al., 2008; kovach, 2010) revealed that storytelling is a traditional method used to teach about cultural beliefs, values, rituals, history, daily practices, relationships between individuals, and ways of life, conveyed orally. such as scroggie and dargay (2009) state that “storytelling is a traditional art form that has been practiced for thousands of years in every social and cultural community in the world” the linkage framework between indigenous culture as a part of indigenous education, water literacy, and formal education described above is in figure 1 fig 1. water literacy in indigenous culture and formal education 42 countries, and the results of the 2015 program for international student assessment (pisa) survey which put indonesia in the 62nd rank from 72 countries (oecd, 2015). studies conducted by timss and pisa show that the scores of indonesia are still below the international average. the questions used in the timss and pisa studies consist of problems to measure higher order thinking skills, one of which is critical thinking skills. the learning process in class is generally still not optimal, especially in teacher’s selecting and using appropriate learning models to deliver learning material and objectives. many teachers still use direct learning that trains the critical thinking skills of students less optimally (jumaisyaroh et al., 2015). besides, students are not given the opportunity to construct their knowledge, making them less involved in the iii. method research area research area and population sample in this study, the research target population was junior and senior high school students in palembang municipality and three sub-districts in muara enim regency, namely semende daratlaut, semendedarat tengah, and darat ulu sub-districts, south sumatra province, indonesia. the selection of semende and palembang municipality was due to several similar characteristics, including (1) both are in the south sumatra province shown in figure 2. both are in areas with abundant water sources. the difference is that semende has indigenous culture which is connected to water management and because of this, semende area has much water resources and this área became water tourism (authors). meanwhile, palembang is the capital of south sumatra province with many water resources in the form of a large river that divides palembang into two parts: the ulu and the ilir area. the river is called the musi river that crosses palembang 15 km from a total length of 750 km, a width of 220-313 m, and a depth of 8-12 m. besides, there are several other large rivers, such as the ogan, komering, keramasan, and terusan rivers, as well as peat swamp areas. there is no data on the size of the peat swamp areas in palembang. thus, the two areas have abundant water resources. moreover, there have not been many studies that distinguish water literacy in areas with abundant water resources. no one has yet examined whether areas of abundant water and indigenous culture affect water literacy. fig 2. palembang and semende area with white line border the palembang area's target population was 206 junior high schools and 201 senior high schools/vocational schools, both public and private schools in modern city living. meanwhile, semende only consists of three sub-districts with 14 junior high schools and three senior high schools/vocational schools in rural area. there is no data obtained on the number of students at dapodiknas (the official website of the ministry of education and culture of the republic of indonesia). instrument the instrument consisted of three parts of water literacy: practical, living, and social water literacy. the questions developed are validated using the content validation ratio journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 33 (cvr). a validation is the reference that shows the validity of research to claim what is measured for accurate conclusions (nkwakem 2015). it was validated by five environmental experts. the resulted data were processed with content validation ratio (cvr) and was calculated using lawshe equation (1975), as follows: in which: ne =numbers of validators stating the item is valid n = total number of validators every “yes” from the validators count as 1. cvr calculation results for every ítems were compared to the content validity index (cvi) with the category in table 1. table 1 category cvi range category cvi ≥ 0.68 very valid 0.34≤cvi≤0.68 valid cvi < 0.34 invalid (wilson, pan, schumsky, 2012) the initial numbers of ítems and its corresponding numbers after validation based on the cvr calculation and category are described in table 2. table 2. initial numbers of item and its number after validation water literacy indicator initial after validation practical wáter literacy knowledge 7 5 affection 9 5 behaviour 7 7 living wáter literacy knowledge 8 8 affection 6 6 behaviour 8 8 some ítems in both practical and living wáter literacies described in table 2 were eliminated after the validation process through cvr test. the validity questions were tested for the reliability level of 439 students. the data on practical literacy comprised 17 questions with a cronbach alpha reliability value of 0.692. living literacy consisted of 22 questions with a reliability value of 0.773. meanwhile, social water literacy employed the socio-hydrology issue framework using semende and palembang's local issues with the essay question, and the overall reliability value was 0.838. the example question can be seen in table 3. table 3. the example of the wáter literacy question practical water literacy living water literacy if served bottled mineral wáter, iwill drink it until it runs out based on the cvr calculation and category our families have our own criteria for consumable water. social water literacy semende is a mountainous área in muara enim regency that has the tunggu tubang custom. tunggu tubang custom is obligation to maintain a family legacy of rice fields and ensure rice production. several habit take place from generation to generation; maintaining tebat, which is a spring resevoir for irrigating rice field called hulu ayek forest; using spring or ayik ntup-ntup as household wáter consumption and tambat ayik as an effort to utilize the flowing wáter as much as posible before is returned to nature such as from the tebat to rice fields, the fish pond, the rice fields, then into the river. based on the above discourse, answer the following questions: of the habit related to water conservation mention above, the section is related to: a. spring’a protection b. high-quality drinking water usage c. water reuse 1. 2. if the people start to ignore the custome of tambak ayik, do you think it will be disturb water availability in the area? please explain your answer along with the reason in capturing many respondents, several approaches were taken, including using teachers and peers as surveyors. data were taken via google forms from june to september 2020 through volunteer teachers who distributed the form to junior high and senior high school students in semende and palembang area. the instrument used indonesian and distributed using google forms with the address bit.ly/waterliteracy for safety during the corona epidemic. due to the internet network's difficulty, some data were filled in paper and pencil form, especially from the semende area. from google forms and the paper and pencil form questionnaires distributed, there were 729 respondents. some questionnaires from these respondents were discarded for several reasons, such as (1) answering on the same scale from the beginning of the questions to the end even though some of the statements presented were conflicting questions; 2) filling in a few statements, while the rest are left blank; 3) several respondents who were not from the research target area. the questionnaire results analyzed were 439 students aged 12 to 18 years. overall, 439 students aged 12 to 18 years were involved, from two regions, namely 365 students from palembang and 74 students from semende. those 439 students consisted of journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 34 255 girls and 184 boys. the semende community is a rural community with a low level of economy and education, but this area has an indigenous culture of water conservation. because of this indigenous culture, water conservation has been built in this area; even the existing water sources can be the source of electrical energy and a tourist area. meanwhile, palembang is the capital of south sumatera province with many water resources and swamp areas, so that the palembang has an abundance of water resources similar to the semende area data and analysis for analysing students’ responses recorded on google forms and survey sheets, the researchers used microsoft excel. the researchers converted students’ responses into numeric scores. the scale items of practical and living water literacy on the likert scale were 1 for strongly disagree to a score of 5 for strongly agree. participants’ responses to each scale for practical and living water literacy were analysed descriptively by comparing samples from semende and palembang in practical, living, and social water literacy indicators. iv. result this section presents the findings of practical, living and social water literacy descriptively in semende and palembang. practical water literacy. practical water literacy is individual water literacy practice based on the validity and reliability of test results. this section consists of seven cognitive questions, five affective questions, and five conative questions. on practical water literacy level, students both from semende and palembang had the same pattern on cognitive, affective and conative questions except on affection section. on cognitive level, the knowledge of both groups of students were similar in regard to the necessity to boil water before consumption, the characteristics of consumable water and its amount, the relationship between water cycle and the availability of consumable fresh water. however, on affective level, higher number of students from semende preferred to drink boiled water from their own spring to drink mineral water (77%) as compared to those from palembang (15%). furthermore, also on the same level, almost all (84%) students from semende enjoy taking a bath with well water and only small numbers (15%) of students from palembang enjoyed the same. well water in palembang was pumped from sement covered well and was stored in small tubs. on the questions of time taken to finish a bath, students from semende took longer time than those from palembang. it was related to the preference of bathing habit of students from semende to bath in river or natural pond than to do it in bathroom. furthermore, an adequate number of students from palembang (31%) prefer to bath in swimming pool. bathing in river was not an option since it was not suitable or too dangerous for swimming. living water literacy living water literacy means using water wisely in the home and backyard social space and ensuring a quality water supply so that everyone as family’s member has enough water for a healthy life. based on the validity and reliability test result, 22 questions consisted of eight cognitive, six affective, and eight conation questions. generally, there were no difference of living water literacy between students from semende and palembang. they had similarities in however, in several respects, there were several diffences as described in table 4. tabel 4. statements of living wáter literacy indicators difference between students from semende and palembang number statement 25 31 32 38 40 rainwater can be directly used for family consumption our family likes to save wáter to save money our family prefers to save wáter because they understand that the amount of wáter consumption is limited our family use a wáter dipper to bathe my parents always remind me to save wáter usage statement 25 was agreed by more students from semende with a percentage of 41%, while palembang only by 25%. the data showed that students from semende often played and drank rainwater straight when it came down to earth. in statement 31 and 32, families of students from semende took economy consideration as the main factors to save water as compared to families of those from palembang who took the amount of clean water as their consideration. in question 38, the family's bathing habit used a water dipper to take water in a tub as a part of living water literacy. the data revealed that 78% of students from semende and 84% of students from palembang made that bathing habit. the lower percentage of using a water dipper to take water in a tub at semende students did not mean they did not like using it; the environment factor made them prefer to bath in a bath, pool, fountain, or river. meanwhile, in the 40th statement, 74% of students from semende and 89% of palembang students had parents who reminded them to save water social wáter literacy social water literacy refers to the willingness to understand and make reasonable decisions for the community about water usage. to have good social water literacy, one must have the ability to understand water resources, water treatment, water flow, and wastewater treatment. although practical and living water literacy is journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 35 literacies in everyday life, social water literacy has a broader perspective, such as eutrophication. eutrophication is the abundance of chemical nutrients caused by nitrogen and phosphorus being discharged into water from waste and the environment's water cycle [14]. in social water literacy, combining the semende and palembang areas' social context, the first question was related indigenous culture in the form of ulu ayek forest, tebat, ayik ntup-ntup, and tambat ayik in wáter literacy in the semende region. although this indigenous culture was not officially taught in schools, most students from semende (82%) understood the role of indigenous culture in water conservation, such as tebat as a part of efforts to maintain water resources, ayik ntup-ntup as an effort to maintain quality drinking water, and tambak ayik as water reuse cycle efforts. however, some students still thought that ignoring indigenous culture would not disturb the existence of water in semende. the presence of abundant water in semende is caused by 1) the position of semende in the mountains and hills; 2) there is a forest in semende; 3) swift flow of the water in semende will not decrease; 4) water needs have been fulfilled from the flow of pipe from the house to house, starting from mountain spring, specifically for consumption called ayik ntup-ntup. social water literacy with the context of the problems in palembang, such as neglecting the existence of retention pond, covering the land with roads or building, and even dumping garbage into the water, students from semende could answer well by stating that those would disturb the existence of river water and clean water sources in the city of palembang. the students who came from palembang had a different pattern in answering from semende students. semende students had two answer patterns: 1) realizing that the existence of indigenous knowledge is a logical effort to conserve water in the area and 2) there is no relationship between indigenous culture and the presence of water in the area; a large amount of water in semende is because of its mountainous areas. meanwhile, students from palembang municipality had more varied answers. there were three responses from students from palembang regarding social water literacy in semende: 1) indigenous culture of semende is significant to be preserved because it is an ancestral heritage and scientifically maintain the existence of water in nature. neglecting them can harm society and the environment (55,7%);2) disregarding customs will not have any influence on the presence of water in the environment because of its abundance in nature as semende is located in mountainous área with many trees; wáter depend on the weather and rain (27,3%); 3) and without reason (18,4%). palembang students’ answers stated that neglecting the indigenous culture affected water's existence since the tradition is an ancestral heritage. in the semende student statements, there was no statement regarding customary violations that reduced water due to the existence of indigenous culture carried out by the semende community, such as tebat, ulu ayek forest, tambak ayik, and ntup-ntup, which has been part of daily community habits without being mixed with cultural ritual understandings, as students’ answer from semende in this dialogue question : "if the people in semende no longer practice the traditional tambak ayik, will it reduce the amount of water in the semende area?" answer : (student 1) "no, because semende is in a hilly area, so the water will not decrease." (student 2) "no, because water is still stored in the forests." (student 3) "no, because the amount of water in semende is large and flows swiftly so that people in semende will not be short of water. even so, the answers they gave were not wholly correct, and even many had misconceptions, as can be seen in dialogue above. concerning the cultural knowledge understanding in semende, students believed that there were watch men in tebat, so they believed that there was the taboo of throwing trash and polluting springs, bathing for menstruating women, and defecating [22]. this cultural knowledge understanding made students take good care of their water resources, specially tebat. from the interview, some students did not know the reasons behind their behaviours and only adapted from the surrounding environment. one of them was the students’ parents, who always reminded their children to save water due to economic factors (74% from semende and 89% from palembang). based on the distributed questionnaire, data were also obtained that the students’ parents in palembang had better formal education than semende. it could be seen from the number of parents from semende who graduated from senior high school by 36.4%, bachelor only by 7.4%, and the rest did not go to school. meanwhile, from palembang, 51.8% graduated from senior high school, and 8.6% bachelor graduated. v. discussion education about water in primary and secondary schools in indonesia has not become a special concern even though water scarcity is predicted to become a big issue by 2025 in indonesia (royyani, 2017). the study results found that the water literacy of semende students on practical water literacy indicator was significantly different compared to palembang students, especially in affective aspects, such as preferring to consume well water than gallon water and preferring to bathe in tub water or rivers. the difference in practical water literacy between palembang and semende students was more influenced by the environment in which they grew up. leveque and burns (2018) and qian (2018) state that people’s perception of water is influence by the habit around them as they grow. regarding this, semende is a mountainous area with many rivers and ancestral heritage ponds. thus, bathing in the river and tebat have become a daily habit. it was different from students from palembang. although palembang was once called “venice from the east” because of its many rivers and water canals, people rarely swim in rivers or ponds because the river conditions journal of education, teaching, and learning volume 8 number 1 march 2023. page 30-38 p-issn: 2477-5924 e-issn: 2477-8478 36 are not safe for children and teenagers to swim. besides, they have to pay much money to swim in the pool. thus, it could be concluded with an economic condition like in adults (wood, 2014), but the satisfaction level more influenced it in using water, such as frequency of water use for bathing and (dean et al., 206). it follows the study's findings, revealing the number of palembang students who bathed less than 20 minutes compared to semende students. living water literacy is an effort to get the best quality and quantity of water for the scale of family interest, such as storage and utilization of rainwater, setting the distance of septic tanks and clean water wells, and selecting water resources for family consumption (otaki et al., 2015). and from this research it was found that living water literacy decisions did not depend on the student as the research respondent but depend on parents especially mother. adults generally know what they have to do to conserve water. however, owen et al. (2009) stated that these adults do not know the reason behind their behaviors, the water conservation behavior only adapted from the surrounding environment. knowledge becomes another factor in saving water besides the economy. several studies have found that education level affected water literacy in children and adults (castello, 2002; johnson & courter, 2020), but others assume that it was not the education level but the knowledge they had about water (dean et al., 2016; spaargaren, 2004; wood, 2014). in this case, indigenous culture is a tool that shapes students’ knowledge and perceptions (bistari, 2017) including about the environment such as water (stables & bishop, 2001) as masuku (1999) and darmadi (2018) states that for traditional societies, myths, taboo, and local wisdom are effective educational tools to educate their people. vi. conclution people’s perception of water is influence by the habit around them as they grow. indigenous culture is a informal education in a traditional community passed down from generation to generation. in urban area indigenous culture is a tool that shapes students’ literacy about water, especially in semende the área. acknowledgement we would like to acknowledge that the research of this article was funded by dipa of public service agency of universitassriwijaya 2021. sp dipa023.17.2.677515/2021, on november 23 2020. in according with the rector’s decree number: 0010/un9/sk/lp2m.pt/2021, on april 28, 2021” references ajzen, i. 1991. the theory of planned behavior. organizational behavior and human decision processes. vol 50. no.2: 179-211. bistari, b. 2017. the local wisdom of sambas malay ethnic assessed from character mathematical connections. journal of education, teaching and learning, 2(2), 147-150. castelló, amparo& rafael doménech. 2002. human capital inequality and economic growth: some new evidence. the economic journal. no. 112: 187-200 covitt, b. a., gunckel, k. l., & anderson, c. w. 2009. students' developing understanding of water in environmental systems. the journal of environmental education. vol. 40. no. 3 : 37-51. darmadi, h. 2018. sumpit (blowgun) as traditional weapons with dayak high protection. journal of education, teaching and learning, 3(1), 113-120. dean, a. j., fielding, k. s., & newton, f. j. 2016. community knowledge about water: who has better knowledge and is this associated with water-related behaviors and support for water-related policies?.plos one, vol. 11. no. 7): e0159063. denzin, n. k., lincoln, y. s., & smith, l. t. 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volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 15 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. dance video development tutorial betaja dayak kancing’k meliau district for art culture learning in junior high school sesilia wynni wilhimina tanema1), aloysius mering2), indri astuti3) 1) universitas tanjungpura, pontianak, indonesia e-mail: sesiliawynni06@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: aloysiusmering@fkip.untan.ac.id 3) universitas tanjungpura, pontianak, indonesia e-mail: indribk91@yahoo.com abstract. the purpose of this study was to develop a video tutorial for the betaja dayak kancing’k dance in the meliau sub-district for learning cultural arts in junior high school. to achieve the research objectives, the research and development (r&d) method of the addie development model was used. with the addie development model, the research is carried out through the stages of (1) analyze, (2) design, (3) develop, (4) implement, and (5) evaluate. this research was conducted at junior high school brother pontianak 9th grade with 30 students and four validators, design experts, media experts, and dance learning materials experts. data from expert instruments with qualitative and quantitative analysis as a whole from the results of data analysis (in the range of values 1-5) the tutorial video design was declared "very feasible" with an average of 4.27. likewise, the analysis of empirical test data with individual test procedures, small groups, and field tests. the 32 9th grade students of brother pontianak junior high school with an average skill score of 88 in the "very good" category. the results of the effectiveness test in this study were the results of the dancing skills of the students, the results of which were 30 students, which showed that as many as 24 students got an average score of 85 and 6 students with an average of 65 students, it was concluded that the average result of students' dancing skills was 81.22 with a very good category. good. with the data obtained, video tutorials can be applied in junior high schools in learning arts and culture with dance material. keywords: video tutorial, betaja dance, cultural arts. i. introduction learning arts and culture in junior high school is a learning that really supports students' learning creativity starting from learning material to practice which consists of fine arts, music arts, dance arts, and theater arts. it is absolute for arts and culture teachers that the achievement of cultural arts learning objectives is in accordance with those stipulated in the applicable curriculum content standards, we can base it on meeting what needs are necessary for students to study cultural arts at school. based on the 2013 curriculum, the policy of the minister of education and culture contained in the minister of education and culture no. 160 of 2014 curriculum renewal is in line with ideas, designs, documents, media, and textbooks. in line with the learning objectives of 9th grade arts and culture, students are expected to be able to understand, communicate, and demonstrate dance moves to achieve learning objectives. the teacher provides material in class and the teacher provides dance practice. video media has a function as a learning medium, namely an affective function, a cognitive function, and a compensatory function (arsyad 2003) video tutorials can replace the teacher's time with videos, children can learn independently, the use of video tutorials as learning media can make the teacher's role more positive and productive . teachers can share roles with the media so that they have more time to pay attention to other educational aspects, such as helping students with learning difficulties, personality formation, motivating learning, and others. with the use of this video tutorial, the teacher does not have to explain the teaching material repeatedly. especially for media in the form of videos, if needed, the material can be re-presented simply by showing it again (review). this hall is in line with research conducted by ninda ekawati, supurwoko, daru wahyuningsih, (2020) that the development of suitable http://creativecommons.org/licenses/by-nc/4.0/ mailto:sesiliawynni06@ mailto:aloysiusmering@fkip.untan.ac.id mailto:indribk91@yahoo.com journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 16 learning media to help students learn independently will have a positive impact on the quality of education itself. research on the development of video tutorials has been carried out by several researchers. the results of research on developing video tutorials nurlatifah (2014) found that the dance learning process was assessed from three aspects, namely authentic affective assessment, authentic cognitive assessment and authentic psychomotor assessment. it is also strengthened by the findings of agni (2014) that video tutorials can be used as a medium to improve understanding of the material, as well as findings from ningsih (2013) which show video tutorials are effective in motivating creativity and increasing dance skills results significantly. therefore, the use of video tutorials has the opportunity to increase students' interest in learning, skills, and results of dancing skills. previous research has shown that it only focuses on a combination of text, audio, and images. there is no art element in the tutorial video. when compared to previous research, this research has differences. the development of this video tutorial has a complete video of dance, video tutorial of motion props and dance history. based on previous relevant problems and research, this study aims to develop video tutorials for learning arts and culture in junior high schools. this research is very important to do so that students can be excited, like, and improve the results of dance skills in learning arts and culture. ii. methods the research method used is the research and development (r&d) method. this research was conducted at bruder junior high school pontianak, west kalimantan. the participants of this study consisted of one teacher and a 9th grade student of junior high school brother pontianak development procedure in developing this interactive multimedia product using the addie design model. according to branch (2009) addie has five stages which can be described in detail as follows: a. analysis at this stage of analysis, researchers collect information that can help the process of developing video tutorials. this is important because to know the problems that occur in teachers and students in learning. at this stage of analysis, it must contain a library study which contains (1) literature review, (2) curriculum study, (3) relevant research. followed by instructional analysis and student character analysis. the three stages of the analysis must contain the validation of the gap between the real and the ideal abilities, knowing the number of students in the study, knowing the location of the research subject, knowing the data on the distribution of students' abilities or research subjects, knowing the content of the material from the curriculum, knowing the technology that can be used, and knowing the facilities. owned by students and schools. b. design at this stage is the lesson plan in the product and designing the material for betaja dance. by setting goals to be achieved using video tutorials. the initial media product design begins with determining the initial concept of the storyboard and then it is designed into a visual prototype or commonly called a conceptual product. this initial product concept design is ready to enter the initial product development stage which will be validated by experts. c. development stages of development by realizing the initial product to become the final product in the form of video tutorials. the development stage starts from the initial product creation, expert validation and revision, as well as three trial stages accompanied by revisions to produce the final product. some of the details of the steps carried out include: d. early product development at the development stage, what is done is to realize the video tutorial product design that has been designed in the previous stage so that at this stage it produces an initial product. e. expert validation expert validation is carried out to determine the feasibility of the product concept that has been designed. validation involves several professional and experienced experts in their fields to validate the materials, media, and product designs developed. f. revision and initial product after expert validation, revisions are made from expert input. the results of the revision made the product as the initial product accompanied by instructions for using the media. this is done to make the product quality better and suitable for use at the individual trial stage g. individual trial individual trials were conducted on 2 (two) students with average ability. this trial is to determine the initial reaction from the use of the initial product which has been revised from expert validation tests. h. individual trial revision after conducting individual trials, the initial product was revised. product improvement is carried out by considering input from individual trial students. i. small group trial small group/class trials were conducted on 6 (six) students with high, average and low abilities. this trial is more complex in terms of the input given by students from the experience of using the initial product. journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 17 j. small group trial revision after conducting a small group trial, the initial product was revised again. product improvement is carried out by considering input from small group trial students. k. large group trial field trials/large classes were conducted on 27 students. this trial is more extensive and the inputs given by students from the experience of using the initial product are very important to produce the final product. l. revision of large group trial after conducting a large group trial, the product was revised again. product improvement is carried out by considering input from large group trial students to produce a video tutorial final product. m. the final product researchers made revisions and improvements from every input that existed during the trial, until the final product was obtained from a video tutorial for learning arts and culture in junior high school. n. implementation in implementation, apply video tutorials to teachers and students. o. evaluation the evaluation in this study focuses more on whether product development can have good effectiveness for teachers and students in the learning process. to determine the effectiveness of the video tutorials, students follow the movements in the video tutorials and will be assessed using the student dance skills assessment sheet which has 4 (four) assessment elements, namely wiraga, wirasa, wirama and harmoni. data collection this study uses three techniques in data collection, namely interviews, questionnaires, and written tests. the data collection tools are interview guides, and questionnaire questions. data analysis technique this study uses descriptive qualitative data analysis and quantitative analysis. lift expert validation the researcher uses qualitative descriptive data to show the data analysis of expert validation results in using video tutorials. presentation of data using tables and graphs. the criteria for the validity of designs, materials, and media are as follows: table 1 likert scale no assessment criteria value 1. very good 5 2. good 4 3. pretty good 3 4. not good 2 5. very not good 1 to calculate the average score using the formula: information: = average score = total score n = number of raters to get the interval distance between categories, widoyoko (2018) uses the procedure (in mering, 2020): , the interval distance is , thus obtained category: 1,0 – 2 = “invalid”, 2,1 – 3,0 = “less valid”, 3,1 – 4,0 = “valid”, dan 4,1 – 5,0 = “very valid”. to make it easier to use the validity criteria, it can be seen in table 2 below. table 2 media validity criteria no criteria value 1. very valid 4,1 – 5,0 2. valid 3,1 – 4,0 3. less valid 2,1 – 3,0 4. invalid 1,0 – 2,0 student dance score sheet the ability of students to demonstrate the bataja dance is analyzed by practical assessment which includes four aspects of wiraga, wirama, wirasa with the following descriptions: (1) wiraga is the basis for the ability of body movements or physical dancers, (2) wirama is a pattern to achieve harmonious movement, (3) wirasa is the level of appreciation and inspiration in dance, and (4) the overall harmony of interrelationships regarding the harmony of the blend of wiraga, wirasa, wirama and the harmony of the elements of art the data analysis technique used in this study used quantitative descriptive data while the quantitative descriptive data collection technique in the form of data presented was based on individual research figures, the analysis used was by the following formula: journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 18 iii. result and discussion a. results the findings show that local content dance art material is one of the learning materials that do not have learning media which causes students to feel bored in participating in learning and results in the learning outcomes of some students not reaching the minumun score of 70. based on this study there are some students who have a positive attitude towards learning arts and culture have not yet obtained learning outcomes that reach the minumun score for learning arts and culture to obtain learning outcomes that have not reached the minumun score. the development of video tutorials was developed referring to the 2013 curriculum with the material for the multimedia department in 9th grade odd semesters is traditional dance. the results of the field findings show that the age of students is 13-14 years old where students in dancing tend to have a fairly high curiosity towards the use of video tutorials where students will think abstractly and logically by using possible thinking patterns using dance tutorial videos can improve students' practical skills. many students whose skill scores are low due to the lack of art and culture teaching materials, dance materials and limited time for cultural arts practice, 9th grade students currently participate in the online learning process 90% (50 students) and offline/offline by 10% (10 students) from a total of 60 students in 9th grade. the current use of learning media is google classroom, google meet, and youtube. brother pontianak junior high school has a laptop/pc computer facility and an adequate internet network to support the distance learning process. students who do not have facilities/access to study can use existing facilities at the school on condition that they comply with the health protocol. 1) design activities at this stage are learning plans in products and designing dance tutorial video materials. by setting goals to be achieved using video tutorials. at the stage of designing teaching materials for traditional dance materials, there are several stages, namely choosing instructional material, which is traditional material which is one of the materials in the arts and culture department in 9th grade odd semester, the instructional strategy used is blended learning. the media used in the learning process is internet media, namely the youtube page https://youtu.be/goglw3hdtrq. time allocation in the learning process is 2 meetings, with each meeting 2 x 45 minutes adjusted to the learning objectives initial product concept design stage by making a video tutorial landscape storyboard. the general and specific views are as follows: figure 1 display the storyboard section of the home menu figure 2 storyboard display section training menu (interactive location) 2) development at this stage, product development starts from the initial product, instrument validation will be validated by four experts, product validation will be validated by four experts, each expert will validate the three aspects, namely design, material and media then revised and the trial phase is then carried out. revised again so that it becomes the final product. some of the details of the results of the development stage carried out include: figure 3 display of the basic competence of uniqueness of movementtari tradisional https://youtu.be/goglw3hdtrq journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 19 figure 4 display of various dances 1 figure 5 video display of full dance moves in pairs 3) expert validation at this stage, the video tutorial is validated by 3 (three) experts who have expertise in all three aspects of material, media, and learning design. validation of this product was carried out with the following data results: table 4 validation results of learning design experts aspect no indicators ai eligibility characteristics 1. the suitability of learning theory in video tutorials 4.75 2. have a learning goal 4.25 3. have an impact on increasing interest in learning in class 4.25 4. specific ways of learning 4.00 feasibility of learning activity design 5. preliminary activity plan 4.25 6. core activity plan 4.00 7. closing activity plan 4.25 eligibility stages of multimedia learning 8. systematic 4.50 9. the deepening of the material followed with every move dance 4.50 10. simple or easy video media display understood 4.25 11. continuity of every dance movement 4.25 average 4.28 information: ai = average value of expert validation based on the data from the validation results of learning design experts, it shows that video tutorials on traditional junior high school dance materials are very valid. the suggestions for improving the validation of the learning design by experts were revised according to the instructions given. table 5 material expert validation results aspect no indicators ai completeness of video material 1. the movements presented are in accordance with the movements bataja dance theory. 4.75 2. the dance selection is taken from the local culture 4.75 3. dance movements according to the indicators and basic competencies to improve skills student 4.75 4. the dance movement already includes elements of dance 4.25 video material accuracy 5. gymnastics movements are easy for junior high school students to follow 4.00 6. movement can be learned by junior high school students 4.25 7. movement is neither too fast nor too slow for middle school students 4.00 sufficiency and depth of material 8. presentation of 1 dance movement to increase students' motivation to follow the dance 4.25 9. the dance moves are in accordance with the level middle school student development 4.25 10. the movements presented are not excessive 4.00 11. there is a relationship between dance 4.25 12 easy dance tutorial videos follow the dance 4.00 average 4,28 information: ai = average value of expert validation based on the validation data from material experts, it shows that the material for traditional dance is very valid. the suggestions for improvement of material validation by experts are revised according to the instructions given. journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 20 tabel 6 media expert validation results aspect no indicators ai video component 1 lighting quality and angle capture picture 4.50 2 the bataja dance movement is clearly visible 4.25 3 narrative for opening and closing 4.75 aspek audio 4 the music used is clear 4.50 5 dance movements according to the tempo of the music 4.50 6 dance moves according to the count 4.50 aspects of precision, packaging, and attractiveness of the video 7 videos according to improvement activity student skills 4.25 8 make it easier for educators to receive material 4.00 9 easy operation video tutorial 4.25 10 gymnastics tutorial videos are safe for students to use 4.75 11 facilitate learning and make it easier students learn dance 4.25 average 4.430 information: ai = average expert validation score based on the data from the validation results of media experts, it shows that the video tutorials for traditional dances. the suggestions for improving media validation by experts are revised according to the instructions given. 4) initial product trial individual trial results and revisionsafter validation by experts, the video tutorial will continue to the trial stage. the trial stage carried out was the individual trial stage. the individual trial phase was carried out on two students with average ability. the purpose of this individual trial was to find out the results of students' dancing skills from the use of products that had been revised by expert validation. the results of the students' dancing skills at the individual trial stage were "very good" (81) using video tutorials for junior high school betaja dance materials. from the results of individual trials conducted on two students, no suggestions and improvements were found, so this product is feasible to be tested in the small group trial stage. the results of students' dancing skills at the small group trial stage were ‘very good’ (86) using video tutorials on betaja dance material for junior high schools. from the results of the medium group trial conducted on six students, no suggestions and improvements were found, so this product is feasible to be tested at the large group trial stage. based on the data from the large group trial, it showed that the attitude of the students at the small group trial stage was ‘very good’ (81) by using a video tutorial on the betaja dance material for junior high school. the suggestions for improvement from the individual trial were revised according to the input given as the final product. the final product profile of the video tutorial for using video tutorials on betaja dance material for junior high school is as follows: the initial appearance of the media for traditional dance materials in the early part of the narrative invites students to learn traditional dance moves with pictures of the teacher's character. display on the home menu that provides sub menus, namely the instructions menu, competence menu, material menu, video menu and, exercise menu the description display invites students to watch the complete dance movements starting from individuals, in pairs, and in groups showing the details of betaja dance movements journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 21 video display of individual complete dance moves to show details of betaja dance movements starting from the head, shoulders, torso, and legs. 5) implementation at this stage, the final product that has gone through expert validation, individual trials, small group trials, and field trials/large classes can be applied to teachers and students by making preparations for using video tutorial products. here's the preparation for teachers and students: teacher preparation teachers attend training so that they can use learning tutorial videos as teaching materials. the results of the teacher training implementation plan are designed with four components, namely identification, tools and materials, time allocation (training schedule, duration: 1 hour), and training implementation. student preparation students take part in exercises for the use of video tutorial products as well as the implementation of learning computer hardware maintenance materials. the preparation of students in the form of two lesson plans (rpp) with a duration of 4 x 45 minutes for each meeting. 6) evaluation at the evaluation stage, each stage of analysis, design, development, and implementation of the addie model always has a simultaneous evaluation stage. the results of the evaluation carried out at each stage will improve the quality of development to the next stage. thus, the final evaluation results in this study focus more on the effectiveness results after using this product. the results of the effectiveness can be seen in detail in the results of the effectiveness test. multimedia effectiveness student attitude measurement results in this study using a semantic differential scale on 30 9th grade students of junior high school brother pontianak to see student attitudes before and after the use of video tutorials. figure 6. graph recapitulation of student's dance skill score based on the data of the students' dancing skills at the very good effectiveness test stage by using video tutorials for learning cultural arts on betaja dance material for junior high schools. b. discussion research and development of betaja dance video tutorial products for cultural arts learning has been carried out. the researcher will present the results of the research consisting of the results of the development design, development profile, and the effectiveness of using video tutorials for learning arts and culture research results from sub-problem one, namely the development design consisting of analyze, design, develop, implement, and evaluate. for research results from subproblem two, namely the development profile consisting of a video tutorial product profile. furthermore, for the results of research from sub-problem three, namely the effectiveness test which consists of the acquisition of students' practical skills. after explaining the results of the research, a discussion was carried out on the development design, development profile, and effectiveness of the use of betaja dance tutorial videos for learning arts and culture. the results of research and development in this study are as follows. at the analysis stage, the study of the curriculum found that the curriculum used was the curriculum used at the pontianak brothers junior high school, the 2013 curriculum. traditional dance is one of the materials taught in 9th grade in the odd semester. minimum completeness criteria (minumun score) where have the same minumun score, which is 70. in a relevant research study, it was found the results of research on the development of this research has same result that conducted by nurlatifah (2014), agni (2014), and ningsih (2013). the teachers in evaluating dance learning using a congruence evaluation mode (marizana, 2013). in addition, the teacher measures students' abilities in terms of cognitive, affective, psychomotor aspects by using measuring tools in the form of theoretical and practical tests. in this study, there are points of difference in terms of school level. this study was applied at the elementary school level. seen from the experimental class average of 71.83. furthermore, another research conducted by paramita (2013) is known that the average pretest score is 50.5 posttest is 78.6. so it can be concluded that there is an increase in learning outcomes before and after using the product. the journal of education, teaching, and learning volume 8 number 1 march 2023. page 15-22 p-issn: 2477-5924 e-issn: 2477-8478 22 results of this study and previous studies show that video tutorials on learning cultural arts with betaja dance material are very feasible to use and can improve students' skills in dancing. obtaining these learning outcomes can be seen by looking at the cognitive aspects of the learning process. the success in improving student learning outcomes using video tutorials is indicated by an increase in students' understanding of the learning process using video tutorials. product development design video tutorial using the addie development design model. the stages of development are carried out systematically, namely through five stages, namely analysis, design, development, implementation, and evaluation. the analysis phase is an important step in gathering information for the development of the initial product plan design. with the accuracy of the initial product plan, an initial product is produced that is in accordance with the results of the previous analysis. the initial product development stage that has been developed is validated by experts on the material, media, and design aspects before being tested empirically. in expert validation, the video tutorial product was declared "very valid". improvement suggestions from experts were made to revise the video tutorial product. the revised initial product was continued to the stage of individual trials (one to one), small group trials (small group trials), field trials (field try). after each trial, the product is revised according to the suggestions for improvement given. the product revision in the field trial is a form of the final product of the empirical test in the development stage. the final product is used in implementation to teachers and students. before using the final product, teachers and students were trained directly on the use of multimedia. after that, the learning process took place according to plan. after implementing the use of the final product, an effectiveness test is carried out as an evaluation stage. by following each stage of development systematically, a video tutorial product development design can be generated. iv. conclusions the effectiveness of the use of the final product is carried out to see the results of students' dancing skills after using the video tutorial. the average score of students' dancing skills was 81.22 so that students' dancing skills were categorized as very good after using video tutorials. the results of the effectiveness test of using video tutorials carried out through the results of students' dancing skills could be categorized as very effective. references agni, e. w. (2014). “faktor-faktor penghambat pembelajaran seni tari di smp negeri 4 wonosari”. skripsi. universitas negeri yogyakarta ariyanti, d (2020) multimedia interaktif berbasis ispring suite 8. jurnal education and development, 8(2). branch, r. m. (2009). instructional design:the addie approach. new york: springer. caesariani, n. a. (2018). pemanfaatan multimedia interaktif pada model problem based learning (pbl) dalam pembelajaran matematika. jurnal pendidikan tambusai, 2(2), 832-840. evans, rupert n, dan edwin, lewis h. (1978). foundation of vocational education. ohio: charles e. merril publishing company. griffey, j. (2020). introduction to interactive digital media. newyork: routledge hardani (2020). metode penelitian kualitatif & kuantitatif. yogyakarta: cv. pustaka ilmu group. khalid, m. s., alias, m., razally, w., yamin, s., & herawan, t. (2010). the effect of using an interactive multimedia courseware within a collaborative learning environment on the learning of pre-algebra concepts among pre-university engineering students. procedia-social and behavioral sciences, 8, 571-579. marizana, m v. (2013). “model evaluasi pembelajaran seni tari di sma negeri 2 padang”. skripsi. universitas negeri padang. mering, a. (2020). pengembangan instrumen penilaian dan penelitian. pontianak: iain pontianak press. munir. (2012). multimedia konsep & aplikasi dalam pendidikan. bandung: alfabeta. ningsih. (2013). penerapan teknik penilaian pada pelajaran seni musik di smp negeri 4 kecamatan guguak. skripsi. universitas negeri padang nurlatifah. (2014). penilaian autentik pada mata pelajaran seni tari dalam implementasi kurikulum 2013 untuk siswa kelas vii di smp negeri 1 sukarame kabupaten tasikmalaya. skripsi. universitas pendidikan indonesia. parata, t. p., & zawawi, m. (2018). pemanfaatan multimedia interaktif pembelajaran ipa-biologi terhadap motivasi dan kemampuan kognitif siswa smp negeri 14 kota palembang. jurnal ecoment global, 3(2), 52-78. putri, e, d, p. (2018). pengembangan multimedia pembelajaran interaktif kimia berbasis android menggunakan prinsip mayer pada materi laju reaksi. jurnal inovasi teknologi pendidikan, 5(1). rajendra, i. m., & sudana, i. m. (2018). the influence of interactive multimedia technology to enhance achievement students on practice skills in mechanical technology. journal of physics: conference series, 953(1). rusman. (2018). belajar dan pembelajaran berbasis komputer: mengembangkan profesionalisme guru abad 21. bandung: alfabeta. sugiyono. (2016). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. sutirman. (2013). media & model-model pembelajaran inovatif. yogyakarta: graha ilmu. isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 1 march 2019. page 228-232 p-issn: 2477-5924 e-issn: 2477-4878 228 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. exploring teaching learning process in developing higher order thinking skill (hots) to higher secondary school (sma) students in pontianak clarry sada university of tanjungpura, pontianak, indonesia e-mail: jawa1508@yahoo.com abstract. this study focuses on the teaching learning (tl) process in developing higher order thinking skill to sma students which is done by the secondary school teachers in pontianak city. the national curriculum, namely, curriculum 2013, well known by its' abbreviation c-13, has got some significant revisions. among those revisions, the aspect of critical thinking which emphasizes higher order thinking skill (hots) became the concern. the curriculum has arranged the procedures and principles of hots. as mentioned that the c-13 should be in line with the global competencies, thus, the teachers should understand and implement them in their teaching process. thus, in this study, the researcher intends to explore the teachers’ knowledge and how the implementation of curriculum 2013 in the teachinglearning process. in exploring these matters, the main instrument used is questionnaires. the questionnaires contained 21 items which were focused on exploring teachers’ current knowledge about curriculum 2013, the implementation of a teaching-learning process and understood the procedures of hots. there were 31 english teachers as the subject of this study. the results show that (1) understand vision and mission of c-13 (73%, (2) implementing a process of hots (36%), (3) understand characteristics of critical thinking (55%) and (4) understand models of teaching (45%). thus, the knowledge about c-13 with its principles on hots is averagely good. keywords: curriculum 2013; hots; developing i. introduction some public schools have applied curriculum 2013. the indonesian government realizes that some changes to the new curriculum would bring some various opinions. but the goal of the revision of curriculum 2006 to be curriculum 2013 is to bring the indonesian education to be better. this curriculum offers some progress from the former curriculum. for example, curriculum 2013 gives some strategies for teachers and students. teachers will be more creative, while students will be more active. in a new curriculum, it applies a scientific approach. teachers will not only teach but also facilitate students. so, the teachers are demanded to be more creative in doing their teaching activities. at the same time, the 2013 curriculum (c-13) has offered some models. the presence of c-13 is as a replacement and further development of the previous 2006 curriculum (competence-based curriculum). curriculum 2013 is arranged to help and develop the students’ potential, face the developing of an era, and response to the students’ needs. in term of assessment, the current curriculum has mentioned some alternatives for assessment, such as the teachers are encouraged to use an authentic assessment because it could assess more aspects of students’ characteristics. the previous curriculum (2006 curriculum) did not suggest clearly how to assess or evaluate the students’ works. thus, the 2013 curriculum was officially launched to be implemented in the school year 2013/2014 by the ministry of education and culture, while in the ministry of religion was begun in july 2014. the challenges of education in the technology era are the mastery of technology devices. those devices are so much needed by the teachers to transfer and explain knowledge of their lessons. in this context, the c-13 has given guidelines about those aspects. in line with these factors, it should exist in the teaching and learning process. the better competences would have better teaching should be presented by professional teachers. challenges in teaching and learning in this technology era are becoming complicated because the changes in the environment have influenced the learners' perceptions, ideas, and characters. challenges in teaching and learning in this http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 228-232 p-issn: 2477-5924 e-issn: 2477-4878 229 technology era are more complicated because the learners should gain and improve knowledge, behaviors and psychomotor. the global skills mentioned in c-13, such as critical thinking, creative/innovative, communication and collaboration (4cs). the c-13’s end is preparing the millennial generations in facing the tough challenges and competitions in the future. those changes include changes in society, such as social, culture, technology and ways of life. therefore, the curriculum should cover those aspects and as guidelines for school to manage the future. meaningful learning is about making a connection between what the learners have already known and the new information that we would like the learners to know (ausubel, 1978). in other words, we need to help learners to activate what they have already known about and what we are going to teach as new information. therefore, we help them to gain information to their existing knowledge. the implementation of a learning process, teachers should be able to develop thinking skill, logical reasoning and understand the self-conception of the learners. in this case, learning has meaning and achieve better results. the ability of critical thinking should be a target of learning and formed as the thinking culture. in america, thinking skill has disseminated to the students of all levels. this matter is in line with the objectives of the 2013 curriculum. the current revision of the 2013 curriculum stresses building a thinking culture. as mentioned by anderson & karthwol (2001), thinking skill is classified into three levels, such as lower order (lots), moderate order (mots) and higher order (hots). the current revision of the 2013 curriculum, focuses on building a thinking culture. as mentioned the skill is so much needed for twenty-firstcentury competence. critical thinking is one of the most sought-after skills in almost every industry and every workplace. it refers to the ability to analyze information objectively and make a reasoned judgment. critical thinking involves the evaluation of sources such as data, facts, observable phenomenon, and research findings. good critical thinkers can draw reasonable conclusions from a set of information and discriminate between useful and less useful details to solve a problem or make a decision. another definition says, “critical thinking is thinking that makes sense and focused reflection to decide what should be believed or done” (robert ennis in fisher, 2008:4). this opinion meant that the nature of thinking is the human activity to use his thinking skill intellectually when there is a problem, and at the same, he was searching for an alternative of solutions, thus finally, he could make a decision. the decision making has done when a man is thinking, while thinking should be a part of critical thinking. the roles and the importance of critical thinking skill in developing human resources to be creative and innovative which generate productive human resources, therefore, critical thinking culture should be built continuously to school children. in implementing this skill, the 2013 curriculum has proposed some learning models, such as discovery learning, problem-based learning, project-based learning, and inquiry learning. thus, in this study, the researcher intended to explore the english language teachers’ efforts to practice hots and those learning models. the questionnaires are used to obtain the data of the research. a 2015 report by the foundation for young australians claims a demand for critical thinking skills in new graduates has risen 158% in three years. the data had drawn from an analysis of 4.2 million online job postings from 6,000 different sources in the period 2012-2015 (davies, 2017). the data obtained from the questionnaires have reflected the students' responses to the research questions of the learning process, the frequency of giving assignments and using teaching models that reflected hots. ii. methodology the study aims at exploring the teaching-learning process in developing hots to the senior secondary school students. the research subjects were the 31 english language teachers, who were active teachers both at the state and private secondary schools in pontianak. the data were obtained mainly by responding to the 21 items of questionnaires. those data were analyzed and subsequently displayed narratively. iii. results and discussion a. results 1) general description of respondents respondents were all english language teachers of senior high schools of pontianak, west kalimantan. the respondents were taken randomly and without considering their length of teaching services, having attended training on c-13 and other attributes. 2) implementation of the 2013 curriculum from the data obtained, there were nine schools had implemented the 2013 curriculum. the teachers from those schools got the information on the implementation the curriculum had three categories, such as a) had attended socialization, workshop/training, at least once, b) by reading books/articles about the curriculum, and 3) information from colleague teachers. while the teachers from the schools that did not implement the curriculum yet also had attended socialization once about the curriculum. 3) own curriculum 2013 however, those teachers, who had implemented or not, had possessed the curriculum as follows: 55 % almost complete, 27% partially, and 18% not possess. some of the respondents did not understand the vision and missions of the curriculum because of not possessed curriculum and teacher’s guidebook. journal of education, teaching, and learning volume 4 number 1 march 2019. page 228-232 p-issn: 2477-5924 e-issn: 2477-4878 230 4) knowledge of teaching models some of the teachers were not so familiar with the teaching models mentioned in the curriculum, such as discovery learning, problem-based learning, and projectbased learning. therefore, they did not apply this model and most of them (71%) response wrongly about the characteristics of those teaching models. 5) understand procedures of critical thinking in c-13, it mentioned about the 21 st -century skills to be learned and mastered by the learners, i.e. critical thinking, creative/innovative, communication and collaboration. among those skills, critical thinking is the main focus. most of the respondents (75%) stated that they were on the process of understanding the principles of hots. meanwhile, the frequency of giving tasks and teachinglearning process with the principles of hots had not frequently applied in the classroom activities. though they had tried to do so, however, they were not sure whether they had practiced the principles of hots. as mentioned earlier, the respondents had not sure about the application of the teaching models, therefore they frequently implemented those models. if they did, but they did not sure about their model whether it reflected critical thinking. b. discussion 1. profession and professional development the profession has defined as an occupation requiring special training in the liberal arts or sciences, especially one of the three learned professions, law, theology, or medicine. in education, the profession has defined as a job which needs the expertise to apply techniques of teaching and high dedication to the job (uu ri, 2005). a profession is a vocation founded upon specialized educational training, a purpose of which is to supply disinterested objective counsel, service to others for direct and definite compensation, and wholly apart from an expectation of another business gain. professional development and standards for professional learning are intended to guide relevant and valuable professional learning opportunities–which are essential to the professional growth of all educators. from the above explanation, the profession is an occupation that requires expertise, skills and knowledge. in the broadest sense, the education profession has to understand the education standards–indonesian national standards of education (snp). meanwhile, professional in education refers to a wide variety of specialized training, formal education, and advanced professional learning to help administrators, teachers, and other educators in improving their professional knowledge, competence, skill, and effectiveness. referring to the definition of profession and professional, the teachers should have several training to develop their expertise, competencies, and skill which will support them to do the task or job professionally. in this study, the data showed that some teachers have insufficient training, knowledge, and skills. those limitations had caused by lacks of training/workshops and minimal opportunities to attend professional education. according to teacher and lecturer’s regulations (uu ri, 2005), the teacher is a professional educator with several tasks/duties, such as teaching/educating, guiding, counseling, directing, training, assessing and evaluating learners at all levels in formal education. therefore, there might be teachers who never got professional training to upgrade their competence and skill which are relevant to their tasks as teachers. the thinking skill has been a crucial matter for educators, scientists, and practitioners of education. it seemed difficult to develop one's mind active because of the absence of knowledge and relationship. learners of insufficient knowledge tried to keep quiet because they were unable to involve in the discussion. because of this weakness, thinking did not happen as a result of insufficient knowledge, therefore, the main problem was how to activate thinking through mind changing. mind activities might active after several meeting with other people as a process of reopening the black box. 2. skill culture of critical thinking critical thinking is one of the most sought-after skills in almost every industry and every workplace. what is critical thinking? it refers to the ability to analyze information objectively and make a reasoned judgment. (doyle, 2018). early (2003) states that critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information generated by observation, experience, reflection, reasoning, or communication, as a guide to belief and action. critical thinking has interwoven modes of scientific, mathematical, historical, anthropological, economic, moral, and philosophical. in c-13 was stated that the 21 st -century competence is critical thinking, creative/innovative, communication and collaboration. these four elements should be understood well by the learners. however, the results of questionnaires, some teachers still confused about the implementation of them in the teaching-learning process. of course, before the teachers could apply in their teaching, they must know well about these elements. development in thinking requires a gradual process requiring plateaus of learning and just plain hard work. it is not possible to become an excellent thinker simply because of one will it. changing one’s habits of thought is a longrange project, happening over years, not weeks or months. the essential traits of a critical thinker require an extended period of development. to anticipate the challenges of the third millennium, indonesian human resources require to become individuals who have competitive advantages in the globalized world. one of the efforts of producing such generation is through education with teachers and their credentials. through the modification of the recent curriculum, the indonesian journal of education, teaching, and learning volume 4 number 1 march 2019. page 228-232 p-issn: 2477-5924 e-issn: 2477-4878 231 government has done its best to prepare students of all levels of education to be prospective citizens being ready for the global competition especially taking active participation in the community of asian economy being effective since december 2015. in other words, the ministry of education and culture has launched a modified curriculum called “curriculum 2013” which are characterized by among others the following attributes: (1) implementing inquiry-based learning in which students are required to explore rather than to be spoon-fed by teachers; (2) promoting student active learning in which students are reinforced to be more active in learning to employ critical thinking. 3. teaching models and higher order thinking skill (hots) curriculum 2013 has mentioned some teaching models, such as discovery learning, problem-based learning, projectbased learning, and so forth to be implemented by the teachers. based on the questionnaires results, some teachers or most of the respondents did not implement those models in their teaching. among the reasons, some teachers were confused to apply the models because of insufficient knowledge about the models. according to bruner (1961). discovery learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves. furthermore, bruner mentioned that discovery learning is an inquiry-based, constructivist learning theory that takes place in problem-solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. as a result, students may be more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). models that are based upon discovery learning model include guided discovery, problem-based learning, simulation-based learning, casebased learning, incidental learning, among others. proponents of this theory believe that discovery learning: a) encourages active engagement, b) promotes motivation, promotes autonomy, responsibility, independence, c) develops creativity and problem-solving skills, and d) tailors learning experiences. the skill of hots in taxonomy bloom is thinking at a cognitive level. in the cognitive domain (bloom, 1956). hots is at a level of analysis, synthesis, and evaluation. at the level of practice, teachers apply cognitive at the level of knowledge, comprehension, and application. it is clear that teachers have no experience to implement hots. therefore, the responses of the respondents show that most of them have the knowledge, read about these cognitive domains but confused to implement them in their teaching. besides, the teachers’ knowledge about hots, the condition of the students is another serious problem. the students of rural areas did not study the english language because it is not a compulsory subject. some schools might have english subject as local content. when they studied at junior high schools, they have to study english at a certain level which is highly beyond their knowledge. on the other hand, hots is at a higher level of the cognitive domain. thus, this problem becomes complicated which might be difficult to implement in the teaching-learning process. some ideas on creating a culture of thinking, such as (1) model thinking, (2) allow thinking time, (3) provide an opportunity for thinking, (4) create a physical environment conducive to thinking, (5) introduce thinking routines, (6) show that you value thinking, (7) give them something worth thinking about, (8) let go, (9) focus on big ideas, and (10) focus on learning, not work (ritchhart & perkins, 2005). from the ten aspects mentioned, they are intended to create a culture of thinking. the first aspect, model thinking is a process of sharing ideas from a teacher and exploring some possibilities with students. this model allows some ideas come from the students. at the same time, the teacher should give some time for the students to think before a response to any questions as the second aspect “allow thinking time”. the third aspect, provide opportunities for thinking, is a process of giving the opportunity to the students to explore their own experiences as the starting point of activating their ideas and prior knowledge. the fourth aspect, create a physical environment of conducive thinking, is dealing with some aspects of seat arrangement, formulate the rules of turn talking and determine members of a group. if the environment is suitable for them, it might be able to create an ease of communication. in order words, the smooth flow of communication among the members of the group will let the students explore more things or matters, then, it will enhance thinking. furthermore, it is necessary for a teacher to value any idea of the students. valuing idea in terms of verbal, such as good or great are praises that may motivate the learners to produce more idea which in return encouraging thinking skill. the topic of discussion should be something worth thinking of, such as something beneficial for a living, future challenge, and other important matters. they will attract their attention to talk more because they think those matters are useful for their career, aims, and future life. therefore, the discussion topic should activate the stimulus and create a strong provocation to involve or engage deeply with the topic. in the teaching-learning process, the teacher tends to dictate their students think as he/she thinks without giving freedom in expressing one idea or opinion. in this situation, the students are directed to one destination, not for many destinations. this culture of guiding the students to think freely may not be created or developed. therefore, the culture of giving an opportunity to talk freely should be encouraged or developed well among learners. besides, the aspects of focus on big ideas and focus on learning are the two aspects which are inseparable because a focus on ideas is part of learning. the ideas or subject matter to be learned journal of education, teaching, and learning volume 4 number 1 march 2019. page 228-232 p-issn: 2477-5924 e-issn: 2477-4878 232 should be focused so that the students will understand well the matter being learned. in other words, learning needs to be focused on certain ideas or matter. iv. conclusions and suggestions a. conclusions the challenges of developing teachers’ professionalism need proper planning and should be done continuously. the problems of the 2013 curriculum’s implementation should go through sufficient training/workshops. from the results of questionnaires, therefore, the main conclusions are: 1. teachers’ understanding of the vision and mission of the curriculum, and as well as the goals, 2. the understanding and application of teaching models are low, 3. the procedures of implementing the 21 st -century skills are not well designed and prepared for the better operation. b. suggestions in accordance with the conclusions above, there are some suggestions for improvement in the future, are: 1. give more training about the curriculum, 2. provide more workshops on the process of designing a syllabus, lesson plan, material development, 3. encourage teachers to read some regulations, minister’s decree, and so forth, 4. need further research to search for better improvement and development in curriculum 2013. references anderson, l. w., and krathwohl, d. r. (2001). a taxonomy for learning, teaching, and assessing. new york: longman. ausubel, d. (1978). educational psychology: a cognitive view holt. rhinehart and winston. bloom, b. s. (ed.) (1956). taxonomy of educational objectives: the classification of educational goals. handbook i, cognitive domain. new york: longmans. bruner, j. s. (1961). the act of discovery. harvard educational review, 31, 21-32. davies, martin. (2017). studies show that critical thinking is now more important than ever. http://explorist.futurism.com/studies-show-thatcritical-thinking-is-now-more-important-than-ever/. (accessed on september 10 th , 2018). doyle, alison. (2018). critical thinking skills. http://www.state.nj.us/education/profdev/regs/def.p df (retrieved 10 september 2018). early, m. (2003). critical thinking skill. english quarterly, 35(1), 14-20. http://aguslistiyono.blogspot.com/2010/10/berpikirtingkat-tinggi-higher-order.html. fisher, a. (2008). berpikir kritis “sebuah pengantar”. jakarta: erlangga. ritchhart, ron, and perkins, david n. (2005). learning to think: the challenges of teaching thinking. cambridge: cambridge university press. uu ri. (2003). undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta: kemensesneg. uu ri. (2005). undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen. jakarta: kemenkumham. http://www.state.nj.us/education/profdev/regs/def.pdf%20retrieved%2010%20september%202018 http://www.state.nj.us/education/profdev/regs/def.pdf%20retrieved%2010%20september%202018 journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-4878 109 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the evaluation of coramil model program in kodim (district military command) 1207/bs at pontianak city edy kuswanto1), m. chiar2), sukmawati3) 1)universitas tanjungpura, pontianak, indonesia e-mail: armysinka97@yahoo.co.id 2)universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com 3)universitas tanjungpura, pontianak, indonesia e-mail: sukmawati@fkip.untan.ac.id abstract. the koramil model program that is formed at this time, especially those in the kodim 1207/bs pontianak ranks has not yet described the expected results in accordance with the objectives of the establishment of the koramil model. this study aims to improve the quality of apkowil through an evaluation of the koramil model program at kodim 1207/bs pontianak. this type of research is evaluative research. the program evaluation procedure for the koramil model in kodim 1207/bs pontianak in this study uses evaluation of the cipp model (context, input, process, and product). the results of this study indicate that (1) the results of the context evaluation of the koramil model program at kodim 1207/bs pontianak containing program planning fall into less criteria; (2) the results of the evaluation of inputs (input) of the koramil model program in kodim 1207/bs pontianak are included in the criteria of very few; (3) the results of the evaluation of the koramil model program implementation process at the kodim 1207/bs pontianak included in the criteria were not appropriate; (4) the results of the evaluation of the koramil model program at the kodim 1207/bs pontianak included in the criteria of lacking. keywords: evaluation; program; district military command i. introduction territorial command officers (apkowil) are part of elements of the army that carry out territorial development functions and tasks that are directly related to the social life of the community with the dynamics of the problems that the members must improve with an integrated and sustainable principle between one element and another related to achieving the desired goal. therefore, in order to achieve these quality improvements, evaluation must be done to find out the problems faced and found solutions to solve these problems. professionalism and discipline which are two important things related must be owned by apkowil in carrying out its duties. the process of achieving the target always experiences various obstacles and obstacles. to overcome this, various solutions are needed to begin the process of providing apkowil personnel, education, training and supporting facilities in the territorial development process to face the challenges of task and modern war. coaching and enhancing apkowil's professionalism must be carried out continuously through a standardized system and pattern according to the needs and demands of the task that develops in the present (reform era) by avoiding ways that are oriented to individual tastes (leaders). the existing apkowil is formed from a variety of different backgrounds both regarding education, scientific discipline, health conditions, ethnicity, culture and assignments, and technological capabilities. with a diverse background, apkowil must be able to keep up with the developments and dynamics that occur in the community, so that what must be done and done can be synergic with the target area. from the background or ability possessed by apkowil today, it can be an obstacle or obstacle in carrying out tasks in the field. one of the most basic obstacles is apkowil's educational background if http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 110 faced with a background in public education. to that end, in responding to the real conditions faced by apkowil, elements of the leadership of the indonesian army have compiled a koramil model program with the aim of being able to answer the development of social conditions in the community which aims as guidance and improvement of apkowil capabilities in each military district command. the koramil model is a koramil that is close to ideal and represents most of the characteristics of the kodim region and is used as a model for other koramil and as a means used to prepare and improve the ability of new members serving in satkowil before the member is assigned to the community, one of the koramil models is the koramil model at kodim 1207/bs pontianak (army territorial general staff, 2014: 2). based on the initial observations of researchers conducted on february 26 to 27 2018 at the koramil model in kodim 1207/bs pontianak, it was shown that the koramil model program was formed at this time, especially those in the kodim 1207/bs pontianak rank describes the expected results in accordance with the objectives of the establishment of the koramil model, this is because there are several factors, including: (1) inappropriate selection of bases, (2) inadequate selection of quality and quantity of personnel, (3) development of expected personnel capabilities still not maximal, (4) management of data space that is not sufficient, so that there are still several workspaces that are still joined in one other room, and (5) the number of references in the library is still small. the koramil model program is implemented throughout the year, meaning that in each year the program is still programmed. but in its implementation, the koramil who was appointed as the koramil model was only limited to implementing the program. the program carried out only produces administrative products which include planning activities and reporting on the implementation of activities and accountability for budget support. while to find out the level of success or failure of the program has never been carried out specifically evaluation. evaluation is often ignored so that until now there is no known level of success and constraints of the implementation of the koramil model program. based on the problems that the researchers found, the researchers argued that these problems must be resolved immediately and immediately withdrawn solutions to overcome them. it is because if these problems continue to be left and the solution is not immediately sought, it will become an obstacle or a barrier, especially for the program and the existence of the koramil model. one solution that is considered appropriate in this problem is by evaluating the koramil model program at kodim 1207/bs pontianak. evaluation program in the koramil model is necessary with the aim of obtaining authentic data about the situation or situation that can later be taken into consideration in determining the next policy and obtaining some information that can describe the actual conditions of the koramil model. it is because the results of this program evaluation are important to develop the same program elsewhere and make decisions about the sustainability of a program, whether the program needs to be continued, repaired or stopped (chitteden in zainal arifin, 2016: 15). finally, based on the explanation above, researchers are interested in researching the koramil model program which aims to provide solutions to the problems of the koramil model program at kodim 1207/bs pontianak with the title "evaluation of the model koramil model at kodim 1207/bs pontianak". ii. research method this type of research is evaluative research. the approach method used in this study is an evaluative approach. in this study carried out to obtain data and produce conclusions in the field in connection with the evaluation of the koramil model program at kodim 1207/bs pontianak. evaluation procedure the program evaluation procedure for the koramil model in kodim 1207/bs pontianak in this study uses evaluation of the cipp model (context, input, process, and product) as follows: a. context evaluation to serve planning decision. this evaluation context helps plan decisions, determines the needs be achieved by the program and formulates the objectives of the koramil model program in kodim 1207/bs pontianak. b. input evaluation, structuring decision. this evaluation helps to regulate decisions, determine available sources, what alternatives are taken, what plans and strategies to achieve the needs of the koramil model in the pontianak 1207/bs kodim and work procedures to achieve them. c. process evaluation, to serve to implement the decision. process evaluation to help implement decisions. d. product evaluation, to serve recycling decision. product evaluation to help further decisions about the koramil model program at kodim 1207/bs pontianak. the cipp evaluation procedure for the koramil model program in pontianak's kodim 1207/bs is a comprehensive framework to direct the implementation of formative evaluation and summary evaluation of program objects, projects, personnel, products, institutions, and systems. data source journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 111 the source of this research data is qualitative data sources. the primary data source, namely the data obtained by plunging directly into the field which will be the object of research to obtain the data needed in this study, are respondents who respond or answer the researchers' questions, both in the form of oral and written questions given to danramil and babinsa koramil 1207-02/ps. whereas secondary data sources in this study are in the form of documents or records related to the research that the researcher is doing. research sites this research was conducted at koramil 1207-02/ps kodim 1207/bs jalan purnama ii pontianak, west kalimantan. data collection techniques and tools 1. data collection techniques in this study researchers used three data collection techniques, namely: a. non-participant observation b. direct communication techniques c. documentation 2. data collection tool the data collection tools used by researchers in this study are: a. interview guide b. field notes c. questionnaire (koesioner) d. documentation tools data analysis technique in this study, the researcher used miles and huberman model data analysis techniques which are carried out interactively and continue continuously until complete, so the data is saturated. data analysis activities that must be carried out by researchers are: a. data collection b. data reduction c. presentation (display) data d. verification (withdrawal) conclusion data validity check technique in this study, the researcher used the data validity techniques as follows: a. extend the observation period b. continuous observation c. triangulation d. member check iii. result and discussion a. result the research data will be discussed descriptively about the research that has been done at the koramil model in kodim 1207/bs pontianak. the research carried out in koramil model kodim 1207/bs pontianak involved various parties as research respondents, where the respondents involved the danramil and babinsa koramil 1207-02/ps kodim 1207/bs pontianak. research activities can proceed according to the mechanism and procedures of the cipp evaluation model so that the following results can be obtained: 1. the context of the koramil model program at kodim 1207/bs pontianak context evaluation aspects in the program include: (1) planning of personnel component programs, (2) planning of material component programs, (3) planning of training component programs, (4) planning of base component programs, (5) planning of software component programs, (6) komsos program planning, (7) planning for tni service programs, and (8) planning for wanwil programs. the koramil model personnel component program planning in kodim 1207/bs pontianak is not yet appropriate, this is because the koramil model in kodim 1207/bs pontianak still do not know in detail about the criteria and conditions for personnel who will be recruited as koramil model personnel, so the koramil model is kodim 1207/bs pontianak still has not been able to make plans according to the personnel needed. therefore, to overcome this, the koramil model in kodim 1207/bs pontianak is always looking for clear information about the details of the criteria and terms of personnel who will be recruited as koramil models. the planning of the material component program is also not appropriate, this is because the material submission made by the koramil model at kodim 1207/bs pontianak is hampered by the limited space that will be used to place the material, so the koramil model in pontianak military command 1207/bs still cannot plan according to the material we need. planning a training component program created by the koramil model at kodim 1207/bs pontian and in accordance with the koramil model training program from every exercise activity to the final stage of training activities. planning the base component program is not yet appropriate, this is because the facilities and infrastructure contained in the koramil model in kodim 1207/bs pontianak are still lacking. the software component program planning is not appropriate, this is because when the koramil model kodim 1207/bs pontianak wanted to make a proposal for the procurement of software, the koramil model kodim 1207/bs pontianak was still limited to the room to be used to place the software, so the kodim model military command 1207/bs pontianak still cannot plan according to the software needed. the program that komsos has been planned is appropriate, koramil model kodim 1207/bs pontianak has made a plan to implement the komsos in accordance with the koramil program. the model journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 112 of each activity that will be conducted by the koramil model kodim 1207/bs pontianak is carried out during the implementation of komsos. planning for the tni service program is appropriate, koramil model kodim 1207/bs pontianak has made plans for the implementation of the tni service which is in accordance with the koramil program model of every activity that will be carried out in the implementation of the tni service. planning for the wanwil program is appropriate, koramil model kodim 1207/bs pontianak has made wanwil implementation plans that are in accordance with the koramil program. the model of each activity will be implemented during the implementation of the wanwil. based on the data from the interview major inf teguh rahman as the commander in the koramil model kodim 1207/bs pontianak, it can be concluded that the completeness of the context aspects of the koramil model at kodim 1207/bs pontianak only reaches a value of 50. if the data is interviewed about context evaluation at the koramil model in the kodim 1207/bs pontianak, it only reached 50 results and the evaluation of the context was included in poor criteria. this value is obtained from eight (8) plans that must be made to be a requirement as a koramil model, found only four (4) plans that have been made, namely (1) planning of the component training program, (2) komsos program planning, (3) planning of the community service program tni, and (4) wanwil program planning. as for the other four (4) plans not yet available, consisting of (1) planning of personnel component program, (2) planning of material component program, (3) planning of base component program, and (4) planning of software component programs. observation data shows that the context of the koramil model in kodim 1207/bs pontianak is included in the criteria of less. from eight (8) plans that must be made for the requirements to become koramil model only four components of the koramil model program in the existing kodim 1207/bs pontianak, namely (1) planning of the training component program, (2) komsos program planning, (3) planning of the tni service program, and (4) planning of the wanwil program. while the remaining four plans do not yet exist, consisting of (1) planning of personnel component program, (2) planning of material component programs, (3) planning of base component programs and (4) planning of software component programs. in addition to conducting interviews and observations, researchers also distributed questionnaires to babinsa koramil1207-02/ps as koramil model at kodim 1207/bs pontianak. for more details, the results of the average evaluation questionnaire the context of the koramil model program in the pontianak kodim 1207/bs is illustrated in the figure below: fig. 1 results of the average evaluation questionnaire context of the koramil model program at kodim 1207/bs pontianak information : = personnel component = material component = exercise component = base components. = software components = komsos program = tni service program = wanwil program based on figure 1, the data obtained is that the average personnel component program is 2.3 (fair), the material component program is 1.2 (poor), the training component program is 2.4 (fair), the base component program is 1.2 (poor), software component program is 1.2 (poor), komsos program is 2.5 (fair), bakti tni program is 2.5 (fair), and wanwil program is 2, 7 (appropriate). the results of the recapitulation of the average evaluation of the context of the personnel component program, the material component program, the training component program, the base component program, the software component program, the komsos program, the tni service program and the wanwil program are 2.0 in the appropriate criteria. based on the results of the average recapitulation of the context evaluation questionnaire for each program that has been presented by the researcher, it can be concluded that the evaluation of the context of the koramil model at the pontianak 1207/bs kodim meets the criteria accordingly. 2. enter the koramil model program at kodim 1207/bs pontianak input evaluation aspects include: (1) inputting the personnel component program, (2) inputting the material component program, (3) journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 113 entering the training component program, (4) input of the base component program, (5) inputting the software component program, (6 ) enter the komsos program, (7) enter the tni service program, and (8) enter the wanwil program. the input of the koramil model personnel component program in kodim 1207/bs pontianak was not yet appropriate, this was because the koramil model in kodim 1207/bs pontianak still did not know in detail about the criteria and conditions for personnel who would be recruited as koramil model personnel, either from rank, position, duties, level of education, physical and spiritual health. so that the koramil model at the kodim 1207/bs pontianak still could not make plans according to the personnel needed. the input of the material component program is also not yet appropriate, this is because material submissions in the form of weapons, ammunition, ranmor, randis, alkom, aloptic, alkapsat and alkapsus, koramil model kodim 1207/bs pontianak are still limited to the space that will be used to place the material, so model koramil has not been able to do planning in accordance with the material needed. enter the program component of the training made by the koramil model in kodim 1207/bs pontianak has been appropriate, this is evidenced by the training program plan that has been made by the koramil model kodim 1207/bs pontianak, both individual training up to the training of the koramil model and koramil model kodim 1207/bs pontianak has also made plans in accordance with the koramil model training program from each exercise activity to the termination stage. input, the base component program, is not appropriate, this is due to the position of the koramil model in the middle of the city, so it is very difficult to build office facilities, housing, and supporting facilities in accordance with the koramil model base component program due to the narrow land area of the koramil model in kodim 1207/bs pontianak . entering the software component program is not appropriate, this is because the software usage, we are still limited to the space that will be used to place the software, so the pontianak kodim 1207/bs koramil model still cannot plan according to the software we need. the input of the komsos program is appropriate, koramil model kodim 1207/bs pontianak has made a plan for the implementation of komsos which is in accordance with the koramil model program which includes, selecting targets / objects, determining the forms of komsos, determining the time and place according to the scope of duties and responsibilities of each activities that will be carried out during the implementation of the social security committee. the bakti tni program was in accordance, koramil model kodim 1207/bs pontianak had made plans for the implementation of the tni service which was in accordance with the koramil model program which included targeting (physical and nonphysical) in accordance with the area of responsibility of each activity to be carried out in the implementation of the tni service. entering the wanwil program has not been appropriate, because the task area of each personnel is too broad so the kodim model koramil has difficulty in planning wanwil activities according to the scope of duties and responsibilities to be carried out. based on the data from major inter interview teguh rahman as commander in koramil model kodim 1207/bs pontianak, it can be concluded that the completeness of the koramil model input aspect in kodim 1207/bs pontianak only reached 37.5. if the data from the interview about input evaluation in the koramil model in kodim 1207/bs pontianak only reaches 37.5, then the input evaluation is in very poor criteria. this value is obtained from eight (8) inputs that must be made for the requirements to become a koramil model, only three (3) input the koramil model program in the existing pontianak kodim 1207/bs, namely (1) enter the training component program, (2) enter the program komsos, and (3) enter the tni service program. while five (5) other inputs that do not yet exist are (1) input personnel component program, (2) input material component program, (3) input of base component program, (4) input software component programs, and (5) program input wanmil. observation data shows that input to the koramil model at the kodim 1207/bs pontianak is included in the criteria of very poor. of the eight (8) inputs that must be made for the requirements to become a koramil model, only three enter the koramil model program in the existing pontianak kodim 1207/bs, namely (1) training component program, (2) enter the komsos program, and (3) input tni service program. while the remaining five entries that do not yet exist are input (1) personnel component program, (2) input of material component program, (3) input of base component program, (4) input of software component program, and (5) input of program. in addition to conducting interviews and observations, researchers also distributed questionnaires to babinsa koramil 1207-02/ps as koramil model at kodim 1207/bs pontianak. the results of the average questionnaire evaluation input for the koramil model program at the pontianak kodim 1207/bs are illustrated in the following figure: journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 114 fig. 2 results of the average evaluation questionnaire input into the koramil model program at kodim 1207/bs pontianak. information: = personnel component = material component = exercise component = base components. = software components = komsos program = tni service program = wanwil program based on figure 2, data is obtained that the average component of personnel recruitment is 2.7 (appropriate), the material component as needed is 1.4 (fair), the exercise activity component is 2.8 (appropriate), the component is the base is 1.5 (poor), software components as needed are 1.2 (poor), komsos program activity is 2.8 (appropriate), bakti tni program activities are 3.1 (appropriate), and wanwil program activities is 2.8 (appropriate). average recapitulation results of input evaluation components of personnel recruitment, material components as needed, components of exercise activities, components of base base, software components according to needs, community program activities, tni service program activities, and wanwil program activities are 2.28 and included insufficient criteria corresponding. based on the results of the recapitulation of the average evaluation of each component of the program that has been presented by the researcher, it can be concluded that the evaluation of the koramil model input in the kodim 1207/bs pontianak in the criteria is quite appropriate. 3. the process of implementing the model koramil program at kodim 1207/bs pontianak process evaluation aspects in the implementation of the koramil model program in kodim 1207/bs pontianak consisting of: (1) personnel component program process, (2) process of material component program, (3) process component training program, (4) base component program process, ( 5) software component program program process, (6) komsos program process, (7) tni service program process and (8) wanwil program process. the koramil model personnel component program in kodim 1207/bs pontianak is not yet appropriate; this is because the recruitment of personnel has not been maximized, so the koramil model in the kodim 1207/bs pontianak still has many shortcomings and personnel have not been compiled according to rank, position. tasks, functions, level of education, physical health, and spiritual health. the process of the material koramil model component program in kodim 1207/bs pontianak is also not yet appropriate; this is because the material of the koramil model in the kodim 1207/bs pontianak still has minimal, both weapons, ammunition, ranmor, randis, alkom, aloptik, alkapsat, and alkapsus. the program process of the components of the training made by the koramil model in kodim 1207 / pontianak pontianak was not appropriate, in the implementation of the training program, both individual training and the training of the koramil model unit, koramil model in kodim 1207/bs pontianak still lacked the facilities used for the implementation of the training program from each implementation of training activities up to the termination stage. the base component program process is not yet appropriate so that many rooms that should have their own space are forced to be combined due to lack of facilities that the pontianak military command kodim 1207/bs model has, both office facilities, housing, and other supporting facilities. the software component program process is not appropriate; this is because in the procurement of software, koramil model kodim 1207/bs pontianak still lacks in software that matches the koramil model and what is needed. the komsos program process, koramil kodim 1207/bs pontian model has coordinated, supervised, recorded facts/data and the actual development of the implementation of komsos activities in the koramil area with the relevant agencies in accordance with the strategy to obtain and find out the community's response to the komsos activities. the bakti tni koramil program process model kodim 1207/bs pontianak has coordinated, recorded facts/data and actual developments as well as compiled reports on tni service activities with relevant authorities in accordance with the timeline to obtain and find out the community's response to the tni service activities. journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 115 the wanwil koramil program process the kodim 1207/bs pontianak model has carried out and maintained communication between the koramil and babinsa, the danramil with the kecamatan in the framework of wanwil activities to obtain directions and instructions needed in the framework of wanwil activities. based on the data from interview major inf teguh rahman as commander in koramil model kodim 1207/bs pontianak, it can be concluded that the evaluation process of the koramil model program in kodim 1207/bs pontianak only achieved 37.5 with very poor criteria. if the data from the interview about the process evaluation at koramil model kodim 1207/bs pontianak only reaches a value of 37.5 then the evaluation of the process is included in the very poor criteria. this value is obtained from eight (8) results of the process that must be made for the requirements to become koramil. the model is only three (3) results of the koramil model program process in the existing kodim 1207/bs pontianak, namely (1) the results of the komsos program process, (2) results in the tni service program program and (3) the results of the wanwil program process. whereas the other five (5) were not yet included: input (1) personnel component program process, (2) material component program process, (3) training component program process, (4) base component program process, and (5) software component program program process. observation data shows that the process at the koramil model in the kodim 1207/bs pontianak is included in the criteria of very less. of the eight (8) input that must be made for the requirements to become a koramil model, only three input the koramil model program in the existing kodim 1207/bs pontianak, namely (1) the komsos program process, (2) tni service program process and (3) process wanwil program. while the remaining five entries that do not yet exist are input (1) personnel component program process, (2) material component program process, (3) training component program process, (4) base component program process, and (5) software component program process. in addition to conducting interviews and observations, researchers also distributed questionnaires to the babinsa koramil model at kodim 1207/bs pontianak. the results of the average questionnaire evaluation process for the koramil model program in the pontianak 1207/bs kodim are illustrated in the following figure: fig. 3 results of the average questionnaire evaluation process for the koramil model program at kodim 1207/bs pontianak. information: = personnel component = material component = exercise component = base components. = software components = komsos program = tni service program = wanwil program based on figure 3, the data obtained is that the average for evaluation the process of recording personnel components is 2.3 (fair), the process of meeting the needs of material components is 1.5 (poor), the process of exercise component activity is 2.66 (fair), the base component strategic process is 1.7 (poor), the process of fulfilling the software component is 1.5 (poor), the komsos program process is 3.0 (appropriate), the tni service program process is 3.0 (appropriate), and the wanwil program process is 2.8 (appropriate). the results of the average process evaluation recapitulation include the process of recording personnel components, the process of meeting the needs of material components, the activity process of training components, the process of baseline component strategy, the process of fulfilling software components, the komsos program process, the tni service program process, the wanwil program process 2 , 35 and included in the criteria is quite appropriate. based on the results of the average recapitulation of each program component that has been presented by the researcher, it can be concluded that the evaluation of the koramil model program process in kodim 1207/bs pontianak is included in the criteria accordingly. 4. results of the koramil model program at kodim 1207/bs pontianak journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 116 evaluation aspects of the results of the implementation of the koramil model program at kodim 1207/bs pontianak consisted of: (1) results of the personnel component program, (2) results of the material component program, (3) results of the component training program, (4) results of the base component program, (5 ) results of the software component program, (6) komsos program results, (7) results of tni service programs, and (8) results of the wanwil program. the results of the koramil model personnel component program at the kodim 1207/bs pontianak have not reached 100% and are not yet in line with top / dspp because the strength of personnel in the koramil only reached 65%. the results of the material koramil model component program at kodim 1207/bs pontianak also have not been in the category of good and maternity conditions not reaching 100% and not yet in accordance with the top / dspp and conditions not yet ready for use. the program results of the training component made by the koramil model at kodim 1207/bs pontianak the ability of personnel to increase after getting an exercise program in accordance with the programs that have been implemented. the dexterity of personnel evidences it in carrying out tasks in the field. the results of the program evaluation of the base components showed that the facilities, buildings (bases) needed in the koramil model program were in poor condition, this was evidenced by the number of damaged facilities and the need for immediate renovation. the results of the software component program have been met, can be used by personnel and in good condition, which consists of manuals for implementing the koramil model. the results of the program of komsos, koramil model kodim 1207/bs the availability of changes in attitudes and behavior both individually and in groups from komsos messages that have been conveyed by mastering the existing environmental conditions in the community to facilitate komsos activities. the results of the bakti tni koramil program in the kodim 1207/bs pontianak model show that the results of the implementation of the tni service activities with the relevant apparatus have not been in accordance with the statutes and the facts/data and actual developments found in the tni service activities have not been in accordance with the provisions. the results of the wanwil koramil program the kodim 1207/bs pontianak model has not reported the implementation of wanwil activities aimed at maintaining, and reporting changes/developments in the koramil territorial data and maintaining communication between the koramil and babinsa, the danramil with the district and kodim. based on the data from the interview major inf teguh rahman as commander in the koramil model kodim 1207/bs pontianak, it can be concluded that the evaluation aspects of the koramil model program in kodim 1207 / pontianak pontianak only reached a value of 50. if the interview data about the evaluation results in the koramil model at kodim 1207/bs pontianak only reached a value of 50, included in poor criteria. this value can be obtained from eight (8) results that must be made for the requirements to become koramil new model four (4) results of the koramil model program in the existing kodim 1207/bs pontianak, namely (1) results of the exercise component program, (2) program results software components, (3) komsos program results, and (4) tni service program results. whereas for the other four (4) non-existent results including (1) results of the personnel component program, (2) results of the material component program, (3) results of the base component program, and (4) results of the wanwil program. observation data shows that the results at the koramil model at the kodim 1207/bs pontianak are included in the criteria of very few. of the eight (8) inputs that must be made for the requirements to become a koramil model only four of them entered the koramil model program in the existing kodim 1207/bs pontianak, namely (1) results of the training component program, (2) program software component results, (3 ) komsos program results, and (5) results of the tni service program. while the remaining four entries that do not yet exist are input (1) results of the personnel component program, (2) results of the material component program, (3) results of the base component program, and (4) results of the wanwil program. in addition to conducting interviews and observations, researchers also distributed questionnaires to the babinsa koramil model at kodim 1207/bs pontianak. the results of the average evaluation questionnaire on the results of the koramil model program at the kodim 1207 / pontianak bs are illustrated in the following. journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 117 fig. 4 results of an average evaluation questionnaire on the results of the koramil model program at kodim 1207/bs pontianak. information : = personnel component = material component = exercise component = base components. = software components = komsos program = tni service program = wanwil program based on figure 4 obtained data that the average result of recruitment of personnel components is 2.1 (quite appropriate), the results of the fulfillment of the material component is 1.66 (quite appropriate), the results of the implementation of the training component are 2.3 (quite appropriate) , the results of the base component strategic selection are 1.3 (inadequate), the results of meeting the requirements of the software component are 1.3 (less in accordance), the results of the komsos program implementation are 2.8 (in accordance), the results of the tni service program implementation are 3, 1 (in accordance), and the implementation results of the wanwil program are 3.1 (appropriate). the results of the recapitulation of the average evaluation of the results of the koramil model program in kodim 1207 / pontianak pontianak which included the results of personnel component program, material component program results, training component components program results, base component program results, software component results, komsos program results, program results the tni service, and the wanwil program results are 2.2 and are included in the criteria accordingly. judging from the results of the recapitulation of the results of the average evaluation of each program component that has been presented by the researcher, it can be concluded that the evaluation of the results of the koramil model in kodim 1207/bs pontianak in the criteria is quite appropriate. b. discussion in this section is a discussion of the results of the research described in the previous section. the discussion of the results of this study is an attempt to explain the results of the analysis and answer the formulation of the proposed problem, namely how to evaluate the context, input, process, and product of the koramil model program in kodim 1207/bs pontianak. 1. the context of the koramil model program at kodim 1207/bs pontianak context evaluation conducted in this study included, (1) planning of personnel component program, (2) planning of material component program, (3) planning of component training programs, (4) planning of base component programs, (5) planning of software component programs, (6) komsos program planning, (7) planning for tni service programs, and (8) planning for wanwil programs. based on the results of interviews with major inf teguh rahman as commander of the koramil model in kodim 1207/bs pontianak and observation, the context of the koramil model program in kodim 1207/bs pontianak which contained program planning only achieved 50 results with fewer criteria. of the eight (8) planning that must be made for the requirements to become koramil model found only four (4) components of the koramil model program in the existing pontianak kodim 1207/bs, namely (1) planning the component training program, (2) komsos program planning, (3) planning for tni service programs, and (4) planning for wanwil programs. while for four (4) other plans that do not yet exist, consists of (1) planning of personnel component program, (2) planning of material component program, (3) planning of base component programs, and (4) planning of software component programs. based on the data from the recapitulation results, the average questionnaire distributed to babainsa personnel which only reached 2.0 and included in the criteria was quite appropriate, with the details of the personnel component program was 2.3 (fairly appropriate), the material component program was 1.2 (less in accordance), the training component program is 2.4 (fairly appropriate), the base component program is 1.2 (inadequate), the software component program is 1.2 (less compliant), the komsos program is 2.5 (fairly appropriate) the tni service program is 2.5 (fairly appropriate), and the wanwil program is 2.7 (appropriate). the results of the interview data and questionnaire were strengthened by the results of an interview with mayor inf baisumi as officer of the journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 118 operations section on 11 august 2018 stating that the planning at the koramil model at kodim 1207/bs pontian was all complete and complete, although there were some that were not in line with the planning requirements of the koramil model. the context of the koramil model program in kodim 1207/bs pontianak contains program planning that is very important and must be in each program. it is because planning has a function so that the goals become clear and directed, identify various obstacles and opportunities that exist in the environment and help to reduce risks and uncertainties so that uncertainty can be minimized. the importance of planning in carrying out activities according to arief bowo's opinion (in agus wiranto 2014: 2) which reveals that planning is very important and must exist in each program because planning has several functions as follows: a. purpose becomes clear and directed. planning as a first step towards achieving goals will provide direction and clarity of the objectives to be achieved. b. when all elements or parts of the organization know the goals of the organization clearly and correctly, they will work in the same direction as agreed upon in the planning. c. with the planning, the organization is able to identify the various obstacles and opportunities that exist in the environment outside the organization, so that they remain in the lane towards the original goal. d. helps more efficient and effective planning so that goals are realized. e. planning means supervision activities so that it becomes control of the implementation of activities according to procedures. f. helps to reduce risk and uncertainty, so that uncertainty can be minimized. the above opinion is similar to that presented by siswanto (in agus wiranto 2014: 5) which details some of the planning functions as follows: a. helping management to adjust to environmental changes. b. allows managers to understand the overall picture of operations more clearly. c. assist the placement of responsibilities more precisely. d. provide a way of giving orders to operate. e. facilitate coordination between various parts of the organization. f. make goals more specific, detailed and easier to understand. g. save time, effort and funds. based on the results of interviews and the results of the average recapitulation of the context evaluation questionnaire for each program that has been presented by the researcher, it can be concluded that the context of the koramil model in kodim 1207 / pontianak bs is not suitable to be used as a koramil model. it is because it is not yet in accordance with the understanding of the reference model which can be used as the best example and represents an object that is useful for assessing a particular system. in the big indonesian dictionary, it is also stated that the model means the pattern (variety, reference, etc.) of a thing that is intended to be created or produced (simamarta in hatya: 2014: 1). others and as a means used to prepare and improve the ability of new members who will serve in satkowil before the members are assigned to the community. the program planning for the koramil model only reached fewer criteria. it is because in the preparation of the work program and budget of the kodim 1207/bs does not plan an activity program for the koramil model. supposedly with the appointment of the koramil model, the koramil model program is still planned and programmed in the kodim 1207/bs budget and work program. the policy of recruiting personnel to be placed at the koramil model must be thoroughly selected in the field of knowledge and skills. with the policy of recruiting personnel who master the field of knowledge and the field of skills, it will be easier to plan for each koramil model activity in accordance with a predetermined program and also increase the job satisfaction of personnel in the field. a good personnel recruitment policy will have a significant effect on the performance and job satisfaction of personnel in the field. i is consistent with the results of herry noorwanto's (2014: 261) dissertation research which states that: "there is a significant influence of organizational policy on the job satisfaction of kemhan employees. it means that a quality organizational policy characterized by factual, complementary, coordinated, definite, flexible, and stable information, as well as broad-range will have a significant impact on improving employee job satisfaction ”. 2. entering the koramil model program at kodim 1207/bs pontianak input evaluation includes: (1) inputting the personnel component program, (2) inputting the material component program, (3) entering the training component program, (4) input of the base component program, (5) input of the software component program, (6) enter the komsos program, (7) enter the tni service program, and (8) enter the wanwil program. the results of the interview with major inf teguh rahman as the commander of the koramil model in the kodim 1207/bs pontianak and observation, for the aspect of evaluation of input of the model koramil program in kodim 1207/bs pontianakhanya reached 37.5 with very few criteria. of the eight (8) inputs that must be made for the journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 119 requirements to become koramil model only three (3) only input the koramil model program in the existing pontianak kodim 1207/bs, namely (1) enter the training component program, (2) enter the komsos program, and (3) enter the tni service program. while five (5) other inputs that do not yet exist are (1) input personnel component program, (2) input material component program, (3) input of base component program, (4) input software component programs, and (5) program input wanmil. data from the average recapitulation of questionnaires distributed to babainsa personnel only reaches 2.28 and is in quite appropriate criteria, with the details of the component of recruitment of personnel is 2.7 (appropriate), material component as needed is 1.4 (less compliant), component of exercise activity is 2.8 (corresponding), component of base of base is 1.5 (inadequate), software component as needed is 1.2 (less in accordance), komsos program activity is 2.8 (appropriate), activity the bakti tni program is 3.1 (appropriate), and the wanwil program activity is 2.8 (appropriate). the results of the interview data and questionnaire were strengthened by the results of the interview to mayor inf baisumi as the operational section officer on 11 august 2018 stating that all program inputs at the koramil model at the kodim 1207/bs pontianak were not yet implemented, this was due to lack of good planning made, so that it can be used as a guideline for input at the koramil model in kodim 1207/bs pontianak. the results of the interviews and the results of the recapitulation of the average input evaluation questionnaire for each program that was presented by the researcher found that the input of the koramil 1207-02/ps had not met the requirements as a koramil model. thus it can be concluded that in context koramil 1207-02/ps kodim 1207/bs has not been able to be used as a koramil model. the results of the koramil model program input data in the kodim 1207/bs pontianak have not been in accordance with the input, because the input is very dependent on the context (planning) of the koramil model program in the pontianak 1207/bs kodim that has been made. it is because the input (input) in this study is the selection of planning that has been made about the components needed or needed in the program. it is as stated by siswanto (in agus wiranto 2014: 9) as follows: "input (input) is a form of activity evaluating or selecting planning from everything that becomes a form of the need for organizations, business materials and so on. input activities become an objective form of evaluations carried out, whether in the form of products, government and so on. based on the theory put forward by siswanto, it can be concluded that the input (input) of the koramil model program in kodim 1207/bs pontianak is included in the criteria lacking due to the context (planning) of the koramil model program in kodim 1207/bs pontianak which will be selected still lacking or incomplete . input (input) koramil model program at kodim 1207/bs pontianak has not received maximum results as expected, it is expected that danramil 1207-02/ps to be able to give guidance and direction to koramil model personnel in kodim 1207/bs pontianak in completing every planning needed in the input (input) the koramil model program at kodim 1207/bs pontianak. it is because with good leadership, one of which is indicated by the provision of guidance and direction, it will affect the work satisfaction of personnel, and if the personnel feel satisfaction, then the personnel will work well and produce good work results as well. good leadership towards personnel will have a significant effect on the job satisfaction of personnel in the field. it is consistent with the results of herry noorwanto's (2014: 261) dissertation research which states that: "there is a significant influence of leadership on the job satisfaction of kemhan employees. it gives meaning that effective leadership characterized by the ability of leaders regarding selfdirection, flexibility, teamwork, strategy, decision making, managing change, delegation, communication, negotiation, power, and influence, will contribute significantly to increased job satisfaction employee ". 3. process of implementing the model koramil program at kodim 1207/bs pontianak evaluation of the koramil model program implementation process in kodim 1207/bs pontianak consists of: (1) personnel component program process, (2) process material component program, (3) process component training program, (4) base component program process, (5) software component program process, (6) komsos program process, (7) tni service program process and (8) wanwil program process. process evaluation in this study is used to detect or predict the procedure design or implementation plan during the implementation phase, providing information for program decisions and as a recording or archive of procedures that have occurred about the process of implementing the koramil model program at kodim 1207/bs pontianak. the evaluation of the process in this study is in accordance with the opinion of endang mulyatiningsih (in agus wiranto 2014: 1) which states that: "process evaluation aims to identify or predict obstacles to the implementation of activities or program implementation. evaluation is done by recording or journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 120 documenting each incident in the implementation of activities, monitoring activities that have the potential to inhibit and cause unexpected difficulties, find specific information that is outside the plan; assess and explain the actual process. during the evaluation process, evaluators are required to interact with program implementing staff continuously ". the results of interviews with major inf teguh rahman as commander of the koramil model in kodim 1207/bs pontianak and observation, aspects of the process evaluation program of the koramil model in kodim 1207/bs pontianak only reached 37.5 with very few criteria. of the eight (8) results of the process that must be made for the requirements to become koramil model only three (3) results of the koramil model program process in the existing kodim 1207/bs pontianak, namely (1) the results of the komsos program process, (2) the results of the consecration program process tni and (3) the results of the wanwil program process. whereas the other five (5) did not yet exist were input (1) personnel component program process, (2) process of material component program, (3) process of component training program, (4) process of base component program, and (5) process of tool component program soft. based on the data from the average recapitulation of questionnaires distributed to babainsa personnel who only reached 2.3 and included in the criteria sufficiently appropriate, the process of meeting the needs of material components was 1.5 (inadequate), the process of exercise component activity was 2.66 (in accordance ), the base component strategic process is 1.7 (inappropriate), the process of fulfilling the software component is 1.5 (less in accordance), the komsos program process is 3.0 (appropriate), the tni service program process is 3.0 (in accordance ), and the wanwil program activity is 2.8 (appropriate). the results of the interview and questionnaire data were strengthened by the results of an interview with mayor inf baisumi as officer of the operations section on august 11, 2018 which stated that the implementation of the program at the koramil model at the kodim 1207/bs pontianak had not all been carried out, this was due to lack of facilities and infrastructure. by the koramil model at kodim 1207/bs pontianak. based on the results of the interview and the results of the recapitulation of the average questionnaire evaluation of input for each program that has been presented by the researcher, it can be concluded that the koramil model kodim 1207/pontianak bs process has not been able to be used as a koramil model. this is because in the process of implementing the koramil model program in kodim 1207/bs pontianak many programs are not implemented and only a few programs can be implemented. the process of implementing the program is the core of an implementation of a program that must be carried out in a program, because the implementation process is the implementation of activities or efforts carried out to carry out all plans and policies that have been formulated and determined with all needs or tools. necessary tools. this is as stated by parlata westa (in agus wiranto 2014: 2) as follows: "implementation or implementation of programs are activities or efforts carried out to carry out all program and policy plans that have been formulated and determined with all the necessary needs or tools, who carries out, where to implement it, when to implement it, when ending and how to do it ". the same thing was stated by syukur abdullah (in agus wiranto 2014: 2) as follows: "implementation is a process of a series of follow-up activities after a plan and policy are established which consists of decision making. startegs and operational steps taken to realize a program or policy become a reality in order to achieve the targets and programs that were originally set." it is expected that the commander of the koramil model at the kodim 1207/bs pontianak should immediately find a solution or other alternative to be able to solve this problem. this must be immediately broken down because implementation is the core of a program that has been made. one alternative that is to overcome this is to divide the tasks into each personnel according to the characteristics of the work that the personnel are capable and workable. personnel who are given appropriate assignments with the characteristics of their work will get satisfaction in their work, so that the implementation of the koramil model program at kodim 1207/bs pontianak can be implemented well and the entire program can be carried out. job characteristics will have a significant effect on the job satisfaction of personnel in the field. this is consistent with the results of herry noorwanto's (2014: 261) dissertation research which states that: "there is a significant influence on job characteristics on job satisfaction of kemhan employees. this means that work that fulfills the characteristics of skill variation, task identity, task significance, autonomy, and feedback, will have a significant influence on improving employee job satisfaction." 4. results of the koramil model program at kodim 1207/bs pontianak evaluation of results (products) on the implementation of the koramil model program at journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 121 kodim 1207/bs pontianak attempts to assess the impact, constraints, and decision-making of the implementation of the koramil model program in the kodim 1207/bs pontianak which will be carried out by comparing findings or facts contained in the components evaluation with predetermined standards or criteria. evaluation of the results of the implementation of the koramil model program in kodim 1207/bs pontianak consists of (1) results of the personnel component program, (2) results of the material component program, (3) results of the component training program, (4) results of the base component program, (5) results software component program, (6) komsos program results, (7) tni service program results, and (8) wanwil program results. in connection with the implementation of the koramil model program in the kodim 1207/bs pontianak which had been running long enough from 2014, the implementation of the program could have a good impact and could be used as a model koramil for other koramil, especially from the completeness of facilities and infrastructure as well as the achievements of koramil model personnel at kodim 1207/bs pontianak. interviews with major inf teguh rahman as commander of the koramil model in the kodim 1207/bs pontianak and observations, the evaluation aspects of the results of the koramil model program at kodim 1207/bs pontianak only scored 50 with fewer criteria. while of the eight (8) results that must be made for the requirements to become koramil a new model four (4) results of the koramil model program in the existing kodim 1207/bs pontianak, namely (1) results of the training component program, (2) results of the software component program , (3) komsos program results, and (4) results of the tni service program. whereas for the other four (4) non-existent results including (1) results of the personnel component program, (2) results of the material component program, (3) results of the base component program, and (4) results of the wanwil program. data from the average recapitulation of questionnaires distributed to babinsa personnel who only reached 2.2 with sufficient categories is appropriate, with details of the fulfillment of the material component is 1.66 (fairly appropriate), the results of the exercise component implementation are 2.3 (fairly appropriate) , the results of the base component strategic selection are 1.3 (inadequate), the results of meeting the requirements of the software component are 1.3 (less in accordance), the results of the komsos program implementation are 2.8 (in accordance), the results of the tni service program implementation are 3, 1 (in accordance), and the implementation results of the wanwil program are 3.1 (appropriate). the results of the interview data and questionnaire were strengthened by the results of the interview with mayor inf baisumi as the operational section officer on 11 august 2018 which stated that the program input at the koramil model at kodim 1207/bs pontianak showed poor results. with this result, it should be for the dandim to immediately decide on the implementation of the program at the koramil model at kodim 1207/bs pontianak, this is because the program cannot be implemented as expected. based on the results of interviews and the results of the recapitulation of the average results evaluation questionnaire for each program that has been presented by the researcher, it can be concluded that the results of the implementation of the 120702/ps koramil program are not yet suitable to be used as the koramil model. in relation to the evaluation data on the koramil model program at kodim 1207/bs pontianak, the koramil model in kodim 1207/bs pontianakagar should make some efforts and efforts to be used as input in order to solve the problems faced during the implementation of the koramil model program in kodim 1207/bs pontianak or take a decision to stop the implementation of the koramil model program at the koramil 1207-02/ps pontianak due to the failure to implement the koramil model program as expected. the decision that must be taken by the dandim 1207/bs in accordance with the opinion of arikunto (2010: 22) states that "program evaluation activities are intended to make decisions or follow up on programs that have been implemented." in addition, suharsimi arikunto and cepi safruddin abdul jabar (2009: 22), stated that there were four possible policies that were carried out based on the results in the implementation of a decision program, namely: a. stop the program, because it is seen that the program has no benefit, or it cannot be implemented as expected. b. revise the program, because there are parts that are not in line with expectations (there are errors but only a few). c. continuing the program, because the implementation of the program shows that everything has gone according to expectations and has useful results. d. disseminating the program (implementing programs in other places or repeating the program at a later time), because the program works well, it is very good if it is implemented again at another time and place. in line with the opinion of suharsimi arikunto and cepi safruddin abdul jabar, farida yusuf tayibnapis (2000: 14) argued that the purpose of product evaluation is an assessment carried out in order to see the achievement/success of a program in journal of education, teaching and learning volume 4 number 1 march 2019. page 109-122 p-issn: 2477-5924 e-issn: 2477-8478 122 achieving a predetermined goal, which at this stage of evaluation is an evaluator can determine or provide recommendations to evaluators whether a program can be continued, developed/modified, or even stopped. iv. conclusions and suggestions a. conclusions the details about the conclusion of the koramil model program evaluation at pontianak's kodim 1207/bs are as follows: 1. the results of the context evaluation of the koramil model program at kodim 1207/bs pontianak which contained program planning categorized as poor. 2. the results of the input evaluation of the model koramil program in kodim 1207/bs pontianak categorized as very poor. 3. the results of the evaluation of the koramil model program implementation process at kodim 1207/bs pontianak categorized as poor. 4. the results of the product evaluation (results) of the koramil model program at kodim 1207/bs pontianak categorized as poor. b. suggestions based on these conclusions, researchers try to provide recommendations, namely: 1. it is expected for danramil 1207-02/ps to complete every program planning that will be implemented. 2. it is expected that the danramil koramil model at kodim 1207/bs pontianak should look for solutions in the implementation of input. 3. evaluation of the implementation of the koramil model program at kodim 1207/pontianak pontianak, many of which were not implemented. 4. it is hoped that the dandim 1207/bs pontianak will make several efforts/efforts to solve the problems that have been faced. reference agus wiranto. 2014. asas-asas manajemen “pentingnya perencanaan sebagai salah satu fungsi manajemen” ilmu pemerintahan fisip. universitas riau. farida yusuf tayibnapis. 2015. evaluasi program dan instrumen evaluasi. jakarta: pt renika cipta. hatya.com/3284/pengertian-model-menurut-paraahli. diakses tanggal 25 juli 2018 pada pukul 21.43 wib. herry noorwanto. 2014. pengaruh kebijakan organisasi, kepemimpinan dan karakteristik pekerjaan terhadap kepuasan kinerja serta implikasinya pada komitmen organisasional (studi pada pegawai negeri sipil di kementrian pertahanan ri). disertasi. program doktor ilmu administrasi minat administrasi publik. fakultas ilmu administrasi universitas brawijawa malang. staf umum teritorial angkatan darat tahun 2014, buku pedoman koramil model. suharsimi arikunto dan cepi safrudin abdul jabar. 2009. evaluasi program pendidikan. jakarta: bumi aksara. suharsimi arikunto. 2010. prosedur penelitian, suatu pendekatan praktik. jakarta: rineka cipta. universitastanjungpura. buku pedoman penulisan tesis. program pascasarjana teknologi pendidikan fkipuntanpontinak. zainal arifin. 2016. evaluasi pembelajaran. bandung: pt. remaja rosdakarya. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 113-119 p-issn: 2477-5924 e-issn: 2477-8478 113 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. analysis of the influence of reading speed and reading reference on reading comprehension skills with reading strategy as mediation variables for students at state university of padang amril amir1) 1) universitas negeri padang e-mail: amril.amir@fbs.unp.ac.id abstract. this study aims to analyze the analysis of the effect of reading speed and reading frequency on reading comprehension skills with reading strategy as a mediating variable for students of universitas negeri padang. this research is a quantitative method with a descriptive type. the sampling technique in this study used the nonprobability sampling method, namely the purposive sampling technique. data was collected using a questionnaire in the form of a likert scale with five alternative answers. the data analysis technique used sem-pls with smartpls version 3 software. the results of the study found that reading speed had a direct and significant effect on reading comprehension skills. reading frequency has a direct and significant effect on reading comprehension skills. reading strategy have a direct and significant effect on reading comprehension skills. reading speed has a direct and significant effect on reading strategy. reading frequency has a direct and significant effect on reading strategy. there is an effect of reading speed on reading comprehension skills mediated by reading strategy. there is an effect of reading speed on reading comprehension skills mediated by reading strategy. keywords: reading speed; reading frequency; reading strategy; reading comprehension skills i. introduction education in the national context has been directed to take a role in developing the potential of our nation. reading is an activity that is very important in building the nation's intelligence in accordance with the demands of the times. this can be interpreted that the intelligence of this nation starts from intelligence towards understanding information obtained from reading skills. students as candidates for intellectual scientists who will become the backbone of national development must have adequate reading comprehension skills so that they are able to obtain extensive information quickly and accurately. reading comprehension skills are needed by students. this will shape their sustainable mindset. in addition, this skill is very important to absorb information and knowledge from various media. these skills will ultimately achieve the function and purpose of education to educate this nation through reading comprehension skills. students are academic beings who are always trying to find, explore knowledge and technology. they cultivate a scientific and intellectual attitude, and try to master a number of skills, including skilled reading. therefore, at every opportunity students will use 'glasses' as analytical beings by exerting their logical, intellectual, ethical, aesthetic and practical abilities (tarigan, 2011). this becomes a bridge for students to form personalities in logical and systematic thinking. in the world of education, reading activities can be seen as the heart of education. this is important because reading skills in relation to efforts to improve the quality of education are indeed very logical in order to form a systematic mindset to achieve a goal (femi, 2008). according to data released by the central bureau of statistics (2012), it was found that the indonesian population has not used reading as a source of information. indonesian people prefer television and listen to radio in obtaining information. more likely to get information through reading decreased since 2003 to 6.05%. far when compared to watching television, the percentage increase reached 6.74%. meanwhile, data for 2012 showed that only 17.66% of indonesians read to get information from the total population. meanwhile, watching television was 91.68% and listening to the radio was 18.57%. meanwhile, the results of the research by the ministry of education and culture's balitbang in program team of international student (2011) showed that 15-year-old http://creativecommons.org/licenses/by-nc/4.0/ mailto:email:%20amril.amir@fbs.unp.ac.id journal of education, teaching, and learning volume 8 number 1 march 2023. page 113-119 p-issn: 2477-5924 e-issn: 2477-8478 114 children in indonesia, from the junior high school level, are very concerned about reading. for reading literacy, indonesia in 2000 was ranked 39th out of 41 countries, in 2003 it was ranked 39th out of 40 countries, in 2006 it was ranked 48th out of 56 countries, and in 2009 it was ranked 57th out of 65 countries. reading is important for the world of education, because most of the study material comes from reading, at least 85%, the remaining 15% comes from other activities such as attending lectures and discussions (razak, 2007). in addition, the latest research conducted by atmazaki, afnita, and zufe (2017) show that the reading culture of indonesian society is still below average. reading comprehension skills indicate that students are still low. this was stated in his duties in lectures at padang state university. the causes of this are various factors, both internal and external. internal factors that affect reading comprehension skills can be in the form of intelligence, interests, attitudes, talents, motivation, thought processes such as remembering, understanding, differentiating, comparing, finding, analyzing, and so on (tarigan, 2011). for this reason, reading requires high intellectual abilities. external factors also affect reading comprehension skills, for example infrastructure and background of the community's socio-economic relations. students' reading comprehension skills are related to their activities in the national exam in high school. national exams in senior high schools are considered important for several reasons, namely: a) national exams encourage the improvement of the quality of education in schools; b) the national exam is an entry point to improve the quality of human resources and the nation's competitiveness; (c) the national exam is an instrument for equal distribution of educational quality; and (d) description of national education quality standards (tjalla, 2010). one of the subjects included in the national exam, namely indonesian, lecture activities are more on reading activities. the condition of the low scores on the indonesian national exam in high school is not only due to the inability to answer questions, but because they are unable to take advantage of the allotted time. they collided with reading comprehension skills. they were not fast enough to read the texts in each question, so the time to answer the questions was spent on reading the text. this is due to the lack of students' reading comprehension skills. based on this, it can be assumed that the high or low scores on the indonesian national exam in high school are not only caused by a lack of mastery of the context of indonesian lessons according to the curriculum, but also a lack of students' reading comprehension skills. in addition, in college, new students are generally not skilled at reading and are not able to read quickly. the situation is based on the results of the researcher's observations in the indonesian language course at padang state university. there are many factors that cause students not to understand what they read, including the strategy and methods used by the teacher that do not attract students' interest in learning (mair, 2015). meanwhile, tarigan (2000) found that there were two factors that became reading problems for students, namely misconceptions due to a lack of interest and reading habits. based on the problem factors of understanding the reading level, other factors related to other students' reading comprehension problems are still many and varied, according to variations in linguistic intellectual abilities such as vocabulary mastery, sentence structure mastery, paragraph structure mastery, and discourse structure mastery, as well as those that are non-linguistics such as intelligence, gender, reading interest, mastery of reading strategy, and reading frequency (savage & pace, 2017). however, it is impossible for researchers to examine all of these factors at once. the factors to be researched and interesting are reading strategy, reading speed and reading frequency are factors that affect students' reading comprehension skills. the students' mastery of reading strategy is still not varied. even though the role of mastery of reading strategy is a determining factor for reading success. tampubolon, (2008) suggests that maximum reading ability is related to certain reading strategy, both eye movements (fixation), motivation, habits, and interest in reading. in addition to the factors above, it is necessary to study the achievement of reading comprehension caused by mastery of strategy, reading speed and frequency. the speed of reading between one student and another is sometimes different, some are slow, some are moderate, and some are able to read at high speeds. student reading frequency is still in the low category. in fact, the frequency of reading is important because the more often a person reads, the more often he or she does logical and systematic thinking. experts strongly support the importance of reading frequency in order to improve reading comprehension skills. in addition, reading ability can be maximized through the high frequency of reading through readings that use standard language (tampubolon, 2008). research that examines reading comprehension skills has been carried out before. however, the factors that address reading comprehension skills are still far from conclusive. several previous studies revealed that the factors that determine reading comprehension skills include vocabulary knowledge, home environment, and cultural environment (rojas, 2022); grammar, vocabulary, comprehension, personal experience and student attitudes (suwanaroa, 2021); and environment, motivation, learning preference and teaching technique (wutthisingchai & stopps, 2015). this research also fills in the gaps in the relationship between concepts, both as exogenous, mediating and endogenous variables. the novelty of this study is the mediating variable of reading strategy. previous research was still very limited in placing the reading strategy variable as a mediating variable, especially in the effect of reading speed and reading frequency on reading comprehension skills. the relationship between reading frequency and reading comprehension ability is mediated by other variables, namely vocabulary knowledge and semantic decoding ability (chen & meurers, 2016). journal of education, teaching, and learning volume 8 number 1 march 2023. page 113-119 p-issn: 2477-5924 e-issn: 2477-8478 115 ii. methods this research uses a quantitative method with a descriptive type. according to yusuf (2013) descriptive research is a type of research that aims to describe systematically, factually, and accurately about certain facts and characteristics or tries to describe phenomena in detail. this study will describe the effect of reading speed and reading frequency on reading comprehension skills with reading strategy as mediating variables in padang state university students. the population in this study is a limited population which is all students of padang state university, totaling 39,214 people. sampling was carried out using proportional random sampling technique. this technique is used for taking samples from members of the population randomly and proportionally stratified because the members of the population are heterogeneous (not the same). the sample in this study was 396 students at padang state university. data collection techniques in this study using a questionnaire. the questionnaire in this study uses a likert scale with five alternative answers. respondents can answer the questionnaire statements by ticking (√) on the available answers with the five available possibilities. then the data were analyzed using sem-pls analysis using the smart pls version 3 application. for data processing, this technique was used to cover the weaknesses of the regression method (ghozali, 2006). sem-pls analysis is a causal modeling approach that aims to maximize the variance of the criterion latent variables that can be explained by predictor latent variables. pls (partial least square) is an analysis method that does not assume certain data and uses the bootstrapping method or random multiplication where the assumption of normality will not be a problem. iii. results and discussion characteristics of respondents this study uses grouping characteristics of respondents based on gender, age, major and level of student lectures. this is done because of the variety of respondents, so that by grouping the characteristics of the respondents. the characteristics of the respondents can be seen in table 1. table 1. characteristics of research respondents no characteristics of respondents total f % 1 gender male 184 46% female 212 54% 2 age <19 years 103 26% 20 years 105 27% 21 years 89 22% >21 years 99 25% 3 lecture level i 128 32% ii 92 238 iii 99 25% iv 77 19% 4 education d-iii 19 5% d-iv 8 3% s-1 366 92% total 396 100% source: processed research data (2023) based on table 1, it is obtained that the distribution of the number and percentage of research respondents is based on gender, age, major and class level. first, based on gender, the number of female students (54%) was higher than male students (46%). based on age, it was found that there were more respondents aged 20 years (27%) than respondents aged <20 years, 21 years and >21 years. furthermore, based on the recording level, more research respondents came from level i, namely 32%. finally, based on the level of education attained, 92% more respondents with bachelor's degree level of education compared to other levels of education. validity test validity test is conducted to prove that all variables are different from each other. hair et al. (2017)revealed that a measurement can be said to be valid if it meets the criteria for an ave value equal to or more than 0.5. the following is the average variance extracted (ave) value: tabel 2. average variance extracted cronbach's alpha rho_a composite reliability average variance extracted (ave) reading speed 0.935 0.935 0.944 0.605 reading frequency 0.918 0.919 0.942 0.803 reading strategy 0.970 0.971 0.972 0.686 reading comprehension skills 0.837 0.840 0.891 0.673 source: processed research data (2023) based on the information in table 2, it can be seen that the four variables have an ave value above the minimum criterion of 0.5 so that the indicators of the variables reading speed, reading frequency, reading strategy and reading comprehension skills examined in this study are able to explain and measure variables. it well. reliability test the reliability test was carried out to see to what extent the measurement results using the same object will produce the same data (sugiyono, 2017). the variable is said to be reliable if the value of cronbach's alpha and composite reliability is > 0.6, the results of the reliability test can be seen in table 3: journal of education, teaching, and learning volume 8 number 1 march 2023. page 113-119 p-issn: 2477-5924 e-issn: 2477-8478 116 table 3. average variance extracted cronbach's alpha rho_a composite reliability average variance extracted (ave) reading speed 0.935 0.935 0.944 0.605 reading frequency 0.918 0.919 0.942 0.803 reading strategy 0.970 0.971 0.972 0.686 reading comprehension skills 0.837 0.840 0.891 0.673 source: processed research data (2023) based on the information in table 3, it can be seen that the four constructs have cronbach's alpha values and composite reliability above 0.6, which means that the indicators set have been able to measure each construct well, which consists of variables of reading speed, reading frequency, reading strategy and reading comprehension skills have been reliable. hypothesis verification (structural model evaluation) the complete structural model is then estimated based on the indicators previously tested in the measurement model analysis. the next stage is that indicators that pass the pretest will undergo bootstrapping to predict whether there is a relationship between latent variables, in which this process is called the process of proving the hypothesis. the hypothesis is accepted or rejected can be seen in the value of the critical ratio (critical ratio) and the level of significance contained in the regression weight and structural model. the hypothesis will only be accepted if the c.r is 1.96 and the p value is 0.05. the results of the structural model analysis in this study can be seen in table 4. table 4. path coefficient original sample (o) sample mean (m) standard deviation (stdev) t statistics (|o/stdev|) p values hypothesis reading speed → reading comprehension skills 0.149 0.151 0.074 2.001 0.044 accepted reading frequency → reading comprehension skills 0.451 0.455 0.078 5.764 0.000 accepted reading strategy → reading comprehension skills 0.539 0.541 0.079 6.677 0.000 accepted reading speed → reading strategy 0.505 0.508 0.055 9.158 0.000 accepted reading frequency → reading strategy 0.330 0.333 0.080 4.129 0.000 accepted reading speed → reading strategy → reading comprehension 0.346 0.350 0.070 4.973 0.000 accepted original sample (o) sample mean (m) standard deviation (stdev) t statistics (|o/stdev|) p values hypothesis skills reading frequency → reading strategy → reading comprehension skills 0.253 0.254 0.080 4.224 0.000 accepted source: processed research data (2023) based on table 4. it can be obtained that the research hypothesis can be proven. the direct effect is the influence that can be seen from the coefficient of one variable to another, while the results can be explained as follows. the results of the analysis show that reading speed affects reading comprehension skills. the coefficient obtained from data analysis was 0.149 and a significance of 0.044 (p<0.05). this means that the research hypothesis is accepted. the results of this analysis provide an understanding that increasing reading speed will affect the improvement of reading comprehension skills in padang state university students. the results of this study are supported by the findings made by puspita (2018) that there is an influence between reading speed on students' reading comprehension skills. reading speed places more emphasis on the number of words that can be read in a certain period of time (usually in minutes) which is converted to the level of reading comprehension that can be achieved by readers through a set of tests (razak, 2007). seabra (2017) found that reading speed can contribute to comprehension of reading content beyond the division of variance with listening ability, especially in word recognition (armaga & genc, 2017). the reading speed of students must be in line with the speed of understanding the reading material that has been read. students' reading speed depends on the material and purpose of reading. in reading speed itself there are two kinds of behavior called skimming and scanning. asmawati (2015) also found that with skimming and scanning behavior, students' reading comprehension skills also increased. the use of skimming and scanning as indicators of reading speed is an effective strategy to improve students' reading comprehension. these results are also the same as the findings made by fatmawati (2014). however, research conducted by ekasari (2021) found that there was a very low correlation between reading speed and comprehension. fast readers are not equal with efficient readers or that slow readers are inefficient readers. the students’ background information and text difficulty are some aspects which can affect their reading speed and comprehension the results of the analysis show that reading frequency has an effect on reading comprehension skills. the coefficient obtained from data analysis was 0.451 and a significance of 0.000 (p<0.05). this means that the research hypothesis is accepted. the results of this analysis provide an understanding that the increasing the frequency of reading, journal of education, teaching, and learning volume 8 number 1 march 2023. page 113-119 p-issn: 2477-5924 e-issn: 2477-8478 117 it will affect the improvement of reading comprehension skills in padang state university students. the results of this study are supported by the findings by mair (2015) that the frequency of reading newspapers has a significant effect on reading comprehension skills. the more frequently/frequently/frequently students read books, magazines/tabloids/other sources of information, the better their reading comprehension tendencies will be. the frequency with which a person reads will be followed by the more knowledge he acquires, the faster his reasoning power and the more vocabulary or new terms he acquires. reading frequency is important because the more often a person reads, the more often he or she does logical and systematic thinking. experts strongly support the importance of reading frequency in order to improve reading comprehension skills. in addition, reading ability can be maximized through the high frequency of reading through readings that use standard language (tampubolon, 2008). as a skill, reading requires practice like any other skill (yildiz & çetinkaya, 2017). wotschack & kliegl (2013) revealed that reading continuously or repeatedly can add to the understanding of the reader. the more often/frequently/frequently students read books, magazines/tabloids/other sources of information, the tendency to read will be better. another expert who supports the importance of reading frequency in order to improve reading skills is sadeghi et al. (2016) who say that reading is a language skill, as a skill, reading requires practice like other skills. the more a person reads, the more his ability increases. someone will read a lot if his interest in reading is high. the more often a person reads means the more often he does thinking activities and the more experienced he is in solving problems, thus his reading ability will also increase (savage & pace, 2017). the results of the analysis show that reading strategy have an effect on reading comprehension skills. the coefficient obtained from the data analysis was 0.539 and a significance of 0.000 (p<0.05). this means that the research hypothesis is accepted. the results of this analysis provide an understanding that increasing reading strategy will affect the improvement of reading comprehension skills in padang state university students. the results of this study are supported by the findings in the research by anggreni et al. (2013), hidayana et al. (2021) and sun et al. (2021) who found that reading strategy have a significant effect on reading comprehension skills. reading strategy in the learning process can optimize all students' abilities in learning such as understanding, writing, identifying, reading and describing learning. reading comprehension requires readers to interpret the mental image from the given text through the interaction between both conceptual knowledge (e.g., vocabulary knowledge, metalinguistic knowledge) and procedural knowledge (e.g., reading strategy) and reading the text (daugaard et al., 2017; sun et al., 2021). the use of strategies in reading will have an impact on good skills in reading comprehension (kasimi, 2010). this means that the strategies used in reading will affect the results of reading comprehension (ahmadi et al., 2013; ditzel, 2010). anggreni et al. (2013) found that drta (directed reading thinking activity) reading strategy are effective learning and do not take up time for reading comprehension activities because students use appropriate reading strategy to get information from reading. reading requires symbols (words) which are a summary of the ideas or concepts produced by the author. so, reading requires the reader to use his experience and knowledge to reconstruct the ideas or concepts generated by the author. the process of this reconstruction will always change during the reading process. ahmadi et al. (2013) who showed that the use of reading and writing strategy can improve students' reading comprehension. the strategy used in reading will affect the results of reading comprehension. reading comprehension strategy have a very close influence on reading comprehension skills, because without reading comprehension strategy it will be difficult to understand the reading text properly. if the reading comprehension strategy has been used and applied, then the ability to understand reading texts will be good or will get a high score (irfadila, 2022). the results of the analysis show that reading speed has an effect on reading strategy. the coefficient obtained from data analysis was 0.505 and a significance of 0.000 (p<0.05). this means that the research hypothesis is accepted. the results of this analysis provide an understanding that increasing reading speed will affect the improvement of reading strategy for padang state university students. the speed, method, technique and style of reading are also called reading strategy. such readers must be able to set the pace, determine methods, techniques, reading styles according to factors related to reading (tampubolon, 2008). the results of the analysis show that reading frequency has an effect on reading strategy. the coefficient obtained from data analysis was 0.303 and a significance of 0.000 (p<0.05). this means that the research hypothesis is accepted. the results of this analysis provide an understanding that the increasing frequency of reading, it will affect the improvement of reading strategy in padang state university students. low reading frequency is those who read on average about 14 times per week (macalister, 2010). students who don't often do reading activities mean they don't practice, repeat, and make time to read because when someone is reading at the same time that person is practicing (smith, 1982). the indirect effect (mediation effect) obtained from the processed data shows that there is a mediating effect from reading strategy, so that reading strategy mediate the effect of reading speed on school choice. based on the results of the analysis performed, a coefficient of 0.346 and a significance of 0.000 (p<0.05) were obtained. this means that the research hypothesis is accepted. these results indicate that reading strategy mediate the effect of reading speed on reading comprehension skills in padang state university students. reading speed with reading strategy will be able to improve students' reading comprehension journal of education, teaching, and learning volume 8 number 1 march 2023. page 113-119 p-issn: 2477-5924 e-issn: 2477-8478 118 skills. reading speed is not something innate, but something that can be improved with various efforts. a person's reading speed can be increased if he is constantly trained with reading strategies (soedarso, 2005). it can also improve students' reading comprehension skills the results of processed data show that there is a mediating effect of reading strategy, so that reading strategy mediate the effect of reading frequency on reading comprehension skills. based on the results of the analysis performed, a coefficient of 0.253 and a significance of 0.000 (p<0.05) were obtained. this means that the research hypothesis is accepted. these results indicate that reading strategy mediate the effect of reading frequency on reading comprehension skills in padang state university students. reading frequency with reading strategy will be able to improve students' reading comprehension skills. the level of frequency students read, each skill given must be accompanied by sufficient exercises, because students will tend to be trained to do something if they are given exercises about what they have learned. if they are trained to use the reading strategies that have been taught in reading comprehension, then they will be trained to use them, so that by using these strategies they will be able to develop themselves in improving their reading skills with comprehension (mokhtari & sheorey, 2002). iv. conclusion based on the research results found in this study, it can be concluded that: 1. the first conclusion describes the direct effect of the variables studied including: a. reading speed has a direct and significant effect on reading comprehension skills. this means that if reading speed increases, reading comprehension skills will also increase. b. reading frequency has a direct and significant effect on reading comprehension skills. this means that if the frequency of reading increases, reading comprehension skills will also increase. c. reading strategy have a direct and significant effect on reading comprehension skills. this means that if the reading strategy increases, then reading comprehension skills will also increase. d. reading speed has a direct and significant effect on reading strategy. this means that if reading speed increases, reading strategy will also increase. e. reading frequency has a direct and significant effect on reading strategy. this means that if the frequency of reading increases, the reading strategy will also increase. 2. the second conclusion describes the indirect effect (mediation test) including: a. the effect of reading speed on reading comprehension skills is mediated by reading strategy. this means that reading strategy can strengthen the effect of reading speed on reading comprehension skills. b. the effect of reading frequency on reading comprehension skills is mediated by reading strategy. this means that reading strategy can strengthen the effect of reading frequency on students' reading comprehension skills. v. suggestion the research results are expected to be useful for various parties. as for suggestions that researchers can put forward for teachers of any subject at school, the results of this research can be used as motivation in carrying out learning to read. acknowledgment we would like to thank causal productions for permits to use and revise the template provided by causal productions. original version of this template was provided by courtesy of causal productions (www.causalproductions.com). researchers would like to thank all parties involved in this research so that this research can be published. references ahmadi, m. r., ismail, h. n., kamarul, m., & abdullah, k. 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(2013). reading strategy modulates parafoveal-on-foveal effects in sentence reading. quarterly journal of experimental psychology, 66(3), 548–562. wutthisingchai, s., & stopps, p. j. (2015). an analysis of factors affecting the english reading comprehension of mattayomsuksa 5 students in amphur mueang, lampang province. in the new english teacher 12.2 (pp. 32–58). institute for english language education assumption university. yildiz, m., & çetinkaya, e. (2017). the relationship between good readers attention, reading fluency and reading comprehension. universal journal of educational research, 5, 366–371. yusuf, m. a. (2014). metode penelitian kualitatif, kuantitatif dan penelitian gabungan (pertama). rineka cipta. journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 121 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of teaching method and lecture program on students’ satisfaction rates and academic achievement tomo djudin universitas tanjungpura, pontianak, indonesia e-mail: tomo.djudin@yahoo.com abstract. this research examined the effect of teaching method and lecture program on student satisfaction rate and academic achievement of physics education department of education and teacher training (fkip) of tanjungpura university, pontianak. the descriptive method with the causalcomparative study was employed in this research. the sample was (232) respondents of fifth semester in academic year 2016/2017 which drawn by using unproportioned stratified random sampling technique. a questionnaire of lecturer academic service satisfaction was administered. based on data analysis, the findings of this research are: (1) there is a significant difference of student's satisfaction rate with lecturers’ academic service (t = 5.455, p ‹ 0.05) and academic achievement (t = 4.149, p ‹ 0.05) in terms of lecture method and direct instruction model. the students who having received direct instruction show higher on statisfaction rate and academic achevement than who having received lecture method; (2) there is a significant main effect of the lecture program on the rate of student satisfaction (f= 30.346, p ‹ 0.05) and on students academic achievement (f= 15.646, p ‹ 0.05); (3) there is no significant interaction effect of the teaching method and lecture program on student satisfaction rate (f= 0.753, p › 0.05) and academic achievement (f= 0.326, p › 0.05). it recommends that an institution should undertake internal survey to explore student satisfaction with academic services periodically. keywords: satisfaction rate; academic achievement; main and interaction effects i. introduction the new paradigm of higher education management stated that a university is service institution (hidayat, 2004). therefore, the teachinglearning process is not only can be assumed as the relationship between students and educators, but also the relationship between the recipient and the service provider (tjiptono,2004). student satisfaction rate is one of indicators of the success of educational institutions in performing its functions. according to ivancevies in maria ulfa (2009), students are the main customers to be served. the success of a college is characterized by the quality of service provided. quality of services can be identified through student satisfaction. alves and raposo (2009) argued that institutions can also benefit from student satisfaction in several other ways; for example, satisfied students are less likely to drop out, and more likely to achieve higher grades. student satisfaction has become an important concept in higher education because students are paying higher tuition fees and increasingly seeing themselves as customers and is commonly used as an indicator of quality by quality assurance agencies (xiao & wilkins, 2015; hamid & pihie,2004). dill and soo (2005) confirmed that students are the key stakeholders in higher education and their opinion is important in improving the quality of higher education reputation and images of universities. student satisfaction rate has strong relation to quality of academic services of lecturers. the more quality of service quality, the higher of student satisfaction rate. student satisfaction is essential in total quality management (helgesen & nesset, 2007). therefore, a college or university must identify the needs of the students carefully and try to satisfy by assuming that students as the main customers to be served (allred & swenson, 2006; bigne, moliner &sanchez, 2003). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 122 several previous studies that explored students satisfaction with academic services have been conducted by students (dewi & asikin, 2009; setiawan, 2013; noermijati, 2010; ulfa, 2009), lecturers (husnayetti, 2012; alves & raposo, 2009), and institutions (gusti, 2008; juniarti & sany, 2012). hery susanto (2014) in setiawan (2013), for example, concluded that the quality of academic services which consist of tangible, reliability, responsiveness, assurance, and empathy aspect has a significant simultaneously effect on student satisfaction rate. the national accreditation board (ban) of higher education confirmed that university is obliged to explore students’ satisfaction comprehensively with academic services (hidayat, 2004). however, just a few (current) studies that analysis students satisfaction rate with academic services of educators and academic achievement regarding lecture program and teaching method. in the context of this study, faculty of teacher training and education (fkip) untan pontianak has 2 (two) lecture programs, they are; s-1 regular and s-1 nonregular. one of the study programs available is physics education. the students have been received academic services of lecturers regarding the use of teaching method in or outside the classroom. the teaching methods which lecturers commonly used in fifth semester of academic year 2016/2017 are lecture method and direct instruction. the other teaching methods are excluded in this study. in higher education, customer satisfaction begins with the expectations upon the quality of the teaching staff or lecturer (helgesen & nesset, 2007). however, which teaching method effective in learning environment in higher education, even with decades of research, has yet to be resolved (chua & heng, 2014). until now, a systematic effort to explore the students’ satisfaction rate regarding lecture program and teaching method has never undertaken by the institution. the contextual and current issues as mentioned above bear on a rational consideration for carrying out this study. the main purpose of this study is to examine the main and interaction effect of teaching method and lecture program on students satisfaction rate and academic achievement. ii. literature review a. the definition of and factors affecting customer satisfaction the definition of customer satisfaction is not easy to formulate. james g. barnes (2001) in ulfa (2009) stated that customer satisfaction, in fact, is a response which given by the customer for the fulfillment of their needs to gain comfort. satisfaction is a person's perception of something that has met his expectations. the assessment of customer satisfaction associated with the fulfillment of a need, including the fulfillment of customers needs and their expectations as well. according to susan fournier and david glen mick (1989) in alves and raposo (2009), customer satisfaction; (1) is a dynamic process, (2) has a strong social dimension, (3) contains an integral component of meaning and emotion, (4) has contextual and interconnected processes between different paradigms, models with modes, and (5) is the product which always related to life satisfaction and quality of life itself. customer satisfaction is temporary and varied in manners. customer satisfaction is temporary because what is felt "satisfied" in one situation, does not necessarily to be satisfied with another situation. similarly, to satisfy one customer in responding to the advantages or privileges of a product in the same situation is not similar to another customer. it means that customer satisfaction depends on the characteristic of customers and the situations (rivai, 2005). according to kotler (2002), customer satisfaction is affected by many factors; they are: 1) value-added services, 2) views of products or services, 3) business aspects, and 4) shocks that can provide emotional stimulation. the main factor that can influence customer satisfaction is the interaction between producers or companies and customers who have a comfortable response or perception of a product. this interaction can be identified in 5 levels which will involve more interpersonal contact with employees and service providers, they are: 1) core products or services, 2) supporting systems and services, 3) technical performance, 4) elements of interaction with customers, and 5) emotional elements affective dimension of service. b. techniques for assessing customer satisfaction there are several techniques or methods that a company can use to measure and monitor its customers. kotler (2002) identified four methods for measuring customer satisfaction: 1. complaints and suggestions system. a company or institution have to provide speed and convenient access for its customers to communicate their suggestions, criticisms, opinions, and complaints. the information gained through this method can provide new ideas and valuable inputs for the company to respond quickly and quickly the problems occurred. 2. ghost shopping. one way to get an idea of customer satisfaction is to hire some ghost shopping to play or pretend to be a potential customer of a company's products and competitors. they are asked to interact with service providers and use the company's products or services. based on their experience, they are then asked to report their findings regarding the strengths and weaknesses of the company's journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 123 products and competitors. 3. lost customer analysis. a company should contact customers who have stopped buying or have moved their suppliers to understand why it happened and in order to take further improvement or refinement policies. 4. customer satisfaction survey. through the survey, the company will get responses and feedback directly from customers and also give a positive impression that the company is paying attention to its customers. measuring customer satisfaction through this method can be done in various ways, including; 1) directly reported satisfaction; 2) derived satisfaction; 3) problem analysis; 4) importance-performance analysis. c. student satisfaction with academic services student satisfaction with academic services of lecturers might be characterized by 5 (five) dimensions, namely: tangible, reliability, responsiveness, assurance, and empathy (kotler, 2002; tjiptono, 2004; hamid & pihie, 2004). the first dimension of service quality is tangible. tangible is a physical dimension. a service cannot be smelled, and cannot be touched so that physical evidence becomes essential as a measure of service. tangible is the ability to provide physical facilities and adequate lecture equipment regarding the appearance of lecturers and public facilities, for example, the availability of infrastructure facilities. students will assess quality of learning from all facilities and facilities available. the second dimension of satisfaction is reliability, a dimension that measures the reliability of higher education in providing services to students. there are two aspects of this dimension: (1) the ability of the lecturer to provide the instructional method as promised and (2) how far the lecturer provides accurate learning. reliability is the ability of lecturers in providing learning in accordance with the promised (on time), with immediate, relevant and accurate so as to satisfy the students. the third dimension of satisfaction is responsiveness, which is the dynamic dimension of service quality. responsiveness is the willingness of the lecturers to help and provide learning according to the needs of students. this dimension appears in situations where lecturers are easily found for consultation purposes. the student's expectations of the accuracy of the service will always change from time to time. the fourth dimension of customer satisfaction is assured. the quality of assurance dimension relates to the behavior of teaching staff or lecturers in instilling trust and confidence to the students. assurance includes competence, knowledge, skills, decency. an example of this dimension is shown as the attitude of lecturers who deliver lectures in accordance with their respective areas of expertise. lecturers seek to gain insight by reading, attending seminars, training, or conducting research. there are four aspects of the assurance dimension: friendliness, competence, credibility, and security. the last dimension of satisfaction is empathy. empathy is a lecturer's attitude in providing wholehearted services, such as personal attention and understanding that each student has different abilities and needs. this attitude can be demonstrated by understanding the role of lecturer not only as an educator but also as a counselor and supervisor. this dimension is related to maslow's theory of human development needs. human needs are not just physical, security and social needs, but also the needs of ego and self-actualization. these two latent needs are much related to the dimension of empathy (wagiran, 2012). iii. methodology the descriptive method with causal comparative (ex-post facto) study was employed in this study (creswell, 2008; ferguson, 1976). the sample consists of 232 respondents who are students of the fifth semester of academic year 2016/2017 which was drawn by using unproportioned stratified random sampling technique. some respondents = amount of students physics program x subjects which students attend in the same semester. in this research, the teaching method is grouped into lecture method and direct instruction. the lecture method is characterized by explaining, discussing, and assigning tasks of content subject. direct instruction is characterized by explaining, giving examples of problems, giving models how to solve problems, provide feedback, and assign tasks. the (nominal) data of teaching method that lecturer applied during teaching learning process was obtained from the interview with the students. the (nominal) data of lecture program and (interval) data of student academic achievement is gathered from the total score of summative examination (uas) which is documented at subdivision of student academic and administrative affairs (subbaak). the (interval) data of student satisfaction rate is collected by using a questionnaire of satisfaction with academic services of the lecturer that consist of tangible, responsiveness, reliability, assurance, and empathy aspect (adopted from a e.setiawan (2013)). the difference of mean scores of student satisfaction rate and academic achievement is analyzed by using t-test. the main and interaction effect of factors (lecture program and teaching method) are analyzed by using f-test, two-way anova (wahana komputer, 2009; ferguson, 1976). journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 124 iv. results and discussion a. results 1. differences of student satisfaction rate in terms of lecture program and teaching method the overall mean score of student satisfaction with academic services of lecturers in terms of lecture program and teaching method and results of compare means are shown in table i. table i the result of compare means of student satisfaction rate no independent variable student satisfaction rate mean t sig 1 lecture program regular 56.19 -0.013 0.989 nonregular 56.20 2 teaching method lecture method 55.26 -5.455* 0.000 direct instruction 56.61 *the mean difference is significant at the 0.05 level from table i, research findings are as follows: a. there is no significant difference of student satisfaction rate with academic services of lecturers in terms of lecture program (s-1 regular and nonregular) (p > 0.05). b. there is a significant difference of student satisfaction rate with lecturers academic service in terms of teaching method (lecture method and direct instruction (p<0.05). students’ satisfaction rate with academic services of lecturers who have received direct instruction is higher than who have received lecture method. 2. differences of student academic achievement in terms of lecture program and teaching method the mean scores of student academic achievement in terms of lecture program and teaching method and results of compare means are shown in table ii. table ii the result of compare means of student academic achievement no independent variable student academic achievement mean t sig 1 lecture program regular 73.91 0.400 0.989 nonregular 73.37 2 teaching method lecture method 71.91 -4.149* 0.000 direct instruction 77.62 *the mean difference is significant at the 0.05 level from table ii, research findings are as follows: a. there is no significant difference of student academic achievement in terms of lecture program (s-1 regular and nonregular) (p > 0.05). b. there is a significant difference of student academic achievement in terms of teaching method (lecture method and direct instruction (p < 0.05). students’ academic achievement who have received direct instruction is higher than who have received lecture method. from table i and table ii, the results indicate that only teaching method has significant effect on students satisfaction rate and academic achievement. 3. main and interaction effect of lecture program and teaching method on student satisfaction rate by using two-way anova, the results of main effect and interaction effect of lecture program and teaching method on student satisfaction rate are shown in table iii. table iii result of main and interaction effect on student satisfaction rate dependent variable : student satisfaction rate source sum square tipe iii df mean square f sig. x1 0.556 1 0.556 0.182 0.670 x2 92.587 1 92.587 30.346* 0.000 x1 * x2 2.299 1 2.299 0.753 0.386 a. r squared =0.094 (adjusted r squared =.0.088) from table iii, research findings are as follows: a. there is no main effect of x1 (lecture program) on student satisfaction rate with academic service of lecturer (sig = 0.670, p > 0.05). b. there is a significant main effect of factor x2 (teaching method) on student satisfaction level with academic service of lecturer (sig = 0.000, p < 0.05). this means that there is a significant difference of student satisfaction rate with the academic services of lecturers in terms of the lecture model. c. there is no significant interaction effect of x1*x2 factor on student satisfaction rate with academic service of lecturer (sig = 0.386, p > 0.05). the result is consistent with the coefficient of relative contribution of r squared that is just 0.094 or 9.4%. 4. main and interaction effect of lecture program and teaching method on student academic achievement by using two-way anova, the results of main effect and interaction effect of lecture program and teaching method on student satisfaction rate as shown in table iv. journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 125 table iv result of main and interaction effect on student academic achievement dependent variable : student academic achievement source sum square tipe iii df mean square f sig. x1 25.706 1 25.706 0.272 0.602 x2 1477.235 1 1477.23 15.646* 0.000 x1 * x2 30.809 1 30.809 0.326 0.568 a. r squared =0.040 (adjusted r squared = 0.034 from table iv, research findings are as follows: a. there is no main effect of factor x1 (lecture program) on student academic achievement (sig = 0.602, p > 0.05). b. there is a significant main effect of factor x2 (teaching method) on student academic achievement (sig = 0.000, p < 0.05). this means that there is a significant difference of student academic achievement in terms of teaching method. c. there is no significant interaction effect of x1*x2 factor on student academic achievement (sig = 0.568, p > 0.05). this result is consistent with the coefficient of relative contribution of r squared is just 0.040 or 4%. from table iii and table iv, the results indicate that teaching method and lecture program have no significant interaction effect on students satisfaction rate and academic achievement. b. discussion this study concludes that teaching method has significant main effect on students satisfaction rate and academic achievement. students who have received direct instruction model show higher on satisfaction rate and academic achievement than who have received lecture method. the teaching method and lecture program have no significant interaction effect on students satisfaction rate and academic achievement. it is mentioned that students satisfaction rate with academic services can be identified from many aspects, they are; tangible, reliability, responsiveness, assurance, and empathy. wright's (1996) in hamid and pihie (2004) identified 8 major service quality factors for higher education: diversity of educational experience (diversity of course work and student body), access and use of facilities (location, atmosphere and hours of university facilities), personalized interaction (interaction between student and faculty), student quality (quality of students at the university), educational process requirements and ability to fulfil requirements), faculty quality (academic and professional background of faculty), and professor's years of teaching experience. hery susanto in setiawan (2013) reported that the quality of academic service consisting of tangible, reliability, responsiveness, assurance, and empathy have simultaneously a significant influence on students satisfaction rate with academic services. the study recommended that institution has to increase the professionalism and knowledge of employees and improvement of supporting facilities as well. based on their study, juniarti and sany (2012) found that aspect of reliability will partially relative contribution to students satisfaction is 20.4 %, responsiveness is 13,3%, assurance is 16,8%, empathy is 20,2 5, and last aspect, tangible, is 19.3%. handayani, et.al (2003) reported that the readiness and mastery of the lecturers had having supported by the university by improving the quality of materials and teaching continuously. up-dating information through the internet is very helpful for students to keep up with the developments on campus. the change of curriculum periodically in a better direction that makes students more confident in facing the challenges of the industrial world. renovating physical facilities such as classroom airconditioned to provide a convenient learning atmosphere for students. morton-cooper (1993) in hamid and pihie (2004) notioned that in a research on lecturer traits valued by students cited responsiveness and trustworthiness as the major traits. trustworthiness included the element of reliability and consistency. lecturer enthusiasm was also a vital trait that encouraged learning. satisfaction is something personal. each individual has different levels of satisfaction in accordance with the prevailing value system (rivai, 2005). thus it can be said that satisfaction is an evaluation that describes a person's feelings of pleasure or displeasure in the move. tjiptono (2004) argued that customer satisfaction is the level of feeling in which a person expresses the result of comparison of the performance of the product or service received and expected a person with a high degree of satisfaction will indicate a positive attitude. on the other hand, a person who is not satisfied with his work indicates a negative attitude (kotler, 2002). teaching methods play an important role in increasing student achievement. haas (2002) concluded that teaching methods accounted for 9.7% variance in the average scores of students. based on the meta-analysis, he found that the factors of teaching methods have a significant effect on student achievement. teaching methods that are often applied in the learning process are direct teaching, problem-based learning, cooperative learning assisted technology, manipulative model, and some representations of communication and research results. he suggested that lecturers or teachers emphasize three different types of teaching methods, namely direct instruction, problem-based learning, journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 126 and technology-aided instruction. he also argued that cooperative learning can encourage students to learn, improve academic achievement, increase student retention, improve student satisfaction with their learning experiences, help students develop skills in oral communication, social skills, and price increases student self. another powerful teaching method is direct instruction. din 92000) in yeoh, et.al (2012) defined direct instruction as an instructional sequence that includes demonstration, controlled practice with instruction and feedback, and self-directed exercise with feedback direct instruction when combined other instructional approaches and used appropriately, can both effectively and efficiently improve basic math skills in secondary schools. chua and heng (2014) confirmed that in an increasingly diverse teaching and learning environment today, there have been countless discussions and debates on the effectiveness of teaching in higher institutions of learning. even with decades of research, the issue of effective teaching has yet to be resolved. in higher education, customer satisfaction begins with the expectations created upon the service by various parties to be delivered to or experienced by the customer. one of the expectations is the quality of the teaching staff (helgesen & nesset, 2007). the success of the academic process is characterized by the efficiency of the teaching and learning process, the level of student satisfaction with the learning process, and the success rate of the students in following the particular course. the efficiency of university teaching and student satisfaction levels has been the general focus of academic work (yeoh, yo, & chan, 2012; juniarti & sany, 2012). universities and educational institutions recognize the importance of maintaining the quality of the teaching and learning process. that is why educational institutions have many efforts to improve the quality of teaching and learning. another seriousness in maintaining the quality of education by the authorities is evidenced by the requirement to prepare the quality of the guarantee system in every educational institution, especially in universities. teacher profiles or teacher quality are of paramount concern to parents and policymakers. profile of lecturer, according to ackerman, et. al (2006) in tella (2006), including training, experience, pedagogical practice, and professional development. tella (2006) concluded that there was a correlation between teacher profile and student achievement. clotfelter, et al. (2003) in juniarti and sany (2012) confirmed that teacher experience has a positive effect on student achievement. harris and tim (2007) concluded that more experienced teachers seem to be more effective at teaching basic math and reading in high school. to gain effective teaching, according to chua and heng (2014), lecturers should be able to give clear presentation to assist the students in making sense of and absorb new knowledge and skills taught. students would welcome lecturers who are able to present the material in a clear and logical sequence. the material presented must also be intelligible and meaningful to the students. it is important not to overburden them with too many main points in each lecture and not to use too many different types of presentation materials, which can confuse the learners. student participation or engagement should be encouraged in today’s classroom. through participation, students are more motivated, learn better, improved communication skills, and are better critical thinkers (handayani, yermias & ratminto, 2003). allred and swenson (2006) reminded that lecturers should recognize the importance of student participation and reduce dependence on teachercentered teaching methodologies such as lecture method, which restrict students’ engagement in the lesson. in fact, the traditional lecture-only format is losing its prevalence in the classroom today. instead, it has been replaced with mixed delivery method such as group discussion, peer review to minimize lecturing. in class, participation has become increasingly important today especially among millennial generation students who demand more interaction from their classroom experience. this study concludes that there is no significant interaction effect of lecture program and teaching method on students satisfaction with the academic services of lecturers and student academic achievement. from tracing of previous researches, i found that there were few studies that test or analyze the interaction effects of two variables on more than two dependent variables. most researches were conducted to examine the effects of multiple factors using multiple correlations, multiple regression equations, and path analysis. therefore, this findings might be assumed a novel finding this finding is supported by result of previous study which concludes that there is an interaction between entrance factor and lecture program in influencing student academic achievement (aswandi, 2016). juniarty and sany (2012) concluded that the level of student satisfaction is significantly influenced by many factors in addition to faculty profiles, academic achievement, and teaching methods. v. conclusion and suggestions a. conclusions relevant to the research questions and results of data analysis, the conclusions are as follows: 1. the teaching method has significant main effect on students satisfaction rate and academic achievement. journal of education, teaching and learning volume 3 number 1 march 2018. page 121-128 p-issn: 2477-5924 e-issn: 2477-8478 127 2. the lecture program has no significant main effect on students satisfaction rate and academic achievement. 3. the teaching method and lecture program have no significant interaction effect on students satisfaction rate and academic achievement. b. suggestions based on the research findings, some recommendations are launched as follows: 1. the results of the study contribute to add to the sparse or non-existent literature related to lecturers’ teaching effectiveness in faculty. further research using a bigger population scale should be conducted to add to this body of knowledge. it would be interesting for future researchers to also investigate lecturers’ teaching effectiveness that goes beyond academic responsibilities in the classroom, such as research publications and participation in academic conferences, workshops, and seminars. 2. the questionnaire used to explore student satisfaction with lecturer academic services which developed in this study can be adopted by developing more items of each aspect of satisfaction. the institution should undertake an internal survey to explore student satisfaction. future research can be done to find out which aspects of satisfaction seemed has the strongest influence on student academic achievement. acknowledgement i declare that this work is original, not duplicate publication, and has not been published elsewhere. i am sure that this research article is primarily concerned with education issues (teaching and learning in particular) and relevant to the aims of this journal. references allred, c.r., & swenson, m.j. 2006. using technology to increase student preparation for and participation in marketing courses: the random selector model. marketing education review, vol.16, pp.15-21. alves, h., & raposo, m. 2009. the measurement of the construct satisfaction in higher education. services industries journal, vol.29, no.2, pp. 203-218. aswandi. 2016. 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wintolo apoko1), su li chong2) 1)university of muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: triwin_apoko@uhamka.ac.id 2) technology university of petronas, perak, malaysia e-mail: chong_suli@utp.edu.my abstract. this research was aimed at investigating the students’ attitudes of primary teacher education program (ptep) towards utilizing flipgrid in enhancing english speaking skill. the participants of this research were 60 students of ptep in one of muhammadiyah universities located in jakarta who attended an english course. the research used a mixed method to collect the quantitative and qualitative data to analyze. thus, the instruments used were observation, questionnaire and semi-structure interview. the result showed that most of the students agreed to use flipgrid in learning english speaking skill as this app had benefits and could motivate the students to practice speaking better as well as increased the students’ confidence. it is thus recommended that lecturers should be encouraged to use flipgrid in english learning activity, mainly in speaking skill to boost the students to be more active to create videos and engage in interactions with lecturers and classmates mediated with video discussion forum. keywords: attitudes; english; flipgrid; speaking skill i. introduction it is believed that english is very important for everyone including students for their future careers. thus, students are still pursuing to learn english until the university level. one of english skills they need to master is speaking skill. as it is known, speaking is one of the complicated language skills learned by students as non-native speakers of english to practice as it involves pronunciation, intonation, and stress patterns (harmer, 2007; masuram & sripada, 2020a). it is then becoming a matter for the students to be able to have a speaking performance confidently and better with a proper intonation and pronunciation (masuram & sripada, 2020b). some of the problems faced by the students could be fear of making mistakes (riadil, 2020), lack of vocabulary to master, lack of grammar mastery (wahyuningsih & afandi, 2020) and the lack of practice speaking (huwari, 2019). for example, in the context of teaching language, when a teacher invites the students to have an oral presentation in english, it is necessary to provide opportunities for them to have prepared and extended presentation in class (nunan, 1999). it means that the more the students have the opportunities to practice speaking, the better they will be. in having the speaking practice effectively, students should be equipped with an innovative learning strategy by providing a technology-based learning media (dewi et al., 2020; landa et al., 2021) to create an interesting english learning atmosphere. in the era of ict-pedagogy integration and the 21st century learning skills, a flipgrid application could be an alternative of online learning for the students to apply. flipgrid is a free online video-based discussion or communication tool to facilitate students’ interaction and explore their perceptions of the application as a communication tool (carpenter et al., 2020; edwards & lane, 2021; iona, 2017; miskam, 2019). moreover, flipgrid is an internet application that can be used as a standalone app on mobile phones and other devices or as an integrated application (petersen et al., 2020). flipgrid could help to increase the students’ english-speaking confidence and reduce their speaking anxiety (shin & yunus, 2021). mango (2021) found that there were at least two advantages of utilizing flipgrid. first, students would have more confidence in their speaking as flipgrid provided them with harmless, and a low-stress platform for language learning. the other one, flipgrid had a positive effect on students’ language practice including their social and cognitive engagement in the classroom which caused them to enjoy using it. another advantage of utilizing flipgrid is also supported by tuyet & khang (2020) who believed when flipgrid was used frequently, it would make english speaking practice more motivating. in flipgrid, students had more opportunities to communicate and interact with their classmates, and they could practice speaking english anytime and anywhere. thus, flipgrid was easy and simple application to operate (chien, http://creativecommons.org/licenses/by-nc/4.0/ mailto:triwin_apoko@uhamka.ac.id mailto:chong_suli@utp.edu.my journal of education, teaching, and learning volume 7 number 2 september 2022. page 154-160 p-issn: 2477-5924 e-issn: 2477-8478 155 2021). flipgrid use also could increase the fluency of students’ language acquisition, mainly speaking skill. however, flipgrid as digital video applications cannot replace physical scaffolds (difilippantonio-pen, 2020). as there are more strengths of flipgrid application and the studies on the use of flipgrid are still rare, this research investigates the attitudes of primary teacher education program (ptep) students towards utilizing flipgrid in enhancing english speaking skill. this research is then expected to benefit for more lecturers to serve students’ teaching and learning activities of speaking skill preferably in the online learning setting. ii. method the participants of this research were the second semester students of primary teacher education program (ptep) on the 2021-2022 academic year in one of private universities under muhammadiyah organization in jakarta. there were 60 students selected to be the participants as they attended an english course in the ptep. the following is the demographics of the participants: table 1 demographics of participants categories number of participants (n=60) percentage (%) gender female 55 91.7 male 5 8.3 age <18 3 5 18 22 36.7 19 25 41.7 >19 10 16.6 home location jakarta 31 51.7 banten 3 5 west java 21 35 outside java island 5 8.3 ever used flipgrid before yes 3 5 no 57 95 the research used a mixed method where the quantitative and qualitative data were involved in response to the research questions (creswell, 2018). quantitative data described the statistical numeric presentation for the mean (m) and standard deviation (std). meanwhile, the qualitative data presented a descriptive information. thus, the instruments used were multiple tools to collect the data such as observations, questionnaire, and semi-structure interview. the observations were conducted during the online learning with a moodlebased lms platform synchronously and asynchronously. after the three sessions within one hundred minutes learning with g-meets and two hours learning for practice and assignment with lms, the questionnaire was distributed to the participants that consisted of four items for participant information and 15 items for the students’ attitudes and their experiences towards the flipgrid application in learning english speaking skill. this questionnaire where a four-point likert-scale was used ranging from strongly disagree (1), disagree (2), agree (3) to strongly agree (4) was adapted from (petersen et al., 2020; shin & yunus, 2021). the other instrument was the semi-structure interview applied to eleven participants randomly selected to deepen more information dealing with the questionnaire. in collecting the data, this research did some steps for the english course in utilizing flipgrid application within three weeks. the first step, the lecturer introduced to the ptep students on the importance and the use of flipgrid. the students tried to practice using the flipgrid by registering it by their own smartphones or their laptops/pc for the familiarization of the platform. the second step, the lecturer assigned the students through video in the flipgrid, and every student did it by recording their oral presentation video and uploading it for having the feedbacks or comments from the lecturer and their classmates. the third step, all the students’ videos were given the feedbacks by the lecturers and the classmates either with videos or with chats. the fourth step, again every student did other two assignments from the lecturer by recording their oral presentation videos. finally, the fifth step, the lecturer did an evaluation if the flipgrid was effective by asking the students to answer the online questionnaire with google form. in addition, there were eleven students selected randomly to participate for interview session. iii. result and discussion a. result in general, most of the students in this research like using flipgrid in learning english speaking skill. the first result to be described deals with the observational data where the students did their english-speaking activities using flipgrid within three sessions. table 2 observational data on students’ attitudes to the use of flipgrid no dates for english speaking activities students’ attitudes to flipgrid in english speaking skill yes no 1 21 march 2022 • the students asked some questions on the use of flipgrid • all the students were eager to join the group/topic in the flipgrid • all the students did the assignment from the flipgrid • all the students watched their classmates’ videos • all the students responded their classmates’ videos      2 28 march 2022 • all the students were eager to join the group/topic in the flipgrid  journal of education, teaching, and learning volume 7 number 2 september 2022. page 154-160 p-issn: 2477-5924 e-issn: 2477-8478 156 • all the students did the assignment from the flipgrid • all the students watched their classmates’ videos • all the students responded their classmates’ videos    3 4 april 2022 • all the students were eager to join the group/topic in the flipgrid • all the students did the assignment from the flipgrid • all the students watched their classmates’ videos • all the students responded their classmates’ videos     based on the data above, it is obviously clear that most of the students actively participated in learning english, mainly in improving english speaking skill. in the first meeting of the class, some students were enthusiastic to know more about how to practice english using flipgrid by asking some questions such as the possibility of using smartphones, how the students joined the topic to answer the assignment, and the dateline of uploading the video. it is also found that the students were eager to join the group and the topic assigned by the lecturer through flipgrid. it is evident that as soon as the lecturer asked the students to join flipgrid, they directly took part in the flipgrid to respond the lecturer’s video for practice speaking english. they created their own videos and uploaded the videos for the lecturer’s feedback and comments as well as for their classmates’. after they uploaded the videos, they then watched their classmates’ videos to find out what they have performed while checking if their classmates’ videos are better. or, before they created their own videos, they watched other classmates’ video first. this was done for sure that the videos they uploaded were also good. overall, during the three sessions of speaking practice in the use of flipgrid, the students had positive attitudes towards utilizing the flipgrid in learning english speaking skill. however, one thing that most students did not do in the flipgrid was the responses on the watched videos. the lecturer responded every uploaded video with the video responses, yet only some students responded their classmates’ videos by writing chats mostly and video responses. the next result is gained from the questionnaire data which were already collected, and they were described in the following table. table 3 the questionnaire data on the students’ attitudes towards utilizing flipgrid in english speaking skill no items sd d a sa m std 1 i do not think using flipgrid takes much time. 0% 2% 68% 30% 3.28 0.49 2 emoticons/stick ers and other effect features on flipgrid are interesting and useful. 0% 0% 70% 30% 3.30 0.46 3 recording and uploading videos via flipgrid on your smartphone or pc/laptop is easy and simple. 0% 0% 60% 40% 3.40 0.49 4 learning to use flipgrid for learning activity is easy. 0% 2% 65% 33% 3.32 0.50 5 interacting with lecturers and classmates through flipgrid is easy and not stressful. 0% 3% 65% 32% 3.28 0.52 6 learning through flipgrid helped me improve my englishspeaking skills. 0% 3% 64% 33% 3.30 0.53 7 comments or responses from my lecturers and classmates at flipgrid were very helpful. 0% 2% 65% 33% 3.32 0.50 8 i love using flipgrid to learn about how to speak english. 0% 2% 73% 25% 3.23 0.46 9 i enjoy learning english by watching videos on the flipgrid. 0% 2% 70% 28% 3.27 0.48 10 i love creating videos on the flipgrid app for learning. 0% 5% 67% 28% 3.23 0.53 11 i am satisfied with my english speaking skills on flipgrid videos. 0% 3% 75% 22% 3.18 0.47 12 i think that using flipgrid is a good way to learn to speak english. 0% 0% 70% 30% 3.30 0.46 13 i will continue to use flipgrid to practice speaking english. 0% 5% 72% 23% 3.18 0.50 14 flipgrid helps me enjoy 0% 5% 65% 30% 3.25 0.54 journal of education, teaching, and learning volume 7 number 2 september 2022. page 154-160 p-issn: 2477-5924 e-issn: 2477-8478 157 speaking english. 15 when i use flipgrid, i am more confident to speak english. 0% 5% 62% 33% 3.28 0.56 total percentage (%) 0 3 67 30 3 97 note: sd for strongly disagree; d for disagree; a for agree; sa for strongly agree from the table 2, the mean ranges from 3.18 to 3.40. started with item 1, most students agreed that flipgrid application was simple and did not take much time to learn and practice (98%). all the students also totally agreed that the features in the flipgrid such as emoticons, frames, and other effect features were interesting and useful for them. the same result is also found that recording and uploading videos via flipgrid on your smartphone or pc/laptop was easy and simple for all the students (100%). in addition, most students felt easy to learn english for speaking activities in the flipgrid application. more students also considered interacting with lecturers and classmates through flipgrid is not a matter. they felt comfortable, not stressful (97%). in the context of learning english for speaking skill improvement, 65% of students agreed that learning through flipgrid helped them improve their english-speaking skills. most students also thought that feedback and comments from their lecturer and classmates were beneficial for them. related to how students like using flipgrid, there are only 2% of students who did not enjoy using flipgrid in learning speaking skill. another finding is on their strong interest in watching classmates’ videos on the flipgrid. there are 98% of students who agreed and strongly agreed to enjoy watching the videos in the flipgrid. moreover, when asked by the lecturer to do the assignment or practice, they were enthusiastic to create their own videos to upload for the feedback from the lecturer as well as letting the classmates see the videos. overall, most students felt satisfied with their speaking performance after they uploaded the videos in the flipgrid (97%). therefore, all the students agreed that using flipgrid was such a good way to practice speaking english (100%). as the flipgrid was a good application to use, 95% of the students agreed to continue using flipgrid for their own practice or for their own teaching in the future. again, it was unavoidable that flipgrid helped most students feel enjoyable speaking english. when they practiced speaking english using flipgrid, they were then more confident (95%). the other result is yielded from the interview data. there are eleven participants selected for in-depth information to convince what they have done for the questionnaire. there are six questions addressed for investigating the benefits of flipgrid use, the interests of using the flipgrid, students’ motivation in using the flipgrid, and the confidence of speaking english in the flipgrid. the first one relates to the benefits. more students responded that they said to be affirmative to the use of flipgrid in improving their english speaking. this is based on the results of the interview from s7, s16, and s32. s7 “yes, it is very useful because with the use of this application, we can directly practice speaking english. after getting a response back from the lecturer, we can observe what are the mistakes and shortcomings of speaking that we do and we can continue to learn again to improve it until it is skilled”. s16 “in my opinion, this flipgrid can allow students to talk to groups without fear that might limit responses in real-world situations and students can re-record responses. this flipgrid is a great and interesting tool to use when learning remotely”. s32 “yes, it is very useful because we can interact directly with lecturers and my classmates”. from the above responses on the benefits of flipgrid, it was clearly described that flipgrid app provided the opportunities to practice speaking a lot as it facilitated feedback in which the students could practice and improve their spoken english from constructive responses and motivations from lecturer and their classmates. in addition, students would not be afraid of speaking english as they have prepared for what they need to say before recording, or they could do record over and over until their performances are better. the second one deals with the students’ interests in the use of flipgrid. the interest domain is divided into how they felt using the flipgrid and whether they were happy about using the flipgrid. when asked about their feeling, most students perceived positively. this is proven with the following ideas. s3 “the technology in learning through the flipgrid application is exciting because it is more fun and creative to create video tasks given by my lecturer in a simple way. moreover, this flipgrid application can provide comments on tasks that have been completed”. s38 “i am happy because the features are good, and we can also see videos of other friends, and we can compare with our friends on the lack of pronunciation or english speech”. s54 “the feeling at the first time of getting to know the application was when entering this current semester and i think this application is very interesting and time efficient in helping to practice english speaking skills because we can directly record video tasks in the flipgrid application”. the results of this interview depict how s3, s38, and s54 felt happy and considered flipgrid an interesting, creative tool to use for english practice. they could create videos and upload them in the flipgrid as well as watch classmates’ videos, including the comments from lecturer and their classmates. journal of education, teaching, and learning volume 7 number 2 september 2022. page 154-160 p-issn: 2477-5924 e-issn: 2477-8478 158 when asked about their enjoyment using the flipgrid, most of the students also showed their likes. the following is the ideas from s7, s16, and s55 in the interview. s7 “yes, because the learning is not boring. we can use the features found in flipgrid such as emoticons, stickers, effects, and much more”. s16 “yes, because with this app we can create videos, and we can see the extent of english-speaking skills of ours”. s55 “yes, because using flipgrid learning becomes less boring due to the presence of stickers or emoticons and other features”. s7, s16, and s55 enjoyed using the flipgrid as it has simple, but rich and useful features such as stickers, frames, filter/background, text, and others to make the videos more interesting and interactive. thus, learning english for speaking practice is not boring for most of the students. another finding from the interview is about the students’ motivations in using flipgrid for english speaking improvement. the motivation aspect comprises the challenge to the use of flipgrid and their willingness to use flipgrid in the future. it is found that most of the students felt challenged when using the flipgrid in english speaking activities. this idea is relevant to what s7, s23, and s32 said in the interview. s7 “yes, because by using this application i will be more challenged in speaking english if i am already good at the aspect of clear, correct, and precise word pronunciation and intonation.” s23 “yes, because by watching better friends’ videos, i have the desire for my good videos to be watched too so as to get good comments from lecturers and other friends”. s32 “yes, because lecturers can directly assess and improve my pronunciation on the same day so that i feel challenged to continue learning english”. it is visibly observed that s7, s23, and s32 were challenged and willing to use flipgrid in english speaking practice. they found that they needed to improve their spoken english. they felt that their pronunciations were not good enough, and flipgrid was their solution to overcome their present problems. again, flipgrid provided the feedbacks and facilitated the students to view other classmates’ videos. the next one, most of the students seemed to be in agreement about the possibility of using the flipgrid in speaking practice in the future. s23, s27, and s54 stated their positive ideas in the interview. s23 “yes, because the flipgrid app is very easy to use for everyone”. s27 “maybe yes, when i will teach in the online learning period, i will use it to train students to perform their speaking confidently or train myself to perform more confidently”. s54 “yes, if i become a teacher, i will apply this application to my students later in order to practice their speaking and confidence”. it is understandable that the students of ptep are prepared to be teachers at schools. according to s23, s27, and s54, this flipgrid was such an applicable and easy application that many teachers and students were able to use it. therefore, when they have been ready for teaching practice at schools or they would be teaching in the future, they would use it for their teaching as well as train the future students. lastly, dealing with the students’ confidence to the flipgrid, most students clearly believed that they had more confidence when using the flipgrid to practice speaking. this is strengthened with the ideas of s1, s27, and s45. s1 “yes, because the material delivered by my lecturer through the flipgrid is very easy to understand and remember”. s27 “yes, to create and upload my video must be considered and seen the best results, so when it has been uploaded, it is showing that i am already sure of the results i make”. s45 “yes, because this flipgrid is easy and helps me feel happier and confident in speaking english”. based on the responses of s1, s27, and s45, flipgrid accommodated them to help performing better to create videos, and this has increased their confidence to speak english. they were not doubtful anymore and worried about their videos to be watched and commented by a lecturer and their classmates. b. discussion the aim of this research is to investigate the students’ attitudes of primary teacher education program (ptep) towards utilizing flipgrid in enhancing english speaking skill. online learning is one environment used by lecturers to accommodate students to have the flexibility (rahmayanti et al., 2022) and a learning service better in the digital era. factually, in the pandemic of covid-19, this situation was not avoidable to implement the online learning by using any online platforms such as whatsapp (mulyono et al., 2021), moodle (abuhassna et al., 2020), edmodo or quipper (cakrawati, 2017). there were modes of synchronous and asynchronous learning. flipgrid was one free access online video-based discussion application which was used to connect lecturers to students, and students to peers to practice english, mainly in speaking skill (bartlett, 2018). this research had resulted some findings based on the students’ attitudes towards flipgrid in learning english speaking skill. most of the students felt enjoyable using flipgrid as there were some strengths and benefits for their own english learning practice and their own careers in the future when becoming a teacher. the students felt flipgrid was easy and did not take much time. stoszkowski (2018) said that students needed not to create an account or did the sign-up to start; they just needed the web link to join the grid or the group which was free to journal of education, teaching, and learning volume 7 number 2 september 2022. page 154-160 p-issn: 2477-5924 e-issn: 2477-8478 159 access. flipgrid also allowed every student to record or create their own video to upload as their practice. it means that each video clip generated some or many views by one student. thus, in this sense, the student who viewed the video clip represented his/her being engrossed with its content. this act then represented his/her involvement with learning content (chaka & nkhobo, 2019). stoszkowski (2018) pointed out in his review by mentioning that students seemed to prefer watching each other speak on video to reading written materials as they perceived to be time consuming and boring. his idea is also supported by lowenthal & moore (2020) who found that the students liked to use flipgrid every week and having rich video discussion was so much more impactful and engaging than reading. overall, students both enjoyed using flipgrid as their impressive experience and felt it was useful to the online learning experience (agan et al., 2019). by utilizing the flipgrid, students had more opportunities to receive constructive feedback and comments from lecturers and their classmates for speaking skill improvement (taylor & hinchman, 2020). flipgrid as a practical option for english learning practice also provided the students with opportunities to interact with their classmates as well as to practice their speaking skill (edwards & lane, 2021). tuyet & khang (2020) in their study found that most of the efl high school students in vietnam admitted that flipgrid helped them not only gain confidence but also feel convenient and less stressed. this finding is also added by j. stoszkowski & collins (2021) who said that flipgrid app made learning easy, convenient and enjoyable to initiate and sustain dialogic reflection. since this research was conducted for the ptep students in one private islamic university in jakarta, it would not represent the other cases, mainly in the use of flipgrid. not all the areas, mainly remote areas were connected with good access when using the flipgrid. therefore, those who wish to create an interesting english speaking atmosphere by utilizing flipgrid should make sure that the internet connection is good. iv. conclusions referring to the results and discussion, it is therefore concluded that flipgrid is a free online video mediated discussion forum to connect the interactions between lecturer and students, and students with classmates. nearly all the students enjoy using flipgrid in learning english speaking skill as the app provides more benefits such as simple and easy tool to use, motivates the students to practice speaking english, and increase their confidence to speak english better. in line with this, this research recommends flipgrid be used by more lecturers in the university or teachers at schools to facilitate english learning activities as well as to enhance the students’ speaking skill in english. references abuhassna, h., al-rahmi, w. m., yahya, n., zakaria, m. a. z. m., kosnin, a. b. m., & darwish, m. 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(2020). investigating english speaking problems: implications for speaking curriculum development in indonesia. european journal of educational research, 9(3), 967–977. https://doi.org/10.12973/eu-jer.9.3.967 1999 university of reading annual meeting 7th 9th january journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 82 validity teaching materials of indonesian education in beginning class of elementary school course based integrated science and social studies wahyu sukartiningsih1) 1) unesa, semarang, indonesia e-mail: wahyujk.unesa@yahoo.co.id abstract. the aim of the research is to develop teaching materials of indonesian education in beginning class of elementary school course based integrated science and social studies based scientific approach to optimize students competence in elementary school teacher education department. the specific objective of the first study to explain the validity of teaching materials of indonesian education in beginning class of elementary school course based integrated science and social studies based scientific approach to optimize students competence in elementary school teacher education department. this study consists of two main steps: firstly, to design teaching materials refers to the 4-d model of development; secondly, to explain validity the teaching materials. data collection techniques is questionaire. the research instrument consisted of questionaire respon. data from this study were analyzed by descriptive statistics, such as score of quesionaire response students and lecturer. the results showed that the teaching materials of indonesian education in beginning class of elementary school course based integrated science and social studies based scientific approach to optimize students competence in elementary school teacher education department was valid. keywords: teaching materials, indonesian education in beginning class of elementary school course, science and social studies, scientific approach, students competence in elementary school teacher education department i. introduction curriculum 2013 is a curriculum designed to enhance previous curriculums. the curriculum is based on 2013 levels elementary school (sd) using the integrated thematic learning with a view to providing the ability and experience of a holistic and comprehensive in students. in this case, learning is no longer presented in the form of a segmented every subject, but presented in a thematic integrated. integrated thematic learning is a merger of two integrated learning model that is webbed and integrated. fogarty (1991: 54) says “webbed curricula represent the thematic approach to integrating subject matter. typically, this thematic approach curriculum development begin with a theme”. in conjunction with the integrated thematic learning, in curriculum 2013 (the game no. 67, 2013), lesson indonesian become a motor for driving and for other subjects. it appears once in charge of core competence (ki) and the basic competency (kd) in subjects indonesian in early elementary classes (classes i-iii) in which loaded with science and social studies subjects. in other words, the curriculum of 2013, science and social subjects are not presented in a separate subject with its own ki and kd, but the charge ki and its kd¬ put in charge of indonesian subjects. therefore, it is necessary to develop teaching materials that accommodate each characteristic indonesian subjects, social studies, and science are combined in the early grades will be used as teaching material subjects indonesian education in early elementary classroom. through this teaching material students are expected to gain theoretical example pgsd packaging materials that accommodate the characteristics of social studies and science combined with indonesian subjects, who also did not ignore the characteristics of indonesian subjects. therefore, the teaching materials developed in this study is an urgent need to be realized in order to provide supplies for prospective elementary school teachers who will spearhead the implementation of curriculum 2013 in sd. the provision embodied in the form of teaching materials subjects indonesian education in early elementary classroom, in which are given concrete examples of packaging planning, implementation, and assessment of learning indonesian, combined with teaching science and social studies. teaching materials produced through this research in addition to accommodate the characteristics of indonesian subjects, social studies, and science are combined based on a thematic approach, also based on a scientific approach (scientific approach). learning is a scientific process. therefore curriculum 2013 mandates the essence of the scientific approach or a scientific approach to learning. the journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 83 scientific approach is believed to be the golden bridge and the development of attitudes, skills, and knowledge of learners. (permendikbud, 2013). furthermore expressed in permendikbud (2013) that the scientific method refers to the techniques of the investigation of phenomena or symptoms, acquire new knowledge, or correcting and integrating previous knowledge. based learning approach is scientifically proven to be more effective results compared with traditional learning. the research proves that the traditional learning, retention of information of teachers by 10 percent after fifteen minutes and the acquisition of contextual understanding by 25 percent. in the scientific approach based learning, retention of information from the teacher for more than 90 percent after two days and the acquisition of contextual understanding by 50-70 percent (permendikbud, 2013). to obtain the necessary learning integrated learning steps using a scientific approach, which consists of five steps, namely observation, ask, gather information, association, and communication (permendikbud no. 81a, 2013: 43). teaching materials is one important aspect that contains the knowledge, concepts, facts, tangible material, both printed and unprinted used as a source of learning materials. development of teaching materials in this study sought meets the requirements outlined by the national education standards agency (bsnp) which includes: feasibility contents which include compliance with the standards and basic competencies, the accuracy of the material, the material supporting the learning, the feasibility of the presentation which include presentation techniques, presentation of learning, the completeness of the presentation; and the feasibility of covering linguistic conformity with the level of development of learners, communicative, keruntutan and unity of ideas. this research is the emphasis on optimizing competence pgsd students as prospective elementary school teachers in the curriculum implies 2013 through the development of teaching materials mk indonesian education in early elementary classroom by integrating field-social science-based scientific approach. judging from the research-based scientific substance, the substance of this study is a new topic by researchers and other researchers because the scientific basis is an implementation of curriculum 2013. however, from the development of teaching materials already done previous studies, which were conducted rukmi and sukartiningsih (2002 ); damayanti and sukartiningsih (2004); sukartiningsih (2005); sukartiningsih and yermiandhoko (2008); sugiarto (2009); and ibrahim and sukartiningsih (2012). these studies represent research and development of instructional media and thematic learning indonesian. this research is continuing substance and topics such studies with the aim to generate continuous improvement in accordance with the development of science and practical needs in the field. based on the description in the background, this study will answer the following general problem formulation how instructional materials development course indonesian education in early grades sd-ips integrated science-based approach to optimizing scientific competence pgsd student department. furthermore, the formulation of such a common problem, detailed formulation of specific issues. in the first study focused on the formulation of a special issue number 1, namely mk how is the preparation of instructional materials indonesian education in early grades sd-ips integrated science-based approach to optimizing scientific competence students of pgsd? the specific objectives of the first study is to describe the feasibility of teaching materials subjects indonesian education in early elementary classroom integrated science-based ips scientific approach to optimize student competence pgsd department. in general the results of this development is expected to contribute to the improvement of the competence and quality of graduates pgsd, especially the ability to design, implement, and assess learning indonesian in early elementary classroom integrated ipabased ips scientific approach. ii. research methods this research is research research & development (r & d) borg and gall (1983), which consists of 10 stages, namely (1) survey: analysis of the needs and constraints, (2) the review of literature and products related research, (3) the development of the draft (4) test expert, (5) a revision the main products, (6) a limited field test, (7) the revision of the products have been applied, (8) major field test, (9) the revision of the final product (10) dissemination to a wider arena. phase-10 is not performed in this study because this phase is done through the relevant institutions. the procedure of this study was designed as follows. in the first year, the focus of activities include the analysis of the needs and constraints analysis. the objectives of the phase 1 is the assessment and identification of problems and the fact that the case of indonesian education course in early elementary classroom integrated ipa-ips. activities include (1) survey and the observation and analysis of the needs analysis related constraints subjects indonesian education in early grades integrated sd-ips in pgsd ipa; (2) interview with the faculty in pgsd from several regions in indonesia. interviews with students related to the activities carried out in the lecture and efforts to optimize pgsd student competence in designing courses indonesian education in early elementary classroom integrated ipa-ips. analysis of constraints reflected on the problems faced by lecturers to improve their professional ability, especially in the development of student competence draft the indonesian education courses in early grades integrated sd-social science-based scientific approach; (3) the review theoretical concepts associated with learning indonesian, science, and social studies courses indonesian education in early grades integrated sd-social science, scientific approach; (4) drafting teaching material course indonesian education in early grades integrated sd-social science-based scientific approach (class i-iii sd), and (5) validation expert. survey data collection needs and constraints analysis conducted by questionnaire and journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 84 interview guide. data analysis techniques used to process the data analysis of the needs and constraints in the form of questionnaires (quantitative data) were analyzed by simple statistics such as percentage and mean. the variables and operational definitions of each variable is explained as follows. 1. the development process is a series of product formulation, testing the device so as to produce products such as teaching materials subjects indonesian education in early elementary classroom integrated science-based ips scientific approach to dissemination. 2. the teaching materials is one important aspect that contains the knowledge, concepts, facts, tangible material, both printed and unprinted used as a source of learning materials. 3. model thematic integrative learning is packaging in the form of themes that integrate multiple subjects. 4. the scientific approach (scientific approach) is a learning approach, characterized by scientific (scientific), which consists of five steps, namely observation, ask, gather information, association, and communication. 5. students pgsd competence is the ability of elementary school student teachers in planning, implementing, and assessing thematic integrative learning in elementary school. iii. analysis results of research in compiling teaching materials products mk indonesian education in early elementary classroom integrated science-based ips scientific approach can be described as follows. a. preparation of draft teaching materials subjects indonesian education in early grades integrated sdsocial science-based scientific approach in the first year of this study have been compiled draft instructional materials subjects indonesian education in early elementary classroom integrated science-based ips scientific approach with the following characteristics. 1. material teaching materials subjects indonesian education in early grades integrated sd-ips ipa prepared in accordance with the characteristics of indonesian course, science, and social studies and arranged thematically integrated 2. material teaching materials relevant to the subject matter indonesian, science, and social studies curriculum is based on the charge in 2013. 3. systematic teaching material consists of a cover page, preface, table of contents, use of guide books, materials, glossary, index and bibliography. b. validation draft subjects subjects indonesian education in early grades integrated sd-social science-based scientific approach. validation is done to check the suitability of the material (material validation), presenting and teaching materials kegrafikaan order to obtain valid and feasible to implement. validation is done by experts who are experts in the field of education to-sd's language appears logical, science, and social studies. based on the validation conducted on the draft teaching material course indonesian education in early elementary classroom integrated science-based ips scientific approach can be described as follows: 1. validation of subjects of matter eligibility validation of teaching materials on the feasibility of the material is done by experts who are experts in the field of education to-sd's language appears logical, science, and social studies. the validation results can be described as indicated in table 1 as follows. table 1. results of validation draft feasibility material i subjects n o item score a. material relevance 1 completeness material contains learning outcomes (learning outcomes) that supports the achievement of student competence 4 2 breadth of material, related to the topics integrated into indonesian, science, and social studies 4 3 the depth of the material, which includes the deepening of the theory of learning indonesian in early elementary school class integrated ips and ipa 4 b. material accuracy 1 materials (examples and exercises) are presented based on facts, concepts, principles and theories indonesian, science, and social studies so as to avoid misconceptions in students. 3 2 illustration given in accordance with the rules and learning the indonesian language, science, and social studies in an integrated sd and accurate 3 c. support material 1 support materials (examples, exercises, problems, and bibliography) in accordance with the development of science and technology 4 2 recency features (definition, description and example) reflect current events using the referral last five years 4 3 contextual, presented from the immediate environment with the daily life of students 4 4 completeness of the materials developed according to the 4 journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 85 n o item score characteristics indonesian, science, and social studies, scientific approach 5 encouraging students to be able to understand, identify, troubleshoot, and apply the learning materials using a scientific approach 4 jumlah 38 percentage 95% criteria sangat layak note: the value range 0-4 from table 1 it appears that the results validate the feasibility of teaching materials have which can be explained as follows: a. suitability material aspects include: 1) completeness of the material contains learning outcomes (learning outcomes) that supports the achievement of the competence of the students obtain a score of 4; 2) breadth of material, related to the topics integrated into indonesian, science, and social studies to get a score of 4; 3) the depth of the material concerning the deepening of the theory that includes learning material indonesian in early elementary grade integrated science and social studies, getting a score of 4 .. b. aspects of the accuracy of the material, with the following criteria: 1) content (examples and exercises) are presented based on facts, concepts, principles and theories indonesian, science, and social studies so as to avoid misconceptions in students getting a score of 3. 2) illustration accordance with the rules and learning indonesian, rules and learning science, and social studies learning principles and presented in an integrated sd and accurately obtain a score of 3. c. learning support material aspects, with the following criteria: 1) support materials (examples, exercises, problems, and bibliography) in accordance with the development of science and technology to get a score of 4. 2) recency features (definition, description and example) reflect current events using the referral last five years to get a score of 4 3) contextual, served from the immediate environment with the daily life of the students receive a score of 4. 4) completeness of the material developed in accordance with the characteristics of indonesian, science, and social studies and scientific approach to obtain a score of 3 5) encourage students to be able to understand, identify, troubleshoot, and apply the learning materials using a scientific approach to obtain a score of 4. overall, the results validate the feasibility of obtaining the material with a percentage score of 38 feasibility of teaching materials is 95%. the results showed that the teaching materials developed in this study is very feasible and can be used with slight revisions. 2. validation of the feasibility teaching materials presentation validation of teaching materials was also based on the presentation format. the results validate the feasibility of the presentation can be described as follows. table 2. results of validation draft feasibility material i subjects n o butir skor a. teknik penyajian 1 keruntutan konsep, konsep materi disajikan secara induktif berdaarkan pendekatan saintifik. 3 2 kekonsistenan sistematika penulisan, memuat pendahuluan, isi, penutup, serta latihan. 4 3 keseimbangan antarbab, proporsional pembahasan materi dan jumlah halaman seimbang 3 b. penyajian pembelajaran 1. berpusat pada kebutuhan siswa, penyajian dan pembahasan materi bersifat interaktif dan partisipasif. 4 2. penyajian dan pembahasan materi bertahap untuk mencapai capaian pembelajaran 4 3. penyajian materi bahasa indonesia, ipa, ips dilakukan secara terpadu sesuai pendekatan saintifik 4 c kelengkapan penyajian 1. pendahuluan yang memuat prakata, petunjuk penggunaan buku, muatan isi serta tujuan, dan daftar isi. 4 2. isi dilengkapi ilustrasi, tabel, rujukan, dan latihan. 3 3. penutup terdiri dari daftar pustaka, indeks subjek, daftar istilah dan petunjuk pengerjaan tugas. 4 jumlah 33 persentase 91,7% journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 86 n o butir skor kriteria sangat layak from table 2 it appears that the validation presentation of teaching material consists of three aspects, namely presentation techniques, presentation of learning, and completeness of the presentation. results of the validation of each of these aspects can be explained as follows. a. aspect presentation techniques include: results of the validation aspects of presentation techniques include: 1) keruntutan concept, the concept of the material presented inductively based scientific approaches to get a score of 3; 2) systematic consistency of each chapter contains an introduction, contents and cover, as well as exercises to get a score of 4; 3) balance antarbab, proportionate and number of pages of the material balance (weight and almost the same amount) received a score of 3. b. presentation aspects of learning, including: results of the validation aspects of presentation techniques include: 1) focusing on the needs of students, the presentation and discussion of the material is interactive and participatory. getting a score of 4; 2) presentation and discussion of the material presentation and discussion of the material gradually to achieve the learning outcomes receive a score of 4; 3) presentation of indonesian material, science, social studies carried out in an integrated manner with the steps appropriate scientific approach to get a score of 4. c. presentation completeness aspects, including: 1) an introduction that includes the preface, instructions for use books, the content and purpose of the charge, and a list of isi.mendapatkan score of 4; 2) fill furnished with pictures, illustrations, tables, references, and ending the practice. getting a score of 3; 3) the cover consists of a bibliography, a subject index, glossary and instructions for performing tasks get a score of 4 validation feasibility aspects of the presentation of the results obtained with the 33 percentage of 91.7%. these results indicate that the teaching materials developed in this study is feasible and can be implemented with little revision. 3. validation of the feasibility linguistic teaching materials validation of teaching materials on the feasibility aspect of language carried out by indonesian experts. results validate the feasibility of teaching materials on the feasibility aspect of language described as follows. table 3. results of the feasibility linguistic validation draft i subjects n o butir skor a. kesesuaian dengan tingkat perkembangan siswa 1. materi yang ada pada bahan ajar disajikan dengan bahasa yang mudah dipahami dan menuntut kemampuan berpikir kritis dengan menghindari kalimat yang bermakna bias dan sarkasme. 3 2. bahasa yang digunakan sesuai dengan tingkat kemampuan mahasiswa. 4 b. komunikatif 1. keterpahaman pesan, materi disajikan secara komunikatif dengan bahasa yang mudah dipahami mahasiswa. 4 2. ketepatan tata bahasa dan ejaan pada pemilihan kata dan kalimat berpedoman pada kaidah tata bahasa indonesia dan eyd 4 3. kebakuan istilah dan simbol digambarkan melalui ilustrasi yang tepat, bermakna, dan konsisten 4 c. keruntutan dan keterpaduan alur pikir 1. keruntutan bahasa yang digunakan dalam setiap paragraf dan wacana yang terdapat pada bahan ajar bersifat deduktif, induktif, naratif, maupun deskriptif 4 2. keruntutan dan keterpaduan materi, penyampaian pesan antarparagraf memiliki hubungan logis 4 jumlah 27 persentase 96,4% kriteria sangat layak table 3. the visible results of the validation aspects of language teaching materials consists of three aspects, namely conformity with the level of student development, communicative, and keruntutan and integration flow of thought, each of which is described as follows. a. aspects of conformity with the developmental level of students, include: 1) the material on teaching materials are presented in an easily understood and require critical thinking skills by avoiding meaningful sentence sarkasme. mendapatkan bias and a score of 3; journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 87 2) the language used in accordance with the level of students' ability to get a score of 4. b. communicative aspects, including: 1) keterpahaman messages, materials presented in communicative language that is easy to understand the student gets a score of 4; 2) the accuracy of grammar and spelling in the selection of words and sentences based on the rules of grammar indonesia and eyd get a score of 4; 3) kebakuan terms and symbols depicted through illustrations proper, meaningful, and consistently get a score of 4. c. keruntutan aspect and integration mindset, include: 1) keruntutan language used in each paragraph and discourse contained in teaching materials deductive, inductive, narrative, descriptive and get a score of 4; 2) keruntutan and coherence of matter, delivering a message antarparagraf have a logical relationship to get a score of 4. overall, the results validate the feasibility aspect of language to obtain a score of 27 by percentage of aspects of the feasibility of presentation is 96.4%. the results show that the language in the draft teaching materials is very feasible and can be used with slight revisions. 4. validation teaching materials from the aspect of feasibility kegrafikaan results of the validation aspect kegrafikaan developed teaching materials that can be described as follows. table 4. results validation draft feasibility kegrafikaan i subjects n o butir skor a. ukuran buku 1 ukuran bahan ajar sesuai dengan standar iso a4 4 2 materi dan ukuran bahan ajar yang disajikan sesuai dengan nilai estetika tata letak dan jumlah halaman 4 b. desain kulit buku 1. tata letak dalam desain bahan ajar diatur secara proporsional dan menarik 3 2. tipografi kulit sampul sesuai dengan pembelajaran terpadu berkarakter bahasa indonesia, ipa, dan ips dan menggunakan huruf yang mudah dibaca serta ukuran huruf yang proporsional untuk dibaca oleh 4 n o butir skor mahasiswa. 3. ilustrasi desain kulit buku mencerminkan isi buku, bentuk, warna, ukuran yang sesuai dan propoesional. 3 c. desain isi buku 1. penempatan unsur tata letak dalam bahan ajar konsisten berdasarkan pola. 4 2. kesesuaian judul, subjudul, dan nomor halaman. 4 3. menggambarkan isi/materi dan mengungkapkan karakter objek. 4 4. tipografi isi dalam bahan ajar sederhana dan mudah dipahami. 4 5. ilustrasi isi dalam bahan ajar memperjelas dan mempermudah pemahaman materi bahan ajar. 4 jumlah 38 persentase 95% kriteria samga t layak from table 4 it appears that the validation kegrafikaan includes three aspects, namely the size of the book, the design of book covers, book design. each of these aspects of dapt is described as follows. a. aspects of book size, covers 1) in accordance with the iso standard a4 size used to get a score of 4; 2) the material and size of the teaching materials were prepared in accordance with the aesthetic value of the layout and the number of pages to get a score of 4. b. the design aspect of the foreskin, covering 1) the layout in the design of teaching materials and interesting set proportionally get a score of 3; 2) typography cover skin according to the character of indonesian integrated learning, science, and social studies and use the letters readable font size proportional to be read by students. getting a score of 4; 3) illustration design of book covers reflect the contents of the book, shape, color, size appropriate and balanced propoesional mendapatkan 3. c. design aspects of the contents, covers 1) the placement of elements of the layout in a consistent teaching materials based pola mendapatkan score of 4; journal of education, teaching and learning volume 1 number 2 september 2016. page 82-88 p-issn: 2477-5924 e-issn: 2477-4878 88 2) suitability title, subtitle, and page number. getting a score of 4; 3) describe the contents and reveal the character of objek.mendapatkan score of 4; 4) typography contents of teaching materials simple and understandable to get a score of 4; 5) illustration of the content of the teaching materials to clarify and simplify the understanding of teaching materials. getting a score of 4. validation of the results obtained score kegrafikaan feasibility aspect is 38 with a percentage of 95%. these results can be interpreted that the teaching materials developed in this study is feasible and can be used with little revision. tabel 5. rekapitulasi hasil validasi draf i bahan ajar no kriteria bahan ajar penilaian validator jumlah skor peroleha n persentase (%) kategori 1 kelayakan materi 38 95% sangat layak 2 kelayakan penyajian 33 91,7% sangat layak 3 kelayakan bahasa 27 96,4% sangat layak 4 kelayakan kegrafikaan 38 95% sangat layak rata-rata 94,5% sangat layak data in table 5. indicates that 1) the feasibility aspects of language gets a percentage of 95% can be interpreted very feasible to use with little revision; 2) aspects of the feasibility of presenting a percentage of 91.7% can be interpreted very feasible to use the revision; 3) the feasibility aspect of the material with a percentage of 96.4% can be interpreted very feasible to use the revision; 4) kegrafikaan feasibility aspects with a percentage of 95% can be interpreted very fit for use with minimal revision. thus the final percentage of votes against the draft i validator is 73.85% of teaching materials can be interpreted very fit for use with minimal revision. iv. recommendations from the results of this research can be submitted the following recommendations: 1. teaching materials mk indonesian education in early grades sd integrated science-based ips scientific approach compiled through research is expected to provide one solution providing teaching materials eligible to be implemented for students pgsd 2. it should be arranged in college teaching materials relevant to the demands of the curriculum and the needs of society, the curriculum in 2013 with thematic integrative approach in sd. 3. the results showed that the teaching materials prepared by the experts validation activities may increase the feasibility of teaching materials before implemented reference [1] borg, walter r. and gall, meredith damien. 1983. applying educational research: a practical guide for teachers. new york: longman. [2] damayanti, maryam isnaini and wahyu sukartiningsih. 2004. pembelajaran konstruktivisme dalam meningkatkan kemampuan membaca dan menulis permulaan di kelas 1 sdn arjosari i. laporan penelitian tidak diterbitkan. surabaya: lembaga penelitian unesa. [3] dikti. 2006. standar kompetensi guru kelas. jakarta: dikti [4] fogarty, robin. 1991. the mindful school: how to integrate the curricula. illinois: skylight publishing. [5] ibrahim, muslimin. 2012. menumbuhkan kemampuan berpikir dan karakter potisif siswa sd melalui pengembangan dan diseminasi model pembelajaran pemaknaan. laporan penelitian. tidak diterbitkan, surabaya: lppm unesa. [6] kemdikbud, badan pengembangan sumber daya manusia pendidikan dan kebudayaan dan penjaminan mutu pendidikan. 2013. konsep pendekatan saintifik. [7] peraturan pemerintah nomor 19 tahun 2005 tentang standar pendidikan nasional [8] permendikbud nomor 54 2013 tentang standar kompetensi lulusan [9] permendikbud nomor 67 2013 tentang kerangka dasar dan struktur kurikulum sd-mi. [10] permendikbud ri nomor 81a tahun 2013 tentang implementasi kurikulum. [11] rukmi, asri susetyo dan wahyu sukartiningsih. 2002. pengembangan media kartu kata bergambar untuk pembelajaran membaca dan menulis permulaan di kelas 1 sd. laporan penelitian tidak diterbitkan. surabaya: lembaga penelitian unesa. [12] sugiarto, bambang, dkk. 2009. pengembangan bahan ajar tematik kelas i sd untuk pemberdayaan kemampuan berpikir, kecakapan hidp, psikomotor, dan hasil belajar kognitif siswa. laporan penelitian. tidak diterbitkan. surabaya: lemlit unesa. [13] sukartiningsih, wahyu dan yermiandhoko, yoyok. 2008. pengembangan media cd interaktif untuk pembelajaran membaca permulaan di kelas 1 sekolah dasar. laporan penelitian. tidak diterbitkan. surabaya: lemlit unesa. [14] sukartiningsih, wahyu, dkk. 2005. penggunaan strategi problem based learning untuk meningkatkan kemampuan membaca kritis mahasiswa program d2 pgsd-unesa. laporan penelitian. tidak diterbitkan. surabaya: lemlit unesa. [15] undang-undang nomor 14 tahun 2005 tentang guru dan dosen. isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 326 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. analysis of teacher competence and teacher performance in the border area of bengkayang district warneri universitas tanjungpura, pontianak, indonesia e-mail: warner.6369@yahoo.co.id abstract. this study aims to determine teacher competence and teacher performance in the learning process, and efforts made by the school so that teacher competence can be implemented optimally and know the maximum work results. the approach used in this study is qualitative. data collection techniques used direct observation, direct communication, and communication indirectly with tools such as observation guidelines, questionnaires, and interview guidelines. data analysis was inductive and the results of the study emphasize more meaning than generalization. sources of the data and data in this study were teacher and headmasters as many as 40 people in the border area of bengkayang district with malaysia about the implementation of teacher competence and the result of teacher performance. the results showed that: (1) teacher competence in the border area of bengkayang district, most of the teachers have implemented teacher competence well; (2) the performance of teachers in the border area of bengkayang district, most of the teachers in implementing learning have been carried out actively and effectively and the assessment of learning also most have carried out learning evaluation to the maximum; (3) efforts made by the school to overcome teacher competence and teacher performance, in this case, are by carrying out planned and structured coaching and carried out continuously so that teachers can always carry out the mandate of the law and the awareness to improve the results that have not been maximized. keywords: teacher competence; teacher performance; border area i. introduction law of the republic of indonesia number 14 the year 2005 on teachers and lecturers explained that "the competence of teachers includes professional competence, pedagogical competence, personal competence and social competence acquired through professional education". this means that a professional teacher will always innovate, to think critically about their development, especially in improving the competence as an educator. besides the effort to do that a teacher should think that the learning process also lacks faith and devotion as a form of improving good morality. this is similar to that reflected in our national education system that, "education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual strength, intimacy, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, nation and state " (uu, 2003). to increase competence to be able to create an ideal teacher and always thinking to the development of learning resources can always adjust to the needs of learners and the utilization of technological development continues to grow, then as a learning resource indispensable for learners in the learning process used as an option for major progress. to create quality learning and fun things to do by a teacher one way to be creative and innovative in designing learning and doing variations in teaching to create a satisfactory performance. when the learning process takes place, teachers have their patterns based on what pleases and that is reflected in the behavior when the learning process takes place, this is where to be seen whether the competency of a teacher is reflected as a professional teacher. competence that is reflected from the behavior shown when learning occurs indicates that the competency standards indicate a learning process that results can be measured and the expected goals can be achieved optimally. yamin and maisah (2010: 6) suggested that the competence of teachers is a qualitative description of the nature of meaningful teacher behaviors. basically, the competency of the teacher is the ability to be able to achieve the goals set by the component knowledge, skills, attitudes, and good habits. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 327 based on observations and interviews conducted to teachers in border areas such as in sub-district of seluas, jagoi babang, sanggau ledo, and tujuh belas of bengkayang district obtained information that there are obstacles and problems relating to the implementation of the competency of teachers that will ultimately affect the performance of the teacher concerned. teacher performance much questioned particularly about the results obtained or the quality of the students after the completion of the learning process, the facts on the ground show that the measured values through learning evaluation unsatisfactory. besides that the teachers so far in implementing the learning process more monotonous, that is to say from time to time implement the learning process less do the innovative, creative and less use of more advanced technology development. the performance of a teacher is the work accomplished in performing the duties assigned to him. the existence of satisfaction and motivation in carrying out duties as a teacher also helped improve the performance achieved and the creation of learning fun. many factors can lead to job satisfaction, such as age, years of service, remuneration derived, and the number of family responsibilities, which in turn have an impact on work performance, discipline, and quality of work. based on the background of the problems that have been raised, the formulation of the problem in this research is formulated as follows: (a) does the teacher already has competence following the field? (b) how is the performance of teachers during this time after the implementation of learning? (c) is the competency of a teacher will have an impact on the performance of teachers in implementing the learning process? the purpose of this study was (1) to determine whether the teacher already has competence following the field, (2) to determine the performance of teachers after the implementation of learning, (3) to know the efforts made by the school that teacher competence can be implemented optimally and to know the maximum work result. ii. literature review a. teacher performance the performance is the result of work and progress made in the areas of their person, as well as a teachers' performance is tantamount to job performance or performance ".teacher performance will show how well the achievements obtained by the students and the learning plan implemented. a teacher who teaches without a good plan, then certainly the achievement of their performance is difficult to measure. teachers will also process any difficulties that must be done in the learning that takes place during one semester. priatna and sukamto (2013: 1) argued that " the teacher performance appraisal system is a rating system designed to identify the ability of teachers to perform their duties through the measurement of competence mastery shown in its performance". daryanto (2013: 196) argued that "teacher performance assessment is an assessment done on every item of her main task activity to develop a career, rank, and position. implementation of the main tasks of teachers cannot be separated from the ability of teachers in the mastery and application of competence ". teacher performance by trisakti (2008: 6) could be measured through: (a) expertise, knowledge, and responsibility of educators through activities of daily living, as measured by observation and portfolios, (b) the products produced by educators, such as assessment of standardized, and performance assessment learners' achievements, and products produced by educational institutions, such as standardized tests, criteria standards-based assessment, and performance assessment. performance is used as the basis for the evaluation and assessment or the system is an important force to influence the behavior of that work. four factors are measured in the assessment of job performance by gibson (fathurrohman and suryana, 2012: 29), namely: performance, conformance, dependability, and personal adjustment. sennen (2011: 73) argued that "indicators of teacher performance may include: (1) labor discipline or attendance, (2) the speed, accuracy, and quantity of work, (3) initiatives in the works, (4) communication or cooperation, (5) results or performance, and (6) the spirit in carrying out the work". castetter (2010: 167), "performance appraisal may be defined as a process of arriving at a judgment about an individual's past or present performance against the background of his/her environment and about his/her future potential for an organization". improvement in the quality of teachers in the learning process from time to time must still be done if you want the achievement of better performance. in learning a teacher seeks to continue to increase their knowledge, improve their skills, improving attitudes, and doing good habits. yaumi (2011: 5-6) also argued that the performance improvements include three main aspects such as (1) performance improvement for learners individually consisting of learning valuable, intelligence accommodates plural, pay attention to the destination domain of learning, oriented to learn to obtain outer and inner meaning, and can be applied both informal education settings classroom and training, (2) improved performance of teachers and instructional designers in designing and implementing effective learning and humanistic, (3) the organization's performance improvement included in disseminating the effectiveness and efficiency of learning, organizational learning, organizational performance systems view, the utilization of appropriate technology. yamin and maisah (2010: 129) suggested the factors that influence performance, among others: a. factors personal/individual, covering elements of knowledge, skills, ability, confidence, motivation, and commitment individual owned by each teacher. b. leadership factors, including the quality aspects of the manager and the team leader in providing impetus, journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 328 encouragement, guidance, and support to the work of teachers. c. factor team, including the quality of support and encouragement given by colleagues as a team, compactness, and the closeness of the team. d. factor system, including work systems, work facilities provided by the school management, process organization (school), and work culture in the organization (school). e. contextual factors (situational), includes the pressure and changes in the external and internal environment. the accuracy in determining teacher learning strategies, and selecting appropriate learning models and following the material that learned will make the students motivated and able to generate enthusiasm for learning is high. things like this can indicate that the teacher is a creative, innovative in determining learning needs. based on the understanding of the performance of a teacher, essential are (1) the quality of the teacher in the learning process, whether it is good and attract the attention of students, (2) the quantity, a teacher in the learning process carried out whether following the plans and targets that want to be achieved can be met or not, (3) severity of work performed, whether learning conducted following the obligations imposed or excess of which should be applied in a school, (4) atmosphere and environment work, what kind of atmosphere where the learning process, pleasant or not and what kind of also the environment around the school, support the learning process or not, and (5) a device that supports the implementation of learning, what facilities are available to support the learning process so that the learning process can take place smoothly, on time and does not cause boredom for students. b. teacher competence mulyasa (2013: 8) argued that "efforts to increase the competence of teachers is being done lately, among others through a test of competence, performance assessment, and continuous professional development". until now there are still many who question and doubt what is the level of professionalism of a teacher with all its competence, this is due to the benefits of the teaching profession implementation on the ground if it can be said to be a professional or not, plus the low quality of education that occurred during this time. daryanto (2013: 10) suggested also that because of modern society, the teacher is not yet a professional profession if only able to make the students read, write and count, or get a high score, grade, and pass the exam. modern society considers teacher competence is incomplete if only from the expertise and skills possessed but also on the orientation of the teacher to change and innovation. saudagar and idrus (2009: 64) argued that "social competence in learning activities closely related to the teacher's ability to communicate with people around the school and community where teachers live that role and how teachers communicate with the community is expected to have characteristics of its own that is a little bit much different from other people who are not teachers". a teacher competency would indicate that the teacher in question has the ability and mastery of learning materials is broad and deep. more clearly stated by mulyasa (2013: 42) that "professional competence is the ability of educators in the mastery of learning materials is broad and deep that enable it to guide learners gain competence specified". soebachman (2014: 28) argued that the teacher's role as spearhead tested, whether he can act as the inventor of the "hidden pearl" of their students or not? the students that "nyeniman" and frankly it's not wise to make skittish if overcome by the sheer reprimanded or may not take the exam semester. for a "stubbornness" that other general nature of the kind of punishment might be effective, but for obstinacy "nyeniman" such as the case above, it is not going to be effective. in this case, the creativity and capabilities of the teacher are staked to seek a solution to be exact. in this study, researchers put more pressure approach is theoretically following the law on teachers and lecturers of the republic of indonesia number 14 of 2005 on the four competencies that must be owned by an education personnel and teachers' performance in carrying out its duties proposed by wahab and umiarso (2011: 123) that the factors that affect the performance of teachers, namely: 1. personality and dedication personality or attitude that is shown in the everyday teacher concerned, meaning the whole attitude and actions of the teacher is a picture of the personality of the teacher. 2. professional development teacher professional development emphasis on mastering science or management capabilities along with strategy implementation. 3. ability to teach the teaching capabilities of the teacher is a reflection of teachers' mastery of his competence. this will look like what knowledge and skills a teacher in the learning process. iii. methodology a. stages research this research was qualitative. research carried out by the stages: (a) make a research proposal, (b) conduct field surveys, (c) undertake research/data collection, (d) processing of research data, (e) preparation of a progress report on the study, f) preparation of research reports, g) research seminar. b. research variable the variables in this study consisted of two variables: the competence of teachers following the law on teachers and lecturers no. 14 of 2005 which consists of professional competence, pedagogical competence, personality competence, and social competence and variable of teacher performance with indicators of personality and dedication, professional development and the ability to teach. journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 329 c. model used this study used a model of descriptive qualitative approach with the design of ex post facto to study the facts that have occurred and experienced by respondents. this study did not conduct the treatment to research subjects and just dig the data that the event has occurred by using a questionnaire. d. research design the study design was carried out based on the variables that had been identified and defined in a study. the design of this research was a case study design, meaning that research had focused on a phenomenon are chosen and to be understood in-depth, by ignoring other phenomena. e. data collection technique data collection techniques used: (a) direct communication, (b) indirect communication, and (c) direct observation. while the instruments used are (a) guidelines for interviews, (b) questionnaire, (c) guidelines for observation. f. data analysis data analysis was a method used to process research data, including: 1. domain analysis sugiyono (2014: 103) stated that ”domain analysis is generally performed to obtain a general overview of the social situation under study or research object". 2. taxonomic analysis sugiyono (2014: 110) stated that "taxonomic analysis is an analysis of the overall data collected by the domain that has been set". 3. domain percentage of interviews result domain percentage of interviews result was done with the equation (1). %100 ator per indicespondentsonses of rtotal resp domainperresponses srespondentnumber of percentagedomain (1) 4. indicators percentage of interviews result indicators percentage of interviews result conducted with the equation (2). %100 intotal doma ainnumber dom percentagedomain (2) iv. results and discussion a. teacher competence 1. professional competence instruments of professional competence in the research, there are five items consisting statement: (1) teachers are always learning to master the subject matter expertise, (2) teachers are capable and always learn to use the tool as supporting media in learning and make it your own, (3) teachers always try and can find their learning resources without waiting for them to be provided from school, (4) teachers are always learning and able to master how to apply information technology to improve the effectiveness of student's learning, (5) the teacher always keep learning and trying to be able to follow a training or seminar for the advancement of learning in school. mastery of the subject matter obtained most of the teachers strongly agreed that they have always wanted to learn about the subject matter they teach to keep in control areas of expertise. use of the tool as the media in the learning process most teachers could not agree on its ability to always want to learn to use the tool as a medium of learning or want to make it yourself. learning resources acquired the vast majority of teachers strongly agree about the efforts of teachers and their ability to seek their sources of learning without waiting to be provided by the school. willingness to learn and the ability of teachers to master and apply information technology to improve the effectiveness of student learning. most teachers agree about his ability to always want to learn about the procurement of information technology by making it yourself. the desire to learn as training or seminar for the advancement of the learning process. most of the teachers strongly agree about the desire to learn and follow the training process or seminar. 2. pedagogical competence the pedagogical instrument in this research there are six items or statements which comprises: 1) the teacher continues to be able to understand well the characteristics of their students, (2) the teacher can understand the potentials that exist on students, (3) teachers always notice and pay attention to the potential of the student and guide students so students become achievers, (4) the teacher always use the indonesian language in every association in the school and the classroom, (5) teachers can assess students' progress, (6) teachers often do an evaluation to determine the value of students and establish good communication with parents. teacher's efforts to be able to understand the characteristics of students largely agree to try to be able to understand well the characteristics of their students. efforts to understand the potential that exists in students most of the students agreed that they will strive to be able to understand the potential that exists in students. the teacher's effort to always see and pay attention to students' potential to train and guide them so that students become achievers mostly agrees that they will always strive to be able to guide and train students who have the potential to be more achievers. the use of indonesian in every association largely agree. assessment of student learning progress well obtained as much as 50% strongly agree and 50% agree to the teachers in the border area to assess students' learning progress well. evaluation to determine the value of students and establish good communication with the parents mostly agreed to determine the value of students and establish good communication with parents. journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 330 3. social competence social competence in the study visits of five aspects as follows: (1) as an educator is always willing to learn and create a good learning environment, so the learning process runs smoothly, (2) as an educator can communicate and interact, both with fellow teachers, the principal, with the parents and the students themselves, (3) as an educator can always instill a positive attitude and behave well and decently following the values and norms that apply, (4) as an educator always implement school culture adapted to the applicable rules, (5) as an educator able to understand and master the technology that continues to develop for the sake of learning. learning and create a good learning environment so that the learning process runs smoothly most of the teachers agree. an understanding of the communication fabric between the parties concerned in the learning process as the school and the parents, the teachers must be maintained for smooth learning, so that if there are obstacles or problems with good interaction the problems that arise, such as the relationship between school and parents and community leaders who influence the children's education process strongly agree. values and norms that apply and are held in high esteem by the community, most teachers strongly agree that the teachers are very understanding about understanding the values and norms that apply. application of culture in schools that are tailored to the norms and upheld by the society that the vast majority of teachers strongly agree to always strive to implement school culture in line with the norms. the ability to master and understand the changes due to the impact of globalization is happening today is the result that the majority agrees to be able to master and understand the impact of globalization which occur in everyday life. 4. personality competence implementation of the learning process with glad and sincere hearts as a profession largely agree that the teachers implementing the learning process constituted with glad and sincere hearts. the feeling of having affection towards students without discrimination most said that they agreed that the teachers in carrying out their profession had compassion and did not discriminate in their treatment of students. the treatment of saying languages that can offend students' hearts and feelings mostly suggests that the teacher in carrying out his task never issued a language that can offend students. b. teacher performance the level of teacher performance can be known through performance evaluations carried out periodically and systematically regarding the implementation of the work of a teacher including in his future development efforts. according to gibson (fathuroohman and suryana, 2012: 29), four factors are measured in judging work performance: (1) performance, involves the ability for promotion of employees, achievements in completing the work; (2) conformance, reflect how individuals cooperate with superiors and colleagues as well as regulatory compliance organization; (3) dependability, see how far the level of discipline of employees against the rules set and approved by the employees themselves; (4) personal adjustment, see how the employees of the emotional side to adapt to the work environment. it is intended that the employee, in this case, is the profession of a teacher in carrying out his professional duties. besides must do the planning, implementation, and evaluation of the learning process. lesson plans which include the formulation of what will be a goal of the lesson plan following the characteristics of students to 40 teachers gained strongly agree that most teachers in planning always pay attention to the objectives to be achieved. learning planning includes the readiness of learning materials and what will be conveyed to students with the concept of strategies, models, and media that will be used. a learning plan that includes planning for effective learning activities, in general, agrees that the teacher in planning learning activities always planned effectively. learning planning which includes the selection of learning resources or learning media that is following most teachers agrees the teachers can determine the appropriate learning resources and or available learning media following the material and learning strategies used. 1. active and effective teachers implementation of active and effective learning activities that include start learning effectively following the plans made, the majority of teachers agree that teachers always start with effective learning activities following the plans made. in the process of learning undertaken by a teacher who is active and effective which includes mastery of the material or subject matter content to be the area of expertise of teachers, most teachers strongly agree that teachers can master the subject matter that is their area of expertise. to do that learning can be fun includes the application of the learning strategies appropriate to the objectives to be achieved, the majority of teachers agree teachers can implement effective learning strategies and following the objectives to be achieved. a learning activity that can foster students' motivation and interest is high in these activities include utilizing a source of learning or learning media in the learning process most teachers agree teachers can utilize learning resources or learning media in the learning process. therefore, teachers should be able to understand what he had done when the learning process that looks fun or not and how motivating and maintaining student engagement during the learning process, most of the teachers strongly agreed that teachers can do motivation and maintaining student involvement in the learning process. display a teacher in the learning process should be interesting and authoritative and the language used by the teacher must show how to use the indonesian language is good and true, so that students easily understand and comprehend the material presented. journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 331 the learning process is carried out following the stages of implementation compiled in the learning implementation plan including the preliminary process, the core process, and in ending the learning effectively and most teachers agree that the teachers can carry out the process of ending or closing the learning according to the plan made. 2. learning assessment learning assessment in the design of evaluation tools to measure student learning progress and success, most teachers agree that in the learning assessment they can design and determine an appropriate evaluation to get student learning outcomes. learning assessment includes an assessment of cognitive, affective, and psychomotor and is based on the design of the lesson plan that had been developed as a learning program semester. assessment of learning that includes all components of the assessment carried out to determine the outcomes of student learning outcomes after a series of learning activities must be following the draft assessment that has been planned in the lesson plan. v. conclusions a. conclusions 1. the competence of teachers in the border area of bengkayang district with malaysia largely been good, only a small portion that is still lacking. teachers have been carrying out duties following the competence of teachers as mandated in the law of the republic of indonesia on teachers and lecturers. 2. the performance of teachers in the border area of bengkayang district with malaysia largely been good, only a few teachers have poor performance. teachers in the implementation of learning have done actively and effectively and in the assessment of learning must have been carried out to the maximum. 3. efforts made by the school to overcome teacher competence and teacher performance, in this case, are by conducting planned and structured coaching and carried out continuously so that teachers can always carry out the mandate of the law and there is awareness to improve the results that have not been maximized. b. suggestions based on the conclusions put forward, then put forward suggestions include: 1. a teacher can always improve their competence through the deepening and development of science, improvement of teaching skills through creative and innovative the better to improve performance. 2. teachers are expected to always develop the ability in the implementation of learning, to create an interesting variation, which further facilitates innovation in teaching and creative in creating a model of learning by utilizing the available media. 3. teachers are expected to continuously learn and follow the rapid technological developments in digital industrial era 4.0 that teachers are not left behind information, especially those related to knowledge following their competence and the use of the equipment and learning media that continues to grow. references b.uno, hamzah. (2011). profesi kependidikan, problema, solusi, dan reformasi pendidikan di indonesia. jakarta : bumi aksara. daryanto. (2013). standar kompetensi dan penilaian kinerja guru profesional. yogyakarta: gava media. djamarah, syaiful bahri. (2012). prestasi belajar dan kompetensi guru. surabaya: usaha nasional. fathurrohman, pupuh and aa. suryana. (2012). guru profesional. bandung: refika aditama. karwati, euis and donni, juni priansa. (2013). kinerja dan profesionalisme kepala sekolah, membangun sekolah yang bermutu. bandung: alfabeta. kunandar. (2011). guruprofesional, implementasi kurikulum tingkat satuan pendidikan (ktsp) dan sukses dalam sertifikasi guru. edisi revisi, jakarta: rajawali press. lubis, grafura dan ari, wjayanti. (2012). metode dan strategi pembelajaran yang unik. jakarta: bumi aksara. martinis, yamin and maisah. (2010). standarisasi kinerja guru. jakarta: gaung remaja persada. moore, d. kennetf. (2005). effective instructional strategies, from theory to practice. new delhi: sage publications. nawawi, hadari. (2012). metode penelitian bidang sosial, yogyakarta: gajah mada university press. priatna, nanang and tito sukamto. (2013). pengembangan profesi guru. bandung: remaja rosdakarya. reigeluth, charles. (2003). instructional–design theorities and models: an overview of their current status. new jersey: lowrence eribaum associte. saondi, ondi and aris suherman. (2010). etika profesi keguruan. bandung: refika aditama. saudagar, fachruddin and ali idrus. (2009). pengembangan profesionalisme guru. jakarta: gp-press dan fkip universitas jambi. sennen, eliterius. (2011). hubungan kualifikasi akademik guru, kompetensi, motivasi kerja guru dengan kinerja guru sekolah dasar kecamatan langke kabupaten manggarai. tesis. yogyakarta: uny. shoimin, aris. (2013). excellent teacher, meningkatkan profesionalisme guru pasca/sertifikasi. semarang: dahara price. soebachman, agustina. (2014). saatnya guru menjdi guru terhebat. yogyakarta:in azna books. sugiyono. (2014). statistika untuk penelitian. bandung: alfabeta. -----------. (2012). metode penelitian kombinasi (mixed methods). bandung: alfabeta. journal of education, teaching, and learning volume 4 number 2 september 2019. page 326-332 p-issn: 2477-5924 e-issn: 2477-4878 332 syaefudin, udin saud. (2012). pengembangan profesi guru. bandung: alfabeta. trisakti, y. (2008). kualitas kinerja widyaiswara berdasarkan penilaian peserta pendidikan dan pelatihan di lembaga penjaminan mutu pendidikan. disertasi. jakarta: unj. undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen. uu. (2003). undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional. bandung: citra umbara. yaumi, muhammad. (2011). peningkatan kinerja guru melalui aktivitas pembelajaran berbasis kecerdasan jamak. disertasi. jakarta: program pascasarjana universitas negeri jakarta. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 23-29 p-issn: 2477-5924 e-issn: 2477-8478 23 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. utilization of mind mapping media to improve student's social intelligence in integrated social studies learning at junior high school 1 lumar bengkayaang regency warneri university of tanjungpura, pontianak, indonesia email: warneri@fkip.untan.ac.id abstract. the learning process for integrated social studies subjects at the junior high school level still requires innovation in the development and the use of learning media in delivering the ideas. the purpose of this study was to determine the activities of teachers and students in the learning process using mind mapping learning media. this research used action research method with 3 cycles. description of students' social intelligence after the learning process for integrated social studies subjects using mind mapping for each action that goes well according to plan. teacher and student activities during the implementation of the action can run well, the results of observations show an increase, namely the score in the first cycle of action is 54, and in the second cycle of action is 60, there is an increase of 11.11% and in the third cycle of action it is 64, an increase of 6.67% compared to the implementation of the action cycle 2. this means that there is a significant increase in the activities of teachers and students when implementing the integrated social studies learning process using mind mapping media at junior high school1 lumar, bengkayang regency. keywords: mind mapping; integrated social studies; action research i. introduction the learning process for integrated social studies subjects at the junior high school level is quite good, but in terms of teacher innovation in the development and use of learning media, the delivery of ideas and ideas is still lacking in this case is mind mapping (boerma et al., 2022; gavens et al., 2020; kartal et al., 2015). a concept map is a schematic chart containing learning material that can describe a person's conceptual understanding in a series of statements or propositions (buzan, 2010; muhimmati, 2014). learning with mind mapping puts more emphasis on student activity and creative activities, will increase students' strong memorization and understanding of concepts (liu et al., 2018), and students become more creative. mind mapping is a very good learning method used by teachers to improve student memorization (ananda, 2019), strong student concept understanding, increase student creativity through freedom of imagination, so that they will be smarter in expressing opinions (suyono, 2007). integrated learning is a learning system that starts from a problem or project, which is studied/solved by students both individually and in groups, can be active to seek (muhimmati, 2014), explore and discover scientific concepts and principles in a holistic (syah, 2004), meaningful and authentic way with the guidance of the teacher (hamalik, 2017; meesuk et al., 2020; polat & aydın, 2020; suyono, 2007; trianto, 2011). based on the results of observations and surveys conducted on partner teachers who teach integrated social studies subjects, information is obtained that in the learning process of integrated social studies subjects so far have not used learning media, even though integrated social sciences material is quite complete and many varieties are packaged in these subjects (bangun, 2018; huck, 2018). these experiences and problems make researchers feel the need for interesting learning media for students to be developed so that there is an increase in students' social intelligence, understanding and ability to learn integrated social studies subjects which include geography, sociology, economics (albrecht, 2006) and history material. the results of initial observations in the field, obtained information from partner teachers that especially geography and history material, is classified as material that is difficult for students (budi, 1990; buzan, 2010) to understand because the scope of the material is quite large and wide. therefore, researchers plan to take action on the field of study that causes problems in the learning process so far (barnawi et al., 2019), with the hope that the acquisition of learning outcomes and students' social intelligence by utilizing mind mapping is getting better (goleman, 2007; hamruni, 2011). http://creativecommons.org/licenses/by-nc/4.0/ mailto:warneri@fkip.untan.ac.id journal of education, teaching, and learning volume 8 number 1 march 2023. page 23-29 p-issn: 2477-5924 e-issn: 2477-8478 24 social intelligence is "feeling, understanding, understanding in communicating with others (david, 2008; gavens et al., 2020). another opinion also stated that one aspect of social intelligence shows an ability to be able to understand other people and be able to act wisely in human relations, in this case fellow students (goleman, 2007). the results of interviews with partner teachers showed that the evaluation carried out at junior high school 1 lumar, bengkayang regency consisted of daily assessment per chapter,mid semester examination, final semester assessment and semester assessment in accordance with the evaluation carried out by the 2013 curriculum (fathurrohman & sulistyarini, 2012; rusman, 2011; slameto, 2010). based on the reality that happened, the researchers felt it was necessary and important to conductaction research) in utilizing mind mapping to improve students' social intelligence in integrated social studies subjects (astriani et al., 2020) and involving 3 students in economic education study programs who are still active, researchers will collaborate with partner teachers and principals at junior high school 1 lumar, bengkayang regency to collaborate in the utilization ofmedia mind mapping. ii. methods the form of this research is action research with a qualitative approach and is carried out by collaborating with partner teachers who teach integrated social studies subjects at junior high school 1 lumar, bengkayang regency and assisted by 3 economic education students who are still active. according to elliot (1991) namely, "action research is a study that emphasizes a social practice in the field of education with the aim of improving the learning process and the quality of action in the learning process". the implementation of each action carried out is based on each planned cycle with the following procedures: a) preparation/planning, b) action implementation, c) observation, d) evaluation and e) reflection. the research stages consist of 5 (five) stages, namely 1) preparation, 2) initial data identification, 3) data search and analysis, 4) action implementation, and 5) data analysis. the number of classes and 8th grade students academic year consists of 3 classes with a total of 84 students, each study group for each class is 28 students. the daily perchapter assessment obtained purely for completeness is only obtained from 60 to 75% of the number of students, so it is felt that it is not maximal as expected. still low or less (sugiyono, 2015). data collection techniques in this study used direct observation techniques, indirect communication techniques, measurement techniques and documentary study techniques. the data obtained through interviews, observations and questionnaires after the implementation of the action were analyzed qualitatively with an interactive model, while the quantitative data was to see the percentage of teacher and student activities in the use of mind mapping. iii. results and discussion based on research conducted in the 1st to 3rd cycles through questionnaires from students and data from interviews with integrated social studies subject teachers at junior high school 1 lumar, bengkayang regency, obtained data about the level of social awareness of students in integrated social studies learning in class viii for the 2020/2021 school year using mind mapping. social awareness in practice is emphasized on how we feel about other people, social awareness refers to a spectrum that stretches from instantly feeling the inner state of others to understanding feelings, therefore we have to act friendly with others, and think to get into complicated situations. . social intelligence in this study includes social awareness which includes basic empathy, alignment, empathy accuracy and social cognition. the data can be seen in the following table: table 1 questionnaire results related to social intelligence aspects assessed before using mind mapping cycle 1 cycle 2 cycle 3 basic empathy 58.57% 60.89% 67.5% 67.86% alignment 63.39% 66.43% 68.75 % 70.36% empathy compliance 61.96% 65.18% 68.04% 68.93% social cognition 63.39% 67.63% 68.75% 69.64 average 61.76% 67.63 % 68.26% 68.45 the results of the tabulation on social awareness include basic empathy by 58.57%, alignment aspect 63.39%, empathy accuracy aspect 61.96%, and social cognition aspect 63.39% with an average of 61.76%. after carrying out learning with mind mapping in the first cycle, the results for the basic empathy aspect were 60.89%, the alignment aspect was 66.43%, the empathy accuracy aspect was 65.18%, and the social cognition aspect was 67.63% with an average of 65.03 %. in the second cycle, the results for the basic empathy aspect were 67.5%, the alignment aspect was 68.75 %, the empathy accuracy aspect 68.04 % and the social cognition aspect 68.75 % with an average of 68.26%. after carrying out the learning with mind mapping in the third cycle, the results for the basic empathy aspect were 67.86%, the alignment aspect was 70.36%, the empathy accuracy aspect was 68.93%, and the social cognition aspect was 69.64% with an average of 68, 45% social facilities social facilities are a follow-up to what students then do with social awareness. social facilities are based on smooth and effective interactions. social facilities include synchrony, self-presentation, influence and concern in integrated social journal of education, teaching, and learning volume 8 number 1 march 2023. page 23-29 p-issn: 2477-5924 e-issn: 2477-8478 25 studies learning by utilizing mind mapping media (widia et al., 2020). the data can be seen in the following table: table 2 questionnaire results related to social facilities aspects assessed before using mind mapping cycle 1 cycle 2 cycle 3 synchrony 62% 65.63% 69.20% 69.20% presentation 59.29% 62.86% 64.64% 67, 86% influence 58.48% 63.17% 65.63% 67.19% concern 56.47% 60.94% 64.02% 67.86% average 59.06% 63.15% 65.87 % 68.03% the results of the tabulation on social facilities include synchrony of 62%, presentation of 59.29%, influence of 58.48 %, and care of 56.47% with an average of 59.06%. after carrying out learning with mind mapping in the first cycle, the results for synchrony were 65.63%, presentation was 62.86%, influence was 63.17% and caring was 60.94% with an average of 63.15%. after carrying out learning with mind mapping in the second cycle, the results for synchrony were 69.20%, presentation was 64.64%, influence was 65.63% and concern was 64.02% with an average of 65.87%. in the third cycle, the results for synchrony were 69.20%, presentation was 67.86%, influence was 67.19% and concern was 67.86% with an average of 68.03%. based on interviews conducted by researchers and teachers at schools, the basic empathy carried out by teachers during the integrated social studies learning process was good and led to positive results (wu & chen, 2017). students and teachers can know each other's character so that they can work together in solving problems related to discussing financial accounting questions or problems. teachers also always try to increase students' interest in learning and get used to using good and correct language. in addition, students can share with each other in understanding subject matter, because students' understanding is different, so they can better understand material that is not understood or poorly understood (miarso, 2007; yulia, 2017; zuberskemitt, 2005). in the aspect of alignment, it is known that in integrated social studies learning students can be responsible for their learning outcomes. during the discussion the students took it seriously and discussed something they did not understand. by applying mind mapping in the learning process, students can complete the assigned tasks well, increase learning motivation, and help improve student comprehension (wulandari et al., 2019). however, in the implementation of learning still needs supervision because students have a high curiosity. what teachers do to empathize with students is to respond or overcome related to understanding the integrated social studies material. beginning with apperception to the learning process, always motivating and learning in groups. provide various understandings by solving several financial accounting cases and explaining how to solve them, and always correcting the results of the assignments given. in addition, the teacher responded positively and continued to provide reinforcement and deepening of the material. respond positively and always support what they do to understand. the teacher does not need to be taken too seriously, if outside the material, new understanding is given and given a warning. in social cognition, the teacher pays attention to students to ensure the extent to which students understand the material and the extent to which they are interested in the material being taught. how to communicate material so that it will be easier for students to understand which material has been understood and which has not been understood. the delivery method among students will be easier to understand. because the ability of students is different social facilities synchronization with students and with teachers has been done honestly, especially on material that is not yet understood (mudjisusastyo et al., 2023; tatipang et al., 2021). for communication between teachers and students has also been done honestly but it is possible in communication there are honest or not in doing so, for this reason this is a serious concern for teachers. in the implementation of learning, there are still many students who are embarrassed to communicate and ask questions. regarding self-presentation, the teacher felt that the material that had been delivered was fully understood by the students (hartshorne et al., 2019). however, there are still some students who do not understand well. this is indicated by the silence of students after the explanation of the material presented. in conducting interpersonal or interpersonal communication about material that students have not understood, the teacher has done it in accordance with good rules and norms and students can distinguish the style of language used, how when talking to the teacher or with other students. the attitude of the teacher's concern for students is carried out by overcoming problems that arise related to the lack of understanding of the subject matter by students and providing solutions. the solution that is always given regarding students' understanding of the material being taught is to provide practice questions and assignments. the media used by teachers in teaching mostly use visual media in delivering subject matter media mind mapping can make it easier for students to understand the material conceptually and include learning media that makes it easier and more efficient for teachers to carry out the learning process the, teaches honesty and integrity and teaches problem solving journal of education, teaching, and learning volume 8 number 1 march 2023. page 23-29 p-issn: 2477-5924 e-issn: 2477-8478 26 discussion of research results this action research lasted for 3 cycles with the following stages: 1. planning stage at this planning stage, it was made based on the findings of facts obtained when observing the level of social intelligence of students based on filling out questionnaires before taking action. based on the results of these observations discussed with the principal and subject teachers and the results are stated as a plan for action interventions. planning includes; a) preparation of lesson plans with learning materials "the influence of social interaction on national social life and "the advantages and limitations of inter-space influences on economic, social, cultural activities in indonesia and asean, b) develop learning scenarios, c) prepare materials using mind mapping, d) prepare observation sheets for student activities in the learning process, and prepare questionnaires for students. 2. action implementation stage at the action implementation stage when the action is carried out by collaborators, namely partner teachers who teach integrated social studies subjects which are carried out in 3 stages or 3 cycles of action, each cycle is carried out 1 meeting. conditions in the field and the covid 19 situation made the time for implementing the action to shift from the planned schedule, because schools were closed and many students were exposed to covid 19. the steps for implementing actions using mind mapping were at the beginning by: a) distribution of materials that had been made with the form of mind mapping, b) explaining the material using the media in question, c) questions and answers, giving quizzes and scoring 3. observation phase during the learning process, the researcher acts as a participatory observer by monitoring the learning process. the researcher is also assisted by students who act as observers to observe the learning process using the instruments that have been prepared. in this observation activity the researcher was assisted by students, notes in the field as a result of observations showed that the activities of teachers and students in the learning process by using mind mapping went well according to the plan, at the first meeting it was still felt the need for adjustment was felt, because mind mapping media mapping has never been used in integrated social studies learning. the results of observations on teacher and student activities in integrated social studies learning with the use of mind mapping can be explained that in the first cycle of action, the average score of student activity is 3.18, in the second cycle of action the average score of student activity is 3.53, the results of the implementation of the action cycle 2 showed an increase of 11.11% from the results of the implementation of the action cycle 1. in the action cycle 3 obtained a score of 64, with an average score of 3.76 there was an increase in the score of student learning activities of 18.5% % compared to the first cycle of action and an increase of 6.67% when compared to the results of the second cycle . of actionadvantages and limitations between spheres of influence on economic activities, social ie, culture in indonesia and asean. 4. evaluation stage the evaluation stage is carried out after the implementation stage of the action is carried out by the teacher giving a quiz that has been previously designed with the researcher. this stage aims to determine the level of student mastery of the learning material through the actions given. at the end of implementing the actions of each cycle, the researcher and collaborators conduct an evaluation related to increasing social intelligence by providing social intelligence instruments that have been prepared and have been previously validated. the aim is to determine the increase in students' social intelligence before the implementation of the action and after the implementation of the action in each cycle. individual scores are the results of quizzes and the results of filling out the social intelligence scale given to students for each action. the results of the quizzes and scores for filling out the social intelligence scale are notified by the teacher at the beginning of the learning meeting during the implementation of the actions of each cycle. 5. action reflection stage at the reflection stage, the researcher and partner teachers or collaborators reflect back on the entire series of implementation actions that have been carried out based on monitoring through observation or observation. in this activity, the researcher and partner teachers interpret and analyze the results that have been achieved regarding efforts to increase students' social intelligence through learning actions using mind mapping in class viii. looking at the results found, it turns out that there was an increase in the achievement of students' social intelligence from before the implementation of the action cycle 1 to after the implementation of the action cycle 3 for the "social awareness" component which includes: a) aspects of basic empathy, before the implementation of the action the results obtained 58.57%, then after the implementation of the action cycle 1 increased to 60.89%, increased by, after the implementation of the action cycle 2 increased to 67.50%, then after the implementation of the action cycle 3 increased to 67.86 %. this means that social awareness for the basic empathy aspect has increased in each cycle of action taken. after the implementation of the first cycle of action, there was an increase of 2,32%. then after the implementation of the action cycle 2 increased again by 6.61% compared to the results after cycle 1, then after the implementation of the action cycle 3 there was an increase of 0.36%. b) aspects of alignment, before the implementation of the action results obtained 63.39%, then after the implementation of the action cycle 1 increased to 66.43%, journal of education, teaching, and learning volume 8 number 1 march 2023. page 23-29 p-issn: 2477-5924 e-issn: 2477-8478 27 after the implementation of the action cycle 2 increased to 68.75%, then after the implementation of the action cycle 3 increased to 70, 36%. this means that social awareness for the alignment aspect has increased every time the cyclical actions are carried out. after the implementation of the first cycle of action increased by 3.04%. then after the implementation of the action cycle 2 there was an increase of 2.32%, then after the implementation of the action cycle 3 there was an increase of 1.61%. c) aspects of empathy accuracy, before the implementation of the action, the results obtained 61.96%, then after the implementation of the first cycle of action it rose to 65.18%, after the implementation of the second cycle of action it rose to 68.04%, then after the implementation of the third cycle of action it rose to 68.93%. this means that social awareness for the aspect of empathy accuracy has increased every time the cyclical action is carried out. after the implementation of the first cycle of action increased by 3.22%. then after the implementation of the action cycle 2 an increase of 2.86%, then after the implementation of the action cycle 3 an increase of 0.89%. d) social cognition aspects, before the implementation of the action results obtained 63.39%, then after the implementation of the action cycle 1 increased to 67.63%, after the implementation of the action cycle 2 increased to 68.26%, then after the implementation of the action cycle 3 rose to 69 ,64%. this means that social awareness for aspects of social cognition has increased every time the cyclical action is carried out. after the implementation of the first cycle of action increased by 4.24%. then after the implementation of the action cycle 2 an increase of 0.63%, then after the implementation of the action cycle 3 an increase of 1.38%. on average, the social awareness component continues to increase, where the average before the implementation of the action is 61.76%, then after the implementation of action1 it increases to 65.03%, then after the implementation of the second cycle of action it increases again to 68.26%. and after the implementation of the action cycle 3 increased to 68.45%, meaning that the integrated social studies subject learning process with the use of mind mapping can increase students' social intelligence components of social awareness. looking at the results found, it turns out that there was an increase in the achievement of students' social intelligence from before the implementation of the action cycle 1 to after the implementation of the action cycle 3 for the "social facilities" component which includes: a) aspects of synchrony, before the implementation of the action obtained 62% results, then after the implementation of the action cycle 1 increased to 65.63%, increased by, after the implementation of the action cycle 2 rose to 69.20%, then after the implementation of the action cycle 3 rose to 69.20%. this means that the social facilities for the synchronic aspect have increased every time the cyclical action is carried out, except for the implementation of the fixed cycle 3 action. after the implementation of the action cycle 1 increased by 3.63%. then after the implementation of the action cycle 2, it rose again by 3.57% compared to the results after cycle 1, then after the implementation of the action cycle 3 remained, meaning 0%. b) self-presentation aspect, before the implementation of the action, the results obtained 59.29%, then after the implementation of the action cycle 1 rose to 62.86%, after the implementation of the action cycle 2 increased to 64.64%, then after the implementation of the action cycle 3 rose to 67 ,86%. this means that social facilities for the aspect of self-presentation have increased every time the cycle actions are carried out. after the implementation of the first cycle of action increased by 3.57%. then after the implementation of the action cycle 2 there was an increase of 1.78%, then after the implementation of the action cycle 3 there was an increase of 3.22 %. c) aspects of influence, before the implementation of the action results obtained 58.48%, then after the implementation of the action cycle 1 rose to 63.17%, after the implementation of the action cycle 2 rose to 65.63%, then after the implementation of the action cycle 3 rose to 67, 19%. this means that social facilities for the aspect of influence have increased every time the cyclical action is carried out. after the implementation of the first cycle of action increased by 4.69%. then after the implementation of the action cycle 2 there was an increase of 2.46%, then after the implementation of the action cycle 3 there was an increase of 1.56%. d) aspects of concern, before the implementation of the action obtained 56.47% results, then after the implementation of the action cycle 1 increased to 60.94%, after the implementation of the action cycle 2 increased to 64.02%, then after the implementation of the action cycle 3 increased to 67.86% . this means that social facilities for the aspect of caring have increased every time the cyclical actions are carried out. after the implementation of the first cycle of action increased by 4.47%. then after the implementation of the action cycle 2 an increase of 3.08%, then after the implementation of the action cycle 3 an increase of 3.84%. on average, the social facilities component continues to increase, where the average before the implementation of the action is 59.06%, then after the implementation of action 1 it increases to 63.18%, then after the implementation of the action cycle 2 it increases again to 65.87% and after the implementation of the action cycle 3 increased to 68.03%, meaning that the integrated social studies subject learning process with the use of mind mapping can increase the social intelligence of students' social facilities component. iv. conclusion based on the discussion carried out on the results of research and discussion, conclusions can be drawn, namely, integrated social studies learning with the use of mind mapping can improve students' social intelligence, it has been proven in the implementation of action research as much as 3 cycles of action research that can consistently improve students' social intelligence, both for social awareness and for social facilities at junior high school 1 journal of education, teaching, and learning volume 8 number 1 march 2023. page 23-29 p-issn: 2477-5924 e-issn: 2477-8478 28 lumar bengkayang regency. description of students' social intelligence after the learning process for integrated social studies subjects using mind mapping for each action that goes well according to plan. teacher and student activities during the implementation of the action can run well, the 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(2005). new directions in action research. the falmer press, a member of the taylor & francis group. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 199-205 p-issn: 2477-5924 e-issn: 2477-8478 199 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the effect of mobile seamless based on multicultural education towards the enhancement of learning outcomes moderated by academic self-efficacy bety diana serly hetharion1) 1) university of pattimura, ambon, indonesia e-mail: bety.hetharion@gmail.com abstract. learning outcomes have an important role in the learning process. but nowadays, being proficient in theory and getting good learning outcomes is not the only goal of education to be achieved. in the learning process also requires students to be able to give respect and appreciation for human dignity. in this 21st century, it is time for students to be allowed to choose their way and style of learning, where students can determine when and where they will study. thus, this study is here to determine the effect of seamless learning based on multicultural education on learning outcomes moderated by academic self-efficacy. this research is experimental quantitative research. the population in this study is all students of christian middle school anugerah kei kecil. the sample in this study is selected using a clustered sampling technique in which certain groups that already exist in a population are selected as samples. the data in this study are obtained from a questionnaire using a likert scale. the data in this study are then analyzed in several stages. based on the results of hypothesis testing, it is known that academic self-efficacy is able to moderate the implementation of seamless learning based on multicultural education on student learning outcomes. students, teachers, and parents must start adapting online learning tools in order to be able to get more knowledge and sources of information besides, in habituation and daily learning teachers and parents also need to introduce students to diversity so that students understand the value of tolerance. keywords: mobile seamless; multicultural education; learning outcomes; academic self-efficacy i. introduction the success of students in achieving learning outcomes for each student is different. learning outcomes have an important role in the learning process. it is because learning outcomes can be used as a benchmark to find out how far the changes in students after receiving their learning experiences that can be observed and measured in the form of knowledge, attitudes, and skills (mahajan & singh, 2017). good learning outcomes will be stored for a long time or will not even be lost forever because learning outcomes participate in shaping individual personalities who always want to achieve better results so that they will change the way of thinking and produce better work behaviour (orón semper & blasco, 2018). to improve learning outcomes, students need to be supported by a certain strategy, one of which is through the application of mobile seamless. in this 21st century, students should be allowed to choose their way and style of learning, where students can determine when and where they will study (chai et al., 2016). this desire or emotional mood to learn everyone can happen anytime and anywhere; when it occurs, students need to be accommodated to be able to learn immediately, including the provision of learning resources, learning media, and learning environments (fletcher & nicholas, 2016). with these conditions, it is possible for students to learn with various scenarios, in formal or informal conditions, in the classroom or outside the classroom, individual or social, digital and non-digital media, or the physical environment or virtual environment. in addition, seamless learning provides opportunities to collaborate and interact in various ways with peers, learning resources and the physical world; besides, this interaction is also carried out through virtual worlds. however, nowadays, being proficient in theory and getting good learning outcomes is not the only goal of education to be achieved. the learning process also requires students to be able to give respect and appreciation for human dignity; one of which is through the application of a multicultural-based seamless mobile (foomani & hedayati, 2016). in the application of mobile seamless based multicultural, students can do learning without the barriers of space and time accompanied by materials and mentors who are able to instill the concept of diversity that recognizes, accepts, and affirms http://creativecommons.org/licenses/by-nc/4.0/ mailto:bety.hetharion@gmail.com journal of education, teaching, and learning volume 7 number 2 september 2022. page 199-205 p-issn: 2477-5924 e-issn: 2477-8478 200 human differences and similarities associated with gender, race, class, and religion based on values and democratic understanding that builds cultural pluralism in an effort to combat prejudice and discrimination. learning is directed at understanding the cultural differences that exist in students such as differences in ethnicity, religion, language, gender, social class, race, ability and age so that the learning process becomes effective and easy. thus, not only optimal learning outcomes are obtained, but students are also able to absorb different values (suárez et al., 2018). the willingness and perseverance of students when studying will increase when students have good self-efficacy (hong et al., 2017). academic self-efficacy can increase students' confidence in their ability to carry out and organize certain activities well. the more a person feels confident in their abilities, the greater the effort they do; in addition, the more active they are is because they believe their abilities can help in carrying out a task in dealing with obstacles/challanges to achieve high academic achievement. research by psycharis & kallia, (2017) suggests that students with high self-efficacy obtained higher scores on 50 mathematical problems test. research by issac ampofo atta who tried to determine the effect of students' perceptions on self-efficacy in programming subjects at tertiary institutions found that students see programming as easy with dedication is the lowest perception of programming for students. thus, the view of students also affects how students carry out learning activities. in addition, the results of the research conducted by hasan, learning strategies through mobile aids in increasing students' learning motivation are carried out through making learning plans, determining learning goals and objectives, using methods, utilizing learning media, and assessing planned and systematic manner done. thus, the view of students also affects how students carry out learning activities. learning outcomes are one of the important things; good learning outcomes are one of the characteristics of achieving learning objectives(kyndt et al., 2016). however, growing up in a country that has various ethnic groups and religions requires the cultivation of values about various social statuses, races, ethnicities, religions in order to create an intelligent personality in dealing with problems of cultural diversity. in this research, seamless learning integrated with multicultural has not been found. in this study, researchers try to apply the influence of mobile seamless-based multicultural education on learning outcomes moderated by self-efficacy. wong et al., (2016) created 10 dimensions of the mobile seamless learning environment, as follows. • msl1: covering both formal and informal learning • msl2: including personal/personal and social learning • msl3: learning that happens through time • msl4: learning that takes place across locations • msl5: ubiqitous access to knowledge (a combination of context-aware learning, augmented reality learning, and ubiqitous access to online learning resources) • msl6: covering both digital and non-digital worlds • msl7: combining the use of different types of devices • msl8: seamless and fast switching between multiple learning tasks (such as data collection + analysis + communication) • msl9: knowledge synthesis (previous and present knowledge and multiple levels of thinking skills and/or multidisciplinary learning) • msl10: including multiple pedagogical or learning activity models (facilitated by educators) according to wong et al., (2016), the placement of learners as learner-centric does not mean that they are the center of attention of educators alone, but are centers of producing knowledge that occur in various contexts in multidimensional learning spaces. ii. theoretical review a. mobile seamlessbased on multicultural education richardson et al., (2018) defines seamless learning as continuity in learning with various scenarios using mobile devices. expert definitions of seamless learning vary; but in general, this concept refers to the transition between contexts and learning scenarios that occurs as smoothly as possible. seamless learning based on multicultural education supports learners to learn when they want to learn, even in various scenarios and they can move from one scenario to another quickly and easily by learning the diversity of values, cultures, and tolerance of each other. the space for seamless learning based on multicultural education consists of various scenarios where students are active, productive, creative, and can collaborate across different learning environments at any time and wherever the learner is (looi et al, 2009). seamless learning based on multicultural education starts from a philosophy of cultural pluralism into an education system based on the principles of equality, mutual respect, and acceptance, as well as understanding and a moral commitment to social justice that is packaged in unlimited learning, so that it can be directly accessed on a gadget or computer device whenever and wherever students want to learn (chai et al., 2016). b. student performances learning outcomes cannot be separated from learning activities, because learning activities are a process, while achievement is a result of the learning process. a person's learning outcomes are in accordance with the level of success of learning the subject matter expressed in the form of grades or report cards for each field of study after experiencing the teaching and learning process(hughes et al., 2018). student learning outcomes can be known after an evaluation is held. the results of the evaluation can show the high or low student learning outcomes. learning outcomes in the field of journal of education, teaching, and learning volume 7 number 2 september 2022. page 199-205 p-issn: 2477-5924 e-issn: 2477-8478 201 education are the results of measurements of students which include cognitive, affective, and psychomotor factors after participating in learning process which are measured using relevant test instruments(hamilton et al., 2021). table 1 dimension and indicator of student performance realm dimension indicator cognitive factual students mention the type of culture described counselling students explain cultural differences students connect history with social culture procedural students explain coherently the parts of the traditional house metacognitive students are able to understand cultural diversity affective religious students take actions based on the teachings of their religion curiosity students perfect their knowledge honest students show their work based on what they did responsibility students complete assignments that should be done discipline students fulfil assignments in a coherent manner hard work students do the task seriously tolerance students hear other people's opinions environmental care students initiate concern for the environment psychomotor observe students listen to the explanation of the material ask students ask about what they have observed gathering information students complete assignments from various sources of information reasoning students make conclusions based on the relationship between various types of facts/concepts/theories/opinions communicating students make reports clearly and structured c. academic self-efficacy honicke & broadbent, (2016) defines self-efficacy as belief in the ability to organize and perform the actions needed to produce certain skills. according to bandura (in prior et al., (2016)), students are more likely to engage in certain behaviors when they believe that they will be able to carry out the behavior successfully, when they have self-efficacy. utami, (2017) revealed that academic self-efficacy is an individual's belief that they can successfully reach a predetermined level by completing academic tasks or achieving specific academic goals. bandura, in (kolk et al., 2015), states that academic self-efficacy can be defined as the belief that a person has about his or her ability or competence to direct motivation, cognitive abilities, and take the necessary actions to do assignments, achieve goals, and overcome academic challenges. students with low self-efficacy in learning can avoid many learning tasks, especially those that are challenging. meanwhile, students with high self-efficacy face these learning tasks with great desire. students with high self-efficacy are diligent in learning tasks compared to students with low self-efficacy. therefore, it can be concluded that academic self-efficacy is a person's belief in his ability or competence in doing academic tasks to form relevant behaviour. table 2 dimension and indicator of academic self-efficacy dimension indicator magnitude 1. optimistic in doing lessons and assignments 2. making a plan to complete the task 3. feeling confident that you can do and complete tasks strength 4. commitment in completing the assigned tasks 5. persistence in completing tasks 6. having a good self-motivation for self-development general 7. responding well to different situations and think positively 8. making life experience a way to achieve success 9. able to handle all situations effectively iii. methods this research uses experimental research with quantitative approach. experimental research is research that is intended to determine whether there is a result of "something" imposed on the research subject. the design of this study uses a quasiexperimental by involving control group and experimental group. journal of education, teaching, and learning volume 7 number 2 september 2022. page 199-205 p-issn: 2477-5924 e-issn: 2477-8478 202 table 3 research design variable learning method student performances control class experiment class conventional seamless learning based multicultural education high academic self-efficacy x1y1 x2y1 low academic self-efficacy x1y2 x2y2 the subject of this study is students of cristian middle school anugerah kei kecil. the sampling technique used in this study is a probability sampling technique with a clustered sampling method. clustered sampling method is a sampling method in which certain groups that already exist in a population are selected. therefore, the sample in this study is 7tha grade class as control group and 7thb grade class as an experimental class. the data in this study are obtained from the results of the pre-test and post-test results and the questionnaire given. as for the questionnaire, the researcher gave a questionnaire to the students after the pre-test and post-test in each control and experimental class to see if there is an effect of project-based learning based on local wisdom in social studies learning to improve critical thinking skills moderated by self-efficacy. iv. result and discussion a. validity test based on the results of the calculation of the validity of the instrument, it is known that all items have an r-count value that is greater than the r-table; thus, it can be concluded that all instrument items are valid and feasible to use. in detail the results of the calculation of the validity test can be seen in the following table. table 4 validity test result dimension r-count r-table result student performances cognitive 0.645-0.815 0.214 valid affective 0.725-0.880 0.214 valid psychomotor 0.691-0.872 0.214 valid academic self efficacy magnitude 0.801-0.899 0.214 valid strength 0.780-0.812 0.214 valid generality 0.769-0.871 0.214 valid b. reliability test reliability testing is conducted to determine whether the measuring instrument designed in the form of a questionnaire is reliable. a measuring instrument is declared reliable if the measuring instrument is used repeatedly will give relatively the same results (not much different). the decision-making criteria to determine reliability is if the value of r (cronbach's alpha) is greater than 0.60 then the instrument is said to be reliable. on the other hand, if the value of r (cronbach's alpha) is less than 0.60, the instrument is not reliable. in detail, the results of the reliability test calculations can be seen in the following table. table 5 reliability test result variable alpha cronbach standard result student performances 0.863 0.600 reliable academic self efficacy 0.870 0.600 reliable based on the calculation results of the instrument reliability test, it is known that each variable has a cronbach alpha value > 0.6; thus, it can be concluded that all instruments have a decent level of reliability. c. classic assumption test normality test in the following, the results of the assumption test as a condition for the anova test are presented based on the normality and homogeneity of variance test. the normality test is carried out using the kolmogorov-smirnov test method and the homogeneity of variance test was carried out using the levene test method. table 6 normality test result variable level kolmogorof smirnov statistics sig. student performances conventional control 0.533 0.344 seamless learning based multicultural education 0.421 0.412 academic self-efficacy high 0.230 0.241 low 0.301 0.337 the results of the normality test for the stident performances variable based on the learning method factor obtained a significance value greater than 0.05 (p>0.05), as journal of education, teaching, and learning volume 7 number 2 september 2022. page 199-205 p-issn: 2477-5924 e-issn: 2477-8478 203 well as the academic self-efficacy variable, both high and low, which received a sig score > 0.05 so that the data for both variables are considered normally distributed. homogeneity test the results of the test of the homogeneity of the student performances variable assumption based on learning method factor obtained a significance value greater than 0.05 (p>0.05), so that the variance of the data between groups was considered homogeneous. table 7 homogeneity test result f df1 df2 sig. critical thinking skills 2,420 2 58 0.269 d. hypothesis test table 8 hypothesis test result m sd f sig. results learning methods mobile seamless based on multicultural 77.21 7.29 24,450 0.000 significant conventional 55.81 7.72 academic selfefficacy high 71.31 7.90 15,339 0.000 significant low 61.50 7.98 interaction high academic self-efficacy mobile seamless based on multicultural 86.21 9.23 15,415 0.000 significant low academic self-efficacy mobile seamless based on multicultural 71.24 8.43 conventional high academic self-efficacy 67.00 11.10 conventional low academic self efficacy 42.61 6.37 e. effect of mobile seamless based on multicultural towards student performances based on the test results, it is known that there are significant differences in the learning outcomes of students who receive learning using conventional methods and students who receive seamless learning based on multiculturalism. this is based on the average value of student learning outcomes where the group of students who receive multicultural-based seamless learning gets a higher average (77.21) compared to students who receive conventional learning (55.81). this is also reinforced by the results of the anova test which shows a significance value of 0.000 <0.05, so it can be concluded that there is a significant difference between the learning outcomes of students who receive multicultural-based seamless learning and students who receive conventional learning. the results of the study support the findings of (abdul jabbar & felicia, 2015; hamid et al., 2019; midun et al., 2019). this research found that mobile learning is able to facilitate students' affective learning outcomes, which provides more convergent evidence for the effects of using computers in learning and teaching. possible reasons may include that mobile learning integrated more diverse type of teaching or learning strategies and involved more different learning scenarios in different situations. entering the current era of society 5.0, it is time for students to be allowed to choose their way and style of learning, where students can determine where and when they will study. in addition to freedom of learning, character development integrated in learning is always considered. in multicultural-based seamless learning, students are given the opportunity to learn to collaborate and interact in various ways with peers, learning resources, and the physical world; besides, this interaction is also carried out through virtual worlds. students are also given an understanding of the differences between their tribes by providing an understanding that ultimately creates a sense of respect for one another. through this understanding, the improve learning outcomes and knowledge of students are identified. in regards to the findings, l. h. wong, (2015) states that the most successful learners are those who understand differences and are able to sympathize with one another. f. effect of mobile seamless based on multicultural towards student performances moderated by academic selfefficacy based on the results of hypothesis testing, it is found that there are significant differences in student learning outcomes who took part in seamless learning based on local wisdom moderated by low academic self-efficacy and high selfefficacy. learners who receive multicultural-based seamless learning with high academic self-efficacy get an average score of 71.31 and 09.81 points below (61.50) that are the averages obtained by participants who receive multicultural-based seamless learning with low academic self-efficacy. this statement is reinforced by the results of the anova test which shows a significance value of 0.000 < 0.05; thus, it can be concluded that there is a significant difference between multicultural-based seamless learning moderated by high academic self-efficacy and multicultural-based seamless learning moderated by low academic self-efficacy. on student learning outcomes. the results of this study support the findings by menon et al., (2020) which state that self-efficacy journal of education, teaching, and learning volume 7 number 2 september 2022. page 199-205 p-issn: 2477-5924 e-issn: 2477-8478 204 affects the ability to use technology for elementary school teachers. on the findings of hayat et al., (2020) found that students' self-efficacy impacts their learning-related emotions and metacognitive learning strategies, and this, in turn, affects students' academic performance. in addition, learning-related emotions influence metacognitive learning strategies, which in turn mediate the effects of emotions on academic performance. multicultural-based seamless learning supports students to learn when they want to learn, even though they are in various scenarios and they can migrate from one scenario to another quickly and easily. therefore, the space for seamless learning consists of various scenarios where students can be active, productive, creative, and able to collaborate across different learning environments at any time and wherever the students are (lin et al., 2019). through seamless learning, students are able to study with peers who are different from them and they will know other cultures in other countries. this is because seamless learning does not limit students to study in the same space and time. the teaching and learning process in multicultural-based seamless learning can occur anytime and anywhere without being limited by time and space. the existence of mobile devices such as smartphones is what supports the teaching and learning process that can occur outside of that context. this statement is also supported by the findings of (shi et al., 2018) who stated that fostering a school climate that supports multiculturalism can increase empathy for groups outside ethnic groups. g. interaction between mobile seamless based on multicultural, academic self-efficacy, and student performances based on the results of calculations applied using the anova test, it is found that there is an interaction between multicultural-based seamlees learning and academic selfefficacy on student learning outcomes. it can be seen from the significance value of p < 0.05 and the average value of student learning outcomes who receive multicultural-based seamless learning for students who have high academic self-efficacy of 86.21 compared to the average score of students who received seamless learning based on multiculturalism who had low academic self-efficacy, which is 71.24. based on the results of the calculations applied using the anova test, it is found that there is an interaction between conventional learning and self-efficacy on student learning outcomes. it can be seen from the significance value of p < 0.05 and the average high academic self-efficacy is 67.00 compared to students who receive low conventional learning of 42.61. the results of this study are in accordance with the findings of yokoyama, (2019) stating academic self-efficacy is able to moderate the relationship between a learning method and student performance. research by (nikou & economides, 2016); (honicke & broadbent, 2016); (talsma et al., 2018)) revealed that higher academic self-efficacy scores are more likely to result in higher levels of academic performance. furthermore, students who have good academic selfefficacy will be more likely to be involved in academic activities and feel confident that the individual is able to succeed in doing it. in addition, students will also be brave in setting high achievement targets. academic efficacy in students will affect the selection of activities, goals, and efforts as well as individual persistence in class activities. low academic self-efficacy can also cause individuals to drop out of school. based on research conducted by peguero & shaffer, (2015), academic self-efficacy can facilitate educational progress and minimize the risk of dropping out of school in adolescents. v. conclusions based on the test results, it is known that academic selfefficacy is able to moderate the implementation of seamless learning based on multicultural education on student learning outcomes. students, teachers, and parents must start adapting to online learning tools in order to be able to get more knowledge and sources of information. those who are not good at using online learning tools may not achieve high enough academic success in online learning settings. both teachers and parents need to involve a sense of mutual respect so that students will be able to become good social beings. for future researchers, it is recommended to examine what factors are able to influence student learning outcomes so that more relevant research findings are obtained. . references abdul jabbar, a. i., & felicia, p. 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(2019). academic self-efficacy and academic performance in online learning: a mini review. in frontiers in psychology. https://doi.org/10.3389/fpsyg.2018.02794 isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 120 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. assessment of tests constricted by efl teachers for secondary stage students and its effects on the students' achievement mohammad dayij alqomoul1) 1) tafila technical university, jordan e-mail: qomoul1957@gmail.com abstract. the study aimed to estimate the tests constructed by efl teachers for the secondary stage students in tafila directorate of education and investigating its effect on the students' achievement. the subject of the study consists of all the teachers who teach english language for secondary stage students in tafila directorate of education with a total number of (102 male and female teachers). six english test papers were chosen intentionally as a sample of the study (3 represents the first secondary class and 3 for the second secondary class). the sample was chosen by the researcher, as it is considered as a crossrepresentative of all the tests prepared by english language teachers for the secondary stage. the selected sample was applied to two groups of students (20 males and 20 females) from two different schools. through the results obtained, it was found that the type of the questions has a significant impact on students' achievement. the significance was in favor of the objective questions. finally, the study touched on some constructive suggestions and recommendations that may interest all who are involved in the educational process. keywords: assessment; tests; efl teachers; achievement; secondary stage i. introduction one of the most important goals of teaching english in jordan is to enable students use this language in real life situations and express themselves easily and freely. in order to achieve this goal, school exams must be more communicative so that all the four language skills should be represented in them. therefore, teachers must actually test what has been taught. they must first analyze the content of the textbooks, taking into account the desired goals, before preparing the test papers. tests are very important for teachers because they determine the extent to which goals are achieved. they also provide the teacher with the extent to which students have progressed in comprehending the material and the amount of grades they achieved. (genesee, 1998). however, the focus in this paper will be based on the tests and the nature of the testing process, taking into account the tests prepared by english language teachers in public sector schools in tafila governorate. tests are of great importance in the educational process, simply because they help decision makers in educational institutions to take the right decisions. it is a continuous process as it directs all educational activities, programs and objectives, because it includes all the elements of instruction (hughes, 1999). the tests are not limited to one stage of education, but rather include all the programs of the learning process from its beginning till the end. it enables the examiners to put values or give judgment about certain issues and helps decision makers to adopt or correct decisions. making the right decisions often requires real data, and these data are closely related to the correct decisions, so it must be measured and verified accurately (greenland, 1992) some educators define tests as systematic procedures for measuring a sample of behavior or trait. this means that the tests are prepared, administered and scored according to prescribed rules. since the tests are widely used in the classroom, the decisions that are made on the results of these tests are important, and since the teacher is the one who puts these tests in the classroom, the assessment of the tests then becomes an important and crucial matter (anderson, 1991). some studies have revealed that test makers often ignore the rules and guidelines that govern the construction of tests (floughter, 2004). a part from technical troubles, tests suffer from multiple biases. these multiple biases of tests have multiple sources as well, including exam application, environment, test instructions or accompanying directions, in addition to the level of goals measured by these tests (fross, 2005). it may also be biased to some portions of the content (power, 2003). some other studies have shown that the tests are biased towards the correct answer in some test items, especially those in which include selective answers. one study confirmed that the ratio of correct answers to wrong answers was 1-6 (wetrogan, 2006). there are even some studies which found that the tests were biased to the lowest level of the cognitive domain (david, 1990). http://creativecommons.org/licenses/by-nc/4.0/ mailto:qomoul1957@gmail.com journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 121 however, the researcher believes, through his long experience in teaching and testing fields, that setting the exam is not an easy or simple process. it actually requires an experienced teacher who is able to analyze the content of the material and determine the objectives of the test in advance before constructing the test itself. study problem we all know the importance of school exams as they play an important role in the teaching-learning process. since they express learning outcomes and has a relationship with the elements involved in the educational process, and also give a reliable picture of all involved in the teachinglearning process, the teacher, the learner, and the curriculum designer ... etc. therefore, this study came to assess the shortcomings suffered by english language teachers in general and secondary school teachers in particular. some english language teachers are actually unable to prepare reliable and good tests. this was evident from the sample tests attached within this paper, which were deliberately chosen to meet the objectives of this study. however, the researcher has found, through his long experience in teaching and educational supervision that english language teachers in public sector schools in tafila directorate of education are unable to construct good tests, especially those who are newly appointed to teaching profession. there are those who hold negative attitudes about the assessment process and exams. in addition, some of those teachers have a clear weakness on how to build, administer and implement exams. therefore, the problem of the study can be summarized in the following points: • difficulty of writing good test items, whether it is in language functions or in its grammar and comprehension. • using the exercises in the student's book or in the activity book when writing the exams. • inability to cover all the contents of the school subject in the tests. • ignorance of the main test elements such as: test validity, test reliability, and test practicality. • ignorance with regard to the distribution of marks on the test items. causes of the problem in addition to the causes mentioned in the problem section, it is necessary to add some others that the researcher considers to be a problem for secondary school english language teachers, which often makes them feel that they are in a dilemma. these causes could be summarized in the following: • the nature of the teaching process. • lack of motivation for teachers. • lack of training programs and workshops. • lack of experience, especially for newly appointed teachers. study questions the study attempts to answer the following two questions: • what are the troubles faced efl teachers when preparing their classroom tests? • does the type of questions (objective or subjective) affect the students' achievement? study purpose there are various causes of the problem, which, however, are more general in nature, and less important and must be taken into account if the problem is to be covered comprehensively. however, the paper will provide some suggested points that may contribute to helping english language teachers in general and secondary school teachers in particular to prepare good school tests. significance of the study the significance of the study lies in the fact that it attempts to shed light on the importance of building credible tests that cover the basic elements of the english language, especially the functions, vocabulary and structures. the importance of this study also lies in the fact that it attempts to evaluate the tests constructed by english language teachers who teach in public schools in tafila governorate. it also discusses the troubles that face the teachers when they try to write their exams. the study may provide the teachers with a balanced weight for each language component. it is also very important, as it deals with the issue of tests of all kinds, which are often aimed to assess the entire teaching process and the extent to which students have progressed in their comprehension and understanding of the material. finally, i could say that this study is actually significant since it confirms the need to develop training programs and workshops which aim at improving the performance of english language teachers when preparing their written tests. literature review in this part, i will review some ideas, opinions, and studies that support and reinforce the topic addressed in this study. objectives of testing the following are the main objects of testing: • tests are used to classify students, as it is the tests that determine the students’ proficiency in different language skills. • tests are the appropriate tool that determines the strengths and weaknesses of students. diagnostic tests are often sub-tests consisting of short items that measure the different components of the language and also determine the students' proficiency in any of these elements. it gives a clear profile for each student and the extent of his achievement in any of the areas that were tested. • tests measure students' readiness to learn. as some of them may give us some predictions about the future of student achievement. therefore, tests can be used to assess the expected abilities of students. journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 122 • tests are also used to measure the extent to which teaching objectives have been achieved. as the achievement tests e.g. progress tests and final examinations are the tools that used to indicate the extent to which individuals and groups are progressing towards the desired goals, programs and activities. • tests are used to evaluate the effectiveness of teaching and the methods that the teacher uses in presenting the material to the students. as some achievement tests are also used in scientific researches to measure the difference between the achievement of experimental and control groups. to facilitate the previous points, they can be classified according to the following main headings: • students' readiness and motivation. • general proficiency. • achievement. the first point deals with the individual abilities of each student in terms of acquiring different language skills. as for general proficiency tests, they often give us some indications about the learner's efficiency, whether it is at the present or in the future. achievement tests often give us an indication of the learner's ability to acquire a skill or information through formal learning situation (david, 1999). characteristics of a good test a good test must be characterized by three qualities: validity, reliability and practicality. the tests we use must be consistent with the goals we seek, and they must be applicable to our situation. without these three components, tests are often a waste of time and effort. a teacher must be fully aware of the meaning of each of the three concepts if he is to prove that he is on the right track in his instruction (david, 1999). now, i'll explain these three concepts briefly. test validity when we address the issue of test validity, the following two questions must be answered: what does the test measure? how does the test accurately measure what it is designed to measure? a test is actually valid if it measures accurately what it is intended to measure. however, there are a number of validations. i am going to address some of these validations which i think help to answer the above questions. • content validity: if this test actually measures the content of the subject to be measured, then it can be said that this test is related to the content that was introduced to learners. • contrast validity: this means that the test should measure all the abilities that the learners supposed to have acquired. • face validity: this also means that the test appears to the observers, whether they are (students, teachers, or parents...) have absolute confidence in it (david, 1990). reliability the reliability of the test simply means the stability of its results if it is used repeatedly. a test is considered reliable if the students reach the same mark for the same test in different times and places. the test is also reliable if the students get the same mark with different markers. however, if the test is not reliable the results are often not reliable too, and it would not give a true picture of the students' abilities. we can say that the valid test is reliable but not the vice versa. however, when writing our tests we must make a kind of balance between validity and reliability (david, 1990). practicality the third point that must be taken into account when preparing any test is the cost, the time, and effort it needs. we may prepare a lot of tests that may be valid and reliable, but they are beyond the scope of our abilities and available capabilities. so, the following points should be taken into account when preparing any test. • everyone knows that exams is an expensive process. therefore, when we prepare any test, we must take into account the cost of each copy, the availability of the required textbooks, the number of participants in the process and the scorers needed to complete the correction process, the more number we need the more costly the process becomes. • the clearer the test instructions are, the easier the task will be, and this helps the test administrators to complete their task quickly and efficiently. the marking system also plays a major role, especially when the number of participants is large, then we can judge the objectivity or subjectivity of the exam (david, 1990). ii. literature review now, i'll review some of the previous reports and studies which i believe tackled the effect of teachers' questions on the students' learning and achievement. perkins (2003) analyzed two types of efl tests. these two types were, one of them used objective questions e.g. (true-false and multiple-choice), while the other used essay questions e.g. (missing letters and grammar) the sample was consisted of 19 egyptian students studying at the american university in cairo and enrolled in the intermediate level of english as a foreign language. this sample was randomly distributed into four groups. the first group was tested using questions of true-false type, the second group was tested with multiple-choice questions, the third was tested with gap-filling type, and the fourth group was tested with questions related to linguistic structures. all respondents were asked to read a text consisting of 232 words taken from their prescribed textbooks. the results showed that the groups who were tested with objective questions had better results than those who were tested with essay questions. redfield (2001) conducted a study aimed at measuring the effect of teachers' questions on students' achievement. in this study, he reviewed more than twenty studies in which teachers used questions of higher journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 123 application questions. such questions require the learner to process and analyze the information and then find an appropriate answer. the review of these studies revealed that teachers' use of high-level cognitive questions had a positive impact on students' achievement. kniep and grossman (2001) summarized some studies where they found that students' achievement is better when teachers use high-level questions. for example, ryan (1999) compared high and low level questions to fifth and sixth graders, where he found that high-level questions compared to low-level questions lead to better achievement. tollefson (2000) reviewed and summarized the results of some studies that were investigating the relationship between teachers' questions and students' learning. the results came to the following: • the cognitive complexity of the students' responses was largely affected by the cognitive complexity of the teachers' questions. • recalling and recognition questions that have low level of cognitive processing generally require simpler responses than that of higher level questions. there are some researchers who emphasized that lowlevel questions have a significant impact on students' achievement, for example, flicker and dabra (2004) investigated the effect of different levels of adjunct questions on the students' learning. 93 junior psychology students at the university of petersburg were randomly assigned to three groups, the first group received verbal questions, the second group received practical level questions, and the third group, the control group, received adjunct questions only. the results showed that the group that received oral comprehension questions performed better than the other two groups. the previously mentioned opinions can be summarized as follows: some studies, such as the study of (redfield, 2001, and kneipp and crosman, 2001) indicated that low level questions often have a significant impact on students' learning and achievement. whereas, some other studies indicated that the high-level questions had a greater impact on students' learning and achievement, such as the study of (flickr and debra, 2004). however, there are a few studies that did not find any significant difference due to the different level of questions. lilanhun (2014) conducted a study in which he tried to discover the challenges that teachers face in constructing exams in some schools in addis ababa, ethiopia (two private schools and one state school). the sample consisted of 85 teachers and 80 students from the first and second secondary grades. the researcher used a questionnaire consisting of 30 items to collect his data. the study concluded that most of the teachers do not have knowledge on how to build the tests and inability to deal with the guide of test instructions and their controlling mechanism of paper instruction of a test is very weak. johnson (2015), presented a paper talking about the challenges that university professors face when preparing remedial exams for their students. it was concluded that many university professors also lack the experience and training necessary to build good tests, although they do the teaching process convincingly. the researcher summarized the challenges that professors face in writing a good test as follows: • most of the questions focus on knowledge of facts. • some questions may be vague or unclear. • tests are short and insufficient to cover the content. • the number of implemented tests does not give a complete picture of knowledge and skills that students have learned. • lack of feedback. rashid (2016), conducted a study on the difficulties that teachers face while preparing their school exams. the researcher used a questionnaire consisting of 30 items, which he distributed to the study members, consisting of 118 male and female teachers in the government schools in riyadh. after collecting the data, the researcher concluded that the teachers face difficulties while preparing the exams, including: • deficiency in the ability to analyze the content. • deficiency in defining educational and behavioral goals. • deficiency in designing a table of good test specifications. • deficiency in building appropriate achievement tests and producing the examination paper in an appropriate manner. the study found statistically significant differences in all areas of research in favor of teachers with literary background. the study also found that there are statistically significant differences in terms of the difficulties that teachers face in the fields of goal formulation and test writing in favor of the teachers with high cumulative averages (good, very good). sheila (2021), conducted a study on the challenges faced by newly appointed teachers when preparing their exams. she interviewed five teachers. through the interview, she found that the new teachers face five problems while preparing their school exams, including: inability to determine the topics that must be tested, difficulty in choosing test items for questions that require multiple choice, and students are sometimes unable to understand the test items, difficulty in managing test time, and difficulty in convincing students that they will pass without trying to cheat or asking for help from their parents. however, with reference to the results of previous studies, i could say that evaluation is a vital part of the teaching and learning process that must be well planned and given sufficient time to prepare its tools. the real criterion for any new approaches or methods must be based on making students work on performing tasks that are meaningful and valuable to them. they must appear as learning activities in which students practice higher-order thinking skills, at the same time, the students must participate in evaluating themselves to know the extent of their progress towards the goals. journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 124 iii. methods this study aims to analyze and evaluate the tests constructed by english language teachers for the secondary stage in public sector schools in the tafila directorate of education. the study subject consisted of all english language teachers who are enrolled in the public sector and teach secondary stage in the governorate. the number is estimated at 102 male and female teachers. the sample is a collection of six school exams written by the teachers; three for fist secondary class and three for second secondary. the tests were analyzed and examined by the researcher to discover the troubles that face the teachers when writing their school exams. the tests were actually collected intentionally to fit the purpose of the study. three of exams were done by female teachers and others were done by males. all of the targeted teachers were holding a ba in english language and literature. they only have an experience of 1-3 years in teaching english for the secondary stage. three tests were administered in the first semester 2020/2021, and others were administered during the second semester 2020/2021. the researcher analyzed and scrutinized everything related to these tests with regard to the content, the type of questions, the distribution of marks on the various items, the time given to answer the questions, and even the type of paper and handwriting of each test. these tests were then applied to two groups of students (20 males and 20 females). after collecting the data, it was calculated and analyzed using the spss program. the results showed that the achievement of the students on the objective questions was better than that of the essay questions. the following are six samples of school tests that were written and implemented by a group of teachers who teach english for the secondary stage in public sector schools in tafila governorate. these forms were deliberately selected to give you a representative and a clear picture of the tests prepared by english language teachers for the first and second secondary grades in tafila directorate of education. a classroom test constructed by a teacher of english for first secondary class at a public school in tafila directorate of education. the test was administered during the first semester, 2020/2021. examine the content, marking, handwriting … etc. fig.1 test of first secondary class a classroom test composed by a teacher of english for second secondary class at a public school in tafila directorate of education. the test was administered in the first semester 2020/2021. see the content, allocation of marks … etc. fig. 2 test of second secondary class journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 125 a classroom test constructed by a teacher of english for the first secondary class at a public school in tafila directorate of education. the test was administered at the second semester 2020/2021. examine the content, handwriting, spelling mistakes (underlined words) … etc. fig.3 test of first secondary class a classroom test constructed by a teacher of english for the second secondary class at a public school in tafila directorate of education. the test was administered in the second semester 2020/2021. examine the content, spelling mistakes (underlined words), and type of questions … etc. fig.4 test of second secondary class a classroom test constructed by a teacher of english for the first secondary class in tafila directorate of education. the test was administered in the first semester 2020/2021. examine the content, type of questions, marking scheme is not provided. journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 126 fig.5 test of first secondary class a classroom test constructed by a teacher of english for the second secondary class at a public school in tafila directorate of education. the test was administered in the second semester 2020/2021. examine the content, distribution of marks, handwriting … etc. fig. 6 test of second secondary class the researcher applied these models of tests on two groups of students who were randomly selected from two different schools (20 female students from the first secondary grade) and (20 male students from the second secondary grade). the aim of this procedure was to measure the extent of achievement from the students on these tests with regard to the type of questions given to them. through the data obtained by the researcher after the completion of the test, he found that the achievement of students for both groups was better with regard to objective questions than that of essay questions, and this is clearly evident in table 1 below. table 1 means and standard deviation of the students' achievements according to the type of question student type of question means standard deviation male female essay test objective test essay test objective test 10.5000 13.1000 10.9000 13.8500 1.73205 2.40394 1.61897 2.05900 total essay test objective test 10.7000 13.4750 1.66718 2.24165 journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 127 when comparing students' achievement for both groups (males and females), we find that there is a statistically significant difference in favor of objective questions over essay questions, as shown in table 2 below. table 2 comparison between essay and objective tests and its effects on students' achievement source sum of squares df mean squares f sig. student 6.612 1 6.612 1.691 .197 type of ques. 154.012 1 154.012 39.391 .000 sts * type of ques. .612 1 .612 157 .693 error 279.150 76 3.910 total 12147.000 80 corrected total 458.387 79 a. squared = .352 (adjusted r. squared = .326 iv. results and discussion by analyzing and examining the above test samples which were deliberately chosen by the researcher in order to give a representative and honest picture of what is going on in our schools with regard to test building. however, the researcher noticed that the efl teachers in public sector in tafila governorate, when preparing school exams, suffer from the following: • although one of the most important roles of the teacher as a teacher is not only teaching but also evaluating what he teaches. there are many of those who can present the material to students but fail to evaluate what is being taught to them. • teaching and testing is a complementary process. what is taught must be tested. the teacher is required to teach what he tests and to test what he teaches. some teachers do not take into account the instructional objectives when writing test items. • most of the tests constructed by the teachers focus on recognition but not production. • the teacher's guide is often empty of any sample tests that teachers can refer to when constructing their school tests. • teachers do not have any theoretical background regarding the construction of tests, and this is often attributed to the lack or scarcity of courses given to teachers at universities. • most of the training programs and workshops that are provided to in-service teachers by the ministry of education are missing of topics related to the construction of tests. • teachers tend to construct tests that are easily built and easily corrected, regardless of their comprehensiveness to the material taught to students. • most teachers in the field do not cooperate with educational supervisors on how to construct school tests. • teachers often complain that the pass and fail instructions imposed on them by the ministry of education limit their freedom and procedures while executing their exams. the results should be for the sake of the students, all of them must succeeds. • therefore, teachers see that the entire testing process is useless and unfair. • finally, teachers often view english language as a school subject that must be taught, and forget that they are dealing with a language that can be used in different real life situations. discussion this study aims to analyze and evaluate the tests prepared by english language teachers for secondary school students in the tafila directorate of education. the study also attempts to measure the effect of the type of questions (subjective or objective) prepared by english language teachers on students' achievement. when reviewing the first test paper attached to this study, we find that most of the exam items are almost the same for all teachers. these items, which are chosen by teachers, are usually taken from textbooks of activities and exercises that students practice when they prepare themselves for a test in the subject. therefore, most of the teachers do not practice any kind of creativity when they put their tests, and often choose one type of simple questions that are easy to evaluate and correct, such as correcting a verb, filling in a blank or matching ...etc. as for the other types that express students’ understanding and ability to process language in a creative way, they are often rare or even absent, such as: inversion, paragraphing the language, and writing composition that reflect student’s ability to use the language effectively. language functions are often neglected by teachers even though everyone knows that the functions are real fields where linguistic structures are genuinely used. that is why we find that most of the linguistic functions are not included in the test forms attached to this study, such as: advice, apology, polite request, description, expressing a complaint, asking for information and giving information ...etc. all of these language functions are available in the english language courses for secondary school students and constitute a reasonable part of the content in the students' textbooks. however, not all content is represented in these tests, there is only much stress on vocabulary and structures. different language skills are also not focused on in the enclosed tests, so it is difficult to trust them, that is, face journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 128 validity is absent. teachers' handwriting is also poor and not clear, there are punctuation, grammatical and spelling mistakes. test instructions are often not clear to students, and marking scheme is another problem. the distribution of marks on the test items is often unfair and unsatisfactory for the examinees, e.g. five marks are divided by three items or four marks are given to six items … etc. sometimes, we find that an answer which require only one word is given three marks, while on the other hand, we find that there is an answer that requires the student to write several lines is only given one mark. this, shows clearly that the marking scheme adopted by the teachers is normally unfair, incorrect and finally not objective. there are some people who believe that teacher-made tests cause some problems to students and often negatively affect their achievement and attitudes toward the subject (perkins, 2013). parents often feel that it is difficult to know the real level of their children and even unable to determine the best way to help them to improve their skills and understanding of the subject they are studying (williams, 1999). however, if we are able to identify the types of tests that teachers construct inside the classroom, we may find many defects and contradicts in them, especially with regard to achieving the goals of the curriculum and the methods and strategies that teachers follow in teaching. the extent to which these tests cover the high level of cognitive domain and the content of students' syllabuses becomes an important necessity in this respect. if we take a look at the students' achievement on the tests that were presented to them and through the statistical analysis that was shown in tables (1) and (2), the researcher noticed that the students' achievement on objective questions was much better than that of essay questions. where there was a statistically significant difference in favor of objective questions for both groups (males and females). in the researcher's point of view, the reason can be attributed to the fact that students generally prefer questions that need recognition more than that which require memorization and recalling. however, this study differs from the studies and opinions mentioned in this paper, as it focused on the purely technical troubles that english language teachers face in tafila directorate of education. the most important of these technical troubles are: the distribution of marks on the test items, the linguistic and grammatical errors, and the poor handwriting, which is difficult to be read or understood by the examinees. besides, many teachers in this stage also suffer from administering, organizing and producing the test paper in a proper way. v. conclusion we all know that tests and evaluation are among the most important elements of the teaching-learning process. therefore, constructing tests is not a random process, but rather requires an experienced teacher and proper planning. through my work in the teaching profession and the practice of educational supervision in public schools for more than thirty years, i have noticed that many teachers suffer a lot of troubles when it comes to setting good school exams. as many of them often are unable to write a test, especially those newly appointed teachers, simply because they are unable to analyze the contents of the books they are teaching. some of these teachers are even ignorant of the purpose of the testing process. however, making exams is beneficial for both teachers and students. through tests, teachers can identify their students' abilities, in addition to their progress in the subject and their classification. the results of the tests also help the teachers to develop suitable educational methods and strategies that are consistent with the abilities and levels of students and also appropriate to the nature of the subjects they are teaching. on the other hand, tests are very useful for students as well, they give them an indication of their comprehension, understanding and progress in the subjects they are studying. besides, the results of the tests give decision-makers the feedback that helps them make the right decisions regarding the development, modification or cancellation of any school curriculum. vi. recommendations based on the results of the study and after reviewing and investigating the attached test models, the researcher recommended the following: • teachers must review and analyze the content of the books before writing their tests. • teachers must diversify their tests items in order to reach a balanced weight for all language components. • teachers should not choose their test items from the students' activity books because these exercises and drills are only for students' training and practice not for testing. • teachers must be provided with modern individual computers to type their test questions instead of using handwriting which is often poor or unclear. • teachers must adopt a fair and balanced marking scheme, that is, a correct mark for the correct item. • english language supervisors must be consulted and shared the teachers when constructing their school tests. • the ministry of education must provide teachers, especially the newly appointed ones, with good sample tests to guide them when writing their own school tests. • the ministry of education should hold annual training workshops aimed at helping teachers in building objective, valid, and practical tests. references anderson, c. (1991). language testing in 1990s. eric. hall inc. david, p. h. (1990). testing english as a second language. mc.graw-hill, book company. felker, k. and journal of education, teaching, and learning volume 8 number 1 march 2023. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 129 depra, l. (2004). effects on question type position placement on problem solving ability from prose material. the journal of educational psychology, 67(3), 380-384. floughter, p. k. (2004). the nature of classroom tests. applied linguistics, 3(1), 163-184. fross, r. c. (2005). bias and teacher –made tests. journal of educational research, 75(2), 98-100. genesee, f. and upshur, j. a. (1998). classroom based evaluation in second language edition, (3rd, edition). cambridge: c.u.p. greenland, n. e. (1992). constructing achievement tests. eng. cliffs, prentice hall, inc. hughes, a. (1997). testing for language teachers, (8th. edition). cambridge university press, london, england. ibrahim, r. m. (2016). difficulties faced by teachers of the arabic language when preparing their school tests. educational journal, 4(52), 12-27. kneip, f. and grossman, h. (2001). the effects of high level question in competitive and cooperative environments on the achievement of selected social. studies concepts. journal of educational research, 73(2), 322-335. lilanhun, a. (2014). the challenges that teachers face in constructing achievement tests in addis ababa. unpublished ma thesis, addis ababa university, ethiopia. monica, s. (2020). the challenges in constructing and administering an objective test for beginner students during covid 19 pandemic. advance in social science, 5(32), 441-446. perkins, a. (2003). a level of question in esl reading comprehension. applied linguistics, 3(1), 132-137. power, m. (2003). writing a valid, reliable and practical test. journal of instructional media, 27(1), 67-72. redfield, d. l. (2001). a meta-analysis of experimental research on teachers questioning behavior. journal of educational research, 73(2), 237-245. ryan, a. m. et. al. (1999).trends in testing: highlights of global survey, microsoft @word microsoft 365, 1-37. tollefson, f. (2000). effects of teacher-made tests on students' achievement. journal of educational research, 72(3), 286-298. tracy, j. (2015). the challenges to write a good test. a paper presented in a conference, (http://www.iub.edu/~best/pdf_docs/better_tests.pdf) wetrogan, l. (2006). designing classroom tests. educational leadership, 51(7), 20-23. williams, d. h. (1986). testing and education. wordsworth publishing company, inc. belmont, california. http://www.iub.edu/~best/pdf_docs/better_tests.pdf http://www.iub.edu/~best/pdf_docs/better_tests.pdf isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 41-45 p-issn: 2477-5924e-issn: 2477-4878 41 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of entrepreneurship education teaching material based on the national resilience and amare culture yosua damas sadewo 1) , pebria dheni purnasari 2) , bella ghia dimmera 3) 1) stim shanti bhuana, bengkayang, indonesia e-mail: yosua.damas@shantibhuana.ac.id 2) stim shanti bhuana, bengkayang, indonesia e-mail: pebria.dheni@shantibhuana.ac.id 3) stim shanti bhuana, bengkayang, indonesia e-mail: bellaghia@shantibhuana.ac.id abstract. the development of teaching materials is important to create a learning process that suits the needs of stim shanti bhuana. the entrepreneurship study program of stim shanti bhuana has not yet possessed teaching materials that represent the characteristics of the institution, i.e. national resilience and amare culture. therefore, needed the development of a valid teaching material that can improve students' learning outcomes, and has characteristics that can be used. borg and gall’s model of development is employed in this study which is summarized into three major steps to ease the study. the steps include the study of introduction, product development, and product validation. this study shows that this developed teaching material is valid. the result is obtained through the analysis upon the validation forms. from 9 validations, the score of 4.49 is obtained. the value means that the teaching material is appropriate and can be used. the analysis result on the learning mastery, after the students attend the classes integrating the teaching material, is 75%. through the n-gain exam, it is known that there is an improvement between the pre-test and post-test with a value of 0.40. the percentage value of the improvement is 33.33%. the characteristics of the development of the national resilience and amare culture-based entrepreneurship education, based on the questionnaire, shows that the developed teaching material provides a good effect on the students. through the measurement on the score from the questionnaire, it is gained the value of 83.8. therefore, it can be concluded that the developed teaching materials are valid, can improve students' learning outcomes, and are easily used by the students. keywords: teaching material; entrepreneurship education; national resilience; amare culture i. introduction becoming one of the programs in sekolah tinggi ilmu manajemen shanti bhuana (stim shanti bhuana), the entrepreneurship program focuses on the entrepreneurship skills of the students practiced through the subjects of entrepreneurship education. to create an excellent entrepreneurship education, many efforts are needed. one of the efforts is to develop an applicative teaching material allowing the students to improve their skills which will be used as they enter the professional world. therefore, the development of the teaching material is needed to create a directed learning process (hb, 2012). teaching material can be defined as a set of learning tools supporting the learning process. the availability of the teaching material becomes the source needed during learning (majid, 2012). in teaching material, embedded are sciences or ideas gained through the result of research, observation, and experience actualization that can be used to support the learning process (prastowo, 2012). to develop appropriate teaching materials, a need analysis is needed upon the development of the teaching materials. the availability of an appropriate teaching material which is in line with the learning need will finally create a good learning outcome as well. the entrepreneurship program is expected to prepare the students to have experience in entrepreneurship (erickson & laing, 2016). entrepreneurship education is delivered as an http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 41-45 p-issn: 2477-5924e-issn: 2477-4878 42 effort to create entrepreneurs who can keep up with the development of overtimes (sadewo, 2018). the experience was created through the learning process by using applicative teaching material that allows the students to improve their skills in entrepreneurship. based on the reflection done along with the lecturers of the entrepreneurship program in stim shanti bhuana, it is found out that many students are only good at the theory, but still lacking in term of practicality. the students’ skills in entrepreneurship are also identified as less innovative, which is proven by so many entrepreneurship program proposals which are similar one group to another. the proposals are supposed to be different so that the innovation and creativity can be identified. besides, in the teaching materials evaluation, the characteristics from stim shanti buana, which are amare culture and national resilience, have not been found. amare culture is an adaptation of catholic characteristics which shapes religious and loving individual (the statute of stim shanti bhuana). for stim shanti bhuana, amare culture becomes an important thing that needs to be cultivated. it is expected that the students are devout to god so that they can do their tasks and responsibilities honestly and responsibly. meanwhile, national resilience is promoted because entrepreneurship program of stim shanti bhuna was founded in bengkayang. bengkayang is an area that still needs to be developed. until the middle of 2019, this region was classified as a 3t (the frontier, outermost and remote/ in indonesia is terdepan, terluar, dan tertinggal) region. this status determined through presidential regulation no. 131/2015, clarified in presidential regulation no. 21/2018 on the national strategy for accelerating development of less-developed regions in 2015-2019, shows that conditions in bengkayang are not as advanced as those in urban areas (purnasari & sadewo, 2019). moreover, it also becomes the border region of indonesiamalaysia so that the national resilience is vital. considering such a situation, stim shanti bhuana, which is located in the border area, needs to nurture the students’ nationalism as prospective young entrepreneurship who can later build this region. observing those things above, it is needed to develop teaching material that is more practical and also includes amare culture and national resilience. the development of this teaching material aims to create a learning process that supports the students to have entrepreneurship skills, amare culture, and national resilience. derived from the reasons above, this study aims to: (1) gain a valid result of the development of national resilience and amare culture-based entrepreneurship education teaching material development; (2) know the learning outcome by using the national resilience and amare culture-based entrepreneurship education; (3) know the characteristics of the national resilience and amare culture-based entrepreneurship education. ii. methodology this study is development research that aims to develop teaching materials for entrepreneurship education based on national resilience and amare culture. it employs the development model proposed by borg and gall. the 10 steps of the borg and gall’s development model are further grouped into 3 main steps to facilitate research: a preliminary study, product development, and product validation and trials. preliminary studies were carried out by collecting and analyzing information about problems and needs required for entrepreneurship learning. the product development phase was carried out by preparing a draft product design that is teaching materials on entrepreneurship education based on amare culture and national resilience. the validation stage involved (1) validation by experts, and (2) validation by lecturers in the entrepreneurship study program. after a valid product was obtained, the developed teaching materials were tested and distributed. the analysis included initial tests (i.e. homogeneity, normality, and item test analysis), and final test (i.e. the teaching materials validation analysis). the teaching materials validation analysis involved experts and employed validation sheets. iii. results and discussion a. result 1. teaching material’s validation result the developed teaching material was validated to know its appropriateness before being used in the learning process in the entrepreneurship program. the teaching material, entitled “national resilience and amare culture-based entrepreneurship education”, was analyzed by using a descriptive-quantitative method. eight validators were evaluating the teaching material’s appropriateness whose expertise is on entrepreneurship, national resilience, amare culture, and biblical theology. the validation result is presented in table i. table i validation results of teaching materials validator statement score 1 2 3 4 5 6 7 8 1 5 5 4 5 4 4 4 5 4.50 2 5 5 4 4 4 5 5 5 4.63 3 5 5 5 5 5 5 5 5 5.00 4 5 4 5 4 5 5 5 5 4.75 5 5 4 4 3 4 4 4 4 4.00 6 5 4 3 5 4 5 5 5 4.50 7 4 4 4 4 4 4 4 4 4.00 8 5 4 4 4 4 4 4 4 4.13 9 5 5 5 5 4 5 5 5 4.88 average score 4.49 assessment criteria toward the teaching material including its conclusion are based on table ii. according to the validation analysis result demonstrated in table ii, it can be known that the validation score result is 4.49. relying on table ii, the mentioned value lies in the range of 4.00-5.00 regarded as a “very appropriate” in which the conclusion is “teaching material with no revisions can be used”. however, a few revisions in the teaching material were done with the help of notes given by the validators. journal of education, teaching, and learning volume 5 number 1 march 2020. page 41-45 p-issn: 2477-5924e-issn: 2477-4878 43 table ii assessment criteria of teaching material validation average score criteria conclusion 1.00 s 1.90 less appropriate teaching material cannot be used yet, and still requires more consultation 2.00 s 2.90 quite appropriate teaching material with many revisions can be used 3.00 s 3.90 quite appropriate teaching material with little revisions can be used 4.00 s 5.00 very appropriate teaching material with no revisions can be used 2. teaching material’s efficiency the efficiency of the teaching material was assessed from students’ results after joining the lecture using the developed teaching material. the material is considered as effective if it is understandable, and if many students have passed the passing grade. the assessment aimed to analyze students’ understanding was done using an evaluation test. besides, the success of utilizing the developed material was measured by a ratio between pre-test and post-test scores calculated by using the n-gain test. the n-gain test was used to measure the improvement related to students’ learning outcomes in terms of cognitive skill. before conducting the n-gain test, provided are the descriptions of the students’ evaluation or post-test scores after attending courses that used the teaching material entitled “national resilience and amare culture-based entrepreneurship education”. table iii students’ evaluation score students’ code score description sp_1 55 not yet mastered well sp_2 80 good mastery sp_3 70 good mastery sp_4 55 not yet mastered well sp_5 80 good mastery sp_6 85 good mastery sp_7 75 good mastery sp_8 70 good mastery sp_9 85 good mastery sp_10 50 not yet mastered well sp_11 75 good mastery sp_12 70 good mastery highest score 85 lowest score 50 average score 70.83 students’ learning outcomes shown in table iii are obtained after the students attended lectures implementing the developed materials. table 3 reveals that there are three out of 12 students who did not pass the course, with the rest nine students were considered as those who passed it. according to those scores, it can be concluded that the students’ learning mastery after attending the course using the material has reached 75%. this mastery has fulfilled the indicator of learning mastery determined by a lecturer with a standard indicator of 70% of students who passed the course. a diagram to illustrate the learning mastery is presented in fig. 1. fig. 1 diagram of students’ learning mastery percentage after gaining the evaluation score, the post-test one, the ngain test was carried out to identify the score improvement of the students’ learning outcomes. the pre-test and post-test scores before the n-gain test can be seen in table iv. table iv students’ pre-test and post-test score students’ code post-test score pre-test score sp_1 55 35 sp_2 80 65 sp_3 70 60 sp_4 55 35 sp_5 80 60 sp_6 85 60 sp_7 75 55 sp_8 70 45 sp_9 85 65 sp_10 50 35 sp_11 75 50 sp_12 70 50 highest score 85 65 lowest score 50 35 average score 70.83 51.25 the pre-test and post-test scores displayed in table 4 have shown different results. the better result is gained after the students were taught by using the developed learning material. it can be seen from the post-test score which was higher than the pre-test one. to determine the improvement of students’ learning results, the n-gain test was carried out as follows. the n-gain test has a result of 0.40, defined as the “average” category. in conclusion, the improvement of students’ learning outcomes after joining the course using the “national resilience and amare culture-based entrepreneurship education” material has shown a significant enhancement with a score of 0.40. the percentage of students’ learning mastery from their pre-test and post-test scores are displayed in fig. 2. the comparison of the students’ who had a good mastery and those who have not mastered well yet presented in figure 2 has shown that their mastery in the post-test is higher than the one in the pre-test. the result also indicates an improvement related to learning mastery which is 33.33% in 75% 25% good mastery not yet mastered well journal of education, teaching, and learning volume 5 number 1 march 2020. page 41-45 p-issn: 2477-5924e-issn: 2477-4878 44 percentage. by using the n-gain analysis test, the increase is considered significant. fig. 2 diagram of students’ learning mastery 3. teaching material’s characteristics the characteristics of teaching material of “national resilience and amare culture-based entrepreneurship education” were measured using a list of the questionnaire which represented students as the users of the teaching material in the learning process. the questionnaire was created using the likert scale in which the students merely responded to given statements. moreover, there were five options related to the responses, which were: strongly agree, agree, hesitate, disagree, and strongly disagree. the list of the questionnaire aimed to analyze the teaching materials’ characteristics can be found in table v. table v questionnaire statements towards teaching materials’ characteristics no statements 1. the teaching material of “national resilience and amare culture-based entrepreneurship education” being used in the course is understandable 2. students have no difficulty in using the teaching material 3. the language used in the teaching material is understandable 4. exercises in the teaching material can be done easily 5. students are pleased in learning using “national resilience and amare culture-based entrepreneurship education” material 6. the teaching material used in the course is interesting 7. the teaching material can improve students’ interests in attending the class 8. students can remember the material easily when learning it 9. relation of amare culture with entrepreneurship field can be understood well with the presence of the teaching material 10. relation of national resilience with entrepreneurship field can be understood well with the presence of the teaching material data related to the questionnaire result is displayed in table vi. table vi questionnaire results students’ code statements score 1 2 3 4 5 6 7 8 9 10 sp_1 4 4 5 4 4 3 4 3 4 4 78 sp_2 4 4 4 3 4 4 4 4 4 4 78 sp_3 4 4 4 4 4 5 4 4 5 5 86 sp_4 4 4 4 4 4 5 4 4 4 4 82 sp_5 5 5 5 4 4 4 5 4 4 5 90 sp_6 5 5 5 5 5 4 4 4 5 5 94 sp_7 4 4 4 5 4 5 4 4 4 4 84 sp_8 4 4 4 4 4 4 4 4 4 4 80 sp_9 4 4 4 4 4 5 4 4 5 5 86 sp_10 4 4 4 4 5 4 4 4 4 5 84 sp_11 4 4 4 4 4 4 5 4 4 4 82 sp_12 4 4 4 4 4 4 4 4 4 5 82 average score 83.8 the questionnaire result as presented in table 6 has shown an average score of 83.3. the score can be classified as a proper one. furthermore, the result also confirmed that the teaching material’s characteristics being used got positive responses from the students. it was proven by quite a high average score. in general, each statement in the questionnaire got positive responses. an analysis of each statement has revealed that the students found no difficulties in using the teaching material, and they were interested and pleased in attending the class which used the designed teaching material. a correlation between national resilience and amare culture which represents the institution was also applied more easily in the entrepreneurship concept by using the description inside the teaching material. b. discussion in general, the result of data analysis regarding the validity, learning mastery, and characteristics of the teaching material has shown a good result. the teaching material validated by nine expert validators has shown a score of 4.49. the grade was categorized as appropriate. therefore, after going through some validation process, the teaching material entitled “national resilience and amare culture-based entrepreneurship education” was considered as valid and can be used as the source of learning. therefore, valid teaching material can be used as a reference during the learning activity. the connection between national resilience and amare culture in the field of entrepreneurship may direct the students to have the spirit of nationalism, and behave according to the amare culture’s characteristics. moreover, it was known that the n-gain test’s score was 0.40. this n-gain test was applied for measuring the improvement value of learning outcomes. the n-gain test result also demonstrated substantial improvement. then, an analysis of the learning mastery percentage was also conducted. the ratio also showed that the post-test’ score was higher than the pre-test, which has a percentage of 33.33%. the total number of students who passed the post-test was nine out of 12 people. it was a greater number than the ones 41.67% 75% 58.33% 25% pre-test post-test good mastery not yet mastered well journal of education, teaching, and learning volume 5 number 1 march 2020. page 41-45 p-issn: 2477-5924e-issn: 2477-4878 45 from the pre-test, which were only five out of 12 students. it implies that the use of the teaching material in the learning process has caused positive influence as indicated by the increase in learning outcomes. besides, the teaching material was designed following the students’ needs by using a language adjusted with students’ comprehension skills. it can be seen from the questionnaire result which stated that the material could be used by the students well. they also could understand and use the material without any problems. the questionnaire result has reached a high score, which was 83.8. the result was gained from the average score in the questionnaire filled out by 12 respondents. the respondents consisted of the students who used teaching material throughout the course. the result has approved that the use of teaching material was beneficial to the students’ learning mastery. the grade from the post-test was higher than the one from post-test. this study result supports research conducted by (dewi & irsan, 2017) in which the developed teaching material can create more directed learning. besides, the study result performed by (fitriati & hermiati, 2011) also explains that entrepreneurship skills can be sharpened through an entrepreneurship program. this is in line with the teaching material used in this research, in which the entrepreneurship skill can be polished through real practices. furthermore, the study result is also consistent with the one conducted by (hakim, 2010) which showed that the material can be used as the support material in the learning process. lastly, the research finding is also coherent with a study of (premand, brodmann, almeida, grun, & barouni, 2016)which mentioned that entrepreneurship education in the collegelevel requires a program that can develop an entrepreneurship skill. the program can be in the form of courses supported by appropriate learning materials. that said, the use of “national resilience and amare culture-based entrepreneurship education” teaching material could be beneficial in achieving the effective learning process. iv.conclusions and suggestions the analysis result shows that the teaching materials developed are valid with a score of 4.49. meanwhile, through the n-gain test, it can be seen that there is a significant increase in student learning outcomes after attending lectures using the developed teaching materials. this significant improvement indicates that the teaching materials developed have positive impacts on students’ learning outcomes. besides, the teaching materials are proven to be used in ease by the students as it gained a score of 83.8 from the distributed questionnaires. therefore, it can be concluded that the developed teaching materials are valid, can improve students' learning outcomes, and are easily used by the students. concerning the research result and conclusion, it is expected that the teaching material can be developed better to meet the needs of the entrepreneurship course. besides, it is also hoped that this material can also be a reference for the students to deeply understand the entrepreneurship field associated with national resilience and amare culture. references dewi, m., & irsan. (2017). pengembangan buku ajar kewirausahaan pada materi menjual produk atau jasa berbasis bisnis on line untuk mahasiswa fkip upi yptk padang. majalah ilmiah upi yptk, 24(2), 251–260. erickson, s. m., & laing, w. (2016). the oxford mba: a case study in connecting academia with business. journal of entrepreneurship education, 19(1), 1–8. fitriati, r., & hermiati, t. (2011). entrepreneurial skills and characteristics analysis on the graduates of the department of administrative sciences, fisip universitas indonesia. jurnal ilmu administrasi dan organisasi journal of administrative sciences & organization, 17(3), 262–275. hakim, a. (2010). model pengembangan kewirausahaan sekolah menengah kejuruan ( smk ) dalam menciptakan kemandirian sekolah. riptek, 4(1), 1– 14. hb, f. p. m. (2012). pengembangan bahan ajar science untuk mendukung program kreativitas mahasiswa. jurnal penelitian pendidikan, 29(2), 101–108. majid, a. (2012). perencanaan pembelajaran. bandung: pt. remaja rosdakarya. prastowo, a. (2012). panduan kreatif membuat buku ajar inovatif. jogjakarta: diva press. premand, p., brodmann, s., almeida, r., grun, r., & barouni, m. (2016). entrepreneurship education and entry into self-employment among university graduates. world development, 77, 311–327. https://doi.org/https://doi.org/10.1016/j.worlddev.20 15.08.028 purnasari, p. d., & sadewo, y. d. (2019). pendidikan ketahanan sosial dan ekonomi dalam meningkatkan karakter nasionalisme dan wawasan bela negara. in seminar nasional kesadaran bela negara dalam rangka mencegah disintegrasi bangsa di era revolusi industri 4.0 (p. 64). bogor: universitas pertahanan. sadewo, y. d. (2018). hambatan dan tantangan program studi kewirausahaan di wilayah perbatasan. mabis, 8(1). isc paper template in a4 (v1) journal of education, teaching and learning volume 2 number 1 march 2017. page 7-10 p-issn: 2477-5924e-issn: 2477-4878 7 learning chemistry by ict (virtual animation) at maumere high school, east nusa tenggara yusnidar yusuf univ.muhammadiyah prof.dr.hamka, jakarta, indonesia e-mail: yusnidar_yusuf@yahoo.co.id abstract.this research was aimed to create attractive learning atmosphere which can make students excited inside theclass.education was a right for every nation. it had to be given to improving a nation. chemistry subject, especially in hydrocarbon chapter, was less-favorable by most students due to its difficulty level. learning outcomes score were low. many research showed that various method, strategy or another approach in teaching chemistry subject had significantlyimproved towards learning theoutcome of students. one of the approaches was by virtual animation as part of ict. based on data result analysis from this research, there was 0,000 < α = 0.05 significance. as result, h0 was rejected. itmeans that there was significant improve learning outcome using multimedia animation. the role of ict as learning model should be utilised for granted by teachers to enriched chemistry science in school’s scope. keywords: ict; virtual animation; multimedia function i. introduction a high school in indonesia obliged students to learn chemistry, especially for those who chose natural science as specialisation. chemistry subject, especially hydrocarbon, was less-favorable or considered difficult. learning outcome from this chapter was low based on teachers’ observation. this could be caused by theuse of themethod, model, strategy or approach that was not yet suitable. as result, the score achieved was not optimal with curriculum’s demand. therefore, various learning model was researched and developed in order to find the most suitable for students. one of it was by information communication technology (ict) with virtual animation that was used to obtain optimal learning outcome. this research was acollaboration between uhamka with ikip muhammadiyah maumere, which was just established. various learning model, method, strategy and approach were researched to be conducted by high school teachers in sikka, east nusa tenggara (ntt) when teaching chemistry subject. some problems could be identified as follow:what kind of approach that is suitable to be applied on chemistry subject, especially in hydrocarbon chapter?can teacher apply ict-based learning method with virtual-animation in teaching chemistry subject, especially hydrocarbon chapter?do ict-based learning method with virtualanimation can make students easier to understand theconcept of hydrocarbon?. formulation of theproblem in this research was “is there any effect from the use of ict in chemistry teaching process towards learning theoutcome of students in maumere high school, east nusa tenggara?”. the ict-based learning model was actually easy to use by theteacher if it had been mastered. we could say that ict was a learning model that used thecomputer as media. it could help theteacher in explaining many things in chemistry through animation, such as core reaction, redox, thespeed of reaction, etc [1]. nowadays, many animation videos were available onthe internet. the teacher could easily use those videos for teaching process [2]. one of theissues in chemistry subject was that there was thenegative stigma of it from students. they considered chemistry difficult to understand. even some students were antipathy and “scare” of this subject. why could it happen? there were at least two causes. first, the chemistry learning method prepared by theteacher was monotone and lack from variation. this caused the learning process tend to be forgettable and lessattractive for students [3]-[4]. second, most of thestudents had been influenced by majority opinion from their society that chemistry subject was difficult [5]. these two causes made chemistry subject more difficult to understand and learnt. this issue had motivated expert to make chemistry learning model that was fun, cool, and smart. the model or method was aimed to create attractive learning atmosphere which can make students excited inside theclass. in this method, chemistry learning process was made like a recreation by watching interesting slides, and the other is learning chemistry with rhytme chemistry by poet, chemistry quiz, field trip memorising concept by funny sentence and recreation by simulation, etc. the method of making rhyme used rhyme to explain concept and sub-concept in form of popular lyric or rhythm. the ionic concept was explained along with popular rhythm so that students of class x who studied this chapter would memorize easily. it was also the same with chemistry poet method, where astudent used the beauty of poet to understand chemistry concept. students were told to read a journal of education, teaching and learning volume 2 number 1 march 2017. page 7-10 p-issn: 2477-5924e-issn: 2477-4878 8 topic that would be learnt at class beforehand. then teacher formulized the concept in form of poet. when the lesson began, student was asked to read poet in front of class. after that, teacher would explain meaning of the poet. “based on this experience, students’ enthusiasm in chemistry subject increased, meanwhile it also improved student’s talent in art language”. according to anni [6], learning outcome was change of behavior obtained by learner after undergoing learning activity. while according to sudjana [7], learning outcome was ability that was obtained by student after receiving learning experience. it also had definition of an ability obtained by student after undergoing learning activity. it was influenced by 2 (two) major factors namely internal factor of student such as ability she/he had owned, learning motivation, interest and attention, learning attitude, socialeconomic condition, physical and psychological condition. the second is external factor, especially quality of teaching process. according to sudjana [8], optimal learning outcomecould be obtained by students through teachinglearning process that had characteristic such as the feeling of content and proud could grow learning motivation inside student. the student would not whine regarding low score and fight more to improve it or at least to maintain what he/she had achieved. then, knowing his/her own potential and believe that the potential was not less important than other if every single effort had been done. information communication technology (ict) – based learning model the ict-based learning model was actually easy to use by teacher if it had been mastered. we could say that ict was a learning model that used computer as media. it could help teacher in explaining many things in chemistry through animation, such as core reaction, redox, speed of reaction, etc. nowadays, many animation videos were available ininternet. teacher could easily use those videos for teaching process. one of issues in chemistry subject was that there was negative stigma of it from students. they considered chemistry difficult to understand. even some students were antipathy and “scare” of this subject. why it could happen? there were at least two causes. first, the chemistry learning method prepared by teacher was monotone and lack from variation. this caused the learning process tend to be forgettable and less-attractive for students. second, most of students had been influenced by majority opinion from their society that chemistry subject was difficult. these two causes made chemistry subject more difficult to be understand and learnt. this issue had motivated expert to make chemistry learning model that was fun, cool, and smart. the model or method was aimed to create attractive learning atmosphere which can make students excited inside class. in this method, chemistry learning process was made like a recreation by watching interesting slides, and the other is learning chemistry with rhytme chemistry by poet, chemistry quiz, field trip memorizing concept by funny sentence and recreation by simulation, etc. the method of making rhyme used rhyme to explain concept and sub-concept in form of popular lyric or rhythm. ionic concept was explained along with popular rhythm so that students of class x who studied this chapter would memorize easily. it was also the same with chemistry poet method, where astudent used the beauty of poet to understand chemistry concept. students were told to read a topic that would be learnt at class beforehand. then teacher formulized the concept in form of poet. when the lesson began, thestudent was asked to read poet in front of theclass. after that, theteacher would explain themeaning of the poet. “based on this experience, students’ enthusiasm in chemistry subject increased, meanwhile it also improved student’s talent in art language”. learning outcome according to anni [6], learning outcome was change of behaviour obtained by learner after undergoing learning activity. while according to sudjana [7], learning outcome was anability that was obtained by thestudent after receiving learning experience. it also had adefinition of an ability obtained by thestudent after undergoing learning activity. it was influenced by 2 (two) major factors namely aninternal factor of thestudent such as ability she/he had owned, learning motivation, interest and attention, learning attitude, social-economic condition, physical and psychological condition. then, external factor, especially quality of teaching process. according to sudjana [8], optimal learning outcomecould be obtained by students through teachinglearning process that had two characteristics. the first is the feeling of content and proud could grow learning motivation inside student. the student would not whine regarding low score and fight more to improve it or at least to maintain what he/she had achieved. the second is knowing his/her own potential and believe that the potential was not less important than other if every single effort had been done. ii. research method a. research design this research was true experiment research with adesign that used treatment class and control class [9]. r o1 x o2 r o3 o4 note: r = random election o1 =pre-test of experimental group o3 =pre-test of control group o2 =post-test of experimental group o4 =post-test of control group x =treatment b. implementation two science classes in class xi were chosen with certain number of students, one class as treatment class and the other as control class,the treatment class conducted learning process by using ict method, while control class was using classical/conventional method,at journal of education, teaching and learning volume 2 number 1 march 2017. page 7-10 p-issn: 2477-5924e-issn: 2477-4878 9 first, students were given pre-test to measure their ability, and post-test was given after treatment, the difference only in the learning method, treatment class was given ict method using virtual-animation for hydrocarbon chapter, while control class was not given any special treatment.test in form of formative test was given to both classes after finishing the treatment to obtain data. c. location and period of research the research was conducted on january – march 2015. data were obtained at sikka regency on february 2015. d. population and sample of research research’s population was students of sikka high school from science class. while thesample was representative of high school in maumere. target population from the research was students of science class ii from sman 2, maumere. while thesamplewas science class iia and iib. the classes were chosen from the available three classes. d. technique and analysis data obtained by giving test instrument in form of normative questions made based on thelesson that had been learning. essay test was given to both respondents, either treatment class or control class. then data would be described and analyzed in form of statistic. e. processing and serving data data processing used entry, editing, cleaningand tabeling process with acomputer program. afterwards, data was analysed statistically using variant analysis (anova) to find the influence of ict using virtual-animation as alearning model. the result from data processing was showed in form of table and graph based on statistic calculation [10]. ii. result and discussion the aim of this research was to find theinfluence of using virtual-animation as part of ict as learning model towards student’s learning outcome for chemistry subject on hydrocarbon lesson. result and discussion were based on statistical analysis by computer. table i pre-test description of experimental class table ii pre-test description of control class table iii test of normality from the table above, it could be seen that the students’ pre-test score had asignificant level that was bigger than = 0.05. it meant that pre-test data distributed normally. based on normality test(kolmogorov-smirnov), if p-value was bigger than significance level of  = 0.05, then data was considered distributed normally. table iv test of homogeneity of variances from the table above, it could be seen that the students’ pre-test score had asignificant level that was bigger than  = 0.05. it showed that pre-test data of experimental class and control class was homogeny. based on theresult from homogeneity test (lavene statistic/alpha cronbach), if p-value was bigger than significance level of  = 0.05, then both data was considered homogeny. the hypothesis that would be tested on theaverage equation test were as follow: h0: there was no difference between pre-test and post-test averageresult h1: there was difference between pre-test and post-test averageresult the test criteria are rejected and accept h0 if h itu n gta b el tt  and h0 for other conditions. criteria testing using spss is if sig>, then h0 is accepted and if sig <, then h0 is rejected. because the statement normality and homogeneity have been met, then for the average pretest known similarity with t-test. the following test results in could be seen in table v. table v test of average equation journal of education, teaching and learning volume 2 number 1 march 2017. page 7-10 p-issn: 2477-5924e-issn: 2477-4878 10 iv. conclusions based on the above table it can be seen that the significance of 0.201> α = 0.05. so h0 is accepted, which means there is no significant difference between the pre-test experimental class and control class pretest. references [1] r.e.mayer.multimedia learning. new york: cambridge university press, 2001. [2] s. bahri. strategi belajar mengajar. jakarta: rineka cipta, 2010. [3] j.a. banco. teaching strategies for the social studies. new york: longman group, 1985. [4] m.j. rocker. innovative teaching strategies. scotdale: gorsuch scarisbrich, publ, 1980. [5] o. hamalik. proses belajar mengajar. jakata : bumi aksara, 2001. [6] c.t. anni. psikologi belajar. semarang:upt mkk unnes, 2004. [7] a. sudjana. pengantar evaluasi pendidikan.jakarta: raja gravindo persada, 2003. [8] n. sudjana. penilaian hasil proses belajar mengajar. bandung: remaja rosdakarya, 1990. [9] w.r. borg. educational research: an introduction. new york: david mckay, 1963. [10] b.u.lindgren and d.a.berry.elementary statistics. new york: macmillan publishingco.,inc., 1981. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 57-63 p-issn: 2477-5924 e-issn: 2477-8478 57 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the effectiveness of the implementation of the gold standard project based learning model to increase the digital literacy index of teachers ahmad swandi1), asdar2), susalti nur arsyad3), sri rahmadhanningsih4), nurhayati5) 1)universitas bosowa, makassar, indonesia e-mail: ahmad.swandi@universitasbosowa.ac.id 2) universitas bosowa, makassar, indonesia e-mail: asdar@universitasbosowa.ac.id 3) universitas bosowa, makassar, indonesia e-mail: nur.arsyad@universitasbosowa.ac.id 4)lembaga pendidikan permata bunda, kubu raya, indonesia e-mail: rahmadhanningsih@gmail.com 5) stkip singkawang, singkawang, indonesia e-mail: nurhayati@stkipsingkawang.ac.id abstract. one way to improve the quality of learning today is the use of various types of digital media in learning properly and correctly, which is known as school digitization. to support this program, it is necessary to carry out various activities for teachers to be able to improve their index and digital literacy skills. this study aims to find out how the index level and digital literacy skills of teachers after being given training and assistance with the gold standard project based learning (gs-pjbl) model. the study was conducted on 20 teachers who participated in online and offline education and training activities. the research data was taken using two google form-based questionnaires, namely (i) a digital literacy index questionnaire, (ii) a digital literacy skills questionnaire given before and after training and mentoring activities. based on the results of the analysis, there was an increase in the percentage of the digital literacy index before and after the activity which was marked by the gain value. based on the results of the analysis, the increase in the digital literacy index is in the medium and low categories. therefore, the impact is seen that there is an increase in the index and literacy skills of the teacher group in makassar city after participating in training and mentoring activities with the gs-pjbl model. keywords: digital literacy index; digital literacy skills; gs-pjbl i. introduction one important factor that supports the success of digital learning which is currently widely applied by all educational institutions is the level of digital literacy of teachers and students. digital literacy is something that is needed in today's information age so that people can improve their abilities in the era of massive digital media use and can make maximum use of ict. digital literacy is closely related to life skills that have many benefits from all aspects. in the world of education, digital technology will facilitate the work of teachers and students. with good digital literacy skills, everyone will find it easy to use ict, find, evaluate, utilize, create and communicate information with cognitive and technical skills. teachers are required not only to be able to transfer knowledge to students, but the various skills that students must possess in the 21st century are also the responsibility of the teacher. the role of the teacher changes to that of a facilitator (li, 2018; li & chen, 2018). as facilitators, teachers are required to understand the techniques and characteristics of facilitating each student so that they are more active and able to work individually. teachers must understand and know learning that prepares students for the challenges of the 21st century (trisdiono et al., 2019), namely: (1) teachers create interesting, relevant, and meaningful learning content for students' lives; (2) teachers and students build learning competencies that combine critical thinking skills, problem solving, and information and communication technology (ict) literacy; (3) the teacher facilitates learning by encouraging all students to be able to http://creativecommons.org/licenses/by-nc/4.0/ mailto:xxx@yyy.zzz mailto:asdar@universitasbosowa.ac.id mailto:xxx@yyy.zzz mailto:xxx@yyy.zzz mailto:xxx@yyy.zzz journal of education, teaching, and learning volume 8 number 1 march 2023. page 57-63 p-issn: 2477-5924 e-issn: 2477-8478 58 find ways to learn, innovate, collaborate, and convey ideas; (4) health, financial literacy, awareness as a citizen, global community, and environmental awareness are among the learning materials; (7) linking the relevance of learning to society; (8) the teacher conducts learning reflection, assessment, and provides feedback to students; (9) teachers encourage students to learn for life. so far, research has only focused on improving students' abilities and skills compared to teachers. in fact, to achieve these 21st century skills, teachers must master and understand various competencies and then teach them to students. to be able to adapt and face challenges, teachers' mastery of information and communication technology is very much needed. various studies show that the low digital literacy of teachers both in developing and using digital content in learning makes learning less interesting, monotonous, and boring so that it has an impact on students' mastery of material (swandi, 2021). likewise with students, even though teachers have presented the latest and tested ict-based learning innovations, if they cannot use them well in online independent learning, the media will not be maximally useful. the learning from home (bdr) program which is currently being implemented by various educational institutions since the covid-19 pandemic has attacked various countries in the world is greatly influenced by the ability of teachers to use information and communication technology. to provide quality online-based learning, teachers are expected to be able to develop and use various types of digital-based learning media. therefore, teachers are required to improve digital skills and competencies, use the latest digital technologies in learning and change the format of learning and assessment using digital applications. various previous studies have shown that the quality of on-site learning (face to face in class) is more favored by students compared to online learning. student learning outcomes during the learning from home program applied were less satisfactory than the direct learning system in the classroom (dhawan, 2020; rahmatiah et al., 2021). the low quality of online learning is influenced by various factors such as (i) there are still many teachers who have not been able to adapt to the online learning system, the survey results show that many teachers do not teach online because they are unable to use various online learning applications (pagarra et al., 2020), (2) the use of asynchronous learning media such as whatshaap groups which are widely used by teachers is less effective, according to students there are still many teachers who only send modules/textbooks and also tasks that students must do without virtual face-to-face meetings between teachers and students, (3) the lack of creativity and innovation of teachers in using various digital applications in learning makes online learning boring for students (maqableh & alia, 2021; yuliana, 2021). various previous studies have shown that the digital literacy index and the ability of teachers in indonesia to use ict in learning are still very low. research conducted by liza shows that the digital literacy of prospective english teachers is still very low and they are not ready to use various learning applications and technologies in the classroom (liza & andriyanti, 2020). this is reinforced by other research which states that many teachers in several asian countries, including indonesia, still have a low digital literacy scale. several studies claim that most professors only use digital technology connected to technical matters (eg operating computers, projectors, speakers, cameras, recorders, etc.) (dashtestani, 2014; fitriah, 2018). they have not been able to develop learning applications that are interesting and in accordance with the characteristics of their students. this is due to the lack of knowledge and skills they have (muslem et al., 2018). most research currently being conducted focuses only on increasing student literacy to improve outcomes their learning, but not many realize that learning outcomes are also influenced by the quality of teachers through increasing their digital literacy by providing various kinds of activities that are directed at being active in working on digital learning products/applications so that throughout the process teachers gain a lot of knowledge, skills and produce certain products that beneficial for them and students. therefore, various training and mentoring for teachers need to be carried out to increase the digital literacy index, creativity and innovation in developing and using various digital-based interactive learning applications. one form of activity is the application of the gold standard project based learning (gs-pjbl) model. gs-pjbl is one of the training models for teachers that can be carried out to encourage teachers to produce media-based learning products. the gold standard project based learning model consists of 7 steps, namely (1) challenges problems or questions, (2) continuous studies, (3) authenticity testing, (4) participant roles, (5) reflection, (6) criticism and revision, (7) product publication. with this model, various soft skills can be improved and are also product-based. gs-pjbl has been widely applied by teachers in learning to encourage students to solve problems and also produce a product as a result of learning (candra et al., 2019; swandi, rahmadhanningsih, putri, et al., 2021). therefore, the formulation of the problem in this study is how to increase digital teacher literacy indexes and skills after receiving training and mentoring using the gold standard project based learning learning model? ii. method the type of research used is pre-experimental research with a research design using one shoot case design. the research was conducted online at the university of bosowa where there were 20 teachers and teaching staff from several educational institutions in the city of makassar as a sample. the following research design is used (palloan et al., 2021; sumarni & kadarwati, 2020). journal of education, teaching, and learning volume 8 number 1 march 2023. page 57-63 p-issn: 2477-5924 e-issn: 2477-8478 59 table i research design x o x : o : implementation of the gold standard project based learning in training and learning activities for teachers results (digital literacy index) in this design there is 1 group of teachers as a sample taken from the teacher population in the city of makassar. learning is carried out for 6 meetings directly involving instructors and participants, then followed by independent activities by groups of teachers according to subject areas. the application of learning activities follows the stages with the gold standard project based learning (gs-pjbl) model. the following are the stages of the gs-pjbl model. figure ii stages of project based learning gold standard this model consists of 7 stages (arsyad et al., 2022; swandi, rahmadhanningsih, putri, et al., 2021) which are (1) giving challenging problems or questions. in this section high quality projects are framed with meaningful problems to be solved or questions to be answered by the teacher. in some cases, such as genius hour or self-projects, teachers may create important questions of their own that will guide their project writing and research. in this section, the instructor helps guide the teacher to find challenging problems or questions which will then be looked for to be addressed; (2) continuous inquiry is a process in which teachers ask questions, find possible resources, and apply their learning to the driving questions. ongoing investigation, in multiple projects; (3); the authenticity of the product produced is important. therefore, it is necessary to test the product done by the teacher. high-quality projects exist in a real-world context. these problems are authentic and even meaningful to the teacher's life. (4). teacher voice and choice whereby they make some decisions about projects, allowing them to have voice and choice. this means they can choose how they work and what they create and also express their own ideas in their own voice. (5). reflection i.e., teachers learn a lot from reflecting on their learning. reflection occurs at the end of the project, but is also carried out throughout the project process. (6). criticism and revision where both instructors and teachers give and receive feedback, and apply their learning from the feedback to improve their products which are ready for publication. (7). products published by teachers where they create and share public products for the school or the larger community. often, public products are presented outside the classroom and into the larger groups. the digital literacy index instrument is divided into 8 components with the number of statement items, namely 35 items. the following components of the digital literacy index and their explanations are as in the table below (larmer et al., 2015): table iiii literacy digital components digital literacy component explanation practical and functional ability ability to make ict products. ability to use internet, software and hardware. creativity product creation/output in various formats and models with digital technology. creative and imaginative thinking includes planning, knitting content, exploring ideas and controlling creativity. collaboration ability to participate in digital space, able to explain and negotiate ideas with others in the group communication able to communicate through digital technology. able to understand and understand the audience. ability to find and select information able to find information by internet, able to select information critical thinking and evaluation able to contribute, analyze and sharpen critical thinking when dealing with information cultural and social understanding in line with the context of social and cultural understanding e-safety ensure security when users explore, create, collaborate with digital technology after learning is complete, digital literacy index data is collected through filling out online questionnaires. to journal of education, teaching, and learning volume 8 number 1 march 2023. page 57-63 p-issn: 2477-5924 e-issn: 2477-8478 60 determine the effect of using gs-pjbl, the data obtained from filling out the digital literacy skills survey were then analyzed. to see whether there was an increase in the literacy index level, comparisons and mapping of the percentage of each component of the literacy index were carried out before and after the treatment. meanwhile, the categorization of the teacher's ability level in general before and after being treated was analyzed using the n-gain equation following the equation below. iii. result and discussion before and after the learning process with the application of gs-pjbl was carried out on 20 teachers for 6 subjects, a mapping of the level of digital literacy skills was carried out based on each component. the following table shows the percentage of teachers based on digital literacy levels before and after being treated (l: low; e: enough; h: high; vh: very high) table iiiv font sizes for papers digital literacy component number of teachers at each digital literacy level before treatment number of teachers at each digital literacy level after treatment l e h vh l e h vh practical and functional ability (c1) 15 3 2 0 7 3 8 2 creativity (c2) 12 5 3 0 9 5 6 2 collaboration (c3) 0 2 14 4 0 1 14 5 communication (c4) 0 0 15 5 0 0 16 5 ability to find and select information (c5) 0 5 13 7 0 2 12 8 critical thinking and evaluation (c6) 0 2 15 3 0 0 16 4 cultural and social understanding (c7) 0 4 10 6 0 3 10 7 e-safety (c8) 0 3 12 5 0 1 10 9 from the table above, it can be seen that there are two components of teacher digital literacy in the city of makassar which are still low, namely the components of practical and functional abilities and components of creativity. prior to the treatment, 15 of the 20 teachers had not been able to create ict-based learning products and also 12 teachers had not been able to create existing products/outputs in various formats and models with digital technology. while in the communication component, the majority of teachers have been able to communicate through digital technology and understand information from the audience when communicating digitally. although not all components of digital literacy show positive changes before and after learning, in general it shows that there are differences in the number of teachers at each level of the digital literacy component where positive changes occur. this is in line with harli's research which states that projectbased learning can improve various skills such as thinking and communication skills (trisdiono et al., 2019). furthermore, an analysis is carried out to determine the average percentage of digital literacy ability of each component as shown in the table below. figure v comparison of pretest and posttest digital literacy skills for each component based on the graph, it can be seen that in general there has been an increase in digital literacy skills for all components of ability. the highest increase was in practical ability and functional ability with an n-gain value of 52.83% which was included in the medium category, while the ability to find and select information was included in the low improvement category with a gain value of 5.88% (lowest of 8 abilities). based on the gain value, there are also only two categories of increasing digital literacy skills, namely the medium and low categories. there is a significant decrease in the number of teachers who have low abilities in developing ict-based learning media products and a significant increase in the number of teachers who have high and very high abilities, making the percentage of gain values in the practical and functional ability components higher than the others. this shows that the application of project-based models is able to encourage teachers to be able to develop various digital-based learning multimedia such as learning websites and learning management systems (e-learning). this is in line with one of the characteristics of a project-based learning model where a product or output is produced from the activity. this result is also in accordance with the research conducted by the team where the application of gs-pjbl in learning makes students who are physics teachers at the bandung institute of technology produce various digital-based learning media products and science learning teaching aids (candra et al., 2019; swandi, rahmadhanningsih, yusuf, et journal of education, teaching, and learning volume 8 number 1 march 2023. page 57-63 p-issn: 2477-5924 e-issn: 2477-8478 61 al., 2021). the teachers are of the opinion that the learning model that they have applied in classroom learning can also be used for teachers through education and training activities. the second component in digital literacy skills which also experienced an increase in the moderate category was creativity (51.02%), namely the ability to create digital learning media products that already exist and are developed in various formats and other models so that they have maximum benefits. the number of teachers who have this ability before being given treatment is still very low, most of the existing learning media are directly applied in learning without going through the development process. various previous studies have shown that teacher creativity when facing a period of disruption (change in learning format from on-site to on-line) is still low. various existing ict-based learning media are not utilized optimally by teachers. with project-based training and learning, teachers are given the freedom to design and build learning media such as websites, e-learning and learning applications. based on the deepening of information to several teachers, information was obtained that there are still many teachers who only use powerpoint presentations and books as the main learning resources. there are still many teachers who do not direct students to explore teaching materials from the internet. some of the media obtained from the internet, especially youtube and blogs, are given to students without evaluating the content of the media and their suitability with the characteristics of subjects and students. the results of this study are in line with previous research which states that in the application of project-based learning, students use the knowledge they already have (jacques, 2017). thus when they use a projectbased learning model, creativity and critical thinking skills increase (anazifa & djukri, 2017; desinta et al., 2017). in all stages of gs-pjbl more involvement of participants than teachers is required, in other words, teachers as participants are required to always think creatively and imaginatively including analyzing problems and learning objectives, planning for ict learning media development projects, knitting and compiling media content, exploring ideas and control creativity so as to produce a product in the project. creativity and imagination will emerge when someone is charged with working on a project with a certain outcome. in this study, all teachers who had never previously developed digital-based learning media such as websites, lms and learning applications, but after participating in training and teaching activities with the gspjbl model, most of the participants were able to develop these products. the first and second stages in gs-pjbl are providing challenges to problems and ongoing studies that require teachers to think more creatively, find solutions and feel competitive with other teams to work on producing targeted products. increased critical thinking skills of teachers because during the learning process through training activities teachers are directly involved. teachers have experience finding facts through information seeking activities and combining various knowledge from various subjects (li, 2018). florea & hurjui (2015) found that learning that develops critical thinking skills must be developed in a learning process that accommodates higher order thinking skills, taking into account the quality of questions, the quality of thinking, and the quality of responses (florea & hurjui, 2015). the development of the digital world has targeted all sides of human life. currently, almost all aspects of life have been affected by the digitalization process. however, there are still many internet users who are only able to receive information without the ability to understand and process the information properly, so that there are still many people who are exposed to untrue information. virtual. this problem is also experienced by many teachers, based on the initial test there are still teachers (3 out of 20 teachers) who are not sufficiently able to find and determine the correct information on the internet. some teachers also often commit copyright infringement and plagiarism against various media and digital content. providing personal information on social media is still mostly done by teachers. in education and training activities with the gs-pjbl model, teachers are not only required to work on digital-based learning media development projects, but they are also given briefings on how to use the internet safely. this material is given a lot when teachers develop learning websites, especially related to the characteristics of a website, types of trusted websites, managing the content of a website. learning with the gs-pjbl model is effective in increasing teacher understanding regarding the ability to use the internet and digital media safely, this is indicated by an increase in the percentage from 77.5% to 85% with a gain value of 45.45% which is in the medium category. the results of this study show that the gs-pjbl learning model is not only effective in encouraging students to produce an output but is also able to provide a lot of education related to the theme of the given activity. the use of digital media in learning also requires digital collaboration skills, namely the ability to participate in the digital space, be able to explain and negotiate ideas with other people in social media groups. for this ability, it is in the good category where before the activity took place the majority of teachers were able to communicate digitally through communication applications, both personal and social media groups. one of the important points in gspjbl is reflection at each stage of the activity where participants are required to report and discuss project progress through digital presentations using various digital conference platforms. this certainly helps teachers not only get to know digital conferencing applications such as zoom but several other applications such as google meet. collaborative activities carried out during the activity encourage collaboration and interactive discussions both between fellow teachers and with training instructors. according to asan & haliloglu project-based learning can improve the ability to work in groups, so as to improve collaboration skills (asan, 2005). as activity-based learning, project-based learning will be meaningful if it meets two criteria, namely: 1) participants feel the meaning personally, so they want to carry out the project well; 2) meet educational goals (kaushik, 2020). journal of education, teaching, and learning volume 8 number 1 march 2023. page 57-63 p-issn: 2477-5924 e-issn: 2477-8478 62 implementation of gs-pjbl is important because projectbased learning requires more effort than conventional learning, when trainees feel personal meaning is expected to provide a strong impetus to apply this model. several conditions that can support meaningful learning according to (larmer et al., 2015) can be achieved with the character of project-based learning, namely public exhibitions or presentations, producing products, need to know, choices and opinions of participants/students; investigation; input; revision; and criticism. publication activities are activities carried out by students to convey their learning outcomes, which can be in the form of certain products to the public. after finishing learning, students criticize or evaluate the process and learning outcomes so that students can interpret them personally. iv. conclusions the application of project-based learning is not only effective for improving student skills but can be used to improve teacher skills. the application of the training and learning model following the stages of the gold standard project based learning has a positive impact on increasing teachers' digital literacy skills for all components. based on the results of the analysis. the improvement of teachers' digital literacy skills through project-based learning that is applied in training activities is only categorized at medium and low levels. the improvement in the components of practical and functional abilities, creativity, and e-safety are in the medium category, while the components of collaboration, communication, finding and selecting information, critical thinking and evaluation, and cultural and social understanding are at a low level of improvement. acknowledgment we would like to thank to (1) the directorate general of higher education (dirjen dikti) of the indonesian ministry of education, culture, research and technology, and (2) lembaga pengelola dana pendidikan (lpdp). the activities in this research were carried out through the independent lecturer grant scheme, the 2021 scientific research program with contract number 221/e4.1/ak.04.ra/2021. references anazifa, r. d., & djukri. 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(2021). pengaruh pembelajaran daring dan fasilitas penunjang terhadap kinerja guru dan hasil belajar siswa. jurnal lipnas, 3(2), 1–18. http://journal.umuslim.ac.id/index.php/ltr2/article/view /496/409 isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 7 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. analysis of the effect of work-life balance, self-esteem and work motivation on organizational commitment moderated by organizational justice on workers in yogyakarta syamsul hadi1), efni pebrianti2), kusuma chandra kirana3) 1)universitas sarjanawiyata tamansiswa, yogyakarta, indonesia e-mail: syamsul.hadi@ustjogja.ac.id 2)universitas sarjanawiyata tamansiswa, yogyakarta, indonesia e-mail: efnipebrianti@gmail.com 3)universitas sarjanawiyata tamansiswa, yogyakarta, indonesia e-mail: kusumack@ustjogja.ac.id abstract. the purpose of this study is to impact the effect of work-life balance, self-esteem and work motivation on organizational commitment moderated by organizational justice in the workforce at yogyakarta. this research is quantitative. the population in this study was the entire workforce at yogyakarta. the sample used in this study was 100 employees. the sampling technique in this research is non-probability sampling using purposive sampling. data was collected by distributing questionnaires. the data analysis technique used is the inner model and path analysis. the data that has been obtained is processed using smartpls 3.0. the results of this study indicate that work-life balance has a positive and significant effect on organizational commitment; self-esteem has a positive and significant effect on organizational commitment; work motivation has a positive and significant effect on organizational commitment; worklife balance, self-esteem and work motivation have a positive and significant effect on organizational commitment moderated by organizational justice. keywords: work life balance; self-esteem; work motivation; organizational justice; organizational commitment i. introduction organizational commitment is multinational in nature which includes the efforts put forth by employees, a desire for organizational membership and demonstrating conformity with the values and goals of the organization. organizational commitment relates to employees' sense of attachment to the work organization with which they are associated. organizational commitment is considered as the main requirement for every organization. it is the most important factor that determines employee performance, values and attitudes; it plays an important role in employee loyalty which gives rise to an employee's emotional attachment to an organization (popoola & fagbola, 2020). in addition, behavior is important to assess the contribution or intention of employees to leave the organization. organizational commitment from the literature uses a lot of social exchange theory. this theory explains how humans perceive our relationships with other people according to their perceptions of the balance between what is given into a relationship and what is removed from that relationship, and also the types of relationships that are carried out, and how people relate to society (between a group of people). employees' perceptions of fairness determine the quality of the exchange relationship with the organization. when employees feel they are being treated fairly by the organization and its authorities, they will feel obliged to create positive behavior in return (hadi & supardi, 2020). justice organizational impact on the organization such as trust, turnover, commitment, satisfaction, loyalty, job performance, commitment, job satisfaction, motivation, commitment, cost reduction, reduction of counter productive behavior, reduce wild strikes, performance, and salary satisfaction (hadi et al., 2020). work-life balance, self-esteem and motivation in the current literature have an influence on organizational commitment. this is supported by research by akter et al., (2019) which states that there is a positive effect of work-life balance with the level of commitment to the organization. however, there are inconsistencies in the results of these studies because there are influential and not influential. like http://creativecommons.org/licenses/by-nc/4.0/ mailto:syamsul.hadi@ustjogja.ac.id mailto:efnipebrianti@gmail.com mailto:kusumack@ustjogja.ac.id journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 8 previous research by oupen et al., (2020) that there is a positive contribution of work motivation to organizational commitment, while research by azizah et al., (2019) states that work motivation does not have a positive effect on organizational commitment, so the relationship has inconsistencies. to cover the empirical gap, the research proposes one variable as a moderating variable, namely organizational justice. in various studies, organizational justice has a role in moderating the relationship between work life balance and organizational commitment. on the other hand, future research in popoola & fagbola (2020) balance, self-esteem, and work motivation on the organizational commitment. however, (popoola & fagbola, 2020) suggest that there is one additional variable in further research, namely adding organizational justice. so from that reason, the title in this study is an analysis of the effect of work-life balance, self-esteem and work motivation on organizational commitment moderated by organizational justice on workers in yogyakarta. the aims of this research are to: 1. assess and analyze the effect of work-life balance on organizational commitment. 2. assess and analyze the effect of self-esteem on organizational commitment. 3. to examine and analyze the effect of work motivation on organizational commitment. 4. to examine and analyze the moderating effect of organizational justice from work-life balance, selfesteem and work motivation on organizational commitment. ii. definition variable a. organizational commitment popoola & fagbola (2020) define that organizational commitment is the emotional attachment that an employee has to an organization. it can be said that organizational commitment is the extent to which an employee is loyal and the relative strength of identification with and involvement in a particular organization; accept his values and willingness to put forth a high level of effort within the assigned responsibilities. according to ingsih et al., (2021) organizational commitment is a work attitude that reflects how someone (likes or dislikes) the organization. if he likes the organization, he will try to keep working, where the organization is a firm intention where someone is involved in the organization. commitment is an emotional response that can be measured through behavior, beliefs, and attitudes and can range from very low to very high. therefore organizational commitment is also very important in an institution to realize the goals of the institution, commitment can be realized if individuals in the organization carry out their rights and obligations in accordance with their respective duties and functions in the organization, because in order to achieve organizational goals, it is the result of work. all members of the organization are collective (jufrizen et al., 2021). the indicators of organizational commitment according to popoola & fagbola (2020) and shabir & gani (2019) are as follows: 1. affective or moral commitment occurs when individuals fully embrace the goals and values of the organization, become emotionally involved and feel personally responsible for the organization's level of success. individuals with this type of organizational commitment usually show high levels of performance, positive work attitudes, and a desire to remain with the organization. 2. continuing or calculative commitment occurs when individuals base their relationship with the organization on what they receive in return for their efforts and what they will lose if they leave (salary, benefits, associations). this group of individuals put forth their best effort only if the rewards match their expectations. 3. normative commitment is a situation where the individual stays with the organization based on expected standards of behavior or social norms. they tend to display the same attitudes and behaviors as those with affective commitment. b. work life balance according to akter et al., (2019) work-life balance is about having a good fit between professional roles and other personal activities that are important to people such as leisure and personal activities, family responsibilities, community roles, and recreation. maintaining a balance between work and personal responsibilities has become a challenge for many people working in various professions. work-life balance refers to the balanced fulfillment of personal responsibilities and work roles. it basically refers to having steadiness and stability between professional responsibilities and personal involvement that is important to the individual, such as community roles, leisure activities, and family responsibilities. a person is said to be balanced if he is able to be satisfied and function well both at work and at home to fulfill the expected roles in both domains. moreover, clark clearly points out that balance does not mean complete absence of conflict; instead, conflicts between different areas of life should be kept to a minimum (mengistu & worku, 2020). for most employees working in various industries from the private sector, achieving this balance is largely a challenge. the indicators for work-life balance according to (popoola & fagbola, 2020) are as follows: conflicts between different areas of life should be kept to a minimum (mengistu & worku, 2020). for most employees working in various industries from the private sector, achieving this balance is largely a challenge. the indicators for work-life balance according to popoola & fagbola (2020) are as follows: conflicts between different areas of life should be kept to a minimum (mengistu & worku, 2020). for most employees working in various industries from the private sector, achieving this balance is largely a challenge. the indicators for work-life balance according to popoola & fagbola (2020) are as follows: journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 9 1. balance of time: focused on the balance of time allotted to darkness. the time balance is a way to balance time between relaxing and effectively resting. the expected result increased concentration, increased productivity, increased occupational satisfaction, better time management, and less stress. 2. balance of engagemen: focused on psychological effort and involvement in both jobs and roles, so as to enjoy the time available and physically and emotionally involved in socialized activities. c. self-esteem according to popoola & fagbola (2020) self-esteem is the extent to which a person values himself, the value attached to his personality, which affects almost every aspect of life. self-esteem can also be defined as a self-evaluation and descriptive conceptualization that individuals create and maintain in relation to themselves. it can be concluded that self-esteem is the overall view of the individual calm himself. self-esteem is also sometimes called self-respect or selfimage. for example, a child with high self-esteem may not only see himself as a person, but also as a good person. the concept of self-esteem is so ubiquitous in contemporary life that in the workplace, it is generally assumed that high selfesteem is essential for career success. individuals with high self-esteem engage in self-promoting activities and view themselves as valuable, while individuals with low selfesteem are seen with mal-adaptive, cognitive, emotional, and behavioral patterns. high self-esteem consists of individuals who value and consider themselves valuable related to personal beliefs about skills, abilities, and social relationships. self-esteem is an indicator of the quality of a person's social relationships, namely the extent to which the individual is included or ostracized by others. therefore, organizations need to realize that self-esteem is one of the basics for forming attitudes, behavior, personality, and psychological reactions in organizations. effective selfesteem is considered the most effective thing in the success and compatibility of people and that the social aspect of selfesteem is the organizational commitment that a person shows at work based on their preferences, talents, attitudes, and cognition popoola & fagbola (2020). according to (popoola & fagbola, 2020) indicators to measure selfesteem include the following: 1. confidence: includes appearance, namely individual physical characteristics (phsycal features) that are considered to be attractive and attractive to be shown or proud of to others. ability, namely individual capabilities that are believed to have an influence on success. and power (power), namely the power / selfpower possessed by individuals to control other individuals, events, and environmental situations (to control people and events). 2. self-love is defined as an accumulation of urges to love, respect and care for oneself: includes social rewards, namely appreciation of the social environment for individuals which is manifested through affection, praise and respect so that the individual feels that he is valuable. and also a source of pride from other people who seem to be experienced by themselves (vicarious sources), namely instrumental input outside the individual that encourages the emergence of feelings of worth in oneself. d. work motivation according to oupen et al., (2020) motivation is the desire to act. there is also an opinion that motivation must be injected from the outside, but it is now increasingly understood that everyone is motivated by several different forces. in our work we need to influence subordinates to align their motivation with organizational needs in order to achieve organizational goals. furthermore, popoola & fagbola (2020) define that work motivation is a set of energy forces (multiplicity of needs, drives, and instincts) originating both within and outside the individual's existence to initiate work-related behavior, and determine its form, direction, intensity. , and its duration. basically, one measure of work motivation that is commonly used is organizational commitment. in addition, in the long term, this understanding will encourage individuals to regulate their performance for the length of service and the sense of identification (within an organization) brought by the task, and regulate the relationship between work motivation and organizational affective commitment. claims that, in order for an organization to survive in competition, survive in turbulent times, and get the total commitment, potential, and maximum benefit from its workforce, a special focus should be given to the motivation of human resources (popoola & fagbola, 2020). competitive employees are aware of the goals to be followed and their efforts to achieve the targets will result in higher productivity, they will do their job with full efficiency and will utilize all their abilities for challenging task engagement with the organization (hariani et al., 2019). the following are some indicators of work motivation according to jufrizen et al., (2021), including the following: 1. internal factors (personal characteristics) in motivation include the needs, desires and expectations contained in the person. 2. external factors (company characteristics) consist of the work environment, salary, working conditions, and company policies, as well as work relationships such as awards, promotions, and responsibilities. e. organizational justice jang et al., (2019) view distributive justice as the extent to which members feel that decisions in the organization have been made fairly. in other words, distributive justice focuses on whether members receive adequate compensation from the organization commensurate with the costs, time, and resources they invest. then according to novitasari et al., (2020) organizational justice is defined as employee perceptions of justice that has occurred in a particular organization. fairness is demonstrated when there is journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 10 dedication and action from a management point of view towards employees through high morality through ethical, religious or legal standards. perceptions of a certain sense of fairness towards employees are relevant and can have a behavioral effect on them, which can lead to willingness to resign, employee job satisfaction, as well as their commitment and involvement in work (novitasari et al., 2020). justice in an organization will greatly affect employee attitudes, therefore justice in an organization needs to be applied properly in order to have a good impact on organizational performance and reduce all forms of conflict between superiors and employees. jang et al., (2019) said that although the ratio of outcomes to inputs perceived by individuals with respect to themselves and others is usually consistent to some degree, it can be considered as an injustice if they are perceived to be relatively different. it was also explained that the perception of fairness in the process and procedure for determining distribution and compensation also affects members, procedural justice considerations are the focus. procedural fairness refers to the level of fairness that members feel in the procedure for determining compensation allocation. procedural justice focuses not only on compensation allocation and organizational decision-making processes but also on how to identify their presence, which is an important factor for organizational engagement. thus, it can be seen that procedural justice has a stronger relationship with the process and objectives than distributive justice (jang et al., 2019). according to novitasari et al., (2020) organizational justice indicators are as follows: distributive justice is expressed in the individual's perception of fairness outcomes and employee benefits are usually defined as psychological such as salaries, rewards and promotions distributed in a way that he or she considers fair. 1. procedural justice refers to the process of allocation of resources and rewards within the organization or the process used to determine the distribution of results. 2. interactional justice refers to commitments: personal characteristics (quality of age or treatment of communication, gender, level of education), role characteristics between superior and employee, or authority and employee. iii. framework and hypothesis development fig. 1 research framework hypothesis 1. there is a positive effect of work-life balance on organizational commitment to the workforce in yogyakarta. 2. there is a positive effect of self-esteem on organizational commitment to the workforce in yogyakarta 3. there is a positive effect of work motivation on organizational commitment to the workforce in yogyakarta. 4. organizational justice strengthens work-life balance, self-esteem and work motivation towards organizational commitment to the workforce in yogyakarta. iv. research methods this research is quantitative. the type of data used in this study is primary data using a questionnaire. the sampling technique in this study was non-probability sampling using purposive sampling with the criteria of respondents being permanent employees and not domiciled in yogyakarta. this study refers to the sampling method hair et al., (2014) by multiplying 20x the number of variables. in this study there are 5 variables, so 20 x 5 = 100. so the sample used in this study is at least 100 respondents. the study was conducted on march 30, 2022. the questionnaire given to respondents was then measured for each answer using a likert scale with a weighted value of 1 to 5, namely: strongly disagree (sts) with a score of 1 disagree (ts) with a score of 2 neutral (n) with a score of 3 agree (s) with a score of 4 strongly agree (ss) with a score of 5 data analysis technique a. instrument test 1) validity the validity test is carried out by correlating the item score with the total item score (wiyono, 2020). the test was carried out on two sides with a significance of 0.05. the question/statement item is declared valid if it has a significant correlation with the total score. to test the validity, using the pearson bivariate correlation analysis journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 11 technique. it is declared significant if, the value of sig. two sides below 0.05 — or the pearson correlation value (r count) above r table. 2) reliability the reliability test uses the alpha (cronbach's) method with a significance level of 0.05 (wiyono, 2020). the instrument is said to be reliable if the alpha value > the value of r product moment. reliability is not good if the alpha value is less than 0.6, while 0.7 is acceptable and above 0.8 is good. b. descriptive analysis descriptive analysis is a statistic used to analyze data by describing the data that has been collected as it is without intending to make valid conclusions to be generalized. c. hypothesis testing the inner model or structural model is actually a hypothesis test, describing the relationship and influence between latent variables based on substantive theory. the equation model can be written as below. ηj = ∑iβji ηi + ∑i γjbξb + ζj where: βji and γjb are path coefficients that relate endogenous predictors and exogenous latent variables ξb and ηi along the index range i and b. while ζj is the inner residual variable. the inner model is a test of the structural model carried out by looking at the r-square value as a test of goodness of fit model. in addition, the significance test of the influence between constructs was also carried out by looking at the parameter coefficient values and the t-statistical significance value. d. moderation analysis the moderating variable acts as a variable that can strengthen or weaken the influence between the independent variable and the variable with the dependent variable. moderation analysis is used to determine whether the moderating variable in a research model is able to strengthen or weaken the influence between the independent variable and the dependent variable. moderation analysis in the study was carried out with the help of the smartpls application which was carried out by performing bootstrapping calculations. bootstraping calculation results will produce a moderating effect (wiyono, 2020). v. analysis and discussion a. data analysis characteristics of respondents based on gender table i respondents by gender based on table i, it shows that most of the respondents in this study were the majority with the female sex totaling 70 people or having a percentage of 70%, while the respondents with male sex were 30 people or had a percentage of 30%. characteristics of respondents based on age table ii respondents by age category amount percentage 20 24 years old 84 84% 25 29 years old 5 5% 30 35 years 6 6% > 36 years old 5 5% total 100 100.0 based on table ii shows that most of the respondents in this study were the majority with ages ranging from 20-24 years which amounted to 84 people or had a percentage of 84%. respondents aged 25-29 years were 5 people or had a percentage of 5%, aged 30-35 years were 6 people or had a percentage of 6%, while respondents aged >36 years were 5 people or had a percentage of 5%. characteristics of respondents based on marital status table iii respondents by marital status category amount percentage not married yet 84 84% marry 16 16% total 100 100.0 based on table iii shows that most of the respondents in this study were unmarried with a total of 84 people or had a percentage of 84% and the rest were marriedwhichtotaled 16 people with a percentage of 16%. characteristics of respondents based on last education table iv respondents by last education category amount percentage junior high school 3 3% senior high scholl 24 24% d1 – d3 19 19% s1 51 51% s3 3 3% total 100 100.0 based on table iv, it shows that most of the respondents in this study were the majority with the last category amount percentage man 30 30% woman 70 70% total 100 100.0 journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 12 education of s1 which amounted to 51 people or had a percentage of 51%. respondents with junior high school education amounted to 3 people or had a percentage of 3%, senior high school were 24 people or had a percentage of 24%, diploma (d1-d3) were 19 people or had a percentage of 19%, while respondents with the latest education s3 were 3 people or has a percentage of 3%. characteristics of respondents based on length of work table v respondents by length of work category amount percentage 1 6 months 26 26% 7 months 1 year 37 37% 25 years 25 25% > 5 years 12 12% total 100 100.0 based on table v shows that most of the respondents in this study were the majority with a length of work 7 months 1 year totaling 37 people or having a percentage of 37%. respondents with a length of work 1-6 months totaled 26 people or had a percentage of 26%, 2-5 years amounted to 25 people or had a percentage of 25%, while respondents with a working period of more than 5 years amounted to 12 people or had a percentage of 12%. table vi hypothesis test work life balance variables based on the table above, testing the effect of worklife balance on organizational commitment shows an estimated value of 0.287 and a t-statistic value of 2.139> 1.96, with a p-value of 0.033 <0.05. thus, it can be concluded that there is a positive and significant influence on work-life balance on organizational commitment. self-esteem variables testing the effect of self-esteem on organizational commitment shows an estimated value of 0.463 and a tstatistic value of 3.280 > 1.96, with a p-value of 0.001 < 0.05. thus it can be concluded that there is a positive and significant effect of self-esteem on organizational commitment. work motivation variables testing the effect of work motivation on organizational commitment shows an estimated value of 0.457 and a t-statistic value of 3.459 > 1.96, with a p-value of 0.001 < 0.05. thus, it can be concluded that there is a positive and significant effect of work motivation on organizational commitment. work-life balance variables on organizational commitment in organizational justice moderation testing the effect of work life balance on organizational commitment moderated by organizational justice shows an estimated value of 0.785 and a t-statistic value of 2.987 > 1.96, with a p value of 0.003 < 0.05. thus it can be concluded that there is a positive and significant effect of work life balance on organizational commitment with moderated organizational justice. variable self-esteem on organizational commitment in moderation of organizational justice testing the effect of self-esteem on organizational commitment moderated by organizational justice shows an estimated value of 0.450 and a t-statistic value of 2.811 >1.96, with a p-value of 0.005 < 0.05. thus it can be concluded that there is a positive and significant effect of self-esteem on organizational commitment with moderated organizational justice. variables of work motivation on organizational commitment in moderation of organizational justice testing the effect of work motivation on organizational commitment moderated by organizational justice shows an estimated value of 0.231 and a t-statistic value of 2.107 > 1.96, with a p value of 0.036 < 0.05. thus, it can be concluded that there is a positive and significant effect of work motivation on organizational commitment moderated by organizational justice. variables of work-life balance, self-esteem and work motivation on organizational commitment in moderation of organizational justice original sample (o) t statistics (|o/stdev|) p value work life balance -> organizational commitment 0.287 2.139 0.033 self-esteem -> organizational commitment 0.463 3.280 0.001 work motivation -> organizational commitment 0.457 3.459 0.001 work life balance*organizational justice -> organizational commitment 0.785 2,987 0.003 self-esteem*organizational justice -> organizational commitment 0.450 2.811 0.005 work motivation*organizational justice -> organizational commitment 0.231 2.107 0.036 journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 13 table vii r² value before moderation r square adjusted r square organizational commitment 0.499 0.477 based on table vii it can be concluded that the work life balance, self-esteem and work motivation model on organizational commitment gives a value of 0.477, which can be interpreted that the organizational commitment variable which can be explained by the work life balance, self-esteem and work motivation variables is 47,7% while the rest is explained by other variables outside this study. table viii r² value after moderation r square adjusted r square organizational commitment 0.769 0.751 based on table viii it can be concluded that the work life balance, self-esteem and work motivation model with moderated organizational justice on organizational commitment gives a value of 0.751, which can be interpreted that the organizational commitment variable can be explained by the variables work life balance, self-esteem and work motivation and moderated by social justice is 75.1% while the rest is explained by other variables outside of this study. b. discussion analysis of the effect of work-life balance on organizational commitment the results showed that work-life balance had a positive and significant effect on organizational commitment to the workforce in yogyakarta. this is evidenced by the original sample coefficient (o) of 0.287 with a t-statistic value of 2.139 > 1.96 and a p-value of 0.033 < 0.05. this means that the better the work-life balance felt by the employees, the higher the commitment that employees have to the company significantly. this is in line with previous research conducted by popoola & fagbola (2020) which shows that work-life balance has a positive relationship with organizational commitment. other research by akter et al., (2019) also revealed that there is a positive effect of work-life balance with the level of commitment to the organization. the better work-life balance felt by employees, making them feel comfortable in carrying out their work responsibilities and creating a strong commitment to the company. analysis of the effect of self-esteem on organizational commitment the results showed that self-esteem had a positive and significant effect on organizational commitment to the workforce in yogyakarta. this is evidenced by the original sample coefficient (o) of 0.463 with a t-statistic value of 3.280 > 1.96 and a p-value of 0.001 < 0.05. this means that the better the acceptance of employee self-esteem in the company will increase the commitment to the company significantly. this is in line with previous research conducted by kim et al., (2021) which reveals that self-esteem has a significant effect on organizational commitment. other research by popoola & fagbola (2020) also revealed that self-esteem has a positive impact on organizational commitment. self-esteem from the company to its employees will lead to positive feedback for the company, this can lead to higher employee commitment to keep working well for the company. analysis of the effect of work motivation on organizational commitment the results showed that work motivation had a positive and significant effect on organizational commitment to the workforce in yogyakarta. this is evidenced by the original sample coefficient (o) of 0.457 with a t-statistic value of 3.459 > 1.96 and a p-value of 0.001 < 0.05. this means that the higher the work motivation of employees will increase the commitment to stay with the company significantly. this is in line with previous research conducted by oupen et al., (2020) which reveals that work motivation contributes positively to organizational commitment. other research by popoola & fagbola (2020) also revealed that work motivation has a significant effect on organizational commitment. employee work motivation is a strong reason that underlies a person to work and survive with a strong commitment to the company. organizational justice moderates work-life balance, selfesteem and work motivation on organizational commitment the results showed that organizational justice strengthens the effect of work-life balance, self-esteem and work motivation on organizational commitment to the workforce in yogyakarta. this is indicated by the value of the coefficient of determination after moderation of 0.751 > 0.477 (before moderation). this means that the better application of organizational justice received by employees will be able to strengthen the effect of work-life balance, self-esteem and work motivation on organizational commitment. this is in line with previous research conducted by putri & zona, (2020) which shows that organizational justice is capable of moderating which strengthens the effect on employee commitment. another study conducted by peprah, (2020) which also uses organizational justice as a moderating variable because it is considered a potential moderator. organizational justice is carried out properly, it can strengthen the influence on employee commitment. vi. conclusions based on the data analysis that has been done, it can be concluded that work-life balance has a positive and significant effect on organizational commitment to the workforce in yogyakarta. self-esteem has a positive and journal of education, teaching, and learning volume 8 number 1 march 2023. page 7-14 p-issn: 2477-5924 e-issn: 2477-8478 14 significant effect on organizational commitment to the workforce in yogyakarta. work motivation has a positive and significant effect on organizational commitment to the workforce in yogyakarta. work-life balance has a positive and significant effect on organizational commitment with moderated organizational justice on the workforce in yogyakarta. self-esteem has a positive and significant effect on organizational commitment with 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(2020). merancang penelitian bisnis dengan alat spss 25 & smartpls 3.2.8 (2nd ed.). upp stim ykpn. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 145 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the effect of principal leadership style, work motivation, and professional competence of primary school teacher performance in kendari city ridwan yusuf deluma 1) , zulela ms 2) , moch. asmawi 3) 1) university of southeast sulawesi, palu, indonesia e-mail: ridwan@mahasiswa.unj.ac.id 2) universitas negeri jakarta, jakarta, indonesia e-mail: zulela@unj.ac.id 3) universitas negeri jakarta, jakarta, indonesia e-mail: moch.asmawi@unj.ac.id abstract. this study aimed to determine the effect of the principal's leadership style, motivation, and professional competence on the performance of an elementary school teacher in the town of kendari. the design of this research was path analysis. the study samples were 241 primary school teachers and they were taken by using a simple random sampling technique. data were collected by questionnaire and analyzed statistically using path analysis with the program linear structural relations (lisrel). the professional competence was equal ρy23 = 0.389, t = 4.751, table = 1,97 means t> t table, then h0 was rejected and h1 was accepted the results showed that: (1) there was a positive direct influence between headmaster leadership style to the performance of primary school teachers in the city of kendari, (2) there was a direct positive influence between work motivation on the performance of primary school teachers in the city kendari. the conclusion of this research are: (1) there is a positive direct influence on the performance of the leadership style of primary school teachers in kendari; (2) there is a positive direct influence on the performance of work motivation of primary school teachers in kendari; (3) there is a positive direct influence on the performance of the professional competence of primary school teachers in kendari; (4) there is a positive direct influence on the performance of motivational leadership style work in kendari; (5) there is a positive direct influence leadership style to the professional competence of teachers of primary schools in kendari. keywords: leadership style; work motivation; professional competence; teacher performance i. introduction education is a strategic vehicle used to improve the quality of human resources which is a determinant of development. education is a conscious effort to prepare students through guidance, teaching, and/or training activities for their future roles. the quality of education and graduates are often seen depend on the teacher's role in managing the teaching components used in the learning process, which is the responsibility of the school. elementary school is an organization that requires integrated management, both by the teacher as the implementer of learning activities in the classroom and by the principal as the activity controller in the school. good coordination by the principal builds up the achievement of school goals, as well as the goals of the individuals in the school environment. besides, the teacher’s responsibility in carrying out learning activities and creating a conducive situation is a prerequisite for the success of school goals. thus, primary school teachers play important roles, both in managing learning activities and in managing administration that can support the success of achieving school goals. recognizing the heavy roles and duties carried out by the teacher, the quality of teacher performance is needed. teacher performance is the teacher’s ability to act following its intended purposes, which includes aspects of planning a learning program, implementation of the learning process, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 146 optimal class creation and maintenance, optimal control of learning conditions, and assessment of learning outcomes. due to this matter, the ministries of education and culture have made various efforts to improve the quality of national education such as the development of national and local curriculum, teacher competency improvement through training and qualification programs and teacher certification programs, and the procurement of textbooks from learning support tools, procurement and repair of facilities and educational infrastructure, improvement of school management, and other supporters. relative to the ministry of education and culture has made various efforts to improve the quality of national education such as curriculum development, national and local, improving the competence of teachers through training and qualification programs and teacher certification programs and the procurement of textbooks of support tools lessons, provision and improvement of educational facilities, improvement of school management, and other supporters. the implementation of education in schools will go well if it is supported by high teacher performance, even though it is realized that many components are related in the learning process, which each component supports each other to achieve educational goals both at the education unit level and at the national level. the performance of teachers in schools has an important role in achieving the goals of the school. performance is a form of behavior a person or organization with achievement orientation. a form of behavior in question is the activities of teachers in the learning process, that is how a teacher lesson plan, implement learning activities, and assess learning outcomes (rusman, 2011: 30). meanwhile, according to wahab & umiarso (2011: 56), the performance of teachers is the ability shown by teachers in carrying out their duties. thus the performance of the teacher is the teacher's perception of the performance of teachers about the quality of work, responsibility, honesty, cooperation, and initiative. performance is said to be good and satisfactory if the objectives are achieved following established standards. basically, the teacher's performance is influenced by factors of the teachers themselves such as personality and dedication, professional development, teaching skills, community relations, intelligence, skill and prowess, abilities and interests, experience, satisfaction, talent, motivation, health, and ideals ideal and purpose in work. while external factors are predicted to affect the performance of a teacher among which, the principal's leadership style, family environment, work environment, facilities, and infrastructure (wahab & umiarso, 2011: 23). the school principal is one of the most important factors deciding reciprocation of the education process in schools. the leadership style is consistently applied behavioral patterns leader through other people is through behavior that is shown when the leader affects others, as perceived by others. style is not about how the opinion leaders or principals about their behavior in the lead but how the perception of others, especially subordinates or teacher about leadership behavior (darma and usman, 2009: 67). school leadership to determine the quality, without the good leadership quality improvement process cannot be carried out and realized. primacy effect (influence) the principal's leadership is not merely a form of instruction, but rather a motivation or trigger (trigger) that can give inspiration to teachers and employees so that the initiative and creativity to develop optimally to improve its performance. the reality in the field of school leadership still shows its performance is not optimal, it indicated among others still lacks principals to conduct teacher supervision and the level of satisfaction of the principal's leadership is still low (carudin, 2011: 47). teachers are the spearhead that is on the forefront that directly deals with students through learning activities in the classroom or outside the classroom. teachers are also required to carry out clear throughout professional functions effectively and efficiently. neither of the interests of national education and functional tasks of teachers, all of them demanding that education and teaching carried out professionally means implemented in earnest and supported by teachers who have a good performance. teachers are required to have performance that can provide and realize the hopes and wishes of all parties, especially the general public who have placed their trust in schools and teachers in fostering students. in general, good quality of education became the benchmark for the success of the performance of the teachers. teachers in principle have a high enough potential to be creative to improve their performance. but the potential of teachers to be creative to improve its performance does not always develop naturally and smoothly due to the influence of various factors, both personal teacher who appears in itself and that there is a private outside teacher. a teacher's performance can be influenced by personal relationships, school leadership, motivation, ability to work, skills, working facilities, work ethic, and technology. school as an organization, usually the teacher's performance is determined by the principal's leadership style (carudin, 2011: 48). but the potential of teachers to be creative to improve its performance does not always develop naturally and smoothly due to the influence of various factors, both personal teacher who appears in itself and that there is a private outside teacher. a teacher's performance can be influenced by personal relationships, school leadership, motivation, ability to work, skills, working facilities, work ethic, and technology. school as an organization, usually the teacher's performance is determined by the principal's leadership style (carudin, 2011: 48). but the potential of teachers to be creative to improve its performance does not always develop naturally and smoothly due to the influence of various factors, both personal teacher who appears in itself and that there is a private outside teacher. a teacher's performance can be influenced by personal relationships, school leadership, motivation, ability to work, skills, working facilities, work ethic, and technology. school as an organization, usually the teacher's performance is journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 147 determined by the principal's leadership style (carudin, 2011: 48). school leadership, motivation, ability to work, skills, working facilities, work ethic, and technology. school as an organization, usually the teacher's performance is determined by the principal's leadership style (carudin, 2011: 48). school leadership, motivation, ability to work, skills, working facilities, work ethic, and technology. school as an organization, usually the teacher's performance is determined by the principal's leadership style (carudin, 2011: 48). further motivation is the psychological factor that is nonintellectual. the typical role is in terms of growing passion, happiness and eagerness to learn and teach. students and teachers who have strong motivation will have lots of energy to do learning activities. hasibuan (2009: 50) said that motivation is the driving force that creates the administration excitement a person's work, so that they would cooperate, to work effectively, and integrate with all its resources to achieve satisfaction. meanwhile, according to widodo (2011: 32) that motivation is the central management, for explaining how people behave and how they do work in the organization. motivation comes from within (intrinsic) and none from outside (extrinsic). the leader must have a high performing team, to motivate their members to be able to work well, so that organizational goals achieved. work motivation can be defined as conditions that affect evoke, directing, and maintaining behavior associated with the work environment. the working environment in question is a school, a school as an organization in which some people work together to achieve the goal. to achieve these objectives the role of human resources involved in it is very important to be moved in the manner intended by the organization. thus the motivation will be a determining factor for the behavior of people working or we say the behavior is a reflection of the simplest of motivation. as the result of one act of motivation is to achieve the performance of the organization as a whole. in addition to the style of leadership and motivation affects the performance of teachers, professional competence as well as agents of learning at primary and secondary levels of education and early childhood education greatly affects the performance of teachers. susilo et al. (2011: 67) stated that professional competence is the ability of mastering learning materials widely and deeply. while rusman (2011: 43) said that the professional competence of teachers are those who specifically work based on the expert teacher with a deep understanding of the foundations of education, and academically own theories of education and have the skills to be able to implement educational theory such. the professional competence of teachers is closely linked to the performance of teachers in the learning process. due to this matter, the government's efforts to improve the performance of primary school teachers are still low, especially in the city of kendari, which is one important aspect that must be considered. how do we ensure that teachers in primary schools have absolute high performance must be considered, both by teachers and principals. teachers must have a high motivation to work and have a good professional competence, as well as the principal leaders in the school, must try to use a leadership style that can encourage subordinates to optimize their performance. it is important for improving the performance of the primary school teacher in the town of kendari. based on the above, it is necessary to conduct a study on the influence of the principal's leadership style, motivation, and professional competence on the performance of an elementary school teacher in the town of kendari. the formulation of the problems in this study can be seen in the followings: 1. did leadership style directly affect the performance of primary school teachers in the city of kendari? 2. did the motivation to work directly affect the performance of primary school teachers in the city of kendari? 3. did professional competence directly affect the performance of primary school teachers in the city of kendari? 4. did leadership style directly affect the work motivation of primary school teachers in the city of kendari? 5. did leadership style directly influence the professional competence of primary school teachers in the city of kendari? ii. methodology this study used a survey method with the approach path analysis (path analysis) to test the effect of independent variables (the principal's leadership style, motivation, and professional competence) on the dependent variable (performance of teachers). the data in this study were taken directly without conducting experiments in advance. the study involved 241 primary school teachers in the city of kendari as a sample. sampling was done by random sampling technique for the research sample. then questionnaires of principal leadership style, motivation, professional competence, and performance of teachers that were validated were given to the samples to be answered. data were analyzed statistically using path analysis (path analysis). iii. results and discussion based on the results of hypothesis testing by using path analysis, the result can be seen in the followings: a. the principal's leadership style directly impacts positively on the performance of primary school teachers in kendari based on the results of path coefficient calculation principal's leadership style variables on the performance of primary school teachers was at ρy1 = 0.369, t = 5.704, table = 1,97 means t> t table, then h0 was rejected and h1 was accepted, it means a significant ρy1 path coefficients. thus there was a direct positive influence on school leadership style to the performance of an elementary school teacher in the town of kendari. journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 148 this means that the higher the leadership style of the principal, the higher the teacher's performance. this can be used as an indication that the principal's leadership style can be used as a predictor of the performance of elementary school teachers in the city of kendari city, or in other words that the leadership style of the principal functions as a determinant of the performance of primary school teachers in kendari city. the effective contribution of the principal's leadership style variable to the performance of primary school teachers in kendari city was 0.369. in other words, the principal's leadership style contributed to the performance of elementary school teachers in kendari city. the leadership style is one factor that can positively influence the performance of teachers. a good leadership style, of course, will inspire teachers to work well. principals who have high leadership style will be respected by the teachers because it could be an example of teachers in work. conversely, if the principal has a low leadership style, then the teachers tend to underestimate the principal. as a result, the teacher will of course be lazy to demonstrate its performance to the maximum. the results of this study were supported by the findings of research conducted by yawan (2012: 184-194) that the principal's leadership style had a significant influence on the performance of primary school teachers. the higher the style of leadership of the principal, the higher the performance of a primary teacher's ability to manage the class. the leadership style is high on the head of the school is one good way to improve the performance of teachers. the leadership style is an attitude that is chosen by the individual leader' in his leadership duties. the force used by a leader different from one another depending on the circumstances of his leadership. daryanto (2011: 39) stated that the style of leadership that uses violence affects work productivity improvement only at its beginnings only, so productivity cannot be guaranteed. violence can grow the compulsion to be able to lower labor productivity. in the context of this study, the principal is a leader in school if leading the use of force will only reduce the performance of teachers. teachers will find work under pressure and threats. thus, the teachers will tend to avoid the principal. this leads to communication between teachers and principals will be uninterrupted or likely to drop out. conversely, if the principal implementing a more democratic leadership style will grow a sense of familiarity between leaders and subordinates. indeed, the leader must be firm, but that does not mean authoritarian or even use violence in the lead. firmly means leaders can be consistent against any decision taken and run it as well as possible. principals who have a democratic style will tend to be easier to communicate with teachers. teachers will not feel scared or under pressure when the principal asked them to discuss. with good communication, principals and teachers will work together well and the teacher will be able to show productivity or maximum performance because it gets a good referral from the principal. b. work motivation positive direct influence on the performance of primary school teachers in kendari based on the results of path coefficient calculation motivation to work on the performance of primary school teachers was at ρy2 = 0.314, t = 5.377, table = 1,97 means t> t table, then h0 was rejected and h1 was accepted, it means a significant ρy2 path coefficients. thus, there was a positive direct influence on the performance of work motivation primary school teacher in kendari city. this means that the higher work motivation, the higher the performance of teachers. it can be used as an indication that motivation can be used as a predictor of the performance of an elementary school teacher in the city of kendari, or in other words that motivation of teachers to work determinant of the performance of an elementary school teacher in the town of kendari. effective contribution to the performance of work motivation of primary school teachers in the city of kendari at 0.314. in other words, work motivation to contribute to the performance of an elementary school teacher in the town of kendari. motivation is the drive to do something. people who are motivated to do something usually do something better than the person who did it had to. in terms of performance, the motivation could be the trigger zeal in improving the performance itself. motivated people usually want to show that they could be and better than others. people who are motivated are usually afraid of failure. this is what makes people motivated is always the spirit of the show performance. this is consistent with the results of research by zetriuslita and wahyuni (2013: 6) about the relationship between work motivation and performance of teachers, that there was a positive and significant effect on the motivation to work on the performance of primary school teachers. the results of the same study found by manik and bustomi (2011: 97-107) that there was a positive correlation between work motivation and the performance of teachers. this means the higher the work motivation of teachers, the higher the teacher's performance. this study revealed that teachers who have high motivation to work tend to do things better than the teachers who have low motivation. teachers who have a high motivation to work has a peak performance. according to herzberg's theory, the factors that drive employee motivation aspect is the success, recognition, nature of work is the responsibility of a person, an opportunity for progress and growth. while the factors that stand out are hygiene, company policies, supervision, working conditions, wages and salaries, relationships with colleagues, personal life, relationships with subordinates, status, and security. people who are motivated in their work, of course, want to achieve successful performance professional duties and achievements gained recognition from their peers. besides, people who are motivated to work usually have a high responsibility for their performance. this has spurred the teachers are motivated in their work to have a very high performance in the task of their profession as a teacher. journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 149 teachers who avoid failure usually want to get recognition from his friend. so that they are motivated to do the job at hand. to receive recognition, of course, they must show brilliant performance in their duties. c. professional competence positive direct influence on the performance of primary school teachers in kendari based on the results of professional competence path coefficient calculation on the performance of primary school teachers was at ρy3 = 0.338, t = 3.547, table = 1,97 means t> t table, then h0 was rejected and h1 was accepted, it means a significant ρy3 path coefficients. thus there was a positive direct influence on the performance of the professional competence of primary school teachers in kendari. this means that the higher the professional competence of teachers, the higher the performance of teachers. it can be used as an indication that the professional competence can be used as a predictor of the performance of an elementary school teacher in the city of kendari, or in other words that the professional competence of teachers to work determinant of the performance of an elementary school teacher in the town of kendari. effective contribution of professional competence variables on the performance of primary school teachers in the city of kendari at 0.338. in other words, professional competence has contributed positively to the performance of an elementary school teacher in the town of kendari. professional competence is the ability to give someone in carrying out their duties professionally. in the context of this research, professional competence is the ability of a teacher to perform his duties as a teacher in a professional manner. professional competence is an integral part of the four main competencies that must be owned by a teacher, pedagogical, personality, social, and professional. the fourth competence is integrated into teacher performance when carrying out their profession. teachers who have the competence fourth will certainly have a better performance than that do not have the competencies. teachers who have the competence fourth course would have no difficulty in addressing its performance because they are more confident. the results are consistent with the findings of research conducted by widiastuti et al. (2013: 72) that there was a positive relationship between teachers' professional competence and performance. this study found that the higher the competence of teachers, the higher the performance of teachers. among the three independent variables studied, teacher professional competence variables contributed most among the other independent variable that is equal to 13%. professional competence can improve the performance of a teacher. teacher performance shown is based on real things that can teachers do in their duties as a teacher. if we refer to the professional competence of the teacher's reach that good professional competence will be able to show tangible things they can do in their duties as a teacher. this means that the teacher's performance will be very good if the high professional competence of teachers. d. the principal's leadership style directly positive effect on the work motivation of primary school teachers in kendari based on the calculation coefficient principal's leadership style track towards the achievement motivation was for ρ21 = 0.327, t = 2.889, table = 1,97 means t> t table, then h0 was rejected and h1 was accepted, it means a significant ρy21 path coefficients. thus there was a direct positive influence on the principal's leadership style to the work motivation primary school teacher in the town of kendari. this means that the higher the principal’s leadership style, the higher the teacher work motivation. it can be used as an indication that the principal's leadership style can be used as predictors of employee motivation primary school teacher in the city of kendari, or in other words that the principal function of leadership style determinants of work motivation primary school teacher in the town of kendari. the effective contribution of the principal's leadership style variables on the performance of primary school teachers in the city of kendari at 0.327. in other words, the principal's leadership style contributed to the work motivation of primary school teacher in the town of kendari. the results are consistent with research conducted by juniarti (2010: 115) that principal leadership style had a significant influence on the work motivation of teachers. the higher the principal's leadership style, employee motivation, the higher the teacher. the leadership style is high on the head of the school is one great way to increase the motivation of teachers in primary schools. the same study also found lestari (2014: 147) that principal leadership style has a significant influence on the work motivation of teachers. the results of another study conducted by supardi (2016: 11-30), found that the principal's leadership style had a significant influence on the work motivation of teachers. the higher the principal's leadership style, employee motivation, the higher the teacher. the leadership style is high on the head of the school is one great way to increase the motivation of teachers' work. effective school leadership will be reflected in its ability to motivate teachers to complete tasks and work, do a good harmonious relationship in the internal school and out of school, be able to apply the principles of leadership following the maturity level of the teacher and managed to realize the objectives of the school. this suggests that in pursuing that teachers have high performance, then efforts should be made by teachers and principals. as a teacher in elementary school, teachers must have high motivation. teachers in primary schools need to understand its function as an educator, lecturer, and mentor for students so that teachers be responsive, aware of the situation and learning conditions, and understand everything that is desired for students. in addition to understanding its function, teachers need to increase the motivation of the work that has the right attitude towards the learning environment, skills, and techniques in teaching. thus in the face of circumstances that limited school will be a means of supporting the learning process. journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 150 e. the principal's leadership style directly impacts positively on the professional competence of primary school teachers in kendari based on the results of path coefficient calculation principal leadership style to the professional competence was equal ρy23 = 0.389, t = 4.751, table = 1,97 means t> t table, then h0 was rejected and h1 was accepted, it means a significant ρy31 path coefficients. thus there is a direct positive influence on school leadership style to the professional competence of teachers of primary schools in the town of kendari. this means that the higher the principal’s leadership style, the higher the professional competence of teachers. it can be used as an indication that the principal's leadership style can be used as a predictor of competence professional elementary school teacher in the city of kendari, or in other words that the leadership style of the principal function of the determinants of professional competence of teachers of primary schools in the town of kendari. the effective contribution of the principal's leadership style variable to the professional competence of primary school teachers in the city of kendari at 0.389. in other words, the principal's leadership style contributes to the professional competence of teachers of primary schools in the town of kendari. the results are consistent with research conducted by banani (2017: 67-76) that the principal's leadership style had a significant influence on the professional competence of teachers. the higher the style of leadership of the principal, the higher the teacher's professional competence. the leadership style is high on the head of the school is one great way to improve the professional competence of teachers. professional competence of teachers is a basic ability in performing the duties of a teacher with high ability, both as a teacher, counselor, or administrator implemented responsibly and feasibly. principal creative and productive will conduct educational innovation to improve the professional competence of teachers. because the behavior of school leadership would affect teachers to develop competencies which are important factors in carrying out their duties and functions. there is a significant difference in the professional competence of teachers who influenced the style of school leadership are good and which are not. school leadership (leader) provides evaluation, feedback to the teacher, the professional competence of teachers will be increased. noting the above statement, then the principal's leadership style is an important factor in the development of professional competence to improve the performance of teachers in schools. iv. conclusions based on data analysis and discussion, we conclude several things: (1) there is a positive direct influence on the performance of the leadership style of primary school teachers in kendari; (2) there is a positive direct influence on the performance of work motivation of primary school teachers in kendari; (3) there is a positive direct influence on the performance of the professional competence of primary school teachers in kendari; (4) there is a positive direct influence on the performance of motivational leadership style work in kendari; (5) there is a positive direct influence leadership style to the professional competence of teachers of primary schools in kendari. based on the research results, and paying attention to the limitations of the study, some suggestions need to be recommended as follows: (1) for the government, particularly the department of education, youth and sports kendari, made as input and review of the policymakers, especially about increase the principal's leadership style and work motivation of teachers in improving teacher performance to improve the quality of education in the city of kendari; (2) for principals and teachers, to be used as input and internal evaluation to continuously improve employee motivation to improve the professional competence and performance of primary school teachers in the city of kendari; (3) for researchers, the expected results of this study can be used as a reference for further research. references banani, muhamad taufik. 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(2011). pengaruh kepemimpinan kepala sekolah, budaya organisasi dan motivasi kerja terhadap kinerja guru pada smp negeri 3 rancaekek. jurnal ekonomi, bisnis & enterpreneurship, 5(2), 97-107. rusman. (2011). model-model pembelajaran mengembangkan profesionalisme guru. bandung: pt raja grafindo persada, 30. supardi. (2016). pengaruh gaya kepemimpinan kepala sekolah terhadap motivasi kerja guru sdn mangkujajar kembangbahu lamongan. jurnal ilmiah pendidikan dan pembelajaran cendekia, 2(2), 11-30. journal of education, teaching, and learning volume 5 number 1 march 2020. page 145-151 p-issn: 2477-5924 e-issn: 2477-4878 151 susilo, h., chotimah, h., joharmawan, r., sari, y.d., dan sunarjo. (2011). lesson study berbasis sekolah, guru konservatif menuju guru inovatif. malang: mayumedia publishing, 67. wahab, abd. & umiarso. (2011). kepemimpinan kependidikan dan kecerdasan spiritual. yogyakarta: ar-ruzz media, 23-56. widiastuti, komang wiwin sri, et al. (2013). pengaruh kompetensi profesional dan motivasi kerja terhadap kinerja guru di smk triatmajaya singaraja tahun ajaran 2012/2013. singaraja: universitas pendidikan ganesa, 72. widodo. (2011). pengaruh gaya kepemimpinan, budaya organisasi, dan motivasi kerja terhadap kinerja guru. jurnal pendidikan penabur, 17(10), 32. yawan, ruth. (2012). pengaruh motivasi kerja guru dan gaya kepemimpinan kepsek terhadap kinerja guru sd biak numfor papua. jurnal pendidikan matematika dan sains, 4(2), 184-194. zetriuslita, z., & wahyuni, r. (2013). hubungan motivasi kerja dan kesejahteraan terhadap kinerja guru matematika sekolah menengah pertama di kota pekanbaru. jurnal pendidikan matematika dan sains, 1(1), 1-7. doi:http://dx.doi.org/10.21831/jpms.vlil.12471, h. 6. . isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 193-198 p-issn: 2477-5924 e-issn: 2477-4878 193 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the effect of blended learning approach and visual-spatial ability on learning outcomes bambang setiyo hp 1) , hartati mochtar 1) , atwi suparman 2) 1) universitas negeri jakarta, indonesia 2) universitas terbuka, indonesia e-mail: bambang_shp@uny.ac.id abstract. the purpose of this study was to conduct an empirical study to find out the aspects that influence the basic cnc learning outcomes, in this case regarding the application of the approach blended learning, and the abilities visualspatial possessed by students who take the course. based on the types of research variables that exist, then this experimental research is appropriate to be carried out using the experimental treatment by level design. data analysis in this experimental study used 2-way anova with one treatment variable and one attribute variable. this research was carried out using experimental research methods. this research was conducted at the cnc/cadcam laboratory, department of mechanical education, faculty of engineering, yogyakarta state university. research results 1) basic cnc learning outcomes of students who take part in learning using the approach blended learning higher than students who take learning using the conventional approach; 2) basic cnc learning outcomes of students with ability spatialvisual high, higher than students with abilities spatial-visual low who jointly follow basic cnc learning; 3) there is an influence of the interaction between learning approaches and spatial visual abilities on basic cnc learning outcomes; 4) basic cnc learning outcomes of students capable of high spatial visuals who take part in learning with approach blended learning, higher than students with high spatial-visual abilities who follow learning with conventional approaches; 5) basic cnc learning outcomes of students with low spatial-visual abilities who take part in learning with approach blended learning, lower than students with low spatial-visual abilities who follow learning with conventional approaches. the conclusion of this research is the basic cnc learning outcomes of students who take part in learning using the approach blended learning higher than students who take learning using the conventional approach. keywords: blended learning; visual spacial; learning outcomes; cnc i. introduction the purpose of this study was to conduct an empirical study to find out the aspects that influence basic cnc learning outcomes, in this case concerning the application of the approach blended learning, and the abilities visual-spatial possessed by students who take the course. many advancements have been made in the development of indonesian education until 2014. however, some important problems have also arisen, including those that are being faced are the relevance and accountability of educational outcomes. the relevance of education, both external and internal relevance has become a very important issue today. the issue of external relevance arises triggered by the phenomenon of educated unemployed workers, whose aggregate trend has continued to increase in recent years. while the issue of internal relevance is indicated by the low value of the national examination (un). analysis of the high number of educated unemployed is one reason for this because of the incompatibility between the qualifications possessed by world education graduates and the qualifications required by the business/industry (du). while the achievement of relatively low un scores is caused by the quality of learning in indonesia which is still not well measured from the learning process or student learning outcomes. related to learning, various studies reveal that the learning process in the classroom, in general, does not run interactively so that it cannot foster creativity, critical power, and students' analytical skills. competence as a result of learning that is very important to be measured and possessed by students is less attention. the issue of the relevance of education arises amid major changes in the way people store and access information. the changes that were mainly triggered by the massive development of computers and digital technology, spread to all areas of life, including education. computers and digital http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 193-198 p-issn: 2477-5924 e-issn: 2477-4878 194 technology are the basis of internet technology, which at present and in the future has the potential to greatly change the various aspects of education. the internet can connect students with various sources that were previously not available, and will be the main medium for delivering information that will substantially change the forms of dissemination of information both text and visual. the development of computer and digital technology has encouraged efforts to renew educational practices. some of the things that have been done are the utilization of the development of computer technology for learning processes such as computer assisted instruction (cai), for presentations of presentation of teaching materials, and information in the form of images, text, graphics, simulations, animations, exercises with direct feedback, and learning that is both individual and group. computer technology has also helped organize the teacher-centered learning process into learner-centered learning. in the world of education, efforts to improve praxis and quality of education have always been carried out, both through improving various policies in the field of education and with a series of educational and learning research. the goal, so that the world of education is still able to carry out its role as an institution that prepares qualified human resources (hr), which can compete in the era of globalization, and the era of development of science, technology, and arts that continues to occur. efforts to improve the quality of education, especially learning, and learning outcomes cannot be separated from the factors that influence it. it was stated by smaldino, lowther, and russell (2012: 16), that teachers and learning strategies are factors that have a significant effect on students. the theory and results of research on learning show that the learning strategies chosen by the teacher greatly influence the learning outcomes of students. the strategy and approach chosen by the teacher as a learning guide for students will be very helpful to improve and encourage learning to be effective so that students can achieve the expected learning outcomes. observations on the learning outcomes of the basic cnc course are conducted to determine the external efficiency, namely the relationship between the qualifications of expertise in nc programming needed by the industry and the qualifications of nc programming skills achieved by students in basic cnc learning. besides, observations are also intended to determine internal efficiency, namely the quality of basic cnc learning seen from the test scores of learning outcomes achieved by students compared to the standard values that must be achieved, and the number of students who achieve standard competencies in the nc programming field. observations are intended as preliminary research, and after some problems are identified, (1) basic cnc competencies achieved by students/students both in the field of programming and operation of cnc machines are not optimal; (2) the limited number of cnc machines as nc practice learning facilities, so that the number of cnc machines and the number of students to be served is of an unbalanced proportion, (3) the learning approach that has been used so far, that is face-to-face learning with ineffective group practices. not providing individual activities to obtain the learning experience needed to achieve basic cnc basic competencies. the problems that arise in cnc learning with such group practices are the decrease in attention and concentration of learning experienced by most students when other students are operating cnc machines. in each group, when one student in his group is actively operating a cnc machine, other students should be around the machine, watching, interacting, and concentrating on the machine. however, what often happens is the opposite, students who are not actively operating the machine do other things that are not related to learning material and play. they lose their learning concentration when other friends in the group are full of concentration. from the results of the tests conducted at the end of the lecture program, it is known that one or several students who are active and have a dominant role in the group can achieve the specified cnc programming competency standard. some of the other students, namely around 3 to 4 people in each group, who were from the beginningless active, were on average unable to reach the specified cnc programming competency standard. looking at the results of the research and teaching experience presented above, it is clear that there are still gaps between expected learning objectives and cnc programming skills that have not been achieved optimally, therefore there needs to be an effort to be able to improve these abilities, especially for students of engineering education study program machine. one effort to improve quality that can be done is by reengineering the learning process by applying a variety of learning approaches that are in line with the development of science and technology by paying attention to differences in the ability of students individually in learning. ii. methodology based on the types of research variables that exist, then this experimental research is appropriate to be carried out using the experimental treatment by level design. data analysis in this experimental study used 2-way anova with one treatment variable and one attribute variable. this research was conducted at the cnc/cadcam laboratory, department of mechanical education, faculty of engineering, yogyakarta state university. the research was conducted in the odd semester of the 2015-2016 academic year, between august and december 2015. the study adjusted the class schedules in the laboratory. the sampling is based on multistage random sampling with probability sampling techniques. one sampling technique with probability sampling is simple random sampling. it is said to be simple because it is done randomly regardless of the strata that exist in the population. the study took place in 9 meetings. the duration of each meeting is 1 x 50 + (2 x 100) minutes = 250 minutes (1 theory credits and 2 laboratory practice credits). sampling in this study was conducted using random techniques (random sample). all members of the study population had the same opportunity to be selected as research samples (wiersma, 1986: 263-265). journal of education, teaching, and learning volume 5 number 1 march 2020. page 193-198 p-issn: 2477-5924 e-issn: 2477-4878 195 iii. results and discussion a. results data collected in this experimental study is the dependent variable (y) data, namely the value of the student's basic cnc learning outcomes test which is the subject of the study. the description of the research data concerning the basic cnc learning outcomes test value mainly concerns the highest value (yh), the lowest value (yl), the average value (ῡ), and the value or price of the standard deviation (s 2 ). descriptions were carried out on four groups of cnc basic learning outcomes test data values, respectively; (1) basic cnc student learning outcomes test data based on the treatment group, in this case the value of the basic cnc learning outcomes test group of students who take part in learning using the approach blended learning (a1), and the basic cnc student learning outcomes test group learning uses a conventional approach (a2); (2) the value of the basic cnc learning outcomes of students based on the level of spatial visual ability, in this case is the value of the basic cnc learning outcomes test group of students who have high ability visual spatial (b1), and the basic cnc learning outcomes test group of students who have orability spatial visual low(b2); (3) the value of the learning outcomes test according to level 1 (ability spatial visual high) and treatment, in this case is the value of the basic cnc learning outcomes test group of students with abilities spatial visual high who follow basic cnc learning using the approach blended learning (a1b1), and the most basic cnc student learning outcomes test scores with abilities spatial visual high, follow basic cnc learning using a conventional approach (a2b1), (4) learning outcomes test scores according to level-2 (ability visual spatial low) and treatment, in this case the value of basic cnc learning outcomes test groups of students with abilities spatial visual low who follow basic cnc learning using the approach blended learning (a1b2), and the value of the basic cnc learning outcomes group of students with abilities visual spatial low follow basic cnc learning using a conventional approach (a2b2). basic cnc learning outcome score data for each group are summarized in table i (see annex 5.1, pp. 601-604). 1) student learning outcomes test values on basic cnc learning using the approach blended learning (a1) the learning outcomes test scores of groups of students participating in basic cnc learning use the approach blended learning (experimental class), obtained from 13 research subjects. the highest value of the group of students taking basic cnc learning with the approach blended learning is 86.00, while the lowest value is 60.20, the average value (ῡ) is 74.60; the range between the highest and lowest values is 26.00. description of the value of basic cnc learning outcomes tests statistically from 13 students of the basic cnc learning group using the approach of blended learning. table i value of basic cnc learning outcomes test based on statistical measures spatial visual ability (b) learning approach (a) σb blended learning (a1) conventional (a2) the ability of visualspatial high (b1) n 7 7 14 yh 86.00 76.00 yl 76.00 70.00 ῡ 82.00 72.00 77.00 s 2 12.67 9:41 σy 574.00 504.00 1078.00 σy 2 47 144 36310.64 83454.64 the ability of visualspatial low (b2) n 6 8 14 yh 72.60 76.00 yl 60.20 60.10 ῡ 65.96 67.26 66.70 s 2 23:13 46.25 σy 538.10 933.84 395.74 σy 2 26217.36 36508.33 62725.69 σa n 13 15 28 yh 86.00 76.00 yl 60.20 61.10 ῡ 77.00 69.47 71.85 s 2 85.27 39.27 σy 1042.10 2011.84 1078.00 σy 2 83454.64 72818.97 146180.33 2) student learning outcomes test results on basic cnc learning using a conventional approach (a2) the learning outcomes test scores of groups of students participating in the basic cnc study using the conventional approach (control class), were obtained from 15 research subjects. the highest value of the group of students taking basic cnc learning with the conventional approach is 76.00, while the lowest value is 61.20, the average value (ῡ) 69.47; the range between the highest and lowest values is 16.00. the description of the value of basic cnc learning outcomes tests statistically from 15 students of the basic cnc learning group using a conventional approach. 3) values of basic cnc learning outcomes test for students with spatial visual ability high on learning using the approach blended learning (a1b1) data sources (research subjects) groups of students who have high spatial-visual abilities in the experimental class (basic cnc learning using the approach blended learning) are 7 students. the highest value of the group of students with high spatial-visual abilities who follow basic cnc learning using the approach blended learning is 86.00, while the lowest value journal of education, teaching, and learning volume 5 number 1 march 2020. page 193-198 p-issn: 2477-5924 e-issn: 2477-4878 196 is 76.00, the average value (ῡ) is 82.00; the range between the highest and lowest values is 10.00. statistically, the basic cnc learning outcome test scores of 7 students have the high spatial-visual ability in the basic cnc learning group with approach blended learning. 4) value of basic cnc learning outcomes test for students with spatial visual ability low learning using the approach blended learning (a1(b2) data sources (research subjects) groups of students who have low spatial-visual abilities in the experimental class (basic cnc learning using the approach blended learning) are 6 students. the test scores of the basic cnc learning outcomes of students in the ability group visual-spatial low who take part in learning with the approach are blended learning described as follows. the highest score obtained by students of this group is 72.60; the lowest value 60.20; the average value (ῡ) 65.96; and the range between the highest and lowest values is 12. statistically, the value of the basic cnc learning outcomes test from as many as 6 students has a low spatialvisual ability in the basic cnc learning group with approach blended learning. 5) values of basic cnc learning outcomes test for students with spatial visual ability high on learning by using a conventional approach (a2b1) the group of students with high ability visual-spatial who follow basic cnc learning using the conventional approach (a2b1) is 7 people. the value of the cnc learning outcomes test the highest basis that this group can achieve is 76.00; while the lowest value is 70.00; the average value of 72.00; and the range between the highest and lowest values is 6.0. statistically, the complete basic cnc learning achievement test scores of students with ability visual-spatial high who follow learning using the conventional approach. 6) learning outcomes test results of students with spatial visual ability low in basic cnc learning using conventional approaches (a2b2) groups of students with ability visual-spatial low who follow basic cnc learning using the conventional approach (a2b2) are 8 people. the value of the cnc learning outcomes test the highest basis that this group can achieve is 76.00; while the lowest value is 60.10; the average value of 67.26; and the range between the highest and lowest values is 16.0. descriptions of the statistics of basic cnc learning outcomes test scores of students in ability groups visual-spatial low who follow basic cnc learning using the conventional approach. b. discussion results of the analysis (calculation) of empirical data are the results of the basic cnc learning outcomes test of two groups of students, namely groups that follow cnc basic learning with using approach blended learning (experimental class), and groups that follow basic cnc learning using the conventional approach (control group), indicate differences. basic cnc learning outcomes in groups of students who take part in learning using the approach blended learning are higher than the basic cnc learning outcomes of groups of students who follow learning using conventional approaches. this is indicated by two things. first, the average value of the basic cnc learning outcomes test was obtained by each student group. the mean value of the basic cnc learning outcomes test group of students participating in learning using the approach blended learning (ȳa1) = 74.60 is higher than the average test scores of students' learning outcomes using the conventional approach (ȳa2) = 70.21. second, analysis of variance to the learning outcomes of the basic cnc the two groups obtained the price of the f-count = 5.64 which was much larger than the f-table 4.26, soh0 be rejected, and accept h1, which means there the difference in basic cnc learning outcomes between students who take basic cnc learning uses the approach blended learning and students who take the lesson using a conventional approach. to test one side of the price f-count is converted to price t, so that the price of t-count is 2.38 and ttable is 1.71. it can be seen that the price of the calculated conversion from f-count is greater than the t-table, so that empirically the mean of basic cnc learning outcomes of students who take the learning using the approach blended learning is higher than the students who take learning using conventional approaches, proven the truth. this empirical evidence has answered the research hypothesis that the basic cnc learning outcomes of students who follow learning using the approach blended learning are higher than students who take learning using the conventional approach. anava calculation as shown in table i, the source of the interaction variance a x b shows the value of fount = 4.67> ftable (α = 0.05) (1 , 24) = 4.26, therefore ho is rejected and h1 is accepted, which means that there is an interaction between the learning approach (a) and the ability visual-spatial (b) on the learning outcomes of basic cnc. the interaction of this influence, the influence of the learning approach to basic cnc learning outcomes, depends on the abilities of visual-spatial students'. likewise, the influence abilities of spatial visual on student basic cnc learning outcomes also depend on the learning approach used. the effect of the interaction between the learning approach and the ability of spatial visual on student cnc learning outcomes can be explained further based on the following empirical data. two-way anava calculation data and hypothesis testing empirically show the effect of the interaction between the learning approach and the visual-spatial students' ability on the learning outcomes of the basic cnc. groups of students with abilities spatial-visual high who follow basic cnc learning use different learning approaches, obtaining different learning outcomes. the same thing also happened to groups of students with abilities spatial-visual low, those who took basic cnc learning used a different learning approach, apparently also obtained different learning outcomes. with the interaction of these influences, the basic cnc learning outcomes of students are largely determined by the learning approach used, and the abilities of spatial-visual students. the dunnet t-test calculation as in table i shows that the value of count (a1b1; a2b1) = 5.47> table (α = 0.05), (9.23) = 1.71 so that ho is rejected and h1 accepted. thus it can be concluded that journal of education, teaching, and learning volume 5 number 1 march 2020. page 193-198 p-issn: 2477-5924 e-issn: 2477-4878 197 there are differences in basic cnc learning outcomes between groups of students with high spatial-visual abilities who follow basic cnc learning using the approach blended learning (a1b1), and groups of students with ability visualspatial high who follow basic cnc learning using conventional approaches (a2b1). the difference in learning outcomes is indicated by the average value of the basic cnc learning outcomes test. it can be seen that the average value of the basic cnc learning outcomes test of the group of students with ability spatialvisual high who took part in learning using the approach blended learning was 82.00, while the average value of the basic cnc learning outcomes test group of students with ability visual-spatial high followed the conventional approach 72.29. the average value of the student's basic cnc learning outcomes test shows that the basic cnc learning outcomes of students with abilities spatial-visual high who follow basic cnc learning with approach blended learning are higher than students with abilities spatial-visual high who follow basic cnc learning using a conventional approach. the dunnet t-test calculation as seen in table 4.11 shows that the value of tcount (a1b2; a2b2) = 0.36 <ttable (α = 0.05), (9: 3) = 1.71, meaning that ho rejected and h1 accepted. thus it can be concluded that there are differences in basic cnc learning outcomes of students with low spatial-visual abilities who follow basic cnc learning with approach blended learning (a1b2) with students with low spatial-visual abilities who follow basic cnc learning with conventional approaches (a2b2). based on the calculation, the average value of the students' basic cnc learning outcomes test with the low spatial-visual ability that follows basic cnc learning with the approach blended learning is 65.96. the mean value of the learning outcomes test was lower than the average value of the basic cnc learning outcomes test of students with low spatialvisual abilities who followed basic cnc learning using a conventional approach of = 67.14. thus the results of these calculations are following the hypothesis which states that the basic cnc learning outcomes of students with low spatial-visual ability who follow basic cnc learning with approach blended learning are lower than students with low spatial-visual abilities who follow basic cnc learning using a conventional approach. iv. conclusions basic cnc learning outcomes of students who take part in learning using the approach blended learning higher than students who take learning using the conventional approach. the results of the descriptive analysis show that the average learning outcomes of the basic cnc students who follow the lesson use the approach of blended learning. the basic cnc learning outcomes of students who follow learning using the conventional approach. basic cnc learning outcomes of students with abilities spatial-visual high are higher than students with abilities spatial-visual low who jointly follow basic cnc learning. there is an influence of the interaction between learning approaches and spatial visual abilities on learning outcomes of basic cnc. for students who have the high visual-spatial ability, students who take part in approach blended learning have a basic cnc learning result higher than students who take a conventional approach to learning, while for students with low spatial-visual ability, students who take approach blended learning have basic cnc learning outcomes are lower than students who follow learning with conventional approaches. basic cnc learning outcomes of students capable of high spatial visuals who take part in learning with the approach of blended learning are higher than students with high spatialvisual abilities who follow learning with conventional approaches. the results of such data analysis indicate that to improve the basic cnc learning outcomes of students who have high spatial-visual abilities, it is more appropriate if basic cnc learning is done using approach blended learning. basic cnc learning outcomes of students with low spatialvisual abilities who follow learning with the approach blended learning are lower than students with low spatial-visual abilities who follow learning with conventional approaches. the results of the analysis of empirical data thus show that to improve basic cnc learning outcomes of students who have low spatial-visual abilities, it is more appropriate if basic cnc learning is done using a conventional approach. references anderson, lorin w., and david r. krathwohl. (2001). a taxonomy for learning, teaching, and assessing a revision of bloom's taxonomy of education objectives. abgridged edition. new york: addison wesley longman, inc. arends, richard i. (2007). learning to teach book 1 & 2. seventh edition. new york: mcgraw hill companies, inc. christensen, clayton m., michael b. horn, and heather taker. (2013). clayton christensen institute. the christensen institute is based in the san francisco bay area in california. http://www.christenseninstitute.org/keyconcepts/blended-learning-2/ illeris, knud. (2009). contemporary theories of learning. translated by m. khozim. london and new york: routledge, edisi bahasa indonesia oleh penerbit nusa media bandung. gagne, robert m. (1973). the condition of learning and theory of instruction. new york: holt rinehart and winston, inc. gagne, robert m., walter w. wager, katharine c. golas, and john m. keller. (2005). principle of instructional design. fifth. belmont, california: thomson learning, inc. gardner, howard. (1993). frame of mind the theory of multiple intelligences. tenth anniversary edition. new york: basic books, a member of the persues books group. harriman, gray. (2004). http://www. grayharriman.com/blended_learning.htm#top. 2004. http://www. grayharriman.com. journal of education, teaching, and learning volume 5 number 1 march 2020. page 193-198 p-issn: 2477-5924 e-issn: 2477-4878 198 mayer, richard e. (2009). multimedia learning prinsip dan aplikasi. edited by baroto tavip indrojarwo. translated by teguh wahyu utomo. yogyakarta: pustaka pelajar. smaldino, s.e., lowther, d.l., and russell, j.d. (2012). instructional technology & media for learning. 9th. new jersey: pearson educatian inc. snelbecker, glen e. (1974). learning theory, instructional theory ang psyco-educational design. new york: mcgraw hill book company. valvo, e. lo, licari, r., & adornetto, a. (2012). cnc milling machine simulation in engineering education. international journal of online engineering, 8(2), 33–38. https://doi.org/10.3991/ijoe.v8i2.2047 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 28-33 p-issn: 2477-5924e-issn: 2477-4878 28 journal of education, teaching, and learning is licensed under acreative commons attribution-noncommercial 4.0 international license. studio quiz used as a test to comprehend listening skill: perception of english education study program student of tanjungpura university eusabinus bunau universitas tanjungpura, pontianak, indonesia e-mail: eusabinus.bunau@fkip.untan.ac.id abstract. this article is excerpted from research entitled comprehending listening skill through quiz. the quiz was administered to students of the english education study program as a semester final test of listening for academic purposes subject. the method of research is quantitative and intended to find out whether or not literature, sport, history, and general knowledge on the quiz was a matter for students to comprehend. the quiz administered to test the students was taken from www.bbclearningenglish.com. the primary data of the research was collected by surveying, and the secondary data was the result of the semester's final test. the survey was implemented by distributing a questionnaire to 43 student respondents attending the test. the technique of data analysis is descriptive. the research found that literature, sport, history, and general knowledge on the quiz were matters to students to comprehend. the matters were varied in accordance with skills characteristics such as the spelling of vocabulary, and the writing of phrase, sentence, and number. keywords: quiz; comprehending; listening skill i. introduction by university or higher-level education, the teaching of listening skills is not perceived as an introduction any longer. it is developed higher, for instance, in terms of its learning and testing material. that higher development is intended to fulfill particular standards or criteria of teaching and learning as demanded by the curriculum. the better the university or higher education institution based on accreditation–including its department or study program, the higher standard or criteria demanded by the curriculum. although english is taught as a foreign language in indonesia, its teaching and testing material is served and administered like a native. the teaching and testing material is simply designed or selected by taking from various sources. native as specific terminology used for this research refers to as it is pronounced, taught, learned, and tested by englishman, australian, or american. hence, english teaching becomes english natively, while to indonesian, as a matter of fact, english is a foreign language or english as foreign language (yourdictionary.com/quiz-program). moreover, simply taking its teaching, learning, and testing material that is english native is perceived practical since making its material for efl that is like a native, should fulfill some standardized requirements and conditions. english as efl in indonesia is the only status, but its teaching, learning, and testing are english as native. thus, taking materials from any available sources is no big deal as far as they have been proven valid, standard, and reliable. so, it's teaching, learning, and testing, to some extent, will approach real english, that is english native. teaching english native to students learning english as efl, for instance listening for academic purposes subject, will familiarize students with sounds, spelling, number, pronunciation, structure, and culture of english. the aim is clear, that is to achieve determined instructional objectives. the process of familiarization will eventually urge efl students to learn english to test as no big deal issue. one of the tests raised as the focus of this research is the semester final test of listening for academic purposes subject arranged and implemented through the quiz. the test using the quiz was administered under the english education study program of faculty of teacher training and education, tanjungpura university. by analyzing the semester final test result that is not satisfactory, it is assumed that the students had faced difficulties in answering the quiz applied as a test. the assumption is in general at the difficulties that are based on the quiz consisting of spelling, number, phrase, and sentence structure applied in literature, sport, and general knowledge. confirmation to ensure and clarify the correct answer of the quiz question was given by quiz host or announcer. the quiz http://creativecommons.org/licenses/by-nc/4.0/ http://www.bbclearningenglish.com/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 28-33 p-issn: 2477-5924e-issn: 2477-4878 29 was administered at the radio station studio as its setting. so, quiz in this research is a test of knowledge, especially as a competition between individuals or teams as a form of entertainment (en.oxforddictionaries.com/definition/quiz, 2019), and a radio or television program in which a group of people compete in answering questions (yourdictionary.com/quiz-program, 2019). the source of the quiz taken as semester final test is (bbclearningenglish.com, 2015). moreover, the type of quiz question is 9wh-questions. it means that the type of question requiring the answer as it is questioned. so, the answer is not yes/no answer. the 9whquestions is commonly known as question words comprising what, when, where, why, who, whom, whose, which, and how. the research is important to carry out for the students‟ results of the semester final test that was not satisfactory although the process of teaching and learning of listening for academic purposes subject is perceived proper. confirmation or clarification on the answer of quiz answer is stated during and after quiz ongoing, or as quiz contestant finished answering. the confirmation or clarification is understandable, but as an assumption, students‟ mastery of the tested quiz questions on literature, sport, and general knowledge is questionable in terms of spelling, pronunciation, number, and structure of phrase and sentence. this research is important to further prove the assumption by surveying the mastery applied through the questionnaire. confirmation or clarification made by the quiz host or announcer is also included to ask through the survey. based on the assumption, the objective of this research is set to know whether or not spelling, number, and structure of phrase and sentence on the issue of literature, sport, and general knowledge on the quiz matter to students. to add, the objective also includes the description of the matters. the scope of this research is quiz items taken as semester final test questions for listening for academic purposes subject. the quiz for this research is quiz as a competition for quiz contestants competed in a radio station or studio as its setting. furthermore, the value of the semester final test component is 40% of 100%. other components consisting of attendance (10%), structural assignment (20%), and mid semester tests (30%) are not part of this research to study. therefore, the scope of this research only covers students‟ answers for quiz items taken as semester final test questions. hence, the analysis of students‟ difficulties is only focused on spelling, number, and structure of phrase and sentence on the issue of literature, sport, and general knowledge competed or contested in the quiz. the quiz is a question, item, or short test. an example of a quiz is a series of ten multiple-choice questions for students to answer. to quiz means to test knowledge. an example of to quiz is to ask students to name all the presidents' last names in order (en.oxforddictionaries.com/definition/quiz, 2019). moreover, besides a short test, a quiz is also a form of sport or game used by the player or gamer to try to answer the items correctly. it is a game to test your knowledge about a certain subject. on the website (yourdictioanry.com/quiz, 2018), it is mentioned that in some countries, a quiz is even also as a brief assessment used in education and similar fields to measure growth in knowledge, abilities, and/or skills. moreover, the quiz in this research is items to test knowledge on a subject and is intended as a test or exam. the quiz is the one taken and adapted by selecting and eliminating segments in the quiz to be items for the listening for academic purposes subject. furthermore, vargas (2015) said that selecting teaching listening material and creating a good hand-out takes a long time. therefore, through an article entitled listening cloze meets info–gap: a hybrid activity to exploit listening materials, he created effective and cheap material for examination to integrate as many as language skills. moreover, vargas (2015) said that it is therefore evident that skills integration is something natural and desirable in the language classroom, and if we are to train competent speakers of english as a second or foreign language, we should incorporate that authenticity in our lessons. the authenticity of questions or items in the quiz used as semester final test examination studied in this research might have been the factor faced by the students to ideally answer. flowerdew & miller (2005) said that approach used in foreign language listening is communicative, and based on its nature, the material of teaching is conversational. pedagogically, learning foreign language listening should have a cross-cultural, contextual, and critical dimension. questions of the quiz in the form of audiotape or audiocassette used as semester final test exam has fulfilled those criteria. listening comprehension refers to understanding implied and written phrases and sentences of a language spoken. comprehending listening, as retrieved from listening comprehension website (listening comprehension, 2018), is influenced by skills characteristic of syntax–word order; sentence structure, grammar–the rules of language, morphology–the meaning units in words, pragmatics/social language–use of language in social contexts, semantics– knowledge of vocabulary; meaning-based language, and phonology–use of sounds to encode the meaning of language. other skills required by the student as an active listener is hearing concentration, memory, and actual perception and comprehension. without them, a student will struggle hard to understand and memorize what is heard. so, the student will face difficulty to follow the instruction delivered orally or through material delivered in the language laboratory. that oral instruction will determine the success of learning in the classroom or language laboratory. listening as an english language skill has its difficulties. the difficulty, for instance, is to understand the structure of phrases influenced by the pronunciation of native english that is hard to listen to. the difficulty is caused by the merger of final and initial syllables of first and second words commonly known as the connected-speech of a phrase (bunau, 2012). in linguistics context, this connected-speech is also known as phonological rules or the sound patterns of language(denham & lobeck, 2010). it rules syllable of words, words, phrases, and sentences realization of pronunciation in spoken english. the type of phonological rules comprises assimilation, dissimilation, insertion, deletion, fronting, exchange, multiple processes, suprasegmental, stress, and intonation (denham & lobeck, 2010). the merger of the pronunciation is apparent in journal of education, teaching, and learning volume 5 number 1 march 2020. page 28-33 p-issn: 2477-5924e-issn: 2477-4878 30 past or participle regular verbs ended with -d or -ed followed by a preposition. for example, phrasal verb turned out in sentence it turned out differently (bunau, 2012) is pronounced [turn daut], not [turn aut], or locked up abroad, one program on a tv channel that is pronounced [lok dap a brod], not [lokap a brod]. besides connected-speech pronunciation, dialect also becomes its difficulty, as found in some that are pronounced [som] for british, and [sam] for american. schmidt (2016) said that one of the most difficult skills in the language is listening. through an article entitled listening journal for extensive and intensive listening practice, schmidt (2016) moreover suggested that there should be a strong need and will to learn listening subject. the main obstacle to listening skills is the incompetence to draw word boundaries. this incompetence has been a particular difficulty for students to answer the semester final test items constructed in the form of a quiz. mistakes at spelling or writing phrase and sentence that is too diverting from what is meant by the items were the evidence of the incompetence. to test english semester final test items to indonesian efl students is similar to testing german as a foreign language to dutch students. they will face similarities in terms of difficulty. although german is taught both inductively and deductively as studied by tammengahelmantel et al. (2016), still the problem is the incompetence to draw word boundaries. ii. methodology the method of this research is quantitative, and the type of research is the survey research design. survey research is a procedure in quantitative research in which investigators administer a survey to a sample using questionnaires or interviews (creswell, 2012). this research surveys the students' respondents to collect their opinion on quiz used for the semester final test. the survey comprises a cross-sectional survey designs and longitudinal survey design (creswell, 2012). for this research, it is cross-sectional survey designs. the objective is to measure attitudes and practices, community needs, program evaluation. hence, this survey research is aimed to describe students‟ opinions about the difficulties they faced when answering questions of the semester final test constructed in the form of a quiz. besides, this research is an evaluation of the result of the semester final test and analysis of the difficulties. the analysis is made on the segment and the answer to the questions of the quiz. this survey research is reasonable to conduct since the result of the semester final test influencing the total score of a subject. the components to determine the pass of a subject is the combination of attendance or activity, structural assignment, mid-semester test, and semester final test. the portion of the components in respect is 10%, 20%, 30%, and 40%, and making them 100% in total. the data of this research is primary and secondary. the technique to collect primary data surveys. the survey, according to kowalczyk (2018), is a brief interview or discussion with individuals about a specific topic. the term survey is often used to mean collect information. the survey is to collect opinions on the items or questions for semester final test taken from the quiz and the answers of the quiz. the tool of data collection is a questionnaire containing a series of questions to collect information from research respondents. creswell (2012) said that questionnaire also means a form used in the survey in which the respondent answers and returns the questionnaire to the researcher. the type of question in the questionnaire is an open question and closed-ended question (creswell, 2012), and this research applies the closed-ended question. the research was conducted at the campus of teacher training and education faculty of tanjungpura university. the respondent is determined by sampling. sampling, according to creswell (2012) is the group of participants in a study selected from the target population from which the researcher generalizes the target population. the sample is a cluster (lewin, 2005), consisting of thirdsemester students of class a and c taking listening for academic purposes subject in the academic year 2017/2018. the total sample of this research is 43 students. quantitative and qualitative data of this research is described descriptively (saldana, 2014). table i answer key of the quiz and scoring rubric no answer key score (point) cs (40%) 1 harry potter 5 2 2 harry potter and the deathly hallows 5 2 3 cricket 5 0 4 kate moss 5 2 5 they were fired into space 5 2 6 the terracotta warriors 5 2 7 spice girls 5 2 8 sporty, baby, scary, posh, ginger 5 2 9 vancouver 5 0 10 using fingerprint to pay 5 2 11 south africa 5 0 12 m-w-a-h 5 0 13 it's not my cup of tea 5 2 14 1814 5 0 15 366 5 0 16 it‟s divisible by 4 5 2 17 propose marriage 5 2 18 diamond 5 0 19 usa los angeles 5 0 20 hamlet 5 0 total score point 100 the secondary data of this research is students‟ semester final test results. the total score of the semester final test is 2878, and it is mean is 66.93, and is categorized, as suggested by harris (1996), „average to good‟. the questions for the semester final test are created in the form of a quiz downloaded from (bbclearningenglish.com, 2015). nevertheless, not all of the quiz downloaded was taken for semester final test questions or items. the teacher of the subject re-arranged by sorting the segments and questions of the quiz. in another word, some parts of the quiz are skipped. the segments of the quiz taken for semester final test journal of education, teaching, and learning volume 5 number 1 march 2020. page 28-33 p-issn: 2477-5924e-issn: 2477-4878 31 questions cover literature, sport, history, and general knowledge. students‟ answer is scored using a scoring rubric. the rubric also accommodates consolation score (cs) to appreciate students‟ attempts to answer. the cs is only applied to particular considered-difficult writings of spelling, pronoun, phrase, and sentence. the cs is awarded 2 points or 40% of 5 points. table i is the answer key of the quiz and scoring rubric used to score students‟ answers. iii. results and discussion the method applied to analyze the data is qualitative (flick, 2007). it means that the perception of students is described qualitatively from the result of the questionnaire. the students‟ perception whether the answer to the question used as the final semester test was no matter or matter is laid out in fig. 1. fig. 1 respondent‟s perception and its quantity the fig. 1 shows that 25 respondents (58.14%) perceiving that the answer of quiz question number 1–5 was no matter, and another 18 respondents (41.86%) said that the answer was a matter to them, and 43 respondents (100%) claimed that the answer of quiz number 5 was the matter. the answer to the question shows that literature as the content of the quiz has been difficult to comprehend listening. the mistake of the spelling of the answer to question number 1 indicates that respondents have ever seen the novel „harry potter‟ in the shop window, but they could not memorize the correct spelling of the novel title. options for the correct answer were actually mentioned by quiz contestants in the material played for the semester final test, but the students' respondents did not really listen to the confirmation, and therefore, the answer is wrong. still, the problem for the answer to question number 2 is the spelling found in the title of the novel „harry potter and the deathly hallows‟. question of quiz number 3 deals with the sport. „cricket‟ is a sport. many 25 (58.14%) respondents claimed that they knew the answer of the quiz although they made mistakes in terms of spelling, and another 18 (41.86%) stated they had no idea with this type of sport. statistic of perception for question number 4 is similar to perception for question number 3. the mistake is at the spelling of personal pronoun, „kate moss‟, a famous model in the fashion industry. „they were fired into space‟ is the answer to question number 5 of the quiz. no respondents claimed that they knew the answer to the quiz. the answer needs accuracy because „they‟ as reference referred to „ashes‟ that is plural, and „fired‟ is verb-3 indicating passive sentence initiated with to be „were‟. verb „fired‟ morphologically has a different meaning according to context. in general, the difficulty happens in terms of sentence structure. difficult vocabulary to guess in the question that leads to the wrong answer is „cast‟ that is synonymous to „player‟, „actress‟, or „actor‟. fig. 1 also shows that amount of 25 (58.14%) respondents answered the questionnaire by claiming that they knew the answer to quiz numbers 6, 7, and 9. in other words, the answer is no matter to the respondents. another 18 (41.86%) stated that they did not know the answer to the quiz. moreover, the total respondent of 43 (100%) stated that they did not know the answer to the quiz number 8 and 10. the answer to quiz number 6 is „the terracotta warriors‟. it is a story of a warrior that invaded london. the respondents made mistakes in terms of spelling and sentence structure. in addition, less prior knowledge of the story had led the students to mistake. „spice girls‟ is the answer to quiz number 7. it is a famous girl band. the mistake was commonly at the spelling and word choice. „girls‟ indicate plurality, and the confusing word choice students wrote is „spice‟, „space‟, and „spike‟. the confusion deals with minimal pair as found in phonology (denham & lobeck, 2010, p. 101). quiz number 8 has a close relation to quiz number 7. „sporty‟, „baby‟, „scary‟, „posh‟, and „ginger‟ are the nicknames of the spice girls. besides the difficulty in terms of spelling, the mistake made was also caused by insufficient prior knowledge on the spice girls. „posh‟ is a nickname mostly written incorrectly in terms of spelling. question number 9 of the quiz is still on the spice girls. the answer to the quiz is „vancouver‟, the town where they performed their show for the first time. prior knowledge on the name of world cities or towns that is insufficient has also led the answer into a mistake. question number 10 of the quiz is about the mode of payment in german. the answer is „using a fingerprint to pay‟. the difficulty is at sentence structure, and the most are that the students have never really heard about that. it has a connection with currently most spoken payment mode like e-money, paypal, t-cash, fin-tech, and block-chain, that is in general meaning to pay or to do a transaction using applications (apps) managed by the independent corporation. the use of fingerprint is more or less similar to the personal identification number (topping, 1990) to authorize the transaction. the perception of question number 11–15 of the quiz in fig. 1 above indicates that 25 (58.14%) of the students claimed that they could answer the quiz, or that the quiz is no matter, and another 18 (41.86%) stated they could not. the answer to quiz number 11 is „rugby‟, a type of sport. this type of sport, like cricket, is very famous in commonwealth countries, but 0 10 20 30 40 50 1 3 5 7 9 11 13 15 17 19 21 r e sp o n d e n t q u a n ti ty quiz number & respondent's perception no matter matter journal of education, teaching, and learning volume 5 number 1 march 2020. page 28-33 p-issn: 2477-5924e-issn: 2477-4878 32 not common to efl students. although most of the respondents claimed that they could answer the quiz, the mistake is mostly at the spelling of „south africa‟. the question of the quiz number 12 is on giving air kiss a noise, a word. the question is how to write that air kiss. the answer is „mwah‟ (m-w-a-h). the mistake on spelling made by the respondents shows that the students still have problems with the english alphabet and spelling. spelling is how phoneme is phonologically sounded or aspirated (denham & lobeck, 2010). the question for number 13 is „in english, if there‟s something we don‟t like very much, for example a sport or a type of music, we can say...‟. the answer is „it's not my cup of tea‟. the difficulty is still on sentence structure, incomplete sentences. the ‘s is to be, not possessive. the apostrophe in „it‟s‟ may refer to „it is‟, „it was‟, „it has‟, depending on the tense of the sentence. quiz number 14 requires a number as the answer. the answer is 1814. the mistake in writing the number indicates that the knowledge on number saying in english is still insufficient, for instance, is, to differ sound [ti] and [tin] in „fourteen‟ and „forty‟. question number 15 is about leap year that is divisible by four. the answer is 366 is divisible by four. although the answer seems easy 18 (41.86%) respondents claimed that they did not know the answer, or that the answer was the matter. it indicates that the knowledge on numbers, both ordinal and cardinal (denham & lobeck, 2010), is still insufficient. fig. 1 furthermore shows that the total respondent claimed they did not know the answer to quiz number 16. meanwhile, an amount of 25 (58.14%) respondents stated they knew the answer although spelling and/or writing is incorrect for question number 17–20 of the quiz. the rest, that is 18 (41.86%) admitted they did not know the answer, or that the answer still matters to them. the answer to quiz number 16 is „it‟s divisible by 4‟. some students' respondents wrote divided by. „divided‟ is synonymous to „divisible‟, but the word requested is divisible, and so is the subject of the sentence applying apostrophe ’s indicating it is, not its that is possessive. the answer to quiz number 17 is „(women can) propose marriage‟. „woman can‟ in bracket is optional. still, as previously mentioned, the mistake is on spelling, and firstly is on the phrase or sentence structure (denham & lobeck, 2010). although the question of the quiz was led with the clue, that is modal „can‟, but the students wrote the verb „married‟ that is third form or adjective. it requires „marriage‟ that is a noun. this mistake indicates that it is problematic for students to morphologically distinguish the part of speech, or word class, or word type(denham & lobeck, 2010). the question number 18 of the quiz is „this month is the 75 anniversary of the bbc world service. what precious material is associated with a 75th anniversary?‟ the answer is „diamond‟. other precious material with a similar association is „silver‟ for the 25th anniversary and „gold‟ for the 50th anniversary. the question of the quiz for number 19 is „the world service began as the bbc empire service in 1932. which country hosted the olympics that year?‟, and the answer is „usa (los angeles)‟. „los angeles‟ in bracket is optional. based on the questionnaire, it was found out that many 25 (58.14%) students respondents claimed they knew the answer although some of them still made mistakes in terms of spelling for naming the city of „los angeles‟. for not listening, perhaps, the amount of 18 (41.86%) of the students' respondents claimed they did not know the answer to question number 19 of the quiz. question number 20 of the quiz is on the shakespearean character speaking the famous soliloquy which begins “to be or not to be”. the answer is „hamlet‟. based on the questionnaire tabulated, it is found out that 25 (58.14%) students respondents claimed they knew the answer to the question, and another 18 (41.86%) stated they did not know its answer. finally, question number 21 is about students‟ consciousness of confirmation provided by contestants of the quiz as well as the host or announcer of the quiz. the confirmation is provided for each question asked during the quiz. total respondents, that is33 (76.74%) claimed that they did not realize that confirmation to heading to the correct answer was provided. confirmation for each answer of the quiz was given, directly by repeating the correct answer or by inserting the correct answer into dialogue or discussion between host and contestant of the quiz. besides confirmation, the question or item of the quiz was also arranged with purpose as a clue. more than ever, the duration provided to study the questions before the audiotape played was sufficient enough. the implication of the research and practice of this article is language characteristic skills mastery. the answers of the quiz such as „they were fired into space‟, „using a fingerprint to pay‟, „it’s not my cup of tea‟, „it’s divisible by 4‟, and „propose marriage‟ are examples categorized into skills characteristics of syntax–word order, sentence structure, grammar–the rules of language, and phonology–use of sounds to encode the meaning of language. to extend, „it’s divisible by 4‟, and „propose marriage‟ are also included in skill characteristics of morphology–the meaning units in words. furthermore, the answers of the quiz like harry potter, cricket, spice girls, diamond, vancouver, hamlet, kate moss, sporty, baby, scary, posh, ginger, m-w-a-h, usa (los angeles), 1814 and 366 are the examples categorized into skill characteristics of morphology–the meaning units in words, pragmatics or social language–use of language in social contexts, semantics–knowledge of vocabulary; meaningbased language, and phonology–use of sounds to encode the meaning of language. iv. conclusions based on data analysis done towards the results of the questionnaire and its discussion, it can be concluded that spelling, the structure of phrase and/or sentence, and number are peculiar difficulties to students to comprehending. the material comprehended includes literature, sport, history, and general knowledge questioned in the quiz. journal of education, teaching, and learning volume 5 number 1 march 2020. page 28-33 p-issn: 2477-5924e-issn: 2477-4878 33 the difficulties vary based on the characteristic of skills like syntax–word order; sentence structure, grammar–the rules of language, morphology–the meaning units in words, pragmatics; social language–use of language in social contexts, semantics–knowledge of vocabulary; meaningbased language, and phonology–use of sounds to encode the meaning of language. the category of the mean score of students‟ semester final test is classically „average to good‟, indicating that listening comprehension of listening for academic purposes subject through quiz is not bad for efl students. the quiz, as mentioned earlier, is a question, or brief test or exam. besides, the quiz is brain sport, a game played to answer correctly. the mastery of language characteristic skills that are still lacking as implicated through this article should be strengthened in daily english teaching to efl students to have better practice in the future. moreover, to make listening comprehension maximized, it is kindly suggested to teachers and lecturers of listening subject to frequently using the quiz as teaching material as well as material for examination. it is also kindly suggested to students and pupils to frequently exercising listening quiz material, mainly the one comes from a valid and reliable source like (bbclerningenglish.com), and other related sources. the result of this research shows that characteristics of the english skills found available in the quiz designed as tests have been mattered to students to comprehend. therefore, suitable future research should be focused more on characteristic skills and language features found and used in teaching both productive and receptive english skills. acknowledgment i would like to thank the dean of teacher training and education faculty of tanjungpura university for securing non-budgeter fund fiscal year 2018 to finance the research resulting in this article, and anonymous reviewers for making this article available in this journal. references bbclearningenglish.com. (2015) bunau, e. (2012). kesulitan mentranskripsi teks pada mata kuliah listening comprehension di laboratorium bahasa oleh mahasiswa bahasa inggris fkip untan. jurnal cakrawala kependidikan, 7(1), 46-56. creswell, j. w. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research (4 ed.). boston: pearson education. denham, k., & lobeck, a. (2010). linguistics for everyone: an introduction. boston: wadsworth cengage learning. en.oxforddictionaries.com/definition/quiz. (2019) flick, u. (2007). designing qualitative research. singapore: sage publications ltd. flowerdew, j., & miller, l. (2005). second language listening: theory and practice. new york: cambridge university press. harris, d. p. (1996). testing english as a second language. new york: mcgraw-hill. kowalczyk, d. (2018). what-is-survey-research-definitionmeth. in d. kowalczyk (ed.): https://study.com/. lewin, c. (2005). elementary quantitative methods. in b. somekh & c. lewin (eds.), research methods in the social sciences (pp. 215-225). london: sage publication ltd. listening comprehension. (2018). https://edie502.wikispaces.com/listening+comprehe nsion. saldana, j. (2014). coding and analysis strategies. in p. leavy (ed.), the oxford handbook of qualitative research (pp. 581-605). oxford: oxford university press. schmidt, a. (2016). listening journal for extensive and intensive listening practice. english teaching forum, 54(2), 2-11. tammenga-helmantel, m., bazhutkina, i., steringa, s., hummel, i., & suhre, c. (2016). comparing inductive and deductive grammatical instruction in teaching german as a foreign language in dutch classroom. journal system, 63, 101-114. doi: https://doi.org/10.1016/j. system.2016.09.002 topping, d. m. (1990). a dialect survey of the land dayaks of sarawak. language oral tradition in borneo, 2, 247-274. vargas, j. p. z. (2015). listening cloze meets info–gap: a hybrid activity to exploit listening materials. english teaching forum, 53(4), 24-32. yourdictioanry.com/quiz. (2018) yourdictionary.com/quiz-program. (2019) http://www.bbclerningenglish.com/ isc paper template in a4 (v1) journal of education, teaching and learning volume 4 number 2 september 2019. page 251-256 p-issn: 2477-5924 e-issn: 2477-4878 251 journal of education, teaching and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. application of sport science on development of exercise model strokes badminton based on footwork firmansyah dlis 1) , aridhotul haqiyah 2) , nurul hidayah 3) , dani nur riyadi 4) 1) universitas negeri jakarta, indonesia e-mail: fdlis@unj.ac.id 2) universitas negeri jakarta, indonesia e-mail: aridhotulhaqiyah@yahoo.com 3) universitas negeri jakarta, indonesia e-mail: nrl.hdy@gmail.com 4) universitas negeri jakarta, indonesia e-mail: daninurriyadigundarya@yahoo.com abstract. the purpose this study will be useful for developing and implementing a training model design strokes-based footwork. this product was expected to be an alternative model of exercise strokes-based badminton footwork for middle school students aged 12-15. the method used in this study is research and development of addie. this research was conducted at smp 74 jakarta within 4 months in may september 2018 with research steps: (1) needs analysis, (2) model development planning, (3) development of exercise model design, (4) expert validation and model revision, (5) evaluation and revision test. based on the data obtained from the results of the study consisting of expert validation, group trials and effectiveness tests, and discussion of the results of the study, it can be concluded as follows: (1) the model of training footwork for beginner's that the researchers have developed obtained 35 items that are worth using, (2) based on the results of the footwork badminton test, t = 3,920, db = 58 and sig. (2-tailed) or p-value = 0,000 <0.05. this means that the training model footwork badminton for beginners is more effective in improving the basic technical skills of badminton footwork. keywords: sport science; exercise; strokes badminton; footwork i. introduction the development of sports in indonesia is progressing quite rapidly, where events sport at the local, national and international levels have begun to be encouraged. events sports have increasingly developed into anticipated social phenomena throughout the world. the sports event is a venue for training, spectacle, education, livelihood and health for the perpetrators. this happens because the government and the community are increasingly aware and understand the importance of sports activities, whether carried out or held for recreational, health, and sports purposes carried out for the purpose of improving achievement. even as time goes by, knowledge of sports is increasingly developing and widely studied. badminton is one of the sports popular with all levels of society. this sport can be played by groups of children to adults, both men, and women. a part from being used as a recreational sport, the role of badminton need not be doubted because it has been able to bring the indonesian nation to the top of world-class achievements. evident from various world-level championships, both individuals and teams, indonesia is able to bring a number of symbols of supremacy in the sport. badminton is a sport that uses a tool to compete, a tool called a racket. comparing a single class played by two people in opposite and double classes played by two opposing pairs. similar to tennis courts, badminton sports aim to hit the shuttlecock to get over the net so that the shuttlecock falls in the opponent's playing area. badminton games have now evolved from the old game type to the modern game. this change is influenced by technological advancements that are very concerned about speed and accuracy. if the old type is more pressing on the beauty factor in winning, then the modern type prioritizes how to win in a short time. this impact is influenced by people's http://creativecommons.org/licenses/by-nc/4.0/ mailto:fdlis@unj.ac.id mailto:aridhotulhaqiyah@yahoo.com mailto:nrl.hdy@gmail.com mailto:daninurriyadigundarya@yahoo.com journal of education, teaching and learning volume 4 number 2 september 2019. page 251-256 p-issn: 2477-5924 e-issn: 2477-4878 252 views on aspects that need to be prioritized to develop optimally in the training process. being an accomplished badminton player an athlete must master the basic techniques supporting achievement, including techniques, physical, tactics, and mental skills that must be mastered by every player. the technique is a skill that must be mastered by someone to be able to play one sport. badminton's basic technique means a skill that must be possessed by someone to be able to play badminton. the basic techniques that must be mastered by a player include blows (strokes). the types of punches that must be mastered are service, underhand, drop shot, smash, netting and drive (pbsi, 2001: 10) one of the basic techniques of strokes badminton is very important when defensive and offensive. underhand is punches that can be done by forehand grip or backhand grip, usually done when the player is under a net and a short service line. because usually this blow is a reply to a drop shot, and punch is underhand also done to restore a thin net punch in order to secure the game back. often this blow is done lower than the height of the net, sometimes even just a few centimeters from the surface of the field. underhand is one of the most influential punches when a player is in a position defensive. while punch strokes, according to donie (2009: 98) is a punch that is commonly used to press the opponent not to give an opportunity for the opponent to get balls that soar so that the opponent does not get the opportunity to attack with the upper blow. strokes can also be interpreted as returns or punches that give the ball a relatively flat trajectory, parallel to the floor but beaten high enough over the net. badminton is a fast game that requires a very short time to respond to each opponent's return. so from that footsteps or footwork really need to be considered because the delay in returning the opponent's punch is often our failure in returning the opponent's punch with a good and right punch too. with footwork, good a player will be able to move as efficiently as possible to all parts of the field. badminton footwork is an important part of badminton technology, learning and mastering the quick and accurate method is the important link of badminton (chao chen, 2014). according to sapta kunta purnama (2010: 27) footsteps or footwork in the game of badminton as a support for the body to move in all directions quickly, so that it can position the body in such a way as to be able to carry out effective punch movements. this technique is the basis for being able to produce a quality punch, of course, if done in a good position, to be able to hit with a good position, an athlete must have a speed of motion. foot speed cannot be achieved if the footwork is irregular. herman subarjah (2013: 20) continues, footwork is a footstep movement that regulates the body to place the position of the body in such a way as to facilitate the movement of hitting the shuttlecock in accordance with its position. basically, footwork makes it easy for athletes to carry out various blows either when hitting or returning a punch that comes. this is because the efficiency of the power used when making a punch, where footwork the right will make it easier for shuttlecock to always be in front of the position, making it easier to punch, especially the types of strokes. ablow drive is a blow that is carried out from the side hard and flat. this blow can be done with a grip technique forehand or backhand. "the forehand and backhand drives provide a chance to work on foot because they are usually executed between shoulder and knee height to the left or right of center court. therefore, it emphasizes reaching for the shuttle by shuffling or sliding the feet into position. (grice, t, 2008: 90) blow strokes struck the side of the body and cross the net with a flat trajectory to the opponent. the position of the shuttlecock is close to the left or right side of the bat, the target area is the back of the opponent's field. punch stroke can be done straight or cross out, punch starts from the upper arm, elbow and wrist, the shuttlecock is stuck in the highest position, knees slightly bent so that the balance when hitting the shuttlecock more awake. punch strokes struck with the position of horizontal arms at chest level in front of the body, the position of the feet is well aligned next to each other (with knees slightly bent) or left leg slightly bent forward slightly left, shuttlecock hit with a good strong that position shuttlecock below or above the important shuttlecock over the net. the drive is an attacking shot in which the lock is hit by the fast opponent the time has to react. the drive is played from the left and right guidelines, about halfway between the net and the back of the court. the player starts this stroke with a lunge and can be played as a forehand (on the right of the body) and a backhand (on the right of the body). the shuttle travels quickly and flat over the net. (brahms, 2010: 55) according to sapta kunta (2010: 23), a punch drive is a type of hard and fast punch that has a horizontal direction.blows are drive usually used to attack or return the ball quickly in a straight line or across the opponent's area, either by using a forehand or backhand. whereas according to james poole the punch drive is a hard and flat sideways punch, which is considered an attacking blow. the drive can also be interpreted as a return or blow that directs the ball in a relatively flat track but is hit high enough over the net. in doing a stroke drive it takes strength to hit the shuttlecock, agility to pursue the direction of the arrival of the shuttlecock, coordination between the footsteps and hand movements and concentration of the eye to the net so that the blow drive is not too high against the net. in the development of badminton sport training in indonesia where there are still many trainers who do not provide variations in training, this has a lot of impact on badminton athletes who lack the ability to do punches and know how to do motion techniques without paying attention to the perfect position of foot movements. according to the results of the observation, the exercise model strokes -based badminton footwork, in this case, is an exercise based on stroke beating based on the rhythm of the direction of the ball without paying attention to patterned strokes so that many players miss steps when returning a punch towards the opponent, but the form of training what journal of education, teaching and learning volume 4 number 2 september 2019. page 251-256 p-issn: 2477-5924 e-issn: 2477-4878 253 was applied felt monotonous and less varied according to the researcher. this was felt by researchers to be the cause of boredom for the students due to the lack of attractiveness of the material provided by the trainers. so it is necessary to add and develop a new training model that can hone the skills of techniques strokes -based badminton footwork in the form of punches drive, on badminton players. there are many mistakes so that the ball dies because it cannot be returned perfectly. this is due to dead steps that make the foot position lag to place a punch back. footwork is the basic step that really determines the direction of the body where the return of the ball from the opponent is very difficult to predict so it needs special training to make the steps more effective. based on the above requirements, the writer is very keen to conduct research to provide an alternative choice by developing strokes -based badminton footwork as an effort to contribute to the development of badminton training in rawamangun and middle east indonesia in general in order to be more accomplished. ii. method the method used in this study is research and development (research and development) of addie. in the development of training models strokes -based badminton footwork researchers used the addie model research and development concept which consisted of five steps, namely (1) analysis (2), (2) design (3), (3) development (4) implementation, and (5) evaluation (evaluation). fig 1. addie model source: (benny a pribadi, 2009: 127) this research was conducted at smp 74 jakarta within 4 months in may september 2018 with research steps: (1) needs analysis, (2) model development planning, (3) development of exercise model design, (4) expert validation and model revision, (5) evaluation and revision test. a. introduction research conducted preliminary studies using literature studies, studies in the field of data collection, observation and identification process of training the problems found during strokes exercise-based badminton footwork and described and field findings. this is intended to examine training facilities and infrastructure with the aim to find out whether the product to be developed will be used by the subject or not. in designing the researcher also looks for literature that facilitates the researcher to produce strengths and weaknesses obtained from the writing results and previous research results so that the research is more yes, with the design that will be developed. the researcher also interviewed the players and trainers to get more accurate input. the researcher will explore the subject and place of research to get results from the field. the results obtained from the field will be analyzed to obtain conclusions that have been collected. the researcher will analyze and describe several findings, including how the real model of strokes -based badminton footwork will be implemented, then what are the strengths and weaknesses of training model strokes -based badminton footwork this. b. model development planning the next step is to make the initial product in the form of a series of development models that can later be used as guidelines or guidelines to maximize the results of badminton strokes. the initial product is contained in the training model. the researcher hopes that the product of this training model can be developed in a systematic and systematic manner so that the efficiency and effectiveness of this product are feasible to use. technique the basic pattern of motion to step in to be able to master all areas of the field must be given a tying technique how to step and take a position so that it is easier to return a blow towards the opponent. data analysis in this study used qualitative data analysis and quantitative analysis. qualitative data obtained from direct observation data that describes the development of children in motion activities. the qualitative data are in the form of presentation. to support qualitative data analysis, quantitative data analysis was also carried out. quantitative data is data obtained from the score of the test (checklist) in the form of numbers obtained from the children's kinesthetic intelligence observation sheet, and the results of the effectiveness test. so that there will be an overview of the progress that shows the effectiveness of activities that are expected to emerge in early childhood. quantitative data from observations were analyzed using descriptive statistics, which were presented in percentages and test results data (pre-drops and post-test) basic skills were analyzed by t-test (kadir, 2015; memet muhammad & a haqiyah, 2015, 2018). journal of education, teaching and learning volume 4 number 2 september 2019. page 251-256 p-issn: 2477-5924 e-issn: 2477-4878 254 iii. result and discussion the results of the development of an exercise model were footwork beginner's badminton written in the form of a script presented in the forms of exercises footwork badminton. the results are as follows: fig 2. model of developed exercise patterns (source: personal documents) a. results of analysis in this study, there are two general objectives of the results of needs analysis that will be revealed by researchers, namely: (1) training model footwork badminton for eligible beginners used and developed in badminton sport, (2) training model footwork badminton for beginner age is important there is an effective and efficient model variation. the results of several problems that researchers found in the field through observation and interviews with trainers were in the form of a training model footwork badminton for beginner ages that have been developed based on that, the researchers obtained the general purpose of the training model strokes badminton for beginner age. besides that, the researcher also knows the various characteristics of the research subjects from the training model strokes developed badminton. b. feasibility of the model the next step is to conduct an expert test, which aims to obtain validity or feasibility of the model made based on the assessment of the experts. the following are the conclusions from the expert test results summarized in the table below: table 2 conclusions of experts on training models strokes badmintonforathletes single name result model explanation yes no item model 135 √ feasible based on these data, the researcher draws the conclusion that that training model footwork badminton for the age of beginners is feasible to use. there are a number of inputs from the three experts that are useful for improving the training model of strokes, badminton including: (1) directions must be clear so that the child is easily understood, (2) pictures of exercise patterns must be clearly accompanied by explanations. , this is intended to minimize the occurrence of injury, (4) the exercise model applied must be in accordance with the age characteristics of the athlete, (5) to get good results, the training process must be carried out correctly and clearly. c. model effectiveness after expert evaluation, the training model footwork badminton for beginner age was then revised in the first stage. after product revision, then the model was tested in a group trial with 15 research subjects. based on expert tests conducted on the training model footwork badminton for beginners, there are 35 items that are worth applying. based on the results of expert tests conducted, it can be concluded that: (1) variations of the exercise must be adjusted and arranged systematically from an easy level to a difficult level, this aims to improve the basic technique footwork athlete's badminton, (2) the trainer should give guidance to children regarding the procedure for doing the training model footwork so that they are not in a hurry to complete their tasks. this is intended so that the desired results are in line with expectations. d. effectiveness test results the next stage after conducting a small group trial and revised the effectiveness test. referring to the results of the group trial, the researcher conducted a revision of the initial product to produce 35 items of training models footwork badminton that were tested for effectiveness. after experiencing the second revision stage, the next step is to test the product with 30 research subjects. the table below shows the results of the subject's assessment of the effectiveness of the training model footwork badminton for beginners. table 3 results of descriptive statistics footwork group n mean std. deviation footwork experiment 30 23.30 1.579 control 30 21.63 1.712 in the table above shows the average ability footwork experimental group at 23.30 and a standard deviation of 1.579 and a control group of 21.63 and a standard deviation of 1.712. this means that descriptively the ability of the experimental group's footwork given the badminton footwork training model was more effective than the control group. journal of education, teaching and learning volume 4 number 2 september 2019. page 251-256 p-issn: 2477-5924 e-issn: 2477-4878 255 table 4 hypothesis test results in the table above in column equal variances assumed and levene's test for equality of variances obtained f = 0.094 with the sig number. or p-value 0,000 = 0,761> 0,05, which means the variance of the two groups is equal or homogeneous. because of the homogeneous variance, the column will be selected equal variances assumed, the t = 3,920, db = 58 and sig. (2-tailed) or p-value = 0,000 <0.05 or ho is rejected. thus, it was concluded that the model of badminton footwork training was more effective for improving badminton footwork skills for beginner. e. discussion of product improvement referring to the table of figures obtained above, the researcher concludes that the model of training footwork badminton for beginner age can and is feasible to be applied during training, and is considered effective in improving ability footwork in young children. from the data above there is a difference in numbers that show that there are developments from the initial test and the final test. in the experimental group when the initial test amounted to 624 with an average of 20.30, then given treatment in the form of training models footwork badminton that have been developed, and then carried out the final test to determine the effectiveness of the model developed and obtained data amounted to 699 with an average 23.30. in the control group when the initial test amounted to 620 with an average of 20.67 with training model treatment the footwork conventional badminton final test results were 649 with an average of 21.63. thus the training model footwork badminton for beginners is effective for the development of footwork badminton for beginners. for the sake of achieving product improvements. the following are some of the inputs that will be conveyed by researchers: (1) there need to be adjustments in the application of training models to new children training with footwork in badminton sports, (2) the use of more media/equipment, paying attention to comfort and safety is important, will make the child more maximal in carrying out the training models footwork badminton provided by the trainer, (3) the trainer explains the training model that will be carried out and gives direct practice or an example if there are movements that are felt to be new, (4) always correct every child makes a mistake because correction is one of the hallmarks of technical training, (5) evaluating after completing training models. f. product discussion the model of training footwork badminton for athletes single beginner is intended as a medium of assistance for trainers when delivering material footwork, improving the ability of footwork and also as an additional reference in training. the following are some of the advantages of this product: (1) improving capabilities footwork badminton in young children, (2) variations in training can make children more active in doing exercises footwork badminton, (3) this model of training footwork badminton is more effective and efficient, (4) as a reference for trainers in applying the training model footwork for beginners, (5) the training model is presented systematically. iv. conclusions based on the data obtained from the results of the study consisting of expert validation, group trials and effectiveness tests, and discussion of the results of the study, it can be concluded as follows: (1) the model of training footwork beginner's age-old badminton that the researchers have developed obtained 35 items that are worth using, (2) based on the results of the test the footwork badminton results of the pretest footwork badminton in the experimental group was 20.80 with a standard deviation of 1.540 and the results of posttest footwork were 23.30 with a standard deviation of 1.579. while the results of pretest footwork in the control group were 20.67 with a standard deviation of 1.348 and the results of posttest footwork were 21.63 with a standard deviation of 1.712 and t = 3,920, db = 58 and sig. (2-tailed) or p-value = 0,000 <0.05. this means that the training model footwork badminton for beginners is more effective in improving the basic technical skills of badminton footwork. acknowledgment this research was supported supported by our colleagues post graduate program, universitas negeri jakarta who provided insight and expertise that greatly assisted the research. references brahms. (2010). badminton handbook. uk: mayer &mayer sport chao chen. (2014). footwork teaching of college badminton elective course. 3 rd international conference on science and social research (icssr) donie. (2009). pembinaan bulutangkis prestasi. padang: wineka media grice, t. (2008). badminton: step to success. amerika: human kinestetics herman subarjah. (2013). kepelatihan pernainan bulutangkis. bandung pbsi. (2001) pedoman praktis bermain bulutangkis. jakarta: pbsi pribadi, benny a. (2009). model desain sistem pembelajaran. jakarta: dian rakyat journal of education, teaching and learning volume 4 number 2 september 2019. page 251-256 p-issn: 2477-5924 e-issn: 2477-4878 256 purnama, sapta kunta. (2010). kepelatihan bulutangkis modern. surakarta: yuma pustaka muhamad, m., & haqiyah, a. (2015). diktat statistik pendidikan. fkip: unisma bekasi. muhamad, m., & haqiyah, a. (2015). diktat statistik olahraga. fkip: unisma bekasi. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 139-146 p-issn: 2477-5924 e-issn: 2477-8478 139 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. reinventing students' self-esteem in classrooms: the need for humanistic pedagogy bunmi isaiah omodan1), nondwe mtshatsha2) 1) walter sisulu university, butterworth campus, south africa e-mail: bomodan@wsu.ac.za 2) walter sisulu university, butterworth campus, south africa e-mail: nmtshatsha@wsu.ac.za abstract. lack of self-esteem among students makes them believe that they are not proficient enough or do not have the needed skills to succeed academically. the perceived lack of self-esteem seems resulting from the observed antihumanistic teaching and learning system bedevilling all levels of classrooms. literature confirms that students lack critical thinking skills, relationship skills, and communication skills, which affect their self-esteem. this study is positioned to respond to the issue by presenting humanistic pedagogy as a teaching approach that develops students holistically. it is lensed within the purview of the transformative paradigm since it focuses on how students could be transformed towards gaining the needed self-esteem that will promote their academic, social and societal development. humanistic pedagogy theory was presented alongside its principles and assumptions to achieve this. how the assumptions are related to the teaching of humanism and building students' self-esteem was also presented. this study concluded that student-centred classrooms, students' feelings and values, creativity and innovation, and humanising humankind are dimensions of self-esteem development among students. this study recommends that teachers at all levels of education adopt humanistic pedagogical processes in their classrooms. keywords: students' self-esteem; classrooms; humanistic pedagogy; transformative worldview; humanising humankind i. introduction students today are under immense pressure to succeed. they are juggling multiple responsibilities, including academics, extracurricular activities, and social obligations (denman, 2019; wilson, 2013). as a result, many students feel they are not meeting their full potential. this can lead to feelings of low self-esteem and inadequacy, and classrooms can be particularly challenging for students with low selfesteem. lack of self-esteem among students makes them believe that they are not proficient enough or do not have the needed skills to succeed academically. this perceived lack of self-esteem from observed anti-humanistic teaching and learning system is bedevilling the classrooms (browning et al., 2021; ramón-arbués et al., 2020; rubio, 2021). literature confirms that students lack critical thinking skills, relationship skills and communication skills, which are significant to building self-esteem (al-husban, 2020; din, 2020; kavenuke et al., 2020). students need all these skills to succeed academically because it enables them to participate in class discussions, ask questions and collaborate with their classmates (akpur, 2020; tus, 2020). however, students who lack confidence (self-esteem) in their abilities may be reluctant to speak up in class, and this can impact their grades and overall academic performance (sander & de la fuente, 2020). the persistent low self-esteem among students has led to many recommendations, among which is that teachers should create a positive and supportive learning environment where students are not under pressure to be perfect, rather than to learn when they make mistakes and provide students with feedback that is both positive and constructive (kulakow, 2020; yan, 2020). in the same vein, lavy & naamaghanayim (2020) also argue that instructors can help students build relationships with their classmates because students who feel connected to their classmates are more likely to participate in class discussions and collaborate on projects. furthermore, communication among peers has also been found to indicate self-esteem (gebregergis et al., 2020; ogunyemi & olagbaju, 2020). that is, students who can communicate their ideas and thoughts effectively will feel more confident in their abilities. the argument here is that such students may be better equipped to handle difficult situations and relationships, which is in line with goh et al. (2020), who confirms that communication is one of the ingredients of interpersonal relationships. http://creativecommons.org/licenses/by-nc/4.0/ mailto:bomodan@wsu.ac.za mailto:nmtshatsha@wsu.ac.za journal of education, teaching, and learning volume 7 number 2 september 2022. page 139-146 p-issn: 2477-5924 e-issn: 2477-8478 140 literature also confirmed that low self-esteem is often a barrier for students when it comes to academic performance (arshad et al., 2015; farhan & khan, 2015; raskauskas et al., 2015) because academic achievement comes with determination, but students with low self-esteem believe they are not smart or capable and are less likely to take risks or put forth the effort necessary for success. in consonance, filippello et al. (2020) and han and park (2020) also found out that low self-esteem is one of the leading causes of students underachievement in school because these students may not put in their best effort in school, which can lead to poor grades and an overall decline in academic performance. this argument further confirms the need to reinvent students' self-esteem, which could be done by adopting humanistic pedagogy in classrooms. this type of pedagogy focuses not only on academic success but the person (drew, 2021) and helps students feel more valued and appreciated (barrett et al., 2016), which will help boost their self-esteem. therefore, this study explores humanistic pedagogy as a way in which selfesteem could be developed among students towards a holistic development. research objectives in order to promote humanistic teaching and learning that could enhance students' self-esteem, the following objectives were raised to guide the study. that is, the study: (1) presented humanistic pedagogy as a pedagogical process capable of bringing capacity to students; and (2) explored the assumptions of humanistic pedagogy and its relevance to the development of students' self-esteem. ii. methodological perspective this study is a theoretical paper tailored towards transforming students with low self-esteem in the school system. hence, the study is lensed within a transformative worldview because the paradigm is based on the belief that research should be used to solve problems and improve the human condition, not simply to generate new ideas or produce academic publications (fazey et al., 2018). the transformative paradigm emerged in response to the growing recognition that the world is facing unprecedented challenges, including economic inequality and social injustice (cram & mertens, 2016; denzin, 2017), which could be responsible for students’ ability to gain self-esteem and social efficacy in their academic lives. therefore, this study argues that transformation among students can happen when both teachers/lecturers/instructors and students can use their strengths to resist and challenge oppressive systems by learning and teaching how they can change their lives for the better. among which is humanistic pedagogy. however, the strength of the article is derived from humanistic teaching and learning, which i otherwise refer to as humanistic pedagogy and the theory was presented and analysed using the principles of thematic analysis. thematic analysis is relevant because it enables the researcher to break down the undying assumptions of humanistic pedagogy into themes for meaning-making, which is consistent with the definition of glaw et al. (2017) and nowell et al. (2017) that thematic allows data to be broken down into smaller themes for easy interpretation. on the other hand, it also allows researchers to go beyond simply describing issues and instead begin to understand the underlying meanings that inform them (castleberry & nolen, 2018; vaismoradi et al., 2016). that is, themes can be identified at multiple levels, from broad overarching themes down to specific sub-themes for detailing purposes. this level of detail also assists the researcher in providing insights into how different aspects of a phenomenon (humanistic pedagogy and student self-esteem) are related to each other. below is the systematic presentation of the theory, along with the assumptions. iii. page style theoretical presentation of humanistic pedagogy humanistic teaching and learning, sometimes known as person-centred pedagogy, is a method of educating based on the ideas of humanistic psychologists such as abraham maslow and carl rogers (joseph, 2020; maslow, 1959). humanistic psychology was founded by rogers, who spent much of his time applying the findings from his psychological research to person-centred teaching (rogers, 1965). both of them believe that the humanistic approach to teaching and learning focuses holistic development of a child (rogers, 1965; maslow, 1966). they also agreed that a humanist method would prioritise student emotional well-being and believe children are inherently good at their core. this is also in line with madsen and wilson (2012) that humanistic pedagogy is centred on how human values, interests, abilities, needs, worth, and dignity are built and sustained. it is a faith in people's limitless potential for growth and progress as well as their inherent goodness and an idea that people have limitless potential for growth and improvement and that they are inherently good on their own (lowry, 1973; maslow, 1970). perhaps this is why magolda (2020) argued that students should be given the opportunity to learn in various ways and explore their interests and passions, which helps them individualise learning and find their unique path in life. this kind of pedagogical process is an approach that focuses on the individual student and their unique needs while also helping them to develop a sense of self-efficacy and confidence (gol & aaleabbas, 2016). from the argument of walters and kidman (2015), it helps to prepare students for the real world, where they will need to be able to think for themselves and express themselves effectively. based on this, one can then argue that humanistic pedagogy is one of the most effective ways to help students build self-esteem to reach their full potential. however, this theory covers both teaching and learning. humanistic teaching is an approach to education that emphasises the importance of the individual learner. it is based on the belief that all students have the potential to grow and learn and that instructors should be geared towards helping individual students reach their full potential (haidet et al., 2016). humanistic educators believe that everyone has unique gifts and talents and that it is important to nurture these gifts in order to help students achieve their fullest potential. on the other hand, humanistic learning is based on the idea that students learn best when they are actively involved in the learning process (firdaus & mariyat, 2017; illeris, 2018). this journal of education, teaching, and learning volume 7 number 2 september 2022. page 139-146 p-issn: 2477-5924 e-issn: 2477-8478 141 means that learners should be given opportunities to explore, experiment, and discover new things for themselves. in these perspectives, students believe that this type of active learning helps them develop a deep understanding of the material and a sense of ownership and responsibility for their own learning (tolstova & levasheva, 2019). hence, when humanistic teaching and learning is engaged among students, it allows them to explore their unique talents and abilities. they are encouraged to be expressive and creative towards developing a strong sense of self-efficacy and prepare students for the real world by teaching them how to think for themselves, work for themselves, and express themselves effectively. based on this, one can then argue that humanistic pedagogy is significant to building students' self-esteem through student-centeredness in the teaching process, recognising students' feelings and values, promoting creativity and innovation, and humanising humankind. assumption of humanistic pedagogy based on the above theoretical presentation, the following were deduced as the major assumptions of humanistic pedagogy: student-centeredness, students' feelings and values, creativity and innovation among students and humanising humankind. these four cardinal assumptions were conceptualised below. • student-centeredness: from the above analysis, one can argue that humanistic pedagogy complements the student-centred teaching approach where students are at the forefront of the pedagogical process. this is consistent with the argument that humanistic education is all about making the student the centre of attention by shifting the focus from teachers and administrators to the needs of learners (chong, 2018). according to rider et al. (2018), it means creating an enabling environment where students feel comfortable, supported and confident in their learning. this means that a humanistic teacher is the one that puts the interest of the student at the centre of the classroom process, input and outputs, from lesson planning to assessment. this is very productive to students because it provides more opportunities for students to direct their learning and take responsibility for their success and holistic development (bykov & leshchenko, 2016; shakirova & valeeva, 2016). the argument here is that when students are made the focus of teaching and learning efforts, it creates an environment that is more conducive to learning and makes students feel valued and respected, and they are more likely to take ownership of their development. • students' feelings and values: from the above theoretical presentation, it is shown that the humanistic teaching and learning process places more emphasis on recognising students' feelings and that they should be valued. that humanistic pedagogical process is that the students' opinions, views, and perspectives should not be jettisoned but rather tailored and shaped for them to feel inclusive in the teaching and learning process. this is in tandem with baroutsis et al. (2016) argument that when students feel that their voices are heard and that their perspectives matter, they are more likely to engage in a productive learning process that increases their trust boldness to challenge their problems. with this, it is not out of place to argue that humanising education creates a more positive and inclusive environment for students' selfdevelopment. therefore, the humanistic educational process takes cognisance of students' feelings via their perspectives and opinions coupled with recognition and respect through inclusivity in classrooms. hence, humanistic pedagogy is not only concerned with the cognitive development of students, but also with their emotional and social growth by allowing them to express their feelings and discuss topics that are relevant to them. • creativity and innovation among students: based on the above theoretical analysis, one can also argue that humanistic pedagogy is the one that promotes and recognises creativity and innovation among students. it emphasises that all individuals have creative capacities and strives to help students realise their creative potentials (putra et al., 2020; wadaani, 2015). this approach to teaching aims to produce creative citizens who can think for themselves and solve problems in innovative ways (taylor, 2018; weis et al., 2017). ultimately, this approach helps students become well-rounded individuals who are prepared to contribute positively to society (perales & aróstegui, 2021). this further confirms that the ability to be creative and innovative is not something that only belongs to a select few; it is a quality that all humans possess but only needs to be activated but often undervalued informal education settings. however, humanistic pedagogy seeks to change this by emphasising creativity and innovation to help students become more confident and self-assured, think outside the box, and become more engaged with their learning. • humanising humankind: from the above presentation, it was also deduced that humanistic pedagogy is all about humanising humankind by helping students to learn to think for themselves and become more self-aware. this level of humanism encourages students to question their assumptions, explore new possibilities, and take risks. in a humanistic classroom, students are not merely receptacles for information; they are actively engaged in the learning process (schramm-possinger, 2016). teachers facilitate learning by posing questions, encouraging debate, and providing opportunities for students to explore different points of view. this type of pedagogy leads to a deeper understanding of the subject matter and allows students to develop their own critical thinking skills. this could be tagged as a supportive and nurturing journal of education, teaching, and learning volume 7 number 2 september 2022. page 139-146 p-issn: 2477-5924 e-issn: 2477-8478 142 environment where students feel safe to take risks and explore new ideas. this is not far from the assumption of ubuntu philosophy, which preaches love, oneness, togetherness, where communality is the other of the day (diarra, 2018; le grange, 2018). that is, the intention of humanistic classrooms does not only increase commonality between the teachers and the students but could also create a more just and humane world. nexus between the assumptions and the development of students' self-esteem this section discusses the assumptions of humanistic pedagogy and its relevance to the buildup of self-esteem among students in classrooms. this was done under the following sub-headings: student-centeredness and development of self-esteem, feelings and values and development of self-esteem, creativity and innovation and development of self-esteem, humanising humankind and development of self-esteem. student-centeredness and development of self-esteem student-centeredness in this study is argued as one of the ways which students' self-esteem can be developed in classrooms. that is when lessons are planned to accommodate students' interests by creating an avenue to develop their critical thinking skills, collaborative and participatory skills, relationship skills, among others. in turn, this enhances their self-esteem. in order to justify the relationships between student-centeredness and development of self-esteem among student, the argument that student-centred classrooms are important in fostering the all-round development of students because it promotes a positive teacher-student relationship, mastery of skills and knowledge, and a sense of belongingness (cedillo & bratta, 2019; kaput, 2018; jony, 2016. the argument proves that there is a positive relationship between the students-centred classroom and students' self-development, including the development of self-esteem (hossein & maryam, 2017). thus, it is clear that student-centeredness plays a key role in developing self-esteem in students. while other factors are also important, student-centeredness is a crucial element in creating an environment that is conducive to the development of a positive self-image. therefore, humanistic pedagogy from the student-centered classroom perspective is essential in ensuring students' self-esteem. feelings and values and development of self-esteem based on the above theoretical assumptions, it is accurate to argue that humanistic education takes cognisance of students' feelings and values in the pedagogical process. a productive humanising classroom where students' feelings are considered and recognised, where they feel valued and respected if the teaching and learning process is productive could build them towards gaining self-esteem. this could be achieved teacher-student relationship that creates a sense of belonging. this is consistent with the finding that one of the factors contributing to the development of self-esteem in students includes a positive teacher-student relationship, mastery of skills and knowledge, and a sense of belongingness (dewi & jimmi, 2018; van aalst et al., 2021). in the same vein, when students feel valued, supported, and accepted by their teachers, they are more likely to have a positive selfimage (ikiz & cakar, 2010). similarly, when students feel confident in their abilities, they can meet challenges successfully and feel like they belong to a community where they are accepted for who they are, their self-esteem is also boosted. therefore, humanistic pedagogy where the feelings of students are recognised and where they are valued and respected is fundamental to building students' self-esteem. creativity and innovation and development of self-esteem from the above theoretical assumption, one could argue that creativity is a sign of self-motivation, self-concept and self-trust, which are self-esteem factors. researchers have confirmed that creative and innovative students are mostly self-motivated students and are likely to be operating at a high level of self-esteem (basco & han, 2016; lawrence, 2006). on the same line of argument, when it comes to creativity and innovation, students who have a strong sense of creativity seem to be at an advantage in building self-esteem. they are more likely to take risks, think outside the box, and develop new ideas. in fact, research has shown that there is a strong correlation between self-esteem and creative thinking (fatah et al., 2016; yücesan & şendurur, 2018). the argument here is that creative students feel good about themselves and their ability and are more likely to try new things, even if they fail. they know that they can recover from setbacks and learn from their mistakes. that means that a creative and innovative student could be operating at a high level of self-esteem, selftrust, and self-belief. since humanistic pedagogy beckons on teaching students how to be creative, innovative, and independent, it also means that such pedagogy will increase students’ self-esteem if implemented. humanising humankind and developing self-esteem based on the above theoretical assumptions, one can argue that humanising humankind, being one of the cardinal assumptions of humanistic pedagogy, is significant to building students' self-esteem. that is, a classroom laced with humanity and humane relationships among the classroom's stakeholders is likely to increase students' self-esteem. this aligns with mino (2020) that humanising teaching and learning enhances students' holistic development because they feel a sense of communality that creates a sense of brotherliness towards themselves. this is perhaps the reason why ubuntu philosophy (the philosophy of kindness, love, togetherness and unity in diversity) is recommended for teaching and learning (maphalala, 2017; quan-baffour, 2014). hence, it is important to humanise humankind, and one way to do this is by helping students build their self-esteem. when students feel good about themselves, they are more likely to be kind and respectful to others. additionally, they are likely to take care of themselves and make healthy choices that create a more positive and productive world. therefore, being humane to students is a point of motivation that solidifies the journal of education, teaching, and learning volume 7 number 2 september 2022. page 139-146 p-issn: 2477-5924 e-issn: 2477-8478 143 way students think, react to issues and socialise with themselves and even strangers. therefore, humanistic pedagogy, via humanising humankind, is significant to building students' self-esteem. iv. conclusions and recommendations this study analysed the relationship between humanistic pedagogy and the building of students' self-esteem through a transformative worldview. based on the argument made above, it was confirmed that humanistic pedagogy is best to promote the students' self-esteem. the factors are initiating studentcentred classrooms, recognising students' feelings and values, enhancing their creativity and innovative minds, and promoting humanity among them. that is, student-centred classrooms, students' feelings and values, creativity and innovation, and humanising humankind are dimensions of self-esteem development among students. based on this, the following recommendations were made: • teachers should endeavour to adopt a student-centred approach in their teaching and learning process. this is quintessential because it empowers students to take control of their own learning. this type of environment can result in several benefits, including increased students' self-esteem. • teachers should be cognisant of students' feelings, know what they want, and respect their opinions even if they need to be corrected and reshaped. this is important. in such a classroom, students are given the opportunity to direct their own learning. this means that they can choose what projects they want to work on, how they want to present their learning, and others. this can be a great way for students to learn about their strengths and weaknesses, discover how they learn best and increase their self-esteem. • teachers should ensure that students are engaged in the classrooms process that could improve their creativity and innovation. one of the ways to ensure this is by providing them with compliments and positive reinforcement when they do something well. they can also give them opportunities to shine by leading a class discussion or presenting a project in front of the class. • lastly, classrooms should be made to promote humanity among students, develop their self-esteem, and ensure that they grow to become good citizens where love, oneness and goodwill drive their societal engagement. references ansor. 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in north kayong, namely the lack of schools and their distribution in each subdistrict, and the weak support capacity of the community towards education funding, with the limited budget of the kayong utara regional government initiating a free education program with the aim of improving access to education and quality of education. public policy cannot be released as soon as it has been established, policies must be monitored and one form of the monitoring mechanism is policy evaluation. this study aims to conduct, context evaluation to find out the legal basis, background and objectives of the program, evaluation of input to find out the characteristics of the recipient of the program, providers, and sources of financing, process evaluation to find out the time allocation, mechanism for the process of financing and program implementation, and evaluation product to find out the achievements in this free education program. evaluation is done with the cipp evaluation model. the results of the study 1) in the context component known, the legal basis of the implementation of the free education program is the regent regulation no. 60a in 2009 and the kayong utara district regulation no. 5 of 2014, in the implementation of free education free education program will be achieved, 2) the imput component is known that the program targets are school-age children who are domiciled in kku, and the program implementers are the education agency that has management fields for elementary to secondary education, for budgeted funding is always exceeding above 20% of the north kayong district apbd value with an average of 2010-2016 25.83% of the apbd value, 3) budgeting is carried out by a mechanism in accordance with the rules of the ministry of home affairs where there is a budget discussion process involving the executive and legislative, on implementation n free education programs, there are two types of activities, namely school operational assistance to finance school management and investment funds in the education sector, 4) the results achieved in 2016 are the increase in the number of tk / sd / sd from 101 schools to 206 schools, smp / mts from 32 schools become 44 schools, and high schools / vocational schools / mas from 9 schools to 22 schools. the increase in the apk value in 2016 for elementary school level to 125.4%, junior high school 96.77%, and high school to 74.08%. the apm value also increased, in 2016 the ner sdn became 99.94%, the ner junio r high school became 72.32%, and the ner sma became 48.96. school dropouts were also very low in 2016 to 0.00 at the elementary school level, 0.04 at the junior high school level, and 0.29 at the senior high school level. keywords: evaluation; policy; education i. introduction policy is something that the government takes to solve a problem that arises. public policy is the policies made by the government as policymakers to achieve certain goals in the community wherein the preparation through various stages (dunn: 1999). public policy cannot be released. policies must be http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 15 monitored, and one of the monitoring mechanisms is called "policy evaluation." evaluation is needed to see the gap between hope and reality. evaluation not only draws conclusions about how far the problem has been resolved but also contributes to clarification and criticism of the values underlying the policy, helps in the adjustment and reformulation of the problem. the spirit of regional autonomy has opened up space for the regions to develop their regions and make leaders in the regions carry out innovative efforts to encourage development in their regions, including in the education sector. development in the field of education is one way to boost human resources that are still very minimal in the area. being a new autonomous district and with the smallest pad in west kalimantan in 2007, the north kayong district government made a bold decision by freeing all tuition fees up to the high school or vocational high school level. from the data presented, more than 39% of students cannot access education. a large number of students who are of school age but do not get proper education will be a new influence on the future of the nation, especially in the north kayong district. in 2007 there were 79.04% of elementary students who did not continue their education to junior high school, at junior high school there were 62% of students who did not continue their education to the high school level. in 2008 no less sad there were 72.38% of students who did not continue to junior high school education, from junior high school there were 67.75% of students who did not continue to high school education. the appalling condition of education in kayong utara is due to various problems, including the lack of schools, poverty, and low motivation in education. with a population of 90,239 in 2007, north kayong only has 81 elementary schools, six junior high schools, and four high schools. poverty can be seen from the income per capita of the kayong utara population in 2007 which was only rp 260,000. the low motivation for education can be seen from the low gross enrollment rate (apk) which was only 67 percent in 2007. it happened because most school-age children were absorbed into the fishing business sector. the free education policy issued starting in july 2009 is expected to be able to increase the gross enrollment rate and the pure participation rate (apm) and fulfill the right to education and realize the compulsory education program up to 12 (twelve) years. schools that get free education policies start from elementary, middle and high school education on the formal education pathway. with the total budget allocation, the kayong utara district government applies free education in its area to students both public and private schools from the primary and secondary education levels. free education funding in kayong utara district is taken from the rapbd post specifically for all schools. there are those who are pessimistic that the free education policy can be carried out well because of the large amount of education budget that must be borne by the apbd and the concern of some people about the sense of justice of the community considering that only state schools will enjoy free education policies. during the five years of free school policy, it began to show some changes in the world of north kayan education. by increasing the apk and apm from the participation of students who continue their education to higher levels of education, even though the numbers shown do not meet the expected numbers. from some of the problems that arise from this free school policy, the author wants to examine more deeply the evaluation of free education policies in north kayong. in fact, until now not all education managers in the ministry of education and culture and education managers in the provincial education office and district / city education offices understand what is meant by education indicators and what is their relation to accountability, so that in the implementation of educational policies is often not right on target. quoted from world education report (unesco, 2016), indicators in education are said to be good if they have five characteristics, namely (1) relevant to policy; (2) easy to use; (3) taken a variable; (4) technically valid, reliable, and comparable; (5) easy to measure and use appropriate funds. these five things will be the basis of the author in determining the success of the free education policy indicators in north kayong regency, and specifically, the author will refer to permendikbud no. 23 of 2013 to see the results of the evaluation of this free education policy. ii. research method research approach the research approach used is qualitative research. the qualitative approach in this study is strengthened by descriptive methods. types of research the type of research conducted in this research is a case or case study approach. in this study, researchers tried to examine more deeply and thoroughly about free education programs in north kayong regency. research sites the location of this study is in the kayong utara district education office and schools located in kayong utara district. data source sources of data in this study use documentary and interviews with the formulator of free education programs and implementers of free education programs. journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 16 data collection procedure 1. interview 2. observation the object of observation in this study is supporting document documents in the implementation of free education policy, policy implementation steps, factors that become obstacles and supporters in the implementation and how to implement this free education policy. 3. study documents the documents that will be obtained by researchers are those relating to the planning and implementation of free education policy programs in the west kalimantan provincial kku. data analysis type in this study, the data analysis method used is an interactive analysis model. this interactive analysis model is carried out with three steps of qualitative data analysis, data reduction, data presentation, and verification. data validity attachment departing from this view a more detailed explanation by the researcher to check the validity of the data is as follows: 1. credibility test the researcher selected several credibility testing techniques, namely through extension of research time, triangulation, comparing with other research results, and member check. research data collection starts from may 13, 2018, until july 31, 2018. members check or check members involved in gathering information to get reactions in terms of views and situations of data sources or informants, in this case the regional secretary kku, kku head of education and culture, school principals, education council, members of kku education dprd, against data that has been organized by researchers, including data accuracy, analytical categories, capturing, and conclusions. 2. transferability test transferability testing is carried out by researchers by creating reports that describe the reality in detail, clear, systematic and trustworthy. for this on july 22, 2018, the researcher asked an indonesian teacher named utin nurlina, s.pd as an indonesian teacher to give opinions as well as input so that the reports made clearer and easier to understand by anyone who read them and arranged according to the correct indonesian rules. 3. dependability test the data stability test (dependability) is done by asking for opinions, opinions and input to several thesis supervisors, namely prof. dr. maswardi m. amin, m.pd and dr. fadilah to ensure that the results of the research refer to the consistency of researchers in collecting data, forming, and using concept concepts when making interpretations to draw conclusions. besides that, he also asked for clarification from mr. gunanto, m.pd, and mrs. sri utami, m.pd who have experience in developing theses during their master program. 4. confirmability test confirmability testing in research is done by member checking or checking members involved in gathering information. the aim is to get a reaction in terms of the views and situation of the data sources or informants, namely from the regional secretary kku, the head of education and culture office kku, the principal, secretary of the regional finance agency, and members of the kku dprd education commission, to the data that has been organized by researchers, these include data validity, analytical categories, interpretations, and conclusions. research stages to obtain accurate and clear data in this study, the stages of research conducted by researchers are as follows: 1. analysis before the field 2. analysis during the field 3. analysis after the field iii. result and discussion a. result the results obtained from the evaluation of free education programs organized by the kku government of west kalimantan province using the cipp model, the evaluation results presented include descriptions of context, input, process, and product. 1. context (legal basis) the components of the context evaluated include the legal foundation of free education programs and the purpose of implementing free education programs at kku. a. legal foundation in this aspect the researcher analyzed the documents on the legal basis of the free education carried out by the kku government, from the results of document analysis, the free education providers initially used the legal basis in the form of regent regulations, the kku government issued a policy through the regent regulations on july 13, 2009, 60. an in 2009 concerning the provision of free education services at elementary / mi, middle / mts education levels, and high schools / ma / vocational high schools at kku. then proceed with the issuance of kku local regulation no. 5 of 2014 concerning free education. in addition, the researchers also interviewed several respondents for knowledge about regulations and legislation issued by the local government which provided the foundation for the implementation of free education journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 17 programs at kku. among them are respondents who are the organizers or authorized officials and supervisors at the kku education and culture office, all of whom provide satisfactory answers. then some middle school principals on the results of the five principals they asked all knew about the legal basis for the implementation of free education programs. it shows that among the implementers of the activity, it has been carried out maximally and comprehensively. the same thing was also acknowledged by the regional secretary of kku that in the process of formulating and implementing this free education policy the local government involved various aspects of the world of education, be it supervisors, teacher teachers, principals, pgri, communities and also the education council. according to the head of the kku education office, the free education program was organized based on the needs and demands of the "mandate of the constitution, it is clear that education is the right of citizens" in accordance with the constitution of article 31 of the 1945 constitution and then strengthened by the national education system law number 20 of 2003 article 5 which reads that every citizen has equal rights to obtain quality education. from the results of interviews with kku regional secretaries, the problem of education in kku was of particular concern to the elected regent, mr. h hildi hamid, based on his visit to 43 villages during the kku district election campaign he saw that there were still low educational facilities available in each village. then from the recognition of the kku regional secretary, the regent was elected kku, mr. h hildi hamid then formed an assessment team for accelerating education development at kku. the regional secretary stated the results of "education assessment until 2008 the number of primary schools in kku was only 92 units, then junior high schools were only 47 units, and ma and sma high schools were only 7 units, this is certainly very inadequate to provide proper education services to all kku communities are scattered in 5 subdistricts at that time ". in addition to the lack of educational facilities, the average number of years of schooling in kayong utara is only five years, meaning that the students did not arrive until explained by the head of the kku education office. from the findings, the assessment team analyzed the causes of the low age of learning at kku, which concluded that there were problems of availability of school access and affordability of education. furthermore, the head of the kku education office explained "the availability aspect means the extent of the availability of education services. well, if affordability means also. is the other available education affordable, for example, it will affect the living burden of the community, for example, the education is not free, of course, there are costs that are a burden they were to enter education at that time ". based on data from the kku statistics center, the number of schools available in kku is still small. in 2007, there were only 85 schools for primary education, 21 junior high school / mts, and seven senior high school / ma / vocational high schools. this relatively small amount will depend on limited access for schoolage students. even in the island district of maya, there is no high school at all. the total number of students from elementary to middle school level amounted to 16,603 people but when compared to the total population of learning age in 2007 totaled 28,154 people (bps, 2008). it shows that only 58.97% of students of learning age who attend school, the lack of schools to provide excess education causes many school-age students who do not attend school or drop out of school, this is one of the bases for the emergence of this free education program, especially the education investment section. this limited access to education is one of the causes of the still low average school age at kku. in addition to the problem of lack of access to education, the low economy of the community is also the cause of the lack of education level in the kku from bps data in 2008 there were 14,390 people in the poor category. the low level of this economy results in the burden of education that should be borne by society tends to be ignored. according to article 33 indonesia executive director santoso, "students who come from underprivileged families tend to be in low-quality schools, whereas students from families are able to gather in quality schools" (https://goo.gl/r8u6yh accessed on 25 june 2018). b. free education objectives from the results of document analysis, the researchers found that the distribution of the program's objectives into two parts, in the first period (2008-2013) the kku government focused on the direction of the development of free education referring to the 5k mission of the ministry of national education, namely: 1) k1. availability of education services (focus and direction of development in education in kayong utara district on expanding access to education) 2) k2. affordability of education services (the addition of new school units with the concept of applying to pioneer schools continues to be carried out to meet the affordability of education services) journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 18 3) k3. quality and relevance of education (improving the quality of educators and educators through practical training and mobile teacher programs) 4) k4. education equality (suppresses a very high ratio between male and female students through free education) 5) k5. certainty of education services 6) (as a concrete step from the vision and mission of the north kayong regent towards free education with the issuance of the regulations no. 60.a in 2009) and in the second period of 2014-2018 free education programs will focus on improving the quality and quality of education. the direction of education development in kku has been stated in the second mission of the regent of kku "building kku's hr that is noble, healthy & intelligent." 2. input input evaluation is related to the input to be processed. at this stage, the input (input) of the planned free education program includes: a. characteristics of north kayong community according to republic of indonesia law no. 6 of 2007 and minister of home affairs letter no. 135/439 / sj on february 27, 2007, the area of the kku area was 4,568.26 km2. this area is relatively small compared to the districts/cities in west kalimantan. geographically, kku is located on the south side of west kalimantan province or in position 0 43 '5.15 "south latitude up to 1 46' 35.21" south latitude and 108 40 '58.88 "east longitude up to 110 24' 30.50 "east longitude. based on the 2010 population census, the number of residents in kku in 2010 was 95,594 people (48,835 people male and 46,759 female females). of the five sub-districts at the beginning of the formation of the kku, it consisted of people with low income. from the results of the assessment carried out by the accelerating development team of north kayong education, it was known that the kku community viewed education as still something luxurious because it required a high cost. as a result, the participation of students was still low. bps data in 2009 showed that groups of children aged 15 years and under-reached 45.29% of the total population of north kayong, this data shows the large number of school students in kku. characteristics of program organizers the organizer of this free education program is the north kayak education agency, which collaborates with the school where the education office as the distributor of education funds and the school is the party implementing the education program. the office of education and culture has every area for each level of education starting from the basic level that supervises elementary and junior high schools; then there is also the field of secondary education which supervises high schools and vocational schools, and most recently is the field of non-formal education and early age education. b. financing in this free education program, it certainly requires financing in support of programs to run well. the financing carried out by the kku government through the budget line in the education office is in the form of education operational assistance (bop) as well as investment financing in education units. in bop several budget items are financed including building operations, teaching and learning operations, the cost of maintaining school facilities and infrastructure, the cost of organizing evaluation of learning outcomes, and the cost of providing student uniforms. for investment financing in education units in the form of the cost of building roads to school, the cost of building school buildings, the cost of providing laboratory practice equipment and also reading books. 3. process process evaluation related to the management of inputs to achieve the objectives set for the program objectives. in the evaluation process, free education programs include: a. budgeting and allocation process for free education programs. b. mechanism for proposing infrastructure facilities supporting the teaching and learning process. from the results of the research the data is presented as follows: a. free education program budgeting process. from the results of interviews with the secretary of the kku regional finance agency, the budgeting process for the education program originated from the kku education and culture office's proposal, the budgeting process began with the vision and mission set by the kku regent, in the first period the regent carried the vision "the realization of healthy, intelligent individuals, believing and being devoted, noble, independent and skilled ”is then explained in the mission of the kku education office, namely: 1) organizing the development of basic education in the framework of educational equality and improving the quality of graduates 2) organizing and developing general secondary education, improving the quality of graduates so that they can compete in entering higher education; journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 19 3) organizing vocational education, so that they have high skills and are able to compete in entering the job market 4) optimizing character education in all levels and types of education through relevant subjects 5) organizing and developing education outside the school in completing blind and providing skills so that they can live well 6) prepare young people who are innovative, creative and noble and noble-minded 7) fostering and training sports to increase physical fitness and prepare sports seeds 8) procurement and development of educative, administrative and functional personnel to improve service quality this mission then becomes the basis for the formulation of the rpjnd or regional development plan for the regional intermediary which includes the district's vision and mission, priority policy, and program directions. for kku education is one of the priorities contained in the rpjnd then continued with rkpd activities where this process will capture community proposals that are carried out in development planning deliberations starting from the village, sub-district and district levels, concluded by the bkd secretary. the work of the education office, the community's proposal, and the thoughts of the dprd which will later be included in the local government work plan (rkpd) document ". it is in line with the provisions in permendagri no. 54 of 2010. rkpd is the basis for the preparation of apbd general policy (kua) and the establishment of a provisional budget ceiling (ppas) after ppas is issued; the skpd obtains an indicative ceiling (budget amount) while related to the amount of the budget an skpd to be implemented the following year. the skpd prepares a budget work plan (rka) which will then be discussed together with the local government budget team consisting of the regional planning board, the regional financial management and regional asset (dpkad) services, as well as the economic part of the regional secretariat development (ekbang). these three skpd will carry out assistance related to the suitability between regional priorities which are contained in the regent's vision and mission and the rka that has been prepared by the skpd. after the rka has been approved by the local government budget team (tapd), the rka is the basis for preparing the regional budget and expenditure plan (rapd) which will then be discussed again by the legislature (dprd) together with the tapd and the education office. if it has been agreed then the rapd will only be ratified into regional income and expenditure (apbd) but the process is not completed until here according to the bkd secretary's statement "the apbd that has been set will be re-submitted to the west kalimantan provincial government for evaluation related to suitability between priorities the province of west kalimantan in the field of education with an activity program prepared by the education office ". the same thing was conveyed by the head of the kku education office that "in the education development policy in kayong must be synchronized with the provincial government policies and the policies of the central government." if the evaluation results from the west kalimantan provincial government state that there are things that are not in accordance with the provincial priorities, the local government of kku is obliged to make improvements to the apbd. after repairs based on the recommendations of the provincial government, a budget implementation document (dpa) was issued which became the basis for the implementation of the education agency's activity program in the following year; the dpa must have been published in january of the current year. according to the head of the education and culture office of the kku for the education agency, this free education program is a priority in the preparation of the budget. he said, "for example, we determined the education agency 50 m from the fund. we prioritize the expenditure that is obligatory. mandatory needs approach. bop is a priority because the bop is mandatory shopping and it is a strategic policy of the local government ". then further explained by the secretary of the regional finance agency, the skpd also has the opportunity to make budget changes in the third quarter if the skpd considers it necessary to make changes in the composition of budgeting. for bop funds, the head of the education office explained that the distribution was divided into 4 quarters where usually in the first month of the first quarter funds had been distributed to school schools through the transfer process from skpd accounts to their respective school accounts, the direct transfer to the school account was aimed at minimizing the occurrence budget leakage or illegal levies from budget managers. for investment funds in the education sector, the education office is responsible for managing and determining which schools get development priorities. b. fund allocation for free education programs the results of the interviews and document studies were obtained that for the allocation of funds this educational program was journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 20 fully determined by the regional government concerning the value of 20% of the total apbd according to the mandate of the constitution. in 2011, the highest number of education funds ever issued by the kku government, this reflected the motto of the north kayak regent, mr. h. hildi hamid, namely "all-out for education." however, after the researcher traced the budget further, it turns out that the education function fund is not only found in the education office, according to the statement from the head of the regional finance agency's budget section, kku stated "not all education budgets are in the education office, for example, uks education funding in the department health, or in the library service or the social service for scholarship program funds. budgeting for education function funds is always above 20% exceeding the mandate of the law; this shows the commitment of the kku government in implementing free education programs. middle-level education is the level that gets the most budget; then these funds will be distributed to each school based on the level of education. c. mechanism for proposing supporting facilities and infrastructure facilities and infrastructure were still a major problem when kku was first formed. the lack of availability of school facilities and infrastructure is one of the findings of the assessment team, this is one of the bases for the emergence of free education policies, free education programs also include investment in education funds where the education funds are allocated for the addition of new school units and the addition of new classrooms, supporting laboratories and libraries. musrembang activities also become the basis for data collection which areas need the construction of facilities and infrastructure. the school was also given the freedom to submit proposals for procurement of facilities and infrastructure, "then the education office will conduct data validation through a dapodik program" explained the head of the kku education office. 4. products product evaluation (results) is an evaluation that measures, interpreting the success of achieving the objectives of implementing free education programs. the direction of this free education program is broadly divided into two periods, the first period from 2008-2013 and 2013-2018. in the first period of the local government kku focused more on increasing the availability of facilities and infrastructure, this was also acknowledged by the head of the education office stating "don't speak quality before the participation rate goes up." from the document study conducted by the researcher, the following results are obtained; a. number of schools and classrooms in each year the number of study groups and the number of schools in kku continue to experience this increase shows the seriousness of the regional government in implementing education investment financing. the number of classes that continues to grow will result in more availability of education services. with the addition of school fees, this will be a good trigger in increasing the amount of student learning. school distribution that is almost evenly distributed in each sub-district shows the availability of adequate education, for remote areas in kku schools, are also available for secondary education. archipelagic regions also have access to secondary education. b. number of students the number of students that continues to grow from year to year shows a positive effect of the implementation of free education, regarding providing access to education is increasing and also the elimination of school fees for students so that more help students to finance education. c. number of educators in addition to the availability of facilities and preaching of educators, it is also an important factor in efforts to improve the quality of education. the number of teachers from year to year continues to increase, both elementary, junior high and high school teachers. according to the head of the education and culture office of kku ". the provision of teachers was slightly hampered when the central government conducted a cpns moratorium ". the increase in the number of teaching staff was hampered when the central government conducted a moratorium on the receipt of cpns, starting in 2011, 2012, and continued in 2015, 2016. the kku government covered the shortage of teachers by recruiting non-permanent employees in the regions and providing flexibility for schools to recruit honorariums. school if school bop funds are adequate. a large number of teachers must be in line with the quality of the teacher itself because a large quantity will not be beneficial if it is not accompanied by the quality of the teacher, one indicator of the quality of teachers is the suitability between educational background and the subjects that are empowered. quality in the context of educational outcomes refers to the results or achievements achieved by the school at any given period, the results achieved can be in the form of academic journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 21 ability tests such as general test scores or national examinations (umedaedi: 1994). d. indicator of education based on mission 2 and mission 3 mission 2 can be broken down into three, namely broad access, equitable access, and equitable access. to determine whether the extensive mission two access has been implemented properly, six types of educational indicators are used, namely; 1) ratio of students per class (r-s / k) 2) class ratio per classroom (r-k / rk) 3) percentage of library (% of library) 4) percentage of school health business space (uks) (% uks) 5) percentage of sports venues (% tor) 6) percentage of laboratories (% lab) to find out whether access to education has expanded, the indicator is converted to produce the same units as access values. extensive access value is the sum of the six access indicators that extend divided by six with the assumption that each broad access indicator has the same role. to determine whether mission two equitable access has been implemented properly, four types of education indicators are used, namely: 1) gross enrollment rate (apk) or pure participation rate (apm). 2) elementary input (amk) elementary school numbers or am and special continuing numbers (am). 3) school service level (tps) for elementary, middle and high school. 4) cost unit (sb) for elementary, middle and high school. to find out the equitable access, the four indicators are converted to produce the same units into equal access values. the value of the four equitable access indicators is then summed and divided by four assuming that each indicator has the same role. to determine whether mission two access that is fair has been implemented properly, three types of education indicators are used, namely: 1) gender differences apk (pg apk) 2) gender parity index apk (ipg apk) 3) percentage of private students (% s-swt). mission 3 can be broken down into three categories, namely student quality, teacher quality, and quality of infrastructure. to determine whether mission three is seen from the quality of students has been implemented properly, then used six types of educational indicators, namely: 1) percentage of new students elementary school from paud (% sb paud) (sd only) 2) repeat number (au) 3) dropout rate (aps) 4) survival rate for elementary school 5 (ab5 sd) or survival rate (ab) (especially for junior and senior high school). 5) number of graduates (al) 6) average length of study (rlb) to determine whether the mission three quality of teachers has been implemented properly, three types of education indicators are used, namely: 1) percentage of teachers eligible (% gl) 2) percentage of teacher certificates (% gs) 3) student ratio per teacher (r-s / g) to determine whether the mission 3 of infrastructure quality has been implemented properly, four types of education indicators are used, namely: 1) percentage of good classrooms (% rkb) 2) percentage of good library (% of library) 3) percentage of good uks space (% ruksb) 4) percentage of good laboratories (% labb) specifically for smp and sma b. discussion in a program, policy program evaluation has a very important role because evaluation will show the extent to which the effectiveness of the program or policy has been implemented. every program is always followed by evaluation activities, both regarding the results and the processes carried out (tulung: 2014). this research will focus on evaluation of free education programs at kku until 2016. the purpose of this evaluation is to determine the effectiveness of implementing free education programs in improving access and quality of education; it is hoped that the findings in this evaluation can be used to improve the quality of free education programs in the future which will come. based on the results of the research that was presented by the free education program at kku, it was considered to have had a significant influence on the development of education in kku. furthermore, more fully there are some findings that will be as follows: 1. context components in the context of the free education policy component, it will discuss the background of the emergence of free policies and the legal basis of this free education program, as well as the purpose of implementing the program. from the results of the interview with the regional secretary kku, it was known that in its implementation there had been prior socialization of this free education program. this socialization was carried out at the beginning of the free education program period, then in each new journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 22 fiscal year the education agency issued technical instructions on the implementation of free education programs, especially in the operational education assistance (bop) section, but there was no further socialization of free education programs. in the field of investment in education units. from the results of interviews with principals, almost all principals only focused on bop info; the school still did not know clearly about the investment in education that was issued by the education office. about the legal basis it is known that there are two legal foundations used by the kku regional government to implement free education programs, namely: a. regent regulation number 60.an of 2009 concerning provision of free education services at primary / mi, middle / mts, ma / ma / vocational education levels at kku. b. kku local regulation number 5 of 2014 concerning free education this free education program conducted by the kku regional government has formal relations with national level policies, so the researchers conclude that this is a form of compliance or implementation of law no. 20 of 2003 concerning the system of national education article 11 paragraph (2) which states that the government and regional government must guarantee the availability of funds for the implementation of education for every citizen aged seven to fifteen years. even further this free education policy is more advanced than the national education policy because the local government of kku does not only target elementary and junior high school education up to the level of secondary education both public and private schools. the kku regional government has exempted tuition fees to high school or has implemented a 12-year compulsory education, above the national target of 9 years of compulsory education as stated in minister of national education regulation no. 23 of 2006 concerning content standards for primary and secondary education units which still provide cost exemption targets. education to junior high school, as can be seen in the attachment section, which states that: "national education must be able to ensure equal education opportunities, improve quality and relevance and efficiency of education management. equitable education opportunities are realized in the 9-year compulsory education program. " even though it is in front of national policy, however, the free education policy carried out by the local government of kku still remains within the corridors of the existing national education policy, namely in article 50 paragraph (5) of law no. 20 of 2003 concerning national education system which states that "district / city government manages primary and secondary education as well as education units based on local excellence," and law no. 32 of 2004 concerning regional governance which in article 10 paragraph (3) states that "education affairs is the authority of the regional government (autonomous region) because, not included in the group of functions that are the authority of the central government, namely (a) foreign policy; (b) defense; (c) faith; (d) yustisi; (e) national monetary and fiscal; and (f) religion. from the free education program issued by the kku regional government, it was seen that the kku chose the pattern of "welfare state," namely the state that embraces the social needs of the people, especially education, rather than surrendering to the market or private mechanism (nugroho; 2008). this policy is one soul with article 31 of the 1945 constitution concerning education and culture which states that "every citizen is obliged to attend basic education and the government is obliged to finance it." state responsibility is represented as the responsibility of the kku regional government in ensuring that every indonesian citizen those in kku are entitled to basic education, are required to attend primary and secondary education funded by the kku regional government. in the formulation of the legal foundation for this free education program, the executive involves the school and related parties in the process of discussing the legal basis. as acknowledged by the head of simpang downstream sma negeri 1 in the interview results he said that "the education office invited several school principals to dissect the socialization of the bupati's regulation on free education meaning to evaluate those articles certain verses that you might be revised or maybe something is not good.” in addition, from the results of interviews with members of the education committee dprd, it was known that at the time of drafting the regional regulation, discussions were held with related parties. mr. rawi, as a member of the education commission, said: "the regional deliberations were conducted with the executives, principals, education councils and related parties." in addition, the council also conducts comparative studies in other regions that already have similar legal products. from the searches that have been described, it can be concluded that the process of formulating regent regulations and the regional regulations that underlie this free education program is planned and discussed in a structured manner by involving the executive, legislative, and parties with interest in the world of education. at this stage, the local government has carried out the stage of formulating policies and formulation. regarding the background that underlies this program, researchers have previously presented it in the research results section. from the results of the study, it was shown that this free education program journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 23 did not appear suddenly and appeared to answer the problems that emerged when the kku had just formed, an assessment team formed by the kku regent identified the problems that emerged in the world of kku education, from the results of the assessment that became the basis for the preparation of this free education program. this procedure is in accordance with the stages of a public policy that is formed through the stages of "agenda setting, policy formulation, policy adoption/legitimacy, policy implementation, policy evaluation. these stages are carried out so that the policies made can achieve the expected goals (budi winarno, 2007: 32-34) ". the assessment team acted as the agenda maker where they identified the urgency of the problem that had to be resolved in kku in the initial year, winarno added that "in this process, the government has room to interpret what is called a public problem and priorities on the public agenda are contested. policy issues (policy issues) are often referred to as policy problems. the formulation of the policy agenda must be based on the level of urgency and essence of the policy. the process of policy/legitimacy is carried out by the executive and legislature by involving schools, supervisors and the education council. whereas for the implementation and evaluation process carried out by the office of education and culture. from the explanation that the researcher has conveyed, it can be concluded that the process of formulating the policy of free education program is a combination of the process of formulating the policy of elite, rational and public choice models. it is said to use an elite model because the public is not directly involved in policy formulation, the local government in this case the regent and the assessment team that has been formed formulate the beginning of this policy as stated in the work vision of the regent. the rational model is said, because the basic principle used is the principle of efficiency to achieve maximum results, with the limitations of abpd the kku local government will certainly do the best efficiency so that this free education program is achieved. the public choice model shows that even though the government is dominant in policy formulation, it turns out that in this education policy refers to the choices desired by the community. 2. input components in the input component, input evaluation is related to the input to be processed. at this stage, input into the free education program that has been planned includes the characteristics of the north kayong community, the characteristics of program operators and financing. in 2009 the north kayong community was recorded with a population of 98,848 people. for age 5-19 years there are 31,102 or 31.46% of the total population. students of this learning age will be the target of recipients of free education programs. from the headmaster's narrative, every student who is accepted at the school in kku will get this free education program. in the process of admission, new students are always based on the family card of students, so admission will focus on accepting students who are domiciled in kku, in the new technical admission instructions the school is permitted to accept students from outside the region with a percentage of 5% of capacity. so it was concluded that every student who has been accepted at a school in kku would get this free education program. the north kayong community, the majority of whom still have low income, are greatly helped by the existence of this free education program, this is also acknowledged by the chairperson of the constitutional court, who stated: "the kku community is happy with free education." the same thing was also conveyed by other school principals who interviewed, they all stated that the community was very pleased with the free education carried out by kku's government, this was evident from the absence of a written or written speech. the local government of kku has carried out the mandate of the constitution no. 31 paragraph 1: every citizen has the right to education. by providing equitable access to education for all residents in kku. furthermore, the kku education office as the organizer of free education programs has also been considered to have sufficient human resources for program implementation, this can be seen from the organizational structure of the kku education where there has been a special division of fields for each level of education, namely basic education that supervises elementary and junior high schools and secondary education level which supervises high schools and vocational schools. each field has its section for more specific division of tasks, for basic education, there is a section of early childhood education and basic as well as the first level of secondary education section, in the field of secondary education there is a section of vocational and high school sections. this specific division of tasks will optimize service to the school as the spearhead of the free education program. in full the organizational structure of the kku education office will be attached to the attachment sheet. an important factor in implementing free education programs is budget availability. with a limited budget, the kku education office carries out a strategy of efficient use of the budget. it aims to overcome limitations in the budget. this principle is known as the basic principle in management when there are limitations regarding resources (nugroho: 2008). drucker in nugroho said that the definition of efficiency is "the extent that the results are produced at east cost." this efficiency is carried out by journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 24 specifying specifically the expenditure financed by the regional government in the free education program contained in the technical guidelines for the use of operational assistance funds. education that is issued annually by the education office. in particular, there are several items that have been set by the education agency for funding standards: a. personnel costs consist of the costs used for: 1) payment of honorarium/salaries of nonpermanent teachers and temporary employees who are recruited by the principal at the approval of the head of the kku education office. 2) payment of school management honorarium applies to sd / mi, smp / mts, slb, sma / ma and smk except the vice principal and coordinator are only for smp / mts and sma / ma, smk. in determining the deputy head of smp / mts, the appointment is adjusted to the number of study groups. 3) kku education office in the context of meetings/coordination, reporting, carried out by the principal / school treasurer provided that it refers to the decree of the north kayong regent number 621 / dppkad-d / xii / 2015 concerning the standard of official travel cost units for regents / deputies regent, leader and members of dprd, civil servants and employees not permanent of 2016 budget year, or in accordance with the ability of funds available to foreign education units 4) assistance to poor students in the form of stationery (notebooks, pencils, pens, rulers) that are selective, and equipped with a certificate of poverty and the student concerned does not get a special scholarship for the poor (bkmm). 5) assistance in procuring school uniforms for new students; 6) assistance in procuring sports uniforms for new students; 7) assistance in procuring school uniforms for all new students. 8) assistance in the procurement of subject books is used as a handbook for students and teachers (preferably bse books) which become school inventory books that are lent to students for one semester; b. non-personnel costs, consisting of costs incurred to finance the procurement of goods and services for needs: 1) the operational costs of the building and educational facilities consist of: 2) operational implementation of the teaching and learning process and administration; with the specific funding item assigned by the education office, there will be no errors in the allocation of bop funds by the school. regarding financing by the kku education agency, education authorities prioritize this free education program, this is known from the results of interviews with the head of the education office. it shows the importance of free education programs for the kku government. 3. process components from the explanation of the results of the evaluation of the process components, it is known that the budgeting process of the free education program involves various parties, both executive and legislative, the executive jointly will carry out planning and assistance to the budget plan, in this case, the education office and the regional government budget team work together in drafting the budget, after making a legislative budget formulation also involved in the discussion before the budget is approved, this long and structured process allows the program implementation process to be programmed and directed so that the expected results are realized effectively and efficiently. in the presentation of the secretary of the regional financial service, it was clear that each component in the government was involved in planning until the budget implementation, the community from the village level to the sub-district level was involved in the budget preparation process through musrembang activities. from the recognition of the head of the education office of kku, it was also seen that the schools were given the opportunity to make proposals for the addition of facilities and infrastructure, only to be recognized by the education office for the realization of the proposal requiring a long time. the education office must determine development priorities and data verification of facilities and infrastructure that the school proposes both directly in the field and through the application of basic education data. in this process evaluation, the local government of kku has made optimal efforts in the preparation and utilization of resources in pursuing the implementation of effective and efficient free education programs. there is no visible indication of the authoritarian action of the education office as the power of budget users to design the education budget. all planned education budgets must support the vision and mission set by the kku regent even in accordance with the vision and mission of the education program in the province. in the case of participants participating in the free education program, the education office also does not discriminate against students from outside the north kayong area, as long as these students are enrolled in schools in the north kayong region, all are entitled to free education programs provided by the local government north kayong. when viewed from the total budget issued by the regional government kku for the function of education is always above 20%, this has exceeded the law which in the 1945 constitution article 31 journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 25 paragraph 4 states: the state prioritizes the education budget of at least 20% of the income budget and state expenditures as well as from regional revenue and expenditure budgets to meet the needs for national education. the budget that is input and will be processed in a free education program has exceeded the standards set by the constitution, in 2011 became the year with the highest education function budget percentage of 29% of the total north kayong apbd, this shows the government's concern in terms of financing free education program. in the process evaluation, it was also seen that the program programs carried out to achieve the goals of free education included: a. the addition of new school units with the concept of applying to pioneer schools continues to be carried out to fulfill the affordability of education services. b. improving the quality of educators and educators through the training of prospective principals as well as the program to improve the competence of sd d2 teachers to become s1 in collaboration with fkip untan. c. suppressing a very high ratio between male and female students through free education. d. issued regent regulation no. 60.an of 2009 and regional regulation no. 5 of 2014 as a legal basis for the implementation of free education programs. the addition of new school units in the form of pioneering schools will open up access to education for people who live in remote areas, for example, this program is the opening of high schools in the durian area, matan, and maya island which are areas with 3 t criteria, namely lagging, leading and outermost . this pilot school has a composition of 3 classrooms, one library, one laboratory, one teacher room, 1 tu room, and one principal's office. by providing adequate facilities and infrastructure to carry out educational services, the kku local government has succeeded in creating access to education in the 3t area. the education and training program for prospective principals and the program to improve the competence of elementary school teachers from d2 to s1 is a manifestation of efforts to improve the quality of education personnel and school management staff so that the quality of education in kku will increase. researchers found that kku tended to focus on output rather than artisan input focusing on how to achieve educational development goals formulated in free education programs. this practitioner is in accordance with the thoughts of christopher pollit, johnson birchall and keith putman in nugroho who stated: "decentralization as an economic effort, namely minimizing the costs of existing resources and improving results or performance." kku regional governments focus more on increasing apk and apm as a result of the free education program. in the context of public administration, the kku regional government approach can be grouped into the flow of new public management (npm), which in principle moves the focus from the administration of public administration from the process to results (nugroho: 2008). in npm, budgetary difficulties are not overcome by the expansion of budget, but by the efficiency of education management by making specific financing items so that their use is right on target. 4. product components product evaluation will answer the level of success in achieving the goals of free education programs. the free education objectives that will be achieved by the kku regional government are: a. k1. availability of education services b. k2. affordability of education services c. k3. quality and relevance of education d. k4. education equality e. k5. certainty of education services broadly speaking, if it is connected with the educational mission that has been determined by the ministry of education in the preparation of the profile of primary and secondary education in 2015/2016 the achievement of the free education goal is divided into: a. realizing widespread, equitable, and fair access to determine the purpose of widespread access has been achieved, it can be used to educate indicator data, namely: 1) ratio of students per class (r-s / k) 2) class ratio per classroom (r-k / rk) 3) percentage of library (% of library) 4) percentage of uks space (% uks) 5) percentage of sports venues (% tor) 6) percentage of laboratories (% lab) from the data that has been described in table 4.10, the education access indicator extends in kku in 2016 in the ratio of class students to elementary level 1:19, smp 1:24, sm 1:27. this ratio is used to see the density of a class based on basic education minimum service standards in the minister of education and culture regulation no. 23, 2013. (ministry of education and culture, 2013). each class should be in school development planning filled with 32 students for elementary school and 36 students for junior high school. if it is filled in less than 32 for elementary school and less than 36 for junior high and high school then it produces good grades, this shows the ratio of students in kku is in good grades because it is far from the minimum standards set by the government. class ratio data per r-k / rk classroom is used to see whether the use or use of classrooms is suitable for the purpose that each classroom is only used once in teaching and learning activities. if the value is less than 1 means there is a classroom that is journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 26 still not used, while a value of more than 1 means there is a classroom that is used more than once in teaching and learning activities. ideally is 1, from table data 4.10 shows the value of rk / rk is close to 1 only at the level of secondary education which is worth 1.63. this shows that there is still a shortage of classrooms in secondary education, secondary education is still found the use of library or laboratory space as classrooms. . whereas at the elementary and junior high school levels have shown an almost ideal value. % perpus is used as a measure to see the availability of libraries in schools because each school should have a library, for library infrastructure at every level it is close to ideal where on average for the primary and secondary level 84% of schools have libraries. % uks is used as a measure to see the availability of health business space in schools because every school should have a uks room. at the elementary level there is only 19.13% uks means there are only 23 schools out of 117 elementary schools that have uks rooms so that they are far from ideal. % tor is used as a measure to see the availability of sports venues in schools because every school should have a gym, providing a gym for each school is still at a very low level because all schools in kku still do not have special sports venues, school schools only have sports fields in the form of a volleyball court. % lab is used as a measure to see the availability of laboratories in schools because every school should have a laboratory, especially high schools should have 6 types of laboratories and vocational schools have 3 types of laboratories, at the primary level in kku do not have a laboratory, in junior high school there are only 32.56% of schools which has a laboratory and this is certainly still far from ideal, at the level of sm there are only 26.81% of schools that have this laboratory also means it is still far from ideal. % perpus,% ruks,% tor, and% lab are ideally 100%. so it can be concluded that the kku still needs to invest in education by building a uks room, a laboratory and a sports venue. for equitable access, it will be seen the elementary school apk data, that is to see the participation of elementary school students in the population aged 7-12 years, apk junior high school level is to see the participation of junior high school students towards the population aged 13-15 years, while the apk level of sm is to see sm student participation in the population aged 16-18 years. in contrast, the primary level ner apm is the participation of elementary school students that is appropriate to the official primary school age; the junior secondary level ner is the participation of junior high school students in accordance with the official age of junior high school. the data in table 4.11 shows that in 2016 the kku apk values at the elementary level were 125.54 smp 96.77 and sm 74.08 high apk values showed high levels of school participation, without regard to the accuracy of school age at the level of education. if the apk value is close to or more than 100 percent, it indicates that there are residents whose schools are not sufficiently old and who are more than they should be. it can also indicate that the region is able to accommodate school-age residents more than the real target. at elementary school level, it has shown the ability of schools in north kayong to be able to accommodate the school-age population more than the real target. high school level is still not close to 100%. it shows that there are still school-age students who do not attend school or drop out of school. however, if seen from its development from 2008 to 2016 the sm apk has increased by 50.56%, and this is a significant increase with an average rate of 6.32% per year. when viewed from 2008 there has been a significant increase in the value of this apk; it can be seen in full from the following graph data: fig. 1 north kayong district apk development (source of kku education and culture office) apm measures the absorptive capacity of the education system towards the school-age population, apm shows how much the school-age population has been able to utilize educational facilities according to their level of education. if apm = 100, it means that all school-age children can attend school on time (bps 2016). the ner score for elementary school is close to 100%, which is 99.94% for the 72.32% junior high school level and 48.94% for the new school. the apm value of sm which is still quite low does not mean that free education programs have failed, but if seen from 2008 there has been a gradual increase in apm in each year. education is one of the long-term investments, so the success of development in the education sector has a positive impact only in the next few years. this increase in the apk and apm scores shows the success of free education programs in terms of providing equitable access to education. the ner at the secondary school level expanded journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 27 considerably from 2008 to only 17.31% to 48.96% in 2016. the selection of sdk sd is the first access to primary school, while am is specifically for junior and senior high school because it is continued access to higher education. that is, to enter elementary school do not have to graduate from paud but can be directly from households or residents aged 6-7 years. the ideal is 50%. conversely, if students have not graduated from elementary / mi or package a cannot continue to junior high school level, so also if students who have not graduated from smp / mts or package b cannot continue to the level of sm / ma. the ideal is 100%. the level of sdk or pure input number is at a value of 69.55% exceeding the ideal value set. while at the junior high school level it is also close to the ideal value of 89.63 and at the level of sm has reached an ideal value of 100.12%. it shows the equitable access to education available at kku until 2016. tps is used as a tool to assess the level of school education services. if the value is small, it can accommodate students more than the large value. thus, large access can be interpreted evenly. there is no ideal value yet, so national numbers are used, the relative tps value of elementary school students is quite small, while at the junior and senior high school level it is large enough so that the level of education services for junior and senior high school can be interpreted evenly. the cost unit is used as a tool to assess equitable access regarding costs. if the value is small, the participation of the government in education is small, so that the access of schools by the community is uneven. conversely, if the value is large, government participation in education is very large, so access to schools by the community is easier. there is no ideal value yet, so a policy of 80% of school operational assistance (bos) was used in 2015. from the elementary, junior and senior high school levels it has shown great value, the local government of kku has made very large educational financing participation with an average of 1,900. 885 is far above the value of school operational assistance in 2015, for financing in 2015 each student at the elementary level was funded by 800,000 per junior high school student 1,000,000 and sma 1,200,000 (juknis bos 2015). the equality of education services where pg apk is used as a measure to assess whether there are differences in education services between men and women. if the value is minus (-) or positive (+) means there is still pg apk in education services. there is no pg apk in education services if the value is 0. from the data obtained it is known that the pg apk value is still in the minus position indicating there are still differences in educational services. ideally, the pg apk value must be 0. ipg apk is used as a measure to assess whether there is equality in obtaining education services between men and women. if the value is less than 1 (0 ...) or more than 1 (1, ..) means there is no gender equality in education services. equivalent in education services if the value is 1. based on the data obtained, the ipg apk value is close to 1 all, so it can be concluded that ideal conditions are almost fulfilled. % s-swt is used as a measure of justice seen from the status of the school between the state and the private sector as community participation. that is, there is no difference in going to school in public or private. % s-swt is not yet known what the ideal value is. however, the higher the value means, the higher private participation in education, from table 5.12, it can be concluded that there is still a low level of private participation in education given the free education program so that public schools are more of a priority for students in sending these students. for quality indicators of kku students seen from input to school, it can be seen from% sb paud specifically for elementary schools. the quality of the student process can be seen from the au, aps, and ab5 / ab. the quality of student output from the teaching and learning process can be seen from the al and rlb. the quality of student input to school is seen from the indicator% sb paud / tk, meaning that the greater the value means, the better because more and more new students entering elementary school come from paud graduates. the ideal is 100%. % of tk tk only reached 68.08%, this means that in 2016 there were 68.08% of students entering elementary school came from paud. the quality of the student learning process seen from the au and aps is a negative factor of the quality of education because the number of students repeating and dropping out of school shows poor quality education. therefore, the smaller the au and aps show the teaching-learning process is getting better so that the quality of education will increase. ideally, it is 0%, the value of au and aps is close to zero indicating the success of free education programs in overcoming dropout rates and repeating numbers, the kku government has provided good quality education. the quality of student output is seen from the navy, so the higher the al, the better. the ideal is 100%. even though the al value in kku has not reached its ideal but has been at a high value with an average of 98.7% for primary and secondary education. the rlb also influences the efficiency of education because the high rlb causes more power, time and costs used in the teaching and learning process, so education becomes inefficient. the higher the rlb value, the worse because it requires more time. ideally for elementary school is six years and smp / sm is three years and at kku has achieved journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 28 this ideal value, free education programs are very helpful in maintaining the efficiency of the education process for each education sector. the quality of human resources is seen from gl%,% gs, and r-s / g because teachers are considered to determine the quality of education. % gl is used as a measure to see teachers who teach according to the requirements in law no. 14, 2005 concerning teachers and lecturers (law no. 14/2005). (ministry of national education, 2005). the greater the value of% gl, the teacher is expected to teach better so that the quality of education is expected to increase. in accordance with the act, the% gl for sd to sm is measured by the level of teacher's diploma is a degree or diploma 4 and higher. the ideal is 100%. % gs is a teacher who has a teaching certificate, meaning that in addition to the teacher having an s1 certificate and higher then the next step is the teacher is given certification. the higher the value, the more teachers have been certified. the ideal is 100%. from table 5.14% gl is quite high, namely in the range of 79% -87% in elementary, middle and high school. middle school level is the highest level in the gl% value. r-s / g is used as a measure to see the quantity of the teacher. if the rs / g number is smaller than the standard, it means teacher overstatement, whereas if it is greater than the standard, it means a shortage of teachers. national data issued by the ministry of education and culture 2013 values rs / g sd 16, smp 14, and sm 12. from table 5.14 for elementary teachers, rs / g value is smaller than this national value indicating that the teacher has an excess in terms of quantity, at the junior secondary level the value is smaller so that it is also concluded in greater quantity. however, at the sm level, it appears that this level is higher than the national score, and there is still a shortage of teachers in the middle level (sd 16, smp 14, sm 12 national figures 2012/2013). for% gs it is still quite low. the teacher certification process is absolutely the authority of the central government so that local governments do not have authority in this matter. if we look at the teacher competency test scores that have taken place from 2015, kku education personnel have the following average scores: fig. 2 the average of teacher competency test scores in 2015 from figure 2, it can be seen that in the 2015 ukg teachers at kku received a high average score compared to the provincial or national averages. at the provincial level, the average ukg score of kku teachers was ranked 6. being in rank six shows that the quality of teachers in my school is not far behind when compared to other districts, it will remain if seen with the low average overall score, this indicates the need for more special attention from local governments in managing education programs. the teacher must be used as an object in a free education program. from the results of the interviews with the head of the school working committee meeting, it was known that the kku government rarely carried out training programs for teachers according to the chief justice of the constitutional court. the teaching and learning process is also determined by the availability of educational infrastructures such as good classrooms and other school facilities such as libraries, uks rooms, and laboratories. thus, it can be said that% of the cbd can be used as a measure to see the condition of a good classroom and also encourage students to learn better so that in the end it can improve the quality of education. the greater the value of the infrastructure, it is expected that the quality of education will increase because the learning process becomes better so that students and teachers can interact well too. the ideal is 100%. in table 5.15 infrastructure facilities whose value is good only on the% rkb indicator at secondary education level (sm), and% perpusb only at elementary and sm levels. while at other levels and other indicators% ruksb,% rkomb and% labb are all in the low percentage range. iv. conclusions and suggestions a. conclusions from the results of the research that has been carried out, it can be concluded that the free education program in the regional government of north kayong district, west kalimantan province has been running effectively and in accordance with the procedures that have been set so that the criteria in the outline have been met. the details of the four components evaluated are as follows: 1. context components evidence of achievement is by showing related parties, especially the school as the implementing party of free education program, knowing the legal basis for the implementation of free education programs, namely the regent's regulation no. 60a of 2009 on free education and then the regulation was changed into local regulations no. 5 of kayong utara district journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 29 regulation 2014 about free education. furthermore, the implementation design and process are carried out in accordance with technical instructions regarding the bop issued annually by the kku education and cultural services. 2. input components participants or those who receive this free education program are students who attend school in north kayong district with each new school year registering students always attaching family card data as proof of the north kayong community. while the implementation of this free education program consists of parties who have competence in their fields that are shaded in the work unit of the education and cultural service in kku where in its implementation each level of education has its own field so that planning and implementation are more organized and well organized. for sources of financing carried out with careful planning with the evaluation process from both the executive and legislative parties also request approval from the province of west kalimantan so that the budgeting in the education and culture services is always through maximum discussion. and the allocated education function funds always exceed the mandate of the shrimp law which is higher than 20% of the apbd. 3. process components from the results of the research, starting from the process of allocating time for proposals, discussions, and budgeting, all follow the schedule set by the ministry of home affairs. and the budget implementation process is divided into quarterly. all components of the process are processed based on well-scheduled provisions so that the implementation of the free education program is considered to have no significant constraints. 4. product components the increase in apk and apm values that continue to occur every year is proof of the success of this free education program, the increase in apk and apm has an impact on the rise of the human development index of the local government of kku, the north kalimantan human development index (hdi) from 2013 to 2017 is an hdi with growth the second highest in the west west after sambas regency, with the growth rate of the north kalimantan hdi of 1.35% and in 2015 the growth of the kku hdi occupied the third level at the national level. the increase in the number of schools both from elementary to secondary level, as well as equitable distribution of schools in each subdistrict, is evidence of the success of education in the education sector by the kku regional government. with the exemption of tuition fees and the expansion of equitable access to education the dropout ratio in kku also becomes very small. the kku regional government has fulfilled the minimum infrastructure facilities that schools need to carry out the learning process but for supporting facilities and infrastructure such as the uks room, the laboratory, sports fields are still very minimal in schools, so it needs further attention. b. suggestions the education office as a related party in the process of formulating, implementing and evaluating policies is the party that has the most important role in the success of the free education program. from the point of view of the evaluation, in terms of providing access to the education office, it has succeeded in opening a case that is as broad as possible, will still link the quality of education prepared to be less noticed. the quality of education is influenced by 3 factors, namely the facilities and infrastructure, the student's impact and the learning process carried out by the teacher. until now the focus of the education service was only on the preparation of facilities and infrastructure and increasing student participation. the component of improving teacher quality is still being improved. it is time to focus on improving the quality of education as students who graduate from the education level become highly competitive students. references budi winarno. 2007. kebijakan publik: teori dan proses edisi revisi. yogyakarta: media presindo. dunn, w.n. 2002. analisa kebijaksanaan publik. yogyakarta: hanindita. tulung, j.m. 2014. evaluasi program pendidikan dan pelatihan kepemimpinan tingkat iv di balai diklat keagamaan manado, jurnal acta diurna, volume iii, nomor 3. nugroho, r. 2008. public policy. jakarta: pt elex media komputindo. peraturan bupati kayong utara nomor 60 a tahun 2009 tentang penyediaan layanan pendidikan gratis pada jenjang sd/mi, smo/mts dan sma/ma/smk sederajat di kabupaten kayong utara. peraturan daerah kabupaten kayong utara no 5 tahun 2014 tentang pendidikan gratis. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. journal of education, teaching and learning volume 4 number 1 march 2019. page 14-30 p-issn: 2477-5924 e-issn: 2477-8478 30 undang-undang nomor 32 tahun 2004 tentang pemerintahan daerah. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 39-44 p-issn: 2477-5924 e-issn: 2477-8478 39 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. political education in increasing student participation as novice voters in singkawang city sulha1), sitti uswatun hasanah2), andi mursidi3), i-hasien ting4) 1) ikip pgri pontianak, indonesia e-mail: sulha.akhmad@gmail.com 2) ikip pgri pontianak, indonesia e-mail: sittiuswatunhasanah@gmail.com 3) stkip singkawang, singkawang, indonesia e-mail: andimursidi@hotmail.com 4) national university of kaohsiung, kaohsiung, taiwan e-mail: iting@nuk.edu.tw abstract. secondary education students are indonesian citizens who are categorized as first-time novice voters who are participating in political activities for the first time. political education can increase students' awareness and knowledge in participating in politics, both in schools and in elections. this study aims to find out and analyze how political education can increase students' political participation as novice voters. this research uses a descriptive method with research techniques for questionnaires/google forms, interviews, observations, and documentation studies, in high schools students throughout singkawang city. the findings obtained by the authors in this study are that students as novice voters need to understand the importance of political education and also support activities related to political education. based on the results of the study, it was concluded that political education for students in schools was carried out through ppkn subjects, student council activities (osis), scout activities (pramuka), and through election socialization conducted by the general election commission (kpu) of singkawang city. students who obtain such education, their political participation becomes increased. this is characterized by students being able to give opinions and arguing in the classroom, as well as having the awareness to participate and be active in organizations in the school. the political participation of students can also be seen from their readiness as novice voters, to take part in the 2024 general election. keywords: political education; political partispation; student; novice voter i. introduction the indonesian state, which adheres to a democratic government, requires the people as the highest power holders in the country. the role of the people in democratic government is urgently needed in the progress of the nation and state. every citizen is expected to involve himself to participate in state activities in order to create a democratic state life. according to wuryan and syaifullah (2008: 71) that: in a democratic country, citizen participation is the main or main requirement that every citizen must carry out in the political process. realizing a democratic life will naturally experience obstacles when its citizens are not participatory in the decision-making processes and activities of their country. but on the contrary, if citizens are able to involve themselves or participate in the political decisionmaking process, it will encourage the realization of a democratic society. a democratic state requires the participation of its citizens, therefore people must be given political education so that people can understand their role as citizens in political activities and carry out political activities. for countries that adhere to the notion of democracy, elections or elections are a major party of democracy carried out by a country that uses the understanding of democracy. elections are the way to uphold democracy. in indonesia, the means of self-declaration of the people and democracy to the state and government is manifested in the form of voting during elections. general elections can be said to be one of the means of democracy and a form of embodiment of people's sovereignty to produce aspirational, qualified, and responsible representatives of the people and http://creativecommons.org/licenses/by-nc/4.0/ mailto:sulha.akhmad@gmail.com mailto:sittiuswatunhasanah@gmail.com mailto:andimursidi@hotmail.com mailto:iting@nuk.edu.tw journal of education, teaching, and learning volume 8 number 1 march 2023. page 39-44 p-issn: 2477-5924 e-issn: 2477-8478 40 leaders for the welfare of the people. a very interesting category of voter groups to observe and research further is novice voters. novice voters are first-time voters who will cast their ballots in an election. as explained in elections for novice voters module i of the indonesian general election commission (2013) the category of novice voters is a citizen who will exercise their right to vote for the first time in the activities of the general election. they can come from indonesian citizens who are even 17 years old or not yet 17 years old but have been married. in school age, novice voters are at the level of xi and xii grades of high schools. the novice voters in the general election are a new generation of voters who have different traits and characters, backgrounds, experiences and challenges than the voters in the previous generation. most of them are students, have good economic status, and generally live in urban areas or beyond. this group is very touched by the advancement of information technology, they use advanced technological tools well, ranging from cellphones, laptops, tablets and various other gadgets. they are also very fluent in the use of social media facilities and networks, such as, twitter, facebook, linked in, and so on. they are very open to learning things that are new, critical and also independent. novice voter groups face formidable challenges, ranging from political changes and domestic problems that are not clear in the direction of resolution to the pressures of globalization, free trade, terrorism, international intervention, and so on. the differences in traits and characters, backgrounds, experiences and challenges of novice voters need to be well understood, especially to prepare for intelligent, critical and future-oriented voters. coupled with the fact that these novice voters are the next leader in the 100th anniversary of the republic of indonesia in 2045. the republic of indonesia will still exist at that time will be largely determined by novice voters in the general election. the important influence of these novice voters has been realized by the political parties participating in the elections and their candidates. even the hunt for novice voters has started since the elections that have been held for the past two years, namely many have begun to take into account the votes of novice voters in the campaign process so it is not uncommon for various ways to be able to collect votes from them. the thing that should be of particular concern is the political education that is still low among these novice voters. low political education makes this group vulnerable to being targeted for mobilization by certain interests. when referring to past experiences, for example, these young voters are often directed to one of the candidates' spouses by carrying certain contents or jargon, either through advertising wars and social media without a deep understanding of why they should choose the candidate's spouse. the lack of knowledge of novice voters about the process of conducting elections, makes them not cast their votes in elections. novice voters are easily influenced by certain interests, especially by those closest to them, such as family members ranging from parents to relatives and there is still a lack of interest in novice voters to follow the explanations given by the election commission as the organizer to stimulate the participation of novice voters. one of the efforts to encourage first-time voters to participate in every decision-making made by the government, is political education. kartono (2009: 58) posits that: the task of political education is to realize the political function of each individual to become a responsible participant in the political process. the goal is that a government that exercises power and makes decisions that bind all citizens in the midst of many conflicts and differences of interests, can be influenced by the people. it is clear that in the process of political education, the people are invited to influence government politics in a democratic climate. for the participation of the people in influencing the political policies of the organs of statehood in all joints and sectors, is considered necessary. therefore, political education can be referred to as staatburglijke worming (citizenship-forming education). based on the above opinions, political education has the task of awakening individuals to participate in political activities. political education fosters political awareness in everyone who studies it, then after realizing, they will influence government policy by participating in all political activities. this presentation is in line with the opinion of wuryan and syaifullah (2008:71) that: political participation by citizens must be based on political awareness as citizens. and to grow that political awareness, political education has a very important position. political education as one of the concepts in political science, related to how efforts or efforts are made so that citizens or society understand and understand politics. political education is well carried out because the benefits of political education are very influential for the sustainability of a country that adheres to a democratic system. political education that is well implemented, planned, programmatic, directed, controlled will contribute positively to the nation. another opinion regarding the importance of carrying out political education well was put forward by kartono (2009: 68) that: if the political education is done well and systematically, it will inevitably be cultivated by democratic and constructive positive counter-forces. that is to be a critical force to fight against unhealthy, bad, unjust, unstable, and unnatural conditions. then people will try to create a more democratic and healthier climate, to make social, political, economic, cultural conditions better. political education is an attempt to shape a person to have political awareness. this is realized after obtaining political knowledge from both formal and non-formal institutions. political education cannot be carried out by one educational institution alone, but all political education institutions must jointly provide political education to citizens so that citizens have political awareness. as the opinion put forward by ruslan (2000: 89) that: political education is the efforts devoted by educational institutions both formal and nonjournal of education, teaching, and learning volume 8 number 1 march 2023. page 39-44 p-issn: 2477-5924 e-issn: 2477-8478 41 formal that seek to form and cultivate a political personality that is in line with the political culture of the people engaged in the institution. every citizen forms and grows political consciousness at all levels, and then the citizen becomes aware or acquires his own consciousness, will form and grow the ability to actively participate, in participating in solving the general problems of his society with all possible forms of participation, and ushering in better change. based on the opinions above, those who play a role in political education are formal and non-formal political institutions / political institutions such as families, schools, and information media. if these institutions perform their role as political educational institutions well, then the goal of political education to grow students' political awareness will be achieved. the political consciousness addressed by students is political personality, political behavior, and political participation. david easton and jack dennis (suwarma al muchtar, 2000: 39) in his book: “children in the political system” providing limitations regarding political sosialization i.e. that “political sosialization is development process which persons acquire arientation and paternsof behaviour”. while fred i. greenstain (suwarma al ntuchtar, 2000: 39) in his book: political socialization argues that: political sosialization is all political learning formal and informal, delibrete and unplanne, at every stage of the life cycle inchiding not only explicit political tearning but also nominally nonpolitical learning of political lie relevant social attitudes and the acquistion of politically relevant personality characteristics. both opinions above reveal that political education is a form of education that is carried out in a planned and deliberate manner both in formal and informal forms that try to teach each individual so that his attitudes and deeds can be in accordance with socially applicable rules. in this case it can be seen that political education does not only study the attitudes and behavior of individuals. but political education tries to associate the attitudes and behaviors of such individuals with the stability and existence of the political system. in carrying out and optimizing the process of political socialization, it is necessary to have the right strategy and place where the socialization of politics is carried out, one example that as one of the means or agents where the socioalisai politics is in the school environment. schools are a vast vehicle for political socialization. as a formal educational institution, schools have enormous potential in laying the foundation for the creation of a democratic community or political life. so far we have mostly assumed that politics and education are two things with different poles. politics is interestoriented whereas education actually teaches to embrace all interests so that it becomes like without interests. therefore, the two things are always separated. even during the new order, the word "politics" in schools, seemed to be a very scary scourge. anything that smells of politics, in school is not a good thing to learn, even forbidden. perhaps most of us are afraid if politics is included and "dirty" the world of education. or even politics makes education an extension to expand power. many of us have misinterpreted paulo freire's concept of education that perpetuates pedagogy of the oppressed will occur in a world of education that has been mixed with the world of politics. in fact, the right political education can be the foundation for a person so as not to make a misstep in his world later. in the future, those who are politically educated, ideally able to become a person who dares to accept defeat, does not cheat, and understands more about the rights and obligations he has in whatever environment he lives in. this study aims to find out and analyze how political education in increasing students' political participation as novice voters. ii. methods qualitative is the chosen form of research, arguing that researchers want to gain a deep understanding of political education in increasing students' political participation as novice voters in singkawang city. the subjects in this study were students of xi and xii grades from 32 high schools in singkawang city. other data sources are the principal, ppkn teachers, scout coaches, and the general election commission (kpu) of singkawang city. the location in this study is singkawang city in west kalimantan. and observation, interviews, documentation, triangulation and literature studies are data collection techniques in this study. iii. result and discussion political education in schools must be instilled when students have begun to be able to translate and feel that he, from the point of view of a decision maker, is an object affected by the policies implemented. the concept of political education in schools can be done in simple ways. political education in schools is more about the formation of a simple culture/culture that characterizes democracy and independence. this is the basic foundation for the realization of a democratic life later. politics in schools need not be construed as directly confronting students on a practical political level as befits the context of power struggles, the relationship of the ruler to the controlled. political education in schools can start from small and simple things by highlighting the growth of a positive culture in associations. among them are the following: first, there is great freedom for students to express their opinions in class forums. the methods of discussion should be carried out as often as possible and not just depart from textbooks. in this case, it should be realized that scientifically nothing has absolute truth. a teacher's job is not to force his students with 'absolute truth' based on his interpretation alone. teachers must be able to be a forum or medium for students to convey their ideas. the teacher should not immediately blame the opinions of his students. he must be able to build a rational mindset by making journal of education, teaching, and learning volume 8 number 1 march 2023. page 39-44 p-issn: 2477-5924 e-issn: 2477-8478 42 arguments in opinion. of course, this will also increase the enthusiasm and activeness of the students because students feel valued. second, there is fluid two-way communication between teachers and students. if we are accustomed to official and rigid ways of communication, such as when teachers teach in the classroom, then the concept of political education that must be applied is to create communication spaces that are not rigid. that way students can convey ideas freely, openly and critically. communication that goes both ways and is not rigid obviously leads to the growth of self-confidence in students which in turn will later exercise their creativity and independence. third, exemplary in organizational life. school is an organizational system that includes relationships between principals, employees, teachers and students. although various theories about organizational and social life have been presented by teachers, without direct examples even in a small scope, the theories will evaporate and only remain in the report cards of the students. how the leader should behave to subordinates or vice versa, how to work well with colleagues, cultivate an attitude of empathy and tolerance with friends, all of these can also be exemplified through the organization. through these simple concepts, political education can start from school. with the creation of actualization spaces for students, then later when they are maturing, they are used to the culture / culture of openness, respect plurality, live the dialectic process, give each other responses / feedback, analyze problems rationally, and respect each other's opinions without having to feel always self-righteous. in his hugely popular book, democracy and education, john dewey explains that one of the mistakes of teaching that occurs in schools is when school materials do not lead the students to live in the real world. it is true, educational success is when the learner actually learns for his life and even thinks about solving the problems that surround him. that is why the national awakening began with the world of education which does have the potential for a huge community changing force. political education does not mean directing children to certain political interests. this education actually introduces children to important political values starting from school life. they are taught how freedom of opinion and responsibility as citizens actually go through concrete examples carried out by teachers as well as in the school system itself, where education mainly occurs through communication and modeling. similarly, with political education, it can be taught without having to create new subjects, but through exemplary as exemplified above. education is a forum where the formation of a new generation culture occurs. education is the womb of every character that our children will have in the future. thus in simple terms we can build an assumption that the improvement of society ideally will occur if we really pay attention to education, including in the political sphere. this is actually aligned with the contextual and meaningful principle in our curriculum, which is to bring the reality of the world to learners. the good intention to rid the world of education of the 'dirty' of politics actually increases the chances of making certain parties use education for their political interests. let's take a simple example, in the era of the new order pancasila as a state philosophy was taught through a single interpretation on the grounds of eliminating political biases as happened in the old order. but it is precisely that that which backfires, because the single interpretation taught is the interpretation made by the ruler. such an open and decentralized change in the political system suddenly made this country seem to be in shock. if the term rulers and oppressors of the new order era is they are leaders at the capital level then today oppressors and dirty politicians have spread so evenly throughout the country. a healthy and clean system of government must start from a political system that is also clean. to realize this requires a thorough reform of the political and legal system. if we can expect change to occur in the new generation, then just like the reforms carried out by budi utomo, it should happen in the world of education, namely education that also pays attention to political education for students. this task is very arduous and takes time. but with improvements in the realms of politics, law and education at the same time we still have hope for a national revival. it should be noted, the national awakening in 1908 experienced the peak of the struggle for the next 37 years, namely during the independence of the republic of indonesia in 1945. it was not a short time and a light struggle. in the end, the young generation who are educated in political culture are expected to one day be able to position themselves as independent pioneers, be able to respond appropriately to the policies of the leadership and understand their rights and obligations without trampling on the rights of others. furthermore, when he became a leader, he was accustomed to a democratic culture, valued differences and treated the people he led wisely and well. based on the results of the questionnaire / google form, interviews and observations obtained from high school students throughout singkawang city, it was believed that political education has an influence in increasing their political participation. the results of this study are in accordance with the opinions of (wuryan and syaifullah, 2007: 71). that political participation by citizens must be based on political awareness as citizens. and to grow that political awareness, political education has a very important position. political education conducted by families, schools and communities is influential in increasing student political participation. the results of the questionnaire stated that political education is to increase political knowledge, as a means to increase political understanding, and as a means to increase political participation. in addition, the interview results also show that political education can increase student political participation, especially providing political knowledge and understanding to students so that they can apply it in the form of political awareness including political personality, journal of education, teaching, and learning volume 8 number 1 march 2023. page 39-44 p-issn: 2477-5924 e-issn: 2477-8478 43 political behavior, and political participation. thus, it can be known that political education has an influence in increasing the political participation of high schools students in singkawang city. political education in schools is carried out through the subjects of kdp, student council, and scouts. political education through ppkn subjects is delivered in learning materials such as the superstructure and infrastructure of the indonesian political system, institutions of the republic of indonesia according to the 1945 constitution of the republic of indonesia, good governance, citizen participation in the political system of the republic of indonesia and other materials. political education in schools through the student council such as participating in basic student leadership exercises (ldks), participating in the election of the student council president, and the formation of student council administrators. political education through scouting such as participating in seminars and or scout leadership training, scout leadership courses, following coaching by scout coaches, dkr, dkc, dkd, and other activities in scouting. from the results of interviews with ppkn teachers regarding political education in schools, it was revealed that in the curriculum of pancasila and citizenship education (ppkn) subjects there are several political materials such as the nature of the nation and the unitary state of the republic of indonesia, the superstructure and infrastructure of the political system of the unitary state of the republic of indonesia, citizen participation in the indonesian political system, the 1945 constitution of the unitary state of the republic of indonesia, the territory of the unitary state of the republic of indonesia, the security and defense system of the republic of indonesia, decentralization or regional autonomy in the context of the unitary state of the republic of indonesia, the position and role of the central government, the position and role of local governments, the participation of citizens in maintaining the unity and unity of the nation. ppkn teachers are required to provide understanding to students in order to increase their political awareness, and encourage them to participate in political activities at school, or in social and state life. political education in schools is delivered through the subject of pancasila and citizenship education (ppkn) so that students understand the meaning of politics, political goals, political uses and are politically aware in schools in particular and in general life in society and the state. political education through self-development programs, among others through the student council, and scouts are expected to be able to make students aware and participate in student council leadership, scout leadership, activities organized by the student council, activities organized by scouts. political education in schools, whether through kdp, student council, or scout subjects, fosters students so that they have political awareness, and can participate in student council and scout activities in schools proportionally. the demand is that students be ready to participate in the political life of the nation with full responsibility. iv. conclusion based on the results of data processing and discussion of research results, it was concluded that political education has an influence in increasing the political participation of high schools students in singkawang city. political education in schools is carried out through kdp subjects, student council activities, scout activities, and through election socialization carried out by the general election commission (kpu) of singkawang city. political education through kdp subjects is delivered in learning materials. political education through student council activities such as participating in basic student leadership exercises (ldks), election of student council presidents and administrators. political education through scouting such as participating in seminars and or scout leadership training, scout leadership courses, following coaching by scout coaches, dkr, dkc, dkd, and other activities in scouting. this is done so that students are ready to participate in the political life of the nation with full responsibility. political education conducted by the general election commission (kpu) of singkawang city is in the form of election socialization to high schools / vocational / ma, in order to convey information about the stages and programs of organizing elections to students who have qualified as novice voters. the delivery of information to voters aims to increase voter knowledge, understanding, and awareness about elections. in addition, the singkawang city kpu provides an election smart home that can be visited by students to find out how to vote. students who receive this education, their political participation becomes increased marked by the ability of students to argue in the classroom, and the awareness of students participating in intra-school student organizations (student council), scouts, and actively participating in other organizations in the school. the political participation of students can also be seen from the readiness of those who already qualify as novice voters, to take part in the 2024 general election. acknowledgment the author would like to thank the lembaga penelitian dan pengabdian pada masyarakat (lppm) ikip pgri pontianak for financial support through the basic research program spk number: 200/l.202/pnk/06/2022. references alfian. 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(2017). undang-undang nomor 7 tahun 2017 tentang pemilihan umum. jakarta: penerbitan lembaran negara and berita negara ri. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 21-27 p-issn: 2477-5924 e-issn: 2477-4878 21 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. students’ metacognition and self-regulated learning: an analysis through students’ work in solving hots problem imas ismayati 1) , nani ratnaningsih 2) , supratman 3) 1) universitas siliwangi, tasikmalaya, indonesia e-mail: imasismayati.mtsn@gmail.com 2) universitas siliwangi, tasikmalaya, indonesia e-mail: naniratnaningsih@unsil.ac.id 3) universitas siliwangi, tasikmalaya, indonesia e-mail: supratman@unsil.ac.id abstract. the aims of this study are to analyze and describe the metacognition of students who have high, moderate, and low self-regulated learning (slr) in solving higher order thinking skills (hots) type problem. the research method that used was qualitative, research subjects were taken from students who can provide information about the results of their work to obtain complete data and stop when there was no information that can be extracted (saturated data), then obtained 6 people consisting of students who have high, medium, low slr. the data collection technique used was the think-aloud method. the data analysis technique used in this study was a model from miles and huberman. based on the data analysis, it can be concluded that: the metacognition of students with high slr used metacognition in the indicators to compose strategies and monitor actions to the maximum while at the evaluation stage they had not been able to mention other alternatives to solve the problem, the metacognition of students with medium slr used metacognition to the maximum in the indicators of the stage of compiling strategies but at the monitoring actions they had not been able to interpret the results of the answers and at the stage of evaluation they had not been able to mention other alternatives to solve the problem, the metacognition of students with low slr had not been able to use metacognition to the maximum. teachers must pay attention to students' self-regulated learning and metacognition in solving hots problems. keywords: metacognition; higher order thinking skills; self-regulated learning i. introduction metacognition is the knowledge and awareness of a person about thinking processes and their ability to it. this ability is very important especially for the purposes of efficient cognitive used in solving problems. the components of metacognition consist of three elements, namely developing strategies or action plans, monitoring or controlling actions, and evaluating or evaluating actions. students who have good metacognition skills in solving problems will have a good impact on the learning process and achievement as explained by hofer & pintrich (ormrod, 2008) that the more students know about their thinking and learning processes, the greater their metacognition awareness and the better the learning process and achievements they might achieve. cognitive psychologists stated that students need to be trained to develop metacognition in effectively solving problems (desoete, 2007; özsoy & ataman, 2017). based on observations of viiif grade students of mtsn 1 pangandaran for 2 weeks of 6 lessons, it was found that students lack metacognition abilities. this is indicated by the students who pay attention well when learning but when the test cannot solve the problem. this shows that metacognition is lacking. this finding is reinforced by the research of alfiyah and siswono (2014) which concluded that students of class viii h of smp negeri 1 puri in academic year 2013/2014 have not been able to use their metacognition properly in solving mathematical problems. another problem that researchers obtained is related to solving mathematical problems, there are students who when asked to do work on the board find it difficult to explain how they get the answers. in line with the http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 21-27 p-issn: 2477-5924 e-issn: 2477-4878 22 results of bulu, budiyono and slamet (2015) in their research on metacognition difficulties in sma negeri 1 soe that melancholic, choleric, sanguine, and phlegmatic students have difficulty in using their meta-logic in solving mathematical problems in material opportunities. according to supratman, kosasih and hermanto (2018) that solving a problem is very important to be instilled in students, the difficulty of solving this problem certainly needs to be adjusted to the level of students in solving a problem there are studies that show metacognition plays an important role in cognitive activities in solving problems (anggo, 2011; balk, 2010; garrett, mazzocco, & baker, 2006). ratnaningsih, hidayat, and akbar (2018) that if it is seen from the depth or complexity of the mathematical activities involved, mathematical thinking can be classified into two types namely lower other thinking skills and higher other thinking skills. thinking skills are fundamental to the education process. a thought can affect learning ability, speed, and effectiveness of learning. hots is a way of thinking that is higher than memorizing facts, articulating facts, or applying rules, formulas, and procedures (thomas & thorne, 2009). hots questions do not mean difficult or convoluted questions, but questions that are arranged proportionally and systematically (arifin, 2017). the characteristics of hots are (1) evaluation with criteria; (2) shows skepticism; (3) using logical analysis; (4) systematic (ernawati, 2016). the use of hots questions in learning is expected to develop the ability to think critically in solving the problems of the students. the term independence learns the belief in the ability of a person to solve problems without special help from others and an unwillingness to be controlled by others. the relationship between metacognition and slr can be referred to from the opinions of several experts including (schraw, crippen, & hartley, 2006; winne & perry, 2000; zimmerman, 1990) argue that slr is also related to metacognition. students who have slr will be able to plan, make goals, monitor themselves, and evaluate themselves. this ability is a reflection of students who have good metacognition skills. slr will develop learning situations that apply the development of metacognitive abilities. self-regulated learning according to amir and risnawati (2016) is an attempt to carry out learning activities alone or with the help of others, based on his motivation to master a certain material and competence so that it can be used to solve problems. ii. methodology the research method used in this study was the qualitative research method. sugiyono (2017) stated that the qualitative research method is a research method used to examine natural object conditions, (as opposed to experiments) where researchers are key instruments, data collection techniques are carried out triangulated, data analysis is inductive, and research results qualitatively emphasize meaning rather than generalization. this research was conducted in mtsn 1 pangandaran. the subjects were six subjects; male students who had high learning independence (mt1), female students who had high learning independence (mt2), male students who had moderate learning independence (ms1), female students who had moderate learning independence (ms2), male students who had low learning independence (mr1), and female students who had low learning independence (mr2). the object of this study was the analysis of the metacognition of students in solving hots type problems in the material of flat side space in terms of learning independence. the data collection technique in this study used thinkaloud. according to someren, barnard, and sandberg (1994), think-aloud is a method of thinking hard by asking people to think hard while solving problems and analyzing the resulting verbal protocols. think-aloud in this study was that students express ideas that are thought of using verbal or spoken sentences in the process of solving mathematical problems so that the data obtained are verbal words and written words. the technique of taking data sources by taking the first person as a sample and then the researcher asks who can provide more information needed. this process continued until the researcher finally gets complete and in-depth data from the data source and stops when there was no information that can be extracted from previous information (saturated data). data needed in research was collected through questionnaires, tests, and interview results. this research data analysis technique referred to the data analysis model of miles and huberman, which was done through data reduction, data presentation, drawing conclusions, and verifying conclusions. iii. results and discussion metacognition of students who have high learning independence in solving hots type problems in the material of flat side space building, when compiling an action plan to solve the problem of flat side space presented, all subjects consisting of 2 students with high learning independence do think-aloud on reading activities after the problem is given. both subjects are aware of their thought processes by identifying the information provided in the problem by summarizing the information that is important in the problem and verbally re-writing what is written in a different sentence. this can be seen in the snapshot of the results of the mt1 in fig. 1. fig. 1 mt1 answers to hots problems based on fig. 1 at the stage of compiling an action plan to solve metacognitive problems of hots type material to journal of education, teaching, and learning volume 5 number 1 march 2020. page 21-27 p-issn: 2477-5924 e-issn: 2477-4878 23 build flat side spaces, subjects mt1 do think-aloud on problem-solving activities. the mt1 subject can identify information provided in the problem which includes known information. the following are excerpts from the results of the mt1 interview: q : after you read the problem in number 1, try to explain what information can you find out from the problem? mt1 : the information is known around the base of the tent is 32 meters, then it is also known that the length and width of the base of the tent are 5: 3, while the height at the bottom of the tent is 1 / (9) times the height of the tent and the height of the tent is 4, 5 meters. this is in accordance with what schraw (2006) stated that planning involves choosing the right strategy and allocating resources that affect the learning outcomes and planning activities begin by identifying what is known. next, the two subjects explore the knowledge that they have previously when interpreting the information that has been identified, namely by mentioning the prerequisites or initial knowledge needed to solve the problem of the subject as well as linking previous concepts that have been learned and that are relevant to the problem to be solved. then the two subjects make a solution plan that will be done by mentioning the first thing that must be done. in addition, both subjects were able to mention the concepts to be used in solving problems, namely the concept of building a flat side space and the reasons for using the concept and feeling confident being able to solve the given problem by estimating the time limit needed to solve the problem. when controlling or monitoring their actions, both subjects with high slr, verifying and clarifying their written answers that were not correct when explaining the steps to solve the problem by making improvements to this answer in accordance with what was stated by halter (murtadho, 2013) that monitoring includes activities supervise the learning process, monitor learning with its own questions, provide feedback by completing other ways and maintain concentration and motivation. both subjects realized the mistakes made in solving the problem after being given a series of metacognitive questions and took the initiative to clarify their incorrect written answers by correcting the answers until the correct answers were obtained. next, the two subjects identified important information in the problem so that when solving the problem did not make a mistake. the subject identifies the strategy used and classifies related ideas while exploring the reasons for using the strategy when explaining the problem-solving procedure. the subject also developed a solution plan that was compiled by generating new information and stating the problem in the form of drawings. plan solutions that have been prepared previously in accordance with what has been done. the results of the study showed that the planning that had been prepared previously, was carried out by the two subjects when solving the given problem so that they were able to interpret the results of the formulation of answers obtained by writing the final conclusions that answered the problem in detail. the answer of the mt2 subjects is aware of her thought processes by evaluating or evaluating the final results obtained whether they are correct and in accordance with the problem or not and making improvements to the answers to obtain the correct problem-solving results. this can be seen from the written work of mt2 subjects in fig. 2. fig. 2 mt2 answers to hots problems this is in accordance with what was stated by polya (fitrianti & rizal, 2016) that there are two evaluation results that have been made, namely 1) tracing each step of the work done and 2) using other ways to validate the results obtained in the first step. this is because mt2 subjects still have problems in the expected results that need to be corrected for the correct, while mt1 subjects are able to solve problems and obtain the final results that really make them do an assessment of the results of the work he wrote with the results of research produced are correct and the steps used are in accordance with the agreement. the second subject can produce good work results because it is able to obtain the final results obtained correctly and accordingly or not. in addition, compiling them to make mistakes, both subjects immediately solved this error after asking metacognition questions when explaining the problemsolving procedure with high slr being able to answer all that is meant by the correct end result and also identifying the strategies used. furthermore, students in the category of high slr can consistently answer all problems with the correct end result because they can develop their metacognition well so they can successfully solve the given problem. this is in accordance with the opinion of researcher panaoura (2007) which states that the success of a person in solving a problem is also influenced by his metacognition. in the formal operational stage, metacognition of students who have entered adolescence is expected to be able to provide alternatives to solve problems because according to piaget (amir & risnawati, 2016), in this period ideally teenagers already have their own mindsets in an effort to solve complex problems and abstract. the subject is only fixated to use the problem-solving steps that have been taught by the teacher. this might be caused by the journal of education, teaching, and learning volume 5 number 1 march 2020. page 21-27 p-issn: 2477-5924 e-issn: 2477-4878 24 learning process that has been carried out less facilitating students to train creative thinking of the students. based on the explanation above, it can be concluded that the metacognition of students who have high independence only meets the metacognition indicators, namely developing strategies or action plans, controlling or monitoring actions, while in evaluating or evaluating actions there are subjects who have not been able to mention alternatives to solve problems more effectively. metacognition of students who have slr in solving hots type problems in the material of flat side space is derived from data from 2 research subjects namely ms1 and ms2 subjects. when compiling an action plan to solve the problem of constructing the flat side space presented, all subjects consisting of 2 students with slr are doing thinkaloud to the reading activities after the problem is given. both subjects first read by speaking or reading orally. then both subjects did a quick reading identified from fastmoving eyes when reading the questions, then realized their thought processes by identifying the information provided in the problem, this is in accordance with opinion from muaddab (fitrianti & rizal, 2016) which states that planning is a component of the plan of metacognition for identifying and activating abilities in achieving goals. later, the two subjects explore the knowledge that they have previously when interpreting the information that has been identified by mentioning the prerequisite knowledge or initial knowledge needed to solve the problem. this can be seen in the following interview results. p : prerequisite material is needed for this. for example, when study factoring, you should first study the rank of material. ms1 : oh yes mam, there will be blocks and prisms, which means that the material is square, rectangular, triangular, and pythagoras theorem. q : why is the material essentially square, rectangular, triangular, and pythagoras theorem? ms1 : because later we will look for the surface area of the beam and prism, mam. although initially, the subject of slr was having difficulty recalling that initial knowledge, all subjects in this category were able to mention the initial knowledge and the reasons for its use after being given a series of metacognitive questions in the interview. then the two subjects make predictions about the planned solution that will be done by mentioning the first thing that must be done. in addition, the two subjects were able to mention the concepts to be used in solving problems, namely the concept of building a flat side space and the reasons for using the concept and feeling confident being able to solve the given problem by estimating the time limit needed to solve the problem. when controlling or monitoring their actions, both subjects are of moderate independence, verifying and clarifying their incorrect written answers until the correct answer is obtained when explaining the problem-solving steps by correcting and re-checking the answers. both subjects realized the mistakes made in solving the problem after being given a series of metacognitive questions and took the initiative to clarify their incorrect written answers by correcting the answers until the correct answers were obtained. this is indicated by the written work of the following ms2 subject which has undergone improvement after the subject realizes an error in the completion procedure (see fig. 3). fig. 3 ms2 answers to hots problems furthermore, the subject identifies important information in the problem so that when solving problems do not make mistakes. the subject identifies the strategy used and classifies related ideas while exploring the reasons for using the strategy when explaining the problem-solving procedure. the subject also developed a solution plan that was compiled by generating new information and stating the problem in the form of drawings. the solution plan that has been prepared previously includes the concept to be used, the first thing to do, and predict the deadline to solve the problem in accordance with what has been done. this shows the planning that has been prepared beforehand, carried out by the subject when solving the problem given so that they are able to interpret the results of the formulation of answers obtained by writing the final conclusions that answer the problem even though not detailed and only in outline only namely writing a minimum area of the fabric to cover tent in accordance with what was asked in the problem. however, there is one medium slr that has not interpreted the results obtained at the conclusion of the answers, namely the subject ms1 while the subject ms2 is able to interpret the results of the formulation of the answers obtained by writing the final conclusions that answer the problem, this may be due to the most ms1 subjects many make mistakes when solving a given problem compared to other subjects the subject is too focused to make improvements to the results of solving the problem so that it ignores the steps to interpret the final results obtained when evaluating learning outcomes, a student should reflect on himself by changing his study habits and strategies if necessary, if this is deemed incompatible with the needs of his environment (risnanosanti, 2008). if it is associated with solving mathematical problems when evaluating the results of solving problems obtained, a student should be able to reflect by changing the steps or strategies used if it is journal of education, teaching, and learning volume 5 number 1 march 2020. page 21-27 p-issn: 2477-5924 e-issn: 2477-4878 25 deemed unsuitable if applied to the problems needed. in addition, according to piaget (amir & risnawati, 2016) students who have entered adolescence should have the ability to self-introspection and self-awareness. in solving problems, this ability includes the ability to evaluate its success in solving problems, discard or change strategies to solve problems that are less precise, and can identify alternatives to solve other problems. subjects with moderate slr when evaluating their actions identify the strategies used. ms1 subject can mention a more effective settlement step but there is one subject with moderate slr namely ms2 subject apparently cannot mention alternatives to solve problems more effectively and assume that the steps taken are the most effective steps. footage of the results of the interview regarding this is as follows. q : in your opinion, are there any more effective remedial steps than this? ms2 : in my opinion, it is okay to use a combination of blocks and prisms. the problem is making me dizzier. so i use trapezoid mam. based on the explanation above, it can be concluded that the metacognition of students who have slr is only fulfilling the metacognition indicators, namely compiling a strategy or plan of action while in controlling or monitoring the actions there are subjects who have not been able to interpret the results obtained at the conclusion of the answer, namely the subject ms1 and in evaluating or evaluating or judging the actions of there subjects who have not been able to mention alternatives to solve problems more effectively. metacognition of students who have low slr in solving hots type problems in the material of flat side spaces. derived from mr1 and mr2 data. when compiling an action plan to solve the problem of constructing the flat side space presented, all subjects consisting of 2 students with low slr do think-aloud to the reading activities after the problem is given. the two subjects first read aloud (reading aloud), then the two subjects did a quick reading identified from the fast-moving eyes when reading the questions, realized their thought processes by identifying information given in the problem and explaining verbally what was written with sentences that differed, according to the opinion of pulmones (2007) that planning in solving problems can include thinking and writing what is known and what is not known and identifying where to find information that is not yet known. this can be seen in the written answers of the mr1 subject in fig. 4. fig. 4 mr1 answers to hots problems when exploring the previously held knowledge when interpreting the information that has been identified, almost all subjects have difficulty remembering the initial knowledge needed to solve the given problem. only mr1 subjects who were consistently able to explore previously owned knowledge by mentioning the prerequisite knowledge or initial knowledge needed to solve the problem and the reasons for using that initial knowledge, this is different from mr2 subjects who consistently seem to have difficulty digging up prior knowledge they previously had to help him solve problems even though the subject feels capable of solving problems then students with low slr make predictions about the planned solution that will be done by mentioning the first thing that must be done. mr2 subjects are not able to mention the concepts that will be used in solving problems but they are confident of being able to solve given problems by estimating the time limit needed to solve the problem. when controlling or monitoring their actions, the two subjects with low slr, verifying and clarifying their written answers that were not correct until the correct answers were obtained when explaining the steps to solve the problem by making corrections and re-checking answers. all subjects realized the mistakes made in the results of solving the problem after being given a series of metacognitive questions and taking the initiative to clarify the written answers that were not correct by making corrective answers. furthermore, the subject identifies important information in the problem so that when solving problems do not make mistakes. the subject identified the strategy used and classified related ideas while exploring the reasons for using the strategy when explaining the problemsolving procedure. the subject also developed a solution plan that was compiled by generating new information and stated the problem in the form of a picture of the subject mr2 was able to carry out a solution plan that had been prepared before when solving the problem which included the concept to be used and the first thing to do even though it was unable to predict the time limit to solve the problem has been done so that the time needed to solve the problem is relatively long as well as the subject of mr2 who is able to carry out the planned solution prepared even though he does not know the concept terms being used, while the subject of mr1 when confirmed through interviews shows that there is a mismatch of the plan with what has been done that is in the first case what must be done when explaining the problemsolving procedure. this shows students are not aware of the previous thought process that has been done when planning a solution that will be done. though planning is one important part of metacognition because it determines the success of students in solving problems. on the other hand, only mr2 subjects who were consistently able to interpret the results of the formulation of the answers obtained by writing the final conclusions that answer the problem even though it is not detailed and outlines only, namely writing down the minimum surface area of the tent in question in the problem, which is shown in the snippet the results of the mr2 written work can be seen in fig. 5. journal of education, teaching, and learning volume 5 number 1 march 2020. page 21-27 p-issn: 2477-5924 e-issn: 2477-4878 26 fig. 5 mr2 answers to hots problems when evaluating or assessing their actions, both subjects consistently assess or evaluate the final results of their work correctly. the second is aware of the thought process that is done well when evaluating the results of his written work. both subjects can evaluate the results of their work well because they are able to assess whether the final results obtained are correct and appropriate or not. when both subjects make mistakes, immediately realize the error after being given a question of metacognition when explaining the problem-solving procedure so that both subjects are able to answer all problems with the correct end result. both subjects can also evaluate the results of their work because they are able to assess whether the final results obtained are correct and appropriate or not. both subjects understand when the final result of their work is correct, both subjects will believe that it is indeed true and when the final result obtained is not correct, the subject feels hesitant and unsure of the answer even though the subject has tried to clarify the results of his written work several times make improvements to the answers. furthermore, when evaluating their actions, subjects with low slr also find it difficult to identify the strategies used. all subjects with low slr were unable to mention alternatives to solving problems more effectively and assumed that the steps taken were the most effective steps. this is by the opinion of kartika, riyadi, and sujadi (2015) that students are not aware of the thinking process that is done well when evaluating the results of work in writing because the subject always states that the results of the completion are correct even though there are still errors. iv. conclusions based on the results of data analysis, it can be concluded that: (1) students who have a high slr, they used metacognition at the indicator stage to strategize and monitor actions to the maximum. whereas at the evaluation stage they have not been able to use other alternatives in solving problems more effectively. (2) students who have slr were using metacognition to the maximum on the indicators of strategy development. while in monitoring the actions had not been able to interpret the results of the formulation of answers obtained by writing the conclusions of the answers, and in the evaluation, the stage they had not been able to mention other alternatives in solving problems more effectively. (3) students who have low learning independence had not been able to use metacognition to the maximum. references alfiyah, n., & siswono, t. y. e. (2014). identifikasi kesulitan metakognisi siswa dalam memecahkan masalah matematika. mathedunesa, 3(2), 131– 138. retrieved from https://jurnalmahasiswa.unesa.ac.id/index.php/math edunesa amir, z., & risnawati. (2016). psikologi pembelajaran matematika. yogyakarta: aswaja pressindo. anggo, m. 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(1990). self-regulated learning and academic achievement: an overview. educational psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2 isc paper template in a4 (v1) journal of education, teaching and learning volume 1 number 2 september 2016. page 71-75 p-issn: 2477-5924 e-issn: 2477-4878 71 effect of motivaton and creativity on students’ psychomotor ability muhamad arpan1), dewi sulistiyarini2), danar santoso3) 1) ikip pgri pontianak, pontianak, indonesia e-mail: arpanmuhamad@gmail.com 2) ikip pgri pontianak, pontianak, indonesia e-mail: dhewysulis@gmail.com 3) ikip pgri pontianak, pontianak, indonesia e-mail: danar.santoso21@gmai.com abstract. this research aims to determine: (1) the effect of motivation on students’ psychomotor ability; (2) the effect of creativity on students’ psychomotor ability; (3) the effect of motivation and creativity as in aggregate on students’ psychomotor ability; and (4) the contribution of motivation and creativity on students’ psychomotor ability in the subject of web programming. this research is an ex-post facto type. the population was sixth semester students of tik education research program of pgri pontianak totaling 217 students. the sample was 135 students with proportional random sampling techniques that determined by the issac and michael table. data collection using a questionnaire. the data was analyzed using regression analysis to test the hypotheses. the results showed that: (1) motivation has a positive and significant effect on students’ psychomotor ability; (2) creativity has a positive and significant effect on students’ psychomotor ability; (3) motivation and creativity as in aggregate had a positive and significant effect on students’ psychomotor ability with 68.88%; and (4) the contribution of motivation is 12.5% and creativity is 32.5% on students’ psychomotor ability in the subject of web programming. keywords: motivation; creativity; psychomotor ability. i. introduction information and communication technology (ict) in education has been growing rapidly. it can be seen the use of technology in education as a learning resource, assist in the dissemination of information and knowledge without limits of time and space. improvement of the quality in education can be seen from various aspects such as through the assessment process of learning which is divided into three areas: cognitive, affective, and psychomotor. the success of students in the learning process can be influenced by factors of intern and extern. the factors of intern includes physical and psychological. one of the example of psychological factors is motivation. if students’ learning motivation is high, it can support the success of learning outcomes. but if students’ learning motivation is low, it will become an obstacle in learning outcomes. lecturers must be able to choose the right variety in order to create an attractive learning situations. if lecturers can do that, the students’ motivation will be increase and students’ learning outcomes will be achieved. web programming is a subject that requires the students to think creatively and able to develop a web-based program. in this subject, students learn about the basic concepts and design the web with a basic structure of web programming. in the learning process of understanding the web programming, the student obtained not only in terms of the cognitive domain, but the main goal in this research is to develop psychomotor ability of students. a. motivation motivation can be defined as everything that drives behavior that requires or encourages a person to make ends. motivation is the driving force that caused the habbit to the spesial purposes[1]. motivation is essential to learning [2]. motivation is an essential component required in the learning process. for students learning motivation can foster the spirit of learning so that students are encouraged to conduct learning activities. students who have high motivation is able to achieve higher performance. for professors find the motivation to learn from the students was very necessary to maintain and enhance the spirit of learning greater the motivation that created the achievement of learning goals will be even greater. b. creativity creativity is an experience in express and actualize individual identity in the form of an integrated relationship with oneself, with nature and with others [3]. processing the power of creativity to do with some of the activities associated with the environment society or family society, time, facilities and infrastructure, and more. such activities mailto:arpanmuhamad@gmail.com mailto:dhewysulis@gmail.com mailto:danar.santoso21@gmai.com journal of education, teaching and learning volume 1 number 2 september 2016. page 71-75 p-issn: 2477-5924 e-issn: 2477-4878 72 can be a source of learning is effective in enhancing creativity. creativity consists of common traits and processes are different in each person, but there are some common features that define creativity, which includes fluency, flexibility, originality and elaboration. although the general features of creativity and the process differ from person to person there are some common features that define creativity. they are fluency, flexibility, originality and elaboration as follows [4]. confidence, dare to take risks, enterprising, ambitious, active adventure, curiosity, consideration, different, tolerance, flexibility are some of the traits of creative people [5]. c. psychomotor ability psychomotor ability is also known as process skills, the skills that lead to the development of mental ability, physical, and social fundamental as a driver of higher capability within the individual students [6]. psychomotor components, the dimensions of physical action, in the form of the skills to do, can be trained with the following activities: through select, prepare, assemble and use a set of instruments appropriately and correctly. limitations of time and facilities in the lab is often a constraint psychomotor development. to resolve these matters, students should take advantage of spare time outside the regular time schedule to train yourself to use the equipment, of course, with the guidance of instructors [7]. psychomotor learning outcomes can be seen directly in some form of skills. forms of psychomotor skills, namely: (1) movement reflex (movement skills at the unconscious); (2) skills in the unconscious movements; (3) the ability to provide perceptual including visual, auditory distinguish motor, and others; (4) the ability of the physical field, for example, strength, harmony and precision; (5) movements skills, ranging from simple skills to the complex skills; and (6) capability with respect to non sursive communications such akspersif movement, interpretative [8]. based on the background that has been described, this research aims to determine: (1) the effect of motivation on students’ psychomotor ability; (2) the effect of creativity on students’ psychomotor ability; (3) the effect of motivation and creativity as in aggregate on students’ psychomotor ability; and (4) the contribution of motivation and creativity on students’ psychomotor ability in the subject of web programming on ict education of ikip pgri pontianak. ii. method a. types of research this research uses a quantitative approach with expost facto type. b. time and place of research the research was conducted in ict education of ikip pgri pontianak with the address at jalan ampera no. 88 pontianak, kalimantan barat, indonesia. data collection and processing of research conducted on march until july 2016. c. population and sample of research population of the research is the sixth semester of the students of ict education on web programming subject. population numbers are 217 students. the research sample is 138 students. the sampling technique is using proportional random sampling with isaac and michael table with level error is 5%. d. data collection techniques and research instruments the data that collected is related to students’ motivation, creativity, and psychomotor ability in web programming. data collection techniques using questionnaires and documentation. questionnaires were completed by giving to the students to get the value of motivation and creativity. documentation used to get the value of students’ psychomotor ability in web programming. e. data analysis techniques data analysis is used to process the data of research variables. the analysis of this research is using descriptive and inferential statistics. descriptive statistics are used to describe the data without making a decision. descriptive analysis include the mean, median, mode, standard deviation, variance, and skewness. inferential statistics are used to perform data calculations and then the results are targeted at populations. the inferential statistics in this research is simple and multiple linear regression. before doing the data analysis, the data should tested with the requirements analysis. requirements analysis is used to see the condition of the data is feasible or not, including normality, linearity and multicollinearity test. here are the results of the test requirements analysis. table 1. results of testing requirements analysis variable data normality data linearity data multicolinearity motivation 0,327 0,000 1,929 creativity 0,089 0,000 1,929 based on table 1, the data of motivation and creativity are normal, linear, and not correlated. thus, the data can continue to perform descriptive and inferential statistical analysis. iii. results and discussion a. results the data of the research have been obtained and tested its requirements, then the next step is make calculations and analysis to answer the research hypothesis. here are the results of data analysis of the research. journal of education, teaching and learning volume 1 number 2 september 2016. page 71-75 p-issn: 2477-5924 e-issn: 2477-4878 73 1) descriptive statistics analysis descriptive statistics analysis describes the variables in generally that consists of variable motivation, creativity, and psychomotor ability. based on questionnaires that given to 138 students on web programming subject, the results are are described as follows: the results of data analysis of motivation that is obtained by the mean is 76.95, median is 77, mode is 78, the standard deviation is 8.745, variant is 76.482, and skewness is -0.265. fig. 1 histogram of motivation the results of data analysis of creativity that is obtained by the mean is 68.50, median is 67, mode is 62, standard deviation is 11.484, variant is 131.879, and skewness is 0.422. fig. 2 histogram of creativity the results of data analysis of psychomotor ability is obtained by the mean is 75.44, median is 76, mode is 70, standard deviation is 4.786, variant is 22.905, and skewness is -0.090. fig. 3 histogram of psychomotor ability 2) inferential statistics analysis inferential statistics analysis is use to see whether or not the correlation between the variables and determine the correlation of the variables. based on the analysis, the result showed that the correlation value (r) of motivation (x1) and psychomotor ability (y) is 0.801 with the coefficient of determination (r2) is 0.642. the correlation value (r) of creativity (x2) and psychomotor ability (y) is 0.711 with the coefficient of determination (r2) is 0.506. the correlation value (r) of motivation (x1), creativity (x2), and psychomotor ability (y) as aggregate is 0.830 with the coefficient of determination (r2) is 0.688. the details of the values can be seen in table 2. table 2. result of model summary variable r r square adjusted r square std. error of the estimate x1 – y 0,801 0,642 0,639 2,875 x2 – y 0,711 0,506 0,502 3,378 x1,x2 – y 0,830 0,688 0,568 2,693 to see whether or not the effect can be seen from the sig. of anova table. the value of sig. variable < 0.05 can be used to see if the multiple regression model can be used to predict the students’ psychomotor ability. here is the anova summary of variable motivation (x1), creativity (x2), psychomotor ability (y). table 3. result of anova variable f sig x1 – y 238,287 0,000 x2 – y 136,016 0,000 x1,x2 – y 145,650 0,000 based on table 3, significance value to the psychomotor ability (y) of motivation (x1), creativity (x2), and motivation and creativity (x1, x2) as in aggregate is 0,000. it means that the variables of motivation and creativity can be used to predict the psychomotor ability (y). furthermore, the next step is looking for the value of simple and multiple linear regression. the correlation value of motivation on psychomotor ability and creativity on psychomotor ability can be seen in table 4. table 4. summary of simple linear regression coefficient journal of education, teaching and learning volume 1 number 2 september 2016. page 71-75 p-issn: 2477-5924 e-issn: 2477-4878 74 variable unstandardized coefficients t sig constant x constant x constant x x1 – y 41,703 0,438 18,961 15,437 0,000 0,000 x2 – y 55,139 0,296 31,249 11,663 0,000 0,000 based on table 4, the simple linear regression equation obtained for motivation and psychomotor ability is: ŷ = 41,703 + 0,438x1 meanwhile the simple linear regression equation for creativity and psychomotor ability is: ŷ = 55,139 + 0,296x2 the correlation value of motivation and creativity as in aggregate on psychomotor ability can be seen in table 5 table 5. multiple regression coefficient model unstandardized cofficients t sig. b std. error (constant) motivation creativity 41,906 0,125 0,325 2,060 0,028 0,037 20,340 4,431 8,791 0,000 0,000 0,000 based on table 5, the multiple linear regression equation obtained for motivation and creativity as in aggregate on psychomotor ability is: ŷ = 41,906 + 0,125x1+ 0,325x2 b. discussion 1) effect of motivation (x1) on psychomotor ability (y) motivation plays an important role in the learning process for both lecturers and students. knowing the students’ learning motivation is necessary for lecturers to maintain and enhance the learning spirit of students. for students’ side, learning motivation can increase the spirit of learning on web programming. based on the analysis of the data, the motivation had a positive and significant effect on students’ psychomotor ability of web programming at 0.801 and coefficient determination of 0.642 or 64.2%, that classified as good and high. this is confirm the previous result that motivation had a positive effect on students’ learning achievement of economic at 39.3% [9]. the regression equation of motivation (x1) on psychomotor ability (y) of web programming is ŷ = 41.703 + 0,438x1. it means that any increase in scores of student learning motivation, it will be followed by a rise in scores of students’ psychomotor ability of web programming. 2) effect of creativity (x2) on psychomotor ability (y) creativity is an activity that raises high imaginative in doing something so that it can get the good results. creativity in web programming is helping students to improve psychomotor ability. based on the analysis of data, the creativity had positive and significant effect on students’ psychomotor ability of web programming at 0,711 and coefficient determination at 0.506 or 50.6%, that classified as good and high. this is confirm the previous result that creativity had a effect on students’ learning achievement of accounting at 21.9% [10]. the regression equation of creativity (x2) on psychomotor ability (y) on the subject of web programming is ŷ = 55.139 + 0,296x2. it means that any increase in scores on the creativity of the students, it will be followed by a rise in scores of psychomotor students’ ability of web programming. 3) effect of motivation (x1) and creativity (x2) as in aggregate on psychomotor ability (y) psychomotor ability is a skill possessed by the students. psychomotor ability can improve the ability of the students in critical thinking, synthesis and act that will be more effective and efficient for the students in achieving a good learning outcome of web programming. based on the results, the coefficient determination is 0.6888. it means that the motivation and creativity as in aggregate give the effect of 68.88% on psychomotor ability, while 31.12% effected by other variables outside of motivation and creativity. multiple linear regression equation the effect of motivation (x1) and creativity (x2) on psychomotor ability (y) on the subject of web programming is ŷ = 41,906 + 0,125x1+ 0,325x2. it means that any increase in score of motivation and creativity of students learning as in aggregate, it will be followed by a rise in scores of students’ psychomotor ability of web programming. 4) the value of contribution of motivation (x1) and creativity (x2) on psychomotor ability (y) students’ psychomotor ability of web programming effected by motivation and creativity. based on the multiple linear regression equation, it can be seen the contribution of each variable of motivation and creativity are 12.5% and 32.5%. the greatest contribution of students’ psychomotor ability based on the results of the research is the students’ creativity. this shows that creativity is an important factor in improving the students’ psychomotor ability on web programming. iv. conclusions motivation had positive and significant effect on students’ psychomotor ability of web programming with regression equation ŷ = 41.703 + 0,438x1. the correlation coefficient (r) is 0.801 and coefficient determination (r2) is 0.642. it means that the motivation variable has the effect of 64.2% of students’ psychomotor ability on web programming while 35.8% is explained by factors other than motivation. creativity had positive and significant effect on students’ psychomotor ability of web programming with regression equation ŷ = 55,139 + 0,296x2. the correlation coefficient (r) is 0.711 and the coefficient determination (r2) is 0.506. it means that the variable creativity has the effect of journal of education, teaching and learning volume 1 number 2 september 2016. page 71-75 p-issn: 2477-5924 e-issn: 2477-4878 75 50.6% of the students’ psychomotor ability while 49.3% is explained by factors other than creativity. motivation and creativity as in aggregate had positive and significant effect on students’ psychomotor of web programming with regression equation ŷ = 41,906 + 0,125x1+ 0,325x2. the correlation coefficient (r) is 0.830 and the coefficient determination (r2) is 0.6888. it means that the variable of motivation and creativity as in aggregate had the effect of 68.88% of the students’ psychomotor abilitiy of web while 31.12% is explained by other factors other than motivation and creativity. the contribution value of students’ creativity on students’ psychomotor ability is 0.325 and the students’ motivation on students’ psychomotor ability is 0.125. it means, based on the variables examined, the biggest contribution that affect students’ psychomotor ability of web programming is creativity. references [1] e. mulyasa, kurikulum berbasis kompetensi, bandung:remaja rosdakarya, 2003. [2] s. m. alessi and s. r. trollip, multimedia for learning: methods and development. boston, ma: allyn & bacon,2001. [3] u. munandar, mengembangkan bakat dan kreativitas anak sekolah. jakarta: geramedia widia sarana, 2002. [4] m. kincaid and l. duffus, learning, thinking and creativitiy. new york: ides, 2004. [5] d. w. mackinnon, creativity: a multi-faceted phenomenon. amsterdam: north-holland publishing, 1970. [6] a. susanto, teori belajar pembelajaran di sekolah dasar. jakarta: prenada media group, 2013. [7] d. prawira, “belajar dari kegiatan di luar kelas (laboratorium)”.,jurnal pendidikan vokasi, vol. 2, pp. 27-29, 2010. [8] n. sudjana, dasar-dasar proses belajar mengajar. bandung: sinar baru algensindo. 2009. [9] r. inayah, t. martono, and h. sawiji, “pengaruh kompetensi guru, motivasi belajar siswa, dan fasilitas terhadap prestasi belajar mata pelajaran ekonomi pada siswa kelas xi ips sma negeri 1 lasem jawa tengah tahun pelajaran 2011/2012”, jurnal pendidikan insan mandiri, vol. 1, pp. 1-12, 2013. [10] c. p. tirtiana, “pengaruh kreativitas belajar, penggunaan media pembelajaran power point, dan lingkungan keluarga terhadap hasil belajar mata pelajaran akuntansi pada siswa kelas x akt smk negeri 2 blora tahun ajaran 2012/2013 (motivasi belajar sebagai variabel intervening)”, economic education analysis journal, vol. 2, pp. 15-23, 2013. isc paper template in a4 (v1) journal of education, teaching and learning volume 1 number 2 september 2016. page 66-70 p-issn: 2477-5924 e-issn: 2477-4878 66 development of character education based on local wisdom in indegenous people tengahan sedangagung dina anika marhayani1) 1) stkip singkawang, singkawang, indonesia e-mail: dinaanika89@gmail.com abstract. the character education is built from the values of local wisdom that diverse. the value of local wisdom contains noble values of the ancestor of nation that can be used as capital to establish a nation with good and strong character. the role of local wisdom can be used to develop a character education. this study have reviewed same jurnal literature and article about development of character education based on local wisdom. the first part in the study will introduce the meaning of charater, character education, and local wisdom. the second part will discuss relation of character education and local wisdom, social culture on indigenous peoples tengahan sendangagung, the values of the local wisdom on indigenous peoples tengahan sendangagung, and the wisdom of the local indigenous people to develop a character education. finally, the last part of this paper will explain some values of the local wisdom to develop character education. keywords: character education, local wisdom, indigenous peoples tengahan i. introduction the era of globalization worldwide and easy access to the information obtained, resulting in a cultural exchange that seems indistinguishable the limits of space and time. that is what the indonesian people perceived at the present time. cultural exchange absorbed by most indonesian people without filtering the good and bad according norms and values in the prevailing culture in indonesia, so the condition of indonesian national character becomes very worrying. the values of character, especially for the younger generation are very far from the values of the indonesian culture, particularly on personality. no doubt if the cultural values that are considered noble among the older generation is no longer equal with the younger generation. the declines of the nation’s character values in the governance of life due slacken understanding and implementation of the noble values of wisdom. human rights become a reason for not obeying to the norms in the society. this resulted in the indonesian people seem inclined to leave the nation's culture. however, the incoming foreign culture in indonesia is not all necessarily bad. there are times when common sense can be accepted, for example: the inclusion of knowledge, education, technology, and so forth, this would broaden the indonesian nation. the crisis of character that is increasingly endemic among the younger generation, even the previous generation of the birth concerns. every day, the ass media is constantly inundated with news stories of crime, murder, increased promiscuity, rampant numbers of violence, adolescent girls, and so on. the case reported in the mass mediated is one of the evidence why national character increasingly worrying. human beings morality still seems to be a discourse that continues to unfold. cruelty and savagery become trimmer daily in various media, humanity as the balance of social relations decline and underappreciated, so that people become individuals. one effort that can be done to build the character of the nation through local wisdom. viewed from the perspective of anthropology that indonesia consists of hundreds of tribes that have cultural values and has the advantage of local knowledge (local wisdom) itself, whereas from the perspective of education that education as an effort to preserve culture from one generation to another. education and culture are complementary and supportive of each other. education can not be separated by cultural values. how to maintain and preserve their own culture, as well as the most effective transfer by education, for the purpose of education is to preserve and improve the culture. education is always changing with the development of culture. this then gave birth to the term practice based charater education local wisdom. character behavior that appears in everyday life both in attitude and in action [1]. how to develop a character for the younger generation can get through characters education. character education is behavior that appears in everyday life both in attitude and in action [1]. talking about characters is very important. characters distinguish humans from the other beings. people with strong character and both individually and socially are those who have character, morals, and good manners, to develop a strong character for the younger generation through character education. character education is a system of value investment of human behavior associated with the god almighty, ourselves, our fellow human beings, the environment, and nationality embodied in thoughts, attitudes, feelings, words, journal of education, teaching and learning volume 1 number 2 september 2016. page 66-70 p-issn: 2477-5924 e-issn: 2477-4878 67 and actions based on religious norms, laws, manners, culture, and customs. character education in the society one of which is in tengahan indigenous peoples, who walked in stages and be part of the process and stages of life of its people. so that the values of character that becomes faith society and that must be continually passed on to generations of their children. this is evidenced by the persistence of the values of these characters in the present generation as the generation successor society. according to jenkins (2004), the role of local wisdom that critically changing and shaping global culture becomes meaningful and appropriate to the social and cultural life. local wisdom has a close relationship with the traditional culture of a particular place. local wisdom contains a view or rule so that more people have a foothold in determining an action such as the behavior of everyday people. youth who know and adopt the values of local wisdom early, will use it as an analysis in dissecting and separating the value of the element technology. he will be able to determine where things need to be adopted and which need to be leaved. he will always be critical in responding to every phenomenon that it faces. with a clear identity, the youth of this kind will not be easy to follow and join in adopting other cultural values. thus, he will remain a characteristic local indonesian human character [2]. ii. method literature review is one of the methods that exist in the research. the theory underlying the problem to be investigated can be found doing a literature study related to the problem studied. researchers can obtain information about the research in connection with the problem studied. review of the literature on the take from the study literature review. the study of literature is the study of how data collection with the study riview of literature books, records and reports reated to the problem studied [3]. pohan in prastowo (2012), activities preparation of the literature riview has the objective to collect information about scientific studies, in the from of theory-theory, method, or approach that is ever growing and has been documented in the from of boks, journals, manuscripts, notes, recording history, the documents contained in the library. literature review in this study using the literature related to character, local wisdom, and the literature related with the traditional ceremony of tunggul wulung. review of this role is to reveal the values of local wisdom can be used to develop a character education [4]. iii. discussion a. character education and local wisdom character education is something that can not from life. therefore, character education encompasses all aspects of life including in formal institutions and informal. character education that developed instituted formal, i.e.school. character education developed at school through cultural values (local wisdom). the material taught in character education not be separated from local wisdom is used as a grip by the service. local wisdom in he society is one of the material should be contained in character education. cultural values of other society can be taken as far as not in conflict and can develop the cultural values of their own. this understaning is actually not separated from educaton as a process of inheritance of cultural values of one society to the next generation. character education within the indigenous peoples tengahan, which runs follow the stages and become part of the process of the life of the society. the values of the the character that become the confidence of the society and to be continuously passed on to generaions. as for the value of the character according to the empirical study a curriculum which the value of religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, the spirit of nationality, the love of the homeland, appreciate the achievements, friendly and communication, love peace, fond of reading, care of the environment, care of social, and have a sense of responsibility. when viewed from the aspect of education in relation with local wisdom that the value of cultural values into material study of the formation of character. local wisdom as the cultural values that have become the hallmark of the area can be used as a source in developing the character. character education comes from local knowledge as the cultural heritage of the sublime will make the children of the nation became the source of the power of civilized man. local cultute the start of the curremt must always be maintained to strengthen the nation. b. socio-culture indigenous tengahan sendangagung indigenous peoples showed a close relationship in the personal relationship and the social interaction that occurred between humans, raised certain pattern called a uniform or customary way of behaving within a social group [5]. one of the indigenous peoples who have typical in the culture of indigenous peoples tengahan. tengahan indigenous peoples are communities in the villages sendangagung. sendangagung is entrance area of the districts in sleman, yogyakarta special regio. sendagagung is located 21 km to the west of the city of yogyakarta. the state of the soil conditions in the region sendangagung in the from of paddy fileds that are created with a sysem of terracing. soil conditions sendangagung very fertile, so it is used for agricultural land, especially rice, wih such conditions people quite fulfilled his need to obtain a good harvest and abundant. tengahan public administration system recognizes two systems of government, the customs administration system and village administration system. the second system of government is very different division of labor. the supreme leader of traditional governance structure is held by an indigenous stakeholder. the function of indigenous stakeholders more focused on the policy of the customary law, as well as supervise the implementation of customary law on indigenous peoples tengahan, including monitoring violations of customary law, both by society. the journal of education, teaching and learning volume 1 number 2 september 2016. page 66-70 p-issn: 2477-5924 e-issn: 2477-4878 68 management structure of village government, led by the village head. tengahan society is a society that has a distinctive indigenous. the traditional ceremony tengahan people always focus on "cult" of the figure ki ageng tunggul wulung is believed as the ancestors. people tengahan assume that ki ageng tunggul wulung as ancestors of the majapahit kingdom. for that, ceremonies are well known in the society tengahan the ceremony tunggul wulung taken from the figure of ki ageng tunggul wulung. the traditional ceremony which is famous in the ceremony tengahan society wulung stumps. wulung tunggul ceremony performed on friday pon is believed to be a sacred day by ki ageng tunggul wulung. in addition, the harvest rendhengan (rainy season) will determine the timing of the ceremony. tayub traditional dances and drinking alcohol is series of ceremonies. nayub comes from the word tayub, consists of two words that mataya which means dance and guyub which means in harmony together. it is estimated that there is a change of two words into one word, ma-ta-ya and gu-yub be tayub [6], while in-tayub mean invited to dance [7]. tayub dance is an art of rituals as a from of gratitude for the fertility of the natural results. society lives are still dominated by an agrarian culture. this reflects ledhek dancers have an important role in rituals for fertility and safety. fertility associated with the harvest often sassociated with dewi sri or goddess of fertility. according to local belief is compulsory dance tayub ceremony staged in order ibadan, when dance tayub is not staged the ceremony will be invalid and is believed will bring disaster pageblug (heavy rain) [8]. pengrawit also acquired an important role in the implementation of the ceremony of ki ageng tunggul wulung. without the presence of gamelan musicians, the ceremony can not run properly. gamelan musicians in the ceremony of ki ageng tunggul is a society. the majority of gamelan musicians aged old and over are tasked with beating the gamelan and the sound gending gending sounded in the implementation of the ceremony [8]. dance tayub and pengrawit is a art should be there at the ceremony tunggul wulung in the tunggul wulung society. in general, many mystical javanese art, one of which is dancing tayub. it is said that the dancers tayub use mystical ways, such as the use of the implant as a lure to attract viewers. shades of mystical of dance tayub make me a perception of society as folk art. magical and mystical symbols that exist in this art are characteristic of culture abangan, the fringes of society religious culture kejawen. this art is develop in java society [8]. this means that this art can only grow and develop in a limited location i.e. java. c. the values of indigenous peoples adat tengahan in inonesia, each tribe has a unique local wisdom. local wisdom is along process that contains the values of the good for the life of society. the values of kindness make the local knowledge become a culture that has been strongly attached to the life of the society. the society always keeping the existence of local wisdom. these are the things that happen on the local wisdom of indigenous people tengahan. local wisdom of indigenous peoples seves as a reinforcement of tribal identity, as a filter the value that comes from the outside, as a oothold in developing the noble values to internalized in character education.the values in local wisdom tengahan that can applied to the learners in order to develop character, among other things: 1) religius the value of religion can be defined as attitudes and behaviors that are obedient in carrying out the teachings of the religion, tolerant implementation of worship of other religions, and live in harmony with adherents of other religions. the majority society tengahan are farmers who are still obedient to the beliefs espoused, namely trust in the existence of ancestral spritis and trust the supernatural powers of dewi sri. 2) environment care enviromment care is an attitude in developing concern for the environment. the manjority society tengahan are farmers who still believe in the exixtance of ancestral spirits who maintain nature and well being for society. the citizens of the community regularly holds ceremonial tunggul wulung as an expression of gratitude. ritual tayub tunggul wulung has a meaning consists of two dimensions, both vertically and horizontally. ritual tayub tunggul wulung has a meaning consists of two dimensions, both vertically and horizontally.the vertical dimension is the worship to the ancestors as an act of gratitude has been given natural resources as the harmony of nature, man, and god. the horizontal dimension is an attempt to preserve the environment and to astablish ineractions between individuals in society in order to stay awake. 3) social care social care is the attitude of a person t do good deeds toward others which help others. social activities are always done with a spirit of mutual assistance and helping each other. indigenous tengahan who is always promoting the spirit of mutual cooperation, for example in the indigenous peoples in mutual cooperation to prepare all the needs in the implementation of the ceremony of the tunggul wulung. society and traditional keaders to cooperate with each other regardless of social status. all the society participated together. 4) tolerance tolerance is an attitude of human respect every activity that other people do. the attitude of tolerance should be developed in order to create harmony. indigenous people tengahan have a high tolerance in respect of inter-religious. indigenous tengahan muslim majority and another society still adheres to the belief of ancestral spirits. the muslim society participated in the activities of tunggul wulung as a form of tolerance to people who still have a belief in the spirits of ancestors. journal of education, teaching and learning volume 1 number 2 september 2016. page 66-70 p-issn: 2477-5924 e-issn: 2477-4878 69 5) responsible the responsibility which a man’s attitude to feel responsible for all the deeds done. responsibility is one characteristic of a civilized human. the behavior of the indigenous tengahan are responsible for the implementation of the ceremony of tunggul wulung, such as the participation of the society in the following series of activities, among other: the preparation of the ceremony, the preparation of making offerings, and the ceremony. all citizens help to prepare ceremony and all the needs as mutual. all the activities and the active role of the society tenagahan sendangagung an response from the public reception to maintain and preserve the stumps ceremony tunggul wulung ki ageng tunggul wulung interpreted as a heritage that brings a positive influence in people's lives. the values contained on the local wisdom is still instilled in their children and grandchildren. the values of those internalized in their behaviour everday in order to from the characters that have the characteristic of in accordance with loka wisdom of the indigenous peoples tengahan. d. the wisdom of the local indigenous peoples tengahan to develop a character education local wisdom of the indigenous peoples tengahan can build character. the values of local wisdom into attitudes and beliefs internalized citizens and preserved continuously both in informal educations such as family and community, as well as formal education at school. in the family and community is done through various forms including; local values are taught so they will know familiarized local values in everyday life in order to become behavior, exemplified so that there is an exemplary figure, as well as customary rules are firmly upheld so that people have a strong character. character education in school is not limited to knowledge. character education is important to make sure that these values remain embedded and integrated in thought and action. the values contained in the local wisdom of indigenous peoples tengahan such as religious, environmental care, social care, tolerance, and responsibility of preserving the tradition can be implemented in learning. lessons taken from the values of local wisdom that suit the environment and experienced by students. thus, students will be more motivated to learn, so that learning becomes more meaningful. the development of character education can be through the activities of students in school, for example by organizing extracurricular dance art, such as dance tayub. extracurricular activities of students in schools is beneficial to increase the love and preserve the local culture. the development of character education need a method of habituation and exemplary in the school. the valu of religious, environmental care, social care, tolerance, and responsibility contained in the local wisdom should be socialized in school. it is necessary the cooperation of all society schools, in particular teachers and principals who serve as an example for students. at school the values of local wisdom can be developed in a matter of learning. the values local wisdom of indigenous peoples that is the mutual cooperation values, a sense of sincerity, a sense of togetherness, mutual help, and the attitude of preserving tradition, constantly internalized both the formal and informal education to make them have the strong character in their daily lives. the process of character formation which conducted continuously at home, at school and in the community will produce a characteristic behavior. character education comes from local wisdom as the cultural heritage of the ancestors will make the children of this nation to succeed in the academic and economic fields that can prepare them to be human resources civilized and prosperous future. iv. conclusions national character can not be separated from the people who support preserving the cultural wisdom region. because the character of the nation is a nation that explore the values of local wisdom to serve as a guide so that a nation is not lost in this modern world. a good education is also becoming one of the factors supporting the creation of a national character within the individual communities. character education based on local wisdom is expected to improve at least a little by little crisis experienced by the character of this nation now. with the character education based on local wisdom is expected to create generations that is rich in character and wisdom of local culture can develop properly. indigenous peoples tengahan are a society that has a characteristic that is different from other indigenous peoples. local wisdom of indigenous peoples tengahan as mutual cooperation, a sense of sincerity, a sense of togetherness, mutual help, and the attitude of preserving tradition. reflections on the behavior they show a form of seriousness attitude which was planted continuously to our ancestry through a long educational process and have proven efficacy even though the times keep changing and external challenges continue to attack. the values contained in the local wisdom of indigenous peples tengahan implemented the learning and familiarized in school. this paper reviews the outline of the values of local wisdom tengahan, such as mutual cooperation, a sense of sincerity, a sense of togetherness, mutual help, and attitude preserve the tradition can be used as educational development of good character. references [1] s. muchlas and hariyanto, concepts and models of character education. bandung: remaja rosdakarya, 2011. [2] h. jenkins, pop cosmopolitanism: mapping cultural flows in an age of media convergence in the new millennium (edeteds), marcelo m. suárez-orozco and desirée baolian qin-hilliard university of california press berkeley and los angeles, california., 2004. [3] m. nazir, research method. jakarta: ghalia indonesia, 2005. [4] a. prastowo. qualitative research methods in the perspective of research design. yogyakarta: ar-ruzz media, 2012. journal of education, teaching and learning volume 1 number 2 september 2016. page 66-70 p-issn: 2477-5924 e-issn: 2477-4878 70 [5] h. nurtjahjo and f. fokky. legal standing of indigenous people unity litigate in the constitutional court. jakarta: salemba humanika, 2010. [6] b. suharto, tayub performance and fertility rites. yogyakarta: performing arts society, 1999. [7] mangunsuwito. complete dictionary of the java language. bandung: cv yrama widya, 2002. [8] l.widati, “the reception of the society to the tayub dance in a ritual ceremony clean village of ki ageng tunggul wulung in the hamlet of tengahan”. skripsi, unversity state of yogyakarta, yogyakarta, indonesia, sept.2012. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 190 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. model of strengthening school and family cooperation in character development of students during the covid-19 pandemic (case at the indonesia-malaysia aruk border, west kalimantan) aunurrahman1), fidyatul nazhira2) 1) university of tanjungpura, pontianak, indonesia e-mail: aunurrahman@fkip.untan.ac.id 2) university of pembangunan nasional veteran jakarta, indonesia e-mail: fidyatul@upnvj.ac.id abstract. this study substantively aims to find a model for continuing the cooperation of schools and parents in character education of students during the pandemi covid-19 which examines schools in the aruk border area, as one of the gates of the indonesia-malaysia border in west kalimantan. to achieve these goals, this research was conducted with an approach through interviews as a data collection technique. interviews were conducted with principals and teachers at several schools in aruk as one of the indonesia-malaysia border areas in west kalimantan. data obtained through subsequent interviews with interactive qualitative analysis techniques. in general, the research can be said that the model strengthens school and family cooperation in developing the character of students during the pandemi covid19 at schools in the aruk border area of west kalimantan, which focuses more on collaborative programs that are integrated with bold learning programs. in general, schools strengthen cooperation between schools and parents for the development of student character in a unitary learning program that is bold and inseparable in particular. in its implementation, increasing student character development cooperation during the covid pandemic is faced with many obstacles, mainly stemming from limited network access, the absence of special school programs to strengthen the character during the pandemic and the lack of readiness of parents to carry out a fairly heavy role during the pandemic. keywords: strengthening collaboration; student character; covid-19 pandemic i. introduction the development of a balanced education between the development of knowledge, attitudes and skills is a national education policy that was considered the best to realize the indonesian people as a whole in accordance with the ideals of the nation and the ideology of pancasila. therefore, efforts to direct the behavior of students in particular, so that they are in accordance with applicable norms, including the rules that support the realization of the personality of students properly are a very important part to be continuously carried out. a good character in a person becomes the main strength in dealing with various situations and dynamics of change. in other words, someone who has good character will be able to reflect a tough attitude, tenacity, able to work hard and other characteristics in any situation. such an attitude is very much needed, especially in facing the tough challenges faced by students, especially to be able to remain enthusiastic in learning even though the situation faced recently, namely the covid-19 pandemic has had a fairly heavy impact in various ways, especially in carrying out study assignments for students. various sources explain that the covid-19 pandemic has had an impact on various sectors of life such as the economy, social, including education. the united nations educational, scientific and cultural organization (unesco) on thursday (5/3) stated that the corona virus outbreak had an impact on the education sector. nearly 300 million students are disrupted from school activities worldwide and this has an impact on their future education rights. (irawan, 2020). as a result of the events or pandemics mentioned above, in various places, especially in educational institutions, policies related to the implementation of learning have been set. generally there are 2 points of the appeal related to education, namely, an appeal for teaching and learning activities at all levels to be carried out at the homes of each student and teachers and teachers can carry out the teaching and learning process through online media (online). the appeal was greeted with the implementation of learning at http://creativecommons.org/licenses/by-nc/4.0/ mailto:aunurrahman@fkip.untan.ac.id mailto:fidyatul@upnvj.ac.id journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 191 home at all levels of education and temporarily closing schools and colleges from teaching and learning activities. with the lack of implementation of face-to-face learning, in addition to causing limited communication and interaction between teachers and students in learning, it also causes the development of student attitudes or character through school programs which by itself can no longer be carried out as usual. the role of tutoring as well as fostering student attitudes or character is more likely to turn to the role of parents. meanwhile, in various studies and analyzes it is known that parents really expect a very large role for teachers both in learning activities and in fostering the dimensions of student character. nucci & darcia (2015:1) state a broad agreement that schools must contribute to the moral development and character formation of students. the results of aji's research (2020), which was conducted on parents of students from kindergarten to high school level, showed that parents agreed that they did not can fully carry out character education for their children without the help of teachers. parents believe that teachers really help them in shaping and building the character of their children. they feel that the presence of teachers in building children's character is very much needed. without the participation of teachers, parents cannot optimally shape and build the character of their children. in conditions of many limitations that are currently being faced, the collaboration between schools and parents is increasingly felt to be important in various ways, moreover the character building of students. schools are still seen as very important to realize the empowerment of students to become school citizens who have good personalities in accordance with the values of the nation's character (masrukhi, et al. 2018). departing from the background analysis above, this research is substantively directed to find a model for strengthening the cooperation of schools and parents in character education of students during the covid-19 pandemic, whose study is focused on schools in the aruk border area, as one of indonesia malaysia border in west kalimantan. the magnitude of the impact of the covid pandemic that has occurred since the beginning of 2019 has led to the emergence of various policies aimed at protecting the public from the wider impact of the virus. one of the policies of the indonesia-malaysia government is to close all border traffic flows, including the aruk state border post (plbn), which is one of the official gates for the indonesiamalaysia border, which is located in sambas regency. aruk is one of the border areas located in west kalimantan. the border area is a geographical area facing neighboring countries, with residents living in the area, united through socio-economic and socio-cultural relations with a certain administrative area coverage after an agreement between bordering countries (minister of defense of the republic of indonesia, 2013). taking into account its physical management, it can be said that aruk is the best state border post (sbp) in west kalimantan (detik com, 2021:1). the aruk sbp is part of the sambas regency, which is in the sajingan besar district. the aruk crossborder post (sbp) as one of the gateways to neighboring malaysia, especially the kucing-sarawak, which was inaugurated on march 17, 2017. information and clarity about cooperation between schools and parents in border areas in fostering the character of students in the absence or very small number of face-to face meetings between teachers and students is very much needed, so that in the midst of this pandemic attention is paid to education, especially character education is not neglected, although of course there will be limitations. this is also part of an effort to make border areas so that policies do not only focus on the basis of economic development, but also become areas that are able to provide character identity as an indonesian nation that is on the front porch of the indonesian territory. observing a number of facts and phenomena that support the importance of this research as described, the focus of this research is to find out the model of strengthening school and family cooperation in developing the character of students during the covid-19 pandemic in the aruk border of sambas regency, with an emphasis on strengthening school cooperation programs and family, the form of implementing the role of cooperation in strengthening the character of students and what specific problems are encountered by schools and parents in strengthening the character of students during the covid-19 pandemic. ii. methods to obtain data/information in accordance with the problems and research objectives that have been formulated, this research was designed using a qualitative approach. qualitative research approach refers to the perspective of mc millan and schumacher (2001:398) where research is based more on the assumption that reality is something that is multiple, interacts with each other and in which there is an exchange of social experiences which are interpreted by individuals. this approach that sees things as they really are in an interrelated unit is also called naturalistic inquiry. through a qualitative approach, the data and information are described in detail and depth. the qualitative approach in this study emphasizes the process of collecting data through interviews with principals and teachers. it is important to realize that the use of various methods of triangulation reflects an attempt to gain an in-depth understanding of a phenomenon under study. interviews conducted through this research were conducted on principals and teachers as well as a number of parents who focused on three main aspects, namely; (1) cooperation strengthening program, (2) implementation of cooperation strengthening program, and (3) obstacles or obstacles in strengthening cooperation between schools and parents in fostering student character. some of the data was carried out through direct (offline) interviews and partly through online interviews, considering the condition of covid-19 which was not yet fully normal, especially in the research area, namely in the aruk area as one of the indonesia-malaysia border areas, sambas district, west kalimantan. journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 192 to achieve these goals, the following research steps were carried out; • analyze data/information or previous research findings regarding strengthening cooperation and strengthening student character • conduct a background study of several schools around the aruk border area, sambas district. • conducting interviews and submitting to the principal and teachers at several aruk border schools. the research steps as outlined above are outlined in the following picture; fig 1. research steps the subjects of this study were teachers and parents of students from state elementary schools, state junior high schools and state vocational high schools in the border area of aruk, sambas regency, which included: • principal and teacher of sdn 1 aruk • principal and teachers of sdn 3 sajingan besar • principals and teachers of sdn 4 tapang • principal and teachers of sdn 5 sei enau • principal and teachers of smpn 1 sajingan • principals and teachers of smkn 1 sajingan data collection in this study used interviews as a direct communication technique. interviews were conducted with schools and teachers as well as a number of parents. there are two communication techniques used, namely direct faceto-face communication, where researchers conduct interviews offline. in addition, communication is used through networks, namely interviews conducted online (remotely) considering the rules that still limit direct face-toface communication during the covid-19 pandemic. the data obtained through interviews were analyzed using the qualitative analysis technique of miles and huberman's interactive analysis model. through this analysis technique, interview data are collected and then sorted and simplified to be displayed or presented in research reports. iii. results and discussion before describing the specific dimensions referring to the problem formulation, it is necessary to first describe the general learning conditions carried out by schools on the indonesia-malaysia border, aruk, sambas regency. from the information collected through this research process, in principle schools apply regulations related to the learning process that must be carried out during the covid 19 pandemic. learning activities in schools (including student character building) are based on information submitted by teachers referring to the circular of the ministry of education and culture number 40 of 2020 concerning "implementation of educational policies in the emergency period for the spread of corona virus disease (covid-19)", the minister of education and culture (mendikbud) took a number of policies to deal with the pandemic, including the determination of learning from home (online learning). specific policies in dealing with this pandemic period are through distance learning (pjj), as far as the information conveyed by principals and teachers in the aruk border area is generally not much different from in other places, where distance learning is focused. mainly on efforts to implement learning in accordance with the provisions or demands of the curriculum. in order to reduce the spread of the corona virus, especially in the field of education, it was explained that the learning process was carried out at home through online/distance learning which was carried out to provide a good learning experience for students. the online learning process demands an intensive role of cooperation between teachers and parents. parents play a role in assisting and being a bridge between teachers and students during the online learning process during the covid-19 pandemic. during online learning, many parents complained about some of the problems they faced while students were studying at home, including too many assignments and teachers not optimizing technology. the following describes more specifically the data from the interviews referring to the problems that have been formulated in the previous section. a. collboration program between school and parents. based on interviews with teachers and parents of students, it was revealed that basically the cooperation of parents and teachers is very important in supporting the process and achievement of student learning outcomes. this is because good cooperation between teachers and parents is very influential on the students themselves. whether it's from the pattern of thinking, nature and daily behavior. in order to create good learning independence for students, teachers and parents try their best to work together to support each other. moreover, in online learning, if the collaboration is carried out correctly or is said to be in accordance with the conditions, it will make students better in their independence. on the other hand, if the cooperation that is carried out does not go well, it will cause the process and achievement of student learning outcomes to be not optimal. even from the information conveyed by the principal and teachers, those involved in this collaboration do not only involve parents and teachers, but also other parties around the students' environment. principals carry out special monitoring of teacher performance in building collaboration with parents, especially to be able to monitor the extent to which teachers carry out their activities in a planned and more directed manner. from the information submitted by the teachers and principals, it is known that there are schools and teachers who make special and written cooperation programs to journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 193 strengthen the character of students, but there are also those who say they have programs but not specifically about character strengthening but also include things like: other things or activities. in addition, some teachers said they did not have their own cooperation program for the development or strengthening of student character. the cooperation programs between teachers and parents in character education are mostly prepared by the school and in collaboration with the school committee and parents. this collaboration covers several aspects including morality, religion, discipline, courtesy, diligence, responsibility and psychology of children. in a number of schools, where teachers develop written collaboration programs to strengthen students' character, forms of collaboration programs are generally drawn up at the beginning of the school year. the procedure is carried out by schools by inviting or involving committees and parents of students to attend meetings held at schools according to health protocols with an agenda of discussing the learning process that will be carried out online and fostering children. in the meeting, it was also explained that there is another form of program, namely where the homeroom teacher is assigned to visit the students' homes while complying with the health protocol and at the specified time. this program was strengthened through the explanations of several teachers. in the preparation of this written program, the homeroom teacher, curriculum, principal, committee and several representatives of parents were involved. by filling out the attendance list and signing the minutes made by the minutes of the administrative staff section. some teachers create programs that include aspects of collaboration, starting from observing the character (spiritual, nationalism, integrity, independence and mutual cooperation) of students, and adding regulations or rules for the online learning process. in the context of good cooperation management, according to the teachers, cooperation between schools and parents, both of them are mutually responsible for their respective roles. this involvement is considered very important because it has a big influence on the success of children. with the involvement of parents, will help children in the development of literacy, intellectual, motivation, and achievement. on the other hand, without the direction and guidance of parents, children will not be able to walk by themselves. with the involvement of parents, children will get experiences that will be internalized into the child's personality. parental involvement is an alternative that can be used to increase collaboration between educators and parents during the covid-19 pandemic. several teachers conveyed information on the forms of written programs related to collaboration which also contained dimensions of strengthening children's character, namely; (a) involving parents in the school community such as the school committee involving the school committee in outreach activities about the importance of character education to parents, because character education for children is not only the duty of the teacher but also the duty of parents at home, (b) carrying out direct personal communication with parents. the teacher asks parents directly about the character, children's daily habits and children's behavior that will be taken into consideration by the teacher in educating children in class. this visit was carried out by the homeroom teacher who was accompanied by a bk teacher, (c) the teacher and parents had a meeting at the beginning of the year. during the meeting, the school tried to instill awareness of the importance of the role of teachers and parents in developing children's character. parents are given reinforcement about the need to understand children's character, especially at home where children spend a lot of time, (d) teachers communicate the core school policies and character education plans to all parents. this is done by communicating and discussing with parents to explore comments, views, input and criticism. based on the information submitted by the principal and teachers, there are many programs carried out by schools related to children's character education. however, these programs have not yet been written. among other things, teachers help parents reduce the negative effects of gadgets, tv, movies, video games, and other media on children's moral growth. giving messages to parents about the importance of parental attention to children at home, supervising and accompanying children studying at home, doing school assignments. in the view of the teachers, regardless of whether or not there is a written program of collaboration between parents and schools in an effort to develop children's character, parents and teachers play a very important role. at school, the teacher's role is very dominant. character education of children in schools is carried out through a learning process and extracurricular activities. b. implementation of parent and teacher collaboration in student character development efforts to increase the role of parents in realizing character education for students are highly expected during learning during the pandemic. parents' support for their children during learning during a pandemic is a determinant of the success of character building of students. the implementation of character building of students during learning during a pandemic, of course, parents must always build intensive communication with teachers. according to some parents and teachers, the learning process carried out at home, although there are quite a number of weaknesses, has a positive side, because family relationships are more visible. in addition, children become close to their parents. many things are done during learning at home between parents and children. a sense of responsibility will be more visible, always providing motivation is also very necessary. because when learning at home, children get bored easily, here parents are required to be patient and must be able to condition the learning process. based on information obtained through data collection conducted on teachers in the aruk area, it is known that there are various forms of collaboration between parents and teachers in strengthening student character during the covid-19 pandemic, both written and unwritten journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 194 collaboration. fundamentally, strengthening the character of students is still carried out by both the school and the family. for example, there are some schools where teachers not only carry out online learning, but also provide time for teachers to visit students' homes. this is especially true in elementary schools and in areas where internet network access is very limited. in this activity, it is not only carrying out academic learning activities, but of course also at the same time fostering student character. in addition to teacher visits to students' homes, in some schools, there is also a program for parents to visit schools. the existence of teacher visits to students' homes and parents to schools is a collaboration between teachers and parents (family and school) to establish closer direct relationships. parental visits to schools, such as this are carried out if parents are invited to attend events such as class meetings, competitions, exhibitions of works, with events like this raising the participation of parents to work together. studying at home is a collaboration between teachers and parents to continue the learning process at school at home, where the task of parents is to direct and guide children in learning. this activity can provide parents with information about what students do in class, help with homework assignments, and foster parental participation in fostering children's character together. in addition to several models of direct/face-to-face collaboration as described above, there is also a model of collaboration between teachers and parents, namely via mobile phones, especially when the world is increasingly sophisticated, everything is online. by using cell phones, teachers and parents make cooperative relationships via cellphones such as whatsapp, telephone, facebook and so on. with the communication via mobile phones, teachers are helped to more easily supervise and monitor students, can explore student activities both at home or at school. according to the information from the teachers, they got information from the parents of students, sometimes their sons and daughters did not have a good awareness to complete the tasks given by the teachers so they always waited for orders from their parents. in that situation, parents also complain about the internet quota that sometimes runs out, unstable signal and other obstacles. as stated by one of the parents of elementary school students who said, when in online learning, he always took the time to guide and supervise children when online learning took place, using my cellphone entirely in hand. when children have confusion in understanding the material then i help as much as i can”. however, parents who work at home can certainly monitor their children with discipline, but in some areas most parents spend their time in the fields or in the garden so that children do their own work without parental supervision. in addition, there are some children who have parents who work in the office and others so they don't have much time to monitor their children while studying at home. it was also stated that several other schools did not specifically organize the cooperation program. strengthening cooperation is only conveyed through class groups or verbally from the teacher to the students. several schools have programs and implementation of cooperation in supporting the strengthening of student character in the form of several quite specific activities as follows; (1) the school/teacher conducts socialization; the principal together with teachers and parents and the head of the school committee meet at the beginning of the school year, especially in the 2020/2021 school year. in the meeting, the school conveyed important points including; (a) awareness of the importance of the role of teachers and parents in growing the character of children or students during online education, this is based on the results of the evaluation of online learning activities that have taken place previously, which still have many obstacles in their implementation, (b) parents need to understand that children's character is formed through what children see, hear and do repeatedly every day. especially at home where children spend a lot of time, so the role of parents at home is very decisive for the growth and development of knowledge and the formation of students' character, (c) to strengthen parents' understanding, the school/teacher presents several research results on the strong influence of parents in foster children's character, (d) appeal to parents/guardians about the need to remind their children about the negative effects of gadgets, tv, movies, video games, and other media on children's moral growth, (2) school/teachers share class schedules; the school, through the wa group of parents in each class, distributes lesson schedules as a parental control tool to remind students, so that parents can also support these learning activities by doing it at home. c. barriers in learning and character development of students during the interview, the comments or views of teachers and school principals related to real things faced during the covid-19 pandemic, including the problems faced. the aruk region as an area that is quite far from the provincial capital, is even quite far from the capital of sambas regency, where a number of schools are spread out in areas that are far apart and separated by rivers and hills have their own problems in implementing pjj. most of their problems are the unavailability of internet network for conducting pjj. this right makes the learning process, even though it is carried out face-to-face, cannot be implemented optimally. according to the information submitted, the success of character education during the covid-19 pandemic experienced many obstacles, considering that learning in schools was carried out online or online. online learning at the time of the current pandemic really requires the cooperation of the role of parents. learning activities carried out at home can facilitate the supervision of students' children, but also vice versa. according to teachers and school principals, character building during this pandemic is a bit difficult considering that there is no face-to-face meeting, even if there are face-to-face meetings, it is only limited to face-to-face where the learning time in class is not like the normal time. this limited face-toface is used by the teacher to provide introductory material while the assignments are done by students at home. of course, journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 195 learning during this pandemic has supporting factors and obstacles for the implementation of character education seen from the role of parents and teachers. the supporting factors include that most of the students already have cellphones (especially junior high school and vocational high school students), students become more aware of it, and teachers inevitably have to understand it. in addition, the pandemic period also gave rise to obstacles, including teachers not being able to fully assess attitudes, there were still students who did not have cellphones. associated with obstacles or difficulties based on the information obtained, where most of the students also said, for them, for example, learning through google meet is something new, many students are less active in learning, there are still students who do not take and collect assignments, and not all parents pay attention to their children because they are busy working in oil palm plantations, like it or not, teachers have to work extra so that learning objectives are achieved. another thing that becomes an unpleasant fact and becomes a phenomenon that makes us feel sad during learning during the pandemic according to a number of teachers is about strengthening character education. character is important but almost lost its coaching during this pandemic which has been going on for almost two years. in fact, character or this is what is very basic for students (lakhsmi & milcah (2018: 1). everyone can feel a very striking change in the behavior of students. in this case, it is not solely the fault of the students, but there are element of the family that is with them when they are in the home environment. this is because since the pjj was implemented students almost never meet face to face and interact directly with the teacher. if in normal times students interact a lot at school with teachers and peers, then during during the pandemic, the role of teachers and peers has been replaced by parents and other family members. information from several teachers also revealed several obstacles related to cooperation between schools and parents, including; (a) there are quite a number of schools that still do not have a good signal network, making it difficult for teachers and students to access the internet, so they only use the wa application, and even then they have to look for signal points in certain places, (b) some most of the students are not proficient in using gadgets, because about 40% do not have cellphones (especially elementary school children), and the source of livelihood for the surrounding community is from agriculture and plantations, which are economically still relatively below a decent standard of income, (c) parents of students who are on average busy working so that they are less than optimal in accompanying and controlling their children in studying at home, not to mention the relatively low level of understanding and education so that it is difficult to digest the material and even provide understanding to their children about the subject matter and character cultivation. its own obstacles, (d) most parents are indifferent or a priori with their children's learning matters yes, this is what makes communication with the teacher less than optimal, because the information conveyed is inaccurate about the development of student learning at home. discussion as we all know, until now, it has been approximately three years that countries in the world have faced the covid19 pandemic. the government in each country has implemented restrictions on almost all activities and activities to prevent the spread of the virus. of course this affects the development of every sector, including education. the government took steps, by creating a distance learning model using several media known as online learning. this learning model is the best choice to be applied during this pandemic, considering the implementation of restrictions that continue to be enforced to prevent the spread of the corona virus. this is in accordance with the directions from the government in the circular letter of the minister of education and culture number 3 of 2020 concerning prevention of covid-19 in education units, and number 36962/mpk.a/hk/2020 concerning online learning and working from home in the context of preventing the spread of corona virus disease (covid-19). in indonesia alone, it has been two and a half years. learning activities are carried out online. however, not all policies can run smoothly, of course there are problems that arise later, in this case, including the dimensions of strengthening children's character. this is mainly because so far, strengthening children's character is more dominant in direct, face-to-face approaches and tends to be based on individual approaches. in the learning phenomenon during covid-19 with an emphasis on online learning, the role of parents is very important. as stated by asrul (2021), parents have a very important role and a greater obligation to children's education, even the fate of a child is to some extent in the hands of his parents, this is related to the level of education, the extent to which they pay attention and educate and teach their children. the role of parents in shaping the character of children is no less important. online learning forces all individuals to adapt to conditions and circumstances, including teachers, students and parents. this creates estrangements in communication between teachers (schools) and parents, making contributions to learning mentoring and the formation of students' character decreasing. the role of parents in this covid-19 pandemic situation has a very basic position. in the process of education and learning that has changed very significantly by having to study online, teachers are required to be able to work with parents to make the education and learning process smooth at home. learning is a collaborative process between teachers and students in utilizing all existing potential and resources both from within the students themselves such as interests, talents, basic abilities possessed and learning styles, as well as those from outside students such as the environment as an effort to achieve the learning objectives that have been determined (sanjaya, 2008: 26). in schunk's view (2012: 5) in his writings, he argues that what needs to be understood under any circumstances is that learning must involve change, learning lasts over time and learning should occur through experience. cooperation is the most important interaction, even individuals cannot live alone without other people so they always need cooperation. cooperation can journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 196 take place if an individual or group has the same interests and has the awareness to achieve a goal. cooperation is the relationship of two or more people to carry out joint activities that are carried out in an integrated manner to achieve a certain target or goal (rizal et al, 2019). success in online learning and strengthening student character during the pandemic is strongly influenced by the extent to which parents give their children the role. learning requires closeness to various things, not just repetition or memorization (silberman, 2016: 27). this relates to how and how it must be done so that children from elementary to high levels can internalize, carry out, and continue to make grips in life. there are 18 characters that can be instilled in children's lives. among them; religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievement, friendly/communicative, love peace, love to read, care for the environment, care about social, and responsibility (fauzi et al, 2018). in the process of fostering parents for their children, there are several factors that influence parenting, namely the characteristics of parents in the form of the personality of each person being different in the level of patience, intelligence, attitude and maturity. these characteristics will affect the ability of parents to fulfill the demands of their role as parents and how sensitive the level of parents is to the needs of their children. the beliefs that parents have about parenting will affect the value of parenting and will affect their behavior in raising their children. the role of parents is also very necessary to provide education to their children who still cannot understand about the pandemic that is endemic to stay at home so as not to get infected and transmit this pandemic outbreak. the involvement of parents in fostering children's character in the form of collaboration with schools is very important, especially when learning is carried out from home (online system) where students are mostly with their parents at home. the results of research conducted by opata, alfred & stephen (2017), with a good school collaboration culture in addition to being able to improve interpersonal relationships between schools, are also able to encourage the growth of good competition. therefore, the process of value or character education must also occur both at school and at home. value or character education is seen as a terminology used to denote various forms of activity, especially as a process by which teachers or adults transfer values to children (mondal, 2016:1). the involvement of parents supports the efforts of teachers in fostering cooperation, for example, parents monitor student learning at school. in addition to monitoring learning, parents can also take the time to attend every meeting held by schools and teachers, such as taking report cards, parenting meetings, associations and school committee meetings (fatah et al, 2018). then the availability of facilities and infrastructure in schools, because facilities and infrastructure are factors that support the establishment of cooperation between teachers and parents to form relationships or information such as telephones, letters or invitations, report cards, suggestion boxes, information boards, and meeting rooms. meanwhile, according to winingsih (2020) there are four roles of parents during distance learning (pjj), namely: (1) parents have a role as teachers at home, where parents can guide their children in learning remotely from home ( 2) parents as facilitators, namely parents as facilities and infrastructure for their children in carrying out distance learning, (3) parents as motivators, namely parents can provide enthusiasm and support to their children in carrying out learning, so that children have enthusiasm to learn, and get good achievements, (3) parents as influencers or directors. (cahyati & kusumah, 2020:152). the condition of the parents of students has an impact on the strength or weakness of communication between teachers and parents. cooperation in monitoring learning at home is hampered by communication facilities. aspin and chapman (2007:3) argue that value or character education will be the key to lifelong learning. therefore schools and other educational institutions play a very important role in helping youth, adults and children to understand their world and make rational choices about their lives. therefore, under any circumstances strengthening the cooperation of schools and teachers must continue to be carried out even though in reality there are quite a number of obstacles faced, especially during the covid-19 pandemic which has lasted quite a long time. iv. conclusions based on the data analysis carried out, it is generally concluded that the results of the study indicate that the model for strengthening school and family cooperation in developing the character of students during the covid-19 pandemic whose unit of analysis is carried out at the indonesia-malaysia aruk border, west kalimantan, focuses more on collaborative programs that integrate with online learning strengthening program. in general, schools include strengthening the cooperation of schools and parents for the development of student character in an integrated online learning program and cannot be separated in particular. in particular, the following are presented with some conclusions referring to the formulation of the problem that has been determined: • school and family collaboration programs for student character development at schools in aruk, sambas regency are generally not prepared separately, but become an integral part of the general learning program during the covid-19 pandemic. • the implementation of strengthening school and family cooperation in developing student character during the covid-19 pandemic is carried out in several forms, including; (a) through online communication to provide information and reports to each other both about children's learning activities and matters related to student character development, learning motivation, children's activities at home, (b) through direct teacher visits to homes, (c) through a written report requested by a number of teachers to journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 197 parents, (d) through the presence of parents to school at the invitation of the school. • barriers to strengthening cooperation, especially in the development of student character, mainly originate from regional conditions, parents' occupations, communication devices owned by parents and network conditions (internet) which are generally not very supportive. what is also very influential on strengthening collaboration is the change in learning patterns and the development of student attitudes/characters that have been carried out by teachers during school days before the pandemic, the responsibility shifts to parents. while parents with an average educational background are still low, the work of parents who are often far from their homes causes parents to have limitations in building their children's character. to increase the role of cooperation between schools and families in developing student character during the covid19 pandemic and the new adaptation period, the following are suggested: • it is necessary to arrange a written student character development cooperation program that is more specific by giving firmness about the roles of each party (schools and parents). this program should be equipped with implementation signs that can make it easier for parents to implement it. • b. the program of teacher visits to homes and parents to schools has a positive role in building a sense of caring and shared responsibility between schools and families. therefore, this program needs to be further strengthened by paying attention to the priorities on the real problems that are most often faced by parents and schools. • a planned and programmed evaluation is needed to see the developments or changes that occur in students regarding attitudes, learning motivation, student activities at home both during the covid pandemic period and the new adaptation period. the results of the evaluation are expected to be discussed openly by the school and the family to find out more about the problems faced by students who find mutually agreed solutions. special attention from the government is needed in providing and strengthening infrastructure related to communication networks that can provide convenience access for remote and border communities, especially in the aruk area as the indonesia-malaysia border area, west kalimantan. references aji, t. (2020). pendidikan karakter di masa pandemi menjadi tanggung jawab siapa. https://bdkjakarta.kemenag.go.id/berita/diakses 14 juli 2020. halstead, j., aspin, j., & chapman, r. (2007). values education and lifelong learning: principles, policies, programmes. springer: the netherlands. asrul. (2021). peran orang tua dalam mendampingi anak di rumah selama pandemi covid-19. online: http://www.fkipumkendari.ac.id. cahyati, n., & kusumah, r. (2020). peran orang tua dalam menerapkan pembelajaran di rumah saat pandemi covid 19. jurnal golden age, 4(01), 152-159. detik com. (2021). aruk wajah perbatasan indonesiamalaysia di kalimantan barat.https://detik.com/domestic-destination. natsir, n. f., aisyah, a., hasbiyallah, h., & ihsan, m. n. (2018). mutu pendidikan: kerjasama guru dan orang tua. jurnal mudarrisuna: media kajian pendidikan agama islam, 8(2), 311-327. fauzi, a., zainuddin, z., & atok, r. (2018). penguatan karakter rasa ingin tahu dan peduli sosial melalui discovery learning. jurnal teori dan praksis pembelajaran ips, 2(2), 83-93. irawan, h. (2020). inovasi pendidikan sebagai antisipasi penyebaran covid-19 (educational innovations anticipating the spread of [covid-19]). ombudsman ri. lakshmi, v. v., & paul, m. m. (2018). value education in educational institutions and role of teachers in promoting the concept. international journal of educational science and research, 8(4), 29-38. masrukhi, m., rachman, m., & suyahmo, s. (2018). pengembangan kepribadian guru berwawasan nasionalisme di sma n dempet dan smk n 2 demak. rekayasa: jurnal penerapan teknologi dan pembelajaran, 16(1), 95-104. macmillan, j.h. and schumacher, s. (2001) research in education. a conceptual introduction. 5th edition, longman, boston. mondal, p. (2016). value education: definition and the concept of value education (with example). online: https://www.yourarticlelibrary.com/essay/valueeducation-definition-and-the-concept-of-valueeducation-withexample/30222. nuci l.p. & darcia n. (2015). handbook of moral and character education. bandung: nusa media. opata, c. n., sarbah, a., nusenu, a., & tetteh, s. (2017). the cultural school of strategic formulation (strategy formulation based on social interactions, beliefs and traditions). open journal of business and management, 5(2), 335-347. peraturan menteri pertahanan republik indonesia nomor 13 tahun 2014 tentang kebijakan pengamanan wilayah perbatasan. rizal. (2019). adaptasi sosial mahasiswa program beasiswa afirmasi dikti (adik) papua dikingkungan sosial di kampus universitas halu oleo kendari. publica 10(2). sanjaya, w. (2008). perencanaan dan desain sistem pembelajaran. jakarta: kencana prenada media group. journal of education, teaching, and learning volume 7 number 2 september 2022. page 190-198 p-issn: 2477-5924 e-issn: 2477-8478 198 schunk, d.h. (2012). learning theories an educational perspective. edisi keenam. yogyakarta: pustaka pelajar. silberman, m.l. (2016). active learning. 101 staretigies to teach any subject. cetakan ke xii. bandung: nuansa. winingsih, e. (2020). peran orang tua dalam pembelajaran jarak jauh online: poskita.co:https://poskita.co/2020. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 51-56 p-issn: 2477-5924 e-issn: 2477-8478 51 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. mathematics learning difficulties in distance learning budi murtiyasa1), almas husna nurul lathifah2) 1) universitas muhammadiyah surakarta, surakarta, indonesia e-mail: budi.murtiyasa@ums.ac.id 2) universitas muhammadiyah surakarta, surakarta, indonesia e-mail: almashusna1306@gmail.com abstract. some students feel that mathematics is less fun because the students lack basic knowledge of mathematics which leads to a lack of confidence in learning. especially during the covid-19 outbreak, distance learning was needed, including mathematics, and many students had difficulties in learning. learning difficulties that arise during distance learning can interfere with the subsequent learning process and have a significant impact on the students' academic performance in mathematics. this study aims to determine the students' mathematics learning difficulties in distance learning at junior high school 13 surakarta. the method used in this research is descriptive qualitative. qualitative descriptive research aims to describe student learning difficulties during the pandemic with the distance learning system. the subjects of this study were students of eighth grade of junior high school 13 surakarta. data collection techniques used are interviews and observation. the interview method used was a guided free interview which was then analyzed using an interactive model. based on the results of the analysis of student learning difficulties in distance learning mathematics caused by several factors, namely internal and external factors. internal factors, namely those that come from within the student, include the lack of interest and motivation of students to take part in online mathematics learning. while external factors are factors that come from within students, including difficulties in understanding the material provided by the teacher rather than in detail, unstable internet network, student learning environment that does not support learning, motivation, and encouragement from parents or closest family. keywords: learning difficulties; mathematics; distance learning i. introduction education is an effort to help the soul and body of students both physically and mentally, from ignorance about something towards a better human civilization. education is a continuous process that occurs throughout life (a neverending process) (mulyasa, 2014). junior high school (smp) is one of the basic education levels. basic education aims to equip students with basic competencies to improve life skills as individuals, community members, citizens, and humans, as well as prepare students for further and higher education. one of the important parts of the educational process is teaching and learning activities in schools. at the end of 2019, the discovery of a virus originating from wuhan, china, namely the coronavirus which is often known as covid-19. this virus has spread so fast and claimed many lives around the world and has had a wide impact on various areas of people's lives, especially in the field of education, so that the world of education is forced to switch its education system from face-to-face learning to distance learning (hendrawan & hendriana, 2021). referring to the letter of the minister of education and culture number 36962/mpk.a/hk/2020 concerning policy on education implementation during the covid-19 pandemic, alternative learning policies for teachers and students are being implemented in the public and private sectors, they must conduct distance learning. minister of education and culture regulation number 109 of 2013 defines distance learning as a teaching and learning process carried out remotely using media. this distance learning usually uses internet-based media called e-learning. with the rapid development of technology today, online learning is the best solution to prevent the spread of covid-19. therefore, all learning activities in schools must use the distance learning system, including mathematics. distance learning is learning using media that allows interaction between teachers and students (prawiyogi et al., 2020). this distance learning process is often carried out online (within the network) and offline (outside the network). in the city of surakarta and its surroundings, the distance learning process is carried out online and offline, including at junior high school 13 surakarta. the online learning process http://creativecommons.org/licenses/by-nc/4.0/ mailto:budi.murtiyasa@ums.ac.id mailto:almashusna1306@gmail.com journal of education, teaching, and learning volume 8 number 1 march 2023. page 51-56 p-issn: 2477-5924 e-issn: 2477-8478 52 is carried out by the teacher providing information to students about assignments via whatsapp and google classroom, while offline learning is carried out by students by coming to school to take assignments and collect assignments without any tutoring process carried out by the teacher. mathematics is considered a universal science that supports the development of modern technology and plays an important role in various disciplines because every science contains mathematics and enhances human thinking (sumartini et al., 2020). to improve students' thinking skills in the future, a strong understanding and learning of mathematics are needed from an early age, so that students can learn and make learning more meaningful. therefore, mathematics subjects need to be introduced to all students since elementary school to equip students with the ability to think logically, analytically, systematically, critically, and creatively, as well as the ability to work together in facing the next life (murzani, 2018). in mathematics subjects, which are mostly abstract, so many students find it difficult to understand (afriansyah, 2014). this should get a lot of attention from several parties, such as teachers, the school environment, parents of students, and the surrounding environment. especially during this covid-19 pandemic, teachers cannot provide direct learning and students still have difficulty learning and understanding mathematics when learning face-to-face (alyaa et al., 2020). mathematics is a subject that is considered difficult and a subject that most students hate (kusrini, 2014). in online learning, the provision of mathematics material is a challenge for mathematics teachers to choose strategies so that the provision of material can be easily accepted by students. distance learning in mathematics has a significant impact on the development of student learning, for example, the way students learn must be changed from face-to-face learning, and the teaching and learning process is carried out directly by teachers and students in distance learning. both teachers and students face difficulties in distance learning because mathematics material is not only written in the text but also must be given in the form of visual videos with maps or formulas that under the topic of mathematics subject matter (masfufah & afriansyah, 2021). various obstacles faced in distance learning are the reasons why this activity does not run optimally. constraints that arise include limited human resources, limited learning facilities such as student laptops or cell phones, difficulties in an unstable internet network, and the lack of teachers' ability in utilizing digital technology to provide material during distance learning. learning difficulties are problems that cause a student to not be able to follow the learning process well like other students in general, which is caused by certain factors so that students are late or cannot even achieve the expected goals. learning difficulties are a condition where the competencies or achievements achieved are not under the provisions of the standards that have been set, both in the form of attitudes, knowledge, and skills (subini, 2012). the difficulty in learning mathematics is because students are not enthusiastic about participating in distance learning in mathematics subjects and prefer to do direct learning. learning difficulties are also a condition that causes students to not be able to learn properly due to certain disorders (darimi, 2016). students' learning difficulties in understanding concepts, principles, and skills experience obstacles or obstacles both from within (internally) and from outside (externally) (teli latifah, 2021). internal factors that cause students to have difficulty in learning are attitudes toward learning, students' interest in learning includes the attention and pleasure of students in participating in learning. external factors that cause students to experience learning difficulties include the surrounding environment such as the covid-19 virus outbreak which affects the continuity of the teaching and learning process, the family environment, and an internet connection that is less stable to support the distance learning process (fernandes et al., 2019). this situation should be seriously considered, considering the difficulties that students face in the distance learning system, especially in mathematics which will affect their academic performance. understanding student learning difficulties in mathematics is very important for teachers as a reference in improving the learning process. this study will analyze the factors that cause junior high school students to have difficulty in learning mathematics at distance learning. therefore, it is hoped that the teacher can take or determine the right strategy to improve and improve the distance learning mathematics process so that teaching and learning activities become better and maximal. several previous research results reveal that students' learning difficulties during distance learning mathematics are influenced by several factors. difficulties in learning mathematics online on student learning outcomes do not meet academic standards caused by two factors, namely internal factors, namely factors originating from oneself, namely the lack of ability to understand the material well, and external factors originating from the environment, family, and infrastructure (lily, 2021). difficulties in learning mathematics through distance learning include students having difficulty understanding the material presented, unstable internet networks, and an unsupportive learning environment (sari & madio, 2021). the difficulty of learning mathematics for students during a pandemic using the distance learning method is that students are very difficult to understand the material without an explanation from the teacher who requires students to study independently to understand the learning material provided (bonar et al., 2021). based on the exposure of the previous research above, it can be concluded that the problem of student learning difficulties during distance learning mathematics is that students have difficulty understanding the material given by the teacher and must be studied independently at each student's home, and several other factors that cause student learning difficulties during learning. remote math. however, the previous study did not provide information concerning the factors that may trigger the difficulties. therefore, a study case is needed to dig up more information concerning the difficulties of distance learning. the purpose of the study was to determine learning difficulties and provide alternatives to overcome learning difficulties for eighth grade students journal of education, teaching, and learning volume 8 number 1 march 2023. page 51-56 p-issn: 2477-5924 e-issn: 2477-8478 53 during distance learning mathematics at junior high school 13 surakarta. ii. methods this study uses a qualitative research approach with the type of case study research, where students have difficulty understanding the material given in distance learning so students’ achievement and mastery of the material decreases. the population and sample required in this study were eighth grade students at junior high school 13 surakarta who had difficulty learning mathematics during distance learning which had previously been chosen by the subject teacher in question. the subject selection technique uses snowball sampling, namely by selecting subjects whose research data sources increase from time to time. if the required information is deemed insufficient, the data source can be added based on the researcher's considerations (sutama, 2019). the subjects selected in this study were eighth-grade students of junior high school 13 surakarta who had difficulty learning distance learning mathematics. researchers conducted this research with observations made directly to the field and took part in distance learning through google meet and google classroom provided by the school and the subject teacher in question. researchers also conducted interviews which were conducted directly with teacher resource persons at schools, while student sources were conducted using google form. the data in this study are students' learning difficulties in mathematics during distance learning by collecting techniques using observation and interviews. the instrument in this study used the results of interviews with students and teachers. the data instrument test in this study was carried out in 2 ways, namely validity and reliability tests. the validity test used in this study is the validity test by experts (expert judgment). expert judgment is asking for expert judgment to examine the instrument and evaluate systematically whether the items of the instrument represent what is intended to be measured (sugiyono, 2017). the instruments that have been prepared are consulted with supervisors and experts in their fields to get an assessment of whether the instrument is suitable for use or needs to be improved. the validators of this research instrument were 2 lecturers from the department of mathematics education. based on the assessment by the validator, it was found that the instrument was declared valid and could be used for research with some improvements. improvements were made including the use of consistent terms and word selection in questions to get answers that fit the scale. a reliability test is needed in knowing the determination level of precision of a measure or measuring instrument. reliability is the accuracy or constancy of the tool in measuring what is being measured (sudjana, 2005). the reliability test is used as a research instrument, while in this study the researcher acts as an instrument so that the instrument in this study is reliable because the researcher conducts research directly according to conditions in the field. before conducting research with interviews, researchers conducted observations to find out a direct description of students' learning difficulties during the distance learning process. interviews were conducted with eighth-grade students and teachers to obtain more accurate data. the data analysis process is under the opinion (sugiyono, 2018), namely through three stages, namely the data reduction stage, the data presentation stage, and the validation stage or concluding. during the data reduction phase, the researcher collects and deletes some unnecessary data to make the research results more concise and clear. data reduction in this study is the analysis of the results of student interviews to identify the difficulties faced by students in distance learning mathematics. after the data is reduced, the next step is the presentation of the data, structured in a structured manner, in the form of a brief description for easy understanding, and finally data validation. at this stage, the researcher demonstrated the authenticity of the measurement data through the results of teacher interviews, which provided an in-depth understanding of the problem related to the research objectives and avoided subjective factors that could reduce the weight of the research. some indicators that determine student learning difficulties are the student cannot understand the content of the subject within the allotted time, the student's learning outcomes being lower than other students, the student's inability to achieve academic achievement according to his ability, and the inability to show a good personality, such as polite, and unable to adapt to the environment (arifin, 2012). iii. result and discussion learning difficulties can be divided into two categories, namely learning difficulties related to academics, including reading, writing, and memorizing difficulties. learning difficulties related to child development include impaired attention, motor memory, thinking, and language (hayat, 2021). mr. zainal arifin revealed that four indicators can cause learning difficulties, such as students not being able to understand the learning material within the specified time, student learning outcomes being low compared to other students in the same class, students do not achieve academic achievement according to the abilities, and students do not show good personalities, such as polite and have not been able to adjust to the environment. in educational activities, students do not always do well, it is not uncommon to find some students still having difficulties while participating in pjj activities. the following are some of the difficulties in distance learning mathematics experienced by students at junior high school 13 surakarta. a. students cannot understand the learning material within the allotted time during distance mathematics learning activities this learning difficulty relates to students at junior high school 13 surakarta who are still lacking in understanding learning materials within the allotted time during distance learning activities, both materials provided during the pandemic and before the covid-19 pandemic. in this case, the learning difficulties journal of education, teaching, and learning volume 8 number 1 march 2023. page 51-56 p-issn: 2477-5924 e-issn: 2477-8478 54 experienced by students are not being able to understand the learning material within the allotted time. based on the results of interviews with students, saying that students have difficulty understanding the math material given by the teacher because the explanations given are not detailed and the material is only in the form of text that is distributed through google classroom, other students also said that giving practice questions but not accompanied by a method. work so that students have difficulty when working on problems in accordance with the mathematical material provided. therefore, students become unfocused and have difficulty memorizing formulas related to the given mathematical material. for the subject, the teacher said that distance learning activities had not maximized students' understanding because teachers could not interact directly with students, so teachers could not monitor children's development significantly and continuously. based on the results of the interviews above, it can be concluded that there is a lack of direct interaction between teachers and students, students have difficulty understanding the material well during the distance learning process, and teachers cannot be optimal in providing material. students feel bored because the material is only given in text form without a clear explanation video and students have difficulty memorizing formulas and have difficulty when facing questions related to the material given by the teacher. b. students get low learning outcomes compared to other students in the same class this learning difficulty is related to students who are less able to understand the learning material compared to other students in their class during distance learning activities. in this case, the learning difficulties faced by these students are the low learning outcomes of these students compared to other students in the class. based on the discussion of learning difficulties that have been discussed above, students have difficulty understanding the material so student learning outcomes are also low because students cannot work on the questions given according to the material. based on the results of interviews with students related to low student learning outcomes due to difficulty understanding the material, some students said when they had difficulty in doing assignments or questions given by the teacher, they would ask their parents/relatives to help them understand the material and questions given. , while other students answered that they would look for other sources from the internet such as learning videos from youtube to understand the material provided so that they could do the assignments or questions given. however, 3 students in one class are still having difficulty constrained by learning facilities such as cell phones due to family economic factors that are not able to meet the needs of students to take part in the distance learning mathematics process, so they have difficulty getting learning materials and doing assignments like other students. based on the results of interviews with teachers, eighth grade students at junior high school 13 surakarta have low learning outcomes as many as 112 students, the average mathematics subject in eighth grade is 75 while students who have difficulty in distance learning mathematics have low results, namely the average 70, students have difficulty with the material on the flat side of the space. c. students cannot achieve learning achievement according to their abilities this learning difficulty is related to the inability of eighth grade students at junior high school 13 surakarta to fully understand the material and have lower learning outcomes compared to other students. in this case, the learning difficulties experienced by students are the inability of students to achieve learning achievements according to their abilities. during distance learning mathematics, due to the covid-19 pandemic, students are required to be able to study independently at home so that teachers cannot monitor student progress and abilities significantly. learning achievement is the ability of students in subjects after studying the material to achieve learning objectives within a certain period (sugiyanto, 2009). during distance learning students are required to be able to understand the material provided, while the material provided by the teacher cannot be maximized where there is no direct interaction between the teacher and students, this is related to the exposure of the first indicator. students are unique individuals, each student has different potential and abilities from one another. for this reason, each student has a different way of learning and understanding the material provided by the teacher, this is related to the second indicator, where students have their way of understanding the material such as looking for other references on google or youtube. based on the results of observations made by researchers when taking distance learning using google meet the results showed that students who could not achieve learning achievement had low thinking skills compared to other students, this was based on observations when the students were asked about the material given, they found it difficult to understand the material in the allotted time. based on the results of interviews with students, most of them require a detailed explanation of the material in the form of videos so that students more easily understand the material and student achievement is better because the material provided by the teacher is not accompanied by an explanation video. d. students show bad personalities, such as being undisciplined and arbitrary, and not adapting to distance learning mathematics in this case, the learning difficulties experienced by students are showing bad personalities, such as being undisciplined and at will, and not wanting to adapt to distance learning activities. this is one of the difficulties of distance learning mathematics. in distance learning mathematics, teachers cannot monitor students' attitudes journal of education, teaching, and learning volume 8 number 1 march 2023. page 51-56 p-issn: 2477-5924 e-issn: 2477-8478 55 and behavior during the distance learning process so the role of parents is needed to monitor students' learning processes during distance learning mathematics. based on the results of interviews with teachers regarding student attitudes during distance learning mathematics, it was stated that at the time of distance learning mathematics, very few students were actively learning following the rules imposed by the school, and even the percentage of students who took part in learning was not more than 20%. therefore, many students are not disciplined in doing and collecting the assignments given. parents and students' learning environment also influence students' attitudes in participating in distance learning mathematics. parents play an important role in paying attention and monitoring students during distance learning so that students can participate in distance learning mathematics well, but not all parents can do that because there are other activities that must be done outside the home. the learning environment also affects the personality of students during distance learning, due to the pandemic period of the student learning environment, namely the environment around students' homes, so that if the home environment does not support the distance learning process, students cannot follow the distance learning process properly and focus. based on the results of the discussion above, it can be concluded that the personality of students to participate in distance learning mathematics is influenced by the learning environment and parents, parents play an important role in paying attention to and monitoring student learning activities, so that students' personalities become better and follow the distance learning process to the fullest. iv. conclusions based on the discussion of the research results above, it can be concluded that there are still many students who find it difficult to implement pjj, especially in subjects. eighth grade students of junior high school 13 surakarta have difficulty in learning mathematics remotely because students cannot understand the material given within a certain time, students have lower learning outcomes than other students, students are unable to achieve learning achievement according to their abilities, and students shows a bad personality, such as being undisciplined and at will, and unable to adapt to distance learning activities. there are two factors that cause difficulties in distance learning mathematics in eighth grade of junior high school 13 surakarta, namely internal factors, students feel bored and do not focus on understanding the material given by the teacher during distance learning mathematics, and the second factor is external factors where the teacher provides material, not in detail, parents who cannot accompany students during distance learning mathematics because they have other activities and students' social environment that affects students' personalities. by paying attention to explanations related to the difficulties in distance learning mathematics, the solution that can be used as an alternative is the presentation of interesting, creative, and fun learning such as making interesting learning videos so that students do not feel bored and it is easier to understand the material. references afriansyah, e. a. 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(2021). kesulitan dalam kemampuan pemecahan masalah matematis siswa pada materi statistika. journal of authentic research on mathematics education (jarme), 3(2), 134–150. https://doi.org/https://doi.org/10.37058/jarme.v3i2.320 7 journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 27 motivation engineering to employee by employees abraham maslow theory joko suyono 1) ,sri wiwoho mudjanarko 2) universitas narotama, surabaya,indonesia e-mail: sri.wiwoho@narotama.ac.id abstract. among many existing motivational theories, perhaps maslow's hierarchy of needs theories are widely known. this theory passes a message to us that once a person passes a certain level of need, he is no longer motivated by the level of motivation below. this provides an understanding that a manager or leader or motivator in the organization should know what is needed by subordinates. the need of a daily production worker with staff of managerial staff is different. to provide motivation that can improve performance to both, a motivator must provide different treatment according to their needs. keywords: motivation; employees; abraham maslow's theory i. introduction the individual nature of motivation requires managers to take an indirect approach, creating motivation through an organizational atmosphere that encourages employees to be more productive. man is a creature who has a desire and rarely reaches a state of complete satisfaction except for a short time. if one's wishes have been fulfilled, the other will arise in place of the previous wish. if that desire is fulfilled, there are other desires that will follow, and so on. this fact requires us to examine the relationships of all the motivations of each other. at the same time, we must also release individual units of motivation to achieve the broader understanding sought. according to one study that intrinsic motivation for academic activity has been associated with value [1] and predictions of achievement and adjustment [2]. in contrast, extrinsic motivation has predicted negative consequences[3]. culture influences the dominant belief systems of society, educational practices and desired behaviors according to [4]-[5] and individuals implicitly study ways of adapting to social environments [6]. the consequence of cultural influence affects several aspects such as motivation [7]and achievement [8]. the great indonesian dictionary defines motivation as "attempts that can cause a person or group of people to be moved to do something because they want to achieve the desired goal or get satisfaction with their deeds". according to stephen p. robbins [9], motivation is "a process that determines the intensity, direction, and perseverance of individuals in an effort to achieve goals". the three keywords in this definition are intensity, direction, and persistence (which presupposes for a long time). intensity refers to how hard someone tries. in order to produce good performance, intensity (at any rate) must have a favorable direction to the organization. and finally, the intensity and direction that have been possessed must be applied diligently and last for a long time. this is the measure of the extent to which people can keep their business. motivated individuals will stay with their work long enough to achieve their goals. conversely, an unmotivated person will only give minimum effort in terms of work. the concept of motivation would be an important concept in the study of the performance of individuals within the organization. in other words, motivation is one of the important determinants for individual performance in addition to other determinant variables such as the ability of the person concerned and / or previous work experience. koontz [10] motivation is as a reaction that begins with the need, which raises the desire or effort to achieve the goal, which further raises the tension, namely the desire fulfilled, leads to action that leads to the goal and ultimately satisfy the desire.handoko [11]the definition of motivation as a force or factor that is contained within man.george r. terry [12] interpreted "motivation is the desire that is in an individual who stimulates to perform actions". so the desire of the individual is something that encourages the individual to do something / work. motivation is a powerful force that drives people to behave. ii. discussion a. history motivation theory motivation actually has some motivational theories of some opinions by world figures. the theory includes classical motivational theory by f.w taylor, maslow's need hierarchy theory by a.h. maslow, herzberg's two factor theory by mailto:sri.wiwoho@narotama.ac.id journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 28 frederick herzberg, mc. clelland's achievement motivation theory by mc. clelland, alderfer existence, relatedness and growth (erg) theory by alderfer, human relation theory, claude s. geogre theory. however, from these theories there are only two very famous theories of maslow's motivation theory and herzberd's theory. here's an explanation of both theories: 1. theory of needs of abraham h. maslow abraham maslow was born in 1908 in a russian-jewish immigrant family in brooklyn, new york. he is shy, neurotic, and depressed but has great curiosity and extraordinary brain intelligence. as a teenager, maslow began to admire the work of philosophers such as alfred north whitehead, henri bergson, thomas jefferson, abraham lincoln, plato, and baruch spinoza. in addition to dwelling on cognitive activities, he also has a lot of practical experience. he works as a newspaper delivery and spends the holidays working with a family company. maslow studied psychology at the university of wisconsin madison, and earned a ba in 930, an ma in 1931 and a ph.d. in 1934. maslow lived in an age in which emerging many new schools of psychology grew as a relatively young scientific discipline. in america william james developed functionalism, gestalt psychology developed in germany, sigmund freud triumphed in vienna, and john b. watson popularized behaviorism in america. when in 1954 maslow published his book motivation and personality, two very popular and influential theories in american universities were psikoanalisia sigmund freud and behaviorism john b. watson. in the realm of psychology, freud psychoanalysis is considered the first school (force). while behaviorism is called the second school. presumably maslow (although never admired the two schools) has a different principle. freud's research sample is neurotic and psychotic patients in his clinic. our question is: how the conclusions of the sample of the mentally disturbed people can be applied to the common people (the mentally healthy). maslow had the principle that before understanding mental illness, one must first understand mental health. at other poles, behaviorists collect data from research on animals such as pigeons and white mice. maslow noticed that their conclusions could be true for fish, frogs, or mice, but not for the human race. radically opposite to both streams, maslow sought samples on humans who in society were seen as "figures". he involves his research on seven modern figures and nine historical figures: abraham lincoln and thomas jefferson (us president), eleanor roosevelt (first lady philanthropist), jane addams (pioneer of social workers), william james (psychologist), albert schweitzer humanist), aldous huxley (author), and baruch spinoza (philosopher). the investigation of these figures (and others) of their habits, traits, personalities, and abilities-has led maslow to the theory of mental health and the theory of motivation in humans. dialectically, freud's thesis and antithesis watson et al. gave birth to the synthesis of abraham maslow. therefore, maslow calls his theory a third school. 2. motivation theory abraham maslow: the hierarchy of needs maslow developed a theory of how all motivations are interrelated. he called his theory a "need hierarchy". these needs have different levels. when a level of need is met or dominated, people are no longer motivated by the need. furthermore, people will try to meet the needs of the next level. maslow divides the level of human needs into the following: a. physiological needs: basic needs, such as hunger, thirst, shelter, sex, sleep, oxygen, and other physical needs. b. the need for security: including safety and protection against physical and emotional losses. c. social needs: includes the need for belonging and belonging, affection, acceptance, and friendship. d. need for rewards: includes internal respect factors such as self-esteem, autonomy, and achievement; as well as external factors such as status, recognition, and attention. e. the need for self-actualization: includes the desire to become more fully self-abilities, to be anything according to his ability. how the identification of each of the above needs and their impact on motivations affecting individual performance within the organization will be explained in the next. fig. 1 maslow's hierarchy of needs 3. identification of hierarchy of requirements and management applications a. physiological needs physiological needs are the most basic human needs to maintain a physical life, namely the need for food, drink, shelter, sex, sleep, rest, and air. a person with a lack of food, self-esteem, and love, will first find food first. for people who are in a state of hunger and dangerous, there is no interest other than food. for the community prosperous these types of needs have been generally met. when these basic needs are satisfied, journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 29 immediately other (higher level) needs will emerge and dominate human behavior. there is no doubt that this physiological need is the most powerful and urgent need. this means that in the very man who feels lack of everything in his life, it is very likely that the greatest motivation is the physiological needs and not the others. in other words, a life-threatening individual may very likely be motivated by these needs. application management first of all keep in mind that for a very starving person, there is no other concern except food. a leader or manager should not expect too much from hungry employees. different from the needs of the next level, these basic needs can only be met by the triggers of its shortcomings. hunger can only be satisfied with food. do not expect that godly counsel and advice can satisfy him. maslow illustrates that for humans who are always and very hungry or thirsty, utopia can be formulated as a place full of food and drink. he tends to think that if his food is assured throughout his life, then his happiness is perfect. such people only live to eat. to motivate employee performance like this, of course the food solution. an extra allowance for consumption will further drive people's morale like this compared to advice about individual integrity within the organization. elton mayo of the harvard graduate school of business administration in 1923 conducted research at a textile factory in philadelphia. he wanted to find the cause of the frequent turnover of labor in one part of the production where the work was quite difficult and monotonous. he departs from the assumptions of labor fatigue and the need for rest periods. so he schedules a series of rest periods. employees are asked to work together in setting a schedule. the results obtained are quite fantastic: employee turnover decreases dramatically, productivity increases, and morale becomes better. mayo precisely finds what the employee needs, namely breaks and self-esteem because it gives them the opportunity to participate in decisions that usually become a monopoly of the company's leadership. b. safety needs as soon as basic needs are satisfied, what maslow describes as the need for security or safety. this need presents itself in the category of need for steadiness, protection, freedom from fear, anxiety and confusion; the need for structure, order, law, boundaries, and so forth. this need we can observe in a child. usually a child needs a world or predictable environment. a child likes consistency and kerutinan to some extent. if those things are not found then he will become anxious and insecure. insecure people have a need for order and stability and will try hard to avoid things that are foreign and unexpected. application management in the context of individual performance behaviors within the organization, the need for security presents itself in the behavior of individual preference for a cool, secure, orderly, predictable, law-abiding, orderly, reliable, and no-action unexpected, chaotic, frantic, or dangerous. to be able to motivate employees, a manager must understand what the needs of employees. when all they need is a sense of security in work, their performance will be motivated by a security offer. this level of understanding understanding can also be used to explain why certain employees do not like new innovations and tend to pass on what has been done. or used to understand why certain people are more willing to risk, while others do not. in organizations, we often find individual behaviors that seek to permeible behavior. he wants freedom in a certain extent rather than unlimited freedom. a person who does not have enough knowledge of the limits of acceptable behavior for himself can have feelings of threat. presumably he will attempt to find such limits, even at certain moments, he must behave in unacceptable ways. managers can accommodate the need for security within the organization by shaping and enforcing clear standards of behavior. it is also important to note that human feelings about security are also threatened if they feel dependent on others. he feels that he will lose certainty if he accidentally does something unwanted. individuals in such dependent relationships will feel that their greatest need is guarantee and protection. almost every individual in this level of need will want continuous tranquility, supervision, and job opportunities. today there is a widespread discourse of the possibility of employees being laid off due to technological factors that develop. in this situation, managers can motivate employees by providing a jobsecurity-pledge. c. social need (love / belonging need) once satisfied with the need for security, the social needs that include the need for belonging, trust, love, and compassion will be important motivators for behavior. at this level of need, and never before, people will feel the absence of friends, lovers, wives, husbands, or children. he is thirsty will be meaningful and loving relationships with others in general. it requires primarily a place in the middle of the group or its environment, and will strive to achieve and sustain it. the person in the position of this need may even have forgotten that while still satisfying the need for food, he never underestimates love as unreal, unnecessary, and unimportant. now he will feel the pain of loneliness, social exclusion, rejection, lack of friendliness, and uncertain circumstances. application management journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 30 individuals in the organization want themselves to belong to a particular group. he wants to associate with other colleagues, accepted, shared, and accepts friendship and affection. although many managers today understand the existence of such needs, sometimes they mistakenly consider it a threat to their organization so that their actions are adapted to that view. organizations or companies that are too sharp and clearly distinguish the position of leadership and subordinates often ignore the needs of employees will sense of belonging (sense of belonging). employees should be at this level of need to be motivated to have a sense of ownership of the organization's mission and vision and integrate personal ambition with organizational ambition. between personal and organizational development have reciprocal relationships that results are perceived on a reciprocal basis. in the realm of organizational behavior, we know what conflict management is called. different from the traditional view that sees conflict negatively, there is an interactionist view that sees conflict not only as a positive force within the group but also indispensable for the group to perform effectively. conflict can be good or bad depending on the type. without intending to reject or support any of the views, it can be said that the potential for conflicts within the organization apart from disturbing the sense of security can also create alienation that results in disorientation. the potential for excessive mobility generally imposed by industrialization threatens to uproot work within the working group, the challenge of adaptation in new and foreign groups, and ultimately raises the need for a sense of belonging and the various needs that fall within the hierarchy of this stage. d. need for award (esteem need) according to maslow, everyone in society (except some pathological cases) has a need or wants a steady, strong, and usually high-quality, self-respect or selfesteem assessment of himself. therefore, maslow distinguishes this need into a need for rewards both internally and externally. the first (internal) includes the need for self-esteem, self-confidence, competence, mastery, adequacy, achievement, independence, and freedom (independence). the second (external) involves respect from others, prestige, recognition, acceptance, fame, dignity, attention, position, appreciation or reputation. people who have enough self-esteem will be more confident. thus it will be more potential and productive. on the other hand, a poor self-esteem will cause a sense of inferiority, sense of helplessness, even a sense of hopelessness and neurotic behavior. freedom or independence at this level of need is the need for a sense of non-attachment by the things that inhibit the manifestation of the self. this need can not be exchanged for a pack of fried rice or some money because the need for those things has been satisfied. application management it is not uncommon to find workers at the managerial level deciding to withdraw from their jobs. what's wrong? does his pay compensation not satisfy him? it turns out that money is not always able to motivate the behavior of individuals within the organization. of all the indications listed, it seems that organizations that rely on improving their employees' performance on the financial aspect, do not get the expected results. it is true that money is one powerful motivational tool, but its use must be tailored to the perceived value of each employee. certain individuals in times and conditions may no longer feel money as performance drivers. instead of money, individuals at this level need more challenges that can explore their potential and talents. not surprisingly, a number of top managers suddenly resigned when they felt that there was no longer any challenge in the company they worked for. the desire or the competitive desire to stand out or transcend others may be regarded as the universal nature of man. the need for this award if managed appropriately can lead to outstanding organizational performance. unlike the needs of the lower levels, the need for this award is rarely perfectly fulfilled. as part of a more constructive approach, participatory management and positive feedback programs can be used to meet the needs of rewards. the delegation of autonomy and wider responsibilities to employees has proven to be effective in order to motivate better performance and performance. the success of the mayo experiment as previously described shows that financial rewards prove to be not always as effective as psychic awards. the problem is, many managers often forget or think a lot of times to give praise and sincere acknowledgment for the employee's achievement, and on the other hand without a second thought to cast criticism over the poor work of his subordinates. leadership expert, william cohen, said that do not ever waste a good opportunity to give recognition to the work performance in the organization. recognition is one of the most powerful human motivators. famous psychologist, b.f. skinner added that to get the maximum motivation, one should praise it as soon as possible after it appears that behavior deserves praise. even napoleon bonaparte was surprised to witness the power of recognition as a motivator. after knowing that his soldiers were willing to do anything to get the medals he gave, napoleon exclaimed: "it is amazing what people will do for such trivial items." e. the need for self-actualization (self-actualization need) according to maslow, everyone must grow fully. the human need to grow, develop, and use his abilities is journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 31 called maslow as self-actualization. maslow also called self-actualization as a desire to become more fully selfability, to what according to ability possessed. the need for self-actualization usually arises after the need for love and appreciation will be adequately satisfied. the need for self-actualization is the most important aspect of maslow's motivational theory. today even a number of thinkers make this need as a priority point to foster superior personality. in recent years there has been an idea of the need for a bridge between the economical ability of the empire and the spiritual depth. the manager is expected to be a reliable leader without forgetting the spiritual side. in this context, maslow's pyramid of needs departs from the point of departure of physiological needs to self-actualization is twisted. thus the behavior of the expected organism is not a greedy behavior and constantly pursues the satisfaction of needs, but rather the behavior that prefers to understand rather than be understood, to give than to receive. in this paper, the idea of self-actualization will get a wider and deeper spotlight before entering into the discussion of the application of theory. personal characteristics of self-actualization from the results of the research which is a long process of analysis, maslow finally identified 19 personal characteristics that reached the level of self-actualization. 1) a clear perception of life (reality), including the ability to detect falsehood and judge a person's character well. thanks to a sharp perception, they are more assertive and telling to predict events that will happen. they are better able to see and penetrate hidden realities in various events; more sensitive to see the wisdom of various problems. 2) the person thus sees life as it is and not according to their desires. they are more objective and not emotional. self-actualized people will not allow personal expectations and desires to mislead their observations. on the other hand most other people may just listen to what they want to hear from others even when it comes to things that are not true and honest. 3) have a higher spontaneity. they are more sensitive to rich and unconventional inner life, and have the ability to see the world from a new perspective and appreciate beauty in ordinary things. usually they do not feel the need to hide their feelings or thoughts, or behave artificially. personalized individuals have a high appetite for art, music, and political and philosophical issues. 4) centering-on-the-problem. they are very consistent and pay attention to questions and challenges from outside the self, have a clear mission or purpose so as to produce integrity, uncertainty, and diligent introspection. they have a clear commitment to the task they have to do and are able to forget themselves, in the sense of being able to dedicate themselves to the work, duties, or calls they deem important. 5) longing for silence. in addition to seeking solitude that produces inner peace, they can also enjoy it. 6) they are very independent and autonomous, but at the same time love other people. they have a healthy desire for privacy distinct from neurotic freedom (secretive and fearful). sometimes they look very autonomous, because they depend entirely on their own capacity. this is the paradox: they are the most individualistic and social in society. if they obey a rule or order, it is based on an understanding of the benefits that can be achieved from the compliance of the rules concerned, and not by joining in. 7) there are times when they experience what is called a "peak experience"; the times when they feel they are in the best of circumstances, when they are filled with solemn feelings, deep happiness and happiness or ecstasy. this relates to their ability to concentrate remarkably. sometimes this ability makes them seem dazed. not infrequently they experience flow in the activities they do. 8) a sense of kinship to fellow human beings accompanied by a sincere spirit to help others. 9) this superior person is more humble and respectful to others. they believe that in many ways they have to learn from others. this makes them able to listen to others with patience. virtue is born from a deeper understanding of oneself. just like children, they are able to listen to others without a priori or previous judgment. maslow calls this advantage "being cognition" or "b-cognition"; passive and receptive observation. 10) they have a clear ethic of what is good and what is evil. but for them, the conflict between good and bad is not a problem. consistently, they will choose and prefer higher values. 11) good sense of humor. they are not interested in jokes that hurt or imply an inferiority that makes others feel abused. they prefer a philosophical, cosmic, or humorous humor that is contained in the logic of words. they also stand out in terms of tolerating the natural weaknesses of others. but they are very anti against dishonesty, deceit, lies, cruelty, and hypocrisy. 12) creative in saying, doing, and getting things done. this property is associated with flexibility, not afraid to make something that in the future turns out to be a mistake, and an openness. like an innocent child, they are not afraid to be creative because of the scorn of others. they are creative and see events happily without prejudice. according to maslow, almost every child is capable of making songs, poems, dances, plays, or games unexpectedly, without being journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 32 planned or preceded by a certain purpose before. similarly, too, is the creativity of the self-actualized person. 13) they have a healthy self-esteem based on the recognition of their own potential. they can receive praise and appreciation but not depend on the rewards of others. they do not deify fame and empty fame. 14) imperfection. they certainly also have feelings of guilt, anxiety, guilt, jealousy and others. but the feeling is not like that of the neurotic people. they are closer to a positive way of thinking. they are not always quiet, can sometimes blow up anger too; bored with the chattering chatter, the nonsense, and the frenzy of the party scene. 15) they have a clear "hierarchy of values". they are able to see and distinguish which is more important and should be prioritized in certain situations. the level of conflict itself is low. they have more energy for productive purposes than to spend time regretting themselves and things. for them, the conflict between good and bad is not a problem. consistently, they will choose and prefer the higher values, and sincerely follow them. for these people, self-discipline is relatively easy because what they want to do is in line with what they believe to be true. their values are based on what is real to them, not what others say to them. 16) resistance to inculturation. they are able to see things beyond the boundaries of culture and the times. maslow calls them what they call "psychological independence." this is reflected in their decisions that are sometimes "against the flow" of public opinion. they do not hesitate to reject their culture if it is not in line with common sense. for small things like politeness, language, and clothing, food, and so on are not at issue. but when it comes to things that are deemed to be against basic principles, they can be independent and act out of the ordinary. 17) they tend to seek friendships with people of the same character, such as honest, sincere, kind and courageous, but ignore superficial features such as social class, religion, racial background, and appearance. in this case they are not bothered by differences. the more mature their personality, the more they do not care about the appearance ayu, sturdy body, body plump, and so on. on the contrary they are very upholding about compatibility, kindness, sincerity, and honesty. 18) in general it can be said that self-actualized people tend to foster a solid, happy, and lasting marriage life. in a healthy person, an established marriage allows both parties to increase mutual trust and self-esteem, mutually benefiting. 19) they are very philosophical and patient in demanding or accepting changes that need to be orderly. while most people in society tend to be very practical or very theoretical, self-actualized people are more inclined to be both practical and theoretical depending on the conditions concerned. they try to love the world as it is, keeping an eye on the existing shortcomings while working to fix them. iii. conclusions humans are dynamic and multidimensional beings. all theories of science about man must deal with that reality. from this fact, one sees that maslow's theory should be backed up with more empirical evidence. to this day, there is not enough clear evidence to show that human needs can be categorized into five different groups or in a hierarchy. some experts are skeptical because the results of the studies give different results; some research supports, while others refuse. wahba and bridwell (1976) conclude a paradox for maslow's theory: that the theory is widely accepted, but not much supported by research evidence. it is unfortunate that the bulk of the research results are achieved from studies that do not test maslow's theory properly. the above evaluation shows a number of common limitations to a scientific theory. but in general it can be said that maslow's theory has laid the first stone for the study of individual structures especially concerning what further encourages certain behaviors within the organization. maslow's contribution is not small for the development of organizational psychology. looking more specifically, evaluations or research that produce conclusions that do not support theory may depart from an incomprehensive understanding of maslow's theory and thought. not infrequently, in many cases of research, good theory fails to prove because of poor research methods and applications. the absence of success is often caused by misconceptions of the theory, or the poor application of good motivational concepts. in the book motivation and personality, maslow repeatedly reminded not to occasionally absolutize the five levels of need or distinguish it sharply and stiffly. may maslow fully realize from the start that talking about the dynamic structure of human personality is not as easy as turning the palm of the hand. references [1] m.r.lepper, j.h.corpus, ands.s.iyengar. “intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates”. journal of educational psychology, vol. 97, pp. 184-196, may. 2005. [2] a.e.gottfried, g.a.marcoulides, a.w. gottfried andp.h.oliver. “longitudinal pathways from math intrinsic motivation and achievement to math course accomplishmentsand educational attainment”. journal of research on educational effectiveness, vol. 6, pp.68-92, jan. 2013. journal of education, teaching and learning volume 2 number 1 march 2017. page 27-33 p-issn: 2477-5924 e-issn: 2477-4878 33 [3] k. murayama, r. pekrun, s. lichtenfeld, and r. vom hofe. “predicting long‐term growth in students' mathematics achievement: the unique contributions of motivation and cognitive strategies”. child development, vol. 84, pp. 1475-1490, dec. 2012. [4] p.m. greenfield, h. keller, a. fuligni, and a. maynard. “cultural pathways through universal development”. annual review of psychology, vol. 54, pp. 461-490, feb. 2003. [5] m.j. kang, j.kim, andm. park.“investigating presence as a predictor of learning outcomes in e-learning environment.” in proc. edmedia: world conference on educational media and technology, 2008, pp. 41754180. [6] j. hofer and m.h.bond. “do implicit motives add to our understanding of psychological and behavioral outcomes within and across cultures” in handbook of motivation and cognition across cultures, r. sorrentino and s. yamaguchi, ed. cambridge: academic press, 2008, pp. 95-181. [7] s.s.iyengar andm.r. lepper. “rethinking the value of choice: a cultural perspective on intrinsic motivation”. journal of personality and social psychology, vol. 76, pp. 349-366, mar.1999. [8] c. chen andh.w. stevenson.“motivation and mathematics achievement: a comparative study of asian‐american, caucasian‐american, and east asian high school students”. child development, vol. 66, pp. 1215-1234, aug. 1995. [9] s.p.robbins and t.a. judge. organizational behavior.new york:pearson education limited, 2015. [10] h. koontz, c. o’donnell, and h. weihrich. manajemen.jakarta:erlangga, 1990. [11] h.t.hani.manajemen personalia dan sumber daya manusia.yogyakarta: bpfe, 2008. [12] george.r. terry. prinsip-prinsip manajemen. (edisi bahasa indonesia). bandung:pt.bumi aksara, 2000. https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22richard+sorrentino%22&source=gbs_metadata_r&cad=8 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22susumu+yamaguchi%22&source=gbs_metadata_r&cad=8 journal of education, teaching and learning volume 1 number 1 march 2016. page 32-35 p-issn: 2477-5924 e-issn: 2477-4878 32 constraint of paud teacher’s innovativeness henny suharyati1) 1)post graduate program, universitas pakuan bogor, indonesia e-mail: henny_suharyati@yahoo.com abstract : the purpose of this reasearch is to study the constraint of paud teacher’s innovativeness by examining the three variables which will become the strongest aspect to increase paud teacher’s innovativeness such as organization culture, transformational leadership and job motivation. the survey is conducted by taking sample of 144 teachers who had been graduated from the teachers training college by proportional random sampling technique at paud teachers in bogor, west java, indonesia. the research used a sequential explanatory design mixed method. the quantitative research is firstly conducted then followed by the qualitative research to support the research more comprehensively understood. the quantitative research portrays that there is a very significant positive correlation between those three variables strengthening the paud teacher’s innovativeness. this relationship is also supported by the qualitative research which organizational culture, transformational leadership and job motivation give higher scores to support paud teacher’s innovativeness . keywords : organization culture, transformational leadership, job motivation. i. introduction paud (as the early childhood education) becomes a basis for further children’s education. the quality of graduate education is increasingly urgent in line with the development of society and the demand of work as well as changes in global competition that could not be avoided. a synergistic collaboration is needed between schools, communities, and the world of work as the output of education to reveal the quality graduate education. teachers, as the school’s resources, provide qualified human resources to work efficiently and effectively. teachers have an important role in producing quality graduates. they become educators, facilitator and they must have charismatic, ideally smart in designing learning programs, have the ability in organizing and managing classroom. otherwise they are constrained to be professional which requires special expertise. they should be creative and innovative. their innovativeness will be influenced by the three aspects such as transformational leadership, organizational culture and job motivation. in fact, the innovativeness of paud teachers is still slow and has not been optimal. teachers are still difficult to develop appropriate learning models used for early childhood. they do not mastered the updated curriculum. they are still used traditional learning media and former learning models activities. from above background and identification of problem,the formulation of the problems are : 1. does organizational culture positively affect paud teacher’s innovativeness ? 2. does transformational leadership affect paud teacher’s innovativeness ? 3. does working motivation positively affect paud teacher’s innovativeness ? 4. do organizational culture, transformational leadership and working motivation altogether affect paud teacher’s innovativeness ? ii. literature review the word innovation is taken from the latin "innovare", meaning "create something new". innovativeness is a behavior or action that shows the level of innovation that has been done. in this case innovativeness show changes in the behavior and actions of a person and not just his mind alone. everyone is assumed to have potential to be innovative although not all can develop or use their potential fully. some experts provide the following theories of innovation. john r. schermerhorn, james g. hunt, richard n. osborn, mary uhl-bien (2010) stated: innovation is the process of creating new ideas and then practice it. innovation is a means of formation of creative ideas that apply in everyday life, practices that contribute to the improvement of consumer services and productivity of organization. there are several ways of looking at innovation. here innovation is considered as a process consisting of product and process innovation recorded from the start until the beginning of the development of ideas and implementation. the concept of innovations also stated by wood, wallace, zeppane, schermerhorn, and hunt (2001) as follows: explain that innovation is a process of creating new ideas and practice. mailto:henny_suharyati@yahoo.com journal of education, teaching and learning volume 1 number 1 march 2016. page 32-35 p-issn: 2477-5924 e-issn: 2477-4878 33 innovation is the way in which creative ideas can be found every day in the form of goods or services that are new to the satisfaction of consumers or of new systems and services that help organizations better make it. in educational organizations, innovativeness of teacher is the behavior or actions of teachers in creating an idea or renew an existing idea in learning activities such as creating the teaching and learning implementation plan or rencana pelaksanaan pembelajaran (rpp), a model of learning, media and tools used in teaching, assessment systems and classroom management requiring the implementation of the results of the learning product and spreading it all learners. organizational culture stated by jason a. colquit, jeffery a, lepine and michel j. wessor (2009) that defines: "organizational culture as the shared social knowledge within an organization regarding the rules, norms, and values that shape the atttitudes and behaviors of its employees". based on the theories mentioned above, it can be synthesized that in school organization, organizational culture is a pattern of basic assumptions or basic philosophy agreed upon and developed at the school to be implemented and achieved. bernard m. bass and ronald e. riggio (2006) defines transformational leadership as behavior which can stimulate and inspire followers to achieve results in the process of developing leadership skills, vision and goals given organization, to challenge itself to innovate, solve problems, and develop the ability of the leadership to subordinates through guiding, mentoring, challenging and supporting. "transformational leaders, on the other hand, are then those who stimulate and inspire followers both in achieving extraordinary outcomes and developing their own leadership capacity". gary yukl (2006) stated that transformational leadership is the behavior of a leader who is able to call on his followers moral values in their efforts to raise awareness of ethical issues and mobilize energy and resources to reform institutions. factors associated with the above definition are: 1) communicating the vision, 2) expressive, 3) a risk taker and sacrificed himself, 4) communicating high expectations, 5) consistent behavior vision, 6) managing the respect of subordinates against leadership, 7) establishing the existence of a group or organization, 8) empowering subordinates. based on the theories mentioned above, it can be synthesized that transformational leadership is the behavior of a leader who can inspire subordinates (teachers) to commit to the vision of the school, communicating, motivating, directing, empowering subordinates, to be a model, developing the potential of subordinates as well as a new perspective in solving the problem. the dimensions and indicators are : 1) the influence of the ideal toward subordinates, 2) the inspiration that motivates, 3) intellectual stimulation, 4) treatment of subordinates, 5) communication skills, 6) the giver of challenge and support. lambert deckers (2010) states that motivation is "a description of motivation as the process by the which a person is moved into action. motivation can originate from internal sources, described as biological and psychological variables, and from external sources, such as incentives and goals. paul e. spector (2008) defines motivation as an internal state of a person which is associated with certain behaviors. one perspective to mention the relationship between motivation with the direction, intensity, persistence behavior at the same time. directions refers to the selection of the specific behavior of a large number of existing behavior. intensity refers to the amount of effort for someone to do their job. persistence refers to the ongoing relationship. based on some theories above, it can be synthesized that motivation of teachers are energetic impulse from within themselves as well as influences from outside that encourage activity and give the power to determine the intensity and resistance to achieve the purpose. the dimensions and indicators of teachers' work motivation is: a. intrinsic dimension which consists of indicators: 1) the encouragement of hard work in doing the job, 2) the drive to achieve the work, 3) the spirit of achieving success, b. extrinsic dimension which consists of indicators: 1) collaboration with the personnel in the work environment, 2) the award of the environment, 3) support for leadership. based on above description, the following hypothesis is formulated: 1. organisational culture is positively related to paud teacher’s innovativeness. 2. transformational leadership is positively related to paud teacher’s innovativeness. 3. working motivation is positively related to paud teacher’s innovativeness. 4. organisational culture, transformational leadership and working motivation altogether are positively related to paud teacher’s innovativeness. iii. methodology this study applies sequential explanatory design mixed method where quantiative study is ahead of qualitative study to examine the relationship between variables tested in the study using three independent variables through data obtained from questionnaires. the independent variable is organizational culture (x1), transformational leadership (x2), and working motivation (x3), while the dependent variable is the teacher's innovativeness (y). teacher's innovativeness is the result of evaluation to teachers conducted by school principals while variables of organizational culture, transformational leadership and working motivation are derived from teachers’ self-rating toward those dimensions. the population of this study is all 144 paud teachers in the city of bogor, indonesia. hypothesis testing is conducted by using regression analysis to determine the influence of journal of education, teaching and learning volume 1 number 1 march 2016. page 32-35 p-issn: 2477-5924 e-issn: 2477-4878 34 one or more independent variables on the dependent variable. the linearity assumption are prerequisites to proceed to further test. hypothesis testing is performed at a significance level of 0.05. qualitative study for the purpose of confirmation was performed at three preschools representing upper, middle and lower class through observation and interview to key informant as well as conducting focus group discussion with school principal and teachers. iv. result and discussion the teachers of listed organisations were asked to participate in the survey by responding their opinions for four different measures in organizational culture, leadership, work satisfaction and performance. the linearity test is performed with f-test. data is linear as the value of each variable is above the critical value for f-test. a. organizational culture and preschool teachers’ innovativeness in order to test whether data from organizational culture and teachers’ innovati veness are linear, f-test has been conducted. since the f value as shown in table 1 is higher than the critical value of f table, we can proceed to test the alternate hypothesis if organizational culture is positively related to teacher innovativeness within preschool organisations in bogor, indonesia. the strength of association of organizational culture (x1) to teacher’s innovativeness. (y) is observable from coefficient correlation (rx1) = 0.34. coefficient of correlation (rx1) = 0.34 indicates a medium positive relationship between organizational culture and teachers’ innovativeness. coefficient of determination (r2x1) = 0.11 indicates that contribution of organizational culture to teachers’ innovativeness is 11 %. this implies that when implementing organizational culture on the innovativeness of teachers is that all school members must strengthen the shared values that can improve the success of teachers' innovativeness. b. transformational leadership and teachers’ innovativeness to test whether data from transformational leadership and teachers’ innovativeness are linear, f-test has been conducted. the higher f value as shown in table 2 compared to the critical value of f table indicates the appropriateness of the model to test the alternate hypothesis if transformational leadership is positively related to teachers' innovativeness within preschool organisations in bogor, indonesia. the strength of association of transformational leadership (x2) to teachers, innovativeness (y) is observable from coefficient correlation (rx2) = 0.462. coefficient of correlation (rx2) = 0.46 indicates a moderate positive relationship between transformational leadership and teachers' innovativeness. coefficient of determination (r2x2) = 0.21 indicates that contribution of transformational leadership to teachers’ innovativeness is 21 % while the rest 79.6% is determined by other factors not included in the model. this small figure may due to the fact that the leader does not apply the appropriate leadership style yet within the preschool organization. c. working motivation and teachers’ innovativeness similar to previous model, to identify if data from working motivation and teachers’ innovativeness are linear, f-test has been conducted. the higher f value as shown in table 3 compared to the critical value of f table indicates the appropriateness of the model to test the alternate hypothesis if working motivation is positively related to teachers' innovativeness within preschool organisations in bogor, indonesia. the strength of association of working motivation (x3) to teachers' innovativeness (y) is observable from coefficient correlation (rx3) = 0.436. coefficient of correlation (rx2) = 0.44 indicates a moderate positive relationship between working motivation and teachers’ innovativeness. coefficient of determination (r2x3) = 0.19 indicates that contribution of working motivation to teachers’ innovativeness is 19 % while the rest 81 % is determined by other factors not included in the model. v. conclusion the findings prove that there is a positive and significant relationship between the organizational culture on teachers' innovativeness, transformational leadership on teachers' innovativeness and working motivation on teachers' innovativeness among teachers working in preschools located in bogor, indonesia. with particular reference to initial design of the interaction among variables, the results showed that the contribution of organizational culture variable on teachers' innovativeness is 80 %, transformational leadership is 51 %, and working motivation is 40 % indicating the highest individual contribution to the innovativeness of teachers is organizational culture. when combined together, contribution of the three variables of organizational culture, transformational leadership and working motivation achieve 72% indicating the contribution of other variables not included in the model to predict preschool teachers' innovativeness are only 28 % confirming this model is of high goodness of fit. based on interviews in qualitative study it is revealed other factors than organizational culture, transformational leadership, and motivation of teachers associated with teachers' innovativeness. those factors are the school facilities and infrastructure, job satisfaction of teachers, the working environment of teachers, teachers' working discipline, intellectual and emotional intelligence of teachers, teacher work commitment, achievement motivation and teachers' work culture. references [1] gary yukl, leadership in organizations, (new york: pearson education international, 2006), pp.251 & 254 [2] bernard m. bass & ronald e. riggio, transformational leadership,(new jersey: lawrence erlbaum associates, publishers, 2006), pp. 3-6. journal of education, teaching and learning volume 1 number 1 march 2016. page 32-35 p-issn: 2477-5924 e-issn: 2477-4878 35 [3] colquitt, j., lepine, j. a., & wesson, m. j., organizational behavior: improving performance and commitment in the workplace. mcgrawhill/irwin, 2009, ch.2 pp. 66-70. [4] jason a. colquit., jeffery a, lepine and michel j wessor, organizational improving performance and commitmen in the workplace, (new york micgraw hill/irwin, 2009), pp. 546-551 [5] john r. schermerhorn,james g. hunt, richard n. osborn, mary uhl-bien, organizational behaviour, (usa: john willey & sons, inc., 2010), pp..376-379. [6] lambert deckers, motivation: biological, psychological, and environmental, (new jersey: allyn & bacon, pearson education, inc.,2010), pp.1. [7] paul e. spector, industrial organizational psychology; research and practice, fith edition, (usa : john wiley & sons, inc., 2008), pp.200 [8] wood, wallace, zeppane, schermerhorn, hunt, osborn, organizational behaviour: a global perspective, (sydney: john wiley & sons australia, ltd., 2001), pp. 611-614. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 80 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. building student’s mathematical connection ability in abstract algebra: the combination of analogy-contructionabstraction stages junarti1), ahmad yani t2), ahmad kholiqul amin3) 1) ikip pgri bojonegoro, bojonegoro, indonesia e-mail: junarti@ikippgribojonegoro.ac.id 2)universitas tanjungpura, pontianak, indonesia e-mail: ahmad.yani.t@fkip.untan.ac.id 3)ikip pgri bojonegoro, bojonegoro, indonesia e-mail: choliqamin@gmail.com abstract. the objective of the study was to describe the effect of six types of mathematical connections (representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchy connections) on abstract algebraic materials through four stages, i.e., abstraction, analogy-abstraction, construction-analogy, and construction. the study employed qualitative descriptive approaches, including tests, questionnaires, and interviews. the subjects of the study were chosen based on the responses to a questionnaire regarding the employed stages. then, two subjects who could converse and were willing to be interviewed were chosen from each stage. data collection techniques were conducted through four stages, i.e., 1) identifying the stages used; 2) identifying the ability of six types of student mathematical connections through predictive indicators; 3) describing the capabilities of the six types of connections through interviews; and 4) conducting source triangulation and method triangulation. the results indicated that the subjects who utilized the construction stage tended to be able to construct six types of mathematical connection links in a set, as well as standard and non-standard binary operations. the subjects who utilized the construction-analogy stage likely to be able to build three forms of representation connections, structural connections, and procedural connections in a set of standard binary operations. in characterizing the symbol of a set element and the binary operation of the standard form inside the closed property of the standard form, the subjects who used the analogy-abstraction stage have the same tendency as subjects who use the abstraction-construction stage. keywords: abstract algebra; mathematical connection ability; abstraction; analogy-abstraction; construction-analogy i. introduction abstract algebra is a required course for those pursuing a degree in mathematics education. it is the generalization of school algebra (findell, 2001). furthermore, abstract algebra is defined as a collection of advanced algebraic issues connected to algebraic structures rather than ordinary number systems (renze & weisstein in suominen, 2015, p. 26). because abstract algebra is a continuation of basic algebra, it is vital to study as an advanced algebra that will be utilized in school to instruct potential teachers. abstract algebra 1 and abstract algebra 2 comprise the abstract algebra course. these two courses are interconnected. the content of abstract algebraic matter is made up of binary sets and operations that are linked to various definitions and theorems that bind together various notions. students have difficulties connecting because of the multiple definitions and theorems that bind to each notion in abstract algebra. for example, students may comprehend a group definition and various examples of groups from a set with particular binary operations, but when asked to prove groups from other examples, they are too confused to begin working on them (junarti et al, 2019a). this student's incompetence is viewed as a mathematical object that is radically different from mathematics classes taught at prior schools (junarti et al, 2020a). students' challenges stem from a lack of established links between university mathematics and school mathematics (cook, 2012). the mathematical relationship between school mathematics and university mathematics is a mathematical content connection. connection to the content being a link item to high school learning can imply that there is a significant relationship between advanced mathematics subject and school mathematics content, such as the relationship between groups in abstract algebra and functions in high school http://creativecommons.org/licenses/by-nc/4.0/ mailto:junarti@ikippgribojonegoro.ac.id mailto:ahmad.yani.t@fkip.untan.ac.id mailto:choliqamin@gmail.com journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 81 mathematics that do not have inverses (wasserman & galarza, 2018). some of these mathematical connections between abstract algebraic content and school math curriculum include the fact that school mathematical objects, particularly groups, rings, and fields, are frequent examples of algebraic structures studied in abstract algebra (wasserman & galarza, 2018). another challenge is for students to abstract the properties of the general group concept from specific examples (dubinsky et al, 1997). knowledge of the concept of groups should include comprehension of the various mathematical properties and independent constructions of specific examples, as well as the fact that the group is made up of undefined elements and binary operations that match the group's axioms (dubinsky et al, 1994). the definition includes undefined elements and binary operations that match the axioms of this group. when this definition is abstracted, the properties of its general group concept are gained through specific examples; this stage is one in the process of constructing a mathematical connection. suominen (2015; 2018) investigated the types of mathematical connections in several abstract algebraic books, opinions of teachers, and experts into five categories of connections, namely: (1) alternative representation, (2) comparison through general features, (3) generalizations, (4) hierarchical connections, and (5) real-world applications. junarti et al (2020b) classified the findings of their literature review into six categories: 1) representing, 2) knowing the structure, 3) being able to carry out the process, 4) being able to imply, 5) being able to generalize, and 6) being able to generate answers based on a hierarchical order. mathematical connections can be constructed between pre-existing systems or networks to help students understand mathematical concepts (suominen, 2015; suominen, 2018). as a result, building a relationship between previously known mathematical ideas and those that are not yet known (or new mathematical ideas) for students is vital in generating connections between content in the material prerequisites of abstract algebra to support the next material. students must engage in mathematical activities that allow them to make connections between existing knowledge and new ideas that are not yet understood in order to learn new mathematical concepts (suominen, 2015). it is designated for knowledge with numerous links that require good conceptual comprehension. according to the studies above, the ability to connect between materials or between content in learning abstract algebra is critical for improving knowledge. furthermore, steps of analysis that lead to axiomatic deduction are required when learning abstract algebra. any axiomatic deduction method necessitates an abstraction step. the concept of a general group, like property, necessitates a process of abstraction from specific examples (dubinsky et al, 1997). according to novotná et al (2006), there are three stages that every learner goes through when learning mathematical concepts. oktac (2016) researched the stage of novotná et al (2006) related to how to learn the concepts and examples that show them. furthermore, junarti (2020c) divided this level into four sections. the first stage begins with the extraction of known structures to form the basis of the definition, from which abstract notions in a general context are built (novotná et al, 2006). the second stage begins by extracting attributes from known structures, which leads to generalizations and, finally, definitions (novotná et al, 2006). the third stage begins with the creation of concepts via logical inference from their definitions (novotná et al, 2006). the fourth step begins by logically deducing the structure of a known mathematical feature or object from the definition, and can then analogize the structure of a property or a new mathematical thing (the object is not yet known) (junarti, 2020c). according to junarti (2020c) research, 35 % of 22 students used stages by repeating examples of difficulties when confronted with newly discovered problem solutions; stages like these lead to stages of construction-analogy. this indicates that pupils will need to go through this step when learning abstract algebra. this step might lead to the stage of logical deduction (junarti, 2020c). as a result, the construction-analogy stage will be used as an alternative in this study to assist students in developing mathematical connection abilities in abstract algebraic content. the construction-analogy stage is a process that begins with constructing the structure of known mathematical properties or objects in the form of the same or similar examples through their definitions, and then new students can learn the structure of new or unknown mathematical properties or objects by analogizing the form of these examples (junarti, 2020c). at this stage, students are asked to construct an understanding of examples that are prefixed with definitions (or associated with understanding definitions), and then when the construction process is carried out to direct students to be able to construct familiar mathematical properties or objects through definitions, in accordance with the student's needs for which underpins abstract algebra, through basic concepts in high school mathematics such as elementary algebra as the foundation. as a result, the objective of this research is to describe the abilities of the six types of mathematical connections (representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections) on abstract algebraic material using the stages of abstractionconstruction-analogy combination. the steps of abstractionconstruction-analogy combination followed the three stages adapted from novotná et al (2006) and one stage adapted from junarti (2020c). ii. methods the descriptive qualitative research approach was employed, with test instruments, questionnaires, and interviews. the study's respondents were chosen based on the findings of a questionnaire concerning the stages used. abstraction-construction, analogy-abstraction, constructionanalogy, and construction solely are the four steps of abstraction-construction-analogy fusion. this construction stage is built on phases that begin with the definition of journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 82 being able to construct the attributes or objects of known and unknown structures. with a total of 22 questions, the four types of analogy-construction-abstraction phases included on the questionnaire are supplied with instructions and descriptions of each stage novotná et al (2006) has three stages, i.e., abstraction-construction ( ), analogy-abstraction ( ), construction ( ), and one stage adopted from junarti (2020c), construction-analogy . the stages are depicted in the scheme shown in fig. 1 below. fig. 1 scheme of four types of stages: construction-abstraction, analogyconstruction, construction-analogy, and construction. furthermore, the complete details of the stages and their descriptions are described in table i below. table i description of the 4 types of stages of analogy-constructionabstraction combination types of approaches description 1. va d vb constructionabstraction students can abstract definitions from existing structures of properties or mathematical objects when developing new/unfamiliar structures of mathematical properties or objects. 2. va vb d abstractionanalogy students can use analogies to extract the structure of a known mathematical trait or object in order to construct a new or unfamiliar structure of a mathematical trait or object, and then abstract the definition. 3. d va, vb construction students can build structures with known and unknown mathematical features or objects using logical inferences from definitions. 4. d v a vb analogyconstruction through logical deductions from definitions, students can create existing structures of mathematical properties or objects, and then analogize the structure of new or unknown mathematical qualities or objects. note: : abbreviation of definition : stands for property or object for a known structure stands for property or object for an unknown structure with the fixed comparison law (creswell, 2017) in mind, the participants of the study were chosen as many as two students whose test work was the same from each level. the qualitative data of the six types of mathematical connections is limited to grouping materials based on the predictive indicators developed for each type of mathematical connection (connection representations, structural connections, procedural connections, implication connections, generalized connections, and hierarchical connections). the phases employed in this investigation included the four listed below. 1. the first phase involves identifying the strategy employed while proving a set with a specific binary operation by completing a questionnaire of 22 questions. 2. the second phase, using predictive indicators, determines the ability of six types of mathematical connections based on student work from the results of the description form test. 3. the third phase describes six research subjects' ability to establish six different sorts of mathematical connections through interviews. 4. the fourth step involves source triangulation and method triangulation. the sources were triangulated by comparing the work of two study subjects from each of the inclinations of the phases used. the triangulation approach compares the work of the subjects based on the findings of questionnaires, tests, and interviews. the following are the characteristics of developing the ability to make six types of mathematical connections on group material using predictive indicators: 1. develop representational link skills if students can describe and communicate mathematical content ideas using words, graphs, symbols, tables, and diagrams. mathematical content ideas that are described and communicated concerning presentation cohesively and exactly in exhibiting closed properties, associative properties, identity elements, and inverse elements. 2. improve your structural connection abilities if you can recognize, complete, connect, and use set element structures, binary operation structures, associative and commutative properties structures, and identity and inverse element structures to connect mathematical content concepts. in the group concept, mathematical content ideas are known for compiling the structure of set elements so that they can connect, complete, and use them to determine the results of binary operations on closed properties, manipulate in showing associative properties, manipulate to find identity elements and their inverse elements. 3. create procedural connection capabilities if you can utilize the specified rules, algorithms, or formulae to arrive at the description results in joining mathematical content ideas/ideas. ideas for mathematical content regarding groups that are linked in the form of rules that apply in group axioms, algorithms that apply to systems of standard equations. the rules in the group axioms must satisfy the specification of each group condition, journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 83 including the rules on closed properties, associative properties, identity elements, and inverse elements. 4. create implication connection capabilities (if-then) if they can work deductively by connecting known assertions (as antecedents) to conclusions. each demonstrates, in the demonstration of each component of the group axioms, that he or she can operate deductively by writing responses in the form of "if..... then..." if you can't put the implication flow in your answer, you haven't stated that you are an if-then connection (implication connection). 5. develop generalization connection capabilities if you can draw inferences from each stage of work that is combined into a general form. each procedure of demonstrating each supplied group requirement must be constructed in the manner of drawing general conclusions, namely writing can represent arbitrary other set elements in symbolic form or sentence form. 6. develop hierarchical connection capabilities if you can present a work sequence with a cohesive and logical connection. the execution order of each group condition is provided logically and does not overlap or repeat. cresswel's (2017) procedures were followed for qualitative analysis, beginning with data reduction by selecting data matching six categories of mathematical connections. furthermore, it evaluates the data supplied in the form of information, which is organized by connection type. the final stage involves concluding/verifying the data as a whole. iii. results and discussion a. result in the first phase, the results of this study were identified by distributing the number of questionnaire responses utilizing the four types of analogy-construction-abstraction stages stated in table ii below. table iii distribution of the number of students using four types of analogy-construction-abstraction combinations question form types of approaches and number of students type 1 type 2 type 3 type 4 abstain (1) 6 7 1 4 8 (2) 4 7 4 5 6 (3) 4 3 4 9 6 (1) 3 6 1 10 6 (2) 1 4 3 12 6 (3) 1 4 4 11 6 (3) 6 2 11 7 (1) 6 2 11 7 (2) 2 3 1 14 6 (3) 1 1 3 14 7 (1) 4 1 14 7 question form types of approaches and number of students type 1 type 2 type 3 type 4 abstain (2) 6 13 7 (3) 3 3 12 8 (1) 3 3 13 7 (2) 4 2 13 7 (3) 6 3 14 7 (1) 2 7 3 13 7 (2) 4 8 10 4 (3) 2 2 3 15 5 (1) 1 2 4 14 8 (2) 2 11 8 6 (3) 2 2 3 16 6 35 92 50 256 144 based on table ii, students most often used the "analogyconstruction" method, which they have done as many as 256 times. type 2 (analogy-abstraction) was used 92 times, type 3 (construction) was used 50 times, and type 1 (abstractionconstruction) was used 35 times. type-4 was what most students use. this shows that this stage leads to logical deduction thinking that it can be done, even though in math, type-3 stages should be used (i.e., the stage of logical deduction, which is a stage that should be done in mathematics). based on the results of the questionnaire and the communication skills of the students as well as their willingness to be interviewed, 4 different ways were used to find 8 research subjects. two subjects (s-4 and s-13) tended to use type-1 stages, two subjects (s-8 and s-15) tended to use type-2 stages, two subjects (s-19 and s-21) tended to use type-3 stages, and two subjects (s-4 and s-13) tended to use type-4 stages (s-2 and s-12). subjects m-4 and m-13 tend to use the type-1 stage when connecting binary operations in structures known to be closed properties, relating identity elements to the inverse element work of any set element written with membership conditions using standard binary operations, and can relate the identity element to the inverse element of any number set element using non-standard binary operations or in the form of a cayley table. these two subjects tend to rely on the same examples while learning about group notions, yet they can create set forms and non-standard binary operations. both subjects m-8 and m-15 have a preference for using the type-2 stage when linking the representative set elements of the set written with the membership conditions and using the usual binary addition operation of the two set components. these two subjects have a strong tendency to analogize the same examples, therefore they can only construct unknown mathematical things and understand their meanings. both subjects m-19 and m-21 tend to adopt the type-3 stage when determining a connection in a closed property, a connection with an identity element, and an inverse element. through their definitions, both of these subjects have been able to carry out good construction in a new known form. journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 84 the two subjects m-2 and m-12's proclivity to use the type-4 stage when describing the elements of a set of numbers that represent the set of three sets of forms, describing the results of binary operations written in the nonstandard form (formula) from two elements of a set of numbers and in tabular form, relating the identity element to the inverse element work of any set element written with membership conditions with standard/nonstandard/binary operations defined in the cayley table. these two subjects were able to create new mathematical objects based on their definitions and examples learned. based on test results about groups with 3 sets of forms and 3 types of binary operations, the results of this phase of research show that there are 6 types of mathematical connections. based on the results of the mathematical connection test, especially on the group concept and the use of predictive indicators from each type of mathematical connection, the results of the students' mathematical connection skills with abstract algebra material are given. the work of each research subject on each item will be looked at based on 6 types of mathematical connections. this study used six different kinds of mathematical connections: (1) representational connections (kr), (2) structural connections (ks), (3) procedural connections (kp), (4) implication connections (ki), (5) connections generalization (kg), and (6) hierarchical connections. all of the students' work was looked at based on the signs that each type of mathematical connection made. summary of how the test results for each type of mathematical connection are spread out, based on what the indicators say about each type. the indicators for each type of connection are different depending on what they are or how they are described. indicators of the type of mathematical connection: (1) there are 5 indicators for the type of connection representation; (2) there are 8 indicators for the type of connection structure; (3) there are 4 indicators for the type of connection procedure; (4) there are 4 indicators for the type of connection implication; (5) there are 5 indicators for the type of connection generalization; and (6) there are 4 indicators for the type of connection hierarchy. 1) exploration results of two subjects using construction stages (type-3): the following is a summary of the interpretation of the work that was conducted by 2 research subjects, which was categorized using type-3 stages (construction) in the table that can be found below. table iiiii summary of mathematical connection test work interpretation based on indicator prediction rubric for subyects m-19 and m-21 initials of the research subject interpretation of mathematical connection type ability m-19 on the subject of item 1, the subject can establish the types of implication connections, generalizations, and hierarchies. however, the subject is less able to relate two elements and three set elements to the operation of summation of root forms in the types of representational, structural, and procedural connections, namely " and " because the subject cannot select set elements with exact constraints based on the scope of the set and its operations, the subject cannot establish types of representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections. however, the subject group's axiom can explain that because it does not match the closed property, the subject concludes not the group, thus the subject does not write the answer on the proof of the existence of inverse and inverse elements at all. because the subject cannot make inferences in the generalization of finite set elements such as s = e, p, q, r, and the binary operation "o" defined in cayley's table, item 3 is unable to establish the maximum type of connection of implications, connections of generalizations, and connections of hierarchy. the subject's incapacity to conclude in general, resulting in improper implications of the connection, and the outcome of the type of hierarchical connection, particularly the logicality of the conclusion, cannot be justified. m-21 the subject can build various forms of implication connections, generalizations, and hierarchies. however, the subject is less able to relate two elements and three elements of the set to the summation operation of the root form, namely " and " and does not that as an element of identity obtained from the substantiation of the element of identity as a reason for the existence of a connection with the substantiation of the inverse element. because the subject cannot select set elements with exact constraints based on the scope of the set and its operations, the subject cannot establish types of representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections. the subject does not write down the response to the demonstration of the existence of identity and inverse elements. in item 3, subject m-21 can already establish representational connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections. although the conclusion is presented in the form of a sentence, it is logically correct. according to the summary of the results in table iii, two subjects the m-19 and m-21 subjects tended to establish representation, structural, procedural, implication, generalization, and hierarchy connections to the proving of group axioms of the problem types of items 1 and 3. in terms of item 2, the two subjects tend to be incapable of developing the ability to make all forms of mathematical connections. the tendency of both subjects m-19 and m-21's journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 85 construction stages can already establish the capabilities of all types of connections for a set expressed in the form of a membership condition to the binary operation of the standard form and to a finite set with binary operations defined in cayley's table. a. exploration results of mathematical connections on item 1 in addition, based on the findings of the test work and interviews with the two m-19 and m-21 research subjects, the following exposure was determined. the following is the sample of the test results of the subject m-19 on item 1 excerpts of the interview with subject m-19 on item 1: r : researcher m-19 : research subject r : now consider the work of item 1 on the summation of root forms, why were you doing ? m-19 : yes ma'am, is it incorrect? r : why is summed up with , and the result is ? m-19 : (silence…..) r : is your answer correct? what if + ? m-19 : it is 2 mom, so that . r : good, what about your work on this one: ? m-19 : oh, it’s in correct, ma'am, it should be r : good. based on work samples and interview results, it indicates that the m-19 subject was unable to build a type of mathematical connection associated to two or three elements of the set of root forms concerning binary operations of the root form. after being interviewed using a root form such as " ". the respondent learns that his work is incorrect. as a result, the subject is less likely to be able to relate two or three members of the set of shapes of root into the summation operation. meanwhile, in the presentation below, you can see the work and interview results of m-21 subjects. the following is the sample of the test results of the subject m-21 on item 1: according to the preceding sample from subject m-21's work, the inability to sum on both members of the set in the form of this same root is repeated when summing the three elements of the root form to demonstrate associative characteristics. as a result, the subject cannot relate two or three pieces of the same root form. excerpts of interviews with subject m-21 on item 1: r : now consider the work of item 1 on the summation of root forms, why were you doing ? m-21 : i'm sorry, mom, is it wrong? r : why is summed up with , and the result is ? m-21 : (silence) r : is your answer correct? m-21 : i think it should be , mom. r : sure? m-21 : yes. r : now, what about this work: ? m-21 : it should be , mom. r : good, you know your mistake, then. subject m-21 demonstrated a lack of thoroughness based on the sample of the interview above, despite the fact that the subjects were completely capable of adding up the shape of the roots when the interview was conducted. as a result, the conclusion of the work on item 1 by the two subjects m-19 and m-21 has a tendency to be able to establish almost all types of connections in item 1, namely representation connections, structural connections, implication connections, generalization connections, and hierarchy connections. it has the same incapacity to sum the shape of the roots as the type of procedural connection in exhibiting the two subjects. b. exploration results of mathematical connections on item 2 the following is the sample of the test results of the subject m-19 on item 2 journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 86 excerpts of the interview with subject m-19 on item 2: r : so, what about the proof on item 2 regarding whether the set element you choose matches the concept of binary operation? m-19 : i think it matches, mom. r : again, if x and y are in the set of natural numbers, then the outcome of the operation fulfills or is contained in the set of natural numbers? m-19 : oh, certainly, ma'am, it indicates that x and y have been chosen more than three times. r : what about the results of the operation now? m-19 : the result will be contained in n, ma'am. r : what about proving its closed property? m-19 : it’s already proven, ma’am. r : what about proving its associative property? m-19 : it’s already proven, too. r : what about the existence of identity elements and their inverse elements? m-19 : it means that you can find the identity element and its inverse element, ma'am? r : how to prove with group axioms? m-19 : does that mean it's a group, ma'am? r : okay, okay, what about the next work about item 3? m-19 : it's proven to be a group ma'am. based on the work excerpts and results of the m-19 subjects' interviews, the subject has not been able to establish a type of mathematical connection relating to the determination of elements of the set of natural numbers that meet the conditions of the validity of the binary operations of non-standard forms . in this scenario, the subject of m-19 can provide some evidence of associative property, but because the chosen element does not specify the specific limitations of the set element, it becomes evidence that the associative property cannot yet be realized. the subject of m-19 has a tendency to select set elements without considering the application of its binary operations, resulting in the subject m-19 becoming caught in the routine of the well-known form of binary operations. by making a set element error, the subject is unable to build all types of connections in showing the closed property, associative property, the presence of an identity element, and the inverse. as a result, the subject of m-19 was unable to recognize the structure of the set elements, which immediately link to the structure of binary operations. sample of test work from subject m-21 on item 2: based on the excerpt of the work subject m-21 above, the subject is unable to recognize the selected set element because the subject cannot relate to the definition of binary operations of non-standard forms. as a result of the m-21 subject's inability, the demonstration of the closed property could not be completed. furthermore, the incompetence of the subject m-21 resulted in a proof of associative property, although the proof was incomplete. the subject of m-21 is likewise unable to write down the existence of elements of identity and inverse. it was confirmed further in the following interview excerpt with the m-21 subject. excerpts of the interview with subject m-21 on item 2: r : okay, now try to pay attention to the work on item 2, which has to do with the set element you chose. does it meet the definition of a binary operation? m-21 : i think so. r : look again at the natural numbers x and y, and then figure out how to make the result of the operation part of the natural numbers set again. m-21 : oh… it(students show a surprised look and then shut up while thinking). it means that my work is wrong as far as the things i chose are concerned, ma'am. r : how does the operation's result fit into the set n? m-21 : that means x and y must be more than 3, right? r : are you sure about the limitations of the element? m-21 : i think so. r : okay, that's right. now, what about proving the closed property? m-21 : yes, it’s proven. r : what about proving its associative property? m-21 : it’s proven, too. r : what about the existence of identity elements and their inverse elements? m-21 : so, the identity element is 5, and the inverse element for each x is -10-x, ma'am? r : next, what about proving the group axiom of item 2? m-21 : yes, it’s proven. based on excerpts from an interview with subject m-21, who originally demonstrated an inability to tie the selected set element to its binary operation definition, the subject was eventually able to locate the set element's limitations. furthermore, the subject can accurately respond orally to the associative property, the presence of elements of identity, and the inverse. as a result, the conclusion of item 2 work by both subjects m-19 and m-21 has the same inclination to define the boundaries of set elements that fit the definition of nonstandard binary operations. the failure of both subjects to build six different sorts of mathematical connections is due to an incorrect limitation of the set element. because the subject cannot capture the representation of its binary operations and correlate the structure of its binary operation definition with the structure of its set, the subject is journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 87 imprecise in choosing elements. subjects m-19 and m-21 are consequently unable to make representational and structural connections, preventing them from establishing other types of connections. c. exploration results of mathematical connections on item 3 the following explanation is based on the work and interview results of the two participants m-19 and m-21. sample of test work from subject m-19 on item 3: furthermore, in the following excerpt, triangulation is accomplished using interviews. excerpts of interviews with m-19 subjects on item 3: r : alright, what about your work on item 3? m-19 : it’s a group, ma’am. r : what do you think the closed properties you're working on mean? m-19 : yeah, as you can see, it’s like what i’ve done here, ma’am. r : ok, now look! is it logical that the form: " is a general conclusion? m-19 : oh, i see. it’s wrong. r : what is the correct conclusion? m-19 : this means that the conclusion is " ", ma'am. r : okay, that's right. what about the proof of the associative property's conclusion? m-19 : it’s wrong, too, ma'am. r : now what's the conclusion? m-19 : the conclusion should be " so much so that ", ma'am. r : what about your conclusion in proving the existence of identity and inverse elements? m-19 : to conclude that there is an identity element, i think it is general, ma'am. but for the inverse conclusion, it's not general, ma'am. r : what is the general conclusion in the conclusion of the existence of an inverse element? m-19 : the conclusion for each element is in there is an inverse element in the same state that it matches the example , = identity element. r : okay, thank you. the m-19 subject interview excerpt above demonstrates that the subject has not been able to build implication connections, generalization connections, or hierarchical connections. m-19 participants' incapacity to derive conclusions from the set is confined to the substantiation of closed, associative, identity, and inverse elements. m-19's subject is also unable to reach a broad conclusion. according to the conclusion of the subject m-19's work, the subject writes down all the aspects as a form of representation of his arbitrariness. although the subject of m-19 is considered to be less capable of making inferences that represent from the four elements of the set into the evidence of closed, associative, identity, or inverse elements in general in the form of symbols. the consistency of the data revealed the tendency of the m-19 subject to be unable to create implication connections, generalization connections, and hierarchy connections based on snippets of test work and interviews. thus, based on the method's triangulation, the qualitative data of this m-19 subject on the ability of mathematical connections in materi groups are valid. furthermore, the work of the m-21 subject will be deepened by a sample of the test work and the following interview snippet. sample of test work from subject m-21 on item 3: furthermore, a sample of the m-21 subject's test work was triangulated using the following interview excerpt. excerpts of interviews with subject m-21 on item 3: r : alright, what about your work on item 3? m-19 : it’s a group, ma’am. r : how did you conclude that the closed properties that you did was representative? m-21 : yeah, it’s like what i’ve done here, ma’am. r : try to look again at your conclusion? is the conclusion general? m-21 : not yet ma'am. r : what is a general representative conclusion? m-21 : it means that the conclusion is "is so that it matches a closed property ", ma'am. r : now, what about the conclusions on the proof of associative properties? journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 88 m-21 : the conclusion should be so that it applies , and it’s proven that it matches the associative properties. r : oh, i see. m-21 : yes, ma'am. r : what about your conclusions on proving the existence of identity and inverse elements? m-21 : i think the conclusion that there is an identity element and an inverse element is correct, ma'am. r : okay, thank you. based on interviews with m-19 and m-21 subjects and excerpts of their work, the subjects were unable to write symbolically, although they attempted to put the conclusions in phrases. the conclusion sentences written by the subject m-21, which were corroborated by interviews, reveal that the subject had difficulties formulating a symbolic conclusion to reflect the four known elements of the set. as a result, both m-19 and m-21's work on item 3 has a tendency to connect everything. in both m-19 and m-21 subjects, generalizations in symbolic form are less likely, while m-21 tried to develop generalizations in the form of logical statements. the applicability of group proof on item 3 ranges from the proof of closed property, associative property, the presence of identical elements, and inverse elements based on the work of m-19 and m-21. this means that both subjects m-19 and m-21 exhibit a tendency to be able to establish the ability of representational links and structural links and procedural links to substantiate group axioms of item 1 and item 3 problem types and hierarchical links to these links second, the two subjects tend to fail to develop the ability to connect various sorts of mathematical concepts. both the set represented in terms of a membership condition and the finite set with binary operations established in cayley's table can therefore already provide all forms of connection capability for a type-3 approach employed set. 2) exploration results of two subjects using constructionanalogy stages (type-4): mathematical connection test results for m-2 and m-12 research subjects are summarized in table iv below, and the following is a description of their findings. table iv summary of mathematical connection test work interpretation based on indicator prediction rubric for subjects m-2 and m-12 initials of the research subject interpretation of mathematical connection type ability m-2 the subject cannot function by implication in the withdrawal of the conclusion to the closed property proof. indirectly, the proof is not hierarchical since the subject cannot use the technique of the first statement to prove the existence of identity and inverse elements according to logical norms of proof. as evidence of the subject's associative character, representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections can be demonstrated. subject m-2 failed to exhibit the ability to construct representational connections, structural connections, procedural connections, implication connections, generalization connections, and connections hierarchy in the demonstration of item 2. this is because the subject cannot connect the structure of the set element's existence to the non-standard structure of the definition of binary operations. this shortcoming allowed m-2 subjects to create alternative types of connections. the inability to understand or comprehend the structure of the set element and the structure of binary operations impedes the capacity to connect them to other mathematical concepts or ideas. based on the demonstration of closed property, associative properties, the presence of identity elements, and inverses, the subject of m-2 can demonstrate representational connections, structural connections, implication connections, and hierarchical connections. although the procedural link in demonstrating the proof of a closed property, associative characteristics, elements of identity, and inverse are written illogically, it is nonetheless a closed property. in addition, the subject has not been able to generalize to all of the conclusions of the proof of closed, associative, and identity characteristics, but in the proof of the inverse element, the subject may already generalize with the correct and logical. the work of subjek is extremely coherent, but it lacks a consistent use of symbolism to demonstrate the existence of identity parts. m-12 the subject is capable of establishing representational, structural, and procedural links in the concept of set elements, the result of binary operations, and associative connections. however, the subject is less capable of establishing the ability of implication, generalization, and hierarchical connections to closed and associative qualities. at the time of identifying identity elements and inverse elements, the consequences of connection connections, generalization connections, and hierarchy connections are considered while deciding on identity elements and inverse elements (especially for inverse elements the subject does not work at all) the subject is sufficient to demonstrate the existence of identity and inverse elements, but it cannot demonstrate the closed property and associative qualities. due to a lack of acquaintance with the structure of set members and the structure of nonstandard binary operations, the subject of m-12 is unable to pass. this is because the m-12 subject concentrates on the form of equations that apply in establishing identity elements and inverses, but does not recognize the limitations of the set elements that are chosen to satisfy the definition of binary operations. thus, the subject of m-12 is adequate for establishing a structural connection between the existence of an identity element and an inverse, as it is able to determine the existence of both elements. journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 89 tracing the structure of the work reveals that the m-12 student has not been able to effectively establish a variety of connections. based on the demonstration of closed property, associative properties, the presence of identity elements, and inverses, the m-12 subject is able to demonstrate representational connections, structural connections, implication connections, and hierarchical connections. however, the ability of procedural connections at the beginning of the demonstration of closed property, associative property, the presence of identity elements, and inverses has not been established. in addition, m-12 was unable to construct a generalization connection for all the evidentiary conclusions of closed property, associative property, the presence of identical elements, and inverses. based on the prediction of connection type indicators rubric, both m-2 and m-12 demonstrated a comparable inability to make representational, structural, and procedural connections after the demonstration of a closed property. both subjects are less capable of establishing the ability of procedural links to demonstrate that identity and inverse elements exist. due to the incapacity of the two subjects to form a procedural connection, the types of hierarchical connections collide. as for associative proof, subjects m-2 can establish all types of connections, however, subjects m12 are unable to establish connection implications, generalizations, or hierarchies. because m-12 does not record the answer when establishing the existence of an inverse element for each known element, m-12 cannot build six distinct types of connections. the failure of m-2 and m-12 subjects to exhibit the same tendency in specific instances, notably representational connections in closed property conclusions and procedural connections and hierarchical connections, is evidence of the existence of an element of identity. a. exploration results of mathematical connections on item 1 in the next parts, it will also be examined based on samples of test work results and interview data from the two research subjects. sample of test work from subject m-2 on item 1: in addition, a piece of the subject m-12's work related to item 1 is described in the following section. excerpts of test work from subject m-12 on item 1: in these samples, subjects m-8 and m-12 appear to be able to demonstrate the closed property and associative property comprehensively; nonetheless, the conclusion is incomplete. in addition, in order to demonstrate the identity property, the subject can document the existence of a portion of identity, although this is insufficient. regarding the substantiation of the inverse element, subject m-12 does not record any response. based on the work of the two subjects, m-2 and m-12 tend to be less capable of establishing the ability of representational connections, structural cones, and procedural connections after closed property proof. consequently, both subjects are less able to demonstrate the ability of procedural connections while showing the existence of identity and inverse elements. incompetence in this type of hierarchical connection stems from the incapacity of both subjects to form a procedural link. the two subjects can then construct a connection between implications, generalizations, and hierarchies after being interviewed. thus, both subjects are capable of establishing any form of connection. in contrast, based on interviews with both m-2 and m-1 2 subjects, item 1 was unable to make a connection between the results of binary operations and the obedience of the set element in the set q. in conclusion to the evidence of closed property, subject m-2 misrepresents symbols. as a result, the subject is less able to connect by implication, which might lead to a diminished ability to communicate broad journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 90 conclusions. m-2 people are less capable of connecting in a representational, structural, and procedural manner while showing the existence of identity elements and inverses. the subject's inability to build a procedural connection is evidence that it is not a flow hierarchy; therefore, subject m2 has also been unable to establish a hierarchical connection. regarding the conclusion of establishing the identity and inverse of elements, the subject can already employ the connection of implications and generalization. b. exploration results of mathematical connections on item 2 based on work samples, m-2 participants were unable to build six types of mathematical connections. however, after an interview, m-2 subjects showed a predisposition to be able to establish representational, structural, procedural, implication, generalization, and hierarchical connections. while subject m-12's work demonstrates that the subject is marginally capable of proving the presence of an element of identity and an element of inverse, the subject cannot prove the existence of a closed set and associative property. based on interviews with both m-2 and m-12 subjects, the ability to establish all types of mathematical connections tends to be less prevalent than the ability to establish any type of mathematical connection when setting the constraints of set elements that satisfy the definition of non-standard binary operations. in addition, the incapacity of the two subjects to build procedural sorts of connections, implication connections, generalization connections, and hierarchy connections is a result of their inability to establish representation and structural connections. c. exploration results of mathematical connections on item 3 based on subject 2's work on the proof of a closed property, it is evident that subject m-2 is unable to describe the beginning of the proof and the end. in addition, m-2 demonstrated difficulty to draw general inferences regarding the existence of an element of identity in the form of closed property and associative property. however, the subject can draw a generalization from the demonstration of the inverse element. the previous work of subject m-12 demonstrates that the subject's ability to establish representational connections, structural connections, implication connections, and hierarchical connections are quite good. however, if observed, subject m-12 demonstrates that it is less capable of connecting the beginning of the proof to its conclusions procedurally. the unfinished property of the work from the introduction to the conclusion. it is evident from the phrase "because all results are contained in the set s, then s is closed" that an explanation should be given following the word "result": "the result of the binary operation of every two picked items..." the subject's inability to recognize the type of procedural link and the generalization connection is also evident in the lack of evidence for associative characteristics, identity elements, and inverses. the m-2 subject demonstrates the appropriateness of the responses based on the results of the test work and the results of the interview. the subject of m-2 is fairly capable of establishing any type of generalization connection but is less capable of establishing procedural connections at the beginning of the proof of a finite set with its definition of binary operations expressed in cayley's table. work is appropriate based on the interview with the m-12 subject and a fragment of the test question. in this instance, the subject of m-12 in terms of procedural connections and generalizations cannot relate to the existence of a set whose elements are finite and whose binary operations are defined in cayley's table. as a result, the subject feels less familiar, and the procedure that should have become easier to write procedurally and generally becomes more difficult to write. this m-12 subject's ineptitude is increasingly supported by the associative property, the presence of identity elements, and the inverse. the subjects of m-2 and m-12 have a sufficient propensity to be able to establish the ability of representation connections, structural connections, implication connections, and hierarchical connections to the proving of group axioms for issue types 1 and 3. regarding criterion 2, the two subjects exhibit a propensity for being unable to develop the capacity for all forms of mathematical connections. thus, the two subjects utilizing the type-4 approach are sufficiently capable of establishing all types of connections for a set expressed in the form of membership conditions against binary operations of the default form and for a finite set with binary operations defined in cayley's table, but it still requires practice and a deeper understanding of the varied question form. 3) exploration results of two subjects using analogyabstraction stage (type-2): following is a summary of the work's interpretation of the results of the mathematical connection test for m-8 and m-15 research participants. table v a summary of how the questions on items 1, 2, and 3 should be interpreted based on the rubric for predicting indicators on subjects m-8 and m-15 initials of the research subject interpretation of mathematical connection type ability m-8 the subject of m-8 is incapable of establishing a representational connection since it is unable to identify the description of a known set and cannot relate to its defined binary operations. the inability to represent the set's elements rendered the subject incapable of relating to the element's structure and the defining structure of its operations. additionally, it pertains to incompetence in procedural connections, generalization connections, and hierarchical connections, as there are connections in the selected set of components that have not met the definition of binary operations. the subject does not provide the same response as in journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 91 item 2, hence the subject of m-8 cannot identify the categories of representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections. the subject of m-8 is capable of establishing a form of representational connection between all elements s of the set and exhibiting associative properties, but cannot infer that it can represent anything that satisfies a closed property. based on the evidence for the presence of identity elements and inverse elements, the subject cannot construct all possible connections. m-15 the subject of m-15 is able to establish a representational connection because it can recognize the description of the set to the item that it can relate two or three elements of the set to its binary operating definition, but it cannot establish a representational connection in the presence of identity elements and inverse elements. in addition, the subject of m-15 demonstrated an inability to establish structural connections in the structure of the guarantee of the applicability of any element of the set to the conclusion of a closed and associative property, as well as an inability to establish structural connections in the structure of proof of the elements of identity and inverse. the patient also has a failure to make procedural, generalization, and hierarchical connections when making judgments about the existence of closed, associative, and evidential qualities of identity and inverse elements. the subject cannot form representational connections in the proof of a closed property due to its inability to recognize the constituents of the set "n = the set of native numbers on binary operations . in proving associative properties, identity elements, and inverses, sub-objects can relate elements to their set, but the subject cannot impose limitations on the chosen element; hence, the conclusion does not represent arbitrariness members of a known set. the subject cannot build representational, structural, procedural, implication, generalization, or hierarchical connections. the subject of m-15 is less able to establish a type of representational connection, a structural connection between the elements of the set and the result of binary operations of two or three elements because the proof is less able to represent the arbitrariness of a set element against a binary operation on cayley's table. in addition, the subject cannot build all types of representational, structural, implication, generalization, and hierarchical connections based on the confirmation of the existence of element identities and the presence of inverse elements. according to the summary of the preceding interpretations, both subjects demonstrate incompetence in procedural connections, generalization connections, and hierarchical connections when concluding the closed, associative, and evidentiary property of the existence of identity elements and vice versa. as shown by the order of proof of the closed property, proof of the existence of elements of identity, inverse, then proof of the closed property, and proof of associative, the proof of the subject of m-15 is not hierarchical in demonstrating groups. indicates that the subject was unable to establish a hierarchical connection. subject m-8 composes conclusions regarding the proof of closure, associative property, the presence of identity elements, and inverse. the approach for showing the existence of identity and inverse elements has not been supported by logical proofs. however, it is sufficient to symbolically describe the demonstration of the group's four requirements. therefore, both subjects m-8 and m-15 tend to establish the ability of representational connections on issues of items 1 and 3 by associating two or three proofs of closed property and associative property. concerning item 2, m-8 and m-15 students have a propensity to be incapable of establishing all types of mathematical connections. the following conclusion is that the two subjects are fairly capable of establishing a representational connection, but have not been able to build structural, procedural, implicative, generalization, or hierarchical connections. a. exploration results of mathematical connections on item 1 based on the sample of the work of the subject m-8 on proving the closed property, it shows that the subject has not been able to recognize the elements of the set according to its definition, but in operating the two selected elements the results have been fulfilled. the inability of the subject m-8, because the selected elements, namely and , already meet the definition of the set, if operated ). these results indicate that the subject does not think that the result of the operation must meet the known set or not. the inability of the subject to add up the elements of the set selected by representation, the students did not think that the results of the operation of the two elements were contained in the set q. subject m-8 showed the fulfillment of the associative property by taking the three selected elements, namely , , and have the same representation as the representation in the closed trait proof, so that when added together we get the result that the element structure is long even though it fulfills the element structure of the set q. it already meets the definition of the set, if operated ). then the subject representing the proof of identity element shows the answer: "there is an identity element, for example , then …..etc, so we get ”. this answer shows that the subject did not write down the element x that satisfies the set q and did not pay attention to the procedure for obtaining it and the structure of the identity element i. this shows that the subject m-8 does not show the representation of x and i of the elements of the set q, and does not show the structure of the elements x and i of the journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 92 identity elements. procedurally from the work of proving the existence of an identity element shows ”, the subject writes the same structure between the left and right sides without using the right procedure, namely by linking the commutative property. furthermore, based on proving the existence of an identity element, will affect the proof of the inverse element. this is shown from the subject's work because the identity element has been obtained, namely 0, then the subject finds the inverse element of x, namely –x, the reason for the subject because 0 is an identity element. based on three types of representational, structural, and procedural connections of this subject's work will affect the next connection, namely connections when implication, generalization, and hierarchy do not fulfill them. based on the work and interviews indicate the suitability of the answers. subject m-8 cannot describe the symbols and these symbols are and , where , is the representative of the known members of the set. the subject cannot describe the symbol )+ , such that 2 is the result of a binary operation of two elements x and the y chosen in the set q and is contained in the set q, because , then ( . symbol can show closed properties. subject m8 also cannot recognize the structure of the selected elements in the form of and , where , of the set q are written symbolically. subject m-8 cannot describe the use of procedures or rules that applies to . subject m-8 cannot work by implication in proving the closed property of the equation: if with and , with , , then )+ . furthermore, subject m-8 cannot conclude the process of working on closed properties which are arranged in such a way that it becomes a conclusion that with and , , , such that )+ , and which matches the closed property rule. subject m-8 cannot present the order of execution: i) take any with and , with , ; ii) then )+ ; iii) since , , then ( ; iv) so that . subject m-8 cannot show a coherent and logical connection from evidence i) to ii), from evidence ii) to iii), and from evidence i), ii), iii) to iv). based on the description above, it shows that subject m-8 can only describe the representation of elements of the set q in the form of and , thus the subject can only build connections to the representation of elements of the set q. based on the following sample of the subject m-15's work, it demonstrates the ability to represent set elements and the results of binary operations but is unable to make general inferences. the inability of the subject m-15 in item 1, the proof for each group requirement is not written hierarchically. subject m-15 writes the presence of identity elements, inverse elements, commutative properties, and associative properties following the demonstration of closed properties. the arbitrary elements that are acted on when establishing the existence of identity elements and inverses are not expressed in a form that corresponds to the properties of the set. the m-15 subject is only able to express the existence of a set element and the outcome of a binary operation, whereas the other connections in the proof of item 1 have not been constructed. excerpts of interviews with subject m-15 on item 1: r : how can you identify the elements of the set q in item 1? m-15 : i knew it form its terms, ma'am. r : okay, now what about the sum of the two elements of q? m-15 : i grouped the same symbols and root forms, ma'am. r : next, what about the conclusion, is it representative? m-15 : i don't know, ma’am based on interview excerpts from the work on item 1 by both subjects m-8 and m-15, the answer tends to be the same as when using the analogy-abstraction approach; it is less able to conclude by proving closed property and associative property, and thus the conclusion is not general. in showing the existence of an element of identity, it is demonstrated that the two subjects cannot be connected in a representational, structural, procedural, implicational, generalizable, or hierarchical manner. b. exploration results of mathematical connections on item 2 because the m-8 subjects' work samples and interview excerpts show uniformity, the data from the m-8 subjects is valid. because the subject of m-8 could not recognize the structure of the set elements that satisfy the structure of its operations, the subject of m-8 cannot establish all types of representation connections, structural connections, procedural connections, implication connections, generalization connections, and connections hierarchy in this item 2. subject m-15's incapacity to recognize items of the selected set that fit the definition of its binary operations is demonstrated by an excerpt from the work. the subject m15 cannot represent any element of the set that applies to the closed property while forming a conclusion. the subject m15 is unable to properly connect its representation, structural connections, procedural connections, implications, generalization connections, and hierarchy connections due to journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 93 its associative property, the presence of identity elements, and inverse elements. it was validated further during an interview with the subject m-15, which is seen in the following excerpt of the interview. excerpts of interviews with subject m-15 on item 2: r : alright, what about the elements chosen in the proof of item 2? m-15 : the elements i chose were " ", ma'am? r : does the operation match? m-15 : yes. r : how is the result with the three elements operated? m-15 : they match, ma'am. r : could you write a conclusion that can represent all elements of the set? m-15 : i don't understand, ma'am. r : what about proving the existence of identity elements? m-15 : i think the identity element is 5. r : how could you get 5? m-15 : i solved in the form of an equation, ma’am. r : what about the proof for inverse elements? m-15 : the inverse of , ma'am. r : how could you get it? m-15 : from the form of the equation "x ", ma'am. r : what’s the next? m-15 : i don’t really understand, ma’am based on the interview excerpt with subject m-21, it is compatible with the excerpt of subject m-15's work. subject m-15 can relate set elements to their binary operations, but cannot provide explanations for associative proofs, the existence of identical elements, or inverses. subject m-15 indicates a propensity for failing to build representational, structural, procedural, implication, generalization, and hierarchical connections. the subjects of m-8 and m-15 who utilized the type-2 approach to item 2 questions are unable to identify errors in their work, then attempt to respond without understanding the procedure for finding answers. due to the subject's inadequacies in describing the limitations of the components of the set that can satisfy the specification of its binary operations, the two subjects are incapable of constructing six forms of mathematical connections. c. exploration results of mathematical connections on item 3 the parts that follow describe the outcomes of the item 3 test work and the results of interviews with the two research subjects m-8 and m-15. based on their work showing closed and associative properties, subjects m-8 and m-15 were unable to draw implicative, general, and hierarchical implications. in addition, the two subjects were unable to represent identity elements and inverses representationally, structurally, procedurally, implicatively, generically, and hierarchically. in addition, confirmation is conducted through interviews with m-8, which are described in the next section. excerpts of interviews with subject m-8 on item 3: r : what about your work on item 3, do you understand? m-8 : yes, ma’am. r : what about the closed property conclusion, has it been represented? m-8 : yes, ma'am. r : what about the symbol , which element does the symbol represent? m-8 : ir represents the results of the operation, ma'am. r : can the symbol represent all elements? m-8 : yes, ma'am. r : so, what is the correct symbol? m-8 : i'm sorry, my ma’am, i don't know. r : okay, now, what about the conclusions on the proof of associative properties? m-8 : this one (pointing to the written answer). r : do you think the conclusions are already representative? m-8 : yes, i do. r : do you know whether the conclusion is complete or not? m-8 : no, i don’t. based on the aforementioned excerpts from the m-8 subject's interview, it appears that the m-8 subject's capacity to demonstrate the closed, associative, identity and inverse elements tends to be unable to build on all forms of connections. in addition, a part of the interview is included in the subsequent section. excerpts of interviews with subject m-15 on item 3: r : how about the proof of closed properties in item 3? m-15 : it’s because the results are contained in s, ma'am. r : which one indicates the fulfillment of a closed property? m-15 : this one, ma'am. (pointing to the written answer) r : could you explain the proof of closed property? m-15 : i can only show like this, ma’am. (pointing to the written answer) r : good based on excerpts of interviews with m-15 participants, it is less able to fully symbolize the operation's effects, and the conclusion is neither implicative, generic, or hierarchical. in addition, m-15 cannot establish the capabilities of all forms of connections based on evidence of associative qualities, the presence of identical elements, and the subject's inverse. therefore, subjects m-8 and m-15 tend to be unable of establishing a variety of connections. consequently, the subjects tend to be able to establish the ability of journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 94 representational connections on questions of items 1, 2, and 3 in relating two or three proofs of closed property and associative property. nevertheless, the two subjects are unable to form a representational, structural, procedural, implicative, generalizing, or hierarchical connection. concerning item 2, m-8 and m-15 students have a propensity to be incapable of establishing all types of mathematical connections. the inadequacy of these two subjects stems from their inability to tie the constituents of the set of numbers to the binary operating structure of nonstandard forms in terms of representation, structure, and procedure. 4) exploration results of two subjects using abstractionconstruction stages (type-1): the following is a summary of the interpretation of the work of m-4 and m13 study participants based on the results of the mathematical connection exam in questions 1, 2, and 3 as shown in table vi below. table vi asummary of mathematical connection test work interpretation based on indicator prediction rubrics for subjects m-4 and m-13 initials of the research subject interpretation of mathematical connection type ability m-4 the subject can only represent when it takes the elements of the set that meet in the proof, but it cannot operate procedurally on the evidence of the closed, associative, identity, and inverse properties. therefore, m-4 subjects cannot build representation connections, structural connections, procedural connections, implication connections, generalization connections, or hierarchical connections. in question 2, the incapacity to construct representational connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchical connections are demonstrated. this inability is due to the subject's inability to connect the structure of the existence of the set element with the non-standard structure of binary operation definition. in the case of item 3, the subject cannot build representational, structural, implication, or hierarchical connections based on the proof of closed property, associative qualities, the presence of elements of identity, or inverse. the subject just inputs the set's elements into the cayley table. m-13 at the time of determining identity and inverse elements, the subject is unable to construct implication, generalization, and hierarchical connections. the subject is unable to provide evidence of the closed property and associative property. the incapacity of the m-13 subject to recognize the structure of set elements and the structure of non-standard binary operations. therefore, it has been unable to adequately build a variety of connections. in the case of item 3, the subject was unable to construct representational connections, structural connections, implication connections, hierarchical connections based on proof of closed property, associative properties, the presence of elements identity, and inverse. but just writing down the set's elements in the form of a cayley table without presenting anything else. based on the prediction rubric of the connection type indication, the two subjects m-4 and m-13 demonstrated an inability to build representational connection skills, but not the other 5 types of connections. i.e., structural and procedural linkages to the proof conclusions of a closed property. the two subjects were unable to make procedural, structural, implication, generalization, and hierarchical connections to the evidence that identity and inverse elements exist. the ineptitude of these two subjects conforms to the type-1 (abstraction-construction) method, according to which, if the subject is to comprehend the definition, simple (familiar) instances should precede it, for instance in the form of its already familiar set. in contrast, when it comes to developing binary set structures and operations that differ from the subject's knowledge, they typically cannot yet relate to them. based on the results of the work of the two subjects, writing the replies to the stage revealed a closed property to the operational item, but no conclusion has been reached. the two subjects are typically unable to answer or explain the cause when interviewed. both interviewees demonstrate the same behavior. m-4 and m-13 students continue to rely on the examples and responses of their peers. this incapacity implies consistency with the abstraction-construction processes they employ. abstractions-constructions, analogies-abstractions, and constructions-analogies have different tendencies to build the ability of six types of mathematical connections, according to the results of a study of the mathematical connection ability of eight research subjects categorized using construction approaches. subjects who employ the construction stage are typically capable of establishing six types of mathematical connection links in a set and standard and non-standard binary operation. research subjects who utilize the construction-analogical stage likely to be able to establish three forms of representation connections, structural connections, and procedural connections in a set and standard binary operation. subjects that employ analogy-abstraction stages tend to describe the symbol of a set element and the binary operation of the default form in a closed property using representational links. in describing the symbol of a set element and the binary operation of the standard form in the closed property of the standard form and the non-standard form (in binary operations defined by caley's table), subjects who use abstraction-construction stages tend to establish representational connections. the authors' previous publications present research data that has been published b. discussion journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 95 based on the findings of the study conducted on eight research subjects grouped using four types of stages (abstraction-construction, analogy-abstraction, construction, and construction-analogy), it is possible to develop numerous variants of six types of connections in abstract algebra. subjects who employ the construction stage are typically capable of establishing six types of mathematical connection links in a set and standard and non-standard binary operation. suominen (2018) and junarti (2020c) describe mathematics as the types of mathematical linkages. in proving a group, these six sorts of mathematical connections were used, in addition to other types of connections that were not predicted by this study. while the steps needed to construct these six sorts of connections are the same steps that students should master in abstract algebra or analytic classes, these six forms of connections are unique. the novelty of exploring these six types of mathematical connections reveals the existence of a correlation between students' inability in the topic of groups and their inability to connect the six types of mathematical connections that are crucial for proofs and problem-solving in abstract algebra. this aligns with yoshioka and higashibata's (2019) assertion that abstract algebra requires proficiency in these six types of mathematical connections. the originality of uncovering these six types of mathematical connections specifically for the subject of abstract algebra has not been explored in previous studies or research. based on the findings of this investigation, which maps the proficiency in these six types of mathematical connections, it greatly assists instructors in identifying the needs for these connections, particularly in the topic of groups, and simultaneously helps reduce the difficulty level for students in the abstract algebra course. this is consistent with yoshioka and higashibata's (2019) statement that mathematical connections are essential for linking ideas between concepts, and poor mathematical connection skills can lead to students' failure in solving mathematical problems (pambudi et al., 2020). . research subjects who utilize the construction-analogical stage likely to be able to establish three forms of representation connections, structural connections, and procedural connections in a set and standard binary operation. students utilize these stages of constructionanalogy most frequently. this stage relates to the junarti level (2020c) and is characterized by the ability to analogize the structure of new or unfamiliar mathematical characteristics or objects. at this point, students are able to abstract definitions without concrete instances. this conforms to the steps described by gómez-ferragua et al. (2013) and junarti (2020c), in which participants are able to generate non-standard mathematical properties/objects based on their definition references. in addition, analogical reasoning, which (richland & begolli, 2016) encourages students' higher-level thinking, might be employed as a follow-up in the next stage of capacity development. subjects that employ analogy-abstraction stages tend to describe the symbol of a set element and the binary operation of the default form in a closed property using representational links. in accordance with novotna (2016), gómez-ferragud et al (2013), okotac (2016), richland & begolli (2017), and oktac (2017), students can use analogies to extract known structures of mathematical properties or objects (2016). in addition, students are able to design unfamiliar or novel structures of mathematical characteristics or objects and then abstract their meanings. the stages begin with the analogy so that the definition can be more easily abstracted. in describing the symbol of a set element and the binary operation of the standard form in the closed property of the standard form and the non-standard form (in binary operations defined by caley's table), subjects who use abstraction-construction stages tend to establish representational connections. beginning with abstracting the concept through specific existing examples, these two subjects then connect representations to closed, associative qualities, the presence of identity elements, and inverse elements. according to tapahan dubinsky et al. (1994), novotna (2006), oktac (2016), and junarti (2020c), abstraction is achieved when the subject applies specifically known examples to the prerequisite material. the type of mathematical connection utilized by students is contingent on the stages employed. there are just six sorts of mathematical connections required for this course's mathematical content connections. the linking of content in abstract algebra is a major focus of wasserman's (2018) research, as well as zbiek and heid's (2018) work connecting high school subjects to the mathematical activitybased instruction of abstract algebra. the subjects’ mastery of prerequisite material determines the type of concepts associated with abstract algebra (junarti, 2020c), hence changing the type of mathematical connection it establishes. different conceptual understandings of mathematics across students necessitate distinct phases, methodologies, and strategies for connecting them. individually practiced habits cause differences in comprehension (junarti et al, 2019b). this is consistent with the objective of mathematics education in the twenty-first century, which blends different conceptual proximity (golding, 2018) to accommodate the demands of subjects with different features and skills. iv. conclusions the finding of this study is that the subjects of each stage used had a tendency to construct various forms of mathematical relationships. subyek tends to be able to establish six types of mathematical connection links in a set, as well as standard and non-standard binary operations (as specified by caley's table). in the meantime, research studies that employ the construction-analogical stage tend to be able to establish three forms of representation links, structural connections, and procedural connections in a set of standard binary operations. these three forms of possible mathematical connections are influenced by the level of comprehension of prior knowledge (knowledge of prerequisite materials) journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 96 research subjects that utilize both the analogy-abstraction and abstraction-construction stages have a similar propensity for establishing mathematical connections. the kind of connection established is the representation connection type when describing the symbol of a set element and the binary operation of the standard form in the closed property, particularly in the standard form as in binary operations specified in the form of caley's table. references álvarez, j. a. m., & white, d. (2018). making mathematical connections between abstract algebra and secondary mathematics explicit: implications for curriculum, research, and faculty professional development. research in mathematics education, 175–185. doi:10.1007/978-3-319-99214-3_9 cook, j. p. (2012). a guided reinvention of ring, integral domain, and field.. dissertations. oklahoma: university of oklahoma. available from proquest. creswell, j.w. (2017). research design (pendekatan metode kualitatif, kuantitatif, dan campuran). yogyakarta: pustaka belajar. dubinsky, e., dautermann, j., leron, u., & zazkis, r. (1994). on learning fundamental concepts of group theory. educational studies in mathematics, 27(3), 267–305. doi:10.1007/bf01273732. findell, b. r. (2001). learning and understanding in abstract algebra. dissertation. durham: university of new hampshire. https://scholars.unh.edu/cgi/viewconten t.cgi?article=1050&context=dissertation. golding, j. (2018). mathematics education in the spotlight: its purpose and some implications. london review of education, 16(3), 460–473. doi https://doi.org/ 10.18546/lre.16.3.08 gómez-ferragud, s.b., solaz-portolés, j.j., & sanjosé, v. (2013). analogy construction and success in mathematics and science problem-solving: a study with secondary students. revista de psicodidáctica, 18(1), 81-108. 10.1387/. junarti, sukestiyarno, y. l., mulyono, & dwidayati, n. k. (2019a). the profile of structure sense in abstract algebra instruction in an indonesian mathematics education. european journal of educational research, 8(4), 1081-1091. http://doi.org/ 10.12973/eu-jer.8.4.1081. junarti, sukestiyarno, y.l., mulyono, & dwidayati, n.k. (2019b). the influence of independent learning and structure sense ability on mathematics connection in abstract algebra. international conference on science and education and technology (iset 2019). advances in social science, education and humanities research, vol. 443. pp. 57-64. junarti, sukestiyarno, y.l., mulyono, & dwidayati, n.k. (2020a). the process of structure sense of group prerequisite material: a case in indonesian context. jurnal european journal of educational research, 9(3), 1047 – 1061. https://doi.org/10.12973/eu-jer.9.3.1047 junarti, sukestiyarno, y.l., mulyono, & dwidayati, n.k. (2020b). studi literatur tentang jenis koneksi matematika pada aljabar abstrak. prosiding seminar nasional matematika 3, 343-352. https://journal.unnes.ac.id/ sju/index.php/prisma/. junarti. (2020c). proses structure sense dari kemandirian belajar dalam membangun koneksi matematika pada materi grup. disertasi. semarang: program pascasarjana doktoral pendidikan matematika universitas negeri semarang. murray, e., baldinger, e., & wasserman, n. (2017). connecting advanced and secondary mathematics. iumpst: the journal, vol. 1. issn 2165-7874. novotná, j., stehlíková, n., & hoch, m. (2006). “structure sense for university algebra” dalam j. novotná, h. moraová, m. krátká, & n. stehlíková (eds.), proceedings of the 30th conference of the international group for the psychology of mathematics education. prague, czech republic: pme. vol. 4. pp. 249-256. novotná j. & hoch m.. (2008). “how structure sense for algebraic expressions or equations is related to structure sense for abstract algebra”. mathematics education research journal, 20(2), 93-104. oktac a. (2016). abstract algebra learning:mental structures, definitions, examples, proofs and structure sense. annales de didactique et de sciences cognitives, 21, 297 -316. pambudi, d. s., budayasa, i. k., & lukito, a. (2020). the role of mathematical connections in mathematical problem solving. jurnal pendidikan matematika, 14(2), 129–144. https://doi.org/10.22342/jpm.14.2.10985.129-144 pramasdyahsari, a.s. (2021). developing the scripting task for mathematical connection between the university and school mathematics content. international joint conference on stem education (ijcse) 2020. journal of physics: conference series. 1957 (2021) 012003. doi:10.1088/1742-6596/1957/1/012003 richland, l.e., & begolli, k.n. (2016). analogy and higher order thinking: learning mathematics as an example.behavioral and brain sciences, 3(2) 160– 168. doi: 10.1177/2372732216629795 suominen, a. l. (2015). abstract algebra and secondary school mathematics: identifying and classifying mathematical connections. dissertation. georgia: submitted to the graduate faculty of the university of georgia in partial fulfillment of the requirements for the degree. doctor of philosophy. athens. suominen, a.l. (2018). “abstract algebra and secondary school mathematics connections as discussed by mathematicians and mathematics educators” in wasserman, n.h. (ed.), connecting abstract algebra to secondary mathematics, for secondary https://scholars/ https://doi.org/ http://doi.org/ https://journals.sagepub.com/doi/abs/10.1177/2372732216629795 https://journals.sagepub.com/doi/abs/10.1177/2372732216629795 journal of education, teaching, and learning volume 8 number 1 march 2023. page 80-97 p-issn: 2477-5924 e-issn: 2477-8478 97 mathematics teachers. new york, ny, usa: springer. wasserman, n.h,. & galarza, p. (2018). “exploring an instructional model for designing modules for secondary mathematics teachers in an abstract algebra course”. in wasserman, n.h. (ed.), connecting abstract algebra to secondary mathematics, for secondary mathematics teachers new york: springer. 335-360. yoshioka, h., & higashibata, s. (2019). analysis of mathematical connection in abstract algebra. journal of physics: conference series, 1321, 1–4. https://doi.org/10.1088/1742-6596/1321/2/022105 zbiek, r.m., & heid, m. k. (2018). “making connections from the secondary classroom to the abstract algebra course: a mathematical activity approach” dalam wasserman, n.h. (ed.), connecting abstract algebra to secondary mathematics, for secondary mathematics teachers. new york, ny, usa: springer. 189-208. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 229 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. digital literacy competence levels of indonesian junior high school students based on activities through the 5m approach andi mursidi1), buyung2), eka murdani3) 1) stkip singkawang, singkawang, indonesia e-mail: andimursidi@hotmail.com 2) stkip singkawang, singkawang, indonesia e-mail: 21.buyung@gmail.com 3)stkip singkawang, singkawang, indonesia e-mail: ekamurdani@upi.edu abstract. students’ competence to utilize digital technology to access information as learning sources has become a necessity as experienced during the covid-19 pandemic. students should have the digital literacy competence to support the students’ learning processes. this research was conducted to reveal the digital competence levels covering internet searching, hypertextual navigation, content evaluation, and knowledge assembly based on activities made by the students of junior high schools in singkawang. the samples were selected using a proportional random sampling technique and 75 respondents were selected representing the students of junior high schools in singkawang. the collected data were then processed using a descriptive statistical analysis with a quantitative approach. the statistical test was conducted using mini-step program with rasch modeling to measure the students’ digital literacy competence levels at junior high schools in singkawang. the research results showed that the digital literacy competence level test measuring instrument was considered valid and reliable. the digital literacy competence level with high logit value of +3.78 logit also showed high problem-solving competence level. the students’ digital literacy competence level based on activities was classified into high category. meanwhile, the activities made by the students included 5m: searching and selecting information (m1), managing information (m2), analyzing information (m3), utilizing information (m4), and sharing information (m5). keywords: digital literacy; 5m approach; students competence i. introduction national digital literacy movement (gnld) known as siberkreasi has four pillars to support the indonesian digital transformation. those four digital literacy pillars covering digital skills, digital ethics, digital culture and digital safety. those have become a part to realize indonesia into digital nations (kemkominfo, 2021). digital skills should be started from the basic level to digital ethics. ethics are greatly required in digital room, to prevent people from attacking each other, disseminating false news, hoax, hate speech, and others. digital culture has an important role in building a healthy digital culture, clean, and safe (digital safety). the covid-19 pandemic has also impacted the education world, which eventually obliged the students to learn online from home as well as the teachers using various online learning platforms. the teachers suddenly have to adapt with the recent conditions, providing either synchronous or asynchronous online learning platforms (barbosa, v. s., lima, v., silva, r., silva, w., soares, a. c., & de sousa, a., 2012). the students really wanted to use technology to improve their learning processes since technology has become a part of students’ and teachers’ life, yet they have realized the difficulties in using online platforms and lack of competence to use the computer. the teachers’ minimum competence to develop the online-learning platform and unavailability learning modules in the related platforms, the teachers let the students to independently (independent learning) find any information related to the learning, materials, and digitally use the internet access. the challenges and risks which should be avoid include disinformation, mall information, misinformation, radicalism, hate speech, cyberbullying, pornography, online deception, hoax, and discrimination (ethnicity, religion, race, and inter-group relations). the formation of digital literacy competence involves some conceptual shifts, moving from the teacher-centered pedagogy to heutagogy or student-centered pedagogy (luckin et al., 2010; mursidi, a., et al., 2019). thus, reinforcement and understanding on digital literary are http://creativecommons.org/licenses/by-nc/4.0/ mailto:andimursidi@hotmail.com mailto:21.buyung@gmail.com journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 230 greatly required by the students. literacy skill is one of skills required in the 21st century, along with learning skills and life skills. multiliteracy shows the richness of literacy sources, including digital literacy (pratolo, b. w., & solikhati, h. a. (2021)). to overcome the challenges, digital literacy which function is to improve the students’ cognitive competences, attitudes, and skills not only related to operating the gadget (smart phone and laptop), but also have four digital literacy pillars. based on the explanations above, this research developed a digital literacy competence of students based on activities supporting the independent learning. based on needs analysis as written on background, the research problem was related to how to realize four digital literacy pillars covering internet searching, hypertextual navigation, content evaluation, and knowledge assembly based on activities of junior high school students in singkawang? according to paul gilster in his book entitled digital literacy (1997), digital literacy is defined as the ability to understand and utilize information in various forms of sources widely accessed through computer devices. competence is defined as the ability of someone to observe knowledge, skills, and working attitudes in completing a job or duty based on the previously established performance standards (kemedikbud, 2010:9). paul gilster explained in his book entitled digital literacy (1997) that digital literacy is defined as ability to understand and use information in various forms of sources widely accessed through computer devices. hanelahi, d., & atmaja, k. (2020) also defined digital literacy as knowledge and competence to use digital media, communication devices, or networks to figure out, evaluate, use and create information for healthy, wise, smart, precise, accurate, and obedience to laws to maintain communication and interactions in our daily life. gilster (1997:3) classified digital literacy into four main competences (4 m) should be possessed by someone including a) searching (searching information through internet or internet searching), b) hypertextual navigation, c) information content evaluation, and d) knowledge assembly. the four pillars of digital literacy covered digital skills, digital ethics, digital culture, and digital safety (eynon, r., 2021). the efforts to support the development of digital skills were seen at schools, higher education institutions, vocational schools, libraries, and learning objectives to support people in developing the digital competences for the daily life and jobs (hunter, j. d., silvestri, k. n., & ackerman, m. l., 2018). the digital competence practices productively supported the literacy learning management, in this case, serving junior high school students and literacy specialist candidates. digital literacy does not mean only having the basic competences related to the utilization of digital devices but also complex skills including cognitive, motoric, social, and emotional skills to support the students (demirbag, m., & bahcivan, e. (2021). this research developed the reinforcement of digital literacy competences based on activities adapted from that conducted by gilster (1997) with the following activity stages: [searching and selecting information] (m1), [managing information] (m2) [analyzing information] (m3), [utilizing information] (m4), and [sharing information] (m5). the content of 5m activities were adapted from that belonging to mardiana (2022), candrasari (2020), setiawan (2020) starting from searching to sharing information safely and healthily. it was shown that the activities based on 5m are cycles which should be passed by the students when making interactions with internet and selectively sharing information by avoiding false news and discriminative (ethnicity, religion, race, and inter-group relations) issues. in relation with the students’ learning activities using internet sources, these 5m steps are greatly important to be internalized in the students’ learning activities either at school or home. the first stage of m1 is that students must be literate in determining the keywords for searching information through internet. from the written keywords, google will display many information choices, so that the next stage is selecting information in accordance with the students’ duties (m1). the selected information is commonly more than one source, so that some information should be made into one called the temporary information conclusion (m2). the temporary information should be analyzed to obtain the information truth by comparing with the other relevant sources, confirming to the experts /teachers/parents or related units (m3). this m3 stage requires the students’ critical thinking. after the information was considered right, the students can use the information to complete their school duties (m4). only the right information may be shared to the other students (m5). thus, it is expected that all students’ activities through internet or google have been based on 5m as an indication that the students have already had a good digital literacy. ii. methods research questions to prepare the students in facing the development of technology in singkawang, west kalimantan, indonesia, poor digital literacy limited the students’ opportunities to learn. their opportunities to engage in learning processes required technology to master. with digital literacy competence, it is expected that the education world, especially in singkawang will develop. by considering those problems, this research questioned how are the digital literacy competence covering internet searching, hypertextual navigation, content evaluation, and knowledge assembly based on activities made by the junior high school students in singkawang? participants 75 students involved in this research were given treatments with activities in the learning processes in the classes within the academic year of 2022. the respondents were selected through two-tier, stratified, and random sampling techniques. four schools were involved in this research according to table 1. journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 231 table 1 participants distribution no school samples (20%) 1 junior high school torsina iii 20 2 junior high school 20 singkawang 18 3 junior high school 8 singkawang 21 4 junior high school al-fatah 16 total 75 the research data were taken using a proportional random sampling technique. this technique was used to take the samples by paying attention to some population elements or categories (creswell, 2008). data analysis data analysis is the next stage after data collection and data processing. this research analyzed the digital literacy competence levels of students after learning processes consisting of internet searching, hypertextual migration, content evaluation, and knowledge assembly. the data analysis technique used in this research was a descriptivestatistical data analysis with a quantitative approach. the research data were analyzed by describing the collected data without making any generalized conclusion using a statistical test with a ministep program to measure the digital literacy competence level of junior high school students in singkawang. the ministep program was used to analyze the data using rasch modeling. the research data were taken using a proportional random sampling technique. this technique was used to take the samples by paying attention to some population elements or categories (creswell, 2008). iii. results and discussion person fit order person fit order in table 2 provides information related to person fit ranked from the most inappropriate one. not only mapping the students’ competence in accordance with their high-achievement grouping interest, rasch modelling can also detect the students’ inappropriate responses due to the inappropriate given answers to their competences. fig 2. person fit order the infit mnsq value from each person can be used to examine both fit dan misfit persons. the average value and standard deviation were summed and then compared. the logit value bigger than the summed-up value indicated the misfit person. the number of a person’s logit from mean and deviation standard was 1.00 + 0.08 = 1.08. thus, the criteria can figure out the fit dan misfit persons. the number of a person’s logit value from mean and s.d. was 1.08 logit. jika the logit value is bigger than 1,08, the item is indicated inappropriate or not valid. based on the logit number of 1.08, there were 6 misfit persons consisting of students with the registered numbers 17, 29, 63, 73, 67 and 38 showing inappropriate answers with their abilities. the students with the entry numbers of 1, 2, 9, 22, 36, 48, 49, and 57 had the same infit mnsq value of +1.05 logit, in which students with the entry numbers 1, 2 and 9 from the same school of junior high school 8 singkawang, students with the entry numbers of 22 and 36 from junior high school torsina plus singkawang, students with the entry numbers of 48 and 49 from junior high school alfatah, showed that the students with the same infit mnsq possibly performed fraud shown with the correct answers. meanwhile, students with the entry numbers of 14 and 74 had the same infit mnsq value of +0.99 logit, yet from different schools. the test given was also not in the same time and place. the students with the entry numbers of 5, 11, 16, and 18 were from the same school (junior high school 20 singkawang). the students with the entry numbers of 50 and 53 were also from the same school (junior high school al-fatah). in addition, the students with the entry numbers of 62, 65, 69, and 71 were from the same school (junior high school 8 singkawang). they had the same infit mnsq value of +0.93 logit. it journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 232 showed that those with the same infit mnsq value possibly committed fraud and shown with the correct answers. statistical summary the statistical summary was made to obtain information related to the test results of students’ digital literacy with the main menu of output is given by table 3. fig. 2 statistical summary the statistical summary above gave holistic information related to the instrument quality used and interactions between person and item. the obtained information showed the person measure of = 2.92 logit indicating the average value of all students in completing the question items provided by the researchers. based on the obtained average value of 2.92 greater than 0.0 indicated that the students’ ability tendency which was greater than the questions’ difficulty levels. the value of person reliability and item reliability of each 0.00 showed that the students’ answer resistance was poor as well as the question item quality in its instrument reliability aspect. the infit mnsq and outfit mnsq for the average value of person table were respectively 1.00 and 0.97. for the ideal value of 1.00, it can be concluded that the average value was getting better. the infit zstd and outfit zstd had the average value in the person table of respectively 0.3 and 0.2, in this case, the ideal value was 0.0 (since closing to zero, the value was getting better). analysis on students’ ability the analysis on the students’ ability in completing the test questions of students’ digital literacy aimed to identify students who had high competence level, those with different response patterns, and identified working together. the person measure results were presented by table 4. journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 233 fig. 4. analysis on students’ ability in person measure table (individual ability level) provided the data of students’ competence/ability with logit information from each individual. high logit value showed high problem-solving ability level. this showed the total scores with appropriate columns (number of correct answers). the entry number columns included the students’ entry numbers, while the students’ codes could be seen in the person section starting from high ability/competence of 8 students from junior high school 20 singkawang consisting of 4 male students and 4 female students; 13 students from junior high school torsina iii plus consisting of 8 male students and 5 female students; 12 students from junior high school al-fatah consisting of 5 students and 7 female students; and 12 students from junior high school 8 singkawang consisting of 6 male students and 6 female students. high logit value shows high problem-solving ability level. there were 45 respondents (students) with the logit value of +4.35 from 4 different schools consisting of 23 male students and 22 female students. this was also shown by 25 students with all correct answers. the student with poor value had the entry number 35 with the code of 35 pt, a female student from junior high school torsina plus singkawang. the logit value of + 1.19 means poor logit value that the related student had poor problemsolving level with the number of 20 correct answers when compared to the students with no incorrect answers when solving the problems/questions. fig. 5 information function from the figure 1 of information function curve, it was obtained that 25 question items were given to 75 students. those question items were greatly appropriate to figure out the students’ medium digital literacy ability. figure 6. wright map the wright map on figure 2 depicted the students’ digital literacy competence in which there were 45 students with high ability covering students with entry numbers of 03lk 04pk 75pr 06lk 08pk 10lk 12pk 13lk 15pk 19lt 21lt 24lt 25pt 26pt 27lt 28lt 30pt 31pt 32lt 33pt 34lt 37lt 39lq 40pq 41pq 42lq 43pq 44pq 45pq 46pq 47pq 51lq 52lq 54lq 55pr 56lr 58pr 59lr 60lr 61lr 64pr 66pr 68lr 70pr 72lr. the logit value was +4. meanwhile, student with the poorest ability was that with the entry number of 35 pt and logit journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 234 value of above + 1 which means still classified into the medium category. for questions with medium difficulty level included s18 s19 s22 s3 with the logit value of +1 above the average of item’s logit (0.0). in addition, the questions with low difficulty level included s7 s12 s13 s21 s24 with the logit value of -1 below the average of logit value. discussion based on the research results using 5 m activities to provide the digital literacy competence reinforcement to the junior high school students in singkawang through digital literacy test questions in the multiple-choice forms seen from their validity and reliability, the students’ digital literacy competence was measured based on its variables consisting of internet searching, hypertextual navigation, content evaluation, and knowledge assembly. the indicator from the digital literacy competence variable when 5m activities were implemented showed a very high ability. the statistical results also showed that the logit value was 2.92 > 0.00 which means that the digital literacy competence of students in singkawang when 5m activities were implemented was better after the reinforcement was given. according to cote, t. j., & milliner, b. (2017), learning using digital literacy has become one important step in developing literacy in the 21st century. based on the results of analysis on the person fit order table, it showed that the items could cover all students’ competences starting from those with high to low competences although there were still six misfit items which were further improved for the development of this research and the scales were then extended. according to taskiran, c., & salur, m. (2021), digital literacy can provide contributions for the students to develop themselves through technology. baterna, h. b., mina, t. d. g., & rogayan jr, d. v. (2020) also explained that digital literacy can better facilitate the student’s learning activities. moreover, digital technology can help develop the learning materials and create fun learning environment (liza & andriyanti, 2020). person reliability and item reliability showed that the students’ answers still had low consistence, yet the average value was still at ideal category of 1.00. according to mursidi, a & murdani, e (2018), the students’ literacy levels had a vertical relationship with the quality of the nation. the students’ high reading interest influenced their insight, mentality, and behavior. the analysis on students’ ability answered the student’s high digital literacy questions in which 45 students had answered all questions correctly for the whole 25 items. however, one student could correctly answer only 20 of 25 questions. the high digital literacy competence belonged to 20 students of junior high school 20 singkawang; 12 students of junior high school 8 singkawang; 13 students of junior high school torsina plus; and 12 students of junior high school al-fatah singkawang. each student had the total score of 25 items with the logit value of 4.35. based on the logit value, the students’ digital literacy for learning showed that they had good skills. according to chan, b. s., churchill, d., & chiu, t. k. (2017), the digital literacy skills should be developed, so that the students could communicate and express their ideas effectively using digital media. alexander, b., becker, s. a., cummins, m., & giesinger, c. h. (2017) explained that the ability to discern credible from inaccurate resources is foundational to digital literacy. rumahlatu et al. (2021) mentioned that digital literacy could also empower the students’ creative thinking. digital literacy helped the students succeeded in various fields, such as in learning (sivrikaya, m. h., 2020). this research was probably the first conducting the assessment of students’ digital literacy competence using rasch modelling. according to sumintono and widhiarso (2015), the main objective of rasch modelling is creating measurement scales with the same intervals. the question items of students’ digital literacy competence with the indicator of internet searching included question item numbers 7 and 12 with the parameter of searching operation execution, question item number 13 with the indicator of hypertextual navigation and the parameter of internet exploring, question item number 21 with the indicator of content evaluation and the parameter of evaluating information source, question item number 24 with the indicator of knowledge assembly and the parameter of making appropriate decision to reach the goals. of those five question items, the students making their mistakes had the codes of 01pk 07lk 20lt 67lr 38lt and 35 pt, consisting of 4 male students and 2 female students. the question items related to digital literacy competence can be used as a reference to improve the quality of education, especially in singkawang. jessica, harmianto & mareza (2020) explained that literacy activities are encouraged to improve the quality of education in indonesia and quality of human resources to possibly use the technology. sumiati & wijonarko (2020) mentioned that digital literacy has recently become a necessity to realize the educational operation. dewi et al (2021) further explained that it is important to utilize digital literacy in forming the students’ characters, especially those at primary school levels. iv. conclusions from the research results, it can be concluded that “the students’ digital literacy test questions” were valid and reliable measuring instruments. these questions can be used to measure the students’ digital literacy competence. the students’ digital literacy levels will reveal to what extend good digital literacy has been implemented through activities during the learning processes. six misfit questions will show the possible improvements required in the following greater research. the digital literacy competence with the high logit value of +3.78 shows the competence level to solve the higher-level questions. the digital literacy competence level of students based on activities was in high ability. the performed activities were 5 m: mencari dan memilih [researching and selecting] (m1), mengolah [managing] journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 235 (m2), [analyzing] (m3), menggunakan [utilizing] (m4), and membagikan [sharing] information (m5). the implication of 5m activities is that students must be selective in receiving and sharing information both for learning and non-learning to avoid false news and discrimination issues throughout the world. these 5m activities can be implemented by the teachers to reinforce the students’ digital literacy. the digital literacy competence should be well possessed by the people to create their growth-mindset preventing from the information flow susceptible to social conflicts. acknowledgment the author would like to thank the education fund management institute through the ministry of education, culture, research and technology of the republic of indonesia for the scientific research grant that has been given with the contract number: 240/e4.1/ak.04.ra/2021. references alexander, b., becker, s. a., cummins, m., & giesinger, c. h. (2017). digital literacy in higher education, part ii: an nmc horizon project strategic brief (pp. 137). the new media consortium. barbosa, v. s., lima, v., silva, r., silva, w., soares, a. c., & de sousa, a. (2012). digital literature: finding new ways to motivate students to read brazilian literature electronic books. european association for computer-assisted language learning (eurocall). baterna, h. b., mina, t. d. g., & rogayan jr, d. v. (2020). digital literacy of stem senior high school students: basis for enhancement program. international journal of technology in education, 3(2), 105-117. candrasari, y. c., & claretta, d. (2020). pengembangan dan pendampingan literasi digital untuk peningkatan kualitas remaja dalam menggunakan internet. dinamisia: jurnal pengabdian kepada masyarakat, 4(4), 611-618. chan, b. s., churchill, d., & chiu, t. k. (2017). digital literacy learning in higher education through digital storytelling approach. journal of international education research (jier), 13(1), 1-16. cote, t. j., & milliner, b. (2017). preparing japanese students' digital literacy for study abroad: is more training needed?. jalt call journal, 13(3), 187197. creswell, j. w., & clark, v. l. p. (2008). educational research planning, conducting, and evaluating quantitative and qualitative research. third edition. new jersey: pearson prentice hall. demirbag, m., & bahcivan, e. (2021). comprehensive exploration of digital literacy: embedded with selfregulation and epistemological beliefs. journal of science education and technology, 30(3), 448-459. dewi, d. a., hamid, s. i., annisa, f., oktafianti, m., & genika, p. r. (2021). menumbuhkan karakter siswa melalui pemanfaatan literasi digital. jurnal basicedu, 5(6), 5249-5257. eynon, r. (2021). becoming digitally literate: reinstating an educational lens to digital skills policies for adults. british educational research journal, 47(1), 146-162. gilster, paul. 1997. digital literacy. new york: jhon wiley & sons, inc. hagerman, m., beach, p., cotnam-kappel, m., & hébert, c. (2020). multiple perspectives on digital literacies research methods in canada. hanelahi, d., & atmaja, k. (2020). literasi digital dalam peningkatan kompetensi peserta didik distance learning di homeschooling. jpus: jurnal pendidikan untuk semua, 4(4), 112-129. hunter, j. d., silvestri, k. n., & ackerman, m. l. (2018). ''feeling like a different kind of smart'': twitter as digital literacy mediates learning for urban youth and literacy specialist candidates. schooluniversity partnerships, 11(1), 36-45. jessica, a. r. a., harmianto, s., & mareza, l. (2020). penerapan literasi digital dalam pembelajaran kurikulum 2013 berbasis e-learning tema 8 bumiku kelas vi sd negeri 2 purbalingga lor. jurnal papeda: jurnal publikasi pendidikan dasar, 2(2), 139-146. kemdikbud. (2019). merdeka belajar. kementerian pendidikan dan kebudayaan, 1–19. kemkominfo (2021). bangun literasi digital dengan 4 pilar. siaran pers 24 februari 2021. diakses tanggal 29 agustus 2021 pada laman https://kominfo.go.id/index.php/content/detail/32927/ siaran-pers-no-54hmkominfo022021-tentang-bangunliterasi-digital-dengan-4-pilar-menkominforealisasikan-untuk-indonesia-digitalnation/0/siaran_pers liza, k., & andriyanti, e. (2020). digital literacy scale of english pre-service teachers and their perceived readiness toward the application of digital technologies. journal of education and learning (edulearn), 14(1), 74-79. luckin, r., clark, w., garnett, f., whitworth, a., akass, j., cook, j., et al. (2010). konteks yang dihasilkan pelajar: kerangka kerja untuk mendukung penggunaan teknologi yang efektif untuk pembelajaran. dalam m. lee & c. mcloughlin (eds.), web 2.0 e-learning berbasis: menerapkan informatika sosial untuk pengajaran tersier (hlm. 70-84). hershey, pa: igi global. mardiana, s., putri, l. d., & surahman, s. (2022). literasi digital dalam upaya mendukung pembelajaran online pada siswa sekolah dasar di kota cilegon. kaibon abhinaya: jurnal pengabdian masyarakat, 4(1), 47-54. journal of education, teaching, and learning volume 7 number 2 september 2022. page 229-236 p-issn: 2477-5924 e-issn: 2477-8478 236 mursidi, a., darma, y., rustam, suherdiyanto, achmad, t.y., ting, ih. (2019). the effect of social-media on the emotional intelligence of teachers in indonesia. in: uden, l., liberona, d., sanchez, g., rodríguezgonzález, s. (eds) learning technology for education challenges. ltec 2019. communications in computer and information science, vol 1011. springer, cham. https://doi.org/10.1007/978-3-03020798-4_33 mursidi, a., & murdani, e. (2018, august). role of whatsapp application in building the interests of students-literacy. in proceedings of the 2nd international conference on e-society, e-education and e-technology (pp. 1-4). pratolo, b. w., & solikhati, h. a. (2021). investigating teachers' attitude toward digital literacy in efl classroom. journal of education and learning (edulearn), 15(1), 97-103. rumahlatu, d., sangur, k., berhitu, m. m., kainama, s. y., kakisina, v. v., & latupeirissa, c. (2021). resource based learning design thinking (rbldt): a model to improve students’ creative thinking skills, concept gaining, and digital literacy. cypriot journal of educational sciences, 16(1), 288-302. setiawan, d., arifai, m. k., herdiana, d. d., munawarzaman, a., & hadi, a. (2020). sosialisasi cyber ethics dalam membangun budaya literasi digital yang aman dan sehat di kalangan remaja pada siswa/siswi smk negeri 2 kota tangerang selatan. kommas: jurnal pengabdian kepada masyarakat, 1(3), 12-30. sivrikaya, m. h. (2020). an analysis on digital literacy level of faculty of sports science students. asian journal of education and training, 6(2), 117-121. sumiati, e., & wijonarko, w. (2020). manfaat literasi digital bagi masyarakat dan sektor pendidikan pada saat pandemi covid-19. buletin perpustakaan, 65-80. taskiran, c., & salur, m. (2021). analysis of the opinions of social studies teachers on digital literacy skills. world journal of education, 11(2), 72-84.grady, j. s., her, m., moreno, g., perez, c., & yelinek, j. (2019). emotions in storybooks: a comparison of storybooks that represent ethnic and racial groups in the united states. psychology of popular media culture, 8(3), 207– 217. https://doi.org/10.1037/ppm0000185. https://doi.org/10.1037/ppm0000185 journal of education, teaching and learning volume 2 no 2 september 2017. page number 268-272 p-issn: 2477-5924 e-issn: 2477-4878 268 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. improving academic writing skills through contextual teaching learning for students of bosowa university makassar syahriah madjid 1) , emzir 2) , sabarti akhadiah 3) 1) bosowa university of makassar, makassar, indonesia e-mail: nani.mjd@gmail.com 2) universitas negeri jakarta, jakarta, indonesia e-mail: emzir.pb@gmail.com 3) universitas negeri jakarta, jakarta, indonesia e-mail: sabartiakhadiah@yahoo.com abstract. the purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. this research was about how to improve student’s academic writing skills through contextual teaching and learning. the clientele of this research was the students of civil engineering department of bosowa university of makassar. to gain the final result in this research there are three periods were needed. the result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. the students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. this research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy. keywords: academic writing; contextual teaching learning (ctl); action research i. introduction in the academic life of lectures, writing is one of the conditions that must be done by the students. not just connect words with words or sentences with sentences, but also write can convey information and ideas clearly. find ideas, give meaning and put it in writing. writing activities are an integral part of the entire learning process experienced by students during their studies in universities. in addition, students are required to create an academic paper in the form of a thesis to earn their degree. related to that, the director general of higher education issued a circular no. 152 / e / t / 2012 on the publication of scientific papers, among which are for graduate scholars should produce papers published in scientific journals on the grounds that the number of scientific papers from colleges is very low. thus, they are expected to have a deeper ability to put their ideas or ideas into writing. in addition, writing activities require skills that students sometimes lack. there is even a group of students who doubt its usefulness especially if the activities of writing is associated with a subject that is not a subject of study. though the ability to write, especially in the form of academic papers that is the spearhead of the critical success of students in undergoing important processes in learning. the ability to write a scientific work (academic) is a competence that must be owned by students as candidates scholars. thus the activities of writing scientific papers are an integral part of the scholarship students activity. the improvement of students' academic writing ability can be achieved well if he understands and employs it because writing skill is not an automatically acquired ability but must go through a learning process. as lorch reveals that writing skills are not talent, nor innate, but possessed through continuous training. according to rahayu writes are complex activities that are realized in a writing process http://creativecommons.org/licenses/by-nc/4.0/ mailto:emzir.pb@gmail.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 268-272 p-issn: 2477-5924 e-issn: 2477-4878 269 academic paper according to sundara raja, academic writing is a paper that tries to explain a scientific discussion conducted by a writer or researcher, with the aim of telling things logically and systematically to the readers. this academic paper is usually written to search for answers about something that is and to prove the truth about something contained in the object of writing. academic writing or known scientific paper is the writing that is done scientifically or scientifically. the decree of the coordinating minister for the supervision and use of state apparatus number 38 / kep / mk.waspan / 8/1999, chapter i article 1 item 9 defines academic works as scientific papers that follow rules, rules and thoughts generally accepted in the sciences knowledge and scientific contribution that is eligible to be accepted and published in various journals both nationally and internationally, has its own format to be followed by every scriptwriter. according to monippally and pawar, academic writing is defined broadly as a way of communicating science. it is generally aimed at scholars and other readers who are familiar with the science of knowledge. teuku alamsyah also said in his book that a scientific paper can also be said to be a written report describing the results of research or study, whether conducted by a person or team that meets the scientific principles and ethics established and adhered to by the scientific community. writing scientific work means generating a scientific mind in which reflects the nature of science. characteristics of scientific writing, among others: the content reflects the nature of science/object of a particular science, contains the theory/framework of thinking, the method, and contain reasoning. this is confirmed by alamsyah that the characteristics of academic writing are as follows: (1) is a discussion of a research result (factual objective), meaning the facts according to the studied premises, (2) methodical and systematic, meaning in the discussion of problems used certain methods with orderly and orderly controlled steps, (3) scientific writings using the scientific barrel, meaning the barrel of the scientific language used raw and formal. in addition, the scientific language barrel is straightforward and unambiguous. sidjiman and sugono suggested that the scientific work is a paper whose compilation is based on scientific study. through scientific work to be submitted observation (observation), experiment (experiment), research or literature study. submission is done by using language media. the language used to convey the results of observations, experiments, research and literature study is a variety of writing. the writing variety of scientific papers should be clear, straightforward, and communicative so readers can easily understand the contents. contextual teaching learning according to johnson, contextual teaching and learning is a learning system based on the philosophy that students are able to absorb lessons when they capture meaning in the academic material they receive, and they grasp meaning in schoolwork if they can associate information new with the knowledge and experience they already had before. the awareness of the need for a contextual approach to learning is based on the fact that most students are unable to relate what they learn to how it is utilized in real life. this is because the academic concept they acquire is something abstract, yet to touch the practical needs of their lives, both in the workplace and in society. depdiknas describes contextual learning as a holistic educational process and aims to motivate students to understand the meaning of learning materials by connecting the material with the context of their daily life so that students have knowledge/skills that can be flexibly applied (transferred) from one problem/context to other issues/contexts. the context in question concerns the personal, the cultural and the personal context. contextual teaching and learning approach is a learning concept that helps teachers/lecturers connect the content of the material taught to the real world situation of the students, encourage and motivate the students to apply their knowledge to the daily life as family members and members of the community. according to suherman, contextual learning is learning that begins by taking (simulating, recounting, dialogue or questioning) events in the real world of daily life experienced by students then raised into the concept discussed. along with that, sabandar sees contextual learning as a concept of learning that helps teachers connect the content of teaching materials with real-world situations and their application in their lives as family members, citizens, and workers and is actively involved in the learning activities demanded in the lesson. ii. research method this research generally aims to collect data related to efforts to improve the ability of academic writing indonesian students majoring in civil engineering university bosowa students. this method of research includes the type of action research, which is a research method that emphasizes social practice, aims toward improvement, a cyclical process, followed by systematic discovery, reflective process, participatory, and determined by the implementer. in terms of addressing the learning problem, the way it is offered is through a contextual approach. in addition, this study also aims to collect data about how the process and learning outcomes in improving students' academic writing skills majoring in civil engineering university of bosowa makassar through a contextual approach. this research was conducted at the faculty of engineering majoring in civil engineering university of journal of education, teaching and learning volume 2 no 2 september 2017. page number 268-272 p-issn: 2477-5924 e-issn: 2477-4878 270 bosowa makassar. this action research was conducted on the first semester students for the indonesian language course. the time of this research is carried out for one semester by involving team consisting of researcher, lecturer of indonesian language lecturer and collaborator. the reasons for the selection of places and subjects because the researcher is a lecturer of indonesian subjects assigned in major civil engineering so that problems and difficulties of writing experienced by students have been recognized. in addition, bahasa indonesia is a compulsory subject in every study program at bosowa university of makassar, which one of the topics of discussion is scientific or academic writing. furthermore, action research is a means of creating collaborative learning so that learning orientation is no longer carried out individually but on a team basis. this action research is carried out for one semester, which starts from september 2011 to january 2012. the first month is used for field observation and makes learning planning using a contextual approach, then the next four months to intervene the action of the learning model. this intervention is done in three cycles. each cycle consists of four meetings and one meeting is held once a week for 100 minutes. the last week is used for evaluation and reflection. however, since this research is also a qualitative research, the time spent in this study relies on observations and assessments to be achieved using the cycle. the cycle will stop if the indication used by success has been achieved. if it has not been reached, it will continue in the next cycle. the action research design is referring to the action research cycle proposed by stephen kemmis and taggart ie planning, action, observing, reflecting, as follows. fig. 1 the action research cycle in the research procedure this action used the research model which has been described in the research method consisting of planning action, doing the research (acting), doing observation from every research process (observing), reflecting the result of research with appropriate success criteria ( reflecting), and re-planning if the results are not in accordance with the criteria of success (replanning). criteria for action success the success criteria of the study can be seen from the comparison of the previous value of giving action and after giving the action. improvement of learning outcomes is considered successful if the value obtained by students reached an average score above 70. in this study, the success of learning to write with contextual approach set the level of student satisfaction ability based on guidelines assessment of bosowa university makassar. the table of mastery levels can be seen below. table i guidelines for academic writing capability iii. result and discussion in this chapter will be presented data and research results of action research on improving the ability of academic writing through a contextual approach to students of the faculty of engineering, department of civil engineering university of bosowa makassar. implementation of this action research is carried out gradually over three cycles so that the focusing problem can be addressed and the research objectives are achieved. each cycle consists of planning, action, observation, and reflection (planning, acting, observing and reflecting). the work of each student in the ability of academic writing through contextual learning obtained at the end of the learning in the form of academic writing products, namely in the form of papers. the aspects assessed in developing the introduction include focusing on the reader's attention by introducing accurate and complete facts, as well as explaining the historical background that has a direct relationship to the problem to be discussed. furthermore, the aspects assessed in the development of the content are by developing on the basis of genus, definitions, examples, and causation, or also developing by means of authority, the opinions or sayings of a recognized person of expertise, or well-known. the assessment aspect of the conclusion is the answer to the problem or refresh the reader's memory of what has been achieved. based on the aspect of the assessment, then the discussion of academic writing products journal of education, teaching and learning volume 2 no 2 september 2017. page number 268-272 p-issn: 2477-5924 e-issn: 2477-4878 271 will be based on preliminary aspects, content aspects, conclusion aspects, and the aspects of references and writing techniques. first cycle the result of academic writing ability through student contextual learning strategy in the final learning activity in this first cycle can be seen that (1) there is still no student who qualified with very good value, (2) students who get good score is still 8 people or 26 , 67% of 30 students, (3) students who get qualified enough there are 18 people or 60% of 30 students, and (4) students who scored less still there are 4 people or 13.33% of 30 students, also (5) there is not a single student who scored very less. when considering the provisions of the level of mastery of students guided by the guidance of the assessment of the university, set the level of mastery of students reach an average value of 70, then it can be seen that from 30 students who expressed as many as 8 people or 26.67% more or equal to 70. thus, in terms of outcomes, the cycle i has not been declared successful because all students have not succeeded in achieving the targets that have been determined. based on the results of product assessment of each stage of academic writing through contextual learning, students' academic writing skills have not achieved the expected results. the results of the assessment of academic writing ability are grouped based on the composition of academic writing, namely introduction, content, conclusions, and bibliography. the results of reflection based on written products are described as follows. (1) in general, not all students can develop the introduction. preliminary development generally only explains the historical background that has a direct relationship to the issue to be described, has not focused on the reader by introducing the facts presented, nor has it elaborated on why the selected topic is a problem. (2) the contents of writing have not been developed maximally and yet varied. it is generally developed with the support of a well-known or recognized expert opinion. this is understandable because the content must be supported by reference sources even though the reference source used is still limited. other forms used in the development of written content through definitions and examples. (3) in conclusion, generally has not been addressed the issues described in the introduction although there are some that have missed the problem. in addition, some are developing conclusions rather than conclusions but are still the content of writing even though placed at the end of writing. (4) on reference/reference, generally does not include a reference list. there are also unsuitable references to the reference list. this is because students refer to the second source instead of the original. second cycle the result of academic writing ability through student contextual learning strategy at the end of learning activity in this second cycle can be seen that (1) there are 5 people or 16,67% from 30 students who get very good value, (2) there are 19 out of 30 people or 63.33% of the qualified, (3) qualified and qualified students of 6 or 20% of the 30 students, and (3) none of the students qualify or less. when considering the provisions of the level of mastery of the students' ability based on the assessment of bosowa university of makassar, set the level of mastery of students reaches an average value of 70, thus it can be seen that from 30 students who expressed as many as 24 people or 80% or equal to 70, and students who are declared unfinished as many as 6 people or 20% because it can not reach the value 70. thus, in terms of results, this cycle ii cannot be declared successful because there are still some students who have not reached the target that has been determined, or the completeness has not reached 100%. based on the results of product assessment from each stage of academic writing through contextual learning strategy, students' ability in academic writing still has not reached the expected result, therefore cycle ii is not yet fully successful. the results of the assessment of academic writing ability are grouped based on the composition of the academic writings namely, introduction, content, and conclusions, as well as the referral list. the results of the assessment reflection of the academic writings of the students are described below. (1) introduction developed by the students has begun to focus the reader's attention on introducing facts, but the facts used are still incomplete. similarly, the introduction that reveals the background to the issues to be discussed is not sufficient. in addition, in the introduction there are still technical errors of writing include the use of inappropriate diction and inter-allegorical coherence and between paragraphs less cohesive a week preliminary formulation is not appropriate (2) pengembangam content academic writings made by students have varied by using the opinion of a famous person or recognized expertise, is also equipped with development through examples, causes, and logical reasoning. however, development is still constrained by some technical errors in spelling, diction, and word writing. the most prominent of these errors is that they have not been able to distinguish between the preposition and the diprefix. (3) in the development of conclusion, generally, students have been able to develop the conclusion of their academic writing by answering the problem and refreshing the reader's memory about what has been described. however, there is still a small percentage of students developing conclusions not yet completely and refreshing the reader's memory of what has been said, consequently the conclusions have not yet been representative of the content as a whole. third cycle the results of academic writing ability through the contextual learning strategy of the students from the final learning activity in cycle iii can be seen that (1) there are 15 people or 50% of the 30 students who get the value of good once, (2) while 15 students get good grades, and (3) none of the students get enough, less or less. journal of education, teaching and learning volume 2 no 2 september 2017. page number 268-272 p-issn: 2477-5924 e-issn: 2477-4878 272 judging by the provisions of the level of mastery of students guided by the assessment guidelines of the university, it can be seen that from 30 students who declared complete as many as 30 people or 100% because it has reached the value of more or equal to 70. thus, in terms of results, successful because all students managed to achieve the target that has been determined. based on the results of product assessment of each stage of academic writing through contextual learning strategies, the ability of students in academic writing has achieved the expected results, therefore cycle iii is declared to have succeeded. the results of the assessment of academic writing ability are grouped based on the composition of academic writings, namely, introduction, academic content, and conclusions. iv. conclusions based on the explanation and discussion, as well as reflections on the actions described earlier, a conclusion can be drawn as follows. 1. improvement of students' ability in academic writing occurs periodically during cycle i, cycle ii, until cycle iii. in cycle i students who managed to get good grades there are only 8 people or as much as 26.67% of a total of 30 students. in this cycle, students are still having difficulty in preparing good academic writing. most of the students have not prepared the planning in developing academic writing. lecturers must still assist in directing students in determining relevant reference sources and limiting the scope of topics about engineering sciences that are in accordance with the study program it is engaged in. this is because students are still lacking reading in order to deepen the initial knowledge possessed. in cycle ii, there was an increase so that the number of qualified students with good grades increased to 24 people or 80% of the total students. in this cycle, the development of academic writing as a whole has begun to complete in accordance with the composition of academic writing. however, the drawback is that the students still lack the reference source data that can support the contents of the assigned academic paper. data from the experimental results in cycle iii shows that 100% of all students finally managed to get a value that meets the standard of success that is more than or equal to 70. in this cycle, students are able to develop the concept of academic writing with good writing systematics. the mind map has already begun to outline the content of the discussion. references sources in the development of academic writing have already begun to complete. 2. based on the observation of the researcher, and the reflection of learning by the students, as well as the series of data on the result of the assessment that has been done, it can be concluded that through contextual learning can improve the academic writing ability of the faculty of engineering students of civil engineering department of bosowa university makassar. references akhadiah, sabarti, maidar g. arsyad, sakura h.ridwan. 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(2003). pendekatan kontekstual dalam pembelajaran matematika. bandarlampung: fkip unila. sudjiman, panuti, dendy sugono (1991). petunjuk penulis karya ilmiah. jakarta: kelompok 24 pengajaran bahasa indonesia. suherman, erman. (2003). evaluasi pembelajaran matematika. upi bandung: jica. journal of education, teaching and 94-99 p-issn: 2477-5924 e-issn: 2477-4878 94 folktale text transformation: learning model to read appreciatively titin setiartin r 1) ,jojo nuryanto 2) ,ipah muzdalipah 3) universitas tasikmalaya, tasikmalaya, indonesia e-mail: setiar_tin@hotmail.com abstract. this study focused on the development of learning models to read appreciatively through folktale text transformation. this study was conducted as an effort to improve the reading skills appreciatively of 12th-grade students in vocational schools. this study was a mixed method research with the subsequential design. data were analysed by qualitative and quantitative techniques with a matching pattern of test-pretest post-test. the results showing the difference values between randomized pretest and posttest significantly. based on this differences, can be inferred that the developed learning model of narrative text transformation was capable of substantially improving skills of reading appreciatively of 12th-grade students in vocational schools. thus, learning models to read appreciatively through folktale text transformation was effective and fit to be used in improving skills of reading appreciatively. keywords: transformation text; model of learning; reading appreciative i. introduction several studies have concluded that students of class xii vocational high school (smk) has the ability to read appreciatively under kkm. learning to read appreciatively rated less than optimal. another problem arises in the teacher less creative in applying learning models; selected stories of teachers are not interesting to read students; psychologically prefer students in vocational learning activities that create creativity. as a result, do not create an atmosphere of active learning and creative. other causes, at the end of learning students, are not given the strengthening and application of the meaning of the story is read in daily life. responses that the students answered questions limited to reading so many students who cheat answer her friends when work on the problems, learning becomes less creative. learning to read appreciative applied in class xii smk should be directed to the activity and creativity of students. activities and creativity are developing skills toward an expected condition. learning to read appreciatively to be planned according to the study defined "a plan or pattern that can be used to shape curriculums (long-term course of studies), to design instructional materials, and to guide instructional in the classroom and other settings" [1]. the design study model transformation text folklore through the reinforcement forms a picture story (ttcrpbcb) prepared by a merger between the concept of transformation of literary texts developed by riffaterre [2] and pradotokusumo [3] and the concept of learning model proposed by joyce and weil [1], ricards and rodgers [4] as well as the content and structure of teaching materials based on the study of the characteristics, structure, and presentation of teaching materials. learning model transformation text folklore by strengthening form illustrated story (over rides from text to images) is. transformation prose into comics forms through two process steps, namely (1) the structural analysis of the folklore. this stage is related to the structural analysis of the elements forming the story. (2) the process of moving to the written form in the form of images (comics). the theory is the basis for the removal of written form to form the image, are the stage modification and ekserp. the development of this model was in line with the vision, mission, and goals smkn as the city of tasikmalaya are basically the same. vision: to produce graduates who have the national identity, able to develop local advantage and compete in the global market. mission: to produce graduates who are productive, creative, and able to compete in national and global markets; have a national identity of thesuperior character. purpose: to equip students for a career, independently are able to adapt in the workplace according to their field and able to deal with changes in society, as well as a competent work force corresponding membership program choice. the application of the model aligned with context variables, process variables, and variable products based on the analysis of learning variables gall et al. [5]. studies focused on the context variable design study model of learning; the study focused on the process variable study teacher and student activities, and variable products focused on the study of students' ability to transform text into folklore picture story. application of learning model illustrates the effectiveness, success rate, and the acceptability of the application of the learning model transformation folklore texts. among these cooperative and collaborative learning mailto:setiar_tin@hotmail.com journal of education, teaching and 94-99 p-issn: 2477-5924 e-issn: 2477-4878 95 gather information, solve problems, think critically, and develop creativity [6]. text transformation folklore conducted in the aspect of learning to read appreciatively through listening and reading. application of this model was able to develop and create a variety of students' ideas. students are also able to explore the values in folklore. students can creatively express back ideas, ideas, and values of folklore. transformation of folklore in the form of text over the discourse as creations of folklore in the form of illustrated stories. ii. research method mixed method research procedures have combination/mix procedure qualitative and quantitative procedures. creswell at. al, [7]"other writers emphasize the mixed method technique or methods of collecting and analysing data" [8]-[9]. the study design is as followed: fig.1 research design exploratory design that researchers use in accordance with the opinion of creswell & clark [7] as shown below: fig. 2 research framework the design of the exploration design subsequential. the exploratory design procedure is done through a two-stage approach attributed to subsequential explorative design. the research began with the search phenomenon in the form of qualitative data. in the second stage, the preparation of quantitative data. furthermore, the results of research data, both qualitative and quantitative developed qualitatively. iii. result and discussion a.learning model development results ttcrpbcb learning model developed is included in the model group information processing (information processing family) as a model of learning that emphasize more how to strengthen internal impulse students. generally clumps helpful information processing model of teaching for selfdevelopment and social skillshelps students acquire information, ideas, skills, values, ways of thinking, the tools to express themselves, as well as ways of learning [10]. the development of this model has relevance prowess vocational students to the concept of communicative competence with a functional approach to language teaching. brown states given that communicative competence is the goal of a language classroom, instruction needs to point toward all its components: organization, pragmatic, strategic, and psychomotor. communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and students’eventual need to apply classroom learning to previously unrehearsed contexts in the real world[11]. communicative competence in language learning has a goal to achieve the best communication, namely by providing referrals to speak. not only the propriety user, fluency and accuracy in their true context. in the end, students need classroom learning applications for use in a real-world context through life skills in the world of work. communicative competence through language skills. text transformation folklore is a form of critical reading / creative and creative writing. aesthetic understanding, critical understanding, and pouring imaginative creativity. this is in accordance with the teaching model of information processing [10] with subknowledgesinestic based on the psychology of creativity [10] activity metacognitive develop cognition as an active process, critical, and creative[12]-[13]. slavin [6]states that the cooperative learning model student. among the strategies that are included in this category is to dig up information, creative problem solving, and critical thinking. in line with the cooperative learning model proposed slavin in the category of active learning, creative and critical thinking, in educational psychology, santrock [13] to include them in the information processing approach rooted in child cognition. on the basis of this association, this learning model applied in teaching literature appreciation. text transformation learning model folklore implemented in the core activities of learning study on 3 main phases. the main phases namely read, on reading, and after the read. process activities in groups of students share the task of working on worksheets and planning (step) to transform text of a story with the following steps: (a) planning (in the order table), (b) prepare the scenario, (c) melayout images, narration, and word balloons, with the guidance features creative students compose scenes picture images in accordance with the storyline. final activity, qual quan interpretation based on qual -----> quan results 1. students’ skill of reading appreciativel y: low 2. students’ character: undeveloped baseline 1. students’ skill of reading appreciatively : high 2. students’ character: developed effect 1. research and analysis of folktale 2. developing learning model 3. implementing learning model: ttcrpbcb treatment journal of education, teaching and 94-99 p-issn: 2477-5924 e-issn: 2477-4878 96 students take a final test (post-test). furthermore, teachers and students reflect on learning. phase fourth, fifth, and sixth events held outside school hours, outside the classroom, which is in the practical work (laboratory); sharing image results have been compiled. the results of the students' work are published on the web / or blog and magazine wall. evaluation tool to measure: (1) the ability to read the appreciative students as an aesthetic activity-receptive and critical-creative; (2) the ability to transform text folklore through strengthening the pictorial narrative form, as the activity of the product; and (3) the ability to analyse the values of the story. learning model development folklore text transformation through strengthening the pictorial narrative form (ttcrpbcb) tested with thelimited test, trial extends, and a validation test. during the process of development and test deployment, this model experienced two revisions. revisions were made based on the test results; consideration/input from experts and student responses. the second revision is based on test results, the student responses, and input from teachers. a. the first revision made on the design stage of transformation and reading assignments. it is adjusted to the level of ease, and student needs. this revision is also based on student responses after limited testing. stages draft text transformation reduced and simplified reading tasks. b. the second revision made in the form improve the application of the model. the main thing that the second revision made upon consideration on time lessonschedule. ttcrpbcb learning model application until the third phase of completing the tasks of reading and stages of transformation phase with enough time available. student activity sheet (lks) for phase transformation plan text, equipped with a guide examples of image features. phase 1, phase 2 and phase 3 is the core activity of learning to read appreciatively. phase 4 and phase 5 activities resumed in practical work space. phase 6 product publications displayed on the bulletin board and creativity contest. b. upgrades reading appreciative through critical reading and creative writing the concept of reading appreciative ricoeur as a basis for learning that leads to an appreciative view that reading is the interpretation of the type being-in-the-world (dasein) is revealed in the text. he also confirmed that the understanding of the best will happen if the reader is in the selfunderstanding. for ricoeur, literary reading involves the reader in the world prefiguration activity, and as a consequence of this activity, the questions of moral, philosophical, and aesthetic about the world, the actions be questions to be answered [14]. in addition, there is one more principle to be considered in relation to the understanding of literary texts is the notion of the "hermeneutic circle" initiated by dilthey and received by gadamer. that is, the process of reading appreciative activity involves understanding, reasoning, interpretation, imagination, and psychomotor the literary text. in regard ttcrpbcb learning model, students are required to not only be able to involve themselves on the stages theory appreciation moody [15] "... comprehend understanding ..." ie phases of information, perception, conception, and evaluation. furthermore, appreciative of the reading process, students are expected to be able to express creatively back (read creative) into another form (text transformation). the working process of theinformation processing a work process thoughts and feelings. slavin [6] states that in verbal learning are among the learning visualization image in mind to improve memory. many memory techniques which is based on the formation of the mental imagery to help remember the relationship. one method to increase the memory by using a depiction is to create a story to merge the information. factors that led to meaningful information is information that implies more easily learned. learning activities emphasize on activities to transform folklore text form into another form. the final form of the text transformation activities in the form of illustrated stories. as the transformation model oriented literary texts on the theory of joyce et al [16]belonging to the families or groups/clump the information processing family of models. the concept of information processing (the information processing) included in the learning theories of cognition presented to slavin [6] that the work poses a memory when receiving the stimulus will bring the perception that involves the interpretation of thought, experience, knowledge, motivation, and interest in, even the imagination. the information is understood and cared then transferred and stored the memory. information stored subsequently processed and responded to, to draw conclusions in the context of verbal or visual. concretization appreciative reader on reading process combines aesthetic understanding, comprehension receptive, critical understanding and creative understanding. in reading the whole aspect of it processed to achieve specific goals through the stages (1) perception, (2) recognition, (3) comprehension, (4) interpretation, (5) evaluation, and (6) the creation or utilization. it can be concluded that the creative process of critical reading is a process of reading done by someone who not only do the analysis, but also synthetic; not only understand what is written, but also implied. based on the viewpoint of approach / pragmatic critics, the aesthetic-receptive and critical-creative in reading appreciative are doing excavation of the aspects of the extrinsic and intrinsic aspects of a literary work. it is, as stated abrams [17]"critics pragmatic (pragmatic criticism) saw literature as a built to reach (get) certain effects on the audience (listener, reader), either in the form of effectiveness the effect of aesthetic pleasure or education, and other effects. journal of education, teaching and 94-99 p-issn: 2477-5924 e-issn: 2477-4878 97 improved reading skills appreciative learning model transformation as proof texts folklore through strengthening effective form of picture books used in teaching reading in class xii smk appreciative of tasikmalaya. this, according to the results of the validation test of the feasibility study model transformation through strengthening folklore texts form a picture story (ttcrpbcb). test validation of models describing the level of force, the success and effectiveness of the model, confirming the feasibility of developing models pembelajaan ttcrpbcb. according to figures the percentage of capacity in stages appreciation. the percentage is highest at this stage of information appreciation end capabilities first experimental group 90%, and 92% the second experimental group. the highest stage there is a perception in the first and second experimental group by 85%. stages highest conception 83 in the second experimental group. stages 82% appreciation of the highest evaluation in the second experimental group. this means that the validation test both the experimental group with the acquisition of a percentage grade reading skills highest appreciation. thus, the ability to read appreciative experienced a significant increase. the percentage in the classical style of the effectiveness of the model development stage illustrated by the ability to get 92% appreciation. ability stages appreciation of perception 85%, 83% conception appreciation ability, the ability of the appreciation of the evaluation, 85%. c. text transformation by strengthening shape folklore illustrated story (comics) the literary text is a network made up of various systems, codes, and traditions that were exposed by previous literary texts. various systems, ideas, and traditions of other texts outside of literature also berandil in constructing the meaning of a text. similar disclosed by [18], as a process of communication, the relationship between text and reader plays two functions. first, readers bookmark relationship textual scheme. readers compiled ties are not arbitrarily based on experience and his expectations. however, the mark based on its relevance to thetextual structure. second, the world was created for readers of literary texts from the perspective changes. readers have a duty to connect it to match the perspective of the textual structure. sekaitan with 'creation of text' concept riffaterre, transformation research conducted by pradotokusumo [3] against kakawin gajah mada can also be used as a handle. this study led to the theory of the origin of the application program as a script. hipogram application of the theory used pradotokusumo and pudentia it is (1) expansion, (2) conversion, (3) modification, and (4) ekserp. as with riffaterre that discusses the creation of the text via the conversion and expansion. riffaterre stated that the literature could be born from an earlier work called histogram[2]. a literary work may be variations and modifications earlier work. pradopo [19] states that the basic principles of textual work can only be understood its meaning intact when in relation to the work being hipogramnya. that is, a piece of literature that contains intertextuality is a form of response to a reader of the work that has been read. this shows that the intertextual relationship with a reception and response. ratna [20]that histogram is the foundation for creating new works, either by accepting or rejecting. transformation cross shape or control this vehicle, including changes in the level of linguistic (language) and the level of literature. the level of literature includes the transformation of the media, the story, characters, characters, plot, and setting. transformation prose into comics forms through two process steps, namely (1) the structural analysis of the classic folk tale and (2) the process of moving to the written form in the form of images (comics). the first stage related to the structural analysis of the elements forming the story. d.modifications in the process of transformation (transfer form) from text to pictures the concept of modification riffaterre [2]relating to the modification changes shapes and forms with modifications at the level of language and literature: (1) in a linguistic diversion linguistic level of prose into the bubble. (2) change (manipulation) on the elements of character, plot, setting, and scenes. for example, past figures in folklore and dimetaforakan analogy with the existing characters in contemporary life. students can creatively imagine about character / persona in the story of the past with the analogous to the character / persona today. for example, in the story "the queen prameswari panembahan" with the nickname "ambu hawuk". the central theme is that ambu hawuk (because of his legs gray) woman superhero. figures "ambu hawuk" analogous to robinhood ("ambu hawuk: robinhood tatar sukapura"). at this stage of modification students are given the freedom to express visually figure and the figure of either the main character or characters with different attributes subordinates in accordance with the character and physical features (profiles). thus the process of this transformation include the transformation of media, contents, figures / characters, plot, and setting. e. ekserp in the transformation process (transfer form) from text to pictures level and concept ekserp theoretical basis on the core story of manipulation related to the mandate and meanings that are tailored to the present. the story "ambu hawuk; robinhood tatar sukapura "of the title" queen prameswari panembahan "as the man who dared to stand against the king because the people see the state of misery induced royal stakeholders who cooperate with the occupiers. "ambu hawuk" manipulated like a female superhero figures like wonderwomen and robinhood. this story, better known students. based on this female superhero story, the students imagine the cast of "ambu hawuk" whose features are similar to wonderwomen / robinhood. at this level of transformation occurs in making the essence of the story journal of education, teaching and 94-99 p-issn: 2477-5924 e-issn: 2477-4878 98 elements of the mandate and values of stories adapted to the changing times. transformation occurred media, contents, cross-culture on the local, regional, and international level. text transformation scheme is described as follows. fig.3 schema modification and transformation ekserp text text tansformasi activities are guided by the features of the image (corresponding character pieces scene and groove). students creatively construct, develop, complete the word balloons, and enhance the image of characters. however, students are also given the freedom by his imagination to transform and adjust images according to interest. in fact there are students change the image manually without the aid of computer technology. there are students who sketched the first, followed by digital. and no group directly using digital. however, in general, students are able to be creative and imaginative, although not perfect. a tool to measure students' ability to transform into folklore in the form of illustrated stories intended to measure products. in this model used the measurement of five criteria: (1) the suitability of the groove image with the storyline, (2) the accuracy of describing the character of the characters, (3) the accuracy describes the setting of the story, (4) the suitability menyususn bubble, and (5) text interpretation folklore into the picture. from the stage of reading appreciative; designing a vehicle changes over to the story text in image form (melayout); then visualize into the shape of the image into a set of workable students. in the process of creative students can carry out activities demonstrated the ability to significantly above the target of 70 (70%). stages of design and compose the image guided with features footage with the storyline "ambu hawuk: robinhood tatar sukapura". as follows fig. 4 storyline "ambu hawuk: robinhood tatar sukapura" one example of creative text transformation products with features that panel prepared, equipped, and perfected, by the second validation test graders (class xii skills competency multi media) group "winnie the pooh". (sundus n., cahya amalia, cucu setiyaningsih, and riska santika). based on the assessment results of the assessment indicators comic image has the highest value. in addition, the group managed to enhance digital images. winnie the pooh group got a score of 3 on the suitability of the image flow with the storyline. this means that (1) the flow of comics describe fully the stages of people's storyline. the second aspect score of 2. this means that (2) is able to describe some of the characters precisely. the third aspect score of 3. this means that (3) is able to describe the whole setting of the story. the fourth aspect score of 3. this means that (4) is able to compile a description/narrative precisely and is able to make a speech bubble/dialogue with the appropriate figure. 3. the fifth aspect score means (5) the quality of the resulting cerita rakyat (verbal) cerita bergambar (visual/gam bar) modifika si pengalihan tataran prosa ke balon kata perubahan unsur tokoh, latar, alur, dan adegan ekserp manipulasi inti cerita (penyesuaian dengan masa kini) journal of education, teaching and 94-99 p-issn: 2477-5924 e-issn: 2477-4878 99 neat, clear, and interesting composition form. scores obtained 93. (93%) had already far exceeded the target (23%) of the target of 70 (70%). relevant research results with these advantages are 1) student learning experience as an indicator of teaching quality by zenawi zerihun & jos beishuizen & willem van os [21]. 2) a knowledge base for the teaching profession: what would it look like and how can we get one? by james hiebert, ronald gallimore, and james w. stigler [22]. iv. conclusions the test results / data analysis, we can conclude that, the learning model used ttcrpbcb capable and significantly improve students' skills in reading appreciative. the main objective (the learning outcomes) are improved reading skills appreciative. indicators of achievement should be focused on the student's ability to appreciate and explore the values of life contained in folklore (social values, moral / religious, and education). development learning model is based on objective vocational education is generally directed at vocational skill competencies and life skills in the workforce. creative application of this model more towards practical work. students who are interested to pursue the field of expertise to make a picture story or comic, teachers and schools can facilitate appropriate learning programs that have been scheduled. it is, relevant to research on components of visual literacy: teaching logos by paul a. alberto, laura fredrick, melissa hughes, laura mcintosh, and david cihak 2007, hammill institute on disabilities. the results showed that the image is part of the literature to improve literacy skills. teachers can set your creative work space in order to excite the imagination of students practice. of creativity product reading, the teacher directly introduced to the students that reading appreciative of the activities will produce a product picture story (comics), is not limited to reading (appreciate) the text folklore. relevant research results with these advantages are 1) student learning experience as an indicator of teaching quality by zenawi zerihun & jos beishuizen & willem van os[21].2) a knowledge base for the teaching profession: what would it look like and how can we get one? by james hiebert, ronald gallimore, and james w. stigler [22]. references [1] b.r. joyce., m. weil, and e. calhoun. models of teaching. vol. 499. englewood cliffs, nj: prentice-hall, 1986. [2] m. riffaterre. semiotics of poetry. london: routledge & kegan paul, 1978. [3] p.s. pradotokusumo.kakawin gajah mada sebuah karya sastra kakawin abad ke 20: suntingan naskah serta telaah struktur tokoh dan hubungan antar-teks. bandung: binacipta, 1986. [4] j.richardand t.s. rodger. approaches and methods in language teaching. london: cambridge language teaching library, 1986. [5] m.d.gall, w.r. borg and j.p. gall. educational research: an introduction. new york: allyn and bacon, 2003. [6] r.e. slavin. psikologi pendidikan teori dan praktikjilid 2.terjemahan. jakarta: pt indeks, 2011. [7] j.w.creswell., et al. “qualitative research designs: selection and implementation”. the counseling psychologist, vol. 35, pp. 236-264, mar. 2007. [8] j.w. creswell., et al. “advanced mixed methods research designs,” in handbook of mixed methods in social and behavioral research. a. tashakkori and c. teddlie, ed. london: sage publications,2003, pp.209-240. [9] j.c. greene. "is mixed methods social inquiry a distinctive methodology?". journal of mixed methods research, vol.2, pp. 7-22, jan. 2008. [10] b. joyce, m. weil, and e. calhoun. models of teaching, diterjemahkanoleh achmad fawaid dan ateilla mirza.yogyakarta: pustaka pelajar, 2011. [11] brown, h. douglas. prinsip pembelajaran dan pengajaran bahasa. terjemahan: noor holis dan yusi avianto pareanom. jakarta: compliments of the public affairs section u.s.embassy, 2007. [12] r.i.arends. learning to teach.belajar untuk mengajar. buku dua terjemahan. yogyakarta: pustaka pelajar, 2008. [13] j.w.santrock. psikologi pendidikan. educational psychology. buku1. jakarta: salemba humanika, 2014. [14] m.j. valdes. phenomenological hermeneutical hermeneutics and the study of literature. london: university of toronto press, 1987. [15] h.l.b.moody. the teaching of literatur. london: longman group ltd, 1974. [16] b. joyce., et al. models of teaching. new york: allyn and bacon, 2001. [17] r.d. pradopo. buku materi pokok puisi. jakarta: departemen pendidikan nasional, 1997. [18] r.t. segers. evaluasi teks sastra. diterjemahkan oleh suminto a. sayuti. yogyakarta: adicinta, 2000. [19] r.d. pradopo. kritik sastra indonesia modern. yogyakarta: gama media, 2002. [20] n.k ratna. sastra dan cultural studies: representasi fiksi dan fakta. pustaka pelajar, 2007. [21] z. zerihun, j. beishuizen, and w. van os. “student learning experience as indicator of teaching quality”. educational assessment, evaluation and accountability, vol.24, pp. 99-111, jan. 2012. [22] j. hiebert, r. gallimore, and j.w. stigler. "a knowledge base for the teaching profession: what would it look like and how can we get one?". educational researcher, vol.31, pp. 3-15, jun. 2002. https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22abbas+tashakkori%22&source=gbs_metadata_r&cad=9 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22abbas+tashakkori%22&source=gbs_metadata_r&cad=9 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22charles+teddlie%22&source=gbs_metadata_r&cad=9 isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 224-228 p-issn: 2477-5924 e-issn: 2477-8478 224 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. principal leadership behavior impact on the character education hanafiah1), ramazan2) 1) universitas samudra langsa, aceh, indonesia e-mail: hanifah1969.mpd@gmail.com 2) universitas samudra langsa, aceh, indonesia e-mail: ramazan@unsam.ac.id abstract. the principal as the leader directly is a real example in the work activities in the school environment. this study aims to look at the principal's leadership behavior, the relationship between the principal's leadership behaviors towards strengthening the character education of vocational students. this research uses a quantitative approach, using a cross-sectional survey method. the results of this study are based on the results of data processing obtained that five school principals have good leadership behavior with a percentage of 55.56%, and four school principals have reasonably good behavior with a percentage of 44.44%. partial test results obtained there is a relationship between the principal's leadership behavior towards strengthening the character education of vocational students on the east coast of aceh, principal's leadership behavior 58.8% to the student's character education. based on the results of data processing, it is obtained that from 9 vocational high schools in the eastern part of aceh that were studied, 5 schools (55.56%) principals had good leadership behaviors, and 4 schools (44.44 %) the principal has a fairly good leadership behavior. from the partial test results obtained that there is a relationship between the principal's leadership behaviors towards the education of the character strengthening of vocational students on the coast of east aceh. keywords: head leadership; character education; vocational students i. introduction every human being in his life needs education to be a good and right human being in living his life. it is stated in the national education system law no. 20 of 2003, that education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have religious spiritual power, self-control, personality, intelligence, noble morals , as well as the skills required by himself, society, nation and state (hasudungan et al., 2022). national education to function to develop capabilities and shape the dignified character and civilization of the nation in order to develop the life of the nation, which aims to develop the potential of students to become human beings and have faith and be devoted to god who almighty, noble, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen (putra et al., 2020). based on the understanding, functions and goals of education above, for the implementation of education carried out by schools that include all levels in which involved the principal, teachers, and students, as well as other education personnel. related to the role and functions of the principal, supriadi (in asmendri, 2014) formulates seven things more an attitude/behavior that the principal school should have in order to create a healthy school life, conducive and supportive school performance, namely: (1) has a vision clearly, (2) rely more collaborative approach, (3) responsive and proactive in responding to what is happening outside of school, (4) example and be consistent in enforcing the rules, (5) a lot of active and drops down (management by walking around) , (6) gives a lot of social rewards, and (7) create a variety of rides or activities that can develop pro-social skills (pro-social skills), faith and devotion of students. the principal can play an important role in the process of character education in schools. in addition to the structural and administrative officials at the school, the principal also serves as supervisor oversight and guidance to the dynamics of the group of teachers, laboratory assistants, administrators, and staff of school (cherkowski, 2016). the principal is the highest leader in the school, the pattern of leadership is very influential and even decisive on the progress of the school. an effective headmaster is optimistic, full of confidence and keeps good relationship with others (sivakumar & arun, 2019). therefore, in the leadership model the principal needs to get serious attention, because the leadership of the principal is the effort of the principal in influencing, encouraging, http://creativecommons.org/licenses/by-nc/4.0/ mailto:hanifah1969.mpd@gmail.com mailto:ramazan@unsam.ac.id journal of education, teaching, and learning volume 7 number 2 september 2022. page 224-228 p-issn: 2477-5924 e-issn: 2477-8478 225 guiding, directing and moving the teacher, staff, students, parents of students, and other parties involved to work and participate in achieving the goals set. leadership in an organization is important because it involves the imposition of influence that has changed the attitude and actions of subordinates to use various techniques to influence other individuals (huang, 2011). in its implementation, the success of the principal is strongly influenced by a strong personality, where the principal must develop a person who is confident, brave, passionate, and generous, has social sensitivity, and has a good character, where the education of the current character is now a movement nationwide, which began in 2010. the role of the principal is very crucial in the development of the school. the principals are responsible for maintaining such an environment (vasimalairaja, 2017). all school principals as leaders in schools must make the educational institutions, they lead become a means of strategy as forming the character of students, including vocational schools located in the coastal regions of eastern aceh which are the topic of this research, as part of the indonesian nation. the program of character building for coastal vocational high school students is expected to foster enthusiasm for learning and make students happy at school as a friendly home for growth and development. character education in schools is not only the responsibility of the principal as a leader but also the responsibility of the teacher as a person who deals directly with students every day. daily teacher behavior will be an example for students in school as a reinforcement of character education for students. the program of strengthening character education at all levels of education is contained in presidential regulation no. 87 of 2017 which has the objectives of: a. build and equip students as the golden generation of indonesia in 2045 with the soul of pancasila (pancasila is the state ideology of indonesia) and good character education in order to face the dynamics of change in the future, b. developing a national education platform that places character education as the main soul in the organization of education for students with the support of public engagement which is done through formal, non-formal and informal education with due regard to indonesia's diversity; and c. revitalize and strengthen the potential and competence of educators, education personnel, students, the community, and the family environment. the school is a place to instill the values of the nation's character building massively and effectively through the implementation of the main values of the national movement for the revolusi mental (mental revolution) in the religious, nationalist, independent, mutual cooperation and integrity sectors which will become the focus of learning, habituation, and culture. so that education the nation's character can truly change the behavior, way of thinking, and way of acting of all students for better and integrity (taufik, 2020). the movement to strengthen character education becomes increasingly urgent to be prioritized because of various issues that threaten the integrity and future of the nation such as rampant acts of intolerance and violence, rampant corruption, violent behavior in the educational environment and society, sexual crime, student brawl, free promiscuity, and the tendency of children young school age on drugs, in which it does not rule out the possibility that vocational students will also be involved in it (hartini, 2018). for this problem, vocational schools as one of the levels of education which is a place to educate the nation's children who are approaching adolescence whether they have implemented a program to strengthen character education for their students, especially vocational schools located in the east coast of aceh that are used as research objects this, which includes aceh tamiang, langsa city, and east aceh district. because all the problems mentioned above still continue to occur. to answer all these problems, this research needs to be done, by means of observing, interviewing, and giving questionnaires to be answered by vocational students in the eastern aceh coastal region. ii. methodology this study used a quantitative approach; it applied a cross-sectional survey method because the information collected about the variables studied is only done once research in the field and is taken from a predetermined population, both to obtain information about symptoms or variables to be examined according to what is in field or to find out whether there is a relationship between the variables involved. cross‑sectional study design is a type of observational study design. in a cross‑sectional study, the investigator measures the outcome and the exposures in the study participants at the same time (setia, 2016). the aim of crosssectional studies is to obtain reliable data that make possible to generate, robust conclusions, and create new hypotheses that can be investigated with new research (zangirolamiraimundo, 2018). a quantitative research method deals with quantifying and analysis variables in order to get results (apuke, 2017). williams (2011) remarks that quantitative research starts with a statement of a problem, generating of hypothesis or research question, reviewing related literature, and a quantitative analysis of data. the research steps that will be carried out consist of the preparation, implementation and analysis stages of the research data. preparation phase • make observations to sharpen the problem and the objectives to be achieved • develop an instrument of response to the leadership of the principal. • develop response instruments for teacher performance. • develop response instruments for students. implementation • provide response instruments analysis of research data • analyze the results of instrument responses journal of education, teaching, and learning volume 7 number 2 september 2022. page 224-228 p-issn: 2477-5924 e-issn: 2477-8478 226 the research will be carried out in accordance with the research focus, namely on the east coast of aceh province including east aceh, langsa city and aceh tamiang. research design iii. results and discussion to know the description of the leadership behavior of school principals in east coast vocational schools, the norm categorization consists of three categories of subjects, which are very good, good and quite good. normative tables used for the subject categories in this study can be seen in the following table.: table 1 norms of research respondent categories category norms formula category x ≤m – 1,5 sd quite good m – 1,5 sd < x ≤ m + 0,5 sd quite good m – 0,5 sd < x ≤ m + 0,5 sd quite good m + 0,5 sd < x ≤ m + 1,5 sd good m + 1,5 sd < x very good based on the norms that have been prepared, the researchers categorized the scores of each research respondent on the research variables. the reference criteria for evaluation are as follows: table 2. reference criteria research respondents categories category norms formula category x ≤ 30 quite good 30< x ≤ 40 quite good 40 < x≤ 50 quite good 50 < x ≤ 60 good 60 < x very good the results of the categorization of principals' leadership behaviors and teacher performance will be explained as follows: principal leadership behavior in vocational schools in the eastern coast of aceh based on the results of data processing, it is obtained that from 9 smks in the coastal areas of east aceh studied 5 (55.56%) principals had good leadership behavior, and 4 (44.44%) principals had quite good leadership behavior. hypothesis testing a. t test (partial test) the t test was conducted to show how far the influence of the independent variables (the leadership behavior of the principal) individually in explaining the variation of the dependent variable (student character education), which means that it has a significant effect if the calculated probability value <0.05 (significant significance). the results of the t test (partial) can be seen in the following table table 3. t test results (partial test) coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 116.703 12.797 9.119 .000 principal leadership .025 .123 .026 7.202 .041 a. dependent variable: students’ character education the hypotheses in this study are as follows: ha1: there is a significant relationship between the leadership behaviors of school principals on the education of strengthening the character of vocational students on the coast of east aceh. from the partial test results that the value of sig. for variable x1 (principal leadership) is 0.041 which is smaller than 0.05 (0.041 <0.05), this means a positive and significant effect so that it can be concluded that there is a relationship between the headmaster's leadership behavior towards strengthening the character education of vocational students in the eastern coast area of aceh. 2. coefficient of determination (r2) coefficient of determination (r2) measures how far the model's ability to carry the dependent variable (student character education). the coefficient of determination in this study uses the value of r square. the results of the determination test can be seen in the following table: behaviour leadership principal education strengthen students’ character journal of education, teaching, and learning volume 7 number 2 september 2022. page 224-228 p-issn: 2477-5924 e-issn: 2477-8478 227 tabel 5. determination test result model summary model r r square adjusted r square std. error of the estimate 1 .768a .588 .576 3.885 a. predictors: (constant), principal leadership in the table above it can be seen that the r value of 0.768, then the r square value of 0.588 which means that 58.8% of the variation in the value of student character education (y) is influenced by the leadership behavior of the principal (x1) while the rest (100% 58.8 % = 41.2%) explained by other variables not included in this study. based on the results of data processing, it is obtained that from 9 vocational high schools in the east coast of aceh that were studied, five school principals had good leadership behavior with a percentage of 55.56% and four school principals have good leadership behavior with a percentage of 44.44%. from the partial test results, it is found that there is a relationship between the leadership behaviors of the head towards the education of character strengthening of vocational students on the eastern coast of aceh. the purpose of the education program to strengthen character education in schools is to instill the values of the nation's character building massively and effectively through the implementation of the main values of the gerakan nasional revolusi mental (mental revolution national movement) in the religious, nationalist, independent, mutual cooperation, and integrity sectors that will be the focus of learning, habituation, and acculturation, so that national character education can truly change the behavior, ways of thinking, and ways of acting for all students to be better and have integrity. in its implementation, the success of the principal is strongly influenced by a strong personality, where the principal must develop a person who is confident, brave, passionate, and generous, has social sensitivity, and has good character, where the current character education is already a movement nationwide, which began in 2010. the principal has a very important role in mobilizing and harmonizing the educational resources available at the school and using them as needed. this means that the principal's leadership is one of the factors that can realize the vision, mission, goals, and objectives of the school through programs that are carried out in a planned and gradual manner. the role of leader is essential in all fields one such instance follows is school in which the behavior of the leader associated with the education of the students and the relationship with the employees (albu, 2013). the principal as the leader directly is a real example in the work activities in the school environment. the school principal that is diligent, meticulous, and cares for teachers, students and administrators at the school makes him a figure that can protect the school community. a leader to be able to start leading well is to have the nature of affection or love for what they lead. with this property, the leader will make human resources as the main asset of the most important and unmatched by any asset. in addition to the headmaster's leadership behavior another thing that influences student character education is teacher performance. related to teacher performance, the intended behavior is the teacher's activity in the learning process. the teacher's performance can be seen when he carries out teaching and learning interactions in class including his preparation both in the form of semester programs and teaching preparation. iv. conclusion based on the results of data processing, it is obtained that from 9 vocational high schools in the eastern coast of aceh that were studied by 5 people (55.56%) school principals had good leadership behavior, and 4 people (44.44%) principals had sufficient leadership behavior. from the partial test results obtained that there is a relationship between the leadership behaviors of school principals on the character strengthening education of vocational students on the coast of east aceh. to see the strengthening of vocational student character education in this study only takes one variable, namely the leadership behavior of the principal, it is recommended that other researchers be able to follow up with different variables who want to know about strengthening the character education of vocational students. recommendations from the results of the study need to be provided to smk headmasters in the coastal regions of eastern aceh given education training in positions related to character education. acknowledgment the author would like to thank the chancellor of samudra university through the research institute, community service and quality assurance, who have assisted in the funding of conducting this research through the flagship basic research program of lecturers. references albu, g. (2013). the teacher-headmaster and his relationship with himself. procedia social and behavioral sciences 78 (2013) 653 – 657 apuke, o.d. (2017). quantitative research methods a synopsis approach. arabian j bus manag review (kuwait chapter), 6 (10), pp: 40-47. doi: 10.12816/0040336 asmendri, (2014). the roles of school principal in the implementation of character education at boarding school. 21(2), pp: 104-111 cherkowski, s. (2016). exploring the role of the school principal in cultivating a professional learning climate. journal of school leadership, 26, pp: 523-543 hartini, s. (2018). discipline character of students in the journal of education, teaching, and learning volume 7 number 2 september 2022. page 224-228 p-issn: 2477-5924 e-issn: 2477-8478 228 modern era synergy of parents and teachers in state islamic junior high school in klaten regency. ta’allum: jurnal pendidikan islam, 6(2). https://doi.org/10.21274/taalum.2018.6.2.403-426 hasudungan, a. n., ofianto, & ningsih, t. z. (2022). learning loss: a real threat in education for underprivileged students and remote regions during the covid-19 pandemic. international journal of distance education and e-learning, 7(1), 12–23. https://doi.org/10.36261/ijdeel.v7i1.2223 huang, t.m. (2011). the relationship between headmasters’ leadership behavior and teachers’commitment in primary schools in the district of sarikei, sarawak. social and behavioral sciences 29 (2011) 1725 – 1732 international conference on education and educational psychology (iceepsy 2011) putra, p., liriwati, f. y., tahrim, t., syafrudin, s., & aslan, a. (2020). the students learning from home experiences during covid-19 school closures policy in indonesia. jurnal iqra’ : kajian ilmu pendidikan, 5(2), 30–42. https://doi.org/10.25217/ji.v5i2.1019 regulation law no. 20 of 2003 on national education system regulation law no. 87 of 2017 on strengthening character education setia ms. (2016). methodology series module 3: crosssectional studies. indian j dermatol 61, pp:261-4. sivakumar, a. & arun, a. (2019). leadership behaviour among school headmasters in coimbatore district. journal for multidisciplinary research, 9(3), pp: 112118 issn no: 2394-2886 taufik, m. (2020). strategic role of islamic religious education in strengthening character education in the era of industrial revolution 4.0. jurnal ilmiah islam futura, 20(1), 86. https://doi.org/10.22373/jiif.v20i1.5797 vasimalairaja, m. (2017). a study on leadership behaviour reported by school headmasters and its relation to emotional intelligence. global journal for research analysis, 6(10), pp: 50-52 williams, c. (2011). research methods. journal of business & economics research (jber), 5(3). zangirolami-raimundo j, echeimberg jo, leone c. (2018). research methodology topics: cross-sectional studies. journal of human growth and development. 28(3), pp:356-360. doi: http://dx.doi.org/10.7322/jhgd.152198 . https://doi.org/10.25217/ji.v5i2.1019 https://doi.org/10.22373/jiif.v20i1.5797 journal of education, teaching, and learning volume 4 number 1 march 2019. page 233-237 p-issn: 2477-5924 e-issn: 2477-8478 233 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. project citizen model as character education strengthening sulistyarini1), tri utami2), hasmika3) 1),2),3)universitas tanjungpura, pontianak, indonesia 1)e-mail: sulistyarini@fkip.untan.ac.id abstract. this study aims to see the effectiveness of the use of the project citizen model as strengthening character education in the learning of pancasila and citizenship education. this research is the experimental research. the model is applied to parallel class xii in state senior high school (sman) 8 pontianak. class xii ips 1 and class xii ips3. students of class xii ips 1 were treated by learning the project citizen model and class xii ips 3 by learning ordinary classical models (the teacher used the lecture and question and answer method). character values seen are religious, independent, cooperation, integrity, and nationalist values. based on the results of the t-test on the expansion class and the control class, the value of t sig (2-tailed) of 0.000 is smaller than 0.05 so that ho is rejected. it means that there is a significant difference in strengthening character education in the experimental class using a project citizen model with control who use ordinary learning and effect size. from this study, it is known that the impact of enhancing character education in the xii ips class of sman 8 pontianak is equal to 1 in the high category, thus learning with the project citizen model is effective as a reinforcement of character education. keywords: project citizen; character strengthening education; education for pancasila and citizenship i. introduction the occurrence of various phenomena of acts of violence in the community such as the abuse of drugs, acts of corruption, rape, student brawls, the practice of prostitution among students, motorbikes, cheating in examinations and many more are indicative of moral degradation. this condition is very troubling and makes restlessness, not excessive if the experts say that this nation is in trouble and must be handled or repaired through character education as expressed by mulyasa (2007: 17). education plays a huge role in realizing a whole and independent human being and being a noble and beneficial human being in his environment. knowledge makes people understand that they are creatures who are blessed with advantages compared to other creatures. education provides a great contribution to the state regarding advancing a nation and becoming a vehicle for understanding constitutional messages and building character (nation character building). character education in many opinions of experts can be said as a conscious and planned business that is applied to get a learning process so that students can actively develop their potential as human that has feelings, desires, willingness manifested in positive thinking and acting, wise and responsible. the government, in this case, took the initiative in the 2005-2025 national long term development plan by prioritizing character development. this was realized by the ministry of education by launching the application of character education for all levels of education, from the level of basic education to tertiary education. understanding of characters according to corley & minict (budimansyah, 2009: 45) is said to be a person's attitudes and habits that allow and facilitate moral action. character is defined as a set of traits that are always admired as signs of kindness, policy, and moral maturity. (zuchdi, 2008: 39). character is also interpreted as a value that has become a habit of life so that it becomes a fixed trait in a person, such as hard work, never giving up, being honest, simple and others. (adisusilo, 2012: 77). in one study harmawati (2016: 31) states that the character is a character that can affect all actions of one another. in addition, kesuma and permana (2011: 79) also states that the character is a dynamic condition of the anthropological structure of an individual that does not stop at its natural determination but also attempts to become increasingly integral to overcome the determination of nature in itself as a continuous and refinement process. in the formulation of the national character building development policy (2010), it is affirmed that what is meant by character is distinctive good values (knowing good values, willingness to do good, good life, and good impact http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 233-237 p-issn: 2477-5924 e-issn: 2477-8478 234 on the environment) imprinted in self and manifest in behavior . character education which has been proclaimed as a national movement in 2010 turned out the fact was not strong enough. therefore character education is echoed again and strengthened again as the national character education movement through the national character education strengthening (ppk) program in 2016. the ministry of national education has also developed a grand design of character education in each path, level, and type of education unit. the follow-up of the policy is the formulation of the five main values of characters that are interconnected to form a value network and need to be developed as a priority for the character education strengthening (ppk) movement. the five main values are; (1) religious, (2) nationalists, (3) independent, (4) mutual cooperation, and (5) integrity. the pancasila and citizenship education subject (ppkn) is one of the subjects taught in school, designed to form students who have noble faith and character as shown by the indonesian philosophy of life, namely pancasila so that they can act as effective and responsible citizens. . pancasila education and citizenship are subjects that have a mission as pancasila values and moral education, awareness of the norms and constitutions of the 1945 constitution, developing commitment to the republic of indonesia and understanding of the philosophy of unity in diversity. pancasila education and citizenship in schools aim to prepare students to be good and smart citizens (to be smart and good citizens) based on pancasila values, namely citizens who have sensitivity, responsiveness, critical. citizens who have knowledge, attitudes and values and skills. one adaptive learning model currently developed in indonesia is a model of citizenship learning practice commonly called project citizen in which there is a portfolio of student learning outcomes. as a problem-based instructional treatment, the project citizen functions to develop knowledge, skills and character of citizenship. democratic ones. the citizen project is one of the potential models for conducting character-based learning that is believed to be able to transform values into students. (budimansyah, 2018: 131). in connection with the enthusiasm for strengthening character education, in this case it is through a class-based approach. then the citizen project model can be an alternative that can be applied in ppkn learning in schools. in his research report jayadiputra (2015: 17) said that learning with a project citizen model is very suitable to be applied in pkn subjects, because civics subjects function as a vehicle for forming intelligent, skilled and character citizens. looking at this matter, it is worth checking out how citizen project models can be applied to strengthen character education in the learning of ppkn. ii. research method the research design used is only pre-test and posttest control group design (suryabrata, 2000: 35) the method used in this research is the experimental method. the basis for using this method is because researchers want to know the difference in the project citizen model towards strengthening character education. according to sugiyono (2006: 73) there are four forms of experimental research design, namely: (1) pre-experimental designs (2) trueexperimental designs (3) factorial designs (4) quasiexperimental designs. the form of research used in this study is true-experimental designs in the form of posttestonly control design. in this form there is a post, there are two groups, each chosen randomly (r). the first group was given treatment (x) and the other group did not. the treated group is called the experimental group and the non-treated group is called the control group. thus the results of the treatment can be known to be more accurate, because it can compare with the class given treatment with the untreated. the target in this study is the population of students of class xii ips in total 316 people. according to arikunto (2006: 90) the population is a generalization area consisting of objects or subjects that have certain qualities and characteristics set by researchers to be studied and drawn conclusions. maolani, et al (2015: 39) state that the population is all members of a group of people, events, or objects determined in a study. according to arikunto (2006: 131) the sample is a portion of the population studied. whereas according to maolani, et al (2015: 39) the sample is a part of an object. agreeing with the thoughts of arikunto and maolani, et al., the sample according to sugiyono (2017: 81) is part of the number and characteristics possessed by the population. the sample in this study were students of class xii ips 1 and xii ips 3 pontianak 8 n senior high school. sampling using purposive sampling technique, with the consideration that both of these classes are classes that have the same academic ability, are taught by the same teacher and the same lesson hours . data collection techniques used in this study were (1) direct observation techniques, (2) indirect communication techniques. indirect communication techniques, namely by distributing questionnaires to students who are sampled after participating in learning with a project citizen model and in students in the control class. direct observation technique that is by making direct observations in the classroom when the teacher teaches using a project citizen model. data collection tools used are two data collection tools, namely observation guidelines, namely note sheets that contain guidelines in making observations or observations during teaching and learning activities, questionnaires or questionnaires. the tools is to collect data in the form of a list of written questions that must be answered in writing by respondents hope that researchers can obtain information or data that is in accordance with their research problems. . questionnaires will be given to students who were sampled in this study. in this study, the author uses a closed questionnaire by giving questions accompanied by answers that are bound to some possible solutions that have been provided. journal of education, teaching, and learning volume 4 number 1 march 2019. page 233-237 p-issn: 2477-5924 e-issn: 2477-8478 235 after getting the research data, the researcher processed the data starting with the instrument test. the first is to test the validity of the data. according to arikunto (2006: 168) "validity is a measure that shows the levels of validity or validity of an instrument". the validity test in this study is the product moment correlation test using spss version 18.0. after calculated using product moment correlation, value rᵪᵧ is obtained, where the value rᵪᵧ shows the correlation index of the results of the two variables that have been correlated. then the results are compared with r table and df = n k with an error rate of 5%, if r table <r counts then the item can be said to be valid. but on the contrary, if r table> shoot then the item is said to be invalid. based on the results of the validity test, it can be seen that out of 50 questions there are 10 invalid questions. a reliable instrument, which will reliably produce reliable data too. if the data is indeed in accordance with the reality, then the number of times taken will still be the same. reliable can be interpreted as trustworthy to be reliable. therefore the author feels the need to conduct a reliability test so that the instrument used is really a suitable measuring instrument. the calculation of reliability formula researchers used the help of the spss version 20.0 program from the reliability test, the authors looked at the value of cronbach alpha with the rules of testing that is if the alpha value <0.60 then, the research instrument can be said to be unreliable. whereas, if the alpha value is ˃ 0.60 then, the research instrument is reliable. instruments that have been tested with validity and reliability tests are then used for data retrieval. the collected data is then processed which is called data analysis. from the table of reliability calculation using the help of the spss 20.0 program it can be seen that the reliability coefficient value is equal to 0.904 greater than 0.60 then the instrument used is declared reliable or reliable. according to sugiyono (2017: 147), "data analysis is an activity after data from all respondents or other data sources are collected. activities in data analysis are: grouping data based on variables and types of respondents, tabulating data based on variables from all respondents, presenting data for each variable under study, performing calculations to test hypotheses that have been proposed ". the data analysis technique in quantitative research uses descriptive percentage analysis techniques. here are the options for scoring, with criteria for assessment strongly agree with score 5, agree with score 4, disagree with score 3, disagree with score 2, strongly disagree score 1. then the researcher consulted the results of the percentage calculation with the percentage criteria table. the steps for processing the data are as follows: (1) test for normality. the normality test is used to find out whether the data obtained from each variable is normally distributed or not. data is declared to be normally distributed if the significance level is greater 0.05 (p > 5%), can be calculated using the spss 20.0 program with the kolmogorov-smirnov test using the formula: kd= 136 √ 𝑛1+𝑛2 𝑛1𝑛2 the normality test of the data in this study will use the spss 20.0 program. (2) homogeneity test, variance homogeneity test was conducted to determine whether or not there was a significant difference in arithmetic mean among the sample groups studied. the formula used is the leven's formula whose calculation process is carried out with the help of the spss version 20.0 computer program. (3) independent sample t-test. the independent sample t-test is used to determine the average between two independent groups, namely to prove whether or not there is strengthening of character education for students in pancasila and citizenship education subjects between those who use the project citizen learning model and those who do not use the project citizen learning model. iii. results and discussions a. results the analysis used in this study is descriptive analysis of percentages and t-tests. descriptive analysis of percentages is used to determine the attitude of students' character. and the t-test is used to determine the differences between the two groups, namely to prove whether or not there is strengthening of character education for students in pancasila and citizenship education subjects between those who use the project citizen learning model and those who do not use the project citizen learning model. to answer the first sub-problem, namely how to implement the project citizen model in ppkn learning at sman 8 pontianak, in this study using observations and observations showed that the project citizen model applied in learning ppkn in class xii ips 1 of sman 8 pontianak had been carried out according with the stages or steps. this citizen project model in its implementation can activate students in the class as a whole, in the sense that all students are actively involved through the stages that have been implemented as revealed by budimansyah (2009: 1). the project citizen model is a treatment for developing knowledge, skills and character of democratic citizenship that encourages participation in government and civil society. to answer the second subproblem, namely how is the value of strengthening student character education after the project citizen model was applied in ppkn learning at sman 8 pontianak then using descriptive percentage analysis. the value of strengthening student character education after the project citizen model was applied in ppkn learning at sman 8 pontianak the results showed that of the five indicators of reinforcement of character education in the classroom, religious 89.32% independent 82.5%, 86.08% integrity, nationalism 85.33% and collaboration work (gotong royong) 86.21, it can be concluded that the strengthening of character education is 46.42% while the category is quite high while the research results show that of the five indicators of strengthening character education in the control class namely 81.82% journal of education, teaching, and learning volume 4 number 1 march 2019. page 233-237 p-issn: 2477-5924 e-issn: 2477-8478 236 independent 83.31%, 80.06% integrity, nationalism 80.13% and mutual cooperation 88.37. it can be concluded that the strengthening of character education is 50.07% while in enough category. to answer the third sub-problem namely is there a difference in the reinforcement value of character education in ppkn learning between the experimental class and the control class. (1) test the normality of data. table i data of normality test one-sample kolmogorov-smirnov test experiment control n 37 37 normal parametersa,b mean 171.32 155.16 std. deviation 12.959 14.745 most extreme differences absolute 0.145 0.078 positive 0.145 0.058 negative -0.078 -0.078 kolmogorov-smirnov z 0.883 0.474 asymp. sig. (2-tailed) 0.417 0.978 a. test distribution is normal. b. calculated from data. source: spss output based on the normality test, it can be obtained that the kolmogorov-smirnov z value in the experimental class is 0.552 with sig of 0.921 and kolmogorov-smirnov z in the control class is 0.751 with sig of 0.625. from these data it can be seen that asymp. sig. (2-tailed) the distribution of data obtained is greater than alpha 0.05. it can be concluded that asymp. sig. (2-tailed) on each variable with normal distribution. (2) test data homogeneity. then the homogeneity test was conducted to find out whether some sample data groups came from populations that had the same variant. table iii data of homogenity test test of homogeneity of variances questionnaire result levene statistic df1 df2 sig. 0.453 1 72 0.503 source: output spss this homogeneity test uses the levene test with the spss 20.0 program with a significance level of 5%. the decision-making criteria is if the value of sig <0.05 then the data comes from a population that has a non-homogeneous variance, conversely if the value of sig> 0.05 then the data comes from populations that have homogeneous variance. it can be concluded that the distribution of data on homogeneous students or the same variant. (3) t-test to find out the difference in reinforcement values of character education in ppkn learning between the experimental class and the control class. table iiiii t test questionnaire result experiment control mean 16.162 16.162 std. error difference 3.227 3.227 95% confidence interval of the difference lower 9.729 0.078 upper 22.596 0.058 t 5.01 5.01 df 72 70.8 sig. (2-tailed) 0.00 0.00 source: output spss it can be seen that the sig (2-tailed) value of 0,000 is smaller than 0.05 so ho is rejected. from these results indicate a difference in the strengthening of character education in the xii ips class of sman 8 pontianak in the experimental class with the control class. from the results of the effect size calculation, it is known that the impact of strengthening character education in the xii ips class of sman 8 pontianak is equal to 1 in the high category. b. discussions observation results and observations conducted indicate that the project citizen model applied in learning ppkn in class xii ips 1 of sman 8 pontianak has been carried out in accordance with the stages or steps. in this implementation, the citizen project model can activate students in the class as a whole. as revealed by budimansyah (2009: 1) that the citizen project model is a treatment to develop knowledge, skills and character of democratic citizenship. in each stage of the citizen project model, students get experience to sharpen their cognitive, affective and psychomotor skills and can be seen the emergence of the primary values of strengthening character education, religious values, independence, integrity, mutual cooperation and nationalism. changes that arise from the learning process are displayed in character, as behavior based on noble values (koesoema, 2007). this is also in line with the results of trisiana's (2016) study which stated that the implementation of the project citizen model in pancasila education and citizenship in high school resulted in an affective and intellectual reinforcement that influenced to social attitudes, social skills and spiritual attitudes. the results of the study show that of the five indicators of character education reinforcement in the experiment class namely religious 89.32% independent 82.5%, 86.08% integrity, nationalism 85.33% and mutual cooperation 86.21, it can be concluded that strengthening character education is 50,07% while the category is quite high while the results of the study show that of the five indicators of strengthening character education in the control class namely religious 81.82% independent 83.31%, 80.06% integrity, nationalism 80.13% and mutual cooperation 88, 37, it can be concluded that the strengthening of character education is 46,42% while the category is quite high journal of education, teaching, and learning volume 4 number 1 march 2019. page 233-237 p-issn: 2477-5924 e-issn: 2477-8478 237 the results of data analysis showed that there were differences in character education reinforcement in the ips xii class of sman 8 pontianak in the experimental class with the control class. based on the results. 2-tailed) equal to 0,000 less than 0.05 so ho is rejected. from these results indicate a difference in the strengthening of character education in the xii ips class of sman 8 pontianak in the experimental class with the control class. from the results of the effect size calculation, it is known that the impact of strengthening character education in the xii ips class of sman 8 pontianak is equal to 1 in the high category. iv. conclusions and suggestions a. conclusions based on the results of research and discussion it can be drawn the following conclusions: 1) implementation of project citizen model in ppkn learning at sman 8 pontianak the first activity carried out, namely groups are asked to submit prospective problems. the process of selecting class problems is done through elections. the problem chosen is about "corruption". the four groups that have been formed each have problems that must be resolved and for their last assignment the students do a showcase. in this broadcasting event, the group's appearance is judged by the jury. overall, each group was very enthusiastic when they came forward. each group member strives to appear optimally. students who had never actively argued, at the showcase were able to argue, in conclusion the implementation of the project citizen model in ppkn learning at sman 8 pontianak following the stages or steps. the model of this citizen project can enable students in the class as a whole. 2) the value of strengthening student character education after the project citizen model was applied in the ppkn learning at sman 8 pontianak. the results showed that of the five indicators of character education reinforcement in the class, namely religious 89.32% independent 82.5%, 86.08% integrity, nationalism 85 , 33% and collaboration work (gotong royong) 86.21, it can be concluded that the strengthening of character education is 46.42% while the category is quite high while the results of the study show that of the five indicators of strengthening character education in the control class namely 81.82% independent 83, 31%, 80.06% integrity, nationalism 80.13% and mutual cooperation 88.37, it can be concluded that the strengthening of character education is 50.07% while the category is quite high. 3) differences in the reinforcement values of character education in ppkn learning between the experimental class and the control class can be known based on the t-test that the sig (2-tailed) value of 0.000 is smaller than 0.05 so that ho is rejected. character education in class xii ips in sman 8 pontianak in the experimental class with the control class. from the results of the effect size calculation, it is known that the impact of strengthening character education in the xii ips class of sman 8 pontianak is equal to 1 in the high category. b. suggestions based on the conclusions that have been submitted, the suggestions are as follows: 1. the project citizen model can be used as an alternative in teaching pancasila and citizenship education which can be a reinforcement of class-based character education. 2. educators can use the project citizen model as an application to hone the cognitive, affective and psychomotor abilities of students in the learning process. references adisusilo. (2012). pembelajaran nilai-nilai karakter. jakarta: raja grafindo persada. arikunto suharsimi. (2006). prosedur penelitian suatu pendekatan praktik. edisi revisi vi jakarta: asdi mahasatya. budimansyah,d. (2009). inovasi pembelajaran project citizen. bandung: program studi pkn sps upi ____________. (2018). perancangan pembelajaran berbasis karakter. bandung;widya aksara press. harmawati, yuni., karim, a.a. & rahmat. (2016) . kajian nilai budaya tradisi dieng cultural festival sebagai kearifan lokal untuk membangun karakter bangsa (studi kasus di dataran tinggi dieng, dieng kulon banjarnegara). 3(2). jayadiputra. (2015). model project citizen dalam pembelajaran pkn. cisoc, 2(1), juni 2015/ issn146—1802. kesuma, triana c & permana j. (2011). pendidikan karakter : kajian &praktik di sekolah. bandung: pt. remaja rosdakarya. koesoema. d. (2007). pendidikan karakter: strategi mendidik anak di zaman global. jakarta; grasindo maolani rukaesih a, cahyana & ucu. (2015). metodologi penelitian pendidikan. jakarta. pt rajagrafindo persada. megawangi, ratna. (2004). pendidikan karakter, solusi yang tepat untuk membangun bangsa. bogor: indonesia heritage foundation. mulyasa. (2017). manajemen pendidikan karakter. bandung: remaja rosdakarya. republik indonesia. (2010). kebijakan nasional pembangunan karakter bangsa. jakarta: kementerian koordinator kesejahteraan rakyat. sugiyono. (2006). metode penelitian administratif. bandung: cv. alfabeta. _______. (2017). metode penelitian kuantitatif, kualitatif dan r&d. bandung: cv. alfabeta. suryabrata. (2000). metode penelitian. jakarta: pt raja grafindo persada. trisiana, a. (2016). pengembangan model project citizen untuk pendidikan karakter di sekolah menengah atas surakarta. thesis. universitas sebelas maret zuchdi, darmiyati. (2008). humanisasi pendidikan. jakarta: bumi aksara. isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 1 march 2019. page 217-221 p-issn: 2477-5924 e-issn: 2477-4878 217 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. analysis of intellectual capital developed by economic teachers in pontianak city state high school maria ulfah untan, pontianak, indonesia e-mail: mariafkip@yahoo.co.id abstract. this study aims to describe the intellectual capital developed by economic teachers in pontianak city state high school. the approach used in this study is descriptive qualitative. data were collected from 10 economic teachers from pontianak city high school. data analysis uses descriptive qualitative techniques while data collection uses interviews, observation, and documentation as well as field notes/log book. intellectual capital developed by economic teachers to improve the quality of graduates by conducting interviews with teachers on the development of intellectual capital, as well as conducting interviews with students and principals as cross-check data. in addition, the researcher also observed the teacher's activities in developing intellectual capital. the results showed that: (1) intellectual capital developed by economic teachers at pontianak city public high school was in the form of competencies, namely mgmp activities, mutual respect, adjusting and helping the work completed assigned by superiors to fellow teachers. whereas in the form of commitment is trust in the pgri organization. to control the work developed by t he economic teacher by means of independence and freedom of the teacher in making learning plans, controlling the learning and decisionmaking processes during the learning process. keywords: economic; intellectual capital; high school teachers i. introduction human resources are an integral part of the management process of business and public organizations including teachers as human capital resources in the management of educational organizations. the role of human resources in performance constellations pervades each level of the organization to be the main concern and weapon facing various increasingly competitive demands. organizational pressures in the industrial revolution era include increasing information requirements due to technological changes, changes in economic policies, labor, and demands for quality with various strict requirements. as an illustration, management of organizations within the school environment is faced with quality issues, namely having to meet 8 educational standards which are indicators of school quality and performance. at present, the issue of quality and performance of education in the school environment is a critical issue of national education. management of school organizations, especially 85% of senior high schools (sma)/madrasah aliah (mi), state high schools (smk) in pontianak, are indeed faced with quality problems as an important part of performance indicators. mastery of teachers in most basic competencies (kd) is still weak, teacher mastery of graduate competency standards (skl) is not optimal, the evaluation system has not referred to the measurement techniques of students. even though the problems of kd and skl are indicators of the indonesian national education standards which are the responsibility of education human resources, especially teachers. thus, human resource development is urgently needed through education (djaali, 2012:2). based on the results of the average national examination the scores of students in high school subjects in the national examination in pontianak in the last two years have decreased in quality, even though the number of graduates has increased. this is in accordance with what was said by the chairperson of the west kalimantan national examination committee kusnadi (antara kalbar), saying there was a decline in the results of the national examination at the sma/smk/ma level in the province this year compared to 2016. kusnadi gave an example, the decline in value occurred in the average value of indonesian language subjects for sma/ma. the value obtained was 68.82, the value category c, then, for social sciences majors, for example, the average score obtained by students was 58.21 with category c. this included in economic subjects. "at present, what can be seen from the national examination scores is only the average score http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 1 march 2019. page 217-221 p-issn: 2477-5924 e-issn: 2477-4878 218 for the subjects," he said. the decline in the value of these subjects, especially economics, of course, leads to the value of the national examination which is no longer used as a graduation standard which causes students not to be motivated to learn in facing the national examination. in addition, of course, the role of the teacher is needed as a motivator to improve performance obtained from the ability to portray intellectual capital. the normative idea has assumed that intellectual capital produces better performance. an important issue in intellectual capital is to ensure the suitability of individuals to present standards, eliminate uncertainty, and increase the predictability of individual behavior in the workplace (sungchoon and scott, 2015: 36). the contribution of intellectual capital, especially by school institutions. some principals, teachers, and other school residents have not yet known and understood intellectual capital in schools. some of them already understand it, but don't know how to make the most of it. intellectual capital owned by the school can be used to help schools in an effort to build school quality so that school quality is achieved to the fullest. existing phenomena show that in some schools teachers are less able to develop intellectual capital that exists between them and their partners. the results of the study of sukarno and ardyanfitri (2016: 61) say that intellectual capital is able to contribute significantly to the performance of teachers in several high schools in sidoarjo. intellectual capital to build educator and community competencies, cooperation and mutual awareness. this can be applied in education. the importance of developing intellectual capital in the educational environment needs to be explained again how a teacher is able to develop intellectual capital to improve its performance. thus intellectual capital is an important part that must be owned by the teacher. this statement is supported by kelly's assessment (2014: 609) which confirms that: “the key human intellectual capital in schools include: a) competency capital, or the skills and know-how of teachers and administrators; b) attitude capital, which comprises motivation, strategic intent and work ethics; and c) intellectual agility, which entails the ability of teachers, administrators and students to innovate and change practices when problems arise.” in the industrial 4.0 era teachers as educational leadership in schools are required to express reflected professional competencies in three forms of capital namely intellectual capital, social capital and organizational capital, in building effective schools. a school that effectively mobilizes capital to achieve educational outcomes. intellectual capital refers to the resources of the collective knowledge produced and experienced in school between school members to improve the quality of graduates. the quality of graduates of a school is determined by the intellectual competencies possessed by the teacher, namely the character and attitude or willingness and ability of the individual intellectual (can be knowledge, skills, professional understanding, contextual understanding) that are relatively stable when dealing with problems in the workplace, which are formed from synergy between character, self-concept, internal motivation, and contextual knowledge capacity. this intellectual competence is internalized in the form of nine competencies (spencer & spencer, 2013: 35) as follows: 1) achievement, 2) job satisfaction 3) initiative, 4) mastery of information 5) analytical thinking, 6) practical skills, 7) conceptual thinking, 8) linguistic ability and 9) narrative ability. teachers, in this case, are referred to as human resources which have an important and dominant role in an educational institution at the high school level. therefore intellectual capital that has been owned by the school needs to be maintained and developed its quality. in principle, the goal of teacher intellectual capital is to create quality graduates who are able to compete competently in the outside world. thus the management of good intellectual capital is expected to be able to improve teacher performance in high school. in the public sector, especially for senior secondary education, there are very few studies related to the development of intellectual capital. in fact, high school education is considered as an institution that plays an important role in the secondary education system. the main purpose of education is to produce and disseminate knowledge, and the most important investment for high school education is in the human resource development sector which is an important part of intellectual capital (yuniningsih, 2017). the scope of the limitation in this study is intellectual capital developed by the teacher using the opinion of burr & girardi (2012: 77), with dimensions: competence, commitment, and work control. from these problems, the purpose of this study is to express the form of intellectual capital developed by economic teachers in pontianak city high school in order to improve the quality of graduates, especially the quality of the value of economic subjects. ii. research method this research is a qualitative descriptive study that there is not special treatment on the variables studied. qualitative descriptive techniques are used to process findings data in research activities carried out. the subjects of this study were public high school economics teachers in the city of pontianak. the object of research is the intellectual capital developed by economic teachers in public high schools. data in research uses two types of data, namely primary data and secondary data. primary data was collected from pontianak state high school economics teachers, while secondary data was collected by students. data collection techniques used are interviews, observation and documentation and field notes/log books. the instruments of data collection are interviews and observations. data analysis includes data managing, reading, and memorizing, describing, classifying, interpreting, and visualizing. iii. results and discussion a. results based on the results of data collection on the object of research in pontianak city high school concerning journal of education, teaching, and learning volume 4 number 1 march 2019. page 217-221 p-issn: 2477-5924 e-issn: 2477-4878 219 intellectual capital developed by economic teachers, the following data were obtained. table i characteristics of informants based on school accreditation status no alternative answers frequency percentage (%) 1 a accreditation 10 100 2 b accreditation total 10 100 table iii characteristics of informants based on education level no alternative answers frequency percentage (%) 1 bachelor degree (s1) 7 70 2 postgraduate (s2) 3 30 total 10 100 table iiiii characteristics of informants based on working period no alternative answers frequency percentage (%) 1 10 – 15 years 5 50 2 16 – 21 years 1 10 3 22 – 27 years 4 40 total 10 100 table ivv characteristics of informants based on having educator certificates no alternative answers frequency percentage (%) 1 have an educator certificate 10 100 2 do not have a certificate total 10 100 table v developing intellectual capital developed by economic teachers no alternative answers very good good pretty good not good total 1 intellectual competence emotional competence social competence 8 3 7 2 6 2 1 1 10 10 10 2 affective commitment relational commitment normative commitment 5 4 2 4 4 2 1 2 5 1 10 10 10 3 job control 2 6 1 1 10 based on the results of interviews and observations of intellectual capital developed by economic teachers at pontianak city public high school, they include: a. intellectual competencies developed by economic teachers from the research, it was revealed that the intellectual competencies possessed by economic teachers were very good categories and were developed by teachers through mgmp activities that were always carried out by all teachers once a month in turns at school. in this activity, the teacher discusses some economic material that is considered difficult and looks for learning strategies together to improve student learning outcomes. this activity is only limited to fellow teachers and has never been brought in from outside parties. in competencies among teachers, many are based on teacher competencies in mastering their respective fields. each teacher believes that the teacher who teaches in a public high school has qualified as a teacher based on a diploma that all teachers have an academic qualification in accordance with the field of study and 70% of graduates in economics and 30% masters in education in economic education, and all have educator certificates. the results of the observations show the ability of several economics teachers in implementing learning and practicing economic material through the application of cooperative activities. b. emotional competencies developed by economic teachers from the research, it was revealed that the emotional competencies possessed by economic teachers were in a good category and were developed by the teacher through mutual respect, adjusting and helping to complete the work assigned by the boss to fellow teachers. in the process of economic learning, there are still some teachers who have not developed emotional competence well. this occurs in some economic teachers who have a relative tenure of 10-15 years. c. social competencies developed by economic teachers from the research, it was revealed that the social competencies possessed by economic teachers were in a good category and were developed by teachers through mutual building attitudes and maintaining a network of cooperation among fellow economic teachers to remain intimate and warm by forming a family of economic teacher families. in addition, it also develops specific feedback to students regarding material to improve learning outcomes through social media. the form of social competence for students is done by receiving communication services with students through whatsapp. this activity is mostly carried out by economic teachers who are relatively young and new tenure ranges from 10 years. whereas for a period of work that is relatively long in communication about learning with students is only enough at school. d. affective commitments developed by economic teachers from the research, it was revealed that the affective commitment of the average economic teacher was good and was developed through trust in the pgri organization as part of his life and spent his life teaching at the school. they always follow the activities carried out by pgri to fight for their destiny to maintain a decent life as a teacher. likewise in economic learning, most economic teachers already have a journal of education, teaching, and learning volume 4 number 1 march 2019. page 217-221 p-issn: 2477-5924 e-issn: 2477-4878 220 commitment to enforce rules such as building commitment together with students in learning. e. relational commitments developed by economic teachers from the research, it was revealed that the relational commitment possessed by economic teachers was on average good and was developed through an attitude of loyalty to his work as an economic teacher where they felt disturbed when delaying work, especially until they did not enter teaching. in addition, they also develop it through loyalty to the leaders and the schools where they serve. f. normative commitments developed by economic teachers from the research, it was revealed that the normative commitment possessed by economic teachers on average was quite good and was developed through a sufficient attitude to obey the rules in carrying out work and enough to try to remain at the school even in uncomfortable conditions. g. job control developed by economic teachers from the research, it was revealed that the control of work owned by economic teachers was on average good and was developed through the means of independence and freedom of the teacher in making learning plans, controlling the learning process and decision making during the learning process. b. discussion based on the results of interviews and observations made at the pontianak city public high school economics teacher, the form of intellectual capital developed to improve intellectual competence is in the form of mgmp activities that take place once a month by economic teachers in school. in this activity, there are several economics teachers discussing some economic material that is considered difficult and looking for learning strategies together to improve student learning outcomes. this activity is only limited to fellow teachers and has never brought in from outside parties, such as bringing in lecturers in the field of study to participate in dissecting material and learning strategies from experts. in competencies among teachers, many are based on teacher competencies in mastering their respective fields. this is in line with the opinion of nahapiet & ghoshal (subhan, 2014: 245) saying: “intellectual competence is the character of attitudes and behaviors or willingness and intellectual abilities of individuals (can be in the form of knowledge, skills, professional understanding, contextual understanding, etc.) that are relatively stable when dealing with problems in the workplace, which are formed from the synergy between character, concept self, internal motivation, and contextual knowledge capacity.” each student believes that the teacher who teaches in the public high school has fulfilled the qualifications as a teacher based on a diploma that is owned by all economic teachers who have 70% of education degrees and 30% of masters in education in economic education, and all have educator certificates. the results of the observations show the ability of several economics teachers in implementing learning and practicing economic material through the application of cooperative activities. based on the results of observations and interviews on emotional competencies developed by economic teachers through mutual respect, adjusting and helping to complete the work assigned by supervisors to fellow teachers. in the process of economic learning, in general, the attitude developed by economic teachers teaches students to respect each other and help each other friends in economic learning while doing exercises in the classroom and doing homework. in line with the opinion of goleman (2015:410) also emphasizes that emotional competence as an ability to recognize and manage emotions themselves well, able to recognize the emotions of others, and be able to establish positive relationships with others in order to produce a performance on a particular job. however, in some schools, there are still economic teachers who have not developed emotional competence well. this happened to some economic teachers who relatively had a 5-10 year working period with a relatively younger age. based on the results of observations and interviews of social competencies developed by teachers through mutual building attitudes and maintaining a network of cooperation among fellow economic teachers to remain intimate and warm by forming a family gathering of economic teachers. this is supported by the opinion of spencer & spencer, (2013: 39). social competence is a character of attitude and behavior or willingness and ability to build nodes of cooperation with other people who are relatively stable when facing problems in the workplace that are formed through synergies between character, self-concept, internal motivation, and social knowledge capacity. in addition, it also develops specific feedback to students regarding material to improve learning outcomes through social media. the form of social competence for students is done by receiving communication services with students through wathchap. based on the results of student interviews, this activity is mostly carried out by economic teachers who are relatively young and have a new tenure of 10 years. whereas for a period of work that is relatively long in communication about learning with students is only enough at school. based on the results of observations and interviews of affective commitments developed by economic teachers through trust in the pgri organization as part of his life and spent his life teaching at the school. this is in line with hornby (nur’aeni, 2011: 109) saying that commitment is a willingness to work hard and provide energy and time for a job or activity. they always follow the activities carried out by pgri to fight for their destiny to maintain a decent life as a teacher. likewise in economic learning, most economic teachers already have a commitment to enforce rules such as building a joint commitment with students in learning to enforce discipline in the classroom and sanction students who are late in entering by standing in front of the class and not allowed to sit and do economic assignments to collected tomorrow. journal of education, teaching, and learning volume 4 number 1 march 2019. page 217-221 p-issn: 2477-5924 e-issn: 2477-4878 221 based on the results of observations and interviews that relational commitment developed by economic teachers through being loyal to their work as economic teachers where they feel disturbed when delaying work, especially until they do not enter teaching. in addition, they also develop it through loyalty to the leaders and the schools where they serve. burr and girardi (narimawati, 2011: 152) emphasize that relational commitment is a feeling of love for an organization because employees value the number of costs sacrificed if they leave the organization. based on the results of the interview and the observation that the normative commitment developed by the economic teacher through the attitude enough to comply with the rules in carrying out work and enough to try to remain at the school even in uncomfortable conditions. this attitude is shown by economic teachers in the learning process by always adhering to the rules set by the school. in line with the opinion of burr and girardi (2012: 80), it is emphasized that normative commitment is a reflection of the feeling of compulsory workers to stay with the organization. based on the results of interviews and observations developed by economic teachers in controlling work through the means of independence and freedom of teachers in making learning planning as well as the preparation of rpp in determining indicators, controlling the learning process through classroom management so that the implementation of learning is more directed. while decision-making when the learning process is developed through the determination of methods, learning models and media determined by the economic teacher independently. this was confirmed by robbins (kori et al., 2016:3). work schedule is a plan that records all the work that is owned by workers and when each job must be done, while the procedure is a way to do work that prioritizes the usual or right way, such as: keeping procedures, following normal/standard procedures/generally accepted, and resolve complaints with a simple procedure. iv. conclusion intellectual capital developed by economic teachers at pontianak city state senior high school is in the form of competencies, namely mgmp activities which are always carried out by teachers once a month in turns at school. mutual respect, adjusting and helping to complete the work assigned by the principal to the teacher. whereas in the form of commitment is trust in the organization of the teachers association of the republic of indonesia (pgri) as part of its life and an attitude of loyalty to its work as an economics teacher. to control the work developed by the economic teacher by building the independence and freedom of the teacher in making learning plans, controlling the learning process and decision making during the learning process. references burr, r., and girardi, a. 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(2005). intellectual capital architectures and bilateral learning: a framework for human resource management. usa. cornell university ilr school. yuniningsih, y. (2017). how big share ownership role in determining corporate values with agency theory review. jurnal darussalam: journal of education, communication, and thought of islamic law, 9(1), 107–115. available at: http: // ejournal. iaida. air conditioning. id / index. php / darussalam / article / view / 120 (accessed: 30 october 2017). https://ejournal.undiksha.ac.id/index.php/jjm/article/view/6716/4577 https://ejournal.undiksha.ac.id/index.php/jjm/article/view/6716/4577 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 159-162 p-issn: 2477-5924 e-issn: 2477-4878 159 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. optimizing role-playing learning strategies and reinforcing self-control toward anti-corruption knowledge desti pujiati 1) , myrnawati crie handini 2) , moch. asmawi 3) 1) universitas negeri jakarta, jakarta, indonesia e-mail: missdestyumpp@gmail.com 2) universitas negeri jakarta, jakarta, indonesia e-mail: myrnawati48@gmail.com 3) universitas negeri jakarta, jakarta, indonesia e-mail: asmawi.moch@yahoo.co.id abstract. this study aimed to find out the optimizing of role-playing learning strategies and reinforcement of selfcontrol through anti-corruption knowledge in children. it is expected that through role-play children can direct their aspirations and control themselves as a basis for reinforcement in anti-corruption knowledge. the method used in this research is the 2x2 design of the experimental method. children can develop anti-corruption knowledge so that they can adjust it to the applicable rules or norms, build self-control positively, build habits to become individuals with honesty values and courage values, be simple, build justice and work hard in the community life where children live. keywords: learning strategies; role playing; self control; anti corruption knowledge i. introduction knowledge is formed in the structure of one's conception. conceptual structures shape knowledge, role-playing learning constructs students' knowledge through real experience. the sharing results between friends, among groups, or with teachers can help each other exchange experiences. the application of society principle can be involved with each other; can make them learn from each other, can exchange information, and can exchange experiences. in this case, the teacher can motivate students to be like what they dream of in the future, for example, being a teacher, a soldier, traffic police, a doctor, a nurse, a farmer, a journalist, a radio broadcaster, a television broadcaster, a pilot and many others. the process of appearance is an example to make students think, learn, and play (backley, 2012). learners can imitate by modeling in role-playing so that they can acquire knowledge and skills. related to the knowledge of anti-corruption, the results of this study revealed that children can understand anti-corruption through their knowledge. therefore, the active role of educators and participants is expected to be more focused on efforts to prevent corruption by building a culture of anticorruption actively in the community. educators and students are expected to play roles as agents of change and become pioneers for anti-corruption movements in society. to play an active role, students need to be equipped with sufficient knowledge about the ins and outs of corruption and its eradication. children play an active role in understanding and applying anti-corruption values in their daily lives. every student can assume responsibility for the progress of the nation in the future, so early childhood must get the right attention and opportunity to grow and develop optimally. throughout the human life span, namely early childhood, the "golden period", the basis of attitudes and behavior is formed. encouraging children is very meaningful by respecting children when expressing their opinions, by appreciating the conversation, never interrupting when children are talking, by stimulating children to observe, to question various things in their environment, by providing freedom and encouragement to fantasize, to reflect, to think, to try to realize ideas (mulyasa, 2017). meaningful learning begins with a game that relates to the experiences that have been possessed by students such as coordination and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 159-162 p-issn: 2477-5924 e-issn: 2477-4878 160 communication and meaningful relationships, collaborating, thinking critically, and creatively. there found some phenomena in early childhood in banyumas district which is thought to be some factors that cause the corruption of children in the future like coming to school unpunctually, ignoring discipline, telling lies about the incident that happened to friends when crying, completing learning activities at school unpunctually (postponing the task), taking others’ belongings without permission easily, overtaking the line of friends when queuing, when entering the class, or when washing hands, being reluctant to queue, buying luxurious things that are not needed but wanted by asking parents while forcing, being unhappy to see friends using new bags or shoes. besides, adults often give bad examples when driving a car or motorcycle through traffic signs by breaking through when the lights are red. some problems that occur can make the starting point of corruption either happened in children or adults when seen by children. of the several problems, people are possibly tempted to commit acts of corruption because it comes from characters who are not nurtured at an early age. it affects knowledge seen when they become adults since it is a reflection of the behavior formation in early childhood. the family is expected to become an early educational institution in the implementation of anticorruption education. according to ciolan, knowledge is a learning process that continues to grow. supporting the results of ciolan's research, (priyowidodo & sari, 2017) stated that knowledge is an awareness of a phenomenon. each individual can be measured objectively and subjectively. objective measures emphasize that each store his/her knowledge in his/her memory. while subjective knowledge must be tracked through the memorized elements about something. knowledge of anti-corruption as a link in the human mind to think critically between information and its application in instilling anti-corruption values (kohlbacker, 2008). anticorruption knowledge is to provide information through conscious and deliberate efforts to realize the critical learning process toward anti-corruption values (hamalik, 2009). in bloom's taxonomy, the knowledge domain was gained after each learning process, a learner must acquire new knowledge (cognitive, head), skills (psychomotor, hands), and attitudes (affective, heart). anti-corruption knowledge is information about anti-corruption actions. anti-corruption is a precautionary and preventive behavior for the development of corruption. prevention is to increase individual awareness not to commit corruption (syarbaini & arbain, 2014). building knowledge provides a model of education to raise ideas or thoughts collectively. knowledge is about anticorruption causes and consequences. so that students understand that taking other people's belonging without any permission is not good. knowledge includes an understanding of how descriptive information applies to a particular context so that they can use information selectively. information obtained is used to solve problems, so that they will have a much better life (mathisen et al., 2006). anti-corruption knowledge is the understanding of anti-corruption information through a continuous learning process. (ciolan & petrescu, 2014) stated that people who are very influential in the school environment are teachers. therefore this study trained the teacher in advance so that they can teach students about anti-corruption values. self-control is hard to get in humans when there are no good boosters so that people easily despair. they are not developing into a human being who is more beneficial both for himself and others. this booster is very necessary for every child. self-control is the ability of a person to control himself consciously to make such behavior that does not harm others so that it is following social norms and can be accepted by his environment (horstkotter, 2014). self-control refers to the ability to compile, to guide, to regulate, and to direct the behavior that can bring individuals towards positive consequences (goldfried & merbaum in muharsih, 2008) o'donoghue said that a child in his/ her early childhood has low self-control. the results of the study show that later on, adult children will also be associated with low behavior. people can be great, be fully aware of their future self-control problems and therefore they tend to be able to predict correctly how they will behave in the future. individuals with low self-control are the ones who cannot control emotions, have bad behavior, and want to achieve something easily, seek sensation and adventure. meanwhile, individuals who possess high self-control tend to be careful and to think logically. in learning at early childhood education (paud), teachers and children are often faced with various problems, both in material and concerning social relations. it can be simply solved by having questions and answers between teacher and children (besgen, kuloglu, & fathaliazadehalemdari, 2015). role-playing is an alternative strategy that can be used effectively in paud. role-playing can be directed at solving simple problems involving human relationships, especially regarding children's lives in the future. social and individual beings in their lifetime in relation with other people and the situation around them always interact to influence one another. roles can be defined as a series of feelings, speech, and actions as unique patterns of relationships shown by individuals to other individuals. understanding personal roles and other people are needed to play a good role. participants, through role-playing, try to explore human relations by developing and discussing so that students can explore feelings, values of various problem-solving strategies following their respective abilities (mulyasa, 2017). assuming role-playing learning, students try to explore human relationships. role-playing is rooted in personal and social dimensions. role-playing allows students to express feelings that cannot be recognized without reflecting on others. the strategy of role-playing learning assumes that emotions and ideas can be raised to the conscious level so that it can encourage students in the group to actively participate in problem-solving while listening carefully to how other people talk about the problem at hand. the role-playing strategy then assumes that hidden psychological processes, in the form of attitudes, values, journal of education, teaching, and learning volume 5 number 1 march 2020. page 159-162 p-issn: 2477-5924 e-issn: 2477-4878 161 feelings, and belief systems, can be raised to the conscious level through a combination of spontaneous funding (just et al, 2010). instilling role-playing in learning can improve learning goals with good results. when applying a suitable combination of different modern education methods, it is possible to improve the quality and attractiveness of higher education and the readiness of students, not only to complete the exam syllabus, final papers, final exams but also to deal with everyday life and work situation, creating prerequisites for the successful application of students in their activities outside of school (ball, 2009). the last decade in the united states shows that kindergarten teachers can increase awareness in learning through role-playing, the results of early childhood research will be easier to obtain anticorruption knowledge by planting anti-corruption values. the teacher must portray himself as a planner, observer, model, facilitator, elaborator, and evaluator. as a designer, the teacher must be able to make a lesson plan (rpp) integrated into each game (ciolan & petrescu, 2014). the teacher must also able to plan new experiences so that children are encouraged to develop their interests. as an observer, the teacher must make observations on each child's activities, how interactions among children, and children's interactions with objects around them. as a model, the teacher must take part in playing activities when the students are playing so they must understand the various rules of each game. the teacher should try to be a part or model in children's play activities. as a facilitator, a teacher must be able to provide convenience to children in playing activities. the teacher must be able to explain the activities of playing or the rules of each game (bertok & mesko, 2015). the teacher should a situation to encourage children to play while learning and they must also realize competency standards, basic competencies in each field of development. as an elaborator, the teacher can ask some questions that can stimulate the development of the child's thinking through the role he performs. as an evaluator, the teacher is in charge of observing and evaluating the children's playing activities so that they can meet their needs. ii. methodology this research was conducted using a quantitative approach. the method used is quasi-experimental (quasiexperimental), which is research that cannot provide complete control. in this study, the samples taken were grouped into two namely the experimental class i and the experimental class ii. the steps of role-playing (learning design ) are done as follows: 1. the teacher gives an example of role-playing, then the child immediately becomes a model 2. choosing players (participants). 3. children actively carry out the roles in the story 4. organizing the more effective place which is wider in size 5. prioritizing collaboration and communication among children 6. the game duration from 35 to 45 minutes. 7. discussing role play and conducting outline evaluations by teacher and students 8. doing second role-playing where the children were more creative and imaginative in playing roles. 9. discussion and evaluation 10. sharing stories of experiences by children. iii. results and discussion knowledge of anticorruption of children with optimum self-control reinforcement by the role-playing method of groups of children who have high self-control has a score range of 0 to 15, meaning that the highest score that can be achieved is 15 and the lowest score is 0. the results show that the maximum score obtained is 12 and the lowest score is 8, with an average of 10.18, mode 11.36 median 11.50, variance 1.56, and standard deviation 1.25. the frequency distribution of anti-corruption knowledge scores of children with high self-control who were given the role-playing method was classified into 4 interval classes, and each with absolute frequency and relative frequency. overall, the frequency distribution of anti-corruption knowledge of children with high self-control who have given the roleplaying method. this research is proven by the results of data emphasis that the knowledge of anti-corruption students with high self-control through role-playing is better than students with low self-control. this is evidenced by the average score of anti-corruption knowledge shown during the learning process. the role-playing method is a game that provides important experiences that support the acquisition of cognition, social, emotional, and language knowledge and skills, that is performed by imagining themselves into the future and re-creating past conditions (wycliffe, 2013). role-playing has advantages, namely: (1) it can generate motivation, interest, or passion for student learning, (2) it can stimulate students' desire to learn more, (3) it can provide opportunities for students to give their responses to the material presented, (4) can guarantee the development of student personality activities, (5) it can educate students in self-learning techniques and how to obtain knowledge through personal business, (6) it can instill and develop student values and attitudes in daily life. research in journal sage (westrup & planander, 2013) states that role play supports children in gaining insight, into leadership situations. role-playing activities involve human resource management problems that are designed, carried out, and evaluated as part of a management program. the results show that role-playing can stimulate children to understand problems from a variety of perspectives, to make changes to the overall perspective. active social interaction and role-playing conversations contribute to building a sense of togetherness. we argue that role play can be a viable and powerful learning strategy where the teacher allows their students to prepare for training. children with high selfcontrol tend to have high anti-corruption knowledge too. this is because children with high self-control will be able to refrain from doing abnormal attitudes (corruption). after all, journal of education, teaching, and learning volume 5 number 1 march 2020. page 159-162 p-issn: 2477-5924 e-issn: 2477-4878 162 they know the good and bad consequences of their deeds. this is in line with the opinion of meltzer et al. (2013) that the reinforcement of self-control is the ability to stop and think before acting. emotional control is the ability to regulate feelings by thinking about the goals to be achieved (meltezert, 2013). bertok and mesko explained that individuals with low self-control cannot control emotions, have bad behavior, and are eager to achieve things easily, seek sensation, adventure, while individuals who possess high self-control tend to be careful and think logically (bertok & mesko, 2015). according to the theory of self-control factors (the ability to execute mental control over one's behavior) and default responses. previous research has shown that self-control has a broad effect on social behavior and decision making. the results of evan show that the effect of self-control on trust depends on default. self-control affects trust indirectly by influencing the level of effort in decision making. based on the results, children will understand the values of anti-corruption better by modeling independently, so the role-playing method tends to be successful, especially supported by high self-control in their childhood. the findings in this study show that the use of role-playing methods is more effective in increasing students' anticorruption knowledge for children with high self-control. iv. conclusions based on the results of the average empirical data in the field, it can be assumed that, when playing a role is used in early childhood in this case for prevention of corruption, the child will indirectly know which ones to do and which ones to avoid. building knowledge of child anti-corruption becomes important because it becomes provision at an early age and can prevent from corruption act that has been grounded so that children are expected to be able to apply the principles of the clean and good life, as well as the use of transparency in the future. references backley, part. (2012). learning in early childhood, a whole child approach from brith to 8. sage, 152. ball, d.l, & forzani, f.m. (2009). the work of teaching and the challenge for teacher education. journal teacher education, 60(5), 497-511. https://doi.org/10.1109/mie.2011.940249 bertok, eva & mesko, gorazd. (2015). self control and morality in slovenian primary and secondary school sample: the results of yuoprev study. journal: criminal justice and security, 15(4), 482. besgen, a., kuloglu, n.& fathaliazadehalemdari, s. (2015). teaching & learning strategy thought art: art and basic design education. procedia-social and behavioral sciences, 182, 428-432. https://doiorg/10.1016/j.sbspro.2015.04.813 ciolan, laura & petrescu, anca. (2014). training teachers to use digital resources for the knowledge society. procedia-social and behavior science 128, 415-419 hamalik, oemar. (2009). kurikulum dan pembelajaran. jakarta: bumi aksara. harald, mathisen, nick duncan, et al. (2006). knowledge management for anti-corruption: problems. perspectives and prospects (summary note with peer review) summary note: harald mathisen and nick duncan (based on study by bryane michael) u4 issue: 2:200 horstkotter, dorothee. (2014). self-control and normativity: theories in social psychology revisited. journal sage theory & psychology, 25(1), 25-44. first published december 1, 2014. kohlbacker. (2008). knowledge-based new product development: fostering innovation through knowledge co-creation. international jurnal of technoloy intelegence and planning, 4(3), 358. meltzer, lynn., greschler, michael., krishnan, kalyani et al. (2013). e-book: executive function 101 (national center for learning disabilities). www.ld.org (accessed november 3, 2016). mulyasa. h. e. (2017). strategi pembelajaran paud. bandung: pt. remaja rosdakarya. priyowidodo, gatut & sari, yustisia ditya. (2017). model komunikasi dan strategi kebijakan kesadaran anti korupsi melalui pendekatan character building berbasis literasi media. yogyakarta: andi. p.13. syarbaini, amirullah & arbain, muhamad. (2014). pendidikan antikorupsi: konsep, strategi, dan implementasi pendidikan anti korupsi di sekolah/madrasah. bandung: alfabeta. p.6. westrup, ulrika & planander, och agneta. (2013). role-play as a pedagogical method to prepare students for practice: the students’ voice. http://hogreutbilding.se/index.php/hu/article/view/801 /1744 wycliffe, amukowa. (2013). the role of anti-corruption education in the light of aristotelian concept of akrasia: an epistemic inquiry into the anticorruption initiatives in kenya. mediterranean journal of social sciences, 4(4). . https://doi.org/10.1109/mie.2011.940249 http://www.ld.org/ journal of education, teaching and learning volume 1 number 2 september 2016. page 76-81 p-issn: 2477-5924 e-issn: 2477-4878 76 effect of self efficacy and prior knowledge on students’ skills ryan permana, s.t., m.pd1), febrianto sabirin, s.kom., m.pd2), vindo feladi, s.t.,m.pd3) 1)ikip-pgri, pontianak, indonesia email: ryanpermana.hidayat@gmail.com 2)ikip-pgri, jalan ampera no. 88, pontianak, indonesia email:rinakasaka@gmail.com 3)ikip-pgri, jalan ampera no. 88, pontianak, indonesia email:vindo.feladi@gmail.com abstract. this research aims to determine: (1) information about the information of self-efficacy, prior knowledge, and skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak, (2) the effect of self efficacy on the skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak, (3) effect prior knowledge of the skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak, and (4) the effect of self-efficacy and prior knowledge of the skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak. this research is an ex-post facto research with correlation design. the independent variable in this research were self efficacy (x 1) and prior knowledge (x 2). while the dependent variable in this research is the students' skills (y). the sample in this research were 108 students of information and computer technology education ikip pgri pontianak. the analysis technique used is simple regression analysis, and multiple regression analysis. results of the research: (1) the level of prior knowledge of students of 79 146 at intervals of 50.70 99.99, the level of self-efficacy of students at 56.45 with intervals of 48-65, and the skill level of students at 72.38 with intervals of 51.50 81.50. (2) there are significant positive and significant correlation between self efficacy against students' skills by 9.2%. (3) there is a positive and significant influence between the prior knowledge the students' skills of 10.7%. (4) there are significant positive and significant correlation between selfefficacy and prior knowledge the students' skills of 17.4%. keyword: self efficacy, prior knowledge, students’ skills. i. introduction education was a natural process that takes place naturally in the human life in the learning environment. in the process, human life increasingly complex and advanced that family education that promotes the formation of a natural person is no longer adequate to deal with the development and progress of science and technology. education is an important factor for the survival of the nation in all sectors of life. this can be realized by providing an understanding of the scientific material. the academic materials can be obtained through several educational paths. formal channels for higher education in west kalimantan to experience rapid growth. institute of teacher training and education indonesian teachers association (pgri teachers' training college) pontianak is one of the institutions that provide education formal higher education level. formal channels is closely associated with prior knowledge possessed by every human being. prior knowledge is a skill that involves knowledge and the development of intellectual skills of students. prior knowledge is so that students are able to explore the world around through the five senses so that the acquired knowledge students will be able to continue living and becoming a better human being. prior knowledge of students into one of the important factors that affect the success of the learning process, it can be concluded that the initial knowledge is very important and crucial for the achievement of learning outcomes. prior knowledge is a part that must be have by every student in order to obtain maximum learning results in line with expectations. besides the prior knowledge that must be have, the student must also have a good psychomotor skills in order to have the ability to be ready to compete. psychomotor skills, especially in the subject of the advanced computer network is the ability to perform the procedures and practices have a professional attitude. procedure practice (analyzing goals, equipment and materials, setting the pace of work, carry out the journal of education, teaching and learning volume 1 number 2 september 2016. page 76-81 p-issn: 2477-5924 e-issn: 2477-4878 77 practice, test circuits, and test circuits) require hard skills were adequate and carried out through a process that requires thinking carefully, skilled, honest, working together, open minded. the work attitude is soft skills that in its application can be extended not only apply in educaton but could also apply to the more general purposes such as in situations where work and in society. self efficacy is a person's judgment against himself or level of confidence regarding its ability in a certain task to achieve specific results. more self efficacy expressed reliably predict the scope of career choice, occupational interests, tenacity in difficult areas and personal effectiveness. students with low self-efficacy may avoid subjects that many duties, especially for challenging tasks, while students with higher self-efficacy that has a great desire to do his duties. confidence is how much confidence about themselves that a person is able to do something or act successfully. based on the explanation of the self-efficacy and assignment of initial knowledge, and its relation with the skills that students will do a study to see the effect of self-efficacy and the assignment of initial knowledge of the students' skills. research will be carried out on students of education studies program information and computer technology course on advanced computer network. this study aims to: (1) information about the information of self efficacy, prior knowledge, and skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak, (2) the effect of sel efficacy on the skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak, (3) effect prior knowledge of the skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak, and (4) the effect of self efficacy and prior knowledge of the skills of students in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak. self efficacy according to bandura schunk, pintrich, & meece [1] explains that, "self efficacy is defined as, people judgments of reviews their capabilities to organize and execute courses of action required to attain designates the type of performance". based on these opinions can be interpreted self efficacy assessment of a person of the ability to organize themselves and do the work reflected in the actions undertaken in order to achieve objectives. broadly speaking, self efficacy can be categorized into two forms, namely self efficacy and self efficacy is low. santrock [2] explains, students with low self efficacy in learning can avoid learning task, particularly challenging while students with higher self efficacy will face a challenging task of learning with a great desire. students with high self efficacy will be more diligent in learning task than students with low self efficacy. woolfolk [3] cites the opinion of bandura about the sources of self efficacy, namely: enactive mastery experiences, physiological and emotional arousal, vicarious experiences, and verbal persuasion. prior knowledge hailikari [4] defines prior knowledge as a combination of knowledge and skills. according to gerlach and ely (harjanto [5]) prior knowledge can be determined by performing initial tests. information on previous knowledge of students will assist faculty in determining the appropriate methods for implementing the learning process. prior knowledge is a part that must be mastered by every student in order to obtain maximum learning results in line with expectations. this is in line with the statement yamin [6] that the knowledge and skills needed in the profession, therefore the theoretical knowledge has been provided since the beginning of professional education and skills training programs to support the applicative knowledge. sudarma statement [7] also supported as suggested that prior knowledge students has become one of the important factors that influence the success of learning. by looking at the researchers found, it can be concluded that the initial knowledge is very important and crucial for the achievement of learning outcomes, including the attainment of expertise. preliminary knowledge will be a provision for students who will develop their potential. adequate prior knowledge will give a positive implication on achieving better learning outcomes. skills nadler [8] is a skill that requires practice or activity can be interpreted as an implication of skills. sukardi [9] psychomotor a more knowledge based on the development of mental processes through aspects of muscle and shaping students' skills. psychomotor learning outcomes according to butler [10] into three, namely specific responding, motors chaining and rule using. in responding specific level, students are able to respond to the things that are physical (which can be seen, heard, or touched), or perform a skill that single character, for example holding a racket, holding bed for table tennis. in the motor chaining, students are able to combine more than two basic skills into one combined skills, such as hitting the ball, sawing with calipers. at the level of the rule using the students were able to use his experience to perform complex skills, for example, how to hit the ball accurately to the same energy better results. ii. methods design research on "effect of self efficacy and prior knowledge on students’ skills" using quantitative journal of education, teaching and learning volume 1 number 2 september 2016. page 76-81 p-issn: 2477-5924 e-issn: 2477-4878 78 research, in the form of ex-post facto research. the research design used in the study is correlational research. correlational study used to determine the correlation and look for the value of the influence of self efficacy and prior knowledge of the students' skills in the subject of advanced computer network course in the second semester of studies program information and computer technology education ikip pgri pontianak. location research research on "effect of self efficacy and prior knowledge on students’ skills" conducted in studies program information and computer technology education ikip pgri pontianak in ampera street no. 88. research subject subjects used as a data source. total sample was determined by using the table issac. based on the number 165 students population, the number of samples used in this study as many as 108 samples of students. samples of students were selected using purposive sampling. data analysis technique the obtained data concerns some matters of self efficacy, prior knowledge, and students skill. to obtain data, this study used questioner for self efficacy, documentation from learning outcomes in basic computer network for prior knowledge, and portofolio assessment for students skill in advance computer network. the data analysis technique used to test the hypothesis aims to prove the hypothesis that there is in research. hypothesis testing using linear regression analysis and multiple linear simple. simple linear regression analysis is used to determine the effect of one independent variable and one dependent variable without the influence of other variables. the analysis carried out is to look for a regression between the self efficacy of the students' skills, prior knowledge of the students’ skills. multiple linear regression analysis is a linear relationship between two or more independent variables with the dependent variable. this analysis aims to predict the value of the dependent variable when the independent variable values increase or decrease. the result of data analysis for the requierment test is presented in table 1, 2, and 3. table 1. normality test variable data significance conclusion normality self efficacy 0.379 0.05 normal distribution prior knowledge 0.526 0.05 normal distribution students skills 0.291 0.05 normal distribution table 2. linearity test variable deviation from linearity significance conclusion self efficacystudents skills 0.611 0.05 linear prior knowledgestudents skills 0.158 0.05 linear table 3. multicollinearity test variable collinearity statistic conclusion self efficacy 0.978 not correlated prior knowledge 0.978 not correlated table 1 reveals that the variables, namely self efficacy, prior knowledge, and students skills, both in normal distribution. table 2 reveals that the variables self efficacy with students skill and prior knowledge and students skills have linear correlation. table 3 reveals that the variables self efficacy and prior knowledge not have correlation. based on thus finding, they are applicable in inferential analysis. iii. result and discussion descriptive analysis the data on prior knowledge taken based learning outcome from the basic computer network course, the data on self efficacy taken based questioner, and the data on students skills taken based protofolio assessment. based on the data, then performed descriptive analysis which presented in table 4. table 4. descriptive analysis journal of education, teaching and learning volume 1 number 2 september 2016. page 76-81 p-issn: 2477-5924 e-issn: 2477-4878 79 variable mean median modus std. dev min max range self efficacy 56.45 56 59 3.408 48 65 17 prior knowledge 79.146 80.20 99.99 10.626 50.70 99.99 49.29 students skills 72.38 73.25 76 5.681 51.50 81.50 30 table 4 reveals the statistical analysis results of self efficacy, prior knowledge, and students skills. statistical analysis of self efficacy shows the score of mean, median, mode, standard deviation, minimun, maximum, and range were 56.45, 56, 59, 3.408, 48, 65, and 17 respectively. lowest ideal score for self efficacy was 20 and highest ideal scores was 80. with an mean of self efficacy was 56.45, the self efficicacy fit in good category. statistical analysis of prior knowledge shows the score of mean, median, mode, standard deviation, minimum, maximum, and range were 79.146, 80.20, 99.99, 10.626, 50.70, 99,99, and 49.29 respectively. lowest ideal score for prior knowledge was 0 and highest ideal score was 100. with mean of prior knowledge was 79.146, prior knowldege fit in good category. statistical analysis of students skills show the score of mean, median, mode, standard deviation, minimun, maximum, and range were 72.38, 73.25, 76, 5.681, 51.50, 81.50, and 30 respectively. lowest ideal score for students skills was 0 and highest ideal score was 100. with mean of students skills was 72.38, students skill fit in good cateogry. based on that, self efficacy, prior knowledge, and students skills in advance computer network courses was in good categories. effect self efficacy on students’ skills effect self efficacy on students’ skills in the subject of advanced computer network course in information and computer technology education ikip pgri pontianak using simple linear regresion. the result of correlation data of self efficacy and student skills used to see magnitude of self efficacy on student skills is presented in table 5. table 5. corelation of self efficacy for student skills. model r r square adjusted r square std. error of the estimate 1 0.304 0.092 0.84 5.438 based on table 5, the magnitude of the correlation value of self efficacy on student skills is accountable by looking at the value of r in the table. furthermore, to determine the magnitude of the coefficient of determination refer to r square. the magnitude of the correlation coefficient (r) and determination coefficient (r square) are 0.304 and 0.092. it means 9.2% of students skills is determined by self efficacy, while 90.8% of student skills is determined by other factors. this result can be interpreted that the self efficacy provide a positive and significant to increase students skill in advanced computer network courses although still in the low cateogry. the low category of correlation between self efficacy and students skills showed that the role of self efficacy to gain skill in advance computer network course is not maximized. simple linear regresion of self efficacy on students skills is a regression calculation of self efficacy towards students skills. simple linear regresion model has effect, it can be seen from significance value contained in anova table. the value of variable sig. < 0.05, simple regression models can be used to predict the students skill. the following table anova can be seen in table 6. table 6. anova self efficacy on student skills. model sum of square df mean square f sig. regresion 318.758 1 318.758 10.78 0.001 residual 3134.677 106 29.572 total 3453.435 107 based on table 6, it is obtained a significance value for student skills at 0.001. it means self efficacy can be utilized to predict the students skills. the next step is analyze the regresion equition can be seen in table 7. table 7. coefficients self efficacy on student skills. model unstandardized coefficients std. coef. t sig. b std. error beta constant 43.789 8.724 5.019 0.000 self efficacy 0.506 0.154 0.304 3.283 0.001 table 7 reveals the regresion equation, namely the constant value (a) amounted to 43.789 and regresion coefficient self efficacy of 0.506. based on coefficient table, the value of statistical significance (sig.) on constant and self efficacy shows ≤ 0.05, and the regression model can be used to determine the value of students skills. the regression equation obtained: y = 43.789 + 0.506 x1 the constant value of 43.789 indicates if there is no self efficacy (x1) then students skills (y) score is 43.789. regression coefficient of 0.506 indicates each additional self efficacy (x1) score will improve students skills (y) of 0.506. effect prior knowledge on students’ skills effect prior knowledge on students’ skills in the subject of advanced computer network course in information and computer technology education journal of education, teaching and learning volume 1 number 2 september 2016. page 76-81 p-issn: 2477-5924 e-issn: 2477-4878 80 program, ikip pgri pontianak using simple linear regresion. the result of correlation data of prior knowledge and student skills used to see magnitude of prior knowledge on student skills is presented in table 8. table 8. corelation of prior knowledge for student skills. model r r square adjusted r square std. error of the estimate 1 0.328 0.107 0.99 5.392 based on table 8, the magnitude of the correlation value of prior knowledge on student skills is accountable by looking at the value of r in the table. furthermore, to determine the magnitude of the coefficient of determination refer to r square. the magnitude of the correlation coefficient (r) and determination coefficient (r square) are 0.328 and 0.107. it means 10.7% of students skills is determined by prior knowledge, while 89.3% of student skills is determined by other factors. this result can be interpreted that the prior knowledge provide a positive and significant to increase students skill in advanced computer network courses although still in the low cateogry. the low category of correlation between prior knowledge and students skills showed that the role of self efficacy to gain skill in advance computer network course is not maximized. simple linear regresion of prior knowledge on students skills is a regression calculation of prior knowledge towards students skills. simple linear regresion model has effect, it can be seen from significance value contained in anova table. the value of variable sig. < 0.05, simple regression models can be used to predict the students skill. the following table anova can be seen in table 9. table 9. anova prior knowledge on student skills. model sum of square df mean square f sig. regresion 371.121 1 371.121 12.76 0.001 residual 3082.314 106 29.078 total 3453.435 107 based on table 9, it is obtained a significance value for student skills at 0.001. it means prior knowledge can be utilized to predict the students skills. the next step is analyze the regresion equition can be seen in table 10. table 10. coefficients prior knowledge on student skills. model unstandardized coefficients std. coef. t sig. b std. error beta constant 58.508 3.917 14.49 0.000 prior knowledg 0.175 0.049 0.328 3.57 0.001 table 10 reveals the regresion equation, namely the constant value (a) amounted to 58.508 and regresion coefficient self efficacy of 0.175. based on coefficient table, the value of statistical significance (sig.) on constant and prior knowledge shows ≤ 0.05, and the regression model can be used to determine the value of students skills. the regression equation obtained: y = 58.508 + 0.175 x2 the constant value of 58.508 indicates if there is no prior knowledge (x2) then students skills (y) score is 58.508. regression coefficient of 0.175 indicates each additional prior knowledge (x2) score will improve students skills (y) of 0.175. effect self efficacy and prior knowledge on students’ skills effect self efficacy (x1) and prior knowledge (x2) on students’ skills (y) in the subject of advanced computer network course in information and computer technology education program, ikip pgri pontianak using multiple linear regresion. the result of correlation data of self efficacy, prior knowledge and student skills used to see magnitude of self efficacy and prior knowledge on student skills is presented in table 11. table 11. corelation of self efficacy and prior knowledge for student skills. model r r square adjusted r square std. error of the estimate 1 0.417 0.174 0.158 5.212 based on table 11, the magnitude of the correlation value of sefl efficacy and prior knowledge on student skills is accountable by looking at the value of r in the table. furthermore, to determine the magnitude of the coefficient of determination refer to r square. the magnitude of the correlation coefficient (r) and determination coefficient (r square) are 0.417 and 0.174. it means 17.4% of students skills is determined by self efficacy and prior knowldge, while 82.6% of student skills is determined by other factors. multiple linear regresion of self efficacy and prior knowledge on students skills is a regression calculation of self efficacy and prior knowledge towards students skills. multiple linear regresion model has effect, it can be seen from significance value contained in anova table. the value of variable sig. < 0.05, multiple regression models can be used to predict the students skill. the following table anova can be seen in table 12. table 12. anova self efficacy and prior knowledge on student skills. model sum of square df mean square f sig. regresion 601.49 2 300.747 11.07 0.000 residual 2851.941 105 27.161 total 3453.435 107 journal of education, teaching and learning volume 1 number 2 september 2016. page 76-81 p-issn: 2477-5924 e-issn: 2477-4878 81 based on table 12, it is obtained a significance value for student skills at 0.000. it means self efficacy and prior knowledge can be utilized to predict the students skills. the next step is analyze the regresion equition can be seen in table 13. table 13. coefficients self efficacy and prior knowledge on student skills. model unstandardized coefficients std. coef. t sig. b std. error beta constant 35.564 8.74 4.07 0.000 self efficacy 0.435 0.15 0.26 2.91 0.004 prior knowledge 0.155 0.05 0.29 3.23 0.002 table 13 reveals the regresion equation, namely the constant value (a) amounted to 35.564, regresion coefficient self efficacy of 0.435, and regresion coefficient prior knowledge of 0.155. based on coefficient table, the value of statistical significance (sig.) on constant and independent vairable shows ≤ 0.05, and the regression model can be used to determine the value of students skills. the regression equation obtained: y = 35.564 + 0.435 x2 + 0.155 x1 the constant value of 35.564 indicates if there is no self efficacy (x1) and prior knowledge (x2) then students skills (y) score is 35.564. regression coefficient of model indicates each additional self efficacy (x1) and prior knowledge (x2) score will improve students skills (y) of 0.435 + 0.155 = 0.590. based on regresion equation can be concluded that the more dominant variable in influencing students’ skills is self efficacy. iv. conclusion based on the research and the data analysis of this research on the effect of self efficacy and prior knowledge againts students skills in advanced computer networking, can be conclusion level of prior knowledge, self-efficacy, and skills of students in the advance computer networks fit in good category from their mean value. the level of self-efficacy of students at 56.45 with intervals of 48-65, the level of prior knowledge of students of 79 146 at intervals of 50.70 99.99, and the students skill level at 72.38 with intervals of 51.50 81.50. there is a positive and significant effect between self efficacy against students 'skills in the advance computer network course. the magnitude of the effect of selfefficacy on the skills of students in the advance computer network course at 9.2%. this magnitude indicates that there is a relationship, but in low category. therefore, student self efficacy need to be impoved in advanced computer network course. there is a positive and significant effect between prior knowledge againts students skills in the advanced computer network course. the magnitude of the effect of prior knowledge on the students skills in the advanced computer network at 10.7%. this magnitude indicates that there is a relationship, but in low category. therefore, student prior knowledge need to be impoved in advanced computer network course. there is a positive and significant influence between prior knowledge and self efficacy againts students 'skills in the advanced computer network. the magnitude of the effect of variable self efficacy and prior knowledge againts students skills in the advanced computer network at 17.4%. references [1] schunk, d.h., pintrich, p.r., and meece, j.r. motivation in education: theory, research, and applications 4th edition. new york: pearson, 2013. [2] santrock, j.w. educational psychology, 4th edition. pennsylvania: mcgraw-hill education, 2009. [3] woolfolk, a. educational psychology, boston: pearson education, inc. 2007. [4] hailikari, t. assessing university students’ prior knowledge: implications for theory and practice. helsinki: university of helsinki press, 2009. [5] harjanto. perencanaan pengajaran. jakarata: rineka cipta, 2006. [6] yamin, m. sertifikasi profesi keguruan di indonesia. jakarta:gaung persada press, 2006. [7] sudarma, i. k. “pengaruh penerapanstrategi pembelajaran dan pengetahuan awal terhadap pemahaman konsepsains dan sikap ilmiah siswa kelas v di sekolah dasar”. desertation. post graduate program, univerity of malang. [8] nadler, d.a. (1997). managing organitational behaviour. boston : toronto, little brown and company, 2013. [9] sukardi.. evaluasi pendidikan. jakarta:bumi aksara, 2011. [10] butler, r.c. instructional system development for vocational and technical training. englewood. cliffs, nj: educational technology publication, 1972. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 95 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. learning model development of memorizing the qur'an through integration of internal and external representation hisban thaha1), edhy rustan2*), subhan3) 1) iain palopo, sulawesi selatan, indonesia e-mail: hisban.thaha@iainpalopo.ac.id 2*) iain palopo, sulawesi selatan, indonesia e-mail: edhy_rustan@iainpalopo.ac.id 3) iain palopo, sulawesi selatan, indonesia e-mail: subhan_toefl@gmail.com abstract. this research aims to create a learning model of memorization of the qur'an based on the nature of the brain that tends to require relevance between the projection of information that occurred internally in the brain (internal representation) and externally presented information outside the brain (external representation). integration of the two modes of representation was carried out through a developmental study by adopting research and development (r & d) from borg and gall as a reference for the development of conceptual frameworks and memory models of y wang as a reference framework of the development of operational stages. from the model development process, several components of the model implementation have successfully been developed. the model implementation was operationally integrated with internal and external representation modes such as phase i: the formulation of indicators, phase ii diagnostic assessment dealing with prior al-qur’an memorizing ability, phase iii conditioning students, phase iv coding memorizing materials, and phase v repetition and recalling memorizing outcomes. keywords: memorizing the qur'an; integration model; internal representation; external representation i. introduction preserving al-qur’an through memorization has been practiced since the period of the early development of islam. the preservation method is one of the key instruments applied for the preservation of the existence of islam that is not only regarded as actualizing religious worships but also delivering the mission of da’wah to form global citizens in the future. recently, practitioners of islamic education began to be engrossed in developing memorization of the qur'an based on modern scientific perspectives such as neuroscience and neurolinguistics (ahmad, 2014; al hafiz et al., 2016; alzoubi, 2013; ariffin et al., 2013). as they realized that neuroscience and neurolinguistics are the heads of linguistic concepts and memories acting as the core system of the memorization process occurring in the brain. both the perspectives of neuroscience and neurolinguistic view memorizing as a cognitive activity that involves the external environment entirely (franklin & zhang, 2014; mclane et al., 2010). the external environment such as linguistic aspects functioning significantly for constructing information, play important roles in occurring mental process in memorization (kuorikoski & ylikoski, 2015). particularly in the process of projecting the objects of memorizing into concrete information. this is relevant to the nature of the brain that is effectively adaptable to visual information (sterzer et al., 2014). in this context, it is fundamental to adjust the projection of memorized objects between the internal ongoing process within the brain and the projection of presented information of the external environment. the projection of internal and external information is recognized as an internal and external presentation (honey et al., 2017). the former is a projection of information occurring in the brain while the latest is projected information resented by the external learning environment. external representation is the operationalization of ideas in the form of graphs, diagrams, and tables while internal representation is a cognitive model that a person has in managing and translating information. the models shape the organization and interpretation of information (gates, 2017). http://creativecommons.org/licenses/by-nc/4.0/ mailto:hisban.thaha@iainpalopo.ac.id mailto:edhy_rustan@iainpalopo.ac.id mailto:subhan_toefl@gmail.com journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 96 furthermore, from the perspective of the distribution of cognitive operation, the external and internal representation of information are also involved in the processing of information in the brain. internal representation functions as the neurological medium accommodating the internal human mind, and external representation as external cognitive artifacts as well as time and space as a supporting medium (zhang & patel, 2006). in this case, the internal representation is a mental process (sheldon & el-asmar, 2018) and external representation refers to external cognition that involves environment and experiences (kizilirmak et al., 2021). an internal and external representation that are also distribution mediums of cognitive operation can also be found in the study of mathematic psychology. in this discipline, external representation is known as real objects, actual representation, arithmetic symbolic representation, representations of images, and graphs. meanwhile, the internal representation is known as linguistic representation skill, graph representation skill, and symbolic representation skill (johnson-laird, 2010). these terminologies can be simply defined that representation as a relationship description between objects and symbols whose real objects are external representation while the mental process defining the objects is internal representation. symbolization of objects through the roles of internal and external representation of facilitating the process of information savings into memory is also supported by some research. an external representation can help the brain project information more tangibly as a result the information is stored in memory more rapidly (kuorikoski & ylikoski, 2015). collaborative research carried out by zhang & patel (2006) revealed that activities needing intense cognitive distribution such as memorizing, require ideal correspondence between an internal and external representation for interpreting information. similarly, honey et al. (2017) found that proportional representation between internal and external representation is needed because there are no texts presented by one appropriate representation without assistance from other representation. based on the research, the integration between internal and external representation in a model of qur’an memorizing is required to optimize the process of projecting information in the brain. this is important due to the lack of involvement of theory dealing with internal and external interpretation in teaching qur’an memorizing. research of qur’an memorizing focuses more on developing and finding out memorizing formulation that only involves one of the representations. this results in the abandonment of other representations. for example, al-mosallam (2015) only applied the principle of internal representation in developing and implementing the mind map method to enhance memorizing qur’an skills. furthermore, nawaz & jahangir (2015) implemented only a single representation as researching silent memorizing method. this principle is also found in other research such as implementing the sabak, para sabak, ammoktar, and halaqah dauri methods (ariffin et al., 2013) as well as a method of qualitative descriptive learning (al hafiz et al., 2016). lacking knowledge and researchers’ references for the implementation of memorizing applied as a learning model based on the integration of internal and external representation causes the limited alternatives of problemsolving of difficulties in memorizing qur’an. the qur’an memorizing methods are particularly suggested for students in indonesian islamic primary schools because substantially the students are obliged to through school subjects of alqur’an and hadist to memorize by competency standards regulated in the school curriculum. classical problems dealing with memorizing the qur’an are, for example, the increasing number of students who find it difficult and burdened to memorize qur’an. the students experience intense psychological pressure because of lacking interest in out-of-date methods that tend to compel the students to memorize the entire memorized materials by applying conventional methods such as drills, and continuous repetition. such a situation has a direct systemic impact on several aspects such as lack of motivation and focus, stress, and eventually cause declining students’ academic achievement. theoretical ideality is based on many facts as elaborated and supported by the reality of revealed difficulties in memorizing qur’an that has occurred, becomes a substantive foundation for developing a model of learning method of qur’an memorization based on the integration of internal and external representation. this model is focused on components of procedural development that can be directly implemented by teachers for teaching memorizing qur’an at the islamic primary school level. ii. method this study applies a mixed-method with research and development (r&d) approach. the stages of development can seen in the following figure: journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 97 identification and need analysis analysisthe readiness of student to learn identification of student’s carateristic chosing materials and making a lesson plan developing model draft 1 testing model draft 1 revise model expert judgement testing of model draft 2 revise model final model phase ii. planning and developinga model phase iii. validation and revision phase iii implementation of model fig 1. steps of learning model development of memorizing the qur'an through integration of internal and external representation based on the above image, there are nine steps in the process of developing a conceptual model adapted from the instructional design of dick & carey (dick et al., 2009) and (gall et al., 2003) modified into 4 stages of development among others (1) phase i preliminary study and need analysis, (2) phase ii planning and developing a model, (3) phase iii validation and revision, (4) phase iv implementation of models. the population in this study was the total number of islamic primary school students in south sulawesi. the selected subjects for this study were the second-grade students and teachers of the qur'an hadith teacher who taught in the classes. furthermore, the sample was determined by the multi-stage sampling technique, which was to determine the clusters based on the level of accreditation such as a, b, and c. each cluster represented one school. thus, secondgrade students from three schools were selected with a simple random technique. this research used several methods such as questionnaires, need analysis, objective condition, a test of qur’an memorization ability, and a model validation questionnaire for expert assessment. need analysis questionnaires and objective conditions were used to collect the students and teachers’ needs dealing with the model components and to obtain data of recent conditions of learning qur’an memorization in the schools. also, the qur’an memorization ability test was designed following the theories to measure the achieved level of qur’an memorization of the students either prior or post-learning. furthermore, the model validation questionnaires were applied to present empirical and rational assessments on the model by experts of related disciplines such as neuroscience, al-quran and hadith, and educational technology. the expert assessment was to ensure the functionality and effectiveness of the model implementation at the school level iii. result this part explores the result of a developed model carried out in four stages such as preliminary study, planning and developing, validating and revising as well as implementation. a. preliminary study and need analysis based on the document review, several findings dealing with documenting the implementation of learning qur’an memorization, such as: firstly, al-qur’an hadith curriculum focused on memorizing al-qur’an accounted for 56.67%. this indicated that learning memorizing al-qur’an oriented in interests and nurturing attitude as well as noble characteristics were not enclosed within the instructional documents. secondly, the document of learning objectives of al-qur’an memorization accounted for 60.00%. the data revealed that the design of learning was not based on the students’ needs. thirdly, the teaching implementation was 60.00%. the data indicated that the implementation of effective strategies and appropriate methods for teaching qur’an memorization. fourthly, time management including program scheduling and design of time allocation distribution accounted for 80.00%, indicating that teaching implementation was appropriate with the determined schedule in the curriculum. the researchers also conducted interviews with students and teachers of the koran and hadith. data from the interviews revealed that the teachers were still facing difficulties in teaching their students to memorize the given materials, causing the unsatisfactory outcomes of the students memorizing koran. the teachers’ responses deal with methods to improve the students’ the koran memorization ability revealed that the teachers did not use any special methods or media. thus, special methods were needed to address koran memorization-related problems. concerning the students’ responses in the interviews, the data revealed that the students found it difficult to memorize koran and hadith. thus the main problem causing the achievement of learning goals was the improvement of teaching processes, by improving the students’ motivations to memorize the koran. furthermore, the result of observation revealed that: firstly, the teachers’ educational and teaching skills gained phase i. preliminary study and need analysis journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 98 2 1 3 4 5 6 6 5 3 2 1 s t a r t f i n i s h representationsform symbolic pictorial oral formulations indicators diagnostic assessment of the ability to memorize al-quran conditioning student encoding memorizing materials internal representations repetition recalling final assessment of the ability to memorize al-quran external representations learning style auditory visual kinesthetic 4 4 80.00% on a category basis. secondly, the students achieved a score of 80.00% on the characteristics suitability with the category already unfounded. third, the learning infrastructure just obtained 60.00% with less category unfounded. fourth, in the aspect of the learning process of memorizing the koran, there were five aspects of the lower categories, namely, mismatch learning measures with the implementation of learning, learning interactions, effectiveness and outcome assessment tools process, convenient learning conditions and support the activities of teaching and learning suitability to increase student competence. besides, aspects with medium category consist of 2 aspects including the effectiveness of learning methods and the use of educational media and support. on the other hand, there were 3 aspects with high category including relevance between teaching practices and learning goals, the relevance of learning materials and students’ needs, and time efficiency of teaching. thus, it can be concluded that the process of memorizing the koran was not effectively carried out. b. the planning and the development of a model based on the results of preliminary studies which include needing analysis and objective conditions, readiness to learn, as well as the characteristics of students, a procedural model design was compiled. this design integrates internal and external representation by adopting the information transfer in the brain designed by wu yuin hwang (hwang, chen, dung, & yang, 2007) to be the basic framework. the stages of the al-quran memorizing learning can be applied procedurally as follows. fig 2. model of learning memorizing the qur'an by the integration of internal and external representation based on figure 2, the internal and external representations are directly integrated into the conditioning components, encoding, repetition, and recalling. the integration of internal representation is directly integrated with external representation implicitly. furthermore, the integration is directly stated in the form of learning steps operationally. the operationalization of the model is described as follows. phase i formulation of indicators: at this stage, the teacher determines indicators of the ability to memorize the qur'an. formulation of indicators is conditioned to the observation sheet of memorization of qur'an capability which has been compiled from a variety of relevant theories. these indicators include: (1) being able to verify (verification) (2) ability to match (matching) (3) ability to pair (corresponding) and (4) ability to read back orally (retrieving) the qur'an both have previously unknown or being read or listened to. phase ii diagnostic assessment of the ability to memorize al-quran: at this stage, the teacher assesses performance of the student memorization within observation points on the observation sheet. the results of the observations are then used as a basis to create a general overview as a basis for mapping the overall ability to memorize the qur'an students. from this, the teacher will be able to identify the extent to which the ability to memorize al-quran students individually and project for further evaluation. phase iii conditioning students: at this stage, the teacher can ensure students' readiness to use the external representation both verbally and visually. the conditioning is done orally through lectures or words of motivation (oral representations) or the stimulus values of kindness through pictures and video display following the actual content of memorized verses (pictorial representations). phase iv encoding memorizing materials: at this stage, students are ready to memorize by reading repetition of the verses of the qur'an which is the target of memorization. the coding is done by linking verses with images, video, or keywords (keywords) in which an image, a video, or keywords contain values of noble characteristics and wellbeing that exist in the verses. journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 99 surah and the meaning surah verses 1 verses 2 verses 3 meaning meaning a meaning b meaning c choosing a form of external representation symbolic pictorial oral making a code encoding process) symboliccode pictorial code oral code surah a misalnya surat a meaning a symbolic, pictorial and oral representations symbolic, pictorial, and oral code of a surah and the meaning fig 3. the encoding process on the learning model by integrating internal and external representation phase v repetition and recalling the results of memorization: at this stage, the teacher guides the students to repeat and to recall memorizing the material in a structured order. representation is adjusted to the materials (surah) and the indicator of the ability to memorize the koran either using verbal representations (words) or visual (pictures or video). this stage is a core phase, in which students should be able to repeat the verses verbally without looking at the qur'an as a guide. this phase is the most important step, in which the student is regarded to have memorized after he can fluently recite the verses of the qur’an as the memorization targets. recalling is repeated by teachers individually to children using guided instruments (observation sheet) of the ability to memorize the qur’an that had been developed previously. phase vi final assessment of the ability to memorize alquran: at this stage, the teacher refers to the points in observation sheets. the improvement of the student’s ability can be analyzed by comparing the outcomes of diagnostic assessment and final assessment. c. validation and revision of the model expert testing was used to identify the appropriateness of the model applied in learning qur’an memorization. in this study, researchers such as educational technology experts and experts of the learning qur’an and hadith were recruited as validators. the result of the validators was explained as follows. validation by an expert of technological education: the expert assessed the model’s proper validation qualification based on three aspects of the assessment such as content, design, and technical implementation of the model in learning with 200 as a total value. the detail of assessment can be seen as follows: table 1. the results of validation by educational technology expert assessment aspect maximum score score percentage qualification content 100 85 85% feasible design 96 72 75% feasible technical 56 43 76,79% feasible score 252 200 79,37% feasible validation by the expert of qur’an and hadith: the experts validated the model, design, and technic of application of the model and assessed the model with validation qualification of proper teaching reached a total score of 206. details of three aspects of validation can be seen as follows: table 2. the result of validation of qur’an and hadith teaching experts assessment aspect maximum score score percentage qualification content 97 81 83,51% feasible design 96 75 78,12% feasible technical 56 50 89,29% feasible score 249 206 82,73% feasible journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 100 based on the table, the model of qur’an memorization by the integration of external and internal representation is applicable to improve the ability to memorize qur’an. iv. discussion the development of this model has rooted in the discourses that the external environment has an important role in the mental process of memorization (pande & chandrasekharan, 2017). this occurs more particularly in the process of projecting objects of memorization done by the brain that is substantially determined the form of information that appears and is presented in the environment. thus, the model of memorization is developed for adjustment of the object projection in the brain (internal representation) and the projection of information presented by the environment (external representation). the development experiences several stages that start from the preliminary study, experiment to the production of a final model that technically applicable in teaching memorizing the qur’an. from the procedural perspective, the implementation of this model begins with the formulation of outcome indicators and preliminary skills of qur’an memorization. both indicators and assessment are interconnected and based on the instrument of qur’an memorization ability designed from cognitive theories of memorization: memorizing, recognizing, and recalling. in the next stage, the teacher conditions the students by referring to the principle of the integration of internal and external representation. the conditioning is carried out by instilling the interpretation of qur’an verses within the external representation. furthermore, the teacher carries out coding by organizing the verses based on the meanings in the form of external interpretation that is respectively relevant such as symbolic, oral, and pictorial. after coding, the teacher guides the students to practice repeating qur’an reciting and recalling the reciting without mushaf alqur’an. internal and external representation in procedural stages of the model implementation is integrated particularly in the stage of conditioning and coding. in the conditioning stage, the wave of the brain of the students has to be directed to the level of alpha and theta wave to position in ideal performance to process and recall information (rustan, 2017). likewise, in the process of coding, the materials for memorizing represented internally in the brain must be adjusted with the information represented externally (honey et al., 2017; kizilirmak et al., 2021; pande & chandrasekharan, 2017). in this stage, the coding of memorizing is determined based on the appropriateness of representation type applied with the chapter interpretation in general and verses interpretation considering the students’ learning styles. the procedure becomes the excellence that cannot be found in other models. al-mosallam 92015) only applies the principle of internal representation through the application of the mind map method to improve students' ability to memorize the quran. likewise, the findings of other researchers such as the method of memorizing qur’an silently (nawaz & jahangir, 2015) that investigated the effectiveness of memorizing qur’an in silent way, the sabak, para sabak, ammoktar, and halaqah dauri methods (ariffin et al., 2013), and descriptive qualitative method (al hafiz et al., 2016). these qur’an memorization models tend to emphasize repetition and oral drills that ignore the integration of internal and external representation in the model components. furthermore, the implementation of this model influences teachers’ teaching methods of qur’an memorization, for example, teachers have to be precise in the analysis of the student characteristics before teaching qur’an either individually or classically. it is to understand the need for integration of internal and external representation should follow student learning styles that vary among the students (muhammad et al., 2020). this is important to optimize the progressivity of memory to save memorizing materials (sheldon & el-asmar, 2018). in other words, teachers have to adapt the orientation of teaching practice of memorizing qur’an that is initially goal-oriented into a more humanized approach that considers psychological aspects of learning such as happiness, motivation, comfort, and stress. however, the integration of internal and external representation cannot be explicitly operated in the component of each model. thus, for the identification of student internal representation, the researchers applied a test of learning style adopted from mcwhorter (muhammad et al., 2020). this is based on theoretical consideration that the processing, organizing, and finally the presentation of information in the brain is determined by student learning styles (boneva & mihova, 2014). this means auditory, visual, and kinesthetic learning styles. the learning style determines methods and information relevant for students to understood and to absorb information when learning. thus, the internal representation understood as a cognitive model in the brain used to organize and interpret information (honey et al., 2017; sheldon & el-asmar, 2018). internal representation regarded as the student learning styles is then used by the researchers to adjust internal and external representation for students to memorize. similarly, in the iii stage of conditioning students. the researchers cannot ensure if the student’s brains are in alphatheta that us productive wave for memorizing (rustan, 2017). however, the researchers respond by compile suggestive words in religious preaches based on the principles of neurolinguistics programming (rustan, 2017). however, to improve the model, next research needs to consider the use of detector of frequency following program (ffg) and a tool to identify neuron interactions when memorizing; such as magnetic resonance imaging (mri) as applied by walworth that used mri based musical therapy to identify brain wave that reflects patient perceptions when having treatment (walworth, 2010). this is to certainly understand brain wave and neuron activities to optimize the process of conditioning as students are memorizing. journal of education, teaching, and learning volume 6 number 1 march 2021. page 95-101 p-issn: 2477-5924 e-issn: 2477-8478 101 v. conclusions designing a model of teaching memorizing the qur’an requires in-depth considering the integration of internal and external representation. this consideration facilitates the nature of the brain that needs a balance between the projection of materials for memorizing and the materials presented in the learning process. therefore, the progressivity of memory as one of the fundamental elements in memorizing the qur'an can increase, effective and efficient in the organization and saving information that eventually can improve the ability of students to memorize the qur'an significantly. the internal and external representations into the model of qur’an memorization developed in this research operationally integrated to the conditioning and coding stage. the internal integration is implicit and the external integration is explicit. to comprehend internal representation integration in the stage of conditioning and coding, the researchers utilized a test of learning styles. the results of the test determine and adjust the required external representation. for the integration of external representation in the stage of conditioning, the researchers applied neurolinguistic programming. furthermore, in the stage of coding, the researchers adjust the meanings of qur’an verses with appropriate representations by considering student learning styles. references ahmad, k. 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(2006). distributed cognition, representation, and affordance. pragmatics & cognition, 14(2), 333–341. https://doi.org/10.1075/pc.14.2.12zha isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 210 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. beyond good governance: an ultimate key success for higher education quality somariah fitriani 1) , hery muljono 2) 1) university of muhammadiyah prof. dr.hamka, jakarta, indonesia e-mail: somariah@uhamka.ac.id ,2) university of muhammadiyah prof. dr.hamka, jakarta, indonesia e-mail: hery@uhamka.ac.id abstract. the purpose of the study was to find out the effect of leadership and cultural academic on good governance, which focused on transparency and accountability aspects. the study adopted a quantitative approach by using causal survey method with path analysis technique, which was to test the hypothesis. thirty-one respondents consisting of lecturers and staff of graduate school of universitas muhammadiyah prof. dr. hamka (uhamka) were taken as a sample by using taro yamane formula. questionnaire of three variables was distributed to the respondents by employing a likert scale. for data analysis, the study used spss 21 to test data normality, linearity, coefficient correlation, and path coefficient. the research has revealed that: 1) leadership has a direct positive effect on academic culture; 2) leadership has a direct positive impact on good governance; 3) academic culture has a direct positive effect on good governance; and 4) the implementation of good governance is in accordance with its principles, i.e., transparency and accountability which has excellent impact to human resource quality, particularly in term of the increasing number of research and community service. it can be concluded that organization coherence is well created on account of the implementation of good governance principles, which is supported by strong leadership and academic culture. on the other word, strong leadership plays a vital role in effective governance. keywords: accountability; transparency; leadership; academic culture i. introduction universities as the highest educational institutions have a very imperative role and contribute significantly to the economic success of a state. universities as well play many direct roles to society, such as stimulating economic development, providing a focus for cultural development and social regeneration machinery and so on. zaman (2015) pointed out that higher education is very vital for sustaining growth in low and middle-income east asia. higher education intensifies production and competitiveness in striving east asian countries by 1) providing high-quality skills to the labor market, i.e., technical, behavioral and thinking skills; and 2) bestowing research for innovation and development. in line with its contribution, improving the quality of education is highly essential, which can be pursued by governance since it becomes a significant leverage tool in all aspects of higher education ( n d and mitterle, 2007). they also emphasized that governance has become a crucial issue in higher education due to facing some dramatic changes. the changes include expansion of tertiary education systems, diversification of provision, new modes of delivery, more heterogeneous student bodies, the growing internationalization of higher education and research and innovation, which leverage the production of knowledge n d and mitterle, 2007; oecd, 2008). international rankings also become the indicators of university governance, which add pressure for tertiary education. salmi (2009) connected high-ranking universities to three related factors, that is, the concentration of talent, sufficient funding and appropriate governance. thus, it is not surprising that kennedy (2003) asserted, “higher education governance is an ultimate key policy issue of the 21st century.” gallagher cited by locke, cummings, and fisher (2011) defined governance as the structure of relationships that brings about organizational coherence, plans, and decisions, authorize policies, and account for their integrity, responsiveness and costeffectiveness. by this definition, tertiary education will bring http://creativecommons.org/licenses/by-nc/4.0/ mailto:hery@uhamka.ac.id2 journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 211 about changes significantly by implementing good governance. previous un secretary-general kofi annan reflected the growing consensus when he stated that good governance is the most critical factor in eliminating poverty and improving development. this statement implies the importance of implementing good governance within an organization or institution, in this case, educational institutions that provide social, economic and cultural impacts on the welfare and development of individuals within an organization. unesco reported in 2008 (2009) that many countries have introduced far-reaching governance reforms in education. two key findings emerge from these reforms. the first finding is that there is no blueprint for good governance: each state is obliged to develop national and local strategies. the second one is that governments across the world have attached insufficient weight to equity in the design of governance reforms. higher education governance is not just a personal matter of tertiary education, but it is in the public interest that is practically beyond what applies to corporate governance in the business. governance is not only a matter of ensuring the integrity and process of transparency, but it is a question that enables communities to protect broader investments in education, intellectual knowledge and innovation tailored to the needs of the 21st-century world. according to prondzynski (2012), it is tempting to consider university governance as a form of corporate governance, determining the strategic direction of the organization and ensuring that its management is fully accountable. in fact universities, as part of the national framework of education, have broader responsibilities that need reflecting in the principles of governance. prondzynski (2012) contended the purposes of university governance as follows: 1) university's effective stewardship to protect its sustainability over the medium and long term; 2) securing the university's mission and the services, which offers for the public benefit; 3) safeguarding the appropriate and effective use of public and other funds; and 4) ensuring stakeholder participation and being responsible for the broader society for institutional performance. the significance of these principles is that they recognize the role of a governing body in guiding institutional strategy and performance, but in addition point to its role in protecting the interests of the academic community of staff and students, as well as the broader societal benefit. under these circumstances, the research is imperative to be conducted at university of muhammadiyah prof. dr. hamka on account of the increasing achievement obtained by uhamka for the last five years. thus, it aims to find out the practice of the principle of good governance, particularly to aspects of transparency, which include: (a) transparency of the decision-making process, (b) transparency to partners, and (c) transparency of employee performance appraisals, both lecturers and staff. whereas, the aspect of accountability encompasses tertiary education responsibilities towards institutional progress by building harmonious cooperation between the organs or components and the accountability of financial report. it is regarded that the principle of accountability plays an important role to balance the interests of the inter-organ/component in higher education. ii. methodology the quantitative approach of causal survey method with path analysis technique was employed to find out the effect of leadership on academic culture and good governance, and the effect of academic culture on good governance. thirtyone respondents consisting of lecturers and employees of the graduate school of universitas muhammadiyah prof. dr. hamka as a sample where the overall population is seventy-nine people comprised of forty-eight permanent lecturers from eight study programs and thirty-one employees consisting of fourteen staff, eight security guards and nine janitors. data were analyzed descriptively consisting of data presentation with histogram, mean, median, standard deviation and range of each variable. inferential analysis was used to test the hypothesis with path analysis. previously, the normality test and linearity regression were conducted for data analysis requirements. the research used spss 21.0 to test data normality, linearity, correlation coefficient, and path coefficient. in this research, there are three variables as the object of study: one exogenous variable and two endogenous variables. leadership is the exogenous variable and; academic culture and good governance are endogenous variables. academic culture becomes an endogenous variable for leadership variable and becomes an exogenous variable for good governance variable. to obtain more data about the implementation of good governance principles, interviews, and participant observation were conducted. the interviews were conducted to find out about the accountability and transparency principles in term of performance appraisal, decision-making process, financing and reporting the performance of lecturers and budgets. the related documents were also checked to gain more valid information. to support and analyze the findings, the research relied on literature reviews as well. iii. results and discussion the findings to test the hypothesis of three variables, that is leadership (x1), academic culture (x2), and good governance (x3) and its discussion is elaborated below by the calculation result of path analysis as follows in table i. table i path coefficients (p21) coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 1.010e013 .170 .000 1.000 zscore: academic culture .363 .173 .363 2.100 .045 journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 212 hypothesis 1: leadership (x1) has a direct positive significant effect on academic culture (x2). (h0:β21 ≤ 0; h1: β21> 0) from the analysis results, it was obtained that the path coefficient (p21) is 0.363a correlation coefficient of 0.363, while the coefficient t value is 2.100. to declare h0is rejected and h1is accepted, then coefficient t value is compared with t table. bec use α = 0,05 nd dk = n-k-1 = 31-1-1 = 29,it was obtained that t table is 2.045. because t value is greater than t table, that is 2,100 > 2.045, then h0is rejected, and h1is accepted, which means that the effect of leadership on academic culture is proven and acceptable empirically. based on this finding, it is inferred that there is a positive and significant influence of leadership on academic culture. this means that the higher or, the stronger the leadership of leaders (officials) is, the more the academic culture of lecturers and staff increases. hypothesis 2: leadership (x1) has a direct positive significant effect on good governance (x3) (h0:β31 ≤ 0; h1: β31> 0) based on the results of path analysis calculation, it was obtained that a path coefficient of (p31) is 0,351 and a correlation coefficient of 0.560. after testing the significance of the path coefficients through t-test, it was found that t value= 2,738 > t table ( = 0.05; 28) = 2,048). because the value of t is greater than t table, that is 2.738 > 2.048, then h0 is rejected, and h1 is accepted, which means that there is a positive and significant influence of leadership on good governance. it shows that the path effect of leadership on good governance to be empirically proven and acceptable. based on the results of the analysis, it can be inferred that there is a positive and significant influence of leadership on good governance. it means that the higher the leadership of leaders (officials) in uhamka, the more it will improve the implementation of good governance. hypothesis 3: academic culture (x2) has a direct positive significant effect on good governance (x3). (h0:β32 ≤ 0; h1: β32> 0) the results of path analysis calculation (table ii) showed that the path coefficient (p32) = 0.576 with a correlation coefficient of 0.703. after testing the significance of the path coefficients through t-test, it was obtained that t value = 4,496 > t table (α =0.05; 28) = 2.048). bec use t v lue is greater than t table, that is 4.496 > 2.048, then h0is rejected and h1is accepted, which means that there is a positive and significant influence of academic culture on good governance. the result revealed that the path effect of academic culture on good governance is empirically proven and acceptable. based on the results of the analysis, it is summed up that there is a positive and significant influence of academic culture on good governance. it means that the higher academic culture conducted in the uhamka environment by all academic community, the higher it will improve the implementation of good governance. table iii path coefficients p31 and p32 coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -1.004e-013 .117 .000 1.000 zscore: leadership .351 .128 .351 2.738 .011 zscore: academic culture .576 .128 .576 4.496 .000 a. dependent variable: z-score: good governance test result of path coefficient model based on the results of hypothesis testing, it is obtained that leadership (x1) affects the academic culture (x2) that is p21 = 0.363 and r12 = 0.363. leadership (x1) affects good governance (x3) that is p31 = 0,351 and r13 = 0,560. academic culture (x2) affects good governance (x3) that is, p31 = 0,351 and r23 = 0,703. from the results of the analysis stated that all are significant meaning that: 1) there is a positive direct and significant effect of leadership (x1) on academic culture (x2), 2) there is a positive direct and significant effect of leadership (x1) on good governance (x3), and 3) there is a positive direct and significant effect of academic culture (x2) on good governance (x3). by this result, the final model of the causal relationship in this study can be described as follows in fig. 1. fig. 1 diagram model of path testing result based on above model, the final testing model was conducted as follows: r 12 = p21 = 0,363 (fit) r 13 = p31 + p32 r 12 = 0,351 + (0,576 x 0,363) = 0,351 + 0,2090 = 0,560 (fit) r 23 = p31r12 + p32 = (0,351 x 0,363) + 0,576 = 0,1274 + 0,576 = 0,703 (fit) from the above testing model, it can be concluded that the path diagram model as in fig. 1 became the final model. journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 213 based on the hypothesis and the analysis of findings, it is revealed that leadership and academic culture affect good governance. following discussion is elaborated below: a. leadership (x1) affects academic culture (x2) leadership explains the high and low level of academic culture. the amount of direct influence of leadership to academic culture is 0.363 or 13.17%, while the remnant of 86.83% is affected by other factors. thus, it can be inferred that leadership has a positive and significant effect on academic culture. it implies that the stronger the leadership is, the more increasing the academic culture is. it is proven that the academic culture of lecturers and staff in the graduate school of uhamka is improved on account of the strong leadership of the director. shibru, bibiso, and ousman, (2017) pointed out th t “the le de ship in the organization is to meet the three challenges. the first challenge is by providing a shared vision of where the organization is preceding and what its objective is (the mission). the second one is to set objectives, that is, to convert the strategic vision and directional course into certain performance outcomes for each key area which leaders deem necessary for success. the last challenge in providing strategic direction is to generate and develop a strategy that will determine how to accomplish the objectives." on the other word, an institution will run well if the leader can accomplish and do those challenges effectively and efficiently. furthermore, the leader must have the capacity and capability to improve the academic culture in the institution. louis, leithwood, wahlstrom, and anderson (2010) proposed definition of leadership collected from the essence of their research findings: "leadership is all about the improvement of organization; more precisely, it brings about how to establish agreed-upon and worthwhile directions for the institution in question and doing whatever it takes to prod and encourage individuals to move in those directions". in line with the research finding, purwana (2015) in his research focuses on the type of leadership. the research found that transformational leadership has a direct positive effect on academic culture which the implementation of transformational leadership style can improve the quality of the academic culture in higher education. shattock (2003) also described the relationship between leadership style with the academic culture that leadership styles must be qualified by disciplinary cultures and by the nature of university organizations as well. the charismatic leadership styles can greatly assist universities in crisis. charismatic leadership in bass's perspective is identical with the transformational leadership (bass and riggio, 2006). besides that achua and lussier (2010) argued that "the effectiveness of leaders behavior can determine the success of individual careers and organizational fate. leadership is regarded as crucial for success, and some researchers have argued that it is the most critical ingredient. since academic culture talks about communication channels and interaction among the members of the university (sabaghian, 2009) and it’s lso considered as one of the effective determinants of higher education policies (sarmadi, nouri, zandi, and lavasani, 2017). it can be summed up that leadership has a significant role in improving the academic culture in higher education, which gives impact to the development of human resource and institution thoroughly. b. leadership (x1) affects good governance (x3) the finding shows that leadership has a strong influence on good governance, which is 0,351 or 12,32%, and the remnant of 87,68% is affected by other factors. it implies that the stronger the leadership is, the more it will improve the implementation of good governance. balarin et al. and caldwell et al. cited by mccrone, claire, and george (2011) pointed out that the most significant elements of effective governance are strong leadership. as leadership is one of the crucial factors in any institution's governance, so the success of the organization will depend on its leader who has the capability of running its organization effectively and efficiently. gutrie and reed (1991) in usman (2009) added that strong leadership is the one who has a clear vision in real meaning and its acronym. the leader must have a vision, inspiration (give inspiration to other), strategy orientation (long term orientation), integrity, organizational sophisticated (understand and organize sophisticatedly) and nurturing (maintain equilibrium and harmony between the organizational goal and individual goal or sensitive to subordinate's objective). robert in bateman and snell (2004) also pointed out that "the leader's job is to create a vision." galagher (2001) cited by locke, cummings, fisher (2011) argued that leadership is seeing opportunities and setting strategic directions, and investing in and drawing on people's capabilities to develop organizational purposes and values. hdiggui (2006) emphasized a number of universal principles that define good governance as follows: 1) the use of performance measures in determining the extent of (internal) efficiency and (external) effectiveness (or productivity) in public sector programmes; 2) budgetary transparency and the rule of law; and 3) the need for operational flexibility and the capacity to recognize, analyze, and adapt planning and management procedures so that they better reflect changing societal needs and anticipate situations before they become problems. according to undp (united nations development program), nine principles are required to implement good governance: namely 1) participation; 2) consensus orientation; 3) strategic vision; 4) responsiveness; 5) effectiveness and efficiency; 6) accountability; 7) transparency; 8) equity; and 9) rule of law (graham, amos and plumptre, 2003). they also acknowledged that good governance includes 1) legitimacy and voice, 2) direction, 3) performance, 4) accountability, and 5) fairness. those principles can be implemented accordingly by having strong leadership. thus, the implementation of good governance is strongly affected by the effectiveness of the leadership, which brings a positive impact on the development of human resource. to see the effectiveness of governance in any institution, davies (1999) pinpointed that there are 8 essential elements, which includes 1) the identity journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 214 of the body; 2) definition of its purpose; 3) how the aim is to be achieved; 4) membership criteria both explicit, such as shared interest, and implicit for example shared values; 5) how the body is to be administered; 6) how the body relates externally; 7) how success is measured; 8) termination arrangements. to sum up, the role of leadership plays an essential part in the development of effective governance. leaders must have the capacity to care for others, a commitment to persist and clear communication. to build strong authority, the educational institution must have strong leadership, which can influence all individuals to achieve the goals altogether. c. academic culture affects (x2) good governance (x3) the research finding shows that academic culture has significant correlation and strong direct influence on good governance which is 0,576 or 19,11%. the remnant of 80,89% is affected by other factors. it means that the higher academic culture is the more improvement in the implementation of good governance in uhamka environment. smerek (2010) and davies (2001) cited by purwana (2015) said that one distinguishing feature between an organization and another is its organizational culture. higher education as an organization can be meant to be different than any other organization from the perspective of its culture. higher education either in the form of university, academy, institutes or colleges has its culture character known as academic culture. rosser and tabata (2010) contended that colleges and universities have a strong academic culture and reward structure that acquires performance in teaching and advising, research and scholarship, and service and committee activities for earning promotion and tenure. the academic culture of tertiary education can be categorized into four types, namely the culture of discipline, the culture of the enterprises, the culture of profession, and the culture of systems (boss and eckert, 2006; clark, 1980; henkel and vabo, 2006; morril, 2007; valimaa, 2006). purwana (2015) highlighted that academic culture as a subsystem of tertiary education plays a vital role in the effort of building and developing the culture and civilization of the society and the nation as a whole. arimoto (2011) affirmed that academics are involved in various knowledge functions, such as discovery, dissemination, application and control, and teaching, service, research, and management, respectively. they are expected to give a contribution to social development by way of pursuing their academic work to enhance scholarly productivity, especially in research and teaching. this explanation can be understood because academics provide service to students, colleagues, their institution, their discipline or profession, and the public (macfarlane, 2007). shen and tian (2012) maintained that academic culture on campus is the external manifestation of the shared values, spirits, and people’s beh vio no ms th t e pu suing nd developing their study and research. this culture is likely to be personified in the behavioral patterns of the academics, the rules and regulations, and the facilities. it mainly comprises academic outlooks, academic spirits, academic ethics, and educational environments. the finding indicated that transparency, accountability, and responsiveness, which are part of good governance principles give a profound contribution to academic culture (mufi, 2010). governance is the interactions among structures, processes, and traditions that determine how power and responsibilities are practiced, how decisions are taken, and how citizens or other stakeholders have their say. fundamentally, it is about power, relationships, and accountability: who has influence, who decides, and how decision-makers are held accountable (graham, amos & plumptre, 2003). galagher (2001) cited by locke, cummings, fisher (2011) defined gove n nce s “the structure of relationships that bring about organizational coherence, authorize policies, plans and decisions, and account for their probity, responsiveness, and costeffectiveness." it can be summed up that the implementation of good governance is affected by academic culture, which contributes to the development of human resource and institution. besides, academic culture in higher education is related to primary values such as research skills, critical thinking, communication ability, and beliefs as well as the sharing expectation among individual to achieve common goals. iv. conclusions to conclude from the research findings that 1) leadership has a direct positive effect on academic culture; 2) leadership has a direct positive effect on good governance; 3) academic culture has a direct positive effect on good governance; and 4) the implementation of good governance is in accordance with its principles, i.e., transparency and accountability which has excellent impact to human resource quality and the development of institution. as good governance is an essential issue in quality assurance of higher education, which gives a significant effect on the development of the educational institution and quality of graduates as the user of schooling. that's why the awareness of higher education needs to be increased that demand on good governance implementation is not only an obligatory. but it is also a need. due to tighter competition, good governance of higher education must be realized as an embedded system with its dynamic. the implementation of good governance principles can be internalized to be organizational/university culture as to become the system to strengthen competitive advantage. the aim of good governance policy in higher education is that every element functions to run the institution in accordance with its authority and responsibility. to be briefly stated that all people in the higher educational institution are required to have the understanding of governance concept as to develop and redesign the quality of governance model, which fits with islamic culture of muhammadiyah. journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 215 acknowledgment we are indebted to university of muhammadiyah prof. dr. hamka, which gives the internal grant of pdk no 157/f.03.07/2017 and supports its funding for this research. we also would like to thank all respondents of uhamka in giving the contribution of the study. references achua, c.f & lussier, r.n. (2010). effective leadership. canada: cengage learning south-western. arimoto, a. (2011). japan: effects of changing governance and management on the academic profession. in changing governance and management in higher education: the perspectives of the academy, locke et al. (eds). http://dx.doi.org/10.1007/978 94-0071140-2_14 bass, b. m., and riggio, r.e. (2006). transformational leadership, 2 nd edition. new jersey: lawrence erlbaum associate inc. bateman, t.s. & snell, s.a (2004). management; the new competitive landscape. 6 th edition. the usa: mcgraw hill. boss, j. m., & eckert, s. h. (2006). academic scientist at work, 2 nd edition. new york: springer. clark, b. r. (1980). academic culture. connecticut: yale university. davies, a. (1999). a strategic approach to corporate governance. england: gower publishing limited. gallagher, m. (2001). modern university governance – a national perspective. paper presented at the idea of university: enterprise or academy? conference organized by the australia institute and manning clark house, canberra, 26 july 2011. http://www.destgov.au/archive/highered/otherpub mod_uni_gov/default.htm. graham, j., amos, b., & plumptre, t. (2003). governance principles for protected areas in the 21 st century; prepared for the fifth world parks congress urban, south africa. ontario: institute on governance, june 30, 2003. guthrie, j.w. & reed, r.j. (1991). educational administration and policy effective leadership for american education. second edition. boston: allyn and bacon. hdiggui, el. m. (2006). human resource management in the education sector. paris: unesco. hénard, f & mitterle, a. (2007). governance and quality guidelines in higher education: a review of governance arrangements and quality assurance guidelines. paris: oecd. henkel, m & vabo, a. (2006). academic identities. in m. kogan, m. bauer, i. bleiklie and m. henkel (eds) transforming higher education: a comparative study. london: jessica kingsley publishers,127-159. kennedy, k.j. (2003). higher education governance as a key policy issue in the 21 st century. educational research for the policy and practice, 2(1), 55-70. locke, w., cummings, w.k, & fisher, d. (eds). (2011). the changing academy-the changing academic profession in international comparative perspective 2. changing governance and management in higher education; the perspectives of the academy. london, new york: springer. louis, k. s., leithwood, k., wahlstrom, k., & anderson, s. (2010). investigating the links to improved student learning: final report of research findings. macfarlane, b. (2007). the academic citizen: the virtue of service in university life. new york: routledge. mccrone, t., southcott, c. & george, n. (2011). governance models in schools. slough: nfer. morrill, r.l. (2007). strategic leadership: integrating strategy and leadership in colleges and universities. maryland: rowman & littlefield publishers, inc. mufi, a.h. (2010). implementasi nilai nilai good governance di perguruan tinggi: studi deksriptif analitik tentang pengaruh transparansi, akuntabilitas dan responsiveness terhadap budaya akademik dan prakarsa serta dampaknya pada mutu layanan akademik di perguruan tinggi badan hukum milik negara. disertasi. universitas pendidikan indonesia, bandung. oecd. (2008). tertiary education for the knowledge society, vol. 1, paris: oecd. prondzynski, f.r.. (2012). report of the review of higher education governance in scotland. scotland: crown copyright committee of university chairs. purwana, d. (2015) the effect of transformational leadership, academic culture and organizational health on managerial effectiveness: a study of an indonesian public higher education institution. review of integrative, business & economics research, 4(4), 367-380. rosser, v. j., & tabata, l. n. (2010). an examination of faculty work: conceptual and theoretical frameworks in the literature. in higher education: handbook of theory and research (pp. 449-475). netherlands: springer. sabaghian, z. (2009). university culture as an investigational frame: at new approaches in higher education. tehran: social and cultural studies research center publications. salmi, j. (2009). the challenge of establishing world-class universities, washington, d.c.: world bank. sarmadi, m.r., nouri, z., zandi, b., & lavasani, m.g. (2017). academic culture and its role in knowledge management in higher education system. international journal of environmental & science education, 12(5), 1427-1434. shattock, m. (2003). managing successful universities. new york: open university press. shen, xi & tian, xianghong. (2012). academic culture and campus culture of universities. higher education studies, 2(2), 61-65. http://dx.doi.org/10.1007/978 http://www.destgov.au/archive/highered/otherpub http://www.destgov.au/archive/highered/otherpub journal of education, teaching, and learning volume 4 number 1 march 2019. page 210-216 p-issn: 2477-5924 e-issn: 2477-4878 216 shibru, s; bibiso, m; & ousman, k. (2017). middle-level managers' quality of leadership and good governance, and organizational performance of wolaitasodo university. journal of education and practice, 8(4), 55-62. unesco education for all global monitoring report. (2009). overcoming inequality: why governance matters. paris: unesco. usman, h. (2009). manajemen: teori, praktik, dan riset pendidikan. edisi 3. jakarta: bumi aksara valimaa, j. (2006). analysing the relationship between higher education institutions and working life in a nordic context. eds. paivi tynjala, jussy valimaa & gillian boulton-lewis, higher education and working life: collaborations, confrontations, and challenges. oxford: elsevier ltd. zaman, k. (2015). quality guidelines for good governance in higher education across the globe. pacific science review b: humanities and social sciences, 1(1), 1-7. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 130-134 p-issn: 2477-5924 e-issn: 2477-8478 130 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. causes of the alarming rise of false sexual allegations against teachers in south african schools thobile perseverance madonsela1), bunmi isaiah omodan2), cias t tsotetsi3) 1) university of the free state, south africa e-mail: perseverancemadonsela@gmail.com 2) walter sisulu university, south africa e-mail: bomodan@wsu.ac.za 3) university of the free state, south africa e-mail: tsotetsict@ufs.ac.za abstract. false sexual allegations against teachers have contributed to teachers leaving the profession early and a decline in males choosing the profession. the main focus of this study was to investigate learners' false allegations of sexual misconduct against teachers. this study was underpinned by fabricated rape theory and adopted qualitative methodology data through semi-structured interviews. four teachers, one deputy principal, and one principal making six participants in the south district of the gauteng province of south africa were selected using convenient selection methods. the collected data were analysed using the thematic analysis method, which enables the researcher to respond to the study's objectives one after the other. the study revealed that fear, emotional neglect, and revenge contribute to false sexual allegations against teachers and that the maintenance of professional conduct among teachers and policy change are the possible solutions. therefore, the study recommends that students should be provided with adequate orientation and re-orientation about the implication of false allegations, that teachers should always maintain good conduct, and that there should be an improvement in school policies and code of conduct to include punishable consequences for false accusations. keywords: sexual allegations; teachers; learners; schools i. introduction majority of teachers have faced allegations of misconduct in the past few years, and such has impacted teachers and school staff, resulting in them wanting to quit their jobs after being falsely accused by learners because they cannot cope with the stigma. teachers are somehow scared to enforce discipline and assert their authority over learners because experiences and observations show that learners try to avenge themselves by accusing teachers of inappropriate conduct. this attitude has been linked to poor parenting by learners who think they must revenge any teacher's attempt to discipline them, which has impacted the rise of innocent teachers accused of sexual misconduct (atl, 2015). another challenge has been linked to the stipulations of section 28(2) of the constitution of south africa, which states that a child's best interests are of paramount importance in every matter concerning the child (south african government, 2017), as much as the children's rights must be taken into consideration when they are reporting incidents of misconduct that the teachers have done. unfortunately, there seems to be onesidedness in implementing the constitution, which seems to have neglected the protection of teachers and other stakeholders in schools. for instance, a female teacher at orkney high school was accused of indecent assault of a fifteen-year-old schoolboy. the learner accused his teacher of playing with his genitals and having sex with him on a desk in the classroom. the court found the teacher not guilty due to a lack of evidence. even though the court found her not guilty (news24, 2008), a march 2015 article for the independent education survey indicated that one in five teachers had experienced a false accusation by learners and parents or family friends (rawlinson, 2017). limitless to south african schools, the information provided by the association of teachers and lecturers (atl) in the united states of america shows that more than 22 percent of college and school staff had been the target of false allegations by the learners and the learners’ parents or familyfriends (garner, 2015). learners made allegations because they do not like being told what to do by the college or school staff, which exhibits poor parental discipline. http://creativecommons.org/licenses/by-nc/4.0/ mailto:perseverancemadonsela@gmail.com mailto:bomodan@wsu.ac.za mailto:tsotetsict@ufs.ac.za journal of education, teaching, and learning volume 7 number 2 september 2022. page 130-134 p-issn: 2477-5924 e-issn: 2477-8478 131 the relevant stakeholders in the education system continue to fail to act swiftly when such allegations are made, resulting in people no longer wanting to choose teaching as a profession. according to caroline winter (in abc news, 5 may 2014), the australian education union (aeu) lately, young men are running away from teaching as a career option because they are afraid of being wrongly accused of child sex offences. the aeu further elaborated that there has been a massive decline in male teachers in schools for some years now. the staff unions also lament that in the past 20 to 30 years ago, teachers were not at risk of false accusations and inappropriate acts, but all that has changed in the recent time. anderson and levine (1999) note that the rise in the number of concerns about the allegations of sexual assault against teachers in the teaching environment has resulted in teachers being afraid of sexual abuse allegations. thus, teachers are advised to limit contact with learners, which will lead to adverse consequences for learners and the teaching environment. furthermore, the working environment becomes unbearable even for the best teachers because they are constantly aware that they are at risk of being unjustly accused of such offences by learners. as a result, some teachers are considering quitting the profession despite not being accused, but the fear that it might happen has led to them making such decisions. strauss (2015) opines that as false sexual allegations against teachers continue to rise, more educators will start to leave the profession. thus, the shortage of teachers will continue to increase as teachers are afraid they are next in line. this is to argue that as long as learners' right is important, so are the teachers. however, the rights of the alleged accused are equally important; the current policies and laws leave troubling questions about creating the proper balance between the rights of the accused harasser and the alleged victim. problem statement there is a significant concern among teachers about the likelihood of being falsely accused by students in south african schools. however, little attention is being given to such issues and there is little understanding of the severity of such allegations (black & schweitzer, 2012). the problem with this study is that the department of basic education (dbe) and schools, in general, tend to focus mostly on learners' rights and how such incidents affect them. however, the two stakeholders fail to protect teachers, and they fail to ensure that an investigation has been done thoroughly before they disclose the identities of teachers whom the complaint has been lodged against. the right to privacy of the teachers is being violated during such investigations; so much information about sexual misconduct involving teachers is being disclosed to the community and media at large about the teacher while the investigation is underway, whereas when it comes to the learner, the dbe and schools will not disclose any information because he/she is a minor. the concerned stakeholders seem to have no interest in understanding the motive that is mostly hidden behind sexual allegations made by most learners. this agrees with robinson (2015) that the false allegations of sexual abuse of children are not usually made out of good faith, but rather the accusations are mostly vindictive. hence, teachers risk losing everything, including their dignity, integrity, and psychological implication, when these allegations are made by learners, regardless of whether they are proven correct. the researchers' observations in the schools show that schools do not appoint male teachers to teach physical education (pe) because they are scared of being falsely accused of sexual assault, mostly by female students. hence, even if the pe teacher has taken some time off from work, students will be left unattended, or another female teacher will be asked to substitute the absent teacher. moreover, male teachers are scared of teaching this subject because they are the ones who are most vulnerable to such allegations. hence, leaving a huge vacuum in schools. research objectives based on this problem, the study formulated the following objectives to guide the study: • to identify the factors contributing to the allegation of sexual misconduct against teachers by learners. • to explore possible solutions to the problem of false allegations. theoretical framework this study adopted the theory of fabricated rape proposed by de zutter, horselenberg, and van koppen based on the literature on false sexual allegations (de zutter et al., 2016). the purpose of this theory is to assist in predicting how false allegations will bolster detectable differences with true rape allegations based on the principle that a complainant that has not been raped will have to fabricate a story, whereas a true victim's story is based on recollections of the event. this theorist argued that the first false complaints are lying, and they will behave as liars. if they present stories that are not similar to the stories that truth-tellers present, they will construct a story based on their sexual experiences, which may be situationally different from the truth and imaginary reality. false complaints, according to de zutter et al (2016), false accusers make up a story based on their own beliefs concerning rape; if their beliefs about rape are invalid, then an invalid story of rape will be constructed. thus, a false complaint has to rely on mental representations of how such an event would occur; these mental representations are mainly based on how the news in the media portrays what rape is, often such representations often lack details (greer, 2003). therefore, the false complaints make up a concise story with few details (de zutter et al., 2016). this theory is relevant to this study because it helps schools' stakeholders, both students, and teachers, most especially those who conduct the investigations of sexual misconduct, such as social services, school officials, and law enforcement, to be able to distinguish between true and false sexual allegations against teachers, students and any persons within the school. this, if implemented in schools, will reorientate learners against false sexual allegations against teachers and or any victims. this will not only promote decency among the stakeholders but also control false journal of education, teaching, and learning volume 7 number 2 september 2022. page 130-134 p-issn: 2477-5924 e-issn: 2477-8478 132 allegations of any kind against one another in schools. the understanding of this theory is also a pointer for a thorough investigation of allegations before official declaration of such to avoid devastating professional and personal consequences on the falsely alleged person. ii. methods a qualitative research approach was deemed to be suitable for this study as it is not interested in gathering data from statistics but rather focuses on analysing people's lives, behaviours, lived experiences, feelings, social production of issues, practices, and events (flick, 2018; strauss & corbin,1990). also, it helps the researcher to understand peoples' perceptions and experiences about the social and cultural context they live in. data was collected by using semi-structured interviews. the study involved six participants which comprised principals and teachers of the department of basic education, all from the south district in the gauteng province, south africa, four teachers, one deputy principal, and one principal. purposive sampling method was used to select the six participants. this method was deemed appropriate because the selected participants are relevant to share their views and no other person could present them since they are the ones facing the identified problem (creswell & clark, 2011). the data collected via interviews were analysed using braun and clarke's seven steps of thematic analysis. according to braun and clarke (2006), these seven steps involved transcription; defining and naming themes, and finalising the analysis. this thematic analysis is relevant to this study because it enables the researcher to categorise the data based on the study's objectives with appropriate interpretation (omodan, 2022). this study was approved by the research committee of the university of the free state. the anonymity, confidentiality, freedom, and respect of the participants were observed (okeke, omodan & dube, 2022). this is also in line with resnik (2015) that researchers must follow ethical rules to ensure accountability, trust, fairness, and mutual respect. in addition, the participants were given pseudonyms, as indicated in the below analysis. for example, all the participants were given sst1, sst2, sst3, sst4, sst5, and sst6. iii. results and discussion in order to address the objectives of the study, the analysis below was made. this was done thematically based on objectives 1 and 2. to fulfil objective one, the data identified that fear emotional neglect, and revenge contribute to the prevalence of false sexual allegations against teachers. in answer to objective two, which was to present the possible solutions to the problem, the study came up with a theme tagged; maintenance of professional conduct and relationships. the themes are addressed below. fear and emotional neglect, and revenge as the contributing factors the factors contributing to the false sexual allegations against teachers in schools are critical and need to be addressed to save innocent teachers who are diligent in their teaching and professional conduct. the issues of false sexual allegation have been confirmed in schools and the data collected shows that students use to alleged teachers based on their fear of the unknown and as an act of revenge against teachers who disciplined the learners. see the participants' statements below: sst1: "i have experienced an instance where a female learner has broken a school rule and, fearing punishment and the anger of her parents, she acted first by accusing the male teacher (who reprimanded her for her transgression) of sexual harassment. she accused the teacher of having touched her behind in a sexual manner. in the hearing, witnesses testified that the teacher was reaching for a cell phone, which she grabbed out of his hand after he confiscated it during a lesson and hid it behind her back. the teacher had insomnia for months afterwards." sst2: "a girl learner who performed very poorly in a subject was too scared to face her parents with her poor results. instead of taking her report card home, she told her parents that her teacher was sexually harassing her in class by making lewd remarks about her breasts. she claimed that she could not concentrate in his class. a full investigation proved that the learner was lying and that the teacher had never addressed her about matters other than schoolwork. as a result, the teacher had a nervous breakdown." sst3: "young male novice teachers are always victims when they begin their careers as female students want to pursue romantic relationships and, in some cases, teachers do not agree with that. the female student throws sexual allegations. furthermore, work dynamics in some cases force some educators to use pupils as tools for getting money from their colleagues. in this process, the instigator promises the learner a huge payout if they become involved in this process. in addition, colleagues try to ruin another colleague's reputation because of jealousy and sometimes anger shared towards their colleague." sst5: i will speak from my own experience; a grade 12 learner wrote a letter to the principal accusing me of sexual misconduct after kicking her and her friends out of my classroom because they bunked my classes several times. two things saved me. firstly, the witnesses she had were all telling a different story which made the learner's accusation unbelievable. secondly, the learners wanted to speak to the principal and beat up this learner for lying. the learner and her friends planned this because they wanted revenge for the punishment i had given them. sst6: i have seen jealousy amongst peers who have not been favoured in such cases and it can very quickly escalate into a false charge of sexual harassment against the teacher. some teachers feel they can safely counsel learners alone in a classroom with no witnesses present, which is never wise. such circumstances could also create jealousy in peers or cause the learner who is being counselled to fall in love. from the above statement by sst1, one could see the ploy that students use to post sexual and misconduct allegations against their teachers to avert being punished by the teacher or their parents for their actions. in the same vein, revelations journal of education, teaching, and learning volume 7 number 2 september 2022. page 130-134 p-issn: 2477-5924 e-issn: 2477-8478 133 from sst2 also showed that learners mostly throw up sexual allegations against their teachers to avert punishments or reprimands from their parents for poor performance in their academic work. the fear of the unknown, a spirit of revenge from the students, and emotional neglect surface from statements by sst3 as one of the factors that make students falsely allege their teachers have tried to gain their romantic attention without luck. the statement by sst5 also confirms that the issue of wanting revenge against teachers leads students to cook up false sexual allegations against their teachers. sst6's statements also confirm that learners are also jealous of peers who may have gained good relationships with their teachers. this makes other learners think of bringing such teachers down at all costs. from the above analysis, it is found that several reasons that could cause false sexual allegations against teachers by students are the intention to avert punishment or being reprimanded by teachers and parents and revenge against teachers. secondly, the lack of boundaries and unclear relationships between learners and teachers could lead to romantic pursuits between teachers and often attract jealousy from other students who may feel there is a need to bring such teachers down. this study confirms the findings and arguments that the issue of false sexual allegations is prevalent in schools (huntington et al., 2022; prewitt-white et al., 2022; trocmé & bala, 2005). this finding may be linked to state laws or the schools' management's inability to prosecute or punish the false accusers; whether the accusations are driven by misunderstanding or malice, more learners are accusing teachers because of the feelings that these learners are not punished (behm-lawton, 2014). maintenance of professional conduct and policy change it was severally observed that learners report their teachers to authorities based on inappropriate conduct, which in most cases comes from the fact that he/she did not like the mark from an assignment, test, or overall score of the teacher's subject. physical education teachers and coaches are particularly vulnerable to such accusations (jill, 2019). the participants' statements below justified that teacher needs to ensure their conducts are professional. sst1: teachers who are vulnerable to such accusations are the ones who are too friendly to learners. with that being said, teachers need to remain professional at all times in order for learners not to think otherwise. sst6: teachers must not give learners a reason to make such allegations. if a teacher is professional, there will be no way a learner can make these accusations. teachers should refrain from having unnecessary conversations and interactions with learners and don't make unnecessary jokes. teachers should focus on doing their job. from the above statements, one can conclude that it is important for teachers to learn to keep students at a distance. they must not put themselves in a situation where there is a chance that false accusations can be made. this is supported by sst1 who holds that teachers need to remain professional to avoid wrong signals from learners, which may lead to false allegations. sst6 believes that the solution to the problem from the teacher's perspective is that teachers should refrain from one-on-one interactions, jokes, and unclear relationships with learners, especially when no one can bear witness. on the other hand, the issue of policy change also surfaces from the participants' statements, especially those that will provide or stipulate consequences for any accusation found untrue or false. see the statements below: sst3: there is a need for unbiased policy change or improvement; even if policy changes are made in south africa, teachers will still be vulnerable to such accusations because poor leadership is already failing them. sst5: the teachers' union and south african council for educators (sace), the department of basic education, and other relevant authorities should also protect the interest of teachers via policies that will explain the consequences of false accusations to protect the interests of teachers. the statements from sst5 agitated for a policy improvement that will cater to both teachers and learners without bias or favour of one against others. sst5 also called for the stakeholders in the school system to come up with a policy that will stipulate consequences for whoever is found guilty of false accusations among students. based on the above analysis, it was discovered that maintaining professional conduct among teachers and a policy change could reduce students' false sexual allegations against teachers. this is consistent with the argument that teachers should always discharge their duties professionally according to the school ethics and principles (ashraf et al., 2017; leuverink et al., 2022). also, johnson (2017) argues that teachers should always maintain a professional relationship with learners and must not relate with learners outside school or school activities. the finding also supports the recommendations that there is a need for a policy change to enforce discipline among schools' stakeholders, including students (streng & kamimura, 2015). iv. conclusions the above findings show that learners are often vengeful and mischievous when punished by teachers. the fear of being punished for poor academic performance makes them accuse teachers of sexual misconduct falsely. on the other hand, we also conclude that a lack of boundaries in teachers' relationships with learners through unprofessional interactions could lead to jealous pursuits between learners. therefore, maintaining professional conduct among teachers and a policy change where both the learners and teachers are equally protected by laws/policies is a dimension that could reduce false sexual allegations against school teachers. based on this, the following recommendations were made: learners should be educated about the dangers of false accusations, most especially against teachers. therefore, the orientation should be tailored to make students understand the danger and damage of false sexual allegations and the implication of such on the reputation, finance, and livelihood of the person. journal of education, teaching, and learning volume 7 number 2 september 2022. page 130-134 p-issn: 2477-5924 e-issn: 2477-8478 134 the department of basic education should endeavour to improve school policies and schools' codes of conduct to accommodate the sexual assault policy that stipulates significant implications for anyone making false accusations. lastly, teachers should maintain a professional style and perspective with learners, devoid of any unethical insinuations in the mind of the learners. references abc news. (2014). risk of false sex abuse claims turning young men off teaching careers, union fears. 13 may 2014. anderson, e. m., & levine, m. (1999). concerns about allegations of child sexual abuse against teachers and the teaching environment. child abuse & neglect, 23(8), 833-843. https://doi.org/10.1016/s01452134(99)00054-x ashraf, h., hosseinnia, m., & gh. domsky, j. (2017). efl teachers' commitment to professional ethics and their emotional intelligence: a relationship study. cogent education, 4(1), 1298188. https://doi.org/10.1080/2331186x.2017.1298188 association of teachers and lecturers (atl) (2015). teachers fight back against false claims of pupil assault survey. anushka asthena. behm-lawton, j.l., (2014). the effect of religiosity and social norms on problematic online sexual activity in christian young adults. northcentral university. black, a. and schweitzer, r.d. (2012). allegations of child sexual abuse in family court. psychiatry. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77-101. creswell, j. w., & plano clark, v. l. (2011). designing and conducting mixed method research. thousand oaks. de zutter, a, horselenberg, r. & van koppen, p.j. (2016). detecting the true nature of allegations of rape. j police crim psych 32, 114-127. https//doi.org/10.1007/s11896-016 flick, u. (2018). an introduction to qualitative research. sage. garner, r. (2015). independent.co.uk, news blog, accessed 1 april 2021. gov.za. (2017). the constitution of the republic of south africa. south african government. greer, c. (2003). crime in the press: sex offending and the media in a divided society. willan, cullompton https;//www.theguardian.com/education/2015/mar/30/one-infive-school-staff-victims-of-false-claims-surveyshows [accessed 25 april 2021] huntington, c., berkowitz, a. d., & orchowski, l. m. (2022). false accusations of sexual assault: prevalence, misperceptions, and implications for prevention work with men and boys. in engaging boys and men in sexual assault prevention (pp. 379-399). academic press. https://doi.org/10.1016/b978-0-12-8192023.00005-5 johnson, d. (2017). the role of teachers in motivating students to learn. bu journal of graduate studies in education, 9(1), 46-49. https://eric.ed.gov/?id=ej1230415 leuverink, k. r., & aarts, a. m. l. (2022). changes in teachers' professional behaviour through conducting teacher research. journal of educational change, 23(1), 61-84. https://doi.org/10.1007/s10833-02009409-9 news24. (2008). female teacher accused of rape. 8 february okeke, c. c., omodan, b. i. & dube, b. (2022). ethical issues in humanities, social sciences and science education. in e.o. adu & c.i.o. okeke (eds), fundamentals of research in humanities, social sciences and science education: a practical stepby-step approach to a successful journey. van schaik publishers. chapter 19. omodan, b. i. (2022). the potency of social constructivism on classroom productivity in universities. studies in learning and teaching, 3(1). https://doi.org/10.46627/silet.v3i1.97 prewitt-white, t., spirov, l., & malone, s. (2022). the "sex talk" is a continual conversation. in examining and mitigating sexual misconduct in sport (pp. 187-201). routledge. rawlinson, k. (2017). one of five school staff victims of false claims, survey shows. the guardian [online]. available at: resnik, d. b., rasmussen, l. m., & kissling, g. e. (2015). an international study of research misconduct policies. accountability in research, 22(5), 249-266. robinson, t. m. (2015). an explorative study of false allegations of child sexual abuse in divorce and custody proceedings in south africa. (thesis). university of cape town, faculty of humanities, department of social development. http://hdl.handle.net/11427/16797 strauss, a., & corbin, j. (1990). basics of qualitative research. sage publications. strauss, s. (2015)." denial, blame, betrayal, and the conspiracy of silence: educator sexual harassment of k through 12 students." sexual harassment in education and work settings: current research and best practices for prevention: current research and best practices for prevention. streng, t. k., & kamimura, a. (2015). sexual assault prevention and reporting on college campuses in the us: a review of policies and recommendations. journal of education and practice, 6(3), 65-71. the constitution of the republic of south africa. (1996). right to education. pretoria: government printer. trocmé, n., & bala, n. (2005). false allegations of abuse and neglect when parents separate. child abuse & neglect, 29(12), 1333-1345. https://doi.org/10.1016/j.chiabu.2004.06.016 https://doi.org/10.1080/2331186x.2017.1298188 https://doi.org/10.1016/j.chiabu.2004.06.016 journal of education, teaching and learning volume 2 number 1 march 2017. page 11-16 p-issn: 2477-5924 e-issn: 2477-4878 11 implementation of reseptive esteemy approach model in learning reading literature titin nurhayatin universitas pasundan, bandung, indonesia e-mail: titin_nurhayatin @unpas. ac.id abstract. research on the implementation of aesthetic model of receptive aesthetic approach in learning to read the literature on the background of the low quality of results and learning process of indonesian language, especially the study of literature. students as prospective teachers of indonesian language are expected to have the ability to speak, have literature, and their learning in a balanced manner in accordance with the curriculum demands. this study examines the effectiveness, quality, acceptability, and sustainability of the aesthetic approach of receptions in improving students' literary skills. based on these problems, this study is expected to produce a learning model that contributes high in improving the quality of results and the process of learning literature. this research was conducted on the students of language education program, indonesian literature and regional fkip pasundan university. the research method used is experiment with randomized type pretest posttest control group design. based on preliminary and final test data obtained in the experimental class the average preliminary test was 55.86 and the average final test was 76.75. from the preliminary test data in the control class the average score was 55.07 and the average final test was 68.76. these data suggest that there is a greater increase in grades in the experimental class using the aesthetic approach of the reception compared with the increase in values in the control class using a conventional approach. the results show that the aesthetic approach of receptions is more effective than the conventional approach in literary reading. based on observations, acceptance, and views of sustainability, the aesthetic approach of receptions in literary learning is expected to be an alternative and solution in overcoming the problems of literary learning and improving the quality of indonesian learning outcomes and learning process. keywords: approach; aesthetic receptions, literature reading i. introduction indonesian language and literature learning has a very important role in fostering the intellectual, social, and emotional intelligence of learners. through literary learning, learners can develop language skills, enhance cultural knowledge, develop inventiveness, intention, and taste, and can support the formation of character. for that, literary learning is very important in various aspects because it can provide benefits in one's life. the key to the success of literary learning lies in the ways and efforts of teachers in managing and conveying literary learning. indonesian language and literature teachers have a low ability to motivate and familiarize students with literary works. students not only understand literary theories, but students are more required to have the ability to appreciate the work of literature and create works of quality literature. learning indonesian language and literature in schools should be able to grow learners to be knowledgeable, have adequate language skills, and have a positive attitude towards indonesian language and literature, have a love, and high appreciation tertahadap literary works. thus, the tasks of indonesian language and literature teachers not only provide knowledge (cognitive aspects), but also skills (psychomotor aspects) and instill a sense of love (affective aspect), both in class activities or outside the classroom. research on the implementation of the aesthetic approach of receptions in reading literature learning background of several issues related to the results and the process of learning indonesian language and literature that has been complained about. according to mustafa [1], "in the world of our education, literature is often dianaktirikan so as to get a less encouraging status in teaching in schools or colleges. in both levels of this institution, literature often gets different status from other disciplines. "teachers are expected to teach the language and literacy skills in a balanced manner according to the curriculum demands. based on permadi's search results [2] on barriers in literary learning, many teachers who teach literature are more theoretical. learners are not familiarized with the process teaching approach, teachers do not use problematic directives, journal of education, teaching and learning volume 2 number 1 march 2017. page 11-16 p-issn: 2477-5924 e-issn: 2477-4878 12 learners are not involved for the creative process, learners are not given the opportunity to express themselves, even many teachers who do not quite master the literary material that will be taught. literary learning should refer to the activity of understanding, interpreting, judging, and ultimately producing something akin to the work that is appreciated. learning literature appreciation is directed at the growth of the appreciation of the students in accordance with the level of emotional maturity. this suggests that the planning, implementation, and evaluation of literary learning should ideally be directed at the growth of students' appreciation and creativity. efforts to improve the quality of literary learning in schools are largely determined by the role of teachers in managing learning actively, innovatively, and creatively. teachers should master a variety of approaches, methods and teaching techniques. in addition, the teacher should also recognize the learners well. interest, intelligence, talent, motivation, and cognitive ability of learners are important to consider in determining the success of learning, especially literary learning. literary learning should be open, creative and dynamic. literary works allow a very rich interpretation. this will happen if the learning is done openly. in such an atmosphere of learning various alternative interpretations of a literary work can emerge. indonesian literary learning is directed to introduce the values contained in the literary works and invite learners to appreciate the experiences presented. literary learning should be able to develop students' sensitivity to sensory values, affective values, affective values, religious values, and social values, individually or in combination as a whole, as reflected in literary works. based on this, this study was conducted. literature review in relation to the terms of the learning model, dahlan [3] argues that a learning model can be defined as a plan or pattern used in developing curriculum, organizing instructional materials and giving instruction to teachers in class in teaching settings and other settings. according to corey in sagala [4], learning is a deliberately managed process that allows students to engage in certain activities and conditions to produce the expected response. joyce and weil [5] , revealing the teaching model is: a pattern or a plan, to select the instructional material, and to guide a teacher action. joyce and weil illustrate that the teaching model is a kind of pattern or plan that can be used to define curriculum or teaching, choose subject matter, and guide teacher activities. there are four major groups of teaching models: the information-processing sources, the personal sources, the social interaction sources, and behavior modi fi cations as a sources. each group of models can be marked from the orientation or focus of the model, the sequence, the teacher's reaction principles, the characteristics of the social system, and the concept of the support system. the above opinion implies that a teacher other than having to master the subject matter, must also understand how to select and use methods that are appropriate to the purpose and the material being taught. the interaction must be communicative and educative. teaching models are designed or shaped by practice, empirical work, theory, guesswork, and based on a study of the meaning of theory and research conducted by others. as mentioned by iskandarwassid [6] (2002, p 57), the discussion of the model includes four parts, namely (1) the orientation of the model, (2) the teaching model, (3) application, and (4) the impact or effect of teaching and additional impact. these four sections will be described as follows. 1. the orientation of the model includes: (a) the purpose of the model, (b) theoretical assumptions, and (c) the principal principles and concepts underlying the model. 2. the teaching model includes four concepts, namely (a) syntax or sequence of activity steps, (b) social system or class social system, (c) principles of reaction, and (d) a support system. a. syntax is a step-by-step method of describing the model in its implementation. when teachers use a model as a basis for their strategy, it is necessary to master what kinds of activities they will use, how they will begin, and what will happen next. the description of syntax in the sequence of activities is called phase. each model has certain phases. b. the classroom social system discusses the role and relationship of students with teachers and a kind of norm. the teacher has a very important role and the role of leadership varies greatly. in some models the teacher as a reflector or facilitator of group activities. c. the principles of reaction discuss how the teacher considers the student as well as how to respond to what the student is doing. d. the supporting system discusses the supporting conditions required for the implementation of the lesson; what are the additional demands of the model beyond their skills, human capacities and technical ease. 3. implementation provides information on the use of models in the classroom. sometimes this information is illustrative for a wide variety of subject areas, such as adaptation guidance according to age level or for curriculum design, or suggestions for incorporating a model with other teaching models. based on the description can be concluded that the teaching model is a pattern of teaching strategies designed based on the theory with the aim to improve the effectiveness of achievement of learning objectives. regarding the aesthetic approach of reception, junus[7] (1985, pp. 51) states that the aesthetic research of receptions is based on the following thought. journal of education, teaching and learning volume 2 number 1 march 2017. page 11-16 p-issn: 2477-5924 e-issn: 2477-4878 13 a. this approach starts from a work seen in relation to how it reacts with its readers. b. a work will be concrete through a reader's acceptance so as to leave an impression on them. the reader must be able to concretize and reconstruct it with imagination. without imagination, the reader will not be able to see the work more broadly. c. the imagination of the reader will arise because of familiarity with the literary tradition and the ability to understand the circumstances of its time, possibly also the past. d. through the impression, the reader may declare his acceptance of a work. the reader may declare it in comments. based on that opinion, the study of literature with the aesthetic approach of the reception more emphasis on the process of acceptance and assessment of readers of literary works are read. the reader's role becomes enormous because from time to time, literary works always get responses and judgments. teeuw [8] formulated the aesthetic approach of receptions into three approaches: the literary receptive approach experimentally, the reception approach through literary criticism, and the approach of intertextual receptions, copying, adaptation and translation. the aesthetic receptive aesthetic approach the authors did was experimental research. experimental research examines reader reactions. segers in sayuti [9] states that in experimental research a person first determines the diversity of aesthetic objects, the second determines the differences and similarities between the aesthetic objects, and the three determines the relationship of aesthetic objects and artifacts. from the reader's reaction it is likely that the reader will judge a literary text. at that time researchers can ask directly to the reader after reading the literary text. the level of reception questions can move on to the reader's satisfaction to the level of reaction to the quality of the literary work. the response will certainly be different. this is due to the experiences and concepts that each reader has. it is determined by three criteria. first, it is determined by the norms reflected in the texts being read. second, is determined by the knowledge and experience of literary works that have been read. third, is determined by the reader's ability to understand life [10]. teeuw [8] states that the reader needs to give meaning to the literary works, because the literary works will only be artifacts if not given meaning by the reader by means of concretization (meaning). by meaning, meaning that did not seem to be obvious. in addition to concretization, the reader also performs recuperation, ie "seizing" meaning by the reader so that the meaning becomes the property of the reader [10]. junus [7] states some reader terms, there are regular readers, ideal readers. ideal readers are grouped into types of implicit readers and explicit readers. the average reader is the reader in the true sense of reading literature as a literary work, not for research material. the ideal reader is a reader formed by the author or researcher of a casual reader based on their variation of responses. an implicit reader is a reader who himself creates the text for himself and becomes "an inviting network of structures", which influences us to read in a certain way. the explicit reader is the reader who receives a certain mental image in the reading process; however, the image will inevitably be colored by the reader's experience. relation to literary reading activities, reading is a very complex activity, because reading is an active process to absorb, process, think, develop, and interpret the discourse being read. reading is a thought process that demands the ability to connect ideas with the background of the reader's knowledge and experience. harjasujana and damaianti [11] argue that reading is a complex process that includes understanding the meaning, interpretation of meaning, reader reaction, and its application in life. this opinion indicates that reading is an integration of various processes embodied in reading activities. according to mustafa [12], to be able to read literary works adequately the reader must have sufficient understanding of the conventions of a literary work, to understand the conventions of the rule of significance, to understand the coherent metaphor conventions, and the unity of themes convention. on the other hand, mustafa [12] points out that the reading of literary works is a very important skill as the basis for various forms of wider literary studies. literary work is the result of human creativity which is a reflection of the life or the imagination of the author. literature displays the image of life and life itself is a social reality. literature is an imaginary expression of the life of society. thus, reading literature requires a deep understanding of human life and social life. ratna [13] argues that reading literature is different from the notion of reading in general that requires readers to obey the author's wish. reading literature is to create with the consequence that the more a role is the creativity and imagination of the reader. reading means enrichment, generating stagnant energy as evacuated through means of work, both as an intertextic and a dialogical quality. literary reading activity means digging up the hidden cultural foundations in every person. the reader does the activity of reading 'through' language instead of 'in language'. language is not life itself, but it tells life. literary works do not directly educate readers, but literary works display the power that directly affects emotional quality, and on other qualities of ethics, character, and norm systems, and a growing culture. ratna [13] also states that reading literature provides a dual function. the reader will gain knowledge as well as the beauty of the language. the reader will also acquire both emotional and intellectual traits. in fact, the reader will gain experience on the aspects of society as well as culture. through the use of language in literary works, readers will be able to appreciate the events described by authors. the journal of education, teaching and learning volume 2 number 1 march 2017. page 11-16 p-issn: 2477-5924 e-issn: 2477-4878 14 reader will feel as if he is witnessing the beauty of nature, following events, and traveling from one place to another. the reader seems to be in the midst of the people depicted in the characterizations, confronting the various personalities of each character depicted. reading literature is nothing other than an activity done to gain an aesthetic experience, which causes a lot of emotional touches. according to ratna [13], literary language is an ordinary language. what is unusual is how the language is exploited, how the story is presented again because the story must be a new composition for both the author and the reader. for the author of originality is based on how far his work is different from other authors, while for the reader how far the work produces different meanings. according to ratna [13], literary works play a very important role because through the ethical and aesthetic aspects of the work it can influence the audience subtly. through understanding the characterization of a fictional prose, even by reading only one line of poetry, a reader is enabled to change his behavior. thus, literature is very closely with the formation of personality so that has a close relationship with the field of education ratna [13] states the concrete forms of literary works are divided into three main genres: poetry, prose, and drama. all three genres have different characteristics. prose is a free essay that is expressed through complete sentences in which it has braided stories and events. prose has a builder element including: theme, plot, character and characterization, background, style, point of view, and message delivered. this is in line with the opinion of mustafa [12] which states that in general literature is divided into fiction, poetry, and drama prose. this type of literary work of prose fiction is also called narrative fiction. the work of narrative fiction is often equated with a prose story based on the author's imagination. the essence of fiction is a narrative or sequence of events or events that are interwoven into a story. the literary works used as teaching materials are fictional prose in the form of short stories. prose fiction is a form of literary work presented in the form of a language that is not bound by the number of words and elements of musicality. unbound language is used to convey the theme or subject matter with a mandate to be conveyed regarding the theme. a literary work will have no meaning if it is not given meaning by the reader. to that end, jauss and iser as a figure of aesthetic aesthetic approach emphasizes literary studies on reader reactions and see how literary works that are read can leave an impression on to their readers. the research that the authors do is related to the aesthetic reception approach done by ordinary readers ie the students. this research is the implementation and development of students' competence in studying the intellectual and emotional elements contained in the literary works, especially short stories. ii. research method this research uses experimental method with randomized pretest-posttest control group design type. this research was conducted on 6th semester students in language education program, indonesian and regional literature, fkip pasundan university consisting of two classes. one class is used as an experimental class and one more class as a control class. the number of students in each class is 52 people. data collection techniques are conducted through tests, observations, interviews, and questionnaires. in this study, the tests used two sets of text evaluation criteria that tested readers' responses to short stories read on the "item indiana scale" as seger puts it in sayuti [9]. the assessed component includes both the intellectual and the emotional aspects. the intellectual aspect assessment delves into the reader's response to the quality of literary content read, while the emotional aspects of the assessment emphasize the emotional impact the reader feels after reading the work. the scope of the intellectual aspect includes: (1) structure (presents well-integrated and coherent parts), (2) language (presenting skillful language usage with clear and convincing attitudes), (3) characterization (presents a portrait of human nature recognizable), (4) theme (presents a welldeveloped big theme or idea), (5) tempo (presents fast-moving, fast action), (6) plot (presents clearly developed action lines). coverage of emotional aspects includes: (1) involvement (bringing the reader to one type of personal involvement, both in character and action), (2) emotion (having an impact on the reader's emotions), (3) interest (interesting enough to bring the reader toward reflection / (further)), (4) authenticity (giving fresh and different perspectives to the reader), (5) joy (evokes a certain tension in the reader's heart), (6) ability to believe (trustworthy by the reader). these two aspects are developed into research instruments to explore students' responses and assessments of the short stories they read. observations, interviews and questionnaires were used to explore facets of teacher and student activities on the impact of model implementation tested in relation to the quality of implementation, acceptability, and sustainability of this model as an alternative to the literary learning model that enhances the ability to appreciate and express. iii. result and discussion a. the effectiveness of aesthetic approaches of reception in literature reading the effectiveness of the aesthetic approach to receptions in literary reading is tested. the tests included initial and final tests, both in the experimental class and in the control class. values are given on the representation of students' ability to perceive and evaluate literary works in the form of short stories based on intellectual and emotional aspects. journal of education, teaching and learning volume 2 number 1 march 2017. page 11-16 p-issn: 2477-5924 e-issn: 2477-4878 15 based on preliminary and final test data obtained in the experimental class the average preliminary test was 55.86 and the average final test was 76.75. from the preliminary test data in the control class the average score was 55.07 and the average final test was 68.76. these data suggest that there is a greater increase in grades in the experimental class using the aesthetic approach of the reception compared with the increase in values in the control class using a conventional approach. that is, the learning model of literature reading with the aesthetic approach of the reception is more effective than the literature reading model with the conventional approach. b. quality of applying aesthetic approaches to reception in literature reading to prove the quality of the implementation of the aesthetic approach of receptions in reading literature learning is captured from the observer observation data during the learning process. based on observations made by observers about lecturer activity during reading literature learning with aesthetic approach of receptions took place, lecturers conduct all stages of learning model with aesthetic approach of reception. when viewed from the opportunity given to the students at the time of expressing their responses and judgments, the lecturers provide free opportunities for students to express their assessment results and respond to the opinions of other friends. the learning atmosphere becomes more lively, the student activity increases, and the discussion of the results of the assessment is more optimal. based on the notes of the observers, the lecturers play an active role in directing the students to provide an assessment on every aspect that is responded to. this model provides an illustration of the students' ability to be more critical, logical, and systematic in expressing their opinions and responses. each response and assessment is supported by reference evidence and the reason of the short story being read. learning literature reading model with aesthetic approach of reception can be applied with good views from the activities of teachers, student activities, learning process, the principles of reaction, support system, and its application. this conclusion is drawn based on the quality of the developed learning model evidenced by the observed data on lecturer activities and student activities, the results of interviews with the lecturers, and the questionnaire that encompasses student opinions. all of them show that the aesthetic approach of the reception has an advantage in training students in critical thinking. students seemed happy to discuss. the class social system becomes active and alive, the principles of reaction in accordance with the expected, the system of support and application of learning models of literary reading with the aesthetic approach of the reception to be conducive. c. acceptance and sustainability aesthetic approach to reception in literature reading the aesthetic approach of receptions in reading literature learning can be well received by teachers and students as an innovative learning model in improving students' activity and creativity. the conclusions are supported by interview and questionnaire data. the results of interviews with the lecturers are the representation of the objective view of the lecturers and students towards the acceptance of the learning model developed. similarly, the questionnaire results from students can be a measure of acceptance of this learning model to continue to be developed and familiarized in reading literature. acceptance and sustainability are seen from class social systems, reaction principles, systems of support, and implementation. 1. class social system the social system developed in the learning model is a democratic learning system. this is apparent when the lecturers guide each stage of learning. lecturers always provide opportunities for students to give their responses, ratings and opinions freely in group discussion forums and class discussions. the lecturers facilitate the students to take every agreement from the things discussed and all decisions are endorsed by the student forum based on the consideration of the lecturers. lecturers act as facilitators and communicatively interact when students need explanations. lecturers and students uphold the attitude of mutual respect so as to create a conducive learning atmosphere. the learning system develops democratically. democracy in the learning system appears in various activities. this is apparent when the lecturers provide opportunities for students to respond and assess, when responding to reactions and differences of opinion raised by students, when unifying opinions and making decisions. with the democratically developed attitude created an active learning situation, reactive, and communicative. based on the learning system that develops democratically, the students' enthusiasm in learning to be better. communication and interaction is more dominated by students. the lecturer acts as a facilitator. with the enthusiastic attitude of students, then all learning activities in accordance with the demands of the competencies that have been determined. similarly, the learning stages required by this model can all be carried out properly. 2. principles of reaction the principle of reaction is seen from the activities of students in assessing the intellectual and emotional aspects of the short story that is read. positive responses began to show since they read short stories, discussed responses and assessed short stories, and during class discussions delivered the results of responses and assessments. the responses and ratings presented are supported by evidence and reasons that refer to the short story being read. students enthusiastically express their judgment and responses freely on all aspects assessed. students are very active and reactive in responding because the lecturers wisely, journal of education, teaching and learning volume 2 number 1 march 2017. page 11-16 p-issn: 2477-5924 e-issn: 2477-4878 16 coordinatively, and positively facilitate the discussion during the learning process takes place. when discussing the intellectual and emotional aspects of the short story in depth, the students show a happy and satisfied attitude because they can provide feedback and assessment of the short story that is read optimally. based on the responses and reactions of students during the learning took place showed that the aesthetic approach of receptions in learning to read literature can improve the activity and quality of learning optimally. 3. support system a learning will take place both if supported by a conducive classroom situation, a good lecturer role, as well as adequate learning facilities and infrastructure. implementation of aesthetic approach to receptions in reading literature, interaction between students and student interaction with lecturers so that the condition of the class conducive. this can be realized because the role of lecturers and students in the discussion very well. lecturer implementing many give flexibility to student to express opinion and interact with friend. active students, while lecturers play a role as facilitator. learning facilities and learning are well met. for the purpose of this lesson, each student gets short stories to be perceived, instructional guides, and worksheets that must be filled during the lesson. implementation of learning is supported by the role of observers who can provide reflection of the observations associated with student activities, lecturers, and the ongoing learning process. thus, if there are deviant activities directly evaluated and sought the solution. 4. implementation implementation of the aesthetic approach to receptions in literary learning provides benefits both theoretically and practically. theoretically, students have knowledge of the aesthetic approach of receptions in reading literature. in practice, students gain experience in responding and assessing critical and responsible perceptions of literary works. implementation of this approach has shown a meaningful interaction pattern for students because in depth this learning has been able to integrate the skills of listening, speaking, reading and writing skills. in addition, the implementation of the aesthetic approach to receptions in literary learning can develop a pattern of communicative interaction and improve critical thinking skills. iv. conclusions based on the results of research can be concluded that the implementation of the aesthetic approach of receptions in literature reading effectively improve students' ability well in assessing the work of literature. these conclusions can be drawn based on test results data from each of the assessed aspects, both from the treatment-treated group with the aesthetic approach of reception and in the control group using the conventional approach. in addition, the aesthetic approach of receptions is significantly effective in improving students' ability to perceive literary works. based on the results of the research, the aesthetic approach of receptions can be applied well in reading literature learning seen from the activities of teachers, student activities, learning process, reaction principles, support systems, and implementation. the aesthetic approach of receptions in reading literature learning can be well received by teachers and students as an innovative learning model in improving learning outcomes, learning process, including student activeness and creativity. based on the findings obtained in this study proves that the implementation of the aesthetic approach of receptions in learning to read literature can improve the effectiveness of learning outcomes and the quality of the learning process well.nadfc, while one sample was still in safe level. references [1] b. musthafa. teori dan praktik sastra dalam penelitian dan pengajaran. bandung : sekolah pascasarjana upi, 2008. [2] y.r. permadi. ”sekilas tentang beberapa hambatan dalam pengajaran sastra” in bumiku bahasa dan sastra. bandung: jurusan sastra indonesia fasa unpad, 2006. [3] m.d. dahlan. model-model mengajar. bandung: cv diponegoro, 1990. [4] s. sagala. (2006). konsep dan makna pembelajaran untuk membantu merencanakan dan menyampaikan pengajaran. jakarta: gramedia, 2006. [5] b.r. joyce, m. weil, and e. calhoun. models of teaching. new jersey: prentice-hall, 1986. [6] iskandarwassid. ”efektivitas model mengajar membaca interpretative dalam meningkatkan hasil belajar apresiasi sastra mahasiswa.” dissertations, universitas pendidikan indonesia, bandung, 2002. [7] u. junus. resepsi sastra: sebuah pengantar. jakarta: pt gramedia, 1985. [8] a. teeuw. sastra dan ilmu sastra. jakarta: pt pustaka jaya, 2003. [9] s.a. sayuti. berkenalan dengan prosa fiksi. yogyakarta: gama media, 1978. [10] r.d. pradopo. beberapa teori sastra, metode kritik dan penerapannya. yogyakarta: pustaka pelajar, 1995. [11] a.s. harjasujana and v.s. damaianti. membaca dalam teori dan praktik. bandung,: mutiara, 2003. [12] b. musthafa. teori dan praktik sastra dalam penelitian dan pengajaran. bandung: sekolah pascasarjana upi, 2008. [13] n.k. ratna. sastra dan cultural studies reperesentasi fiksi dan fakta. yogyakarta: pustaka pelajar, 2010. isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 maret 2023. page 1-6 p-issn: 2477-5924 e-issn: 2477-8478 1 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. education financing management during the covid-19 pandemic at the madrasah tsanawiyah level: exploration of alternative solutions yuniarto mudjisusastyo1), agustina muliati2), rini ade octaviany3), winda sitohang4), rosvina siburian5) 1) universitas negeri medan, medan, indonesia email: yuniarto@unimed.ac.id 2) madrasah tsanawiyah negeri 1 medan, medan, indonesia email: agustinamuliati3@gmail.com 3) universitas negeri medan, medan, indonesia email: riniadeoct@gmail.com 4) universitas negeri medan, medan, indonesia email: windalamria17@gmail.com 5) universitas negeri medan, medan, indonesia email: vinasiburian25@gmail.com abstract. the goal of this research is to describe how education funding management was used at the islamic junior high school (madrasah tsanawiyah/mtsn) level in medan city during the covid-19 pandemic, as well as to assess difficulties and potential solutions for education financing during the pandemic. the research method used was descriptive qualitative, with an emphasis on education funding management, and empirical studies were used to address the difficulties. observation, interviews, and documentation were the three methods used to acquire data for this study. the principal of the islamic junior high school (mtsn), namely mtsn 1, mtsn 2, and mtsn 3, medan city, was the source of information for this study. the findings revealed that education funding management was efficiently implemented during the covid-19 pandemic. planning, implementing, coordinating, and supervising operations are all part of the management process, as is giving a solution approach for madrasah principals in managing madrasah funding throughout the pandemic, which has been shown to be successful and ideal. this study is designed to provide an alternate approach for school leaders, administrators, and other stakeholders in terms of managing school finances. keywords: financing management, education, covid-19, madrasah tsanawiyah i. introduction financing is a vital part of the process of delivering education to increase its quality. financing and funding are critical components of educational implementation and are inextricably linked to management studies (nafisa, 2017). one of the most significant issues in education is funding. financing is a critical component in the process of delivering education. the purpose of educational funding is to maximize instructional activity (amrizal, 2021; & octavianus, 2019). education finance, according to mesiono (2021), is a fund that must be used to fund all school-related activities. good and transparent financial management is required to solve the challenge of education finance. one of the keys to success in enhancing the quality of educational institutions is good financial management within the institution (nafisa, 2017). furthermore, the fundamental demands of education, the priority scale of the yearly school program, and the competence of human resources to handle available money based on sustainable planning are all critical to educational development success (lubis, 2021). planning, implementation, implementation, and monitoring are all roles that may be empowered for proper management (amrizal, 2021). since the covid-19 pandemic swept the globe, it has had an impact on indonesian schooling as well. the administration, as well as other parties concerned in the field of education, are working hard to ensure that educational activities continue to function smoothly. the establishment of a distant learning system is one evident example of the pandemic's influence on education (yemen, 2021; & ozer, 2020). one of the schools that uses the distant learning system is islamic junior high school (madrasah tsanawiyah negeri/mtsn). teaching and learning activities http://creativecommons.org/licenses/by-nc/4.0/ mailto:yuniarto@unimed.ac.id mailto:agustinamuliati3@gmail.com mailto:riniadeoct@gmail.com mailto:windalamria17@gmail.com mailto:vinasiburian25@gmail.com journal of education, teaching, and learning volume 8 number 1 maret 2023. page 1-6 p-issn: 2477-5924 e-issn: 2477-8478 2 that were formerly carried out at school were now required to be carried out at home (winata, 2021; & basar, 2021); of course, given the constraints and insufficient preparations, the government was obliged to react quickly. the provision of free internet quota assistance to students and teachers, flexibility in the use of bos funds, the allocation of affirmation bos and performance bos for covid 19 aid funds, wage subsidies for educators and honorary education staff, and so on are some of the policies implemented by the government in order to make distance learning more effective (noor, 2021; & madjid, 2021). the covid-19 pandemic, which has not yet ended and is on the verge of becoming endemic, necessitates the government's ability to adapt once more in formulating an effective learning program, namely the birth of a new policy known as hybrid learning, which allows students to spend 50% of their time face-to-face. to ensure the safety and comfort of residents, this policy necessitates additional facilities and infrastructure in the classroom, such as sinks, hand soap, temperature detectors, hand sanitizers, masks, and internet network facilities for all classes, as well as projectors in all classes and other supporting infrastructure. of course, this has an impact on how education is funded. one of these is the distribution of bos money, which during the covid epidemic was primarily used to meet learning demands. however, in practice, facilities, and infrastructure that support teaching and learning activities in the classroom, such as internet networks, internet quotas, and so on, have not been provided as envisaged at the state madrasah tsanawiyah (mtsn) education level. government policies and regulations based on permendikbud no. 19 of 2020 article 9a (1), consistency between planning and budget use with the principles of priority scale, transparency, and accountability in education financing management (waruwu, 2022), helped to strengthen the education financing strategy during the covid-19 pandemic. good governance begins with financial planning, and excellent education will be realized via implementation, openness, and accountability (kurniady, 2018). the goal of this study is to see how schools implement funding management measures during the covid-19 pandemic so that learning can function smoothly. given the complexity of the problems of implementing learning during a pandemic and in light of the problems identified above, a study was conducted with the following goals: (1) to learn about the management of education financing at the madrasah tsanawiyah level during the pandemic; (2) to learn about the management of education financing at the madrasah tsanawiyah level during the pandemic; and (3) to learn about the management of education financing at the madrasah tsanawiyah level during the pandemic; (2). recognizing the hurdles to financing implementation; (3) provide alternate funding management options to maximize the attainment of learning goals during the pandemic. ii. methodology to explain helpful empirical investigations in line with the concerns, this study employs descriptive research with a qualitative technique with a focus on education funding management. according to syafrida (2015), qualitative research should be conducted in a natural situation. humans are used as research instruments in this sort of research, which tries to discover a basic theory, is descriptive, prioritizes processes above outcomes, and develops a set of criteria to verify its validity. the research focused on the principals of the madrasah tsanawiyah negeri (mtsn) in medan city, namely mtsn 1, mtsn 2, and mtsn 3. study subjects are chosen based on the requirement for thorough research data, specifically based on schools with excellent, medium, and poor classifications. as a result, three institutions were chosen to serve as medan's madrasa schools' representatives. observation, interviews, and documentation were the three methods used to acquire data for this study. the qualitative data analysis approach was employed in this study to make it easier to draw conclusions from an examination of the components of education funding management. according to miles & huberman (1995), analysis is defined as depiction or verification in the qualitative analysis process. data reduction, data display, and drawing conclusions/verification are the major processes. iii. results and discussion education financing management during the covid-19 pandemic the capability of the educational system to manage education money on time is described as school financing management. the principal's ability to carry out financial management activities at madsrasah tsanawiyah medan city throughout the pandemic was judged to be adequate in this study. the execution of education funding management functions, such as planning, organizing, actuating, and regulating, demonstrates this. planning for education funding the planning process is always the starting point for educational funding management actions. the process of planning for school finance during the covid-19 epidemic at madrasah tsanawiyah (mtsn) in medan began with a work conference (raker). in the structure of rkam, the working meeting (raker) works with requirements analysis for a year of learning (madrasah budget work plan). the madrasa head and the madrasa organizational structure, which included teachers, madrasa committees, and academic staff, attended the working meeting (mustapa, 2021). according to banghart and trull, planning must engage many individuals and result in student-centered initiatives (noor, 2021). although there are programs that are not executed owing to incidental programs that are more prioritized to be implemented so that they may be carried out by lowering the allocation of funds from other programs, rkam becomes a journal of education, teaching, and learning volume 8 number 1 maret 2023. page 1-6 p-issn: 2477-5924 e-issn: 2477-8478 3 reference in executing school programs. as a result, the actual use of money may differ from what was originally anticipated. this issue has arisen since the global covid-19 pandemic, which impacted education financing planning in educational institutions such as madrasah tsanawiyah (mtsn) in medan city, resulting in an agreement on the allocation of bos funds based on the priority scale of school needs to meet national education standards (mulyati, 2021). the school principle disclosed that the rkam would be prepared by ensuring that budget allocations can fulfill school demands by include education finance such as financial sources, nominal, and details on the usage of funds (ardiyan, 2022). apart from the bos money supplied by the central government, the school principal indicated that financing for madrasah tsanawiyah (mtsn) education in medan city comes from the school's partnership with the corporation and from the school committee as a donation collected from the community. according to ardiyan (2022), the central and local governments, parents, businesses, and industry may all contribute to school revenue. grants that do not violate existing rules and regulations, foundations as suppliers of private educational institutions, as well as the general public and non-profit organizations, are all sources of revenue. furthermore, the rkam describes program activities based on a group of needs and pays special attention to difficulties that may impact the school's condition. adjustments and alterations to the rkam are made based on the facts and current situations if there is a mismatch between the plans created and their execution. according to the results of the interviews, the principal of madrasah tsanawiyah (mtsn) in medan city planned school budgets based on an analysis of school needs and the priority scale in the covid-19 pandemic, indicating that the principal has implemented management principles based on school needs. educational planning, is a reasonable use of systematic analysis of the educational growth process with the goal of making education more effective and efficient, as well as more in line with the requirements and objectives of students and society (waliyah, 2021). organizing funding for education organizing is a crucial component of long-term education cost control. the separation of work among people inside educational institutions is scrutinized (noor, 2021). the composition of the bos fund management team is based on the technical instructions of the minister of education and culture no. 1 of 2018, which consists of the principal as the person in charge, the treasurer of the school's bos, and members of the school committee (herman, 2019). the madrasah/school principal works with senior teachers and deputy madrasah principals, madrasah/school treasurers, and madrasah committees to prepare for various activities that will be carried out during the following year, as well as the budget amount. if there are any incidental concerns that have not been budgeted for in advance, the principal swiftly coordinates so that they may be handled in a proper and legal manner. the school principal also works with other stakeholders, like soes and banks, to collaborate with schools on budgeting contests and art performances in schools, where these stakeholders give financial support and sponsors. this is in accordance with the national education system article ix of the law of the republic of indonesia number 20 of 2003, which states: "the community is required to offer resource assistance in the implementation of education." this implies that the principal has a legal foundation for coordinating and cooperating with the community and stakeholders. based on the preceding description, it was determined that the principal implemented a good coordination plan both internally and internationally during the covid-19 epidemic. the way education funding is managed will have a direct impact on the quality of school education in terms of facilities and instructional resources (alfiani, 2021). education financing implementation the realization step of the plans that have been made is called implementation (mulyati, 2021). bos funds are distributed based on adaptations to the requirements of the school at the moment to support learning activities rather than following the plan that has been developed in the rkam. so that bos funding can be used in a variety of ways. the use of bos money in the realization process must follow the criteria of openness, accountability, effectiveness, and efficiency outlined in article 48 of the law on the education system no. 20 of 2003. (waliyah, alfiani, & mulyati, 2021) during the outbreak, the component of permendikbud number 8 of 2020 that governs the use of bos money does not regulate the money used to assist the teaching and learning process, which is carried out through a remote system. as a consequence, the minister of education, culture, research, and technology enacted regulation no. 19 of 2020, which is in effect right now (alfiani, 2021). according to the study undertaken, the previously planned 2021 budget had to undergo various modifications during the covid-19 pandemic, particularly in dealing with the pandemic scenario leading to an endemic, where the budget's emphasis was still learning in the midst of covid-19. the bos funds were then utilized to assist with the implementation of learning from home as well as financing for school administration activities, which were used to purchase health protocol support facilities such as disinfectant fluids, hand sanitizers, masks, and other cleaning supplies. the elimination of the extracurricular activities budget, the reduction of honorary teacher pay, and the reduction of official travel expenditures are only a few of the elements that must be changed. although there are still items to fix in planning that are then changed in the budget implementation list (dipa), school principals may still do a good job with finances by using tactics like cross-subsidizing, incorporating stakeholders, and optimizing priority scales. so that the implementation stage of managing education finance during the covid-19 epidemic is carried out in compliance with the applicable bos juknis laws in terms of distribution, journal of education, teaching, and learning volume 8 number 1 maret 2023. page 1-6 p-issn: 2477-5924 e-issn: 2477-8478 4 disbursement, usage, shopping, bookkeeping, returns, and taxation. supervision of education financing paying attention, monitoring, verifying, analyzing, reporting on the execution, and ensuring that the objectives of a previously established program or activity are met are all examples of supervision (sonedi, 2017; jamalie, 2017; & majerie, 2017). in the supervision of education financing, several elements must be considered, including: (1) process elements, such as sustained efforts toward an action that is owned from the implementation of a plan to the expected final result; (2) the element of the object of supervision, such as something that is the target of supervision, both receipts and expenditures; (3) supervision size or standardization; and (4) supervision techniques (soemantri, 2021 & salam, 2021). monitoring activities are conducted on real performance, both in terms of process and results (waliyah, 2021). the head of the medan city ministry of religion office and supervisors are in charge of verifying that the amount of bos budgeted for each budget component matches the amount of bos actually spent. meanwhile, in line with the minister of education and culture's regulation no. 6 of 2021, article 25, the principal is responsible for reporting bos funds; bos financing plans can be filed through the ministry's application system. the following fiscal year's reports are due in september, december, and april (alfiani, 2021). reporting on bos money at medan city's madrasah tsanawiyah (mtsn) is done both manually and digitally, with the treasurer preparing reports that are subsequently assessed by the principal. (1) internal audits, which begin with the head of madrasah, supervisors, and the inspectorate general of the ministry of religion of the republic of indonesia, are carried out with the goal of supporting management in identifying the flaws and failures of the activities and programs carried out; (2) external audit, which is conducted by the public or committees, as well as the republic of indonesia's supreme audit agency (bpk), with the goal of offering a professional opinion on the feasibility and trustworthiness of the accountability report. the impact of the covid-19 pandemic on education financing the global covid-19 pandemic has resulted in a huge rise in public health cost allocation. this has ramifications in the field of education as well, as funds for education are used to support health standards. economic growth has slowed, and poverty has risen as a result of the covid-19 epidemic. in the long run, the covid-19 pandemic might have an influence on the government's distribution of education money. during the pandemic, online school standards mandate that students have enough facilities and infrastructure to support online learning activities. the current state of the covid-19 pandemic has posed a new hurdle for educational advancement. as a result, a prompt reaction from the government in the education sector is required to address educational issues as soon as possible during the epidemic. during the epidemic, the government should spend additional funds to promote education strengthening and give education assistance funds. so that the government can lessen the risk of children dropping out of school because of the covid-19 epidemic, which has resulted in the loss of jobs and the absence of parents (buana, 2021). according to the principal of madrasah tsanawiyah (mtsn) medan city, the most significant impact on madrasas was a reduction in bos funding of rp. 200,000 per student. of course, this has ramifications for madrasas' learning processes. meanwhile, madrasas must continue to provide excellent service to all madrasa inhabitants. particularly in the hybrid learning system, which requires kids to participate in learning at school for 50% of the time and at home for 50% of the time. this means that madrasas (schools) would have to develop new facilities and infrastructure. another budget issue is that numerous madrasahs cut their committee funds during the covid-19 outbreak, which meant that school revenue from the committee was also lowered. this has an impact on honorary instructors' pay, which is reduced during the epidemic. as a result, madrasahs saw a drop in income from both bos and madrasa committee contributions during the covid-19 epidemic. alternative solutions regarding education financing management problems during the covid-19 pandemic. according to previously accessible statistics, madrasas witnessed a loss in income from both bos funds and the madrasah committee, which had repercussions for the learning process in madrasas. various previously planned activities and budgets have to be amended along the way. however, as a manager, the madrasah head must have alternate problem-solving strategies in place to ensure that learning continues to function smoothly during the epidemic. the solutions offered by the madrasah principal include: (1) cross-budgeting subsidies, namely budgeting for activities that have value and income, such as profits from school businesses, such as cooperatives, school canteens, and other businesses; (2) reduction of extracurricular activities; (3) reduction of honorary salaries but still within the minimum standard of salary, namely applying an honorarium of rp. 50,000 per hour for a week. (4) involving stakeholders (bumn, committees, environmental corporations, and local communities) in madrasa activities, arts, and sports celebrations. when it comes to internet quotas for students, for example, school principals work with providers to resolve issues with data packages used in online and hybrid learning. the government then facilitates the use of bos money granted to promote learning activities by allowing educators and students to purchase credit, data packages, and paid online education services through the ministry of religion and kominfo (waliyah, 2021). during the current pandemic, with financial conditions that are not in agreement with the plan, this policy option has been shown to be a successful journal of education, teaching, and learning volume 8 number 1 maret 2023. page 1-6 p-issn: 2477-5924 e-issn: 2477-8478 5 implementation and is extremely beneficial as a solution alternative. iv. conclusion the education financing management process includes: (1) planning, starting with a work meeting (raker) which discusses needs analysis for one year of learning in the form of preparing the rkam (madrasah budget work plan); (2) organizing, with stakeholders (stakeholders) madrasas in an effort to provide a budget for infrastructure and facilities for learning processes and activities; (3) implementation, at this level, the administration of education finance during the covid-19 pandemic is carried out in line with the appropriate bos juknis regulations in terms of distribution, disbursement, usage, shopping, bookkeeping, returns, and taxation, and (4) supervision, i.e., monitoring and improvement from the madrasa head at the internal level to the supervisor, which is then prepared in the form of a report by the madrasa treasurer to be shown and monitored further to the madrasa committee, the ministry of religion of the republic of indonesia, the inspectorate general of the ministry of religion of the republic of indonesia, and the agency, the supreme audit agency (bpk) of the republic of indonesia. several hurdles arose throughout the implementation phase as a result of the pandemic scenario, which had an impact on the bos and school committee budgets. however, as a manager, the principal has strategies and alternative solutions to overcome this problem, including: (1) crosssubsidizing the budget; (2) reducing the budget for extracurricular activities; (3) cooperating with stakeholders such as companies, bumn, committees, and the community in providing multiple learning facilities; and (4) honorary professors' honoraria should be reduced by imposing a weekly honorarium payment of rp. 50,000 per hour. in terms of utilizing and absorbing educational expenditure, these methods proved to be productive and efficient. this study has implications for how schools manage their finances so that they may use their resources most efficiently, especially in light of the covid-19 pandemic. the government can use the study's conclusions as a foundation for policy decisions, especially in the field of education. references alfiani, m. 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(2021). examining the distance education processes and practices in turkey and china during covid-19 pandemic. opus: uluslararası toplum araştırmaları dergisi-international journal of society researches. 17 (pandemi ozel sayisi): 3296-3308. doi: 10.26466/opus.857131 . https://doi.org/10.21093/fj.v9i1.702 https://doi.org/10.22236/jpi.v12i1.7012 https://doi.org/10.47467/manageria.v1i1.272 https://doi.org/10.26593/jsh.v2i01.5316 https://doi.org/10.32502/amp.v4i1.3338 https://doi.org/10.32502/amp.v4i1.3338 isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 212-217 p-issn: 2477-5924 e-issn: 2477-8478 212 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license the influence of family support, perceived digital competence and attitude, and learning agility on the speed of completing student studies with the role of academic self-efficacy as a mediation variable i nyoman wijana1) 1) gde pudja mataram state hindu institut, mataram, indonesia e-mail: wijanainyoman11@gmail.com abstract. this study aims to determine whether there is a relationship between family support, perceived digital competence and attitude, learning agility, and academic self-efficacy in the speed of completing studies. in addition to knowing the effect of perceived digital competence and attitude and learning agility on academic selfefficacy. this research was conducted on undergraduate and master program students at the gde pudja mataram state hindu institute (iahn). the data collection technique in this study was random sampling to obtain 100 students in the bachelor's program and master's program at iahn gde pudja mataram. the data analysis technique in this study uses a structural equation model (sem) approach with the help of the smart pls application. the results of this study indicate that: 1) family support has a significant positive effect on the speed of completing studies, 2) perceived digital competence and attitude do not affect the speed of completing studies, 3) learning agility does not affect the speed of completing studies, 4) family support has a significant positive effect on academic self-efficacy, 5) perceived digital competence and attitude do not affect academic self-efficacy, 6) learning agility does not affect academic self-efficacy, and 7) academic self-efficacy has a significant positive effect on the speed of completing studies. so it can be concluded that what can affect the speed of completing studies for undergraduate and master program students at iahn gde pudja mataram are internal factors, namely from oneself (academic self-efficacy), and external factors, namely support from family. keywords: teacher competence, online learning model, students learning effectiveness i. introduction in the implementation of education in schools, teachers play an important role. teachers are educational staff who have the greatest opportunity to affect students, both positive and negative effect. according to law no. 14 of 2005 concerning teachers and lecturers in article 1 paragraph (1) what is meant by teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students. a teacher must have four competencies, such as personal competence, social competence, professional competence and pedagogic competence. the quality of education must be done from. higher education is one of the levels of formal education in indonesia. in contrast to the basic education level to the secondary education level, the higher education level demands students' independence in completing their study load within a certain time (feldman & newcomb, 2020). the more diligent students are in completing their study load, the shorter the study period will be. in general, every program at the higher education level has a scheduled study period, which is the ideal time limit for at least completing a study program. for example, the scheduled study period for a bachelor's degree program is four years, namely eight semesters, and a master's program for two years or four semesters. however, students have a longer time if they cannot complete their education program on time. according to the indonesian minister of research, technology and higher education regulation no. 44 of 2015 concerning the national standards for higher education, it can be seen that the maximum study period for the undergraduate program (s1) is 7 years or 14 semesters. while for the master program (s2) can be taken with a maximum study period of 4 years or 8 semesters (peraturan kementerian riset, teknologi, dan pendidikan tinggi republik indonesia nomor 44 tahun 2015 tentang standar nasional pendidikan tinggi, jakarta: 2015). completing the study period on time is the hope of every university and the hope of every student (lizsara, oyama, & wardani, 2020). completing a study period in a short time, http://creativecommons.org/licenses/by-nc/4.0/ mailto:wijanainyoman11@gmail.com journal of education, teaching, and learning volume 7 number 2 september 2022. page 212-217 p-issn: 2477-5924 e-issn: 2477-8478 213 apart from being an indicator of students' success, can also be useful in student life (millea, wills, elder, & molina, 2018). besides reducing the number of study costs that must be spent, graduating within the allotted time can also make students enter the world of work earlier. not only that, students will also be free from the burden of prolonged studies. to be able to complete the study period, several factors influence students. these factors can be internal, namely those that come from within the student, or external factors outside the student (altun & cakan, 2006). several internal factors that influence the completion of the study period are physical factors related to physical health conditions. these psychological factors include intelligence, interests, talents, motivation, readiness, maturity, fatigue, and abilities (slameto, 2010). external factors include various issues that come from outside, including family support, economic conditions, learning methods, relationships with friends and lecturers, demands from universities or educational funding institutions, organizational activities, and so on (sverdlik, hall, mcalpine, & hubbard, 2018). in today's technologically advanced era, the ability to use technology can also determine one's success. this study will discuss internal factors in the form of perceived digital competency and attitude, including knowledge, competence, skills, and attitudes related to digital technology. kwon (2021), in his book, reveals that digital competence affects academic achievement. therefore, researchers feel the need to relate this variable to students' speed in completing their study period. in addition to internal factors in the form of perceived digital competency and attitude, other internal factors that affect students' speed in completing their studies on time are learning agility, namely the willingness and ability to learn something (kim, hong, & song, 2018). with learning agility, a person will be faster to adapt to the various changes they experience (tripathi, srivastava, & sankaran, 2020). furthermore, tripathi et al., also explained that this would also affect the information management process and problem-solving ability. meanwhile, in terms of external factors, this study uses family support factors to be associated with the completion of student studies. sengul, zhang, & leroux (2019) found that support from family and teachers can affect student achievement and success. in line with this, rezaeidehaghani, keshvari, & paki (2018) found that family also plays a role in a person's academic achievement and success. hence, researchers want to conduct further research related to family support factors for academic achievement in the timely completion of studies. in contrast to several previous studies, this study uses academic self-efficacy as a mediating variable in measuring the effect of perceived digital competency and attitude, learning agility, and family support on the speed of completing a student's study period. academic self-efficacy is a belief that they can successfully reach a specified level in a particular academic subject area. this study was conducted to determine the factors that influence the length of the student's study period. this is necessary because not a few students tend to take their studies for a longer time. it will be able to affect perceptions of the quality of education in a university and competition in the world of work. with this research, students are expected to know what factors need to be addressed to complete their studies on time. ii. research method a. study design quantitative techniques are used in this study. the purpose of quantitative studies is to test known hypotheses. this method uses the numbers generated from measurements made with a questionnaire on the study variables. the subjects in this study were 100 undergraduate and master's degree students at iahn gde pudja mataram. the analysis of this study is a structural approach to the equation model (sem) with the help of smart pls (ghozali, 2018). b. outer model analysis validity and reliability test validity and reliability tests are carried out to ensure that the measurements used are accurate and reliable (valid and reliable). testing the validity and reliability can be seen at: first, convergent validity is a metric assessed in the correlation between item/component scores and construct scores, as seen in the standard loading factor, which describes the correlation between each measured item and its construct if correlated. individual reflex measurements are said to be high if > 0.7. second, discriminant validity is a measurement model with a reflection index assessed based on the size and crossloading construct. discriminant validity, which is comparing the extracted root mean square of variance (ave), a tool is declared valid if the ave value is > 0.5. third, composite reliability is a measure of a structure that can be seen in terms of the coefficient of the latent variable. in this measurement, if a value > 0.70 is reached, the construction can be said to have high reliability. fourth, cronbach's alpha is a reliability test designed to strengthen composite reliability results. a variable can be declared reliable if the value of cronbach's alpha > 0.7. table i instrument testing instrumen yang digunakan validity test convergent validity ave realibility test croanbach alpha composite realibility c. r square test the dependent construct r-square is used to analyze the effect of the specific independent variable on the dependent latent variable, which shows the magnitude of the effect. journal of education, teaching, and learning volume 7 number 2 september 2022. page 212-217 p-issn: 2477-5924 e-issn: 2477-8478 214 d. inner model analysis deep model analysis, also known as structural modeling, is a technique for predicting causal relationships between model variables. hypotheses were tested during deep model analysis in smart pls testing. the value of t-statistics and probability values can be shown in evaluating the hypothesis. the results of the t-statistics are used to test the hypothesis by using the statistical value is 1.96 for alpha 5 percent. in contrast, the beta score is used to determine the direction of the influence of the relationship between variables. the criteria for acceptance/rejection of the hypothesis are: ha= t-statistic > 1.96 with p-values < 0.05. h0 = t-statistic <1.96 with a score of p-values>0.05. iii. result and discussion a. outer model analysis validity test validity test is used to measure the validity or validity. in this research, validity testing is carried out using convergent validity ave. the validity uses convergent validity, in which the measurement model with indicator reflections is assessed based on the correlation between the item scores/component scores calculated by pls. individual reflection size is high if it has a correlation of more than 0.7 with the measured construction. according to chin (1998) in ghozali (2008), the response is sufficient for research in the early stages of developing a measurement scale for a loading value of 0.5 to 0.6. table 2 validity test results variable outer loading ave description family support (x1) x1.1 0.874 0.672 valid x1.2 0.807 valid x1.3 0.793 valid x1.4 0.802 valid perceived digital competence and attitude (x2) x2.1 0.790 0.591 valid x2.2 0.733 valid x2.3 0.710 valid x2.4 0.717 valid x2.5 0.817 valid x2.6 0.837 valid learning agility (x3) x3.1 0.815 0.641 valid x3.2 0.786 valid x3.3 0.826 valid x3.4 0.776 valid speed of completing studies (y) y.1 0.905 0.729 valid y.2 0.885 valid y.3 0.856 valid y.4 0.764 valid academic self eficacy (z) z.1 0.792 0.710 valid z.2 0.893 valid z.3 0.840 valid based on the results of testing the validity of the instrument, it is known that of the 21 indicators, all indicators in this study are valid, so that in this study all indicators used. reliability test this study uses two reliability tests, namely the cronbach alpha test and the composite reliability test. cronbach alpha measures the lowest value (lower-bound) reliability. the data is declared reliable if the data has a cronbach alpha value> 0.7. composite reliability measures the actual reliability value of a variable. the data is declared to have high reliability if it has a composite reliability score >0.7 table 3 reliability test results variables cronbach's alpha composite reliability description family support (x1) 0.840 0.891 reliabel competence and attitude (x2) 0.865 0.896 reliabel learning agility (x3) 0.820 0.877 reliabel speed of completing studies (y) 0.878 0.915 reliabel academic self eficacy (z) 0.797 0.880 reliabel the test results show that all instruments are declared reliable with a cronbach alpha score and composite reliability > 0.7. convergent validity test after modification the following is a picture of the calculation results of the pls sem model after the indicator that does not meet the requirements for the factor loading value is deleted, in the image it can be seen that the factor loading value of the indicators on each variable is not below 0.6, thus the analysis continues on the discriminant validity test. journal of education, teaching, and learning volume 7 number 2 september 2022. page 212-217 p-issn: 2477-5924 e-issn: 2477-8478 215 figure 1. convergent validity test after modification b. r-square test r-square coefficient determination (r-square) test is used to measure how much the endogenous variable is influenced by other variables. based on the data analysis carried out through the use of the smartpls program, the rsquare value is obtained as shown in the following table: table 4 r-square test variables r square r square adjusted academic self eficacy (z) 0.846 0.841 speed of completing studies (y) 0.864 0.859 based on the test results, obtain an r-square score for speed of completing studies (y) of 0.846, which means speed of completing studies is influenced by the support of family support, competence and attitude, learning agility, and academic self efficacy of 84.6% and 15.4% others are influenced by variables that have not been explained in this study. the r-square score for academic self efficacy (z) of 0.864 means that the support of family support influences the speed of completing studies, competence and attitude, learning agility of 86.4% and 13.6%; others are influenced by variables that have not been explained in this study. c. inner model analysis testing the hypothesis can be seen through t-statistics and probability values. to test the hypothesis using statistical values, for alpha 5% by comparing t-count with t-table. so the criteria for acceptance or rejection of the hypothesis is that h0 is rejected if t-statistics > t count. to reject/accept the hypothesis using probability, then ha is accepted if the p-value <0.05 table 5 inner model result variables original sample (o) sample mean (m) standard deviation (stdev) t statistics (|o/stdev|) p values academic self-efficacy (z) -> speed of completing studies (y) 0.585 0.574 0.124 4.707 0.000 family support (x1) -> academic selfefficacy (z) 0.293 0.289 0.099 2.947 0.003 family support (x1) -> speed of completing studies (y) 0.252 0.255 0.114 2.208 0.028 learning agility (x3) -> academic selfefficacy (z) 0.396 0.401 0.082 4.850 0.000 learning agility (x3) -> speed of completing studies (y) 0.097 0.104 0.083 1.163 0.246 perceived digital competence and attitude (x2) -> academic self-efficacy (z) 0.290 0.289 0.077 3.766 0.000 perceived digital competence and attitude (x2) -> speed of completing studies (y) 0.035 0.037 0.093 0.378 0.706 speed of completing studies (y) journal of education, teaching, and learning volume 7 number 2 september 2022. page 212-217 p-issn: 2477-5924 e-issn: 2477-8478 216 discussion family support toward speed of completing studies the test results on the hypothesis show an influence of family support on the speed of completing the study. the result of the p-value is 0.028, which is smaller than 0.05. moreover, the t-statistic value is 2.208, greater than 1.660, and the beta score is 0.252. so the explanation above will show that family support has a significant positive effect on the speed of completing the study. effective learning outcomes can be due to the support from the family. this is in accordance with the statement of hayman et al., (2017), which found that different patterns of family support when viewed from four aspects of family support, including concrete support, emotional support, advice support, and esteem support. three out of five respondents get all aspects of family support greatly affect learning patterns, so good family support will provide. the research results conducted by several researchers also state that family support influences the speed of completing studies (grossman & webb, 2016; kovacheva, 2006). perceived digital competence and attitude on speed of completing studies the results of hypothesis testing have an influence between perceived digital competence and attitude on the speed of completing the study, and it is shown that the pvalue is 0.706, which is greater than 0.05. moreover, the tstatistic value is 0.378, smaller than 1.660 and the beta score is 0.035. so, the explanation above will show that perceived digital competence and attitude do not affect the speed of completing studies. if students have the ability in the study being studied, it will make it easier to complete the task so that the time required is not too much. the results of this study are not in line with research conducted by guillén-gámez et al., (2020), which states that perceived digital competence influences the speed of completing studies. however, the results of research conducted by hasan, (2016) believe that the attitudes possessed by students do not affect learning outcomes. learning agility on the speed of completing studies the results of hypothesis testing influence learning agility on the speed of completing the study; it is shown that the p-value value is 0.246, and this value is greater than 0.05. moreover, the t-statistic value is 1.163, smaller than 1.660 and the beta score is 0.097. so, the explanation above will show that learning agility does not affect the speed of completing studies. learning agility possessed by students with high performance tends to be higher than students with low and medium performance. therefore, high learning agility can predict the ability of these students to complete their tasks. the results of this study are not in line with research conducted by carmeli et al., (2021), which states that learning agility influences the speed of completing studies. family support for academic self-efficacy the results of testing the hypothesis that there is an influence between family support and academic self-efficacy show that the p-value is 0.003, which is smaller than 0.05. furthermore, the t-statistic value is 2,947, greater than 1.660, and the beta score is 0.293. so the explanation above will show that family support has a significant positive effect on academic self-efficacy. perceived digital competence and attitude towards academic self-efficacy the results of hypothesis testing influence perceived digital competence and attitude toward academic selfefficacy; it is shown that the p-value is 0.000, which is smaller than 0.05. furthermore, the t-statistic value is 3.766, greater than 1.660 and the beta score is 0.290. so, the explanation above will show that perceived digital competence and attitude do not affect academic self-efficacy. learning agility towards academic self-efficacy the results of hypothesis testing influence learning agility on academic self-efficacy; it is shown that the pvalue is 0.000, which is smaller than 0.05. furthermore, the t-statistic value is 4.850, greater than 1.660, and the beta score is 0.396. so the explanation above will show that learning agility does not affect academic self-efficacy. the results of this study are in line with research conducted by deepa et al., (2021), which states that learning agility does not affect academic self-efficacy. academic self-efficacy on speed of completing studies the results of hypothesis testing influence academic selfefficacy on the speed of completing studies, it is shown that the p-value is 0.000, which is smaller than 0.05. moreover, the t-statistic value is 4.707, greater than 1.660 and the beta score is 0.585. so the explanation above will show that academic self-efficacy has a significant positive effect on the speed of completing studies. self-efficacy is an individual's belief about his ability to organize and complete a task needed to achieve certain results. measurement of self efficacy in this study uses task difficulty (level/magnitude), strength, and the breadth of the task (generality). with self-efficacy possessed by students, it can provide convenience in completing tasks quickly. the results of this study are in line with the results of research conducted by vally et al., (2019), which is supported by the results of other studies which state that academic selfefficacy influences the speed of completing studies (yang, zhang, kong, wang, & hong, 2021; yeşilyurt, ulaş, & akan, 2016). iv. conclusion the results of research conducted on 100 undergraduate and postgraduate students at iahn gde pudja mataram concluded that • family support has a significant positive effect on the speed of completing studies, journal of education, teaching, and learning volume 7 number 2 september 2022. page 212-217 p-issn: 2477-5924 e-issn: 2477-8478 217 • perceived digital competence and attitude do not affect the speed of completing studies, • learning agility does not affect the speed of completing studies, • family support has a significant positive effect on academic self-efficacy, • perceived digital competence and attitude do not affect academic self-efficacy, • learning agility does not affect academic selfefficacy, and • academic self-efficacy has a significant positive effect on the speed of completing studies. so, it can be concluded that what can affect the speed of completing studies for undergraduate and master's program students at iahn gde pudja mataram are internal factors, namely from oneself (academic self-efficacy), and external factors, namely support from family. references altun, a., & cakan, m. 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(2019). examining the effects of creativity training on creative production, creative self-efficacy, and neuroexecutive functioning. thinking skills and creativity, 31, 70–78. yang, x., zhang, m., kong, l., wang, q., & hong, j. c. (2021). the effects of scientific self-efficacy and cognitive anxiety on science engagement with the “question-observation-doing-explanation” model during school disruption in covid-19 pandemic. journal of science education and technology. https://doi.org/10.1007/s10956-020-09877-x yeşilyurt, e., ulaş, a. h., & akan, d. (2016). teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. computers in human behavior. https://doi.org/10.1016/j.chb.2016.07.038 journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 1 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. critical discourse analysis towards authority ideology "case of mega corruption e-ktp (electronic id card) " in tempo magazine martono 1) , sri mulyani 2) 1) universitas tanjungpura, pontianak, indonesia e-mail: martono_fkipuntan@yahoo.co.id 2) universitas tanjungpura, pontianak, indonesia e-mail:srimulyani.stkip@gmail.com abstract. the ideology that is reflected in the discourse of tempo magazine in 2017 'the case of mega corruption e-ktp is seen from the text structure which includes the macrostructure. the global meanings studied are interrelated. the data obtained by journalists are used to discuss the topic of e-ktp case. "fireball corruption ktp". superstructure discourse discussed based on the introduction, the contents, the cover, but not found conclusions. the preliminary section described has always supported the title of the discourse. the content section is the focus of journalist's study on e-ktp corruption issues. the closing section used by journalists always gives a settlement of the news presented. the microstructure of the discourse uses effective, straightforward and diction sentences. ideology is seen from social cognition. there is a linkage of texts that journalists describe with the community. all perceptions and actions, and ultimately the production and interpretation of this discourse are based on the mental representation of every event that takes place. events are presented based on a lot of evidence and believed to be true. ideology is seen from the social context that includes the practice of power and access to affect the discourse. the practice of power in the discourse on the topic of mega corruption is related to the members of the people's legislative assembly and the chief judge of the court. the chief justice used his power to reprimand the accused. judging from the access that influences discourse then found a character who can use and or influence the discourse. keywords: critical discourse; ideology; e-ktp corruption i. introduction language is the medium of communication. the form of language can be written or spoken. the language used by a speaker or writer is used to pour ideas or ideas. a person speaking or writing is not interpreted as he writes or speaks for himself but to communicate with others. the idea is the result of the speaker's or writer's thinking. the idea serves to influence, persuade, argue, disprove and so on. according to samsuri, 1994: 69) each speaker performs a pronunciation act that is certainly associated with a concept. language is not only a means to communicate, but there are forces in the language. that power is usually called ideology. the ideology of the speaker or author is very influential on the listener or reader. want to be taken to where the listener or reader is strongly influenced by the desire of the speaker or author. according to fairclough (1992: 5), changes in language practice are closely related to changes occurring in social relationships and with social identity changes (in this case, both the professional social identity and the social identity of their clients). according to eriyanto (2001) language is a battleground of various groups and social classes trying to instill confidence and understanding. the ideological effect of a discursive formation that positions a person as a subject in a particular social situation. language in a critical view is understood as a representation that plays a role in shaping certain http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 2 subjects, themes of particular discourse, as well as strategies within them. therefore, discourse analysis is used to dismantle the power that exists in every language process: what constraints are allowed to be discourse, perspective to be used, what topics are discussed. according to thomson (1984), the language is not just a means of communication or knowledge, but also as a tool of power. one seeks not only to be understood but also to be trusted, obeyed, respected, differentiated. the complete definition of competence is the right to speak, namely the right to legitimate language, authorized language, language of authority. competence implies the power to impose acceptance. according to darma (2009: 10) text in the media is the result of the process of media discourse. in the process, the values, ideology, and interests of the media participated. it shows that the media is "not neutral" when constructing social reality. according to tuchman (in darma (2009) the media involves their perspective and perspective in interpreting social reality, choosing them to determine the aspects that are highlighted or eliminated, to determine the structure of the news according to their will, from which point the event is highlighted, which of the events are preceded or forgotten, which parts of the news are highlighted or omitted and who are interviewed to be sources of news and etc. the news is not a representation of events solely, but in it also contains the values of media institutions that make it. the critical view of the news is the result of a discourse struggle between the various forces in society that always involve the views and ideology of journalists or the media. how reality is made news depends on how the fight takes place, which is generally won by dominant forces in society. (eriyanto, 2001). this study examines the language used in the media especially tempo magazine. tempo magazine reported many related to the authorities. by using a language with a choice of good words. tempo magazine became the magazine of choice to read. this research sees the prejudice or opposition of tempo magazine against the authorities or the weak. discourse topics related to "against the ideology of rulers" fires of corruption ktp corruption "in tempo magazine" seen from the structure of the text, social cognition, and social context. to examine this study, researchers used critical discourse analysis. why use critical discourse analysis? the analysis of critical discourse to learn about the dominance of an ideology and injustice is run and operated through discourse. fairclough (1998) finds that critical discourse analysis sees discourse as a form and social practice. describing discourse as a social practice leads to a dialectical relationship between a particular discursive event with the institutional situation, and the social structure that shapes it. discourse practice presents an ideological effect. discourse is seen not only from the structure of discourse but rather examines how discourse is produced. to analyze the existing discourse texts in tempo magazine using van dijk theory focusing on three focuses: first, the structure of the text, social cognition, and social context. the focus of the text is to examine how text structures and discourse strategies are used to assert a particular theme. the second focus is social cognition studied the process of producing a news text that involves the individual's cognition of the journalist. the third focus is the social context of learning the building of discourse that develops in society will be a problem. this analysis links textual analysis which focuses on the text toward a comprehensive analysis of how the text is produced, both in relation to individual journalists and from society (see eriyanto, 2001; darma, 2009). the nature of language in critical discourse analysis the man has the advantage of other creatures created by god. the advantages include the ability to think and have the ability to communicate. thinking is used to develop human self and language is a tool for communication with fellow human beings. the form of language can be spoken or written. according to spradley, (1997: 23) language has the ability to state more than what is conveyed. language is more than a means of communicating reality; language is a tool for breaking reality. languages spoken or written are inseparable from speaker or author's intent with social facts. according to titscher (2009: 241) on the basis of the complex relationship between language and social facts, the effects of ideology are often unclear and hidden in the use of language as well as the influence of power reactions. in the discourse, expressed ideology and structure of practice are generally not analyzed or asked. according to fawler et al. (in ariyanto, 2010: 164) the language used by the media is not something that is neutral but has certain aspect or ideological value. the important issue here is how the reality is conceived by the media. that reality can mean how the events and actors involved in the event are represented in the preaching through the language used. language as a representation of reality can be changed and completely different from the actual reality. language has the power to influence others. according to gadamer (in poespoprodjo, 1987: 114) language is not a fixture that complements a man in this world. in and on human language has the world. the existence of the world is laid in the language. according to eriyanto (2001: 6) language in critical view is understood as a representation that plays a role in shaping certain subjects, themes of journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 3 particular discourse, as well as strategies in it. therefore, discourse analysis is used to dismantle the power that exists in every language process: what constraints are allowed to be the discourse, the perspectives to be used, what topics are discussed. according to hikam (in eriyanto, 2001) discourse to see the language is always involved in power relations, especially in the formation of subjects, and various acts of representation contained in the community. the language used in the media has a meaning. meaning it is the ideology of the author or speaker. what is the role of discourse within the framework of ideology? ideology is primarily intended to regulate the problem of the actions and practices of individuals or members of a group. ideology enables members of a group to act in the same situation, connect their problems, and contribute in the form of solidarity and cohesion within the group. the nature of critical discourse analysis discourse is to discuss the language and it should be in a unified set of user situations. here, the meaning of a language lies in a series of contexts and situations (sobur, 2002: 10). discourse discussion is basically a discussion of the relationship between the contexts contained in the text. pembahsan it aims to explain the relationship between the sentence or between speech that forms the discourse. dijk (in darma, 2009: 51) finds that critical discourse analysis is used to analyze critical discourses, including politics, race, gender, social class, hegemony, and so on. the analyzed language does not describe only the language aspect but also relates it to the context. the context, in this case, means the language is used for certain purposes including the practice of power in the community. according to jorgensen and louise (2010: 120), the critical discourse analysis is "critical" the point is that this analysis aims to reveal the role of discourse practice in the preservation of the social world, including social relations involving disproportionate power relations. therefore, the aim is to be able to contribute to social change along the lines of power relations in the communications process and society in general. habermas (in darma, 2009: 53) critical discourse analysis aims to help analyze and understand social problems in the relation to ideology and power. in addition to developing the ideological assumptions contained behind the words in the text or speech in various forms of power. according to darma (2009: 58) some of the main ideas about the critical study of language are (1) discourse shaped by society, (2) discourse helps to shape and change knowledge and objects, social relations, and social identity, (3) discourse formed by power relations and related to ideology, (4) the formation of the discourse of man marks of power struggles, (5) discourse to examine how society and discourse form one another. according to thomson (1990: 68), ideology is a system of representation that seeks to preserve the existence of dominant class relation through individuals who are always oriented in the past rather than the future, or on images and ideas that hide class relations and seek to avoid the collective pursuit of social change. the similar opinion expressed by darma (2009: 56) ideology is a value system or idea owned by a particular group or layer of society, including processes that are common in the production of meaning and ideas. the purpose of critical discourse analysis is to explain the linguistic dimension of social and cultural phenomena and the process of change in modernity. in critical discourse analysis (as in general discourse analysis) there is a tendency to analyze images as if they were linguistic texts. there are exceptions of social semiotics (see jorgensen and louise, 2010). the basis of critical discourse analysis is interpretation since discourse analysis is part of an interpretive method that relies on interpretation and interpretation of the researcher. therefore, in the process of working, discourse analysis does not require coding sheets that take some items or speeches from certain concepts. through critical discourse analysis not only know how the content of the news text, but also how the message is delivered. through words, phrases, sentences, metaphors what kind of news is delivered. by looking at how these linguistic structures are structured, discourse analysis can more see the hidden meaning of a text. model analysis of teun a. van dijk according to van dijk (in eriyanto, 2001: 221) discourse research is not enough to be based solely on the analysis of the text alone since the text is only the result of a production practice that must also be observed. it should also be seen how a text is produced so that we obtain a knowledge of why the text can be that way? van dijk's analysis links textual analysis that focuses on the text toward a comprehensive analysis of how the text is produced, both in relation to individual journalists and from society. van dijk analysis model there are three components that build the discourse. the three components are (1) text, (2) social cognition, (3) social context. the core of van dijk's analysis is to combine the three dimensions of the discourse into a single unit of analysis. in the dimensions of the text, what is examined is how the structure of the text and discourse strategies are used to affirm a particular theme. in social cognition is studied the process of producing a news text that involves the individual's cognition of the journalist. the third component examines the building of discourse that develops in society about a problem. journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 4 text written by journalists has a purpose. according to eriyanto, (2001: 222), the text is not something that comes from the sky, nor is it an independent vacuum. the text, however, is formed in a practice of discourse, a practice of discourse. if there is a text that marginalizes a woman, it does not mean the text is a vacuum, nor something coming from the sky. the text comes from parts of representations that describe patriarchal society. if studied then, the discourse is divided into two, namely a micro text that represents marginalization of women in the news discourse, and a large element of the patriarchal social structure of society. the text consists of several structures/levels in which each part supports each other. according to van dijk (in eriyanto, 2001: 226), there are three parts. first, the macrostructure. this is a global/general meaning of a text that can be observed by looking at a topic or theme put forward in a story. second, the superstructure. it is a discourse structure that deals with the framework of a text, how parts of the text are composed of the story as a whole. third, microstructure is a discourse meaning that can be observed from a small part of a text ie word, sentence, proposition, clause, paraphrase, and picture. the social connections put forward by van dijk to bridge those associated with a large element of social structure with a micro-discourse element with a dimension called social cognition. social cognition has two meanings. on the one hand, it shows how the process of text is produced by journalists/media, on the other hand, it describes how patriarchal society's values are spread and absorbed by the cognition of journalists, and eventually used it to make news texts (eriyanto 2001: 222). social cognition is a dimension to explain how a text is produced by an individual/group of text-makers. how to see a social reality that gave birth to a particular text. ii. methodology a. research methods the method used in this research plan is descriptive method. the use of descriptive methods is useful for giving a true picture of something. this method can be interpreted as a problem-solving procedure that is investigated by describing or describing the current state of the subject or object of research on the basis of visible or actual facts. based on the theory it can be concluded that this method is most effective use in this research because researcher wants to get real picture about ideology which is reflected in discourse of tempo magazine by 2017 with focus of study of text structure, social connection, and social context. b. form of research the design of this research is qualitative. the form of research is a written word written by journalists in tempo magazine. the design of qualitative research design is a study used to investigate, discover, describe, and explain the qualities or features of social influence that can not be explained, measured, or illustrated by quantitative approach. researchers choose qualitative form because it is considered in accordance with the problem to be studied that is describing the ideology that is reflected in the discourse of tempo magazine in 2017 with the focus of study of text structure, social connection, and social context. c. data sources and research data sources of data in this study are the statement of a person or journalist who poured in tempo magazine published on march 27, 2017, until april 16, 2017, which is believed to contain the ideology of the author, the speaker viewed from aspects of text, social connections, and social context. discourse topics analyzed "fireback corruption ktp" in tempo magazine ". d. research data the data in this study are words, phrases, sentences, paragraphs that are statements of a person, a journalist's statement set forth in tempo magazine published march 27, 2017, to april 16, 2017. a person's statement or statement of journalists believed to contain the author's ideology, aspects of text, social connections, and social context. e. collection techniques and data collection tools 1. data collection technique the technique used in this research is indirect technique in the form of document analysis. the tempo magazine document published on march 27, 2017, to april 16, 2017, which is believed to contain the author's ideology, the speaker is seen from aspects of text, social connections, and social context. the data collection steps are as follows: (a) read critically and repeatedly tempo magazine, (b) classifying data based on research focus ie aspects of text, social connections, and social context, (c) discuss research data with fellow researchers. 2. data collector tool the tools used for data collection are researchers and colleagues. researchers and associates as key instruments. researchers as key instruments are positioned as planners, implementers, interpreters of research data, and analyzers. in addition to researchers as instruments, data collection tools used in the form of notes containing the results of reading and analyzing the discourse tempo magazine which is believed to contain the author's ideology, the speaker viewed from aspects of text, social connections, and social context. f. data analysis technique data analysis technique is a way used by writer to analyze data. the data analysis technique used in this research is based on data analysis steps proposed by milles and huberman (1992: 19) journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 5 adapted to this research approach that is critical discourse analysis, that is data reduction, data presentation, and conclusion/verification as something interwoven before, during, and after the collection of data in parallel form, to build a common insight called "analysis". iii. results and discussion a. text structure analysis 1. macro structure topic written entitled "fires of corruption ktp" published in tempo magazine, dated april 2, 2017, page 36. this title is interesting because of the unfolding of corruption cases of electronic ktp. at the beginning of the paragraph is written: hanura politics which became the key kpk reveals the corruption of electronic ktp withdraw the testimony. depressed after disclosing deployment bribe (tempo, 2017: 36). this paragraph is the key to the discussion on this topic. why be the key? this topic is put forward by journalists. the figure of a captured hanura politician opens the chronological process of determination and who is involved. no half-hearted member of the board involved as many as 62. members of the board were bribed to pave the project worth 5.9 trillion in the year 2010-2012. read on (tempo, 2017: 36). who is the hanura politics in question? the politics were named miryam. he is a key figure in the case of mega corruption e-ktps that harm the state. miryam recounts who was involved in the case of e-ktp. miryam told reporters that he had been asked by setya novanto in the office of the house speaker on the third floor. setya novanto protested miryam's testimony which confirmed there was a distribution of corruption bribes of ktp electronic to members of the government commission. sentences that journalists use to describe in the form of news sentences. the news was followed by strong evidence. the mention of the name "sugiharto" proves the confidence of information obtained by journalists is believed to be true. check out the following sentence. "as sugiharto admitted to the corruption eradication commission investigator, he once gave rp4 billion to mark in march 2012 at bebek bali senayan restaurant, south jakarta (tempo, 2017: 36). fireback corruption ktp addressed to setya novanto. why is ktp corruption bolt fixed on setya novanto? the journalist believes setya novanto is involved. journalists describe it in this topic. with his assignment mention, setya novanto related in case of mega corruption e-ktp. the journalist explicitly explained what setya novanto has done. reporters believe setya novanto maneuvered to defend or secure himself. setya novanto met with politicians whose names were mentioned in the indictment of mega corruption. the use of the phrase "secretly setya novanto guerrillas meet the politicians of the house of representatives whose name is mentioned in the indictment of mega corruption". with the choice of the word "secretly" means setya novanto take action to know and regardless of his involvement in the case of mega corruption e-ktp. the action he did secretly and in guerrilla. can be read (tempo: 2017: 36). journalists dare to use the phrase and choice of words that "dare". why is it bold? journalists use the word "guerrillas". the meaning of guerrillas is to perform an action in a structured and stealthy manner. why choose the word "guerrilla". its meaning is negative. in this sentence, the word "guerrilla" takes action to know "something" in order to cover "something". the sentence becomes negative because it begins with the word "stealth". sentences that journalists use to describe this news with a straightforward sentence. why is it said straightforwardly? this discourse is expressed by journalists based on interviews from various sources and the coverage of tempo reporters. the courage of the tempo journalist deserves a thumbs-up. they dared to mention the names of the characters involved. like the first paragraph: secretly setya novanto guerrillas meet the politicians of the house of representatives whose name is mentioned in the indictment of the procurement of electronic identity card (e-ktp) in the ministry of interior. one of them markus nari, his men in golkar party ". 2. superstructure the topic of "fireback of corruption ktp" was arranged systematically by tempo reporters. the sections in this topic are structured to form an interesting story. the ability of journalists to describe the events and compiled into an interesting news. by using the title "fireback corruption ktp" meaning fireball is already crawling. fireball ball is hot. the hot bulb of the mega corruption case is already racking towards the people involved in the case of mega corruption e-ktp. in the preliminary part of the discourse, the first paragraph, the journalist describes the behavior of a famous party figure, setya novanto. this figure is described secretly to do guerrilla to meet the politicians involved in the case of electronic ktp. journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 6 the second paragraph is a preliminary part of this discourse. why? the second paragraph describes the figure of setya novanto's men listed in the indictment for irman and sugiharto. they are two officials in the interior ministry who are accused of bribing 62 members of the house of representatives to smooth the project worth rp. 5.9 trillion in 20102012. recognition sugiharto once gave money of rp 4 billion to markus nari in march 2012, at bebek bali senayan restaurant, south jakarta. based on this paragraph it is related to the next few paragraphs that become the contents of the discourse entitled "fireburn corruption ktp". andi narogong was arrested and named suspect by the kpk. paragraph twenty describes the resignation of setya novanto. he shook his head when asked for confirmation about his attempts to influence e-ktp corruption witness. he told reporters on monday last week that he hoped there would be no intervention regarding the e-ktp trial. "just be in court," he said (read tempo, 2017: 37, p.20). 3. microstructure based on the analysis that focuses on the microstructure of a discourse, it can be seen from several meanings to be conveyed by journalists through the discourse written entitled "fire balls corruption ktp". the meaning is related to the content of the discourse. first. corruption balls are fixed on setya novanto and members of dpr. in chronology, the figure of markus nari who is a subordinate setya novanto described journalists are instrumental in e-ktp corruption. markus nari's name is contained in the indictment for irman and sugiharto, two officials in the interior ministry who are accused of bribing 62 members of the house to smooth the project worth rp. 5.9 trillion in 20102012. sugiharto claimed to have given rp 4 billion to markus nari in march 2012 at bebek bali senayan restaurant in south jakarta. second. markus nari has also led miryam s haryani, the hanura policeman, met with his fellow golkar politicians. they talked about the problem of mega corruption that dragged many well-known politicians in senayan. to the politician, miryam told that she had been asked by setya novanto in the working room of dpr chairman on the third floor of dpr building. third. miryam is the main node of irman and sigiharto charges. to the kpk, he claimed to have asked him if given "something" by other members of the commission. chairuman, mirya said to the investigator, asking all the money to be put into an envelope to be shared with other colleagues in commission iii. the money was distributed to the chairman and chairman of the faction group miryam. fourth. the role of andi narogong in mega corruption e-ktp. setya novanto several times met the interior ministry officials with intermediary andi narogong. setya novanto and andi narogong appeared his name in the procurement project of rp. 400 billion in the troubled interior ministry. andi narogong also recommended irman to be the director general of population administration and he is also expected to smooth the e-ktp project. the evidence was revealed by irman claimed to have met andi to set the ktp. b. social cognition analysis this discourse is very attractive to the people of indonesia. the discourse associated with mega corruption of e-ktp is very busy discussed in the mass media, such as tv, newspapers, and magazines. proven that news of this case more crowded because many are involved and until now has not been completed. the journalist's view of the megacorruption case and the journalist's strategy presented him to be warmer. the discourse presented by journalists is not only a mere text but provides a complex picture and representation and strategy used in producing a text. the journalist's confidence in the news presented with strong evidence will be interesting and the reader becomes confident in the information the reporter submits. the discourse entitled "fireball corruption ktp" is far away. the ball has reached the house of representatives building. not only board members are allegedly involved in this case, but the chairman of the house is also suspected of involvement in this case of mega corruption of e-ktp. the persistence of journalists in search of data supporting this title proves journalists' confidence in the case. the data that have been obtained from sources believed to be true then analyzed and cross-checked with other sources. if there is no conflict, then this news "fireback corruption ktp" can be analyzed. presentation at the beginning of this discourse begins with "hanura politician who became the key kpk reveals corruption of electronic ktp withdraw the testimony. distinct after disclosing the spread of bribes ". statement by journalists regardless of the title discourse. this news is interesting because many are involved. the people allegedly involved members of the house of representatives and chairman of the house of representatives as well as chairman of the golkar party. the courage of journalists in listing the names of members of dpr and house speaker shows the tempo journalists' confidence with the data they get. the way the reporter presents this news is great. sentences are used using effective sentences and have a causal relationship. readers will easily understand the purpose of sentences exposed by journalists. the information collected is stored in its memory and integrated with new information describing how the incident of e-ktp corruption is journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 7 understood, interpreted, and included as part of the journalist's knowledge. c. social context analysis this analysis focuses on intertextual analysis by examining how discourses about things are produced and constructed in society. our concern is indispensable for really analyzing "power". an important point of this analysis is to show how shared meanings, social power are produced through the practice of discourse and legitimacy. this analysis is seen from two sides, namely (1) power, (2) access. both sides according to van dijk are very important. 1. practice of power the discourse entitled "fire balls of corruption ktp" can be reviewed based on power practice. disclosure of the statement of the suspect is sugiharto. he is an official in the interior ministry. he was accused of bribing members of the house of representatives as many as 62 people. this is done so that the project worth rp. 5.9 trillion in the year 2010-2012 it runs. sugiharto claimed to have given the money through mark. why can sugiharto give that kind of money? sugiarto was then an official at the ministry of home affairs conducting an e-ktp program. his desire for the e-ktp program can be approved. (read tempo, 2017: 36. p 2). the following power practice in this discourse is the figure of setya novanto. why use his power? why should he do his power? setya novanto is a figure of head of golangan karya party and chairman of dpr ri. miryam had visited the setya novanto workshop. setya novanto protested miryam's testimony that confirms there is a share of e-ktp corruption money. as a chairman of the house of representatives whose name is called receiving a bribe case of mega corruption ktp in the testimony of miryam would feel disturbed. by using his position as chairman of the house of representatives, he called miryam in his office. he tried not to get involved. check out the following quote. (tempo, 2017: 36, p. 8). 2. access side analysis this access analysis focuses on access to convey or influence speech or reader partners. in the discourse entitled "fireback corruption ktp" found the access side used by persons who allegedly involved in mega corruption ktp. access has used in a variety of ways. setya novanto's figure used the opportunity to dialogue with his colleagues. during last year's golkar party event. setya novanto asked the involvement of his colleagues in the case of mega corruption. setya novanto colleagues who were asked related to his involvement, in this case, is mark. (tempo, 2017: 36, p.3). the use of subsequent access in this discourse is sugiharto. sugiharto is a member of the ministry of home affairs who allegedly involved or enjoyed the mega corruption of ktp. he took advantage of his position to find the money used to bribe members of the house of representatives. sugiharto received funding from pt quadra solution, a member of the consortium of state printing of the republic of indonesia. this pt is the winner of this project tender. (tempo, 2017: 26, p.4). iv. conclusion based on the results of data analysis, it can be concluded as follows. 1. viewed from the text structure of this discourse, journalists dare to reveal the case. "fire corruption ktp" is located on setya novanto. this figure is described secretly to do guerrilla to meet the politicians involved in the case of electronic ktp. this is described in this discourse because miryam tells anyone who is involved in the case of e-ktp. this becomes the umbrella of this discourse. sentences of news, straightforward sentences supported by strong evidence used by journalists to describe anyone involved. 2. judging from social cognition the text of this discourse is far away. the ball has reached the house of representatives building. not only board members are allegedly involved in this case, but the chairman of the house is also suspected of involvement in this case of mega corruption of e-ktp. the persistence of journalists in search of data supporting this title proves journalists' confidence in the case. the data that have been obtained from sources believed to be true then analyzed and crosschecked with other sources. if there is no conflict, then this news "fireback corruption ktp " can be analyzed. 3. viewed from the social context of this discourse is examined through power practices and access side analysis. judging from the practice of his power explained officials who play a role in corruption ktp cases. the official is sugiharto who served in the ministry of interior and setya novanto is a famous party chairman and chairman of the house of representatives. they both use access as an official. references darma, yoce aliah. 2009. analisis wacana kritis. bandung: yrama widya. eriyanto. 2001. analisis wacana pengantar analisis teks media. yogyakarta: lkis. fairclough, norman.1989. language and power: relasi bahasa, kekuasaan dan ideologi. penerjemah: indah rohmani. faircough, norman. (ed.). 1995. critical language awareness. penerjemah: hartoyo. semarang:ikip semarang. fairclough, norman, (ed.). 1992. perspective and ideology in language. penerjemah:hartoyo. semarang: ikip semarang. journal of education, teaching and learning volume 3 number 1 march 2018. page 1-8 p-issn: 2477-5924 e-issn: 2477-8478 8 foucault, michel. 1971. kritik wacana bahasa. penerjemah: inyiak ridwan muzir. yogyakarta: ircisod. jorgensen, marianne w and louise j phillips. 2010. analisis wacana: teori & metode. penerjemah: imam suyitno, lilik wahyuni, suwarna. yogyakarta: pustaka pelajar. miles, matthew b dan a. michael huberman, 1992. analisis data kualitatif : buku sumber tentang metode-metode baru. penerjemah: tjetjep rohendi rohidi. jakarta: ui-press. poespoprodjo. 1987. interpretasi. bandung: remadja karya. samsuri, 1994. analisis bahasa. jakarta: penerbit erlangga. sobur, alex. 2002. analisis teks media. suatu pengantar untuk analisis wacana, analisis semiotik, dan analisis framing. bandung. pt. remaja rosdakarya. sobur, alex. 2003. semiotika komunikasi. bandung: pt remaja rosdakarya. spradley, james p. 1997. metode etnografi. penerjemah misbah zulfa elitzabeth. yogyakarta: tiara wacana. sudibyo, agus. 2001. politik media dan pertarungan wacana. yogyakarta: lkis. tempo, 27 maret – 2 april 2017. “awas kredit macet” jakarta tempo, 3 9 april 2017. “kpp gawat” jakarta. tempo, 10 – 16 april 2017. “siti aisyah dan pembunuhan kim jong –nam”. jakarta. thomson, john b. 1984. analisis ideologi: kritik wacana ideologi-ideologi dunia. penerjemah: haqqul yaqin. yogyakarta: ircisod. thompson, john b. 1990. kritik ideologi global teori sosial kritis tentang relasi ideologi dan komunikasi massa. penerjemah. haqqul yaqin. yogyakarta: ircisod. titscher, stefan, michael mayer, dkk. 2009. metode analisis teks dan wacana. penerjemah: gazali dkk. yogyakarta: pustaka pelajar. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 127 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the importance of training need assessment on competencybased training of technical guidance of energy auditor in cement industry sunyoto 1) , robinson situmorang 2) , etin solihatin 3) 1) universitas negeri jakarta, indonesia e-mail: sunyoto_tp15s3@mahasiswa.unj.ac.id 2) universitas negeri jakarta, indonesia e-mail: robinson.situmorang@gmail.com 3) universitas negeri jakarta, indonesia e-mail: etin_solihatin@unj.ac.id abstract. training needs assessment or training needs analysis is a move made prior to training and a part in the design of integrated training in order to obtain a comprehensive picture of the material, the allocation of time, and learning strategies that should be applied in conducting technical guidance training of energy auditor. in this case, identifying training needs (training needs analysis) is the second step after identify desired result (skkni comply) in the development of a training model technical guidance of energy auditor. identification of training needs carried out by the training institutions in the cement industry is micro case, namely the identification process to find out the "gap" the competence that is owned by the labor force with the requirements of the position. program technical guidance training of energy auditor prepared based on standard of competence workplace of indonesia (skkni) in the field audits of energy audit as desired field workforce performance which is refer to human performace technology (hpt) model. keywords: training needs assessment and analysis; competency gap; training based competency; skkni i. introduction training needs assessment (tna) or training needs analysis is a step prior to training and a part in the design of integrated training in order to obtain a comprehensive training material, the allocation of time, and learning strategies that should be applied in the organization of training in order to be useful for training participants. from this analysis will note any relevant training for an organization at present and also in the future. the organization cannot determine the training for granted without first analyzing the needs and goals of what you want to accomplish. needs assessment is a road map to achieve the organizational goal(s). competency-based training (cbt) for experienced employees of the cement factory as well as employees on probation are a company's strategic internal because it is a central function in supporting the ability of the company's effectiveness in achieving the objectives and the development of company’s business in the future. the existence of the employees which has high competence and up to date is the strong capital for companies in carrying out basic tasks and functions effectively. the improvement of the competence of human resources in the industry is the responsibility of the government cq ministry of industry and ministry of manpower and transmigration. it is due to of the main functions is to build the human resource competency in cement industry is to increase the knowledge, skills, and attitudes to be able to perform the duties of the position professionally (pp 101 year 2000). in order that the functions of the human resources competency building effective, governments need to prepare good infrastructure (hardware) or a program (software). the training program aims to develop human resource competence through competency-based training (cbt). the cbt needs the structure of curriculum and syllabushttp://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 128 based competencies which are often termed as competencybased curriculum. by using this approach, the training unit of the cbt is responsible of ministry of industry and ministry of manpower and transmigration which will be able to ensure competences required by the company/units under it, how to measure the achievement of competencies trained, and what indicators are applied to find out if the employees have mastered a given competency. competencybased training curriculum design means using competency profiles as a basis for conducting needs analysis training. the result is a set success profile of each unit's next used to determine the syllabus and curriculum of the training which will be arranged. in this article, the author tried to elaborate on things related to the organization of education and training with further discus on instructional design training. in the field of human resources, many definitions and models for the assessment of needs, each comes with a small difference. for researchers and practitioners, the needs assessment is the process of investigation with the aim of linking performance problems or opportunities for improvement organizational performance to specific interventions on human performance. needs assessment thus also involves the process of distinguishing the components performance issues that should be addressed by training and that should be addressed by the intervention other than training. nancy o. berger in his book "human resources and their development, vol. 1 mentions:" in simple terms, the needs assessment is a systematic process for identifying gaps in performance and uncovering the causes of those gaps, or for identifying future performance needs. this interpretation is based on the concept of performance discrepancies or gaps--the difference between a current level (what is) and a desired level (what should be) ". notions that are sometimes used synonymously includes needs analysis, front-end analysis and performance analysis. however, each of these terms has also been used to describe the process that is clearly different, depending on the author. some professionals recommend that the difference between the terms "needs assessment" and "needs analysis". in this case, the needs assessment often refers to a broader investigation of the performance of the organization, while the needs analysis pointed to a more narrowly focused analysis, such as the classification of a particular job. in this article the term "needs assessment" will be used to appoint general or more specific types of analysis. rossett (2009: 31) said: “training needs assessment study is to design and develop instructional and informational programs and materials, after the performance analysis has determined that training or informational materials are indeed appropriate". training needs can be note if the imbalances occur between conditions (knowledge, skills and behaviors) that there are actually with the expected objectives are created in an organization. educational needs or training needs is a measurable gap between current results and results that are desired or required. not all gaps or needs to have the same importance to immediately met. then between the selected interests needs to be filled sometimes problems occur or selected gap. analysis of training needs according to rosset and arwady mentioned that training needs assessment (tna) is a term used in the analysis to understand the problems of performance or problems relating to the application of technology recently. training needs analysis holds an important role in any training program, because of this analysis will note any relevant training for an organization at present and also in the future, which means in the stage analysis these training needs can be identified what type of training needed by employees in establishing obligations. the function of training need assessment: (1) gather information about skill, knowledge and feeling. (2) gather information about job content and job context. (3) defining performance standards and actual performance in operational details. (4) involve all stakeholders and form support. (5) give your data for the purposes of planning. suparman (2014:132) posited in the first step of the mpi namely instructional needs and identify the writing goals public instructional (tiu). identify instructional needs (training needs assessment), intended to identify the existence of a gap (gap) between the employee's current performance and the expected performance. in the development of competency-based training model technical guidance training first phase of energy auditors, the gap between the performance of the auditor's certificate of competence before getting energy with the expected performance (identify desired result: skkni comply). this competence certificates stating that the auditor has complied with the provisions of the energy legislation. there are several approaches in conducting a tna, among the most popular are: 1. macro: tna which is based on the needs of organizations/companies in general, so that his tna results apply to everyone in it. therefore, it is often called the organization-based analysis. tna macro can use data sources include: (a) the vision, mission, strategic objective and the target company; (b) economic and financial state of the company; (c) cultural change; (d) changes in technology; (e) corporate themes, such as cost reduction, quality improvement, etc. 2. micro: tna which is based on the needs of a particular group which consists of 2, i.e.: (a) task-based analysis, whose main focus is whether the standard of skills required in a job already possessed by the holder of the office or not;. (b) the person-based analysis that his main focus is whether employees can already do the job according to demands or not. tna micro can use data sources include: (1) job description; (2) performance standard; (3) performance evaluation; (4) observation of work; (5) interview; (6) questionnaire; (7) checklist. a few researchers distinguish between training needs analysis and training needs assessment. the need for training occurs when there is a gap at the level of performance, behavior or attitude and this gap hindering the success of the company. when the level of morale and motivation among the employee’s motivation declining, and hence there is a journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 129 need to update knowledge of workforce. training needs analysis is the process of finding out the gap between current performance standards and performance standards that are required, these. like when you go from point a to point b, we are sure what it is and what it is a or b. training needs analysis allows the manager to identify performance gaps and address them with appropriate training programs. training needs analysis is the analysis of top training, learning and development needs of employees in the company. this analysis includes the skills, knowledge and of employees in the company and how to develop it, both to give the company's strategic objectives as well as to support employee career. while the training needs assessment is a process that allows us to determine the types of knowledge, skills, ability of volunteer, and supervisors which can be reached by way of learning. it is used to determine the required training and identify knowledge gaps between the skills of employees in doing its job. training needs assessment is the process by which we can determine the types of knowledge, skills, and abilities of employees who can be reached through learning that is meaningful. this is a way to find out the needs of employees who can be filled with training. it can be said that the final results of the training need analysis and training need assessment will identify training needs. what's different will arise over the methodology used to reach conclusions. training needs analysis will involve a lot of analysis of the data collected through interviews, focus group discussion, on the observations of work etc. assessment of training needs, on the other hand will involve preparation of tests, assessment to assess the level of knowledge of the participants who then will help us determine what type of training for target groups that need and at rankings which. watkins, meiers and visser's (2012) said that training needs is a tool for collecting information, make informed decisions and achieve the expected development result is resources are exceptional resource that helps to develop the training or the non-intervention training as shown in fig. 1. performance problems or other opportunities begin with a need’s assessment. when performing a needs assessment, we will use the needs analysis and performance analysis. the results of the needs assessment is used to determine whether it needed the intervention of non-training and/or training intervention. if necessary, the intervention training, then to do the analysis of training needs (tna). tna using task analysis to determine what should be trained and what not. in this situation the required assessment function are in the system for training and conducted by specialist training. how many non-intervention trainings which can be recommended? this is a display of the very top macro needs assessment that aims to make us all a little wiser about when to use the na or may never use the acronym at all? fig. 1 chart of training needs analysis and the task analysis ii. methodology this research aims to develop technical guidance instructional model of energy audit to get a certification of competence of the profession in the cement industry is expected to increase the effectiveness of learning. instructional model that will be developed in this research is the ability to solve problems in the workplace especially in the aspect of knowledge in the implementation of the activities of the energy audit. research and development (r&d) is a research method that is used to produce a particular product, and test the effectiveness of these products. as expressed by gall & borg that research and development in education is an industry-based model of development where research findings used to design new journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 130 products and procedures, which are then systematically tested in field, evaluated, and enhanced to meet certain criteria, namely effectiveness and quality. according to borg and gall, educational research and development approaches is used to develop and validate educational product, or it can mean that the research is the development of education is a process used to develop and validate product education. the result of the research of the development of not only the development of an existing products but also to find the answers to the knowledge or practical problems. based on the above definition, it is understood that development research is a move to develop a new product or refining existing products and effectiveness test, as well as the longitudinal nature of the gradual or can multi-years. furthermore, borg and gall described four main characteristics in research and development, namely: (1) wadi research findings pertinent to the product to be develop, which means, doing the initial research study or to find research findings related to the product will be developed. (2) developing the product base on these findings, that is to say, developing products based on the findings of such research. (3) field testing it in the setting where it will eventually be used to mean, he did field test in the setting or actual situation where the products were later used. (4) revising it to correct the deficiencies found in the field-testing stage, that is to say, did the revision to correct the weaknesses found in the stages of field test. the four main characteristics of the r&d, giving an overview of the key features that r&d is the initial research steps related to the products that will be developed. based on the results of research education and training products are designed and developed to test and then repaired/revised. more over borg and gall (1983:775) said there are 10 steps in research and development for small-scale learning (fig. 2). fig. 2 the 10 stages of research development (r&d) & borg & gall source: borg & gall "educational research, an introduction" longman inc. (1983:775) referring to the methodology of the research used in the technical guidance instructional model of energy auditor training, chart in fig. 3 shows how the technical guidance of energy auditor training developed through the research phase, and development stage compared with research development model combination of borg & gall and instructional model dick & carey. chart research development model combination of borg & gall with instructional model dick & carey (fig. 2) expanded into 6 combinations of instructional model (fig. 3). six instructional models were added in the early stage of the research are backward design (1990), human performance technology (1980), 4-d model (1974), training need assessment freed nickols (2005), with a model training competency-based (ilo 2013). at this stage of development used instructional design dick & carey/mpi model in developing a technical guidance training model of energy auditor (suparman, 2014). preparation of training development model of technical guidance (technical guidance training) using the stages of research development consists of 5 main stages: (1) identify desired result (skkni comply); (2) competencybased training needs analysis which is the stage of research; (3) compile instructional design; (4) formative evaluation of the system learning; and (5) implementation, evaluation, summative and diffusion of innovation. the latest three stages (stage 3, 4 and 5) are the stage of development in the methodology research & development (r&d). journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 131 fig. 3 two stages of research development on the technical guidance model training of energy auditor comparing to the research development on the model of combination of borg & gall and dick & carey the five main stages consisted of 24 steps: (1) the development of cement industry competency map; (2) develop standard of competence workplace of indonesia (skkni) for energy audits in the cement industry; (3) preparation of skkni for energy audit in the cement industry; (4) determination of skkni for energy audit in the cement industry; (5) preparing the certification scheme for energy audit in the cement industry; (6) preparation of material competence for the energy audit in the cement industry; (7) analysis of energy auditor competency gaps in the cement industry; (8) competency-based training needs analysis for the energy audit; (9) identification of training needs and technical guidance set a goal of common instructional (skkni energy auditor); (10) instructional analysis; (11) the identification of the behaviour and characteristics of early learners (certification scheme); (12) set a goal of training competency cluster (special auditors energy in the cement industry); (13) write the reference benchmark test (pre-test assessment and final assessment test); (14) strategy of technical guidance training; (15) develop training materials technical guidance training (certification assessment material test); (16) putting together learning, formative evaluation stage, (17) stage 1 evaluation of one-one with 3 (three) experts, the formative evaluation; (18) stage 2-evaluation with 3 (three) learners, formative evaluation; (19) stage 3-evaluation with 3 (three) small groups of learners; (20) stage 4-field trials with about 30 students; (21) prototype system development technical guidance training set; (22) implementation model of learning; (23) summative evaluation; (24) the diffusion of innovation model technical guidance training in cement industry. a thorough overview of the major phases of the instructional model 5 and 24 step the preparation of model on the development of technical guidance training of energy auditor training can be seen in fig. 4. journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 132 fig. 4 process of training model development of technical guidance training of auditor energy in cement industry iii. results and discussion before implementing technical guidance training for energy auditor, training institutions perform the following steps: a. identifying training needs (training needs analysis) identification of training needs as stated by rossett (2009), hariyo (2013) and christensen (2016) is a process of collecting data in order to identify areas or any factors that need to be repaired or enhanced through training. identification of training needs can be done on a macro and/or micro. in general, identification of training needs carried out by training institutions is micro, namely the identification process to find out the gaps or "gap" competence possessed by labor force/potential participants with market needs work or the requirements of the position. identification of training needs carried out by way of comparing the real condition of potential attendees with a must-have competence to execute a particular job. the identification can be done by approach: (1) on the level of the industry, to obtain performance information from each section/department that can affect performance, goals and business plan of the organization as a whole, so that it can be determined the training needs to become a priority scale; (2) on the level of office, to obtain task information and details of the duties of a position well to the time now nor likely in the future, then identify the relationship or correlation between tasks and information from the office of the relevant; (3) at the individual level, the identification of training needs at individual level are conducted to analyze the level of knowledge, skills and attitudes that are owned by labor or the current participants compared to the level required (gap analysis), so it can be determined what competencies need to be added against a labor or participants. the results of the identification of training needs, should not always responded to the needs of training, but it can also generate a response not only such training guidance and consultation, re-design office, and others. b. competency-based training (cbt) programmes devised (cbt) cbt program drawn up based on the identification of training needs. if the results of the identification of training needs has been available standard competencies of good skkni, an international standard or a specific standard, then a training program organized by the competence standards. however, if the standard of competencies is not available then the training program must be compiled based on the results of the identification of training needs. in the case of technical guidance training energy auditor training, identifying training needs (training needs analysis) based on regulation of the minister of manpower and transmigration no. 8 year 2014 is the first step in the journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 133 development of a training model of technical guidance training of energy auditor. identification of training needs carried out by the training institutions in the cement industry is micro, namely the identification process to find out the gaps or "gap" the competence that is owned by the labor force with the requirements of the position. program technical guidance training the auditor prepared based on the results of the identification of training needs, then a training program organized by the national standard of competence workplace indonesia (skkni) field energy audits in the cement industry as desired workforce performance if referring to model human performance technology (hpt). the chart in fig. 5 shows the flow diagram of technical guidance training energy auditor training. fig. 5 flowchart technical guidance training energy auditor training program training programme drawn up comprising: (1) title/name of the training programs that describe/show the name of the training program will be implemented. (2) the purpose of describing generally the results of training that will be achieved by the participants. (3) the competencies that will be taken by participants poured in units of competence. (4) the estimated length of time required to complete the training process. determination of the training time is not absolute/absolute must follow by each of the participants. (5) requirements of the trainees is a requirement for a minimum qualifying trainee, can consist of: education, age/age, gender. (6) curriculum and syllabus in the form details and descriptions of the units of competency that will be reached by the participants. curriculum and syllabus describe: (a) the unit of competency will be pursued; (b) elements of competence; (c) criteria of performance to be achieved; (d) performance indicators; (e) science related; (f) practices necessary to achieve performance; (g) working attitude is required; (h) the estimated time required for each element of competence. (7) the list of ingredients and equipment that itemize the needs, the number and technical specifications of materials, tools, the necessary machinery for the implementation of the training. c. recruitment and selection recruitment and selection as stated by hugh guthrie, national center for vocational educational research, australia (2009), instructional design dick & carey/mpi model (suparman, 2014) and on regulation of the minister of manpower and transmigration no. 8 year 2014, are the initial screening process to get candidates that qualify trainees normative. the application of the test material and type in the selection process depends on the training program will be followed. overall recruitment and selection process can be outlined as follows: (1) disseminating information on training programs to be implemented as well as its requirements; (2) perform the registration of potential participants; (3) prepare a list of potential participants the recapitulation; (4) assign the selection method will be used in accordance with the requirements that have been set. the selection can be done by any one or combination of the following methods as stated by hugh guthrie, national center for vocational educational research, australia (2009), and regulation of the minister of manpower and transmigration no. 8 year 2014: (a) a written test; (b) interview; (c) recognition of current competency (rcc); d. recognition prior learning (rpl) outcomes (formal, non journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 134 formal or work experience); (5) perform selection against potential participants. the purpose of the selection is done to select potential participants in accordance with the specified requirements, and to know the conditions (knowledge, skills) prospective participants. data/information from the second of these goals is used as a basic training in initiating, setting out the results of the selection, announced the results of the selection, prepare a list of the participants has been declared admissible, and create complete data participants. fig. 6 the flow diagram of the arrangement of the cbt technical guidance training energy auditor in the cement industry d. putting together a training plan training plan is a planning document stages training arranged by an analysis of the contents of the training material as a whole. training plans are used as a reference for coaches to facilitate personnel and choosing the right training method for trainees in accordance with the training material that is each trainee. minimal training plan contains objectives, training methods and techniques used for each training materials, tools and media training needed for any training material and type of evaluation/assessment will be used. e. prepare human resources 1. training event was preceded by the publication of the letter a. training event by the head of the institution where the training decision letter contains the name of the vocational/sub/vocational training program, the name of the person in charge, the name of the technical implementers, and the name of the trainee; and b. the determination of the place of on the job training (ojt) at the company, to be integrated with the program of training in training institutions. 2. qualification requirement: (1) trainer competencies methodology and technical competence; (2) gets the assignment of head of training institutions through the letter assignment; (3) can consist of instructors, supervisor, experts, or other term which is equivalent to it. training institutions can bring/harness energy coaches from outside such as industry/company in accordance with the required criteria and requirements as mentioned above. 3. trainer tasks are as follows: (a) helps participants in planning the training process; (b) guide participants through training tasks described in training; (c) helps to understand the concept and answer questions participants; (d) help find the source of the additional information required trainee; (e) organizes learning activities group if needed; (f) bring in an expert from the workplace if necessary. (g) test/observe and collect evidence and make the training progress notes for each trainee; (h) evaluating achievement of the competencies of participants per individual. 4. the role of personnel trainers are: (a) as a speaker, over matter theory and be able to demonstrate the material practices; (b) as a facilitator, capable of bridging the gap between participants and training materials; (c) as a supervisor, was able to help participants develop the learning plans of individuals or groups, encourage critical thinking ways and the ability to solve problems, journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 135 and to motivate the trainees individually; (d) as assessors, make decisions about the rcc/rpl, assessing the competency of individual product according to the criteria and standards set forth, as well as documenting the results of the assessment of each of the participants; (e) as a mechanism, focusing more on the training process and capable of moving the training process. in the process of training, personnel trainer should be able to combine the roles according to the conditions and circumstances that occurred. 5. trainees are subject to training, and have been following the process of recruitment and selection. setting up training facilities that need to be prepared: (1) the equipment needed in the framework of the attainment of competencies as defined in the curriculum of training such as: machine, hand tools, equipment and other supporting facilities as well as safety tools; (2) training materials should be available in sufficient amount and adjusted with the goal of competence that will be pursued and consists of training materials for theory and/or to practice; (3) training should be available in accordance with the required and consists of classroom, workshop/place of practice, or demonstration along with its furnishings; (4) modules or training material is the material/learning resources arranged by competency standards work (book, workbook and textbook assessment); (5) reference books relevant to achieve competence, can be either a text book, manual book, standard operating procedures, and other related references. f. scheduling training training schedule drawn up by the training providers in each training institutes and is coordinated with the coach. the schedule was used as a handle for energy coaches, organizers, and participants to know the stages during exercise to take place in accordance with the exercise program. g. administration training administration should be prepared, among others: list of present participants, the list of present labor coach, receipt supplies participants, conduct training, training certificate, and assessment forms /assessment. iv. conclusions training needs assessment (tna) or training needs analysis is a move made after specified identify desired result. and before doing any training and are part of integrated designing training to obtain a comprehensive overview of the material, the allocation of time, and learning strategies that should be applied in the organization of training in order to be useful for training participants. from this analysis will note any relevant training for an organization at present and also in the future. the organization cannot determine the training for granted without first analyzing the needs and goals of what you want to accomplish. needs assessment is a road map to achieve the organization goal(s). the training program aims to develop human resource competence (competency-based training), need the structure of curriculum and syllabus-based competencies are often termed as competency-based curriculum. by using this approach, the training unit of the cbt under department of industry and department of labor and transmigration will be able to ensure competence of anything required by the company/units under it, how to measure the achievement of competencies trained, and what indicators are applied to find out if the apparatus has mastered a given competency. competency-based training curriculum design means using competency profiles as a basis for conducting needs analysis training, the result is a set success profile of each unit's next used to determine the syllabus and curriculum of the training will be arranged. in a further description, the author tried to be a bit elaborate on things related to the organization of education and training with operates on discussion of instructional design training. the methods used in this research is the research and development, where research in the research starting in 1 st stage with identify desired result which consists of 6 small steps: (1) development of the cement industry competency map; (2) develop a draft indonesia standard of competence workplace (rskkni) of energy auditors; (3) rskkni established through the convention; (4) department of labor and transmigration set skkni energy auditor; (5) certification of energy auditor scheme was devised; and (6) material test of competence (muk) of auditors in the cement industry energy-specified for the purposes of certification of competence energy auditor. the next stage in the research in this study is a competency-based training needs analysis that consists of: (1) analysis of the gap between the workforce to be desired in this skkni energy auditor competency profile of the participants training, and (2) training needs analysis is analyzing the gap between the desired result (skkni comply) and the energy auditor competency profiles exist through: (a) performance analysis; (b) analysis of the environment (environment analysis); (c) an analysis of trainee (learner analysis); and (d) needs analysis. the third step as the final step in this phase is a common instructional goal setting (refer to tiu). references christensen, brett d. (2016). needs assessment or needs analysis?. workplace performance consulting. posted on may 26, 2016. hariyo. (2013). training needs assessment and training strategy. www. wwfnepal.org/publications. hugh guthrie, national center for vocational educational research, (2009). competence and competencybased training: what the literature says. commonwealth of australia. regulation of the minister of manpower and transmigration no. 8 year 2014 on competency-based training implementation guidelines. http://www.wwfnepal.org/publications journal of education, teaching, and learning volume 5 number 1 march 2020. page 127-136 p-issn: 2477-5924 e-issn: 2477-4878 136 rossett, allison. (2009). first things fast, 2nd edition, a handbook for performance analysis, 229, pfeiffer. suparman, atwi. (2014). desain instruksional modern, 4 th edition. jakarta: erlangga. watkins, r., meiers, m.w., and visser, y.l. (2012). a guide to assessing needs: essential tools for collecting information, making decisions and achieving development results. washington, dc: the world bank. . isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 137 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. developing project-based learning related to local wisdom in improving students’ problem-solving skills rita retnowati 1) , rita istiana 1) , nadiroh 2) 1) pakuan university, bogor, indonesia 2) state university of jakarta, jakarta, indonesia e-mail: rita_istiana@unpak.ac.id abstract. the purpose of this research is to determine the effectiveness of the development of the project-based learning (pjbl) model based on local wisdom in solving environmental problems and the students’ ability to develop learning media. research conducted at educational faculty and teaching sciences of pakuan university. this research uses the method of research and development with the addie model, comprising analyses, design, development, implementation, and evaluation. the data were obtained from the validation by three experts, namely learning material expert, learning media expert, and learning model expert. the effectiveness assessment was done by n-gain assessment environmental problem-solving ability and evaluating the multimedia product. the steps to develop the model are as follows: need analysis, designing learning model development, learning model development, learning model validation by the experts, learning model implementation in class, and model evaluation. the product created by the students from learning through pjbl based on local wisdom is a video about local wisdom. according to the data analysis result, it can be concluded that model development of pjbl based on local wisdom improves their ability to solve environmental problems, the average score is 0.69 in experiment class and the score in control class is 0.055 (scales of 0-1.0). the ability to develop video environmental learning media the score video product in experiment class is 2.4 and in the control class is 2.2 (scales of 1-3). keywords: project-based learning; local wisdom; problem-solving skills i. introduction living environmental problems nowadays are the problems that most often happen in the indonesian environment. these problems are caused by many factors, both from environmental factors and human factors themselves. most of these problems sometimes do not have the proper solutions yet to overcome them, hence the destructions to nature and the environment continue to happen (reza, 2017) this is because nature is the source to fulfill all the needs to support human lives, such as the availability of water, air, food, medicines, aesthetics as well as the materials for dwellings. the environmental problem that is found in daily life is environmental pollution. air, land and water, and also sound pollutions require a long time to return to normal conditions. the industrial sectors and vehicle exhausts are the main sources of air pollution. on the other hand, heavy metals, nitrate, factory waste, household waste also pollute the waters including lakes, rivers as well as seas (yu, yang, & li, 2019). climate change also becomes one global problem that involves the roles of many stakeholders because it affects many sectors and can threaten the survival continuity of all beings on earth. climate change is the change of the climate components in a long period (50 to 100 years) that is influenced by human activities that result in greenhouse gas emissions (rosidin & suyatna, 2017). a lot of human activities contribute to climate change to happen, for example, industrialization, transportation, forest fires, deforestation, and many others (diposaptono & budiman, 2009). the continuous greenhouse gas emission (gge) creates a massive and global impact. ipcc (2007) states that the amount of greenhouse gas emission at the moment increases up to twice as much. three main gges, namely carbondiocside (co2), methane (ch4), and nitrogen oxide (n2o). the three of them have a lifetime of 10 to 200 years and of the three the most rapid increase in co2 gas (setiawan, 2014). in the case of indonesia, the biggest source of gge is the conversion of peatland/area the shift of the use of forest to other land uses. the national body for http://creativecommons.org/licenses/by-nc/4.0/ mailto:rita_istiana@unpak.ac.id journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 138 climate change predicts that the gge in indonesia will experience an increase of up to 5.1 percent in the year 2013 (taufik & izdihar, 2017). it is the non environmentally friendly human activities that result in degrading air quality. polluted air can give serious effects on human health, creates smoke and cause acid rain, reduce cultivation production due to disturbed growth of the crops, decrease the protecting power of the ozone layer in the atmosphere that can eventually change the global climate (liang & yang, 2018). the characteristics of air make the effects of air pollution to be direct locally, regionally as well as globally. environmental problems are not the problem of a certain country only, it has become the responsibility of all countries in the world. that’s why various efforts to prevent more serious damage to the living environment have been done. one of the ways that can reduce environmental damage is through instilling the awareness, care, and understanding of the people about the environment through environmental education (wihardjo et al., 2017). environmental education plays an important role in solving environmental damages and becomes an important media in creating human resources that can carry out the principles of continuous development. as put forward by retnowati, istiana, and suhardi (2018) that at the moment they need for environmental education is very critical. environmental education is conducted as an effort to improve the understanding and care of the society in searching for the solution to and prevention of environmental problems occurrence (bramasta, 2018). environmental education needs to be given as early as possible because to develop a positive attitude towards the environment needs a long time. according to sutrisno (2005), introducing nature to children early is an initial step for them to value/respect nature. knowing nature directly in the field will trigger the children to know more about it and the lives inside it. by knowing nature well, they will care for and love their environment (buldur & omero, 2018). for that reason, environmental education should be introduced as early as possible so that in the future the damage to the environment that has been done to it now can be minimized. consequently, environmental education can be one solution to overcome environmental issues. to build a degree of understanding about the balanced environment with the active role of the people in the development processes, continuous education related to environmental conservation issues should be given (clark, 2012). education can be formally given through educational institutions or informally in society. in the educational world, there are a lot of education methods about the environment. to improve their problemsolving skills related to environmental problems, the students should be taught by utilizing creative and innovative learning methods to catch their attention and be interested in learning more about their environmental problems. the learning will be successful if the students are involved to interact actively with the object and process of learning through the process of direct observation in the field (astina, 2017). based on the observation results, the students later can construct their knowledge themselves. a learning approach like that is the constructivism approach (retnowati & helena, 2018). one of the learning methods belonging to constructivism is project-based learning. according to retnowati, project-based learning is a learning activity that involves the students in problem-solving activities and allows them to autonomously construct their learning and eventually creates a working product that is realistic (retnowati & helena, 2018). alberto, goncalves, and hess (2015) state that projectbased learning is effective learning in facing the present challenges. project-based learning is also the main facility to prepare a learning experience as a way to reflect professional practices (hanney, 2018). according to fugate (2018), project-based learning is a modern learning method whose core is the learning that relates students’ experience with their school experience and can trigger serious thoughts when the students get new experiences. through projectbased learning, the connection of the students to the real world can be achieved. this learning method is viewed as an approach that enables the students to develop “the twentyfirst-century skills” that are cognitive and socioemotional skills required to achieve success in college and career (quint & condliffe, 2018). alberto, goncalves, and hess (2015) stated that learning in college is defined as an active understanding process and involves meaning and skills that are following project-based learning. for teacher-to-be students, the experience to join this learning method is very important to get direct experience related to developing educational projects. the use of project-based learning in the current environmental material is less relevant in the environment. learning environmental material was still mostly done in classrooms or laboratories, this results in students being less able to solve the environmental problem in their environment. local wisdom can be comprehended as local ideas that are characterized by wisdom, has a positive value, that is rooted and followed by the society’s members. furthermore, istiawati (2016) had a view that local wisdom is the way how people view and behave as a response to the changes in the physical and cultural environment. a conceptual idea that lives in the society, grows and develops continually in the awareness of the society from what is related to sacred lives up to what is profane (parts of the daily life that are just common practices). local wisdom can be understood as local thoughts that are wise and have the good value that is rooted in the society and are followed by its members (anggraeni, (2017). project-based learning that is combined with local wisdom can result in meaningful learning for the students. the project-based learning that is creative and innovative requires the students to build “the bridge” that makes connections among various material objects. the making of video learning media that is related to environmental damages in the areas where the students live will be more suitable because it is contextual. the video media is made in groups. the final product in the form of a film about journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 139 environmental damages later is presented in the class. the plus points in the process of film making and the film produced will make the students interested in learning about the environment and its conservation. the project-based learning through film making will activate the psychomotor and affective aspects of the students. meanwhile, the local wisdom will create a way of thinking that will help to guide the students to be creative in overcoming the environmental issues. based on the theories and results of the research above, it is essential to develop project-based learning featuring local wisdom in improving the students’ problem-solving skills and also to improve their ability to develop a video learning media about the environment for biology teacher-to-be students. the purpose of this research is to find out the effectiveness of model development of project-based learning (pjbl) featuring local wisdom in improving the environmental problem-solving skills and also the ability to develop learning media of the students of educational biology students, faculty of teacher training and educational sciences, pakuan university. ii. methodology the making process of project-based learning based on local wisdom for the subject matter of environmental sciences and bioconservation altogether goes through several research stages. needs and condition analysis were focused on the real condition of the subject of environmental sciences bioconservation at the major study of educational biology, faculty of teacher training and educational sciences, pakuan university. hence, the subject matter requires a breakthrough that is related to educating the students with higher thinking skills which among others is the ability to solve environmental problems. the present learning processes do not take into considerations that aspect adequately. project-based learning is expected to be able to improve their high order thinking skills and also able to improve their abilities in developing learning media. educational biology students as prospective teachers are expected to be skillful in developing learning media and also possess local wisdom that is related to the environment where they live so that they will have concerns and can solve the environmental problems that are present around them. the first step is literature study and observation whose aims are to collect information and theories related to the problems to study, especially about the general view of the environmental issues in bogor municipality and bogor district. the second step is developing the learning model that requires the students to be able to make a product so that they can be creative in developing learning media related to the environment and local wisdom of bogor. the third step is testing the model's effectiveness in improving the students’ skills to solve environmental problems. a. literature and feasibility study a literature study is one source of knowledge for the research that is done through studying the latest literature related to the learning model, the literature about local wisdom, and the literature related to learning media. besides literature study feasibility study is also conducted through several educational experts (educational practitioners and academicians) who are closely related to project-based learning featuring local wisdom, and also the environmental experts especially the living environment in bogor municipality and district. b. data collection field observation is needed a lot to collect the information and pictures related to local wisdom in bogor, especially the local wisdom related to the living environment. c. model design the designing technic applied was the addie model. addie is the abbreviation of analysis, design, development or production, implementation or delivery, and evaluation. addie model was chosen. after all, it is considered to be flexible because it can be used in developing various kinds of products, for instance, learning models, learning strategies, learning methods, learning material, and learning media. this model was developed by dick, carey, and carey (2015) to design a learning system. the following is the addie model: 1. analysis this stage is the analysis stage on the need to develop a new learning model namely project-based learning based on local wisdom. at this stage, it was analyzed whether the model, media, and technology utilized were feasible to be applied by the lecturers and the students. this stage was very crucial because it became the foundation for the development of the new learning model. 2. design at this stage, the learning method design was developed and it was done systematically starting from deciding the learning objectives, designing the learning tools, and also completing the materials and making the evaluation tools. 3. development the development stage was done after the stages of analysis and design were completed. this stage was started with the development of a learning model based on the project, the development of evaluation tools, and the development of product design. the product in this research is video learning media that is based on local wisdom in bogor. 4. implementation at this stage was the application of the model in the class that had been designed before, starting from giving the materials, giving guidance about the project task, presenting the project, and designing the project in the form of video media based on local wisdom. after the learning-teaching process was finished evaluation was conducted and the lecturers and the students were asked to give feedback for the model improvement. 5. evaluation the evaluation was the last stage at the end of this model development, and it was in the form of a formative or journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 140 summative test. the next stage was revising the weaknesses that were obtained during the evaluation process. at this stage, the model effectiveness was carried out, namely assessing the ability to solve the environmental problem and the ability to develop environmental learning videos. iii. results and discussion the results of the learning model development pjbl based on local wisdom utilizing the addie model are as follows: a. analysis based on the information obtained from the initial data analysis results of the research and also based on the literature it is found out that project-based learning is suitable for the learning of adult people. this research was done on college students that are categorized as an adult. according to retnowati and helena (2018), project-based learning can improve the higher order of thinking skills which among others is the ability to solve environmental problems. according to yoo and park (2014), the learning done by observing the cases in the field can stimulate students’ ability to solve problems. tripodi (2018) stated that learning that uses and develops video media can successfully improve the higher-order thinking of the students. in project-based learning, by solving various problems it is made possible for the students to develop creative ideas while at the same time improve their skills (sart, 2014). field observation was done to the lecturer of subject matter environmental sciences and bioconservation, facilities, infrastructures, and students’ characteristics to find out the condition and needs in the field. from the observation, it was discovered that the use of the pjbl model featuring local wisdom is feasible to be done for the subject matter. this is because the learning model is really suitable with the characteristics of the subject matter and also suitable with the learning objective to be achieved that is the ability to solve environmental problems and the ability in developing the video learning media. the combination of literature study and field observation results in a model draft of project-based learning based on local wisdom for the students who join the subject matter environmental sciences and bioconservation. b. design design is the second stage in the design model of the learning system addie. at this step, there should be learning program clarification that is designed so that the program can reach the learning objective as expected. the design stage produces a learning model draft, which later will be validated by a learning model expert, multimedia expert, and the expert of environmental problem learning materials (table i). table i evaluation result of model draft by expert no. expert input 1. environmental problems materials 1. elaboration of the materials are adequately complete and comprehensive, however, there should be a correction to the choice of the environmental issue to be taken in making the project. 2. an instrument that can measure creativity in developing learning media following the indicator should be developed. 2. learning model 1. syntax/the steps of the pjbl model based on local wisdom should be made more effective. 2. the use of learning media should be made more varied. 3. time allocation should be reviewed so that it conforms with the syllabus. 4. the schedule to plan the making of video media should be optimized to facilitate the project making. 3. multimedia 1. the worksheet for the making of video media should be made clearer by utilizing the concept map. 2. the concept of local wisdom in the making of video media should be made clearer by informing the location the video was shot. c. development the developed project-based learning model based on local wisdom is one of the learning models based on projects that give opportunities to the students to work in groups and give opportunities to the lecturers to manage the learning processes in a class by picking up project work with the theme of local wisdom in bogor. the project work by making learning film or video that feature local wisdom about conservation efforts of the natural resources based on the questions and issues of natural resources in bogor at present, which also requires the students to design, solve problems, make decisions by conducting investigation activities in the field (fig. 1). d. implementation implementation is the third stage carrying out the addie model, implementation step covers the activities to try out the model draft that has been made and has been validated by the learning experts directly. from the implementation results, feedbacks from the lecturer and students are obtained concerning the application of pjbl based on local wisdom. journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 141 the feedback from the lecturer after the learning process is completed can be seen in table ii. fig. 1 conceptual model of the learning model pjbl based on local wisdom the lecturer’s response shows that the pjbl method based on local wisdom has a very good effect in improving the motivation, activeness, and creativity of the students in developing environmental learning media. this result is following the research result of hanney (2018) that stated that project-based learning enables the students to get involved in analyzing a certain project and looking for solutions to the problems being faced. the proposed project has problems that are related to the conditions of the surrounding environment. besides the positive response shown in the lecturer’s judgment, the students also show a similar response, they consider the pjbl method based on local wisdom can improve students’ skills in creating something. the data from the students’ responses in participating in the pjbl method based on local wisdom can be seen in table iii. table ii lecturer’s responses after the implementation of pjbl method based on local wisdom no question yes no 1 is the pjbl model based on local wisdom easier to comprehend by the students? v 2 can the pjbl model based on local wisdom improve students’ creativity? v 3 can the pjbl model based on local wisdom improve students’ collaboration among themselves? v 4 can the pjbl model based on local wisdom make the students more active in their learning? v 5 can the pjbl model based on local wisdom make the students more active in their learning? v 6 is the pjbl model based on local wisdom successful in improving the students' understanding of natural resources? v 7 is the pjbl model successful in improving students’ creativity in developing environmental learning media? v table iii data of students’ response in joining learning method pjbl based on local wisdom no question percentage (%) 1 in general, the way the lecturer gives lectures is different from what it was before. 98 2 i am more interested in learning activities outside by directly doing observation in the field. 90 3 i am more motivated by the way the lecturer gives lectures by connecting the materials with the environment in bogor. 100 4 i gain more knowledge from the learning that is connected to the phenomena in daily life. 95 5 i can understand the materials better by the way the lecturer teaches. 96 6 i am burdened by field observation. 23 7 learning to make a film stimulate my creativity 100 8 i am reluctant to cooperate with my friends when i shoot the video in the field. 15 9 field observation can nurture my care towards the environment. 92 10 a learning method like this model can stimulate ideas to solve daily problems. 97 journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 142 based on the data above it can be seen that the pjbl method based on local wisdom can improve problem-solving skills related to the environment and the ability to develop environmental learning media. this is in line with the research result of tripodi, (2018) that says learning to utilize and developing video media successfully improves the higher-order thinking skills of the students, including the skills to solve environmental problems. besides that, from sart's research (2014) it is found out that the use of projectbased learning, by solving various problems enables the students to develop creative ideas while at the same time improving their skills. e. evaluation the final stage of the model design of learning system addie is evaluation, which is a process that is done to give values/scores to the development of a learning model that has been tried out in the field. the evaluation stage that is conducted in research is to find out whether the development of the learning model pjbl based on local wisdom can improve the problem-solving skills related to the environmental problems and the ability to develop video learning media. the assessment done of the video product that was created by the students covers the stages of preparation, production, the final stage, and cooperation (table iv). table iv assessment of learning video product based on local wisdom in model class no assessment measured criteria group 1 group 2 group 3 group 4 1 2 3 1 2 3 1 2 3 1 2 3 1 preparation stage  carefulness in preparing tools and materials  skillful in planning  creative in developing ideas 2 production stage  skillful in using the tools/camera  skillful in work technics 3 final stage  the resulted product shows high esthetics (picture and sound quality)  the final product possesses essential information according to the theme.  skillful in evaluating work outcome 4 cooperation  good cooperation (solidity) among members  equal workload distribution based on the assessment results, the average score for the product in the experiment class is 2.4 while the average score for the model control class is 2.2 (scales of 1-3). the assessment results show that the video product has been in line with what is expected from the learning process. this is following the opinion of alberto, goncalves, and hess (2015) that the learning model of pjbl has been proved to improve the creativity and skill of the students in creating the products or works. besides the assessment of the video product, the students’ ability in solving problems related to the environment is also assessed. the n gain score on students’ problem-solving skills related to the environmental issues for the experiment class is 0.69, while the n gain for the control class is 0.055 (scales 0-1). both of the results above show that the implementation of the learning model pjbl based on local wisdom is effective in improving the problem-solving skills related to the environment of the students. this is following the research result of troyer et al. (2012) that the learning model pjbl is a learning model based on problems that can improve students’ problem-solving skills. iv. conclusions based on the research and learning model development of pjbl based on local wisdom that implements addie model, it can be concluded that the developed learning model pjbl based on local wisdom can be categorized as effective in improving students’ skills in developing environmental learning media and their problem-solving skills related to journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 143 environmental problems. improves their ability to solve environmental problems, the average score is 0.69 in experiment class and the score in control class is 0.055 (scales of 0-1.0). the ability to develop video environmental learning media the score video product in experiment class is 2.4 and in the control class is 2.2 (scales of 1-3). this is crucial because the students of educational biology major as prospective teachers need to have experience in developing learning media so that they can motivate their students in the future to study further the learning materials that are well delivered. acknowledgment the researchers would like to thank the post graduate program of pakuan university and lppm pakuan university who have provided them with research funds. references alberto, j., gonçalves, p., & hess, a. 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(2017). climate change and its impact on indonesian food security. international academic conference 20-21 april 2017. tripodi, n. (2018). sc. international journal of osteopathic medicine. https://doi.org/10.1016/j.ijosm.2018.09.004 troyer, j. a., tost, j. r., yoshimura, m., lafontaine, s. d., & mabie, r. (2012). teaching students how to meditate can improve level of consciousness and problem solving ability. procedia social and behavioral sciences, 69(iceepsy), 153–161. https://doi.org/10.1016/j.sbspro.2012.11.394 wihardjo, s. d., hartati, s., nurani, y., & sujarwanta, a. journal of education, teaching, and learning volume 5 number 1 march 2020. page 137-144 p-issn: 2477-5924 e-issn: 2477-4878 144 (2017). the effects of green schooling knowledge level and intensity of parental guidance on the environmental awareness of the early age student, 12(5), 251–257. https://doi.org/10.5897/err2015.2608 yoo, m., & park, j. 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(2019). effects of the terms and characteristics of cadres on environmental pollution : evidence from 230 cities in china, 232(october 2018), 179–187. https://doi.org/10.1016/j.jenvman.2018.11.002 . isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 152-158 p-issn: 2477-5924 e-issn: 2477-4878 152 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the implementation of giving task method to improve students’ achievement yopi nisa febianti universitas swadaya gunung jati, cirebon, indonesia e-mail: taniabekker@yahoo.com abstract. there are some learning methods used by educators that aim to motivate learners to be diligent and enjoy learning. learners who have high motivation to learn will play an active role, critical thinking, social interaction, creativity, and focus while learning. one of the methods that can encourage the creativity of learners in learning to improve creativity and knowledge for achieving satisfying learning outcomes is the assignment method. this research aims to analyze whether or not the giving-task method can improve students’ achievement in the letter of credit material. the method used in this research is class action research that consists of two cycles, starting from planning, giving treatment, and reflection. to collect the data, the writer uses a subjective test. the data source is the first-grade students (i.b) of the economic education department faculty of teachers’ training and educational sciences ugj. the result of this research shows that giving task method can improve students’ achievement. it is shown from the satisfying score got by students. in the first cycle, the average score is 45.29 while in the second cycle, it is 89.00. this research concludes that the giving-task method can help students comprehending the letter of credit concept and it develops the students’ responsibilities individually or in group work and their creativities during the learning process. keywords: learning method; giving-task method; students’ achievement i. introduction for an educator, the only way to build a qualified successor is to provide good and satisfying education in school. education that is provided through learning activities should be able to develop the learners’ quality and social quality. the learners’ quality is derived from insights and knowledge, both self-gained and from others (family, school, and community), while the social quality is derived from the social process of learners in interacting with others, both in the family, school, and community. education is done through impressive teaching that will produce the desired learning. that is an aspect that should be emphasized to educators (teachers/lecturers) that good learning is learning that takes place with the involvement of students actively. by activating learners in learning will improve students' understanding of the materials taught, so that the success of learners in learning can be achieved, especially in improving learning outcomes. learning outcomes include cognitive, affective, and psychomotor abilities (suprijono, 2011). according to nawawi (istiatutik, 2017) based on its objectives, learning outcomes are divided into three types, namely: (a) learning outcomes in the form of ability skills or abilities in doing or doing a task, including the skills to use tool; (b) learning outcomes in the form of the ability to master knowledge about what is done; and (c) learning outcomes in the form of changes in attitudes and behavior. learning as a process has several separate elements which include learning goals to be achieved, motivation, obstacles, stimuli from the environment, perceptions, and responses from students (sitompul, 2018). the success of an educator in teaching is influenced by the creativity of the educator in creating an atmosphere of learning that is memorable and fun. rowntree (anshori, wagimin, & ninghardjanti, 2016) suggested that four indicators can be used to determine the success of a learning process, namely: (a) able to improve student learning outcomes; (b) able to motivate students to study further; (c) able to improve students' memory or retention of content/subject matter; and (d) able to make students apply the knowledge and skills learned. to optimize its creativity, an educator can create an innovative learning method, which can encourage the learner and their creativity in the learning process. arikunto (khumaidi, 2018) said that learning is a process that contains a series of actions by teachers and students based on reciprocal relationships that take place in educative situations to achieve certain goals. the teacher is http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 152-158 p-issn: 2477-5924 e-issn: 2477-4878 153 the creator of the learning process, which means a teacher must be able to develop a free classroom atmosphere for students to study what is interesting and able to express ideas and creativity within the limits of the established norms consistently. there are some learning methods used by educators that aim to motivate learners to be diligent and enjoy learning. the important thing in the method is that each learning method used is related to the learning objectives to be achieved. the purpose of educating children to be able to solve problems in learning requires another method if the aim is to gather information (sagala, 2013). learners who have high motivation to learn will play an active role, critical thinking, social interaction, creativity, and focus while learning. one of the methods that can encourage the creativity of learners in learning to improve creativity and knowledge for achieving satisfying learning outcomes is the assignment method. the assignment method is a method that is oriented on constructivist philosophy. the assignment method is a way of presenting lessons by assigning students to learn something which then must be accounted for (permatasari, mulyani, & nurhayati, 2014). the assignment method is a method that essentially instructs students to carry out learning activities (work), both useful for themselves and in the process of deepening and expanding the knowledge and understanding of the field of study they are learning (widhiantari, 2012). the assignment method is one of the learning strategies used by an educator to encourage the creativity of learners in completing tasks assigned so that the task can be given independently or in groups. the assignment is related to the subject matter discussed in class. using the tasks method, learners can easily understand the learning materials provided. they will continue to search, find, and accomplish the task in various ways that enable them to go, such as by reading books, searching the internet, and conducting investigations in the family, school, or community, so that the results of those searches can be more easily absorbed in the memories of learners. this method can also train the sense of learners’ responsibility in doing the task independently, not assisted by others and not the result of imitating the work of others, it’s their results. it will provide good benefits for learners in adding insight and knowledge. the task work independently will be more satisfying, because all the learning processes to complete the task is experienced by learners. a more satisfying result is if the workman's task is rewarded with a perfect score. in explaining the material to the learners, this method will be effective because the material will be comprehended by learners so they can achieve the learning objective well. ii. methodology in this research, the research method used is action research class (ptk). this study is designed to solve a problem, tested in real situations by looking at flaws and strengths, and making changes that serve as improvements. action research class has its character when compared with other studies in general. some of these characters are as follows suyadi (2013): (a) the teacher feels that there are urgent problems to be immediately resolved in his class; (b) self-reflection; (c) action research class is carried out in the class so that the focus of attention is the learning process between the teacher and students through interaction; and (d) action research class aims to improve the learning process continuously. this remedial action is carried out by carrying out actions to find answers to issues raised from daily activities in the classroom. action research is nothing but a research method, in which a group of people who are also researchers in organizing a condition, can intensively study the experience and make their experience accessible to others (sukardi, 2013). the subject in this research is the second-grade student (i.b) economic education fkip unswagati which amounted to 21 students. this research took place at unswagati cirebon. the study was conducted using procedures following the classroom action research flow. the steps of research conducted, are named as follows: a. action planning when the researcher gets into trouble in learning the letter of credit materials, the researcher plans an action to overcome the problems faced. the first step is designing the strategy to be taken, by preparing the lesson plan, learning media, evaluation tools, and research instruments. in this stage, the researcher takes one of the problem-solving alternatives by planning the lesson using the assignment method. b. implementation action the implementation phase of the action is the implementation of all the planning that has been designed in the action planning stage. in this stage, the researcher conducts the learning process which is carried out following the lesson plan that has been designed. c. analysis and reflection action after taking action, the next step is analyzing the activities that have been implemented during the learning process as a reflection activity. in this stage, the researcher analyzes the learning process that has been implemented through student learning outcomes and evaluates these activities for improvement in the next stage. the technique used in collecting data for this research is the subjective test. the subjective test used is an essay in cycle 1 and cycle 2. the purpose of the test is to measure the extent of student learning outcomes after following the learning process using the method of assignment. data analysis is done after the learning process in the class, that is analyzing student learning outcomes for action 1 and action 2, uses microsoft office excel 2010 and anatesv4 program. furthermore, in this study, the action is called a cycle. journal of education, teaching, and learning volume 5 number 1 march 2020. page 152-158 p-issn: 2477-5924 e-issn: 2477-4878 154 iii. results and discussion this classroom action research is divided into two parts, namely cycle 1 and cycle 2. cycle 1 and cycle 2 are the learning outcomes after using the assignment method. a. cycle 1 the implementation of cycle 1 is the following lesson plan that has been made. in this stage, the teaching and learning activities are started with preparing classes such as hygiene cleaning and inspection, so the class is comfortable to use in the learning process. after the class is considered comfortable to start learning, the lecturer explains the learning objectives to the students. the exposure of learning objectives is done to provide an idea to the students about the learning process that will be done. after that, to refresh students' memories, the lecturer discusses the concept of letters of credit globally. in the next stage, the lecturer divides the students into 7 groups, each group consists of 3 students. after that, the lecturer gives the task, in the form of a letter of credit material that should be sought to all students. each member of the group is assigned a different task. for the work, the task is given time for 30 minutes. each student is free to search the subject matter of the letter of credit, either from books relating to the material, the internet, or discuss with other group members who have the same task. each student is fully responsible for individual and group duties. after the specified time has ended, the lecturer asks each group to present their assignments in front of the class. students who have answers to different tasks with other groups can express ideas/opinions. after that, the lecturer discusses the material letter of credit in detail following the time available, with the help of available learning media, namely projectors, lcds, netbooks, and others. at this stage, all the explanations given by the lecturer should be well observed by the students. with high learning motivation, all the explanations given can be easily understood and absorbed in students' memories, or vice versa, so that their insight and knowledge about the matter of letter of credit increases or not. in closing activities, the lecturer provides evaluation questions to measure students‘ learning outcomes after the learning process. then, the lecturer gives homework where the students have to study the lecture material for the next meeting, still about letters of credit material that must be done independently by the students. as a result of the observation during the learning process towards the students, it can be seen that from the whole students who attended during the learning, only some students were active and interacted in doing the assigned task, both individual and group. some students look bored, saturated, drowsy, confused, and indifferent during the learning process, they rely on one group of friends in finding answers for the task or imitate the results of the task from their friend in another group with the same task when the lecture material inference process is done the students tend to be indifferent. nevertheless, teaching and learning activities run smoothly, but the liveliness and responsibility of students in learning are still less than satisfactory. the value of learning results obtained by students after taking the evaluation test from cycle 1 can be seen in table i. table i results of student learning evaluation cycle 1 no. name of students score 1 r1 48 2 r2 50 3 r3 48 4 r4 42 5 r5 37 6 r6 31 7 r7 40 8 r8 40 9 r9 50 10 r10 37 11 r11 34 12 r12 54 13 r13 34 14 r14 37 15 r15 34 16 r16 48 17 r17 39 18 r18 44 19 r19 34 20 r20 46 21 r21 39 total 866 average 41.23809524 41.24 from table i, it is known that the average of students’ learning outcomes in cycle 1 is 41.24. description of students’ learning outcomes in cycle 1 can be seen in fig.1. fig. 1 students’ achievement in cycle 1 from fig. 1, it can be seen that the students who get the learning outcomes with the very poor category are none (0%); students who get the learning result with the poor category are 12 people (57.14%); students who get the learning outcomes with enough category are 9 people (42.86%); students who get good learning outcomes are none (0%); and students who get the learning outcomes with the very good category is none (0%). journal of education, teaching, and learning volume 5 number 1 march 2020. page 152-158 p-issn: 2477-5924 e-issn: 2477-4878 155 if we look at the results of cycle 1, it is clear that there should be significant improvements in learning to minimize any remaining deficiencies. these deficiencies include: 1. the lecturer is still not able to conditioning students at the beginning of learning. this can be seen from that there are still students who pay less attention and respond to the lecturer’s questions at the beginning of learning. 2. the lecturer is still less familiar with the students, both of who can catch quickly or not to the learning materials. 3. the lecturer still pays less attention to students who are less active in learning. 4. students are still reluctant to ask the lecturer if they have difficulty during the learning process, also they are not confident to express their ideas/opinions. 5. students less actively participate and have less social interaction in doing the tasks given during the learning process. 6. students are less responsible for the task given. based on the findings in cycle 1, then efforts to maintain success and improve learning in cycle 2, the lecturer makes the following planning: 1. the lecturer prepares more conditioned students at the beginning of learning, motivates students with questions that can attract students, so that teaching and learning activities can run more calm and conducive. 2. the lecturer should be more familiar with students, whether they have a fast understanding or not on learning materials, so that the material can be easily absorbed and understood by them. 3. the lecturer should be more active or give more attention to students or groups who are more passive. 4. the lecturer should encourage students 'self-esteem with questions and give praise when students can answer correctly, and not minimize student answers if students answer incorrectly, but cultivate expectations by improving students' answers or opinions. 5. the lecturer can encourage students' sense of responsibility so that they can deliver satisfactory outcomes based on their work, providing satisfactory rewards. 6. the lecturer should be able to create a fun learning atmosphere so that student motivation remains high. b. cycle 2 implementation of cycle 2 is done following sap that has been made. at this stage, the teaching and learning activities begin with preparing conditioned classes such as hygiene cleaning and inspection, so the class is comfortable to use in the learning process. after the class is considered comfortable to start learning, the lecturer explains the learning objectives to the students. the exposure of learning objectives is done to provide an idea to the students about the learning process that will be done. after that, to refresh the student's memory, the lecturer again discussed the concept of the letter of credit globally. in the next stage, the lecturer divides the students into 7 groups in which each group consists of 3 students. after that, the lecturer gives the task, in the form of some material of letter of credit that should be sought to all students. each member of the group is assigned a different task. for the work, the task is given time for 30 minutes. each student is free to search the subject matter of the letter of credit, either from books relating to the material, the internet, or discuss with other group members who have the same task. each student is fully responsible for individual and group duties. after the specified time has ended, the lecturer asks each group to present their assignments in front of the class. students who have answers to different tasks with other groups can express ideas/opinions. after that, the lecturer discusses the material letter of credit in detail following the available time, with the help of available learning media, namely projectors, lcds, netbooks, and others. at this stage, all the explanations given by the lecturer should be well observed by the students. with high learning motivation, all the explanations given can be easily understood and absorbed in students' memories, or vice versa, so that their insight and knowledge about the matter of letter of credit increases or not. in closing activities, the lecturer provides evaluation questions to measure students’ learning outcomes after the learning process. then, the lecturer gives the housework where the student must study the lecture material for the next meeting. in the learning done on this 2nd cycle, it is seen that the students are actively involved and interact in the work assignment. they do the task independently and discuss it with other group members who have the same task. they are also more active in presenting tasks, as well as expressing their ideas/opinions. student mindset is well developed, their learning motivation is high, and the learning atmosphere is conducive and fun. nevertheless, some students are still indifferent during the learning process, they have not been motivated to study harder yet. the value of learning results obtained by students after taking the evaluation test from cycle 2 can be seen in table ii. from table ii, it is known that the average of students’ learning outcomes in cycle 2 is 85.33. description of student learning outcomes in cycle 2 can be seen in fig. 2. from fig. 2, it can be seen that students who get learning outcomes with the very poor category are none (0%); students who get the learning result with the poor category is none (0%); students who obtain learning outcomes with enough category are none (0%); students who get good learning category are 4 persons (19.05%); and students who get the results of the study with the very good category are 17 people (80.95%). from the results of the implementation and observations carried out in cycle 2, it can be stated that learning by applying the giving task method is very good. after the implementation in cycle 2, it can be concluded that: 1. all students have been actively involved, responsible, interacting, and their mindset developed well during the learning process. the lecturer has been able to condition the class so that learning can take place more conducive and fun. journal of education, teaching, and learning volume 5 number 1 march 2020. page 152-158 p-issn: 2477-5924 e-issn: 2477-4878 156 2. the learning achievements in cycle 2 increased comparing with cycle 1. it can be seen from the average score of learning achievement in cycle 2 (85.33) and cycle 1 (41.24). most of the students get scores in a very good category. in cycle 2, students who have scored in the very good category are 17 people. 3. implementation of the giving task method has been able to improve students’ learning achievements. table ii students’ achievement in cycle 2 no. name of students score 1 r1 89 2 r2 96 3 r3 86 4 r4 86 5 r5 84 6 r6 78 7 r7 84 8 r8 84 9 r9 91 10 r10 84 11 r11 84 12 r12 96 13 r13 81 14 r14 87 15 r15 78 16 r16 91 17 r17 81 18 r18 90 19 r19 75 20 r20 89 21 r21 78 total 1792 average 85.33333333 85.33 fig. 2 students' learning achievement in cycle 2 the progress of students’ learning achievements can be seen in fig. 3. the average of students’ learning achievement on each cycle can be seen in fig.4. this study was conducted to improve students’ learning achievements on the letter of credit material. the means used to improve student learning outcomes is the method of giving tasks with subjective tests for each cycle. regarding the view that the method of giving tasks is a method of learning that makes learners active, responsible, social interaction, critical thinking, and have high learning motivation, while the lecturer is also easy in teaching because students quickly perceive and understand the material provided. then the method of giving tasks is believed as a method of learning that can improve students’ learning achievements and understanding, and develop their mindset in the learning process. fig. 3 the improvement of ib students’ learning achievements fig. 4 the improvement of students’ score in cycle 1, during the learning process, there are only some students who are active and interact in doing the tasks assigned to both individuals and groups. some students look bored, saturated, drowsy, confused, and indifferent during the learning process, they rely on one group of friends in finding answers for the task or imitate the results of the task from their friend in another group who has the same task with him. when the lecture material inference process is done, the students tend to be indifferent. nevertheless, teaching and learning activities run smoothly, but the liveliness and responsibility of students in learning are still less than satisfactory. of course, their insights and knowledge did not increase, because of their low learning motivation. the result of the evaluation conducted by the lecturer at the end of learning to 21 students of level i.b economic education showed that the average of students’ learning achievements in cycle 1 is less satisfactory. journal of education, teaching, and learning volume 5 number 1 march 2020. page 152-158 p-issn: 2477-5924 e-issn: 2477-4878 157 in cycle 2, students actively engage and interact in the work assigned. they do the task independently and discuss it with other group members who have the same task. they are also more active in presenting tasks, as well as expressing their ideas/opinions. students' mindset develops well because their insights and knowledge grow, their learning motivation is high, their sense of responsibility for the task is high, and the learning atmosphere is conducive and fun. nevertheless, some students are still indifferent during the learning process, they have not been motivated to study harder yet. the results of the evaluation conducted by the lecturer at the end of the learning at i.b class economic education showed that the average of students’ learning achievements in cycle 2 is satisfactory. the learning process with the method of giving the task from 2 cycles that have been done has a satisfactory improvement. it happens because the students’ motivations to study are high, which is according to rowntree's statement (anshori, wagimin, & ninghardjanti, 2016). the students are active, interacting, confident, and responsible in performing the tasks assigned by the lecturer, both individual and group tasks. in the learning process, the mindset of students is growing well because their insights and knowledge increase, especially about the letter of credit. in this method, all tasks given by lecturers are done well by students, both individual tasks, and group tasks. this is the following statement (permatasari, mulyani, & nurhayati, 2014). the work done by the students themselves is useful for themselves in understanding the results of the task so that when the lecturer explains the learning materials, the material can be easily comprehended and understood by the students, following opinions (widhiantari, 2012). the improvement of students’ learning achievements is influenced by the success and effectiveness of the teaching and learning process that has been implemented. factors that affect the success and effectiveness of this teaching-learning process, are the sense of responsibility and motivation that encourage the spirit of students to learn well, such as the opinion of sudjana (sitompul, 2018). without a sense of responsibility and motivation to learn, then the readiness of students will not be created, so that students’ learning achievements will not increase. besides, the selection of the learning method also determines the success and effectiveness of teaching and learning activities in the classroom. iv. conclusions the classroom action research conducted at campus 2 unswagati cirebon at i.b grade students about the application of the giving task method to improve students’ learning achievements shows the expected results. students' learning achievements have increased significantly. it can be seen from the average scores of students’ learning achievements in cycle 1 and cycle 2, which can be summarized as follows: 1. cycle 1 shows that 21 students as a sample of this research, it is known that the average learning achievement is 41.24 (enough). 2. cycle 2 shows that 21 students as a sample of this research, it is known that the average learning achievement is 85.33 (very good). from the evaluation test results, it can be seen that there is an increase in students’ learning achievement average. the method of giving task can assist the students in understanding the concept of the letter of credit, it can be seen when the student can do the task independently, issuing opinion/idea, answer the questions given by the lecturer, and do the test well. in cycle 1, the students' learning achievements are considered less, because some students look bored, saturated, drowsy, confused, and indifferent during the learning process, they rely on a group of friends in the task or imitate the results of the task from his friend in another group who has the same task with him, so that when the lecture material inference process done the students tend to be indifferent. nevertheless, teaching and learning activities run smoothly, but the liveliness and responsibility of students in learning are still less than satisfactory. in cycle 2, students actively engage and interact in the work assigned. they do the task independently and discuss it with other group members who have the same task. they are also more active in presenting tasks, as well as expressing their ideas/opinions. students' 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(2013). panduan penelitian tindakan kelas. yogyakarta: diva press. widhiantari, rahma. (2012). efektivitas metode pemberian tugas (resitasi) berbantuan modul pembelajaran terhadap hasil belajar siswa kompetensi dasar uang dan perbankan sma n 1 kota mungkid kabupaten magelang. eeaj (economic education analysis journal), 1, 1-6. . isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 71 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. developing the teaching materials of proverb menaing with a contructivism aproach on inquisitive semantics hermandra1), m. nur mustafa2), zulhafizh3), ahmad yani t4) 1)universitas riau, pekanbaru, indonesia e-mail: hermandra@lecturer.unri.ac.id 2)universitas riau, pekanbaru, indonesia e-mail: m.nur@lecturer.unri.ac.id 3)universitas riau, pekanbaru, indonesia e-mail: zulhafizh@lecturer.unri.ac.id 4)universitas tanjungpura, pontianak, indonesia e-mail: ahmad.yani.t@fkip.untan.ac.id abstract. this study aimed to produce teaching materials for the meaning of proverbs with a constructivism approach based on inquisitive semantics for high school students. the research was conducted in the riau province high school equivalent. a performance test on the interpretation of constructivism approach proverbs that meets the standards of content validity was the main research instrument, along with questionnaires for teachers and a team of experts. a strategy based on constructivism and eight procedures were utilized to create instructional materials for proverbial meaning. the first is a preliminary study. second, compiling the initial product design. third, develop the initial product design. fourth, initial product trials on a limited scale. fifth, evaluation and revision of the initial product. sixth, testing the revised product on a broad scale. based on the study results, the pre-test on the meaning of proverbs was included in the low category, where there was no difference in the category of pre-test results per school group. a high category of post-test results on the meaning of proverbs was discovered, with disparities in the category of post-test results by a school group. there was no variation in categories per class, though. furthermore, a substantial difference in the use of proverbs was discovered based on the findings of the pre-test and post-test. the seventh stage is to determine and revise the revised product. the eighth step is to present the final product. because the f count value was 0.283 < the f table value which was 3.15, the test results of teaching materials were of high quality, with no significant differences in the ability to interpret proverbs. this finding suggests that the availability of teaching materials fulfills the feasibility of content, presentation, language, and graphic feasibility, and is appropriate for use in assisting in learning activities. keywords: teaching materials; the meaning of proverbs; constructivism approach; inquisitive semantics i. introduction the 2013 revised 2018 curriculum does not explicitly include proverb material in text-based learning for every aspect at the high school level. the substance of proverbs does not appear at all at the receptive level, namely reading and listening to texts. this is indicated by official documents issued by the relevant departments in the indonesian language electronic school book, government-organized preparation of the indonesian language syllabus and lesson plans, national test specifications issued by the ministry of education and culture. the same may be said for the productive side, which comprises speaking and writing materials, while proverbs, which mostly contain parables, are a pressing issue in language events that must be carried out by speakers/writers and easily understood by listeners or readers. parables in proverbs serve to concretize abstract notions from the speaker or writer. proverbs, on the other hand, can convey meaning to certain audiences figuratively rather than not allowing unrestricted communication of ideas. as a result, efforts to include proverbs in learning are essential. proverbs are cultural goods shared by members of the larger community. proverbs, in other words, are frequently employed in both oral and written communication. proverbial communication serves numerous purposes. if the communication has been explicitly conveyed, proverbs act as reinforcement. in this context, the proverb serves as a form of communication art. however, for some purposes, verbal http://creativecommons.org/licenses/by-nc/4.0/ mailto:hermandra@lecturer.unri.ac.id mailto:m.nur@lecturer.unri.ac.id mailto:zulhafizh@lecturer.unri.ac.id mailto:ahmad.yani.t@fkip.untan.ac.id journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 72 delivery may offend the interlocutor, hence a way is utilized to convey it indirectly. the politeness of language is part of the harmonious communication function said to ismail (2014). hamzah and hassan (2011) said that infrequently the editorial of the proverb is changed following the wishes of the individual who changes it without considering the loss of the essential meaning of the proverb. that is, changes in the editor of proverbs have an impact on changes in meaning (waridah, 21). this condition often occurs especially in spoken language. 'kecil tapak tangan, nyiru ditadahkan'. this proverb is sometimes changed to 'ekcil tapak tangan, kain sarung ditadahkan.' there are also high school students replacing 'nyiru' with the word 'lapangan bola'. this change occurred because the interpreter did not understand the essence of the word 'nyiru' in the proverb. in other words, if the person who changed it knows it, it is assumed that they do not want to change and/or do not want to emulate the modified proverb. the condition of modifying the editorial aphorism must be avoided as soon as possible. as a result, other proverbs remain unchanged. furthermore, the important thing is to return the word, in this case, the word 'nyiru' in the proverb as it was. among high school students, it is possible to prevent the occurrence of changing the editorial proverbs. the trick is to provide them with accurate information on the philosophical significance of the expression employed in the proverb. it is thought that learning occurs successfully when both teachers and students employ valid proverbs in teaching materials. learning proverbs is an important element of learning indonesian. learning indonesian does not have a psychological place in the hearts of students. it is believed that students frequently regard this learning as a subject that is not equivalent to specific disciplines (amir, 2016). the government's respon is reinforced by the 2013 revised 2018 curriculum, which specifically excludes fundamental language abilities from indonesian language disciplines. as a result, students are unaware of the nature of proverbs (wulandari, 2021; anisa, 2015). in contrast to the lack of an explicit competences on proverbs, popular indonesian teaching resources such as indonesian language electronic school book do not emphasize proverbs in both receptive (reading and productive) and productive (speaking and writing) contexts. in other words, even though they produce and/or use narrative and non-narrative texts in textbased learning, bse authors forget about proverbs. given the aforementioned psychological and material circumstances, it is necessary to formulate instructional resources that explain the significance of proverbs in narrative texts. this instructional material was created using a constructivist methodology that prioritizes inductive learning. this method starts by giving students the chance to freely express concepts that are contained in the teaching materials. the teacher allows students the flexibility to express ideas through a process known as idea generation and orientation (imron, 2018; irtadji, 2014; mahamod, 2012). in sayings. proverbs frequently have their words or concepts changed such that they no longer imply what they did when they first occurred in a language occurrence (sa-ah, 2020; jaya, 2020; masrokhah, 2018; mardalena, 2018). teaching materials are developed through research and development efforts to serve as a guide for teachers as they carry out the process of teaching students the meaning of proverbs. the development of teaching materials entails a presentation of textual sources that serve as sources of information to attain indicators following pertinent competencies. the constructivist methodology is used in the creation of instructional materials. according to djamarah (2004), constructivism is a method of knowledge construction in which knowledge is added gradually rather than all at once. the constructivist theory, which holds that knowledge evolves and grows through experience, is revealed by zulela et al. (2017). when put to the test by fresh experiences, understanding will get stronger. the knowledge structure in his brain will be linked to each new event. the constructivist method is a process that uses a variety of approaches (methods) to develop ideas, and concepts and empowering experiences to maximize the information already possessed. according to fitri (2017), the constructivism technique is used to let students engage in activities that would help them gain knowledge and comprehension. for the constructivist approach to provide results in line with the learning objectives, there are five development phases (needham in mahamod, 2014; jasin & shaari, 2012). the steps are as follows: orientation; idea generation; idea reconstruction; application; and reflection. before the main learning begins, there is an orientation phase in which the teacher piques students' interests. for instance, the teacher can present graphics to immerse pupils in a constructivist learning environment. the idea generation stage is where the teacher concentrates on encouraging student discussion to examine prior concepts and help students understand their importance. this process is a stage to find out the students' previous knowledge. in the idea reconstruction phase, where the teacher designs certain activities to help students change the original idea so that it is objective. in the application phase, the teacher directs students to apply the new idea. meanwhile, the reflection phase is a process of contemplation of teachers and students regarding the process that has been carried out (razak et al., 2021; lee et al., 2019; nair & muthiah, 2005). one must make an effort to understand the meaning of proverbs to observe them. incussive semantic actions can be used to achieve this. the study of a language's meaning is known as semantics. we are all interested in meaning, according to kreidler (kreidler, 2002). language consists of meaning (daud, 2018). the study of language's meaning is known as semantics (hurford et al., 2007). semantics is concerned with the literal meaning of words, phrases, and sentences; this has to do with how the grammatical process creates complex meanings out of simpler ones (fasold & connor-linton, 2014). the systematic study of meaning is known as semantics, and the reason why language organizes and expresses meaning is known as semantic linguistics (kreidler, 1998). journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 73 the most accurate technique to determine the speaker's intended original meaning is through inquisitive semantics (daud, 2018). a technique called inductive semantics connects language, culture, cognition, and reason. additionally, to address the underlying philosophy of a language pattern's use, this staged approach concentrates on the subject of why it is utilized. in actuality, this inquiring semantics makes use of real data, semantics, and context, as well as the cognitive, cultural, and mental states of the speaker (murthy et al., 2019). semantic reviewers must take into account factors like culture, context, the words or verses that are spoken or employed, psychological characteristics of the speakers, the nature of their thoughts, social relationships with the listeners, the subject of conversation, and so on. semantics has a relationship with different linguistic utterances such as homonyms, synonyms, antonyms, polysemy, homonyms, and hyponyms (daud, 2018). the application of this inquisitive semantics will involve the speaker's speech by guessing in terms of data, theory, cognitive, and the speaker's mind (murthy et al, 2019; jalaluddin, 2018). examples of proverbs put forward by daud (2018) are as follows: musang terjun, lantai terjungkat (= terjungkit). signs (evidence) of the crimes that have been committed. musang jebat lari tinggal baunya. whether a person is good or bad, if she/he moves to another place, her/his name will be known by many people as well. di mana kayu bengkok, di sanalah musang meniti. a place that is not well guarded, that's where the thief comes; whoever is careless will have disaster; stupid people are easily fooled. anak anjing takkan menjadi anak musang jebat. people who are not knowledgeable cannot get a good position. accordingly, this study evaluates the development of proverb teaching materials for high school students using an inquisitive semantic-based constructivism approach. the problems formulated in this research are: 1) what is the procedure for developing teaching materials for the meaning of proverbs with a constructivism approach based on inquisitive semantics for students in 10th, 11th, and 12th grades high school? 2) what are the results of product testing for developing teaching materials for the meaning of proverbs with a constructivism approach based on inquisitive semantics for students in 10th, 11th, and 12th grades high school. ii. method the type of this development research data is qualitative data. the place for testing the product of teaching materials as a result of development is a high school equivalent in riau province. the population was 80 students. documentation techniques were used to obtain proverbs in the context of developing teaching materials. the data includes 1) a group of proverbs to be used as examples in teaching shows. the source of this data was proverb documentation and information from expert informants; 2) the unit of time in learning indonesian in high school based on the 2013 revised 2018 curriculum; 3) relevant competencies on proverbs as the basis for compiling indicators of competency achievement; 4) validation data of expectation weighing on: indicators, product design; legibility; 5) validation data of the expert team on proverbs and teaching and learning the meaning of proverbs. by dividing the essay test result by the expected test score (ste), which is 50 times 100, one can determine the proverbs interpreting score (kpp). kpp is calculated as follows: ste/50 x 100. following are the criteria for proverbial usage according to inquiring semantics: < 60.00 percent : very low; 60.00 75.00 percent: low; 75.00 90.00 percent: high; > 90.00 percent : very high. the semantic data from the proverbs were examined using parametric inferential statistics through the anova method. the test conditions are all met, thus this is done. there were pre-test and post-test exercises on the meaning of proverbs for high school students or equivalents in the large-scale pilot activity. iii. results and discussion a. procedure in developing the proverb meaning teaching materials 1. preliminary study the various aspects of the preparation of teaching materials with a constructivism approach in learning the meaning of proverbs based on inquisitive semantics are studied related to the preparation of teaching materials and are referred to as preliminary study in the research and development of teaching materials. the study's components include: 1) the impact of teaching materials on students' knowledge of narrative texts in high school; 2) the coverage and distribution of proverbs in teaching materials for these students; the scope of proverbs is related to the type of tradition (kitchen, forest, or sea), and the distribution is related to the number of proverbs taught per class; and 3) the target of teaching materials is related to the place in which these teaching materials are used; 4) the potential of teachers as users of teaching materials; 5) the basis for the meaning of proverbs, which is related to inquisitive semantics; 6) the approach used in the preparation of teaching materials; 7) allocation of time needed in learning related to integration learning; 8) indicators of competency achievement in teaching materials for high school students which are integrated in relevant texts in line with the 2013 revised 2018 curriculum; 9) the plan for the title of the teaching material and the size of the page for the teaching material. the indicator of competency achievement is the fundamental component of the preliminary study. for class 10th high school, there are 16 indicators of proverb journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 74 competency based on inquiring semantics. of the 16 indicators, they are divided into 8 knowledge indicators and 8 skills indicators. table i recapitulation of proverb indicator accuracy weighing results for class x high school per weigher no. indicator code weighing value in scale 1-4 md ct weigher 1 weigher 2 weigher 3 1 ipk10-01 3 4 4 4 4 2 ipk10-02 3 4 4 4 4 3 ipk10-03 3 4 4 4 4 4 ipk10-04 3 4 4 4 4 5 ipk10-05 3 4 4 4 4 6 ipk10-06 3 4 4 4 4 7 ipk10-07 3 4 4 4 4 8 ipk10-08 3 4 4 4 4 9 ipk10-09 3 4 4 4 4 10 ipk10-10 3 4 4 4 4 11 ipk10-11 3 4 4 4 4 12 ipk10-12 3 4 4 4 4 13 ipk10-13 3 4 4 4 4 14 ipk10-14 3 4 4 4 4 15 ipk10-15 3 4 4 4 4 16 ipk10-16 3 4 4 4 4 2. position of teaching materials proverb material in compulsory group a subject is not explicitly contained in the 2013 revised 2018 curriculum for indonesian subjects which weighs 4 hours of lessons. thus, both factual narratives, like exposition texts, complex explanation texts, short story texts, and procedural texts, as well as fictitious texts, like short story and novel texts, incorporate this learning. with the use of this method, proverb learning may be accessible to students each time they engage in text-based indonesian language instruction. as a result, these teaching materials benefits indonesian electronic book of 10th, 11th, and 12th grades high school. proverbs, on the other hand, are thought to enhance and enrich every narrative text. therefore, all classes must incorporate proverb learning into the narrative text section. according to the summary above, proverbs are crucial to learning. the indicators of knowledge and skills of proverbs should be incorporated in the study of narrative texts in indonesian because the pertinent national agencies failed to explicitly offer this competencies. they are thought to have acquired language knowledge and skills as equal high school students and have assimilated them into their schemata. this results from interactions in social settings including those at school, with family, on social media, and/or with coworkers. however, the well-known adage is routinely altered to suit the preferences of the individual who alters it. however, the alteration goes against the proverb's original intent. unfortunately, the modification violates the true meaning contained in the proverb. therefore, these teaching materials act as a program of support or education for those who exchange alternative terms for the proverb's words. in other words, constructivism includes instructions in the teaching materials for adapting proverbial meanings to their original context, a concept that vygotsky and peaget refer to as adaptation in razak (2020). learning proverbs is incorporated into a variety of competencies, including fictional and factual narrative texts, as an integrating resource. four texts have been chosen to be incorporated into the study of indonesian: 1) exposition text; 2) anecdotal text; 3) negotiation text; 4) book review text for 10th grade. the texts chosen for 11th grades are procedural text, explanatory text, factual short story text, and scientific work text. for 12th grades, the texts chosen are the text of job application letters, historical explanation texts, opinion techniques, and critical texts. 3. product design this study aimed to produce the final product in the form of a prototype of teaching materials for the meaning of proverbs with a constructivism approach based on inquisitive semantics. the product design of teaching materials for the meaning of proverbs with a constructivism approach based on inquisitive semantics per high school class and it is shown in figure 1. fig. 1 initial product design for 10th, 11th, and 12th grades 4. proverb meaning development procedure first, determine 8 proverbs to be distributed into 4 narrative texts in 10th grade high school. the proverbs are reffered: 1) kecil tapak tangan, nyiru ditadahkan; 2) ada udang di balik batu; 3) hidung tak mancung, pipi tersorong-sorong; 4) macam terangkat gelas retak; 5) tiada rotan, akar pun jadi; 6) macam suak tak pernah jumpa air; 7) takok tetap takok tak sama dengan ikat; 8) kena buku dengan ruas. determine 8 proverbs to be distributed into 4 narrative texts for 11th grade high school. the proverb means: 1) kecil tapak tangan, nyiru ditadahkan; 2) ada udang di balik batu; 3) hidung tak mancung, pipi tersorong-sorong; 4) macam terangkat gelas retak; 5) tiada rotan, akar pun jadi; 6) macam suak tak pernah jumpa air; 7) takok tetap takok tak sama dengan ikat; 8) kena buku dengan ruas. determine 8 proverbs to be distributed into 4 narrative texts for 12th grade high school. proverb means: 1) kecil tapak tangan, nyiru ditadahkan; 2) ada udang di balik batu; 3) hidung tak mancung, pipi tersorong-sorong; 4) macam terangkat gelas retak; 5) tiada rotan, akar pun jadi; 6) macam suak tak pernah jumpa air; journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 75 7) takok tetap takok tak sama dengan ikat; 8) kena buku dengan ruas. second, writing the meaning of proverbs based on inquisitive semantics. the meanings of the above proverbs are distributed into 4 narrative texts to be used as material in the integrative learning of the text in question. weigher-1 rates 3 and 4 on a scale of 1-4; mode 4 (very high). weighing-2 and weighing-3 rated 4. thus, the weighing mode for the 8 meanings of high school proverbs is categorized as very good.. third, writing the first learning material with the title of “knowing and understanding proverb”. the learning structure-1 aligns with the inquisitive semantic-based constructivism approach: 1) opsi ganda bahan ajar 2) ekspresi gambar 3) makna peribahasa versi opini siswa 4) tunjuk ajar pemaknaan peribahasa 5) aplikasi pemaknaan peribahasa 6) refleksi dan uji kompetensi-1 fourth, writing each of 2 types of narrative texts to be integrated in learning the meaning of proverbs based on inquisitive semantics. fifth, validating the text of the two versions. first, content validity through kloz text. second, construct validation by weighing a team of experts. in terms of content validity, all texts were declared valid because they had mastery above 60.00 percent by 20 test students. in terms of construct validity, all weighers weighed on a scale of 3 and 4 for a scale range of 1-4. sixth, creating teaching materials by combining the first learning about recognizing and understanding proverbs with the second learning, namely proverbs in exposition texts, third learning, proverbs in anecdotal texts, fourth learning, proverbs in negotiating texts, and fifth learning, proverbs in debate texts for 10th grade. for 11th grade, it contains integrative texts (procedural texts, explanations, factual short stories, and book reviews). for 12th grade, it contains integrative texts (job application letters, historical explanations, opinion texts, and critical texts). this development product is entitled: 1) meaning of proverbs: teaching materials for indonesian language enrichment based on narrative text for 10th grade high school students (115 pages); 2) meaning of proverbs: teaching materials for indonesian language enrichment based on narrative text for 11th grade high school students (117 pages); 3) meaning of proverbs: teaching materials for indonesian language enrichment based on narrative text for 12th grade high school students (112 pages). seventh, weighing the assembled teaching materials to the weighing team on a scale of 1-4. the results of the weighing show that all of the judges scored in mode 4 for the appropriateness of the content, the appropriateness of the presentation, and the appropriateness of the language. for the feasibility of graphics, the weighing mode is 3 (good category, but mixed with 2 for binding and cover subindicators (bad category). 4. scale trial large-scale trials were conducted face-to-face (offline). the large-scale trial was only carried out on 3 equivalent high schools, namely ma nurul wathan, pasarkembang, keritang, indragiri hilir, sma negeri 1 bugnaraya, siak, riau, and sma negeri 3 sungaiapit, siak. all senior high schools are located in the riau province. the mean pretest on the meaning of proverbs for: 1) ma nurul wathan for 10th grade is 30,000, 11th grade is 30,000, and 12th is 29,375; 2) sma negeri 1 bungaraya for 10th grade is 29,778, 11th grade is 28,375, and 12th grade is 28,250; 3) sma sungaiapit for 10th grade is 30,667, 11th grade is 29,750, and 12th grade is 28,143. the mean for 10th grade is 30.087 or 60.17%, the mean for 11th grade is 29.400 or 60.17%, the mean for 12th grade is 28.609 or 5.22%. table iii the result of two-way anova test calculation proverb meaning pretest data variation source jk dk rjk f count f table α among group 12,963 2 6,482 0,463 3,15 0,05 in the group 27,492 2 13,746 0,981 3,15 0,05 enter 9,969 4 2,492 0,178 3,35 0,05 error 868,496 62 14,008 total 918,920 71 referring to the results of the anova calculation above, there is no difference in the meaning of proverbs for high school students. in terms of school differences, the ability to interpret proverbs is no different. in terms of class differences, the ability to interpret proverbs is no different. in terms of school and class differences, the ability to interpret proverbs is no different. this is evidenced by the calculated f count < f table of 3.15 at the 95% confidence level. the mean posttest on the meaning of proverbs for: 1) ma nurul wathan is 84,505 with details for 10th grade of 85,000, 11th grade of 83,889, and 12th grade of 84,625; 2) sma negeri 1 bungaraya is 81.005, which 10th grade is 80,889, 11th grade is 81,000, and 12th grade is 81,125; 3) sungaiapit state senior high school is 81,613, which for 10th grade it is 83,500, 11th grade is 80,625, and 12th grade is 80,714. table iiiii calculation results of two-way anova test proverb meaning posttest data variation source jk dk rjk f count f table α among group 171,721 2 85,861 4,122 3,15 0,05 in the group 2,989 2 1,495 0,072 3,15 0,05 enter 23,566 4 5,892 0,283 3,35 0,05 error 1291,331 62 20,828 total 1489,607 71 journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 76 in terms of school differences, the ability to interpret proverbs from the results of the potes has different meanings. this is because the calculated f value is 4.122 > from the f table value 3.15. in terms of class differences, the ability to interpret proverbs from the posttest results did not differ because f count 0.072 < f table 3.15. in terms of school and class differences, the ability to interpret proverbs from the posttest results is also not different because the calculated f value is 0.283 < f table value is 3.15 at the 95% confidence level. 5. product evaluation and revision first, during the large-scale trial, meaningful information was obtained about students’ reactions to inductive learning. they care about orientation learning in a constructivist approach which is entitled multiple options. therefore, the number of exercises is reproduced by adding orientation topics. second, for the idea generation phase, which is entitled image expression, initially each image is asked to make 3 questions and write answers on the teaching material sheet for 3 questions as well. as it turned out, the paper field on the page was not sufficient to write 3 questions so it was changed to 2 questions and answers. more than that, the field of writing was expanded. third, broaden the field of writing for generating ideas about student proverbs. initially, the area for students to write in teaching materials was only 4 x 10 cm. this area was revised to 8 x 10 cm, without compromising the type of image. therefore, this item page is increased by 1 page. fourth, another revision of teaching materials is to increase the number of integration texts. during the trial, the teacher was very focused on the integration text. the texts in question are anecdotal texts for 10th grade, explanatory texts for 10th gradei, and historical explanatory texts for 10th gradeii. 6. teaching material prototype reproduction the last activity of the teaching materials development procedure is reproduction. prototype teaching materials per grades. in other words, teaching materials that have been evaluated/revised through trials up to a large scale are printed so as to produce prototypes of teaching materials as described in the following points which are also part of the output of this research. however, all of the above products are published through the zulkarnain education foundation publisher. products for 10th grade have an isbn of 978-62397390-6-5, for 10th gradei it has an isbn of 978-62397390-3-4, and for 10th gradeii it has an isbn of 978-62397390-5-8. b. teaching material prototype profile 1. physical profile first, the meaning of proverbs: teaching materials for indonesian language enrichment based on narrative text for 10th grade high school students. author: hermandra, m. nur mustafa, zulhafizh, editor: abdul razak. publisher: raja zulkarnain education foundation, pekanbaru. isbn 978-623-97390-6-5, a4 128 pages, year 2021. second, the meaning of proverbs: teaching materials for indonesian language enrichment based on narrative text for 11th grade high school students. authors: hermandra, m. nur mustafa, zulhafizh. editor: abdul razak. publisher: raja zulkarnain education foundation, pekanbaru. isbn 978-623-97390-3-4, a4 136 pages, year 2021. third, the meaning of proverbs: teaching materials for indonesian language enrichment based on narrative text for 12th grade students of high school. authors: hermandra, m. nur mustafa, zulhafizh. editor: abdul razak. publisher: raja zulkarnain education foundation, pekanbaru. isbn 978-623-97390-5-8, a4 130 pages, year 2021. fig. 2 book cover of 10th, 11th, and 12th grades 2. students’ affective attitude towards teaching and learning the students’ affective attitude towards teaching materials is limited to students' assessment of the existence of narrative texts in learning proverbs. that is, the condition of whether students like or not 4 narrative texts as texts for integrated learning. students are asked to rate their liking/pleasure on a scale of 1-10. a value of 5 indicates a negative attitude which means dislike, a value of 4 means very dislike, and a value of 3 indicates a stronger dislike direction. on the other hand, a score of 6 shows a positive attitude which means like, 5 means very like, and so on it increases to the highest, namely 10. among 23 students in grade 10, only 4 people did not rate 10, namely one gave a score of 8 and 3 people rated 9 for the text. debate. the other texts all rate 10 on a scale of 1-10. for all 11th and 12th grades they gave 10 marks for all types of narrative texts. 3. teacher’s affective attitude towards teaching materials the teacher’s affective attitude towards the teaching materials referred to in this study is whether the teacher likes or dislikes the structure of teaching materials for the meaning of proverbs. details of attitude objects in teaching materials are the existence of: 1) narrative text; 2) multiple option items; 3) item of image expression; 4) the meaning of proverbs according to students' opinions; 5) show teaching about the meaning of proverbs; 6) the task of copying in the tutorial. six indonesian teachers at 3 high schools and the equivalent gave a score of 10 on a rating scale of 1-10. this journal of education, teaching, and learning volume 8 number 1 march 2023. page 71-79 p-issn: 2477-5924 e-issn: 2477-8478 77 means that they really like the components in the teaching materials. the development of basic teaching materials has met scientific requirements. the development procedure uses a valid and reliable instrument. product trials are carried out conventionally (offline). however, the location of high school where the initial product trials and revised products are located is very limited. only 3 high schools can be used as test sites for product development. this condition is a result of the covid-19 pandemic. during the pandemic, various activities were limited so that the action process or product trial activities were not carried out extensively (nurmaya, 2021; andriyani & buliali, 2021; arityanto, 2021). this is to maintain the condition of students and reduce the risk of the spread of covid 19 and the limitations of trials do not reduce the essence of a product. proverbs that are explicitly included in the competencies in the 2013 revised 2018 curriculum are integrated into 4 narrative texts that are explicitly included in the 2013 revised 2018 curriculum. therefore, assuming these teaching materials are used by indonesian language teachers, there is an opportunity to learn the meaning of proverbs. widely open through teacher activities using 4 narrative texts found in each high school class. purnomowulan et al. (2017) and wahyuni et al (2021) explain that the more skilled a person learns proverbs, the more powerful they are in meaning. even language skills are increasingly broad and critical. furthermore, ishak and mohammad (2021) understand that proverbs are very important to expand the philosophy of language. among the 20 proverbs are basically influenced by islamic teachings. this condition is understandable because the proverb (malay) is identical with islam. nik radhiah and kamarul shukri (2015) describe the influence of islam on malay proverbs. husin (2010) the existence of proverbs is very closely related to islam. outwardly, proverbs are very thick with religion (kasdan et al., 2016). so someone who has a good understanding of religion is very possible in understanding proverbs, because religion teaches about then. according to efendy (2003) a proverb will be understood if we can understand its meaning, and that meaning can only be understood if we can understand the symbol or symbol that is the core of the proverb. the meaning of inquisitive semantic-based proverbs in teaching materials is closely related to higherlevel ways of thinking. the reason not to replace the word 'batu' with 'bakwan' in the proverb 'there are shrimp behind the stone' requires high intelligence. jalaluddin (2015) high intellect is able to guide a person to be able to use proverbs as the proverb itself must be interpreted with its true meaning. that is, the meaning of proverbs is not just looking at the text but also requires the ability to relate it to a context or situation. so it is not wrong if the meaning of proverbs requires a critical and high way of thinking. on the other hand, if the thinking ability is low, the analysis of the meaning is not deep. the use of these teaching materials in the context of teachers teaching indonesian in each class has two benefits. this is because these teaching materials not only contain the meaning of proverbs in an inquisitive manner, but also contain the objectivity of each narrative text that is found at the beginning of each learning integration of proverbs in narrative texts. therefore, both teachers and students get comparative information about the structure and language rules of each narrative text. denafri (2018) this method helps teachers and especially students in broadening their linguistic insight so as to strengthen their understanding of language, especially in relation to proverbs. this research has relevance to the research conducted by munty et al (2019), entitled mirroring healthy meanings in tamil proverbs: an inquisitive semantic study. research conducted by fadzlah (2017) with the title semantic mapping analysis of flora and fauna elements in malay pantun: an initial review. research conducted by hamzah and hassan (2011) entitled language and thought in malay proverbs. hassan (2016) with the title cultural heritage of thought in malay proverbs wiguno (2017) wrote in an article about the persuasive effects of proverbs and their learning in high school. this research is limited to analyzing various proverbs and learning opportunities in high school; does not include language development activities for teaching proverbs. however, this research does not focus on developing proverbs teaching materials in the context of learning in high school so that they can complement the need for learning proverbs in learning activities. iv. conclusions three teaching material products with prototype status were arranged following 8 scientific procedures. each procedure meets the requirements of construct validity and content validity, which is included in the eligibility requirements of a teaching material product. the profile of teaching materials on the meaning of proverbs with a constructivism approach based on inquisitive semantics for high school students is viewed as a positive thing. first, the students liked it because the teaching materials contained many narrative texts which really helped them to follow the learning of the text in question. second, the students also like the teaching materials because the teaching materials actually contain dominant learning about understanding narrative texts through learning the meaning of proverbs. references amir, a. 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(2017). keterampilan menulis narasi melalui pendekatan konstruktivisme di sekolah dasar. jurnal pendidikan dasar, 8(2), 112123. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 47-52 p-issn: 2477-5924 e-issn: 2477-8478 47 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. online learning management in the covid-19 pandemic era herry sanoto1 1) fkip, uksw, salatiga, indonesia e-mail: herry.sanoto@uksw.edu abstract. learning in the era of the covid-19 pandemic has undergone a fundamental change from a face-to-face learning process to online-based learning to minimize the transmission of the covid-19 virus. online learning is basically a learning model with internet technology media, so that the learning process can be carried out even though it is in different places. the research method in this research is qualitative research by describing the online learning management process that is carried out at smp lab uksw. the instruments in this research include observation sheets, student opinion questionnaires, and interview guides. the results showed that the online learning process applies management principles which include planning, organizing, implementing and controlling. the results of student and teacher opinions show that online learning has a positive perception of 83%. the results of the interview showed that the students felt that they were well facilitated by the online learning process that was conducted at smp lab uksw. keywords: online learning, learning management, pandemic, covid-19 i. introduction education is a bridge in achieving the goals of a nation to develop and become a great nation. the indonesian nation sees education as a tool to achieve the ideals of the nation that has been formulated by the founding father nation's. through the national education system law number 20 of 2003 education has priority and receives a minimum budget slot of 20% of the indonesian state budget. the era of the covid-19 pandemic is a moment that is influential in all aspects of human life, starting from the aspects of health, economics, even in aspects of education (lopes & mckay, 2020). many countries apply very strict health protocols, even locating areas to reduce the spread of the covid-19 virus. even though indonesia does not implement a national lockdown, the government has placed restrictions on community activities. as a result, many community activities are limited or even eliminated. this is no exception in the learning process at school, all schools dismiss their students and teachers and eliminate face-to-face learning in place of online learning. online learning is the most realistic solution in the midst of limiting community activities. online learning is a learning process that uses internet technology media, so that the learning process can be carried out even though it is in a different place (kintu, zhu, & kagambe, 2017; wei & chou, 2020). in addition, online learning is a learning process in which students realize that learning remotely from learning sources, namely teachers and without direct interaction with teachers and friends, such as in a face-to-face learning environment (hrastinski, 2019). the online-based learning process facilitates students to continue learning in conditions that do not allow face-to-face learning. online learning not only encourages the use of technology for the teaching and learning process but also encourages the development of pedagogical subjects that focus on learning and the use of digital resources and communication tools. this type of learning successfully supports learning and facilitates pedagogical decision making (hergüner, buğra son, hergüner son, & dönmez, 2020; hsiao, e-ling, peter, shih, & ya-ting, 2015). online learning is a part of e-learning that has long been applied in the learning process, especially at the university level. e-learning based learning has the benefit of opening opportunities to implement innovative learning environments, where students are required to be active, independent, reflective, and collaborative. compared to classical learning (namely face-to-face learning, seminars, and lectures) e-learning has clear advantages because it provides space and time flexibility during the learning process (widyanti & park, 2020). one of the successes of elearning is the need for students' readiness to implement elearning such as good learning independence, being active in finding learning resources and teachers being able to become facilitators in the learning process (müller, goh, lim, & gao, 2021). student readiness / student readiness in the e-learning learning process is a problem for junior high school aged students, because the learning process when depending on the teacher as the main learning source (nuryanti, zubaidah, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 6 number 1 march 2021. page 47-52 p-issn: 2477-5924 e-issn: 2477-8478 48 & diantoro, 2018). another problem in the process of implementing online learning in the covid-19 pandemic era is that not all students can have adequate internet access so that the online learning process by means of video conferencing cannot be carried out properly, so it cannot reach all students. in order to overcome the problem of limited access, an online learning process management is compiled that can regulate the process and course of learning to be effective and can achieve learning objectives. educational management helps in the process of realizing effective learning (chychuk, 2016). management is the achievement of organizational goals effectively and efficiently through planning, organizing, directing, and controlling organizational resources. this definition holds two important ideas: (1) four functions of planning, organizing, leading, and controlling, and (2) achieving organizational goals effectively and efficiently (richard l. daft; patricia g. lane, 2010). according to george r. terry, the management function consists of planning, organizing, actuating and controlling (nuridin, 2015). planning is the process of formulating and planning the activities needed to achieve the desired individual / group. organizing is a step to determine, classify and prepare the activities needed to achieve goals. actuating is the implementation of achieving proper planning and organizing efforts to arouse and encourage all members. controlling is the process of determining what must be achieved, if it is not according to plan, it is necessary to improve. this research discusses the online learning process management process that is carried out at the swcu lab middle school in carrying out the learning process even though it is in limited conditions because there are restrictions on community activities so face-to-face learning is not possible. ii. method this research uses qualitative research methods, qualitative research methods are research methods used to examine the condition of natural objects, with the researcher as the key instrument, the data collection technique is done by triangulation (a combination of interviews, observation, documentation) (sukestiyarno, 2020). this research discusses online learning management that is carried out in junior high schools so that learning that has been implemented becomes effective and easy learning to be carried out by teachers and students. the research subjects in this study were the swcu lab middle school teachers and students who were doing online learning. the research instruments used in this study were teacher opinion questionnaires, student opinion questionnaires, and interviews with teachers and students. data obtained based on the results of observations, interviews and documents obtained during the research process was carried out. the focus in this research is the online learning management process carried out by the teacher so that the learning process can run effectively even in the conditions of the covid-19 pandemic. in the research process, a management process was carried out, namely planning, organizing, actuating and controlling. iii. results and discussion based on the results of observations and interviews that have been carried out, the online learning process has been implemented since the beginning, restrictions on community activities have been implemented. after the status of restrictions on community activities is determined, educational activities at schools are temporarily closed, and educational activities are not carried out in schools. teachers and teaching staff at schools are on vacation and carry out picket schedules in turn at school. after running for some time, online learning was proclaimed, because it was impossible for the learning process to be closed continuously, and also the covid-19 pandemic was not yet known when it would end. the covid-19 pandemic is very influential and disrupts the learning process at every level of school (korkmaz & toraman, 2020; süt & öznaçar, 2021). so it needs preparation and planning about the learning process that is applied in the era of the covid-19 pandemic (hanuschek et al., 2020; kuhfeld et al., 2020). online learning is the most appropriate and suitable solution to overcome the limited learning process during the covid-19 pandemic (ali, 2020; bestiantono et al., 2020; dhawan, 2020) with this combined condition, the online learning process is carried out with the preparation process of the teacher by conducting coordination meetings between teachers, school principals, and the education office so as to produce an online learning model that can be implemented during the covid-19 pandemic. based on the research results obtained are described as follows: a. planning planning / planning is the process of identifying the goals to be achieved and deciding the tasks and use of the resources needed to achieve them. in other words, planning determines the steps and strategies you want to implement and how to achieve them (richard l. daft; patricia g. lane, 2010). based on the results of the interviews, it was found that in carrying out online learning there was some coordination from various parties including teachers, schools, and related education offices. the planning step in the online learning process is carried out by holding discussions with teachers at school and discussing the online learning process that is appropriate for junior high school students. it should be noted that smp lab is a school located in the city of salatiga, with the majority of students living in the area around the city of salatiga. the settlements around the city of salatiga are close to mount merbabu, so that geographically it is hilly and not all areas can be well reached by signals. in addition, there are limitations for students in accessing the internet. journal of education, teaching, and learning volume 6 number 1 march 2021. page 47-52 p-issn: 2477-5924 e-issn: 2477-8478 49 based on this background, several online learning strategies that can be implemented are produced, namely: 1) the learning process using the wa media (whatsapp). whatsapp is a communication medium that is already popular and widely used by the community. with limited time and easier use, whatsapp has become an intermediary medium between teachers and students to provide learning materials both modules and also practice questions (alaby, 2020). whatsapp media was chosen because it is easy to use and familiar to parents and students in using it. so that the school does not need to carry out training which basically cannot be carried out because of restrictions on community activities. whatsapp media is a bridge between teachers and students in the middle of the online learning process, besides that wa has the advantage of being able to send messages, documents, videos, and can also do video teleconferences if needed (cetinkaya, 2017). 2) using google classroom. media another supporting media chosen in the online learning process is to use google classroom. through the google classroom media the teacher can send materials, assignments, and exercises to students. google classroom is an educational media platform designed for online learning. in addition, google classroom has several features that support online learning (suhada et al., 2020). however, the weakness of the google classroom is that not all students can use the media, so it takes time in the process of using it so that it cannot be used immediately. the two strategies are implemented based on needs and aspects of use that are easier to implement. the online video conference learning process is not the main strategy in the online learning process at the swcu lab middle school, because of the limited internet access and students' understanding of other online-based media. assignments are a learning strategy used in the online learning process. online learning demands student learning independence in understanding material, practicing and asking questions (beach, 2017; yuliati & saputra, 2020). assignments encourage students to be independent in learning and not depend on the teacher in the learning process. the right assignment load makes students more organized and accustomed to learning and increases motivation in student learning (sutarna, 2016). the process of collecting student work results is planned into two steps, namely:submission of 1) online collection assignments. online collection of assignments is carried out by submitting assignments through whatsapp media and can use the google classroom application. so that the teacher can monitor the student learning process through the assignments that have been given 2) offline collection assignment offline collection assignment is a strategy used if it meets the provisions, namely the area in salatiga district is included in the green zone. so that it allows students to go to school and collect assignments that have previously been given by the teacher. b. organizing organizing involves assigning tasks, grouping tasks into departments, delegating authority, and allocating resources throughout the organization (richard l. daft; patricia g. lane, 2010). organizing in this study is the process of organizing a predetermined plan. the organizing process includes the division of lesson hours for each subject, the process of distributing material and assigning teachers to students. in facilitating coordination between teachers and students, groups between subjects are created to make it easier for students in the teacher to communicate. the media used first was whatsapp media because it was easier to operate in helping the learning process online. meanwhile, the google classroom media is used in stages, and the teacher gives prior directions to students so that it will make it easier for both teachers and students to use it. in this organizing process, the number of hours of lessons reduced is not the same as face-to-face learning so that students find it easier to learn independently at home. at this stage the school arranges the details of the online learning schedule to be carried out, this process is expected to ensure that online learning does not give a burden to students and parents to carry out the learning process. assignments that are carried out are also given in accordance with the learning portion of students at home by paying attention to health principles. the right number of assignments can have a positive effect, but if it is excessive, it can create a burden for students (sholeh, 2020). c. actuating actuating process or implementation there are several obstacles such as not all students can understand the instructions and instructions of the teacher in providing material in the form of modules or questions. another obstacle is that the large number of assignments that students submit to the teacher makes the recap and assessment process more complicated and increases the teacher's time to check so that data recap errors may occur. handling that is carried out related to this problem is by scheduling students in each class to collect assignments and carry out offline discussions in class with limited time and number of students. this can be done because the status of the area in the salatiga district area has become a green zone, so that students are allowed to come to school with a schedule with a limited number of students and still comply with the established health protocols. in addition, training on the use of google classroom is conducted regularly for students, so that they can use the application in the online learning process so that it makes it easier for teachers and students to learn. d. controlling controlling in this research process is the process of monitoring and evaluating programs that have been journal of education, teaching, and learning volume 6 number 1 march 2021. page 47-52 p-issn: 2477-5924 e-issn: 2477-8478 50 implemented in the online learning process. controlling includes monitoring the online learning process and the obstacles that arise in the process. the obstacle in the online learning process at the swcu lab middle school was the ineffective learning using video conferencing using the wa application, google meet, and also zoom. this occurs from not all regions having good internet network access so that not all students can follow the process so that the learning process is replaced by providing modules that are easy for students to understand and also the teacher distributes learning videos that support the student's learning process. so that the explanation related to the material is not only through modules and exercises but is also explained in a video that can be seen by students via youtube, and is more easily accessible than conducting learning video conferences. perceptions of online learning teachers 'and students' perceptions of online learning were measured based on a questionnaire given to teachers and students. the results of the questionnaire showed that online learning that was designed at the swcu lab middle school obtained a percentage of 83%, which means that online learning gets a positive perception. this positive perception can be interpreted that online learning can help students learn even though there are several limitations they have. this is in accordance with the research of satrianingrum & prasetyo, (2020) that online learning is a learning solution in the midst of the covid-19 pandemic. online learning opinion sheet researchers also conducted interviews and distributed questionnaires to teachers and students in the online learning process that had been implemented. the results of the teacher and student opinions are explained as follows. 1) teacher. teacher said that the online learning process needed adjustments first, both in terms of the learning process, making modules that were easy for students to understand and giving assignments that were able to train students to be able to study independently at home. not all materials can be implemented easily with online learning, one of which is mathematics. mathematics learning still really needs the delivery of material from the teacher and examples from the teacher. another problem is that students are not accustomed to independent learning and are able to understand the material presented through modules or exercises 2) students. based on questionnaires and interviews conducted with students, it shows that online learning cannot be understood by students directly. students have not been able to understand the explanation given by the teacher through the module and also the practice questions given. parents have a very major role in online learning, because students ask for explanations and directions from parents in learning. students also have limitations in operating media that help in the online learning process, for example google classroom. on average students are unable to use google classroom and the majority use whatsapp media. the results of field studies show that online learning is the right solution in dealing with the covid-19 pandemic so that the learning process continues to run well, this is in accordance with the research that has been carried out by (dhawan, 2020; fields & hartnett, 2020; giatman, siswati, & basri, 2020; hamid, sentryo, & hasan, 2020). in addition, independent learning is needed in order to be able to carry out online learning well, this is in accordance with research (atmojo, muhtarom, & lukito aji, 2020; durnalı, 2020; landrum, 2020; reysen, 2017; sharp & sharp, 2016; wong et al. ., 2019) iv. conclusion and suggestions the results of the study show that in the online learning management process of the swcu lab middle school, it has carried out stages including planning, organizing, actuating, and controlling. ➢ planning begins with designing an online learning scheme, namely using whatsapp media and also google classroom. ➢ organizing is done by organizing tasks and scheduling well so that the online learning process runs smoothly. ➢ actuating is the implementation of online learning based on a pre-arranged plan. ➢ controlling is the stage of monitoring the course of online learning as planned and evaluating regularly, one of which is offline assignment collection. based on the teacher's and student's perception sheet, it shows that the online learning process gets positive perceptions and is the right solution in learning activities in the midst of the covid-19 pandemic. in addition to the above, online learning still has problems, namely regarding student learning independence which is still lacking and also training in the use of online learning media, because there are still many students who have not mastered applications such as google classroom. suggestions for research related to 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(2019). supporting self-regulated learning in online learning environments and moocs: a systematic review. international journal of human-computer interaction, 35(4–5), 356–373. yuliati, y., & saputra, d. s. (2020). membangun kemandirian belajar mahasiswa melalui blended learning di masa pandemi covid-19. jurnal elementaria edukasia, 3(1), 142–149. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 99 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. accuracy of using english collocation in writing descriptive texts at smk cahaya harapan students magpika handayani 1) , yovita angelina 2) 1) politeknik tonggak equator, pontianak, indonesia e-mail: magpikahandayani@yahoo.com 2) politeknik tonggak equator, pontianak, indonesia e-mail: yovita.angelina89@gmail.com abstract. the purpose of this study is to know the accuracy of using english collocation in writing descriptive text. the use of collocation in writing is one of the important things in creating a paper. the correct use of collocation is often a problem in writing. students often do not use accurate collocation due to differences in collocations held in the first language with collocations in english. the ability to write using accurate collocation might have an impact on the comfort of the reader in understanding the meaning of the writing written. the method used in this research is a descriptive method by describing students' collocation accuracy that is gathered from task and students descriptive writing. students do not know at all about collocation and the collocation used is indonesian translated. descriptive writing of smk harapan harapan students specifically the marketing department that uses collocation is still not coherent, not developed and there are still many errors. based on the results of the research, the writer found that students understand how to write descriptive text, but they do not understand how to express factual description in their writing with collocation accurately because they are not familiar with the collocation that sho uld be used in english as the target language. keywords: collocation; accuracy; writing; descriptive text i. introduction having some information related to accuracy in using collocation for writing descriptive text help teacher to prepare appropriate material in their class in teaching english collocation. the use of collocation in writing descriptive text is one of the essential things in writing. the use of correct and accurate collocation in descriptive writing makes writing sound natural and resemble the native speakers of a language. the ability to write using accurate collocation might have an impact on the comfort of the reader in understanding the meaning of the writing. the ability to use collocation correctly in writing shows that a student has the awareness that english has a collocation that cannot be confused with collocation in the first language in his environment. according to bazzaz & samad (2011), there is a significant relationship between the students’ collocation understanding with their writing. the study conducted by bazzaz & samad (2011) was related to the writing of the story with collocation. in this study, the writer would like to know how accurate the students use collocation in writing descriptive text because writing a descriptive text requires an accurate expression in order to show a factual description in the text. the use of incorrect collocation is often a problem in descriptive writing. students often do not use accurate collocation due to differences in collocations held in the first language with collocations in english (farghal & alhamly, 2007). the use of inaccurate collocation in descriptive writing makes the writing that is written by students sound familiar and does not tend to be difficult to understand. therefore, the accuracy of the use of collocation by students in writing english texts needs to be described so that problems in using collocation can be solved and student awareness to use accurate collocation can be improved. awareness of using correct collocation is difficult to be applied by students in writing because of the first language factor. in order to be able to identify errors in the use of collocations by students in writing, an analysis is needed in order to see the extent to which the accuracy of the use of collocations in writing english text by high school students. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 100 high school students in general are structured to get writing assignments from the teacher to write english texts. however, the writings that are written by students tend to follow the indonesian language pattern and even the local language patterns they use in the writing so that it influences the meaning and purpose of the writing. it is important to know the accuracy of using english collocations in writing descriptive texts at the level of vocational high school students. vocational high school students learn english, and one of the topics in their class is writing descriptive text that is based on the curriculum of english subject, but their writings tend to be difficult to understand. the difficulty of understanding the purpose of the writing written by students is not only due to incorrect language structure, but also some words are collocated which does not provide a clear meaning. cahaya harapan vocational school, tayan hilir subdistrict is located in sanggau district and it is the first private vocational high school on the island where the alumni of the school have worked in various companies both local and foreign. the school is located at the end of the district and has not yet had a permanent english teacher. teachers who teach english at this school are honorary teachers with educational qualifications, not teachers, but are second due to limitations in finding english teachers in the district. the above conditions make the writer interested in seeing and studying the accuracy of using english collocation in writing by students because students have been expected to be able to write and use collocation accurately in order to understand and use english collocation to communicate in writing. in addition, students and many alumni have the opportunity to work with foreign companies and are expected to be able to write reports appropriately. student ignorance in making collocation becomes a problem in writing. the existence of inaccuracies in making sentences is often a problem in understanding the meaning of sentences expressed by students. students are often unaware of the collocation they are using and tend to be fixated on the collocation of indonesian or regional languages. students do not realize that the collocation has been written in the first language collocation expressed in words in english to form a new meaning that is not in accordance with the original purpose of writing. the use of inaccurate collocation will have an impact on the reader's understanding of interpreting the writing written. therefore, the writer is interested in seeing the accuracy and problems in using english collocation in descriptive writing by students on english subjects. languages in one country have different patterns from other languages in different countries. these differences result in different meanings when applied to certain languages. however, in foreign language learning theory, differences in the form of language might be done so that similarities in meaning can be achieved so that the language can be used. if a language must have the same form and meaning, the tendency of the language cannot be used in communication because cultural differences and habits may change the meaning of the language (kreoger, 2005: 1). the word is a significant component in the process of learning a foreign language. a word will make it easier for someone to understand the meaning of both sentences and written texts from foreign languages learned. words provide space for foreign language students to develop and gain a lot of knowledge from the knowledge being learned. the word is the basic element of a language that can be understood by users of that language. humans already know and know a language from words carried from birth. parents play important role in the development of collocation that is used by students. mac whinney, thiessen & saffran (wagner, 2007: 2) said that since an individual baby is familiar with the word, but the baby is still facilitated by his mother in order to obtain his language naturally. although still in the listening stage, each individual's word development develops along with his biological development that starts from the age of 3 months beginning with pronunciation. the existence of pronunciation done by a baby shows that humans already need words to start interacting with their environment. this shows that the role of words is very significant in supporting communication. each word has its function to contribute to a language. kreoger (2005: 33) added that syntactic categories distinguish words in a language based on their level. in addition, there are also groups of phrases where there are groups of words that form a group and form constituents. because words have different categories, the group of phrases will also form different categories based on the word that heads the phrase. understanding the differences in a language both in terms of form, meaning, and function enable a person to adapt to the language being studied (kreoger, 2005: 1). this means that in a language there can be differences in form, meaning, and function, someone who understands the differences will be directed to use the form of the language and understand its meaning so that it can use the target language properly according to the language method (kreoger, 2005: 2). these differences occur because of environmental factors and the habits of a community informing communication patterns. collocation is a phrase consisting of two words that form new meaning and have nothing in common with the original word that forms it. according to gairn and redman (2011: 5) collocation is a word that consists of two words and is juxtaposed, namely the basic word which is a free morpheme and forms a new meaning so that it has a different meaning from the original word that formed it. collocation is an expression used to express something so that the expression conveyed sounds more natural and has a deeper meaning than using certain basic words because the meaning is not heard naturally and in detail (gairn & redman, 2011: 6). collocation might have different forms and different meanings if interpreted literally. however, if one's understanding of the relationship between form and meaning of language is good, the words used to communicate tend to be understood. the different forms of journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 101 language in the source language must be understood in interpreting them in the target language. different forms in collocation may be translated differently in other languages so that it will change the meaning of the word and the language cannot function in communication (radford, 2009: 15). collocation is a collection of words that already exist and must be translated as a whole and formed from words where the language is used. according to seretan (2011) words learned by someone not only separate words but also words that are in a group or called collocation. collocation is a combination of words that form a new meaning that already exists and is used for certain groups in expressing a term. collocation is a word that is ready to use in communication. one of the problems faced by non-native english speakers in using collocation may lie in the deficiency of the collocation itself. the collocations used by foreign speakers in writing english are often reduced or added because they are adapted to the existing collocation in their first language. the addition to the word collocation by foreign speakers in the text they write is called overuse. foreign speakers of english also make mistakes in using collocations by reducing the words that should be in the words they use, and this phenomenon is called underuse. moreover, foreign speakers of english also often have problems using collocation and there is absolutely no connection with the words referred to in the written collocation. the misuse of collocation is called misuse (men, 2016: 43). there is some problem in the use of collocation like overuse and underuse. the phenomenon of overuse and underuse is common in the use of foreign vocabulary both written and oral. this phenomenon appears as a result of the comparison of languages between the first language with the second language learned (men, 2016: 44). overuse and underuse in collocation occur as a result of the ignorance of the learners of the second language understanding the meaning of the collocation learned so as to make a wrong translation of the collocation. therefore, to avoid this phenomenon, a person (l2 learner) must understand and investigate this form of misuse and look for difficulties experienced (li in men, 2016: 44). apart from the above phenomenon, there are also deficiencies in the use of collocation so that the use of collocation is inaccurate. misuse is a phenomenon where foreign english speakers (l2 learners) do not pay attention to the relationship between the words used. foreign speakers tend to use the same word but do not understand the correct context in the use of the collocation. foreign speakers tend to be influenced by the first language in forming collocations so as to produce words that are different from native speakers where they can easily form collocations and are less likely to make mistakes. therefore, collocations made by foreign speakers of english tend to be different and strongly influenced by the first language and this makes the sound and meaning of collocation produced inaccurate in its use (men, 2016: 46). collocation is a group of words that have a head and constituent. in supporting the communication, students must understand the constituency that shows a language is developing and does not consist of only one word. the constituents of a language may be different from other languages due to the pattern and structure of sentences in that language. constituency directs the group to which words in a sentence or phrase are located and what their functions are. arranging the position of a word in a phrase or sentence so that it forms a meaning that has a function called the word constituent (kreoger, 2005: 28). constituent structures of collocation are based on factors of meaning and potential substitutions can be explained into hierarchies, syntactic categories, and tree diagrams. the hierarchy shows that a word has a vertical relationship with other elements in an element of a language. this vertical relationship shows that certain words are smaller in position than other words or vice versa and the dependence of words that are smaller in position with words that are larger in position is very dominant (kreoger, 2005: 32). collocation is a vocabulary unit that can be interpreted idiomatically where the original word might not mean the same as the word formed in the collocation (seretan, 2011: 1). a collocation may not be translated literally from the source language to the target language because if this is done it can lead to a strange or meaningless meaning. the use of collocation in the process of forming sentences so that the sentence sounds like the original is very crucial because it is very helpful for someone in learning a language. collocation is a language phenomenon that has been discussed since ancient greek times. collocation means a collection of words in a language that is remembered as a unit that forms constituents so that they can be used smoothly and make it easier for someone to tell a sentence (seretan, 2011: 9). collocation is a group of words that can be relied on and helps one to speak the target language correctly and naturally. collocation is naturally meaningful as expressed by native speakers and all languages have collocation. the role of collocation in a language is inseparable from the context of the language used (seretan, 2011: 10). context plays an important role so that collocation can be interpreted and used besides collocation is a term used to express a relationship of words in the source language with the target language being studied or called an affinity. affinity in a particular language is used to find natural equivalents to express terms in a particular language and juxtaposed with similarities in form, function, and meaning in the language being studied (seretan, 2011: 10). in order to be accepted as a language that can be applied in communication, collocation must be simultaneously and continuously and be a combination of languages that are accepted by the community to pre-form communication. this phenomenon occurs as the development of a language and terms that are widely disseminated by certain groups to easily say something. the collocation of a language is a statement that is used and used in certain communities, (seretan, 2011: 11). journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 102 students tend to master collocation because students can easily master words in groups, not individually. words that are mastered in groups have given certain meanings and functions so that they can be easily used and the meanings are not in conflict with the original language. therefore, sangta collocation is important to be mastered by students and can be easily mastered in order to improve the mastery of a language. collocation is the fixed expression that is formed from the habit of social communication. seretan (2011: 15) states collocations are prefabricated phrases. collocations emerged from studies on language acquisition showing that children memorize not only words in isolation, but also, to a large extent, groups (or chunks) of words. these chunks are viewed as building blocks of language. they are available to speakers as ready-made or prefabricated units, contributing to conflicting and naturalness to their utterances. words that are already existed and mastered by students through collocation are words that are ready to use and may help efficient communication. the word that is ready to use helps students to confidently use it without hesitation because it has been determined. after all, the formation of the word is done by native speakers. the word that is ready to use sounds natural because it does not contradict the meaning expressed by the native fitter. some examples of collocations that are formed as habits and are used in english can be seen in table i. table i the element of collocation no collocation structure 1 accept defeat verb + noun 2 bad breath adjective + noun 3 call a meeting verb + noun 4 dead end job adjective + noun 5 a huge profit adjective + noun 6 a pocket calculator noun + noun 7 learn a foreign language verb + adjective + noun 8 live dangerously verb + adverb 9 half understand adverb + verb 10 completely soaked adverb + adjective 11 speak through an interpreter verb + preposition + noun source: lewis (2000: 51) teaching collocation from some of the examples above it can be concluded that the word "accept defeat" has a meaning close to accepting defeat. it means that the grouping of words can be interpreted literally but the word "accept defeat" in english cannot be replaced with "receipt defeat". accept defeat is a word that has been processed naturally by native speakers of the language. likewise, the word "bad breath" cannot be replaced by "bad breath", "call a meeting" cannot be replaced by "invite the meeting". "dead end job" is more commonly used than "bad end job". this is a natural formation carried out by native speakers of a language which when replaced with certain words will give ambiguous or even meaningless meaning. in relation to the use of collocation in writing descriptive text, one genre in writing is descriptive. descriptive writing is writing that describes both human and an object and describes or describes a certain object through words that can stimulate the five senses so that the reader seems to witness or feel the object described by the author himself. descriptive text is the most widely used type of text and has varied functions in an article (knapp & watkins, 2005: 97). descriptive text is used as a medium to describe a person or place and the characteristics of something or an animal. broadly speaking, the description of the text is the text that describes a phenomenon that occurs both factually and nonfactually. in writing descriptive writing, the present tense is used because it deals with factual and non-factual descriptions of things. however, the simple past tense is also a statement of the dominant time used in descriptive to describe something that has happened that is factual (knap & watkins, 2005: 99). in describing things, relational verbs are used when they want to describe the appearance, quality, and function of a phenomenon. according to knapp & watkins (2005: 92), the structure of descriptive paragraph writing is divided into 3, namely a thesis describing the main sentence and its discussion, then an argument containing an explanation and elaboration and other explanations related to the test, and a summary consisting of conclusions and re-statements of the phenomenon described. in general, teachers often judge writing errors from grammatical aspects only. however, it often ignores the competence of student collocation. according to lewis (2000: 49), the lack of competence in understanding collocation results in students experiencing grammatical errors because long written phrases tend to violate the structure of written sentences and words. words that are written tend to be wrong and do not fit the purpose commonly used in the target language. teachers tend to focus on grammar which basically does not provide changes in writing made by students. according to lewis (2000: 49), many of the students have brilliant ideas, but because of limited words or ignorance of the words used, this results in the mistaken writing of sentences in the text. lewis (2000: 56) stated that collocation is an important factor in all types of writing because the compatibility of a word in a text makes the text easily understandable. based on the students’ collocation knowledge and the students writing ability that is described above, the writer in this study would like to know the accuracy of using collocation by students in writing descriptive text. the use of accurate collocation in writing descriptive text is supposed to give clear information and a strong description to readers. furthermore, the use of accurate collocation in descriptive writing shows the writer’s english vocabulary level. ii. methodology the method in this study is descriptive research by describing students' problems and gathering information about the problems faced. by conducting this research, the journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 103 writer intends to provide an overview of the problems faced by students of smk harapan harapan, tayan hilir district, sanggau regency. therefore, the participants of this research are students of smk harapan harapan. this school is chosen because the school program requires students to be able to use collocation related to ability in writing descriptive text. in addition to these reasons, it is often found that students at the school have obstacles in understanding and using collocation in writing descriptive text in english class. the number of students at smk cahaya harapan is 300 students. in this study, the writer selected 30 participants to involve in the research to know their collocation accuracy that is taken from each level in the school. mulyatiningsih (2013: 10) stated that the sample is a part of the population but the conclusion of the research results applied to all populations. a. techniques of data collecting in doing this research, the writer gave the task to students to translate the phrase in bahasa indonesia into english with collocation, and the students also instructed to write the descriptive text so that the writer gets information that suits the needs of the writer in obtaining students' knowledge about collocation in writing descriptive text. the writer gave several choices of themes to help students determine the topics to be discussed, then the writer distributed worksheets so students can write on the sheets that have been provided (lodico & voegtle, 2010: 123). after finish translating the phrase into english and writing the descriptive text, students then submit the results of their writing for further study about the accuracy of using collocation in the descriptive text of students of smk cahaya harapan. b. the instrument of data collecting the instrument of data collecting in this writing is worksheets in the form of question sheets of collocation and writing instructions. according to mirhosseini (2017: 149), worksheets are the main data sources used to identify important areas that must be met by the writer in order to describe the object of research naturally. by using a worksheet, the writer obtained natural results in order to describe objective results. c. data analysis the data obtained is data that illustrates the ability to write collocation accurately, and then the data is analyzed and reduced to make it easier for writers to see the results of the research. then the reduced data is interpreted in accordance with the holistic table to see the understanding of collocation of students in writing descriptive text so that it can be conveyed as information from the results of the study. the writer uses a holistic table as a reference in analyzing data because a holistic table helps the reader in understanding the results of research in accordance with predetermined descriptions. iii. results and discussion a. understanding of student collocation to see the understanding of the collocation of students of smk harapan harapan, the writer provided 12 collocations in indonesian that relate to the portrayal of a place or region of interest to them. students are asked to convert the word collocation in indonesian into the appropriate collocation in english. 30 students were asked to give their answers in this study, and to find out students’ collocations accuracy in writing descriptive text, the writers describe the students' answers one by one. the result of students’ answers related to accuracy in using collocation is displayed in table ii. table ii accuracy of students’ collocation question students’ answer frequency informant question 1 accurate 5 30 inaccurate 25 question 2 accurate 5 30 inaccurate 25 question 3 accurate 3 30 inaccurate 27 question 4 accurate 4 30 inaccurate 26 question 5 accurate 2 30 inaccurate 28 question 6 accurate 5 30 inaccurate 25 question 7 accurate 9 30 inaccurate 21 question 8 accurate 5 30 inaccurate 25 question 9 accurate 3 30 inaccurate 27 question 10 accurate 4 30 inaccurate 26 question 11 accurate 5 30 inaccurate 25 question 12 accurate 4 30 inaccurate 26 based on table ii, it can be concluded that the understanding of the collocation of smk cahaya harapan students in particular the marketing department is still weak because the number of students who write collocation accurately is less than those who write collocation inaccurately. it can be seen from the number of correct answers written by students in writing accurate collocation in english from bahasa indonesia. as it is stated by men (2016) one of the problems faced by non-native english speakers in using collocation may lie in the deficiency of the collocation itself. the collocations used by foreign speakers in writing english are often reduced or added because they are adapted to the existing collocation in their first language. the addition to the word collocation by foreign speakers in the text they write is called overuse. foreign speakers of english also make mistakes in using collocations by reducing the words that should be in the words they use, and journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 104 this phenomenon is called underuse. moreover, foreign speakers of english also often have problems using collocation and there is absolutely no connection with the words referred to in the written collocation. the misuse of collocation is called misuse. students do not know at all about collocation and the collocation used is indonesian translated. it requires students to be able to use the semantic area of the word (mukoroli, 2011). some students who already have a good understanding can use collocation correctly but there is still the possibility of an error and the meaning of the collocation in question is still not very clear. students do not understand collocation resulting in the inability of students to write well especially writing descriptive texts. this phenomenon appears as a result of the comparison of languages between the first language with second language learning (men, 2016: 44). b. student descriptive writing to see the descriptive writing of smk cahaya harapan students, the writer asks students to write descriptive paragraphs that relate to an interesting place and region around them. 30 students were asked to write descriptive texts in this study and to find out the descriptive writing of smk cahaya harapan students, the writer interpreted the students' answers one by one. the descriptive writing descriptions of smk cahaya harapan students using collocation are from 1 to 30. based on observations on the results of student work it can be concluded that the descriptive writing of smk cahaya harapan students specifically marketing majors who use collocation is still not coherent, not developed and there are still many errors that are caused by the use of tenses in expressing factual description. as it is stated by knap & watkins (2005: 99), the present tense is used because it deals with factual and non-factual descriptions of things. however, the simple past tense is also a statement of the dominant time used in descriptive to describe something that has happened that is factual. it is because collocations made by foreign speakers of english tend to be different and strongly influenced by the first language and this makes the sound and meaning of collocation produced inaccurate in its use (men, 2016: 46). c. holistic description of student collocation and descriptive writing in writing descriptive texts, students must use the correct collocation so that the sound of the writing becomes more natural and easier to understand. to make it easier for readers to understand the results of this study, the writer uses holistic scoring to see the students 'understanding of collocation and students' descriptive writing in describing a place or area that they like. the results of the holistic analysis of collocation and descriptive quizzes of smk cahaya harapan students can be seen in table iii. table iii holistic table on students collocation and descriptive texts s tu d e n ts d e sc r ip ti v e w r it in g students’ understanding of using collocation 1 2 3 4 5 6 1 2 3 9 1 1 4 5 1 6 6 4 3 5 the holistic table above shows the accuracy in using collocation and writing descriptive texts. the students’ understanding of using collocation and descriptive writing can be described as follows: 1. there are 9 students whose writing organization and development are unclear, and the supporting data are insufficient, errors may occur and in the case of collocation, there are many errors in using collocations and not in accordance with the english equivalent. it is because of the lack of competence in understanding collocation results in students experiencing grammatical errors because long written phrases tend to violate the structure of written sentences and words (lewis, 2000: 49). 2. there is one student whose writing organization and development are unclear, and supporting data is insufficient, an error might occur. in the case of placement of collocation does not fit the context of writing and not in accordance with grammar. 3. there is one student whose writing organization and development is unclear, and the supporting data is insufficient, there may be an error, but the collocation used is appropriate and detailed in supporting ideas and students master the use of collocation. 4. there is one student who is known that the descriptive written text has been prepared and developed properly and the use of collocation is correct but there is still the possibility of an error and the meaning of the collocation in question is still not very clear. 5. there are 6 students are known that descriptive written text has been well-developed and developed. 6. there are 4 students are known that the text has been well planned and has been well developed consistent language use. but there are many mistakes in using collocation and it is not in accordance with the english equivalent. 7. there are 3 students are known that the text has been well planned and has been well developed, the use of consistent language. in the case of collocation, the placement of the collocation does not fit the context of the writing and does not conform to grammar. 8. there are 5 students whose texts have been well planned and well developed, the use of language is consistent, and the collocation used is appropriate and detailed in supporting ideas, and students master the use of collocation. journal of education, teaching, and learning volume 5 number 1 march 2020. page 99-105 p-issn: 2477-5924 e-issn: 2477-4878 105 iv. conclusions a. conclusions the understanding in using collocation of smk harapan harapan students specifically marketing majors is still weak. students have no knowledge at all about collocation and the collocation used is indonesian translated. some students who already have a good understanding can use collocation correctly but there is still the possibility of an error and the meaning of the collocation in question is still not very clear. students do not understand collocation resulting in the inability of students to write well especially writing descriptive texts. to find out how students' descriptive writing, the following authors draw based on the results of student writing. descriptive writing of smk harapan harapan students’ specifically the marketing department that uses collocation is still not coherent, not developed and there are still many errors. based on the holistic scoring above, the authors conclude that in understanding collocation and writing descriptive texts, understanding collocation and descriptive writing of smk cahaya harapan students can be described as follows: there are 9 (nine) students whose writing and development organizations are unclear, and supporting data are insufficient, there may be errors and in the case of collocation there are many errors in using collocation and it is not in accordance with the english equivalent. there is 1 student whose writing organization and development are unclear, and supporting data is insufficient, an error might occur. in the case of collocation placement of collocation does not fit the context of writing and not in accordance with grammar. there is one student, whose writing organization and development are unclear, and the supporting data is insufficient, there may be an error, but the collocation used is appropriate and detailed in supporting ideas and students master the use of collocation. there is one student who is known that the descriptive text has been compiled and developed well and the use of collocation is correct but there is still the possibility of an error and the meaning of the collocation in question is still not very clear. there are 6 students who are known that descriptive written text has been well-developed and developed. there are 4 students who are known that the text has been well planned and has been well developed, the use of language that is consistent. but there are many mistakes in using collocation and it is not in accordance with the english equivalent. there are 3 students who are known that the text has been well planned and has been well developed, consistent use of language. in the case of collocation, the placement of the collocation does not fit the context of the writing and is not in accordance with grammar. there are 5 students whose texts have been well planned and well developed, the use of language is consistent, and the collocations used are appropriate and detailed in supporting ideas, and students master the use of collocation. b. suggestions the following are suggestions that the writer would like to provide based on the students and the conditions that the writer obtain directly in the field. for schools, it is supposed to provide flexibility to teachers to practice that can support students to get a lot of vocabulary. for the teacher, it is supposed to compile a list of commonly used collocations so students know about collocations in english so that students can use these collocations correctly in writing. for students, they are expected to be more creative in finding english equivalents in dictionaries and from the internet in order to get a lot of collocation references related to english collocation. references bazzaz, f. e., & samad, a. a. (2011). the use of verb noun collocations in writing stories among iranian. english language teaching, 158-163. farghal, m., & al-hamly, m. (2007). lexical collocations in efl writing. the journal of asia tefl, 4(2), 69-94. gairn, ruth& redman, stuart. (2011). idiom and phrasal verb. intermediate. usa: oxford university press. knapp, peter & watkins, megan. (2005). genre, text, grammar. australia: new south wales press. kreoger, paul r. (2005). analyzing grammar. an introduction. cambridge uk: university press. lewis, michael (2000). teaching collocation. kentucky; uk. cengage learning emea. lodico, marguerite g & voegtle, katherine h. (2010). methods in educational research. from theory to practice. san francisco. usa. men, haiyan. (2016). vocabulary increased and collocation learning. a corpus-based cross-sectional study of chinese learner of english. china: springer. mirhosseini, seyyed abdolhamid. (2017). reflection on qualitative research in language and literacy education. iran: springer. mukoroli, j. (2011). effective vocabulary teaching strategies for the english for english for academic purposes esl classroom. vermont: sit graduate institute. mulyatiningsih, endang. (2013). metode penelitian terapan bidang pendidikan. bandung: alfabeta. radford, andrew. (2009). an introduction to english sentence structure. uk: cambridege university press. seretan, violeta. (2011). syntacbased collocation extraction. text, speech, language and technology series. new york: springer. wagner, richard k, muse, andrea e & tannenbaum, kendra r. (2007). vocabulary acquisition. implication for reading comprehension. london: the guilford press. isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 2 september 2019. page 257-263 p-issn: 2477-5924 e-issn: 2477-4878 257 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. self-concept, interest in becoming a teacher, prerequisite courses: what do the most determinant factors in microteaching competencies of prospective teachers? tomo djudin physics education department of education and teacher training faculty, tanjungpura university, pontianak, west kalimantan, indonesia e-mail: tomo.djudin@yahoo.com abstract. self-concept, interest, learning motivation, and prerequisite knowledge potentially contributes to academic achievement. the aim of this study was to determine the relationship between self-concept, interest in becoming a teacher, academic achievement of prerequisite courses and prospective teachers‟ competencies of microteaching. this correlational study involved 105 sixth semester students of science department in education and teacher training faculty (fkip) of pontianak, tanjungpura university. the data collected by using the selfconcept questionnaire and the questionnaire of interest in becoming a teacher. the achievement of prerequisite courses and the students‟ competencies of microteaching taken from the academic subdivision of the faculty. the analysis found that self-concept, interest in becoming a teacher, and academic achievement in prerequisite courses associate significantly with prospective teachers‟ competencies of microteaching (respectively rs = .35, rs = .38, and rs = .60, p < .05). in addition, coefficient of multiple correlation is also significant (r = .61, p < .05). it means that the relative contribution of predictor variables of this study on prospective teachers‟ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. the study indicated that the prerequisite courses relate significantly with students‟ ability to execute microteaching. thus, an institution of teacher training should continually upgrade the quality of learning and instruction by providing the essential prerequisite content of courses the prospective teachers required. keywords: self-concept; prerequisite courses; interest in becoming a teacher; microteaching competency i. introduction generally, a person has a self-concept of a profession or job. self-concept is what a person believes about himself, or a map that each person consults in order to understand himself, especially during moments of crisis or situations in which he makes a choice. the self-concept is a fundamental internal standard or criterion of personality that, as a referent function, regulates and directs the behaviour and activities of the individual (musek as cited zlatkovic et al., 2012). according to slameto (2010), self-concept is a mental picture of oneself which consists of knowledge about oneself, self-expectations and self-assessment. individuals who have a positive self-concept will be self-confidence, able to recognize his/her strengths and weaknesses, able to solve problems and evaluate themselves and realize that everyone has feelings, desires and behaviours that are not entirely accepted by society (brook and emmert as cited in ningrum et al., 2013). simply stated, self-concept could influence students‟ interests and motivation for learning. unfortunately, self-concept is rarely seen as a remarkable factor of teacher‟s professional activities (zlatkovic et al., 2012), although it is highly associated with both internal and external factors of effective teaching. the emergence of individual's interest in an object is characterized by the emergence of a desire to be directly involved and feel interested or happy about an object (hidayat, 2008; hurlock, 2010). according to djaali (2011), interest is influenced by many factors, including work, socio-economic status, talent, age, gender, personality, and environment. the interest contains elements: cognition, emotion. therefore, interest is considered a conscious response. if not aware, interest will have no meaning for someone. the students who have an interest in the teaching profession will have an awareness that the teaching profession is important for him. the interest in becoming a teacher is an interest in the teaching profession so that it will take time, energy thought and even money to fulfil or realize his dream of becoming a teacher. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 257-263 p-issn: 2477-5924 e-issn: 2477-4878 258 teacher's profession is a profession that requires someone to have professional teacher competencies including pedagogical competence, personality competence, social competence, and professional competence (mulyasa, 2006; umura, 2015). to prepare students to become professional teachers, the sixth-semester students as perspectives teachers have to enrol the microteaching and the real experience practice (ppl) course in the seventh semester that generally to be a curriculum of the teacher training institution of higher education (lptk) in indonesia. simply stated, microteaching and ppl courses are an integral part of the process of preparing professional teacher candidates. there are several pedagogical competency courses before enrolling microteaching must be taken by students in lptk, they are; teaching and learning strategy, instructional media, curriculum analysis, teaching-learning evaluation, and instructional design. these prerequisite courses are essential in the lptk curriculum. microteaching can be assumed as a way of training skills or teaching practices in a small or limited scope. microteaching learning is an initial training in cultivating the competencies and teaching skills through actualizing them in real class (asril, 2011). microteaching is also a means to dare to appear in the face of the atmosphere in the classroom, controlling emotions, speech rhythms and others. through microteaching, it is expected that prospective teachers or students are not awkward and embarrassed in facing students in the real class. the students can prepare themselves regarding making a lesson plan, sequencing content subject matter, teaching-learning method, instructional media, and evaluation instrument they employed in teaching practice. in addition, there are eight components of basic teaching skills trained in microteaching, they are; skills opening and closing lessons, explanation skills, skills in making variations, skills in providing reinforcement, skills in asking questions, skill in managing class, teaching skills for individuals or small groups; skill in guiding small group discussions (upt pembelajaran, 2018). several previous studies regarding self-concept, learning motivation, interest, and student interest in becoming a teacher had been conducted to investigate their impacts on the students‟ achievement. the results concluded that selfconcept in learning had a positive effect on academic achievement and student learning motivation (agustina & mutia, 2015; efendi, 2013; qalsum, nurhayati, & yani, 2015; sistiani, 2009). dwija (2008), for instance, concluded: (1) there is a positive and significant relationship between self-concept and sociology learning outcomes with a contribution of 18.20%; (2) there is a positive and significant relationship between achievement motivation and learning outcomes with a contribution of 17.20%; (3) there is a positive and significant relationship between parental attention and learning outcomes with a contribution of 31.70%; (4) there is a positive and significant relationship together between self-concept, achievement motivation, parental attention and learning outcomes with a contribution of 46.30%. there is a positive and significant relationship between the interest in becoming a teacher and learning achievement (ningrum, 2013; widadi, 2000;). setiaji (2015) found that teaching career motivation, self-efficacy, and socio-economic status had a positive effect on academic achievement and interest in becoming a teacher. several studies examined the ability of students to apply the eight basic skills in microteaching lectures. they concluded that most students could display eight teaching skills with varying percentages. furthermore, the studies concluded that the better the microteaching and ppl conducted by prospective teacher students, the better his professional competence (ardi, 2014; frasetyana, et al., 2015). until now, from tracing the previous studies, the investigations focused on examining the influence of students‟ achievements of prerequisite courses on the microteaching competency are far from conducted including in pontianak, tanjungpura university. in addition, the simultaneous relationship between self-concept, interest in becoming a teacher, prerequisites courses and microteaching competency, unfortunately, have never been investigated. indeed, these variables play an important role in building teacher professional competence. a teacher training institution should recognize objectively the data or information related to the intensity of self-concept, interest in becoming a teacher, and pedagogical courses that can be used as a database for planning academic service improvement programs and policies. based on the theoretical viewpoints and the results of several previous studies as mentioned above, the main objective in this study is to determine the extent of relationship individually and simultaneously between selfconcept, interest in becoming a science teacher, academic achievement of prerequisite courses and the prospective teachers‟ microteaching competency in fkip of pontianak tanjungpura university and assess determination indexes as well. ii. methodology to determine the relationship between self-concept, interest in becoming a teacher, and academic achievement of prerequisite courses and prospective teachers‟ competencies of microteaching regarding the current empirical conditions of the research context, the descriptive-correlational study was carried out in this study. the target population is the total students of science education, departement of education and teacher training faculty (fkip) of pontianak, tanjungpura university enrolled microteaching course in the sixth-semester academic year 2018/2019 that amount of 182 students. determination of sample size consists of 105 students by using the unproportioned stratified random sampling technique. data collected by administering two questionnaires, they are; self-concept questionnaire on the teaching profession and questionnaire of interest in becoming a teacher. content and construct validity of these questionnaires consist of fitness of indicators with items, appropriateness of aspects journal of education, teaching, and learning volume 4 number 2 september 2019. page 257-263 p-issn: 2477-5924 e-issn: 2477-4878 259 covered in the questionnaire of blueprints, the clarity of redactional form including sentences (words) written has been validated by using the expert judgements. the revisions of the questionnaires performed based on expert comments and suggestions. reliability of self-concept scales and interest in becoming a teacher scale assessed by cronbach alpha coefficient, respectively alpha = 0.88 and alpha = 0.79 were satisfactory. students‟ achievement of prerequisite course of microteaching consists of teaching and learning strategy, instructional media, curriculum analysis, teachinglearning evaluation, and instructional design. the average scores of these prerequisite courses documented in the administration and academic division or instruction unit of faculty will be calculated. the prospective teacher‟s competency of microteaching based on the score or grade assessed by the lecturers as a supervisor using a uniform observation format of microteaching practice. the coefficient of correlations between self-concept, interest in becoming a teacher, the academic achievement of prerequisite courses and prospective teachers‟ competencies of microteaching were analysed by using rank spearman rho and multiple correlation. the determination indexes will be employed if the coefficient of correlation is statistical significance. data analysis by using statistical packages for social science (spss). iii. results and discussion a. results data gathered in this study is the scores (interval data) of self-concept questionnaire on the teaching profession (x1), the scores of questionnaires of interest in becoming a teacher (x2), the average score of achievement of prerequisite courses (x3), and the score of microteaching (y). therefore, before using parametric statistics pearson product moment, the data should be tested the normality of data distribution. the results are shown table i. table i results of tests of normality research variables kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. self-concept (x1) .11 105 .00 .94 105 .00 interest in becoming a teacher (x2) .11 105 .00 .96 105 .00 prerequisites courses (x3) .18 105 .00 .92 105 .00 microteaching competency (y) .15 105 .00 .96 105 .00 a. lilliefors significance correction as shown in table i, all of the significance values (sig.) are .00. these statistical values are less than α = .05 (p < .05). it concludes that the entire distribution data in this study are unnormal distribution. therefore, for determining the coefficient of correlations rank spearman rho of nonparametric statistics should be applied. bivariate correlation between independent variables (x) and dependent variable (y) by using rank spearman rho, the bivariate coefficient of correlations between predictor variables (x) and dependent variable (y) individually are as shown in table ii. table ii bivariate coefficient of correlations (n= 105) research variables correlation coefficient sig. (2-tailed) interpretation self-concept (x1) and microteaching competency (y) .35 ** .00 moderate interest in becoming a teacher (x2) and microteaching competency (y) .38 ** .00 moderate prerequisites courses (x3) and microteaching competency (y) .60 ** .00 sufficient **correlation is significant at the 0.05 level (2-tailed). based on table ii, the results of this study are as follows: a. there is a positive significant relationship (in moderate category) between self-concept and microteaching competency (rs = .35, p < .05). the index determination is 12.25% indicates the relative contribution of selfconcept variable on prospective teachers‟ competencies of microteaching is 12.25% and the remaining 87.75% is determined by other uninvestigated variables. b. there is a positive significant relationship (in moderate category) between interest in becoming a teacher and microteaching competency (rs = .38, p < .05). the index of determination is 14.29% indicates the relative contribution of interest in becoming a teacher on prospective teachers‟ competencies of microteaching is 14.29% and the remaining 85.71% is determined by other uninvestigated variables. c. there is a positive significant relationship (insufficient category) between prerequisites courses and microteaching competency (rs = .60, p < .05). the index of determination is 36% indicates the relative contribution of prerequisites courses variable of this study on prospective teachers‟ competencies of microteaching is 36% and the remaining 64% is determined by other variables. multiple correlation between dependent variables (x) and predictor variable (y) the result of the computation of multiple correlations between the independent (predictor) variables (x) and dependent variable (y) and its significance are shown in table iii and table iv. table iii model summary of multiple correlation model r r square adjusted r square std. error of the estimate 1 .61 a .38 .36 .18 a. predictors: (constant), self-concept, interest in becoming a teacher, prerequisites courses journal of education, teaching, and learning volume 4 number 2 september 2019. page 257-263 p-issn: 2477-5924 e-issn: 2477-4878 260 table iv anova model summary for testing the significance of multiple correlation model sum of squares df mean square f sig. 1 regression 1.95 3 .65 20.25 .00 b residual 3.24 101 .03 total 5.19 104 a. dependent variable: microteaching competency b. predictors: (constant), self-concept, interest in becoming a teacher, prerequisites courses based on table iii and table iv, it is concluded that there is a positive significant relationship (insufficient category) between self-concept, interest in becoming a teacher, prerequisites courses simultaneously and microteaching competency (r = 0.61, f = 20.25, p < 0.05). the index of determination is 37.60% indicates the relative contribution of independent variables on prospective teachers‟ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. the general finding in this study is self-concept, interest in becoming a teacher, prerequisites courses and microteaching competency correlate individually and simultaneously with prospective teachers‟ competencies of microteaching. b. discussion self-concept and microteaching this study concluded that there was a positive significant relationship (in moderate category) between self-concept factors and the competency of microteaching. this finding is supported by several previous studies that concluded selfconcept in learning positively influences academic achievement and student learning motivation (efendi, 2013; fadillah, 2017; qalsum, nurhayati, & yani, 2015). dwija (2008) concluded that there was a positive and significant relationship between self-concept and sociology learning outcomes with a contribution of 18.20%. in addition, there is a positive and significant relationship together between selfconcept and interest with learning outcomes with a contribution of 46.30%. sistiani (2019) found that family is the main factor as a form of self-concept while the organization (school) is less influential. in relation to microteaching, prospective teachers (students) who carry out exercises in teaching skills in their groups on campus are expected to: (a) be confident and feel equal to others; (b) accepting who we are, recognizing strengths and weaknesses; (c) able to solve problems and be able to evaluate themselves. these factors are the most important part of forming self-concept. in addition, the conception of a student's self relates to or influences his interests and motivation for learning (bayani, 2012; sullivan & mahalik, 2002). remesh et al. (2013) argued that microteaching helps in eliminating errors and builds stronger teaching skills for the beginners and senior teachers increase the self-confidence, improves the in-class teaching performances, and develops the classroom management. through microteaching training, prospective teachers can strengthen and enhance their selfconfidence in mastering teacher professional competencies influences his interests and motivation for learning. from the research findings as mentioned above, it can be argued that microteaching is a very important tool for training a variety of basic teaching skills as a whole during actual teaching practice. in addition, through microteaching, self-confidence, recognizing and evaluating the advantages and disadvantages of students can be improved. in other words, microteaching is the most important part in the formation of self-concept. interest in becoming a teacher and microteaching this study concluded that there was a significant positive (in moderate category) relationship that w between the factors of interest in becoming a science teacher and microteaching. sistiani (2009) found that: (1) microteaching ability was significantly related to ppl practices; (2) the interest in becoming a teacher is positively related to microteaching abilities and the practice of ppl, and (3) the determination index of microteaching and interest in becoming a teacher towards the practice of ppl is 7.50%. it also found that there was a positive relationship between the interest in being a teacher and learning achievement and asserted that interest in becoming a teacher and family environment correlate significantly with learning achievements (ningrum, 2013; widadi, 2000; widayanti,2005). setiaji (2015) found that interest in being a teacher was related to teaching career motivation, selfefficacy, and family socioeconomic status. nesi and akobiarek (2018) asserted that there was an influence on students' interest in biology science learning outcomes in sman 2 jayapura. sari, martono, and wahyuni (2017) concluded that there was a significant relationship between interest in becoming a teacher and microteaching competency with index of determination 13%. moreover, there was a significant relationship between interest in becoming a teacher and the grade of field experience program (ppl) with index of determination 24%. the rest is determined by other uninvestigated factors. related to the interest, haussler et al (1998) explained that interest is understood as a trait of the individual, i.e. as the enduring preference for a particular field of knowledge or action (known as individual or personal interest). in addition, interest is interpreted as a state that is related to the specific appeal of a given situation (known as situational interest or interestingness. furthermore, personal interest (personal interest) is specific to individuals, develops slowly, and tends to have a long-term effect on one's knowledge and values. whereas situational interest (situational interest) is spontaneous, fleeting, and may only have a short-term effect on individual knowledge and values (schraw, flowerday, & lehman, 2001). in this context, interest in becoming a teacher can be seen as a personal interest and situational interest. lavonen et al. (2005) argue that teachers can seek changes in situational interests for the personal interests of students by selecting content, context, and teaching methods. journal of education, teaching, and learning volume 4 number 2 september 2019. page 257-263 p-issn: 2477-5924 e-issn: 2477-4878 261 therefore, it is important for a teacher or lecturer to know the content (content), context, and interests of students. it can be summarized that interest can be seen as an integrated component of psychological, social, and physical factors that are interrelated in a particular learning situation, including in microteaching lectures. to make the teaching and learning materials could be interesting, schraw, flowerdwy, and lehman (2001) suggested that teachers should: (1) offer meaningful choices to pupils (2) use well-organised texts; (3) select texts that are vivid; (4) use texts that pupils know about; (5) encourage pupils to be active learners, and (6) provide relevance cues for pupils. kelly (2018) argued that a lack of student interest and motivation can be quite a challenge for teachers to combat. she noted the following methods shown to be effective in getting the students motivated and eager to learn are as follows: 1. be warm and inviting in your classroom. the classes have a distinctive personality or “climate” which influences the learning efficiency of their members. no one wants to enter your class where they do not feel welcome. your classroom should be an inviting place where students feel safe and accepted. 2. give choice. once students have learned a skill or have become familiar with some content, there is always an opportunity to offer a student a choice. giving students choice is critical to increasing student engagement. in all disciplines, students can be given a choice of questions to answer or a choice between writing prompts and for doing research and problem-solving activities that allow students to have more control over learning to a greater sense of ownership and interest. 3. authentic learning. the students are more engaged when they feel that what they are learning is connected to life outside the classroom. the basic idea is that students are more likely to be interested in what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school. 4. use project-based learning. the process of projectbased learning takes place when students start with a problem to solve, complete research, and then finally solve the problem using tools and information that you would typically teach in a number of lessons. 5. make learning objectives obvious. certain topics can be overwhelming because of the amount of information and details involved. providing students with a road map through accurate learning objectives that shows them exactly what it is you want them to learn can help allay some of these concerns. 6. make cross-curricular connections. sometimes students do not see how what they learn in one class intersects with what they are learning in other classes. cross-curricular connections can provide students with a sense of context while increasing interest in all classes involved. magnet schools that are based around specific themes like health, engineering, or the arts take advantage of this by having all classes in the curriculum find ways to integrate the students' career interests into their classroom lessons. 7. show how students can use this information in the future. some students are not interested because they see no point in what they are learning. a common theme among students is, "why do i need to know this?" instead of waiting for them to ask this question, why not make it part of the lesson plans that you create. add a line in your lesson plan template that specifically relates to how students might apply this information in the future. then make this clear to students as you teach the lesson. 8. provide incentives for learning. incentives and rewards can be everything from free time at the end of a class. make it clear to students exactly what they need to do to earn their reward while some people do not like the idea of giving students incentives to learn. 9. use hands-on learning and include supporting materials. well-designed hands-on activities focus learners on the world around them, spark their curiosity, and guide them through engaging experiences all while achieving the expected learning outcomes. when students are able to feel artefacts or be involved in experiments, the information being taught can acquire more meaning and spark more interest. based on some previous findings and theoretical views on interest, it can be asserted that the higher the interest in becoming a teacher, the better the readiness of students to do microteaching exercises and practice field experience. likewise, on the contrary, the lower the interest in becoming a teacher, the less well-prepared students to do microteaching exercises and practice field experience. it can be concluded that the interest in becoming a teacher can affect microteaching training, and vice versa, microteaching training can influence the interest in becoming a teacher. prerequisite courses and microteaching this study concluded that there is a significant positive relationship (insufficient category) between the prerequisites course and microteaching ability. the relative contribution of the prerequisite courses on the microteaching competency is 36%, and the remaining 64% is determined by other factors. prerequisite courses have to take before enrolling microteaching courses in fkip untan and almost implemented in many lptk colleges in indonesia e.g. curriculum analysis, teaching and learning strategies, instructional media, teaching and learning evaluation, and design instructional. students who take these prerequisite courses must pass a minimum grade of c. this finding is relevant to the findings of several previous studies. putri et al. (2014), for instance, concluded that mastery of material was a prerequisite for mathematics learning outcomes. mcmillan (2011) concluded that the grade received in prerequisite was positively related to subsequent performance in the organizational behaviour course. in addition, it was also concluded that findings also demonstrate that the common prerequisites may be a rather effective predictor of program performance (becker, 2014). https://www.thoughtco.com/lesson-objectives-that-produce-results-7763 https://www.thoughtco.com/cross-curricular-connections-7791 https://www.thoughtco.com/important-classroom-procedures-8409 journal of education, teaching, and learning volume 4 number 2 september 2019. page 257-263 p-issn: 2477-5924 e-issn: 2477-4878 262 sato et al (2017) asserted that prerequisite courses are highly faceted of higher education, yet only a handful of studies examine their impact in a scholarly manner. in microteaching lectures, students are given corrective feedback by supervisors or lectures regarding not only related to their ability to display teaching skills, but also related to mastery and the ability to explain teaching material in a series of ways, make more sense, and easier to understand. the average learning outcomes and mathematical self-efficacy of students given feedback were higher than students who were not given feedback. it is also concluded that giving positive feedback had a positive effect on student learning outcomes. thus, giving feedback from supervisors is one of the determining factors for the ability and success of students in subsequent microteaching exercises (ismiyah & lestariningsih, 2014). compared with the other two independent variables in this investigation, namely self-concept and interest in becoming a science teacher, the prerequisite courses variable showed the highest relative contribution to the ability of microteaching. it can be declared that the prerequisite course is a determinant factor for learning and student learning outcomes. iv. conclusions although self-concept, interest in becoming a teacher, and achievement of prerequisite courses, both individually and simultaneously, relate significantly with the ability of prospective teachers to perform microteaching, however prerequisite courses are the most determinant factors in microteaching regarding preparing a qualified teacher in teacher training institution. the lecturers of microteaching as supervisors should intentionally model the fundamental teaching skills and pedagogy in front of the class during lecturing. providing corrective feedback to students should be developed as well. acknowledgement i would like to thank dean of fkip untan pontianak for supporting this study through pnbp loans of the academic year 2018. to the prospective teachers who actually administered the questionnaire, i also do thank for their cooperation. references agustina, s., & mutia, t. 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(2012). self-concept and teacher‟s professional roles. prodia-social and behavioral science, 69, 377-384 https://www.ncbi.nlm.nih.gov/pmc/articles/pmc5332042/ https://www.ncbi.nlm.nih.gov/pmc/articles/pmc5332042/ journal of education, teaching and learning volume 2 number 1 march 2017. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 1 improving students’ argumentation style ability in writing essay through discourse analysis model critical thinking map oriented r. panca pertiwi hidayati pasundan university, bandung, indonesia e-mail: panca.pertiwi.hidayati@unpas.ac.id abstract. students’ ability in writing anessay, as one of language skills which can improve the creativity in language, is a serious problem that should be investigated by a deep research. besides for showing that language as a thinking tool, writing competence can be seen as a product if we take a look from critical thinking ability measurement aspect and also as a process if we take a look at the individual development itself aspect. one of indicator for measuring the students’ critical is by the ability in delivering their argumentation style which is showed in their essay. the goal of this research is obtaining the objective discourse analysis model critical thinking map oriented in improving students’ argumentation style skills in writing anessay, hence can be used as a modelling for the growing of students’ creativity in a variety of writing skills. based on paired-samples t test, the pre-test/post-test paired-sample is significant, because the significance (2-tailed) is less than 0.05 in the standard of 95%. this is mean, there is a real difference between the ability before and after getting the treatment. the sample’s ability after getting the treatment is better than before. as well as if be compared with control class, experiment class shows the significant superiority for all aspects of essay writing assessment. keywords: argumentation style; discourse analysis model critical thinking map oriented;writing essay i. introduction in fact, learning that language as well as learning activities in general, is a complex effort because it involves various variables that are plural. specifically, learning language and indonesia literature that requires critical abilities of the learners themselves. it is thought that this critical capability, although nature of thriving is one among the determinants of the ability successof the learners in language skills, especially writing. this statement is said by alwasilah [1] as follows; literat culture made them, especially the educated people, accustomed to writing. in the meantime, writing has been proven as the most speaking activities to support the skills formation of thinking skills, such as; the problems solving activity through a process of linguistic and cognitive complex like organizing, structuring, and revising. a study in the context of high school in the u.s. also concludes, that writing can support the way of thinking and study subjects that are much more complex that is useful for the success of applying culture-based technology and complex information. so, language education must be designed to do a critical thinking ability, not just language skills only. critical thinking ability is thought to be related to the students ' writing skills. moreover, its status needs to be observed so that the necessary measures for the improvement benefits could be made. critical thinking ability among other, relating one phenomenon with other skills that supposedly will help an individual in using a learning experience to other experience or to solve problems of a learning materials linked with various other learning factors. further, the development of critical thinking ability will steer students not only master the basic skills like understanding, predicting, and summarizing, but also to train them to become critical consumers in all context of the information received. one of the indicated critical students in writing is the quality of the arguments that are presented during the processing of thinking the real phenomenon. each student will demonstrate different style argues to the phenomenon that become his writing problems. writing activities in the form of reproduction of the reading results of literature can be done as one form of activity that will be able to enhance the critical thinking ability of the students shown in the quality of argumentations, one of them is in the form of essays. this is very dependent on the possession of a verbal information are organized well, one of them through the specific theme into the form of an understanding, the entire, and profound significance of meaning reconstruction from a map identity characterization of characters in literary works. journal of education, teaching and learning volume 2 number 1 march 2017. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 2 according to dharmojo [2] says, that we know the importance of alternative models of learning that will be able to achieve those goals, among other critical discourse analysis model or the english terms were known as the critical discourse analysis. similarly, alwasilah [1] offers the critical discourse analysis (cda) as an alternative model of learning in order to bring into reality the language learning of language and indonesia literature who equip their students to the critical thinking ability. alwasilah [1] says, that the arguments of the essay is to prove the truth or untruth from a statement. while keraf [3] defines it as a form of rhetoric that try to to influence the attitudes and other opinions, so that they believe in and finally act according to what is wanted by the author and speakers. thereby, it can be concluded that the argument is one type of essay that aims to influence attitudes or other opinionss, so that they are convinced that something is true or not true according to the desired author or speaker. in conveying of argumentations, each writer or speaker has the style or the way . similarly, when the writers convey their argumentation in the essay. based on the background above, that becomes a research problem formulation is 'how to increase the capability of the student in the argumentation style of essay writing , before and after the model analysis of disourse-oriented to the critical thinking map (awbpbk) is given?' for, this research hypothesis is that 'there is a difference in writing style ability argument essay students before and after the critical discourse analysis model based on the critical thinking map given to the program of student education of indonesia language, and literature of fkip unpas bandung.' in line with that, the general objective of this research is to get the objective results of student capability in argumentation style writing essays through model analysis of discourse-oriented map critical thinking (awbpbk). ii. research method based on the subject matter of research expressed in the title, the research procedure used is a procedure that has the characteristic presence of pre-tes, post-tes, experiments, control class and the subject is not chosen randomly. the specified procedure is a procedure that is known as research of quasi experiment. the designs that have been set from this experiment are non-equivalent control group design (design of non-equivalent control group). so, on the design of the experiment is quasi prates, different treatment, and there is pascates. the design involves two groups, namely the experimental group and control group. one group did not receive treatment or get regular treatment, whereas the other groups obtain treatment (x) [4] -[5] -[6] -[7] -[8] -[9][10]-[11].below is a diagram of design draft that refers ton above. group prates treatment pascates experiment o1 x o control o1 . o2 fig.1 design diagram of non-equivalent control group sample refers to a number of population members and can be representative of the population. sampling techniques which used a purposif samples, i.e., the sample items based on specific objectives so it can fulfill the interests and purposes of research. the reasons for taking purposif samples are the sample selected is a student of v semester from studi programs of language education and literature pedagogy of fkip unpas bandung. then, samples had been completed writing subject, and appreciation of prose fiction, as well as declared has passed the subject. the respondents who become a samples were drawn, namely by making small papers that each number has been written subject, then rolled paper. without prejudice, the author take 30 paper rolls to each group (classroom experiment and control class), so the numbers are printed on a roll of paper that is what is the subject of research samples. thus, the overall number of samples of the two groups is 60 people. regarding the large amount of representative samples in experimental study, fraenkel and wallen [4] explain for experimental research and causal-comparative, we recommend at least 30 individuals per group, although sometimes experimental research with only 15 individuals in each group that can be sustained if they are controlled strictly. this opinion in accordance with the rule provisions that based on total sample who stated by fernandez in hidayati [12], among others, he said, if the sampling technique based on random, needed at least 100 units, except if the population is very homogeneous. for a multilevel sample is needed at least 75 units, and 30 units for each cell in a level. in social studies, 30 units are already considered to be adequate, because statistically these already provide results which not much different with large amounts of approaching the normal curve. by knowing a quantity of the sample which expressed two experts above, then a total sample of 60 people in this research can be classified as representative. iii. result and discussion a. data analysis essay writing style of argumentation in class experiments data which is associated with the style of argumentation in writing essay includes the following point: 1) sample capabilities in explaining the argument; 2) sample capabilities in explaining material support for completeness argumentation; journal of education, teaching and learning volume 2 number 1 march 2017. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 3 3) the ability of the sample in showing the relationship between the material support in the form of experience and his views with views; 4) the ability of the sample in showing clarity of motivation in solving problems whichbecame the main topic of the essay; 5) capabilities of sample in setting the strategy for preparing the essay conclusion. data analysis prates can be described as follows. 1) as many as 6 people obtain score 1 (19.35%); score 2 retrieved 2 people (6.45%); 3 retrieved 3 people (9.68%); score 4 retrieved 7 people (5%); 22.58 retrieved 8 people (25.81%); score 6 retrieved 2 people (6.45%); score 7 retrieved 2 people (6.45%). 2) the average early score ability to the sample aspects of argumentation delivery style in essay writing before receiving treatment is 3.6 or if rounded to 4. it means, the arguments sample in writing are less and not supported by the facts, even less relevant, besides, the reader has some difficulties in associating the views or author experiences with the problem of question presented in his writings. 3) minimum completeness standar(skm) of learning competence to write is 6. based on the skm, the ability of the sample which have score below the skm (score 6) for aspects of argumentation style in writing of essay literature when prates was as many as 26 people (83.87%), and that are considered to have skm only 5 people (16.13%). 4) the inability of samples which have an appropriate score of skm, can be seen in terms as follows. a. total of 11 data shows its inability to deliver the writing argumentation style that is generally displayed instead of the argument, but a retelling of short story in narrative text. b. other prominent weakness shown by samples is its inability to complete the arguments with the factual material support which clarify the fictional phenomena. generally all data sourced material is from a short story that students studied. there are 20 data which have not completed of the essay with a factual of supporting material and they have minimal examples. c. there are 13 data shows only arguments associated with the contents of short story, and as much as 4 data has shown the inability of the authors to make the effectiveness between view arguments and author attitudes, so it doesn’t give many informationst. d. there are 20 data indicate the author is not able to show the motivation of problem solving that he wrote, so that the purpose of writing become unclear, because it is only retelling the content of short story. thus, the problem happened only reveal short story problems, and there is no a problem solving which refer to real life. e. there are 12 data shows the inability of authors in using a conclusions drafting strategy. these deficiencies appear to vary among others, there is a writing that does not contain conclusions at all, there is writing which presents the conclusions with very simple that s can not be understood by reader, there is a writing style which ends with a review by conveying the good and weaknesses of short stories, and there are conclusions that delivered by the same author, and there are not closely related to the case described before, yet the author has not finished yet a previous story in his essay writing. 5) based on the above facts it can be concluded, that the sample has not been able to present argument style in his writing in accordance with the provisions. meanwhile, the results of pascates analysis can be described as follows. 1) results the pascates elements of argument style is: as many as 5 people (16.13%) attained 6 score; as many as 11 people (35.48%) attained 7 score; as many as 14 people (45,16%) attained 8 score; as much as 1 person (3.23%) attained 9 score 9. it can be said, that the results of pascates showed an increase from results pra-tes. therefore 100% of the sample were able to reach the target of skm even exceeded the minimum target. 2) the first ability average sample score to the aspects of conveying the argumentation style in essay writing after receiving treatment is 7.35. that is, when the ability new level of pra-test reach argumentation samples in writing which less supported by the presented facts, even less relevant, besides the difficulty face by reader to associate views or author experiences with the question presented in his writings. while the average overall pasca-tes has reached the delivery level of presented arguments, with the relevant existence idea to support an effort to connect it with the view experience or the author views. 3) completeness minimum standard (skm) of writing competence has set to become 6. based on the skm, all samples have shown an increasing ability to apply style argumentation very well, because it has been 100% exceeds the minimum achievement targets. yet, there is a significant difference between obtaining samples before and after it gets the treatment. 4) the ability of sample to have a score in accordance with the statutes, the skm looks in terms as follows. a. all data has demonstrated its ability to convey the argumentation style of writing, among others through the way of circumtances, pratibukti, and the wrong reason. journal of education, teaching and learning volume 2 number 1 march 2017. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 4 b. other capabilities shown in the sample is the ability to equip an argument with factual material support which clarify the fictional phenomena. there are as many as 27 data as another material to complete the short story resources, also equipped with outside sources of short story, among other social phenomena experienced by the author, poem the lyrics of the song, quote, idioms-word, motto-the wise words, a description instances, hadith, definition, example cases. there are 4 data have not completed yet in essay with supporting factual material and minimal examples. c. there are 30 data has shown the argument associated with the essay problem effectively, among others, the author connects it through the consideration of moral values, emotions, attitudes, examples, and bring up the issues that influent readers to understand the issues with easy and interesting. d. general, data have demonstrated the ability of the sample in showing the motivation problem solving which written, so that the goal of the essay became clear, so it appears the original author's attitude to the problem which has been written. generally data have shown the ability to use a sample strategy drafting conclusions. the conclusion strategy can be used in various way, such as; through the submission of a finaladvice: strategy, a summary of ideas points, reflection, even a metaphor that is persuasive. e. based on the above facts can be inferred, that 100% of sample have been able to present a style of argumentation in writing in accordance with the conditions. to further clarify the distinction ability of experiment class samples before and after the treatment, here shown bar graphs to know the difference ability to 3 aspects sample (style of argumentation) as follows: fig. 2 pretest experiment class aspect 3 fig. 3 posttest experiment class aspect 3 to clarify the distinction ability of experimental sample above, we can see the capabilities class argument style controls before and after treatment in the form of a graph as follows. fig. 4 pretest controlclass aspect 3 fig. 5 posttest controlclass aspect 3 6 7 8 9 postes eksperimen aspek 3 0 5 10 15 f re q u en cy mean = 7.35 std. dev. = 0.798 n = 31 2 4 6 8 pretest kontrol aspek 3 0 2 4 6 8 10 f re q u e n c y mean = 2.7 std. dev. = 1.803 n = 30 2 4 6 8 postes kontrol aspek 3 0 1 2 3 4 5 6 7 f re q u e n c y mean = 5.07 std. dev. = 1.911 n = 30 journal of education, teaching and learning volume 2 number 1 march 2017. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 5 below the statistical calculation is presented against the mean, median, mode, standard deviation, range, maximum value, minimum value, the amount of the aspects data of argumentation style class experiments. table i statistical calculation table ii pretest experiment class aspect 3 table iii posttest experiment class aspect 3 below the statistical calculation against the mean, median, mode, standard deviation, range, maximum value, minimum value, the amount of grade control argumentation style data. table iv pretest control class aspect 3 table v posttestcontrol class aspect 3 1. the hypothesis test and discussion as presented in the introduction above, the hypothesis of this research says, 'there is a difference in ability level style of argument essay writing college students before and after the critical discourse analysis model based map critical thinking given to study program of language and indonesian region literature and pedagogy of fkip unpas bandung. to test the hypothesis above, it is used t-test paired samplesed. the calculations are as follows. table vi paired samples statistics statistics 31 31 0 0 3.81 7.35 4.00 7.00 5 8 1.815 .798 6 3 1 6 7 9 118 228 valid missing n mean median mode std. deviation range minimum maximum sum pretes eksperimen aspek 3 postes eksperimen aspek 3 pretes eksperimen aspek 3 6 19.4 19.4 19.4 2 6.5 6.5 25.8 3 9.7 9.7 35.5 7 22.6 22.6 58.1 9 29.0 29.0 87.1 2 6.5 6.5 93.5 2 6.5 6.5 100.0 31 100.0 100.0 1 2 3 4 5 6 7 total valid frequency percent valid percent cumulative percent postes eksperimen aspek 3 5 16.1 16.1 16.1 11 35.5 35.5 51.6 14 45.2 45.2 96.8 1 3.2 3.2 100.0 31 100.0 100.0 6 7 8 9 total valid frequency percent valid percent cumulative percent statistics pretest kontrol aspek 3 30 1 2.70 2.00 1 1.803 7 1 8 81 valid missing n mean median mode std. deviation range minimum maximum sum statistics postes kontrol aspek 3 30 1 5.07 5.00 5a 1.911 7 1 8 152 valid missing n mean median mode std. deviation range minimum maximum sum multiple modes exist. the smallest value is showna. paired samples statistics 3.81 31 1.815 .326 7.35 31 .798 .143 pretes eksperimen aspek 3 postes eksperimen aspek 3 pair 1 mean n std. deviation std. error mean journal of education, teaching and learning volume 2 number 1 march 2017. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 6 table vii paired sampled correlations table viii t-test based on the above calculations, hypothesis accepted, because based on the test results, t-test pairing control class samples as seen from the value of the sig (2-tailed) meet the criteria value sig (2-tailed) 0.05, then test < t significant. iv. conclusions the conclusions of this research are as follows: 1) the things that developed from the aspect of argumentation quality styleinclude: (1) how to convey arguments; (2) the effectiveness and completeness of the material support; (3) the effectiveness of relationship between the argument to the author's views and experience; (4) the clarity of motivation problem solving; (5) the drafting strategy of conclusions. 2) from five aspects are developed, the class gets the treatment-oriented discourse analysis map shows that has a means of critical thinking excellence, if compared with the acquisition of the control class ability. it looks different from the mean pascates prates-experimental class and control. 3) the ability of the average sample experiments upon prates to 3 aspects (style of argumentation) has achieved a score of 3.81. that is, sample generally less able to present the argumentation with the support of the relevant facts, as well as the difficulty of demonstrating relationships with the view of its author. 4) however, after the sample gets the treatment-oriented discourse analysis of critical thinking, the ability of average samples for this increase to 3 aspect 7.35. that is, the arguments presented, with the idea of the existence of relevant supporting an attempt to link it with the experience or the views of its author. this is evident with the ability of the average of all samples for the 3 aspects has demonstrated in his argumentation style of delivery, through circumtancesi, pratibukti, and wrong reason; as many as 87.09% of the sample which were able to supplement the material in addition to sourced short story, also equipped with sources outside of the short story, among other social phenomena experienced by the author, poem by themselves and others, the lyrics of the song, quote, idioms-word motto-wise words, a description example, hadith, definition, example cases. however, there are no sample 12.91 completes the essay with supporting material factual and minimal examples. the ability of average of control class for aspects of 3 at prates is 2.7. so, the average level of ability of the initial sample is equal to the average of the initial capability class experiments. when pascates, the average ability control class escalate to become 5,07. that is, the extent of its ability recently showed ”argument was introduced but maybe there is no relations, clarity, consistency, or the supporting idea may not be able to be connected with the experience or the views of the authors.' so the final ability is still under the control of class class experiment significantly. references [1] a.c. alwasilah. “pendidikan berpikir kritis: dari cda sampai kurikulum pembelajaran,” presentedin kongres linguistik nasional, 2005. [2] dharmojo. (2004). “critical discourse analysis (cda) sebagai model pembelajaran sastra.” internet:http://www.cybersastra.net/cgibin/naskah/viewesai.cgi?category=5&id=1014847759, jul. 20, 2004 [jan. 16, 2017]. [3] g. keraf.argumentasi dan narasi. jakarta: pt gramedia.pustaka utama, 2007. [4] j.r.fraenkel & n.e. wallen. how to design and evaluate research in education. new york: mc graw-hill publishing commpany, 1990. [5] l. cohen, l. manion, and k. morrison. methodology of educational research. athens: ekfrasi, 1997. [6] s. isaac and w.b. michael. handbook in research and evaluation. san diego: edits publishers, 1983. [7] d. van dalen. logic and structure. springer, 2004 [8] e.t. ruseffendi. statistika dasar untuk penelitian pendidikan. bandung: cv. andira, 1998. [9] g. suharto. metodologi penelitian dalam pendidikan bahasa: suatu pengantar.jakarta: depdikbud direktorat jenderal pendidikan tinggi proyek pengembangan lembaga pendidikan tenaga kependidikan, 1988. [10] i.hadjar.dasar-dasar metodologi penelitian kuantitatif dalam pendidikan. jakarta: raja grafindo persada, 1996. [11] j.r. craig andl.p. metze. methods of psychological research. philadelphia: saunders, 1986. [12] r.p.p. hidayati. pembelajaran menulis esai berorientasi peta berpikir kritis. bandung: prisma press, 2010. paired samples correlations 31 .509 .003 pretes eksperimen aspek 3 & postes eksperimen aspek 3 pair 1 n correlation sig. http://www.cybersastra.net/cgi-bin/naskah/viewesai.cgi?category=5&id=1014847759 http://www.cybersastra.net/cgi-bin/naskah/viewesai.cgi?category=5&id=1014847759 isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 83-89 p-issn: 2477-5924 e-issn: 2477-8478 83 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. effect of head teachers support for teachers professional development on inclusive education implementation douglas isigi shiwani1), jeremiah kalai2), winston akala3), jane gatumu4) 1)university of nairobi, kenya e-mail: isiginon@gmail.com 2)university of nairobi, kenya e-mail: jeremykala@gmail.com 3)university of nairobi, kenya e-mail: akalajumba@yahoo.com 4)university of nairobi, kenya e-mail: jgatumu@uonbi.ac.ke abstract. the study investigated the effect of head teachers’ support for teachers’ professional development on inclusive education implementation. bartalanffy (1969) open systems advocates for head teachers to utilize management initiatives with partnerships to implement inclusive education. descriptive survey was applied, and chi-square tested the null hypothesis. questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. interview was used on eight quality assurance standards officers (qasos) and four education assessment resource centre officers (earcs). quantitative data was coded and analyzed using descriptive statistics, and presented in frequency tables and bar graphs. qualitative data was coded, transcribed and presented in narrative form. both quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. the chi-square results established that there was relationship between head teachers’ support for teachers’ professional development with inclusive education implementation. however, majority of head teachers and teachers lacked specialized skills in assessment of diverse learners, 77.5% and 80.5%; behaviour management, 74.7% and 79.1%; differentiated teaching, 80.3% and 81.1%, derailing teachers’ productivity and learners’ performance. therefore, it was recommended that head teachers in collaboration with multi-agencies facilitate teachers’ inclusive education training in order to effectively implement inclusive education. keywords: teachers’ professional development; implementation; inclusive education i. introduction research indicates that head teachers’ training initiatives for teachers to handle learners with special needs enhance their outcomes (hoppey & mccleskey, 2013). nevertheless, horby (2010) attributes the challenges of implementing inclusive education to lack of teachers’ specialized training initiatives. it is necessary that the personnel involved in the management of specialized teaching and learning resources have the requisite knowledge to use them because improper adapting of these resources or inefficient delivery of services can cause new and secondary health problems such as pressure sores, pain and deformities and also hinder learners with special needs access and participation in education (who,2008; magnusson & ramstrand, 2009). mariga, mcconkey and myezwa (2014) study reveal that in lesotho, zanzibar and tanzania, head teachers collaborate with ngos such as save the children to fund and facilitate inservice and workshops for teachers’ training in inclusive education, teaching pedagogies, managing and supporting learners. the training was facilitated by officials from multiagencies lasting over 18 months during school holidays. however, it was recommended that other training initiatives be identified to local school contexts because there was no guarantee for a set of initiatives to work in all contexts. in kenya, various public and private institutions of higher learning offer diploma and degree courses in broader educational and special education programmes. most of these programmes are held during seminar, workshop, school holiday, and mainly adopt lecture method, which do not address learners with special needs and inclusive education http://creativecommons.org/licenses/by-nc/4.0/ mailto:isiginon@gmail.com mailto:jeremykala@gmail.com mailto:akalajumba@yahoo.com mailto:jgatumu@uonbi.ac.ke journal of education, teaching, and learning volume 6 number 1 march 2021. page 83-89 p-issn: 2477-5924 e-issn: 2477-8478 84 context (irungu, 2014). the kenya institute of special education (kise) only trains 2000 teachers per year but does not make follow up on the practice in the schools (irungu, 2014; department for international development, 2015). on the other hand, the kenya education management institute (kemi) only offers broad educational management training programmes for school heads, which also does not address specific needs of learners with special needs within inclusive education (irungu, 2014). thus, it was imperative to examine how head teachers initiate for their teachers specialized training on specific skills to enable them teach and manage diverse learners. the department for international development (2015) report, and national special needs education survey report (republic of kenya, 2014b) revealed that learners with special needs are denied access in primary schools due to lack of resources and specialized teachers. in nairobi city county out of 468,754 pupils who enrolled in primary schools only 1880 were special needs against the backdrop of 105,727 (nairobi county taskforce education report, 2015).the handicap international (2013) report indicates that head teachers have great influence on teachers and community, and need to collaborate with stakeholders to institute initiatives for teachers’ training to implement inclusive education. therefore, there was need to address the gaps in head teachers’ support for teachers’ professional development on implementing inclusive education in schools in nairobi city county. statement to the problem gathumbi, ayot, kimemia and ondigi (2015) study on teachers and school administrators preparedness in handling learners with special needs in inclusive education in kenya showed that 79% of respondents indicated that most teachers had not receive special education training with 88.6% attributing to lack of school administration and ministry of education support. kenya institute of special education [kise] (2018) established that 13% of head teachers in special schools and 77% in integrated units did not have specialized training. according to republic of kenya (2014b) special need education survey, nairobi city county had only 4.6% of special needs teachers (41 out of 1135 teachers), who are disproportionately distributed in special schools where they are given incentives. as a result, ccommunity members complained over lack of adequate specialized teachers in schools that refused to admit learners with special needs (republic of kenya, 2014b; department for international development, 2015). therefore, it was imperative that this study interrogate head teachers’ support for teachers’ professional development to bridge the gaps in the implementing of inclusive education in schools. review of related literature aniscow (2003) argues that head teachers’ initiatives for teachers professional development is key for implementation of inclusive education in schools. research conducted by hanin (2018) revealed that teachers specified the need for head teachers and administration professional development support, collaborative teaching with special education teachers in order to implement inclusive education. consistently, forlin (2004) as well as gaad and lavina (2007) studies showed that teachers were unwilling to undertake responsibility for inclusive education due to lack of head teachers’ support for their professional development. valeo (2008) study revealed that teachers acquire the requisite competencies to effectively implement inclusive education when training opportunities are initiated for them. merita and tirana (2017) espouse that head teachers can provide training opportunities for teachers on inclusive education in collaboration with partners such as save the children. however, studies show that challenges facing head teachers in implementing inclusive education are attributed to inadequate professional knowledge, professional development and attitudes of teachers (hornby, 2010). nevertheless, research indicates that head teachers’ specialized training initiatives for teachers enhance learners with special needs outcomes (hoppey & mccleskey, 2013). it was imperative to examine how head teachers as curriculum supervisors guide teachers to identifying training needs and facilitate their training to implement inclusive education in schools. westwood (2007) posits that in differentiated teaching, teachers change the lesson plan, class organization, delivery or methodology of teaching, use of teaching and learning materials or resources, and provision of alternative tasks. hayes and bulat (2017) differentiated and collaborative teaching entails adapting the curriculum to accommodate diverse learning and promoting individualized instruction. it does not mean developing a separate or alternative curriculum as this can limit learners’ potential growth. however, it requires reviewing the national curriculum standards and determining how best to expose the learner to each standard and related performance using accommodations. studies show that collaborative teaching using differentiated curriculum, behaviour counselling and management of learners result in improved performance and other learning outcomes (paulsen, 2008; forlin & rose, 2010). buhere and ochieng (2013) postulate that pedagogical aspects of specialized competencies can be trained internally in school using resource or special teachers in collaborative teaching with regular teachers. however, meenakshi, anke & sip jan piji (2013) study on implementation of inclusive education in developing countries, argue that even though international organizations and ngos have initiated some projects or programs, only 16 out of 140 countries had projects on inclusive education for learners with special needs in regular schools. on the whole, the effect of teacher training on implementation of inclusive education for learning outcomes for these learners has not been determined through research. it was therefore necessary to determine training areas that head teachers support teachers to implement inclusive education in schools through this research. in kenya, teacher training curriculum does not adequately address the needs of learners with special needs (republic of kenya, 2018a). little time is allocated within initial teacher training for inclusive education. in addition, universities offer special education as elective unit (mugambi, 2017). the kenya institute of special education (kise) only trains 2000 journal of education, teaching, and learning volume 6 number 1 march 2021. page 83-89 p-issn: 2477-5924 e-issn: 2477-8478 85 teachers per year (department for international development, 2015). this is inadequate to the increasing number of regular learners as well as learners with special needs. according to kenya special needs education survey report (republic of kenya, 2014b), only 17.9% of teachers utilize modifications to curriculum in their subjects, inasmuch as adapted curriculum is availed in schools. it was therefore plausible to examine head teachers’ specialized training initiatives for teachers to fully implement inclusive education for diverse learners. ii. methodology a descriptive survey design was employed in this study. creswell (2012) postulates that through this design a researcher is able to evaluate policy issues and programs, using questionnaires and interviews, and statistically analyze data to test research hypotheses. the target population had 4546 constituents from 203 public primary schools in nairobi city county. the sample size was 514 respondents comprising of the nine quality assurance standards officers (qasos) and four education assessment resource centre officers (earcs), 102 head teachers and 400 teachers, selected using consensus and simple random, respectively. two sets of questionnaires were designed for head teachers and teachers, interview guides were used on qasos and earc officers to collect data; while, document analysis guides were used to cross-check the documents. the instruments return rates were 71(69.6%) and 297(74.3%) for head teachers and teachers’ eight (88.9%) and four (100%) for qaso and earc officers, respectively. babbie (1989) in best and kahn (2006) suggest that a 50% response rate is adequate, while 60% and 70% are good and very good, respectively. face validity was enhanced by consulting the supervisors and peers in the school of education to review the tools on appearance, appropriateness of wording, content, and format of items. pilot test was conducted on the instruments involving five percent of the sample size. baker (1994) generally recommends between 10-20% of the sample size. however, billingham, whitehead and julious (2013) argue that a formal sample size for pilot studies may not be necessary. cronbach’s alpha was employed to test the reliability of the instruments. the following reliability indexes were met: head teachers questionnaires, 0.876 and 0.926; teachers’ questionnaires, 0.900 and 0.934; qasos and earcs interview guides, 1.00 and 1.000; document analysis guide, 0.945 and 0.960. quantitative data was coded, analyzed using descriptive statistics, and presented in frequency tables and graphs. qualitative data was coded, analyzed in themes, and presented in narrative form. both quantitative and qualitative findings were interpreted and discussed in juxtaposition with confirming, reinforcing, and refuting research evidence as appropriate. iii. result and discussion head teachers’ support for teachers’ professional development for implementing inclusive education head teachers and teachers’ responses on head teachers’ support for teachers’ professional development for implementation of inclusive education in schools are presented in figure 1. figure 1. responses on head teachers support for teachers’ specialized training legend. n = 71;297 percentage(%) =percentage of head teachers and teachers responses on head teachers’ support for teachers’ specialized training in public primary schools in nairobi city county. figure 1 indicates that majority of head teachers and teachers unanimously were in dire need for specialized skills in all the aspects. for example, identification and assessment of learners with special needs elicited 84.5% and 93.3%; counselling and behaviour management, 77.5% and 92.6%; use of assistive technology, 83.1% and 93.9%; differentiated teaching and learning, 81.7% and 94.9%; while, collaborative teaching between regular and special teachers solicited 80.3% and 92.3% from head teachers and teachers respectively. very few respondents; presumably, in some special and integrated schools had received specialized training, posting low scores ranging between five per cent for differentiated teaching to 22% for counselling and behaviour management. these findings are corroborated with a study conducted by odongo and davidson (2016) that indicate that 84% of teachers (119 out of 142 teachers) were concerned about their training needs to meet the demands of learners with special needs in inclusive education, which they felt affect the performance of their peers. the training needs of teachers ought to be identified in the context of the school supported with clear records. qaso 3 regretted that: head teachers have not initiated any specialized training for teachers in schools. the very few special teachers in special/units rely on pre-service training. teachers use their own experience to handle learners with special needs. once a workshop was organized for earc officers by association for physically disable of kenya (apdk) at waithaka special school, and they are required to sensitize schools. the document analysis of the records on head teachers’ support for teachers’ professional development is shown in table 1. journal of education, teaching, and learning volume 6 number 1 march 2021. page 83-89 p-issn: 2477-5924 e-issn: 2477-8478 86 table 1. records on teachers’ professional development *teachers’ available evidence of award/certificate professional pre-service in-service seminar total development f % f % f % f % identification 00 00 01 1.4 00 00 71 100 and assessment of learners counselling and 00 00 02 2.8 00 00 71 100 behaviour management differentiated 00 00 01 1.4 00 00 71 100 teaching note. n = 71; percentage (%)= percentage of head teachers responses on available records on specialized training skills initiated for teachers in schools. document analysis in table 1 indicate that there were no records on teachers’ pre-service training and workshop on the various aspects of specialized skills. on in-service training, records show that 1.4 per cent of teachers were trained in identification and assessment of learners with special needs; counselling and behaviour management had 2.8 per cent; differentiated teaching had 1.4 per cent. these findings resonate with those of gathumbi, ayot, kimemia and ondigi (2015) study, which reveal that more than 79% of teachers had not received specialized training with 88.6% attributing to lack of school administration and ministry of education support. further analysis of the findings from figure 1 revealed that there were a paltry 15.5% and 6.7 per cent of head teachers and teachers who contented that teachers had been trained on identification and assessment of diverse learners. these findings are adduced to kise (2018) study that established that schools admission policies do not consider assessment of learners such that half of learners in integrated and a fifth in special schools in the country were not assessed prior to admission. in addition, it is corroborated with juma and malasi (2018) study whereby it was indicated that 72% of regular schools admitted learners with special needs without assessment. on differentiated teaching, the findings in figure 1 reveal that a meagre 18.3% and 5.1% head teachers and teachers felt that they had been trained in schools. evidence refers that teachers have not been prepared on differentiated teaching/curriculum as 47% and 23% of teachers in integrated and special schools could not implement it for learners with special needs (kise, 2018). it is indicated that due to lack of accommodations in terms of setting, instructions and extra time allocation, academic and examinations performance create unfavourable learning environment for these learners (republic of kenya, 2014b). odongo and davidson (2016) study accede that 83% of teachers were concerned about assessing the work of learners with special needs. the findings in figure 1 showed that only 19.7% and 7.7 per cent of head teachers and teachers felt that teachers could carry out collaborative teaching compared to the majority, 80.3% and 92.3% who strongly felt incompetent in implementing collaborative teaching. this demonstrates that majority of schools did not use collaborative teaching and learning method. it is evidenced in buhere and ochieng (2013) study that head teachers did not support collaboration teaching between regular and special teachers. counselling and behaviour management is integral part of teaching and learning. interestingly, the study showed that disappointing numbers of head teachers and teachers accounting for only 22.5% and 7.4 per cent had been trained; perhaps, in the notion of learning educational psychology in pre-service training. contrastingly, disparaging numbers of head teachers and teachers representing 77.5% and 92.6% felt they lacked the competencies in this skill, an indication that head teachers had not initiated training in schools. in line with these findings, gathumbi, ayot, kimemia and ondigi (2015) study indicated that 69% of respondents felt that the school management did not have effective programmes such as peer support, tutoring and mentoring learners with special needs. odongo and davidson (2016) study reveal that 73% of teachers (103 out of 142 teachers) were concerned about management of diverse learners’ behaviour in inclusive education, especially those with behavioural challenges and multiple impairments. the response on teachers training on use of assistive technology from figure 1 was such that 16.9% and 6.1 per cent of head teachers and teachers thought that teachers had acquired skill to use them. an overwhelming majority comprising of 83.1% and 93.1% were adamant that they lacked the competencies in using assistive technology. these findings imply that schools had done very little to acquire assistive devices and train teachers to use them in teaching. buhere and ochieng (2013) study reveal that regular teachers are indifferent towards use of assistive devices due to lack of specialized skills. however, hsien, brown and bortoli (2009) as well as hanin (2018) studies revealed that teachers with pre-service training in special education are more willing to teach and handle diverse learners in inclusive settings when they are provided with professional support services such as assistive devices. according to unicef (2015), the national fund for the disabled of kenya provides at and expertize services that head teachers can acquire for their schools. earc 2 was disappointed to note: teachers are not facilitated or supported by the school administration to undergo specialized training in workshops, seminars or even within their schools. the way they handle special learners is not effective at all. there is lack of adequate trained teachers in all the areas except a few for hearing and visual impairments in few special schools/units. the effect of head teachers support for teachers’ professional development on implementation of inclusive education the responses of head teachers and teachers’ on the effect of head teachers’ support for teachers’ professional development on implementation of inclusive education are presented in figure 2. journal of education, teaching, and learning volume 6 number 1 march 2021. page 83-89 p-issn: 2477-5924 e-issn: 2477-8478 87 figure 2. responses on effect of head teachers support for teachers’ specialized training on performance legend. n = 71;297 percentage(%) =percentage of head teachers and teachers responses on effect of head teachers’ support for teachers’ on performance. figure 2 indicates that majority of respondents expressed strong dissatisfaction on the effect of various areas of specialized skills that they were trained on to implement inclusive education in their schools. this is illustrated in the higher negative scores posted across the specialized teachers’ training areas as indicated: identification and assessment of learners with special needs at 77.5% and 80.5%; counselling and behaviour management 74.7% and 79.1%; while, differentiated teaching had 80.3% and 81.1% of head teachers and teachers respectively. the implication is that teachers were not adequately trained in specialized skills to teach and manage diverse learners in schools; consequently, derailing both their productivity and learners performance. qaso 3 figured out: lack of specialized training for teachers, means they lack the necessary knowledge and skills to handle learners with special needs. i don’t think that teachers teach them the same concepts they teach other learners because they lack the knowledge on how to differentiate their teaching. so, they teach them basic knowledge and pre-vocational learning, which i don’t think can help them achieve their career goals. majority of head teachers and teachers representing 77.5% and 80.5% respectively, were very dissatisfied with the effect of identification and assessment of learners on both their work productivity and performance grades of learners. a very negligible number of respondents accounting for 2.8 per cent and one per cent were fairly satisfied with the effect of identification and assessment on their work productivity and learners performance. contrastingly, villa et al. (2003) study reveal that teachers trained in identification, assessment and placement of learners saw learners’ enrolment increasing from 30% to 86% in regular schools. therefore, from the foregoing discussion, it was prudent that teachers are not only trained in identification and assessment of learners but also were involved with multidisciplinary personnel within the school to assess and place learners so as to own and successfully implement inclusive education. according to juma and malasi (2018) study, 63% of successful placement of learners in appropriate schools depends on a comprehensive multidisciplinary assessment of learners where teachers and other professionals are involved. the findings on counselling and behaviour management of diverse learners from figure 2 show that majority constituting 74.7% and 79.1% of head teachers and teachers strongly felt that the effect of counselling and behaviour management skills on their work and learners performance was very dissatisfactory. disappointingly, only 4.2 per cent and 1.3 per cent of them were satisfied with the effect of counselling and behaviour management on performance. this contemplates that majority of the schools had not initiated teachers training on counselling and behaviour management for diverse learners; thus, teachers felt they lacked the competencies to mould, guide and mentor learners behaviour change, character and values towards academic performance. causton and theoharis (2014) posit that head teachers facilitate behaviour support for learners, by initiating programmes that integrate teaching and reinforcement of social and emotional skills in learning. on differentiated teaching, majority 80.3% and 81.1% of head teachers and teachers in figure 2 were strongly discontented with its effect on both their work and learners performance. it is contrasted to very low scores of head teachers and teachers at 1.4 per cent and one per cent who consented to its effect on performance. the implication is that majority of head teachers had not initiated specialized training for teachers on differentiated teaching. this hindered effective curriculum delivery, affecting both their work productivity and learners performance. earc officer 2 clarified that: due to teachers’ lack of specialized skills in teaching diverse learners, special learners are only taught prevocational skills to handle daily living activities not academic. therefore, you do not expect these learners to sit for exams and perform like the other learners. they are already disadvantaged by the learning conditions in school. the findings on differentiated teaching from figure 2 are in tandem with crispel and kasperski (2019) that indicated that teachers have challenges in using differentiated teaching to cater for individual learners interests while at the same time maintain academic performance. merita and tirana (2017) study revealed that when teachers use differentiated teaching for all learners, they improve their academic achievement. in addition, hayes and bulat (2017) study found out that in usa and other developed countries, all learners achieve improved academic performance from differentiated teaching and learning used in inclusive settings. it was of essence that teachers were trained to acquire competencies not only in differentiated teaching but also the other specialized areas for effective curriculum delivery and managing of diverse learners geared towards satisfactory performance. association between head teachers support for teachers professional development with implementation of inclusive education the null hypothesis tested was:’ there is no significant association between head teachers’ support for teachers’ professional development with implementation of inclusive education.’ the independent variable was head teachers’ support for teachers’ professional development versus the dependent variable indicated in performance grades. the journal of education, teaching, and learning volume 6 number 1 march 2021. page 83-89 p-issn: 2477-5924 e-issn: 2477-8478 88 results are presented in chi-square statistical table. tables 2 displays the statistical results of chi-square tests. table 2. chisquare results *differentiated teaching/learning skills vis-à-vis performance value df asymp.sig pearson chi-square likelihood ratio linear-by-linear association n of valid cases 2.119ḁ 2.099 .562 71 2 2 1 .347 .350 .454 the chi-square results findings reveal that there was statistically significant association between head teachers’ support teachers’ professional development with implementation of inclusive education, in public primary schools. iv. conclusions majority of head teachers and teachers had not undergone specialized training on key areas such as identification and assessment of learners with special needs. thus, the lack of specialized competencies negatively affected teachers delivery of education services; consequently negating on diverse learners’ learning outcomes. head teachers in conjunction with stakeholders should discuss training needs relevant to inclusive education, and facilitate teachers’ specialized training. the training should be conducted on incremental modules by coordinated multiagencies. references aniscow, c.(2003).inclusive education practices. london: sage ainscow, m., booth, t. & dyson, a. 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(2012, june 19 ). assistive devices/ technologies: what who is doing. availablefromhttp://www.who.int/disabilities/technol ogy/ activities/en/#. world health organization (2008). guidelines on the provision of manual wheelchairs in lessresourced settings. geneva. http://dx.doi.org/10.1080/00131911.2013.847061 isc paper template in a4 (v1) journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 103 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. analysis of the influence of managerial skills and the charisma of the school principal in improving performance and teacher professionalism iwan aprianto1), andri astuti2), hairul fauzi3), maisarah gusvita4), iswanto5) 1)iai nusantara batanghari, jambi, indonesia e-mail: iwanapriantoa@gmail.com 2)iai nusantara batanghari, jambi, indonesia e-mail: andri.astuti2014@gmail.com 3)sekolah tinggi agama islam an-nadwah kuala tungkal, jambi, indonesia e-mail: hairullatahzan@gmail.com 4)iai nusantara batanghari, jambi, indonesia e-mail: mey.maisarah4@gmail.com 5)iai nusantara batanghari, jambi, indonesia e-mail: iswantoperum@gmail.com abstract. the objective of this study is to examine how the managerial skills and charisma of the school principal impact the performance and professionalism of teachers at ma a yani bangil and ma al-hikmah bangil. the study adopts a quantitative research design with a cross-sectional approach. the participants in the research are teachers employed in both institutions, selected through purposive sampling. data were collected using questionnaires that assess managerial skills, the school principal's charisma, teacher performance, and teacher professionalism. data analysis involved descriptive statistics and multiple regression tests. the findings of the study demonstrate that both managerial skills and the school principal's charisma significantly influence teacher performance and professionalism. specifically, the managerial skills of the school principal positively affect teacher performance and professionalism, and the school principal's charisma also has a positive impact on teacher performance and professionalism. these findings indicate that school principals with strong managerial skills and charismatic qualities can shape the performance and professionalism of teachers in the context of these educational institutions. this study contributes significantly to understanding the factors that influence teacher performance and professionalism. the implications of these findings emphasize the importance of focusing on the development of school principals' managerial skills and enhancing their charisma to enhance teacher performance and professionalism. moreover, this research lays the groundwork for future studies exploring additional factors that may influence teacher performance and professionalism in different educational settings. keywords: managerial skills; principal charisma; school principal; teacher performance i. introduction education is one of the vital sectors in the development of a nation. teachers play a key role in achieving quality education goals (boeren, 2019; madani, 2019). they hold the primary responsibility for guiding and teaching students. an inclusive learning environment, where all students feel accepted and supported, must be created by teachers. they should understand the needs and diversity of students, as well as adopt diverse learning strategies to meet the individual needs of each student (roose et al., 2019). teachers have a responsibility in motivating students to learn and cultivating their interests and enthusiasm for knowledge (abdullah et al., 2019). they promote active student engagement by employing interactive teaching methods, facilitating group discussions, and utilizing relevant educational technology (hang & van, 2020; rasmitadila et al., 2021). additionally, teachers contribute to molding students' character and ethical values. they are tasked with imparting moral principles, ethical conduct, positive attitudes, cooperation, and social skills (susilawati, lubis, et al., 2022; syarif, 2020). teachers serve as role models and sources of inspiration in students' daily lives http://creativecommons.org/licenses/by-nc/4.0/ mailto:iwanapriantoa@gmail.com mailto:andri.astuti2014@gmail.com mailto:hairullatahzan@gmail.com mailto:mey.maisarah4@gmail.com mailto:iswantoperum@gmail.com journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 104 (asif et al., 2020). the pivotal role teachers play in achieving high-quality education objectives stems from their direct interaction with students and their capacity to influence their intellectual, emotional, and social development (verdugo-castro et al., 2021). to attain these educational goals, it is essential to recognize and support the role of teachers with appropriate policies and resources. nevertheless, the challenges encountered by teachers in fulfilling their responsibilities can impact their performance and professionalism. the school principal, as the primary leader in the school, plays a vital role in enhancing teacher performance and professionalism (bektaş et al., 2020; hartinah et al., 2020; park et al., 2019; trinh et al., 2019). the effective managerial skills of the school principal can support teachers in managing resources, planning instruction, and creating a favorable work environment (singgih et al., 2020). proficient managerial skills enable the school principal to establish policies and strategic plans that foster teacher professional growth. they can identify teachers' needs and challenges and design relevant professional development programs accordingly (sebastian et al., 2019). well-defined policies and focused strategic plans provide clear guidance to teachers for enhancing their performance. a skilled school principal can cultivate a positive work culture that inspires and motivates teachers to work towards common goals while encouraging collaboration (apriana et al., 2019; haiyan & allan, 2021; li & liu, 2022). this positive work culture creates an environment conducive to the growth and professional development of teachers. additionally, competent school principals can enhance teachers' managerial capabilities by providing training and coaching in areas such as instructional planning, classroom organization, time management, and evaluation. by enhancing teachers' managerial skills, their overall performance and professionalism can be elevated. in conclusion, the school principal plays a crucial role in improving teacher performance and professionalism. the development of teachers' managerial skills is instrumental in enhancing their overall performance and professionalism. in addition to managerial skills, the charisma of the school principal also has an impact on the performance and professionalism of teachers in the school (jafar et al., 2022; sibaweh et al., 2023; suharina et al., 2022). a charismatic school principal with a strong presence can motivate and inspire teachers to excel in their work. their charisma brings positive energy, enthusiasm, and a high level of commitment to the school environment, leading teachers to feel motivated and driven to enhance the quality of their teaching (ishaq et al., 2023). a charismatic school principal is capable of articulating a compelling vision, instigating positive changes, and fostering innovation in education. they can rally and motivate teachers to actively participate in advancing education as a whole (kheir-faddul & dănăiaţă, 2019). effective communication skills are also among the strengths of a charismatic school principal. they can communicate clearly and persuasively with teachers, express explicit expectations and goals, and provide constructive feedback. strong communication enhances the relationship between the school principal and teachers, facilitating productive collaboration (morales, 2022). furthermore, a charismatic school principal tends to prioritize the professional development of teachers. they encourage teachers to engage in training sessions, workshops, and other developmental activities to improve their skills and knowledge. a school principal with charisma also acts as a mentor and advisor to teachers, supporting them in their professional growth and development . the charm and presence of the principal have the ability to establish a positive and supportive work atmosphere where teachers feel valued, supported, and motivated to perform their best. such an environment encourages collaboration, innovation, and trust between teachers and the principal, ultimately resulting in improved teacher performance and professionalism. therefore, it can be inferred that the charisma of the school principal plays a significant role in enhancing teacher performance and professionalism. a charismatic school principal has the capacity to inspire, motivate, and provide clear guidance to teachers. recognizing the essential role of the principal's charisma in fostering a positive and supportive work environment and facilitating the professional growth of teachers is crucial. based on the theory mentioned above, it can be concluded that both managerial skills and the charisma of the school principal have a significant impact on the performance and professionalism of teachers in carrying out their responsibilities at school. however, in practical terms, school principals often lack or have insufficient managerial skills, which can pose challenges to effective resource management and the implementation of optimal teaching strategies. additionally, the absence of strong charisma in a school principal can result in a lack of motivation and dedication among teachers in fulfilling their duties. frequently, it is observed that some teachers do not meet the expected performance standards, which can impact students' learning outcomes. this issue can be attributed to the inadequate support and development of managerial skills provided by the school principal, which are essential for effective lesson planning, classroom management, and the implementation of innovative teaching approaches. several studies (cooc, 2019; haug & mork, 2021; parkhouse et al., 2019) have indicated that teachers have limited opportunities to participate in relevant training and professional development programs. the absence of emphasis on teachers' professional development signifies the insufficient managerial skills of the school principal in supporting and nurturing professional educators (alsaleh, 2022; sider et al., 2021). to tackle this issue, it is crucial for the school principal to enhance their managerial abilities through suitable training and development initiatives. by possessing robust managerial skills, the school principal can become more effective in managing resources, planning targeted activities, and communicating proficiently with teachers to foster their professional growth. journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 105 previous research has highlighted the influence of both managerial skills and the charisma of the school principal on the performance and professionalism of teachers. the first, a study conducted by mutohar and trisnantari (2020) revealed that the managerial skills of the school principal have a significant positive effect on teacher performance. a school principal with strong managerial skills can effectively manage resources, devise effective plans, and make appropriate decisions, thereby contributing to the improvement of teacher performance. however, it is important to note that this particular study did not investigate the impact of the school principal's charisma on teacher performance. instead, it primarily focused on factors such as managerial skills, instructional supervision, and school culture, without specifically delving into the role of the school principal's charisma in enhancing teacher performance. the second, study conducted by astuti et al. (2020) indicates that the leadership style of the school principal and the motivation of teachers have a significant positive effect on teacher performance. leadership styles characterized as transformative, democratic, and authoritative have a beneficial impact on teacher performance. additionally, intrinsic and extrinsic motivation also play a vital role in improving teacher performance. teachers who possess high levels of work motivation tend to demonstrate better performance. however, this study specifically focuses on the influence of leadership style and work motivation on teacher performance, without delving into the specific roles of managerial skills and the charisma of the school principal. furthermore, it does not specifically highlight the influence on teacher professionalism, but rather concentrates on teacher performance. therefore, the gap between this research and previous studies lies in the limited emphasis on the significance of managerial skills, the charisma of the school principal, and their influence on teacher professionalism. it is important to acknowledge that these factors can play a crucial role in enhancing teacher performance and professionalism comprehensively. the third, study conducted by ruslan et al. (2020) examined the influence of the school principal's situational leadership and teacher professionalism on teacher performance. the research found that the situational leadership of the school principal has a significant positive impact on teacher performance. when the school principal can adapt their leadership style to the situational needs and characteristics of the teachers, teacher performance tends to improve. however, there is a discrepancy in terms of the factors emphasized that affect teacher performance. while this study focused more on the school principal's situational leadership and teacher professionalism, our research combines both managerial skills and the charisma of the school principal. the study did not explicitly discuss or consider the school principal's managerial skills and charisma in the context of their influence on teacher performance. therefore, this difference indicates that there are other leadership aspects and factors that can contribute to teacher performance and professionalism, which were not addressed in this study. the fourth study conducted by ridwan (2021) explored the correlation and impact of leadership as organizational and individual attributes on teacher performance. our study is similar to ridwan's research as we both investigate the influence of school leadership on teacher performance. however, the difference lies in the fact that ridwan's study (2021) does not specifically mention the school principal's managerial skills, while our research emphasizes the importance of the school principal's managerial skills in enhancing teacher performance and professionalism. the fifth study conducted by habibi et al. (2019) examines teacher professionalism by considering various factors that influence it. both our research and the study by habibi et al. (2019) identify the influence of the principal's managerial competencies on teacher professionalism. however, our study differs in that it includes the variable of principal charisma, which is not examined in habibi's et al. (2019) study. based on the background information and previous research, it can be concluded that the managerial skills and charisma of the principal play important roles in shaping teacher performance and professionalism. however, to date, no specific research has explored the combined impact of these two factors managerial skills and principal charisma on measuring teacher performance and professionalism. therefore, this research is important to conduct. the purpose of this study was to analyze the effect of managerial skills and the charisma of the principal on the performance and professionalism of teachers at ma a yani bangil and ma al-hikmah bangil. ii. methods this study utilizes a quantitative methodology and adopts a cross-sectional research design. data was gathered at a particular moment to examine the correlations between the variables under investigation. the target population for this study comprises teachers employed at ma a yani bangil and ma al-hikmah bangil. the research sample was selected through purposive sampling, with specific criteria including a minimum of 1 year of teaching experience at the institution and familiarity with the current school principal. the sample size for this study consists of 50 teachers. the data collection process for evaluating the managerial skills and charisma of the school principal involved the use of a questionnaire, which was adapted from a reliable and validated scale. the teachers were given the questionnaire to assess the observed managerial skills and charisma of the school principal in their work environment. the following are the questionnaires utilized to measure the managerial skills and charisma of the school principal. journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 106 table 1. questionnaire for assessing the managerial and charismatic skills of school principals no. statement strongly agree agree disagree don't agree strongly disagree 1. the principal has good skills in planning and organizing academic and administrative activities. 2. the principal is able to communicate the vision and mission of the school clearly to all staff members. 3. principals can motivate and inspire teachers to achieve better performance. 4. principals have the ability to manage conflicts among staff members. 5. school principals are able to provide effective instruction and guidance to teachers in their professional development. 6. principals have the ability to make the right and efficient decisions in various situations. 7. principals have the ability to manage resources effectively, including budgets, facilities, and workforce. 8. principals are able to build good relationships with parents, communities, and other related parties. 9. the principal has a charisma that can influence the motivation and positive attitude of staff members. 10. the principal is able to be a good role model and role model for all staff members. moreover, data collection on teacher performance was carried out through a questionnaire that included assessments from both the school principal and selfassessments by the teachers. this questionnaire covers multiple aspects of teacher performance, including lesson planning, instructional delivery, student engagement, and assessment and feedback. the questionnaire used to measure teacher performance is presented below: table 2. teacher performance assessment questionnaire statement principal (scale 1-5) teacher self-assessment (scale 1-5) 1 teaching preparation is carried out systematically and planned 2 the lesson plans are clearly structured and include relevant learning objectives, methods and materials 3 learning materials are delivered effectively and interestingly 4 the use of learning media and technology according to needs 5 good interaction with students, creating a conducive learning environment 6 provide guidance and mentoring to students in need 7 provide an objective and fair assessment of student achievement 8 provide constructive and supportive feedback to students 9 involve students in learning activities and encourage active participation 10 maintain class discipline and manage learning time efficiently 11 develop and utilize innovative learning strategies 12 conduct regular self-assessments to improve teaching quality additionally, data regarding teacher professionalism was gathered through a research tool in the form of a questionnaire, which included evaluations from both the school principal and self-assessment by the teachers. this questionnaire encompasses various aspects of teacher professionalism, such as the quality of service, professional ethics, dedication to duties and responsibilities, and the ability to engage in continuous self-development. journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 107 table 3. teacher professionalism assessment questionnaire no statement principal (scale 15) teacher self-assessment (scale 1-5) 1 teachers provide quality services to students 2 teachers uphold professional ethics in their work. 3 teachers have a high commitment to their duties and responsibilities. 4 teachers actively develop themselves in the field of education. 5 teachers display a positive attitude and integrity in work. 6 teachers follow established policies and procedures. 7 teachers provide constructive feedback to students. 8 teachers have the ability to overcome problems in learning. 9 the teacher acts as a role model for students. 10 teachers actively participate in professional development activities. all research tools employed in this study must undergo validity and reliability testing prior to their utilization. the gathered data will be subjected to statistical methods, including descriptive statistics, to examine the sample characteristics and observed variables. additionally, multiple regression analyses will be conducted to assess the impact of managerial skills and the principal's charisma on teacher performance and professionalism. to determine the significance of the relationships between these variables, significance tests such as the f-test and t-test will be performed. iii. results and discussion descriptive statistical results table 4 presents the outcomes of statistical examinations conducted on four distinct research factors: the principal's managerial skills, the principal's charisma, teacher performance, and teacher professionalism. table 4. statistical description variabel n mean median min max std. deviation managerial skills 50 4.25 4.30 3.80 4.80 0.45 principal charisma 50 4.50 4.60 3.90 5.00 0.37 teacher performance 50 3.90 3.85 3.10 4.70 0.55 teacher professionalism 50 4.20 4.25 3.70 4.80 0.41 in the previously presented descriptive statistics, four variables were examined, namely the managerial skills and charisma of the principals, as well as the performance and professionalism of the teachers at ma a yani bangil and ma al-hikmah bangil. according to the data in table 4, the average score for the managerial skills of school principals was determined to be 4.25, with a standard deviation of 0.45. these findings indicate that, overall, principals in both institutions possess a commendable level of managerial skills. these skills encompass the ability of principals to effectively manage resources, plan and organize school activities, and provide appropriate support for the professional growth of teachers. for the charisma variable of the school principal, an average score of 4.50 is obtained with a standard deviation of 0.37. this indicates that both principals at ma a yani bangil and ma al-hikmah bangil possess a high level of charisma. principal charisma encompasses the ability to positively influence and motivate teachers, thereby boosting their morale and commitment to educational tasks. moreover, the average teacher performance is 3.90 with a standard deviation of 0.55, indicating that teachers in both institutions generally exhibit a commendable level of performance. teacher performance includes various aspects such as lesson preparation, the effective implementation of learning activities, student interaction, and the ability to assess and provide feedback to students. the average level of teacher professionalism is 4.20 with a standard deviation of 0.41. this demonstrates that the teachers at both ma a yani bangil and ma al-hikmah bangil exhibit a high level of professionalism. teacher professionalism encompasses qualities such as service excellence, adherence to professional ethics, dedication to duties and responsibilities, as well as the ability to continuously develop oneself in a sustainable manner. based on this data, it can be inferred that both institutions' principals possess commendable managerial skills and exhibit a high level of charisma. this has a beneficial effect on teacher performance, which, on the whole, demonstrates journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 108 a satisfactory level of competence. additionally, teachers demonstrate a high degree of professionalism, indicating their dedication to their vocation and personal growth. these findings suggest a positive correlation between the principals' managerial skills and charisma and the performance and professionalism of teachers at ma a yani bangil and ma al-hikmah bangil. moreover, in order to examine the relationship between variables, multiple regression tests were conducted. the outcomes of these multiple regression tests are illustrated in table 5. tabel 5. hasil uji regresi berganda variable predictor teacher performance teacher professionalism managerial skills 0.632* 0.457* principal charisma 0.498* 0.361* constant 0.134 0.091 r2 0.752 0.645 adjusted r2 0.739 0.624 f-value 54.782* 43.693* significance (p-value) 0.000 0.000 observation 50 50 note: *p < 0.05 (statistically significant) the table above displays the outcomes of multiple regression tests that examined the impact of managerial skills and the charisma of the principal on teacher performance and teacher professionalism at ma a yani bangil and ma al-hikmah bangil. the independent variables in this analysis were the principal's managerial skills and charisma, while the dependent variables were teacher performance and teacher professionalism. the results of the analysis revealed that both predictor variables, the principal's managerial skills and charisma, had a significant influence on teacher performance (p < 0.05), with regression coefficients of 0.632 and 0.498, respectively. these findings indicate that higher levels of managerial skills and charisma among principals are associated with enhanced teacher performance in both institutions. moreover, the managerial skills and charisma of the principal also exert a substantial impact on teacher professionalism (p < 0.05), with regression coefficients of 0.457 and 0.361, respectively. this implies that higher levels of managerial skills and charisma in the principal correlate with increased professionalism among teachers at ma a yani bangil and ma al-hikmah bangil. the r-squared value indicates that the combined effect of managerial skills and principal charisma accounts for approximately 75.2% of the variance in teacher performance and about 64.5% of the variance in teacher professionalism. the adjusted r-squared value further confirms that the employed regression model effectively explains the relationship between the predictor variables and the response variables. furthermore, the outcomes of the f test affirm the statistical significance (p < 0.05) of the overall regression model for both teacher performance and teacher professionalism. this provides substantial evidence that the managerial skills and charisma of the principal significantly influence the performance and professionalism of teachers at ma a yani bangil and ma al-hikmah bangil. having proficient managerial skills as a school principal contributes to establishing a structured, organized, and efficient work environment (ibay & pa-alisbo, 2020; leithwood, 2021; rusman et al., 2020). by possessing strong planning abilities, principals can formulate clear objectives and outline concrete steps to accomplish them (apriana et al., 2019). this enables teachers to comprehend the vision and direction of the educational institution, allowing them to direct their efforts more effectively. additionally, effective organization skills enable principals to allocate tasks and responsibilities equitably, prevent work overlap and overload, and ensure the availability of necessary resources to support teaching and learning activities. this allows teachers to focus on their primary role as educators, free from excessive administrative burdens (ridwan yusuf deluma, zulela ms, 2020; syahrudin, 2019). furthermore, robust managerial skills empower principals to provide support and facilitate professional development for teachers. principals can design relevant and valuable training programs, foster collaboration and the sharing of best practices among teachers, and offer constructive feedback to enhance teaching quality (cirocki & widodo, 2019; tanis, 2020). through effective leadership, principals can cultivate an inclusive and supportive work culture where teachers feel heard, valued, and encouraged to continually grow. this, in turn, enhances teachers' motivation and engagement, ultimately driving improvements in their performance and professionalism (meyer et al., 2022; ramani et al., 2019). meanwhile, the influence of a school principal's charisma on teacher performance and professionalism is also positive. a charismatic principal has the ability to inspire and motivate teachers to perform at their best (baptiste, 2019). through their charismatic presence, principals can create a positive and dynamic atmosphere within the school, which enhances teacher morale and enthusiasm. moreover, charismatic school principals effectively communicate the vision and goals of the educational institution, enabling journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 109 teachers to perceive the significance and value of their work (harsono, 2018; susilawati, trisnamansyah, et al., 2022). this, in turn, strengthens teachers' intrinsic motivation, a crucial factor in enhancing the quality of teaching and learning. furthermore, the charisma of leadership enhances the principal-teacher relationship. charismatic school principals establish close, trusting, and mutually supportive connections with teachers (antonopoulou et al., 2020). they listen empathetically, prioritize teachers' needs and aspirations, and provide the necessary support and recognition. by fostering positive relationships with principals, teachers feel supported and valued, thus increasing their motivation to contribute optimally to the achievement of educational objectives. additionally, charismatic school principals are adept at building strong connections with parents and the community, expanding networks and resources to support teaching and learning endeavors (antonopoulou et al., 2020; qian & walker, 2021; zhang et al., 2022). the findings of this study align with the research results conducted by kristiawan and wardiah (2023), which indicate the following: (1) academic supervision by school supervisors has a positive and statistically significant impact on teacher performance; (2) principal leadership has a positive and statistically significant partial effect on teacher performance; (3) the work environment has a positive and statistically significant partial effect on teacher performance; and (4) academic supervision by school superintendents, principal leadership, and work environment collectively have a positive and statistically significant impact on the performance of vocational school teachers. the findings of this study indicate that the performance of school principals has a favorable impact on teacher performance, which consequently affects teacher professionalism. within the realm of education, school principals hold a crucial role in shaping teacher performance and enhancing their professionalism. the study's results highlight the significant positive influence of school principals' performance on teacher performance, thereby contributing to an overall increase in teacher professionalism. principal performance encompasses not only administrative and managerial aspects but also leadership skills, effective communication, fostering positive relationships with staff, students, and parents, as well as the ability to devise and implement effective educational policies (markus & muhammad syukri, 2019; tajmi musytari, m. chiar, 2019). competent school principals are capable of cultivating an environment conducive to professional growth among teachers while exerting a positive influence on their performance. according to the study conducted by taufik (2019), the findings indicate a positive and significant influence of transformational leadership on teacher performance, characterized by a moderate correlation level (0.498) and a coefficient of determination of 0.248 or 24.8%. to enhance teacher performance, school principals can implement various strategies such as leading by example, providing motivation, implementing democratic policies, offering incentives, fostering positive interpersonal relationships, establishing a sense of security and comfort in the workplace. moreover, principals should also provide systematic and targeted guidance and supervision to facilitate ongoing improvement in teacher performance, thereby enhancing the overall quality of education. the findings from the aforementioned study indicate a positive correlation between the principal's charisma and teacher performance. the research results highlight that the charisma of the principal plays a significant role in influencing and enhancing teacher performance within schools. principals with a high level of charisma have the ability to create a positive working environment and inspire teachers to excel in their roles (diana fitriyah, sukmawati sukmawati, 2019). their charismatic leadership style fosters motivation and enthusiasm among teachers, encouraging them to strive for excellence in their responsibilities (ishaq et al., 2023; kheir-faddul & dănăiaţă, 2019; sebastian et al., 2019). the leadership of the school principal is a crucial factor that impacts teacher performance. competent principals possess the ability to provide teachers with a well-defined and inspiring vision, guiding them towards established goals, and offering the necessary support to achieve those goals (ruloff & petko, 2021). through effective leadership, principals can motivate teachers to excel in their responsibilities and foster ongoing professional growth. another vital aspect that influences teacher performance is effective communication. principals who excel in communication can clearly articulate expectations and objectives to teachers, while also providing constructive feedback to enhance their performance (digap & quines, 2022; pashiardis & kafa, 2022; suyatno et al., 2023). moreover, exceptional principals demonstrate active listening skills, understanding the needs and challenges faced by teachers, and providing suitable support to help them overcome obstacles and enhance their performance. iv. conclusion the research findings indicate that the principal's managerial skills and charisma have a significant impact on teacher performance and professionalism. the managerial skills of the principal positively contribute to both teacher performance and professionalism, while the principal's charisma also plays a positive role in enhancing teacher performance and professionalism. however, it should be noted that this study has certain limitations, including a limited sample size and the reliance on subjective data collection methods based on respondent perceptions. therefore, it is recommended to conduct further research involving a larger number of educational institutions and employing more objective data collection methods. moreover, this study emphasizes the importance of enhancing the managerial skills of school principals and strengthening their charisma to improve teacher performance and professionalism. these recommendations can serve as a foundation for the development of training programs and journal of education, teaching, and learning volume 8 number 1 march 2023. page 103-112 p-issn: 2477-5924 e-issn: 2477-8478 110 leadership initiatives for school principals in the educational context in the future. references abdullah, m. y., ghafri, h. m. h. al, & yahyai, k. s. h. al. 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(2022). a caring leadership model in nursing: a grounded theory approach. journal of nursing management, 30(4), 981–992. https://doi.org/10.1111/jonm.13600 isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 169-174 p-issn: 2477-5924 e-issn: 2477-8478 169 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. multicultural aspects of 21st century learning using digital posters tiara saputri darlis1), fairuz2), ninuk lustiyantie3), uwes anis chaeruman4) 1) national university, indonesia email: tiarasaputridarlis@gmail.com 2) national university, indonesia email: fairuz@civitas.unas.ac.id 3) state university of jakarta, indonesia email: ninuk.lustiyantie@unj.ac.id 4) state university state of jakarta, indonesia email: uwes@unj.ac.id abstract. 21st century learning is learning that has the characteristics of being accessible, digital oriented, big data science and this learning is not limited to the distance of space and time. poster presentation is a general form of educational information that is easily accessible, can be spread quickly with the presence of television, gadgets and the internet. this research method is descriptive qualitative method. while the research data in the form of educational posters. the results of this study are in the form of poster media requirements that are used as educational media, namely; 1) the content shall not contents that may offend the community/learning participants. the presented content shall be accepted by audience even with language and cultural differences. 2) the information shall be clear thus the message of the poster is well conveyed to audience with different cultural aspect. 3) the contents should be attractive, contains illustration images, and explanatory writings that make audience interested in the poster. 4) the development of digital poster with various version of local language may increase acceptabability among local language speaker. keywords: multicultural; 21st century learning; digital poster i. introduction multicultural education is a reform of the form of education whose main goal is to change the habits of the system run by an institution, where every learner, regardless of gender, taste or class, ethnicity, language, culture, and religion, must have the same space in study (james a. banks, 2016). the concept of equality is built in learning so that every learner will have equal access in achieving learning success. so that the implementation of multicultural education that occurs in learning is focused on improving equality of access to learning and academic achievement (ndura, e., & dogbevia, 2013). classes whose learner backgrounds have more than one type of language and culture will lead to more complex learning situations in the implementation of instructional learning. differences in the mother tongue of each learner, as well as differences in their respective cultures will be very possible to cause misunderstandings and also obstacles in communication. classes like this can be categorized as multicultural education (james a. banks, 2016). the differences around us in the form of social, economic, religious, cultural and educational differences are differences that will continue as long as we live our lives (arini noor izzati, ilza mayuni, 2018). 21st century learning is learning designed for the 21st century generation to be able to keep up with the latest technological developments (syahputra, 2018). the characteristics of 21st century learning are accessible, digital oriented, big data science and this learning is not limited to the distance of space and time. in fact, learning technology is not about technology. however, how can this technology be used appropriately so that learner can learn (chaeruman, 2018). in 21st century learning, learner must be able to integrate literacy skills, knowledge skills, skills and attitudes, as well as mastery of technology. this is in line with the four pillars of education initiated by unesco, namely: 1) learning to know, 2) learning to do, 3) learning to be, 4) learning to live together in peace (laksana, 2016). http://creativecommons.org/licenses/by-nc/4.0/ mailto:tiarasaputridarlis@gmail.com mailto:fairuz@civitas.unas.ac.id mailto:ninuk.lustiyantie@unj.ac.id mailto:uwes@unj.ac.id journal of education, teaching, and learning volume 6 number 2 september 2021. page 169-174 p-issn: 2477-5924 e-issn: 2477-8478 170 in addition, according to (hayati, 2020), learner must master the four pillars. there are four pillars that need to be empowered in learning activities, such as: 1) communication skills, 2) collaboration skill, 3) critical thinking and problem solving skill, 4) creativity and innovation skill. this is what is termed the 4c teaching skills in 21st century learning. in short, 21st century learning has the main principle that learning must be learner-centered, collaborative, contextual, and integrated with the community. the role of teachers in implementing 21st century learning is very important in realizing a better future for the nation's children. according (briggs, 1977) argues that learning media are "physical means to convey learning content/materials such as books, films, videos, slides, posters and so on". in every lesson, we must pay attention to the multicultural aspect. this means that in each of these learnings, it must not offend race, ethnicity, gender, nationality & certain culture and disability (smith, g. p., echols, c. v., & thomas, 2001). so that learning can be accepted by all nations in the world. for example: when studying mathematics, we should not give examples like this. five black slaves were shot by two white people. how many black people are still alive. according to the kamus besar bahasa indonesia (great dictionary of the indonesian language), a poster is a publication media that combines writing, images, or a combination of both with the aim of providing information to the public. why must 21st century learning? because the information goes very quickly and that is what distinguishes it from conventional learning in the past. and poster is one of the 21st century learning media because at the present time everyone has a cellphone, has a television and has the internet to access it. why should learning to use media? poster presentations are a common form of educational information. poster presentation is one of the most effective methods of knowledge transfer (dragan ilic, 2013). in addition, posters are easily accessible, can be distributed quickly with the presence of television, gadgets and the internet. for example, when making a journal report. at this time, people prefer to read infographics that are only one sheet and cover everything compared to journals consisting of dozens of sheets (yildirim, 2016). likewise, the poster is only one sheet but can represent the author's idea. in this case the poster is included in collaborative work learning. that is collaborating from various countries. for example, a poster entitled “how to wash your hands properly to avoid the corona virus.” this poster is issued by world health organization (who). then, the language of the poster was translated into indonesian. this is in accordance with the opinion (elizabeth alexander ashburn, 2006) which says that using technology properly aims to make learner able to work and to add value in achieving learning outcomes. one example of research conducted by (fitri murfianti, 2020) at a protest on september 24, 2019 in front of the dpr-mpr building, protesters used posters containing unique and funny sentences and invited the attention of the public. the posters have a different wording than the protest held in 1998, such as; "i don't know what possessed you to make you betray me." while an example of a protest poster in 1998 is "arrest and trial suharto and his cronies right now." so, how multicultural aspects affect the making of digital posters as a means of educating the public is the focus of this research. ii. methods this research was conducted using descriptive qualitative method. that is, this research is in the form of a description in words which can then explain the analysis in full and in depth (maleong dalam yusuf, 2018). the material object of this research is an educational poster related to disasters. the data collection techniques applied are by (miles, m. b & huberman, 1992), as following: 1) separate data 2) data reduction is carried out, this reduction is carried out in several stages, namely: identification, selection, and data classification 3) data presentation is carried out, data presentation is implemented through codification, compilation, and data analysis. 4) verification or conclusions are made on the data, previously made temporary conclusions to reduce and present the data. iii. discussion multiculturalism is a belief and behavior system that recognizes and respects the presence of all diverse groups in an organization or society, recognizes their different sociocultural differences, and encourages and enables their continued contribution in an inclusive cultural context that empowers all in the organization or society. in a broad context, multicultural education tries to help unite the nation in a democratic manner, by emphasizing the perspective of plurality of people in different nations, ethnicities, and cultural groups. thus schools are conditioned to reflect the practice of democratic values. the curriculum exposes different cultural groups in society, language, and dialect, where learner are better off talking about respect among themselves and upholding the values of cooperation, rather than talking about competition and prejudice between a number of learner who differ in terms of race, ethnic, cultural and social status groups. posters are persuasive texts that prioritize the power of images and words. usually the posters are displayed in public places (kosasih, 2017). the following is an example of an educational poster: a. first digital poster journal of education, teaching, and learning volume 6 number 2 september 2021. page 169-174 p-issn: 2477-5924 e-issn: 2477-8478 171 the cultural aspects of one community group can be displayed in educational posters as long as it is a general culture that does not offend as in the example in figure 1: below: fig. 1 tsunami educational poster source: (cnnindonesia, 2020) the poster in figure 1 is public education poster that give information how to deal with tsunamis. this poster is a poster from japan. this can be seen from the components hokusai’s great wave of kanagawa karya katsushika hokusai (nakamura, n.d.). in its development, this poster was reused by redcross until it was finally translated into indonesian. this poster contains 2 main component: 1) information in the information section there are usually illustrated images, explanatory writings, additional illustrations of about 40% of the poster. and everything must be conveyed well so that it is easy to understand. in poster 1, the information is about tips for dealing with tsunami. 2) poster source the poster originator shall be stated clearly in the poster. it make public believes that the poster is a credible source of information, hence the purpose of the poster achieved. in this section a poster published by cnn adapted from redcross based on abovementioned component, authour draw a finding that this poster only displays an illustration of japanese general culture, which is in the form of an illustration of "kanagawa wave" and does not offend the multicultural indonesian community and can convey messages/information from the poster. through 4c techniques, namely communication, collaboration, critical thinking and creativity skills, finally this poster can be used for public education in indonesia. b. first digital poster other example of similar digital poster with figure 1 with additional detail shown in figure 2. fig. 2 tsunami educational poster source: (rentjoko, 2016) it is known that the poster in picture 2 is also a public education poster regarding tips for dealing with tsunamis. similar to poster 1, it can be seen that there are components of japanese culture, namely hokusai's great wave of kanagawa by katsushika hokusai n (nakamura, n.d.) and the sun of nippon. then this poster was adapted and used by bnpb in indonesian and published by beritagar. this figure also contains 2 main components: 1) information similar with digital poster presented in figure 1, figure 2 also shown illustrated images, explanatory writings, additional illustrations with graphic around 40% of the poster area. the information must be conveyed well so that it is easy to understand.the main purpose of the poster is to give information how to deal tsunami disaster. 2) poster source figure 2 show the poster originator is bnpb (indonesian national board for disaster management) that also publised by beriatagar. referring that components author can draw a finding that poster on figure 2 only displays an illustration of japanese general culture, which is in the form of an illustration of "kanagawa wave" and does not offend the multicultural indonesian community and can convey journal of education, teaching, and learning volume 6 number 2 september 2021. page 169-174 p-issn: 2477-5924 e-issn: 2477-8478 172 messages/information from the poster. through 4c techniques, namely communication, collaboration, critical thinking and creativity skills, finally this poster can be used as public education media in indonesia. case study poster 2 with tatto’s bella poarch figure 3 shown controversial tattoo of bella poarch, female tiktok artists who has the most followers in the world with more than 57 million followers (online, 2020). figure 2 and figure 3 have similar component that is the sunrise characteristic of the country of japan. in the illustration the sunrise can be meaningless in indonesia and accepted by the indonesian people. however, it is unacceptable in china and korea because it symbolizes japanese colonialism in china/korea (ching, 1997). fig. 3 bella poarch’s tatto and her comment’s source: (online, 2020) the controversial tattoo even resulted in the banning of bella porch and not being able to visit korea (online, 2020). because this case went viral and she was critized by a lot of netizen, she finally removed the tattoo as an action of apology. another purpose of her tattoo removal is so that she can educate others her actions (online, 2020). this is because the issue of sensitive matters like this must be understood by many people. during development of poster media, it is necessary to pay attention to the background of the intended participants (design knowledge), including aspects of culture, language of symbols, and aspects of language. this is in accordance with the opinion (sleeter, c. e. , & grant, 1987) which views the uniqueness of human beings without distinction of race, culture, gender, sex, physical condition or economic status of a person. c. third digital poster digital poster shown on figure 4 and figure 5 is covid-19 educational poster develop by japelidi (jaringan pegiat literasi digital). the purpose of the poster is to educate how to avoid exposure to corona virus. the originator of the poster also develop and publish the poster with 44 different local languange in indonesia (rahadi, 2020). this method was quite interesting hence more than 10 digital newspaper and government official website published this article (doddy, 2020). figure 5 shown sample of poster with banjar and minang version. fig. 4 indonesian and mandarin version of covid-19 educational poster from japelidi source: (japelidi, 2020) fig. 4 banjar and minang version of covid-19 educational poster from japelidi source: (japelidi, 2020) the language on the third digital poster is to give public education. here are the important things the author found: 1) information in the information section there are illustrated images and explanatory writings from the poster. in poster 4, this poster was translated into 44 languages by japelidi (a network of digital literacy activists). the goal is that all levels of indonesian society consisting of various languages, ethnicities and cultures can understand and understand the educational message of the poster. the journal of education, teaching, and learning volume 6 number 2 september 2021. page 169-174 p-issn: 2477-5924 e-issn: 2477-8478 173 contents of the poster are how to prevent the transmission of the corona virus, namely: • wash your hands with soap as often as possible • do not touch the face (nose, mouth, eyes) when hands are not clean • keep a distance of at least 1 meter from other people • wear a mask if you have a cold or cover your inner arm when sneezing and coughing • try to stay at home and only go out when absolutely necessary 2) poster source figure 4 and 5 show the poster originator is japelidi based on their social media account (instagram and twitter). based on mentioned data, it can concluded that third digital poster develop by understanding indonesia is a multicultural country, consisting of various ethnicities, nations, cultures and languages. to make it easier to give public education, the poster was made in 44 languages and also in mandarin. the goal is that the information on the poster can be accepted by speakers of the regional language and there is an emotional bond if the regional language is used. the method of adapting posters with regional languages has proven to be quite effective, as seen by the large number of media covering this article and the comments column on japelidi's instagram and twitter accounts filled with comments requesting versions of their respective regional languages by using their own local languages (japelidi, 2020).all title and author details must be in single-column format and must be centered. iv. conclusions in this study it can be concluded that the multicultural aspect during digital poster as public education media is important. in this digital era, poster can easily spread through communities within seconds. during development digital posters for educational purpose, it is necessary to pay attention to several items as below: 1. the content shall not contents that may offend the community/learning participants. the presented content shall be accepted by audience even with language and cultural differences. 2. the information shall be clear thus the message of the poster is well conveyed to audience with different cultural aspect. 3. the contents should be attractive, contains illustration images, and explanatory writings that make audience interested in the poster. 4. the development of digital poster with various version of local language may increase acceptabability among local language speaker. references arini noor izzati, ilza mayuni, z. r. (2018). multicultural education values in the novel “negeri 5 menara” by a. fuadi. advances in social science, education and humanities research, eleventh conference on applied linguistics (conaplin), 136. briggs, l. j. (1977). instructional design,educational technology publications inc. englewood cliffs. chaeruman, u. a. (2018). pembelajaran abad 21. seminar national pembelajaran abad 21. ching, l. t. . (1997). becoming japanese: colonial taiwan and the politics of identity formation. university of california press. cnnindonesia. (2020). bmkg: jangan panik isu tsunami, tapi pahami cara selamat. cnn indonesia. https://www.cnnindonesia.com/teknologi/20200 926071656-199-551204/bmkg-jangan-panik-isutsunami-tapi-pahami-cara-selamat doddy. (2020). lawan hoaks covid-19 japelidi kampanye dalam 42 bahasa daerah. direktorat jenderal pendidikan tinggi kementerian pendidikan, kebudayaan, riset, dan teknologi. https://dikti.kemdikbud.go.id/kabardikti/kampus-kita/lawan-hoaks-covid-19japelidi-kampanye-dalam-42-bahasa-daerah/ dragan ilic, n. e. r. (2013). what is the evidence that poster presentations are effective in promoting knowledge transfer? a state of the art review. health information & libraries journal, 30(1), 4– 12. elizabeth alexander ashburn, r. e. f. (2006). meaningful learning using technology: what educators need to know and do. colombia university. fitri murfianti, r. a. s. (2020). revolution of poster protest language styles z generation in indonesia. palarch’s journal of archeology of egypt/egyptology, 17(8). hayati, m. (2020). kontribusi keterampilan belajar abad 21 dalam pengembangan pembelajaran pendidikan agama islam berbasis multiple intelligences. sultan syarif kasim riau. james a. banks, and c. a. m. b. (2016). multicultural education: issues and perspectives (ninth). john wiley & sons, inc. japelidi. (2020). jaga diri dan keluarga dari virus corona (covid-19). japelidi’s instagram. https://www.instagram.com/japelidi/?hl=en kosasih, e. (2017). bahasa indonesia smp/mts kelas viii. kementerian pendidikan dan kebudayaan republik indonesia. laksana, s. d. (2016). integrasi empat pilar pendidikan (unesco) dan tiga pilar pendidikan islam. al-idarah, jurnal pendidikan islam, 6(1). https://doi.org/doi: https://doi.org/10.24042/alidarah.v6i1.78 maleong dalam yusuf, a. a. (2018). dekonstruksi peradaban islam di amerika pada novel bulan terbelah di langit journal of education, teaching, and learning volume 6 number 2 september 2021. page 169-174 p-issn: 2477-5924 e-issn: 2477-8478 174 amerika karya hanum salsabiela rais dan rangga almahendra. jurnal lakon, 7(1), 19–26. miles, m. b & huberman, a. m. (1992). analisis data kualitatif. ui-press. nakamura, j. h. e. c. and h. (n.d.). what kind of a wave is hokusai’s great wave off kanagawa. royal society. https://doi.org/10.1098/rsnr.2007.0039 ndura, e., & dogbevia, m. k. (2013). re-envisioning multicultural education in diverse academic contexts. procedia social and behavioral sciences. https://doi.org/10.1016/j.sbspro.2013.09.321 online, g. n. (2020). tiktoker bella poarch vows to remove controversial tattoo following backlash from koreans. gma news online. https://www.gmanetwork.com/news/hashtag/co ntent/754839/tiktoker-bella-poarch-vows-toremove-controversial-tattoo-following-backlashfrom-koreans/story/ rahadi, f. (2020). japelidi kampanye 42 bahasa daerah lawan hoaks covid 19. repbulika.co.id. https://www.republika.co.id/berita/q7srd5291/ja pelidi-kampanye-42-bahasa-daerah-lawanemhoaksem-covid19 rentjoko, a. (2016). panduan menghadapi tsunami, jangan lupakan radio. lokadata id. https://lokadata.id/artikel/panduan-menghadapitsunami-jangan-lupakan-radio sleeter, c. e. , & grant, c. a. (1987). an analysis of multicultural education in the united states. harvard educational review, 57, 421–444. smith, g. p., echols, c. v., & thomas, d. g. (2001). multicultural education and the digital divide: focus on race, language, socioeconomic class, sex, and disability. multicultural perspectives, 3(3), 45–55. syahputra, e. (2018). pembelajaran abad 21 dan penerapannya di indonesia. prosiding seminar nasional sinastekmapan. yildirim, s. (2016). infographics for educational purposes: their structure, properties and reader approaches. turkish online journal of educational technology, 15(3), 98. http://www.tojet.net paper title (use style: paper title) journal of education, teaching and learning volume 1 number 1 march 2016. page 18-21 p-issn: 2477-5924 e-issn: 2477-4878 18 assessment system in curriculum 2013 of elementary school in sumenep district madura island dian eka indriani1) 1)stkip pgri bangkalan email: dianindriani79@gmail.com abstract. new curriculum has been implemented by indonesia government in an effort to improve quality of education in 2013. curriculum 2013 is implemented only in grade i, iv, vii and class x against 6,325 target schools. in 2014/2015 academic year curriculum 2013 is applied to the class i, ii, iv, iv, vii, viii, ix and x in all schools in indonesia. this study conducted in sumenep district madura island as supported study to monitoring and evaluation of curriculum in 2013 on assessment system in east java province. the research method used is descriptive qualitative by using observation, interviews and questionnaires techniques. the results showed optimism and expectations from respondents consist of teachers, headmasters and students in curriculum 2013’s assessment system. the findings are expected to support decision-making by stakeholders and improve the implementation of curriculum 2013. keywords: curriculum 2013, elementary school, assessment system, sumenep i. introduction education system in indonesia has taken several changes as a result of education quality improvement (indriani, 2015). curriculum 2013 is a new curriculum that is focused on student-centered teaching and learning. curricula 2013 has been implemented on grade i, iv, vii and class x upon 6.325 school (kemendikbud, 2013) in 20013/2014 academic year. in 2014/2015 academic year all schools in indonesia run curriculum 2013 for class i, ii, iv, v, vii, viii, ix and x within appropriate student text books and teacher handbooks. instructors training and teacher training are being held, headmaster and school supervisor training, in and on the job training class teaching and learning process (kemendikbud, 2014). big issue in curriculum 2013 is that curriculum 2103 focus not only in cognitive domain but also spiritual, social and skill domains. one of the crucial thing in curricula 2103 is the assessment system is new and still not familiar in teaching and learning conducted by teacher. this research is focused on assessment system in elementary school, as a part of monitoring and evaluation program that is based on the law conducted by government and run by institution namely education and culture ministry, province and district education department (kemendikbud, 2014). monitoring and evaluation program purpose is to ensure implementation process of curricula 2013 goes according to plan. in particular, this research aims are (a) to describe the implementation of assessment system using curriculum 2013 in elementary school in sumenep, madura island, indonesia and (b) to find out obstacles in assessment system using curriculum 2103 that need immediate action. ii. metodology this research is a descriptive qualitative research using observation, interviews and questionnaire technics to collect data (fraenkel, 2008) in implementation process of curriculum 2013 namely training of curriculum 2013 and the process of teaching and learning. a. respondent selection method the selection of respondents was conducted in phases, starting from the determination of the district / city, targeted school until teachers as sample. using purposive sampling technique, by choosing location affordability with the time available considerations. b. place and execution in general, after district/city was set, then random sampling for the determination of respondent schools and teachers, principals/trustees and students was conducted. sumenep is one of the districts selected to be presented in details as it is located in different island from where surabaya as capital of east java mailto:dianindriani79@gmail.com journal of education, teaching and learning volume 1 number 1 march 2016. page 18-21 p-issn: 2477-5924 e-issn: 2477-4878 19 is. execution venue data retrieval by observation technique implemented in the school sdn pandian 1 and sdn pandian 2 sumenep, and filling questionnaire were conducted in the town hall, in two days, 21-22 november 2014. c. sample quantity the number of respondents in monev of assessment system for elementary education units are presented in table 2.1, table 2.2 and table 2.3 table 2.1 the number of respondents in monev on assessment system in training curriculum 2013 for elementary education units in sumenep (questionnaire). respondent number targeted teacher 39 principal/supervisor 14 total 43 table 2.2 the number of respondents in monev on assessment system in teaching and learning using curriculum 2013 for elementary education units in sumenep. respondent number targeted teacher 17 principal/supervisor 16 students 36 total 69 table 2.3 the number of respondents in monev on assessment system in curriculum 2013 for elementary education units in sumenep (observation). respondent number targeted teacher 4 iii. result and discussion the analysis of the data collected in the study supporting monev starts from a general nature aspect, followed by exposure to a specific nature. in supporting research monev assessment system, quite a lot of questions that dig recognition of teachers whether they understand curriculum of 2013 especially the assessment system as this study focused. the proportion of teachers and school principals with regard to the purpose of understanding the assessment system in the training of curriculum 2013, can be seen in the following figure. 0% 20% 40% 60% 80% 100% teacher principals not less understand figure 3.1 proportion of teacher and principal understanding assessment system in training of curricula 2013 materials. as figured showed that proportion of teacher and principal who less understand is bigger than the proportion of teacher and headmaster who understand (more than 50 per cent). it could be pointed out that both recognition from teacher and principal tell that they still do not understand clearly about the assessment system in the training of curricula 2013 materials held by the government namely kemendikbud. it is very reasonable as the training itself just conducted once or twice at each district at that particular time. as regards to the comprehension of assessment system in learning process, according to figure 3.2 shows that the proportion of the principal is more than teacher. similarly, the proportion of teachers who claims do not understand is larger than the principals. 0% 20% 40% 60% 80% 100% teacher principals not less understand figure 3.2 diagram proportion of teacher and principal understanding assessment system in teaching and learning using curricula 2013. it is a positive thing because principals are supposed to understand better than teachers, though still on the level of recognition. as a leader in school, they should be able to control the direction of development policy including curriculum. in the table 3.1 and table 3.2 has shown the assessment system used by the teacher from the questionnaire. it is important to be reviewed since curricula 2013 integrate spiritual, social, skill and cognitive from taxonomy of attitude, taxonomy skill journal of education, teaching and learning volume 1 number 1 march 2016. page 18-21 p-issn: 2477-5924 e-issn: 2477-4878 18 from dyers and new taxonomy knowledge from bloom (anderson and krathwoll, 2012). table 3.1 assessments system should be used by teacher (questionnaire) type of assessment number of person answered (%) authentic assessment 98 midterm/final exam 3 daily test 95 porto folio 2.2 concession statement from teachers must be proven with confession from students by filling questionnaires randomly that can be seen in table 3.2. table 3.2 assessment system conducted by teacher (student’s questionnaire) assessment type number of students (%) observation by teacher 60 self-assessment 51 daily test 99 portofolio (product/project task) 87 the interesting point is that teacher chose midterm and final exam is not necessary conducted, since they point to conduct authentic assessment and daily test. in particular, porto folio is one of the authentic assessments (muslimin, 2014), took 87 per cent share on assessment system conducted by teacher from student recognition. should there be reinforcement to make teacher understand authentic assessment is, considering that almost 100 per cent teacher chose authentic assessment is necessary but porto folio is not chosen by teacher’s questionnaire (only 2.2 in proportion). observation was conducted randomly on two elementary schools in sumenep in randomly. the result of direct observations in elementary school chosen randomly showed there were assessment instruments in teaching and learning material namely in syllabus and lesson plan such as teacher’s journal, cognitive and observation instruments. the problem was not every instrument could be applied at once in the time of observation. according to the respondent that there were insufficient time to conduct all assessment system in curricula 2013, it showed that it is in line with the recognition of respondents in the questionnaires that they do not understand the assessment system in curriculum 2013. the data was taken from data survey in one of district that is sumenep as the farthest city in madura apart from java island. the purpose is to get more specific information. one thing that could not be ignored that student is the one who would feel the main impact of any policy changes in education, in this case the changes in the curriculum. particularly, it is very important to find out the effect of changes in curriculum to the student. subsequently, it is fair enough if we discuss about assessment system, then we should know the assessment of the curriculum from the students themselves, especially in the learning process in the classroom using curriculum in 2013 as showed at diagram 3.3. 30% 27% 9% 22% 12% figure 3.3 proportion student recognition of implementation learning process using curriculum 2013 scientific approach encourage to be honest technology usage more fun recognition of student questionnaire data about the learning process in the classroom according to figure 3.3 showed the need for increased use of ict by teachers (joseph d.a., 2016). scientific approach in 2013 curriculum has also been implemented in the learning process, which encourages students to do right (anderson, 2001). iv. conclusion based on the description in the previous chapter, conclusions and recommendations could be obtained as follows (a) the assessment system in curriculum 2013 is the most dominant aspects complained by the teachers concerned with its complexity, and (b) the process of learning with the curriculum 2013 respondents had good responses from the students, though there still minimal use of ict in the classroom on some areas. it showed that there is optimism from respondent in curriculum 2013. based on the analysis of data and experience in this study, it could be submitted the following recommendations (a) due to the high optimism of respondents to develop and implement the curriculum 2013, the necessary training for teachers should be done intensively, (b) assessment system requires special training intensively, and (c) should conduct continuous research on implementation curriculum 2013 furthermore, both as part of monitoring and evaluation from government or independently. journal of education, teaching and learning volume 1 number 1 march 2016. page 18-21 p-issn: 2477-5924 e-issn: 2477-4878 21 references [1] edisi ke-14. new jersey: pearson education inc; 2012. [2] anderson, lorin w., krathwohl, david r. 2001. a taxonomy for learning, teaching and assessing. london: addison wesley longman, inc. [3] fraenkel. 2008. how to design and evaluate research in education. new york: mcgrow-hill company. [4] ibrahim, muslimin. 2015. asesmen berkelanjutan. konsep dasar, tahapan pengembangan dan contoh. surabaya: unesa press. [5] indriani, d.e. (2014). pengembangan perangkat pembelajaran model cooperative scripts dalam pembelajaran ipa untuk meningkatkan pemahaman konsep ipa dan keterampilan berkomunikasi siswa di sekolah dasar. jpps vol.2, 495-502. [6] kemendikbud, 2013. implementasi kurikulum 2013. jakarta: kementrian pendidikan dan kebudayaan ri. [7] kemendikbud, 2014. implementasi kurikulum 2013. jakarta: kementrian pendidikan dan kebudayaan ri. [8] nur, m. 2011. keterampilan-keterampilan proses sains. surabaya: unesa-university press [9] yusuf, d.a.e (2016). the implementation of ict based education in elementary teacher education(pgsd) in indonesia. humaniora journal, 7, 8-14. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 138 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. strategies of supporting progressed learners for quality teaching and learning in vhembe district, limpopo, south africa fhulufhelo patrick muedi1), azwidohwi philip kutame2), thelma ngidi3), chinaza uleanya4)* 1) university of zululand, south africa e-mail: muedifp@unizulu.ac.za 2) university of zululand, south africa e-mail: kutameap@unizulu.ac.za 3) university of zululand, south africa e-mail: ngiditz@unizulu.ac.za 4) university of south africa, south africa e-mail: chinazamoses90@gmail.com *)corresponding author abstract. progressed learners differ from their counterparts. the difference is reflected in their assimilation, retention and abilities to reproduce what they are taught. meanwhile, progressing learners due to policy is insufficient, certain support strategies are to be in place. hence, the study investigated the strategies of supporting “qualified to be progressed” (qp) learners for quality learning and teaching. mixed methods was employed for data collection. random and purposive sampling techniques were used to select teachers and school management team (smt) members respectively who formed the study sample. the study was conducted in 10 purposively selected secondary schools in the vhembe education, limpopo, south africa. questionnaires were used to collect data from 165 selected teachers who were the respondents for the quantitative part of the study. meanwhile interviews were conducted for the 10 smts who formed the participants for the qualitative part of the study. percentage was used to analyse the quantitative data, while the qualitative data were used for triangulation. the finding of the study showed amongst others that there are no specific support strategies put in place to assist progressed learners to catch up with their counterparts. the study recommends that schools and relevant education stakeholders put in place support strategies to assist progressed learners. keywords: qualified to be progressed (qp) learners; strategies; vhembe education district; limpopo i. introduction high dropout rate seems to be experienced in south africa at different levels. according to moodley and singh (2015), many undergraduates drop-out from their first year in the university. this suggests that there are some possible challenges that might have been overlooked or were not duly addressed from their secondary education. review of the work of mansfield and horwitz (2020) concurs that the challenge of many university dropouts are from secondary schools. according to mansfield and horwitz (2020), the dropout rate in south african secondary schools is alarming. pretorius (2019) holds the view that south africa has about one of the highest dropout rate in the global world. meanwhile, in support of the earlier works of uleanya and gamede (2017), weybright et al. (2017), pretorius (2019) as well as manfield and horwitz (2020), writer (2020) following the data presented by the department of basic education states that the dropout rate in south african schools is between 37% and 42%. this indicates high dropout rates being experienced in south african schools. in an attempt to address the issue of high dropout rate in secondary schools, the department of basic education (dbe) came up with a policy commonly described as “progression policy (dbe, 2017).” this policy is expected to guide school managements in progressing learners from one class to another. following a report from the department of basic education (2017), the policy is guided by a rationale which is to minimise the high dropout rate and maximise school retention. however, not all learners who fail are made to progress. there are certain criteria put in place (dbe, 2017). amongst these criteria include: i. learners must have failed a particular grade two times. ii. must have attended school regularly. iii. they ought to have complied with the school based assessments in all subjects. iv. for learners who fall in the category of those to be progressed to be allowed to go to http://creativecommons.org/licenses/by-nc/4.0/ mailto:muedifp@unizulu.ac.za mailto:kutameap@unizulu.ac.za mailto:ngiditz@unizulu.ac.za mailto:chinazamoses90@gmail.com journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 139 grade 12 where matric examination is to be written, they are to be scrutinized to be sure that they must have passed at least four out of the seven subjects offered. out of the four subjects to have been passed life orientation (lo), as well as language of learning and teaching (lolt) are compulsory. in congruence to the rationale behind the progression policy by the department of basic education (dbe), leepo (2015) supports the view for the need and the design of the development of academic performance improvement plans (apips). according to leepo (2015), apips are developed to identify learners who experience serious challenges, and such learners could be assisted through the development of intervention strategies. however, the questions remain: do intervention strategies exist in secondary school? where they exist, how effective are they? thus, the reason for this study which seeks to investigate the strategies adopted and/or put in place in secondary schools to support progressed learners. this investigation is done using a selected education district in the limpopo province of south africa. in order to achieve the aim of this study, attempt is made to proffer answers to the identified research question guiding the study. the research question is: are there intervention strategies and programmes to assist progressed learners to catch up with promoted ones? ii. methods mixed methods approach was employed for this study. the adopted method allowed for the triangulation of collected data. according to kumar (2019), adoption of mixed methods approach in a study can be used for triangulating both quantitative and qualitative collected data. the sample of the study comprised teachers and school management team (smt) members from 10 selected secondary schools in vhembe education district in limpopo province, south africa. purposive sampling was used in selecting the schools, while random and convenient sampling techniques were used to select the teachers and smt members respectively. the randomly selected teachers who comprised the respondents of this study were 135, while the 10 smt members were conveniently selected. random sampling was used for the teachers to give as many as qualified the opportunity to partake in the study. this is in accordance with the work of kumar (2019) and creswell (2014) who state that random sampling technique can be adopted in a study to avoid bias and give all who qualify to partake in the study. convenient sampling was used in selecting the smt members. this was due to their time schedule, availability and interest to partake in the study. kumar (2019) and creswell (2014) agree that convenient sampling can be adopted in selecting respondents or participants of a study based on certain criteria such as their interest in the study, among others. in brief, while the selected teachers took part in the quantitative part of this study, the smt members were engaged in the qualitative part. questionnaire was used for data collection for the quantitative study. the questionnaire comprised two sections. the first section of the questionnaire was targeted at collecting demographic data of the respondents. the second section of the questionnaire focused on collecting data on support strategies available in the schools in assisting progressed learners. conversely, interview schedule guide was used to collect information for the qualitative study which was used for triangulating responses from the quantitative data. the quantitative data was analysed using percentage, while the qualitative data were used for triangulation following identified themes generated from the analysed data. iii. result and discussions the findings of the study are presented following the research question guiding the study. the demographic data of the respondents and participants of the study are first presented followed by the analysis from the collected data. table i respondents’ personal information gender frequency percent (%) male 70 51.9 female 65 48.1 age range frequency percent (%) 25-35 14 10.4 50-65 31 31.0 qualification frequency percent (%) m+2 1 0.7 m+3 26 19.3 m+4 84 62.2 m+5 24 17.8 teaching experience frequency percent (%) 0-5 years 22 16.3 6-20 years 80 59.3 21-36 years 33 24.4 position held frequency percent (%) school principal 8 5.9 deputy principal 5 3.7 hod 26 19.3 pl 1 educator 96 71.1 table 1 indicates that 51.9% of the respondents were males, while 48.1% were females. table 1 further shows that 66.6% were teachers within the age range of 36–49, 10.4% were between 25 and 35 years, while those between the age range of 50 and 65 constituted about 31% of the respondents. also, during the qualitative data collection stage, 10 smts were interviewed. of these, only one principal was a female aged 48. the rest were males who range between the age of 48-55 years. table 1 also indicates that most of the teachers who formed part of the respondents of this study have relevant subject content knowledge. meanwhile, only one respondent has grade 12 and a teacher training qualification of two-years. regarding the experiences of respondents, 59.3% have been teaching for approximately between 6 and 20 years. this suggests that many of the teachers are journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 140 experienced to manage the teaching and assessment in a class of learners with different cognitive levels. respondents with 0-5 years of were about 16.3%. meanwhile, teachers in this category are envisaged to be in need of support from the smts following that they seem to be novice as they have little experience. the respondents with the long teaching experience were between 21 and 36 years, and formed 24.4%. this category of teachers is envisaged following their years of experience to be helpful in providing assistance to those who are less experienced in the management of teaching and assessing for quality activities in relation to teaching and learning. furthermore, table 1 indicates that 71.1% of the respondents are post level one teachers. the hods form 19.3% of the smt members which offer subjects in grade 12. however, 3.7% and 5.9% of the respondents respectively are principals and deputy principals. meanwhile, they also teach grade 12 learners. this implies that 9.6% of the respondents are smt members with the administrative responsibility of making sure that the teaching and assessment of the qp learners is properly managed. in addition, these smts also monitor and support teachers in managing the teaching and assessment complexities of the qp learners for quality learning and teaching. meanwhile, considering the number of hods at the selected schools, it may be inferred that supervision of teachers may not be as effective as desired. this suggests that teachers do not receive enough support on how they should manage the teaching and assessment in a class of learners with different cognitive levels. the findings from the analysed quantitative data are presented under various themes. meanwhile the findings from the qualitative data are used to triangulate the quantitative findings. intervention strategies and programmes to assist progressed learners to catch up with promoted ones table ii schools’ development of intervention strategies for progressed learners scale frequency percentage never seldom 7 7 5.2 5.2 sometimes 22 16.2 often 51 37.8 always 48 35.6 total 135 100 the information in table 2 indicates that 35.6% of the respondents always develop the intervention strategies and programmes to assist progressed learners catch up with the promoted ones, while 5.2% never do that. the 35.6% is too low, and this implies that the majority of the qp learners here are not assisted to catch up with the progressed ones. this was confirmed by the principals who said that even though they have intervention strategies they develop at school level; they do not specifically address the catch-up issues concerning the qp learners. they emphasised that the strategies they develop cater for both the qp and promoted learners. principal a stated that, “our school policy dictates that teachers should develop intervention strategies for their different subjects in the context of all learners. developed strategies are discussed at different subject committee meetings to check if they are relevant and implementable. after all, these strategies are for all learners, not specifically for progressed ones only”. the response from principal a was echoed by principal g, who remarked that, “we are on our own as a school. we do not have any assistance from the department of education when it comes to the development of intervention strategies. to improve the learners’ performance in different subjects, all teachers participate in crafting the intervention strategies. our teachers know how their learners perform, their strengths and weaknesses in different subjects. thus, we are well positioned to develop intervention strategies for all these learners”. given that schools are not assisted by the government; one might say that the progression policy is doomed to fail as such schools lack the much needed assistance from the dbe. yes, teachers can and would certainly develop intervention strategies in this context, but of what use will these be if they are not in turn supported by the dbe through the provision of learning media to help them use those strategies effectively? in other words, the teachers’ efforts here are a waste of time in as much as helping the qp learners is concerned. that is, the teachers’ teaching and learning strategies would not matter in situations where the schools are under resourced. principal j noted that, “in a class of qp and promoted learners, our teachers are able to select content and develop strategies that suit both sets of learners. they strategize using the previous grade’s subject content wherein the qp learners are taught separately in order to narrow the content gap”. these comments comply with opfer (2016) position that teachers should be allowed time to develop teaching strategies on their own as they know their learners’ cognitive levels and the subject content suitable for them. this is also supportive of the work of hattie (2009) who asserts that teaching strategies are generally multidimensional and they should be developed to cater for learners of different learning abilities. this suggests that strategies should be developed taking into account the subject content and the learners’ abilities. only a few schools are able to develop intervention strategies that are specifically qp learner oriented, as evidenced by the 5.2% of the respondents who indicated that they never develop such intervention strategies. this is also an indication that if teachers do not develop intervention strategies that are specifically directed at improving the performance of the qp learners, it would be difficult for them to catch up with the promoted learners. thus, unless teachers are encouraged to develop these strategies, the qp learners would continue to underperform. journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 141 profiling qp learners for support table 3 shows the profiling of learners after analysing school term results. this helped identify the challenging topics for support purposes. table iii the extent learners are profiled and given support after each term’s results scale frequency percentage never seldom 4 8 3.0 5.9 sometimes 37 27.4 often 35 25.9 always 51 37.8 total 135 100 the figures in table 3 show that 37.8% of the respondents always profile learners after analysing their results to identify challenging topics in order to provide them with support. about 27.4% sometimes do so, while 3% never do anything about that. this indicates that the majority of learners are not profiled. thus, teachers may not be able to identify areas where the qp learners still experience challenges in different subjects. they might continue to underperform as a result. even though some of the principals confirmed during interviews that they profile the qp learners to identify challenging topics, there is a need for all schools to do so if the performance is to improve. these are some of the remarks by the principals, and principal a had this to say, “yes, we profile them according to item analysis and how they respond to different themes. we do profiling in order to check which topics give them challenges as the qp learners. this makes us choose appropriate approaches for the effective to teaching”. principal f added that, “we encourage teachers to record marks when they give assessment tasks. like what our business studies teacher does. he highlights in red all learners who fail tests four times to show that they are at risk. the moment one takes the mark sheet, one easily identifies the learners who are not doing well. we profile them according to their performance”. principal i said that they profile learners according to how they performed in grades 10 and 11 where they look at the subjects and sections they passed, and those they failed. these principals’ remarks auger well with park, ji and lim’s (2015) assertion that learner profiling helps the teacher to identify themes that learners experience challenges in or that need immediate attention. park, ji and lim (2015) believes that when challenges in a subject are identified in this way, the teacher then selects suitable approaches to support the qp learners so that they improve their academic performance. park et al. (2015) hold the view that learner profiling is the best strategy in identifying the learner’s challenges in order to provide him/her with the relevant support. tomlison (2001) is also in agreement that profiling learners assists the teacher in identifying learners at risk at the earliest convenient time. this means that if learners are profiled early, teachers would quickly provide support to those struggling with their studies. lesson planning for qp learners’ activities table 4 below shows the frequency with which teachers plan lessons for their qp learners. table iv the frequency with which teachers plan lessons for qp learners scale frequency percentage never seldom 20 8 14.8 5.9 sometimes 41 30.4 often 41 30.4 always 25 18.5 total 135 100 in table 4, 18.5% of the respondents indicated that they always plan for the lessons to teach the qp learners, and 4.8% do not. this shows that the majority of teachers do not plan for the activities that would help them teach the qp learners. nine principals also confirmed this when they stated that they do not plan for the activities when teaching the qp learners. to them, lessons are planned for all learners, not a specific category. this is how they responded, starting with principal a, “it is not possible to prepare separate activities for the qp and promoted learners as they are in one class. we cannot separate them; we collectively handle them. in terms of lesson plans, the preparation is the same, but it terms of making them understand, the extension of the lesson plan is such that the qp learners are given simple tasks as they are slow learners”. principals b emphatically said no, they do not plan for different activities but, “we plan to teach the qp and promoted learners the same concepts. we only separate them in the afternoons where we teach them according to their weaknesses in different themes”. principals c said that they do not plan lesson activities for the qp learners only. there are no lessons prepared for the qp and promoted learners separately. only one principal indicated that in his school, they plan for lesson activities that are specifically for the qp learners. he pointed out that, “yes, teachers plan and prepare content specifically for the q.p learners, including the promoted ones who struggle with their studies. there are learners who were promoted, but do not perform well in class. they are grouped with the qp learners so that they are taught the same subject matter”. here, the informants’ responses are to the effect that they do not develop separate plans for concepts that specifically cater for the qp learners. this suggests that the dbe expects teachers to plan and prepare learning activities that ensures that the qp learners improve their performance. however, these teachers are not workshopped on strategies that enable them to handle mixed classes of learners with different learning abilities. thus, if the qp learners are to do well in their studies, teachers should be trained on how to teach such journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 142 learners effectively. it should be revealed that generally, the interviewees’ observations here are not consistent with tomlinson (2001) position that in a class where some learners experience challenges in certain themes, teachers should include activities that cater for that specific group of learners. tomlinson (2001) believes that in almost every class, there are learners who require special consideration. if schools are to improve the qp learners’ performance, they should include activities that cater for their specific needs. extra lessons for qp learners table 5 contains information on the provision of extra lessons to the qp learners. table v extent to which extra lessons are provided for the qp learners scale frequency percentage never seldom 14 6 10.4 4.4 sometimes 35 25.9 often 43 31.9 always 37 27.4 total 135 100 the results in table 5 show that 27.4% of the respondents always provide extra lessons to the qp learners, while 10.4% said that they never provide such lessons. these low percentages are an indication that even though the majority of the schools know that their qp learners do not perform as expected, they have failed to make any provisions for extra lessons to remediate this problem. the interviewees also admitted that extra classes are helpful in supporting learners who were progressed. however, they argued that there is no timetable designed for the qp learners’ extra classes. they pointed out that this depends on individual teachers to make arrangements with their qp learners for extra lessons. principal a’s position here was that, “it is not easy at our school. teachers refuse to teach in the afternoon. they complain that given that at the department of education’s offices, employees there are paid overtime, while the same privilege is not extended to them if they work overtime. we teach all learners during school hours. it is quite difficult to convince teachers otherwise”. principal c lamented that giving the qp learners special attention by conducting extra lessons is where they have challenges. he said that they only encourage all learners to do extra classes at identified centres that are funded by the department of education. principal g had this to say, “we teach both the promoted and progressed learners the same themes in one class during school hours. there is no timetable for the qp learners’ extra lessons. but, some teachers teach those who struggle in the mornings before the school starts, and in the afternoons after the prescribed working hours. others teach progressed learners who struggle to cope with the content in the new grade after school hours only. teachers usually repeat the content taught in class earlier”. principal h bemoaned the system of teaching a mixed class of fast and slow learners thus, “honestly speaking, it is tough to teach a mixed class of qp and promoted learners during normal school hours. at our school, we emphasise on producing good results. as a result, teachers sometimes teach after school hours, even on saturdays. they arrange with the qp learners to teach selected topics that were poorly done. in this way, teachers give learners individual attention. in turn, such learners are motivated to ask questions on issues they experience difficulties on”. the results in table 5 and the principals’ remarks contrast the findings of the work of tomlinson (2001) who opines that today’s classroom teacher is faced with the challenges of addressing a wide variety of learners’ learning abilities. tomlinson (2001) contends that to effectively manage a wide variety of needs, a teacher needs to identity learners who require additional support and provide extra lessons. if schools, therefore, want the qp learners’ performance to improve, they should give them extra lessons. this shows the teachers’ willingness to provide extra lessons to the qp learners. however, the concerns raised by the respondents include, among others, the teachers’ lack of skills or strategies to handle mixed classes of learners with different learning abilities, and the lack of incentives for teachers who give extra lessons after normal working hours. the department should provide incentives for teachers who are willing to teach after hours if the qp learners’ academic performance is to improve. control of qp learners’ attendance table 6 outlines the qp learners’ school attendance monitoring frequency. table 6 the extent to which teachers monitor qp learners’ regular school attendance scale frequency percentage never seldom 9 15 3.7 11.1 sometimes 22 16.3 often 39 28.9 always 50 37.0 total 135 100 the data in table 6 reflect that 37% of the respondents always monitor their qp learners’ regular school attendance, whereas 6.7% never do so. as such, less than half of the respondents monitor their learners’ school attendance. this suggests that the majority of learners may always be absent from school or miss certain subjects without teachers noticing that. nearly all the principals interviewed agreed that monitoring learner attendance is a policy that must be implemented without fail. however, principals noted that teachers do not monitor the qp learners’ regular school attendance. on this issue, principal a expressed his thoughts thus, “we monitor the learners’ attendance through marking the daily attendance registers. the attendance registers are journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 143 marked every morning during the first period, and in the afternoon during the last period. there is no separate attendance register for the qp learners”. meanwhile, principal c confirmed that they use class attendance registers to monitor every learner’s attendance trend. he acknowledged that there is no separate register for qp learners. principal d pointed out that their learners, whether qps or promoted ones, are monitored through the class attendance register whether they regularly attend school or not. principal f added that they usually mark the learners’ attendance registers every day when the school begins. he said that they pay special attention to the qp learners as they mark the registers because these sometimes absent themselves from school. the above agrees with the work of pitre (2010) who indicated that the attendance rate is important because learners are more likely to succeed in their academics when they consistently attend school. the study also revealed that some teachers do not effectively control their learners’ attendance. this might negatively affect the qp learners’ performance as they get less exposed to the curricula due to their misdemeanours. curriculum coverage according to pacesetters table 7 shows that of the teachers’ curricula coverage according to pacesetters. its results show that 73.3% of the respondents always cover the curriculum according to pacesetters. this is a good percentage when compared with the 0.7% of those who never do so. the results indicate that teachers are able to cover the content prescribed for the academic year. the completion of work according to pacesetters gives learners an added advantage when it comes to their examinations. the principals said that if teachers cover the curricula accordingly, it becomes easy for learners to respond to questions in different sections of the subject. table 7 the extent to which teachers cover the curriculum as required by the pacesetters scale frequency percentage never seldom 1 2 0.7 1.5 sometimes 10 7.4 often 23 17.1 always 99 73.3 total 135 100 this is how the principals responded, starting with principal e, “at the beginning of the year, the smt members, especially the hods, sit down with their subject teachers where they go through how pacesetters should be used in line with the curricula. we always monitor to find out whether they are able to cover the curricula as per the pacesetters. so far, they are able to do so”. principal h pointed out that, “in our school, we monitor curricula delivery according to individual subjects. we also check progress in terms of curricula coverage as per the pacesetters. i have noted that teachers teach as per pacesetters and hence covered the curricula accordingly. some are ahead of the pacesetters and they do revision with learners. this assist our learners a lot, especially our grade 12 classes that have the highest number of the qp learners”. the result present in table 7 and the views of the principals on teachers covering the curriculum content are consistent, and in alignment with fleisch (2016) argument that teachers should teach and cover what is prescribed in the curriculum before learners write the end of year examinations. curriculum coverage is an integrated tracking tool which focuses on planned activities, activities that have been completed, list of topics not yet done and the planned interventions (fleisch, 2016). fleisch (2016) goes on to say that teachers should teach and cover all aspects of the curricula. these results suggest that the majority of teachers are able to cover curricula as per pacesetters. thus, the learners’ performance is likely to improve. workshops on content delivery table 8 shows the extent to which teachers are workshopped on delivering content to the qp learners. the results in table 8 show that 28.9% of the respondents are always workshopped on how to deliver content to the qp learners, and 24.4% indicated to the contrary. this means that the majority of the teachers might find it difficult to deliver content to the qp learners as they lack knowledge and understanding on how to do so. table 8 teachers and workshops on the content deliver to qp learners scale frequency percentage never seldom 33 11 24.4 8.1 sometimes 19 14.2 often 33 24.4 always 39 28.9 total 135 100 the interviewees acknowledge that workshops attended by teachers do not specify any category of learners, but are inclusive of all learners. the interviewees complained that the department of education wants schools to implement the progression policy, yet it does not play its part on how to teach learners once progressed. the following are remarks made by four principals. principal a said of the whole issue, “no, there are no workshops organised and conducted by the department of education to workshop teachers on how to deliver content to the qp learners. teachers have to devise some mechanisms on how to deliver content that covers all learners as classes are mixed with promoted and progressed learners”. principal b was a bit hash in his complaints, arguing that, “the department of education just imposes policies on us. there is no direction on how to teach these qp learners to cover content gaps from previous grades as they do not conduct workshops on how to deliver such content to these journal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 144 learners. they do not workshop us on how to handle these qp learners. it is so frustrating”. principal e also complained about teachers not being workshopped on how to teach the qp learners by the department of education, but the progression policy has to be implemented. he continued thus, “we do in-house workshops at school on our own. we do train each other on how to identify where the learners lack in individual subjects, and where teachers should put more effort. what we workshop emanate from item analysis”. principal j also felt that something must be done in the absence of workshops that should be conducted by the dbe. he concluded thus, “we are not workshopped by our department of education, but at school we try to do something, specifically for the qp learners. we guide teachers through different approaches on how to teach these learners as they are slow performers who need assistance”. the above extracts imply that even though the department of education indicated that teachers should have knowledge that enable them to teach the grades they have been given, they do not provide workshops to capacitate them on content delivery concerning the qp learners. responses from the respondents epitomise the need for the dbe to organise and conduct workshops for teachers on how to deliver content to qp learners. the fact that teachers are not workshopped on how to deliver content to such learners shows that it may be difficult to assist them improve their academic performance. iv. conclusions the study investigated the support strategies made available for progressed learners using 10 selected secondary schools in vhembe district in limpopo province of south africa. the samples of the study comprised teachers and smt members from across the selected secondary schools. the data for this study was collected using questionnaire and interviews from teachers and smt members respectively. following the analysed data, the study findings showed that while the selected secondary schools are aware of the policy on progressing learners, and try to comply to it, the necessary supports are lacking. sequel to the findings of the study, the following recommendations are made: support mechanisms / strategies should be put in place to assist progressed learners in catching up with their counterparts and getting better academically. this can be done by schools, and the department of basic education (dbe), possibly with the assistance of other relevant education stakeholders. in this regard, the policy of progressing learners becomes worthwhile. this can be done through regular periodic workshops for both the learners and teachers teaching them. while the teachers would be trained on how to assist such progressed learners, the learners would be motivated and taught various learning skills; the needed enhancing teaching and learning facilities are to be made available in schools. in this regard, the trainings provided to teachers can be relevant. this can be done by benchmarking best practices across the globe. acknowledgment we would like to thank the research office as well as the faculty of education of the university of zululand, south africa for the continuous support towards this project. references creswell, j.w. 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(2019). dropout rates: is south africa among the worst in the world? available at: https://www.news24.com/citypress/news/dropoutjournal of education, teaching, and learning volume 6 number 2 september 2021. page 138-145 p-issn: 2477-5924 e-issn: 2477-8478 145 rates-is-south-africa-among-the-worst-in-the-world20190304. accessed 20 may 2021. tomlinson, c.a. (2001). how to differentiate instruction in mixed classrooms. association for supervision and curriculum development (ascd): alexandria, virginia usa. uleanya, c. (2020): rural undergraduate university students’ learning challenges in africa: case study of nigeria and south africa, african identities, doi:10.1080/14725843.2020.1813083 weybright, e. h., caldwell, l. l., xie, h. j., wegner, l., & smith, e. a. (2017). predicting secondary school dropout among south african adolescents: a survival analysis approach. south african journal of education, 37(2), 1353. https://doi.org/10.15700/saje.v37n2a1353 writer, s. (2020). this is the school dropout rate in south africa. available at: https://businesstech.co.za/news/government/438509 /this-is-the-school-drop-out-rate-in-south-africa/ accessed 20 may 2021. journal of education, teaching, and learning volume 6 number 2 september 2021. page 181-185 p-issn: 2477-5924 e-issn: 2477-8478 181 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. microsoft office 365 on learning history subject jamiludin1), darnawati2), sukadi linta3), anugrah puspita ayu muhammad4), waode ade sarasmita uke5) 1) university of halu oleo, indonesia e-mail: jamiluddin@uho.ac.id 2) university of halu oleo, indonesia e-mail: darnawati@uho.ac.id 3) senior high school state 4 kendari, indonesia e-mail: ditasman4kendari@gmail.com 4) university of halu oleo, indonesia e-mail: anugrah.p.ayu@uho.ac.id 5) university of halu oleo, indonesia e-mail: wd.ade_sarasmitauke@uho.ac.id abstract. this research aimed at knowing the students' perception of microsoft office 365 on learning history. this research used a quantitative descriptive design. it was conducted at sman 4 kendari, southeast sulawesi. the sample of this study was students in xi-1 grade. the students were 46. research instruments used questionnaires and interviews. the result showed that the students had a positive response toward the use of microsoft office 365. besides, 87% of students agree that they can understand history subject during online learning. the most frequently used features were teams (95.7%), sharepoint (2.2%), and forms (2.2%). t however, the obstacle of using this application is if students do not have facilities such as a good internet network, and laptops. keywords: students’ perception; microsoft office 365; learning history i. introduction the effectiveness of history subject that takes place in schools today needs to be considered. history subject which is usually carried out face-to-face is still often complained of and not paid attention to by students. they think that history subject is not important and irrelevant (van straaten, wilschut, & oostdam, 2016). unlike today, history subject is done through online learning during the covid-19 pandemic. in the face of reduced communal activities, online learning is the most practical alternative (sanoto, 2021); and (chang & aytenew, 2021). therefore, the effectiveness of history subject is highly dependent on the teacher's teaching strategies, history subject models, history materials and textbooks, and the professionalism of history teachers. it is in line with rijal fadli, sudrajat, setiawan, & amboro (2020) stated that learning models that influence the learning process, one of the most important factors in learning success is the usage of learning resources and media during the learning process. in general, teachers are not aware of their role and are not professional in fostering history subject, this can be seen from the frequent learning in schools that gets the spotlight because it turns out that history subject is held inappropriately. conventional history subject methods or strategies are often the problems raised. the lack of teacher ability in mastering technology in learning (efriana, 2021), lack of references, and rarely attending workshops or training on learning applications is also some of the obstacles for teachers to be less creative in managing classes. the impact of history subject causes students to often skip class during class hours, students are noisy in class, and often sleepy so that history subjects are less noticed by students. based on initial observations with the school at sman 4 kendari, teachers at the school use microsoft office 365 applications during online learning. likewise history subjects, history teachers are required to master the use of the application. the lecture method is usually used when learning history offline, but when learning online, teachers are required to be able to take advantage of technology by using the help of microsoft office 365 applications and whatsapp . besides, based on information and interviews obtained from students, especially class xi students, most students think that history subjects are less interesting because the material provided is in the form of memorizing events, important figures, and http://creativecommons.org/licenses/by-nc/4.0/ mailto:jamiluddin@uho.ac.id mailto:darnawati@uho.ac.id mailto:ditasman4kendari@gmail.com mailto:anugrah.p.ayu@uho.ac.id mailto:wd.ade_sarasmitauke@uho.ac.id journal of education, teaching, and learning volume 6 number 2 september 2021. page 181-185 p-issn: 2477-5924 e-issn: 2477-8478 182 years. this makes students less motivated to understand the material in history subjects (umasih, 2018). the use of microsoft office 365 applications in history subject is one way that can be used by teachers to increase the effectiveness of online learning. this application provides various facilities for teachers and students in the learning and teaching process, as well as training students' mastery in using multimedia, especially in the field of history, inseparable from the use of microsoft office in its application. the provision of materials, assignments, and communication between teachers and students can be done using the microsoft office 365 application (ardian, 2020). this history subject innovation is expected to increase students' motivation in learning history. research using microsoft office 365 applications has previously been used by several researchers, including aziizah, sakti, & andriyanto, (2020); ardian (2020); and situmorang (2020). based on this research, shows that microsoft office 365 applications have a positive impact on online learning. teachers use it not only for sending assignments and materials but also for video conferences. looking at the results of previous studies, this research aims at knowing the students' response to microsoft office 365 applications in learning history at sman 4 kendari. ii. methods the design used in this research was quantitative descriptive. this research was conducted at sman 4 kendari, southeast sulawesi. the sample of this study was students in xi-1 grade. the students were 46. for selecting the sampling, the researcher used purposive sampling. xi-2 grade was used to pilot the instruments. research instruments used questionnaires and interviews. the interview had five questions for the students. the questionnaire, containing seven statements. the questionnaire was about the students' perception of the use of microsoft office 365 in learning history. in measuring the data, the students were asked to indicate their agreement or disagreement with each statement on a 4-point likert scale that ranged from strongly disagree, score 1, to strongly agree, score 4. before using the questionnaire, the researchers distributed the questionnaire to the pilot class. to know the validity and reliability of the instruments. the results to be obtained first are the results of the validity and reliability test of the questionnaire. the result of the validity of the test is as follows: table 1. the result of the validity test pearson correlation q1 q2 q3 q4 q5 q6 q7 .871 .720 .850 .776 .908 .681 .688 the table above shows that the value of r count> r table (0.3044) was based on a significant test of 0.05. it showed the items above were valid. table 2. the result of the reliability test reliability statistics cronbach's alpha n of items .888 7 the result showed that the overall cronbach alpha coefficient of the questionnaire is (r=0.888), indicating a high degree of internal consistency. thus, it is considered a reliable instrument. to examine the questionnaire's validity, the product moment test, while reliability, was tested using cronbach's alpha test. the researcher used descriptive statistics for computing the questionnaire analysis using spss (statistical package for the social sciences) 25 program. the procedures of data collection in this research namely: (1) preparing research instruments such as questionnaires and guideline interviews for students. ((2) the questionnaire's validity and reliability were tested by the researcher. (3) using google forms, ask the students to complete the questionnaires for a week. they had a personal interview over whatsapp as well. (4) the researcher analyzed the data. iii. result and discussion the data were taken from the questionnaire that was given to the xi-1 grade students. the subject of this study was the xi-1 grade students who were taught by using microsoft office 365 on history subjects. the following charts describe the research result. fig. 1. the most used features of microsoft office 365 on learning history based on figure 1, the students use some features of microsoft office 365 on learning history subjects. the figure shows that they use teams (95.7%), sharepoint (2.2%), and forms (2.2%). this result is in line with situmorang (2020) showed that students' interest in learning through microsoft teams was very good. the result of the interview also showed 95,70% 2,20% 2,20% what features in microsoft office 365 do you use most in history subject? teams sharepoint forms journal of education, teaching, and learning volume 6 number 2 september 2021. page 181-185 p-issn: 2477-5924 e-issn: 2477-8478 183 that they like to use it because it has some features that help them during conducting online learning, such as video conferencing (widiyarso & sutama, 2021). because microsoft teams is backed by features that promote the implementation of online learning, using it seeks to maximize the deployment of online learning (wirza & ofionto, 2021). besides, the students also said it can help to understand history subject. one of the advantages of microsoft teams is the quality of the video and hd is good (nafisah & fitrayati, 2021). moreover, microsoft forms and share points were rarely used. microsoft forms are usually used to fill the attendance list. while share point was rarely used. fig. 2. students responds to microsoft office 365 on learning history subject figure 2 shows the students' responses to microsoft office 365 on learning history subject. based on the figure above, it shows that on statement 1, there are 6 students (13%) who strongly agree that microsoft office 365 is very fun to be used on learning history subjects. there are 38 students (82.6%) who agree, however, there is 1 student each who disagrees and strongly disagrees that microsoft office 365 is very fun to be used on learning history subjects. on statement 2, there are 4 students (8.7%) who strongly agree that microsoft office 365 can help them to improve their knowledge of history, 40 students (87%) who agree, and 1 student each who disagrees and strongly disagrees. on statement 3, there are 8 students (17.4) who strongly agree that microsoft office 365 is practical for use in online history subject activities during the covid-19 pandemic, 35 students (76.1%) who agree, 2 students (4.3%) who disagree, and 1 student (2.2%) who strongly disagrees. on statement 4, there are 7 students (15.2%) who strongly agree that microsoft office 365 is very economical and affordable in internet consumption for use during the online learning process, 28 students (60.9%) who agree, 9 students (19.6%) who disagree, and 2 students (4.3%) who strongly disagree. on statement 5, there are 11 students (23.9%) who strongly agree that microsoft office 365 is very easy to use during the online history subject process, 33 students (71.7%) who agree, and 1 student each who disagrees and strongly disagrees. on statement 6, there are 10 students (21.7%) who strongly agree that they can use a smartphone or gadget to operate microsoft office 365 applications on learning history subject, while there are 36 students (78.3%) who agree with the statement. on statement 7, there are 8 students (17.4%) who strongly agree that they did not experience any difficulties and obstacles in using microsoft office 365 applications in the process of learning history during the covid-19 pandemic. there are 26 students (56.5%) who agree and 12 students (26.1%) who disagree with the statement. fig. 3. other application used by the teachers on teaching history based on the figure above, the teachers also use other applications besides using microsoft office 365 on teaching history subjects. the figure shows that instead of using microsoft office 365, they use whatsapp (77.1%), quipper (16.4%), google classroom (5.4%), and google meet (1.1%). based on the result of the interview, the students said that whatsapp was used to chat with their teachers and friends about the history material (cetinkaya, 2017); (barhoumi, 2020). besides, the teacher always gives instructions to the students using whatsapp. it can be accessed by handphone or laptop and is easy to use (singh, 2018). while google classroom was used in class x. now, the school recommends the teachers used microsoft office 365. google classroom could be used to send the materials, and collect the students' assignments (fauzan & arifin, 2019); and (alim, linda, gunawan, & saad, 2019). 0 5 10 15 20 25 30 35 40 6 4 8 7 11 10 8 38 40 35 28 33 36 26 1 1 2 9 1 0 12 1 1 1 2 1 0 0 students responds of microsoft office 365 on learning history subject strongly agree agree disagree strongly disagree 77,10% 5,40% 16,40% 1,10% do your teachers use other appplications on teaching history subject? whatsapp google classroom quipper google meet journal of education, teaching, and learning volume 6 number 2 september 2021. page 181-185 p-issn: 2477-5924 e-issn: 2477-8478 184 fig. 4. the most efficient application used for online learning during the covid-19 pandemic based on the figure above, there are 80% of students think that microsoft office 365 is the most efficient application for online learning, especially on history subject. the same result is in (aziizah et al., 2020). it showed that the use of microsoft office 365 in learning history was quite effective and efficient. there are 11% of students who think that whatsapp is the most efficient application for online learning, especially on history subjects. this result also is in line with (susilawati & supriyatno, 2020) confirmed that whatsapp could increase the students' outcomes in learning history. if the students use this application in a good way, it will help them to learn during online learning. besides, according to qamar, riyadi, & wulandari (2019), whatsapp can be also used in blended learning. in online learning, it can be used as a discussion forum to interact with the students. there are 3% of students who think that google classroom is the most efficient application for online learning especially on history subjects (fitriningtiyas, umamah, & sumardi, 2019). there are 5% of students who think that quipper is the most efficient application for online learning, especially on history subjects. there is only 1% of students think that google meet is the most efficient application for online learning, especially on history subject. it's happened because the teachers recommend the students to use microsoft teams. fig. 5. summary of students’ perceptions based on figure 5, there are 16 students (34.8%) who strongly agree that all applications used by teachers are efficient for online learning especially on learning history subjects. then, there are 27 students (58.7%) who agree, 2 students (4.3%) who disagree, and 1 student (2.2%) who strongly disagrees that all applications used by teachers are efficient for online learning especially on learning history subjects. iv. conclusion there are some students' perceptions about the microsoft office 365 in history subject, namely: first, this application has complete features with various uses, such as microsoft word, powerpoint, microsoft teams. making it is easier for students to access online learning. second, this application can improve students' ability and interest in learning history. the display of this application is very clear and clear. third, this application makes it easier for students to send assignments, presentations, and receive materials. however, the disadvantages of microsoft office 365 are network problems and data plans owned by students. this problem often arises in online learning. v. references alim, n., linda, w., gunawan, f., & saad, m. s. m. (2019). the effectiveness of google classroom as an instructional media: a case of state islamic institute of kendari, indonesia. humanities and social sciences reviews, 7(2), 240–246. https://doi.org/10.18510/hssr.2019.7227 ardian, s. dkk. (2020). pemanfaatan microsoft sway dan microsoft form. 3(2), 66–74. retrieved from http://jurnal.unsil.ac.id/index.php/bihari/article/view/2 520/1543 aziizah, a., sakti, t. b., & andriyanto, a. 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(2019). google classroom: as a media of learning history. iop conference series: earth and environmental science, 243(1). https://doi.org/10.1088/17551315/243/1/012156 nafisah, n. a., & fitrayati, d. (2021). efektivitas penerapan aplikasi microsoft teams terhadap hasil pembelajaran ekonomi siswa sma. edukatif: jurnal ilmu pendidikan, 3(5), 2761–2770. qamar, k., riyadi, s., & wulandari, t. c. (2019). utilization of whatsapp application as discussion media in blended learning. journal of education and learning (edulearn), 13(3), 370. https://doi.org/10.11591/edulearn.v13i3.8412 rijal fadli, m., sudrajat, a., setiawan, r., & amboro, k. (2020). the effectiveness of e-module learning history inquiry model to grow student historical thinking skills material event proclamation of independence. international journal of advanced science and technology, 29(08), 1288–1295. retrieved from https://www.researchgate.net/publication/342000497 sanoto, h. (2021). online learning management in the covid-19 pandemic era. journal of education, teaching, and learning, 6(1), 47–52. singh, a. (2018). facebook, whatsapp , and twitter: journey towards education. soshum : jurnal sosial dan humaniora, 8(2), 139–149. https://doi.org/10.31940/soshum.v8i2.987 situmorang, a. s. (2020). microsoft teams for education sebagai media pembelajaran. microsoft teams for education sebagai media pembelajaran interaktif meningkatkan minat belajar, 02(01), 30–35. susilawati, s., & supriyatno, t. (2020). online learning through whatsapp group in improving learning motivation in the era and post pandemic covid -19. jurnal pendidikan, 5(6), 852–859. umasih. (2018). history subject in indonesia during the new order. historia: jurnal pendidik dan peneliti sejarah, 11(2), 89. https://doi.org/10.17509/historia.v11i2.12332 van straaten, d., wilschut, a., & oostdam, r. (2016). making history relevant to students by connecting past, present and future: a framework for research. journal of curriculum studies, 48(4), 479–502. https://doi.org/10.1080/00220272.2015.1089938 widiyarso, t. h., & sutama. (2021). efektifitas penggunaan microsoft teams dalam pembelajaran e-learning bagi guru selama pandemi covid-19. jurnal pendidikan dan ilmu pengetahuan, 21(1), 15–21. wirza, m. a., & ofionto. (2021). penggunaan microsoft teams dalam pembelajaran daring pada mata pelajaran sejarah di sma negeri 1 bukittinggi. journal kronologi, 3(1), 106–118. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 163 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. exploring indirect aspects in motivation and academic achievement during the pandemic ade nurhopipah1), ida nuraida2), jali suhaman3) 1) university amikom purwokerto, indonesia e-mail: ade_nurhopipah@amikompurwokerto.ac.id 2) uin sunan gunung djati bandung, indonesia e-mail: idanuraida@uinsgd.ac.id 3) university amikom purwokerto, indonesia e-mail: jalisuhaman@gmail.com abstract. online learning methodologies are the most influential factor in educational success. however, it cannot be denied that there are non-technical aspects that indirectly affect students' motivation and academic achievement after the covid-19 pandemic occurred. this study involves paired t-tests, regression tests, and partial t-tests to analyze the factors that can indirectly shape student motivation and academic achievement in indonesia's higher schools. the factors studied were related to economic condition, health, habits, and social interaction. the result shows significant changes in learning motivation, economic and health conditions, student interactions with friends and lecturers, student involvement in student activity units and religious activities, use of social media, and time spent reading. the grade point accumulative (gpa) before the pandemic was influenced by learning motivation. however, during the pandemic, the gpa was not significantly affected by learning motivation. before the pandemic, family engagement and student involvement in religious activities significantly influence the gpa. meanwhile, the factors that influence learning motivation during the pandemic are student involvement in social activities, interaction with lecturers, health conditions, and time spent reading. keywords: gpa; motivation learning; regression test; the covid-19 pandemic i. introduction the corona virus disease 2019 (covid-19) outbreak has spread throughout the world and has become a global pandemic. data from the world health organization (who) in https://covid19.who.int/ shows that in 26 july 2021, there are more than 194 million people in the world who have been confirmed to have this virus, and 4.1 million more of them have died. although millions of vaccines have been given, the spread of this virus is still alarming in various aspects of life, including education. the impact of the pandemic on the learning process is felt at the university level. this is because the risk of death from the virus in adults is greater than death in children. vigilance with "social distancing" or "physical distance" is carried out to reduce contact and spread in dense communities such as campuses. new perspectives and learning methods emerge to ensure the learning process does not stop due to this pandemic. online learning is one of the spearheads of implementing learning activities in this pandemic era. many efforts have been made by the government and educational institutions to ensure online learning can be carried out effectively so that learning objectives are still achieved even though there is no face-toface learning. emergency response in the form of online learning is used as a security strategy implemented by many campuses worldwide, such as research samples at 25 universities in america (murphy, 2020). the chinese government seeks to provide flexible online learning to more than 270 million students. the chinese ministry of education has launched the "disturbed classroom, uninterrupted learning" initiative to ensure that online learning can have the same quality as face-to-face learning (zhu & liu, 2020). a qualitative study was conducted in indonesia to define school response and teacher preparation for distance learning during the pandemic (arlinwibowo et al, 2020). literature studies explain various obstacles in online teaching and learning activities. these obstacles include mastery of technology, additional costs, additional parental work, unlimited working hours for teachers, and communication and socialization barriers (suryaman et al., 2020). there were 213 complaints submitted to komisi perlindungan anak indonesia (kpai), dominated by complaints about burdensome learning tasks and excessive http://creativecommons.org/licenses/by-nc/4.0/ mailto:ade_nurhopipah@amikompurwokerto.ac.id mailto:idanuraida@uinsgd.ac.id mailto:jalisuhaman@gmail.com https://covid19.who.int/ journal of education, teaching, and learning volume 6 number 2 september 2021. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 164 internet use (tedja, 2020). other challenges include in the learning process itself, the limitations of a supportive environment, emotional challenges, maintaining a balanced lifestyle, financial difficulties, lack of social interaction, difficulties in adapting, and difficulty of fulfilling competencies, especially in the field of sciences learning that require practices (patricia aguilera-hermida, 2020),(mahdy, 2020) even though there are so many challenges in this pandemic era, there are also positive aspects of this situation. social restrictions can increase family time and provide opportunities for organizing, self-development, and new activities. in addition, based on several studies, it turns out that online learning does not always negatively impact students. rahardjo & supratmi pertiwi (2020) concluded that the correlation between student motivation and learning achievement when learning online is low. this indicates that learning motivation during the pandemic does not significantly affect learning achievement. gonzalez et al. (2020) analyzed the effects of the pandemic on student selfstudy performance in higher education. this study indicates that there is a significant positive effect between students who lockdown on student performance. lockdown during the pandemic changes student learning strategies, thereby increasing their efficiency. jawad & shalash (2020) also examines the effect of online learning during the pandemic on student academic achievement. the study results indicate that there are differences in academic achievement that increased in general. valverde-berrocoso at el. (2020) conducted a systematic literature study on research topics, theories, modalities, and methodologies used in online learning. this is certainly due to the methodology in online learning is the most influential factor in teaching and learning success. however, various studies have shown that students' motivation and learning also rely on other non-technical aspects. the success of the learning process involves various factors, both related to the intrinsic and extrinsic conditions of students, teachers, and educational institutions. this success is also believed to be closely related to motivation as a psychological aspect that can determine a person's behavior and direction of activity (panisoara et al., 2020). febrianto et al. (2020) revealed that social, economic, and cultural factors are important indicators of the ineffectiveness of online learning in several regions in indonesia. muslimin & harintama (2020) has analyzed students' challenges and motivation by collecting responses from questionnaires and interviews. the results show that the online learning model requires adequate preparation mentally, physically, and financially. based on this analysis, this research involves paired ttests, regression tests, and partial t-tests to analyze the factors that can indirectly predict motivation and student achievement index in universities in indonesia. the factors studied are related to factors of the economic condition (hendri et al., 2020), health condition (edraki et al., 2016), habits (balan et al., 2019), and social interaction (ariani, 2017). we also observed how these aspects changed before and during the pandemic. in addition, this study also reviews the demographic distribution, availability of devices and networks, and the platforms used in online learning. this research is expected to contribute literature that can be used as a scientific basis for policy-making and learning strategies for educators and managers of educational institutions. ii. methodology a. linear regression linear regression analysis is a statistical approach to calculating the relationship between variables by making an equation model of the linear relationship between the independent and dependent variables. the linear regression technique aims to find the straight line that best fits the existing data. the equation of the regression model with k independent variables is shown in equation (1). y = a0 + a1x1 + a2x2 + …+ akxk (1) furthermore, the regression significance test was conducted by looking for the value of fstat , which involved the sum square (ss) of the regression and the residuals. suppose fstat > fcritical then the hypothesis is accepted (nurhopipah, 2019). b. paired t-test and partial t-test the t-test can be used to compare the difference between two variables. the sample used in this study was the same but underwent different treatment or is called a paired sample. the t-test will determine whether the difference between the two means is significant or not as a treatment result. in this case, the treatment is the condition before and during the pandemic. the t value for the paired sample difference test can be calculated by equation (2). standard error (se) results from the ratio of the standard deviation and the amount of data. (2) in the regression test, we can also find the value of the partial correlation coefficient with the t-test to determine whether a variable has a significant effect or not if other variables are controlled. the correlation itself describes the size of the monotonic relationship between two variables. to perform a partial test, suppose there are two independent variables x1 and x2, then look for the value of the effect of x1 on y if x2 is controlled, and is the correlation of y with x1 if x2 is controlled, then tstat can be searched with equation (3). (3) journal of education, teaching, and learning volume 6 number 2 september 2021. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 165 c. data and variables based on observations from various aspects, it is certain that many aspects can affect online learning indirectly. these are non-technical aspects related to social, economic, health, and habits. in the study, observations were made on several variables related to the conditions and habits of students as follows. 1) social interaction before and during the pandemic: involvement in student activities unit ( , involvement in social activities outside the campus ( ), involvement in religious activities ( , interaction with college friends ( ), interaction with lecturers ( ) and family engagement ( ) 2) economic conditions ( and health conditions ( ) before and during the pandemic. 3) habits: activity in social media ( and time spend reading ( ) before and during the pandemic. 4) learning achievement: gpa (y) before and during the pandemic. 5) motivation level (z) before and during the pandemic. this study uses sample data from student participation from thirteen universities in indonesia. data were collected by surveying 226 students randomly. the data collection technique used an open questionnaire where the subject filled out an online questionnaire from the link sent. data related to gender, student status as a worker or, location of residence, availability of device data, network identity, and platforms used by students are also collected as additional information. d. statistical test design the data obtained through a pre-processing in the form of data transformation and data normalization. furthermore, a paired t-test was carried out for variables before and during the pandemic. regression tests were also carried out to determine what factors had a significant effect on student achievement and motivation before and during the pandemic. after the regression test, the partial correlation coefficient was calculated to determine the aspects that significantly affect the dependent variable. the statistical test design for analyzing the variables is shown in figure 1. fig 1. statistical test design between variables iii. result and discussion data as many as 226 survey results were collected from thirteen universities from seventeen diverse faculties. 46% of students who filled out the survey were female, and 54% were male. only 6.6% of them were students as well as workers. 46.5% of students undergo online learning from where they live, 46.5% are rural, 36.3% are urban, and 7.5% are mountainous. the rest are in the lowlands and the coast. there are so many types of social media that students use to communicate, but the majority, 49.6%, actively use instagram, and 14.6% use facebook. while the platforms that are often used in online learning are 49.6%, google meet, 11.5% whatsapp, 8.4% google class, and 10.6% zoom. other data collected will be analyzed by paired ttests, regression tests, and partial tests. we review student gpa and motivation before and during the pandemic. the average student gpa before the pandemic was 3.47, and after the pandemic was 3.43. meanwhile, the student's motivation before the pandemic was dominated by the answer " thriving " (63.3%), which changed to the answer " surviving" (45.6%). the graph of student motivation before and after the pandemic can be shown in figure 2. paired sample t-test was performed on observable variables before and during the pandemic. the results concluded that there were significant changes in various aspects observed, except for the involvement of students in social activities, and family engagement. even though there was an average increase in family engagement, the increase was not significant. furthermore, from these results, it was also concluded that the average gpa of students actually decreased after the pandemic took place, but it was not significant. therefore, this decreased gpa cannot be , , …, before the pandemic , , …, during the pandemic before the pandemic during the pandemic before the pandemic during the pandemic paired t-test regression test regression and partial test journal of education, teaching, and learning volume 6 number 2 september 2021. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 166 concluded as a result of a pandemic. table i shows the results of paired t-test using alpha = 0.05. fig. 2 the level of student motivation before and during the pandemic table i paired sample t-test result variables t-stat. sig student involvement in student activity units ( -3,204 0,001 student involvement in social activities ( -0,001 0,410 student involvement in religious activities ( -4,326 0,001 interaction with college friends ( -12,571 0,001 interaction with lecturers ( -7,937 0,001 family engagement ( ) 0,403 0,343 family economic condition ( -18,544 0,001 health condition ( ) -6,483 0,001 activities using social media ( 3,763 0,001 time spend reading ( ) -3,260 0,001 gpa ( ) 0,984 0,163 learning motivation ( ) -12,543 0,001 aspects that significant changes in decreasing way were student involvement in student activity units, student involvement in religious activities, interaction with college friends, interaction with lecturers, economic conditions, health conditions, time spend reading, and learning motivation. the only thing that has seen a significant increase after the pandemic is intensity is the use of social media. the three aspects most affected by this pandemic are the economic aspect, interaction with college friends, and motivation learning with t-statistic values of -18,544, 12,571, and -12,543. figure 3 shows the quality of the student's economy before and during the pandemic. linear regression test was performed on all variables, either individually (simple linear regression) or together (multiple linear regression). the result of the simple regression test on gpa and motivation variables shown in table ii. we can conclude that before the pandemic, the gpa value was significantly influenced by learning motivation. however, an interesting result after the pandemic, in such a contrast, gpa was not significantly affected by learning motivation. this fact is also supported by the absence of significant changes in student gpa, although there is a huge decrease in student motivation, as shown from the previous t-test. this can be used as material for further discussion and research on why student gpas are not significantly affected by motivation after the pandemic. research by valverde-berrocoso et al. (2020) states that a significant positive effect between lockdown and student performance occurs because students can change learning strategies, increasing their learning efficiency. however, other factors can also be analyzed, for example, whether there is a tendency for teachers to provide lower standards gpa during the pandemic. fig. 3 economic conditions of student families before and during the pandemic table ii regression test between gpa and learning motivation term f-stat sig. before the pandemic 10,930 0,001 during the pandemic 0,022 0,879 furthermore, multiple linear regression tests were carried out on other observed aspects. the results of the regression test are shown in table iii. the regression test results show that the gpa value is not significantly affected jointly by the observed factors both before and during the pandemic. however, after the partial correlation test was carried out, it turned out that there was one factor that influenced the gpa before the pandemic: family engagement. the significant factors that affect the gpa during the pandemic are family involvement and student involvement in religious activities. in multiple regression tests for the motivational aspect, the results obtained are significantly influenced by the factors observed before and during the pandemic. the factors that significantly influence individually before the pandemic are economic conditions and the allocation time of reading books. meanwhile, after the pandemic, the journal of education, teaching, and learning volume 6 number 2 september 2021. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 167 factors that influenced motivation were more students' involvement in social activities (x2), interaction with lecturers (x5), health conditions (x8), and time spend reading (x10). table iii regression test using gpa and motivation as dependent variable dependent variable independent variable term f-stat sig gpa (y) , , , , , , , , , and before the pandemic 1,714 0,078 during the pandemic 1,858 0,052 motivation (z) , , , , , , , , , and before the pandemic 4,358 0,001 during the pandemic 6,724 0,001 table iv regression test on significant independent variables based-on partial t-test significant variables partial t-test regression test t-stat. sig. coeff. f-stat. sig. gpa before family engagement -2,453 0,014 -0,056 4,97 0,026 during student involvement in religious activities -2,508 0,012 -0,123 8,036 0,001 family engagement -2,841 0,004 -0,137 motivation before family economic condition 3,162 0,001 0,255 13,729 0,001 time spend reading 2,546 0,011 0,080 during interaction with lecturers 4,066 0,001 0,108 15,522 0,001 time spend reading 3,184 0,001 0,333 family economic condition 2,397 0,017 0,181 student involvement in social activities 2,133 0,034 0.190 furthermore, based on the partial test, a regression test was conducted on the aspects that significantly affect the gpa and learning motivation, as shown in table vi. from the regression results, the model for motivation during the pandemic with intercept 0,4232 is shown in equation (6). z = 0,423 + 0,108x2 + 0,333x5 + 0,181x8 + 0,190x10(6) recommendations based-on the model can be given to foster student learning motivation related to student involvement in social activities, which positively increases student learning motivation. therefore, students can be directed to participate more actively in social activities that may be used as learning programs. this can be related to research by abidah et al. (2020) which discusses online learning from the point of view of “merdeka belajar”, and research mishra et al. (2020) on the management of change in the education system so that it can overcome distractions and lead to normal academic procedures. the next interesting thing is about the effect of reading as an aspect that significantly affects motivation. after the pandemic, students' reading habits have decreased significantly. the analyzed data also shows that the interest in reading among students is still shallow. it was noted that after the pandemic occurred, there were still as many as 23.5% of students who did not take the time to read books or other reference sources. this is certainly a serious problem that needs to be considered by all educators and stakeholders on how to foster interest in reading to support educational success. iv. conclussion this study is a quantitative study that examines indirect aspects that affect student motivation and academic achievement, represented by gpa scores, in higher education before and during the pandemic. the paired t-test showed significant changes in learning motivation, economic conditions, health conditions, student interactions with friends and lecturers, student involvement in student activity units and religious activities, activity in social media, and time spend reading. aspects that affect gpa and learning motivation were analyzed using linear regression. the results show that the gpa value before the pandemic was influenced by learning motivation. however, after the pandemic, the gpa value was not significantly affected by learning motivation. the multiple linear regression test followed by a partial test showed that the gpa value before the pandemic was influenced by family engagement. meanwhile, significant factors that affect the gpa are family engagement and student involvement in religious activities during the pandemic. in motivation, the results obtained were that learning motivation before the pandemic is influenced by economic conditions and the time spend reading. meanwhile, after the pandemic, the factors that influence motivation are student involvement in social activities, interaction with lecturers, health conditions, and the time spend reading. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its relation to the philosophy of “ merdeka belajar .” 1(1), 38–49. retrieved from https://sciejournal.com/index.php/sipose/article/view/9/5 ariani, d. wahyu. (2017). do social relationship affects motivation? advances in management & applied economics, 7(3), 1792–7552. retrieved from https://www.researchgate.net/publication/318946151 arlinwibowo, j., retnawati, h., kartowagiran, b., & journal of education, teaching, and learning volume 6 number 2 september 2021. page 163-168 p-issn: 2477-5924 e-issn: 2477-8478 168 kassymova, g. k. (2020). distance learning policy in indonesia for facing pandemic covid-19 : school reaction and lesson plans. journal of theoretical and applied information technology, 98(14). retrieved from http://www.jatit.org/volumes/vol98no14/13vol98no 14.pdf balan, s., katenga, j. e., & simon, a. 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(2020). influence of covid19 confinement on students ’ performance in higher education. plos one, 15(10). https://doi.org/10.1371/journal.pone.0239490 hendri, h., mulyani, s. r., & salim, e. (2020). the effect of achievement motivation, how to learn, and the economic conditions of parents on gpa of computer science student. education, sustainability and society, 3(1), 20–26. https://doi.org/10.26480/ess.01.2020.20.26 jawad, y. a. l. a., & shalash, b. (2020). the impact of elearning strategy on students ’ academic achievement case the impact of e-learning strategy on students ’ academic achievement case study : alquds open university. international journal of higher education, 9(6). https://doi.org/10.5430/ijhe.v9n6p44 mahdy, m. a. a. (2020). the impact of covid-19 pandemic on the academic performance of veterinary medical students. frontiers in veterinary science, 7(october). https://doi.org/10.3389/fvets.2020.594261 mishra, l., gupta, t., & shree, a. 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(2020). learning motivation and students ’ achievement in learning english : a case study at secondary school students in the covid-19 pandemic situation. 1(2), 56–64. suryaman, m., cahyono, y., muliansyah, d., bustani, o., suryani, p., fahlevi, m., … harimurti, s. m. (2020). covid-19 pandemic and home online learning system: does it affect the quality of pharmacy school learning? systematic reviews in pharmacy, 11(8), 524–530. https://doi.org/10.31838/srp.2020.8.74 tedja, j. n. (2020). the implementation of distance learning policy during the covid-19 pandemic. indonesian journal of digital society, 1(2), 18–28. retrieved from http://journal.unas.ac.id/sosiologiijds/article/view/903/pdf 2 valverde-berrocoso, j., maría del carmen garrido-arroyo, burgos-videla, c., & morales-cevallos, m. b. (2020). trends in educational research about e-learning : a systematic literature review ( 2009 – 2018 ). sustainability, 12. https://doi.org/10.3390/su12125153 zhu, x., & liu, j. (2020). education in and after covid-19 : immediate responses and long-term visions. postdigital science and education (2020), 2, 695–699. https://doi.org/https://doi.org/10.1007/s42438-02000126-3 isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 249-252 p-issn: 2477-5924 e-issn: 2477-4878 249 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of learning model multimedia-based toward the students’ english ability at senior high school of kolaka regency kadaruddin universitas sembilanbelas november kolaka, kolaka, indonesia e-mail: kadaruddinqada@gmailcom abstract. this research was design to know the effect of learning model multimedia-based toward the students’ english ablility at senior high school of kolaka regency. the question of the research was “is there an effect of learning model multimedia-based toward the students’ english ablility at senior high school of kolaka regency? the objective of the research was to find out the data whether the learning model multimedia-based has an effect toward the students’ english ablility at senior high school of kolaka regency. the significant of the research was expected the model can be used as reference learning model to improve the students’ english ablility. the design of the research was pre-experimental design. the research was conducted at the first-class students of senior high school 1 wundulako in kolaka district. the data were collected by using english test which given at the pre-test and the post-test. in analysed the students’ test result, which the mean score of pre-test was 33,8806 and the mean score of post-test was 69,4058, while the t-table 18,55>2,042 t-test. its mean that the learning model multimedia-based has an effect toward the students’ english ablility. refering to the findings and discussions of the research, it can be concluded that the learning model multimedia-based has an effect toward the students’ english ablility at senior high school of kolaka regency. it was based on the mean score in pre-test and post-test.based on the conclusion of the research, the researcher suggests to the teacher, especially english teacher in kolaka regency to use learning model multimedia-based in teaching and learning process to improve the students’ english ability. keywords: learning model multimedia-based i. introduction the development of technology which is very fast must be accompanied with the ability in using it according to the needs and respective professions. included in the field of education, the latest education technology has shown its existence. this fact has not been comparable with the individual ability of teachers in general in applying it in field of education. most teachers are not yet brave and reluctant to move away from using conventional educational models to technology-based education models. therefore, there should be a maximum effort and continuously from all parties so that the use of the latest technology in the field of education can be utilized properly. learning in schools especially language subjects is very effective if implemented through the innovations of learning models, such as innovation of multimedia-based language learning model. language as a means of communication is one of the most important things in life. with language, we can express ideas, feelings, experiences, and truths in the social environment, both verbally and in writing. as an international language, english is the most popular language in indonesia. in indonesia, english is used as a foreign language. to be able to adopt and master technology, information, and communication, must be supported with adequate english mastery. in the indonesia education curriculum, there are four language skills that must be mastered. such as; speaking, listening, reading, and writing. in addition to these four skills, also required mastery of language elements such as vocabulary, pronunciation, and grammar. the problems in learning english are found, among others because english is not the mother tongue, in addition the vocabulary and grammar of students is still very limited. without adequate vocabulary and grammar, students will have difficulty in improving their english ability. for that, english teachers are required to understand the purpose of learning english supported by the ability to use multimedia and appropriate http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 249-252 p-issn: 2477-5924 e-issn: 2477-4878 250 strategies so that learners can improve their knowledge and english proficiency. ii. method of the research 3.1 design of the research the design of the research is pre-experimental method with one group pre-test and post-test design. the design involves one group as pre-test (01), expose to treatment (x), and post-test (02). table 3.1 research design (01) (x) (02) where: (01) = pre-test (x) = treatment (02) = post-test (gay, 1981:225) 3.2 variable there were two variables involve in this research to see the effects of learning model multimedia-based toward the students’ english ability. 1) the use of learning model multimedia-based was categorized as the independent variable; and 2) the students’ english ability was categorized as dependent variable. 3.3 population and sample 3.3.1 population the population of this research was all students of senior high school in kolaka regency. the total number of school was 35. 3.3.2 sample the sample of this research was class first grade of madrasah aliyah negeri 1 of kolaka in kolaka regency. regarding to sampling matter, the researcher used purposive sampling technique. while the sample of the research was first class, the total of the sample was 31 which consist of 20 males and 11 females. 3.4 instrument of the research in collecting the data, there was one kind of instrument utilized in this research. english test used to acquire detail information about the students’ english ability after the teaching and learning process end. 3.5 procedure of collecting data in collecting data, there were procedures that the researcher has to do, they are: 3.5.1 pre-test before doing treatment, the students were given pretest to know their prior knowledge of english ability. 3.5.2 treatment 1. the teacher explains to the students about learning purpose that will be achieved; 2. the teacher describes the learning scenario related with the using of learning multimedia; 3. the teacher presents the learning matter through learning multimedia that have prepared; 4. the teacher gave chance to the students to watch the matter through learning multimedia; 5. the teacher explains the learning matter that have present; 6. the teacher watchs all students’ activities during the learning process; 7. the teacher repeats some matter if needed; and 8. the teacher discusses and gave conclution about the matter that have present. 3.5.3 post-test the post-test was administered after giving the treatment. the students were given a post-test to find out the effect of using learning multimedia toward the students’ english ability. 3.4 technique of data analysis in this research, the researcher used descriptive inferential statistics to analyzing the data. descriptive statistics used to describe the basic features of the data in the research and inferential statistics used to test the hypothesis. after gaining the data, the data was analysed by using spss (statistic product service solution). iii. research findings and discussion 1.1 findings the data where collected by administrating the test. the test was administrated twice namely pre-test and posttest. pre-test was given before treatment and the post-test was given after treatment. 1.1.1 finding of analysis the analysis of the students finding to describe the students’ result showed on the descriptive statistic. it was showed the different score of the students between the score of pre-test and post-test. table 5.1 the students’ score in pre-test descriptive statistics n mean std. deviation minimum maximum pretest 31 33,8806 12,53980 21,21 76,11 the table above showed that the result of the students in pre-test was the mean score was 33,8806, the standard deviation was 12,53980, while the lowest score of the students was found 21,21 and the highest score of the students in pre-test was 76,11 journal of education, teaching and learning volume 2 no 2 september 2017. page number 249-252 p-issn: 2477-5924 e-issn: 2477-4878 251 table 5.2 the students’ score category pre-test no score classification students’ score f % 1 0 35 very poor 24 77,41% 2 36 55 poor 5 16,12% 3 56 65 fair 0% 4 66 75 fairly good 0% 5 76 85 good 2 6,45% 6 86 95 very good 0% 7 96 100 excellent 0% total 31 100% the students’ score of the table above showed that the categorization of the students’ english ability were 24 (77,41%) got in very poor category, 5 students (16,12%) got the score of poor category, and 2 students (6,45%) got the score of good category table 5.3 the students’ score in post-test descriptive statistics n mean std. deviation minimum maximum posttest 31 69,4058 12,47521 46,82 97,56 the table above showed that the result of the students in post-test was the mean score was 69,4058, the standard deviation was 12,47521, while the lowest score of the students was found 46,82 and the highest score of the students in post-test was 97,56 table 5.4 the sudents’ score category pre-test no score classification students’ score f % 1 0 35 very poor 0 0% 2 36 55 poor 5 16,13% 3 56 65 fair 7 22,58% 4 66 75 fairly good 10 32,26% 5 76 85 good 5 16,13% 6 86 95 very good 3 9,68% 7 96 100 excellent 1 3,23% total 31 100% the students’ score of the table above showed that the categorization of the students’ english ability were 5 (16,13%) got in poor category, 7 students (22,58%) got the score of fair category, 10 students (32,26%) got the score of fairly good category, 5 students (16,13%) got the score of good category, 3 students (9,68%) got the score of very goog category, and 1 student (3,23%) got the score of excellent category. 1.1.2 hypothesis testing the t-test was formulated using spss program to found the effect of learning model multimedia-based. the ttest was success if t-table >t-count. the hypothesis testing or the t-test was showed on the table below: table 5.5 the paired sample test of t -test paired sample test mean std. deviation std. error mean 95% confidence interval of the difference t df sig. (2tailed) lower upper pair i pretest posttest 35,53 10,67 1,92 39,44 31,61 18,55 30 0,00 based on the data above, the data value of t-test was bigger than the value of t-table. it indicates that there was a significant difference between the result of the students’ english ability before and after treatment. iv. discussion the description of previous section shows the students’ english ability has a significant. it was supported by the mean score of pre-test 33,8806 and post-test 69,4058. based on the findings above, it can be concluded that there was a significant effect of learning model multimedia-based toward the students’ english ability. after calculating the score, the researcher found the students’ english ability in hypothesis testing of the students in pre-test from the mean score 33,8806on pre-test to be 69,4058 on post-test. it was supported by the mean score post-test of the students’ english ability was higher than pretest.therefore, it can be said that the learning model multimedia-based can gave the effect toward the students’ english ability. so, the h1 was accepted and h0 was rejected. v. conclusion as has been stated before, the research was applied pre-experimental design in senior high school in kolaka regency. based on the finding and discussion, the researcher concludes as follows: learning model multimedia-based has an effect toward the students’ english ability. it is proved by the meas score of the pre-test and post-test, which indicates the posttest value is higher than the pre-test while pre-test is 33,8806and post-test is 69,4058.besided that, the result of statistical analysis at the level of significance is 0,05 which indicates t-test value is higher that t-table while (18,55>2,042) with degrees of freedom (df) is 30. references alleydog, [online] available: https://www.alleydog.com/glossary/definition.php?term=learning%2 0 model(august 8, 2017) dave marshal, [online] available: https://users.cs.cf.ac.uk/dave.marshall/multimedia/node10.html (august 8, 2017) istarani, (2012). model pembelajaraninovatif. medan: media persada kadaruddin, (2015). peningkatankemampuanbercerita bahasa inggrismelaluipenggunaan media film animasi 3d bagisiswa sma sederajat se kabupatenkolaka. dp2m dikti: research report. kadaruddin, (2015). 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running the lesson (do stage); and observing the lesson as well as evaluating and reflecting it (see stage). besides, it is found the lecturers develop learning innovation to create students’ active learning. the colleagality among the lecturers is also develop well through the implementation of lesson study. the questionnaire result also shows that the implementation of lesson study can make the student become autonomous learners. keywors: lecturers’ competence. paedagogic, lesson study i. introduction background of the study faculty of teacher training and education of pakuan university always tries to achieve national education goal and fulfill global demand in order that the graduates able to compete with other graduates nationally and internationally through the improvement of learning quality. by the improvement of learning quality, it is expected that the national education goal can be achieved. one of the efforts to do it is through the improvement of the lecturers’ pedagogic competence. lecturers’ pedagogic competences are among others: 1) understanding learners’ characteristics; 2) understanding learners’ learning styles and learning difficulties; 30 facilitating the development learners’ potency; 4) mastering the theory and the principles of educating learning; 5) developing the curriculum that triggers learners’ involvement in learning; 6) designing educated learning; 7) doing educated learning; 8) evaluating the learning process and result. however, the reality in the field shows first, there are variety of competence and lecturers’ difficulty in planning the lesson such as making chapter design and lesson design. second, in administering the learning process and delivering knowledge, the lecturers have not given optimum effort to give knowledge, skills and attitude to the students by involving them actively. third, there is no accurate measurement to investigate the students’ understanding of the materials and the lecturers’ success in teaching and students’ succeess in learning and students’ learning autonomy. fourth, the learning process is not relevant the studnts’ need. if those conditions continuously happen, it will result in the low quality of education which cover: 1) the lecturers’ uncompetence in planning the lesson; 2) the lowness of learning autonomy and competence of the students in understanding the lecturer’s explanation; 3) imperfection in building students’ character; 4) students’ low thinking capacity. to anticipate those condition, the lecturers of faculty of teacher training and education of pakuan university implement lesson study. it is one of the efforts to develop lecturers’ quality and professionalism in facilitating the learning process. lesson study is an activity that encourages a learning community, which consistently and sytematically does self revision individually and managerially. thus, it is expected that by the implementation of lesson study the lecturers’ pedadogical competence improved. mailto:sarimanah.herty@gmail.com journal of education, teaching and learning volume 1 number 2 september 2016. page 51-55 p-issn: 2477-5924 e-issn: 2477-4878 52 focus of the study the study focuses on the effort in improving lecturers’ pedagogic competence that covers ability to plan a lesson, to administer the students centered-based lesson, and to evaluate the learning process and the learning result through the implementation of lesson study. the learning components observed are the lecturers, the students, the materials, the method, the media and the evaluation. statement of the problem based on the background of the study and research focus, the problem can be stated: “is there an improvement of faculty of teacher training and education lecturers’ pedagogic competence through the implementation of lesson study?” ii. theoretical foundation the nature of lecturer’s pedagogic competence the development of science and technology gives impact to the way the lecturers teach. it also encourages them to always improve their competence in order that they are able to use updated material and teaching method that is appropriate with the present situation need and challenge. thus, the lecturers need to improve their pedagogic competence. in indonesian fundamental law no. 14 year 2005 about teacher and lecturer, it is stated that pedagogic competence is “kemampuan mengelola pembelajaran peserta didik” (the ability to manage learners’ learning). department of national education (2004:9) defines this competence as “kompetensi pengelolaan pembelajaran” (learning management ompetence). this competence can be seen from the ability to plan the learning program, ability to interact with the learners and to manage learning, and aility to evaluate. the competence in planning the lesson according to joni (1984:12) covers 1) planning the organisation of the learning materials, 2) planning learning management, 3) planning classroom management, 4) planning the use of media and learning resources, and 5) planning learners’ learning assessment. department of national education (2004:9) sates that the competence of planning a lesson covers 1) ability to describe the goal, 2) ability to select the materials, 3) ability to organize the materials, 4) ability to decide learning strategy/method, 5) ability to decide learning resource and teaching aids, 6) ability to develop evaluation tool, 7) albility to decide evaluation technique, and 8) ability to manage time. based on the description, designing a lesson is a leacturers’ competence towards the activities that the learners should do during the learning process which include stating the goal, describing each lesson, planning the lesson, selecting different media and learning sources, and planning the evaluation based on the goal of learning. pedagogic competence is the ability that should be possessed by a lecturer related to the learners characteristics seen from different aspect such as physics, moral, social, culture, emotion, and intellect. thus, lecturers’ pedagogic competence can be described as the whole knowledge, skill and attitude reflected in a set of responsible smart actions possessed by a person whose profession is a teacher. according to gagne, there are various indicators showing the competence of a lecturers in teaching if they do the following roles: 1. teacher as a planner who prepares everything that will be done in the classroom teaching (pre-teaching problems).; 2. teacher as an organizer who creates situation, gives stimulus, moves and leads the learning process based on the plan, in which he plays a role as a resource, and as a wise leadership consultant who is democratic and humanistic during the teaching and learning process. 3. teacher as an evaluator, who collects, analyzes, interprets, and assesses the success of learning process based on the stated criteria, in terms of the effectiveness of the process and the quality of the product. through good understanding about those roles, the lecturers will be able to conduct effective learning that can be seen if the lecturer can achieve the learning target. the learners are able to accept, understand, and apply well the materials delivered by the lecturer. in an effective learning the leacturer’s role is very important, because he should know what the learners have already known, what they haven’t known, and what they should know. it is expected that a lecturer uses creative and innovative learning method that will make the learners motivated to learn more. professional is a quality attitude of a member of a profession towards his profession and degree of their knowledge and expertise they have to do their job. (surya, 2014:352). professional teacher is a teacher who is competence and able to use his competence in creating a condition in which the teacher and the students interact to elaborate learning materials. it is also stated that a professional teacher is a teacher who are qualified in planning a lesson and administering the learning process in order to achieve expected specific attitude change. besides, teacher professionalism can be seen on teacher’s creativity in organizing the learning materials. teacher’s skill in making learning media makes it possible for the students to interact and actively use the learning media. the teachers’ competence in conducting the whole evaluation can be seen from both the process and the result by observing students’ attitude, students’ learning result, and students’ skills. in conclusion, teacher professionalism can be reflected through his performance and attitude in doing his job. the nature of lesson study lesson study is a model of educator profession guidance through analysing learning collaboratively and journal of education, teaching and learning volume 1 number 2 september 2016. page 51-55 p-issn: 2477-5924 e-issn: 2477-4878 53 continuously based on the principle of collegiality and mutual learning to develop learning community. (hendayana, 2007:28-38) lesson study guidance can be used as a teaching guidance model for a teacher or lecturer towards the students, and as an effort to improve teacher’s quality and professionalism in facilitating a learning process. as lewis stated that if a teacher wants to improve a learning quality, one of the obvious ways is by collaborating with other teachers to design, observe and reflect learning. (lewis, 2011: 2). thus, lesson study is done in three stages: plan, do, see. the three stages belong to one cycle and is done continuously. in other words lesson study is a strategy to improve the quality of education that never ends (continuous improvement). the improvement of lecturer’s pedagogic competence through lesson study is done in bottom-up way because the development of learning is done by considering suggestion, criticism, and recommedation from the observers, which is synthesized collaboratively and continuously. the pattern of lesson study is developed as follows: iii. research method this research applies qualitative descriptive method, and conducted in indonesian language and art education study program, english education study program, biology education study program, and primary education study program. the result of the research is based on document analysis, observation, and the analysis of the learning process. the research was started by investigating the learning activities done by the lecturers from four different study programs. the instruments used in the research are observational guide and questionnaire. the information is then synthesized to find out the need of lecturer’s pedagogic competence in doing learning activity. the target is improving lecturer’s pedagogic competence in each study program of faculty of teacher training and education of pakuan university which is proven by analysis result. research finding and discussion to find out the effectiveness of lesson study program done in faculty of teacher training and education of pakuan university, the researcher compares the condition before and after the implementation of lesson study. from the instruments used the researcher got comprehensive information about the situation and condition in the field, because the data are taken from quantitative and qualitative survey. both are used in the survey before lesson study is implemented (baseline survey) and after lesson study is implemented (end-line survey) along the learning activities. quantitative survey is done through questionnaire distribution and students’ academic competence test. the questionnaire is responded by the head of each study program, the lecturers, and the students. to do the quality assurance of the instrument as the data collection tool in evaluating the effectiveness of the program, those instruments are validated in advance through review, tryout and revision process. qualitative survey is done by observing the learning process, interviewing, and analysing video of learning process. the qualitative instruments consist of learning observation guide and interview guide. those instruments are also developed through review, try-out and revision process. monitoring of lesson study action is done on every stage of lesson study, starting from plan stage, do stage, and see stage. on the plan stage, monitoring is done by directly observing the lecturers’ activity of each study program when they plan the lesson. the implementation stage and reflection is done by directly observing the situation and interviewing the model lecturer (the one who carries out the lesson), observers, sample students taken from the open lesson class and the head of each study program. the monitoring instruments and evaluation used in lesson study are as follows: data from interview: a. interview data with lecturers about the condition and situation of the present learning situation based on the result of the interview with the lecturers about the present learning situation, the majority of the lecturers said that lesson study is a new breakthrough to improve the quality of learning. the lecturer is more skillful in designing the lesson, applying learning model, approach, strategy and the use of learning media. besides, lesson study develops learning community and collaboration among the lecturers so that the success of students’ learning can be improved. b. interview with students about the condition and situation of the present learning situation the students conclude that the learning done by the lecturers by implementing lesson study can improve their learning motivation, learning strategy, learning autonomy, and learning result. c. interview with head of study program about the condition and situation of the present learning situation do lecturers guide the students learning, observers observe the students learning activities see lecturers and observers analyze the learning process done to revise for the next lesson. plan lecturers collaboratively plan the lesson by making chapter design and lesson design journal of education, teaching and learning volume 1 number 2 september 2016. page 51-55 p-issn: 2477-5924 e-issn: 2477-4878 54 from the interview with the head of each study program, it is found that the lecturers’ teaching spirit and collegiality among the lecturers improved. the lecturers’ pedagogic competence which covers planning, learning action, and reflecting is also improved. d. observation and video analysis of the learning process based on the observation of the learning process from the video taken from each lecturer model, it can be seen that in the learning process the students are more active, creative, and joyful. however, the pictural shot is less smooth, neat and appropriate as the result the important moments and expressions are not caught properly by the camera. e. academic test in each study program academic test of each study program is developed based on the goal of learning of each subject by the team in accordance with the chapter design and lesson design. evaluation data from lesson study activity a. oservation result from plan stage based on observation result on plan activity, the lecturers agree that before learning is carried out, the lecturers identify the problems to focus on the problems or difficulties that are often faced by the students in particular learning materials. through lesson study the lecturers get used to work collaboratively with other lecturers in deciding learning scenario and learning media that will be used. this activity is available since lesson study is applied. before lesson study was carried out the lecturers worked alone; only a few of them who worked collaboratively with other lecturers who taught the same subject. through lesson study there is an improvement in collaboration among the lecturers. b. oservation result from learning activity (do) based on observation result from the learning activity (do), the lecturers agree with the implementation of lesson study because through lesson study, all teaching tools are prepared well. the lecturers strongly agree with lesson studybased learning. it can be concluded that the implementation of lesson study in the learning process shows the improvement of the lecturers’ pedagogic competence, as well as the improvement of the students’ learning motivation, learning strategy, and learning result. the improvement of the lecturers’ pedagogic competence can be seen by teamwork in plan, do, see stages. lesson design and chapter design are the products of the lecturers’ competence in designing the lesson plan. before lesson study was implemented there were no skills and products as a result of lesson planning design. the benefit of designing the lesson is that the lecturers have a guideline for administering a class which can be measured both its process and its product. in the implementation of do stage it was found that teaching by being observed triggers the lecturers’ creativity in producing learning model and media, learning innovation can be achieved by many breakthough in learning model and media development as well as the lesson study-based research. the model lecturers feel satisfied in conducting lesson study. besides, by conducting a learning reflection, the lecturers are expected to always improve and carry out better lesson. data from questionnaire (observer) based on the data from questionnaire filled by the oservers, it is found that the observers agree with the implementation of lesson study and the stages of plan, do, see. through lesson study they find that the students’ learning autonomy improved. lesson study can change their perception towards learning process that is open for suggestion and criticism. in conclusion, the observers respond positively to lesson study to improve the quality of learning. data from questionnaire (students) the result of questionnaire given to the students show that they are motivated to learn better. the mastery of the lesson with lesson study pattern makes the students participate actively in learning the lesson. the lecturing through lesson study shows the change of the students’ attitude into a more positive one. the students are motivated to learn collaboratively, to be more responsible, and autonomous. thus, through lesson study the students find their own strategy to learn the lesson. iv. data analysis the data taken from questionnaire, observation, and interview are analyzed quantitaively and qualitatively with the following result: no the components result 1 plan almost 100% lecturers agree that plan is carried out before administering the lesson 2 do the lecturers agree that through open lesson all the learning tools are prepared well 3 see reflection is effective in revising the plan before do stage 5 model lecturer lesson study based learning reinforces the lecturers to be professional and competence, to e able to work journal of education, teaching and learning volume 1 number 2 september 2016. page 51-55 p-issn: 2477-5924 e-issn: 2477-4878 55 collaboratively and develop collegiality 6 observer almost 100% lecturers are motivated to be model lecturers and believe that lesson study can improve the quality of learning v. discussion based on data description and analysis, it can be concluded that lesson study is able to: 1. improve lecturers’ skill in designing the lesson, administering the lesson, and evaluating the lesson. 2. improve collegiality among the lecturers and studentteachers in learning by exchanging experience through lesson study. 3. improve the accountability of lecturers’ teaching tasks which are open mind, responsibility, and well planned and evaluated work. 4. develop learning community among lecturers, among students, and between the lecturers and the students. 5. improve students’ learning autonomy. 6. improve learning documents and scietific paper writing from learning development result through lesson study. based on the output, documenting and pulishing lesson study activities conducted in four different study programs in faculty of teacher training and education give positive impact to the lecturers, the students and the study program. they are among others: 1. the availability of innovative and creative learning tools as the result of lesson study 2. the documents of lesson study results done by faculty of teacher training and education 3. the improvement of scientific publication as a result of lesson study-based research 4. giving real illustration in improving the leacturers’ pedagogic competence. 5. motivating the lecturers to participate in doing lesson study to improve their pedagogic competence and improving the quality of learning. vi. conclusion learning activity done through the implementation of lesson study is proven to improve lecturers’ pedagogic competence in designing the lesson by collaborating with other lecturers and giving suggestions to each other in designing the lesson. before lesson study was implemented the lecturers worked alone, but now they work with team so that they have many fruitful suggestions from other lecturers who become the observers. lesson study improves the quality of learning, especially through the improvement of lecturers’ pedagogic competence in designing, administering, and evaluating the lesson. the implementation of lesson study in the class gives positive impact in producing the students who are skillful in learning. the expectation to produce the students who are smart, leading, competitive, and dignitive as expected by the government can be achieved through the implementation of lesson study. references [1] creswell, jhon w. 2008. educational research. planning, conducting, and evaluating quantitative and qualitative research. new jersey:pearson. [2] gagne, robert m. 2003. principles of instructional design. new york: holt rinehart winston. [3] hendayana, sumar., sukirman., karim, ma. 2007. studi peran imstep dalam penguatan program pendidikan guru mipa berbasis lesson study di indonesia. educationist. vol 1 (1): 28-38. [4] lewis, c. 2002a. lesson study: a handbook for teacher-led improvement of instruction (brief guide to lesson study). philadelphia: research for better schools. online. www.lessonresearch.net/briefguide.pdf. [5] lewis, catherine, & jacqueline hurd. 2011. lesson study step by step. how teacherlearning communitis improve instruction. usa: heinemann [6] pribadi, benny a. 2009. model desain sistem pembelajaran. jakarta:dian rakyat. [7] trianto. 2007. model-model inovatif berorientasi konstruktivistik. surabaya: prestasi pustaka publisher. [8] uno, hamzah. 2006. perencanaan pembelajaran. jakarta: bumi aksara. [9] twelker, paul a., urbach, floyd d., & buck, james e. 1972. the systematic development of instruction. stanford: eric clearinghouse on media and technology. http://www.lessonresearch.net/briefguide.pdf http://www.lessonresearch.net/briefguide.pdf http://www.lessonresearch.net/briefguide.pdf isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 13-17 p-issn: 2477-5924 e-issn: 2477-8478 13 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. improving critical thinking skills and learning outcomes of 4th grade students through discovery learning model wahyu rizaldi 1) , mawardi 2) 1) satya wacana christian university, salatiga, indonesia e-mail: wahyurizaldi13@gmail.com 2) satya wacana christian university, salatiga, indonesia e-mail: mawardi.mawardi@uksw.edu abstract. lack of critical thinking skills in students is a problem faced in thematic learning at sd negeri 2 kedungrejo. therefore, it had an impact on low learning outcomes. from this problem, this study aims to improve critical thinking skills and learning outcomes through discovery learning model. classroom action research (ptk) was used in this study. while the data collection instruments included observation sheets, test questions, and questionnaires. the data analysis technique used a comparative descriptive technique. the subjects of this study were 22 4th grade students of sd negeri 2 kedungrejo. the results of this study indicated an improvement of critical thinking skills and students’ learning outcomes. this can be proven by the average value of students' critical thinking skills in cycle i of 54.67% and increased again in cycle ii by 69.84%. whereas for students’ learning outcomes, in cycle i showed students’ average score of 70. moreover, it increased by an average value of 80 in cycle ii. to sum up, these results showed that applying discovery learning model in the online learning process were able to improve students’ critical thinking skills and learning outcomes. keywords: critical thinking skills; learning outcomes; discovery learning. i. introduction integrated thematic learning is basically integrated learning that uses themes to combine several subjects so that they can provide meaningful experiences for students. according to majid (2014) integrated thematic learning is a learning model that combines a concept in several different fields of study in order to students learn better and meaningful. in this pandemic situation, it has a challenge for teachers to design and implement an online meaningful learning. in this online learning activities, teachers are required to be creative and innovative. they also collaborate with parents to create an effective teaching and learning process. it can be face-to-face meetings using internet applications or giving structured assignments and project. the implementation of online learning becomes a technique for teachers to develop 21st century learning skills. critical thinking is one of 21st century skills. it encourages students to think critically about events and facts that occur in the environment and use internet-based applications to deliver learning material. learning model in curriculum 2013 must provide a learning process that allows students to get used to develop critical thinking abilities and skills. it can be shown, when students have good critical thinking skills, their learning outcomes will be increased. based on the results of 4th grade observations and interviews with the homeroom teacher, it was found that 4th grade students had low critical thinking skills on social studies subject. it can be seen from their lack of opinion and express what they thought, and criticize what they saw, this was due to the lack of challenges in learning. the homeroom teacher employed teaching methods and models that were less to stimulate students' critical thinking skills. it was less challenging and made the students feel bored in the classroom. this had an impact on students’ social studies subject learning outcomes because of low critical thinking skills. this can be seen from the data provided by the homeroom teacher, there were 16 out of 22 students who did not master the competence of social studies subject. this can be proven by the social studies subject test score ≤ 67, the score of 67 was the minimum threshold or kkm. from the 22 students, only 6 students were already above the kkm and got ≥ 67. however, 16 students had not yet completed their studies, http://creativecommons.org/licenses/by-nc/4.0/ mailto:wahyurizaldi13@gmail.com mailto:mawardi.mawardi@uksw.edu journal of education, teaching, and learning volume 6 number 1 march 2021. page 13-17 p-issn: 2477-5924 e-issn: 2477-8478 14 namely obtaining a score of ≤ 67. based on the data, it shown that those who reach the kkm were 27% while those who had not been able to meet the kkm were 73%. based on the problems above, it needs a variative learning methods or models that can refresh the atmosphere of learning activities and provide opportunities for students to play a more active role in the learning process and be able to develop students’ skills. one of the alternatives for this problem is implementing discovery learning model in the classroom. the purpose of this study was to improve students’ critical thinking skills and learning outcomes using discovery learning model. the theoretical benefit of this research was to consider to develop discovery learning model to improve students’ critical thinking skills and learning outcomes. according to yaumi (2012: 67) "critical thinking is a cognitive ability in making conclusions based on logical reasons and empirical evidence". santrock (2014) argues that thinking is manipulating and changing information in memory such as the form of concepts, reasons, critical thinking, making decisions, thinking creatively and solving problems. he also defines critical thinking is thinking reflective, productive and evaluating evidence. from some experts’ opinions above, it can be concluded that critical thinking skills are the ability of students to solve problems and draw conclusions from various aspects and perspectives they face. the learning process has something that has been achieved. the results of the learning process that have been achieved are called learning outcomes. purwanto (2013) argues that learning outcomes can be explained by understanding the two words that make it up, namely "results" and "learning". the definition of a result (product) indicates an acquisition as a result of carrying out an activity or process that results in changes in functional input. in teaching activities, after experiencing learning, students change their behaviour compared to before. emphasized by susanto (2013) student learning outcomes are abilities that children acquire after going through learning activities. because the learning activity itself is a process of someone trying to obtain a relatively permanent form of behaviour change. based on the explanations of the experts above, it can be concluded that the learning outcomes are a sign of the learning process carried out which has an impact on behaviour in the short and long term. as well as in education, learning outcomes are interpreted in the form of test results for a number of subjects that have been delivered. in connection with the explanation above, the researcher was interested in conducting classroom action research with discovery learning model to improve critical thinking skills and student learning outcomes in social studies subject in the 4th grade of sd negeri 2 kedungrejo. there were previous studies that have used discovery learning model for critical thinking skills and student learning outcomes. these are some researches that have been conducted by toni hidayat, mawardi, suhandi astuti (2019), oktaviani (2018), fadilah wulan dari, syafri ahmad (2020), ratih. dwi yulianti rahayu, mawardi, suhandi astuti (2019), yulita windarti, slameto, eunice widyanti s (2018), gitta merdiani afandi (2019), awalus sa'diyah, yari dwikurnaningsih (2019), emi nur faizah, ganes gunansyah (2014)), sri hartati, irwan koto, daimun hambali (2020), dianita eka prasasti, henny dewi koeswanti, sri giarti (2019). toni hidayat, mawardi, suhandi astuti (2019: 3) state that the discovery learning model is a teaching method that guides children acquire knowledge that they previously knew not through notification, or are entirely discovered from the results of their own experiences. according to ratih dwi yulianti rahayu, mawardi, suhandi astuti (2019: 9) discovery learning model is learning designed in order to students can find knowledge without being previously known and educators are only facilitators so that they can make students active in learning activities. based on the explanation of the discovery learning model, it can be concluded that the discovery learning model is a learning concept in which the learning content is not conveyed directly in the form of text and focuses on learning activities, students are encouraged to find what they want to know, look for their own information, and form what they know then drawn to conclusions. according to hosnan (in fadilah wulan dari, syafri ahmad, 2020: 1471) the advantages of discovery learning model are: 1) increasing students' critical thinking skills, 2) helping students strengthen their self-concept, because they gain the confidence to cooperate with other students, 3) encouraging students involvement in learning, 4) learning situations become more stimulated, 5) training students to learn independently, 6) improving students’ activeness in learning because they think and use the ability to find the final result. ii. methodology based on the type of data used, this research was classified as qualitative research. meanwhile, based on the method used, this research was classified as classroom action research (ptk). this research was conducted at sd negeri 2 kedungrejo on 17-20 february 2021. the subjects in this study were all 4th grade students of sd negeri 2 kedungrejo which consisted of 22 students, namely 6 male students and 16 female students. data collection instruments used in this study were observation sheets, test questions, and questionnaires. the observation sheet was used to find out information about the number of students, lesson schedules, syllabus, and teacher and students. activities in learning. test questions were used to measure student learning outcomes. questionnaires were used to measure students' critical thinking skills. the data analysis technique employed a comparative descriptive technique. according to herry sanoto (2013: 41) classroom action research (ptk) is research that aims to take corrective journal of education, teaching, and learning volume 6 number 1 march 2021. page 13-17 p-issn: 2477-5924 e-issn: 2477-8478 15 action, increase and also take action in a change in a better direction than before as an effort to solve problems faced, especially aimed at learning activities or the teaching and learning process in the classroom. this research was conducted in 2 cycles and each cycle consisted of one meeting. each cycle consists of: seeing (look), thinking (think), doing (act). to measure the level of success in the study, the teacher in each cycle conducted an evaluation and distributed a questionnaire. the successful research is if it has achieved 2 indicators, namely: (1) learning using discovery learning model is successful if after being given action, there is an increase in students' critical thinking skills ≥ 60 or students get a score of 60 above. (2) learning by applying discovery learning model is successful if the student's score is ≥ 70 or the student gets a score of 70 and above. iii. results and discussion a. results based on the data obtained, it can be seen an increase in the mean value of critical thinking skills and student learning outcomes obtained by students starting from cycle i to cycle ii. the results of the inventory of students' critical thinking skills in cycle i can be seen in table 1.1 below: table 1.1 inventory results of critical thinking skills cycle i category value range frequency percentage very high 60 80 9 41 % high 40 – 59 13 59 % moderate 20 – 39 0 0 low 0 19 0 0 total 22 100 % description has not succeeded from table 1.1 it can be seen that the results of the inventory of students' critical thinking skills as cycle i data. the data showed that 41% of students were at very high criteria, 59% of students were on high criteria, 0% was on medium criteria, and 0% was on low criteria. the students’ learning outcomes of sd negeri 2 kedungrejo after learning using discovery learning model in the first cycle mentioned as follows: table 1.2 frequency distribution of learning outcomes cycle i social studies subject theme 7 sub-themes 3 theme 3 learning 3 sd negeri 2 kedungrejo semester ii of the 2020/2021 school year category score frequency percentage completed ≥ 70 10 45 % not complete ≤ 69 12 55 % total 22 100 % kkm 70 minimum value 40 maximum value 90 average value 70 from table 1.2 it can be seen that the completeness of the learning outcomes of students of sd negeri 2 kedungrejo in the first cycle were students who achieve scores above kkm were 10 students with a percentage of 45%. there were 12 students who had not reached kkm with a percentage of 55% with the lowest score of 40 and the highest score of 90. the results of the inventory data analysis for the critical thinking skills of 4th grade students in cycle ii: table 1.3 inventory results of critical thinking skills cycle ii category value range frequency percentage very high 60 80 19 86 % high 40 – 59 3 14 % moderate 20 – 39 0 0 low 0 19 0 0 total 22 100 % description succeeded from table 1.3 it can be seen that the results of the inventory of students' critical thinking skills as cycle ii data. the data shows that 86% of students were at very high criteria, 14% of students were on high criteria, 0% was on medium criteria, 0% was on low criteria. the learning outcomes of sd negeri 2 kedungrejo students after learning using the discovery learning model in cycle ii mentioned as follow: table 1.4 frequency distribution of learning outcomes cycle ii social studies subject theme 7 sub-themes 3 theme 3 learning 3 sd negeri 2 kedungrejo semester ii of the 2020/2021 school year category score frequency percentage completed ≥ 70 18 82 % not complete ≤ 69 4 18 % total 22 100 % kkm 70 minimum value 50 maximum value 100 average value 80 from table 1.4, it can be seen that the completeness of the learning outcomes of students of sd negeri 2 kedungrejo in cycle ii were 18 students who achieve scores above kkm with a percentage of 82%. there were 4 students who had not reached kkm with a percentage of 18% with the lowest score of 50 and the highest score of 100. the results of the inventory data analysis of critical thinking skills of 4th grade students in cycle i and cycle ii can be seen in table 1.5: table 1.5 comparative descriptive analysis of critical thinking skills cycle i and cycle ii no category cycle i cycle ii total % total % 1 very high 9 41 19 86 2 high 13 59 3 14 3 moderate 0 0 0 0 4 low 0 0 0 0 total 100 22 100 description succeed journal of education, teaching, and learning volume 6 number 1 march 2021. page 13-17 p-issn: 2477-5924 e-issn: 2477-8478 16 based on table 1.5, it can be seen that the increase in students' critical thinking skills was in a better direction. it can be seen that in the first cycle there were 9 students or 41% of the students who reached the very high criteria, 13 students or 59% of the students who reached the high criteria, and no students who were in the medium and low criteria. for the results of cycle ii, there were 19 students who were at very high criteria with a percentage of 86% and 3 students were at high criteria with a percentage of 14%. based on the results of the comparative descriptive analysis of critical thinking skills starting from cycle i and cycle ii, it shows that there is an increase in critical thinking skills in 4th grade students of sd negeri 2 kedungrejo. table 1.6 comparative descriptive analysis of learning outcomes cycle i and cycle ii no category cycle i cycle ii total % total % 1 completed 10 45 18 82 2 not complete 12 55 4 18 kkm 70 70 minimum value 40 50 maximum value 90 100 average value 70 80 from the table above, the comparison of the completeness of student learning outcomes from cycle i and cycle ii shows the learning outcomes in cycle i the average value was 70 even though there were still 12 students who had not reached kkm (70), while 10 students who had ≥ kkm (70 ) were complete. to strengthen the result, the researcher decided to proceed cycle ii. in cycle ii there were 4 students who did not complete or ≤ kkm with a percentage of 18% of students who had completed or ≥ kkm as many as 18 students with a percentage of 82%. these are the results of this study conducted at sd negeri 2 kedungrejo by applying the discovery learning model has been proven to improve the learning outcomes of 4th grade students with an increased comparison of learning outcomes. b. discussion based on the results, it showed that there were differences in students’ critical thinking skills and learning outcomes before applying the discovery learning model where at the pre-cycle time there were no students who were able to achieve high criteria, even so the student learning outcomes showed that student learning outcomes were still very low. where of the 22 students only 6 completed students or 27%. the results of the calculation of the inventory analysis of critical thinking skills showed that there were 9 students in cycle i or 41% who reached very high criteria, in cycle ii it was seen that the increase in critical thinking skills was 19 students or 86%. as well as student learning outcomes seen in the first cycle the number of students who completed were 10 students or 45% and in the second cycle student learning outcomes increased to 18 students or 82% who completed. based on the previous research, it is proven that the use of discovery learning model is effective in improving critical thinking skills and student learning outcomes. these results reinforce the previous research carried out by hidayat, mawardi, astuti (2019: 8). there were three conclusions namely: 1) implementing discovery learning model to improve students’ critical thinking skills was more effective than using conventional learning model; 2) implementing discovery learning model to improve students’ learning outcomes in learning was more effective than using conventional learning model; 3) there was a positive relationship between critical thinking skills and improvement of students’ learning outcomes. in addition, the previous research support conducted by yulita, slameto, eunice (2018: 154) that applying the discovery learning model had been shown to improve critical thinking skills and student learning outcomes, the results of this study are in the line with previous research. iv. conclusion and suggestion a. conclusion based on the results of data analysis during the study to improve students’ critical thinking skills and learning outcomes applying discovery learning model in the 4th grade of sd negeri 2 kedungrejo, it was concluded that: 1) it was more effective to employ discovery learning model than lecture learning model to improve students’ critical thinking skills in the classroom. 2) it was more effective to employ discovery learning model than lecture learning model to improve learning outcomes in the teaching and learning processes. 3) there was a good relationship between improving critical thinking skills and students’ learning outcomes. b. suggestion these are some suggestions to improve the teaching and learning quality namely: 1) hopefully, teachers can implement discovery learning model to improve students’ critical thinking skills in teaching and learning activities; 2) students can sharpen and strengthen their critical thinking skills in order to more competent and responsive in the classroom; 3) the institution or school can provide moral and material assistance for teachers to improve the quality of learning. references afandi, gitta merdiani. 2019. penerapan model discovery learning untuk meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran ipa kelas iv sekolah dasar (skripsi). bandung: universitas pendidikan indonesia. dari, fadilah wulan., syafri ahmad. 2020. model discovery learning sebagai upaya meningkatkan kemampuan berpikir kritis siswa sd. jurnal pendidikan tambusai. 4(2): 1469-1479. hidayat, toni., mawardi, dan suhandi astuti. 2019. peningkatan kemampuan berpikir kritis dan hasil belajar siswa kelas iv melalui model pembelajaran discovery learning pada tema indahnya journal of education, teaching, and learning volume 6 number 1 march 2021. page 13-17 p-issn: 2477-5924 e-issn: 2477-8478 17 keberagaman di negeriku. judika (jurnal pendidikan unsika). 7(1): 1-9. majid, abdul. 2014. strategi pembelajaran. bandung: remaja rosdakarya. oktaviani, windi. 2018. penerapan model pembelajaran discovery learning untuk meningkatkan kemampuan berpikir kritis dan hasil belajar mata pelajaran matematika siswa kelas 5 sd (skripsi). salatiga: universitas kristen satya wacana. purwanto. 2013. evaluasi hasil belajar. yogyakarta: pustaka pelajar. rahayu, ratih dwi yulianti., mawardi, dan suhandi astuti. 2019. peningkatan keterampilan berpikir kritis dan hasil belajar siswa kelas 4 sd melalui model pembelajaran discovery learning. jurnal pendidikan dasar indonesia. 4(1): 8 – 13. sa’diyah, awalus., yari dwikurnaningsih. 2019. peningkatan keterampilan berpikir kritis melalui model pembelajaran discovery learning. edukasi : jurnal penelitian dan artikel pendidikan. 11(1): 5566. santrock, john w. 2014. psikologi pendidikan. jakarta: salemba humanika. susanto, ahmad. 2013. teori belajar dan pembelajaran di sekolah dasar. jakarta: kencana prenada media group. windari, yulita., slameto, dan eunice widyanti. 2018. peningkatan kemampuan berpikir kritis dan hasil belajar melalui penerapan model discovery learning dalam pembelajaran tematik kelas 4 sd. jurnal pendidikan berkarakter. 1(1): 150-155. yaumi, muhammad. 2012. pembelajaran berbasis multiple intelligences. jakarta: dian rakyat. isc paper template in a4 (v1) journal of education, teaching and learning volume 1 number 1 march 2016. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 1 an introduction: evaluation of quality assurance for higher educational institutions using rasch model andi mursidi1), soeharto2) 1) stkip singkawang, singkawang, indonesia e-mail: andimursidi@hotmail.com 2)stkip singkawang, jl. stkip kelurahan naram, singkawang, indonesia e-mail: soehartofisika@gmail.com abstract. this is a descriptive qualitatif research about quality assurance evaluation. the research aims to introduce analyzing using rasch model to evaluate higher education institution based on quality assurance standars that have been developed to evaluate each member including instructor and staff in higher education institution. the instrument have been developed to conduct the experiment to provide raw data sample to doing practical analyzing using rasch model in this research. the first part of this research will explain definition of the quality assurance and rasch model analysis. the second part of this research will show introduction analysis using rasch model to analysis sample data. the third part of this research will show a brief summary of the result and important finding in evaluation of higher assurance. analyzing data of evaluation quality assurance using rasch model will help higher educational institutions to increase and develop their quality assurance to be better higher educational institution. keywords: rasch model, quality assurance, evaluation i. introduction educational quality assurance have important role in quality development of all systems. quality assurance evaluation is a specific assessment for individual institutes. it doesn’t provide overall information of development, giving non-referable results in conclusion of the model for instructional quality assurance. each area conducts different operations, added that the participants in evaluation of each area possess different attributes [1]. the evaluation have to provide the applicable result, enabling acquirement of more information and development of the model for instructional quality assurance in higher educational institution. using quality of achieving academic excellence has always been a central value in higher education. higher education institutions have relied on the reputation of their faculties to attract students and scholars and to give credibility to their degree programs, their graduates, and their instructors. however, the way quality assurance’s key components, accreditation and evaluation or assessment, are defined has a great influence on its implementation and impact. assessment is about language regarding the nature of teaching, learning, and appropriate inquiry and power regarding how higher education is organized and rewarded. signifying the formation of higher education quality assurance policies in view of the transition from elite higher education to mass higher education, was marked by influences from outside the region. there is identified five broad approaches for defining quality in higher education. these are (i) quality meaning exceptional, where quality is related to conception of excellence; (ii) quality meaning perfection, where quality has consistent and error-free attributes; (iii) quality meaning fit for purpose, where quality fulfils the perceived requirements of stakeholders; (iv) quality meaning value for money; and (v) quality meaning transformation. a. definition of quality assurance in education quality is described as the totality of features and characteristics of a service that bear on its ability to satisfy stated or implied needs. quality of higher education is a multidimensional concept, which should include all its functions and activities: teaching and academic programmers, research and scholarship, staffing, students, buildings, faculties, equipment, services the community and the academic environment [2]. it has to take the form of internal self-evaluation and external review, held openly by independent specialists, if possible with international expertise, which are vital for enhancing quality. independent national bodies have to be established and comparative standards of quality, recognized at international level, shave to be defined. due attention should be paid to the specific institutional, national and regional contexts in order to take into account diversity and to avoid uniformity. quality also requires that higher education should be characterized by its international dimension: exchange of knowledge, interactive networking, mailto:andimursidi@hotmail.com mailto:xxx@yyy.zzz journal of education, teaching and learning volume 1 number 1 march 2016. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 2 mobility of teachers and students, and international research projects, while taking into account the national cultural values and circumstances [2, 3]. for any higher education institution, there are several aspects of reputation which are important [2] ; 1) it is built upon the competitive elements of quality, reliability, delivery, history and price. 2) once a higher education institution acquires a poor reputation for quality, it takes avery long time to change it. 3) higher education reputations can quickly become national reputations. 4) the management of the competitive weapons, such as quality, can be learned like any other skill, and used to turn round a poor reputation, in time. the movement for evaluation, came under the strong influence of the quality assurance movement. at the same time there is also the need for measures to evaluate the performance of the institution. within these parameters the evaluating agencies tend to adopt a number of different approaches to monitoring quality in higher education. in general, they can all be described as forms of external conditioned by the prevailing institution. some effort of governments around the world are looking for higher education to be more responsive, including making education more relevant to social and economic needs [4], 1) widening access to higher education, 2) expanding numbers, usually in the face of decreasing unit cost, and 3) ensuring comparability of provisions between institutions. b. data quality assessment there are three steps which depict in figure 1: planning, implementation, and assessment. in the planning phase, a systematic planning procedure is used to define criteria for determining the number, location, and timing of samples (measurements) to be collected in order to produce a result with a desired level of certainty. this information, along with the sampling methods, analytical procedures, and appropriate quality assestment, is documented in the project plan. data are then collected following the project plan specifications in the implementation phase. in the assessment phase, the data are verified and validated to ensure that the sampling and analysis protocols specified in the project plan were followed, and that the measurement systems were performed in accordance with the criteria specified in the projectplan. then the statistical component of data qualit y assestment completes the data quality assestment by providing the evaluation needed to determine if the performance and acceptance criteria developed by the planning process were achieved [5]. fig. 1 three steps in processing data quality assestment c. rasch model the rasch model was named after the danish mathematician georg rasch [6]. the model shows what should be expected in responses to items if measurement (at the metric level) is to be achieved. for the rasch model, dichotomous [6] and polytomous [7]. the response patterns achieved are tested against what is expected, a probabilistic form of guttman scaling [8], and a variety of fit statistics determine whether this is the case [9]. the objective is to test how well the observed data fit the expectations of the measurement model. three overall fit statistics are considered. two are item–person interaction statistics transformed to approximate a z score, representing a standardized normal distribution [12]. the model assumes that the probability of a given respondent affirming an item is a logistic function of the relative distance between the item location and the respondent location on a linear scale. in other words, the probability that a person will affirm an item is a logistic function of the difference between the person’s level of, for example, anxiety (u) and the level of anxiety expressed by the item (b), and only a function of that difference. (1) where is the probability that person n will affirm the item, u is the person’s level of anxiety, and b is the level of anxiety expressed by a positive response to the item. the formulae can be expressed as a logit model: (2) where ln is the normal log, p is the probability of person n journal of education, teaching and learning volume 1 number 1 march 2016. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 3 affirming item i; u is the person’s level of anxiety, and b is the level of anxiety expressed by the item. fitting data to the rasch model thus places both item and person parameter estimates (note that they are independent parameters) on the same log-odds units (logit) scale, and it is this that gives the linear transformation of the raw score. the model can be extended to the polytomous case and is known as the rating scale model [7]: (3) where, in addition to the parameters shown in (2) above, the t represents the threshold (0.5 probability point) between adjacent categories. a further variant of this is known as the partial credit model [10], and it makes no assumptions about the an introduction to the rasch measurement model 3 equidistance between thresholds across items, which is the case of the rating scale model: (4) statistics indicating fit to the model test how far the observed data match that expected by the model. note the orientation; because the model defines measurement, data are fitted to the model to see if they meet the model’s expectations. this is opposite to the practice in statistical modelling where models are developed to best represent the data. within the framework of rasch measurement, the scale should also work in the same way, irrespective of which group (e.g. gender) is being assessed [11]. for example, in the case of measuring anxiety, males and females should have the same probability of affirming an item (in the dichotomous case), at the same level of anxiety. thus, the probability is conditioned on the trait. if for some reason one gender did not display the same probability of affirming the item (in the dichotomous case), then this item would be deemed to display dif, and would violate the requirement of unidimensionality [9]. a further test for unidimensionality is undertaken by looking at patterns in the residuals. these are the standardized person-item differences between the observed data and what is expected by the model for every person’s response to every item. this is one way of testing the model’s assumption of local independence of items; after extracting the ‘rasch factor’ there should be no further pattern in the data [12]. d. analyzing rasch model using winsteps figures and tables must be centered in the column. large figures and tables may span across both columns. any table or figure that takes up more than 1 column width must be positioned either at the top or at the bottom of the page. winsteps is a statistic software which develop based on rasch model analysis. figure 2 shows icon of winsteps with software version 3.73. fig 2. winsteps icon if we have raw data which wants to analyze using winsteps, we can drag the raw data to winstep icon. figure 3 shows window of data setting to analyze using rasch model. fig 3. winsteps window of rasch model analyzing after input data setting using winsteps. we can determine what is analysis which we want to present data of quality assurance evaluation. fig. 4 shows a window of analyzing rash model using winsteps. journal of education, teaching and learning volume 1 number 1 march 2016. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 4 fig 4. winsteps output tables ii. method this research is made using review some journal, article some literatures and analyzing data of quality assurance in higher educational institutions. description of quality assurance of higher educational institutions have collected from some literature to defining quality assurance of higher educational institutions. practical analyzing of rasch model using raw sample data from 26 students to introduce analyzing evaluation of quality assurance and to introduce how to analyze data quality assurance from experiment using rasch model. iii. discussion according to our review evaluation of quality assurance was very importan to improve quality assurance of higher educational intitution. quality assurance will determine reputation of higher educational institution. some aspects which we found about reputation related quality assurance which are (1) it is built upon the competitive elements of quality, reliability, delivery, history and price. (2) once a higher education institution acquires a poor reputation for quality, it takes a very long time to change it. (3) higher education reputations can quickly become national reputations. and (4) the management of the competitive weapons, such as quality, can be learned like any other skill, and used to turn round a poor reputation, in time. this research have tried to make an instrumen to measure qualit assurance using that relation with satification service of student because satification have important relation with satification service. the important one is this research trying to introduce how to evaluate data of quality assurance correctly using rasch model analysis. rasch model analysis have many descriptions to represent data. we use fake raw data to anayze data of quality assurance using rasch model merely to introduce the reader how to using winsteps to use rasch model analysis. figure 5 and figure 6 shows us the two of some repsentation data using rasch model analysis. fig 5. wright map with rasch model according to category of the instrument fig 6. wright map with rasch model according to satification service of female and male developed instrument in this research to measure the variable quality of service. respondent data used in mock journal of education, teaching and learning volume 1 number 1 march 2016. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 5 raw sample data. on the data generated by the instrument will rank likert scale with five options statement. quitionary the instruments are made using the approach of five dimensions in the model servqual (service quality), namely tangible, reliability, responsiveness, assurance, empathy developed by parasuraman a, et al [13]. analysis of testing the validity of the instrument in this study using rasch modeling, thing seen is the validity of the response to the item based on the value outft mean square (mnsq) received 0.5 <mnsq <1.5, outft z-standard (zstd) suitability test value z received -2.0 <zstd <+2.0, and the point correlation measure (pt mean corr) 0.4 <pt mean corr <0.85. when a grain item instrument service quality meets at least one of the above criteria then the item worthy instrument is used, so that the instrument can be used for research. the mock raw sample data from the measurement results in the form of data collection forms ordinal scale then transformed into an interval scale using rasch modeling winsteps with software version 3.73. rasch modeling keintervalan troubleshooting data in a way to accommodate the logit transformation, by applying the logarithm of the odds ratios of raw data obtained from the respondents. the univariate analysis in this study showed levels respondents to the satisfaction of service quality dimensions seen from the distribution map of wright item and person (characteristic) resulting from rasch modeling. quality of service based on the analysis mock samplle data on the distribution map of wright person map in figure 5 it can be concluded that all respondents are above the average value of the item logit (logit +0.00) as much as 100% respondents, meaning that respondents rate the quality of service given in the category good. based on wright map in figure 5 shows the left-hand column is the column of person, and the right column is kolomitem. items that are above the average value of the item logit (logit +0.00) implies that the item is relatively difficult to be approved by the respondent and the items that were below the average logit item means the item is approved by the respondent. tangible column; in the column direct evidence of scattered items that easily conform until the hard-appropriate, these items have a good discrimination power than items that are in other dimensions. there is one item that is above the average value of the item logit, logit value (+1.77 logit) that the item code to the content item t4 statement "the provision of laboratories relevant to the needs of science", the item has been approved level of agreement is relatively difficult compared other items. this means the majority of respondents have inadequate laboratory facilities. column reliability; on the reliability column, there are three items that are above the average value logit item with code r1 (+0.12 logit), r4 (+0.8 logit) and r7 (+0.16 logit), these items is a group of measuring the same construct, implies that these items have the same relative levels of discrimination, because the measurement results show the value logit or less the same. the third item contains statements related to the reliability of lecturers in conducting lectures. column responsiveness; in the column responsiveness, there is one item under the average value logit code p1 (1.24 logit) with the contents of the statement item "provision lecturer counseling for students", meaning that the item had relative approval rate almost foolproof approved significant compared to other items services have the responsiveness of the respondents. column assurance; in the column guarantees there are three items to be among the average logit value item codes a1 (+0.19 logit), a2 (+0.12 logit), a3 (-0.31 logit), meaning that these items have a relatively difficult level of agreement approved by respondents. these items contains statements related to the service capability of academic staff and lecturers, meaning the quality of service is relatively more difficult to accept than the items that are in other dimensions. column emphaty; in the field of attention, there is one item that is above the average value logit item (+4.71 logit) ie e1 with item code the contents of the statement item "stkip singkawang always tried to understand the importance and difficulties of students' level of agreement items had relatively very difficult to be approved than other items. it implies only a minority of respondents were found stkip singkawang always tried to understand the importance and difficulties of students. figure 6 shows the quality of service by sex; based on the map wright about the characteristics of the respondents indicated the left column is kolomitem, and the right column is a column of respondents. respondents who are above the average value logit person (+2.51 logit) implies that respondents are more satisfied with the quality of services provided, compared to respondents who were below the average logit person. characteristics by sex; based on the distribution map of wright figure 3 shows that the percentage of highly satisfied with the quality of service based group sex in order are the male sex by 55.2% while female gender was 33.8%. the result of analysis of variance between the level of assessment is very satisfied and satisfied with the quality of service based on the characteristics of gender signifkan there is a difference, the value of f = 3.603, p = 0.061 (p> 0.05). quality of service can be interpreted simply how good the level of service given to meet the expectations and needs of students are being targeted. good service quality greatly affects the quality assurance of higher education institution. service quality is strongly influenced by its ability to consistently meet the expectations of students. iv. conclusions quality is described as the totality of features and characteristics of a service that bear on its ability to satisfy stated or implied needs. quality assurance has good relation with satisfication or quality service. simply, to know about quality assurance we have to assest student satisfication toward quality service of higher educational institution. this study aimed to make good instrumen to assest quality assurance of higher educational institution and introduce how to evaluate it using rash model analysis. we have developed instrument which result ordinal data that can journal of education, teaching and learning volume 1 number 1 march 2016. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 6 analyze using rash model. the evaluation instrument of higher educational institution consist of five aspect, tangibles, reliability, responsiveness, assurance, emphaty. rasch model analysis was used for analyzing student satisfication toward service of higher educational institution to evaluate quality assurance. in this paper we found that rasch model is easy to use and have many interpretation to present and give meaning of data. using rasch model we can now where is the point of the instrument which needs improving to increase quality assurance of higher educational institution. but finally, this study just to beginning to introduce how to evaluate quality assurance of higher educational institution, how to make instrument of quality assurance of higher educational institution, and how to analyze it using rasch model analysis. acknowledgment we would like to thank adri which provides template to help all participants writes a journal easily and conducts this international seminar. we would like to thank to stkip singkawang which fund all of cost to present this research and some lecturers who give advices to make better idea in this research. without all of people who support this research, we cannot write this research well and properly. references [1] straw, r.b. and herrell, j.m. 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[13] kotler p, keller kl. marketing management. edisi ke-14. new jersey: pearson education inc; 2012 isc paper template in a4 (v1) journal of education, teaching and learning volume 1 number 1 march 2016. page 13-17 p-issn: 2477-5924 e-issn: 2477-4878 13 the effectiveness of the collaborative learning model on trigonometry topic of senior high school student graduate x using open-ended approach nurhayati 1) 1) stkip singkawang, singkawang, indonesia e-mail: nurhayati0928@rocketmail.com abstract. this study aimed to describe the effectiveness of collaborative learning using open-ended approach and openended approach in terms of problem solving skillss students. this study is a quasi-experimental research with the entire population of ten graduate science students of sma negeri 2 ngaglik, sleman, yogyakarta which consists of four classes. the research samples were randomly selected from the four existing classes, in order to obtain class x mipa 3 to be given collaborative learning model using open-ended approach and class x mipa 1 to be given open-ended approach. data analysis technique consists of one sample t-test used to investigate the effectiveness of collaborative learning model using open-ended approach and open-ended approach. the results show that collaborative learning model using open-ended approach is effective in terms of student’s problem solving skillss of sma negeri 2 ngaglik, sleman, yogyakarta. but, open-ended approach isn’t effective in terms of student’s problem solving skillss of sma negeri 2 ngaglik, sleman, yogyakarta. keywords: collaborative, open-ended i. introduction in indonesia education, there are a variety of learning objectives to be achieved. learning objectives to be achieved are set forth in the regulations of government. in permendikbud no. 103 tahun 2014 on education in primary and secondary education, stated that there are a wide variety of learning principles. some of the principles formulated learning that learners are facilitated to find out, learning that emphasizes the divergent answers that have a multidimensional truth and competency-based learning [1]. as for some of the competencies that should be owned by the students of class x based permendikbud no. 64 tahun 2013 on the content standards for primary and secondary education, namely: (1) have a curiosity, confidence and interest in mathematics; and (2) shows the attitude logical, critical, analytical, creative, meticulous, responsible, responsive and does not easily give in solving the problem [2]. in general, student achievement are used to measure the achievement of a learning objective. according to collins & o’brien [3], student achievement can help teachers determine the extent of their knowledge of a student or know the extent of achievement of learning goals that have been formulated. based on the l earning objectives have been disclosed previously, the learning geared to empower all learners be expected competencies, one of which is the problem solving skills of students. lesh & doerr [4] states that the activity is defined as the skill of solving a problem that promote the improvement of the thinking of students included in the resolution. the process of thinking in solving this problem it is important to be imparted to the students so that the students get used to resolve problems that occur in their life. but in fact, the condition happens on the pitch is not in accordance with the desired conditions. learning in school is focused on a single answer. this is in line with that expressed by becker & shimada [5], namely learning problems in school mathematics is dominated by the answer to one procedure or one correct answer. moreover, learning in school is also still apply the students were told, this is in line with research conducted by bjork [6] who get the result that indonesia still apply learning in teacher centered. field data also shows that the ability of the settlement of the problem is not in accordance with the conditions expected. in addition, based on interviews with one of the teachers at sman 2 ngaglik, sleman, yogyakarta which was held on october 30th, 2015 showed that the model of collaborative learning with open-ended approach and openended approach was never done by the teacher. then, problem solving skills is also observed by the teacher. teachers do not pay attention to problem solving skills of students during the learning takes place. journal of education, teaching and learning volume 1 number 1 march 2016. page 13-17 p-issn: 2477-5924 e-issn: 2477-4878 14 if the reality on the ground is not addressed, then the learning objectives have been formulated can not be achieved. therefore, so that the learning objectives can be achieved, performed a variety of solutions. one solution offered by the researchers are using a collaborative learning model with an open-ended approach. according to laal & laal [7], collaborative learning is learning which involves grouping students to work together to solve a problem, task or manufacture of a product. students in the group to decide and look for themselves how they are in solving the problem, a task or a product without direct referrals from teachers. therefore, the freedom given in collaborative learning really emphasize contribution from student in completing a common task. according to jones, rasmussen, & moffitt [8] interactions toward peers, teachers, friends groups and experts can develop communication and problem solving skills. mourtos, okamoto, and rhee [9] states that the first step in developing the problem solving skills is to adopt the methodology of the open-ended approach. correspondingly, according to the results of research conducted by several researchers get the result that the open-ended approach is effective in terms of problem-solving skills of students (e.g. [10]–[11]). as for becker & shimada [5] expressing opinion about the open-ended approach. according to them openended approach is a way of learning with the settlement of a problem given that the truth answer emphasized the multidimensional, providing experience in getting something new in the process of resolving a given problem. learning with open-ended approach will work well if done in a group. this is due to the characteristics of this approach is the need of construction of various types of ideas, so it would be more effective if students learn in groups. based on the description that has been said, we can conclude that there is a gap between what is desired with what is happening in the field. some of the learning principles stated in permendikbud no. 103 tahun 2014 was facilitated learners to find out, learning that emphasizes the divergent answers that have a multi-dimensional truth and competency-based learning. however, based on research conducted by some experts to get the results of that learning in school is still using teacher centered and still emphasize single answer, besides teaching in schools also has not noticed the problem solving skills of the students. this is not a direct impact on student achievement, problem solving skills and confidence of students. therefore, researchers feel the need to conduct research on “the effectiveness of the collaborative learning model on trigonometry topic of senior high school students graduate x using open-ended approach in terms from problem solving skills students". ii. method this research is a quasi-experimental research with a pretest-posttest design nonequivalent group design. this research was conducted at sman 2 ngaglik, sleman, yogyakarta. when the study took place from february 2th, 2016 until march 26th, 2016. the population in this study were all students of class x mipa sman 2 ngaglik, sleman, yogyakarta, academic year 2015/2016 consisting of four parallel classes. the study sample was randomly selected from four classes, in order to obtain class x mipa 3 applied a model of collaborative learning with open-ended approach and x mipa 1 applied open-ended approach. there are two variables in this study, namely the independent variable is learning, which consists of two levels are collaborative learning model with open-ended approach and open-ended approach; and one dependent variable is the skills of the student problem solving. there are four stages in a collaborative learning model with openended approach that formulate, share, listen and create. then, there are two periods in the open-ended approach, namely the first period and the second period. there are five indicators on aspects of problem solving skills, are understanding the problems, plan solutions, propose solutions, evaluate solutions and implementation of solutions. the research instrument used is the test instrument in the form of problem solving skills test and observation sheet form lesson observation sheet. as for the problem solving skills test that consists of 3 problems descriptions used to measure problem solving skills of students. while lesson observation sheets made up of several indicators that show the student activity and teacher activity in the learning process is used to determine the percentage of learning collaborative learning model approach open-ended and open-ended approach. the validity of this research is to test the validity of the contents of students' problem-solving skills. then, to estimate the reliability of the instrument is done by finding the coefficient of reliability by using the formula coefficient alpha (α) to test problem solving skills (pre-test and posttest). the analysis was performed using spss 21. the results show that the reliability coefficient (coefficient alpha) to pretest the skills of problem solving and post-test students' problem solving skills are respectively 0.737 and 0.697. sem calculation is done with the help of microsoft office excel 2013. the calculation results for the pre-test problem solving skills and post-test students' problem solving skills are respectively 8.546 and 8.423. data collection techniques starts with the provision of problem solving skills test (pre-test) prior to treatment of both classes were selected as sample. the next stage is the provision of treatment which is the application of collaborative learning model with an open-ended approach to the experimental class (class x mipa 3) and open-ended approach to the control group (x mipa 1). the next stage is the provision of problem solving skills test (post-test) students after the treatment of the two classes. data analysis techniques in this study is a description of the data and inferential analysis. description of the data is made to all the variables by analyzing the size of the centralization of data aimed at finding the average deployment size while analysis was conducted in order to find the minimum score and maximum score, both for the data before and after treatment. meanwhile inferential analysis is performed with assumption journal of education, teaching and learning volume 1 number 1 march 2016. page 13-17 p-issn: 2477-5924 e-issn: 2477-4878 15 test, test and test the effectiveness of the effectiveness differences. to test the effectiveness of collaborative learning model with open-ended approach and open-ended approach in terms of the skills of students to use problem-solving test one sample t-test with the following formula [12]: (1) is the average value obtained, μ is the average value of the hypothetical, s is the sample standard deviation and n is the many members of the sample. the criteria for the effectiveness of problem solving abilities seen from the average score of the class that has been set is 60, which the collaborative learning model with open-ended approach and open-ended approach is said to be effective when the value of the average grade obtained by students over 60. in the inferential analysis, prior to the anova test, first tested the assumption that the test for normality and homogeneity test. normality test is performed to determine whether the sample data comes from a normal distributed population, both for the data before and after treatment includes data problem solving skills of students from both classes. the normality test is meant is univariate normality. for univariate normality test was done using the kolmogorov-smirnov test to the data after treatment with spss 21 and at a significance level of 5%, the data is said to be distributed univariate normality if the significance value greater than 0.05. based on the calculation, kolmogorovsmirnov significant value to the data problem solving skills in classes that implement collaborative learning model with the open-ended approach is 0.654. while in the class that implements the open-ended approach significance value to the data capability for problem solving is 0.802. based on these results, it can be said that the normality assumption for univariate data after treatment, the class that implements the model of collaborative learning approach to open-ended and open-ended approach has been to meet the assumptions of normality in univariate. furthermore, the homogeneity test in this study aimed to see whether the two experimental groups homogeneous or not. this test is performed through lavene statistic test using spss 21. the decision criterion used is the data is said to meet the assumption of homogeneity univariate if the significance value that is greater than 0.05. based on the calculations, lavene statistic significance values for the data before and after treatment were greater than 0.05 is 0.855 to 0.541 data before treatment and after treatment for the data. this means that the problem solving skills of students in both classes, before and after the treatment is the same or homogeneous. after the test assumptions are met, then the subsequent analysis is hypothesis testing to answer the problem formulation. the data analyzed in this section are the data before and after treatment. analysis of the data before the treatment was intended to see whether there are differences between the two classes before the treatment and analysis of data after the treatment was intended to see whether there are differences in effectiveness between the two classes after being given treatment. it is said there is a difference between the effectiveness of collaborative learning model with open-ended approach and open-ended approach in terms of problem-solving skills of students to data before treatment and after treatment of data if the significance value less than 0.05. furthermore, after finding out that there is a difference between the two classes (classes that implement collaborative learning model with open-ended approach and the class that implements the open-ended approach), then tested as to which is more effective learning. statistical tests were used to test the three hypotheses above are univariate (t) using bonferroni criteria or t-bonferroni. the formula for the test statistic is [13]: (2) dengan: = average value of sample i = average value of sample ii = variance sample i = variance sample ii n1 = many members of the sample i n2 = many members of the sample ii = number of variable dependent criterion statistical testing for the above test is h0 if ≥ t( ; n1+n2-2). iii. result and discussion a. results the data described in this study is the test data problem solving skills of students in both classes, for both data before and after treatment. data described for problem solving skills include a data problem solving skills test scores before and after treatment consisting of the average, maximum theoretical value, the theoretical minimum value, maximum value and minimum value, standard deviation and variance. brief description of good data for classes that implement of collaborative learning model with open-ended approach and open-ended approach before and after treatment can be seen in table i. table i. data description problem solving skills before and after treatment description collaborative openended class open-ended class before after before after average 7,23 65,29 9,79 61,62 max theoretical 100 100 100 100 min theoretical 0 0 0 0 max value 36,36 90,9 33 87,88 min value 0 42,4 0 33,33 st. dev 11,36 11,965 10,67 12,94 journal of education, teaching and learning volume 1 number 1 march 2016. page 13-17 p-issn: 2477-5924 e-issn: 2477-4878 16 variance 128,97 143,15 113,79 167,4 based on table i, can be obtained information that the average value of problem solving skills before treatment has not reached the average value of 60 is 7.23 for the class that implements of collaborative learning model with open-ended approach and 9.79 for classes that implement open-ended approach. meanwhile, after being treated well in classes that implement collaborative learning model with open-ended approach and the class that implements the open-ended approach has reached an average value above 60 is 65.29 and 61.62. test the effectiveness of collaborative learning model with open-ended approach and open-ended approach aims to determine the effectiveness of collaborative learning model with open-ended approach and open-ended approach in terms of problem-solving skill of students. after calculation by using spss 21 problem-solving skills to the data obtained t value and significance as in table ii. table ii. test results one sample t-test aspect collaborative open-ended class open-ended class sig. sig. problem solving skills 2,466 0,020 0,684 0,499 based on table ii, there was information that the significant value of t for second grade if halved in value less than 0.05. in addition, information was obtained that t is positive for collaborative open-ended class. this means that the model of collaborative learning with open-ended approach is effective in terms of problem-solving skills of students. then, there was information that t is positive for the open-ended class. this resulted in h0, which means that the open-ended approach is not effective in terms of problem-solving skills of students. hypothesis test done next is to test whether there are differences between the effectiveness of collaborative learning model with open-ended approach and open-ended approach to the data before and after treatment. after calculation by using spss 21 to the data problem solving skills before and after treatment, the result as shown in table iii. table iii. results of anova test before and after treatment f sig. data before treatment 0,825 0,367 data after treatment 1,333 0,253 based on table 3 shows that the significant value of f obtained for the data before and after treatment, respectively, are 0.367 and 0.253 that is greater than 0.05 to data before treatment and after treatment of data. this means that before treatment and after treatment there was no difference between the students problem solving skills of the two classes. b. discussion in this study, there are three research hypothesis, based on the results of hypothesis testing, there is a hypothesis in this study were met and that the model of collaborative learning with open-ended approach is effective in terms of problem-solving skills of students. there are two hypotheses are not met in this study are (1) approaches the open-ended ineffective in terms of the skill to solve the problem and (2) collaborative learning model with open-ended approach more effective than the open-ended approach in terms of student’s problem solving skills. to facilitate discussion, in this section will be described one by one third related hypotheses in this study. the detailed discussion is as follows. 1) effectiveness collaborative learning model with open-ended approach the results of this study indicate that collaborative learning model with open-ended approach is effective in terms of problem-solving skills of students. based on the hypothesis test result obtained information that the value of one sample t-test for the hypothesis of the effectiveness of collaborative learning model with open-ended approach in terms of problem-solving skills (table 2) amounted to 2.466 with significance of 0.010. this means that collaborative learning model with open-ended approach is effective in terms of problem-solving skills. the effectiveness of collaborative learning model with open-ended approach is effective in terms of problemsolving skills of students due to student collaboration in solving the problem of finding the conclusion is of considerable concern. student collaboration that has resulted in the incorporation of ideas, possible answers and solutions provided by each student in the group to resolve the issue. this means, the group's work obtained an amalgamation of thinking of each member of the group. as a result, it is much easier for students to provide solutions to questions or instructions on students' worksheets. this is in line with that expressed by clifford [14], which revealed that the "mixed groups that include a range of talents, backgrounds, learning syles, ideas, and experiences are best. studies have found that mixed groups growing niche aptitude to learn more from each other and increase of the achievement of low performers. "heterogeneous group composed of the different levels of abilities, backgrounds, learning styles, ideas, and experience is the best. students studying in heterogeneous groups can improve students' mathematics learning achievement results. in addition, activity in collaborative learning model with open-ended approach also shows that the students are involved from the beginning until the end of the lesson learning. this is the reason why collaborative journal of education, teaching and learning volume 1 number 1 march 2016. page 13-17 p-issn: 2477-5924 e-issn: 2477-4878 17 learning model with open-ended approach is effective in terms of problem-solving skill of students. 2) the effectiveness of the open-ended approach the results of this study indicate that the open-ended approach is not effective in terms of problem-solving skills of students. based on the hypothesis test result obtained information that the value of one sample t-test for the hypothesis of the effectiveness of open-ended approach in terms of problem-solving skills (table 2) is equal to 0.684 with a significance of 0.2495. this means that the openended approach is not effective in terms of problem-solving skill. ineffectiveness of open-ended approach is not effective in terms of problem-solving skills is due to the problemsolving process open-ended approach does not involve the incorporation of students' thinking. the group was formed in the open-ended approach does not consist of a heterogeneous student. the formation of the group carried out solely by the student. students in the group tend to have the same thought. so little thought differences occur in solving problems given to students' worksheets. this resulted in less students construct knowledge in depth so the impact on mathematics achievement. this is the reason why the open-ended approach is not effective from the aspect of problem solving skills of students. iv. conclusions and sugestion a. conclusions based on the findings and discussions that have been described, it can be concluded several things: collaborative learning model with open-ended approach is effective in terms of problem-solving skills of students and open-ended approach is not effective in terms of problem-solving skills of students. b. suggestion based on the conclusions obtained then there are some suggestions that can researchers provide model-related learning and learning approach used in this study, namely: holding overhaul of the group based on the level of cognitive and sex of the student, give rewards to students to be motivated to produce creative ideas good in asking questions or solutions or settlement. then for the next researcher is advised to carry out studies that tested the effectiveness of collaborative learning model with open-ended approach on a review of the different aspects and more, which is not limited to the skills of solving problems of students so that they can provide more information related to the effectiveness of the collaborative learning model with openended approach. acknowledgment we would like to thank adri which provides template to help all participants writes a journal easily and conducts this international seminar. we would like to thank to stkip singkawang which fund all of cost to present this research and some lecturers who give advices to make better idea in this research. without all of people who support this research, we cannot write this research well and properly. references [1] mendikbud, “peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 103 tahun 2014, tentang pembelajaran pada pendidikan dasar dan pendidikan menengah”, 2014. [2] mendikbud, “peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 64 tahun 2013, tentang standar isi pendidikan dasar dan menengah”, 2013. [3] collins, j.w. and o’brien, n.p, “the greenwood dictionary of education”, london: greenwood press, 2003, p.4. [4] lesh, r. and doerr, h.m, “beyond constructivism: models and modeling perspectives on mathematics problem solving, learning, and teaching”, mahwah: lawrence erlbaum associates, inc. 2003, p.319. [5] becker j. p. and shimada, s, “the open ended approach: a new proposal for teaching mathematics”, reston, virginia: nctm, 2005. [6] bjork, c, “indonesian education: teachers, schools, and central bureaucracy”, new york and london: routledge, 2005. [7] laal, m and laal, m, “collaborative learning: what is it?” procediasocial and behavioral sciences, 2011, vol. 31, pp. 491 – 495. [8] jones, b. f., rasmussen, c.m., and moffitt, m.c, “real-life problem solving: a collaborative approach to interdisciplinary learning”, washington: american psychological association, 1997, p. 21 [9] mourtos, n.j., okamoto, n.d., and rhee, j, “defining, teaching, and assessing problem solving skills” this paper published on 7th uicee annual conference on engineering education, in mumbai, india, 2004, p.2. [10] melianingsih, n., & sugiman, s. (2015). keefektifan pendekatan open-ended dan problem solving pada pembelajaran bangun ruang sisi datar di smp. jurnal riset pendidikan matematika, 2(2), 211 223. doi: http://dx.doi.org/10.21831/jrpm. v2i2.7335 [11] subekti, s. (2016). komparasi keefektifan pendekatan open-ended dan gi ditinjau dari komunikasi, pemecahan masalah matematis dan motivasi belajar. pythagoras: jurnal pendidikan matematika, 8(2), 204-212. doi:http://dx.doi.org/10.21831/pg.v8i2.8950 [12] weiss, n.a, “introductory statistics 9th ed” boston: pearson, 2012, p.344. [13] stevens, j. p, ”applied multivariate statistics for the social sciences(5thed.)”, new york, ny: routledge, 2009, p.147. [14] clifford, m, “facilitating collaborative learning: 20 things you need to know from the pros”. [online]. available:http://www.opencolleges.edu.au/informed/features/facilitat ing-collaborative-learning-20-things-you-need-to-know-from-thepros/, 2012. http://dx.doi.org/10.21831/jrpm.%20v2i2.7335 http://dx.doi.org/10.21831/pg.v8i2.8950 http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/ http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/ http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 218-223 p-issn: 2477-5924 e-issn: 2477-4878 218 the learning model of forearm passing in volleyball for junior high school titi ajayati state university of jakarta, jakarta, indonesia e-mail: tajayati@ gmail.com abstract. the purpose of this research and development is to produce the learning models of volleyball forearm for junior high school age. in addition, research and development are conducted to obtain in-depth information about the development and application of the learning models of volleyball forearm for junior high school age and determine the effectiveness, efficiency, and attractiveness of the models created a child. this research uses methods development research & development (r & d) from borg and gall. subjects in research and development are the students of junior high school consisting of 35 children. the instruments that used in this research and development is a questionnaire, as well as the instrument volleyball passing a test that used to collect data of the forearm passing in volleyball for junior high school age. as for the stages in research and development are (1) analysis of needs, (2) the expert evaluation (initial product evaluation); (3) limited trial (small group testing); and (4) the main trial (field testing). the effectiveness model of test used forearm passing to know the level of forearm passing ability for junior high school age before giving treatment such as forearm passing models that developed and to determine the forearm passing ability after treatment or forearm passing treatment that developed, from the initial tests were conducted obtained the student forearm passing levels are 21.06, then after being given treatment in the form of forearm passing model. the students’ forearm passing skils obtained the ability levels are 26.26. accordingly, this volleyball forearm passing model is effective to raise the learning models of forearm passing in volleyball for junior high school age. based on the results of the development can be concluded that: (1) the forearm passing in volleyball learning models for junior high school age can be developed and applied in physical education learning at schools (2) the forearm passing in volleyball learning models for junior high school age the which have been developed, acquired improvement evidence of this is shown in the result of testing the data from the pretest and posttest there is significant difference between before and after the development of a models. keywords: development, model, underpassing i. introduction volleyball is one sport which includes compulsory subject in physical education lesson that should be taught in schools. the involvement of students in learning volleyball program is expected to help optimize the growth and development of students, improve students' physical fitness components, such as endurance strength, power, flexibility, agility, balance and motor coordination. in addition to developing the physical aspects of learning, volleyball are also expected to develop the mental aspects such as motivation to learn, confidence, courage, and discipline, tolerance and cooperation is the social aspect is also expected to experience a change for the better. muhajir (2007) the game of volleyball is a sport which volley shaped ball in the air back and forth at the top of the net/net with the intention to drop the ball in the opposite field plots to seek victory. in the game of volleyball can be in use part of the body and volleyball games can be played by two teams, each team consists of six players. education is an effort to develop one's personality in one of his favorite destinations. in the development of personality in education seen in the realization of individual potential and it can be taken as a provision for the future. to achieve the goals of individuals in achieving the required education learning innovation which is always increasing. as well as improving the quality of physical education. husdarta (2011) states that "physical education and health is essentially a process of education that utilizes physical activity and health to produce a holistic change in the quality of the individual, both in terms of physical, mental, and emotional". physical education certainly has the educational goals to be achieved. in achieving the goal of education it is necessary to the learning process that is a series of reciprocal activity between teachers and students, it is necessary for the series of planned learning activities. with a planned education and guidance both educational goals will be achieved with good as well. kemenegpora (2011), in law no. 3 2005, article 1, paragraph 11 of the national sports system is formulated that "education is a sport physical education and sport undertaken as part of the process of mailto:atick_fdl@yahoo.co.id journal of education, teaching and learning volume 2 no 2 september 2017. page number 218-223 p-issn: 2477-5924 e-issn: 2477-4878 219 regular and ongoing education to acquire knowledge, personality, skills, health and physical fitness". programming can be done to improve learning outcomes in the subjects of physical education are so many ways and methods, both in terms of infrastructure innovation learning, methods of teaching, the approach in the learning process, and so on.in the learning process is expected physical education teacher is able to provide science and overall knowledge. in the learning process of a teacher of physical education course must pay attention to the age characteristics of each level of education, because the physical education instructional design skills refer to the ability according to the theory phases of child development. simply put, motor learning can be defined as the process of learning skills smoothing movement and motor skills, as well as the variables that support or hinder finesse and kehalian motor. according to ricard decaprio (2013), aspects of motor learning in education is "aspects related to the actions or behavior displayed by the students after receiving certain material from a teacher". based on the above opinion can be concluded that the purpose of the participation of students in volleyball is to improve basic motor skills, improve physical fitness components, develop motor skills, introduced the skills of forearm passing in volleyball and help improve student’s confidence. goals to be achieved through learning programs volleyball in different schools with the goal of club volleyball achievement. learning volleyball schools put more emphasis on achieving full three aspects, namely cognitive, affective and psychomotor. jim lavin (2008), states "every child is capable of being creative. however, when pupils are forced to suppress reviews their creativity by participating in an activity they dislike or roommates do not motivate them, then reviews their response can lead to inappropriate behavior ". the statement explains that every child has the ability developing creativity, but when children are forced to emphasize their creativity by participating in an activity that does not like or that do not motivate them, it is difficult to appear. the weakness in physical education often monotonous development models often make students experiencing saturation in participating physical education. so expect the use of these models, the teacher can harmonize with the conditions and situations faced by students. making the right development model in the material passing under the course movements must support related to forearm passing in volleyball (starters and continued movement).terkait with statements that have been mentioned above, it shows that the need to develop models of forearm passing in volleyball, which can later be used as a solution to help students learn passing more effectively below. based on observations and interviews the author with a physical education teacher found the facts as follows: the learning process of forearm passing in volleyball in junior high school running smoothly, but not all of the material that is mandated curriculum can be implemented, the method taught in teaching is still conventional, learning objectives adequacy indicator has not been achieved with unmet student movement, and motor skills the student has not included good category, facilities, and infrastructure for learning volleyball is still lacking, learning programs volleyball applied to activity still refers volleyball program achievement. to overcome the problems in learning to pass under volleyball as has been described above, the research and development of instructional model of forearm passing in volleyball for secondary school students are important. concept of research and development research and development by borg & gall (1983) is a process used to develop and validate the educational product. according to nusa (2011), research and development is a term used to describe the activities associated with the creation or invention, methods, and new products or services by using the new knowledge that is found to meet the needs of the market or demands. research and development by sugiyono stated that the research and development of the research methods used to produce a specific product and test the effectiveness of such products (2013) therefore the development of the learning model is the result of research, results-oriented development product. therefore, research and development to produce products and can be tested the effectiveness of the product. sukmadinata (2005) explained that the products resulting from research and development activities are not always shaped objects or equipment(hardware),such as books, modules, teaching aids, but can also software(software),such as computer programs, classroom, library or laboratory, or models of education, learning, guidance, evaluation, management, and others description volleyball volleyball is one sport that is popular among people of lower ranks to the top. according to ahmadi (2007) "volleyball is a complex game that is not easily done by everyone because in the game of volleyball necessary motor coordination can really be relied upon to perform all the movements that exist in the game of volleyball. although so it does not preclude the public to learn more because of interest occurring in high society. another advantage of volleyball was expressed also by papageorgiou stating"volleyball is a game that is suitable for both sexes and for players of all ages and abilities and can be adapted to allow players with a physical or mental disability to play at a competitive level".games that can be played by men and women even for people with special needs course with the adjustable degree of difficulty in competing. barbara and bonnie (2010) states other advantages of the game of volleyball, among others: (1) it is adaptable to various conditions that may present themselves, (2) it can be played with any number on a side from two, the which is extremely popular in the beach game, to six. the which is the journal of education, teaching and learning volume 2 no 2 september 2017. page number 218-223 p-issn: 2477-5924 e-issn: 2477-4878 220 number used for interscholastic, intercollegiate, juniors, and club play, (3) it can be played and enjoyed by all ages and ability levels, (4) it can be played on many surfaces-grass, wood, sand, and various artificial surfaces, (5) it is an excellent coed activity, (6) it is an exciting spectator sport, (7) it can be played indoors or outdoors, (8) it is an extremely popular recreational activity with numerous leagues in business, community, and school intramural programs, (9) it requires few basic rules and skills, and (10) it has limited equipment needs. based on these statements volleyball games have the advantage that can be played in a variety of conditions, this game can be modified by the number of people (flexible), can be played between schools, colleagues, and also clubs volleyball, but it can be played by all ages and at the level of ability. this game can be done in all forms of the court, sand, grass, cement and so on. another advantage of this game is an amazing game because through volleyball games can generate interest in the local audience, this game can be played outside and indoors. ii. research method the approach used in this study is a qualitative and quantitative approach, which is an approach to finding answers to the problem through the formulation of the problem that has been formulated in the first chapter that is learning to pass under volleyball for junior high school age. the final results of this development is a learning model of forearm passing in volleyball for secondary school age will produce a product in the form of learning methods complete with product specifications as well as test the effectiveness of the learning model made, so as to increase students' motivation and can also be used as a guidance for teacher to enhance learning passing in volleyball below. research and development in this study using qualitative and quantitative approach using a model of the development of research & development (r & d) from borg and gall consisting of ten steps or can also be described in terms of stages of development schemes as shown below: fig. 1 instructional design r & d iii. result and discussion based on the results of the feasibility study model test of passing conducted on a model under which totaled 23. the results obtained a score of 58 out of a maximum score of 69 or with the average percentage of use of the model by 84.06% so that the use of this development model, on the whole, can be categorized feasible and suitable for use in the development of the learning forearm passing in volleyball model. based on data collected from each of experts consisting of three experts there are still some products that need to be revised draft before the small group trial and testing of products intended for the big group. revision scheme aims to develop a better product. products developed is a summary revision products based on the advice of experts as follows: 1. the directions of implementation the movement forearm passing in volleyball should be made clearly that easy to be understood by the student. 2. image of the model must be clear in order to understand the students. 3. the model had to be absolutely safe. 4. the ball that is used must be considered in terms of the quality level of air pressure. 5. implementation should be clear that the results of the learning of forearm passing will be good. 6. models of learning forearm passing in volleyball must accentuate the safety of students. the distance between the cone should be noticed and adjusted to the student. 7. each item in learning model of forearm passing in volleyball should contribute to good forearm passing in order not to deviate from the learning objectives; effectiveness model level of effectiveness scheme would learning model developed in this study were obtained from the small group trial, testing a large group and test the effectiveness of the model with providing treatment model of learning obtained by learners. the results of the trial are the basis for researchers to conduct that developed effective learning model used in the learning process of forearm passing in volleyball in junior high school age. here will be presented the data from each trial. results of first stage / small grouptrials trials shall group will obtain data about the ease and attractiveness of the teaching model passing under volleyball on the subjects of physical education, sports, and health. the subject trial in the small group trial 24 kaur junior high school students were 12 learners are taken randomly. data retrieved by providing a questionnaire instrument questioner. after the data obtained is then calculated the average yield of the number of answers obtained from the questionnaire filling. journal of education, teaching and learning volume 2 no 2 september 2017. page number 218-223 p-issn: 2477-5924 e-issn: 2477-4878 221 table i results of data analysis trial small groups based on the table above ease of learning models of forearm passing in volleyball values obtained 77.81% and otherwise well. based on the attractiveness of the teaching model of forearm passing in volleyball of volleyball values obtained 88.95% and otherwise well. the results of the data analysis test a small group in the table above to learners junior high school age can be concluded that the learning model of forearm passing in volleyball for junior high school age can continue to test a large group with several records including 1) the use of facilities on the learning model of forearm passing in volleyball the bottom portion should be revised because it feels difficult to do by learners in junior high school age, 2) frequency of motion of each model enhanced learning, 3) the distance between the teams in group learning models adapted to the field. results of second stage / trial large group following will be presented the data processing results of the evaluation test large groups of product development learning models of forearm passing in volleyball on the subjects of physical education, sport, and health on testing a large group of 60 students from three junior drawn randomly. event large group trial conducted on march 20, 2016 (smp n 6 kaur), 10 april 2016 (smp n 2 kaur), 20 april 2016 (smp n 3 kaur). data collected by giving instrument the form proficiency test technique of forearm passing. once the data is obtained and then calculated the average results of students' ability to perform forearm passing volleyball both data preliminary tests and final test. table ii the ability of forearm passing in volleyball number pre-test post-test 1 23 30 2 26 30 3 17 23 4 23 30 5 15 21 6 23 30 7 16 20 8 23 30 9 17 20 10 15 19 11 17 24 12 23 30 13 20 26 14 23 23 15 20 30 16 19 28 17 25 34 18 23 24 19 17 20 20 23 26 21 22 27 22 23 28 23 23 28 24 27 30 25 23 23 26 21 26 27 23 25 28 19 30 29 21 27 30 20 26 31 23 23 32 21 26 33 23 25 34 19 30 35 21 27 total 737 919 mean 21:06 26.26 sd 3:02 3.70 based on the analysis of data that the average value of learning outcomes of forearm passing in volleyball before being given by the model of learning is 21.06 and after being given by the treatment with 26,26 means learning model that the average value of forearm passing is increased. learning model product effectiveness test passing down after revised the final product is finished and then the product dieksperimenkan to determine the effectiveness of product development tersebut.uji effectiveness of these products using a design one group pretest-posttest design,namely by performing initial tests and the pretest or posttest or perform final tests for the experimental group. to determine the effectiveness of the learning model development product of forearm passing in volleyball at the age of junior high volleyball test mean difference. journal of education, teaching and learning volume 2 no 2 september 2017. page number 218-223 p-issn: 2477-5924 e-issn: 2477-4878 222 table iii test difference effectiveness of learning model of forearm passing in volleyball description: db: degree free t-test: price t count t-table: price t-table at significant level a (0:05) based on the analysis of data obtained to of 6.307 and ttable 2,000with 3 degrees of freedom and a = 0:05. thus, t0 = 6.307> ttable = 2.000 or h0 is rejected. because h0 is rejected, the h1 is accepted, there is a difference between the results of forearm passing in volleyball learners after given by the learning model of forearm passing in volleyball at the initial test and final test. discussion the end result of the learning model development product of forearm passing of volleyball after the study in the form of learning model book of forearm passing of volleyball. the development of learning book of forearm passing volleyball on the subjects of physical education, sports, and health based on the analysis of the needs of schools. the results of the analysis of the needs in the school. the results of the needs analysis showed that: 1. physical education teacher has taught some techniques in the game of volleyball but learning the techniques of passing under not optimal variations. 2. the material technique of forearm passing is taught to eighth-grade students in junior high school each semester conformed to ki and kd in the 2013 curriculum developed by each school. 3. the ingredients used in volleyball teaching is still limited to the net, cone, and volleyball. 4. teachers still use the lessons volleyball watching just by learning in groups and pairs. 5. students are enthusiastic about participating in learning techniques passing for down but still less varied learning models so that students get bored just playing in the environment field. 6. teachers are already making maximum efforts provide material passing down to children more interested in learning the passing down, but because of lack of resources learning model that is causing difficulty in adding reference teacher learning motion of forearm passing will be granted. 7. in general, teachers in desperate need of a wide variety of learning models motion passing under varied mainly by the inclusion of a customized learning model of a simple movement to a complex movement. after analyzing the needs of the learning model under very important passing researchers made 23 models which are then submitted to 3 experts to the requested validation of models that have been made by the researcher. based on the feasibility test results under the passing learning model performed on a model that was 23 contained in the table above , results obtained score of 58 out of a maximum score of 69, or to the average percentage yield of 84.06% usage models so that on the whole the model can be categorized on the development of feasible and suitable used in the development of the learning model of the forearm passing in volleyball. based on the test results of small group and large group trial data obtained as follows. from the test results obtained by a small group, results criteria are reviewed aspects of ease of learning model of forearm passing in volleyball values obtained 77.81% and otherwise well. meanwhile, from the aspect of the attractiveness of the teaching model of the forearm passing in volleyball values obtained 88.95% and otherwise well. the results of the small group trial have a positive value, the researchers went on to large-scale trial involving 35 subjects from three schools in the district kaur. from the test results obtained by a large group difference in the average count of the initial test and the final test of the forearm passing in volleyball. based on the formulation of the problem researchers want to see the effectiveness of a 23 developed model and applied to the students, the results obtained show t0 of 6.307 and ttable 2.000with 57 degrees of freedom and a = 0:05. thus, t0 = 6.307> ttable = 2.000 or h0 is rejected. because h0 is rejected then h1 accepted, so that it can be concluded there is a difference between the results of the forearm passing in volleyball learners after learning the model granted passing volleyball at the initial test and final test. learning model of forearm passing of volleyball that was developed researcher has the advantages of: 1. learning model was developed with a design that is simple to the complex movement. 2. the frequency and intensity of movement of each learning models adapted to the characteristics of learners junior high school age children. 3. presenting an active learning model, effective and efficient and can be performed by all learners who can already play volleyball basic engineering materials. 4. learners are more active in the learning process 5. equipment used is safe for learners and easily obtainable while the weakness of the learning model of the forearm passing in volleyball developed by the researcher has the disadvantage that: 1. it takes in preparing a learning tool before practice. 2. because of this learning model for the junior high school age students who do not understand the materials of volleyball basic techniques of junior high school age will take a little longer to practice all movements. journal of education, teaching and learning volume 2 no 2 september 2017. page number 218-223 p-issn: 2477-5924 e-issn: 2477-4878 223 iv. conclusions in this study model development, the resulting product in the form of learning models passing under volleyball packaged in a guidebook learning. based on the data collected from the research consists of variable experts, the small group trial and testing of large groups as well as the discussion of research results, the researchers can draw the conclusion that: 1. the results of the needs analysis showed that the learning model of the forearm passing in volleyball highly needed by physical education teachers. based on 23 learning model development of forearm passing of volleyball researchers, the results of the validation of three experts obtained a score of 58 on the results of a maximum score of 69 or with the average percentage of use of the model by 84.06% so that the overall use of models at this development can be categorized decent and suitable for use in the development of the learning passing down model.the results of the small group trial criteria obtained results are reviewed aspects of ease of learning model of the forearm passing in volleyball values obtained 77.01% and otherwise well, while aspects of the attractiveness of the values obtained 88.95% and otherwise well. test results a large group of initial test and final testability of passing under volleyball game there are differences in average is 21.06 average initial test be 26.26 on the final test. 2. the effectiveness of the model developed is effective to use. based on the results of the comparison between the pretest and posttest were given to the students obtained the t0 of 6.307 and ttable 2.000 thus, t0 = 6.307> ttable = 2.000 or h0 is rejected. it can be concluded there is a difference between the results of students’ forearm passing in volleyball after given learning model of volleyball passing. references muhajir. pendidikan jasmani olahraga & kesehatan, bandung: ghalia indonesia printing, 2007. husdarta. manajemen pendidikan jasmani. bandung: alfabeta, 2011. kemenegpora. undang-undang republik indonesia nomor 3 tahun 2005tentang sistem keolahragaan nasional. jakarta: kemenegpora, 2011. r. decaprio. aplikasi teori pembelajaran motorik di sekolah. jogjakarta: diva press, 2013. j. lavin.creative approaches to physical education helping children to achieve their true potensial.canada: routledge, 2008. w. r. borg and m.d. gall. educational research an introduction. new york: longman, 1983. n. putra. penelitian kualitatif: proses dan aplikasi. jakarta: pt indeks, 2011. sugiyono. metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta, 2013. sukmadinata.metode penelitian pendidikan, jakarta: pps upi dan pt remaja rosdakarya, 2005. n. ahmadi. panduan olahraga bola voli. surakarta: era pustaka utama, 2007. b. l viera and b.j ferguson.volleyball step to succes second edition.canada:human kinetics, 2010. journal of education, teaching and learning volume 2 no 2 september 2017. page number 228-232 p-issn: 2477-5924e-issn: 2477-4878 228 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. interaction of relationship between job motivation with teacher innovativeness in improving education henny suharyati the lecturer of pakuan university, bogor, indonesia e-mail: enny.suharyati@unpak.ac.id abstract. the purpose of this research is to examine the correlation between dependent variables such as: teacher’s job motivation with an independent variable, innovativeness, of paud teachers. the survey is conducted by taking a sample of 144 teachers who had graduated from the teachers training college by proportional random sampling technique at paud teachers in bogor, west java, indonesia. the research used a sequential explanatory design mixed method. first the quantitative research is conducted then followed by the qualitative research to support the research has more thoroughly comprehensive output. the quantitative research portrays that there is a very significant positive correlation between the dependent variable with the independent variable. this positive correlation is supported by the qualitative research which states if the dependent variable such as a motivation is higher so independent variable, the innovativeness, will increase too. the quantitative research concludes that: there is a positive correlation between motivation with innovativeness and there are other factors which have a positive correlation in increasing innovativeness. this conclusion is supported by the qualitative research which shows the strongest influence of motivation on innovativeness. keywords: job motivation, teacher’s innovativeness, paud teachers i. introduction early childhood education is the basic capital for subsequent children's education. the demand for the quality of educational graduates is increasingly urgent in line with the development of society and the world of work and the unavoidable changes in global competition. the quality of educational graduates can be achieved if there is synergistic cooperation between schools, communities, and the world of work as users of education output. schools as a qualified human resource printing institution must work effectively and efficiently as one of the criteria for school productivity. the productivity of the school is closely related to the school's resources, one of which is qualified and innovative teachers. teachers have an important role in producing highquality graduates. teachers or educators of early childhood are generally the same as the learning guardians, facilitators, tutors who have the following characteristics or traits: a charismatic figure, the ability to design a learning program, able to organize and manage the class effectively, efficiently, adult figure who can consciously educate, teach, guide and make teachers as professions that require special skills. the fact, it can be said that the innovation of paud teachers is still low and not optimal. it is suspected that there are irresponsible practices in teaching and learning process, as the current flourishing is teaching calistung (reading, writing and counting) in early childhood. this is not in accordance with government regulation no.137 thun 2014, article 10 stating that: the scope of development according to the age level of the child includes aspects of religious and moral values, physical motor, cognitive, language, social-emotional, and art as contained in appendix i which is an integral part of this ministerial regulation. 1) the religious and moral values referred to in paragraph (1) include the ability to recognize the value of the religion held, worship, honest, helper, polite, respectful, sportive, maintain personal hygiene and environment, know religious holidays, and tolerant of the religion of others. 2) physical-motor as referred to in paragraph (1) shall include: a. rough motorics, including the ability of body movement in a coordinated, flexible, balanced, agile, locomotor, non-locomotor, and follow the rules; b. smooth motor, including the ability and flexibility of using fingers and tools to express oneself in various forms; and c. health and safety behaviour, including weight, height, head circumference according to age and ability to live clean, healthy, and caring for its safety. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 228-232 p-issn: 2477-5924e-issn: 2477-4878 229 cognitive as referred to in paragraph (1) includes: 1) learning and problem solving involves solving simple problems in everyday life in a flexible and socially acceptable way and applying knowledge or experience in a new context; 2) logical thinking, including differences, classifications, patterns, berinsiatif, plan, and know cause and effect; and 3) symbolic thinking, including the ability to recognize, mention, and use the concept of numbers, recognizing letters, and able to represent various objects and imagination in the form of images. 1) the language referred to in paragraph (1) shall consist of: a. understanding receptive language, including the ability to understand stories, orders, rules, enjoy and appreciate reading; b. express the language, including the ability to ask questions, answer questions, communicate orally, retell the known, learn pragmatic language, express feelings, ideas and desires in the form of graffiti; and c. literacy, including an understanding of the relationship of form and the sound of letters, imitate letters, and understand the word in the story. 2) the social-emotional as referred to in paragraph (1) includes: a. self-awareness, consisting of showing self-ability, self-knowing and self-control, and being able to adapt to others; b. responsibility for self and others, including the ability to know their rights, to obey the rules, to selfregulate, and to be responsible for their behaviour for the good of others; c. prosocial behaviour, including the ability to play with peers, understanding feelings, responding, sharing, and respecting the rights and opinions of others, being cooperative, tolerant, and behaving decently. (1) the art referred to in paragraph (1) includes the ability to explore and express oneself, imagine with movements, music, drama, and various other art fields (painting, fine arts, crafts), and able to appreciate art, , as well as drama. observing the ministry regulations mentioned above, the achievement of early childhood development is more focused on the development of strong children's character. achievement of cognitive aspects in symbolic thinking includes the ability to recognize, mention, and use the concept of numbers, recognizing letters, and able to represent various objects and imagination in the form of images. early childhood is not required to read, write and count as well as the current practice of learning. it is clear that teachers have not been up to innovation to develop appropriate learning models for early childhood and in accordance with ministerial regulations. simple educational innovation can be interpreted as innovation in the field of education. whereas the innovation of a teacher is very important in improving the quality of education, achieving an effective, efficient and conducive education in increasing the toughness of the students facing the challenges of life in the future. the factors that allegedly inhibit and lead to low innovation of teachers include several things such as: management of the institution paud itself such as planning, managing, monitoring and evaluating of teachers has not been applied maximally. unclear vision and norms of paud organization. teacher work motivation plays an important role in teacher innovation because of internal drive to develop, innovate in making new ideas. based on the background and the results of problem identification, then the formulation of the problem is as follows: is there any relationship between teacher work motivation with teacher innovation? the word innovation based on its etymology is taken from the latin "innovare", meaning "to make something new". innovative is a behavior or action that demonstrates the level of innovation that has already been done. in this case, innovativeness shows a change in one's behavior and actions and not just his mind. everyone is judged to have innovative potential, though not all can develop or utilize its full potential. some experts present the following theories of innovation below. john r. schermerhorn, james g. hunt, richard n. osborn, mary uhl-bien states: innovation is the process of creating a new idea and then proposing it. innovation is a means of developing creative ideas applied in everyday life, ideally innovation is a practice that contributes to the improvement of consumer services and organizational poductivity. there are several ways to look at innovation. here innovation is considered as a process, separating the product from the innovation process, and recording all the tensions from the beginning of the development of the idea until its implementation (2010: 376-379). the concepts of the same innovations have also been suggested by wood, wallace, zeppane, schermerhorn, and hunt as follows: explaining that innovation is the process of creating new ideas and practicing them. innovation is a way in which creative ideas can be found daily in the form of new goods or services that can satisfy consumers or new systems and services that help organizations better. there are three dimensions that are emphasized: a) product innovation with indicators: 1) creating new ideas, 2) improving products/services; b) process innovation with its indicators: 1) better way of making something; c) innovation of product/service implementation with indicators: 1) marketing the first product/service, 2) the existence of products / services that is the creation of new ideas or improving old products / services into new forms (2001: 611-614). robbins (2003: 571-572) states the same thing that: "innovation is a new idea applied to initiating or improving a product, process, or service." innovation is a new idea applied to starting or improving a product, process or service . greenberg and baron (2008: 568-572) reinforce robbins's opinion by stating that: "innovation is the process journal of education, teaching and learning volume 2 no 2 september 2017. page number 228-232 p-issn: 2477-5924e-issn: 2477-4878 230 of making change into something that has been so by introducing something new. bessant and tidd (2011: 28-33) states that: "innovation is the process of translating ideas into more benefits and using products, processes and services the new one. osborne and brown (2005: 119-145) also emphasize that innovation is the introduction of newness into a system and is associated with the adoption of new ideas. also explained there are two related factors concerning process innovation and transformation. based on the above description of the theory mentioned that innovation is the activity of creating ideas, renewing old products or services, need a process, create new service products or services. innovativeness is how innovation is done. thus it can be synthesized that keinovatian is a behavior or action in creating ideas, updating existing products or services through a process and implementing new products or services in the form of marketing services. in educational organizations, teachers' innovation is the behavior or action of teachers in creating ideas or updating existing ideas in teaching and learning activities such as making lesson plans, learning models, media and tools used in learning, assessment systems and classroom management require the implementation process of the learning product results and socialize it to all citizens of learning. the dimensions and indicators are as follows: 1) dimensions of product innovation consisting of indicators: 1) creation of new ideas, 2) improvement of products or services. 2) dimensions of process innovation consisting of indicators: 1) ways of making things, 2) implementation of the findings. 3) dimensions of product implementation innovation consisting of indicators: 1) enhancing the attractiveness of new products or services, 2) socializing new products or services. the basic understanding of motivation is the internal state of the organism that drives it to do something. the word "motive" is defined as the effort that drives someone to do something. motives can be said as the driving force from within and within the subject to perform certain activities in order to achieve a goal. even the motif can be interpreted as an internal condition (kesigapan). starting from the word motive, then the motivation can be interpreted as a driving force that has become active. motives become active at certain times, especially when the need to achieve goals is felt. (sudirman: 2008: 73). schunk, pintrich, meece (2008: 4-5) states that the term motivation derived from the latin word "movere" means "move". the idea of movement is reflected from the idea of reason as motivation as something that keeps us moving, keeping our performance and helping us accomplish the task. motivation is a process shown by directed activities to achieve the purpose of being initiated and maintained. deckers (2010: 1) states that motivation is a picture of a process that encourages one to perform an action. motivation can come from the internal self described as a biological and psychological variables, and if coming from outside an external person for example can take the form of an incentive or purpose of someone to do an action. greenberg and baron (2008: 248-253) cite the theory of maslow that defines motivation as a set of processes that arise, directly within a person and maintain his behavior in achieving goals. similarly, robins defines motivation as follows: motivation is a process that calculates the intensity, direction and persistence of individuals achieve a goal. the factors are as follows: 1) intensity: how one tries (effort), 2) direction: organizational advantage, 3) perseverance. spector (2008: 200) defines motivation is an internal state in a person associated with a particular behavior. one perspective mentions the relationship of motivation with direction, intensity, persistence behavior at the same time. direction refers to the choice of specific behavior of a large number of existing behaviors. intensity refers to the number of attempts by a person to do his job. persistence refers to a continuous relationship. in other perfectives, motivation requires consciousness with the drive to achieve the same goals, human desires, needs or impulses. colquit, lepine and wessor (2009: 546-551) define motivation as a series of energetic forces coming from within and outside of employees, initiating work effort, and determining its direction, its intensity and endurance. related factors are: 1) internal strength, 2) self-confidence, 3) external forces, 4) purpose of giving. based on some of the above description of the theory, it can be synthesized that the teacher's work motivation is an energetic drive from within himself as well as the influence from outside himself that encourages activity and gives strength in determining the intensity and endurance to achieve the goal of paud school. the dimensions and indicators of teacher work motivation are: 1) the intrinsic dimension consists of indicators: 1) the drive to work hard, 2) the drive to achieve the work, 3) the spirit of achieving success, 2) extrinsic dimensions consisting of indicators: 1) collaboration with personnel in the work environment, 2) awards from the environment, 3) leadership support. ii. method there are many combinations of research, but this research uses combination method of sequential explanatory design mixed method. this research model is also named as the "sequence of proof" model because there is an evidence that the next sequence is deepening. first done a quantitative research first so the result is clear and measurable. then followed by the second stage of qualitative research so that the results are more focused. this method is used when researchers are not satisfied with the results of the first study using quantitative methods, so it needs to be deepened by qualitative methods. the data collection and analysis of the two methods were carried out separately, but made concurrent. (sugiyono, 2005: 38-39) the study population consisted of paud formal (private kindergarten) teachers residing in 6 subdistricts in bogor city. the sample was obtained by journal of education, teaching and learning volume 2 no 2 september 2017. page number 228-232 p-issn: 2477-5924e-issn: 2477-4878 231 proportional random sampling technique as many as 225 teachers and with slovin formula obtained a sample of 144 teachers. iii. result and discussion the functional relationship between x and y can be presented in the form of regression equation as follows: ŷ = 51,70 + (0,582) x. based on calculation result of regression significance obtained f value count = 33,389 while f table (α = 0,05) = 3 , 91 and f table (α = 0.01) = 6.81. this shows that the relationship between teachers' work motivation variable (x) with teacher innovation (y) is significant. the strength of the relationship between teacher work motivation variables with teacher innovation is shown by correlation coefficient by = 0.4363. based on the calculation results obtained the count = 5.778 while ttable = 1.645. this means that the correlation coefficient between teacher work motivation and teacher innovation is significant. the coefficient of determination between teacher work motivation and teacher innovation is ry² = 0,1903. this means that 19,037% of teachers 'innovative variance can be strengthened by teachers' work motivation. the hypothesis stating that there is a positive relationship between teacher work motivation with teacher innovation is acceptable, meaning that the higher the motivation of teacher work, the higher the level of teacher innovation. the coefficient of determination between work motivation and teacher innovation is ry1² = 0,1903. this means that 19.03% of teachers' innovation is the result of the workings of teacher work motivation, while 80.97% is contributed by other variables that have a relationship with improvement of teacher innovation. the findings obtained in this study indicate that teacher work motivation is the delivery of messages and information exchange between individuals that are direct and face-to-face, and generate feedback so that messages can be understood and delivered properly. this is consistent with the theory put forward by jerald greenberg citing maslow's theory that defines motivation as a set of processes that arise, directly within a person and retains his behaviour in achieving the goal. robins defines motivation as follows: motivation is a process that calculates the intensity, direction and perseverance of individuals achieve a goal. the motivation of work is to be one factor that can be improved so that teachers can optimize its function in carrying out its duty to achieve the best educational goals. by increasing the motivation of teacher work, the higher the value of the teacher's innovation in working in his school. the results of previous studies have also proven that the motivation of teacher work has a positive relationship with innovation, one of them is cinzia battistella research, fabio nonino which concludes the existence of related relationship between work motivation and innovation by making network pattern of motivation and identify role dimension, is potential. the result of analysis shows that there are 4 factors ranging from 87.3% of the variation. the conclusion shows that these four factors have an effect with the coefficient of 0.8 and this indicates a high correlation. these results indicate that the research hypothesis accepted, which means there is a very significant relationship between teacher work motivation with teacher innovation. this means that the better the teacher's work motivation the higher the value of teacher's innovation, and vice versa, the lower the teacher's work motivation the lower the innovation of the teacher. with the discovery of facts and data in the analysis of this study further supports previous research on the existence of a positive relationship between teacher work motivation with teacher innovation. similarly, based on qualitative research results interview analysis, fgd, observation and documentation at three schools paud formal (kindergarten) private in the city of bogor, it can be seen that there is a tendency relationship between teacher work motivation with teacher innovation. this shows the strengthening of the quantitative research of hypothesis testing which states that there is a functional relationship between teacher work motivation and teacher's innovation with regression is very significant and shows that every improvement of teacher work motivation score will improve teacher's innovation. from the findings obtained in this 2stage research it can be seen that the motivation of teacher work which is the impulse from within the teacher to carry out the task and its function in achieving the goal of paud school will able to give its contribution in improving the innovation of the teacher. iv. conclusion there is a positive relationship quantitatively reinforced by the results of qualitative research on variables: there is a positive relationship between teacher work motivation with teacher innovation. this positive relationship is reinforced by qualitative research results. thus the higher the teacher's work motivation, the higher the level of teacher innovation. efforts to improve teacher innovation through teacher work motivation. 1) the encouragement from within the teacher to work hard in carrying out his work and be optimistic in targeting yourself to achieve better work from before, more optimize performance in doing the work and increase the sense of love of a teacher's work in education. 2) the encouragement of teachers to achieve success and improve achievement in achieving their work by highlighting the initiative and always conditioned themselves to be nice and positive in accordance with the functions and duties, have a high spirit to create a sense of security and comfortable in carrying out daily tasks. 3) the encouragement to improve the ability of teachers to collaborate with all the citizens of the school in the environment and carry out the cooperation between the personal well regarding the physical and psychological factors so as to create togetherness in achieving the mission objectives paud school. 4) the recognition and appreciation and sensitivity to the performance of teachers by giving the maximum journal of education, teaching and learning volume 2 no 2 september 2017. page number 228-232 p-issn: 2477-5924e-issn: 2477-4878 232 appreciation of the loyalty, performance and achievements achieved in the form of awards and opportunities as broadly associated with increased promotion and higher education, so that teacher career path can run well and in accordance with the prevailing system. 5) increase support from headmaster leaders to always encourage teachers to keep the task well, keep each other and remind to always be positive to face all developments so that the system of education in school can run according to its purpose. references aan komariah & cepi triatna. (2005). visionary leadership: menuju sekolah efektif, jakarta: pt bumi aksara. andriopoulos, constantine, dawson, patrick. (2011). managing change, creativity and innovation, london: sage publication ltd. astridya paramita dan lusi kristiana. (2013). teknik focus group discussion dalam penelitian kualitatif, buletin penelitian sistem kesehatan – vol. 16.no.2 april 2013 : hh. 117-127. battistella, cinzia, nonino, fabio. (2011). exploring the impact of motivations on the attraction of innovation roles in open innovation web-based platforms, san fransisco airport marriot waterfront, rwth aachen university, www.rwth-aachen.de, 16-19 november 2011. bungin, h.m. burhan. (2007). penelitian kualitatif: komunikasi, ekonomi, kebijakan publik, dan ilmu sosial lainnya,jakarta : prenada media group. champoux, joseph e. (2003). organizational behaviour-essential tenets.thomson south-western. coulcit, jason a., lefine, jefrey a., wessor, michel j. (2009). organizational improving performance and commitment in the workplace, new york : mcgraw hill,irwin. creswell, john w. & clark, vicki l. (2007). plano, designing and conducting mixed methods research, usa : sage publication, inc. deckers, lambert. (2010). motivation: biological, psychological, and environmental, new jersey: allyn & bacon, pearson education, inc. djajadi, iqbal, sosiologi industri, modul 3, (jakarta: universitas),http://pustaka.ut.ac.id/puslata/gmp/images/sos14314.jp g greenberg, jerald, baron, robert a. (2008) behavior in organizations, new jersey : pearson international inc. gibson, james l. gibson, dkk. (2006). organization behavior, structure, processes, twelfth edition, singapore: mcgraw-hill, 2006 hurt, h.t., joseph, k., & cook, c.d. (1977). scales fotr the measurement of innovativeness, human communication research, 4, 2003 iqbal djajadi, sosiologi industri, modul 3, (jakarta: universitas), http://pustaka.ut.ac.id/puslata/gmp/images/sos14314.jpg. ivancevich, james h. donelly,jr. robert konopaske. (2012). organizations behavior, structure, processes, fourtteenth edition ,singapore : the mcgraw-hill companies. kinicki, angelo, williams, brian k. (2008). management : a practical introduction, new york : macgraw-hills companies, inc., 2008 kreitner, kinicki, organizational behavior, new york : mcgraw hill companies, inc. luthan, fred. (2012). organizational behavior, twelfth edition, singapore : mcgraw-hill, inc. macshane, stephen l., glinow, mary ann von. (2010). organizational behavior, new york : mcgraw hill irwin. martinis yamin h. & jamilah sabri sanan. (2013). panduan paud :pendidikan anak usia dini, ciputat : gaung persada pers group. osborne, stephen p., brown, kerry. (2005). managing change and innovation in public service organizations,new york : routledge. rita retnowati. (2007). metodologi penelitian, bogor: universitas pakuan. richard l. daft. (2010). new era of management, ninth edition,canada : nelson education, ltd. robbins, stephen p. judge, timothy a. (2013). organizational behavior,usa : pearson education ltd., 2013 sheen, ng yu, singh, sharan kaur garib, jayasingam, sharmila, (2012). the journal of human resource and adult learning, vol. 8, num. 2, december 2012. spector, paul.e., industrial and organizational psycology: research and practise, usa : john wiley & sons, inc. sudirman. a.m. dkk. (2008). interaksi dan motivasi belajar mengajar, jakarta: pt. raja grafindo persada sugiyono. (2009). metode penelitian pendidikan : pendekatan kuantitatif, kualitatif, r & d, bandung : alfabeta. _________________ (2011). metode penelitian kombinasi (mixed methods),bandung :alfabeta. tim penyusun. (2007). buku panduan rencana kegiatan harian taman posyandu, jakarta : direktorat paud. wood, wallace, zeppane, schermorhorn, hunt, osborn. (2001). organizational behaviour: a global perspective,sydney : john wiley & sons australia, ltd. yeşil, salih & kaya, ahmet. (2012). the role of organisational culture on innovation capability : an empirical study, international journal of information technology and business management, 29th 2012 vo.6 no. 1. journal of education, teaching and learning volume 2 no 2 september 2017. page number 183-185 p-issn: 2477-5924 e-issn: 2477-4878 183 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. cirebon language revitalization in cirebon city through cirebon language learning nuniek setya sukmayani 1) , emzir 2) , sabarti akhadiah 3) 1) swadaya gunung jati university, cirebon, indonesia e-mail: nunieksukmayani@gmail.com 2) state university of jakarta, indonesia e-mail: emzir.unj@gmail.com 3) state university of jakarta, indonesia e-mail: sabartiakhadiah@yahoo.com abstract. law of the republic of indonesia no. 4 year 2009 about the language states that the local government must develop, foster, and protect the local languages and literature in order to continue to fulfill their position and function in the life of society in accordance with the development of the era performed gradually, systematically and sustainably by local governments under the coordination of linguistic institutions, and to remain part of indonesia's cultural treasures. based on the cirebon preliminary observation result, it is threatened with extinction because its speakers are fewer and rarely even do not use cirebon language in their daily intercourse, although in the last few years there are lessons in cirebon dermayu. this is because the lesson is just as a science. that is, even though the learners’ report is good value, eg 9 (nine), but in the daily association does not use cirebon language. therefore, researchers intend to examine the cirebon language with the title cirebon language revitalization through cirebon language learning. this research generally aims to obtain a deep picture and understanding of cirebon language revitalization in cirebon city, while its long-term goal is to obtain findings about efforts to preserve the cirebon language in order to remain functional for life in the city of cirebon in the midst of the widespread use of language indonesia as the national language in the country of the republic of indonesia, so as to assist the government in developing, fostering and protecting local languages and literature in accordance with the laws described above. the method used in this research is ethnography with spradley research procedure. the results of this study are expected to be a reference in improving the textbook language cirebon and refine the policy to preserve the language of cirebon in order to explore the noble values of local wisdom it contains. keywords: revitalization; cirebon language; teachers; ethnography; spradley i. introduction in the midst of the promotion of good and proper indonesian language use, the government is still concerned with the endangered regional languages. such awareness is contained in ri law no. 24 of 2009 concerning linguistics that is the regional government must develop, nurture and protect the local languages and literature in order to keep fulfill their position and function in the life of society in accordance with the progress of time which is done gradually, systematically and continuously under the coordination of linguistic institution, part of indonesia's cultural richness (2011: 17). one of the endangered languages is cirebon. preliminary observations show the existence of a shift or shift and even the extinction of cirebon language, which at the time syarif hidayatullah as king in keraton pakungwati, cirebon language became a means of oral and written communication in the affairs and religious activities and governance until the community said cirebon language with basa http://creativecommons.org/licenses/by-nc/4.0/ mailto:nunieksukmayani@gamil.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 183-185 p-issn: 2477-5924 e-issn: 2477-4878 184 cerbon . (supriatnoko, 2015: 34). actually the last few years there has been an effort from the local government to maintain cirebon language as a form of his concern. these efforts include the existence of cirebon indramayu language subjects. however, the lesson is only as a science and not as a means of daily communication used by students, teachers, and principals. therefore, researchers as speakers of cirebon teak feel the need to maintain and defend it. to overcome the extinction of cirebon language, need revitalization, one of them is by learning cirebon language. language revitalization is an attempt to restore an endangered language to a better level of use in society after a decline in use (hinton, 2011: 291 293). thus, the researcher intends to examine cirebon language preservation under the title cirebon language revitalization in cirebon city through cirebon language learning. this study is limited to the formal education domain of public primary schools. ii. research method the implementation of this research using qualitative approach with ethnography ethic method, spradley model. according to spradley, the ethnography method is a study that attempts to explain a cultural aspect from the point of view of the perpetrators. (spradley, op. cit., page 3). the spradley model's ethnographic research procedure is cyclical, comprising twelve steps, yet it is summarized into six steps. the twelve steps of the research procedure are summarized again into six steps namely, (1) consider the scope of the study or determine the sub focus; (2) ask ethnographic questions or observe / interview; (3) collecting ethnographic data; (4) make an ethnographic record/record; (5) analysis of ethnographic data, and (6) making ethnographic reports. (ibid., p. 103). the data used are descriptive data which includes explanations, explanations, speech, and answers in the form of words obtained from the informant about the problem of cirebon language revitalization in cirebon city. according to bogdan and biklen, ...... data are the particulars that form the basis of analysis. data include materials the people doing the study actively record, such as interview transcripts and participants observation field notes. data as well as diaries, photographs, official documents, and newspapers and articles). (robert c. bogdan and sari knop biklen, 2007: 117). the data source is the cirebon-speaking community living in the city of cirebon, west java. the data obtained are data derived from the informants at the research sites mentioned above. data collection techniques and procedures used are qualitative data collection techniques consisting of observation, interview, and document analysis and recording. data analysis used is spradley model because, data analysis in qualitative research is done continuously to collect data that are observation, conversation, and interview. to obtain accurate and reliable data, the procedure of data analysis is done into 4 analyzes, namely (1) domain analysis. (2) taxonomic analysis. (3) component analysis. (4) analysis of cultural themes. furthermore, the themes are linked to the focus and subfocus of the study (emzir, 2008: 165). examination of data validity in this research is done by five ways, that is, (1) extension of time. (2) triangulation. (3) peer review. (4) improving the work guidelines during the course of the study, corrected and improved in accordance with actual field realities to be more realistic. (5) clarify the impartiality of the researcher. furthermore, checking the data obtained by the researcher to the data provider is checked by applying four steps, that is. (i) credibility. (ii) transferability. (iii) dependability. (iv) confirmability. (emzir, 2011: 78 81). the research instruments used for data collection are 1) observation sheets and field notes, 2) interview guides, 3) visual and audio recordings. iii. result and discussion based on the research note in the field, obtained the result that the students did not use cirebon language in what situation or domain, the realm of formal and informal situation. as for cirebon language teachers, if the formal situation (learning activities, meetings or facing principals) teachers use the indonesian language. likewise, when communicating with learners in non-formal situations, such as when calling students for a thing. thus, in order to work cirebon language remains functional for the life of the community said cirebon language is needed revitalization cirebon language through communicative language learning cirebon. that is, (1) the teacher in any interaction or communication with anyone (fellow teachers, with learners, fellow learners, or with headmaster) in nonformal situations, must use cirebon language. (2) teachers in formal situations when the process of learning cirebon language, must use cirebon language, while at the meeting, must insert cirebon language when communicating. (3) students must speak cirebon with anyone (fellow learners or with teachers) during the learning process or play. journal of education, teaching and learning volume 2 no 2 september 2017. page number 183-185 p-issn: 2477-5924 e-issn: 2477-4878 185 iv. conclusions the revitalization of cirebon language based on the education or school sphere through communicative cirebon language learning. steps that can be done include: 1. require teachers and learners in cirebon language in formal or nonformal situations. 2. when conducting a meeting, the teacher must insert the cirebon language. references ahmadi, abu. 1991. psikologi sosial (edisi revisi). jakarta: rineka cipta. adeng, dkk. 1998. kota dagang cirebon sebagai bandar jalur sutera. jakarta: depdikbud ri. atja. 1986. carita purwaka caruban nagari. transliterasi dan terjemahan disertai kajian teks dari buku purwaka caruban nagari karya pangeran aria cirebon, bandung: proyek pengembangan permuseuman jawa barat. basuki suhardi. 1996. sikap bahasa, depok: fakultas sastra universitas indonesia. bogdan, robert c. dan sari knop biklen. 2007. qualitative research for education: an introduction to theory and methods. boston: person education. budiwiyanto, ali. http://badanbahasa.kemdikbud.go.id/lamanb ahasa/artikel/1823 (diakses tanggal 05 juni 2017). chaer, abdul. & leonie agustina. 2010. sosiolinguistik perkenalan awal. jakarta: pt. rineka cipta. dadang kusnandar. 2012. cirebon: silang peradaban. yogyakarta: gapura publishing.com. degeng, i.n.s. 1997. strategi pembelajaran mengorganisasi isi dengan model elaborasi. malang: ikip dan iptdi emzir. 2008. metodologi penelitian pendidikan: kuantitatif dan kualitatif. jakarta: rajawali grafindo persada. _____ . 2010. metodologi penelitian kualitatif analisis data. jakarta: rajawali pres. _____ . 2011. metodologi penelitian kualitatif analisis data. jakarta: rajawali pres. encyclopaedia amerikana. 1998. usa: grolier incorporated. fasold. 1984. the sociolinguistics of society. oxford: blackwell. garayibah, et.al. dalam emzir. 2010. metodologi penelitian kualitatif analisis data. jakarta: rajawali press. hasan alwi. 2000. bahasa indonesia: pemakai dan pemakaiannya. jakarta: pusat bahasa departemen pendidikan nasional. hinton, leanne. 2011. revitalization of endangered language. dalam peter k. austin dan julia sallabank, eds, the cambridge handbook of endangered languages. cambridge: cambridge university press. hudson, r.a. 1985. sociolinguistics. sydney: cambridge university press. iskandar, yul. 2004. tes, bakat, minat, sikap dan personaliti mmpi-dg. jakarta: yayasan darma graha. kisyani-laksono. 2003. bahasa jawa di jawa timur bagian utara dan blambangan. jakarta: pusat bahasa. merry lapasau dan e. zaenal arifin. 2016. sosiolinguistik. tangerang: pt. pustaka mandiri. nasution, s. 2004. sosiologi pendidikan, jakarta: bumi aksara. oksaar, els. 1972. bilingualism, dalam thomas a. sbeok (ed), current trends in linguistics, vol. 9: linguistics in western europe, hauge: mouton. rusyana, yus. 1989. perihal kedwibahasaan. jakarta: departemen pendidikan dan kebudayaan direktorat jendral pendidikan tinggi proyek pengembangan lembaga pendidikan tenaga kependidikan. spradley, james p. 1980. participant observation. new york: holt, rinehart, and winston. tanpa nama, “kajian pustaka, konsep, landasan teori, dan model penelitian,” online: https://wisuda.unud.ac.id/pdf/13901610043-bab%20ii.pdf (diakses22 november 2016). undang-undang republik indonesia nomor 24 tahun 2009 tentang bendera, bahasa, dan lambang negara, serta lagu kebangsaan. 2011. jakarta: badan pengembangan dan pembinaan bahasa kementerian pendidikan dan kebudayaan. wardhaugh, ronald. 1972. introduction to linguistics. new york: mcgrawhill., inc. perdita. konsep dasar pendidikan dan makna belajar. al-azhar online: http://perditaalazhar2.blogspot.com/ (diakses 25 juli 2014). saragih, amrin. 2012. pemertahanan dan revitalisasi bahasa simalungun. online: http://badanbahasa.kemdikbud.go.id/lamanbahasa/artikel/1823 http://badanbahasa.kemdikbud.go.id/lamanbahasa/artikel/1823 https://wisuda.unud.ac.id/pdf/1390161004-3-bab%20ii.pdf https://wisuda.unud.ac.id/pdf/1390161004-3-bab%20ii.pdf http://perdita-alazhar2.blogspot.com/ http://perdita-alazhar2.blogspot.com/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 183-185 p-issn: 2477-5924 e-issn: 2477-4878 186 http://imasusu.blogspot.co.id/2012/01/pemertahanandan-revitalisasibahasa.html (diakses tanggal 16 juni 2017). __________. https://endonesa.wordpress.com/ajaranpembelajaran/pembelajaran-bahasaindonesia/ diakses tanggal 18 oktober 2017. http://imas-usu.blogspot.co.id/2012/01/pemertahanan-dan-revitalisasi-%20bahasa.html http://imas-usu.blogspot.co.id/2012/01/pemertahanan-dan-revitalisasi-%20bahasa.html http://imas-usu.blogspot.co.id/2012/01/pemertahanan-dan-revitalisasi-%20bahasa.html https://endonesa.wordpress.com/ajaran-pembelajaran/pembelajaran-bahasaindonesia/ https://endonesa.wordpress.com/ajaran-pembelajaran/pembelajaran-bahasaindonesia/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 238-243 p-issn: 2477-5924e-issn: 2477-4878 238 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. student presentations upgrades through use of language learning strategies iis lisnawati 1) , yuyun yuniawati 2), titin kusmini 3) 1) siliwangi university, west java, indonesia e-mail: is.lisnawati@yahoo.co.id abstract. this research is experimental testing of language learning strategies to improve student presentation at the indonesian department of education, university of siliwangi, tasikmalaya. learning stage presentations using language learning strategies are as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities. in each stage been lls is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. there is a significant difference between the mean score of the pretest to posttest mean score in the experimental class and there is a significant difference between the mean score of posttest in the experimental class with a mean score of posttest in control classes. this proves that effective language learning strategies to improve student presentation. keywords: presentation, language learning strategies i. introduction functionality presentation for the student is felt. the presentation is required in the academic world, organization, recruitment (chivers & shoolbred, 2007) or the world of work (business the ultimate resource (2007) & kapterev (2011)). according to zivkovic (2014) oral presentation enabling students to function successfully in the future professional surrounding, and preparing them for further academic reviews their possible. for students of language and literature education department of indonesia as a prospective teacher, they not only demanded to presentations in these things but also required to be able to transfer and presentation capabilities to teach to their students later. therefore, prior to their transfer and presentation capabilities to teach to their students, the students themselves must be capable of presenting. this, of course, requires training. syihabuddin (2009) argues speaking skills, learned, practiced, and built to students varies, ranging from the simple to the skills of complex skills such as presenting a paper in a scientific forum. although the presentation is very important for the ability of students, the phenomenon, and reality of the presentation capabilities of students facing today is not yet meet expectations. cause three are not maximal students in the presentation were the difficulty of students in developing the content of the conversation and use the indonesian language properly and difficulties students overcome anxiety and nervousness when speaking in front of crowds. the above is actually a consequence of the nature of the presentation as a kind of talking itself. talking is a complex activity that requires the use of a number of different abilities simultaneously (harris, 1969). according to thornbury (2005), there are a number of factors that determine easy or difficult it is to talk, that is a factor of cognitive, affective factors and performance factors. brown (2001) argues that one of the main obstacles to be overcome learners in learning to talk is the anxiety that causes learner throws things wrong or incomprehensible. this suggests that the language is a psychological activity (greene, 2000). in addition, piaget in slavin (2005) argues that knowledge of social devicelanguage, values, laws, morality, and a system of symbols (such as reading and math) can only be learned in interaction with others so that by vanpatten (1996) were considered in the study not only the cognitive mechanisms, but also the social dimension will also build affective learner. the above suggests that the presentation of learning strategy selected and used the strategy should provide an opportunity for students to develop cognitive, affective, and social dimensions. the strategy provides an opportunity for students, as noted above are language learning strategies is hereinafter abbreviated as lls. strategies are especially important for language learning because they are tools for active, self-directed involvement, the which is essential for developing communicative competence. appropriate language learning strategies result in http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 238-243 p-issn: 2477-5924e-issn: 2477-4878 239 improved proficiency and greater self -confidence .. learning strategies are specific actions taken by the learner to make learning easier, faster, `more enjoyable, more self-directed, more effective, and more transferable to new situations (oxford, 1990). lls is specific actions, behaviors, tactics, or techniques that facilitate the attainment of the target language by the learner (muho & kurani, 2011). lls is composed of two types, namely direct strategy 'direct strategy' and the indirect strategy 'indirect strategy'. direct strategies include the strategy of memory (used to store and retrieve aspects of the target language), cognitive strategies (used to use the language and to understand how it works), and compensation strategies (used to use the language even though there are gaps in knowledge). indirect strategies include metacognitive strategies (used for planning, organizing and evaluating learning), affective strategy (used to approach the task positively), and social strategies (used to collaborate with others to get help) (oxford, 1990). lls appears to be one of the most important variables that affect performance in a second language. therefore, teachers need to be more aware of the learner will lls through proper training. teachers can help their learners by designing instruction that meets the needs of individuals with different style preferences and teaches learners how to improve their lls (muho & kurani, 2011). learning stage presentations using language learning strategy is as follows. (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities (o'malley & chamot, 1990). this is the stage of operational use of lls known as calla (cognitive academic language learning approach) developed o'malley and chamot, 1990). in each stage been lls is eclectic in accordance with the needs of learning, good learning objectives, material characteristics, and the characteristics of the students. lls lls used was developed by oxford (1990), which is considered a more detailed and comprehensive (lee (2010), zare (2012)) with the rare step of speaking developed cohen (1996). ii. method this study used an experimental method. in this case, the use of lls conducted trials to improve student presentation. fraenkel, et.al (2012) found an experimental study is unique in two things are very important, which is the only study that directly trying to influence specific variables, and when applied correctly, it is the best kind to test hypotheses about the causes -andeffect relationship. iii. result and discussion based on the data obtained is known there are differences in pretest mean score (71.88) to the posttest mean score (84.47) in the experimental class, amounting to 12.59. in addition, note also that there are differences between the mean score of posttest in experimental class (84.47) and the mean score of posttest control group (77.18), amounting to 7.29. based on statistical calculations t pair test is known that there are significant differences between the mean score of pretest to post-test mean score with a mean score of post-test in the experimental class and there is a significant difference between the mean score of post-test in the experimental class with the average post-test score in grade in the class control. this shows that the use of lls effectively used to enhance the presentation skills of students. the significant difference between the mean score pretest and the average score of post contained in each component of the indicator of the ability of a presentation that covers the content of the conversation (focus, breadth, depth), aspects of the structure of the content (payload/content of contents: introduction, contents, cover; systematics and the proportion of the grain), aspects of language structure (choice of words: clarity, inclusiveness, and accuracy; sentence: communiactiveness, variation, truth), as well as aspects of performance (vocalization: tone, intonation and pauses, pronunciation; the expression: eye contact, gestures, gestures). the effectiveness of the use of lls due to the measures were undertaken in the learning gives students the opportunity to develop cognitive, metacognitive, affective, and social students. the learning process by using lls presentation was preceded by pre teaching-learning. pre teaching-learning done for lls is required to apply an understanding of language learning strategies, objectives lls use by students so that with this understanding, students are expected to carry out in an optimal learning. this is in line with the opinions trianto (2010) that teaching-learning strategies, there are several things that must be considered, namely (1) tell the students that to them will be taught strategies for learning so that their attention is focused, (2) showed a positive association use learning strategies to learning achievement and notify the need for extra thought to produce high performance, (3) explain and demonstrate strategies that will be taught, (4) to explain when and why a learning strategy use. the use of lls in learning activities presentation has five stages, namely: (1) preparation, (2) presentation, (3) practice, (4) evaluation, (5) expansion activities (o'malley & chamot, 1990). the preparation phase is done at the beginning of the learning activities. at this stage, enthusiastic students are seen as a conditioning class. students answered greetings, greeting afternoon professors and lecturers spirit greeting in unison. in apperception students connect the material to be studied with its knowledge and experience (metacognitive strategies). when a student does not respond, reminding professors and fishing with some questions and ask and answer with students about the benefits of any activity undertaken. it aims to make students aware of every activity and its benefits. that is, students are expected to do all of the activities and not solely for the instruction of lecturers, but all the activities are done on awareness of students even if initially activity was done on the initiative of the lecturer. it was compatible with the intended use as proposed by shmais lls (2003) that the main purpose of the lls is to enable learners to become more aware of learning strategies they use and to help them become more responsible for their own purposes. those goals can only journal of education, teaching and learning volume 2 no 2 september 2017. page number 238-243 p-issn: 2477-5924e-issn: 2477-4878 240 be achieved if learners are trained in the use of strategies so that they become more independent and effective. chamot (2004) suggested that learning strategies are the conscious thoughts and actions that learners take in order to achieve a learning goal. at this stage of student presentations in groups (social strategy: working with others, ask questions to clarify or correct) analyze impressions (model group presentations) (cognitive strategy: analyzing the expression) with the guidance given faculty, linking and comparing it with the knowledge or experience of students (metacognitive strategies), record (cognitive strategies) analysis results, discuss findings (social strategy: ask), and reasoning to infer (cognitive strategies). at this stage, all of the students in the group observe the impressions reminded by lecturers in order to connect with the knowledge and experience they have. after completion notice impressions of students answering questions with answers recorded individually and their answers are discussed in their respective groups to conclude. when discussing class students who speak from each group to report or respond to the results of discussions in turns so that the conversation is not dominated by a particular student. that is, students are quite active and participatory. this is possible because each student already has the answers to their own findings or results of the group discussions. efforts to raise the awareness of students will lls on the presentation made by praise on students argued and feedback. this is in line with the opinions trianto (2010) that in use learning strategies should do the following things. 1) provide reinforcement to students who use learning strategies 2) to provide feedback when testing materials with a certain strategy. at this stage of practice, students practice presenting in the classroom twice. practice presentations first performed in the respective groups. the second presentation practices carried out in front of the class. stage practice includes the step prior to presentation (presentation preparation stage) and stage presentation (presentation execution stage). practice is not only done in the classroom but also do outside the classroom with the same guidelines with practice in the classroom. to ensure that students practice outside of class, students must submit a recording of the practice. at the stage before the presentation, the preparatory stage student presentations informal discussion in the group (social strategy: working together with friends, ask clarifying or correcting) on the topic (cognitive strategies: using a variety of sources, recorded information), making a framework for discussion, develop a framework for discussion (strategy metacognitive: connect it with prior knowledge, organize the content of the conversation). to do all of these activities linking students with knowledge and experience related (metacognitive strategies), using a variety of sources (cognitive strategies) by utilizing already available materials, handouts, laptops, mobile phones, and the internet. (lecturer reminded that using mobile phones and the internet to complete the task and responsibility of the student to ask the reason for using a variety of sources). the implementation stage includes the presentation before speaking, speaking, and after speaking. the presentation used at the stage before speaking is relaxed, making a positive statement (affective strategies). at this stage, there are students who took the initiative themselves to relax in a manner of his own choosing not drilled. this shows that the students have their own consciousness to choose strategies appropriate to their needs. this will be the foundation that lls encourage students to become independent. as noted querol (2010) that the strategy should offer opportunities for students to become independent learners. at the current stage, the students spoke no attempt to speak without notes for distraction, but there is also a record in the form of an outline of the material to be conveyed (cognitive strategy). monitor yourself (metacognitive strategy) while talking difficult to observe because of the form of abstract behavior. it is actually an lls characteristic itself as expressed oxford (1990) that lls is not always easily observed. cooperate with other learners to achieve the learning objectives is a strategy that can be observed, but the act of making a mental association, memory strategies cannot be observed. the above drawbacks can be overcome to think aloud procedures (oxford, 1990), namely the form of an oral report about the thought processes that do learners when doing an activity of language learning. after speaking students were trained to assess the communications ability and its use of lls (metacognitive strategy: to evaluate its own). in this case a class discussion, students express a mutual assessment of her abilities, other students respond or comment. this is in line with the opinions trianto (2010) that the use of lls teachers should evaluate learning strategies and encourage students to do the evaluation. in addition to assessing themselves, students also gave tribute to him according to his ability (affective strategy: respect yourself). the assortment of student expression in respecting themselves and discuss with friends about the feelings he felt when presenting (affective strategies: discuss feelings with the other person). according to them the feeling they are the same, cannot feel good presentation, the most associated with emotional stability. it can be their motivation to practice until actually capable presenting well. to assess their consistency in using lls students must fill out a checklist that has been provided, lecturers. it actually will help their consciousness in every activity. in the expansion phase is discussed about the benefits of learning activities are carried out, both with regard to lls and learning materials in a broader scope. in this discussion the class and the teacher. at this stage, the students show passion or motivation and persistence in answering questions related to the use of lecturers lls, the contents of the conversation, performance, and language. from the series of activities of faculty and students over the use of lls in learning, presentations can be stated that the lecturer role as initiator, motivator, facilitator, guide, journal of education, teaching and learning volume 2 no 2 september 2017. page number 238-243 p-issn: 2477-5924e-issn: 2477-4878 241 consultant, coordinator. this is in line with the opinion of oxford (1990) that teachers in the use of lls act as facilitators, guides, consultants, advisors, coordinators, speakers, expert diagnostic and communicators. lls position the student as a subject of study. students perform information processing activities. when students connect the material being studied with previous knowledge in apperception or analyze impressions presentation, in essence, they're digging up information that has been stored in their memory. when students observe impressions, notes, discuss in essence they are obtaining the information, store, and recall when they express opinions. similarly, when they practiced, in essence, they must disclose return information that they have acquired and their store in the memory. in fact, the information was empowered when they talk through the activities of monitoring the conversation. thus, knowledge relating to the contents of the conversation, language rules, they have become functional. in this connection, o'malley and chamot (1990) suggested learning strategies are special ways of processing information that enhance comprehension, learning, or retention of the information. oxford (1990) argue that language learning strategies are operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. rebecca ehrman and oxford (2008) states that the strategies are conscious steps or behaviors often used by language learners to enhance the acquisition, storage, retention, recall, and use of new information. lls not only enable cognitive students but also hone affective students through activities to relax, make positive statements, self-respect, to discuss feelings with others and interact socially in the use of language with other students through the activities asked to clarify or verify, asking to correct and cooperate with friends. of activities before a student can activate linguistic competence, sociolinguistic competence, discourse competence, and competence strategies. as noted oxford (1990) that the essence of lls who are learning involves many aspects of the learner, not just cognitive. lls is not confined to cognitive function. the strategy also includes metacognitive functions (such as planning, evaluation, and regulate one's own learning), affective, social, and other functions. lls contribute to achieving the main goal of communicative competence. an explanation or asked questions about the benefits of lls for learning can make students have confidence in doing the activities that positively affect the achievement of learning objectives or student achievement and independence. in this connection, oxford (1990) suggested that the lls made more independent learners. trianto (2010) argues that the teachinglearning strategies based on the proposition that student success largely depends on the skills for independent learning. it is in line with current educational demands. as noted azrien, et al. (2011) that in the context of today's world, education is not only focused on the acquisition of knowledge and get good grades in exams, but also on improving the learner to direct the learning potential and ability to cope with challenges of their own learning environment. learners are responsible for their own learning. they are no longer seen as passive individuals as recipients of information, they are also actively engaged in learning activities that facilitate the formation of the relationship between information and knowledge. the above was in tune with the demands of education in indonesia. as indicated on the law of the republic of indonesia number 20 year 2003 on national education system that national education serves to develop the ability and character development and civilization of the nation's dignity in the context of the intellectual life of the nation, is aimed at developing students' potentials in order to become a man of faith and fear god almighty, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable. based on the above it can be stated that the learning presentations using above description also suggests also that the interaction in the learning of the presentation by using lls is multidirectional interaction, namely the interaction of faculty and students, student interaction with the students, even the interaction between students with instructional materials. thus, the use of lls in learning presentation desired direction of the interaction of adult education, namely interaction multidirectional. as noted djamarah (2005) that the communication as a transaction (multidirectional: the interaction between teachers and students and among students with students) are considered in accordance with the concept of learning to cbsa as desired by those skilled in modern education. in this connection, abidin (2014) suggested that the learning success will greatly depend on the significance of interaction multidirectional or educational interaction, that interaction serves to develop various potentials of learners in order to develop the knowledge itself. these interactions should further inspire, fun, challenge, motivate, provide enough space for innovation, creativity, and independence according to their talents, interests, and physical and psychological development of learners. this is in accordance with the mandated regulation of the minister of education and culture of the republic of indonesia number 49 the year 2014 on national education standards article 13 that the implementation of the learning process takes place in the form of interaction between faculty, students, and learning resources in a particular learning environment. another thing that can be concluded from the above description is that in learning presentation by using lls lecturers in addition to planning a conscious components of learning already established and lls must be planned and carried out consciously anyway so all lls is done consciously also by students in order to achieve learning objectives as part of the purpose of education. it is actually in accordance with the nature of education itself. as stated in law no. 20 of 2003 that education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, selfcontrol, personality, intelligence, noble character, and skills needed him, society, nation, and country. the effectiveness of the use of lls in learning has been shown in previous studies, namely increasing the ability to journal of education, teaching and learning volume 2 no 2 september 2017. page number 238-243 p-issn: 2477-5924e-issn: 2477-4878 242 talk by using lls (cohen, et al, 1996), increased ability to read english texts using cognitive strategies and metacognitive (hamdan, et al), memory strategies more intensively in the first language learning (yang & wang), increase english proficiency by using metacognitive strategies (juyeon, heinz, & michael, 2016). iv. conclusion based on the data analysis can be concluded that effective language learning strategies used to improve student presentation. the learning process is a presentation by using lls is a learning process based on the strategy in the form of behavior or specific activities that use learners in learning activities that include cognitive strategies, metacognitive strategies, strategies affective, and social strategies so as to engage and develop the whole realm of psychology students, both cognitive , affective, and psychomotor implemented through individual action or through social interaction. the learning process by using lls presentation is done in five stages, namely: (1) preparation, (2) the stage of presentation, (3) the stage of practice, (4) the evaluation phase, (5) the expansion phase. at each stage of use lls in accordance with the purpose of learning, learning materials, and the students' needs. the learning process by using lls presentation faculty position as an initiator, motivator, facilitator, guide, consultant, and coordinator, while the learner as a subject of study which enables the entire realm of psychological and social dimensions. the learning process is a presentation by using lls multidirectional learning process. interaction is not only the interaction between faculty and students but also students with student interaction and student interaction with the learning materials. research use of lls in learning presentation was done without considering the factors that influence the lls, which is a factor of consciousness, learning phase, types of tasks, objectives that were defined teacher, age, gender, nationality/ethnicity, learning styles common, personality traits, level of motivation, and purpose of language learning. therefore, future studies should consider these factors. references abidin, y. (2014). pembelajaran bahasa berbasis pendidikan karakter. bandung: refika aditama. azrien, m. adnan, m., & mohamad, s. (2011). language learning strategies and self-efficacy beliefs in arabic language learning: a malaysian context. ajtlhe vol. 3, no. 2, july 2011, 48-59. issn: 1985-5826. [on line]. available: http://www.ukm.my/ the / pdf / 78-en ajtlhe mohamad azrien kb.pdf um. brown, hd (2001). teaching by principles: an interaction approach to langauge pedagogy. san francisco: longman. business the ultimate resource. (2007). give great presentations: how to speak confidently and make your point. london: a & c black publishers ltd. chamot, au (2004). issues in language learning and teaching strategy research. electronic journal of foreign language teaching, 2004, vol. 1, no. 1, pp. 14-26. [on line]. available: http://e-flt.nus.edu.sg/ chivers, b., & shoolbred, m. 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(2012). how to design and evaluate research in education. new york: the mcgraw-hill companies. greene, j. (2000). language understanding a cognitive approach. philadelphia: open university press. hamdan, ar, et.al. the cognitive and metacognition reading strategies of the foundation course students in teacher education institute in malaysia. european journal of social sciences. volume: 13 page: 133144. [online] available: http://lib.education.vnu.edu.vn:8121/bitstream/123456789/ 4558/1 / teachereducation10963.pdf. harris, dv (1969). testing as a second language. usa: mcgraw-hill, inc. juyeon, l., heinz, and michael. english language learning strategies reported by advanced language learners. journal of international education research. v12 n2 p67-76 2016 [online]. available: http://files.eric.ed.gov/ kapterev, a. (2011). presentation secrets: do what you never thought possible with your presentations. indiana: john wiley & sons, inc. lee, ck (2010). 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(2010). mendesain pembelajaran inovatif-progresif. jakarta: kencana prenada media group. undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional vanpatten, b. (1996). input processing and grammar instruction in second language acquisition. usa: alex publishing corporation. yang, al, & wang, pl investigating the relationship among language learning strategies, english self-efficacy, and explicit strategy instructions. taiwan journal of tesol vol. 12.1, 35-62. [on line]. available: http://files.eric.ed.gov/fulltext/ej1078937.pdf. zare, p. (2012). language learning strategies among efl/esl learners: a review of the literature. international journal of humanities and social journal of education, teaching and learning volume 2 no 2 september 2017. page number 238-243 p-issn: 2477-5924e-issn: 2477-4878 243 science vol. 2 no. 5; march 2012 162. [online]. available: http://www. ijhssnet.com/ journals/vol_2_no_5_march_2012/20.pdf. živković, s. (2014). the importance of oral presentations for university students. mediterranean journal of social sciences. vol 5 no 19 august 2014. doi:10.5901/mjss.2014.v5n19p468. [on line]. available: http://www. mcser.org/ journal/ index.php/mjss/article/viewfile/4278/4184. pp 468-475. journal of education, teaching and learning volume 2 no 2 september 2017. page number 133-137 p-issn: 2477-5924 e-issn: 2477-4878 133 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. english speaking learning through the "english area" program in smk negeri i gorontalo sartin t miolo 1) , emzir 2) , yumna rasyid 3) 1) gorontalo state university, gorontalo, indonesia e-mail: sartinmiolo@yahoo.co.id 2) state university of jakarta, indonesia e-mail: emzir.unj@gmail.com 3) state university of jakarta, indonesia e-mail: yumna.rasyid@unj.ac.id abstract. the purpose of this research is to know how the learning process speaks english through "english area" program at smk negeri i gorontalo. the method used in this research is descriptive qualitative method. the data source is students in smk negeri i gorontalo class xi academic year 2015/2016. data were collected using direct observation techniques on learning activities, interviews with teachers of english and students, documentation of learning outcomes and student achievement outcomes. the results show that the "english area" program is well used to improve students' english speaking skills and can motivate them to use english. the conclusion is that english teachers at smk negeri i gorontalo managed to create a way to make learners happy and interested in english speaking learning and their achievements increased. keywords: speaking; english area; learning i. introduction producing a good achievement, especially in english, there is a need for continuous training and habituation and strong efforts of teachers. multidimensional learner enhancement and practical exercises and social processes are needed to successfully boost self-confidence and encourage learners to practice well. learning done in the classroom is something that is usually done by learners and teachers from their early school sitting. another effort is to conduct learning outside of the classroom so as to generate a sense of more pleasure and passion for learners or learners to practice and apply the use of more natural spoken language. similarly, what happened in smk negeri i gorontalo which is one of the favorite schools in gorontalo province that every year learners get various achievements both at regional and national level, especially in the field of english. learners from this school during each passing period to participate in an english debate contest at the national level. english-contest and english contest contest at gorontalo province level held annually by gorontalo provincial education office, smk negeri i gorontalo always grab the first rank. other english competitions such as copyrighted and poetry reading in english, english debate competition organized by major english language state university of gorontalo, which involves all high school and vocational schools in gorontalo province then smk negeri i gorontalo school always gets a rating. achievements obtained by these learners certainly not achieved just like that easily. one of the missions contained in the school's vision of "improving english proficiency for school residents" is one of the driving force for teachers, learners and schools to achieve good achievement in http://creativecommons.org/licenses/by-nc/4.0/ mailto:sartinmiolo@yahoo.co.id journal of education, teaching and learning volume 2 no 2 september 2017. page number 133-137 p-issn: 2477-5924 e-issn: 2477-4878 134 english subjects. another thing that also supports the english teachers have the skills and competencies in the field of english language learning and the desire for their students to have good achievements in the field of english. besides, it has become common knowledge that although learners have been studying for many years from elementary, high school, high school or university level, the ability to speak english is still low especially the schools that are far away in areas that have access and learning facilities low quality compared to those in cities. based on this matter, then conducted by teachers to improve and hone the ability to speak english learners through the program "english area". at rest, english teachers are placed at certain points where the designated area, learners, and teachers are required to use english. for students especially those who use english will be rewarded, while those who enter the area and do not use english are not given punishment but they can join their friends either from outside the class together learn english when they are in where the "english area" program is located. in relation to the above description, the researcher needs to conduct a scientific study through research on "english area" program as one of the ways done by english teachers in language learning to improve and develop the ability to speak english in smk negeri i gorontalo ". english learning brown (2007: 8), explains that learning is "the acquisition or acquisition of knowledge about a subject or a skill with learning, experience or instruction". this means that learning that occurs in the classroom can convey messages in the form of knowledge, skills, and attitudes of teachers to learners. brown states that learning is to show or help someone learn how to do something, instruct, guide in the assessment of something, prepare knowledge, make know or understand ". the term "instruction" is broader than "teaching". learning should result in learning to learners and should be done a systematic planning, while teaching is only one application of learning strategies among other learning strategies with the main purpose of conveying information to learners. the difference between the terms "teaching" and "instruction" can be observed in the table below according to siregar (2010: 13). table i differences between teaching terms and instruction from the definition shown in the table above it can be said that the term "learning" (instruction) is broader than the "teaching" (teaching). learning should result in learning to learners and should be done a systematic planning, while teaching is only one application of learning strategies among other learning strategies with the main purpose of conveying information to learners. if you note, the difference between these two terms is not trivial but has shifted the educational paradigm, from the original. educational activities that were originally more "teaching" oriented (more role-playing teachers) have shifted to the concept of "learning" (planning activities oriented to learners for learning within themselves). the concepts that exist in english language learning especially in speaking lessons using the "english area" technique are very supportive of what is explained in the different teaching and learning. to obtain the achievement of foreign language learning the maximum required a variety of support in the form of media, methods, techniques, and a particular approach in accordance with language learning. the process of learning with materials, media, methods, techniques, and appropriate approach will facilitate the material delivered well absorbed by the learners. in learning a foreign language a teacher is required to be creative, creative and skilled in delivering the material to be delivered in stages in accordance with the level of ability of learners so that learners can receive the material well. so the learning process is strictly regulated by providing motivation in preparation for the text, then the presentation of the text until the exercise to activate the expression contained in the text. as harmer explains, there are a variety of theories and techniques that can be used in foreign language learning that may be able to adopt learning by acquiring or learning a second language where the language used is available. further, harmer takes krashen's view on that the learned language input is available and can be spontaneously journal of education, teaching and learning volume 2 no 2 september 2017. page number 133-137 p-issn: 2477-5924 e-issn: 2477-4878 135 generated. in contrast to learning a foreign language that is learned consciously so as to produce language spontaneously is also somewhat difficult. it is said that acquiring a language will be much easier than learning a language. foreign language learning is the acquisition of a second communication language. the ability to use a foreign language will develop automatically if learners are directed to focus on using the language to communicate so that the goals to be achieved in foreign language learning can be achieved. in the context of language learning as a foreign language, learners do not have a ready-to-use form of communication outside the classroom, because the context can only be obtained in language learning groups where the situation is created in the classroom or outside the classroom, through media, books or foreigners. whereas in the context of first and second language learning, the target language or language being studied in the classroom is also available outside the classroom. therefore, the english teacher at smk negeri i gorontalo creates speech learning techniques using the english area so that the atmosphere created during speaking activities can approach what is expected in real foreign language learning. ii. research method this research was conducted at smk negeri i gorontalo class xi student of academy year 2015 / 2016. the research was conducted for one semester from february until june 2016. the research method used is descriptive qualitative method. sources of data in this study are the learners involved and participate directly in the activities of "énglish area". at each place collected 12 to 15 students for each location. the total number of locations prepared for the "english area" is 5 points, ie in the school park, there are two locations, in front of the library one location, in addition to the school canteen and beside the school sports field one point location. the total number of students who participated in the event amounted to 50 people. each location between 10 to 12 people data is collected through observation or direct observation, through recording, teacher and student interviews and documentation of learning outcomes and achievements obtained by teachers. data obtained from the observation, interview and documentation are analyzed and interpreted qualitatively. iii. result and discussion program "english area" at smk negeri i gorontalo. in the effort of teachers to develop and improve the achievement of english-speaking learners who are focused on speech skills, especially the pronunciation (pronunciation) and the possession of more language vocabulary then various ways done by teachers so that their language potential can be developed. but not only skilled in the pronunciation but also the mastery of grammar is very helpful for learners to learn english to be better. one way that teachers create by motivating learners is through a program called "english area". smk negeri i gorontalo is a school in gorontalo which first implemented the program since 2009. the learning process in this program is language learning that takes place outside the classroom involving all english teachers as a guide and companion who intend to motivate and help learners familiarize themselves in english language. also added that through the program is intended to student achievement who have been obtained in the english race contest is maintained. not only the award of the contest obtained by the learners, the alumni of smk negeri i gorontalo who mostly became students at the state university of gorontalo (ung) major english department has a good achievement. they always represent ung to contest at the national level on the national debate competition. the english area program needs some preparation to get it right. arrangement and selection of locations and places that allow discussion and conversation to occur naturally for learners and their neighbors as well as with teachers will occur interaction conversation. the selected venues are school parks with seats and tables, a courtyard near the sports center, the school cafeteria, next to the library as the usual place for students to gather. besides determining and setting up strategic locations and points, language teachers prepare gifts of food and soft drinks that will be passed on to learners or students who participate more in conversations. at any point or location selected there are one or two english teachers and students who have been selected to help those with better language skills than other students to assist. furthermore, the materials, topics, and materials the focus of the discussion on the lesson is prepared by the teacher. the materials and materials in the form of pictures of famous people in the form of heads of state, artists, leaders of areas known by the students, pictures of sights, pictures of typical regional food that everything becomes something that can be spoken by the students and teachers. for example, during the implementation of this program has been determined the theme of learning is journal of education, teaching and learning volume 2 no 2 september 2017. page number 133-137 p-issn: 2477-5924 e-issn: 2477-4878 136 describing people, describing thing, master has prepared a picture of president of america at that barrack obama, president of ri, joko widodo, governor of gorontalo, and singer ariel noah. the selection of such material is meant for the learner to speak more by looking at the picture. they are also given the freedom to portray themselves to others who are known so that these learners can be hooked to speak. this english area program is implemented on student learning breaks so it is expected that all are involved although there are also some who do not join the program. this program can be categorized as one good way to motivate english learner learners. learners feel happy and interested in conversations naturally and differently from those done in the classroom, free to interact with fellow friends and teachers. english-speaking learning techniques using the program "english area" is already there before as found in the english village kediri the first time sparked by mr. kalend osein in its efforts to improve the english language ability of the pare community and improve the welfare of the citizens. however, the system implemented in pare kediri is different from what is done in smk negeri i gorontalo. english learning in kediri english village, learners should live and be housed in a building site prepared to receive time-limited learning when selecting an existing package. the learners during their stay in the dormitory studied throughout the day, conducted discussions, memorized a number of pre-determined vocabularies by teachers, taught grammar and speaking practice. this writer knows when visiting the place. the english area program implemented in smk negeri i gorontalo is more on the application and continuation of the application of learning in the classroom and using the students break time outside the classroom using english. the time is done twice a week. the preparation of the venue for the "english area" implementation has been prepared by english teachers who share the responsibility of being the executor and assisted by other learners. teachers also provide prizes to be given to learners who actively participate in the teacher's choice. students who have already participated in a particular point or spot can move on to other groups as freely and join in with others so that those with multiple participation will gain many prizes. and this is very interesting for students to participate actively participate in a healthy competition and smoothen speaking english. so that in english debate competition arena both at local, regional and national level learners this is what always represent the school achievement and success. but of course, there are still shortcomings in the program, especially the limited funding of the school for the preparation of learning ammonia, prizes given to students considering the number of participants who participated quite a lot. so the school is only able to implement it for one semester in one year of learning. learning media in the form of pictures pictures, photographs and other language materials that become learning aids prepared by the teacher himself on his own creation. it is also a constraint for teachers to limit funds to the preparation and supply of such learning materials and tools. not infrequently the teachers help each other and exchange of learning supporting materials so that there are different variations so that students are interested to conduct learning activities. english language learning at smk negeri i gorontalo various methods, techniques of foreign language learning model sought and found by language teaching experts to be applied in foreign language learning for the expected results are achieved that is increasing the motivation and ability of students using target language. language linguists, and teachers and educational stakeholders seek and seek to find the best ways and methods that can be used so that the change in the use of foreign language learning methods is constantly changing and improving. not only are they linguists and experts on language learning, learner and linguistic teachers are always looking for the effort and the way as the linguists do in order to improve their learning ability in the better. of course, in every existing method, there are advantages and disadvantages so that in its application requires merger and complementer for others. various learning methods emerged such as direct methods, communicative methods, cooperative learning methods all aimed at improving the language skills of the learners. similarly, english learning materials that include material short texts in discourse interpersonal, functional and functional specific descriptive, recount, narrative, factual report, analytical exposition, news items and text procedure. language skills include speaking skills, reading, writing, and linguistic elements in it include markers of discourse, vocabulary, grammar, speech, word pressure, intonation, spelling, punctuation, and neatness of handwriting. the materials are mostly drawn from compulsory textbooks of english for sma / smk and other supporting materials all designed to facilitate language learning. journal of education, teaching and learning volume 2 no 2 september 2017. page number 133-137 p-issn: 2477-5924 e-issn: 2477-4878 137 based on existing materials, on the implementation of the énglish area, teachers select materials tailored to the material learned in the classroom in particular and adapt to the learning objectives of the speaking skills to be achieved. basically, types of approaches and methods of learning and instructional techniques have been included in the learning program plan, such as the scientific approach, the method of project based learning, discovery learning and so forth. the use of various variations of teaching methods such as this is necessary considering the ability and background and opportunities of learners are different when learning english. this is in line with the opinion of harmer (2005: 62) that, the method is a practical realization of a teaching approach. these methods are the demands of the 2013 curriculum that should be applied in classroom learning. thus what has been learned and done in class by the students will be easier implemented outside the classroom during learning to speak through the technique "english area". to support learning outside of the classroom, media and learning tools are needed in the learning process with the "english area" program as learning in the classroom. the use of learning media in the form of concrete objects and images pictures that have been created by the teacher so that students understand the material well and function for student performance and generate a sense of pleasure in students participate actively. arsyad (2011: 3) explains that the media in teaching and learning process tends to be interpreted as graphics, photographic, or electronic tools to capture, process and rearrange visual or verbal information. various media can be used to support effective, efficient, and engaging learning activities. the role of teachers, especially english teachers such as creative, skilled, innovative, information, facilitator, resource, motivator, creator, inspirator, mediator for students to learn and improve self-competence can be a strength for students themselves to increase their potential. learners who act as active learners, as motivators and learning partners both for fellow learners and for teachers will help each other improve their competence and skills so that learning becomes meaningful and the ability of students to develop. iv. conclusions from the results of this study should the teachers especially english teacher teachers can apply the technique "english area" in an effort to improve the ability to speak english-speaking learners who involve fellow students and teachers english outside the classroom supported by students who have the ability more in speaking english. as an effort to improve the competence and achievement of students in using foreign language in english, in terms of providing guidance in learning requires teachers who have creative and creative and innovative in creating learning techniques that delight students so that students have the ability to develop the potential it has. foreign language learning, especially speaking learning, is a lesson that requires habituation through training exercises and adequate vocabulary ownership using appropriate grammar as well as the "énglish area" program of learners and teachers providing mutual support and motivation for improving the ability to speak english. the good learners and increased ability are always included in the competitions and competitions in english and always win the championship. this is the benchmark of the success of the program "english area" managed to help improve students' speaking skills at smk negeri i gorontalo. references abbot, gerry, john greenwood, douglas m.c keating. (1981). the teaching of english as an international language. a practical guide. london: collins elt. arsyad, azhar. (2011). media pembelajaran. jakarta: pt raja grafindo persada. brown, h. douglas. (2007). prinsip pembelajaran dan pengajaran bahasa. ,terjemahan noor cholis dan yusi avianto. jakarta: kedutaan besar amerika serikat. dean, brown, james. (1995). the element of language curriculum. a systematic approach to program development. boston, usa: heinle & heinle publishers. haycraft, john. (1987). an introduction to english language teaching. longman: singapore. mickan peter, johanna moteram. (2008). an ethnographic study of classroom instruction in ielts preparation program. ielts australia. australia. nunan, david. (1989). designing task for the communicative classroom. cambridge: cambridge university press. siregar, eveline. teori belajar dan pembelajaran. bogor: ghalia indonesia, 2010. journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 34 local history of jakarta and multiculturalattitude (historical local study of betawi ethnic) suswandari universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: bsuswandari@yahoo.com abstract. this is a literature review about local history of jakarta and multicultural attitude. in the context of local history of jakarta, ethnic betawi as ethnic origin jakarta is formed from the process of inter-ethnic assimilation imported by the dutch colonial government in its political and economic interests. in its development, the betawi ethnic group continued to strengthen and succeeded in establishing their own distinctive identity as well as disturbing with other ethnic groups in indonesia, although in their present development their existence is decreasing due to development interest which is not able to open wide room for betawi ethnicity itself because various causes. the betawi ethnic group has a strong identity concerning betawi cultural heritage such as strong religious soul, respect for diversity, friendly, homoris, helpful, open, tolerant to differences and so on. as a part of jakarta's local history, ethnic betawi history can be explored as a source of inspiration and a source of awareness in instilling multicultural souls in jakarta, as a metropolitan city with increasingly diverse ethnicity towards social life within the framework of peace and harmony. keywords: local history; multicultural; attitude; betawi i. introduction inspired by what e.h. carr with the expression what is history? and followed by other questions such as: what is the use of history, what is the significance of history and why we study history often triggered a long debate on a particular community. discussing historical and historical terms for communities beyond the history of today's global modernity is an unattractive dish, often inviting laughter or even becoming indifferent to a variety of diverse ideas. it can not be denied that a historical study dwelling on the fact of light is understood as a less important study in the pursuit of today's global life characterized by hedonic lifestyles and impersonal interactions. everything is connected with the material values that dominate all thoughts, behavior and decision-making. many people forget the significance of history in the life of a nation and a state, when historical research as revealed by r.g collingwood [1] is only a study of the past actions of mankind, without the ability to draw deep meaning from all human activity that ever happened as a moral lesson. the global era has shaped the character of the nation's generation that can not be separated from technology, mindset and lifestyle simple, factual, real, with the nuances of a very thick and impersonal. so not infrequently the young generation today do not know anything about the origin of themselves and their environment and important events that precede it. indonesia is a country rich not only in natural and human resources, but indonesia is a multicultural country characterized by the diversity of religions, customs, cultures and ethnicities that occupy it. this incredible wealth of nature, culture and ethnicity becomes a valuable asset of the nation if it is managed well. and on the contrary, it will be a disaster when there is a mistake in dealing with and dealing with it. not a few nations are destroyed because of the problem of ethnic and cultural differences as is the case in the african continent today. the global era with all its positive and negative impacts sooner or later can pose a serious threat to the robustness of this multiculutural indonesia. multiculturalism is the institutionalization of cultural diversity held by ethnic groups within a nation state through language, legal systems, government policies related to health, education, housing, and the economy [2]. a multicultural attitude is an attitude of recognizing diversity and diversity in the frame of togetherness and equality. the attitude of togetherness and equality can be built through the development of historical consciousness through historical education, which can be sourced from local history. the local history in taufik abdullah's view [3] is expressed as the history of a place whose boundaries are determined by the historian himself, such as geographical, ethnic, political and so on. journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 35 this paper specifically tries to review 'the local history of jakarta and the multicultural attitude: the study of local ethnic history of betawi'. the discussion begins by explaining the importance of local history and history, the multicultural attitude, the history of betawi ethnic formation in jakarta, and the ethnic betawi ethnic values for the strengthening of multicultural attitudes, with the following explanation below. ii. the importance of history and local history. in the midst of an ever-growing problem of history, history and history, there are many who are aware of the importance of historical values to human life [4]. sir john seeley says we are studying that we may be wise before the event. furthermore, louis gottschalk [5] states: there are several reasons for studying history, namely: (1). curiosity about the past of oneself and his place of residence. (2). the desire to explain to himself about his cultural origins. (3). patriotic interest to know the origin of his country. (4). know and understand the past development of a problem and can better understand its implications in the present. (5). get the lessons, so it can help in solving various problems of the present. (6). deepening of the past to predict the future. then, sartono katodirdjo (1982) [6] argues that history has an important role in the development of the nation of indonesia today, namely in the framework of the formation of national awareness and national identity. moreover, in the old note of c.p. hill states: learning history helps to develop the sense of love of his homeland and the notion of challenge to his customs and ways of life, how his homeland has come into being or how he has liberated himself from foreign powers, how his system of government took place .... what changes which occurs in its economic and social life and so on. thus it can be said that learning history can essentially teach a lesson. that is we learn from events that occurred in the past, for our interests in the present and future. learning history also reinforces the spirit of nationalism in its homeland. because we can understand the widest everything our ancestors ever experienced. like, how do they deal with their social problems, how do they free themselves from their suffering, how they deal with natural disasters and so on. history as a lesson of life, is the best teacher who can teach a person not to make mistakes twice. history has an effective and efficient purpose for one to be a wise man. about the prediction of the future is not just the authority of history, as well as not the authority of other social sciences. but at least from the experience of the past that people will have the sensitivity of the conscience and the sharpness of the mind, so that they are able to capture the moral lesson for future and future interest. this is the task of history with its various works can help to liberate man from a parochial (narrow) view in this life. as a human event, history is owned by anyone and everywhere. therefore, in each region has various records of important events that have been called local history as a cultural heritage, whether geographical, economic, political or ethnic. local history, is the study of history in geographically local contex and it concentrates on the local community. local history as a cultural heritage of the past, has significance both in academic and community development, especially the interest of the community in learning the past experiences of its ancestors. this is in line with the disclosed allan j ligthman [7] (1978) quoted supardi following below. local history conduct to test hypotheses about broader jurisdictions, usually nation states, and local history that focus on understanding the process by which communi¬ties grow and develop. although analytically distinct, in actual practice these are often crisscross and run together. the quotation confirms that local history is examined for its own interest in a community of peoples to see the process of growing and developing, although in reality it is often done in different ways but for the same purpose. five major themes of local history [8] include: a) the dynamics of rural communities, b) education as a factor of dynamism and social interaction, c) interaction among ethnic groups in a plural society, d). national revolution at the local level, e) biography of local leaders. the heritage of local cultural history can be physical culture (tangible, such as sites, historical places, ancient buildings, sculptures etc.) and cultural values of the past such as tradition, folklore and legend, mother tongue, oral history, creativity groups such as dance art, performances and others (intangible). through local history is expected to contribute in the form of moral values of nationality concerning consciousness as a multi-ethnic, multicustomary and behavioral nation, awareness of life dynamics summed up in attitudes to give recognition to differences with the weaknesses and strengths of each side for later together build equality in the frame of diversity. for the sake of national history, local history is not antagonistic, it will contribute positively, as taufik abdullah (1990) [9] states: that local history with an involuntary approach, which only revolves around itself, makes it possible to pioneer new problems in national history. in this way it is not only the vision of the process towards the realization of national consciousness, as a necessary condition for the stability of national integration can be heard, but more importantly, the real dynamics of the process can be understood. the above quotation confirms that the understanding of the existence of local history, as a capital to strengthen national history, especially with the historical record of the formation of the unitary republic of indonesia with its own uniqueness. in journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 36 connection with that, deepening and reviewing local history has the following functions: a). increase knowledge about the dynamics of community groups that will ultimately expand on indonesia's diversity, b). enriching the study of national history to strengthen identity and nationalism. when looking at history as a tree, then in the tree of history will be strong with the roots of a solid culture. in today's global conditions, it can be felt when the roots of the history of local culture began to waver with the emergence of an instant global culture. the words of bung karno, the proclaimer of indonesian independence and the first president who we have loudly declared red jacket, never forget history, is now widely forgotten, as peter carey [10] explains that: indonesia lives in a vacuum of historiography ... indonesians are more familiar with western culture than their own unique cultural heritage". admittedly not many indonesian writers are consistent with the study of indonesian history itself. added by naufil [11] that: if we want to trace the history of java, we are forced to owe services to denys lombard (france) and thomas stamford raffles (england). to learn about the history of mataram we learn from hj de graaf (dutch), about the typology of javanese we learn from clifford geertz (united states), about the history of indonesian politics based on the study of benedic anderson (united states), and about indonesian islam we learn from martin van bruinessen (netherlands). related local history of madura is carefully written by huub de jonge and elly touwen-bouwsma from the netherlands and helena bouvier and glenn smith from france. this fact should be a motivation for any observers of history and history in indonesia to move on to study its own history as part of the power of identity and love of its people. national or local history, has the same meaning as the study of lights in providing predictions of the present and the future. the values of wisdom in every historical event, the basis for making a decision that things that are not good first did not happen at the present time. iii. multicultural attitude the history formed by indonesia nation, through a very long process. the existence of indonesia, beginning with the influx of hinduism, the coming of the chinese people, the entry of buddhism, islam and then the western people with its various interests. the history of the indonesian nation has created diversity (multiculturalism), which then became one and formed indonesia as expressed in the 1928 youth pledge declaration, nation of one indonesian nation, speaking indonesian language. in reality, indonesia's diversity is still colored by a heartbreaking historical event due to various interests in seeking identity, power in shaping indonesia. the long history of indonesian diversity continues to be tested with various cases concerning politics because of ideological differences, religious differences, economic interests and so on and indonesia is still firmly united. the most recent case is the bomb incident on jalan thamrin jakarta. the indonesian society according to nasikun [12] is characterized by two unique features, firstly, horizontally characterized by the fact of social unity based on different ethnic, religious and regional tribes. second, vertically marked by the difference between the top layer and the bottom layer. the same is also expressed by dh burge. such societal conditions in furnival and clifford geertz [13] call it a plural society. plural society in the view of pierre l. van den berghe has some characteristics, such as: 1. the occurrence of segmentation into the form of groups of groups that often have cultures that are different from each other. 2. have a social structure divided into non-complementary institutions. 3. less developing consensus among its members against basic values, 4. relatively often experience conflict between groups with one another, 5. the relative social integration grows on coercion and interdependence in the economic, 6. political dominance by one group over the other. these six conditions are in fact the basis of the nation state of indonesia on the basis of recognition of diverse ethnic unity which is then called multiculturalism. multiculturalism is a system of beliefs and behaviors, recognizing and respecting the presence of all diverse groups within an organization or society, recognizing their different socio-cultures, and encouraging and contributing their continued contribution in the context of an inclusive culture that empowers all within the organization or society. multiculturalism as a belief and behavioral system that recognizes and respects the presence of all diverse groups within an organization or society. multiculturalism is the institutionalization of cultural diversity held by ethnic groups within a nation state through languages, fields or legal systems, government policy in health and housing, education, and other fields. multiculturalism is a notion that recognizes diversity and diversity in a frame of togetherness and equality. democracy is one of the souls that guarantee the building of multiculturalism. multicultural attitudes are characterized by individual behaviors that illustrate the high level of respect for diversity, the wisdom of accepting unlimited differences of any kind as a whole, having a solid nationalist insight, having an undoubtedly cross-cultural insight and always being free to co-exist in peace and harmony. indonesia's diversity can be described by the existence of social differentiation in the form of religious, cultural, ethnic, social, and so on. according to the data, there are at least 20 largest ethnic groups in indonesia in 201 million population. the javanese ethnic group is the largest ethnic journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 37 group with population of 83.9 million (41.7%), followed by sunda ethnic 31 million (15.4%), ethnic malays, madurese , batak, minangkabau, betawi, bugis and banten are each about 4-7 million, or 2% -4.5%. chinese society is the smallest ethnic with the population of 1,738,936 people (0.86%), multicultural as indonesia is multiculturalism.inmulticulturalism a society has a prevailing culture in a society whose features are like a mosaic [14], encompassed by all the cultures of smaller societies, forming a larger society. differences that have been on one side have caused negative side of social conflict both vertical and horizontal. multiculturalism recognizes and upholds differences in society, not just descriptive differences but also normative differences, ie differences that are not only known, but must be realized in an egalitarian and democratic life. without efforts to awareness of multiculturalism, nationalism in nkri that had been built, will be torn by conflict and separatism movement. however, it should be noted that horizontal conflicts that occurred so far are also triggered by uneven economic development. this is because indonesian economic policy prefers the interests of its own group, for its own sake. in other contexts the gap of the have and the have not, the center and the area are also increasingly sharpened. global capitalism that hit indonesia was more emphasis on the economic system than economic equity as rawls john's social theory. consequently, it raises a sense of discontent that would psychologically crystallize into potential conflicts with high escalation. in connection with that, the spirit and attitude of multiculture based on open and broad behavior towards the difference and always prioritizing the unity of the nation as the main goal. this attitude needs to be continually grown through various media and one of them through learning / understanding of historical values that can depart from local history. in addition, in a strong global era supported by the availability of communication technology, the reinforcement of multicultural attitudes is very effective through the media of television, in the form of cartoons, soap operas, animations, advertisements and so on. one example of animated films ipin and upin which aired on one of the television suasta indonesia can be an example of the planting of multicultural attitude early on. in pamela l. tiedt and iris m. tiedt describe behaviors that have been imbued by the multicultural spirit as follows: a). have a positive sense of self-esteem and be aware of the character of each different culture, b). having good selfesteem, c). can state that difference is not the same as imperfection, d). keep away from the stereotypical way of thinking because it will only arouse suspicion, e). respect for differences and equations, f). acceptance of lifestyle differences, g). the desire to bring equality, h). work to reduce injustice, i). cooperative with differences[15]. iv. history of betawi ethnicity in jakarta the territory of dki jakarta, is the capital city of the republic of indonesia which is inhabited by hundreds of different ethnic from all parts of indonesia. among the hundreds of ethnic groups in indonesia, jakarta is inhabited by an ethnic group called betawi ethnic [16]. ethnic betawi is a meltingpot of ethnic diversity in jakarta that developed during the colonial period. betawi ethnic with betawi cultural heritage became the development mascot in jakarta today. in fact, the younger generation who were born and raised in jakarta today, many do not understand about the existence of ethnic betawi and her cultural heritage. generally they only know some of the betawi culture such as ondel ondel art, culinary kerak telor, singing kicir-kicir and the like, without the values and meaning of cultural heritage inherent in it. regarding the ethnic origins of betawi, the experts claim that they were born from intermarriage with other groups that had already existed in jakarta, when it was named batavia. among the ethnic groups include ambonese, balinese, banda, bugis, bima, bali, buton, flores, javanese, malay, sundanese and sumbawa. some historical records of jakarta state that ethnic betawi comes from inter ethnic marriages who came to batavia because of dutch interests, as revealed by adolf heuken sj [17] as follows: because the voc needed power, tens of thousands of slaves were captured or bought from coromandel, malabar and bengal coast of india, arakan (burma) and the philippines. prisoners of war are often enslaved. they are freed when they leave the catholic religion and become protestant .... nias people are arrested for enslavement. the balinese kings sold the wrong people, especially to women and prisoners of war to batavian merchants, ... the bugis came willingly, including the moors of india including the keling. the arabs are there first. based on the quotation, the more emphasized that, betawi people are declared as descendants of various tribes in batavia. the term betawi ethnically formally emerged in 1930 with a total of 778,953 souls. awareness as a betawi people at the beginning of the formation of ethnic is not so deeply rooted, because in general they are more often refer to themselves based on local residence such as people kemayoran, senen, pasar minggu people, people priuk, setiabudi people, pasar rebo, rawa belong people and etc. furthermore muhadjir (in the writings of bernard anadeus jaya, tt)states that: the native jakarta community was formed from various tribes coming from outside jakarta, which together abandoned their original identity and together formed a new ethnic group called the betawi people ... the inhabitants of the metropolitan city of jakarta today are formed by the immigrant community from various outside areas jakarta and together betawi children form a modern jakarta community. journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 38 this view is also reinforced by what magdalia alfian [18] states as follows: that ... betawi is one ethnic group that has its own uniqueness. he is a mixture of various ethnic groups in indonesia as well as from outside indonesia such as china, europe and arab which later became the tribe of betawi. this view illustrates the dynamic movement of jakarta's populous people and the center of human activity due to the practice of colonialism. although ethnic betawi is anthropologically said to be a mixed ethnic, its emergence can be likened to the occurrence of ethnic mixing in latin america [19]. but politically does not have exactly the same thing. the ethnic emergence in latin america in its development encouraged the formation of national unity within the borders of the state territory. mixed marriage is one of the causes of the melting of the boundaries of ethnic identity, which later became a resident in batavia and later named jakarta to this day. in its development, betawi ethnics grow in number and occupy some areas in what is now called jakarta. in view of yasmin zaki shahab [20] stated about the classification of betawi people based on their residence, namely betawi tengah, betawi pinggir, betawi udik and betawi pesisir, with the following areas: 1). central betawi. betawi people who entered the category of betawi tengah inhabit gambir, menteng, senen, kemayoran, sawah besar, taman sari, tanah abang, mester. according to the typology of kampung, the betawi tengah area includes inner-city kampong because it is located close to the centers of the crowd, both the central government and the economic and social center. the population density in this region, at that time, can be said to be high. based on the economic level, betawi people who live in this region can be regarded as a gedongan. they have a better life. 2). betawi pinggir. those who are called the betawi people inhabit the area around pasardari rebo farm, sunday market, pulo gadung to cilincing, kebayoran lama, condet, mampang prapatan, cengkareng, kebon jeruk. this area is the region of pinngiran. most people live on farms because they are fertile and have plenty of water. the notion of education was not a priority for betawi society at the time. 3). betawi udik, inhabited cengkareng tangerang area, ceper stone, cileduk, ciputat, sawangan, cimanggis, pondok gede, bekasi, cilandak, kramat jati, cakung. the area is a rural area and is bordered by areas that speak sundanese. in the notes siswantari [21] betawi hick is divided into two groups. the first group is influenced by sundanese culture, living in east and south jakarta, bekasi and bogor. both betawi are influenced by chinese culture, living in north and west jakarta and tangerang. 4). betawi pesisir, inhabiting the area around the bay of naga, mauk, japad, tanjung priok, marunda, kalapa and kepulauan seribu. based on the typology of kampong, the coastal betawi region includes swamp or marsland villages, as it is a swamp and pond area, including north jakarta and pluit. the description of betawi ethnic presence in castle [22] analysis around 1930 before indonesian independence is as follows in the table below. table i population of batavia 1930 observing the ethnic growth tables in jakarta in the castle's notes, around 1930 showed significant ethnic betawi growth in indigenous ethnic contexts. furthermore, non-indigenous people are dominated by ethnic chinese who in reality have a strong influence on the growth and development of betawi culture. note ethnic spread in jakarta in an effort to know the number and distribution of ethnic betawi, still hard to find the data. especially at this time related to the issue of development, not sedikt ethnic betawi who live outside the area of dki jakarta. this is as a note from prabowo and agus suparman [23] stating that the betawi ethnic group currently mostly live in other areas that are administratively located outside the province of dki jakarta. they live in the areas of banten and west java for various reasons. in prabowo and agus suparman's research stated that in jakarta there is an estimated 45.65% of the total ethnic betawi native in jakarta today. the rest they are spread in tangerang, banten, depok, bogor, bekasi and karawang for west java province. v. historical values of local history of betawi etnik as the strengthening of multicultural attitude jakarta, formerly batavia, has a wealth of extraordinary local history especially as jakarta's capital city has a very close journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 39 relationship with the founding of this republic. notes adolf heuken, sj in his book "the atlas of history of jakarta" is presented about the dynamics of jakarta's history from the time of geological formation, prehistoric times, the jayakarta period (1527-1619), batavia and voc (1619-1799), the transitional period (1800-1816) , the dutch colonial period (1816-1942), world war ii and the independence revolution (1942-1949), population issues, governance issues, historical / cultural heritage places, places of worship, social conflict, crime, urbanization and others. in accordance with the local historical context, from the many events of jakarta's past, this explanation is more focused on local history and ethnic cultural heritage, especially the betawi ethnic. as the last ethnic in ethnic structure in indonesia, ethnic betawi is a unique ethnic in the history of the formation and domicile area in the nation's capital and now from year to year began to shrink in number because it blends with other ethnic. so it is currently recognized when calling ethnic betawi becomes not easy, because of mawin marriage and a unique identity that increasingly does not seem real. the ethnic history of betawi has left many traces and links to multicultural values, called the betawi ethnic local culture. betawi ethnic cultural heritage addresses the way of life, behavior, language, artwork, knowledge of nature and so on which is the ethnic identity of betawi. not a bit of local culture owned by ethnic betawi and it depicts the values of wisdom it has. in many studies, the local cultural form of betawi ethnicity can be observed in the table of research findings undertaken below. table ii local cultural heritage of ethnic betawi and the multicultural values contained therein journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 40 based on the above table, it can be stated that in general the value of local wisdom of betawi ethnic group is grouped into four major areas, namely: religious, linguistic, social interaction, arts and culture, and general performance of betawi people. religious islam is demonstrated by the betawi people's obedience to the teachings of islam. they never abandoned the five pillars of islam under any circumstances and islamic values appear in the narrative and act. in ethnic language betawi shows the element of straightforward, egalitarian, cosmopolitan, honest, friendly and humorous [24]. meanwhile, in social interaction can be observed in their attitude of tolerant, pluralist, open, egalitarian, cooperation, mutual cooperation, sharing, uphold togetherness, caring, democratic, social, brave and humorous. on the issue of art and culture they are creative and verbal. in terms of performance that appears in the daily life of the betawi people is confident, tough, love peace, critical, forgiving, positive thinking, passionate, dynamic, friendly, tenacious, willing to sacrifice and never give up. these values become an important part in the development and strengthening of multicultural attitudes. betawi people are known to be very tolerant and deeply appreciate the differences. this is highly visible with the attitude of betawi people who rarely conflict with migrant communities, especially when jakarta became one of the urbanization goals for most of the people of indonesia. in terms of language, they are very egalitarian and there is no distinction, cosmopolitan, honest and friendly. they are able to provide criticism without harm. they are helpful, friendly and kind, happy to chat, happy humor and various other humanitarian traits. these values can be explored when a study of who is ethnic betawi in the context of local history in jakarta. more than that, when viewed from the betawi folklore, appear figure of the pitung martial artist from rawa belong brave to defend the poor from dutch colonial pressure. betawi culinary also there are some that describe this mixing. for example vegetables babanci, egg crust, dodol betawi, pecak goldfish food typical betawi very delicious. in relation to multicultural attitudes, the study of local history of betawi ethnicity can give an idea of how they are betawi people, as natives of jakarta can live in peace with the migrants who continue to come to jakarta. in jakarta it is rare to hear inter-ethnic conflict in betawi. they have close family ties. islamic values animate all activities of betawi people life. even more tragic, it is precisely those who are excluded from jakarta without much conflict. however, over time, political and power influences are often the trigger of inter-ethnic conflict in jakarta. vi. conclusions in the context of local history of jakarta, ethnic betawi as ethnic origin jakarta is formed from the process of inter-ethnic assimilation imported by the dutch colonial government in its political and economic interests. in its development, the journal of education, teaching and learning volume 2 number 1 march 2017. page 34-41 p-issn: 2477-5924 e-issn: 2477-4878 41 betawi ethnic group continued to strengthen and succeeded in establishing their own distinctive identity as well as disturbing with other ethnic groups in indonesia, although in their present development their existence is decreasing due to development interest which is not able to open wide room for betawi ethnicity itself because various causes. the betawi ethnic group has a strong identity concerning betawi cultural heritage such as strong religious soul, respect for diversity, friendly, homoris, helpful, open, tolerant to differences and so on. as a part of jakarta's local history, ethnic betawi history can be explored as a source of inspiration and a source of awareness in instilling multicultural souls in jakarta, as a metropolitan city with increasingly diverse ethnicity towards social life within the framework of peace and harmony. references [1] r.g. collingwood. the historical imagination. new york:garden citypublishing, 1959. [2] h.a.r. tilaar.multikulturalisme tantangan tantangan global masa depan dalam transformasi pendidikan nasional. jakarta: grasindo, 2004. [3] t. abdullah.sejarah lokal di indonesia. yogyakarta : gadjah mada university press, 1992. [4] suswandari. “makna sejarah dalam penguatan karakter dan identitas bangsa,” presented at seminar internasional universitas negeri malang, malang, indonesia, 2015. [5] l. gottschalk.mengerti sejarah. jakarta : universitas indonesia, 1984. [6] s. kartodirjo. pemikiran dan perkembangan historiografi indonesia: suatu alternatif. gramedia, 1982. [7] supardi. “pendidikan sejarah lokal dalam konteks multikultutalisme”. jurnal cakrawala pendidikan, vol. 25, pp. 117-137, feb. 2006. [8] kuntowijoyo.pengantar ilmu sejarah. yogyakarta: bentang, 1995. [9] t. abdullah. sejarah lokal di indonesia: kumpulan tulisan. yogyakarta: gadjah mada university press, 1990. [10] p. carey. "changing javanese perceptions of the chinese communities in central java, 1755-1825." indonesia, vol.37, pp. 1-47, apr. 1984. [11] n. isthikari kr. “pendidikan kesejarahan”. kompas (mar. 24, 2014). [12] nasikun. sistem sosial indonesia. jakarta: pt raja grasindo persada, 2006. [13] c. geertz. the interpretation of cultures. new york: basic book, 1973. [14] p. suparlan. interaksi antar etnik di beberapa propinsi di indonesia. jakarta: departemen pendidikan dan kebudayaan direktoral jendral kebudayaan, 1989. [15] p.l. tiedt and i.m. tiedt.multicultural teaching : a handbook of activities, information and resources. massachusetts: allyn and bacon, 1995. [16] suswandari. adaptasi dan emansipasi perempuan etik betawi dalam menghadapi perubahan sosial di jakarta. jakarta: ghalia press, 2008. [17] a. heuken, sj. altas sejarah jakarta. jakarta: yayasan cipta loka caraka, 2014. [18] m. alfian. “potensi kearifan lokal dalam pembentukan jati diri dan karakter bangsa,”in proc.the 5 international conferrence on indonesian studies: etnicity and globalization, 2013. [19] m.d. scuchman. the middle period in latin amerika: values and attitudes in the 17 th-19 th centuries. unites states of america: lynne rienner publisher, 1989. [20] y.z. shahab. betawi dalam perspektif kontemporer: perkembangan potensi dan tantangannya. jakarta: lembaga kebudayaan betawi, 1997. [21] siswantari. “kedudukan dan peran belakang betawi dalam pemerintahan serta masyarakat jakarta.“thesis,universitas indonesia, indonesia, 2000. [22] l. castles. the ethnic profile of jakarta. alih bahasa: gatot triwiraprofil etnik jakarta. jakarta: masub, 2007. [23] prabowo, hendro and a. suparman. “masalah etnisitas dan tata ruang di indonesia,” in proc. seminar fakultas teknik dan perencanaan, 2006. [24] a.chaer. folklor betawi kebudayaan dan kehidupan orang betawi. jakarta: masup, 2012. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 147-150 p-issn: 2477-5924 e-issn: 2477-4878 147 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the local wisdom of sambas malay ethnic assessed from character mathematical connections bistari universitas tanjungpura, pontianak, indonesia e-mail: bistari.bs@gmail.com abstract. the local wisdom of the sambas malay ethnic from generation to generation in this study are 12 species. among the 12 are two local wisdom that is almost extinct ie behind the mat and ngukor. this study aims to obtain information and describe related local wisdom ethnic malay sambas studied in mathematical connection. the method used in this research is descriptive qualitative. data obtained through questionnaires and interviews on the parties concerned. the result of the research shows that there are 12 local wisdom of melayu sambas ethnic that ever exist in social life, and that is still realized 10 local wisdom (except ngukor and pacoan). while the local wisdom of malay sambas ethnic who have relevance to the mathematical connection and strengthening the education of social and environmental care characters there are 10 kinds. to categorize and pacoan pertained weak connection relevance. keywords: local wisdom; malay ethnic; mathematical connection; character i. introduction based on the observation of the researchers (march, 2012) in the process of learning in the classroom at 12 junior high schools in sambas, followed by question and answer to teachers and learners, revealed some things related to the learning process. some things can be expressed as follows: (1) 75% of teachers dominate the learning process in the classroom; (2) the emphasis of learning is largely on the symbolic, and (3) the lack of digging up mathematical connections. minimal student involvement, this is one of the causes of students acting to accept what it is. critical attitude of students less get the portion, because the teacher is less and even not conditioned student involvement in learning. the involvement of students can be interpreted as students play an active role as participants in the learning process. according to dimyati and mudjiono (1994: 56-60), student activeness can be driven by the teacher's role. teachers strive to provide opportunities for active students, both actively seeking, processing and managing their learning achievement. the result of setyawan's research study (2013: 109) concludes that the improvement of students' mathematical connection ability can be enhanced by the connectingorganizing-reflecting-extending model. this resulted in a student's ability to link his own experience of mathematical ideas to a better and lasting understanding of mathematics because he can see the interrelationships between concepts in mathematics, with non-mathematical contexts, and with daily life experiences (nctm, 2000: 64). weaknesses in mathematical connections can result in the ability to solve stories. a person's mathematical connection is one of the competencies in solving mathematical problems. dwi astuti and bambang hudiono (2009) examined mathematical solving abilities in 4 ethnic groups in west kalimantan. it was concluded that the mean score of basic ability and problem solving for the four ethnic groups is not identical. from post hoc test result concluded that the ability of problem solving of ethnic chinese mathematic with dayak ethnic and between ethnic dayak with ethnic malays have significant difference of mean score. it can be said that alleged mathematical connection competence is influenced by ethnic origin. the sambas malay ethnic group has some local wisdom and some of them are ethnomathematics. among the ethnomathematics and reveals local wisdom that is bersaprah, flour, bepapas, game gasing, the mention of unit weight, the mention of the unit length, and so forth. the results of srihayati et al. (2011) concluded that the local wisdom of "inhaled papagong" and "pikukuh", are the values of environmental wisdom that can form the values of responsibility for the baduy community. not much different from the local wisdom malay-owned sambas, of course, if studied further try to instill the value of responsibility. with respect to mathematical concepts, the procedure/rules of conduct take into account time, many, specific weight and length, adjusted to the prevailing customs. through this study, it is expected that the local wisdom of malay sambas can be revealed and realized in the http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 147-150 p-issn: 2477-5924 e-issn: 2477-4878 148 learning process in the classroom. the long-term goal is the local wisdom of melayu sambas from the point of view of mathematical concepts can be archived through mathematics improvement supplements. so that learners learn math by way of mind and heart. the peculiarity and pride that is considered noble to a cultural heritage need to be expressed and reintroduced. this activity is an alternative to avoid "cultural erosion". understanding local wisdom (local wisdom) in the dictionary consists of two words: wisdom (wisdom) and local (local). local means local, while wisdom (wisdom) is the same as wisdom. in general, local wisdom (local wisdom) local ideas that are wise, full of wisdom, good value, which is embedded and followed by members of the community. the results of the phongphit (2002) study reveals: local wisdom in bangkhunsai can be observed in the traditional ways of life, such as occupations, relationships within communities, and spiritual beliefs and practices, and serves to promote an honest, fair, and sustainable use of natural resources. this is a description that local wisdom that reflects the traditional can be interpreted as a cultural policy of habituation that is considered good by the local community. this habit can bring up honesty, mutual help, and help each other. in this study, the variety of local wisdom traced the implementation procedure so that the presence or absence of mathematical concepts contained in the variety of local wisdom can be ascertained. the content of mathematical concepts is then associated with a mathematical connection. if possible, it can be expressed by students who are applying the related mathematical concepts. without a mathematical connection, students must learn and remember too many mutually exclusive concepts and procedures (nctm, 2000: 275). in a study, it was found that students were often able to register mathematical concepts related to real problems, but few students were able to explain why the concept was used in the application (lembke and reys 1994, cited bergeson, 2000: 38). thus the ability to connect needs to be trained to school students. if students are able to associate mathematical ideas then their math comprehension will deepen and last longer as they are able to see interrelationships between topics in mathematics, with contexts other than mathematics, and with the experience of daily living (nctm, 2000: 64). in addition to the connection being studied, the effect on the characters that affect the student experience in mathematical connection also becomes a study. strengthening character education relevant to the theme of this study is environmental and social care. thus, it is hoped that the study of local wisdom of sambas malay from the aspect of mathematical connection can form the strengthening of character education from the environmental and social care aspects. ii. research method in this study, researchers used a qualitative approach where in this study more emphasis on the meaning and process rather than the results of an activity. qualitative research aims to examine the world of meaning expressed through the behavior of society according to the perspective of society itself. the study was conducted in kecamatan jawai sambas district. the type of research used by researchers is a qualitative descriptive type that studies the problems that exist and work procedures that apply to every variety of local wisdom. the incident that will be described is an event that occurs today according to the observation. also, a previous incident, obtained through interviews with traditional leaders. at this stage of the research to obtain valid and accountable data, it can be obtained through (a) interview, (b) direct observation, and (c) document. the interviews conducted are unstructured interviews, which in this method allows the question to be flexible, the questions are more open, stay focused, so that the information obtained is rich and the conversation is not rigid. for direct observation is the way of data collection by way of recording carefully and systematically. while the document, the process of looking back the data sources of existing documents and can be used to expand the data that has been found (masri and efendi, 1999: 72). iii. result and discussion data research results several types of local wisdom were obtained during the interview on july 15, 2014, and the sessions of several kinds of literature were revealed among others: kinship system, cikram, antar pinang, marriage implementation, waste, turning mat, saprah, tarup, pacoan. among the types of local wisdom that still survive to date is associated with the crowd. such as the implementation of marriage, saprahan dinner, fresh flour, and pacoan. however, the activity is not as vibrant as it was 20 years ago. the following data from the study of local wisdom of malay sambas in the form of tables. table 1 linkage of local wisdom to mathematics concept journal of education, teaching and learning volume 2 no 2 september 2017. page number 147-150 p-issn: 2477-5924 e-issn: 2477-4878 149 linkages of malay local wisdom sambas, mathematical connection and strengthening character education some local wisdom ethnic malay sambas obtained by documentation, interviews, and questionnaires on some respondents namely melas sambas community leaders and teachers of mathematics. a questionnaire containing the aspect of malay wisdom of sambas malay who was once revealed at a local cultural event was obtained from interviews with some traditional leaders. while the mathematics learning associated with local wisdom obtained mathematics teacher information through questionnaires, interviews, and documentation. from some local wisdom described in table 1, then traced between local wisdom that is considered relevant and has relevance to learning mathematics in junior high. by using documentation, questionnaires and interview results obtained findings such as the following table. further triangulation is done to obtain linkages between these aspects that are considered quite relevant in learning mathematics. research discussion the kinship system can be seen clearly in large families. large families can be tied up and turned on in events such as wedding receptions, family gatherings, thanksgiving, fresh flour and so on. nevertheless, the event goes as it is, without written documentation. if done documentation, only in the form of photos. archiving is clearly underestimated, eg a family treatise with a complete name using a bin. moral messages that arise when the family kinship is held is togetherness, mutual respect, care for the environment and social care. the concept of mathematics can be expressed in the set. because the family tree was shown can be defined firmly in a particular set, so that the intended members can enter or not from the family. cikram is a sign of engagement between two people. the engagement bond is known and approved by each parent. the bonding was done because the two teenagers had already happened introductions and wanted to a more serious level of marriage. the bond is usually marked with a ring. through the ring is a mathematical concept that can be developed ie the circle. the ring is the realization of one of the mathematical connections for the matter of the circle. social care in question is a ring as a binder of social relations between two individuals who come from two families. antar betang can be interpreted as delivery of goods. antar betang made one part of the wedding procession. in the past, the two bride and groom did not know each other so inter pinang quite complicated in the implementation, due to matchmaking parents. currently inter pinang one of the activities of the ability of men and women as the implementation. the moral message contained in the activity is a sense of responsibility and independence. but the implementation process itself cares about social and environmental tilted conditioned. through the goods that become the delivery is one picture of the independence of a man and also a measure of sense of responsibility physically. associated with mathematical connections then the event sees the various forms of delivery goods are the realization of geometric concepts and the sum and size of goods according to requirements is a counting operation in mathematics. the application of the summing concept is the addition of multiple operations. this means the sum of several items that link units such as dozen, kodi, unit length and one weight. the marriage is also said to be a reception. through this celebration event allows the gathering of family members who are far or near. so in these activities can be the introduction of each member of one family to another, happening salam-shake marks of kinship and intimacy. the revealed moral message of togetherness, mutual respect, and friendship. effects indirectly arise social awareness. while the relevant mathematical concepts are set and probability. nasek peace is a meal together with a pair of brides after the match. the procession of the activities of the peacekeeping meal with the stages that have been arranged. the bridegroom first new bride. as well as the women give bribes on the part of men. the steps are from the existing dish, first take the rice, and side dishes with vegetables or sauce. the bride feeds into the bridegroom, and vice versa. noting the ordinances of peace rice, it turns out that each stage symbolizes a certain moral message. beginning with rice, because after all rice is the main food. it means that wives in life are expected to know to sort between the main and the complement. bribe each represents learning to solve the problems of life together and social concerns more highlighted. mathematical connections that can be raised here include the theory of the opportunity of taking the type of dish. turning mats is an activity event for the bride after the first night passed. most of the brides before the 60s, found by matchmaking. as a result, the bride has not known each other so to be shy. to reduce the shyness is placed side by side which is limited by the roll of the mat. resulting in the bride is conditioned to be more familiar. the moral message that emerges is togetherness and mutual respect. journal of education, teaching and learning volume 2 no 2 september 2017. page number 147-150 p-issn: 2477-5924 e-issn: 2477-4878 150 clearly also has an effect on social care. relevant mathematical concepts are to wake flat, build side curved space, volume, area, and some other geometric concepts. saprahan dinner or meal besaprah ie eating together as many as 6 people in a sitting position on the floor. this means that the available dishes should be as many as 6 pieces, while the variety of side dishes there are 5 kinds, there are 2 spoons as well as while the rice is the staple food is in a large bowl (basin). all symbols of the numbers have their respective meanings. according to the early introduction of saprahan occurred at the time of king sambas who have the idea that people remember and obey the worship by way of eating habits together. for that, the king reminded about the pillars of faith by eating together as many as 6 people, various side dishes, and kuahnya as much as 5 varieties that describe the pillars of islam, and spoon prepared as much as 2 pieces that represent 2 times masyahadat. while a basin containing rice shows a leader who is ready to protect each member of his group. in the presentation of the saprahan dish, the waiter is 6 people sorted in the dish. the first waiter arranges the saprahan area and the order of saprahan that must be fulfilled. the second waiter brought hand-washing water and dishes. the third waiter brought rice. the fourth waiter brings a side dish and vegetables. the fifth waiter brings a drink of water. belallek ie completing work in groups and taking turns for each member of the group. the work in question usually occurs in settling rice fields, because between the time of grass and plant seeds should not be in the old wantu. for example, ahmad has a 1 hectare paddy field and the existing grass will be done by 10 people including pak ahmad and takes 2 days. this means that ahmad is ready to clean up the rice field for the other (9 people) at another time with 2 days for each of those fields. moral messages contained in the activities belallek is gotong royong, togetherness, pacoan is an social gathering for weddings or other parties based on certain goods and who get it at the time of marriage. pacoan system is similar to social gathering, the difference is there is no unplugging system. pacoan name is adjusted to the name of the goods. for example, meat pacoan as much as 5 kg between ahmad, bujang and 8 others. the rule of the game is that if ahmad has a party or a crowd, then bujang and the other 8 are obliged to hand over 5 kg of meat each to ahmad. likewise, if during his time bujang throws a party, then ahmad and 8 other friends are obliged to hand over 5 kg of meat each to bujang. this means each member of the meat pacoan gets as much as 45 kg from the other members. associated with mathematics learning then the mathematical concepts that can be invested include summation and probability. while the moral message contained in it namely responsibility and mutual cooperation. responsibility arises as a result of mutual bearing the mandate. while gotongroyong because the problem solving is done with the same lightweight principle and carry the same weight. of the eleven kinds of local wisdom of melayu sambas ethnic, it turns out that has relevance to the mathematical connection that is kinship system, cikram, antar pinang, execution of marriage, waste, turning mat, saprahan, tarup, flour, and belalek. while ngukor and pacoan quite weak in terms of relevance to the mathematical connection. nevertheless, all local malay wisdom ethnic malay sambas each have a contribution in strengthening character education. iv. conclusions the result of the research shows that there are 12 local wisdom of melayu sambas ethnic that ever exist in social life, and that is still realized 10 local wisdom (except ngukor and pacoan). while the local wisdom of malay sambas ethnic who have relevance to the mathematical connection and strengthening the education of social and environmental care characters there are 10 kinds. to categorize and pacoan pertained weak connection relevance. references bergeron, j. and herscovics, n. (2000). psychological aspects of learning early arithmetic.” in p. nesher and j. kilpatrick (eds.) mathematics and cognition. cambridge: cambridge university press. dimyati dan mudjiono. (1994). belajar dan pembelajaran. jakarta: p2lptk. dwi, astuti and bambang, hudiono (2009). perilaku metakognisi anak dalam matematika: kajian berdasarkan etnis dan gender pada siswa smp di kalimantan barat. seminar nasional matematika dan pendidikan matematika 2009. issn 978‐979‐16353‐3‐2 national council of teacher of mathematics (2000). principles and standard for school mathematics. reston, v.a: nctm. phongphit, seri, and wichit nantasuwan. (2002). master community plan: people research and development. bangkok:charoenwit. setyawan, andoko ageng (2013). penerapan model pembelajaran connecting-organizing-reflectingextending (core) untuk meningkatkan kemampuan pemahaman dan koneksi matematis siswa sma: penelitian kuasi eksperimen terhadap siswa sma di duri. s2 thesis, universitas pendidikan indonesia. singarimbun, masri dan sofian effendi. (1999). metode penelitian survey (edisi revisi). lp3es. jakarta. srihayati. (2011). menggali nilai-nilai kearifan lokal dalam mempertahankan karakter peduli lingkungan pada pembelajaran ips, prosiding konvensi nasional pendidikan ips (konaspipsi) ke-1, isbn : 978-602-98674-1-1, hal 214-235/1314 juli 2011. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 204-208 p-issn: 2477-5924 e-issn: 2477-8478 204 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. modular distance learning: its effect in the academic performance of learners in the new normal janina molina dargo1), michelle dimas2) 1) university of the cordilleras, philippines e-mail: jdargo17@gmail.com 2)university of the cordilleras, philippines e-mail: michelle.dimas@deped.gov.ph abstract. due to the covid-19 pandemic, schools, particularly in the rural areas employed modular distance learning (mdl) to ensure educational continuity. this study seeks to investigate the effects of mdl in the academic performance of learners whether there is a significant difference in their performance before and after the implementation of mdl. a mixed-method was applied in this study; quantitative using t-test to compare the gwa of learners and qualitative through the use of the semi-structured interview to find out the perceived effects of mdl to 15 parents, ten learners, and seven teachers, and their recommendations. the study revealed that the 2.25% decrease in the gwa of learners after the implementation of mdl denotes a significant difference in their academic performance. mdl strengthens family bonding, independent learning, and is cost-effective. however, it is an additional workload to working parents, there is limited teacher-learner interaction, learners lack socialization with other children, and have no exposure to significant school activities but are rather exposed to many distractions at home. to bridge the gaps, simplifying modules accompanied by video lessons and audio recordings, conduct of online mediations, neighborhood instruction, and home visitations are recommended. the results of this study will help teachers reflect on their current teaching strategies and improve learning outcomes. future researchers who will conduct research related to “modular distance learning” may also consider the findings of this study in drafting their related concepts. keywords: modular distance learning; academic performance; new normal i. introduction the widespread prevalence of the covid-19 pandemic has severely affected the educational system around the world. for instance, most countries temporarily closed schools and other educational institutions to limit the spread of the corona virus (tria, 2020). when educational institutions were closed, learners, as well as teachers, miss the opportunity to socially interact which is essential to learning and development. deped secretary briones emphasized that the basic education learning continuity plan is the response of the department of education to the challenges brought by coronavirus outbreak (montemayor, 2020). to maintain the education of millions of filipino learners and for every school to still attain its mission and vision which is to provide quality education to every filipino learner, the department of education implemented modular distance learning (dangle & sumaoang, 2020). modular distance learning (mdl) involves individualized instruction that allows learners to use self-learning modules (slms), whether printed or in digital format which are centered on the most essential learning competencies (melc) provided by deped (martinez, 2020). teachers provide learners with the slms which include distribution and retrieval as well as giving assessment tools to check for understanding and provide immediate and appropriate feedback. in modular distance learning, the teacher takes responsibility for monitoring the progress of the learners through home visitation, if possible. learners may ask assistance from the teacher via text messages, cell phone, or even email (llego, n.d.). modular distance learning is a response to the “no child left behind act” where children must receive the best education possible, leaving no child behind (no child left behind act, 2002). through the use of slm, this mode of learning becomes accessible to more learners. mdl was seen to be most preferred by families, for a reason that it is cost-efficient or families would save much. while families would save much, it will cost the government much for just the billion pages of slms for millions of public school learners. moreover, the creation of modules was done in a short period, so errors in the modules were involved such as factual, computational, clerical, printing, and typographical errors which the department of education assured that they are monitoring and rectifying this errors (gonzalez, 2015). http://creativecommons.org/licenses/by-nc/4.0/ mailto:jdargo17@gmail.com mailto:michelle.dimas@deped.gov.ph journal of education, teaching, and learning volume 6 number 2 september 2021. page 204-208 p-issn: 2477-5924 e-issn: 2477-8478 205 research questions this study seeks to investigate the effects of “modular distance learning” in the academic performance of learners in the new normal. specifically, this study sought to answer the following questions: 1. what is the academic performance of pupils in bokod central school before and after modular distance learning? 2. is there a significant difference in the academic performance of pupils in using modular distance learning? 3. what is the effect of modular distance learning on the academic performance of learners as perceived by: (a) learners, (b) parents, and (c) teachers? 4. what interventions can be proposed to improve the academic performance of learners in the new normal? significance of the study the findings of the study redound to the benefits of teachers and school administrators to reflect on their current teaching practices and develop possible interventions to improve learning outcomes. this will give a significant plan for educators to improve the teaching-learning process and how modular distance learning can be implemented effectively. this study can help teachers because it would serve as an eye-opener for them in knowing the effects of mdl in learners’ academic performance so that they can implement appropriate guidelines and instruction. modular distance learning would help learners to be trained them on time management, setting their priorities, solve and answer the problems and questions given in their modules and helps learners mentally and it can be associated with developing self-regulation skill by being independent. with this, learners can have a positive and academic attitude towards the new learning modality. ultimately, the result of this study would motivate the parents to extend more assistance and guide their child/children through the modular lessons that would be sent to learners while doing remote learning. through modular distance learning, parents would be able to identify their child/children’s strengths and weaknesses when doing their assigned task incorporated in their modules. ii. methods this study will be using the qualitative and quantitative type of research. qualitative research involves the collection and analysis of narratives or open-ended observations through interviews while quantitative research relies on data that are observed or measured to examine questions about the sample population (ahmad, et. al, 2019). the researchers conducted the study in bokod central school located in an rural area of benguet. fifteen (15) parents, ten (10) learners, and seven (7) teachers are the respondents of the study. for the quantitative method, the data collection was executed using the following instruments: (1) general weighted average to show the academic performance of learners before and after the implementation of mdl and (2) a t-test will be used to find the significant difference in pupils’ academic performance before and after the implementation of modular distance learning. for the qualitative method, the researchers used interview guide questions to find the effects of modular distance learning as perceived by learners, parents, and teachers. as for the data collection, the researchers gathered all the answers of the respondents and broke the data into small segments that reflect a single and specific answer. after the arrangement and finalizing of the gathered data, the researchers analysed the qualitative data and determined the effects of mdl formulated in the respondents answers through the interview guide questions. lastly, the researchers generalized the meaning of the gathered data and grouped it into themesthe positive and the negative effects of modular distance learning and the interventions to be used. formal consent was sought from the school and respondents were interviewed with the permission of the principal. the respondents will be ensured of the confidentiality of the information that will be gathered. their responses and information gathered were used only for research purposes. iii. results and discussion from the collected data, various effects were found in the implementation of modular distance learning (mdl) especially in pupils’ academic performance. table i general weighted average (gwa) quarter before mdl (s.y. 2019-2020) after mdl (s.y. 2020-2021) 1 87 85 2 88 85 3 89 87 4 89 87 mean 88.25 86 table 1 shows the data collected before and after the implementation of modular distance learning (mdl). the mean of the four (4) quarters before the mdl implementation is 88.25% while after the modular distance learning the mean is 86%. this implies that there is a 2.25% difference between the mean before and after the implementation of mdl. table 2 t-test: paired two samples for means before mdl after mdl mean 88.25 86 variance 0.916666667 1.333333333 observations 4 4 pearson correlation 0.904534034 hypothesized mean difference 2.25 df 3 t stat 9 p(t<=t) one-tail 0.001447906 t critical one-tail 2.353363435 p(t<=t) two-tail 0.002895812 t critical two-tail 3.182446305 journal of education, teaching, and learning volume 6 number 2 september 2021. page 204-208 p-issn: 2477-5924 e-issn: 2477-8478 206 the above table indicates the computed t-test of the data in table 1. the researchers used alpha (ᾳ)= 0.05 with a confidence level of 95%. the computed degrees of freedom (df) is 3 and when using the t-table for the two-tailed test, the df and the alpha value would intersect on 3.1824. as a result, 3.1824 would be the critical value (tcrit) and the statistical value (tstat) would be 9. fig. 1 normal distribution curve of the data figure 1 shows the rejection region of the pair sample t-test. from table 2, the critical value for the two-tail is 3.1824. the researchers used a two-tailed test, so the rejection region on the upper portion of the graph would be positive 3.1824 while the lower rejection region would be negative 3.1824. the confidence level is 95%. consider the null hypothesis which is (h0: µbefore mdl = µafter mdl) in other words there is no difference between the means while the alternative hypothesis is (h1: µbefore mdl ≠ µafter mdl) in other words there is a difference between the means of the two sets of data. if the computed statistical value (tstat) is less than -3.1824 and greater than +3.1824, the null hypothesis would be rejected. on the other hand, if the tstat is between -3.1824 and +3.1824 you have failed to reject the null hypothesis which means the sample did not provide sufficient evidence to conclude that the effect exists. in table 2, the computed tstat is 9. therefore, the tstat which is 9 is greater than the tcrit which is 3.1824 (tstat > tcrit). in this case, the null hypothesis would be rejected which means there is a significant difference between the average scores of pupils before and after the implementation of modular distance learning (mdl). three major themes emerged from the analysis of the current data set: positive effects of modular distance learning; negative effects of modular distance learning; and interventions to be used to improve the academic performance of learners in the new normal. a. theme 1: positive effects of modular distance learning (mdl) 1) strengthening family bonding it was revealed that mdl is an aid in having a greater parental involvement of parents to their child/ children. parents may have bonded with their child/ children through tutoring. strong family ties are developed when learners and their parent/s are learning together as a form of bonding time. 2) asynchronous learning this type of learning is known as independent learning where children learn at their own pace. its premise is learning in different times and spaces (finol, 2020). learners will answer their modules on their own and devise ways on how to understand their lesson which in a way can develop good study habits in a way that they develop the sense of responsibility in accomplishing the task provided in the modules. the learners are provided with modules, worksheets, or textbooks that aid in their independent learning process. this modality is based on constructivism theory where learners are actively constructing their knowledge through their own experiences (elliott, et. al. 2020). 3) cost-effectiveness cost-effectiveness is an obvious factor of mdl. it is to save time and cost especially transportation allowance. not having learners to commute to school and subsequently saving money was reported by most parents. equations should be placed flush-left with the text margin. equations are centered and numbered consecutively starting from 1 as follows b. theme 2: negative effects of modular distance learning (mdl) 1) limited teacher-learner interaction it was revealed that having no interactive relationship between the teacher and the learners will lead the learners to not be interested to learn and refuse to explore their potentials on their own. learners are not able to interact with their teacher to ask questions with regards to their lesson that leads to a lack of processing of the module’s content as well as a lack of explanation coming from the teacher. some learners rely on the key answers included in their self-learning modules, so even errors were copied which gives teachers the thought that pupils aren’t reflecting well on what they are studying. in that case, the teacher will no longer determine if the pupils understood the content of the module or is it the work of the learners. 2) additional workload to working parents it is especially challenging if the parents are working from home or offices, and have their schedules to follow. keeping their children in check all the time was very difficult for them. not all parents can give their whole time in guiding and assisting their child/ children in answering their modules, for a reason that parents are working to earn a living especially at this time of the pandemic. some parents also added that there are lessons that they have difficulties with or having a hard time explaining and teaching their kids. 3) distractions at home parents and teachers expressed that children tend to be distracted at home especially when gadgets are being available. learners append more time watching television or playing online games wherein parents think that they are researching but they are just playing computer games. many children are considering this time as a vacation from school, hence they want to sleep and wake up according to their wish and spend the rest of the time playing video games and watching journal of education, teaching, and learning volume 6 number 2 september 2021. page 204-208 p-issn: 2477-5924 e-issn: 2477-8478 207 cartoons/ movies. in that case, learner’s works will be hastily done because they spend most of their time playing rather than studying. 4) no exposure to significant school activities curricular and co-curricular activities are part of the teaching and learning process. extracurricular activities provide learners with the self-confidence to become wellrounded individuals (naik, 2018). it was evident that in the new normal in education, extracurricular and other school activities have been restricted. differentiated activities such as role-plays, educational games, and other group activities are not being observed in modular distance learning. postponement of the school’s extracurricular activities like field trips, school retreat, foundation day, and other activities will surely be missed by the learners this school year. 5) too many activities in the module it was revealed that slms are activity-centered, it is more on paper and pencil activities. learners complained that there are too many tasks/ activities incorporated in the modules. as parents observed, learners tend to become lazy in studying because slms are more on the usual question and answer and are also limited to reading and writing. 6) lack of socialization with other children a large number of parents were worried that in the wake of the pandemic, the social development of their children was affected at a deep level. especially in the case of younger children, loss of interaction with peers and their normal environment had influenced the development of their social skills. schools play a huge role in disciplining and polishing social skills; modular distance learning has taken away that opportunity from learners and parents were now looking for other ways to help develop these skills. 7) errors in some modules during this pandemic, learning modules play an important role in the learning of millions of public school learners. the opening of classes was delayed twice to allow schools, teachers, learners, and parents to prepare for the demands of distance learning. but the postponements, it seemed were not enough to ensure that the education department’s learning materials were-error free. as said by education undersecretary diosdado san antonio in his interview “not all modules prepared this year underwent quality assurance” (magsambol, 2020). c. theme 3: interventions 1) simplify modules or workbooks accompanied by video and audio lessons the department of education should consider reducing the number of activities included in the selflearning modules. the learners, especially the elementary learners tend to get uninterested and worn out by merely seeing many activities to be answered given their short attention span. it is also highly recommended that printed slms are to be accompanied by video and audio lessons. teachers have to take advantage of what technology can offer by utilizing applications for video and audio making to enrich learning and still be able to deliver their lessons efficiently. moreover, through this, the learners who have no internet connections due to economic constraints and location are catered to as they can utilize these materials offline. 2) home visitation the teachers must do constant monitoring to learners to learn more about the learners’ needs and their home environment. this will help the teachers to have a better understanding of the factors that affect the learners’ performance. this too is an opportunity to cheer them up and encourage them for they look on the importance of having a teacher beside them. 3) conduct online mediation to address the problem of the limited interaction between the teacher and the learners and the lack of socialization among the learners, implementing a blended learning modality (combination of modular and online learning) is recommended. teachers need to set a schedule for online mediations through any available and accessible online platforms that allow the teacher and the learners to freely communicate with each other. 4) neighborhood instruction aside from home visitation, neighborhood teaching to address the concerns of learners and at the same time assist them in accomplishing their learning tasks must also be conducted at least twice a month. here, learners will be clustered according to their sitios and the teacher living in the same sitio or assigned in that particular sitio will be the one to cater to the learners’ needs. this is also an avenue for teacherlearner and learner-learner interaction but with the assurance that minimum health protocols are strictly observed. iv. conclusions noting the results of the study, the following are hereby concluded. the academic performance of learners after the implementation of modular distance learning (mdl) decreased. it only means that face-to-face which is the most important side of physical learning was more favorable and more effective in terms of children’s learning. it was determined that there were more negative effects of mdl than positive ones. according to the respondents, limited interaction between the teacher and the learners was the main problem that emerged in the implementation of modular distance learning. another problem is that there are too many tasks/ activities incorporated in the modules. hence, constant monitoring of teachers (home visitation) on the progress of learners to be able to give feedback mechanisms and guide those learners who need special attention is a must. the administration should concentrate on improving and simplifying worksheets or workbooks to be distributed to learners accompanied with video lessons that are aligned with the most essential learning competencies (melc). they should conduct training, seminars, or workshops for teachers to be acquainted and so that their skills in the use of modular distance learning (mdl) will be enhanced. lastly, before the opening of each school year, a meeting or open forum among teachers, parents, and other stakeholders should be conducted to further explain or discuss the reality of the new normal education. journal of education, teaching, and learning volume 6 number 2 september 2021. page 204-208 p-issn: 2477-5924 e-issn: 2477-8478 208 this research paper will help future researchers who will conduct future research about modular distance learning (mdl). future researchers may consider the findings of this study about the effects of modular distance learning (mdl) when they are still accomplishing their study in drafting their related concepts and should include other variables that are not discussed in this study. references ahmad, s., et. al. (2019). qualitative v/s quantitative research a summarized review. j. evid. based med. healthc. 6(43), 2828-2832. dangle, y.r. & sumaoang, j. (2020). the implementation of modular distance learning in the philippines secondary public schools. 3rd international conference on advanced research in teaching and education. dublin republic of ireland. elliot, s. n., et al (2000). educational psychology: effective teaching and learning, 3rd edition. boston: mcgraw hill college. finol, m.o. (2020). asynchronous vs synchronous learning: a quick overview. retrieved from https://www.brynmawr.edu/blendedlearning/asynchr onous-vs-synchronous-learning-quick-overview. (accessed 21/06/2021) gonzalez, e.e. (2015). a modular approach utilizing decision tree in teaching integration techniques in calculus”. asia pacific journal of multidisciplinary research. 3(3), pp. 52-58. llego, m.a. (n.d.). deped learning delivery modalities for school year 2020-2021. teacherph. retrieved from: https://www.teachers.ph.com/deped-learningdelivery-modalities. (accessed 24/05/2021) magsambol, b. (2020). mistakes were mad: errors in deped distance learning materials. rappler. retrieved from: https://www.rappler.com/newsbreak/iq/distancelearning-mishaps-errors-instances-deped-failedstudents-school-year-2020-2021. (accessed 06/07/2021) martinez, m.d. (2020). modular distance learning: how well does it bridge the gap? instabright e-gazette, 2(2), 14. montemayor, m.t. (2020). education goes on amid covid19 thru deped’s continuity plan. retrieved from: https://www.pna.gov.ph. (accessed 19/06/2021) naik, n. (2018). importance of extracurricular activities in school life. retrieved from: www.yourstory.com. (accessed 18/07/2021) no child left behind act (nclb), 20 u.s.c. 70 § 6301 et seq. (2002). tria. j.z. (2020). the covid-19 pandemic through the lens of education in the philippines. the new normal. international journal of pedagogical development and lifelong learning. 1(1), 1-4. https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview https://www.brynmawr.edu/blendedlearning/asynchronous-vs-synchronous-learning-quick-overview https://www.teachers.ph.com/deped-learning-delivery-modalities https://www.teachers.ph.com/deped-learning-delivery-modalities https://www.rappler.com/newsbreak/iq/distance-learning-mishaps-errors-instances-deped-failed-students-school-year-2020-2021 https://www.rappler.com/newsbreak/iq/distance-learning-mishaps-errors-instances-deped-failed-students-school-year-2020-2021 https://www.rappler.com/newsbreak/iq/distance-learning-mishaps-errors-instances-deped-failed-students-school-year-2020-2021 https://www.pna.gov.ph/ http://www.yourstory.com/ isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 60-65 p-issn: 2477-5924 e-issn: 2477-8478 60 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the impact of online learning for teachers in remote areas tuminah1), yustina selong2), kunto nur cahyoko3) 1) stkip pamane talino, landak, indonesia e-mail: mona.condro@gmail.com 2) stkip pamane talino, landak, indonesia e-mail: yustinaselong7@gmail.com 3) stkip pamane talino, landak, indonesia e-mail: kunto.edu@gmail.com abstract. online learning in remote areas is certainly not as easy as online learning in big cities in indonesia. online learning in remote areas, especially in the landak district, faces many obstacles due to limited facilities and infrastructure. to overcome these problems, teachers in remote areas in landak are trying to find solutions so that online learning can still take place well, even though it is limited. this study aims to describe the difficulties experienced by teachers when teaching and the solutions offered to overcome the problems of online learning in these remote areas. the results of this study indicate that there are still some difficulties encountered related to online learning experienced by teachers in remote areas. difficulties in the internet network and the provision of laptops or smartphones still color the implementation of online learning experienced by teachers in remote areas. 84% of teachers experienced network difficulties in the online learning process during the pandemic. one thing is very proud that teachers in remote areas are willing to do anything to overcome these difficulties. so even though there are many difficulties faced by online learning in remote areas, it can still run well. one of the efforts made is blended learning, taking turns online and offline learning. keywords: online learning; impact and solution; teachers in remote areas i. introduction covid-19, which began to spread in early 2020, caused all activities related to involving many people to be canceled. according to who (world health organization) in rina, et al (2020: 374) covid-19 is a pandemic, which means the spread of new diseases throughout the world. idah, et al (2020: 182) said that covid-19 is a new virus that infects the respiratory system of infected people. then diah, et al (2020: 128) also confirmed that the degree of disease caused by covid-19 can vary from upper respiratory tract infections to ards. covid-19 has greatly affected teaching and learning activities for teachers in remote areas, especially at junior high school 8 and junior high school 12 of ngabang which are located in remote areas in the landak district. the impact experienced by teachers in this area is very diverse, ranging from difficulties in conducting online learning to difficulties in facilities and infrastructure as learning tools. because teaching in remote areas has very limited facilities and infrastructure, the internet network is only available in certain areas. even with the limitations of the teachers in these remote areas, they still try to do learning by blended learning. fajrian (2020) in zhafira nabila (2020: 2), stated that in connection with the covid-19 outbreak, the government then issued an appeal to carry out learning activities from home. this is done to break the chain of virus spread and maintain the security and safety of teachers and students. the world of education has also experienced drastic changes through the learning system carried out. learning that is usually done face-to-face in class has been replaced with an online learning system. online learning according to ali & afreni (2020: 216) is learning that uses the internet network with accessibility, connectivity, flexibility, and the ability to bring up various types of learning interactions. tuti, et al (2020: 194) assert that online learning can be done to change the portion of face-to-face meetings in the classroom with online meetings on the internet. learning english that is done online, especially in remote areas, will cause many problems. teachers who teach in this area must think hard about how to make online learning possible. this qualitative descriptive study aims to describe the difficulties of teachers in conducting online learning, the researchers will also provide webinars on the use of applications that can be used. the beginner lecturer research (pdp) is expected to be able to contribute, especially for teachers who teach in these remote areas. http://creativecommons.org/licenses/by-nc/4.0/ mailto:mona.condro@gmail.com mailto:yustinaselong7@gmail.com mailto:kunto.edu@gmail.com journal of education, teaching, and learning volume 7 number 1 march 2022. page 60-65 p-issn: 2477-5924 e-issn: 2477-8478 61 review of literature the covid-19 pandemic is a tragedy that grieves the entire population of the earth. all segments of human life on earth are disrupted, without exception education. many countries have decided to close schools, colleges, and universities, including indonesia. according to syah risqon (2020: 2). this crisis came suddenly, governments in any part of the world including indonesia had to make a bitter decision to close schools to reduce people's contact massively and to save lives or still have to open schools. to survive the workers in maintaining economic sustainability. this qualitative descriptive study aims to describe the difficulties experienced by remote teachers, to find solutions and is also expected to produce an appropriate draft for online learning, especially at junior high school 12 ngabang, which is located in sungai keli village, 25 km from ngabang city. the location of the school is in a remote place with a distance of about 1-2 hours from ngabang city through a yellow dirt road and slippery when it rains. meanwhile, junior high school 8 ngabang is a school located in toho raba hamlet, rasan village, ngabang subdistrict, 22 km from ngabang city. both schools are located far from the highway so they are very free from traffic noise. junior high school 12 and junior high school 8 ngabang are schools located in the special region. the development of science and technology in junior high school 12 and junior high school 8 ngabang is very less, this is evidenced by the lack of electricity facilities, telecommunications networks are not yet available so that people have difficulty accessing the latest technology such as cellphones, tv, computers, internet, and others. oktafia (2020: 498) says that technology can be used in teaching and learning activities, which can be said to be a change from conventional to modern methods. however, it is very unfortunate because advanced technology cannot function properly at junior high school 12 ngabang. according to syah risqon (2020: 3) in remote villages with a very dense population of school age, there is confusion, because the information technology infrastructure is very limited. therefore, being a teacher in a remote area is not easy because it requires strong motivation to be able to survive to serve in a remote school. to be able to survive teaching in remote areas requires strong motivation, due to natural challenges, geographical location that goes into the interior, limited facilities and infrastructure, such as the scarcity of smartphones and laptops as a means to support online learning activities. according to flora siagian (2015:4), what is meant by motivation is the driving force that causes a member of the organization to be willing and willing to mobilize abilities in the form of expertise or skills, energy or time to carry out various activities that are their responsibility and fulfill their obligations, in the context of achieving goals. previously determined. in this case, the intended goal is an effort to advance the quality of education in remote areas. remote areas have their own characteristics that distinguish them from other areas. in general, the characteristics of remote areas include the unavailability of public facilities, such as electricity, clean water, internet network, shopping center facilities, health facilities, etc. these public facilities are generally not found in remote areas, so that remote community is often left behind by other areas. this is confirmed by the statement from suciati ariningsih (2016: 77) that underdeveloped areas are generally characterized by gaps in the life sector, high poverty rates, high population and unemployment rates, and low levels of education. hamidi. et al (2015: 2) said that according to law number 14 of 2005 article 1 paragraph 17 states: remote or underdeveloped areas are areas with remote indigenous conditions; border areas with other countries; areas experiencing natural disasters, social disasters, or areas in other emergencies. remote areas must meet 2 (two) cumulative requirements, namely, the area is difficult to reach due to the lack or limitation of infrastructure and public transportation facilities, both land, sea, and air, and social and economic infrastructure and facilities are not available, or even though they are available but in very limited conditions, the quality of education in remote areas is generally still lagging behind other areas. this condition prompted researchers to conduct research in this remote area. this study aims to identify the difficulties experienced by teachers in remote areas, and provide solutions to these problems. because the role of teachers in remote areas will determine the success of their students' education. therefore, desak putu, et al (2016: 100) says that equal distribution of education and improving the quality of education are very difficult to achieve. this happens because of several factors that become obstacles in advancing the quality of education in this area. the quality of education is determined by several factors such as curriculum, teachers or teaching staff, facilities, and learning resources. teachers have an important role in improving the quality of learning, especially in online learning. mustofa et al (2019) in fitriyani (2020: 166) said that online learning is a distance education system with a set of teaching methods where there are teaching activities that are carried out separately from learning activities. doing online learning in remote areas, the activity that can be done is using the whatsapp group. with this whatsapp group, teachers can do simple online learning. through the whatsapp group, teachers can send materials and assignments to be done and students can work on paper and collect them at school at the scheduled time. the implementation of blended learning is one solution that can be done for online learning for schools in remote areas. according to hayati (2020: 4), the teaching and learning process will run effectively and efficiently if it is supported by the availability of supporting media. the provision of dynamic, conducive, and dialogical media and educational methodologies is very much needed for the optimal development of the potential of students. teachers as teaching staff must be more creative and able to deliver learning materials by utilizing existing technology journal of education, teaching, and learning volume 7 number 1 march 2022. page 60-65 p-issn: 2477-5924 e-issn: 2477-8478 62 such as the google classroom application, zoom, and so on. however, in using online learning applications, teachers should adjust to the geographical location of the school. with the hard work of teachers in remote areas, it is hoped that the benefits of education in indonesia will be felt in remote areas of the country. according to putra muhammad (2020:1), national education has the main goal of educating the nation's life as stated in the opening of the 1945 constitution, besides that quality education must be equal in all regions in indonesia. no exception for students at junior high school 12 and junior high school 8 ngabang, landak district which is an area that is quite isolated from urban areas, besides landak district most of its territory is still included in the 3t region (front, remote, and disadvantaged). ii. methodology in this study, the researcher used a descriptive method with a qualitative approach according to prasanti's (2018:4) qualitative descriptive method which aims to make a systematic, factual, and accurate description or description of the facts, properties, and relationships between the phenomena being investigated. therefore, in this study, the author will describe the facts experienced by remote teachers at junior high school 12 and junior high school 8 ngabang. according to akhmad khabib (2015: 5), this type of research is descriptive qualitative, which is a technique that describes and interprets the meaning of the data that has been collected by paying attention and recording as many aspects of the situation as possible at that time. meanwhile, according to soraya (2017: 34) qualitative research is research that explains a phenomenon in-depth, through data collection that prioritizes quality. research stages according to moleong in akhmad khabib (2015: 5), there are three stages in qualitative research, namely: 1. pre-field stage, namely orientation which includes activities to determine focus, adjustment of paradigm to theory and scientific disciplines, exploration of the form of research including initial field observations in this case to the schools being studied. 2. the field activity stage, this stage includes collecting data related to the research focus, namely about the impact of online learning for teachers in remote areas in the two schools. 3. data analysis stage, this stage includes activities to process and organize data obtained through participant observation, in-depth interviews, and documentation, after which interpretation of the data is carried out following the context of the problems studied. 4. report writing stage, this stage includes the activities of compiling research results from all series of data collection activities to giving meaning to the data. research locations and research subjects the research was conducted at junior high school 12 ngabang and junior high school 8 ngabang, landak regency. the subjects of this study were teachers of junior high school 12 ngabang and junior high school 8 ngabang who were the main informants. as a triangulation, researchers used the principal. data collection technique data collection techniques used are: observation, interviews, questionnaires, documentation. data analysis is the process of systematically searching for and arranging interview transcripts, and other materials that have been collected by researchers. analysis activities are carried out by reviewing data, organizing, dividing into manageable units. given that this research uses a multi-case study, analyzing the data is carried out in two stages, namely: a. single-case data analysis b. cross case data analysis cross-case data analysis is intended as a process of comparing the findings obtained from each case, as well as a process of integrating between cases. these two cases were used as temporary findings and then in the final stage, simultaneous analysis was carried out to form and formulate a conception of the similarities of case 1 and case 2 systematically. the final analysis is intended to develop a systematic conception based on the results of data analysis and narrative theoretical interpretation in the form of cross-case propositions which are then used as material to develop substantive theoretical findings. iii. results and discussions the research method uses descriptive qualitative research, where the research results are described in accordance with the predetermined stages. the facts found in junior high school 8 and junior high school 12 ngabang for teachers who have difficulty in doing online learning are described according to the survey results that have been carried out. based on the results of a survey conducted via google form with 25 teachers as respondents, 15 from junior high school 12 ngabang and 10 from junior high school 8 ngabang, the following data were obtained: data from junior high school 12 ngabang survey results show that 30% of teachers can implement simple online learning combined with limited face-to-face learning. 40% of teachers have difficulty implementing online learning because students are less able to participate in these learning activities due to limited internet access. 30% of teachers do not agree with the application of online learning due to the difficulty of the internet network that has not been reached in remote areas. meanwhile, data from junior high school 8 ngabang survey results show that 30% of teachers can apply online simply combined with limited face-to-face learning. 44% of teachers have difficulty implementing online learning because students are less able to participate in these learning journal of education, teaching, and learning volume 7 number 1 march 2022. page 60-65 p-issn: 2477-5924 e-issn: 2477-8478 63 activities due to limited internet access. 26% of teachers do not agree with the implementation of online learning due to the difficulty of the internet network that has not been reached in remote areas. from the results of a survey of two schools in remote areas, the following results were obtained: table 1. the result of teachers’ questioners no type of problems faced percentage of respondents percentage total number of teachers disagree agree strongly agree 1. the online learning process in schools is effective. 44% 56% 25 2. the process of online learning in schools is experiencing problems. 4% 16% 80% 25 3. .agree with the online learning process in schools 56% 32% 12% 25 4. can apply online learning applications in schools 40% 60% 25 5. can enjoy the online learning process at school 44% 56% 25 6. at this time of the pandemic, which is not over yet, parents still agree to hold online or online learning. 48% 36% 16% 25 7. at this time of the pandemic, which is not over yet, parents are ready if learning is held offline or offline. 12% 80% 8% 25 8. a good form of offline/offline learning is with a health protocol and dividing the class in half in a pandemic situation 84% 16% 25 9. experiencing network difficulties in the online learning process during the pandemic. 4% 84% 12% 25 10. the limitations of laptop/smartphone facilities are an 4% 84% 12% 25 obstacle/difficulty for parents in the online learning process. 11. to overcome the limitations of these facilities, parents are willing to do anything as long as they do not violate laws and regulations, such as borrowing a laptop. 12% 80% 8% 25 12. the availability of an unstable network is an obstacle/difficulty for parents in the online learning process. 4% 80% 16% 25 4% 80% 16% 25 13. the ability to use applications such as video conferencing, (meet. google, zoom, microsoft. team, etc.) is an obstacle/difficulty for parents in the online learning process. 16% 80% 4% 25 14. ladies and gentlemen still agree that online learning is delivered in a simple manner with an assignment system. 28% 64% 8% 25 15. limited funds are an obstacle/difficulty for parents in the online learning process. 24% 64% 12% 25 based on the survey results through questionnaires and interviews that have been carried out, there are several difficulties experienced by remote area teachers at junior high school 12 and junior high school 8 ngabang. the difficulties experienced by teachers in remote areas in the online learning process are as follows: 1. the teachers do not agree if it is said that the online learning process in schools is effective, because many obstacles are experienced. 2. the teachers strongly agree that the online learning process in schools is experiencing problems journal of education, teaching, and learning volume 7 number 1 march 2022. page 60-65 p-issn: 2477-5924 e-issn: 2477-8478 64 because in remote areas it is difficult to get internet access. 3. the teachers agree that the online learning process in schools has difficulty providing laptops or smartphones, this is because the welfare level of people in remote areas on average still lives in the poverty line, so buying smartphones and laptops is still too difficult for them, because they are more concerned with putting their basic needs first. 4. teachers 40% do not agree to apply online learning applications in schools, because facilities and infrastructure are still limited. 5. 44% of teachers cannot enjoy the online learning process at school. because most students have not been able to enjoy the online learning process. 6. teachers 48% do not agree that during this pandemic, which has not ended, online learning is still being held. teachers tend to use blended learning, a mix of online and offline. 7. a good form of offline/offline learning is with a health protocol and dividing the class into half in a pandemic situation, 80% of teachers agree. 8. 84% of teachers experienced network difficulties in the online learning process during the pandemic. 9. 80% of teachers agree, to overcome the limitations of these facilities, parents are willing to do anything as long as they do not violate laws and regulations, such as borrowing a laptop. 10. 80% of teachers agree that the availability of an unstable network is an obstacle/difficulty for parents in the online learning process. 11. 80% of teachers agree the ability to use applications such as video conferencing, (meet. google, zoom, microsoft. team, etc.) is an obstacle/difficulty for parents in the online learning process. 12. 64% of teachers agree, mothers and fathers still agree if online learning is delivered in a simple way with an assignment system. 13. 64% of teachers agree that limited funds are an obstacle/difficulty for parents in the online learning process. based on the survey results, it can be concluded that the biggest difficulty in online learning experienced by teachers in remote areas is providing an unsupported internet network due to limited facilities and infrastructure. this is because the average teacher who lives in remote areas lives far from the internet network, so network problems are a major problem. the second difficulty is that the provision of a laptop or smartphone as a means for online learning ranks second. this is because the economic level of teachers in remote areas is below the poverty line, only a small proportion of teachers in remote areas are already economically established. so to buy a laptop or smartphone they are still difficult because to meet their daily needs they still depend on natural conditions. however, some of them are already living well enough to be able to buy these facilities for their online learning needs, although they are still in small quantities. due to limited time and manpower, this research only focuses on finding out the difficulties experienced by teachers who teach in remote schools. the results of this research have been further elaborated in the table of survey results conducted via google form. based on the results of surveys and interviews conducted, the solution that can be done in conducting online learning is through the use of whats up groups. where learning is done by combining online and offline learning. iv. conclusion to avoid the spread of covid-19, almost all schools from elementary, junior high, high school, and college in our country are conducting online learning, as well as what happened in the landak district which is in the 3t category (front, underdeveloped and disadvantaged). the results of this study indicate that there are still some difficulties encountered related to online learning experienced by teachers in remote areas. difficulties in the internet network and the provision of laptops or smartphones still color the implementation of online learning experienced by teachers in remote areas. but one thing is very proud that teachers in remote areas are willing to do anything to overcome these difficulties. so even though there are many difficulties faced by online learning in remote areas, it can still run well. one of the efforts made is blended learning, taking turns online and offline learning. acknowledgments we say thank you very much to lldikti xi kalimantan who provided research funding in this research grant, hopefully this research can contribute to the advancement of education in kalimantan, especially in the landak district. references ali sadikin & afreni hamidah. (2020). pembelajaran daring di tengah wabah covid-19. biodik: jurnal ilmiah pendidikan biologi. vol. 06, no. 02, hal. 214 – 224. desak, p. p., made, s., & ketut, p. (2016). program ipteks bagi masyarakat (ibm) pendidikan di desa terpencil. jurnal widya laksana. vol. 5, no.2, p-issn: 14104369. diah, handayani., dwi r. h., dkk. (2020). penyakit virus corona 2019. jurnal respirologi indonesia: j respir ind., vol. 40 no. 2, hal. 199-129. flora siagian, r. e. (2015). pengaruh minat dan kebiasaan belajar siswa terhadap prestasi belajar matematika. formatif: jurnal ilmiah pendidikan mipa, 2(2), 122– 131. journal of education, teaching, and learning volume 7 number 1 march 2022. page 60-65 p-issn: 2477-5924 e-issn: 2477-8478 65 hayati, n. (2020). metode pembelajaran daring. elearning yang efektif. bali: jurusan ilmu pendidikan. idah, w., muhammad, a. s., dkk (2020). pandemik covid19: analisis perencanaan pemerintah dan masyarakat dalam berbagai upaya pencegahan. jurnal manajemen dan organisasi (jmo). vol. 11 no. 3, hal. 179-188. oktafia ika, h. (2020). pembelajaran daring sebagai upaya study from home (sfh) selama pandemi covid-19. jurnal pendidikan administrasi perkantoran (jpap). volume 8, nomor 3. prasanti, d. (2018). penggunaan media komunikasi bagi remaja perempuan dalam pencarian informasi kesehatan. lontar: jurnal ilmu komunikasi, 6(1), 13–21. putra, m. t. f., arianti, & elbadiansyah. (2019). analisis penerapan model dan metode pembelajaran tepat. sebatik, 23, 317–323. rina, t. h., dewi, arradini, dkk. (2020). pandemi covid19, respon imun tubuh, dan herd immunity. sekolah tinggi ilmu kesehatan kendal. jurnal ilmiah permas: jurnal ilmiah stikes kendal. volume 10 no 3, hal 373 – 380. suciati ariningsih (2016). pengembangan model pendidikan menengah “sekolah kebangsaan “ di daerah terpencil, tertinggal, terluar dan perbatasan sebagai implementasi pembelajaran pkn. jurnal moral kemasyarakatan. vol. 1, no.1. syah, r. h. (2020). dampak covid-19 pada pendidikan di indonesia: sekolah, keterampilan, dan proses pembelajaran. salam: jurnal sosial dan budaya syar-i, 7(5). tuti, m. f., riki, m. & linda, s. (2020). covid-19: penerapan pembelajaran daring di perguruan tinggi. jurnal dedikasi pendidikan. vol. 4, no. 2. zhafira nabila, dkk. (2020). persepsi mahasiswa terhadap perkuliahan daring sebagai sarana pembelajaran selama masa karantina covid-19. jurnal bisnis dan kajian strategi manajemen volume 4 nomor 1, issn : 2614-2147. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 192-196 p-issn: 2477-5924 e-issn: 2477-4878 192 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. value based thematics learning tahmid sabri pendidikan dasar/pgsd fkip untan, pontianak, indonesia e-mail: tahmidsabripgsd@gmail.com abstract. today, the ever-changing curriculum development in accordance with the power holder and the authority in issuing the policy has revamped the previous curriculum (curriculum unit of education unit) into the curriculum 2013. this, of course, has an enormous impact on the implementation of life values in every aspect. keywords: learning; thematic; value i. introduction the role of teachers in an effort to improve the quality of education is very large because teachers are the front spearhead in the process of learning in the classroom. knowledge, attitudes, and skills of teachers to be a factor supporting the success of students in learning. teachers as educators should be able to help students grow and develop to be wise, and prospective (maslow in ertikanto, 1998: 2). thus, teachers are required not only to convey cognitive aspects but also to integrate knowledge, attitudes, and skills with each other (kosasih, 1996: 32) through thematic learning. knowledge is not only owned but also can be used as a tool to behave nuanced good value. value as the identity of the price that becomes normative for a person in doing something. the psychological way of something that is done is actually a radiance that comes from the divine values, god the most true (al-gazali, 2007: 1034). values education needs to be invested in children, including elementary students through the application of thematic value-themed nuances. this means that teachers do not just implement thematic lessons, but the element of value is an important thing of concern. in the qur'an is ordered, the substance is: "o ye who believe, guard yourselves, your family from the torment of hellfire" (q.s. 66 attahrim: 6). on this basis, the cognitive, affective and psychomotor aspects must be integrated into a unity in the learning in a thematic way. thematic is a learning approach that blends the conceptual concepts of some subjects that focus on the central theme. through thematic, student activities, student creativity, collaboration in learning, independence, self-confidence and student responsibilities can be greatly forged. according to the curriculum 2013, thematic learning is conducted from class i to class vi. there are 3 (three) important things that need to be developed in curriculum 2013 are: (1) attitude (attitude); (2) skilling (skill); and (3) knowledge. the thematic learning is applied using a scientific approach that is: observing, asking, reasoning, trying, and forming. the development of the child as a whole is interrelated, in which the child sees the real world in a holistic, integrated, and interconnected relationship between developments with each other (kartadinata, 1997: 18). teachers should pay attention to the trends that are being experienced by the child, such as: moving from concrete things, looking at something learned as a whole, integrated and manipulative that is the process of tinkering with concrete objects with his own hands while building valuable schemata in repertoire of students' knowledge (srini, 1997: 36). however, seen from the fact that occurred in the elementary school, so far still show a gap between hope and reality, such as: (1). the occurrence of rigorous subject-learning, especially in the high classes; (2). learning only emphasizes the mastery of concepts regardless of other spheres; and (3). teachers tend to pursue targets, especially the cognitive aspects of less attention to aspects of attitude. asy'ari's study (1997: 4) suggests (a) a follow-up study of integrated learning for other central themes in different classes and schools. (b) integrated learning can be used as a variation of learning in http://creativecommons.org/licenses/by-nc/4.0/ mailto:tahmidsabripgsd@gmail.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 192-196 p-issn: 2477-5924 e-issn: 2477-4878 193 primary school. the results of tahmid's (2013: 226), "internalization of values on students needs to be invested through value-based learning". various values will be personal in students, such as discipline, diligence, responsibility, self-confidence, independence and martial arts. in addition, it is necessary to instill the value of rural monotheism to the creator of allah swt by inculcating the values of proof of his greatness and habits ubudiyah, such as: devoted to parents, prayer, reading al-qur'an dhikr, reading sholawat and do other good deeds. it makes students aware, active learning so as to obtain optimal learning outcomes. the cultivation of the values of the tauhidan and ubudiyah is the key to the success of students in learning (tahmid, 2011: 40). experts suggest that the importance of integrated learning is applied in every elementary school in indonesia, but the realities in the field have not been well realized (poedjiadi in ash'ari, 1997: 5), the more thematic lessons of understanding, and the teacher's skills on integrated learning are lacking, including value-based thematic learning (joni, 1997: 10). ii. thematic thematic is an integrated learning approach of webbing model that combines three or more subjects by prioritizing the concepts, skills, or attitudes of each subject that depart from the central theme (fogarty 1991: 71 ). such learning can psychologically provide meaningful experiences for students because in their learning students will understand the essential concepts that will be learned through direct experiences, and relate them to other concepts they previously understood. the element of seeing, the element of hearing, and the element of doing is an essential part of unified learning, i see, i forget, i hear, i remember, i do and i understand. the learning is student-centered. learning activities are more emphasis on students. thematic learning can provide considerable opportunities for improving the learning achievement of students in a manner. for that scientific approach should be developed in thematic learning, because it can serve as a locomotor for students in learning. observation, questioning, reasoning, application, and communication as a driving genre. physical, mental and emotional elements are mutual reflecting which in the end there is activity, enthusiasm, and creativity in learning with diligence and independence (sabri, q 2016). the various scientific activities are more intractable if supported by inquiry, based on the students' wishes themselves without more involvement of the teacher in finding a problem, the teacher is only limited to facilitator and motivator (sabri, t, 2015). from here the emergence of values of sincerity, values of independence, and values of tranquility and some other divine values. divine values are islamic values that can give birth to the noble character (sabri, t.2017). judging from the development of children (students), as proposed by the pgsd development team (1997: 2) that the development of elementary school children holistic (comprehensive), integrated and mutually interconnected aspects of development with one another. kartadinata and dantes (1997: 20) say that "the learning process and teaching materials must be integrated and related to the process of child development" the development is psychologically related to intellectual intelligence (iq), emotional intelligence (eq), and spiritual intelligence (sq). through thematic, the three things (iq, sq, and eq) can be developed to the students so that they will become cadres of a nation that is intelligent, creative, high dedication, and noble. value-value learning can be used as an anticipation or a filter of negatives, especially for the indonesian people affected by various multidimensional crises, such as economic crisis, moral crisis, moral crisis, and religious crisis (wirnata, 2010: 1). thematic is an approach that can generate activity, and creativity of students in learning. students are called to do good, diligent, disciplined, confident, full of responsibility, tolerant, honest and respectful of others. this thematic approach is appropriately developed in elementary schools, as it allows students to understand a phenomenon from all aspects of life, students can create a balance between intellectual activity with experience and the environment (aswin, 1996: 43). thematic learning needs to be supported by the contextual teaching learning (ctl) approach or other approaches that can link concepts taught to realworld situations and can make the connection between knowledge and its application in real life (blanchard, 2001). the washington state consortium for contextual teaching learning (2001) identifies ctl's key elements of inquiring, constructivist, authentic judgment, reflection, and modeling. thematic learning not only provides students with added value in learning but also for teachers (peter, 1995: 639). thematic learning is applied through three stages: the planning stage, the implementation stage, and the culmination stage. the planning stage consists of: (1). general planning stages: (a) examine the curriculum of grade i, ii and iii sd classes (ktsp); (b) determine the central theme, but according to the curriculum 2013 themes and sub-themes are available in teacher books and student books; (c) to inventory the learning program in each related subject; (d) to prepare a journal of education, teaching and learning volume 2 no 2 september 2017. page number 192-196 p-issn: 2477-5924 e-issn: 2477-4878 194 schedule of activities and the determination of time allocation; (2) special planning stages: (a) create a network of concepts; (b) the allocation of time; (c) determine the scope of competency standards in the curriculum of 2013 the term sk (competency standards) is replaced by ki (core competencies, ie ki1, ki2, ki3, and ki4.ki1 contains religious (religious values) ki2 contains social ki3 (d) to formulate learning objectives, (e) plan learning activities (learning scenarios including lks), (f) establish learning tools and media, (g) plan evaluation and feedback; ) descriptions of concepts from several related subjects; (4) make material details; (5) the time stipulation used in accordance with the curriculum requirements; (6) determination of instructional media, and (7) skill and attitude aspects to be developed. learning structure consists of: (1) preliminary activity: salutation, class management, brainstorming / apperception, objective information and activity info to be conducted in learning; (2) core activities, consisting of exploration, elaboration and confirmation activities; (3) closing activities consisting of evaluation of the process and evaluation of results, ending in prayer. other important things are: selection of approaches and methods; inventory of related concepts; use of media; the patterns of interaction between teachers and students should vary (teacher-student, studentteacher, and student) through exploration, elaboration, and confirmation activities (permen diknas 2007 no. 41). all of these components must be of nuanced value, both in the lesson planning and in the application during school learning. iii. value value is the price given by a person or group of people to something (material, immaterial, personal, and conditional) or the price brought by the identity of something, for example, the price carried by the identity of the person, among others materially such as ancient objects, personally, among others, the prophet / prophet, conditional, such as winter season must be snowy and cold, sophisticated science and technology era will be easy and delicious (djahiri, 1996: 17). in other words, that value is a belief that can color the behavior of the individual that aims to obtain peace of mind (istiqama), and used as a principle or standard in life (sauri, 2008: 28). mulyana (2004: 32) asserted there are six reference values that are often used as benchmarks by humans in life, namely: (1) theoretical value; (2) economic value; (3) aesthetic value; (4) social value; (5) political value; and (6) religious values (mulyana, 2004: 33). from the context of education, the internalization of values through thematic learning aims to form a complete human personality (sauri and firmansyah, 2010: 15). in other words, that goal is expected to be used to achieve insan kamil, which implicates the behavior of students in everyday life. these values are classified into three types, namely: (1) the value of beauty (aesthetic philosophy); (2) the value of truth (epistemological philosophy); and (3) virtue value (ethical philosophy), (suhartono, 2008: 137). thus it can be underlined that what is meant here is the normative standard that can be used as a reference and belief in determining the choice of alternative action in accordance with the norms that apply as a standard of action or attitude that determines who we are, how we live and how we act and act. individual students are actively able to develop their potential to have spiritual power, self-control, personality, intelligence, noble character and skills needed of him, society, nation, and state (alwasilah, 2009: 45). ghazali (ali khan, 2005: 126) unconsciously he did not float any personal philosophy. however, he introduces the creative heart-words in man with his faith that helps him develop the possibilities of unlimited growth and freedom, the growth of moral, spiritual and intellectual potentials; in other words, his brain is intelligent, receptive to his heart, and skillful of his hands, so that a whole person is formed and gives birth to good manners as a good man called morals (sauri, 2008); morals to self, morals to the family, morals to the surrounding environment, including morals to the environment of society, morals in worship, morals in the association, and morals towards allah swt. from the point of view of philosophy, values are grouped into three, namely (a) the value of beauty (aesthetic philosophy): (b) the value of truth (epistemological philosophy); and (c) goodness value (ethical philosophy), (suhartono, 2008: 137). of these three values are grouped again into six classifications of values, namely: (1) theoretical value; (2) economic value; (3) aesthetic value; (4) social value; (5) political value; and (6) religious values (mulyana, 2004). the value of religion is the value of camels that become the guidelines of human life. the value of religion is, in essence, actually this value is the value that has the most fundamental truth base compared with other values. the value of religion comes from the highest truth that comes from god almighty, allah swt. the scope of this value is broader and more universal that can bring mankind to the right path, to the path that is received from allah almighty, the salvation of the world and the hereafter. to achieve that expectation there is a need for harmony of all elements of life, between the will of man with the command of god, between words and actions or between faith and deeds, which gives birth to a noble character. journal of education, teaching and learning volume 2 no 2 september 2017. page number 192-196 p-issn: 2477-5924 e-issn: 2477-4878 195 according to the curriculum 2013 as already expressed by sabri, t in his article entitled "practical ways internalization thematic by students in learning through peer teaching in pgsd fkip at tanjungpura university" (2017). the elements of attitude, knowledge (knowledge), and skilling (skills) are integrated in a unity, any concept that is taught to the students, the three elements must be able to give a practical reflection on each student, for example asking students to write a sentence simple in grade 3 elementary school students, "neatness, beauty, and cleanliness in writing", "attitude", "writing", "skill", and "simple sentence" are "knowledge". accordingly in thematic learning, which consists of at least three subjects that are in the same semester. gradually when this is always conditioned in learning, psychologically must have a positive impact on each individual student toward a commendable behavior. this is what it says that thematic learning is value-based. that is why the thematic learning that is being treated by the government of indonesia is a precise and effective system to bring the nation's children towards the true pancasila. actually the main target to be achieved in learning refers to the pillars of education learning to know / knowledge satisfaction; learning to do / skill acquisition; learning to be / self-development; and learning to live together / learning for the community in other words that the knowledge developed in the learning is not only the aspect of knowledge, skills, and just the value aspect, but other aspect also needs to be developed even as supporting aspects such as social aspects (sabri, t. 2012). iv. conclusions from some of the above the following conclusions can be drawn:  valuable thematic learning needs to be implemented in elementary schools that have implications for students to actualize themselves in learning, such as learning, creative, independent, diligent, considerate, disciplined, responsible, democratic, and noble.  implementation in learning begins from making the design to the application.  thematic learning is a national program developed through education and learning in schools using an integrative 2013 curriculum between attitudes, skills, and knowledge in line with the guidance of law no. 20 of 2003 on national education system.  thematic learning is an application of four teacher competencies: pedagogic, personality, 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(online): www.hukumonline.com. http://www.hukumonline.com/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 164-169 p-issn: 2477-5924 e-issn: 2477-4878 164 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. second language aquisition and the development through naturenurture syahfitri purnama universitas indraprasta pgri, jakarta, indonesia e-mail:syahfitripurnama@gmail.com abstract. there are some factors regarding which aspect of second language acquisition is affected by individual learner factors, age, learning style. aptitude, motivation, and personality. this research is about english language acquisition of fourth-year child by nature and nurture. the child acquired her second language acquisition at home and also in one of the courses in jakarta. she schooled by her parents in order to be able to speak english well as a target language for her future time. the purpose of this paper is to see and examine individual learner difference especially in using english as a second language. this study is a library research and retrieved data collected, recorded, transcribed, and analyzed descriptively. the results can be concluded: the child is able to communicate well and also able to construct simple sentences, complex sentences, sentence statement, phrase questions, and explain something when her teacher asks her at school. she is able to communicate by making a simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular but she can use turn-taking in her utterances. it is a very long process since the child does the second language acquisition. the family and teacher should participate and assist the child, the proven child can learn the first and the second language at the same time. keywords: second language acquisition, sentence construction, turn-taking i. introduction humans can not live alone, he/she needs to communicate with those around him/her. from childhood becomes an adult, they learn language by natural. adults and children can communicate well according to his ability, for children, they are still in the learning phase process continuously. in the universal language acquisition process, the child will undergo several stages: crying, cooing, babbling, intonation pattern, one-word utterances, two-word utterances, word inflexion, questions, negatives, and generally up to the age of four-year child was able to build simple or complex sentence construction. children language acquisition obtained naturally at home (nature) or if the children learn at school, they learn the system of language (nurture). if it is natural, they will acquire the language from the environment, for example when from childhood she always heard her mother communicated by her parents and also all families at home, while nurturing obtained by learning in school. the success of child language acquisition, both nature and nurture are not spared from the role of parents, families but from also a teacher at the school. studying of the second language acquisition, the child has to practice every day. in english phonic course “i can read” in cibubur, the second place where she learns the language, she always brushes her english with her teacher. according to richards and schmidt [1], phonic is a method of teaching children to read. it is commonly used in teaching reading in the mother tongue. children are taught to recognize the relationship between letters and sounds. they are taught the phoneme sounds and practice in front of the class. she is also kindergarten student in global mandiri, cibubur, east jakarta. here, alya always is asked using indonesian and english with her teacher, but she uses indonesian with her maid and friends. she is very active in speaking, it makes her parents happy. in the process of language acquisition device, alya gets the inner-directed and direct teaching in the course. chomsky [2] stated “language learning is not really something that the child does, it is something that happens to the child placed in the appropriate environment, much as the child‟s body grows and matures in a predetermined way when http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 164-169 p-issn: 2477-5924 e-issn: 2477-4878 165 provided with appropriate nutrition and environmental stimulation”. from the explanation above, this research will study about english as a second language acquisition of indonesia child aged four years old through nurture in school can be used as cooperative communication without interference of the first language with her teacher in the class. ii. literature review a. language acquisition gleason and ratner [3] stated in adults have always been fascinated by the almost miraculous unfolding of language in children. although born completely without language, by the time they are 3 or 4 years old, children typically have acquired thousands of vocabulary words, complex grammatical and phonological systems, and equally complex rules for how to use their language appropriately in many social settings. these accomplishments occur in every known society, whether literate or not almost all children, regardless of the way in which they are reared. the tool of modern linguistics and psychology have enabled us to say a good deal about what children learn, and the stages they may go through on the way to adult communicative competence. it means that for the 3 or 4 years old, children can make the simple sentence and if they make compound sentence most of them can not perfect in general. many people still have many unanswered questions about how children actually acquire language. how do they determine what words mean, or how to produce grammatical utterances that they have never heard or produced before?. researchers have been unable to agree as to why children learn language: do children learn language because adults teach it to them? or because they are genetically programmed to acquire language? do they learn complex grammar simply because it is there, or do they learn in the service of some need to communicate with others. what gleason and ratner stated above that language acquisition done by children always to be question by adult persons. language acquisition of children develop as their age through nature and nurture, nature supported by family also influenced by surrounding and nurture learns in school [4]. b. naturenurture brown [5] argued a child language acquisition acquired by language acquisition device and language system device besides nature-nurture. nature provides an innate knowledge of language while nurture includes learning the system of language [1]. behaviourists propose that a child‟s environment is the most important factor in first language acquisition, and if a child is exposed to „rich language,‟ then „good habit formation` and proper language development will occur. it is possible that first language acquisition includes speech imitation, but the second language includes: 1. children do not imitate everything they hear; they appear to be very selective and only reproduce unassimilated language chunks. therefore, their replications seem to be controlled by an internal language-monitoring process. 2. children learn the basic rules of language at around the age of five; the behaviourist theory cannot account for the speed that first language is acquired. 3. children say things that are not adult imitations; in particular, they use inflectional overgeneralizations such as „goed,‟ „putted,‟ „mouses,‟ and „sheeps.‟ 4. children produce language structures that do not exist; you often hear, “where i am?” instead of “where am i?” 5. children that acquire language from habit formation seem to memorize certain structures prematurely. these phrases become lodged in their minds as unassimilated chunks of information that they cannot incorporate into their own verbal expressions. 6. children produce many more sound-combinations than they hear, and understand many more than they can produce. 7. children are exposed to language performance and not to language competence. often they are exposed to “debilitated” language, yet, they manage to extract the language rules from these utterances and speak correctly (http://www.decodedscience.org/firstlanguage-acquisition-development-theories-naturevs-nurture/7247). c. moving from words to sentences gleason and ratner [3] from brown [5] said some time their second year, after children have about 50 of these early words in their vocabularies, they begin to put them together into rudimentary two-word sentences. words that they said in the one-word stage are now combined into short utterances. in english such utterances lack of articles, prepositions, inflexions, or any of the other grammatical modifications that well-formed adult language requires. an examination children‟s two-word utterances in many different language communities has suggested that everywhere in the world children at this stage are expressing the same kind of thoughts and intentions in the same kind of utterances. the first two-word utterances tend to have the same kinds of meanings that the child expressed in the one –word stage: negation : the say “no” to something: “no bed”. recurrence : they ask for more of something: “more milk”. journal of education, teaching and learning volume 2 no 2 september 2017. page number 164-169 p-issn: 2477-5924 e-issn: 2477-4878 166 nonexistence : they notice that something has disappeared: “all gone cookie”. notice : they call attention to something: “hi, daddy” a little later in two-word stage, another dozen or so kinds of meanings appear: they name an actor and an action: “daddy eat” they modify a noun : “bad doggie” they indicate possession: “david shoe” they specify a location: kitty table‟ they describe an action and a location: “go store” they name an action and object, leaving out the subject: “eat lunch”. they produce sentences consisting of an actor and object, leaving out the verb or action: “mommy….lunch” (meaning mommy is eating lunch). children always make sentence with oversimplification, they still learn how to make a sentence. it can be seen in this conversation below [6]: child : he wiped him adult : he wiped himself child : yes, he wiped himself in 2 years old, a child can use pivot grammar by using the phrase “ no sakit”, no, no pant.. no (crying)..no, hu ah, no pant …(crying)” [4]. from this example above, it seems that children acquiring english to express the basic meanings, but the sentences lack the grammatical forms of the language which indicate number, gender, and tense. they utter sentences like telegraphic speech. d. early grammar english-speaking children‟s early utterances are markedly devoid of grammatical inflections, whereas children learning certain other kinds of languages use such inflections earlier in the course of their language development. in languages with a much richer system of bound morphology, such as turkish, hungarian, or spanish much of the morphological system is used relatively errorfree by age 2. english verbs have regular and irregular verbs, as well as talked, talking, and talks (the bare-stem is talk). additionally, the word talks, as in she talks, represents deviation from our otherwise regular pattern that permits the bare-stem form of the verb in the present tense (for example, i talk, you talk, we talk and so forth). a child who learn english as target language has problem in making a good sentence well and it needs process. in indonesian language, it does not have tenses or regular and irregular verbs, they cannot make it directly. from experiences in the class, the teacher asks the students to repeat the sentences and to teach how to pronounce well. she sometimes always help to correct the sentence done by child. in teaching english in the class the teacher uses direct teaching. aitichison in suparman [6] states that overt correction is not necessarily successful if the age of the child is under 2 years, because children cannot be trained like parrots. below is the example of the conversation between child and adult in to persuade a child to say the past tense form. child : my teacher holded the baby rabbis and we patted them adult : did you say your teacher held the baby rabbits? child : yes adult : what did you say she did? child : she holded the baby rabbits and we patted them. adult : did you say she held them tightly? child : no, she holded them loosely. here, aitichison [7] firstly states that the matter is not quite as simple as first sight. the phrase “holded the baby rabbits” dialogues show that corrections are unhelpful if the child‟s attention is focused highly on matter the language. later work has shown that kindly made correction from a sensitive care giver can enable a child to learn language faster. the second type of coaching which is often unconsciously adopted by parents is equally unsuccessful, that is, the use of “expansions”. when talking to a child, an adult continously “expands" the youngster‟s utterances. if the child says “there go one”, a mother is likely to expand this to “yes, there goes one”, mommy eggnog becomes “mommy had her eggnog”, and throw daddy” becomes” throw it daddy”. aitchison in suparman [6] said teaching in direct is one way done by parents or teacher at school, it means children are asked to speak in conversation by turn taking. but sometimes direct teaching is a failure because without realizing it, try to persuade the children to imitate them. they do this in two ways (1) by means of overt correction, (2) by means of unconscious expansions. but overt correction is not necessarily successful. one psychologist attempted over a period of several weeks to persuade his daughter to say other + noun instead of other one + noun. in teaching language with the direct teaching is the same with talk in a normal way. it means that adult should speak in shorter sentence to child on average 14to 15words long in order she/he could see and do. aitchison gives example of the mother speech to the child [7]: come look at momma‟s colorin‟ book you wanna see my coloring book? look at my coloring book, lookit, that‟s an indian, huh is that an indian? can you say indian? talk to me from the example of conversation above, it seems that parents automatically simplify both the content and journal of education, teaching and learning volume 2 no 2 september 2017. page number 164-169 p-issn: 2477-5924 e-issn: 2477-4878 167 structure when they talk to children. they tend to consist of short, well-formed sentence spoken slowly and clearly. direct teaching is one of the way to teach language for children, they can catch the meaning of words, phrases, and sentences. they can manage it to make sentences structure, able to communicate with the listeners and know what they think. e. sentence structures learning gleason and ratner [3] from tager-flusberg [8] and devilliers [9] stated in acquisition of morphological markers such as verbal inflections, articles, plurals, and so forth is necessary for the creation of well-formed sentences in english. english contains many types of sentences: those that negate, question, or the form of the imperative. additional major simple sentence types are passives (the baby was frightened by the loud noise), in which subject and object are inverted, or datives (the man showed the student the room), in which direct and indirect object are inverted. finally, english is characterized by verities of compound sentences, in which conjunctions link multiple phrase (john and sue hike; mary saw tom and joe; i will be late because i over slept), and by complex sentences, in which clauses are embedded within phrases (the man who lives down the street is a doctor; i know the woman who saw; that john passed any courses surprised me). but for all what the syntactic and semantic of such structures need, children always use nonlinguistic strategies in interpreting difficult constructions. the types of english rules make difficult for the children to learn and the teacher needs time to teach and assist to practice as they able to use the system of syntax in their ages. teacher say in several times to make students can repeat the sentence. f. interference between first and second language brown [5](2000:67) stated a good deal of the research on non simultaneous second language acquisition, in both children and adults, has focused on the interfering effects of the first and second languages. for the most part, research confirms that the linguistic and cognitive process of second language learning in young children are in general similar to first language process. ravem [10], natalicio and natalicio [11], dulai and burt [12], ervintrip[13], milon [14], and hansen-bede [15], among others, concluded that similar strategies and linguistic features are present in both first and second language learning in children. dulay and burt [12] found, for example that 86 percent of more than 500 errors made by spanish-speaking children learning english reflected normal developmental characteristics that is, expected intralingual strategies, not interference errors from the first language. hansen-bede [15] examined such linguistic structures as possession, gender, word order, verb forms, questions, and negation in an english-speaking three-year-old-child who learn urdu upon moving to pakistan. in spite of some marked contrasts between english and urdu, the child‟s acquisition did not appear to show first language interference and, except for negation, showed similar strategies and rules for both, the first and the second language. g. turn-taking richard and schmidt [1] stated in conversation, the roles of speaker and listener change constantly. the person who speaks first becomes a listener as soon as the person addressed takes his or her turn in the conversation by beginning to speak. according to owens jr [16], at preschool age children already have an awareness of the rules in the conversation. they have been able to interact with a longer turn-taking. however, their ability on this point is limited to a simple shape. it is needed an attention from the parents to teach and control how the turn-taking in verbal interaction because conversations have system. iii. discussion the data below is a conversation between alya and the teacher, mrs. alfin. every day, they use english in the class. alya is indonesian child who is taking english courses in cibubur with the aim to be smart in english sound and can be cooperative in communication. the aim why alya studies this program is to build self-confidence and develop the imagination through the direct method, study the question sentence or sentences long conversation. here is the result of conversations and analysis with miss alfin and alya‟s friends in class. conversation data 1 date : 9 april 2015 time : 10:30 a.m. location : icr cibubur class topic: first sound alya is studying how to pronounce sound (phoneme) well in the course. at that time, she was standing in front of the class and started to give her presentation on the first sound. alya brought the pictures and she acted as a teacher and his friends were students. alya : what is the first sound of ant ? friends : / a / alya : what is the first sound of arrow / anchor / apple ? friends : / a / alya : what is the first sound of boy / birds / book / baloon ? friends : / b / ms. alfin : next box , next box . alya : i will push the chair again . can you tell what is the first sound of the clock ? friends : / c / alya : what is the first sound of clown / crab / birthday cake / paint ? friends : / c / journal of education, teaching and learning volume 2 no 2 september 2017. page number 164-169 p-issn: 2477-5924 e-issn: 2477-4878 168 analysis: these data showed that alya is able to pronounce the sound of the beginning and end of the english phonemes. when the teacher asked about the final sound phoneme of a word, alya answered the question with phoneme /a/ . she is even able to ask her friends first sound phoneme of arrow, anchor and apple . the question sentence she spoke is with good structure "what is the first sound of arrow / anchor / apple ? " and also she can use the future tense and can use the adverb "i will push the chair again" with a structure comprising english of subject, predicate, object and adverb. the sound is very clear spoken sentence with no error . conversation data 2 date : 11 april 2015 time : 10:45 a.m. location : icr cibubur class topic: the dog and the boy in this conversation, alya tells a story about a dog. alya tells to her teacher . here can be seen in the conversation. ms. alfin : can you tell me the story about this picture? ms. alfin : one day... what happened? this one, the picture. alya : i want to color helicopter first. ms. alfin : later, later... you tell the story to miss alfin first and i will let you to color the helicopter. alya : okay. the boys with a hoof and the dog say “hoof, hoof” ms. alfin : woof, woof, like that? very good. and then the second? alya : hoof like that? i mean woof, woof. ms. alfin : oh yeah. very good. and then ....? alya : then, suddenly she give the rope for the walk and the end. analysis: in the conversation above, alya communicates not using in well-structured but can use compound sentence "the boys with a hoof and the dog say" hoof, hoof ". alya is also able to make question "hoof like that? ". she is also able to refuse when the teacher asks her to do by saying " i want to color the helicopter first ". she made sentences in good structure: subject, predicate, object and is capable of correcting the word if she thinks it is wrong likes the voice of a dog "hoof, hoof" to "woof, woof”, she made it true. alya still not focus on using the form affix "s" in the sentence of “she gives”. conversation data 3: date : 21 april, 2015 time : 10.35 a.m. location : icr cibubur class topic : ghost her teacher asked alya to tell a story which she had told to her before. ms. alfin : hey, repeat again. alya : i changing straight from the crocodile. then, i ran back home to mommy and i take from home. then suddenly i saw a scary, scary ghost. to come at night. night time, suddenly, i have happily ever after. the end. analysis: alya‟s teacher asked her to repeat a story which had been taught by the teacher. alya repeated the story in complete sentence, although the time period used was irregular and the story often jumped. alya was telling stories using compound complex sentences but the story was not focused and she always ended the story with "happily ever after. the end ". conversation data 4 date : 16 april, 2015 time : 10.15 a.m. location : icr cibubur class topic : i love you alya was drawing a princess and she drew a heart. she said "i love you forever". the teacher asked her, why she said the sentence. miss alfin : i love you forever? alya : yes. miss alfin : how do you know this is “i love you forever?” alya : because you, my best friend, i love you miss alfin. i want to color it first. analysis: alya is able to say "i love you forever?". this sentence consists of subject, predicate and object which she took from the book story. in her age, she can make the pragmatics sentence by saying because you, my best friend, i love you miss alfin. i want to color it first.many sentences are tought by direct teaching because children cannot learn grammar in their ages. alya is able to make long sentences and has meanings. conversation data 5 tanggal : 26 mei 2015 time :10.20 a.m. location : icr cibubur class topic : holiday this conversation is between alya and her teacher, miss alfin. in the class room. . alfin : where will you go for holiday? alya : hmm.. go to the bali. alfin : oh, you will go to bali? alya : yes, with my mommy. alfin : and who? daddy? alya : yes. daddy don‟t follow because she have work day. alfin : he has work day? only both of you? alya : yes, both of me and my mommy. alfin : mmm... i see. what will you do there? alya : until here? (she is coloring.) alfin : yes. yes. what will you do there? alya : hhmm... play collect and shell. alfin : huh? alya : i already have eight then i go to bali again. analysis: alya tries to answer her teacher‟s questions with good sentence but she still cannot use the auxiliary work “daddy don‟t follow because she have work” to daddy doens‟t follow because she has work day. she knows how to use the word “ both of” in yes, both of me and my mommy. the use of past tense form like “i already have eight then i go to bali journal of education, teaching and learning volume 2 no 2 september 2017. page number 164-169 p-issn: 2477-5924 e-issn: 2477-4878 169 again” should be “ i already have eight then i will go back to bali again“. in the sentence “ hhmm... play collect and shell”, the listener tries to understand the meaning even though there is something words left (“i will play in the beach and collect shells there). in the process of studying, she has been doing the process of competence and the process of performance even they are different and able to use turn-taking well. iv. conclusions the first and the second language acquisition are accepted by nature and nurture. in spite of some marked contrasts between english and indonesian, the child‟s acquisition did not appear to show first language interference to the second language. she is able to communicate by making simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular. she can perform her ability in front of the class and also asks questions to her friends like her teacher does. she shows her capability in pronouncing the words well as what her teacher explains. the ability of a child use language develops every time. she can use the turn taking well in her communication. from all utterances, alya is a child who can use her communication well to her teacher. references j.c. richards and r. schmidt. longman dictionary of applied linguistics and language teaching. london: pearson, 2002. n. chomsky. syntactic structure. boston: walter de gruyter, 1999. j.b. gleason and n.b. ratner. psycholinguistics second edition. california: harcourt brace college publishers, 1998. s. purnama. “kajian pemerolehan bahasa anak umur dua tahun.” majalah ilmiah widya, penerbit kopertis wilayah iii, 2011. h.d. brown. principles of language learning and teaching, fourth edition. london: person education, 2000. u. suparman. psycholinguistics: the theory of language acquisition. bandung: arfino raya publisher, 2010. aitchison, j. aitchison's linguistics: teach yourself. london: english universities press, 2010. h. tager-flusberg. "brief report: current theory and research on language and communication in autism." journal of autism and developmental disorders, vol. 26, pp. 169-172, apr. 1996. j.g. de villiers. “learning how to use verbs: lexical coding and the influence of the input”. journal of child language, vol.12, pp. 587595, oct. 1985. r. ravem. “language acquisition in a second language environment”. iral international review of applied linguistics in language teaching, vol. 6, pp. 175-186, jan. 1968. d.s. natalicio and l.f. natalicio. “a comparative study of english pluralization by native and non-native english speakers. child development, vol. 42, pp. 1302-1306, oct. 1971. h.c. dulay and m.k. burt. “natural sequences in child second language acquisition”. language learning, vol. 24, pp. 37-53, jan. 1974. s.m. ervin-tripp. (1974). “is second language learning like the first”. tesol quarterly, vol. 8, pp. 111-127, jun. 1974. j.p. milon. “the development of negation in english by a second language learner”. tesol quarterly, vol. 8, pp. 137-143, jun. 1974. l.hansen-bede. “a child's creation of a second language”. working papers on bilingualism, no. 6, 1975. r.e. owens jr. language development: an introduction. london: pearson, 2012. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 198-203 p-issn: 2477-5924 e-issn: 2477-8478 198 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. investigating terminologies in teaching literature: a corpus study agista nidya wardani1), adityo2) 1) university of muhammadiyah malang, indonesia e-mail: agista@umm.ac.id 2) university of muhammadiyah malang, indonesia e-mail: adityo@umm.ac.id abstract. regarding the literature subjects provided by the english language education department, university of muhammadiyah malang, some students conduct researches on literature in their thesis. they find difficulties in doing the research as lacking of experience in discussing the thing and lacking vocabulary in describing terminologies. this research was designed to help the students whose major is english education to maintain their study, especially on teaching english literature by finding out the terminologies in teaching literature books in terms of their frequency, example of their use, and meaning (in context). the objects of this research are teaching and learning english literature by ellie chambers and marshall gregory, and teaching holocaust literature and film by robert eaglestone and barry langfor (ed.) talking about teaching literature. the research method is document analysis. in number, there is no significant difference between them. no literary terminology that is more than 250 words. beside, since they talk the same scope, the meanings of the terminologies are the same. further, both present different use of terminologies. in some sentences, the terminologies are used to explain something closer to literature, yet in some other sentences, the terminologies are used to describe or explain the things related to teaching literature. keywords: corpus; literature; teaching; terminology i. introduction many sources, either books or journals, on literature are available. they are widely used, especially for those who study about literature and use them specifically in doing research on literature. in more detail, some of the sources talk about teaching literature. this more specific scope is needed for those who study english education and want to have study on teaching (english) literature. to ease the students’ understanding on literature and to ease their research on the same field, a book covering lists of terminologies of literature as well as its meaning (in context) and example of its use is necessary. particularly in english language education department, faculty of teacher training and education, university of muhammadiyah malang, the ratio of literary subjects is relatively small. starting from 2017, the subjects related to literature are introduction to literature (2 credits) and literature in english language teaching (3 credits). before 2017, the literature-related subjects were more various and plentiful that were introduction to literature (2 credits), poetry (2 credits), prose (2 credits), and drama (2 credits). among the literature subjects provided by the department, the more plentiful or the less one, there are students who conduct researches on literature in their thesis. most of them find difficulties in doing the research as lacking of experience in discussing the thing as well as lacking vocabulary in describing terminologies they want to use. this research was designed to help the students whose major is english education to maintain their study in english education and their research on teaching english literature. in doing so, this research would gather some books discussing about teaching english literature and find out the literary terminologies used in in it appearing in those books. literature according to wellek and warren (1963), literature is the manifestation of author’s imagination. meanwhile, klarer (2004) states that literature is any written form that has aesthetic value. in addition to these definitions of literature, that makes literature wider is the consideration that all texts are actually literature. all that could be read are literature. literary theory and criticism literary theory and literary criticism are two things frequently joint. literary theory is a theory used to examine a literary text, while literary criticism is when the literary theory is applied to examine the literary text. basically, there are many kinds of literary theory, yet they could be divided into four categories or mostly called as approaches. they are http://creativecommons.org/licenses/by-nc/4.0/ mailto:agista@umm.ac.id mailto:adityo@umm.ac.id journal of education, teaching, and learning volume 6 number 2 september 2021. page 198-203 p-issn: 2477-5924 e-issn: 2477-8478 199 mimetic approach, pragmatic approach, expressive approach, and objective approach (abrams, 1953). first, mimetic approach is concerns on the relationship between literature and the structure outside. in mimetic approach, it is believed that literary work has something to do with things outside it. the world outside it means the social background, history, or anything else happening when the literary work is made. second, pragmatic approach. the focus of pragmatic approach is the relationship of literary work and its reader. pragmatic approach believes that literary work influences the reader. third, expressive approach. expressive approach concerns on the link between the literary work and its author. it is called ‘expressive’ as it is believed that the literary work is its author’s expression to manifest their thought. last, objective approach. objective approach focuses on the literary work itself. it means that literary work is what is presented inside the work only. nothing outside the literary work involved in determining the meaning of the literary work. literary work and the world outside it as argued by abrams (1953), one of literary approach is mimetic approach. one of literary theories that suit this approach is sociology of literature. in the sociology of literature, it is stated “sociology is essentially the scientific, objective study of man in society, the study of social institutions and of social processes; it seeks to answer the question of how society is possible, how it works, why it persists” (laurenson & swingewood, 1972:11). it is seen that literary work is the manifestation of the world outside it, especially the social condition when the literary work was made. literary work and its reader one of literary theories covered in pragmatic approach is reader-response theory. there is a close relationship between a literary work and its reader (jauss, 1982). to this theory, a literary work is given a meaning through a process of creativity done by the reader. thus, reader is one of fundamental aspects in literature. literary work is meant to be the mixture of its existence and reader’s interpretation. additionally, in this theory, reader is considered the one who ‘awaken’ the existence of a literary work by building awareness to the literary work. it happens, of course, not by being free from subjectivity. even, the meaning of a literary work changes from past to present. thus, the past meaning of a literary work depends on the present meaning (gadamer in hasanah, 2017). it is because what the reader thinks in the present is associated with what happens today which is truly different from the past. literary work and its author a literary work has a tight bond with its author. as abrams (1953) says it about expressive approach. to abrams, a literary work is the author’s imagination. nevertheless, there is another argument that literary work has no purpose (compagno, 2012). in other words, there is no correlation between a literary work and its author. aside from these two different point of views, the author still actually posits an important role, since a researcher will go back to the author when they want a meaning of a literary work to its origin (compagno, 2012). some of literary theories covered in this approach are psychoanalysis, feminism, marxism, and many more which can be focused on the thought of the author. literary work itself the objective approach as stated by abrams (1953) deals with what is inside the literary work itself. some of literary theories covered in this approach are formalism, psychoanalysis, feminism, marxism, and many more. for the last three, they can be applied in this approach when they are made to focus to analyze the characters or events inside the literary work. in the case of formalism, it analyzes the structure of a text, like characters, characterization and plot, and other intrinsic elements. it is the same as older theory that explain a literary work in a thematic level (klarer, 1999). teaching literature in teaching literature, common strategies of teaching are used. they are (1) pre-instruction, (2) instruction, (3) assessment, and (4) evaluation (permanaludin, 2017). again, in permanaludin (2017), it is stated that teachers should master the teaching strategies and methodologies in order to deliver literary genres, like poetry, prose, and drama. regarding to this, leslie stratta (in endraswara, 2005) states that there are three steps of teaching literature that are (1) tuning, (2) interpreting, and (3) recreating. corpus corpus is a set of words, which is systematically arranged as it follows a certain extralinguistic system. corpus for dictionaries was made firstly in the mid-1970s (budiwiyanto, 2014). in a corpus research, the researcher may consider among important points, some of them are meanings, frequencies, and word sense and use (munday in zemke, 2017). according to hartmann (2005), it is new that dictionary is more specific. dictionaries or glossaries are now highly needed due to its specific information (karpova, 2019). previous study the research done by wardani and adityo (2021) focused on finding out the frequency, example of the use, and meaning (in context) of literary terminologies. the research examined one literature book and one literature in english language teaching book. from the research, it was found that the frequency of the same terminologies found in literature in english language teaching is far less than what it was found in literature book. as examples, “poetry” in literature and language teaching book are 150, while in literary movements for students book are 936. another example is the word “modernism”. in the first book, it is mentioned only one time, while in the second one it is mentioned 467 times. this research is in its second year. previously, the researcher has composed bilingual mini corpus on literary terminologies found in books of literature in english language teaching and literary theories. differently, this journal of education, teaching, and learning volume 6 number 2 september 2021. page 198-203 p-issn: 2477-5924 e-issn: 2477-8478 200 year, the researcher would deepen the previous research by investigating literary terminologies used in books of teaching literature. ii. methods this research uses document analysis. the objects of the study in this research were two books discussing teaching literature, namely teaching and learning english literature written by ellie chambers and marshall gregory published in 2006 by sage publications, and teaching holocaust literature and film edited by robert eaglestone and barry langfor published in 2008 by palgrave macmillan. the books were published in the last ten years. the reasons lie behind choosing these books are both books provide the teaching of literature which contain terminologies related to literature and teaching literature. besides, the publishing time of the books are considered the latest for sources used in this research. the data collection techniques are 1) skimming the books, and 2) listing terminologies related to literature and teaching literature. further, the data analysis techniques are 1) confirming the data to the theories used, and 2) drawing conclusion. iii. results and discussion here are terminologies found in books of teaching literature as well as their frequency, meaning, and example of usage. table i terminologies in teaching literature on teaching and learning english literature (2006) by ellie chambers & marshall gregory terminology: analysis part of speech: n frequency: 50 meaning (in context): a careful examination of something example: taking their cue from teachers, over time they may learn to adopt the detached, precise ‘voice’ of critical analysis. terminology: author part of speech: n frequency: 91 meaning (in context): a person who creates a literary work example: clearly, the courses most commonly provided in uk literature departments are (still) periodand style-based, with shakespeare as the only single-author course identified (though no doubt the traditional canon is well represented within many of the courses). terminology: canon part of speech: n frequency: 22 meaning (in context): a literary work considered important or in high quality example: planning the curriculum means first identifying the overarching aims of the programme of study: in practice, this means that as teachers we answer the ‘what should i be teaching, and why?’ questions for ourselves in the light of our knowledge and experience of literary study, our understanding of the discipline’s nature and purposes, our interpretation of the canon, knowledge of our particular students, and our practical circumstances. terminology: character part of speech: n frequency: 39 meaning (in context): a person/animal in a literary work example related to literature: the only other characters in the story who even know the young boy are his aunt and uncle, but they’re clearly not the narrators, so where does this other point of view come from? terminology: character part of speech: n frequency: 39 meaning (in context): qualities of a person that differentiates from others example related to teaching literature: they are not so much taught directly as modelled by teachers; they are the features of mind and character that students remember about their teachers often well beyond the years of their higher education – the teachers’ enthusiasm for the subject, their fairness, their sensitivity to others, their intellectual playfulness – or not. terminology: interpretation part of speech: n frequency: 49 meaning (in context): a way in which something is understood example related to literature: as we just saw, appropriate interpretation of meaning is shaped and bounded – by the text’s genre and form, and by the full range of circumstances of its inception and its reception including the theoretical-critical considerations brought to bear on it.) example related to teaching literature: the beginning stages of latin and greek do not provide occasions for student interpretation’; students can’t have independent opinions about semantics, syntax, tenses, inflections and the like. terminology: pedagogy part of speech: n frequency: 73 meaning (in context): the study of teaching method example related to teaching literature: traditional pedagogy in literature classes has its roots in the ancient pedagogy of classical language instruction. terminology: reading part of speech: n frequency: 164 meaning (in context): an act of enjoying and praising literary works. example related to literature: belles-lettristic writing about literature developed the model of a thoughtful person sitting down with a literary work of life-long acquaintance and writing his or her reactions to that work, often in an impressionistic way but also in a way informed by additional reading that was both wide and deep, intelligence that was flexible and far ranging, thoughtfulness that tended to concentrate on moral issues central to the universal task of making a life, and an analytical sensibility that was not professional in orientation but nevertheless powerfully attentive to literary details, nuances, tones and linguistic suggestiveness of all sorts. example related to teaching literature: and so we explore some of the main ‘problems ’ involved in teaching literature (teaching close reading, theory and writing) while also demonstrating some of literature’s main teaching methods (the seminar, tutorial and workshop).: terminology: writing part of speech: n frequency: 221 meaning (in context): an act of producing literary works. example related to teaching literature: and so we explore some of the main ‘problems’ involved in teaching literature (teaching close reading, theory and writing) while also demonstrating some of literature’s main teaching methods (the seminar, tutorial and workshop). journal of education, teaching, and learning volume 6 number 2 september 2021. page 198-203 p-issn: 2477-5924 e-issn: 2477-8478 201 table ii terminologies in teaching literature on teaching holocaust literature and film. (2008) by robert eaglestone & barry langford (ed.) terminology: analysis part of speech: n frequency: 34 meaning (in context): a careful examination of something example: while teaching typically takes the form of group discussions, often led by students, prior to the screening of nuit et brouillard i deliver a short lecture introducing key concepts and arguments in the debates outlined above to contextualize analysis of the two films. terminology: anthology part of speech: n frequency: 3 meaning (in context): a collection of poems or short stories; esp. from various authors example: for example, browning’s ordinary men is one of the most accessible recent historical texts about the holocaust and one from which excerpts are regularly made available for literature students (from example, in langer’s art from the ashes anthology). terminology: author part of speech: n frequency: 50 meaning (in context): a person who creates a literary work example: on the one hand, testimony texts do stand independently from their authors and reveal all sorts of things the authors could not have known, or known explicitly. terminology: character part of speech: n frequency: 17 meaning (in context): a person/animal in a literary work. example: a “historical ending” (information on the post-war histories of the characters in schindler’s list, the return of cinque to africa). terminology: drama part of speech: n frequency: 6 meaning (in context): a kind of literary work acted by actors example: following the milgram experiments on obedience to authority—wonderful as a metaphor or pieces of contemporary drama, poor as science. browning hypothesizes that any human actor from any time could—through peer-pressure and propaganda—become a perpetrator. terminology: evaluation part of speech: n frequency: 2 meaning (in context): the act of giving opinion about the quality of something with careful consideration. example: what follows is a reflection on some of the issues that arose during the planning, teaching, and evaluation of this course. terminology: pedagogy part of speech: n frequency: 25 meaning (in context): the study of teaching method example related to teaching literature: but to see these as oppositions is perhaps a mistake: perhaps they mark phases in a dialectics, awaiting research and reflection on holocaust pedagogy as the area develops and deepens. terminology: writing part of speech: n frequency: 91 meaning (in context): an act of producing literary works. example: falconer shows not only how levi’s writing is itself clearly and strongly influenced by that tradition (as an italian writer, levi of course bears a profound debt of influence to dante), but also how subsequent infernal narratives operate in the shadow of “our holocaust inheritance.” example related to teaching literature: in part this is to do with disciplinary expectations: literature and film students experience writing about the past in the genre of academic history differently from history students, who are more used to historical controversy and the necessarily contingent nature of historical argument, and so less prone to taking it as authoritative. fig. 1 the total frequency of terminology appearances in teaching and learning english literature by ellie chambers & marshall gregory and teaching holocaust literature and film by robert eaglestone & barry langfor (ed.) the data found fall into four categories, which are terminologies linked to authors, readers, literary work, and literary theory and criticism. examples of terminologies related to authors in teaching and learning english literature by ellie chambers and marshall gregory are ‘author’ with 91 words, ‘writer’ with 27 words, and ‘rhetoric’ with 15 words, while in teaching holocaust literature and film by robert eaglestone and barry langfor (ed.), the examples of terminologies related to authors are ‘author’ with 50 words, ‘writer’ with 45, and ‘rhetoric’ with 11 words. these words refer to the authors themselves, excluding ‘rhetoric’ that does not mean author, but the act used by author to persuade readers or audiences to enjoy the literary works. these words are related to expressive approach proposed by abrams (1953). the expressive approach believes that literary works are authors’ ideas manifestation that is to deliver to readers or audiences. meanwhile, in these two books, there are terminologies related to readers or audiences of literary works. some provided in teaching and learning english literature by ellie chambers and marshall gregory are ‘reading’ with 164 words, and ‘sensibility’ with 5 words. besides, in teaching holocaust literature and film by robert eaglestone and barry langfor (ed.), terminologies related to readers are ‘reading’ with 102 words, ‘sensibility’ with 2 words. ‘reading’, in this scope, means an act of enjoying and praising literary works, and ‘sensibility’ means the reader’s ability to experience and understand deep feelings in literary works. these words are related to pragmatic approach which considers readers or audiences as the ones whom literary works rely on how to be interpreted (abrams, 1953). further, hans robert jauss (1982) states that literary works and readers are dialectical. next, terminologies found in the two books are related to the literary work itself. they are ‘traditional’ with 22 words, and ‘ending’ with 24 words found in teaching and learning journal of education, teaching, and learning volume 6 number 2 september 2021. page 198-203 p-issn: 2477-5924 e-issn: 2477-8478 202 english literature by ellie chambers and marshall gregory. on the other hand, in teaching holocaust literature and film by robert eaglestone and barry langfor (ed.), there are ‘traditional’ with 13 words, and ‘ending’ with 11 words. ‘traditional’ means being a part of certain beliefs, customs, or ways of lives of a group of people that have not changed for a long time, while ‘ending’ means the last part of literary works. these words are related to objective approach (abrams, 1953). last, the terminologies found are related to literary theory and criticism. they are ‘theoretical’ with 74 words, and ‘critical’ with 141 words which are found in teaching and learning english literature by ellie chambers and marshall gregory. meanwhile, there are ‘theoretical’ with 48 words, and ‘critical’ with 75 words in teaching holocaust literature and film by robert eaglestone and barry langfor (ed.). ‘theoretical’ means being linked to ideas or principles in which literature is based, while ‘critical’ means according to the judgement of critics of art, music, literature, and others. further, among the terminologies found, there are some terminologies used in a sentence related to the teaching literature activity. in teaching and learning english literature, it is “interpretation” with 49 words and used in a sentence, “the beginning stages of latin and greek do not provide occasions for student ‘interpretation’; students can’t have independent opinions about semantics, syntax, tenses, inflections and the like”. additionally, in teaching holocaust literature and film, it is “reading” with 102 words in a sentence, “reading groups, set up informally with academic support, might also form a useful bond to deal with these issues.” both terminologies are in line with the steps of teaching literature based on leslie stratta (in endraswara, 2005). “interpretation” is the second step of teaching literature in which the students are asked to explore their opinion or idea towards the literary work they enjoy. besides, “reading” is a part of the first step, which is tuning. it means that through the process of reading, the students are familiarized to the literary work in order to understand the literary work’s content. other than that, there is a terminology that has two definitions in teaching and learning english literature. one definition is related to literature, while the other is related to teaching literature. the terminology is “character”. in literature, it means “a person/animal in a literary work”. the example of sentence is “the only other characters in the story who even know the young boy are his aunt and uncle, but they’re clearly not the narrators, so where does this other point of view come from?” while in teaching literature, “character” means “qualities of a person that differentiates from others”. the example is “they are not so much taught directly as modelled by teachers; they are the features of mind and character that students remember about their teachers often well beyond the years of their higher education – the teachers’ enthusiasm for the subject, their fairness, their sensitivity to others, their intellectual playfulness – or not.” to this, it can be inferred that the use of one terminology or word in a text can have various meanings depending on the context that is called as homonym. it is in line with retnomurti’s argument (2021: 25), “it is distinguished from monosemy, where one form is related to one meaning, and homonymy, where one form is related to two or several unrelated meanings”. iv. conclusions both books, teaching and learning english literature by ellie chambers and marshall gregory, and teaching holocaust literature and film by robert eaglestone and barry langfor (ed.) talk about teaching literature. in number, there is no significant difference between them. no literary terminology that is more than 250 words. besides, since they talk the same scope, the meanings of the terminologies are the same. further, both present different use of terminologies. in some sentences, the terminologies are used to explain something closer to literature, yet in some other sentences, the terminologies are used to describe or explain the things related to teaching literature. references abrams, m.h. 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javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/64') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/58') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/57') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/63') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/38') iii putut marwoto, universitas negeri semarang, indonesia mundilarto mundilarto, universitas negeri yogyakarta, indonesia endry boeriswati, universitas negeri jakarta, jakarta, indonesia bambang sumintono, universiti malaya, kuala lumpur, malaysia, malaysia supari muslim, universitas negeri surabaya, surabaya, indonesia sukirman sukirman, institut agama islam negeri (iain) palopo, indonesia atmazaki atmazaki, universitas negeri padang, padang, indonesia hadi susanto, university of essex, department of mathematical sciences, colchester, united kingdom, united kingdom sugiyono sugiyono, universitas negeri yogyakarta, yogyakarta, indonesia it support team agus kurniawan, stkip singkawang, indonesia ade setiawan, stkip singkawang, indonesia management by: stkip singkawang, singkawang, west borneo javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/52') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/51') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/42') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/34') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/40') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/39') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/43') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/37') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/33') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/35') javascript:openrtwindow('http://journal.stkipsingkawang.ac.id/index.php/jetl/about/editorialteambio/47') iv table of content the effect of cooperative learning method and personality type toward the ability to write scientific articles supriatna 1) , emzir 2) , yumna rasyid 3) pages 108-116 aesthetic-receptive and critical-creative in appreciative reading titin setiartin 117-120 the effect of instructional approach and verbal reasoning on students’ scientific writing ability ratu wardarita 121-127 the quality analysis of final examination test in biology education major kurnia ningsih 128-132 english speaking learning through the "english area" program in smk negeri i gorontalo sartin t miolo 1) , emzir 2) , yumna rasyid 3) 133-137 theory the effectiveness of using photograph in teaching writing megawati 1) , syarif agussaid alkadrie 2) 138-146 the local wisdom of sambas malay ethnic assessed from character mathematical connections bistari 147-150 ternate historical site as an object based education for sustainable development suswandari 151-163 second language aquisition and the development through nature-nurture syahfitri purnama 164-169 feedback effectiveness attributional modification schunk model for improvement of academic self-efficacy primary school students in math lesson asrori 170-176 teacher's ability to develop learning materials potentially mathematical discourse hamdani 177-182 cirebon language revitalization in cirebon city through cirebon language learning nuniek setya sukmayani 1) , emzir 2) , sabarti akhadiah 3) 183-185 v developing authentic assessment instrument on short story appreciation and production for senior high school students purwadi susilo 1) , ratu wardarita 2) 186-191 value based thematics learning tahmid sabri 192-196 relations entrance test interview with learning outcomes victor simanjuntak 197-200 application of concept maps and critical thinking ability to improve writing reports martono 1) , susanti 2) , suprapti 3) 201-210 the effect of intelligence, leg muscle strength, and balance towards the learning outcomes of pencak silat empty handed single artistic aridhotul haqiyah 1) , mulyana 2) , widiastuti 3) , dani nur riyadi 4) 211-217 the learning model of forearm passing in volleyball for junior high school titi ajayati 218-223 english learning in islamic boarding school al-junaidiyah blue bone (ethnographic studies) suardi 1) , emzir 2) , zainal rafli 3) 224-227 interaction of relationship between job motivation with teacher innovativeness in improving education henny suharyati 228-232 the effect of teaching methods and learning styles on students’ english achievement (an experimental study at junior high school 1 pasangkayu) syahrul munir, emzir, aceng rahmat 233-237 student presentations upgrades through use of language learning strategies iis lisnawati 1) ,yuyun yuniawati 2) , titin kusmini 3) 238-243 the effect of clt method on students’ speaking skillat the second grade of mtsn 1 kolaka zakaria 1) , rani royani 2) 244-248 the effect of learning model multimedia-based toward the students’ english ability at senior high school of kolaka regency 249-252 vi kadaruddin presentation of mathematics object in verbal and symbolic forms to increase conceptual understanding in category statistics math ahmad yani t 1) , lucius chih-huang chang 2) 253-258 influence of learning engineering and schemata level to ability reading academic text in english language marhany malik 1) , emzir 2) 259-267 improving academic writing skills through contextual teaching learning for students 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https://doaj.org/toc/2477-8478?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22term%22%3a%7b%22index.issn.exact%22%3a%222477-8478%22%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22from%22%3a0%2c%22size%22%3a100%7d viii isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 110 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the increase of teacher's commitment to the organisation through servant leadership reinforcement of the principal and job satisfaction sutji harijanto1), b. dwi yuniar rahmawaty2) muhammad entang3) 1) pakuan university, indonesia e-mail: sutjihar@unpak.ac.id 2) pakuan university, indonesia e-mail: bdwiyuniarr@gmail.com 1) pakuan university, indonesia e-mail: muhamadentang@yahoo.com abstract. the purpose of this study is to empirically determine the improvement of teacher's commitment to the organisation by observing its connection with servant leadership of the principal and job satisfaction, with respondents being permanent teachers of the foundation (gty) of private junior high school in cibinong district, bogor regency. the number of research samples of 183 teachers was taken randomly using the proportional random sampling technique. the method used was the correlation method. hypothesis testing was carried out using parametric statistical analysis in simple and multiple linear regression analysis, simple and multiple correlation analysis, and partial analysis with a significance level of = 0.01 and = 0.05. this study resulted in four conclusions. first, there is a significant positive correlation between servant leadership (x1) and teacher's commitment to the organisation (y), which is indicated by a simple linear regression equation ŷ = 63.094 + 0,501x1. with correlation coefficient ry1 = 0.73, coefficient of determination ry1 2 = 0.5361. second, there is a very significant positive correlation between job satisfaction (x2) and teacher’s commitment to the organization (y) which is indicated by the linear regression equation ŷ = 56.35 + 0.552x2 with correlation coefficient ry2 = 0.66, coefficient of determination ry2 2 = 0,4343. third, there is a significant positive correlation between servant leadership and job satisfaction collectively with the teacher's commitment to the organisation, which is indicated by the equation ŷ = 35.50 + 0.372x1 + 0.34x2 with a correlation coefficient ry.12 = 0.81 and coefficient of determination ry.12 2= 0.665. fourth, commitment to the organisation of gty's private junior high school in cibinong district, bogor regency can be enhanced through strengthening servant leadership and job satisfaction. keywords: organisational commitment; servant leadership; job satisfaction i. introduction commitment to the organisation can be formed due to several factors, both external and internal sources. a strong commitment will prompt organisational members' behaviour changes according to the organisation's goals. organisational members will rarely "be absent", and the most important thing is that work productivity results are high. the members' strong commitment to the organisation can be observed through indications of members high participation in organisational activities and development as well as the amount of loyalty and responsibility of members to their work; thus, members of the organisation will do their job to the best of their ability solely to achieve organisational goals. that is why members' commitment to the organisation can be recognised from work activities and work results. the teacher shows the teacher's commitment to the task through the tendency and willingness to carry out their duties and functions with high responsibility actively. teachers with good task commitments will attempt to carry out their duties and responsibilities properly to the end. as a form of commitment to his/her duties, a teacher is always involved in school activities. if the teacher's commitment is low, the process of achieving student learning outcomes will be disrupted. http://creativecommons.org/licenses/by-nc/4.0/ mailto:sutjihar@unpak.ac.id mailto:bdwiyuniarr@gmail.com mailto:muhamadentang@yahoo.com journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 111 the teacher's commitment to the organisation is shown when a teacher performs his/her teaching duties and also his/her duties as part of the school organisation. a teacher is said to be a professional who must have a high organisational commitment, characterised by a strong desire to remain a member of the organisation, accept the organisation's goals, and strive to advance the organisation. school is an organisation required to produce students who can live and compete in society. in this effort, schools are required to provide knowledge and skills to students. educating and teaching becomes an inseparable part of the routine of a teacher as part of the school organisation. referring to the results of an initial survey conducted by the researcher on 01-03 february 2020 with 30 gty respondents at an a-accredited private junior high school in cibinong district, bogor regency, resulting in facts about teacher creativity as follows: table 1 facts on teachers' low commitment no indicators of teachers creativity percentage 1. current working conditions 38% 2. meeting expectations 33% 3. benefits received 30% 4. individual values 42% 5. reason of obligation 35% observing at the table above, it is apparent that the commitment of teachers in schools is problematic, including 1) 38% of teachers are not optimal in their current working conditions, 2) 33% of teachers are not optimal in meeting expectations, 3) 30% of teachers are not optimal in the benefits received, 4 ) 42% of teachers are not optimal regarding individual values, and 5) 35% of teachers are not optimal in terms of the obligation. thus, the realisation in the field is that many teachers are still not optimal in carrying out their work commitments. the objectives of this study are: 1) to determine the strength of the correlation between servant leadership and organisational commitment, 2) to determine the strength of the correlation between job satisfaction and organisational commitment, 3) to determine the strength of the correlation between servant leadership and job satisfaction collectively with organisational commitment, and 4) to determine the increase in commitment to the organisation through strengthening servant leadership and job satisfaction with the consideration of these conditions, it is necessary to analyse the various variables that also affect the quality of education, especially in terms of teacher creativity. this is why the author is interested in conducting research with the title: the increase of teacher's commitment to the organization through servant leadership reinforcement of the principal and job satisfaction of gty at a-accredited private junior high school in cibinong district, bogor regency. the theory of experts on commitment, including colquitt, lepine, and wesson (2011: 69-78), explains that commitment to the organisation is the individual's desire to remain a member of the organisation. commitment to the organisation is one of the determining factors whether he/she is willing to remain a member of the organisation or tries to leave (looking for work in other organisations). according to dharma (2019: 348–362), organisational commitment refers to the bond of power that drives individuals towards certain actions to achieve certain goals. another opinion according to adiapsari (2012: 8) states that if employees have organisational commitment, they will show a willingness to work hard to achieve organisational goals and have a strong desire to work and remain in the institution where they work individually through the work environment. according to arniansyah, gita widya laksmini soerjoatmodjo (2018: 23), there are two types of organisational commitment, i.e. affective commitment and continuance commitment. affective commitment is the emotional attachment, identification, and involvement of employees in a particular organisation. danish et al. (2015: 102-109) explains that "organisational commitment can be defined as optimistic moods of identification with, affection to and engrossment in the work of the organisation, a sense of responsibility to the organisation and the level to which employee's sense attachment to the organisation when they reflect the price of departure from the organisation." from the statement above, commitment is an identification of an optimistic mood with compassion and concern in the work of the organisation, a sense of responsibility towards the organisation, and the degree to which employees' sense of attachment to the organisation reflects the price of moving/resigning/leaving the organisation. quoted from salim musabah bakhit al zefeiti, noor azmi mohamad (2017:13-14), organisational commitment is one of the approaches that can lead to high performance. employees committed to their organisation are more likely to perform better than less committed employees because they put more effort on behalf of the organisation towards its success and strive to achieve its goals and mission. griffin (2013: 454), commitment to the organisation is employees' behaviour that reflects their attachment to the organisation. kreitner and kinicki (2010:166), commitment to the organisation is a committed individual who is expected to show a desire to work harder to achieve organisational goals and a greater desire to remain working in an organisation. the same thing about organisational commitment was also expressed by luthans (2011: 147); someone who is committed shows a willingness to work harder to achieve organisational goals and a great desire to continue working in the organisation. gibson, ivancevich, donelly, and konopaske (2012: 182), "... a sense of identification with organisation goals, a feeling of involvement in organisational duties, and a feeling of loyalty for the organisation". in organisational commitment, apart from being involved in carrying out tasks according to organisational goals, there is also loyalty to the organisation. according to vania claresta prabowo and roy setiawan (2013:2-3), organisational commitment is a condition or degree to which an employee favours a particular journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 112 organisation with its goals and maintains membership within that organisation. mowday (2017:10-11) explains that "organisational commitment is 'the relative strength of an individual's identification with and involvement in a particular organisation'. (organisational commitment is the 'relative strength of an individual's identification and involvement in a particular organisation'. based on the theoretical explanation above, it can be synthesised that the teacher's commitment to the organisation is a teacher's desire to identify the teacher's involvement in the organisation to determine its goals and show loyalty to survive in an organisation. the measurement can be done through the following indicators: 1) current working conditions, 2) meeting expectations, 3) benefits received, 4) individual values, 5) reasons of obligation. while the operational definition of a teacher's commitment to the organisation is a teacher assessment to identify teacher involvement within the school in order to determine their goals and show their loyalty to survive in a school, which is measured by an instrument in the form of a questionnaire with indicators: 1) current working conditions, 2) meeting expectations, 3) benefits received, 4) individuals values, 5) reasons of obligation. gary e. robert (2015: 3-4) defines servant leadership as leader behaviour that has the main character attributes including moral integrity, empathy, humility, authenticity, trust, hope, courage, and forgiveness, and complementary attributes include empowerment, listening actively, setting goals and building relationships. steven l. mcshane (2018: 344) defines servant leadership as a leader who believes that leaders must serve followers, not the other way around; leaders help employees meet the needs of followers; they are coaches, stewards, and facilitators of employee development. john m ivancevich and michael t matteson (2013: 457) state that servant leadership refers to the behaviour of a leader who emphasises employee growth and service as the most important thing; leaders put the needs of others before their own needs. nixon (2017:3) and spears (2017:4) explain that servant leadership prioritises service and encourages good relationships by developing an atmosphere of dignity and respect, building community and teamwork, and listening to colleagues and employees. irfanullah khan et al. (2016: 1–8) state …… "the servant leader focuses on the followers' needs and helps them become more autonomous, freer and knowledgeable." in other words, servant leadership is a leader's behaviour that focuses on the needs of followers and assists them to become more independent and knowledgeable. servant leadership has unique elements and distinguishes it from other types of leadership as stated by kent (2016:12) that servant leadership has (1) a moral component, meaning that morals become an integral part of the identity of the leader and are transferred or transmitted to their subordinates or followers; (2) focus on service to followers or subordinates, meaning that the leader focuses to the development, improvement and achievement of subordinates' performance and not just for the benefit of the organisation; (3) attention to the success of all stakeholders, meaning that organisational leaders view that organisational success cannot be separated from all internal and external components related to the organisation such as employees, customers, business partners and the community; and (4) self-reflection, as an effort to avoid an arrogant leader profile. leaders who carry the servant leadership model provide openness for all their members and the organisations they lead to participate actively and creatively and generate great motivation for their employees to work and involve their hearts in the organisation's mission and goals. focht, adam, and michael ponton (2015: pp 44-60) assert that servant leadership begins with a desire to provide services to individuals (followers) and then develops aspirations to direct individuals to certain goals. in other words, a leader's behaviour is based on the desire to serve and is driven by efforts to direct other individuals to certain goals. according to spears (2019:140-141), servant leadership is a leader who prioritises service, beginning with the natural feeling of someone who wants to serve and prioritise service. furthermore, consciously, this choice brings aspirations and encouragement in leading others." based on the theoretical description above, it can be synthesised that servant leadership is a leader's behaviour originating from sincere feelings that arise from the heart to serve, placing the needs of followers as a priority, getting things done along with the others, and helping others in achieving a common goal. factors that influence the existence of servant leadership include: 1) altruistic calling (desire to help), 2) emotional healing, 3) humility (low selfesteem), 4) trust, 5) listening (good listeners), 6 ) service, 7) vision. while the operational definition of servant leadership is the teacher's assessment of the principal's behaviour arising from sincere feelings that emerge from the heart to serve, placing the needs of followers as a priority, getting things done with the others, and helping others in achieving a common goal, which is measured by an instrument in the form of a questionnaire with indicators: 1) altruistic calling (desire to help), 2) emotional healing 3) humility (humble) 4) trust 5) listening (good listener) 6) service 7) vision. colquitt, lepine, and wesson (2011: 104-126) suggest that job satisfaction is an individual's emotional condition arising from assessing his/her work or experiences at work. howel and robert (2010: 98) explain that job satisfaction is the overall result of how employees like or dislike various aspects of their work. robbins and judge (2018:2) explain that job satisfaction is a good and positive feeling regarding work resulting from evaluating its characteristics. if someone considers he/she obtains high job satisfaction, he/she will have positive feelings towards his/her job, while someone who experiences low job satisfaction will obtain negative feelings. marihot tua effendi hariandja (2018:211-226) explains that job satisfaction is the extent to which individuals feel positively or negatively toward various factors or journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 113 dimensions of the tasks in their work., that working is not just doing work, but is also related to other aspects such as interactions with coworkers, superiors, obeying rules, and certain work environments that are often inadequate or unfavourable. sopiah (2008:170-172) explains that job satisfaction is a person's attitude and emotional response to work situations and conditions resulting from comparing what is expected with what is obtained from his/her work. dr meithiana indrasari, st, mm (2017:37), in the essay of her book, suggests that job satisfaction may be as pleasurable as a positive emotional state resulting from the appraisal of one's job or job experiences, a state resulting from the appraisal of one's job or job experiences, which means that job satisfaction is a positive emotional state or can please a person as a result of the results or assessment of one's work or experience during work. based on the theoretical description above, it can be synthesised that job satisfaction is a positive feeling in carrying out various aspects of work, which results from evaluating its characteristics. the indicators that can affect job satisfaction are 1) salary; 2) work environment; 3) promotion; 4) supervision; 5) coworkers. while the operational definition of job satisfaction is the teacher's assessment of positive feelings in carrying out various aspects of work, which is the result of an evaluation of its characteristics, which is measured by an instrument in the form of a questionnaire with indicators of 1) salary; 2) work environment; 3) promotion; 4) supervision; 5) coworkers. ii. methods this research uses a survey method with correlational techniques to determine whether the variables of servant leadership and job satisfaction positively correlate with teacher's commitment. the research was conducted on permanent teachers of the foundation (gty) of private junior high schools with a-accreditation in cibinong district, bogor regency, in april 2020-october 2021, with a research population of 334 and a sample of 183 teachers. sampling in each school was carried out using the proportional random sampling technique. the research data were analysed using descriptive and inferential statistics. data analysis commenced with requirements analysis, i.e., normality test of estimated error and homogeneity of variance test then advanced with the determination of the regression equation, regression equation significance test, regression linearity, and hypothesis testing with correlation test using anova table. the data results in the field will be classified by indicator; thus, they can be compared and analysed using the sitorem method. iii. result and discussion a. teacher's commitment (y) the teacher's commitment variable based on the results of the research score obtained by the respondents is presented in the statistical description as follows: table 2 statistics description of teacher’s commitment (y) criteria value mean 128,74 standard error 0,85 median value 128 frequently appearing values 129 standard deviation 11,60 variant 134,57 tailedness -0,37 degree of inclination 0,22 score range 54 lowest value 101 highest value 155 amount 23560 amount of data 183 the score of the teacher's commitment variable is based on the respondents' answers to the teacher commitment instrument items consisting of 36 statements that have a scale between 1 to 5. based on the research data that has been carried out, it is known that the highest empirical score achieved by 183 respondents was 155. the lowest empirical score was 101. while the empirical average score was 128.74, the empirical range was 54, the empirical mean score was 128, the frequently occurs empirical mean score is 129, the empirical variance score is 134.57, and the empirical score of the standard deviation is 11.60. from the calculation results, the number of interval classes obtained is 8 with an interval of 7. the frequency distribution of teacher's commitment scores can be seen in table 2. table 3 data frequency distribution of teacher’s commitment (y) interval class absolute frequency (fi) percentage of pi (%) 101-107 5 2,73 108-114 12 6,56 115-121 39 21,31 122-128 37 20,22 129-135 42 22,95 136-142 23 12,57 143-149 16 8,74 150-156 9 4,92 amount 183 100% based on the data presented in the table above, the distribution of teacher's commitment scores can be displayed in the histogram graph in figure 1. journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 114 figure 1. data frequency histogram of teacher's commitment (y) the variable instrument of teacher's commitment to the organisation is the dependent variable which consists of 36 valid statements. the lowest theoretical score is 36 (one multiplied by 36), and the highest score is 180 (five is multiplied by 36). the result of the calculation of the theoretical median is (180 + 36)/2= 108. while the lowest empirical score is 101, and the highest empirical score is 155. the calculation result of the empirical median is = 128. thus the empirical median is greater than the theoretical median. this indicates that the variable of teacher's commitment to the organisation in this study tends to be high. from the frequency distribution table, it can be explained that 90 people (49.18%) were classified into the category of having a high teacher commitment to the organisation, i.e. in the score range 129-156 people, 37 people (20.22%) were classified into the category of having moderate teacher commitment to the organisation which can be seen in the score range 122–128, and as many as 56 (30.06%) teachers were classified into the category of having low teacher commitment to the organisation which can be seen in the score range of 101-121. the data explanation shows that the percentage of teachers with low teacher commitment to the organisation and the number of teachers with moderate teacher commitment to the organisation is still considerably high at 50.82 (30.06% + 20.22%). b. servant leadership (x1) the serving leadership variable based on the results of the research score obtained by the respondents is presented in the statistical description as follows: table 4 statistics description of servant leadership (x1) criteria value mean 130,98 standard error 1,25 median value 129 frequently appearing values 125 standard deviation 16,94 variant 287,18 tailedness -0,62 degree of inclination 0,30 score range 73 lowest value 96 highest value 169 amount 23970 amount of data 183 table 4 shows that the highest empirical score achieved by 183 respondents is 169. the lowest empirical score is 96. while the empirical average score is 130.98, the empirical score range is 73, the empirical mean score is 129, the frequently appear empirical score is 125, the empirical variance score is 287.18, and the empirical score of the standard deviation is 16.94. from the calculation results, the number of interval classes obtained was 9 with an interval of 9. the frequency distribution of the servant leadership variable data can be observed in the following table: table 5 data frequency distribution of servant leadership (x1) interval class absolute frequency (fi) relative percentage (%) 96-104 7 3,83 105-113 24 13,11 114-122 30 16,39 123-131 40 21,86 132-140 29 15,85 141-149 22 12,02 150-158 19 10,38 159-167 9 4,92 168-176 3 1,64 amount 121 100 % the frequency distribution of each interval as shown in the table above can be shown in the following histogram: 5 12 39 37 42 23 16 9 0 5 10 15 20 25 30 35 40 45 fq teacher's commitment journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 115 figure 2. data frequency histogram of servant leadership (x1) the servant leadership variable instrument is an independent variable consisting of 35 valid statements. the lowest theoretical score is 35 (score of one multiplied by 35), and the highest score is 175 (score of five multiplied by 35). the calculation result of the theoretical median score is (175 + 35) /2 = 105). while the lowest empirical score is 96, and the highest empirical score is 169. the calculation result of the empirical median score is 129. this indicates that servant leadership in this research is high. from the frequency distribution table, it can be explained that 82 people (44.81%) were classified into the category of having high servant leadership, i.e. in the score range of 132176. as many as 40 people (21.86%) were classified into having moderate servant leadership, which can be seen in the score range of 123–131. in comparison, as many as 61 (33.33%) teachers were classified into having low servant leadership which can be seen in the score range of 96-122. the data explanation shows that the percentage of teachers with low servant leadership and the number of teachers with moderate servant leadership was still considerably high at 55.19 (33.33% + 21.86%). c. job satisfaction (x2) the job satisfaction variable based on the results of the research score obtained by the respondents is presented in the statistical description as follows: table 6 statistical description of job satisfaction (x2) criteria value mean 131,18 standard error 1,02 median value 130 frequently appearing values 129 standard deviation 13,85 variant 191,92 tailedness -0,32 degree of inclination 0,05 score range 64 lowest value 100 highest value 164 amount 24007 amount of data 183 the resulting score of the job satisfaction variable is based on respondents' answers to the job satisfaction instrument items consisting of 34 statement items with a scale between 1 to 5. the research data that has been carried out shows that the highest empirical value achieved by 183 respondents was 164. the lowest empirical value was 100. while the empirical mean was 131.18, the empirical value range was 64, the median empirical value was 130, the frequently appear empirical value was 129, the empirical variance value was 191.92, and the empirical value of the standard deviation was 13.85. the number of interval classes was 9 with an interval of 8. the frequency distribution of selfefficacy scores can be seen in table 7. table 7 data frequency distribution of job satisfaction (x2) interval class absolute frequency (fi) f relative (%) 100-107 8 4,37 108-115 16 8,74 116-123 24 13,11 124-131 51 27,87 132-139 40 21,86 140-147 14 7,65 148-155 24 13,11 156-162 5 2,73 163-170 1 0,55 total 183 100 % based on the data presented in the table above, the distribution of job satisfaction scores can be displayed in the histogram graph in figure 3 figure 3. data frequency histogram of job satisfaction (x2) the instrument consists of 34 items. the lowest theoretical value is 34 (score of one multiplied by 34), and the highest score is 170 (score of five multiplied by 34). the calculation result of the theoretical median value is (170 + 7 2 4 3 0 4 0 2 9 2 2 1 9 9 3 0 5 1 0 1 5 2 0 2 5 3 0 3 5 4 0 4 5 f q servant leadership 8 1 6 2 4 5 1 4 0 1 4 2 4 5 1 0 1 0 2 0 3 0 4 0 5 0 6 0 f q kepuasan kerja journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 116 34) /2 = 102). while the lowest empirical value is 100 and the highest empirical value is 164. the calculation result of the empirical median value is 130. this indicates that the principal's job satisfaction at the gty of a-accredited private junior high school in cibinong district, bogor regency in this study is relatively high. table 7 analysis of variance (anava) with regression equation of ŷ= 63,094 + 0,501 x1 from the frequency distribution table, it can be explained that 84 people (45.9%) rated high job satisfaction, i.e. in the score range of 132-170, as many as 51 people (27.87%) rated moderate job satisfaction, which can be seen in the score range of 124– 131, and as many as 48 (26.22%) teachers rated low job satisfaction which can be seen in the score range of 100-123. the data explanation shows that the percentage of teachers who rated moderate job satisfaction and the number of teachers who rated moderate job satisfaction was still considerably high at 60.32 (29.75% + 30.57%). positive correlation between servant leadership (x1) and teacher's commitment (y) the results confirmed that there was a positive and significant correlation between servant leadership (x1) and teacher's commitment (y) in the form of a regression equation of ŷ = 63.094 + 0.501 x1 with a correlation coefficient ry1 = 0.73 and a determination coefficient r 2 y1 = 0.5361, this means servant leadership variable contributes 53.61% to the teacher's commitment variable. hence, increasing teacher commitment can be influenced by servant leadership. based on the research result above, it can be concluded that servant leadership makes a significant contribution to teacher's commitment. the higher the service leadership is predicted, the higher the teacher's commitment. correlation between job satisfaction (x2) and teacher's commitment (y) there is a positive and significant correlation between job satisfaction (x2) and teacher's creativity (y) in the form of a regression equation of ŷ = 56.35 + 0.552 x2 with a correlation coefficient ry1 = 0.66 and a determination coefficient r2y1 = 0.4433; this means the variable of job satisfaction contributes 43.43% to the teacher's commitment variable. thus to increase teacher's commitment can be influenced by job satisfaction. based on the research results above, it can be concluded that job satisfaction presents a significant contribution to teacher's commitment. the higher the job satisfaction is predicted, the higher the teacher's commitment. table 8 analysis of variance (anova) with regression equation ŷ= 56,35 + 0,552 x2 variance source dk jk rjk fcount ftable explanation α= 0,05 α= 0,01 total 183 3057682 very significant coefficient (a) regression (b/a) 1 1 3033189 10637,20 3033189 10637,20 149,76** 3,893 6,777 remainder 181 12855,73 71,03 1,27ns 1,44 1,67 non-significant (linear) corelation 54 4497,32 83,28 error 127 8358,42 65,81 dk : degree of freedom jk : sum of squares rjk : mean sum of squares ** : very significant ns : nonsignificant (linier) correlation between servant leadership (x1) and job satisfaction (x2) collectively with teacher's commitment (y) there is a positive and significant correlation between servant leadership (x1) and job satisfaction (x2) concurrently with teacher's commitment (y) in the form of a regression equation ŷ = 35.50 + 0.372 x1 + 0.34 x2, the strength of the correlation between the two x variables indicated by the value with the correlation coefficient ry12 = 0.81 and the coefficient of determination r2y12 = 0.665, this means that the servant leadership variable and job satisfaction collectively contribute to teacher's commitment of 66.5% to the teacher's commitment variable. the coefficient of determination of the servant leadership variable is relatively higher, i.e. 53.61%, compared to the coefficient of determination of job satisfaction, which is 43.43%. the difference in the value of the coefficient of determination of the two variables individually means that based on respondents' assessments, the servant leadership factor contributes more positively and significantly to teacher's commitment. while the value of the coefficient of determination of the servant leadership variable and job satisfaction collectively delivers a value of 66.5%. this shows the meaning that according to the respondent's assessment, the two factors of servant leadership and job satisfaction collectively make a very significant contribution to the increase of teacher's commitment. based on the description above, servant leadership and job satisfaction collectively can increase teacher's commitment. the research is carried out to understand how much strength each indicator has for each variable by assigning a weighting to each indicator based on the sitorem theory. table 9. anova for multiple regression significance test with equation of ŷ= 35,50+ 0,372 x1 + 0,34 x2 variant source dk jk (rjk) fcount ftable conclusion α= 0.05 α= 0.01 regression 2 16283,57 8141,78 178,5** 3,05 4,81 error 180 8209,355 45,6075 very significant total 182 24492,93 variance source dk jk rjk fcount ftable explanation α= 0,05 α= 0,01 total 183 3057682 very significant coefficient (a) regression (b/a) 1 1 3033189 13129,57 3033189 13129,57 209,13** 3,89 3 6,77 7 remainder 181 11363,36 62,78 1,43 1,65 non-significant (linear) corelation 60 2896,43 48,27 0,70 ns error 123 8466,93 68,84 dk : degree of freedom jk : sum of squares rjk : mean sum of squares ** : very significant ns : nonsignificant (linier) journal of education, teaching, and learning volume 6 number 2 september 2021. page 110-118 p-issn: 2477-5924 e-issn: 2477-8478 117 figure 4. sitorem analysis results table 10 sitorem analysis results teacher's commitment to the organisation indicator in initial state indicator after weighting by expert indicator value current working conditions meeting expectations benefits received individual values reasons of obligation 1st benefits received (22%) 2nd current working conditions (21%) 3rd meeting expectations (19%) 4th individual values (19%) 5th reasons of obligation (18%) 4,13 4,06 4,03 2,85 2,71 servant leadership (ry1 = 0,73) indicator in initial state indicator after weighting by expert indicator value altruistic calling emotional healing humanity trust listening service vision 1st service (18%) 2nd trust (17%) 3rd altruistic calling (14%) 4th listening (14%) 5th emotional healing (13%) 6th vision (12%) 7th humanity (11%) 4,16 4,19 4,15 3,30 4,02 3,26 2,95 job satisfaction (ry2 = 0,66) indicator in initial state indicator after weighting by expert indicator value salary and incentives work environment promotion supervision coworkers 1st salary and incentives (24%) 2nd promotion (22%) 3rd work environment (20%) 4th supervision (18%) 5th coworkers (16%) 4,20 3,78 3,57 4,17 3,49 maintained indicators indicator priority improved 1st service 2nd trust 3rd altruistic calling 4th emotional healing 5th salary and incentives 6th supervision 7th benefits received 8th current working condition 9th meeting expectations 1st humanity 2nd vision 3rd listening 4th coworkers 5th working environment 6th promotion 7th reasons of obligation 8th individual values iv. conclusions the results show that there was a strong and significant positive correlation between servant leadership and teacher's creativity with a correlation coefficient yx1= 0.73; there is a strong and significant positive correlation between job satisfaction and teacher's creativity with a correlation coefficient of yx2= 0.66, and there is a strong and significant positive correlation between servant leadership and job satisfaction collectively with teacher's creativity with a correlation coefficient of yx3= 0.665. this shows that teacher's creativity can be enhanced through servant leadership and job satisfaction. it is concluded that teacher's creativity can be improved by developing servant leadership and job satisfaction and from the component of teacher's creativity itself. references ansor. 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(2016). leadership theories and styles: a literature review. journal of resources development and management, 16(january), 1–8. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 121 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of instructional approach and verbal reasoning on students’ scientific writing ability ratu wardarita 1) 1) universitas pgri palembang, south sumatera, indonesia e-mail: ratuwardarita@yahoo.com abstract. the objective of this research is to find out the difference between instructional approaches and verbal reasoning on students’ scientific writing ability. it was conducted at indonesian language study program, faculty of teacher training and education, university of pgri palembang. this research employed the experimental method using 2x2 factorial anova test, with 43 students chosen randomly through multi-stage sampling technique. the results of this research indicate that: (1) the group of students taught with the contextual teaching and learning (ctl) approach has better than taught with the conventional one; (2) the group of high-level verbal reasoning students taught with ctl approach has better than taught with the conventional one; (3) the group of low-level verbal reasoning students taught with the ctl approach has lower than taught with the conventional one; (4) there is an interaction effect between instructional approach and the level of verbal reasoning on students’ scientific writing ability. keywords: ctl approach, conventional approach, scientific writing ability, verbal reasoning i. introduction the ability to write scientific writing must be possessed by those who take a deep focus on the academic world, such as lecturers, teachers, researchers, and students. we also have to confess that the ability to write scientific writing is not only for academic need. in modern life, like the heads of organizations in private sector and government are claimed to own good scientific writing ability. they are often asked to inform ideas, plans, or report in the form of an article. the scientific writing ability undoubtedly must also be owned by students. students need to get involved with the writing activity to write a handout, a book report, a research report, a thesis. the ability of scientific writing needs to be provided to all students of faculty of teacher training and education since they are prospected to be intellectual teachers. in the era of science and technology growing very fast, the ability to write scientific writing becomes the intellectual image of someone. someone’s intellectual can be measured by the number of his/her scientific writing. students of the indonesian language study program of pgri university who follow the scientific writing course are supported by writing a handout for their final assignment. generally, they have not been able to organize their ideas, to compile logical, systematic, and critical ideas. this problem gives effect on the other subjects that the students also take. based on researchers’ observation in the teaching and learning process of the course, all students were only assigned to compile a handout for the final assignment. also, the lecture was only about knowledge, theory, and memorizing. the lecturers seldom instructed students to practice scientific writing for insufficient time reason. even when the time was adequate, the lecturers only assigned the students to compile a scientific writing, for example making scientific writing in the form of a handout with a theme "the juvenile delinquency and the way to overcome!”. however, the assignment was given without any guidance and discussion. the lecturers more focused to reach the curriculum goals so that lecturing was less varied. this makes condition that students were less active and productive although theoretically, they have mastered writing techniques. from this observation, it is known that the lecturing takes more attention on reaching goals than its process. such lecturing will be less meaningful. dealing with the problems above, this research does not only investigate about the learning approach but also correlate it with the verbal reasoning in the ability to write scientific writing for the second-semester students in indonesian language study program, the university of pgri palembang, indonesia. http://creativecommons.org/licenses/by-nc/4.0/ mailto:ratuwardarita@yahoo.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 122 language is the main mean in delivering scientific thinking activity because it is used in all scientific reasoning processes and at the same time it is used as a means of communication to deliver the way of thinking [suriasumantri, 2005]. a precise and a well-organized reasoning also needs the correct use of language. that way, the use of correct language will express the ability to reasoning. the reasoning which uses language as the main mean is called verbal reasoning. a scientific writing can be evaluated based on three aspects: substance, methodologies, and language. these aspects are related to each other; support each other to create a good scientific writing. if one of the aspects is not good, hence the article will be less scientific [ihsan, 2003]. problems appear in the second-semester students of indonesian language study program, the university of pgri palembang on scientific writing needs to be checked immediately. the interview results between the students and researchers are as follows: (1) the students have not possessed the ability to write, they were confused about how to begin writing and did not want to get involved in the activity of scientific writing competition; (2) the lecturer seldom gave practice writing scientific writing individually because of limited time and felt worried that learning goal was not achieved; (3) the learning techniques conducted by lecturer were giving lecture, practice in classical form; (4) the assessment given by lecturers was only test; (5) the students’ ability to write was quite low. these problems must meet solution, so that later the students can write scientific writing. in the effort of overcoming the student's problems in scientific writing ability, hence the researcher did experimental research to all second-semester students, indonesian language study program, faculty of teacher training and education, university of pgri palembang. thereby, the researcher applied contextual teaching and learning (ctl) approach to all second-semester students who followed indonesian subject for scientific writing to be compared to the conventional approach on scientific writing ability. the formulation research problems are: 1. are there any differences between the ability of scientific writing between students who learn with the contextual approach and the conventional approach? 2. are there any differences between the ability of scientific writing of high-level verbal reasoning students who learn with the contextual approach and the conventional approach? 3. are there any differences between the ability of scientific writing of low-level verbal reasoning students who learn with the contextual approach and the conventional approach? 4. are there any interaction effects between the teachinglearning approach and verbal reasoning towards the scientific writing ability? ii. theoretical framework a. scientific writing ability nystrand [1982] said student writing takes place in a context, and one thing writers need to learn is how to deal with it. the imbalance between students and teacher is aggravated by their not knowing how to code gestures and intonation in linguistic forms or how to successfully predict the response of their reader. the writer is usually much more conscious of ‘what’ to communicate than ‘to whom’ the writing is read. even outside the academic community, academic writing has distinct characteristics that set it apart from other types of language. there are six characteristics that are common to good academic or scientific writing: (1) significant, (2) clear, (3) unified and well organized, (4) economical, (5) adequately developed, (6) grammatically acceptable [hairston, 1986]. gagne and briggs [1997] suggest that ability is the learning outcomes obtained by learners after attending a lesson. this term refers to the knowledge of writing skills and understanding of writing. according to lado [1964], writing is composing board signs (graphic symbols) that expressed a language known by someone, so that others can read the signs written if they recognize and understand the language. writing requires thought, discipline, and concentration. writing involves committing something to relatively permanent form. it is a record by which we are judged by whoever reads what we have written. quite apart from matters such as handwriting, spelling, and grammar, our reader will also judge us by our style, content and logic of what we have written. so writing demands care and thought [white, 1983]. based on the form, this scientific writing can be divided into (1) book, (2) paper (for journals, seminars, reports, etc.), (3) thesis, and (4) dissertation. the form of scientific writing intended in this research is the scientific papers, particularly papers tasks (research paper, term paper, or paper library). heaton [1998] said that rating scale in writing is the result of considerable and careful research conducted. the scoring consists of (1) content, score 30; (2) organization, score 20; (3) vocabulary, score 20; (4) language use, score 25; (5) mechanics, score 5. a scientific paper based on hairston’s [1986] opinions is reflecting an impartial author attempts to find the right answers and solutions that can be implemented (workable) for any questions or problems. students can make a good scientific paper if they consider some specific situations. the criteria for good expository essay, according to hairston (1986) include (1) meaningfulness, (2) clarity, (3) cohesion and good organization, (4) economics, (5) the adequate advance, and (6) the acceptability of grammar. the effective topic paragraph must fulfil a number of requirements. mccrimmon [1986] mentions four conditions, namely (1) cohesion, (2) completeness, (3) the order of the logical sentence, (4) coherence. finally, based on some of the points above, it can be formulated that students’ ability journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 123 to write scientific papers is their proficiency in composing an essay based on the facts, using the method of scientific writing, using a standard indonesian language and follow the principle of enhanced indonesian spelling and the rules of scientific writing. the components of scientific writing ability are (1) the content, which includes the relevance, the explicitness of analysis, and the accuracy of the conclusions; (2) the organization of content, which includes cohesion, coherence, development of main ideas (paragraph and explanatory), and the overall organizational arrangements; (3) the grammar, which includes the formation of word accuracy and wellform of the sentence; (4) diction, which includes the use of the word accuracy with respect to the ideas presented, the appropriateness of using the word in context, (5) the spelling, which includes the use of letters, spelling, and usage of punctuation; and (6) scientific notation, including format of scientific writing, the writing of citation resources, and the writing of a bibliography. b. contextual teaching and learning (ctl) approach learning would be more meaningful if the students "experience" what they learn, not only "know". the learning with material mastery oriented has proven to be successful in the ability of "remember" in short-term memory but fails to provide children in solving problems in long life [depdiknas, 2002]. similarly, in learning language, issues concerning the lack of success of language learning have been often mentioned by experts. some research findings stated that many high school graduates are not able to make a job application letter. sentences used are incoherent, illogical reasoning. when the interview was held, they cannot speak fluently and have less communicative language. therefore, in anticipation for students to be able to skillfully speak, both spoken and written communication, it is required teaching and learning strategies that relate more to realworld situations. contextual teaching and learning (ctl) approach corresponds the learning to students’ real-world situations, encourages students to link between the knowledge and its application in their lives as members of the family and society. with this learning concept, the learning outcomes are expected to be more meaningful. the contextual approach is a learning concept to assist teachers/lecturers to teach their students to relate knowledge they get in class with real-world situation. ctl approach involves seven main components of effective learning, namely: constructivism, questioning, inquiry, learning community, modelling, reflection, and authentic assessment. in other words, ctl is more concerned with the process than the result [johnson, 2002]. c. conventional approach the conventional approach is often referred to the traditional learning approaches or partial learning approach. according to busching and lundsteen [1983], the conventional approach is the learning which considers that any learning as a discipline. in primary education, reading, writing, arithmetic, geography, and history are taught. each topic is separated from the aspects of language skills; listening is separated from speaking, as well as reading is separated from writing. the conventional approach focuses on intellectual development through memorizing things that have been read and the tasks that have been done. planning the learning and developing skills, social attitudes, and the appreciation receive less attention in the conventional approach. teachers are often troubled with discipline problems; teachers give more punishment and force and act as an authoritarian. measurement and evaluation of learners are intended only to determine aspects of the mastery of knowledge [hamalik, 2005]. the main point of conventional learning by fogarty [1991] is the separation between the fields of study and other subjects. this learning is separate as traditional ways in designing curriculum and learning materials. this assumption is learning between subjects/courses one and the other are different and fragmented. the conventional approach in language is learning that considers language as a complexity that can be divided into separate segments such as phonemes, morphemes, and so on. therefore, language is considered as the lesson given separately. the conventional approach has certain characteristics. namely: (1) not in context, (2) did not challenge, (3) passive, and (4) learning materials are not discussed with the learners [wortham, 1996]. d. verbal reasoning language is an important factor to support the ability to think organized and systematically. the use of language as media of reasoning is needed by the scientific reasoning in selecting the words and also structure method. in other words, in scientific writing article with indonesian language should be standard: correct and good. correct language is language follows the determined method. good language is a language using correct language manner based on the condition and situation. the standard language methods include several things like spelling method, punctuation, vocabulary, and structure. besides, the language used also has to pay attention to logical; that sentence used has to mean and can be accepted by common sense. an important component of thinking is the reasoning. verbal reasoning is reasoning that uses language. d'angelo [1980] stated that reasoning is drawing conclusions from observations, facts, or hypotheses. according to leahey and harris [1997], reasoning is the process of withdrawing logical conclusion based on the facts or existing premise. the reasoning is logical and analytical thinking process. logical thinking is the thinking according to a certain pattern, and certain logic thinking. meanwhile, according to leonard [1967] logic is the science of reasoning. the science of reasoning means trying to find and declare the rules in accordance with the thinking that can be considered good and bad, right or wrong, or makes sense or not. the same thing was stated by copi [1978] that logic is the study of methods and principles used to distinguish correct journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 124 reasoning from incorrect reasoning. thus, it can be said that reasoning has its own logic. based on the explanation above, there are some important elements contained in reasoning: (1) facts (evidence), (2) analytic, (3) the goal (a conclusion in the form of knowledge), (4) logical (whether in relation to evidence of or conclusions). from these elements, it can be seen that reasoning is done consciously. language, logic, mathematics, and statistics are needed to perform activities of scientific thinking [1]. among those means, language is the primary tool because it is used in all of the scientific reasoning process and also a communication tool to convey the thoughts to others. reasoning coherently and precisely requires the use of appropriate language and vice versa, proper use of language reflects the reasoning abilities. reasoning that uses language as a primary means is called verbal reasoning. reasoning as valid inferences process is divided into inductive reasoning and deductive reasoning [17]. according to d'angelo [16], induction is contradictory reasoning in the special or specific leads to a general conclusion. instead, the deduction is reasoning from the general to the specific to reach a conclusion. finally, it can be concluded that verbal reasoning is the ability to think or to draw conclusions that the truth can be accounted either inductive or deductive using language as the main means. the components which refer to verbal reasoning are (1) inductive conclusion, which includes the generalization, analogies, and the causal relationship or causation; (2) deductive conclusion, and (3) the avoidance of any reason iii. research method this research is conducted at the study program of indonesian language, faculty of teacher training and education, university of pgri palembang, the second semester of academic year 20015/2016. this research uses an experimental method using 2x2 factorial designs, with 43 students chosen randomly through multi-stage sampling technique. table i experimental design 2x2 treatment variable attribute variable instructional approach (a) contextual (a1) conventional (a2 ) verbal reasoning (b) high (b1) a 1 b1 a2 b1 low (b2) a1 b2 a2 b2 notes: dependent variable: scientific writing ability independent variable treatment (a): instructional approach a1: contextual, a2: conventional attribute (b): verbal reasoning b1: high, b2: low the multi-stage random sampling technique done was first by purposive sampling that is determining the secondsemester students of indonesian language program study, faculty of education, university of pgri palembang. the second, by random sampling, that is choosing 2 classes from 4 classes in the second-semester students with random technique (random) for the class of the conventional approach class and the contextual approach class. the two classes are about 86 students; each class consists of 43 experimental group students and 43 control group students tested by verbal reasoning. the score obtained from the test later is ranked, about 30% of the group own high verbal reasoning, while 30% of the group own low verbal reasoning. by that method, there are 13 students obtained as the sample for the high group and low group from each experimental group and control group. the instruments used to take data in this research are as follows: (1) verbal reasoning test, (2) scientific writing test. the test instrument was tested to all samples to know whether the test developed is valid and reliable. biserial point is used to determine the validity of verbal reasoning test; kr-20 formula is used to count its reliability. to know the reliability of test in writing scientific, the interrater reliability is used, high-reliability coefficient indicates the assessment of high inter-rater, and conversely, lowreliability coefficient indicates that inter-rater gives the different assessment. the data collected is analyzed by using inferential statistics and descriptive statistics. the data obtained is described based on each variable. the technique to analyze in this research is analysis of variance (anova). at the significant level = 0.05 and = 0.01. the analysis is continued with tuckey test to know if there is a meaning of the interaction. normality test and population homogeneity test are done before data result of this research is analyzed statistically. normality test which is used is liliefors test, while homogeneity test uses bartlett test, with significance level = 0.05 and = 0.01. iv. result of study two-ways analysis of variance (anova 2x2) is done to see the difference of treatment (to test the research hypothesis) (see table 2 and table 3). journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 125 v. findings and discussion based on the result of calculating two-ways anova, it can be concluded as follows: a. the first hypothesis there is the difference between the ability to write scientific writing among students who learn with the contextual approach with the conventional approach. statistically, this hypothesis is formulated: h0: a1 =  a2 h1: a1 >  a2  a1 = mean score of the ability to write scientific writing for students who learn with the contextual approach.  a2 = mean score of the ability to write scientific writing for students who learn with the conventional approach. based on the anova table, it is obtained by fcount for the effect of columns approach of study equals to 378.29 is greater than ftable with significance level = 0.01. fcount = 378.29 > ftable = 7.19 directs to reject null hypothesis (h0). this matter proves that there is the difference among students who learn with the contextual approach and who learn with the conventional approach. b. the second hypothesis there is the difference between the ability to write the scientific writing of high verbal reasoning students who learn with ctl and conventional approach. statistically, this hypothesis is formulated: ho: a1 b1 =  a2 b1 h1: a1 b1 >  a2 b1  a1 b1 = mean score of the ability of high verbal reasoning students to write scientific writing who learn with the ctl approach.  a2 b1 = mean score of the ability of high verbal reasoning students to write scientific writing who learn with the conventional approach. mean score for the student's ability to write scientific writing group who has the ability of high verbal learning with ctl approach equals to 82.08. meanwhile, the ability to mean score write scientific writing for students group owning the ability of high verbal by using ctl approach study equals to 72.92. the comparison test for the two approaches is done by using tuckey test. the result of comparison test proves that the ability to write scientific writing for students by using ctl approach for students group owning high verbal reasoning is better than the conventional. this matter is proved from the result of the empirical analysis shows the result of the form of qcount = 10.95 > qtables of = 3.36 with the level of significance = 0.05. based on the result of variant analysis and comparator test, tuckey test, it can be concluded that the students with high verbal reasoning who learn with ctl approach have the ability to write better than with the conventional approach. the result of the test can be seen in table 3. c. the third hypothesis there is the difference for the ability of scientific writing of low-level verbal reasoning students who study by using the contextual approach and the conventional approach. statistically, this hypothesis is formulated: h0: a1b2 = a2b2 h1: a1b2 < a2b2 mean score of the ability to write the scientific writing of low-verbal level of students who learn with ctl approach is 59.76. meanwhile, mean score of the ability to write the scientific writing of low-verbal level of students who learn with the conventional approach is 62.69. then, tuckey test is tested to know which approach of study gives better result to write scientific writing. the result of tuckey test shows that the ability of scientific writing of low-level verbal reasoning students who study by using the contextual approach is better than those who study with the conventional approach. the result is empirically proven that qcount = 3.507 > qtable = 3.36 with level of significance is (0.05). d. the fourth hypothesis there is interaction effects between the teaching-learning approach (contextual and conventional) and verbal reasoning (low and high) towards the scientific writing ability. statistically, this hypothesis is formulated: ho:  axb = 0 h1:  axb ≠ 0 journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 126 based on the calculation of the anova test, it can be seen that fcount for the interaction factor is 52.124 is higher than ftable = 7.19 at level of significance 0.01. thereby, ho hypothesis is rejected. this shows that there is interaction effects between the teaching-learning approach (contextual and conventional) and verbal reasoning towards the scientific writing ability. the interaction between the learning approaches and verbal reasoning towards scientific writing ability of students is shown in figure 1. figure 1: the interaction between the learning approaches and verbal reasoning towards scientific writing ability from the anova test that shows the interaction effect, post-hoc test is then tested. from the post-hoc test, it is obtained that qh = 23.18 > qt = 5.67 in 0.01 significance level which means there is significant interaction effects between the teaching-learning approach (contextual and conventional) and verbal reasoning (low and high) towards the scientific writing ability. accordingly, there is interaction between the ability of high-verbal reasoning students who learn with the contextual approach and the ability of low-verbal reasoning students who learn with the conventional approach to write scientific writing. in conclusion, from the analysis of the fourth hypothesis, it can be seen that there is interaction between the learning approaches and student verbal reasoning towards the ability to write scientific writing in study program of indonesian language, faculty of teacher training and education, university of pgri palembang. furthermore, the contextual approach is a better approach to increase and develop scientific writing ability of students especially high-verbal reasoning students. meanwhile, for the students with lowverbal reasoning, it is better to learn with the conventional approach. v. conclusions the paper will not be reformatted, so please strictly keep the instructions given above, otherwise it will be returned for improvement. please upload your paper in pdf file through the conference website under paper submission menu. papers sent by e-mail will not be processed. based on the results of the hypothesis testing, generally this study proves that the ability to write scientific writing of students who learn with the contextual approach is better than the ability to write scientific writing of students who learn with conventional approach. another point, the scientific writing ability of high-level verbal reasoning students who learn with the contextual approach is better than the scientific writing ability of students who learn with the conventional approach. on the contrary, the scientific writing ability of the low-verbal reasoning students is better when the students learn with the conventional approach. it can be seen from the interaction effects between the teaching-learning approach and verbal reasoning towards the scientific writing ability. from the findings, it can also be concluded that the learning result of indonesian language for scientific writing is influenced by learning approach and student verbal reasoning. scientific writing learning with right learning approach will give better learning result. the contextual approach can be used for students with high verbal reasoning. meanwhile, the conventional approach is suggested to be used for students with low verbal reasoning. references bushing, ba & lunsteen, sw. (1983). curriculum models for integrating the language arts. illinois: national council of teachers of english. copi, im. (1978). introduction to logic (5th ed.). new york: mcmillan publishing co.inc. d’angelo, fj. (1980). process and thought in composition. cambridge: winthrop publishers inc. depdiknas. (2002). pendekatan kontekstual (contextual teaching and learning). jakarta: depdiknas, dirjen pendidikan dasar dan menengah, direktorat pendidikan lanjutan pertama. fogarty, r. (1991). the mindful school: how to integrate the curricula. new york: iri/skylight publishing inc. gagne, rm & leslie, jb. (1997). principles of instructional design. new york: holt, rinehart, and winston. hairston, m. (1986). contemporary composition, short edition. boston: houghton mifflin company hamalik, o. (2005). kurikulum dan pembelajaran. jakarta: bumi aksara. heaton, jb. (1998). writing english language tests. new york: longman inc. ihsan, d. (2003). "penggunaan kaidah bahasa dalam sebuah karya tulis ilmiah". lingua jurnal bahasa dan sastra, 5(1):30. johnson, eb. (2002). contextual teaching and learning. california: corwin press, inc. lado, r. (1964). language teaching. new york: mcgraw hill, inc. leahey, th & richard, jh. (1997). learning and cognition (3rd ed.). englewood cliffs, new jersey: prenticehall inc. journal of education, teaching and learning volume 2 no 2 september 2017. page number 121-127 p-issn: 2477-5924 e-issn: 2477-4878 127 leonard, hs. (1967). principles of reasoning: an introduction to logic, methodology, and the theory of signs. new york: dover publication, inc. mccrimmon, jm. (1986). writing with a purpose (8th ed.). boston: houghton mifflin company. nystrand, m. (ed.) 1982. what writers know. london: academic press, inc. suriasumantri, j. (2005). filsafat ilmu: sebuah pengantar populer. jakarta: pustaka sinar harapan. . white, rv. (1983). guidelines for writing activities a magazine for language teachers. singapore: seameo regional language centre. wortham, sc. (1996). the integrated classroom. new jersey: prentice hall, englewood company. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 120 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of interactive multimedia for learning computer hardware maintenance vocational high school hermanus herawan1), aloysius mering2), herry sujaini3) 1) university of tanjungpura, pontianak, indonesia e-mail: hermanusherawan@student.untan.ac.id 2) university of tanjungpura, pontianak, indonesia e-mail: aloysiusmering@fkip.untan.ac.id 3) university of tanjungpura, pontianak, indonesia e-mail: hs@untan.ac.id abstract. the aim of this reasearch was to develop interactive multimedia for learning computer hardware maintenance in vocational high schools. to achieve the objectives of this study, the research and development (r&d) method of the addie development model was used. the addie development model in research begins through the stages (1) analyze, (2) design, (3) develop, (4) implement, and (5) evaluate. this research was conducted vocational high school negeri 6 pontianak at class x with 27 students participating and three validators, design experts, material experts, and media experts. data from the instrument and attitude scale were analyzed using qualitative and quantitative analysis. relatively, from the results of data analysis (in the range of values 1-5) the multimedia design was declared "very valid" with an average of 4.34. followed by analysis of empirical test data with individual test procedures, small groups, and field tests on 27 students of vocational high school negeri 6 pontianak in class x, showing the attitude of students "very happy" using interactive multimedia with an average of 6.26 in the range 1-7. the multimedia effectiveness test with the criteria of students' attitudes towards multimedia and the pretest and posttest scores involving 30 students turned out to be a significant difference with 𝑡𝑜 ≥ 𝑡𝑡𝑎𝑏𝑒𝑙,, namely 13,507 ≥ 2,045. based on the results of research, interactive multimedia for learning computer hardware maintenance at vocational high schools can be applied to basic computer network subjects keywords: development; interactive multimedia; computer hardware maintenance i. introduction vocational high school is a level of vocational secondary education unit that prints graduates into skilled and trained workers according to the majors taken. vocational education is secondary education that prepares students especially to work in certain fields. multimedia majors require graduates who are competent in the field of computer technology, both hardware and software. based on the pre-research interview, the problems obtained include learning only using power point presentations causing the learning atmosphere to only focus on presentations, and the absence of interactive multimedia in the learning process of computer hardware maintenance which is one of the materials in basic network computer subjects, and learning outcomes students who have not reached the minimum completeness criteria, namely 70. innovation in education by teachers is very important to do. therefore, it is very important for teachers to be able to develop interactive multimedia. according to griffey (2020, p. 121) interactive multimedia is a visual medium with the aim of facilitating effective and enjoyable communication between users and devices. meanwhile, according to according to rob philip (1997) explained: the term multimedia shows new developments in the field of computer programs. multimedia has several components in the form of text, images, sound, animation, and video. multimedia programs are usually interactive so they have a special attraction for students to use them (sutirman 2013, p.18). the benefits and advantages of using interactive multimedia in learning include: more, innovative and interactive learning systems, able to combine text, images, audio, music, animated images or videos in one unit to achieve learning objectives, increase student motivation during the learning process, able to visualize material that has been difficult to explain only with conventional explanations or teaching aids, and to train students who are more independent in acquiring knowledge (silaban & tanjung, 2015; munir, 2015). furthermore, munir (2015) http://creativecommons.org/licenses/by-nc/4.0/ mailto:irmawan88@student.untan.ac.id mailto:aloysiusmering@fkip.untan.ac.id mailto:hs@untan.ac.id%20com journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 121 also provides reasons that make learning to be supported by interactive multimedia, namely the message conveyed by the material feels real, can stimulate various senses so that interaction occurs between the senses, visualization of material in multimedia components is easier for students to catch, the learning process is more practical. and controllable, and save time, cost and energy. this multimedia developed contains computer hardware maintenance materials. computer hardware maintenance is one of the materials from the 2013 curriculum basic computer network lessons taught in class x vocational high school. computer hardware maintenance has two types of maintenance, namely passive maintenance and active maintenance. passive maintenance is more focused on environmental factors and non-computer objects that help computer performance, while active maintenance is the maintenance we do on the computer itself. learning between teachers and students where the teacher designs learning and students enjoy learning that has been designed by the teacher. learning computer hardware maintenance is one of the basic competencies where students are able to analyze the types of computer hardware maintenance and know how to maintain computer hardware. this material is in accordance with (the characteristics of the multimedia developed, the learning time of the material is in accordance with the time of the study, the willingness of teachers majoring in multimedia to be involved as research participants, and the multimedia required for computer hardware maintenance materials has not yet been developed). available. the material selection procedure is carried out through (needs analysis with interviews and documentary studies on the 2013 curriculum, the feasibility of the material to be translated into multimedia. thus it can be explained the relationship between the characteristics of multimedia, the benefits of multimedia, and learning materials). research on the development of interactive multimedia has been carried out by several researchers. the results of the research on the development of interactive multimedia based on the ispring suite 8 ariyanti (2020) found that the interactive multimedia developed was valid, practical, and effective. it is also strengthened by the findings of suyitno (2016) that interactive multimedia can be used as a medium to improve material understanding, as well as the findings from purwosiwi (2016) which show interactive multimedia is effective in motivating creativity and increasing learning outcomes significantly. therefore, the use of interactive multimedia has the opportunity to increase student interest in learning, skills, and learning outcomes. previous research has shown that interactive multimedia only focuses on a combination of text, audio, and images. there are no videos, interactive questions that state students' participation in multimedia. when compared with previous research, this research has differences. this multimedia development offers five sub menus, namely menu, home, instructions, competence, video and practice questions. which is where the exercise menu becomes the center of interaction, students can answer multiple choice practice questions and find out if students' answers are right or wrong after completing the practice questions, the final score calculation display will appear from student answers. the results of the practice questions can be sent directly to the teacher or student via email. based on previous relevant problems and research, this study aims to develop interactive multimedia for learning computer hardware maintenance in vocational high schools. this research is very important to do so that students can be excited, like, and improve learning outcomes in learning to care for computer hardware. ii. methods location, time and research participants this research was conducted at vocational high school negeri 6 pontianak, west kalimantan. from may 3 to june 11. the participants of this study consisted of one teacher and a class x student of vocational high school majoring in multimedia. development procedure in developing this interactive multimedia product using the addie design model. according to branch (2009) addie has five stages which can be described in detail as follows: analysis phase: at this stage of analysis, researchers collect information that can help the process of developing interactive multimedia. this is important because to know the problems that occur in teachers and students in learning. at this stage of analysis, it must contain a library study which contains (literature review, curriculum study, relevant research). followed by instructional analysis and student character analysis. the three stages of the analysis must contain the validation of the gap between the real and the ideal abilities, knowing the number of students in the study, knowing the location of the research subject, knowing the data on the distribution of students' abilities or research subjects, knowing the content of the material from the curriculum, knowing the technology that can be used, and knowing the facilities. owned by students and schools. design phase: at this stage is a lesson plan in the product and designing computer hardware maintenance materials. by setting goals to be achieved using interactive multimedia. the design of the initial interactive multimedia product begins with determining the initial concept of the storyboard and then it is designed into a visual prototype or commonly called a conceptual product. this initial product concept design is ready to enter the initial product development stage which will be validated by experts. development phase: stages of development by realizing the initial product to become the final product in the form of interactive multimedia. the development stage starts from the initial product creation, expert validation and revision, as well as three trial stages accompanied by revisions to produce the final product. some of the details of the steps carried out include: journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 122 initial product development. at the development stage, what is done is to realize the interactive multimedia product design that has been designed in the previous stage so that at this stage it produces an initial product. expert review. expert validation is carried out to determine the feasibility of the interactive multimedia product concept that has been designed. validation involves several professional and experienced experts in their fields to validate the materials, media, and product designs developed. revision and initial product. after expert validation, revisions are made from expert input. the results of the revision made the product as the initial product accompanied by instructions for using interactive multimedia. this is done to make the product quality better and suitable for use at the individual trial stage. one-to-one trial. individual trials were conducted on 1 (one) student with average ability. this trial is to determine the initial reaction from the use of the initial product which has been revised from expert validation tests. revision of one-to-one trial. after conducting individual trials, the initial product was revised. product improvement is carried out by considering input from individual trial students. small group trial. small group/class trials were conducted on 6 (six) students with high, average and low abilities. this trial is more complex in terms of the input given by students from the experience of using the initial product. revision of small group trial. after conducting a small group trial, the initial product was revised again. product improvement is carried out by considering input from small group trial students. field try. field trials/large classes were conducted on 20 students. this trial is more extensive and the input given by students from the experience of using the initial product is very important to produce the final product. revision of field try. after conducting a large group trial, the product was revised again. product improvement is carried out by considering input from large group trial students to produce interactive multimedia final products. the final product. the researcher made revisions and improvements from every input that existed during the trial, until the final product of interactive multimedia was obtained for learning computer hardware maintenance at vocational high school. implementation phase: in implementation, preparing teachers and students is the main thing in using interactive multimedia products as follows: prepare the teacher. teachers are trained to be able to use interactive multimedia as teaching materials. prepare the students. students are trained to be able to use interactive multimedia as a learning resource. evaluation phase: the evaluation in this study focuses more on whether product development can have good effectiveness for teachers and students in the learning process. to determine the effectiveness of interactive multimedia, students received initial attitude questionnaires (cognitive) and pretest questions before using interactive multimedia, continued to give treatment using interactive multimedia end products, then students were given final attitude questionnaires (affective-conative) and posttest questions after using multimedia ( both before and after implementation). this stage is carried out on 30 students. the results of the attitude measurement data were calculated on the total average and attitude scale while the results of the pretest and posttest scores were carried out by a t-test to determine the difference before and after the use of interactive multimedia. data collecting techniques. this study uses three techniques in data collection, namely interviews, questionnaires, and written tests. the data collection tools are interview guides, questionnaire questions, and test questions. expert validation questionnaire. the researcher uses qualitative descriptive data to show the analysis of data from expert validation results in using website-based interactive multimedia. presentation of data using tables and graphs. the criteria for the validity of designs, materials, and media are as follows: table 1. likert scale no criteria score 1 excellent 5 2 good 4 3 average 3 4 poor 2 5 very poor 1 here is the formula to calculate the average score; (1) where; = average score = total score n = total participants to find the interval range between categories widoyoko (2018) using the procedure in (mering, 2020): (2) where; highest score = 5 lowest score = 1 total class = 4 (criteria) the interval range is , thus the categories obtained are: 1.0 – 2 = “invalid”, 2.1 – 3.0 = “less valid”, 3, 1 – 4.0 = “valid”, and 4.1 – 5.0 = “very valid”. to make it easier to use the validity criteria, it can be seen in table 2 below. journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 123 table 2 multimedia validity criteria no criteria score 1. very valid 4,1 – 5,0 2. valid 3,1 – 4,0 3. less valid 2,1 – 3,0 4. invalid 1,0 – 2,0 differential semantics of attitude questionnaire. an attitude statement item towards multimedia is used to measure students' attitudes towards the use of interactive multimedia using. the measurement scale uses a semantic differential technique. negative (unfavorable) adjectives are on the left and positive (favorable) adjectives are on the right (azwar, 2016, p.172; periantalo, fadzlul, & saputra, 2014). the following format is the differential semantic scaling of two opposite adjectives: if a scale contains k items, then the individual scores will move between (1 × k = k) to (7 × k = 7k). the closer the score to 7k, the individual's score can be interpreted as more positive or more favorable. conversely, the closer the score to k, the more negative or unfavorable the attitude is. if the individual score is around 4k, then the intensity is low and indicates that the respondent is neutral (azwar, 2016, p.174). to assist in the scaling, intervals between categories of widoyoko (2018) can also be made using the procedure (in mering, 2020) from the attitude norms obtained from the respondents. this is the formula to get the interval distance is , thus the categories are obtained: 1.0 – 2.5 = “unhappy”, 2.6 – 4.0 = “less happy”, 4.1 – 5.5 = “happy”, and 5.6 – 7.0 = “very happy”. to make it easier to use the validity criteria, it can be seen in table 3 below; table 3 student attitude norms no kriteria penilaian skor 1. very happy 5,6 – 7,0 2. happy 4,1 – 5,5 3. less happy 2,6 – 4,0 4. unhappy 1,0 – 2,5 one group pretest – posttest design. one group design before and after the use of interactive multimedia to find out how much influence the use of interactive multimedia has. the pretest was conducted before the students received the multimedia treatment. after the students were given the treatment of interactive multimedia learning based on the website, a posttest was carried out. the following is a one group pretest-posttest design scheme (sugiyono, 2016): pretest treatment posttest (3) where: x = treatment o1= pretest conducted before treatment o2= posttest conducted after treatment t-test. the t-test was conducted to test the differences in the average of the two samples obtained from the learning outcomes before being given treatment and learning outcomes after being given treatment. the t-test conducted for the sample correlated with a small study subject (n≥30) so that the data were single or not grouped. here are the steps in using t-test; (1) t-test was conducted on a sample of 30 participants; (2) microsoft excel is used to calculate the data; (3) the error rate used is 5% (0.05) or 95% confidence level (0.95); (4) provide conclusions on the results of the ttest. from the results of the comparison of learning outcomes before being given treatment (pretest) and learning outcomes after being given treatment (posttest), it is concluded whether interactive multimedia for learning computer hardware maintenance in vocational high school has an influence on the learning process. hypothesis; with the provision that if then h0 is rejected, it means that there are differences in student learning outcomes before and after using interactive multimedia, and vice versa if then h0 is accepted. for the t0 test, it can be calculated using the following formulation (mering, 2020, p.90): the above formulation can be assisted by the following formulation: where; = observation t value = total data = score difference = mean initial attitude score before multimedia is used = mean final attitude score after multimedia is used = mean d = error of measurement standard = deviation standard d (score difference iii. result and discussion result analysis phase. the findings show that computer hardware maintenance material is one of the learning materials that do not have learning media which causes students to feel bored in participating in learning and results in the learning outcomes of some students not reaching the minimum completeness criteria score of 70. based on this study there are several students who have positive attitudes towards learning to take care of computer hardware get journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 124 learning outcomes that reach the minimum completeness criteria and some students who have a negative attitude towards learning to care for computer hardware get learning outcomes that have not reached the minimum completeness criteria. the development of interactive multimedia was developed referring to the 2013 curriculum with the material in the multimedia department in class x even semester is maintaining computer hardware. the results of the field findings show that the age of class x students is 14-15 years where students are in the operational stage of the format, tend to have a fairly high curiosity towards the use of interactive multimedia where students will think abstractly and logically by using possible thinking patterns by using multimedia. interactive can improve learning outcomes. class x state vocational high school students are currently taking online/online learning processes using gadgets and laptops 82% (49 students) and offline/offline 18% (11 students) of the total x class students majoring in multimedia 60 students the learning methods used by teacher lectures, questions and answers, and discussions. the current use of learning media is google classroom, google meet, and google form. vocational high school negeri 6 pontianak has a computer labtop/pc facility and adequate internet network to support the distance learning process. students who do not have facilities/access to study can use existing facilities at the school on condition that they comply with the health protocol. design phase. activities at this stage are learning plans in products and designing computer hardware maintenance materials. by setting goals to be achieved using interactive multimedia. at the stage of designing teaching materials for computer hardware maintenance materials, there are several stages, namely choosing instructional materials and caring for computer hardware which is one of the materials in the multimedia department in class x even semesters, the instructional strategy used is blended learning. the media used in the learning process is internet media, namely web pages https://multimediainteraktif.haiterigas.com/ , the time allocation in the learning process is 2 meetings, with each meeting 2 x 45 minutes, and the criteria for the test items used are multiple choice questions with a total of 20 questions that are adjusted to the learning objectives. initial product concept design stage by making a storyboard landscape interactive multimedia. the general and specific views are as follows: picture 1 display storyboard section home menu picture 2 storyboard display section training menu (interactive layout) development phase. at this stage, product development starts from the initial product, instrument validation will be validated by three experts, product validation will be validated by three experts, each expert will validate the three aspects, namely design, material and media then revised and the trial phase is then carried out. revised again so that it becomes the final product. some of the details of the results of the development stage carried out include (product display): picture 3 main menu display picture 4 material menu display picture 5 exercise menu display expert review. at this stage, interactive multimedia is validated by 3 (three) experts who have expertise in all three aspects of material, media, and learning design. validation of this product is carried out from may 3, 2021 may 7, 2021 with the following data results: https://multimediainteraktif.haiterigas.com/ journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 125 table 4 learning design expert validation results no aspek no indikator ai a eligibility characteristics 1. the suitability of learning theory in interactive multimedia 4.33 2. learning objectives 5.00 3. interactive multimedia has an impact on increasing interest in learning in class 4.66 4. interactive system 4.33 5. specific ways of learning 4.33 b feasibility of learning activity design 6. preliminary activity plan 4.00 7. core activity plan 4.33 8. closing activity plan 4.66 c eligibility stages of multimedia learning 9. interactive multimedia systematics 4.33 10. continuity of material and examples provided 5.00 11. continuity of early learning activities 5.00 12. continuity of end of learning activities 4.66 d feasibility assumed implementation of the design 13. ease of application of the concept 4.00 14. interactive multimedia efficiency 4.66 15. improve students' thinking skills 4.33 e eligibility assessment strategy 16. assessment aspect relationship 4.00 17. assessment of theoretical material coverage 4.33 design validation average 4.42 where: ai = average expert validation score based on the data from the validation results of learning design experts, it shows that interactive multimedia on computer hardware maintenance materials at the vocational high school level is very valid. the suggestions for improving the validation of the learning design by experts were revised according to the instructions given. table 5 material expert validation results no aspek no indikator ai a content eligibility 1. the suitability of the material with the basic competencies 4.55 2. material accuracy 4.11 3. encourage curiosity 4.16 b serving eligibility 4. presentation technique 4.33 5. serving support 4.50 6. learning presentation 4.33 c contextual eligibility 7. contextual nature 4.33 8. contextual component 3.55 material validation average 4,17 where: ai = average expert validation score based on the data from the material expert validation, it shows that the computer hardware maintenance material in multimedia is very valid. the suggestions for improvement of material validation by experts are revised according to the instructions given table 6 media expert validation results no. attitude object component average total attitude score total cognitive affective conative 1. multimedia function 13,0 24,0 19,0 56,0 2. ease of use of multimedia 27,0 26,0 19,0 70,0 3. multimedia content 27,0 45,0 49,0 121,0 4. multimedia appearance 25,0 20,0 20,0 65,0 total 92.0 115,0 107 314,0 rata-rata skor 6,4 where; ai = average expert validation score the attitude of students at the individual trial stage was "very happy" towards the use of interactive multimedia for learning computer hardware maintenance for vocational high schools. from the results of individual trials conducted on one student, no suggestions and improvements were found, this product is feasible to be tested in the small group trial stage. initial product trial the result of individual trial (one to one trial) and revision. after being validated by experts, interactive multimedia will continue to the trial phase. the trial phase carried out was the individual trial phase which was carried out on may 20-21. the individual trial phase was carried out on one student with average ability. the purpose of this individual trial was to determine the initial attitude of using the product which had been revised by expert validation. the results of the individual trial stage are as follows: table 7 the result of one-to-one trial journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 126 no. attitude object component average total attitude score total cognitive affective conative 1. multimedia function 13,0 24,0 19,0 56,0 2. ease of use of multimedia 27,0 26,0 19,0 70,0 3. multimedia content 27,0 45,0 49,0 121,0 4. multimedia appearance 25,0 20,0 20,0 65,0 total 92.0 115,0 107 314,0 rata-rata skor 6,4 the attitude of students at the individual trial stage was "very happy" towards the use of interactive multimedia for learning computer hardware maintenance for vocational high schools. from the results of individual trials conducted on one student, no suggestions and improvements were found, this product is feasible to be tested in the small group trial stage. table 8 the result of small group trial no. attitude object component average total attitude score total cognitive affective conative 1. multimedia function 12.2 25.7 19.2 57.1 2. ease of use of multimedia 25.3 25.7 19.3 70,3 3. multimedia content 25.3 45.8 52.2 123.3 4. multimedia appearance 25.5 20.0 19.5 65,0 total 88.3 117.2 110.2 315,7 rata-rata skor 6,4 the attitude of students at the small group trial stage was very happy with the use of interactive multimedia for learning computer hardware maintenance for vocational high schools. from the results of individual trials conducted on one student, no suggestions and improvements were found, this product is feasible to be tested in the large group trial stage. table 9 the result of field try no. attitude object component average total attitude score total cognitive affective conative 1. multimedia function 11.3 22.6 17.1 17.1 2. ease of use of multimedia 24.0 24.1 18.6 18.6 no. attitude object component average total attitude score total 3. multimedia content 23.3 43.5 49.0 49.0 4. multimedia appearance 24.3 18.1 24.9 24.9 total 82,9 108.3 103.2 294.4 rata-rata skor 6.0 based on the data from the large group trial, it showed that the attitude of the students at the small group trial stage was very happy with the use of interactive multimedia for learning computer hardware maintenance for vocational high schools. the suggestions for improvement from individual trials were revised according to the input given as the final product. the profile of the final product of interactive multimedia for learning to care for computer hardware for vocational high schools is as follows: picture 6 the initial display of the media contains the enter button to start the learning media picture 7 display on the home menu that provides sub menus namely the instructions menu, competence menu, material menu, video menu and, exercise menu journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 127 picture 8 the display on the menu contains a learning video that can be displayed directly on the learning media without opening a web browser picture 9 display on the training menu which has 3 columns that must be filled with name, email (teacher email) and, address. implementation phase. at this stage, the final product that has gone through expert validation, individual trials, small group trials, and field trials/large classes can be applied to teachers and students by making preparations for using interactive multimedia products. here's the preparation for teachers and students: (1) prepare the teacher. teachers attend training so that they can use interactive multimedia learning as teaching materials. the results of the teacher training implementation plan are designed with four components, namely identification, tools and materials, time allocation (training schedule, duration: 1 hour), and training implementation. (2) prepare the student. students participate in exercises for the use of interactive multimedia products as well as the implementation of computer hardware maintenance learning materials. the preparation of students in the form of two lesson plans (rpp) with a duration of 4 x 45 minutes for each meeting. evaluation phase. at the evaluation stage, each stage of analysis, design, development, and implementation of the addie model always has a simultaneous evaluation stage. the results of the evaluation carried out at each stage will improve the quality of development to the next stage. thus, the final evaluation results in this study focus more on the effectiveness results after using this product. the results of the effectiveness can be seen in detail in the results of the effectiveness test. multimedia effectiveness student attitude measurement results in this study, 30 students of class x vocational high school negeri 6 pontianak used a differential semantic scale to see the attitudes of students before and after the use of interactive multimedia which was held on 10-11 june 2021, following are the results of measuring student attitudes using a differential semantic scale: table 10 the result of student attitudes based on the attitude data of students at the effectiveness test stage, they were very happy with the use of interactive multimedia for learning computer hardware maintenance for vocational high schools. the results of measuring student learning outcomes. student learning outcomes in this study were only measured from student knowledge, student learning outcomes were seen from two stages, namely pretests and posttests. at the pretest stage, it was carried out by giving 20 multiple choice questions to 30 class x students of vocational high school negeri 6 pontianak using the google from link which was distributed using whatshap. students are given 45 minutes to do it. furthermore, at the posttest stage students are given the same 45 minutes, here are the student learning outcomes at the pretest and posttest stages that have been carried out: picture 10 pretest and posttest result to find out how big the difference in student learning outcomes after the pretest and posttest, the next step is to perform a t-test analysis. the calculation of the t-test is as follows: with df 29 (degrees of freedom = n – 1 or 30 – 1 = 29) and the error rate used is 5% (0.05) or 95% confidence level (0.95), it is obtained ttable = 2.045. it is known that to=-13.507 journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 128 or 13.507 and ttable=2.045, then to>ttable. with the provision that if to≥ttable then h0 rejected means that there are significant differences in student learning outcomes before and after the use of interactive multimedia for learning computer hardware maintenance. discussion at the analysis stage, the study of the curriculum found that the curriculum used was the curriculum used at the pontianak 6 state vocational high school, the 2013 curriculum. computer hardware maintenance is one of the materials taught in class x multimedia major in even semesters. the minimum completeness criteria (minimum completeness criteria) uses the class minimum completeness criteria where all subjects in class x vocational high school have the same minimum completeness criteria, which is 70. in a relevant research study, it was found that the results of the research on the development of interactive multimedia by dwi ariyanti (2020), the results showed that the learning media had met the criteria, students achieved completeness scores. furthermore, the findings from suyitno (2016), research results show that this multimedia product can be used as a medium to improve understanding of technical measurement material. furthermore, the findings from purwosiwi pandansari (2016) showed that there was an increase in learning outcomes before and after the use of interactive multimedia. furthermore, research from oktavia hardiyantari (2017) the results of the study show that the interactive multimedia products developed are suitable for use as learning aids. furthermore, research from dian puspita eka putri (2018) research results show interactive multimedia products are very feasible to use. the design stage consists of the planning and product design stages and the initial product design in the form of a storyboard. a good storyboard is a form of images that are prepared with a clear explanation (rusman, 2018). after designing the storyboard, the initial product development is carried out by realizing interactive multimedia products. the product is designed with power point 2019 and ispring 9. next, buy hosting and a domain with a link address name http://multimediainteraktif.haiterigas.com/ after the product has been designed, teaching materials for computer hardware maintenance are published in the whatshap group. after the initial product development is carried out, the next stage of development is product validation by experts. the purpose of this product validation is to determine the feasibility of the initial product on the material, media, and design aspects before being tested in the field. the process of implementing the use of interactive multimedia was carried out on 10 and 11 june 2021 for two meetings. at the first meeting, students were given a cognitive attitude questionnaire link on the google form after explaining the product to students to see students' attitudes before using interactive multimedia. after that, students were given a pretest which was done on google form to see the initial ability of students before using interactive multimedia. carried out according to the learning implementation plan (rpp) 1 which had been prepared previously. after that, for the second meeting, the learning process was also carried out according to the learning implementation plan (rpp) 2. at the end of the activity, the researcher gave a posttest which was done on google form to determine students' abilities after using interactive multimedia. then, students were asked to fill in the affective-conative attitude questionnaire link on the google form that had been prepared to determine student attitudes after using the product. changes in student attitudes can be seen from the acquisition of the total student attitude score is 311.1 from a total score of 343 with 49 items. this means that a total score of 311.1 has an average score of 6.3, so that students' attitudes are very happy with the use of interactive multimedia for learning to care for computer hardware in vocational high schools. this change in learning attitude is inseparable from the use of interactive multimedia used by students which provides a learning experience for students. students feel happy and motivated in learning (khalid, alias, razally, yamin, & herawan, 2010). obtaining these learning outcomes can be seen by looking at the cognitive aspects of the learning process. success in improving student learning outcomes using interactive multimedia is indicated by an increase in students' understanding of the learning process using interactive multimedia. this can be seen from the comparison of the results of the pretest and posttest carried out by students. based on the results obtained, it is known that the average pretest score is 53.1 posttest is 78.6 with minimum completeness criteria is 70 which is determined by the school. thus, the pretest score data shows that 22 students have not reached the minimum completeness criteria and 8 students have reached the minimum completeness criteria. meanwhile, the posttest data shows that 3 students have not reached the minimum completeness criteria and 27 students have reached the minimum completeness criteria. from the pretest and posttest data, it can be said that there was a significant increase. with df 29 (degrees of freedom = n – 1 or 30 – 1 = 29) and the error rate used is 5% (0.05) or 95% confidence level (0.95), it is obtained ttable = 2.045. it is known that to=-13.507 or 13.507 and ttable=2.045, then to>ttable. with the provision that if to≥ttable then h0 rejected means that there are significant differences in student learning outcomes before and after the use of interactive multimedia for learning computer hardware maintenance. the results of measuring the attitudes of students who are very happy with the use of interactive multimedia and there is a very significant difference between the results of the pretest and posttest students, then interactive multimedia website-based for learning to care for computer hardware in vocational high schools is categorized as very effective. this can also be seen from the results of caesariani's research (2018), showing that the benefits of interactive multimedia include: students can learn independently and have fun, students' attitudes are enthusiastic and enthusiastic, and improve student learning outcomes. it was also emphasized from the results of parata & zawawi's research (2018), that interactive multimedia can increase students' motivation and cognitive learning outcomes. that is, http://multimediainteraktif.haiterigas.com/ journal of education, teaching, and learning volume 7 number 1 march 2021. page 120-129 p-issn: 2477-5924 e-issn: 2477-8478 129 interactive multimedia learning is an effective tool to improve student learning outcomes or achievement (rajendra & sudana, 2018; batubara, 2015; ayda & widjajanti, 2014). . iv. conclusion the results of the research that has been done can be concluded as follows: the effectiveness of the use of the final product was carried out to see how much the students were happy and there was a significant difference before and after the use of interactive multimedia. the scale for measuring student attitudes uses a semantic differential technique (semantic differential technique). the average score for students' attitudes is 6.3 from the range 1-7, so that students' attitudes are categorized as very happy with the use of interactive multimedia. the acquisition of pretest and posttest scores from the use of students' multimedia was tested through the t-test obtained t_o≥t_table, which is 13,507 ≥ 2,045. the results of the t-test showed a significant difference in student scores before and after the use of interactive multimedia. the results of the effectiveness test of the use of interactive multimedia carried out through testing the attitudes and values of student learning outcomes can be categorized as very effective. v. references ariyanti, d (2020) multimedia interaktif berbasis ispring suite 8. jurnal education and development, vol 8 no 2. diunduh di http://journal.ipts.ac.id/index.php/ed/article/view/1 727 branch, r. m. 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(2013). media & model-model pembelajaran inovatif. yogyakarta: graha ilmu. suyitno (2016). pengembangan multimedia interaktif pengukuran teknik untuk meningkatkan hasil belajar” penelitian dilakukan di vocational high school negeri 1 gurisubo gunung kidul pada siswa kelas xi vocational high school jurusan teknik kendaraan ringan. jurnal teknologi dan kejuruan. vol 23 no 1 doi: https://doi.org/10.21831/jptk.v23i1.9359 undang‐undang republik indonesia, nomor 20 tahun 2003 tentang sistim pendidikan nasional, 2007. jakarta: sinar grafika. http://journal.ipts.ac.id/index.php/ed/article/view/1727 http://journal.ipts.ac.id/index.php/ed/article/view/1727 https://www.jptam.org/index.php/jptam/article/download/30/26 https://www.jptam.org/index.php/jptam/article/download/30/26 https://doi.org/10.21831/jitp.v4i1.13372 https://doi.org/10.21831/jitp.v3i2.11014 http://ejournal.uigm.ac.id/index.php/eg/article/download/476/575 http://ejournal.uigm.ac.id/index.php/eg/article/download/476/575 https://doi.org/10.21831/jitp.v5i1.13752 https://iopscience.iop.org/article/10.1088/17426596/953/1/012104 https://iopscience.iop.org/article/10.1088/17426596/953/1/012104 https://doi.org/10.21831/jptk.v23i1.9359 isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 89 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. exploration of mathematics concepts in qs an-nur nadya febriani meldi 1) , sugiatno 2) , asep nursangaji 3) , dede suratman 4) , zubaidah 5) , hamdani 6) 1) university of tanjungpura, pontianak, indonesia e-mail: nadyameldi@student.untan.ac.id 2) university of tanjungpura, pontianak, indonesia e-mail: sugiatno@fkip.untan.ac.id 3) university of tanjungpura, pontianak, indonesia e-mail: asep.nursangaji@fkip.untan.ac.id 4) university of tanjungpura, pontianak, indonesia e-mail: dede.suratman@fkip.untan.ac.id 5) university of tanjungpura, pontianak, indonesia e-mail: zubaidah.r@fkip.untan.ac.id 6) university of tanjungpura, pontianak, indonesia e-mail: hamdani.mikraj@fkip.untan.ac.id abstract. this article reveals exploration of mathematical models and concepts in qs an-nur: 24:26. this research stems from the ineffectiveness of learning mathematics because the process does not begin with students' initial understanding. in fact, according to nctm, teaching and learning will be effective if it starts from what students know. in islamic school students, initial knowledge can be extracted from the qur'an because the qur'an is a learning tool in believing in islam, so it is recognized that the verses of the qur'an are contained in the cognitive structure of students, which can facilitate learning. unfortunately, the sources of learning mathematics and the qur'an used by islamic schools have not covered all topics of learning mathematics, so to complete it, it is necessary to model the verses of the qur'an related to mathematics. this research was conducted to obtain mathematical modeling and concepts at the high school/equivalent level using the miles and huberman analysis method combined with blum and leib modeling and abdussakir theory and pseudo concrete. based on the combination of analytical theory, the modeling and mathematical concepts contained are relations, surjective and bijective functions, inverse functions, and reflections. keywords: exploration, mathematical concepts, qs an-nur:24:26 i. introduction muslim mathematics education researchers axiomatically admit that the qur'an is the primary reference source for the development of mathematical concepts (khalifa, 1973; alfaqih, 2017; abdussakir, 2014). it is shown from several studies that explore the qur'an so that mathematical ideas are achieved in it be it a mathematical concept or model. godino (a mathematical concept is an abstract idea that groups an event according to examples and not examples. resmawan (2017:8) mathematical models are the result of mathematical constructions designed to understand phenomena in certain formal languages. among them, yulista (2018, p.85-86) explores mathematical interconnection in the angle and huda materials (2019, p.51-52) regarding the exploration of al-qur'an based high school mathematics values. on the other hand, the muslim academic community such as abdussakir 2014 basya 2004 and syamaun 2020 became a portrait of the mathematics of the qur'an from the printed book of their thoughts. attracts attention, in his work (syamaun, 2020, p.35-41) written in q.s an-nur:24:26 contains the concept of algebraic forms. however, remember from the research study of the exploration of two different researchers who focused on qs al-muzzammil verse 20 produced a different mathematical concept, namely pebriansyah (2020, p. 63-64), who discovered the concept of number patterns while the concept of the division was discovered by cahya & ahmadi (2020, p.80 -81). implying, essentially, a verse can give birth to more than one mathematical idea. besides that, it explicitly makes us aware of the breadth of knowledge from allah subhanahu waa ta'ala, which we should study in-depth in the qur'an and is strengthened in qs al-kahf: 18:109, thus, in qs an-nur: 24:26, it is felt that it can give birth to new mathematical http://creativecommons.org/licenses/by-nc/4.0/ mailto:nadyameldi@student.untan.ac.id mailto:sugiatno@fkip.untan.ac.id mailto:asep.nursangaji@fkip.untan.ac.id mailto:dede.suratman@fkip.untan.ac.id mailto:zubaidah.r@fkip.untan.ac.id mailto:hamdani.mikraj@fkip.untan.ac.id journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 90 ideas that have not been revealed to answer the needs of the development of science in the world of education. indonesia is one of the countries where the population is predominantly muslim. focusing on knowing the world of religious-based education in indonesia to date, understanding and practicing the qur'an has become an important icon, considering that the qur'an is a means of learning to believe in islam so that the qur'an is assumed to be contained in the cognitive structure. students. when students learn based on their scientific cognitive structure, they will receive knowledge comprehensively, in line with the influence of initial ability on mathematics learning outcomes (lestari, 2017, p.83-84). in addition, paying attention to the word of allah subhanahu wa ta'ala in q.s sad: 38: 29 and q.s al-qamar: 54:17 becomes a call to education implementers in teaching and learning, including mathematics, which implies that the teaching and learning process will be more straightforward if you move from the qur'an. the ease of learning has the potential to improve students' mathematical abilities. mathematics becomes a nightmare for many students and becomes the first subject that is considered difficult to learn (alper: 2011), reinforced by information obtained from the website (kemendikbud.go.id) stated that the results of the 2018 pisa study released by the oecd stated that mathematics ability in indonesia was ranked 72 out of 78 countries, indicating that students' initial understanding is not the central aspect that is considered in starting the teaching and learning process, resulting in ineffectiveness in the teaching and learning process of mathematics in indonesia (anonymous: 2018). based on teaching principles according to the national council of teacher mathematics [nctm] (2000) revealed that effective mathematics teaching requires an understanding of what students know and need to learn. however, this principle is not widely realized. this is supported by the results of interviews with the mathematics teacher of smait al-fityan kuburaya stated, the motivation to obtain mathematical concepts from the verses of the qur'an, which can be used as learning resources for islamic school students, is getting stronger. the development of mathematical concepts that are born from the qur'an will be realized in one verse that attracts attention, namely in qs an-nur: 24:26. the previous study found the concept of algebra. however, a brief study has seen from the snippet of the translation of q.s an-nur: 24:26 "good women for good men and good men for good women (too)...." indicates a mathematical concept that has not been revealed. this study was conducted by combining the analysis technique of the miles and huberman model with the mathematical modeling of blum and leib, moving on from pebriansyah's (2020) research which combines two analytical theories. on the other hand,in finding number structure or numerical analysis with mathematical calculations from the verse of the qur'an, according to yusufa (2014:350) uses mathematical calculation methods (numeric, alphabetical letters, and summation between digits. mathematical calculations can be aimed at letters, words, verses and surahs in the qur'an. in addition, abdussakir (2014) structures numbersof the number of letters hijaiyah by abdussakir (2014) and the theory pseudo concept according to vinner (in wibawa 2015: 41) says that the ability to think about the meaning of a relationship or the resulting concept is a pseudo conceptual mode of thinking. thiberghie and vince (2004) formulation of understanding of pseudo-concrete is generated based on the transition results of real objects or events and models of world theory.supporting theory as an attempt to explore the verse. based on the description of the background above, the question, what mathematical models and concepts are contained in q.s an-nur:24:26? so that what will be achieved in this study is to describe the modeling and mathematical concepts contained in q.s an-nur:24:26. ii. methods in line with the formulation of the problem, then the form of this research is library research with mathematical models and concepts contained in the qur'an in q.s an-nur:24:26 as the object of research. so, the data collection technique is in the form of documents, in the form of writings such as the qur'an and its translation, interpretation of the qur'an, and other literature. the data collection tool is a human instrument or researcher who examines data based on direct exploration results using the tafsir ibnu katsir application by muslim media. the analytical technique used is the miles and huberman model (in sugiyono 2018, p.337). this activity consists of a data reduction step related to the discussion of ibnu katsir's interpretation, presenting a numerical analysis of the essential words from the snippet of the verse of q.s an-nur: 24:26 that is needed and putting aside the unnecessary hijaiyah letters. then, the data display stage is presented in a narrative model in a table based on numerical analysis with an interpretation of the previous paragraph's discussion. furthermore, conclusion drawing and varication brief presents the results from beginning to end. seeing the scientist context discussed is mathematics, it is necessary to have a based theory so that blum and leib (2011, p.15-30) modeling is chosen with seven cycles of mathematical modeling, namely, constructing, structuring, and simplifying, mathematising, working mathematically, interpreting, validation, exposing. these seven modeling cycles are combined with miles and huberman's techniques. considering the object of research is the verse of the qur'an, it is necessary to have other supporting theories. in line with abdussakir, (2014, p.6), it is written in the rule of structure one, namely, mesmerizing a verse with a large number of hijaiyah letters that compose the verse. thus, considering the importance of a clear problem understanding about the situation to be modeled, it is necessary to have a pseudo-concrete thinking base in formulating mathematical modeling. the pseudo concrete theory (2015) is used when exploring verses to formulate keywords related to q.s an-nur:24:26 and in the analysis process table. journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 91 table i the combination of miles and huberman analysis techniques with blum and leiß . mathematical modeling theory analysis miles and huberman modelling blum dan leiß data reduction contructing data reduction structuring and simplying data reduction mathematising data reduction working matehematically data reduction interpreting data display validation conclusion /verification exposing iii. results and discussion a. resultas 1. data exploration results of al-qur'an verses relating to q.s an-nur: 24:26 in exploring qs an-nur: 24:26, it is deemed necessary to have a verse that supports qs an-nur: 24:26 to build a strong foundation in further analysis. therefore, based on the translation of q.s an-nur: 24:26, several aspects are obtained based on pseudo concrete thinking so that it raises keywords and verses related to qs an-nur: 24:26 as follows. tabel ii exploration of verses related to qs an-nur: 24:26 indication of the relationship of verse pieces keywords surah name, order of surah and ayat relationship or partner to someone (“to”) couple qs adz-dzariyat: 51:49 comparison of two objects (“good” and “evil”) more, big, and small 1. qs an-nisa: 4:3, 2. surah an-nisa: 4:34, 3. qs an-nisa: 4:40 installation according to the level of the partner. (“good for good” and “abominable for vile”) level surah al-baqarah: 2:228 2. the study of mathematical modeling in qs an-nur: 24:26 the study of mathematical modeling in qs an-nur: 24:26 was obtained by combining the analysis process with miles and huberman's analytical technique with blum and leiß's mathematical modeling theory (2011). this modeling study is obtained through the basis of pseudo concrete thinking and analysis of certain phrase pieces in qs an-nur: 24:26 which are formulated from numerical values (abdussakir: 2014, p.6). in identifying the mathematical model in qs annur: 24:26, it will separate the verse into word parts to be analyzed, focusing on the translation, which indicates the existence of a mathematical concept, presented as follows. (a) al-khabīṡātu (vile women) lil-khabīṡīna (for vile men); (b) wal-khabīṡụna (and vile men) lil-khabīṡāt (for vile (too) women); (c) waṭ-ṭayyibātu (and good women) liṭ-ṭayyibīna (for good men); tabel iii analysis of points a and c al-khabīṡātu lil-khabīṡīna and waṭ-ṭayyibātu liṭ-ṭayyibīna constructing 1. can the similarity also be seen from the number of letters that make up the words? 2. do these statements form relations and functions? structuring and simplying point a al-khabīṡātu(alif, lâm, khâ, bâ, yâ, tsâ, tâ) →number of hijaiyah letters = 7 lil-khabīṡīna(lâm,lâm,khâ, bâ, yâ, tsâ, yâ, nûn) = 8 point a does not change because there are no conjunctions included. before (point c): waṭ-ṭayyibātu (wâw, alif, lâm, thô, yâ, bâ, tâ) = 7 liṭ-ṭayyibīna (lâm, lâm, thô, yâ, bâ, yâ, nûn)= 7 after (point c): aṭ-ṭayyibātu (alif, lâm, thô, yâ, bâ, tâ) = 6 at-ṭayyibīna (alif, lâm, thô, yâ, bâ, yâ, nûn)= 7 mathematising al-khabīṡātu lil-khabīṡīna → al-khabīṡātu lam al-khabīṡīna violent women for vile men then: 7 paired with 8 waṭ-ṭayyibātu liṭ-ṭayyibīna → waw aṭṭayyibātu lam aṭ-ṭayyibīna and good women for good men then: 6 paired with 7 working mathematically point a violent women = a = -7 violent men = b = -8 if a is worth -7 paired with b so, b is worth -8. then b= -7+(-1)=-8 point b good women = a = 6 good boy = b = 7 so, b = 6+1=7 assuming women and men always get a partner, then f:x→y with the function formula f(x)=x+1, x . based on q.s an-nisa: 4:43 it is assumed that women (plural: from 1 to 4) (x) can be paired with one man (y) so that it is defined : the value of good or bad from female to , and with based on q,s an-nisa: 4:43 then : the man who is the partner of the woman. with, as much as , with then formulated: with with with as many as pieces, and so obtained 2 cases, namely: journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 92 1. with and bijective 2. , with, with and with as many as pieces, and surjective interpreting based on qs an-nisa: 4:40, this number arrangement is generalized into a collection of real numbers that can represent even the smallest number from the level of human morality so that the context validation the supporting verse is qs al-baqarah: 2:228 and qs annisa: 4:34, qs adzdzariyat: 51:49, qs al-lahab: 111:1-5, examples of pairs of good women and good men in rasulullah shalallahu alaihi wa sallam and khadijah (source: tafsir ibn kathir (an-nur: 24:26)), and qs annisa: 4: 40 exposing 1. with injective and surjective, then is bijective. 2. is surjective function with with and with as many as pieces and tabel iv analysis of points b and d related to points a and c a. al-khabīṡātu lil-khabīṡīna b. wal-khabīṡụna lil-khabīṡāt c. waṭ-ṭayyibātu liṭ-ṭayyibīna d. waṭ-ṭayyibụna liṭ-ṭayyibāt construction 1. is the opposite seen in the number of letters that make up the part of the word? 2. will it form an inverse function? structuring and simplying point b al-khabīṡụna (alif, lâm, khâ, bâ, yâ, tsâ, wâw, nûn)→ number of hijaiyah letters = 8 lil-khabīṡāt (lâm, lâm, khâ, bâ, yâ, tsâ, tâ )= 7 point d aṭ-ṭayyibụna (alif, lâm, thô, yâ, bâ, wâw, nûn)= 7 liṭ-ṭayyibāt (lâm, lâm, thô, yâ, bâ, tâ) = 6 mathematising wal-khabīṡụna lil-khabīṡāt → waw al-khabna lam al-khabīṡāt, then 8 is paired with 7 waṭ-ṭayyibụna liṭ-ṭayyibāt → waw aṭ-ṭayyibāna lam aṭ-ṭayyibāt, then 7 is paired with 6 working matehematically violent men = p=-8 violent women = q =-7 then q= -8-(-1)=-7 good boy = p = 7 good women = q = 6 so, q = 7-1=6 in this case, assuming women and men always get a partner, it can be written in the form of a function g:x→ywith the function formula g(x)=x-1, x . based on qs an-nisa: 4:43 it is assumed that men (x) can be paired with women (plural: from 1 to 4) (y) so that it is de : the value of good or bad from male to i, j : the woman who is the partner of the man. with, as much as , j with , then and . it is formulated that and with then and with as many as pieces, i and so obtained 2 cases, namely: 1. with , , bijective 2. it only qualifies relation and not function because each domain element has more than one pair in the codomain. review on the analysis table points a and c it was found that it is bijective and (surah an-nisa: 4:40) after being tested, it fulfills that and are mutually inverse. with and and with interpreting interpretation of inverse and can be presented in the following figure validation if then . for example and then, → for then then exposing then and , then will be mutually inverse with tabel v analysis of point a against b and point c against d a. al-khabīṡātu lil-khabīṡīna b. wal-khabīṡụna lil-khabīṡāt c. waṭ-ṭayyibātu liṭ-ṭayyibīna d. waṭ-ṭayyibụna liṭ-ṭayyibāt constructing can the opposite value also be seen from the number of letters that make up the parts of the words? will it form the concept of mirroring? structuring and simplying the following example is obtained a. violent women = 7 violent boy = 8 b. violent boy = 8 journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 93 violent women = 7 c. nice women = 6 good boy = 7 d. good boy = 7 nice women = 6 mathematising point a: al-khabīṡātu lil-khabīṡīna → alkhabīṡātu lam al-khabna, then 7 is paired with 8, if written in ordered pairs then (7,8) point b : wal-khabīṡụna lil-khabīṡāt → waw alkhabīṡụna lam al-khabīṡāt, then 8 is paired with 7→ (8,7) point c: waṭ-ṭayyibātu liṭ-ṭayyibīna → waw aṭṭayyibātu lam aṭ-ṭayyibīna, then 6 is paired with 7→ (6,7) point d: waṭ-ṭayyibụna liṭ-ṭayyibāt → waw aṭṭayyibāna lam aṭ-ṭayyibāt, then 7 is paired with 6→ (7,6) working mathematically relationship a and b a(7,8) → a ( ) and for b(8,7) → b ( ) judging from the similarities, namely: = and assumption there is a principle of reflection, namely: reflect the result and reflect the result proof :determine the distance between points a and b since, the distance a from the mirror = the distance b from the mirror, then, the distance of the point to the mirror = distance a from the mirror (c) (equation i) distance b to mirror (c) (equation ii) elimination of equations i and ii gives x=y relationship c and d in the same way produce the equation x=y.thus, it is obtained that a and b and c and d mirror each other on the line x=y interpreting we get, a(7,8), b(8,7), c(6,7), d(7,6), f: x+1,, i: x=y, and g:x+1 validation the point a(7, 8) is reflected on the line y=x producing the image a'(8, 7), written as, in the same way, the point p(6, 7) is reflected on the line y=x to produce the image p'(7, 6) exposing if a(7,8) then b=a'(8,7) and if p(6,7) then q=p'(7,6) if the point a(x, y) is reflected on the line y= x, it produces an image a'(y, x) 3. study of some mathematical concepts in qs an-nur: 24:26 this concept study is obtained through the analysis of certain phrase pieces in qs an-nur: 24:26 in the table above to find mathematical concepts. a. points a and c the concept of a function with a pairing relation is obtained which comes from the word "lâm" which means "to" which is defined in this analysis in the form of a pair/paired. so, forming the function f:x→y with function formula with and is bijective. is a surjective function with with and with as many as pieces and b. points b and d related to points a and c based on table 4 shows the concept of an inverse function. if, a man will be paired with a woman (x) which forms a bijective function if with and will only inverse each other with bijective function with and c. point a against b and point c against d based on table 5 shows the concept of reflection. in q.s an-nur: 24:26, it explains to humanity that allah will pair men or women according to their partner's reflection, which in this case can be adapted like an object reflected on the y = x line. so it is obtained that if the point a(x,y) is reflected on the line y= x, it produces an image a'(y, x). b. discussions 1. mathematical modeling based on the analysis table, so that the discussion of each stage is as follows. (1) constructing, in table 3-5 will formulate a statement and a question; (2) structuring and simplifying, in table 3-5 reducing conjunctions so that the primary word is obtained, it is done by not taking into account the word "for" (lâm) is a conjunction that states a relationship, a partner, and the word "and" (wâw) is a word connect. in addition, it will number the number of hijaiyah letters from the summed base word to represent the numerical value of each phrase fragment; (3) mathematising, in table 3-5 represents conjunctions, namely relations by assuming that the word "for" means "paired" and "waw" (and) is ruled out because it only functions as a liaison between clause and clause. thus, a mathematical statement is obtained. in table 5 it is presented in the form of ordered journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 94 pairs; (4) working mathematically, in tables 3 and 4 analyze based on indications of two different morals, namely vile and sound, so that in formulating mathematical equations, it is adjusted back to conditions. thus, an example is obtained that the number of letters in the installation of "evil" will be negative, expressed in the form of negative integers, during the installation of "good" in the form of positive integers. the example is based on the scope of the discussion, namely numbers that will form mathematical equations that form functions. then it will be categorized according to the type of function. based on so in the formulation of mathematical equations adjusted back to the conditions. thus, an example is obtained that the number of letters in the installation of "evil" will be negative, expressed in the form of negative integers, during the installation of "good" in positive integers. the example is based on the scope of the discussion, namely numbers that will form mathematical equations that form functions. then it will be categorized according to the type of function. based on so in the formulation of mathematical equations adjusted back to the conditions. thus, an example is obtained that the number of letters in the installation of "evil" will be negative, expressed in the form of negative integers, during the installation of "good" in the form of positive integers. the example is based on the scope of the discussion, namely numbers that will form mathematical equations that form functions. then it will be categorized according to the type of function. the example is based on the scope of the discussion, namely numbers that will form mathematical equations that form functions. then it will be categorized according to the type of function. the example is based on the scope of the discussion, namely numbers that will form mathematical equations that form functions. then it will be categorized according to the type of function and based on q.s an-nisa: 4:43, so that the formula for the function relevant to real conditions is formulated. meanwhile, in table 5, there are indications of reflection. the calculation begins by finding the distance between two points (point and image point) so that the distance between the point and the mirror and the image point with the mirror is obtained. based on these results, look for the equation of the mirror line from that point with the equation obtained from a distance between the two points so that the equation of the line y=x; (5)interpreting, in table 3 the interpretation is carried out on the process of generalizing the condition of the function according to q.s an-nisa: 4:40 so that the scope of the discussion becomes and is represented in graphical form as in tables 4 and 5; (6) validation, in table 3 is carried out by strengthening the verse that supports q.s an-nur: 24:26, for table 4 validation is carried out by testing the two inverse functions, while table 5 is validated by substituting the known value in the formula for mirroring the axis y=x; (7) exposing, in table 3-5 describes the general conclusions and answers from the problem formulation at the constructing stage r. 2. math concepts a. points a and c the concept of one-to-one (bijective) and surjective functions based on word indications in the translation which can be interpreted as a relationship between objects written on the letter "lam" which means "to" in this case, is assumed to be a pair. two sets were found, following up on the existence of two sets connected by relation, and after reviewing that each object has a pair from the two sets, it forms a bijective and surjective function according to the case. b. points b and d related to points a and c the concept of an inverse function is obtained based on the numerical relationship at points b and d with points a and c. given that points b and d are bijective functions with and a and c are also bijective, we get based on their numerical and the relation of the words in the translation. it is indicated that there is an inverse for each element and . as well as numerical values that are opposite to each other, it is obtained based on mathematical calculations that, in fact, and are inverses of each other then if then . c. point a against b and point c against d the concept of reflection is obtained based on the numerical relationship in the analysis of points a to b and points c to d. from the numerical point of view, the ordered pairs of points a to b have inverses to form = and = . based on the concept of reflection in the table above, the distance a(7,8) to y=x is the same as the distance b(8,7) to y=x in the table, so that based on the definition of reflection, b is a' (image point of a). thus, describing the concept of reflection of a point on the line y=x. iv. conclusion based on the results and discussion, the conclusions of this study will answer two problem formulations, namely modeling and mathematical concepts in qs an-nur: 24:26. mathematical modeling points a and c that is, which contains the concept of a bijective function and with and with contains the concept of a surjective function with and with as many as piece, and . for paragraph sections b and d related to points a and c, with and and for another case in the snippet of this verse, namely, if a man can have a partner between 1-4 women so that, based on the definition of the function, in this case, it is not fulfilled meaning it is not a function. if the relationship is reviewed . thus, then and will be mutually inverse with thus, containing the concept journal of education, teaching, and learning volume 7 number 1 march 2022. page 89-95 p-issn: 2477-5924 e-issn: 2477-8478 95 of an inverse function then the four sentences explain that women and men will be paired according to themselves (mirror). describing the reflection of the line y=x, so that the mathematical model is found, namely so that the problem contains the concept of mirroring the line y=x finally, it is suggested several things, namely the discussion of research can be developed more broadly by considering the exceptions to certain events in qs an-nur: 24:26 with other verses that support it. furthermore, it is expected to master the sciences that can help the process of studying mathematics and mathematizing the qur'an. in addition, this research can be developed as a teaching material that can be used for islamic school students. references abdussakir. 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(2014). mukjizat matematis dalam al-qur’an : kritik wacana dengan pendekatan sains dan budaya. jurnal hermeunetik, 8, 343-368. https://doi.org/10.18533/journal.v6%20i6.1192 http://kemendikbud.go.id/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 170-176 p-issn: 2477-5924e-issn: 2477-4878 170 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. feedback effectiveness attributional modification schunk model for improvement of academic self-efficacy primary school students in math lesson asrori university tanjungpura, kalimantan barat, indonesia e-mail: asroriuntan@yahoo.com abstract. this experimental study examines the effect of schunk model's attributional feedback to improve academic selfefficacy of elementary school underachievers and low achievers in mathematics. the hypothesis that student who receives an attributional feedback, either oral or written, both get higher scores on self-efficacy and mathematics achievement than control group was examined. the elementary students' grade iii and iv whose mathematics reviews their achievements were below average grade was involved as a research subject. with the random procedure, the subjects were assigned to one of three groups: (1) oral attributional feedback, (2) written attributional feedback, (3) reinforcement feedback and (4) no treatment. profile analysis indicates that oral feedback and reinforcement attributional more effective to increase of mathematics self-efficacy and students' achievement than written. analysis of variance with least significant difference indicates that students who receive either oral or written feedback attributional got higher scores on mathematics selfefficacy and achievement than the control group. furthermore, factorial design analysis indicates that attributional feedback, either oral or written, was more effective than low achievers to underachievers. keywords: attributional feedback, self-efficacy, underachievers, low achievers i. introduction the phenomenon is commonly found in school since elementary that in general, the students feel mathematics as a difficult subject, annoying, boring, uninteresting, or even frightening. consequently, mathematics achievement for most students become not encouraging or lower. if the un benchmarked student achievement, it is generally the value of un students on math lesson too low. a further result, not a few students who looked like did not have the self-confidence (self-confidence), indicating high anxiety, lack of motivation which is nice, and do not have efficacy for themselves (selfefficacy) when facing a repeat or a test on lesson mathematics (asrori, 2008). it has been many efforts have been made to improve the academic self-efficacy and student achievement was less successful in math. however, a systematic intervention based on the concepts and recent findings presumably still relatively rare in research reports are set in our schools. in fact, recent developments, in fact, there are several potential research findings to support the realization of systematic interventions. the findings of this research, in general, can be seen on the research theme motivational intervention (elliot and dweck, 2006; dweck, 2008). the literature review showed that one of the cutting-edge intervention that a lot of attention is "attributional intervention (attributional intervention)" (wittrock, 2006). interventions by berk (2009) is applied it is proven to generate progress towards the expected (forsteling, 2006), particularly in the areas of academic achievement (weiner, 2002) and more specifically in the increased efficacy of self-academic and student achievement were less successful (berk, 2009; gredler, 2002; dweck, 2006, shunck, 2002; shunck et al., 2007). attributional interventions were found in several studies during this conceptual basis that rests on attributional analysis (weiner, 2002; forsteling, 2006). this attributional analysis states that if the student after obtaining low learning outcomes will be desperate or his motivation will be maintained depends on the assumption (attribution) the students about the cause of the low learning results. students will be desperate if a low hooking the study results with its ability (attribution capability); otherwise the motivation will be maintained if the low learning outcomes attributable to a lack of effort (weiner, 2002). thus attributional analysis was supported by many research findings (juvonnen, 2008; weiner, 2000; 2002; 2003). this analysis underlying attributional program (berk, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 170-176 p-issn: 2477-5924e-issn: 2477-4878 171 2009) found that in its application for variation, one of which is developed by shunck (2002). the purpose of this study was to test the effectiveness of attributional feedback shunck model (2002) with certain modifications and expansion to increase academic selfefficacy and learning achievement student achievement and student achievement-low-less in mathematics in elementary school. modifications made in this study are as follows: first, the type of attributional feedback provided to the subject of research (primary students). if the model schunk (2002) separates the attributional feedback on the results of the past (past achievement) and results (future achievement), then in research feedback given to two results at once. furthermore, if the model is shunk only use verbal feedback while it was still in the form of recommendation written feedback only (gredler, 2002), then in this study apply oral and written feedback. second, the background (setting) extended treatment. if the model shunck (2002) to apply its intervention on the background of a laboratory so it is unclear whether the same efficacy was also observed in an actual classroom setting, in this study the use of the treatment in the actual teachinglearning process in the classroom. third, if the model schunk intervention attributional given to students who are not successful (dweck, 2006) without sorting through these students in terms of the capacity of intelligence, namely underachievers and low achievers, so in this study to sharpen the effectiveness of feedback attributional by sorting the two groups the. with some modifications, as development in this study, it is becoming increasingly visible importance or primacy of the research plan is because the results of this study will be able to offer an intervention attributional more comprehensive and original in order to improve the efficacy of self-academic and student achievement elementary school that had been having not been developed on the background of school in indonesia. thus, it will contribute to the development of science, education discipline, and provide guidance to the innovation in the practice of elementary students. while the self-efficacy variables were included in the study developed the theory of "self-efficacy" proposed by albert bandura (2007; 2006). the academic self-efficacy, especially in mathematics for elementary school students are the focus of development in this study were drawn from the concept of "mathematics self-efficacy," developed by betz and hackett (2003). self-efficacy (self-efficacy) is a person's belief that he is capable of displaying behaviours required to achieve the desired goals (bandura, 2007; 2006). self-efficacy contains two dimensions: (1) efficacy expectancy that is a person's belief that he is capable of displaying certain behaviors that are required to achieve a particular purpose; and (2) the outcome expectancy that one's belief that the behavior shown it can deliver to the achievement of the desired goals (bandura, 2006; sanna, 2002). self-efficacy on a person has an important influence on the patterns of thinking, effective, and behavior (ryckman, et al., 2002). self-efficacy was included in this study as: "self-efficacy affect choice, initiation, effort, persistence, and hence the performance level of accomplishment" (bandura, 2006: 194). it also means that self-efficacy may influence confidence, perseverance, and hard work of elementary school students in learning mathematics. moreover, "... efficacy expectations are a major determinant of people's choice of activities, how much effort they will expend, and how long they will sustain the effort in dealing with the stressful situation" (bandura, 2006: 194; sanna, 2002). the above statement has been proven in many of the findings of previous studies, such as self-efficacy influence on academic performance in math (betz & hackett, 2003); consideration of career and career decision-making capacity (post-kammer & smith, 2005); academic business, academic perseverance and academic performance (bores-rangel et al., 2000; church et al., 2002; multon & brown, 2003). the findings of this study reinforce the importance of self-efficacy were included in this study to be developed through attributional oral and written feedback. an important research question to be raised is: "is the elementary students who obtained oral and written feedback attributional will increase academic self-efficacy and interpretation of study in mathematics? which of the spoken and written feedback was more effective to increase academic self-efficacy and interpretation of elementary student learning in mathematics? which among the group of underachievers (student-achievement-low) and low achievers (studentachievement-less) that further increased the efficacy of selfacademic and interpretation of study in mathematics if given feedback verbally and in writing? "based on the research questions, then the hypothesis tested in this study is: "students who earn attributional oral and written feedback will show self-efficacy and mathematics achievement higher than students who did not receive treatment. attributional oral and written feedback showed no significant difference in effectiveness. attributional oral and written feedback will be effectively imposed on the group of underachievers than low achievers. "the study involved students of class iii and iv sd by taking the mathematics courses for elementary school-age children around the classroom is a vulnerable time for the development of motivation to learn mathematics; as confirmed by tankersley (2003): "fear of math is learned somewhere around the 4th grade". in addition, reconstruction of attribution at this age is more effective than the previous age (berk, 2009) because in previous years are still having difficulty to effective the cognition in an effort attribution. ii. method in this section presented important methodological aspects used in this study are: the study design; the subject of research, experimental procedures, research instruments, and data analysis techniques. journal of education, teaching and learning volume 2 no 2 september 2017. page number 170-176 p-issn: 2477-5924e-issn: 2477-4878 172 a. study design to test the effect of independent variables on vari¬abel bound, especially testing the effectiveness of a treatment to target behaviour, the most suitable research is experimental peneli¬tian (tuckman, 2008; goldman, 2008; kirk, 2002; cozby, 2005; heppner, 2002). therefore, this peneli¬tian which aims to test keefek¬tivan schunk model attributional feedback to improve students' academic self-efficacy in the elementary math lesson, conducted by using the experimental method. the experimental method used here is a quasiexperimental or quasi-experimental design with "pretestposttest-control group design". with this design, in this study there were three experimental groups and one control group: (1) the experimental group feedback attributional oral, (2) the experimental group feedback attributional writing, (3) the experimental group feedback attributional reinforcement (reinforcement), and (4 ) as the control group shown in table 1. table i experimental design group pretest treatment posttest experiment 1 (feedback attributional oral) t1 xa t2 experiment 2 (feedback attributional posts) t1 xb t2 experiment 3 (feedback attributional confirmation) t1 xc t2 control (without treatment) t1 t2 b. research subjects the study included 100 students of class iii and iv of sd muhammadiyah learn math achievement is below the average class. to identify underachievers and low achievers performed with the following procedure. first, to 100 students study subjects plus 20 third-grade students and 20 students of class v that academic achievement is equal to or higher than the average class given iq tests by using the tool wishler intelligence scale for children-revised (wisc-r). second, set the average value of the wisc-r each class, from a score of wisc-r 20 students whose academic achievement is equal to or higher than the average class coupled with 20 students study subjects that academic achievement is below average class. in this way, the average value of iq test results using the wisc-r can represent student academic achievement below, equal to, and above the average class. third, from 100 students in the subject of the study was classified as a studentachievement-low (underachievers) if the value of the wiscr test results is equal to or above the average value of the wisc-r were obtained by the students in his class. the research subjects were classified as student-achievementless (low achievers) is the remainder of the subject of research that goes into the classification studentachievement-low (underachievers). the subject of research, amounting to 100 students, randomly by lottery technique is divided evenly into three experimental groups and one control group. thus, each group had 25 students. c. experiments procedure steps experiments in this study using a procedure developed by mohammad hatip (1996). experiments carried out by providing the treatment of research subjects who were in the experimental group, the experimental group feedback either orally, in writing, as well as reinforcement. the treatment is done through two meetings. at the first meeting, feedback attributional focused on results in the future (future achievement attribution), for example, by telling the students (for feedback orally) or write on the answer sheet students (for feedback writing) the words: "you can run a job this if you want to try harder "and the like when the students do math problems in class. at the second meeting, feedback attributional focused on the results of the past (past achievement attribution), for example, by telling the students (for feedback orally) or write on the answer sheet students (for feedback writing) the words: "you have been trying in earnest "and the like by the time students finish their homework and also when students work on math problems in class. the time interval between the first meeting with the second meeting on sunday. d. research instruments there are three instruments used in this study, that intelligence test wisc-r, inventory of self-efficacy and mathematics achievement test. 1) wisc-r intelligence test. this test includes two sub battery tests: verbal and action. the oral test consists of six subs, namely information, similarities, arithmetic, vocabulary, comprehension, and a sequence of numbers. the test also measures consists of six sub, which completes the picture, puzzle, cube design, assemble objects, coding, and garden astray. wisc-r intelligence test used in the study using an instrument adapted by the foundation for educational guidance center bandung. 2) self-efficacy inventory. this instrument adapted from the mathematics self-efficacy inventory developed by betz and hackett (1993) which has been tested beforehand. this inventory has 50 items covering two aspects of the efficacy and outcome expectancy 30 items 30 items that have been tested reliability. cronbach alpha test showed a high level of reliability, the efficacy, and outcome expectancy .845 .870. this means qualified to be used as a data collection tool in this study. 3) learning outcomes matematika.tes test consists of 30 questions tests for each class that has been tested in advance to determine the level of difficulty and reliability. this test questions difficulty level ranges from 0.29 up to 0.70. alpha test cronbach show the reliability coefficient 0,692 for the tests for students 0.721 for class iii and class iv. e. data analysis to determine the profile of academic self-efficacy and student achievement in mathematics were analyzed by finding the percentage of the actual score of the ideal maximum score based on the normal curve. data pretest and post¬test of four groups (experimental and control) analyses with variance journal of education, teaching and learning volume 2 no 2 september 2017. page number 170-176 p-issn: 2477-5924e-issn: 2477-4878 173 analysis followed by least significant differences test to see multi comparison significance between groups. as for testing the effectiveness of each comparison feedback on student groups-low-achievers (underachievers) and student-lessachievers (low achievers) performed factorial analysis (minium, 1998; kerlinger, 1993). prog¬ram menganali¬sisnya using spss for ms windows. iii. result and discussion profile analysis conducted to determine the profile of academic self-efficacy in mathematics obtained the results as shown in table 2. table ii profit academic self-efficacy students before and after getting feedback attributional group x ideal pretest posttest xactual rate xactual level a. feedback oral b. feedback posts c. feedback strengthening of d. controls 12000 12000 12000 12000 5040 4800 5280 4560 42% (s) 40% (s) 44% (s) 38% (r) 8760 5760 8400 5520 73% (t) 48% (s) 70% (t) 46% (s) description: (t) = high; (s) = average table 2 shows that the efficacy of self-students before getting treatment all of them are in the category of "moderate", either the experimental group or the control group, apparently, after receiving treatment feedback attributional either orally, in writing, as well as strengthening, it showed an increase varied. the group of students who receive treatment and strengthening oral attributional feedback showed significant improvement because it can achieve "high". while students who receive treatment attributional feedback posts and are not getting the treatment did not show an increase because that would still be in the category of "medium". the profile analyzes the results of student achievement in the elementary mathematics lesson as listed in table 3. table iii profit mathematics learning achievement before and after getting feedback attributional group  cases mean pretest meanposttest feedback a.oral 25 55.036 67.047 b.feedback posts 25 53.375 55.021 c. feedback reinforcement 25 51.623 64.032 d. controls 25 50.142 52.034 entire group 100 52.544 59.533 table 3 was also demonstrated that oral attributional feedback and reinforcement is more effective influence on improving student achievement than the feedback given in writing or no feedback at all. this is evident from the increase in pretest scores obtained by students in each treatment group to score posttest. analysis of variance to determine the significance of the differences between the four groups, the treatment group attributional feedback (oral, written, and reinforcement) and a control group (no treatment is given) to increase students' academic self-efficacy is as indicated in table 4. in the table that shows that there are significant differences between the four groups. it appears from the production of f = 3.702 and significant at p <0.05. table iv results of analysis of variance for academic self-efficacy source db number square squares mean f ratio f prob inter-group 3 1187.532 387.871 3.702 0.016 in group 96 8682.309 112.309 total 99 9764.867 from the analysis of variance was then followed with the least significant differences test to determine the ratio between groups simultaneously (multicomparison). the results of the analysis as shown in table 5. table v test results multikomparasi the least significant differences attributional feedback to the student academic self-efficacy mean group (1) (2) (3) (4) 36.105 oral feedback (1) * 26.437 feedback writing ( 2) * 35.557 feedback reinforcement (3) * 26.021 control (4) (*) p <0.05 table 5 shows that there were significant differences in the groups (1) oral attributional feedback control; (2) strengthening the attributional feedback control; and (3) writing with reinforcement feedback so that it can be understood also that the group of students who received verbal feedback and reinforcement attributional significantly higher efficacy than that-he was not given treatment (control). analysis of variance to determine the significance of the differences between the four groups, the treatment group attributional feedback (oral, written, and reinforcement) and a control group (no treatment is given) to increase student achievement in mathematics lesson is as shown in table 6. in the table below shows that there are significant differences between the four groups. it appears from the production of f = 3.651 and significant at p <0.05. table vi results of analysis of variance for achievement source db number square squares mean f ratio f prob inter-group 3 746.420 301.019 3.651 0.041 in group 96 6731.204 98.010 total 99 7320.8731 from the results of the analysis of variance followed by a least significant test differences between groups to compare simultaneously (multicomparison). the results of the analysis as shown in table 7. journal of education, teaching and learning volume 2 no 2 september 2017. page number 170-176 p-issn: 2477-5924e-issn: 2477-4878 174 table vii test results multikomparasi the least significant differences attributional feedback on student achievement mean group (1) (2) (3) (4) 36.105 oral feedback (1) * 26.437 feedback writing (2) * 35.557 feedback strengthening (3) * 26.021 control (4) (*) p <0.05 table 7 shows the significance of differences in the effectiveness of their consistency attributional feedback such as when performed on self-efficacy variables namely the groups (1) feedback attributional spoken with controls; (2) strengthening the attributional feedback control; and (3) writing with reinforcement feedback so that it can be understood also that the group of students who received verbal feedback and reinforcement attributional significantly higher academic achievement than those given no treatment (control). furthermore, the results of the factorial analysis that compared the efficacy of self-low achieving students (underachievers) with student-achievement-less (low achievers) as listed in table 8. table viii analysis of self-efficacy factorization student-achievement-low and learner and achievement-less source db number square mean squares f ratio f prob main effect 2 796.690 378.812 2.031 0.110 group 1 120.281 120.281 0.876 0.402 category 1 701.099 701.099 6.012 0.045 interaction two line 1 91.076 91.076 0.698 0.467 group category 1 91.076 91.076 0.698 0.467 table 8 above shows that the price of the f significant at p <0.05 is located on the main effect of the category of lowachieving students (f = 6.012 significant at 0.045 <0.05). while the main effect of the treatment group oral and written feedback was not significant (f = 0.876), as well as their interaction effect was also not significant (f = 0.698). thus, the hypothesis that the low-achieving students after receiving treatment then their self-efficacy will be higher than the student-achievement-less evident in this study. finally, the results of the factorial analysis that compares student achievement-low-achievers (underachievers) with student-achievement-less (low achievers) as listed in table 9. table 9 above shows that the price of the f significant at p <0.05 was located on the main effect of the category of lowachieving students (f = 7.010 significant at 0.021 <0.05). while the main effect of the treatment group oral and written feedback was not significant (f = 0.103), as well as their interaction effect was also not significant (f = 0.989). thus, it turns out to low-achieving students after receiving the treatment will be higher academic achievement than studentachievement-less. table ix results of the factorial analysis student achievementoutstanding-low and student-achievement-less source db number square meansqua res f ratio f prob main effect 2 467.690 237.610 3.217 0.069 group 1 0.613 0.613 0.103 0.967 category 1 412.220 412.220 7.010 0.021 interactions two line 1 69.098 69.098 0.989 0.386 group category 1 69.098 69.098 0.989 0.386 the findings of this study indicate that oral attributional feedback and reinforcement proved effective to improve students' academic self-efficacy and mathematics achievement, feedback while writing less effective. evidence of this can be attributed to the concept of "perceptual mood" of richardson and margulis (1981) which is in each individual when faced with a phenomenon or communicate with other individuals. richardson and margulis suggest there are four types of "perceptual mood", namely: visual, auditive, feeling, and sensing. for those students who are the visual type, then he will be perceiving something through the senses of vision (reading). for students who auditive types are more likely to perceive something through hearing. for students feeling types tend to be easier to perceive something through touches feelings. meanwhile, for students who are the type of sense tends to be easier to perceive things through bodily touches (gesture). because the study was conducted on elementary school students grades iii and iv are still relatively low grade, then psychologically, according to richardson and margulis (1982) they will tend to more easily respond to feedback attributional given by the teacher through the words he heard from teachers ( attributional verbal feedback), touches bodily or "sensing" and touches the feelings or "feeling" as a reinforcement for her (attributional feedback gains) rather than having to read the attributional feedback provided through writing. the reality on the ground, often if the student's classes got a letter from the teacher (whether it contains announcements, newsletters, appeals, and the like) they tend to give their parents to read it rather than read it yourself. seen in this light, it becomes very plausible and relevant if it turns out the findings of this study indicate that writing is not effective attributional feedback. the findings of this study are relevant to and corroborated by the findings of earlier as was done by manning (1988) when he was doing a behavior modification through cognitive interventions to students of class i to ii; hurley research findings and dobson (1991) when doing research to develop personal types of children in grade i to iv in particular on the behavior of helping others. the study also found that attributional feedback orally, in writing, as well as more effective reinforcement to increase academic self-efficacy and learning achievement in lowperforming students (underachievers) rather than studentachievement-less (low achievers). it also can be understood as low-achieving students (underachievers) was actually basically has good potential. however, due to various factors (eg: the management of learning that is not interesting, the journal of education, teaching and learning volume 2 no 2 september 2017. page number 170-176 p-issn: 2477-5924e-issn: 2477-4878 175 subject matter is less variable, or how teachers teach boring, etc.) cause they can not realize its potential it became apparent ability in the form of academic achievement. this phenomenon may be referred, for example, in a study yaumil agoes end (herrera, 2000) which mentions that 30% of high school students who have the ability and high intelligence but low achievement. research herrera, et al. in 1996 were made to the junior high school students in west java, east java, lampung, and west kalimantan also reveal 20% of junior high school students who have the ability and high intelligence but low achievement. as well as research herrera, et al. in 1997 conducted on elementary school students also reveals 22% of elementary school students who have the ability and high intelligence but low performance (herrera, 2000). thus, low-achieving students (underachievers) were, in fact, students of high levels. therefore, if in this study after getting treatment using attributional feedback later academic self-efficacy and academic achievement increases are relevant to the findings of previous studies. as affirmed in the findings of earlier that students who have high ability will tend to have efficacy for self-academic high and in turn can lead to the achievement of the learning achievement of high (sanna, 1992; betz & hackett, 1993; post-kammer & smith, 1985; ross et al., 1985; bores-rangel et al., 1990; church et al., 1992; multon & brown, 1993). as for the studentachievement-less (low achievers) proved ineffective attributional feedback for the student group were truly among the potential possessed by the achievements obtained by equally low. iv. conclusion based on the results of research and discussion, can be drawn the conclusion that: (1) an effective attributional feedback to improve students' academic self-efficacy in mathematics is an oral attributional feedback and reinforcement; (2) the effectiveness of the same was true when made to improve mathematics achievement; (3) attributional feedback posts are not effective for improving self-efficacy of academic and student achievement in mathematics lesson; (4) when viewed from a group of students, the oral and strengthening attributional feedback it is more effective to group-low achieving students (underachievers) rather than student-achievement-less (low achievers). on the basis of the conclusion, it can be proposed a number of suggestions, namely: (1) as an effort to overcome the low self-efficacy or lack of self-confidence of elementary students when faced with mathematics and to improve mathematics learning achievement of elementary students, teachers need to apply this oral and oral attributional feedback in the teachinglearning process because in addition to being proven effective, its application is also not difficult; (2) because this research is only applied in grade iii and iv elementary school, although there is an opinion that for low class still have difficulty for intervention attributional, but there need to be further research by involving students of class i and ii so that the low selfefficacy of students when faced with mathematics subject can be intervened and prevented as early as possible. references allan, w. 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(2003). “teaching math their way.” educational leadership, 50, 12-13. tuckman, bw (2008). conducting educational research. new york: har¬court brace javanovich, inc. weiner, b. (2000). “history of motivational research in education.” journal of educational psychology, 82, 416-622. weiner, b. (2002) “motivation.” dalam marvin c. alkin (ed.), encyclopedia of educational research, 3, 860-865. weiner, b. (2003). “some methodological pitfalls in attributional research.” journal of educational psychology, 75, 530-543. weiner, b. (2008). “attribution theory and attribution therapy.” some theoretical observation and suggestions.” british journal of clinical psychology, 27, 93-104. wittrock, mc (2006). “students' thought processes.” handbook of research on teaching, new york: macmillan. journal of education, teaching and learning volume 2 number 1 march 2017. page 42-46 p-issn: 2477-5924 e-issn: 2477-4878 42 dayak and their daily life hamid darmadi ikip pgri pontianak, pontianak, indonesia e-mail: hamiddarmadi@gmail.com abstract. this article titled "dayak and daily life" this paper aims to reveal the dayak and in their daily life. dayak is a native of borneo has its own characteristics. dayak, divided into 405 sub-sub clans [1]. each sub dayak both indonesia and malaysia are identical. dayak customs and culture comes from the word "power" which means upstream, to refer to people who live in inland areas or in the interior of borneo. in the arsenal of art and culture, dayak has many similarities such as; saber, chopsticks, beliong, betang, cupai, renjung, empajang and others. dayak indigenous religion is kaharingan which is the original religion born of the cultural ancestors of the dayaks. most of the dayak people still adhere to the belief of the existence of unseen objects in certain places such as rocks, large trees, planting gardens in the forest, lakes, pools, and others are believed to have "magical powers". daily life of the dayaks in general farming, farming. when will open farming land, farming they held ritual. keywords: dayak; daily life; borneo i. introduction dayak is a term for natives of the island of borneo. borneo island is divided by region administrative governing each region consisting of: the capital city of samarinda in east kalimantan, south kalimantan capital banjarmasin, the capital of central kalimantan palangkaraya, and west kalimantan capital pontianak, the capital city of north kalimantan tanjung selor. dayak tribes, divided into 405 sub-tribes [1]. each of the sub-tribe has customs and cultures are similar, both dayak dayak in indonesia as well as in sabah and sarawak malaysia. ethnic dayak consists of six major ethnic groups and divided into 405 sub small tribe, who live spread across the hinterlands of borneo including sabah and sarawak malaysia [1]. differences sub dayak because they live in groups of spot/area where they are domiciled. as the river's name, the name of the hero, realm name and so they make ethnicity themselves. for example dayak rod loepar because they left around the trunk loepar, dayak lebang because they live around lebang river, dayak ketungau because they are domiciled around the river of mualang, dayak seberang because they remain around seberuang river, dayak sleepiness because they live around sleepiness river, dayak hill (kanayatn/ahe) comes from the bawang hill. dayak tribes living scattered across the territory of either living interior of borneo indonesian territory or are domiciled in sabah malaysia sarak. they live spread explore rivers upstream to downstream and then inhabit the coast of the island of borneo. according to their history, dayak never built an empire. in the dayak oral tradition, called "nansarunai usak java", which is a dayak nansarunai ruined kingdom overrun by an army of majapahit, is expected to occur between the years 13091389 [2]. the incident resulted in the dayak tribes living scattered all over rural kalimantan. in line with the changing times and social progress, many dayak tribes who converted to islam (muslim). most of the dayak tribes who converted to islam no longer refer to themselves as dayak, but calls himself as a "malay" or the "banjar" [3]. while the dayaks who do not embrace islam back down the river, into the interior of borneo. in south kalimantan, for example, live in the area around wood tangi, in amuntai, margasari, watang amandit, lawas and labuan watang balangan. in part of the area is longer continues to go into the interior. dayaks who converted to islam mostly located in south kalimantan and some kotawaringin, one of the famous sultan banjar sultanate is mangkurat is a dayak maanyan or danum immortalized as the name of the university mangkurat in banjarmasin [2]. until now there are still some dayak tribal customs are still preserved. dayak supernatural world in ancient times still looked strong until now. this custom is one of the cultural property owned by the indonesian nation. a long time ago the famous dayak with the term "ngayau" (adventuring by finding the opponent's head to become "dengah") [4]. tiwah ceremony (a ceremony held to usher in the bones of the deceased to "stumbled"). "stumbled" is a sort of small home made specifically for storing bones of the dead. dayak traditions in daily life are farming. dayak traditions of farming life that have changed-moving from one place to the other, looking for fertile land to grow crops. finally, the change years, decades, centuries and even millennia finally almost all far-flung areas of borneo nothing is separated from the residential life of the dayaks [5]-[6]. since knowledge 70s many dayak youths to live abroad and participate in education up to the high pdrguruan. we have journal of education, teaching and learning volume 2 number 1 march 2017. page 42-46 p-issn: 2477-5924 e-issn: 2477-4878 43 had many dayak men who occupy positions in both the government and private field, not a few who work abroad. in his daily life, each dayak grows and develop its own culture. for example, in dance or other arts clothing and there is a developing trend in accordance with local domicile. in the art of ancient weaponry, saber is considered to have magical and only used in certain rituals such as: if the war, headhunting, fixtures traditional dance, and ceremonial. saber believed to have levels of efficacy or miracle. the power of magic is not only derived from the rituals of manufacture but also derived from the tradition of headhunting. the more people who will be more powerful dikayau mandaunya. hair kayau the results used to decorate the handle of "saber". they believe that those who die inkayau, his spirit will live in their mandau so that it becomes magic saber. however, this time the function of saber has been a lot of switching function, namely as objects of art and culture, souvenirs, collectibles and weapons for hunting, prune shrubs and farming, although it must be still recognized dayak in the forest, the mountains that preserve the ritual as goods considered sacred. ii. dayaks belief will museums invisibility the dayaks still adhere to the belief in certain places, certain objects such as rocks, big trees, lakes, pools (of river water in) and others there are rulers, which they call: jubata, petara, ala taala, penompa and others, to mention god the highest, then they still have other authority under the power of god's highest, for example, puyang gana (ruler of the land), king juata (ruler air), kama "baba (ruler army) jobata, apet kuyangh and others. for those who still adhere to the original beliefs and cultural dynamism, while looking for fertile land for farming and planting them broke away into the woods out farther inland forests of borneo. the more fertile land and dense forests, the more they gather to prepare for tillage and cultivation. iii. dayak cultural arts a. dance “temuai ajat datai” (dance welcomes guests) "ajat temuai datai" lifted from the dayak language mualang, sleepiness and dayak desa (ibanic group), which can not be interpreted directly since there are irregularities if interpreted verbatim. but ajat intention is to hold ritual offerings or a traditional ceremony, then temuai means: at datai means: coming. if adjusted for the purpose of dances are: dance ceremony procession welcoming guests or dance greeting guests [7]. b. ngayan headhunting, derived from the word "me and ngayau". me means action, ngayau: beheading enemies, decapitating enemy action (mengayau contained in the iban language and ibanik, also on the dayak community in general). but if mengayau contains a special sense that an action seeking other groups (the enemy) by attacking and decapitating opponent (headhunting consists of various customary as kayau banyau/crowded/attack, kayau son namely: mengayau in small groups, kayau beguyap namely: mengayau no more than three people. in the past, the heroes returning from headhunting and bring evidence of kayau the form of a human head was among the revered and regarded as someone who is able to become a hero for the group. therefore, they held a ceremony "ajat temuai datai". the dayak believe that the person's head to save a spirit or life force that can protect the person and kinsmen [1]. there are four objectives mengayau namely: (1) to protect agriculture, (2) to get the extra power of the soul, (3) for revenge, and as the durability of the establishment of a building. after getting the results of head-hunting, the heroes must not enter the territory of the village, but by providing a sign language called nyelaing dayak (dayak shouts) which reads heeih !!!, seven times, which means hero back home and win in headhunting and obtaining head opponents are still fresh. if the cry is only three times mean the heroes win the war or head-hunting but fell victim on his side. if just once means that the hero does not get anything and not hold a special reception. after marking nyelaing, the hunters sent a delegation to meet with the head or heads of tribes to prepare a welcoming ceremony. this reception process, through four innings namely: (1) ngunsai rice (scatter some rice in front of the bujang berani / knight / hero, as he recited prayers through the intercession of sengalang burong), (2) mancong buloh namely; saber slash / nyabor to decide bamboo deliberately aligned or in the pond at the entrance of the house panjai region. (3) ngajat ngiring temuai: dancing to the guest or guests until the next walk up stairs panjai house (houses on stilts long) temuai ngiring process is done by means of dance and dance is called ngajat ngiring temuai. (4)tamak 'room (enter the house panjai) or go to certain places after soaking her feet on a rock in a container as a symbol pencelap semengat, after a procession it is a long permitted to go home with the intent to purify themselves in a ceremony called start semengat (restore the spirit of war), then just held gawai palak 'event to honor the results kayau head, and in the event there are several dances called: palak swing dance, sword dance etc. the names of some of the commander/tuwak dayak mualang the past, namely: tuwak biau balau (leader kayau), tuwak pangkar begili (never back, strategy if beleaguered, rotate and strike), tuwak sangau sibi (every time wanted) mengayau) tuwak tali aran (happy collection enemy heads his best in the headhunting tuwak lang ngindang (always lurking place where the enemy defenses in advance like a hawk, if beleaguered he will jump and drift with the wind), and others. (key informant: community leaders kumpang belitang central etc.). c. clothes dayak west kalimantan is one of the largest provinces in indonesia. it covers an area reaching 146 807 km² (7.53% indonesia's land area) make this province the largest to 4, after irian jaya, east kalimantan, and central kalimantan. the extent of west kalimantan region makes the inhabitants have origins very heterogeneous. however, the most dominant tribe in this province is the dayaks and malays. journal of education, teaching and learning volume 2 number 1 march 2017. page 42-46 p-issn: 2477-5924 e-issn: 2477-4878 44 these two tribes influencing social culture and customs that developed in west kalimantan. the influence of example we can see from: fig. 1 clothes dayak and malay 1) clothes dayak man called "king baba. in the dayak language, king means clothes and baba mean men. these garments are made of bark or wood kapuo ampuro plant. both types of wood are kalimantan endemic plants that have high fiber content. 2) to make the king baba, the bark is pounded with a hammer, a round in the water, so that only the fiber left alone. after bending, the skin is then dried and decorated with paintings of ethnic dayak using natural dyes. the bark is formed such that it resembles a sleeveless vest and a pair of pants. as a garnish, bark fiber was also made into a sort of headband. as a complement to garnish, usually male indigenous dayak tribe in kalimantan barat also would slip feather hornbills, typical of borneo that is now scarce. not to forget, the traditional weapons such as saber and shield is also subject to, especially when they are going to war. therefore, it is not uncommon in traditional clothing west kalimantan is also known by the name of the armor. hornbills or also called hornbill is a bird with a beak resembling horns in bright colors. this bird is endemic in the region of borneo. hornbills are sacred by dayaks as follows: fig. 2 hornbills 3) indigenous women's clothing dayak same as men in traditional clothing dayak, kalimantan barat custom clothing for women is also made of the same material and method. however, the designs are more polite with equipment, among others topless, stagen, fabric subordinates, as well as various other trinkets such as necklaces, beads and ornaments hornbill feathers on his head. some other jewelry worn include: jarat hand (bracelet) is a bracelet made of spun tengang plant roots to be worn on the hand as a repellent reinforcements and reinforcing the spirit. necklace of materials such as wood or leather roots (bone) as an antidote to disruption of animal spirits, especially often used on infants. various types of bracelets, including fur fibers tantawan, feather canopy area, necklaces mace, galling ivory, beads barely girder, girder barely, sa'sawak mulung rope, sa'sawat pirak kurumut, and posong. by the dayak community in west kalimantan, both types have always worn good clothes while undergoing daily activities, such as farming, hunting, or when performing traditional ceremonies. as for ingredients that tend to be hot and uncomfortable to wear, this custom clothing over time began to be abandoned. the advancement of civilization and the influence from outside the area make the dayaks in kalimantan barat began to try a variety of other types of clothing more comfortable. some of them are: bulang buri buri and king is a custom dress made of buri or sea shell. clothes king kabo 'is clothing made from bark only a loincloth with decorative beads or ribbons tassel. king tompang clothing is clothing from fabric in a solid color that began to be known since there is interaction with the malays. manik indulu clothing is clothing patch of cloth with beads as embellishments. remove kuureng are bracketed with long sleeve shirt made of velvet. and much more, including clothing bulang wire, king tatak, bulang panosokan, bulang kontong. well, so some kind of custom clothing and caption west kalimantan. of the various types of clothing on top, this time still remains sustainable is king baba and king bibinge. both of these clothes until now still used primarily by kubu dayak tribes who still live in rural and nomadic survival. d. spiritual fig. 3 spiritual supernatural world to the dayaks had been since ancient times is a hallmark of the dayak culture. because of this supernatural calling people overseas also dayak as a man-eater (cannibal). but in fact, dayak is a very peaceful tribe of origin they are not disturbed and afflicted arbitrarily. dayak kalimantan supernatural power of many kinds, for example, manajah antang. manajah antang a way dayak for clues such as finding the existence of an enemy that is difficult to find on the ancestors to birds antang media, wherever the enemy being sought will be found because they were given instructions antang. e. red bowl red is a medium bowl dayak unity. red bowl supply if the dayaks feel their sovereignty in grave danger. commander "or often dayak called pangkalima usually issued cue standby or war in the form of a bowl of red that circulate from village to village by fast. from the appearance of the daily lot of people do not know who the commander of dayak. the person is mediocre, only he has incredible supernatural powers. believe it or not, it has the knowledge commander can fly and immune from anything such as bullets, weapons and so on. journal of education, teaching and learning volume 2 number 1 march 2017. page 42-46 p-issn: 2477-5924 e-issn: 2477-4878 45 fig. 4 red bowl red bowl not haphazardly distributed. before circulated warlords act led ceremonies to know when the right time to start a war. in a custom event that the spirits of the ancestors will permeate the body of the commander and if the commander of the air tariu "(summon ancestral spirits for help and declared war) then the dayaks who hear it will be as strong as commander. usually, people whose spirit labile could sick or crazy when they hear tariu. people who already possessed by the spirits of the ancestors will be a man "possessed" not self-aware. so the blood, liver murdered victim will be eaten. if not in an atmosphere of war never eat human dayaks. head decapitated, skinned and stored for ceremonial purposes. drinking the blood and eating the liver, then the magical power will increase. the more the enemy is killed then the person is more powerful. red bowls made from the bamboo terrace (could also be of clay) which is designed in a circular shape. to accompany this bowl is provided also other equipment such as sweet red jerangau (acorus calamus), which symbolizes courage (can be replaced with yellow rice), chicken feathers red to fly, lights the torch of bamboo for the torch (can be replaced with a matchstick), palm leaf (metroxylon sagus) for shelter and rope knot on leather kepuak as a symbol of unity. supplies had been packed in a bowl of bamboo and covered with red cloth [8] according to the dayaks belief, especially the dayak hinterland of borneo passed from mouth to mouth, until now unwritten lead to more or less than the truth, that the origins of the ancestors of the dayak tribe descended from the sky to the seven into this world with palangkaraya bulau "(palangkaraya is holy, clean, a shelf, a stretcher that is holy, holy yoke of gold descended from the sky, often also mentioned shelf or kalangkang"). f. ceremony tiwah/sandung fig. 5 sandung 1) saber blade saber blades are made of forged iron plates to form a flat-length such as machetes and pointed-toe (to resemble half of the upper part of the grooved flat). one side of the blade sharpened eye, while the other side is left a little thick and blunt. there are several types of materials that can be used to make a saber, namely: montallat iron, matikei iron, and steel were taken from a car, machine saw blades, discs vehicle, and so forth. that said, the best quality saber is made from melted mountain stone specifically so that the iron is very strong and sharp and decorations gave a touch of gold, silver, or copper. this type of saber made only by certain people. making the saber blades begins with making coals in a furnace for iron expands. the wood used to make the embers are ironwood (some call it wood purchases). this type of wood is chosen because it can produce a higher heat compared to other wood species. after the wood into coal, the iron will be placed thereon saber blades in order to expand. then, forged with a hammer. forging is done repeatedly to get the desired shape saber blades. after the blade is formed, the next step is to make an ornament of curves and serrations on the eyes as well as the holes saber on saber blades. it is said that in ancient times the number of holes on a saber represents a number of victims who never hit the saber slash. how to make a decoration for a way to make blades saber, which expands and it with hammers repeatedly to get the desired shape. after that, then smoothed by using a saber blade grinder. 2) saber hilt saber hilt made from deer antlers carved to resemble a bird's head. the entire surface of the handle carved with various motifs such as a dragon's head, the bird's beak, gyre, and hooks. at the end of the hilt, some are adorned with fur or human hair. the shape and carvings on the handle are able to differentiate saber made origin, ethnicity, and social status of the owner. 3) saber holster saber scabbard made of thin wooden plates. the top coated ring-shaped bone. the middle and bottom are covered with a woven rattan as clamp amplifier. as a garnish, usually placed hornbill feathers, beads and occasionally also inserted a talisman. in addition, the saber is also equipped with a small knife (lunggai) bonded leather sheath attached to the side holster and belt of woven rattan. making cultural values saber, if examined carefully, in it contains values that in turn can be used as a reference in everyday life for the people. those values include beauty (art), persistence, thoroughness, and patience. iv. conclusions thus dayak in his daily life part 1 is presented. may the value of art and culture contained in it benefit us all well in aspiring to understand the value of art and social culture of the nation of various types, as well as study materials to understand ethnicity, tribe and people different but still one in mankind's creation lord master of the universe and the universe. journal of education, teaching and learning volume 2 number 1 march 2017. page 42-46 p-issn: 2477-5924 e-issn: 2477-4878 46 references [1] j.u. lontaan. sejarah, hukum adat, dan adat istiadat kalimantanbarat ed. 1. pontianak: pemda tingkat i kalbar pilindo, 1974. [2] “fridolin ukur biography." internet: www.gunungmulia.com. [nov. 25, 2016]. [3] a.b. hudson. "a note on selako: malayic dayak and land dayak languages in western borneo." sarawak museum journal, vol. 18, pp. 36-37, 1970. [4] r. putra. makna di balik teks dayak sebagai etnis headhunter. journal communication spectrum, vol. 1, 2012. [5] m. coomans. manusia dayak dahulu, sekarang, masa depan. jakarta: gramedia pustaka utama, 1987. [6] t. riwut. sanaman mantikei manaser panatau tatu hiang: menyelami kekayaan leluhur. palangkaraya: pusaka lima, 2003. [7] y. davesa. "simbol dan makna gerak tari pedang dalam upacara ngayau dayak mualang kabupaten sekadau." jurnal pendidikan dan pembelajaran, vol. 6, 2017. [8] m. hawkins. "violence and the construction of identity: conflict between the dayak and madurese in kalimantan, indonesia,” in the politics of the periphery in indonesia: social and geographical perspectives, singapore: nus press, 2009, pp. 153-172. http://www.gunungmulia.com/ cover.cdr j e t l p-issn : 2477-5924 e-issn : 2477-8478 journal of education teaching and learning +62562 4200344 www.stkipsingkawang.ac.id journal@stkipsingkawang.ac.id stkip singkawang jl. stkip kel. naram, singkawang kalimantan barat, indonesia, 79251 +62562 4200584 published�by� institute of managing and publication of scientific journals stkip singkawang jetl vol. 2 no. 2 september 2017 page 108 272 p-issn : 2477-5924 e-issn : 2477-8478 1: jetl isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 166 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. a systematic review of factors that influences the efficacy of computer based learning segun emmanuel adewoye1), abayomi oladele olaseni2) 1) university of south africa, south africa e-mail: adewose@unisa.ac.za 2) university of south africa, south africa e-mail: olaseao@unisa.ac.za abstract. despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. the purpose of this systematic review was to synthesise factors that influences the efficacy of computer based learning. we followed the protocol from preferred reporting items for systematic reviews and meta-analyses (prisma). major electronic educational databases were searched. in total, 20 studies that met inclusion criteria were reviewed in this study. after completing thematic analysis of the included studies, findings revealed that students’ characteristics factor such as attitudes, self-discipline, prior knowledge of computer use and motivation, also infrastructure factor such as easy access to computer and availability of technology influenced the efficacy of computer based learning. recommendations from the research reports are discussed. keywords: computer based learning; online learning; academic achievement i. introduction the switch to remote learning following the outbreak of covid-19 has slightly changed how educational contents and activities are being delivered in schools. prior to the covid 19 pandemic, most schools used the traditional teaching style, which consisted of students arriving in class on time and teachers covering the usual content of their subjects, sometimes through formal lectures. the switch to remote forms of contact, virtual meetings that limit face-toface contact in order to protect students and teachers from exposure to the coronavirus has made schools to further embraced alternative means of schooling (huber & helm, 2020). teachers had to adapt to online teaching, which necessitated the use of a variety of digital tools and resources to address problems and adopt new teaching and learning strategies (eickelmann & gerick, 2020). many academic institutions that were initially hesitant to modify their traditional pedagogical approach were forced to switch completely to online teaching and learning in the form of computer-based learning. computer based learning refers to the use of computers in education for the purpose of delivering programs, facilitating communication between students and teachers, or allowing students access to remote sources of information (solaipriya & suresh, 2019; wondemtegegn, 2018). according to patel (2013) computer based learning presents content and provides quick feedback for students using a combination of text, images, sound, and video in various modalities such as tutorials, simulations and drill and practice. according to previous research, computer based learning in educational contexts functions as a catalyst for change in the way education is transmitted (cheok et al., 2017). this is because the use of cbl has made knowledge dissemination, quizzes, tests and examinations much easier (ahlan et al., 2014). there are many research findings in literature to show that good implementation and use of cbl can help students study more and achieve higher grades in school. for example, serin (2011) reported from the findings of the study conducted that the experimental group that received computer based learning had a statistically significant boost in their academic achievement. likewise, jesse et al., (2014) investigated the impact of cbl on science subjects’ performance among kenyan secondary school students. the results of their research revealed that students who were taught using cbl performed much better in science subject http://creativecommons.org/licenses/by-nc/4.0/ mailto:adewose@unisa.ac.za mailto:olaseao@unisa.ac.za journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 167 than students who were taught using conventional instructional methods. furthermore, in a study to assess the effects of computerbased learning on secondary school students' achievement in chemistry, charagu (2015) found that students in the experimental group (computer based learning) performed significantly better in chemistry than students in the control group who were not exposed to computer-based learning. similarly, olakanmi et al., (2016) reported from the findings of their study aimed to determine the effects of cbl in promoting intrinsic and extrinsic motivation among senior secondary students, that students who were taught chemistry using cbl had higher intrinsic and extrinsic motivation and achievement than those who were taught using traditional teaching methods. on the contrary, some studies reported that computer based learning method has no or little effects on academic achievement of students (peterson & roseth, 2016; hsiao et al., 2014; lin et al., 2014; razon et al., 2012). the explanation for the disparity in results of these studies from literature could be attributed to a variety of factors, including students’ characteristics such as attitudes of learner towards computer based learning, emotional supports from teachers and parents or infrastructures factors such as easy access to computers. in support of this view, serdyukov (2015) as well as choi et al., (2012) alluded that learners with positive attitudes towards learning are more likely to succeed academically in school, most especially in the contemporary context of computer based learning because of the challenges it poses. in addition, tseng et al., (2011) noted that the success of computer based leaning requires that learners rely on intrinsic motivation and self-directed learning. this is because developing positive learning attitudes is instrumental for leaners to stay motivated in a challenging learning environment (tseng et al., 2011). the support that learners receive from their teachers and families could contribute to positive learning attitudes (martin & bollinger, 2018). specifically, encouraging children to be confident and supporting their educational endeavours and achievements have been found to be the most helpful forms of emotional support needed for learners to develop more positive attitudes and dispositions towards learning (keller, 2015; hoidn and kärkkäinen, 2014; kunter et al., 2013). on the teacher's side, the research study reveals that learning environments in which teachers are able to convey enthusiasm for the topic of their lesson help students establish positive learning attitudes (keller, 2015). the role of teacher enthusiasm as a motivator for student positive learning attitudes has been well documented: for example, passionate teachers assist their students in developing positive subject-related affective experiences and a feeling of the subject's personal worth (keller, 2015). despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. a systematic review of enablers and factors that enhances the efficacy of computer based learning is needed so as to reveal and focus more on specific factors that are instrumental in making computer based learning efficient (naveed et al., 2020; seyhan 2015). against this background, the purpose of this systematic review was to synthesise factors that influences the efficacy of computer based learning. in line with this purpose, the specific research question for this study is: what are the factors that influences the efficacy of computer based learning ii. methods this study made use of systematic literature review. slr is a valuable type of research designed to identify, appraise, and synthesize the best available data while also rigorously following the principles of scientific procedures (boland et al., 2017). we conducted a rapid literature search of empirical studies on computer based learning published from 2011 to 2021. the purpose of the literature search was to find all studies that reported on the effectiveness of computer based learning on academic achievement of learners. we looked through the following database (a) educational resources information center, (b) africa wide information (c) psycinfo (d) cinahl (e) academic search complete (f) sage. our search terms include computer, computerbased instruction, computer-assisted learning, computer based learning, computer-augmented instruction, computer based education, computer supported collaborative learning. in addition, we added the keyword effectiveness, effect, efficacy, academic achievement and academic performance to each of the terms mentioned earlier. we began by reading all of the titles and abstracts that came up in our searches. following the identification of a potential study, the entire article was analyzed to see if it fit our inclusion criteria. only studies that matched all of the following criteria were considered: (a) the study examined the efficacy of computer based learning on academic achievement (b) the study assessed effectiveness using objective performance or learning indicators (such as test results) (c) the study compared data from a control group that was taught using traditional methods and an experimental group that was taught using computer-based learning (d) the control group were not exposed to any form of computer based learning. exclusion criteria includes (a) articles not related to computer based learning (b) case studies (c) articles that were not published in peer review journals. the fig below depicts the flow diagram for the study selection: journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 168 fig 1: flow diagram for the study selection as depicted in fig 1, a total of 734 articles were identified through the search. we screened the abstracts of these articles to remove duplicates. this reduced the number of articles to 688. the articles were further screened to remove irrelevant. as a result, the articles were reduced to 256. we further scrutinised the articles based on the stated inclusion and exclusion criteria, hence 20 articles were included for review. coding method following the identification of studies that match the inclusion criteria, a coding system must be utilized to conduct the comparisons in the next stage. the coding approach should be broad enough to accommodate all research while still being specific enough to distinguish them (ozcan, 2008). the coding procedure for this study included three main sections and a total of 10 questions. the first section was called ‘study identity’. there were 6 questions in this section. for the purpose of defining the study identity, information such as the number of studies, the names, the names of the authors, the year and location of the study and the name of the publisher were included. the second section comprised 3 questions and was titled "study content" (ozcan, 2008). information pertaining to the year and name of school where computer based learning was used; the length of instruction, criteria used in selecting the participants and the details of the computer based learning being used was gathered. the third and last component was titled "study data". this part included descriptive statistical data such as sample size, mean values, and standard deviation values for the experimental and control groups. data analysis and synthesis based on the final search results, 25 papers were found to be suitable for the review, the majority of which were quantitative in nature. according to clarke (2017), systematic review does not require to aggregate the results of the studies to offer an average estimate when there is such heterogeneity in methodology. as a result, narrative synthesis utilising thematic analysis was used to synthesise data in this study (ritchie et al., 2014). percy et al., (2015) asserted that thematic data analysis is a general technique to identify, analyse and report patterns across data. we followed 6 steps when synthesising data, usimg thematic analysis; we familiarised with the data by reading and reading it again, at the same time, we started developing codes. we generated initial codes from the data with reference to the research questions. this systematic classification method and identification of meaningful data as it relates to primary and secondary research questions are referred to as coding (braun & clarke, 2006). the third phase included the search for themes to identify what is relevant in the themes and what is not. we included any reference to factors that make computer based learning effective. this prepared the foundation for us to begin the analysis of potential codes. in the process of developing themes, we described the meaning of the different themes. during the fourth phase, we searched for data that support the answers to our research questions. this provided room for further development and review of the themes as they evolved. during this process, some themes that emerged earlier caved-in into each other while other themes were compressed into smaller units. during the fifth phase, we defined and named each theme as well as the data that was being captured. we worked collaboratively throughout the process, checking and criticising each other’s work to reduce any bias and promote trustworthiness, as saldana (2015) suggested. we each completed the theme analysis on half of the articles then swapped work to double check each other’s findings and met to discuss any area of dispute or uncertainty. the 20 papers examined in this systematic review study are profiled in table 1 below: journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 169 table 1 profile of studies included for review studies research design participant and sample reported potential influencing factor focus of the study bianchi et al., 2020 descriptive survey chinese students n(130) computer skills, access to computers. effect of computer assisted learning on student long term development. bayraktar (2012) quantitative survey n=42 low student computer ratio, effective assessment. effectiveness of computer aided instruction in social science education kinyua (2017) quasi experimental art and design student n=450 computer literacy, access to personal computer, access to internet. to find out the extent to which computer based instruction could improve learners performance in arts and design aderinsola (2019) mixed method n=2337 regular power supply, internet access. to examine the effect of computer based learning on academic performance of students in nigeria julius 2018 quasi experimental chemistry students n=174 access to personal computer, equipped computer laboratory. to investigate the influence of computer aided instruction on students achievement in chemistry halabi et al., (2010) pre-post-test quasi experimental design n =84 collaborative learning, prior computer knowledge. to compare the effectiveness of cbl and face to face learning khobo (2015) quantitative research approach using quasi experimental design n=100 leaner’s attitude, learner’s interest, convenience. to investigate the effect of using computers in leaning mathematics sosa et al., (2011) quasi experimental design n=145 learners engagement, learners self-control, frequent use of computers. to determine effectiveness of computer assisted instruction in statistics suleiman et al., (2017). descriptive survey grade 9 students n=46 working in a group, easy access to computers to examine the effect of computer assisted instruction on the academic achievement of secondary school students in physics mohagheghzad eh et al., (2014) descriptive survey n=120 computer skills, computer literacy level. the impact of computer based learning on the academic achievement of medical and dental students sanico (2019) analytical survey n=130 prior knowledge of computer skills, learner’s attitudes towards education. impacts of computer based learning on students’ academic performance rosa (2012) descriptive survey n=500 students’ attitudes towards cbl, prior knowledge of computer based technology, access to computer based technology tools. factors influencing integration of computer based learning journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 170 ganotice et al., (2019) survey health and social care students n=531 motivation, individual students’ preparedness. factors that enhance students success in computer-supported team based learning agbo (2015) mixed method n= 147 accessibility to ict infrastructure. factors influencing the use of cbl in learning mathematics overfield & bryan-lluka (2013) quantitative survey n=106 previous knowledge of computer skills, learning style, motivation to evaluate factors affecting computer based learning hebebci et al.,(2020) qualitative narratives teachers n=16 students n=20 unrestricted interactions, provision of computer facilities to investigate the views of students and teachers on effectiveness of computer based learning cerezo et al., (2017) quantitative longitudinal n=140 time management, self-discipline to investigate factors that influence success of cbl higgins et al., (2019) quantitative survey n=200 students’ attitude, motivation to examine the effect of cbl on students’ academic achievement in mathematics naveed et al., (2020) descriptive survey n=150 attitudes towards learning, student motivation, computer self-efficacy, commitment towards cbl, appropriate timely feedback, understandable content, up to date learning materials to evaluate critical success factors in implementing cbl cidral et al., (2018) quantitative method n=170 good internet speed, learning at one’s own space, effective assessment ease of access to examine cbl success determinants iii. result and discussion after completing thematic analysis from the synthesis of the included studies, two main descriptive themes emerged as factors that influence the efficacy of computer based learning. the themes are students’ characteristics factor and infrastructure and technology factor. a. theme 1: students’ characteristics factor 1) attitudes of learners towards learning attitudes are the beliefs and feelings learners have towards learning using computers. findings from most of the 20 studies reviewed in this study indicated that students’ attitude towards computer based learning is a determinant of its efficacy. reports from the studies indicated that learners with positive attitudes towards computer based learning performed better in their subjects. it appears that the level of knowledge acquired by learners when using computer based learning method is moderated by their attitudes towards use of computers. it is thought that if learners believe that computer-based learning is not a good enough method of learning, they would not prioritize learning through computer based. the right attitude towards learning is relevant to computer based learning. this is because affective dispositions are important determinants of students’ subsequent behaviour. in other words, attitudes of students towards learning affect their enthusiasm for studying. therefore, it is important for students to develop positive attitude towards computer based learning in order to enhance its efficacy. 2) self discipline the vast majority of studies reviewed highlighted that self-discipline influenced the efficacy of computer based learning. efficiency of cbl requires high level of student self-discipline because teaching and learning might not take place under the direct supervision of a teacher as it is the journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 171 case in a face-to face teaching and learning in the classroom. cbl increases the possibility of learning anytime in a virtual environment. yet, students need to devote more time to their studies. therefore, to avoid distractions and procrastination, students need to demonstrate high level of self-discipline. self-discipline entails concentrating on activities that aid academic achievement such as doing school work in time and reviewing notes. self-discipline impacts school related activities such as time management and reading. learners with high level of self-discipline are much better able to control their daily and routines activities and as a result, usually avoid distractions. most studies reported from their findings that knowledge acquisition which consequently determines the efficacy of cbl is significantly high among high self-disciplined students. 3) computer literacy level computer literacy refers to the knowledge and skills required to effectively use computers and technology. based on the 20 studies we reviewed in this study, we found that most studies indicated that prior knowledge of the use of computer contributes to the efficacy of cbl. the studies further indicated that the degree to which learning could be efficient using computer based learning is dependent on learners’ computer literacy level. computer literacy level is significant because it improves learners’ capacity to perform tasks that are required for computer based learning to be effective. when computer literacy level of students is high, there ict skills is enhanced which influenced the use of computer facilities. as a result, learners become more efficient and have access to information which facilitates better result. ability to access information on the computer is necessary to achieving success in computer based learning. majority of the studies reported that learners who have fundamental computer literacy skills achieve higher test scores when learning is computer based. 4) motivation two thirds of the studies reviewed reported motivation and student preparedness as one of the factors that influence the efficacy of computer based learning. the findings of these studies considered motivation as a significant factor of academic success since it energizes and guides learners’ behaviour towards achieving goals. almost all literature reviewed found a significant relationship between student’s intrinsic and extrinsic motivation and academic achievement when using cbl. it could, therefore, be inferred that highly motivated learners who are able to study independently are the most likely to take advantage of computer based learning. self-motivation is a key factor in academic success and it can aid in making cbl as successful as possible. motivation help direct learners attention towards completing academic tasks that is needed to be done thereby minimizing distractions. the perception of how simple or difficult computer based learning can be influenced by student motivation. it seems when learners are motivated, there is a reduction in symptoms of indifference and apathy towards computer based learning. b. theme 2 infrastructure and technology factor 1) easy access to computer twelve out of the twenty studies which represent 60 per cent of the number of studies included in this review, revealed from the findings of their studies that students who had easy access to computer had significant progress in their academic achievement when using cbl. availability and accessibility of computers is required to fully access learning resources that is needed to take part in learning using cbl method. in other words, computer access is essential for achieving the needed flexibility that makes cbl work. most of the aforementioned studies reviewed concluded that access to computers has significant contribution to the efficacy of cbl. the main reason for this outcome appears to be the ability to incorporate the use of computers in dayto-day learning activities. a further reason given on why accessibility of computers may enhance the success of cbl from the findings of studies reviewed is that, learning practices involving computers may boost reasoning skills of learners. 2) availability of technology many of the studies revealed that students are more engaged in instructional activities that incorporate technology because it helps them understand their subjects and provides different ways of expressing knowledge, which has a beneficial impact on their academic performance. however, report from these studies indicated that technology could be beneficial to learning if learners had significant access to it. use of technology affects students’ attitudes toward learning positively. findings from the studies show that when technology is a routine part of students learning experience, computer based learning become interesting for students. technology has made it possible to disseminate knowledge instantly and to communicate feedback more quickly and effectively in the field of education. regular and constructive feedback enhanced learners’ engagement. feedback enabled learners to set greater performance goals. instant feedback which is made available with the use of technology help to inform learners about their current level of knowledge acquisition and the effort they need to put in to achieve their goals. discussion several studies in the literature, conducted with various sample groups in various subjects, have reported the efficacy of computer based learning strategy in enhancing learners’ academic achievement (watson et al., 2020; gündoğdu & korucu, 2018; huang et al., 2017; takaci et al., 2015). in line with this, this study synthesised factors that are instrumental in making cbl effective. the findings of this systematic review indicated that students’ characteristics factor and infrastructure factor influenced the efficacy of computer based learning. journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 172 we found from the reviewed carried out in this study that students’ characteristics such as attitudes of learners towards learning, self-discipline, computer literacy level and motivation substantially account for the effectiveness of cbl. these findings correspond to findings from previous research and add to overall knowledge on significance of student attributes on the success of a teaching/learning approach as determined by academic performance of students. for instance, choi et al., (2012) reported that students who achieved high in mathematics had a positive attitude towards learning mathematics using computer based learning approach. on the other hand, awang, et al., (2013) reported that students who had negative attitudes towards modern learning approach such as computer based learning were found experience difficulties in learning which consequently affected their academic achievement negatively. thus, it appears students attitudes towards cbl is a determinant of its success. the importance of students’ self-discipline is generally recognised for successful implementation of cbl. this is because student self-discipline is a basic prerequisite to make cbl effective. some research findings indicated that student self-discipline has a discernable effect on student learning outcome (cerezo et al., 2017; sosa et al., 2011). disciplined students are more likely to stay focused on their educational objectives, manage their time effectively, avoid procrastination and distractions and demonstrate determination to succeed in academics. computer based learning approach requires learner to demonstrate high level of self-discipline because of it flexibility which allows the possibility of students to work on learning materials anywhere with less supervision, which in turn impact their study habit positively. in consistent with findings of other studies (anila, 2016; duckworth, et al., 2011), student’s self-discipline appears to have a positive impact on the efficacy academic performance as revealed in this study. prior knowledge and ability to use computer efficiently influenced the efficacy of cbl. based on the findings gathered from the studies included in this review, students who had prior exposure to the use of computer find it more efficient and seamlessly easy to learn using computer based approach (bianchi et al., 2020; kinyua, 2017; halabi et al., 2010). this finding resonates with the findings of sansone et al., (2011) who noted that students who already have a prior knowledge of computers may display greater interest in computer based learning because they may already possess the skills required to access learning materials needed for successful implementation of cbl. learners need motivation to learn. most of the studies that investigated the influence of students’ motivation on efficacy of cbl reported that student intrinsic and extrinsic motivation contributes to the success of cbl (ganotice et al., 2019; overfield & bryan-lluka, 2013; higgins et al., 2019). furthermore, findings from the retrieved papers included in this review revealed that students motivation may be the catalyst required for cbl to be effective (higgins et al., 2009). similarly, the findings of the review conducted in this study suggested that infrastructure factor and availability of technology also influenced the efficacy of computer based learning. it emerged in our review that among factors that influence effective integration of computer based learning in curriculum content delivery is easy access to computer. the findings of the research reviewed were consistent with much of the literature. many studies found that students who had easy access to computers performed better academically than those who had limited or no access (aderinsola, 2019; julius, 2018; bayraktar, 2012). one explanation given for this is that easy access to computers increased access to information and learning resources which in turn increase students’ progress (nawaz & khan, 2012). limitations and strengths there are some limitations to this study. first, electronic databases were used in the search, and efforts were made to find all relevant publications related to factors that improve the efficacy of computer-based learning. however, some studies may have been omitted because some papers from other databases might met the inclusion criteria but not included in our analysis due to the nature of the search process. due to the vast number of research found in the web of science literature search, the few studies would not have had a major impact on the findings of this study. we also attempted to address this potential constraint by conducting a brief post-hoc search using google scholar, which revealed that there are relatively few new sources available. second, we did not contact any authors to request additional data or relevant studies, which could have resulted in publication bias. furthermore, studies usually only report significant findings, while non-significant findings are either not reported or not provided enough data to compute effect estimates. as a result of the reporting criterion for nonsignificant findings, the efficacy of cbl may be positively overstated. many schools have permitted students to bring their own devices into the classroom in recent years, as well as incorporating digital table tops, smart boards, and other technology. as a result, the outcomes of this study are only applicable to computer-based learning environments. the impact of new and emerging technologies on student achievement could be the focus of future review research. the approach to the literature was one of this study primary strength. this research was carried out with the use of a thorough search technique and a detailed data extraction approach. the outcome of this review revealed several policies and implications, and the potential benefit which were summarised in the next section. iv. conclusions the findings of this study will help learners, teachers, facilitators or instructors as well as other stakeholders to better understand factors that might contribute to the effectiveness of computer based learning. to make informed recommendations, we interpreted the findings of the revised journal of education, teaching, and learning volume 7 number 2 september 2022. page 166-175 p-issn: 2477-5924 e-issn: 2477-8478 173 synthesis. based on the information available, efficacy of computer based learning is influenced not only by students’ characteristics factor but also infrastructure and technology factor. being well informed regarding enabling factors that enhances the effectiveness of cbl is essential when designing and implementing computer based learning system. the outcome of this review suggested that cbl has the potential to increase learners' knowledge and academic performance if learners have positive attitude towards learning, self-disciplined, motivated, have prior knowledge of computer and also have easy access to computers. therefore, classroom teachers need to gain new information and skills to enable them adapt face-to-face teaching and learning approach to computer based learning especially with the emergence of covid-19, which has altered the way educational materials and activities are presented in schools. this is necessary because the education sector has not fully gone back to the traditional way of teaching since covid-19 is still present 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(2018). university students perception and utilization of technology for learning: the case of haramaya university. international journal of pedagogy, policy and ict in education, 6(1), 17-32. journal of education, teaching and learning volume 2 no 2 september 2017. page number 253-258 p-issn: 2477-5924 e-issn: 2477-4878 253 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. presentation of mathematics object in verbal and symbolic forms to increase conceptual understanding in category statistics math ahmad yani t 1) , lucius chih-huang chang 2) universitas tanjungpura, pontianak, indonesia e-mail: dr.ahmad.yani@gmail.com national university of kaohsiung, taiwan, r.o.c e-mail: chchang@nuk.edu.tw abstract. this study aims to obtain objective information about the presentation of mathematical objects in the form of verbal and symbolic to improve the conceptual understanding and interest in student learning after being given a lesson with the presentation of mathematical objects in the form of verbal and symbolic in the mathematical statistics course semester vi mathematics education study program pmipa fkip university of tanjungpura pontianak the sample of this research is the fourth semester students who follow the basic mathematics course of mathematics education program of pmipa fkip for the academic year 2016-2017. data collection is done by giving test result of learning after given treatment. the essay-like test is 10 questions. the result of the research shows that there is an increase of students' learning result through presentation of mathematical object in verbal and symbolic form to improve conceptual understanding in mathematics statistics semester vi mathematics education study program and there is an increase of learning interest after given learning by presentation of mathematical object in verbal and symbolic form. keywords: mathematical objects in verbal and symbolic form; conceptual understanding; procedural understanding i. introduction one reason children do not like math is the way the teacher teaches. most teachers teach without variation or monotonous (kennedy and tipps, 1994). this causes the process of learning mathematics class is not interesting and boring. the inability of teachers in managing the class to run well due to the mastery of teachers on teaching materials, especially related to the idea/ideas of mathematics is less. the teacher's lack of understanding of these ideas causes the teacher to be unable to properly develop the learning to the students. because teachers only deliver material based on textbooks (textbooks). in the process of learning in the classroom, ideally, teachers are able to develop both conceptual and procedural knowledge with a balanced proposition (munaldus, et al, 1998). this means that the delivery of ideas by teachers in learning can use various ways tailored to the purpose of learning mathematics. in lectures (mathematics statistics course) students have not been able to distinguish conceptual understanding with procedural understanding. in terms of presentation of mathematical objects of smp and slta more emphasis on conceptual understanding. because the presentation of ideas from mathematics can be expressed in various ways namely verbal (semantic) and symbolic and figural (picture). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 253-258 p-issn: 2477-5924 e-issn: 2477-4878 254 based on the objectives of mathematics subjects junior (kemendikbud, 2013) states that in learning mathematics students are expected to have the ability to understand the concepts and procedures of mathematics. nctm (2000: 11) states "students must learn mathematics by understanding, actively building new knowledge from prior experience and knowledge" (nurul, 2016). mathematics learning that oriented to the objectives and nature, the implementation in front of the class is not enough to equip students with a variety of mathematical knowledge but more than that required a real effort done intensively. according to walle (2008: 13), the learning of mathematics is often done more focused on the job of finding or getting answers, applying mathematical formulas directly, and following the procedures used by teachers. if the problem continues to be ignored then the possibility of students will not be successful in learning mathematics. mathematics learning at every level of education refers to two main objectives, namely formal goals and material goals (soedjadi, 1992: 8). the formal purpose of learning mathematics is the purpose related to the arithmetic of reasoning and the formation of learners' attitudes, while the objective of mathematical learning materials is the purpose related to the use and application of mathematics, both in mathematics itself and other fields. for the arrangement of reason as a benchmark the ability of students to understand the definition and theorem, whether presented in verbal sentences (words), pictures (figural) or in symbolic form. meanwhile, the essence of mathematics education (sumarmo, 2002: 22) has two directions of development, namely development for the needs of the present and the future. the development of today's needs is the learning of mathematics leading to an understanding of the concepts necessary to solve other mathematical and scientific problems. while the needs in the future is a mathematical learning that provides the ability to reason and logical, systematic, critical, and careful and objective and open thinking. based on the objectives needed to build a conceptual understanding is the knowledge of ideas that have existed and developed by making a logical connection between these ideas. thus, students can develop concepts and procedures into other forms of representation, provide logical reasons for the concepts and procedures that are being developed, and can choose the concepts and procedures appropriate and efficient to solve the problems at hand. therefore, in the learning of mathematics (lectures), it is required the students' ability to develop ideas/ideas in understanding a concept. in the mathematics education program of pmipa fkip untan, there are courses that become the basis for developing the logical arrangement, namely the mathematics course, opportunity and differential equations. the fact of the field shows that the conceptual and procedural capabilities and understanding of mathematical ideas or ideas are still relatively weak. the weakness is due to (1) lack of understanding of symbols in mathematics, (2) the mastery of the material is still weak, (3) less able to understand the meaning of a mathematical idea or idea, (4) less able to apply the formula in solving the problem. in addition, there are factors that are internal, among others, less accustomed to discuss or express opinions in class. this weakness resulted in some courses which are continuing difficulties, such as micro teaching (ppl-1) and field experience practice (ppl). presentation of idea-ideas in mathematics in general, students who take mathematics statistics courses have difficulty developing their reasoning ability. due to studying the subjects of mathematical statistics, each student requires a complete knowledge of the basic principles, probability of events, sample space, random changes and multiple opportunity distributions, mathematical expectations and moment generating functions, conditional probabilities and, opportunities with random variables. thus, students are able to master and apply and apply the basic concepts of opportunity and its properties and able to use in solving related problems and problems related to the concept of expectations of two random variables. in addition, understanding of definitions and theorems is an obstacle for students to interpret both the proof and its application in solving the problem. according to guilford (in yani, a, 2002), there are four categories used to convey or accept an idea, namely: (1) figural (model), (2) semantics (verbal or words), (3) symbolic and (4) behavioral behavior. for the behavioral category is not discussed in this study, as it is difficult to understand. while the three categories are generally used to present or communicate ideas/ideas in mathematics. in the presentation of ideas/ideas (definitions and theorems) in mathematics can be started from figural, semantic and symbolic or semantic, figural and symbolic or otherwise. of the three categories (figural, semantic, and symbolic) difficult to present is to write a journal of education, teaching and learning volume 2 no 2 september 2017. page number 253-258 p-issn: 2477-5924 e-issn: 2477-4878 255 mathematical concept (definition or theorem) in symbolic form, because it takes several symbols to be agreed upon. semantic categories are usually presented in textbooks (textbooks), especially in high school and high school and figural levels usually in primary education (primary and junior high). given the wide range of mathematics statistics course, research emphasizes conceptual and procedural understanding. because conceptual and procedural understanding is concerned with school math materials. therefore, each student must master conceptual and procedural understanding as a provision for teaching mathematics in high school. permendikbud number: 58 year 2014 about curriculum 2013 smp / mts discusses conceptual understanding in the purpose of learning mathematics in school. one of the objectives of mathematics in school is so that learners can understand the concept of mathematics with the indicators of achievement of the skills, among others:  redefine the concept learned  identify the nature of the operation or concept  apply the concept logically  presents the concept in various forms of mathematical representation.  associate various concepts in mathematics as well as outside mathematics.  developing the necessary terms and / conditions is quite a concept while naep (2002) states that students demonstrate a conceptual understanding of mathematics, if students provide evidence it can:  recognize and apply facts and definitions.  uses and links the diagrams, models, manipulatives, and representations of various concepts.  identify and apply the principles  compare and integrate related concepts and principles to develop concepts and principles  interpret and apply the signs, symbols, and terms used for the development of concepts and create relationships involving concepts in mathematics. conceptual and procedural understanding in this presentation conceptual understanding also includes procedural comprehension. thus if using conceptual understanding means there is procedural understanding. conceptual understanding is an understanding of the concepts, operations, and relationships of both in learning mathematics (nctm, 2000: 5). kilpatrick and swafford (2001: 118) suggest that conceptual understanding refers to the understanding of integrated and functional mathematical ideas. students organize their knowledge into a coherent whole, allowing them to learn new ideas by connecting ideas they already know. while walle (2008: 29) with different terms states that conceptual knowledge as a collection of ideas that together and there is a relationship between these ideas. therefore conceptual understanding is an understanding of integrated and functional mathematical objects used to solve problems by using certain steps. conceptual understanding in this research is the ability of students in understanding the objects of mathematics, in the form of verbal and symbolic with the steps as follows:  redefine the concept that has been learned.  give an example or not an example of a learned concept.  presents the concept into verbal, visual and symbolic representations. presentation of mathematical objects in verbal and symbolic form in mathematics, schools are known terms with mathematical objects. mathematical objects are divided into two direct objects and indirect objects. direct objects include facts, concepts, principles, and skills. indirect objects, among others, are: (1) the timing to perform theorem proof, (2) the ability to solve problems, (3) the ability to work individually and (4) have a positive attitude. (amin, s., 2004). in this research is the presentation of mathematical objects in the form of verbal and symbolic is the use of symbols of mathematical logic or words to understand in solving and solving problems. for the presentation of mathematical objects using symbolic required steps as follows.  read definitions and theorems carefully to capture the meaning of each statement (single statement).  sorting out compound statements (definitions or theorems) into several single statements.  write a logical hyphen word used in compound statements and other words.  determine symbols relevant to the logic and other words.  write a single statement with symbol form  merge single statements that have been written with symbols based on the hyphen and other words specified. (yani, a., 1999: 2) application of symbols-symbols of logic in writing definitions and theorems nctm (hulukati, 2005) suggests that mathematical communication (read "writing definitions and theorems in symbolic form") is the student's capabilities include: journal of education, teaching and learning volume 2 no 2 september 2017. page number 253-258 p-issn: 2477-5924 e-issn: 2477-4878 256  read and write mathematical ideas/ideas and interpret the meanings and ideas of the writing,  express and explain their thinking about mathematical ideas and their relationships,  formulate the definition of mathematics and make generalizations encountered through investigation,  write a mathematical presentation with understanding,  using vocabulary/language, structural notation of mathematics to present the idea of describing relationships, and modeling,  understand, interpret and assess ideas presented orally, in writing or in visual form,  observe and make conjectures, formulate questions, collect and assess information, and  generate and present convincing arguments. for the ability to write definitions and teams in symbolic form in the broad sense of changing the compound statements of definitions and theorems by using mathematical symbols, figural symbols (figures), and semantics (words). so that visible understanding and ability of student in understanding idea/idea of the math. understanding a written mathematical presentation, making a single revelation, formulating arguments, formulating definitions and teams in symbolic. from some of the above opinions, it can be concluded that the ability to write the definition and the theorem by using symbolic include two things namely the ability to reason as expression in the form of symbolic (mathematical model), and creativity that required creative thinking that includes lateral and divergent thinking. so it looks like the ability of students to express the concept (definition or theorem) of mathematics by declaring daily events in language or mathematical symbols (called: "mathematical expression"). ii. research method the research method used in this research is experimental method. suryabrata (2000: 29) states, "the purpose of experimental research is to investigate the possibility of causal intercourse by means of wearing a particular treatment to one or more experimental groups". this experimental method is used because it is in accordance with the purpose of research that is to determine the improvement of conceptual understanding (learning outcomes) of students after being given treatment. the form used in this study is quasi-experimental. this form of study was chosen because the researcher did not have the ability to control or manipulate all the relevant variables such as student learning interest, intelligence level, and family economic background of each student. (suryabrata, 2000: 33). the research design used is only posttest control group design (suryabrata, 2000: 35) with the design chart as follows: table i research design keterangan: t= test xa= presentation of mathematical objects in verbalsymbolic form iii. result and discussion before testing the hypothesis then tested normality. this is done to determine the statistics used hypothesis testing. to test the normality of data from samples used chi-square test. here is a table of normality test results: table ii normality test results variation source pre-test post-test total 132 183 n 30 30 ̅ 4,4 6,10 varians ( s 2 ) 1,56 2,23 deviation standard 1,25 1,49 from f test results obtained f_hitung and f_tabel. since the value f_count <f_table is 1.43 <1.85 then h_0 is rejected, it means that both data variance is homogeneous. furthermore, t-test of one group to test the hypothesis. table iii recapitulation result of test t df 29 md 1,7 tstatistics 0,34 ttable 1,70 from the calculation results obtained that t count <ttabel is 0.34 <1.70. thus ho with significant α = 0.05 is rejected and ha accepted. so it can be concluded that there is an increase in pre-test and post-test results in writing the definition of the class pretest treatment posttest experiment t xa t journal of education, teaching and learning volume 2 no 2 september 2017. page number 253-258 p-issn: 2477-5924 e-issn: 2477-4878 257 symbolic into the form of verbal (words) and vice versa. the data of students' learning interest was obtained from comparing the pretest and post-test results. based on the above table obtained information that there is an increase between the results of pre-test and post-test. therefore it can be seen also the interest of learning after being given pre-test so that the values obtained increasing. about pre-test is given to 30 students, obtained data as follows table iv comparison of pretest and posttest results table 4 shows that the results of pre-test in writing the definition of symbolic into verbal form (words) and vice versa have a balance between low and medium category that is 15 students or 50% of all students who follow the pre-test. while the posttest results in writing the definition of the symbolic into the verbal form (words) is dominated by the medium category that is as many as 25 students or 83.33% of all students who follow post-test. after the analysis, the researcher can conclude that there is an increase of pre-test result and post-test in writing the definition of symbolic into verbal form (words) and vice versa. this is probably due to:  the average initial test score (pre-test) is lower than the average value of the final test result (post-test) which is caused before the initial test question the student has not understood the meaning of the symbol that will be changed into the verbal form (wordwords).  the average value of the final test result (posttest) is higher than the average pre-test score which is caused before the final test question of some students already understand the meaning of symbols that will be changed into verbal form ( words). based on the results of pre-test and post-test that have been given information that there is an increase in student learning interest in writing the definition of the symbolic into the form of verbal (words) and vice versa. this can be seen from the increasing of pre-test and post-test. in the pre-test results obtained are still quite balanced between the categories of medium and low while the post-test showed an increase that most of the students included in the category of being. based on the analysis of the answers note that students experience increased interest in learning from pretest and post-test. the result of pre-test is low because it is caused by some things like less accustomed to write the definition of symbolic into verbal form (words) and vice versa, not yet comprehend the meaning of symbols in mathematics while after being given learning by presentation of mathematical object in verbal and symbolic form about writing the definition of the symbolic into the verbal form (words) and vice versa and how to understand the meaning of symbols in mathematics, students become interested in doing post-test which is indicated by the increasing result from pre-test result. therefore it can be concluded that in addition to experiencing an increase in the value of pretest and posttest results, students also experience interest in learning after being given a lesson with the presentation of mathematical objects in the form of verbal and symbolic. iv. conclusions 1. there is an increase in student learning outcomes through the presentation of mathematical objects in the form of verbal and symbolic to improve conceptual understanding in the course of mathematical statistics semester vi mathematics education studies program. 2. there is an increase in interest in learning after being given a lesson with the presentation of mathematical objects in the 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(2002). dasar-dasar evaluasi pendidikan. jakarta: bumi aksara. jakarta: bina aksara. husna, nurul (2016) pengembangan bahan ajar berbasis multirepresentasi untuk meningkatkan pemahaman konseptual dan kelancaran prosedur matematis siswa di sekolah menengah pertama, tesis magister pendidikan matematika fkip untan: tidak dipublikasika. kennedy, l.m., & tipps, s.(1994). guiding children's learning mathematics (fifth edition). new york: macmilan. category pre test score percentage post test score percentage low 15 50% 1 3,33 % medium 15 50% 25 83,33 % high 0 0% 4 13,33 % journal of education, teaching and learning volume 2 no 2 september 2017. page number 253-258 p-issn: 2477-5924 e-issn: 2477-4878 258 klipatrick, jeremy & jane swafford (2001) adding it up, helping children learn mathematics, washington dc: mathematics learning study committee. munaldus, mirza, a., yani, a.(1998). analisis terhadap pengetahuan konseptual dan prosedural dalam buku paket matematika sekolah dasar. penelitian dosen muda yang dibiayai dikti. pontianak: fkip untan. naep.(2002). national assessment governing board. washington, dc: u.s government printing office. nawawi, h. (2005). instrumen penelitian bidang sosial. yogyakarta: gadjah mada university press. nctm (2000) principles and standards for school mathematics, u.s: nctm sudjana, nana. (1999). penilaian hasil proses belajar mengajar. bandung : remaja rosdakarya.bandung: tarsito. suryabrata, sumadi. (2000). metodologi penelitian. jakarta: raja grafindo persada. walle, john a.(2008). matematika sekolah dasar dan menengah (pengembangan pengajaran. jakarta: erlangga. yani a., (2002). penyajian gagasan matematika dengan menggunakan cara figural, dan semantik serta simbolik. makalah di sajikan dalam konferensi nasional matematika xi di malang tanggal 2125 juli 2002 dan dimuat dalam jurnal matematika atau pembelajaran tahun viii, edisi khusus, juli 2002, 349-354 malang: universitas negeri malang (unm). yani, a, dkk,.(1999). pelatihan menulis definisi dan bukti teorema dengan mengguna-kan simbolik. (proyek, heds ditjen dikti depdikbud tahun anggaran 1999/2000). pontianak: fakultas mipa untan pontianak. yani, a., dan lanteri c (2017) implementation of reciprocal teaching model to increase the capability of writing definition and theorem in symbolic form, journal of education teaching and learning: volume 2 number 1 march 2017, page 81-85. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 83-88 p-issn: 2477-5924 e-issn: 2477-8478 83 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. implementation of lesson study program through the pjbl model to improve the quality of learning media products for primary school created by pre-service primary education teacher endang herawan1), dede trie kurniawan2), sri maryanti3) 1)universitas swadaya gunung jati, cirebon, indonesia e-mail: endang.herawan.ugj@gmail.com 2) univeristas pendidikan indonesia kampus cibiru, bandung, indonesia e-mail: dedetriekurniawan@upi.edu 3)universitas islam negeri sunan gunung djati, bandung, indonesia e-mail: sri.maryanti@uinsgd.ac.id abstract. this elementary school learning media development program aims to provide a picture of improving the quality of learning media product creation for prospective elementary teacher students after carrying out lesson study activities based on the lecturer expertise area in the pgsd fkip unswagati cirebon study program. the research method uses descriptive methods. the study population was second-year students prospective teachers of the fkip unswagati elementary school in cirebon. the expectation of this program is an increase in the ability of lecturers to plan lectures to improve better, the ability of lecturers to implement lectures is expected to be even better. through this program lecturers are expected to be able to create a more interesting lecture process. can make students more active and creative in exploring to produce elementary school learning products that are creative, innovative and fun. this program encourages lecturers to have a well-organized learning structure. teaching skills such as mastery of the material, use of lecturing media, classroom management, questioning skills and motivating skills of students are trained in this program through the principle of collegiality. lesson study activities have the potential to increase lecturer professionalism which has an impact on improving the quality of the process and results of lectures. the results obtained from this study were an increase in the quality of lectures conducted by collegial learning based on collegiality of lecturers' colleagues in teaching which was facilitated in the lesson study program keywords: lesson study teaching media; primary education; pre-service primary education teacher i. introduction efforts to improve quality education in unswagati continue to be carried out. one of them is to organize lesson study socialization activities in tertiary institutions in 2015. as a follow-up to the socialization activity, it is necessary to implement the socialization material with lesson study-based course development activities. through this grant study based lesson study development program it is hoped that unswagati will increasingly become a leading in learning university. during this time the lecture process carried out by most lecturers was limited to rote knowledge, and less emphasis on high cognitive aspects, such as sharpness in the power of analysis and evaluation, the development of creativity, learning independence, and the development of affective aspects. passive students and acquired knowledge are often of little use in their lives and work. lecture material is less oriented to the field of science, the results of field research, and long-term needs. lecturers use learning patterns that tend to be the same from year to year. changes in the curriculum do not have an impact on changes in teaching materials, methods, and learning strategies. most of the competencies / objectives of lectures are still limited to the low cognitive and psychomotor domains. less innovative courses at tertiary institutions will have a negative impact on the preparation of future generations. the development of technology is so fast, especially information technology and the virtual world contained therein can tempt students not to learn. if the lecturer is unable to adapt to technological developments, monotonous learning methods / strategies cannot compete with the http://creativecommons.org/licenses/by-nc/4.0/ mailto:endang.herawan.ugj@gmail.com mailto:dedetriekurniawan@upi.edu mailto:sri.maryanti@uinsgd.ac.id journal of education, teaching, and learning volume 7 number 1 march 2022. page 83-88 p-issn: 2477-5924 e-issn: 2477-8478 84 temptations of cyberspace and cannot attract students' attention to study and do not challenge students to think. some of the causes of the low quality of lectures in tertiary institutions include the following: generally, lecturers work alone in preparing and conducting lectures. if the lecturer is innovative in teaching students, his creativity does not affect other lecturers because there is no sharing among lecturers about the teaching and learning process. when the creative lecturer dies, his creativity disappears. in general, lecturers have high egos, feel super, are not easy to accept input to improve lectures. even though there are no perfect lectures, there are always gaps for improvement. the mindset of the lecturer needs to be improved so that the lecturer can collaborate and want to share with other lecturers and is open for lecture improvement. lesson study approach is an alternative to improve the mindset of lecturers in improving the lecturing process. through this program it is hoped that it can improve the academic atmosphere in unswagati and be a strong driver for the realization of leading in learning university. unswagati need to improve the quality of education which can be started by improving the quality of teaching and learning process. along with the demands of education, in the learning process an educator needs to develop teaching strategies systematically and create a learning process that is able to facilitate students 'learning material to improve students' ability to learn, and involve active participation of students or participant-centered learning students (student centered learning). therefore, it is necessary to innovate learning through lesson study as an alternative to overcome the problems of learning practice. lesson study is a model of teaching professional development through the study of collaborative and sustainable learning based on the principle of collegiality and mutual learning to build learning communities, thus allowing lecturers to share learning experiences or lectures with their colleagues. lesson study is a cyclical training process for lecturers, beginning with: (1) lecturers plan lessons through academic exploration of teaching materials and learning tools; (2) lecturers conduct learning based on plans and learning tools that are made, inviting colleagues to observe; and (3) the lecturer reflects on the lesson through the exchange of views, comments, and discussions with the observers. therefore, the implementation of the lesson study program needs to be monitored and evaluated so that it will be known how the effectiveness and acquisition of the parties involved in it. lesson study can function as an effort to implement inservice training programs for lecturers. these efforts are carried out collaboratively and continuously. the implementation is in the classroom with the aim of understanding student learning activities better. the lecturer group develops learning together, one of the lecturers is assigned to carry out learning (lecturer model), the other lecturer observes (observers) student learning, this process is carried out during the learning process. at the end of the activity, the lecturer gathered and asked questions about the learning that was done, revised and arranged the next learning based on the results of the discussion. lesson study as an activity that has just been implemented in the lecture process of elementary school learning media (mpsd) in the pgsd study program fkip unswahati needs to be continuously promoted or developed to improve the quality of learning quality. elementary school learning media (mpsd) lectures generally tend to emphasize how lecturers teach (teacher centered) and have not applied the principle of student centered learning (learning centered on students), overall the results can be tolerated which apparently does not contribute much to improving quality the process and learning for students lesson study in lectures of elementary school learning media (mpsd) is limited to aspects of new learning material that can be implemented on the subject of educational game tools (ape) or teaching aids (ap) with the mediated learning experience (mle) approach to improve the quality of learning and student learning activities through learning assessment that has been designed collaboratively, continuously in planning, implementing, observing and reporting learning outcomes that students are motivated to carry out active learning processes, the existence of student interaction with lecturers, interaction between students and understanding of teaching materials that occur starting from the findings. learning that occurs is students are able to explore teaching materials and find relationships between teaching materials with reality in student life, so they realize that from the learning process can position their knowledge and skills to be applied in their lives. this lesson study activity is expected not only to benefit lecturers and students in the elementary school learning media (mpsd) course, but also be useful for other lecturers who are present at the time of learning. the importance of the experience of "learning from others" and the real experience of how others do learning have often been expressed in various literatures. because lesson study is a source of real examples of how to do learning, participation as an observer in lesson study or watching recorded video study lessons can be used to improve the teaching abilities of lecturers and prospective teacher teachers. for this reason, researchers are interested in implementing a collegiality-based lecturer professionalism development program through lesson study activities in elementary school learning media courses to improve the quality of basic education learning media products produced by elementary school teacher candidates ii. methods this research will be conducted in the subject of basic education learning media for prospective elementary school teachers in the second semester of 2018/2019 in the span of april to june 2019. the open class is held in the 2.01 lecture room of the pgsd fkip ugj study program. the selection of this course is based on the characteristics of the course concerned so that it has a high uniformity so that there can be many lecturers who study and participate in developing it. journal of education, teaching, and learning volume 7 number 1 march 2022. page 83-88 p-issn: 2477-5924 e-issn: 2477-8478 85 the 3 lecturers as a team in this lesson study have the following composition: 1. 1 lecturer with a science education background. 2. 1 lecturer with educational background. 3. 1 lecturer with a background in civics education. this research was conducted from february 2019 to august 2019. lesson study activities in media courses learning for elementary teacher candidates is planned for february to august 2019. this type of program is an action research, with the following stages: 1. workshop to lecturers about lesson study 2. observation of lectures conducted by one of the lecturers 3. workshop on component development (plan) 4. implementation of open lesson and reflection (do & see) 5. evaluate lesson study activities the research data was taken from the lecture implementation record, the results of the assessment of learning media products and interviews. the lecture process will also be recorded using a video camera for the purpose of further analysis. after the implementation of teaching and learning activities there will be a multi-way discussion between the lecturer and the observers. this discussion is actually an opportunity for lecturers and other participants to reflect on the learning activities that have been carried out. therefore the discussion is not evaluative, but rather in the direction of constructive and collaborative. informal and dialogical interviews were also conducted between researchers and lecturers. during the interview the video recording of the learning conducted by the lecturer will be played so that the lecturer can observe the weaknesses and shortcomings that they do during the learning. interviews are also directed at lecturers' perceptions regarding ideas / views that lead them to carry out learning as they have done and how to improve learning in lectures. besides that, information about the benefits felt by lecturers and students will also be explored for lesson study. basically this study examines how lesson study activities can be carried out so as to improve the quality of lectures in media education for basic education (mpsd) for prospective elementary school teacher students. then the following is explained instrument used in evaluating the course of lesson study programs. 1. observation sheet. collect pedagogic and professional competencies raised by lecturers during the learning process. 2. interview guidelines to capture the views of lecturers in following the lesson study program and identifying the study itself. 3. guidelines for analyzing learning videos. 4. five types of instrument for evaluating learning media products basic education for the creation of elementary school teacher candidates such as video, ap / ape & prezzi iii. results and discussion first cycle the action in the cycle begins with the application of the pjbl model to the development of instructional media for constructive playing tools for elementary school students. the implementation of this lecture activity aims to improve the ability to work together and student creativity in making elementary school learning media products. this cycle is carried out in lecture activities with a duration of 2 credit hours of lectures. the learning implementation was carried out by one model lecturer, dr. dede trie kurniawan, s.si., m.pd who is in charge of teaching and being a lecturer facilitator. one moderator is h. komarudin., drs., m.pd who is in charge of helping the model lecturer manage the course of the lecture. in the learning implementation cycle which is carried out by the project based learning method which contains two activities namely provision of material from the lecturer and seminar on the presentation of learning media products. fig. 1 implementation of lesson study cycle 1 development of learning media constructive game tools for elementary school students using the pjbl method elementary school learning media lectures in the pgsd study program fkip ugj with dr. dede trie kurniawan, s.si., m.pd a. plan fig. 2 the peer lecturer who was present during the presentation of the cycle 1 session plan development of learning media for constructive game tools for elementary school students the initial phase carried out in the cycle is the plan or planning stage which is carried out in april 2019. the plan phase begins by preparing a learning plan that will be carried out based on preliminary data on student conditions delivered by lecturers supporting elementary school learning media courses which will also act as model lecturers in the activities the implementation of this lesson study. the learning design is made by focusing on the importance of collaboration and the creativity ability of students in making elementary learning media products. based on the design made the implementation of lesson study for do in the cycle requires learning equipment such as laptops, information journal of education, teaching, and learning volume 7 number 1 march 2022. page 83-88 p-issn: 2477-5924 e-issn: 2477-8478 86 desk presenters and moderator desks as well as observers because learning will be carried out in the seminar on dissemination of student creation products for the sd learning media development project. implementation also requires observation sheets to observe the activity and performance of each group. b. do the do phase or the lecture implementation stage in this lecture is carried out for elementary learning media courses in the pgsd study program conducted on april 24, 2019. fig.3 product presentation seminar in cycle 1 development of learning media for constructive game tools for elementary school students at this stage the learning activities begin with the model lecturer and the moderator opening the lecture. after opening the lecture, the activity continued with the preparation of the student group who will present the sd learning media development product as a form of reporting on the results of the project assignments. and criticize the delivery of the material. question and answer session does not wait until the exposure is finished, if there is a connection that you want to ask, you can directly apply for permission to ask the modertor. based on the condition and target of subject achievement, the groups are arranged based on students' interest in the desired media product. this aims to have good communication and coordination between individuals and their careers to build good cooperation between groups in complementing one another's study material. each group that has listened to the presentation of the material from the group that appeared to coordinate and discuss the problems faced in carrying out the duties of each individual. one of them is preparing questions, rebuttal, statements or opinions about the material presented. this activity is one means to be able to train the creative abilities of prospective teacher students. at the end of the activity, the model lecturer asked for a short report on the results of the discussion activities that had been carried out by each group in the form of making a learning video. then the model lecturer concludes and provides motivation so that students are able to work well together and continue to hone their creativity carefully and quickly in managing information. after the lecturer model gives the lecturer motivation, the moderator ends the do phase of the lesson study cycle. fig.4 reports in the form of instructional videos disseminating constructive learning media products for elementary school students c. see fig.5 reflection activities with peer lecturers in cycle 1 developing media for constructive game learning tools for elementary school students the see or evaluation stage is done directly after the do phase is completed, namely in april 2019. at the see stage the lesson study implementation team discusses the results of all activities that have been carried out at the do stage. one of which was discussed was the results of the questionnaire which was the result of a response back from students in the implementation of lesson study in lectures on elementary learning media pgsd fkip unswagati cirebon study program fig.6 filling out questionnaire as a reflection of lecture activities by prospective elementary school teacher students in this see stage, the moderator is given the opportunity to express his gratitude, give a conclusion and also a little description of the evaluation that needs to be done in the implementation of lectures in elementary learning media both for students and for model lecturers. in the see phase, a discussion was carried out on the results of the implementation of the do phase. based on observations, observation sheets and questionnaires from students can be seen the following results in table 1. journal of education, teaching, and learning volume 7 number 1 march 2022. page 83-88 p-issn: 2477-5924 e-issn: 2477-8478 87 table i observation results of peer lecturers on the implementation of model lecturers in lesson study activities focus object and observation record for description of observation results description of solution 1. students learning media made by students are fixated on the examples presented by the lecturer proposals for constructive game media submission by students so that the game media are made different from other groups and are more creative in making game medip 1. lecturer lecturers are smart enough to deliver lectures so that the classroom atmosphere looks vibrant and cheerful maintained 2. students students look enthusiastic in attending lectures and interact between groups who present with friends who ask. there are groups that succeed in making a good atmosphere but there are those who seem monotonous because the students are nervous, lack of training and lack of preparation there are still students who are less attentive to lectures more practice in the delivery method so as not to seem monotonous and theoretical because the ultimate goal is to teach elementary students 2. lecturer model lecturers prepare the stages of learning quite clearly / systematically starting from appreciation, opening of material and evaluation and feedback interesting learning material the model lecturer must look around and around the child's presentation and guide the students well 3. students there are still some students who lack response student presentations are still felt rigid lcd projector or less clear continue to practice about the procedure for a good and correct presentation cultivate confidence check the supporting facilities 3. lecturer there is an incorrect explanation in explaining the digestive organs it should be even more thorough in responding to student presentations 4. students too many group divisions student activities when presentations are still not well planned the group should consist of 2 people / students scenarios should be made first so that the presentation can be well organized. iv. conclusions based on the implementation of learning that has been done, it can be concluded that: 1. project based learning model learning is felt to be effective in implementing elementary learning media courses, because this course requires students to be able to collaborate and think creatively in improving pedagogical skills through learning media. 2. the lesson study activities that are carried out generally run smoothly, however some obstacles regarding time, availability of observers and large class sizes make it a problem that must be faced. 3. the lesson study activities that were developed can be concluded to be able to have a significant impact on the sustainability of the learning media lectures in honing the professionalism of lecturers and students as a complete student communication. 4. successful character development developed in elementary learning media courses through lesson study activities include: | a. the collaboration can be seen from the performance of students who have improved after the implementation of each cycle and the quality of the cooperation is increasingly seen in the implementation of elementary learning media lectures. b. the creativity of media products for elementary school learning from students that can be observed from the quality of product presentation in the form of teaching aids / educational games, videos or slides prezi presentations along with their modules, questions, response answers and the ability to infer from the activities of the lecture seminars in teaching media products fkip unswagati cirebon. references akerson, v. l., pongsanon, k., rogers, m. a. p., carter, i., & galindo, e. (2017). exploring the use of lesson study to develop elementary preservice teachers’ pedagogical content knowledge for teaching nature of science. international journal of science and mathematics education, 15(2), 293-312. amador, j., & weiland, i. (2015). what preservice teachers and knowledgeable others professionally notice during lesson study. the teacher educator, 50(2), 109-126. bjuland, r., & mosvold, r. (2015). lesson study in teacher education: learning from a challenging case. teaching and teacher education 52, 83-90. coenders, f., & verhoef, n. (2019). lesson study: professional development (pd) for beginning and experienced teachers. professional development in education, 45(2), 217-230. dikti. (2011). program perluasan lesson study untuk penguatan lptk. fauziah, a., & putri, r. i. i. (2020). developing pmri learning environment through lesson study for pre-service primary school teacher. journal on mathematics education, 11(2), 193-208. febrianti, m. & ana, s. (2013). pelaksanaan lesson study dalam perkuliahan bimbingan perawatan anak. invotec, 9(2), 129-144. journal of education, teaching, and learning volume 7 number 1 march 2022. page 83-88 p-issn: 2477-5924 e-issn: 2477-8478 88 kim, c., kim, d., yuan, j., hill, r. b., doshi, p., & thai, c. n. (2015). robotics to promote elementary education pre-service teachers' stem engagement, learning, and teaching. computers & education, 91, 14-31. kim, d., & bolger, m. (2017). analysis of korean elementary pre-service teachers’ changing attitudes about integrated steam pedagogy through developing lesson plans. international journal of science and mathematics education, 15(4), 587605. kurniadi, e. (2012). peningkatan kompetensi guru dan calon guru mipa di kabupaten madiun melalui perluasan dan penguatan lesson study. laporan lesson study fpmipa ikip pgri madiun kurniawan, d.t. (2013). kreatifitas mahasiswa calon guru matematika melalui model pembelajaran berbasis proyek (project based learning (pjbl)) pada mata kuliah program komputer. makalah seminar stkip siliwangi bandung kurniawan, d.t. (2017). penggunaan model pjbl untuk meningkatkan kreativitas mahasiswa dalam membuat media pembelajaran matematika. kalamatika jurnal pendidikan matematika, 2(2), 207-220. nurhadi. (2010). laporan pelaksanaan lesson study mata kuliah geografi regional indonesia di jurusan pendidikan geografi fise uny. jurusan pendidikan geografi fakultas ilmu sosial dan ekonomi universitas negeri yogyakarta riyati, s. (2007). sistem pembinaan profesional guru pendidikan ipa melalui lesson study. jurusan pendidikan biologi upi bandung. suyatiningsih. (2011). pengembangan karakter mahasiswa melalui model pembelajaran kolaboratif (collaborative learning) pada mata kuliah pameran teknologi pendidikan. jurusan kurikulum dan teknologi penddikan fakultas ilmu pendidikan universitas negeri yogyakarta widodo, a. (2007). peran lesson study dalam peningkatan kemampuan mengajar mahasiswa calon guru. varidika, 19(1). isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 51-59 p-issn: 2477-5924 e-issn: 2477-8478 51 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. environment-based arabic vocabulary learning in islamic kindergarten muhammad yusuf salam1), adam mudinillah2), olivia levan’s3) 1)state institute for islamic studies batusangkar, west sumatera, indonesia e-mail: yusufsalam@iainbatusangkar.ac.id 2) islamic high school al-hikmah pariangan batusangkar, west sumatera, indonesia e-mail: adammudinillah@staialhikmahpariangan.ac.id 3)state institute for islamic studies batusangkar, west sumatera, indonesia e-mail: olivialevans17@gmail.com abstract. over time the world evolved in all fields. one of them is in the areas affected by the evolution of the times, namely the field of education. education should be flexible so that there is a synchronization between the development of the times and the world of education. more and more, we realize that there is a need for an innovative and competitive next generation, not only nationally but also internationally. moving on from this, the researcher took the initiative to provide environment-based arabic vocabulary material to students at the early childhood education level, namely islamic kindergartens. the purpose of this study was to test whether environmental-based arabic vocabulary learning could be realized for students in islamic kindergartens. the method used in this research is the descriptive qualitative method by analyzing social events, phenomena or events. the research subjects are al-amin islamic kindergarten students, west sumatra province. in this study, researchers used the spradley model of data analysis, namely domain analysis, by obtaining a general description of the researchers' observed events. the research was conducted for three days inside and outside the classroom. after the researchers observed, it can be concluded that the provision of environment-based arabic vocabulary learning materials in islamic kindergartens can be realized by providing simple materials adapted to students' cognitive abilities. keywords: arabic vocabulary; islamic kindergarten; vocabulary learning i. introduction indonesia is the 4th most populous country globally (wulandari, 2020; awali, 2018), where most of the population is muslim (triyanta, 2009; yuliana & hadi, 2019). approximately 86.88% of the indonesian population embraces islam (muhtar et al., 2018; yuliana & hadi, 2019). however, there is still a low number of residents who have successfully passed higher education (jasman, 2019; sidik & firmansyah, 2020). only 10% of the productive age population received higher education (prasasti & prakoso, 2017). this indicates how weak the level of education in indonesia is. etymologically, education means changing the attitudes and behaviour of individuals or groups to mature humans through teaching and training efforts (jumari, 2018; lukmana et al., 2019). according to the father of indonesian national education, ki hajar dewantara defines education as a demand in the life of the growth of children (sugiarta et al., 2019; fanny iffah zunnurrain, 2021), meaning education is that which guides all the natural forces that exist in these children so that they as human beings and as members of society can achieve the highest safety and happiness (sesfao, 2020). as for law no. 20 of 2003, education is a conscious and planned effort (iswara, 2020) to create a learning atmosphere and learning process so that students actively develop their potential to have religious-spiritual strength, self-control, personality, intelligence, noble character, and the skills they need, society, nation, and state (saihu et al., 2021). meanwhile, according to h. horne, eating education is a continuous (eternal) process of higher adjustment for humans who have developed physically and mentally, freely and consciously of god, manifested in the intellectual, emotional and human nature of humans (saefullah et al., 2021; saihu, 2020). from the various definitions of education above, it can be understood that education is guidance from the more mature ones to the development of children so that children can face situations and living conditions in the future independently (afdal et al., 2021; a. f. putri, 2018). http://creativecommons.org/licenses/by-nc/4.0/ mailto:yusufsalam@iainbatusangkar.ac.id mailto:adammudinillah@staialhikmahpariangan.ac.id mailto:olivialevans17@gmail.com journal of education, teaching, and learning volume 7 number 1 march 2022. page 51-59 p-issn: 2477-5924 e-issn: 2477-8478 52 indonesia is one of the developing countries in the world (r. n. putri, 2019), both in the economic and educational fields (fajar, 2021), which is marked by the low level of education in indonesia (nuraeni & lilin suryono, 2021). the story of education dramatically affects the quality of a country's human resources (s et al., 2021; agustina et al., 2019). education is a measure of the success of a nation (prasetyo, 2019). good quality education will produce quality human resources (yudhistira et al., 2020). every indonesian citizen has the right to receive education at school (supraptiyaningrum & muzayanah, 2020; goldman, ian. and pabari, 2021), as stated in article 31 of the 1945 constitution paragraph 1, “every citizen has the right to education” (arkiang, 2021). the government is obliged to finance education by article 31 of the 1945 constitution paragraph 2 “every citizen is obliged to attend basic education, and the government is obliged to finance it” (idri, 2020). funding for free education certainly has hope for the birth of a quality future generation that can compete globally (kusumaningrum et al., 2020). the nation's next generation is the most important capital for a country (handitya, 2019), which will be the forerunner of the driving force of national development. leaving a weak generation both in religion and science is a waste (aimi, 2019). letting go of the younger generation means preparing for the destruction of the nation itself (mubarok, 2021). as the meaning contained in the qur'an surah an-nisa verse 9 'and let fear (of allah) those who if they leave weak descendants behind them who they worry about (welfare). “therefore, let them fear allah, and let them speak with the right words”. education is critical in preparing the nation's next generation of quality (perdana & adha, 2020; sujana, 2019). therefore, it is not just any hand that can carry out the mandate as an educator. must be proficient in their field (amin, 2021; ansari & qomarudin, 2021). the process of learning or education is built on several elements that are interrelated with one another. the aspects of education are educators, students, and learning materials (setiawan & komalasari, 2020; sulindawati, 2018). the definition of an educator, if examined more deeply, is a simple definition of an educator as a person who educates (kamal, 2018). this means anyone who carries out activities related to education. based on the definition of education that the researchers described above, it can be understood that educators are people or individuals who contribute to changing individual and other attitudes in terms of maturing humans through teaching (wahidin, 2015; aswat & nurmaya, 2020). while students are interpreted as individuals or community groups who are subjects in education (sunarso, 2020; adelina yuristia, 2018), learners will be given direction and knowledge in the learning process (hasanah et al., 2019). it can also be understood as community members trying to develop themselves by taking a learning process or education, both formal and non-formal (assa et al., 2022). if the two elements of educators and students are met, then the third element is learning material. material is understood as a material or a set of teaching substances (nurdyansyah & mutala’liah, 2015) that assists educators in the learning process (kurniawan, 2020). the material is arranged systematically by the established competency standards. these three elements are the essential elements in the learning process. they are interrelated and influence each other. each level of education has material with different difficulty levels (mustofa, 2020; magdalena et al., 2021). in other institutions, the material taught is various. starting from those related to religion to the general ones, each has something special. public education institutions will study more material related to general matters (fakhruddin et al., 2018). likewise, with religious education institutions, of course, they will learn more related to religion (nawali, 2018). in indonesia, we know that education is divided into several levels or levels (gofur et al., n.d.). based on law number 20 of 2003 concerning the national education system, education in indonesia is divided into three main channels, namely formal, non-formal, and informal (sasmitaputri, 2021). education is divided into four levels: early childhood, elementary, middle, and high (penelitian et al., 2020). one form of formal early childhood education is kindergarten (t.k.) (barita et al., 2021). according to helmawati, kindergarten is defined as legal education for children aged four to six years (rujiah & sa’diyah, 2021). not much different, according to maimunah, kindergarten is a formal education level after playgroup (suwanda, 2020). kindergarten education is a place for children to learn with an age range of four to six years (hajerah, 2019) which usually consists of two groups with age classifications. learning in kindergarten is done by developing and stimulating six aspects of children's development: moral, language, physical motor, cognitive, social, emotional, and artistic (damayanti et al., 2019). all aspects of development are appropriately stimulated according to the child's developmental stage. one aspect of child development is language development (we & fauziah, 2021). tarigan explains that aspects of language development are divided into two stages. the first browsing (paralinguistic) stage and the second browsing (paralinguistic) stage (anggraini, n.d.). babies whimper, cry, coo, scream and laugh for months in the first developmental stage. while in the second stage, which is also called the stage of nonsense, because it speaks with words without meaning. they are learning in kindergarten, which includes aspects of language development for language development in kindergarten, learning a simple and familiar language in general. the language that is understood is the language used in daily communication so that gradually it will be easy to understand each other's language as a communication tool. indonesian is a unitary language that has been taught to early childhood with the aim that students can speak good indonesian. however, it is also possible to learn foreign languages for students in kindergarten. it is also possible for students who are still in kindergarten to learn the basics of arabic communication. journal of education, teaching, and learning volume 7 number 1 march 2022. page 51-59 p-issn: 2477-5924 e-issn: 2477-8478 53 language development is primarily determined by students' cognitive abilities (isna, 2019). cognitive development is a form of development that refers to brain function power (rahayu et al., 2015) to understand the meaning of knowledge in the form of information (firmansyah, 2016). experts share opinions about cognitive abilities. according to susanto, cognitive ability is a thinking process, namely the individual's ability to connect, assess and consider an event (husna, 2021). cognitive abilities develop over time along with the forging of several information that can hone the brain's thinking ability. cognitive ability has several stages (insyasiska et al., 2015), from birth to evaluation to test children's cognitive abilities. evaluation can be in the form of a test or what is usually used and is known as an i.q. test (awali, 2018). language is a communication tool that is used in everyday life (noermanzah, 2019). language is used as a medium to convey messages by using something as a sign that is mutually agreed upon (patriansah, 2020) and following patterns or rules that apply in society and have even become a tradition in culture. since childhood, we have spoken from a simple language such as saying 'mama papa' and continues to develop until it becomes a complex language. language is not only defined by the words that come out of the mouth. however, it is also interpreted as something described by facial or body movements as a sign of something called body language. even long before modern times, humans have known language. language as a communication tool to convey ideas and information has been known since ancient times (hasnawati, 2020), but in ancient times language was used in pictures or writing (r. gunawan & suhartono, 2021). along with the development of the times and human intelligence, the language used also undergoes changes and developments (chairunnisa, 2020). the urgency of speech is the most effective communication tool to convey opinions, thoughts and goals to others (efendi, 2021), which will lead to cooperation with others. in this universe, many varieties of languages have their uniqueness (rahmad nuthihar et al., 2020). one of these languages is arabic. many theories have been developed about the origin of the arabic language. some argue that this language has existed since prophet adam as. (kurniawan et al., 2021). this is an interpretation of the koran surah al-baqarah verse 31, which means that allah taught prophet adam about various names of objects (winarti & khusnah, 2021). through this, it is interpreted that arabic has been used since the prophet adam a.s. some argue that arabic belongs to the semitic language family, a derivative of the afroasiatic family (hula, 2020). modern experts say that the languages in the world originate from areas where humans first settled, which later became a language that developed until it developed into about four hundred types of languages. one of them is a semitic language taken from the son of the prophet noah, the ancestor of the prophet abraham. the tongue then developed into the culture of mesopotamia to syria. there are many privileges related to the arabic language (mofid, 2019). apart from being an international language (nurcholis et al., 2019), arabic is also the language of muslims. the language is used by billions of muslims worldwide in rituals of worship (sauri, 2020; muis, 2020). because arabic is so unique, it has become the language used in the muslim holy book, the al-quran (rohmayani et al., 2015). with the beauty of language that is by the rules of arabic grammar and rhetoric that is full of meaning and meaning, arabic is the asbab as the language of the koran. arabic also has advantages over other languages in the world (semester, 2019). in terms of phonology or sound, the pronunciation of hijaiyah letters cannot be reflected in the alphabet and in a unique way of articulation. a word can be formed with lafadz whose letters and meanings are still related in terms of morphology or scarf. it is also different in nahwu or syntax, harakat at the end of the sentence affects the position of the sentence, whereas, from a semantic point of view, arabic is used to understand the implied meaning, especially in the al-quran(hasyim, 2016) arabic is one of the various subjects in the islamic education curriculum in indonesia (yusuf habibi, 2019). the introduction of arabic material has been started from the earliest level of education to the level of higher education. to understand arabic well, there are four skills called maharah (sa’diyah, 2018). the four maharah are interrelated. the first maharah is maharah istima' (listening skill) (jauhari, 2018), maharah kalam (speaking skill) (afdal et al., 2021; nalole, 2018), maharah qira'ah (reading skill) (hamdy, n.d.) and maharah kitabah (writing skills) (amalia, 2013). however, for the standard of education at the initial level, mastery of arabic is undoubtedly not as complex as at the higher level. the most important thing at the beginning of learning arabic to be fluent in arabic is mastery of vocabulary or vocabulary. knowledge of language becomes urgent because it becomes the basis for the beginning of the conversation later. to prepare intelligent generations who can face the challenges of the times. it is necessary to provide the material used in future developments (susilo & sarkowi, 2021). one of them is arabic learning material. it is possible that the provision of arabic language learning materials can be carried out at the early education level, especially in islamic-based kindergartens. the learning material taught is simple, which begins with the correct pronunciation of the letters hijaiyah. then it develops into an introduction to arabic vocabulary. it can be in greetings and simple things that are often encountered in everyday life. in good morning greetings, or by replacing the names of objects with arabic. the introduction of arabic learning in early childhood education is carried out with the hope that students are accustomed to hearing and speaking arabic as the language used in the international arena. so that with an early introduction, students can be trained and can compete at the global level. new language intake for early childhood must be adapted to the situation and conditions (nur’aini, 2021). early childhood education is decorated with colourful things, full journal of education, teaching, and learning volume 7 number 1 march 2022. page 51-59 p-issn: 2477-5924 e-issn: 2477-8478 54 of fun, and uses learning while playing methods. therefore, the provision of arabic language material at the early childhood education level must be varied, creative and able to trigger student learning. environmentally based learning designs can be an attraction for children from an early age. combining arabic learning with an environmental basis helps educators answer challenges in teaching arabic learning materials in islamic kindergartens. based on what the author has said above, with the rapid development of the times and the enormity of the challenges faced in the future. it takes educators who are competent in their fields and prepare subject matter that will be given to students. therefore, the authors took the initiative to research environmental-based arabic language learning in islamic kindergartens. ii. methods this study used descriptive qualitative research methods. research reveals something objectively and structured (nurmalasari & erdiantoro, 2020). the analysis is carried out by observing social phenomena or events, becoming a general description of the research results. the research method introduces and teaches arabic interpretations related to the environment and things that are often encountered in everyday life for three days. then the researcher guides the students to memorize the vocabulary and practice it in front of the class. and to test the extent to which the students' memory and memory abilities are using the method that the researcher uses, an indirect evaluation is carried out by reviewing the learning materials studied in the previous few days. the research subjects consisted of students at the alamin lima islamic kindergarten of batusangkar. in the research, several teachers assisted the researcher at the alamin lima islamic kindergarten of batusangkar to control the situation and conditions so that the investigation could run smoothly. the study uses non-statistical data analysis techniques (nurwulandari & darwin, 2020), namely the spradley model's data analysis domain data analysis (sulusyawati & melati, 2019) which helps researchers to get a general description of the phenomena that researchers are observing. iii. results and discussion kindergarten is an implementation of the earliest level in the education system in indonesia (potensia, 2021). the early childhood education level is intended for children aged four to six years before entering primary school. the material taught is also simple. in the islamic kindergarten, the material taught is more dominant to those that smell of islam when compared to the kindergarten, which is not based on islam. early childhood education covers the age range of two to six years. each has a stage of cognitive development that is classified based on age. early childhood cognitive development is more complicated to understand when compared to physical development. and there is no measuring tool that can accurately measure the extent of cognitive development at an early age. cognitive ability is influenced by several factors, ranging from genetics to the environment (ibda, 2015). the level of cognitive ability determines how far a child can understand what is being learned. based on the above exposure, children's cognitive skills, especially early childhood, have different levels influenced by several factors. training to sharpen mental abilities at an early age can provide various kinds of knowledge or something new. researchers researched to implement training to sharpen cognitive skills at an early age. the research was conducted for three days. researchers prepare to learn materials given to learners in the islamic kindergarten. the material design is several simple vocabulary words about the environment, greetings, and things often found in everyday life. the selection of environment-based vocabulary material makes it easy for learners to memorize, understand and practice some simple vocabulary that the researcher presents. so that learners also have a base of skills in learning arabic. the sample will be examined consists of three classes, namely classes a, b, and c. in facilitating the research process, the researcher was assisted by several educators in the islamic kindergarten. the educator's job is to help control so learners can focus during the research. on the first day of the study in the kindergarten, it was conducted in classrooms a.a., b, and c alternately. they are starting with class a with learners who also study in room a. researchers introduce and slowly vocabulary about greetings in arabic. the use of the greeting 'good morning' in indonesian is added with the arabic vocabulary to be )الخير the reply ‘good ,)صباح morning too’ is translated into arabic to be )النور .)صباح after introducing the vocabulary that was read repeatedly, the researcher asked all learners to follow what the researcher read. the research takes about 15 minutes until finally, the learners can memorize the vocabulary of greetings. then the researcher also introduced the greeting “good afternoon” in arabic )الخير and the sentence “good )مساء afternoon too” becomes )النور the introduction on .)مساء the first day of students still looked confused. however, some students can follow what the researcher says even though parts are still left behind in their pronunciation. the same theory and technique the researcher did for the three classes with almost the same time duration and the responses given by the students were also nearly the same. nearly all students can recite, memorize, and apply the researcher's greetings. the researchers reviewed the same material related to greetings 'good morning', 'good afternoon' and their answers on the second day. and the response from students can still remember what was learned the previous day. then the researcher did several repetitions, and the majority of the students present were able to pronounce the new vocabulary with intonation like when the researcher said it. even better than what researchers found the day before. however, even journal of education, teaching, and learning volume 7 number 1 march 2022. page 51-59 p-issn: 2477-5924 e-issn: 2477-8478 55 though almost all students are capable of pronouncing vocabulary, they still need guidance to facilitate the pronunciation and strengthening of the material that has been given. as for saying the sentence )النور the )صباح researcher must stimulate it by saying “shobaa” after that only the students can continue from what the researcher says. after that, it was repeated several times. almost all students in the islamic kindergarten were able to pronounce arabic vocabulary even though it was still with pronunciation guidance from the researcher. the research on the second day was still carried out in the classroom. the researcher shifted the material to the material about asking for news. in indonesian, the sentence “how are you?” translated into arabic )حالك؟ كيف ( along with the answer “alhamdulillah is good” in arabic )هلل الحمد .)بخير just like the previous day, the researcher repeated the pronunciation of the vocabulary several times. then the researcher asked the students to practice in pairs and come to the front of the class until all students were able and fluent in pronunciation. after vocabulary about asking for news, the researcher also gave greeting material. continuation of the material on the first day. the word “good night” is changed to arabic )سعيدة ”and the answer is “good night too )ليلة المبارك( on the second day of the study, the .)سعيدة researcher used assistive media in interactive video. selection of interactive media in learning arabic so that learning is easy for students to understand because it uses audiovisuals. on the third day, the researcher began to introduce vocabulary related to the environment and things often encountered in everyday life. learning is done on the playground to be more enthusiastic in learning. the introduction of vocabulary about “flowers” was translated into arabic )الزهرة(, and when the researcher pointed towards the tree by saying )الشجرة( and some other introduction to the vocabulary about the environment, such as “door” )باب(, “chair” )كرسي(, “sky” )السماء(. the vocabulary was repeated several times, and the researcher asked the students to mention the vocabulary and show the meaning of the vocabulary they read. all students can pronounce vocabulary well, even though it is by the ability to capture and remember each student. to evaluate the students' ability to master the material, the researcher conducted an indirect test in the form of a review of the materials taught in the previous days. students are classified into three study groups according to their respective classes. each group was coordinated by the researcher and assisted by one teacher each for the effectiveness and efficiency of the research. evaluation method by showing pictures that are symbols of the day, night, flowers and everything related to the material that has been studied. the use of auxiliary media is very effective in evaluation. and the students responded well to all the questions that the researcher threw. the majority of all students can remember the material that has been taught. this indicates that islamic kindergarten students have good comprehension and memory. it can be seen from the speed in memorizing and the strong memory of students. iv. conclusions the provision of arabic learning materials as the basis for students' language skills in the future starts from an early age. because understanding takes time and everything progresses over time. early childhood has a brain condition that is still fresh to accept and understand something new; it will be quickly accessed in the brain so that the information accessed is easier to store. findings in the field after conducting research in islamic kindergartens regarding the provision of arabic learning materials, it can be concluded that arabic language learning at the early childhood education level, islamic kindergartens can be realized with material difficulty standards that are tailored to the abilities of students. and if done continuously with guidance from educators. so that the use of simple vocabulary in everyday life becomes a tradition for students, the provision of learning materials can be created with the help of learning media that can attract students' interest. such as the use of interactive media designed as attractive as possible so that learning is easier to do. thus, in addition to understanding the unified language of indonesian, students can also understand arabic by implementing speech in everyday life. this is also expected to be the first step in forming the next generation that can compete in 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(2020). clustering kecamatan di kota bandung berdasarkan indikator jumlah penduduk dengan menggunakan algoritma k-means. seminar nasional riset dan teknologi (semnas ristek), 128–132. yudhistira, r., rifaldi, a. m. r., & satriya, a. a. j. (2020). pentingnya perkembangan pendidikan di era modern. seminar nasional bahasa dan sastra indonesia, juni, 1–6. yuliana, i., & hadi, s. p. (2019). model penerapan dan potensi wakaf saham di indonesia. jurnal perspektif ekonomi darussalam, 5(2), 227–239. https://doi.org/10.24815/jped.v5i2.13934 yusuf habibi, b. (2019). integrasi kurikulum bahasa arab pesantren tradisional dan modern di madrasah aliyah program keagamaan. arabi: journal of arabic studies, 4 no.2(2), 153–167. journal of education, teaching and learning volume 2 number 1 march 2017. page 71-74 p-issn: 2477-5924e-issn: 2477-4878 71 analysis on english speaking performance: exploring students’ errors and the causes dayat ikip pgri pontianak, pontianak, indonesia e-mail: littledyt@gmail.com abstract.this study was aimed to analyze students’ errors and the causes during speaking performance by twenty-nine fourth semester english students of in ikip pgri pontianak who had low speaking performance. in collecting the data, video recordings were used to find errors and frequencies, while, focus group interview investigating factors of speaking errors. the data were analyzedby identifying the errors, grouping and tabulating into category codes. to analyze the interview, 1) listening to talking data, 2) shaping talking data, 3) communicating talking data with an interpretative intent, 4) reproducing or (re)constructing data, and building data credibility. the findings showed speaking errors with five categories: 28% of incorrect omissions, 26% of unnecessary words, 24% of misused forms, 19% of confused forms, and 3% of misplaced forms. furthermore, other findings mostly included the causes of errors that influenced them in speaking were interlingual transfer, intralingual transfer, learning context, and communication strategies. keywords: speaking; performance; errors; causes i. introduction it is no doubt that speaking is one of the most aspects of language learning [1]. tuan and mai also strengthen that many language learners find it difficult to express themselves in spoken language in the target language [1]. thus, it is to simply say that to speak a learned language is believed to be difficult.consequently, the researcher considers that there might be a lot of different elements of errors that learners might make during the spoken production. hossain and uddin briefly justify that to learn english, a learner has to go through a complex process of committing errors [2]. the results are pronunciation, grammar, articles, auxiliaries, prepositions, and possible reasons behind the errors in written and spoken. to the researcher’s final point of view, many learners might also then create errors in producing english especially in speaking. related to the case of errors, ellis [3] defines that errors reflect gaps in a learners’ knowledge, they occur because the learner does not know what is correct. while, mistakes reflect occasional lapses in performance; they occur because, in particular, instance, the learner is unable to perform what he or she knows. considering the errors themselves, it is also assumed that many factors might affect learners to create errors. tuan and mai [1] point out that there were many factors affecting students speaking performance such as topical knowledge, listening ability, motivation to speak, teachers’ feedback during speaking activities, confidence, the pressure to perform well, and time for preparation. as an intrinsic complex task, it is one of the most different abilities to acquire accuracy and fluency in spoken english. speaking varies between native speakers (ns) who think and speak in the language used and non-native speakers (nns) who think in their own native language. evidently, learning english as a second or foreign language is not at all an easy task as it is an artificial process [2]. to assist the students to overcome problems in speaking, it is necessary for the lecturer to figure out the causes that affect their speaking performance. tuan and mai [1] say that students’ speaking performance can be affected by the factors that come from performance conditions (time pressure, planning, the standard of performance and amount of support), affective factors (such as motivation, confidence, and anxiety), listening ability and feedback during speaking activities. regardless to say, the researcher is interested in conductingthis study concerning the spoken production conducted by fourth semester english students of ikippgri pontianak. ii. research method to get accurate data, the researcher employed appropriate methodology and instrument to achieve the objectives. the main objective of this recent study is to find out the errors committed by the fourth-semester students of english education program of ikip-pgri pontianak. along with these, this also concerns to find out the causes of those errors. there were 29 students selected based on the consideration both the speaking lecturer and the researcher. those students had low on speaking performance. however, the intention of this study actually helps them to improve their speaking. in attaining the data, both quantitative and qualitative methods were used. video recording was applied to gain journal of education, teaching and learning volume 2 number 1 march 2017. page 71-74 p-issn: 2477-5924e-issn: 2477-4878 72 speaking errors. in applying this, the researcher instructed the students to speak with free topic. during the performance, the researcher recorded students’ performance.then, the researcher replayed the record while identifying, coding, and tabulating the errors. the last is calculating in order to find the percentage of the errors, by using the following formula: ∑ to analyze the interview, the researcher transcripted the record to find out the causes of speaking errors. in this case, the researcher conducted some phases: 1) listening to talking data, 2) shaping talking data, 3) communicating talking data with an interpretative intent, 4) reproducing or (re)constructing data, and building data credibility [4]. those steps were presented by widodo on how to have good interview data transcription (ibid). listening to talking datameans organizing and analyzing talking or verbal data is doing thetranscribing,which involves close observation of data through carefully repeated and attentive listening. to easily retrieve the data and allow for tidily organized data management, it needs to shape talking data starting to provide data identity (e.g., data code and number, data collection date, involved participants, data collection methods). based on ethical concern, the researcher assigned a pseudonym to the participant’s name (ibid.). the next step was communicating talking data. it means detailing and interpreting them in a methodologically sound manner. this involves how much detail talking data should be transcribed (ibid). a naturalism approach of transcription was applied. it was because transcription shows the complexity of the transcription process, maintain representation or authenticity of lived experiences, and modulate the interpretation of transcription data at a given delicacy level [4]. in addition, to building data credibility, the researcher user member check. it means the participants provided feedback on the accuracy of how talking data had been presented and interpreted. iii. result and discussion concerning the findings from video recording on speaking performance, the data were analysed from the result of speaking, it means the student when performing made several errors even he or she did the similar things. the findings show the errors can classify into some categories, they were misused forms, incorrect omissions, misplaced words, unnecessary words, and confusing words. determining those categories was by constructing from three theories [3]-[5]-[6]. the result of video recording shows the total number of the finding errors is 348 of 29 students. the findings show that there are 98 errors of incorrect omissions, 89 errors of unnecessary words, 84 errors of misused forms, 66 errors of confused words, and 11 errors of misplaced words, or see the table i for further detail. table i speaking errors no error categories number of errors percentage misused forms 84 24% incorrect omissions 98 28% misplaced words 11 3% unnecessary words 89 26% confused words 66 19% the speaking errors on misused forms were identified by a number of aspects, tenses as the most misusage, preposition, pronouns, s+verb agreement, word choice, singular & plural nouns, infinitive/gerund, articles, clause, and grammar choice. here are the examples:  i'm studying in ikip since 2014 (tense error: i have studied in ikip since 2014).  she have a boy (s+verbagreement: she has a boy).  she comes from ketapang (s+verbagreement: she comes from ketapang)  she have short hair (s+verbagreement: she has short hair).  at december (preposition: in december).  in sanggau at eighth of july (preposition: in sanggau on the eighth of july).  there is much assignment (singular and plural: there are many assignments).  a second child (singular and plural: a second child). those aspects are specified in table ii. table ii speaking errors on misused forms no aspects number of errors percenta ge 1 tenses 40 48% 2 preposition 7 8% 3 pronouns 2 2% 4 s+verb agreement 14 17% 5 word choice 2 2% 6 singular & plural nouns 6 7% 7 infinitive/gerund 4 5% 8 articles 3 4% 9 clause 2 2% 10 grammar choice 4 5% concerning speaking errors on incorrect omissions, the researcher classified into some smaller categories, article, singular & plural nouns, infinitive, clauses, conjunctions, prepositions, and to be. it means that the students omitted the use of those categories when speaking. the highest errors of this were that the students were weak in the use of articles, they usually omitted some articles, for journal of education, teaching and learning volume 2 number 1 march 2017. page 71-74 p-issn: 2477-5924e-issn: 2477-4878 73 instances the use of the, and a/an. as for speaking lecturer, of course, it was challenging because most students (98 errors) were still low being aware of the use of categories. table iii provides the record of the categories. table iii speaking errors on incorrect omission no incorrect omission types number of errors percenta ge 1 articles 31 32% 2 singular & plural nouns 22 22% 3 infinitive 3 3% 4 clause 5 5% 5 conjunction 3 3% 6 prepositions 7 7% 7 to be 27 28% based on the table of identification of incorrect omission, there were four highest contributions of incorrect omission errors to students. they were an article, to be, singular/plural, and preposition. some examples of the four highest contribution errors. these were some examples of the error identifications regarding the category of incorrect omissions.  about newest activity (article omission: about the newest activity).  she is good girl (article omission: she is a good girl)  his son five years old (be omission: his son is five years old)  she always beside me (be omission: she is always beside me).  english is one of language (plural omission: english is one of the languages)  many advantages (plural omission: many advantages ).  listen to music (preposition omission: listen to music).  for students ikip pgri pontianak (preposition omission: for students of ikip pgri pontianak).  why the reason i love (clause error: the reason i love/why i love). some students also used unnecessary words when speaking. for instances:  she is short and then fat(she is short and fat).  she is so very naughty (she is very naughty or she is so naughty). another speaking error committed by the students was also identification of incorrect omissions. this case, the researcher identified some smaller categories of misplaced words in which the students had made mistakes, especially on arranging words into a good sentence (word order) and using some adverbs, e.g.:  the brother now is junior high school (adverb: the brother is junior high school now)  i like so much real madrid (adverb: i like real madrid so much)  leader careless (word order: careless leader)  club football (word order: football club) the errors were specified in the following table: table iv speaking errors on misplaced words no misplace words types number of errors percenta ge 1 word orders 5 45% 2 adverbs 6 55% next, speaking errors on unnecessary words. it means when speaking, the students sometimes used unnecessary words, for example, conjunction, it was dominant errors found when the students speaking. furthermore, article, singular & plural, preposition, redundant, infinitive, pronoun, to be, incomplete phrases, and clause were also identified. the last error identification in this study was confusing words. to this case, there were some students spoke unclearly. besides, they sometimes used unclear pronouns and grammar choice. the idea they spoke was also confusing and this error was dominating in when the students speaking. it means that they could not determine the clear idea when they wanted to deliver the message to the audience. for examples:  she is diligent from us (idea).  you cannot pay with a lot of money (idea).  herliza is the best when he…(pronoun: herliza is the best when she ... ).  she is strong woman because of he… (pronoun: she is strong woman because she…).  for meet my dream (word choice: to make my dream).  i think it’s enough for me (word choice: it think that’s all i can tell you).  she is same taller (grammar choice: she is as tall as ...).  i and yanisame in sanggau (grammar choice: yani and i live in sanggau ori live in sanggau, and yani does too). table v shows the speaking errors on confusing words. table v speaking errors on confusing words no confusing words types number of errors percentage ideas 31 47% pronouns 17 26% word choices 14 21% grammar choices 4 6% the speaking errors the students had made does not mean without any factors influencing their performance. brown [5] classifies that there are five personality factors in language learning. he also states that the personality factors journal of education, teaching and learning volume 2 number 1 march 2017. page 71-74 p-issn: 2477-5924e-issn: 2477-4878 74 are involved in intrinsic side of affectivity, self-esteem, inhibition, risk-taking, anxiety, empathy. based on the students’ perspectives, they generally agreed that the interlingual transfer was one of the factors that interfered their language. in this case, the researcher could briefly conclude that 13 students strongly agreed that interlingual (first language) transfer influenced by the students to make errors. it means that students significantly considered that their first language surely influenced them to make errors. it is in line with ellis’ statement [3] that the first language is one of the error sources. this is called as negative transfer. while 16 students moderately agreed that interlingual transfer contributed errors to students. in other words, even if the students were not very sure, the students agreed that first language could have interfered them to produce errors. in short, all students agreed that first language is one of error factors. in addition, for intralingual-transfer factor, 19 students strongly agreed that intralingual (english structures) transfer essentially caused students to make errors. the intralingual transfer is closely related to overgeneralization. the transfer (within the second or foreign language itself) is also a major factor of errors. in other words, learners who are beginners possibly make overgeneralization with the english system brown [5]. in this case, the students strongly agreed that the difficulty of understanding and applying kinds of english structure influenced students to make errors. other students the moderately responded that intralingual transfer contributed errors to the students. it means that the students were sure enough that this transfer caused them to create errors. like the interlingual transfer, all students agreed that this transfer was one of the factors and this factor fundamentally interfered the students’ english spoken productions. in addition, another factor affected speaking errors was understanding english materials during the course. the learning context refers to a confusion of understanding the language which is learned (e.g in the classroom). it may be due to a teacher‟s confusing explanation or unclear materials that eventually create a source of errors (ibid)[7].the recent research showed that 14 students said english materials in university level were difficult. on the other hand, other 10 students moderately agreed about the difficulties and 2 students disagreed. it can be eventually concluded that 10 students agreed that the learning system had occasionally influenced them to produce standard forms. teaching learning experience, of course, adds more knowledge, especially speaking. krashen [8] additionally adds that the classroom should give students the benefit of comprehensible input (comprehensible information of language knowledge). it is however, there were only 2 students disagreed that learning system caused them to make errors. it indicates that students have not succeeded in learning. iv. conclusions after conducting the research, doing the analysis, and presenting the results, it can be concluded: first, the error categories which had been gathered were misused forms, incorrect omissions, misplaced words, unnecessary words, and confused words. second, the total number of the finding errors in this study were 348 of 29 students. the errors result in 28% of incorrect omissions, 26% of unnecessary words, 24% of misused forms, 19% of confused forms, and 3% of misplaced forms. the highest frequency of the finding errors was the incorrect omissions. while the lowest one was misplaced. third, the interview findings on the analysis and evaluation towards students’ opinions related to four main questions resulted in a conclusion that they were four factors that interfered their english speaking production. they were interlingual transfer, intralingual transfer, learning context, and communication strategies. references [1] n.h. tuan and t.n. mai. “factors affecting students’ speaking performance at le thanh hien high school.”asian journal of educational research: vol. 3, pp. 8-23, 2015. [2] m.d.hossain and m.t. uddin. “an investigation into the errors committed by first year under graduates in the department of english at jahangirnagar university.“ global journal of human social science research. vol. 15, pp. 1-17, mar. 2015. [3] r. ellis. second language acquisition. oxford: oxford university press, 1997. [4] p.h. widodo. “methodological considerations in interviewdata transcription.”international journal of innovation in english language, vol. 3, pp. 101-107, 2014. [5] h.d.brown.principles of language teaching: fourth edition. new york: addison wesley longman, 2000. [6] t.j. fitikides. common mistakes in english. harlow: pearson education, 2002. [7] m.fallahi. contrastive linguistics and analysis of errors, vol. 1: the grammatical structure of english and persian. tehran: iran university press, 1991. [8] s.d. krashen.principles and practice in second language acquisition. first internet edition. oxford: pergamon press inc, 2009. journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 201 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. application of concept maps and critical thinking ability to improve writing reports martono 1), susanti 2), suprapti 3) 1) tanjungpura university e-mail: martono_fkipuntan@yahoo.co.id abstract. this study was conducted in class viii c smp 21 pontianak city in 2015/2016. the study focused on the material report. materi subject matter for the report is required to master this material student. students so that they can write a trip report or reports on the observed results. they report should refer to the nature report. the fact write in school, students have difficulty writing reports. efforts to improve the ability of students to write a report done by the application of concepts and critical thinking questions. the focus of this research is how the application of the concept maps and critical thinking in improving report writing capability class viii c smp 21 years of 2015/2016? the scope of the research is focused on a few sub focus namely research, planning, implementation, and the result. the research method is descriptive and qualitative research design form of class action. results of research learning planning cycle 1 (apkg1) values obtained 85.00 (very good), 2 cycles values obtained 97.50 (very good). learning implementation using apkg2, the activities of teachers in the first cycle, the first and second meetings have been categorized very good, with a value of 87.20. activities teachers teach when the second cycle, the first meeting and the second is better, with a value of 88.80. if the student activity cycled see first, first and second meetings are very active and are included active. good cycle. this second, first and second meeting, there was an increase in the student activity is said to be better than the first. every cycle and every member of the group to work independently and be careful in teaching. cycle values of individual students: the average is 79.39. there is a group formed in learning activities. the final average group value 84.00. second cycle. values of individual students from three aspects, the average is 79.39. value incomplete 26.8%. group value rate average 88.00. 87.56 absorptive capacity. there was an increase in the average value of cycle 1 to cycle 2, at 4. but the value of the individual is constant. keywords: report, concept maps, critical thinking. i. introduction materials report is subject matter to students are required to master the material viii. a student in the class is so they can write a trip report or report they wrote observed. the report should refer to the nature of the report. this material will be very useful to them if continue to pursue education. teachers/professors often give assignments to the students/students to observe something or make a report on the work. the task was given by teachers/lecturers they should do. the reality of the school, students have difficulty writing a trip report. based on discussions with teachers-researchers, students have difficulties when writing a trip report or report observations. difficulties such students cannot identify what will be reported, the order of presentation of the reporting, the ability to develop his idea. this research was conducted at smpn 21 because this school including the data integrated. berdasarkan school students who enter at this school come from primary schools around the school. the school that around has different. if school accreditation visits from elementary school would have a lot of criteria.tentu competence of students is very diverse. the research was done in class viii c because in this class students who completed the learning little writing trip reports/observations. students who complete only 30% of 41. this perceived by teachers as students in this class have a low academic ability, therefore, the research done in class viii c. based on these discussions, i find a solution to overcome the problems experienced petrified teacher. the method of map concepts and critical thinking as a solution to overcome the problems experienced by teachers in school. peta concept by martin (in trianto, 2009) is an important new innovation to help children http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 202 produce meaningful learning in class. peta concept of providing a visual aid concrete to help organize the information before the information is learned. concept maps help teachers understand the various concepts embedded in the materials to learn for the larger student. understanding the concept maps would improve teacher made learning plan. clear mapping can help avoid misconceptions formed student. concept map-making is done by creating a visual presentation or a diagram of how important ideas or a specific topic linked to one another. by compiling a map of concepts and critical thinking students are expected to be drafted in order logic. sequentially ability drafting the necessary thought critically. based perkin (in eggen and don, 2012) study is the impact of thinking. retention, understanding, and active use of knowledge can be created only with the learning experience of students to think about and think about what they learned. report writing material had competency standards writing 4. disclose information in the form of reports, official letters, direction. basic competency 4.1. write a report with good language and right. indicator: 1. able to draw up a report template in order of space, time, or theme, 2. able to develop reporting templates with communicative language. ii. methods this descriptive most effective method used in this study because researchers wanted to get a true picture of the implementation of the map concept and critical thinking in improving report writing capability class viii c smp 21 years 2015/2016. the shape of this study design is qualitative. researcher chooses qualitative terms as deemed appropriate by the issues to be investigated which describe the planning process, and learning to write a report based on the application of the concept maps and critical thinking. data sources and data research a. the data source in the study of this class action is. 1. teachers in this study is a teacher at smpn 21 pontianak ms susanti, m.pd. which act as implementers of learning. me and mrs suprapti, m.pd. smpn 8 pontianak as an observer course of teaching and learning. dani helped take pictures. 2. students were students viiic class numbered 41 people. students are required to obtain data about the activity and student learning outcomes by applying in writing reports and critical thinking concept maps. 3. rpp made by teachers and researchers about learning to make a report. b. research data the data in this study include planning, implementation, and student learning outcomes by applying in writing reports and critical thinking concept maps. techniques and tools data a. collectors. data collection techniques data collection techniques used by researchers is as follows. 1) observations researcher and mrs suprapti, m.pd. act as observers to observe directly the activities of teachers and students during the learning takes place. 2) the data collection techniques with docs researchers analyzed the documents to obtain data on the learning plan (rpp) in writing reports by applying the concept maps and critical thinking. 3) measurement the researcher is used to collect information on the knowledge, attitude, talent and more about the activities of writing a report on a variety of research procedures to determine the learning outcomes of students in writing reports. b.data collectors tools 1) observation sheet researcher uses observation sheets (apkg 2) to assess the implementation process of learning. in this study, the assessment carried out by research in the learning implementation and mrs suprapti, m.pd. 2) documents researchers used apkg 1 to assess the rpp which has made. researchers also used the documents the work of students in learning to write reports using concept maps and critical thinking. 3) essay essay tests used by teachers to determine the student's ability correctly frame the report and to develop a concept map it into a logical statement, good, and true. data analysis techniques sugiono(in iskandar, 2013: 74) qualitative data analysis is the process of systematically searching for and compiling data obtained from observations and make conclusions so easily understood by myself and others. the data analysis technique is how that is done in analyzing the data. data analysis technique is a way that the writer used to analyze the data. the measures that will be used in the data analysis in this study as follows. a. analyzing the learning plan (apkg 1) write a trip report to apply the concept maps and critical thinking. b. analyzing the implementation of learning journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 203 (apkg 2) write a trip report to apply the concept maps and critical thinking. c. analyzing the results of students in writing a trip report to apply the concept maps and critical thinking. d. conclusion. iii. results a. first cycle 1. learning implementation planning concept maps and critical thinking in writing report research is conducted as originated from discussions between researchers with mother susanti, m.pd. discussion by telephone and believed that ms susanti wa. researcher has a good competence. discussion on the indonesian language learning in schools. students are still having trouble writing report. based discussion, then i try to find solutions to help overcome the problems faced by ms susanti, m.pd. i examine theories that can be used to enhance the student's ability to write reports. i decided to apply the critical thinking concept maps and discussions continued after it was decided to apply the concept map and think critically. researcher and ms susanti, m.pd. rpp compiled the material to write a report to apply the concepts and thinking maps were drawn critically. rpp discussed various aspects in order to become better. after that, finished preparing lesson plans, agreed to apply the concept map and think critically. the study was conducted on august 11, 2016, cycle 1, the first meeting. implementation of the first cycle of learning, the first meeting starts at 10: 50-12: 10. i had arrived at the school at about 10: 00. before going to class, we discuss the material to be conveyed and the steps that must be performed by ms santi. after discussing and learning time started, we headed to the second class. the learning held on friday, august 12th, 2016.penilaian lesson plan to do after the first and second meetings. 1. learning implementation cycle observation 1 first meeting and the second application map of concept and critical thinking in writing reports presented next step is to report the results of observation for teaching and learning take place. the observations focused on the lesson plan, the implementation of learning which includes activities teachers teach and students' activity during the process of learning takes place and learning outcomes. rpp used by teachers when teaching and learning very important. therefore, the current focus of research was done. rpp the reference teacher while teaching at class. researcher use format apkg 1 to assess the rpp. teachers in the teaching and learning activities is a critical success factor in learning in the classroom. teachers who design, implement, and assess the work of students in the classroom. teachers should be able to apply the learning steps that have been created. observation of the activity of teachers in this study is very important. to view the activity of teachers based on the correspondence between planned in the rpp in fact implemented in the classroom. was there a difference, or the same as those contained in the rpp? if there is a difference why it happened? to view the activity of teachers teaching researchers used observations format apkg 2. in this study, the student's activity during learning become the focus researcher. activity students are important in learning activities. the student should feel happy and enjoy during learning activities. their teaching should not be afraid and scared. teachers ability to enable students in learning activities is crucial.for see the activity of students in learning activities using the format student. activity results an in this area is less focused. good value and excellent not studied this section. a. planning observation learning activities the first cycle, the first meeting and the second study, researchers looked at the plan for learning activities that teachers do teach teaching and learning. tailored activity to the learning plan. researchers will look at whether there is a difference or not. based on the results of the assessment conducted based on the apkg 1, it can be described as follows. rpp made teachers and researchers after learning activities they found lacking. a score of 3 (or less) in section c (development of materials and teaching materials), namely the number 4, (the learning materials were translated into adequate teaching materials and in accordance with the theory). the materials delivered yet to be made in the form of teaching materials. teachers only take the material in the book. this is understandable because of the limited time for teachers to prepare teaching material independently. value 3 (less) contained in section d (the selection method of learning), the number 2 (the learning method supports the activities of pbi listed is truly reflected in measures of learning. the first meeting of this, there is still a step teaching-learning journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 204 which is still not good. less sequence and timing. this occurs because of less time spent. therefore, teachers need extra help students create/prepare a concept map. a score of 3 (or less) contained in section e (preparation of the lesson), the number 2 (core activities), a. (core learning gives students the opportunity presents results of individual work based discussion groups). the teacher does not allow students present the results of their work is written on the board. this has happened for the first meeting of the allocation of time is not maximized. b. observation activities master in cycle 1 in the first cycle, the first and second meetings of teachers present material to write a report on 11 and 12 august, 20 16. the presenting this material and the principal investigator undertake observed. based observations they found valuable aspects 3 (less) valuable. aspect 3 (less) is the beginning of a number of activities (5) provides motivation. why rated 3? having studied, teachers lack the motivation to write a report. the relating to the material described benefits students when they learn to write reports using concept maps and critical thinking. aspects worth three (or less) is the aspect of approach/learning strategies, number 3, namely: implementing learning with concept maps out strategy and critical thinking. why rated 3 (less)? activity core contained in the rpp after learning activities was found to be fixed. disorderly activities sequence of learning activities that lead to the poor realization of students in learning activities. exploration activities to be carried out are as follows: a. the teacher divides the students into groups, each group consisting of 4-5 students, b. students observe the text of the report submitted by the lcd teachers, c. students and teachers to discuss the preparation of the correct concept map, d. students discover how to prepare a map the correct concept e. students discuss construct concept maps based on the text of the report, f. students observe the environment smpn 21 pontianak (nk: austerity) g. students discuss preparing concept maps to observe the activities of smpn 21 pontianak, h. students prepare report observations. section teacher activity, the teacher activity found its focus is still uneven. this is due to the activity of students in learning activities that are very good, as a result of teachers experiencing "confusion" to designate a group expression or working group. the focus of the teacher to the student section or the left or right side when facing student. this teacher occurs because the group was quickly raised when asked to answer questions from the teacher. looked " confusion " teachers still give praise to the group who can answer questions or provide feedback to the teacher. c. observation of student activity current activity student learning activities seem very active. student very seriously listening to the explanation of teachers currently teaching. when the teacher gives students the opportunity to ask questions, many students ask questions related to the teacher's explanation. students are not afraid and are embarrassed to ask because they do not understand. there are groups who have difficulty making concept maps. teachers are very responsive and provide guidance to groups who do not understand the concept map. students are asked to draw up a concept map. after drawing up a concept map, students observe the school environment. then the students discuss the results of the observation report. each group member drafts and puts them together in a collected report. once completed, the group leader is prepared to submit his group work report. each group reported the results of group work. the other group responds to reports of other groups. there are groups that add to the reports of other groups. during this teaching-learning activity, the teacher gives a gift to a good group. group 10 finished report (first order), group 9 finished report (second order), group 3 finished report (third order). there are groups that respond. a group is a group of 7. group 7 gave a report and add or provide fill to the group 10, and group 9. each group worked very seriously and take the answer. thus teamwork evident when they make observations and then make concept maps and reports. active students in learning teacher. when relies heavily on teacher learning activities always go to each group. journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 205 2. reflections on learning implementation and application of critical thinking concept map based on the results of learning activities, observation and assessment, then the discussion after learning activities take place. based on the observed data, then the talks related findings. a. lesson planning lesson plans are developed and implemented in learning activities discovered steps that still must recover. these steps were difficult for the student. therefore, must be improved lesson plans that made. the goal this improvement is that in learning activities into a coherent teaching and help students understand the material presented teachers. b. teacher activity masters a mediator in learning activities. teachers have good conduct activities learning. but employ no activities that teachers in learning activities should be improved to be more highly. it was realized by the teacher. for example, an active situation makes teachers' confusion "refers to the group to deliver their report. the second cycle teachers conditions hope to remain active, calm, and always look at each group. c. activities of students students are children who are learning. the teacher act that makes children actively learn and understand the material presented by the teacher. the teaching and learning activities, students actively in learning. activity, as evidenced by the completion of their students, create concept maps and critical thinking in writing reports. conditions are very active in the classroom communicative. each group work together in completing the task of the teacher. after doing their duty is also active (competing) to report the group's work. 3. student learning outcomes assessment this study is based on two criteria, namely individual assessment, and appraisal group. the assessment individually made to see the capacity of each student. component assessed construct concept maps (score 5), stringing concept maps into a report ( a score of 10), and the accuracy of the use of spelling and punctuation (score 5). classical learning completeness of 77.5%. there are still 26.8% incomplete. a. individual students value is an average value of individual students in preparing a concept map 87.32. 5 highest value and lowest value 1.there 29 students who received grades 5. there were 11 students who received grades 3.berdasarkan data recap students value the average value has been good.but still found students who do not understand the concept maps compiled, the students were the initials ma. student scored 1. students must be considered when learning. looked annex nilasi 1. cycle students in the second cycle, students individually can better prepare concept maps and the average classical higher. the average value of students stringing concept maps into reports 76.34. the highest value 10. ada 12 students who received grades 10.ada 24 students who received a score of 7. there were 5 students who obtained a value of 5. this component has been categorized as good as the average value of class 76, 34. it is expected that in the cycle second, many students (80.00) which can apply the concept maps into reports. the second cycle is expected to average higher class. the average value of students in applying spelling and punctuation 77.56. 5 highest value and the lowest value of 3. there are 18 students yeng obtain a value of 5. there were 23 students who received grades recap 3. based on this average value of student understanding in applying spelling and punctuation good category, 77.56. it is expected that at the meeting of the second cycle, students can apply spelling and punctuation better and the average value of its class to be increased. b. group students value in aspects assessment group include preparing concept maps, concept maps assemble into reports, correct use of spelling and punctuation. weight construct concept maps highest and lowest 5 0, weight stringing concept maps into reports at most 10, most low 5. thickness accuracy spelling and punctuation use at most 10, the lowest 0. the group prepares high concept maps least 5 (there are 8 groups), the lowest score of 3 (2 groups). the average value of 92, 00 and absorbency 86.67. based on the average value and absorbency prove student. this showed the students have the ability to understand and apply maps and concept maps concept. apply critical thinking ability is very useful for students as they live in the community or if they continue their studies. value stringing concept maps became the highest report 10 (there are 6 groups) and the lowest value obtained 7 (4 groups). mean values were 88.00 and 91.11 absorption. based on the results of the group then the student has the ability to assemble into the report. stringing concept map ability concept map into a report requires competence or skills of the students. if the students have skills honed and directed, it will produce a quality report. value correct use of punctuation spelling and at most 10 (2 groups), and the lowest journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 206 value obtained 7 (there are 8 groups). the average value of the accuracy of the use of spelling and punctuation and absorbency 77.78 76.00. based on the results of the assessment of students categorized recap understand and can implement the use of spelling and sign reading competences. if spelling and punctuation usage of the students can be developed, it would be a good student writing. there are ten groups that participated in the study learning. students activity in the group to the attention of teachers and collaborator. after assessment and recapitulation, then there are nine groups completed and only one group declared incomplete namely the 8. b. second cycle implementation of the second cycle is done after the first cycle stages implemented. the focus of the study was revised based on the results of assessments based on the apkg 1 to assess teachers' planning time and apkg 2 conducted to assess the implementation of learning that teachers do. 1. lesson planning application map of concept and critical thinking in writing reports teaching and learning activities of the second cycle the first meeting held on 1 september 2016 and the second meeting held on 2 september 2016.kegiatan learning first and second meeting use lesson plans are revised according to the results of meeting the first cycle and secondly, especially the results reflected. some record results in the first cycle of the first and second meeting became the basis for a revised plan that has been revised teaching-learning. the plan is a guide when teachers teach in class. after revised and lesson plans used for the teaching and learning activities can be seen in the attachment. based on observation of lesson plans, good category. good and very well against the aspects considered. 2. learning implementation cycle 2 application map of concept and critical thinking in writing report of the second cycle of the first meeting held on september 1, 2016. the implementation of the learning cycle 2, the first meeting starts at 10: 5012: 10. before getting into the class, we discuss the material to be conveyed and the steps that must be performed by ms. santi. the lesson plan has been revised based on the findings first cycled. after discussing and learning time started, we headed to class. the learning activities are the second meeting held on friday, september 2 2016.penilaian lesson plan to do after the first meeting and second learning. the implementation was done by rpp below. 3. learning implementation cycle observation 2 meeting of the first and second application map of concept and critical thinking in writing reports at this stage, especially observing the results of the implementation of learning a second cycle of the first meeting and the second meeting. this section, the next step is to report the observations presented during learning activities teaching takes place. the observations focused on the lesson plan, the implementation of learning which includes activities teachers teach and students' activity during the process of learning takes place and learning outcomes. learning plan at a meeting of the second cycle is already revised. the revised done because there are weaknesses in the first meeting and the second meeting rpp. rpp used by teachers when teaching and learning very important. therefore, the current focus of research was implementation. rpp the reference current teachers teaching in the classroom. researchers used format for assessing apkg 1 rpp. the second cycle of the first and second meetings remain the focus of attention of collaborators to see activity teaching-learning. teachers in learning activities is a critical success factor in learning in the classroom. teachers who design, implement, and assess the work of students in the classroom. teachers should be able to apply the learning steps that have been created. observation of the activity of teachers in this study is very important. to view the activity of teachers based on the correspondence between planned in the rpp in fact implemented in the classroom. collaborators using observation guidelines, apkg 2 which contains the components teacher teaches. the second cycle of the first and second meetings remain the focus of attention of collaborators to see the activities of students attend learning activities. this research, student activities during learning become the focus of researchers. student activity is important in learning activities. the student should feel happy and enjoy during learning activities. they should not be afraid and be down. teachers ability to enable students in learning activities is crucial. for see the activity of students in learning activities using activity format student. the results in this section is less focused. good value and very well not be reviewed in this section. a. planning observation learning event a second cycle, the first meeting and the second study, researchers looked at the plan for learning activities that teachers do teachingjournal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 207 learning. tailored activity to the learning plan. researchers will look at whether there is a difference or not. based on the results of the assessment conducted based on the apkg 1, it can be described as follows. rpp made teachers and researchers after an already good teaching and learning activities. not found value (3) which less. the score is given by collaborators as an observer with the value (4) good, and value (5) is good. this proved learning plan revised/improved based on the results of the first cycled reflection, the first and second meetings, for value (5) is either not translated into more details. to analysis can be seen in this attachment. in this part described value (4) either. value (4) either be given a collaborator on aspects: c (develop materials and teaching materials) number 4 (the learning materials were translated into adequate teaching materials and in accordance with the theory. aspects of d (the selection method of learning) the number 3 (the learning method in accordance with the characteristics students. aspects of e, no. 2 (core activities) section d (core learning provides the opportunity for students to think, analyze, collaborate with friends or interact with teachers. b. observation activities master in cycle 2 in the second cycle, the first meeting and two teachers present the material of writing the report on september 1 and 2 in 2016. currently presenting this material researchers and collaborators make observations. based on observations found no value 3 (less). this happens because the activity discussed teachers who are still not good at the time of reflection.therefore, the next meeting on the second cycle is good. values (4) can be seen in aspects i (preliminary activity), number 1. checking student readiness, number 4. explaining the benefits of understanding the observation report, and number (5) providing motivation.value (4) also section ii. core activities, aspects (core activities), part a. mastery of instructional materials, number 2. associate report writing materials with other relevant knowledge or with other relevant knowledge. value (4) is also part b. approach/learning strategy, number 3. implement learning with the strategy of concept map application and critical thinking. number 5.motivating less active students in discussion, number 6. implementing learning according to time allocation. part c, learning that triggers and nurtures student involvement, number 2. grows an open attitude toward student responses. part d. assessment of learning process and outcomes, number 2. conduct active assessment in accordance with learning objectives. part e. use of language. number 2. deliver messages inappropriate language levels of students. c. observation of student activity teaching and learning activities in the second cycle, the first and second meetings are very active. this activity occurs because the teacher can master the class. the teacher's support while teaching students enjoy in learning. student activity during teaching and learning activity seems very active. students are very serious to listen to teacher explanation during teaching and learning activities. when teachers give the opportunity to students to ask, many students ask questions related to teacher explanation. students are not afraid and shy to ask because they do not understand. students are asked to create concept maps. there are groups who have difficulty making concept maps. teachers are very responsive and provide guidance to groups who do not understand the concept map. after creating a concept map, students observe the school environment. then the students discuss the results of the observation report. each member of the group drafts and puts them together in a collected report. once completed, the group leader is prepared to submit the group's work report. each group reports group work. the other group responds to reports of other groups. many groups give additional reports to other groups. this proves the accuracy of each member of the self-reliant group and critical thinking while performing the tasks assigned by the teacher. 4. reflection on the implementation of implementation implementation of concept map and critical thinking based on the results of learning activities, observation, and assessment, then the discussion after teaching and learning activities took place. based on the observation data, then the talks related findings. a. lesson planning planning implemented in teaching and learning activities in the second cycle, the first meeting, and the second is the result of the discussion reflected the first cycle. learning planning that is developed and applied in teaching and learning activities is good. the revised learning steps have been very good. these steps felt made enjoy students in learning.therefore, the journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 208 second cycle of teaching-learning activities, the first meeting and the second run well. b. teacher activity in teaching and learning activities in the second cycle, the first meeting and the second meeting of teachers remain a mediator. teachers have good teaching and learning activities. this happens because the teacher has excellent competence in mastering the class and mastering the learning materials. activities that teachers do in teaching and learning activities should be maintained more very well. c. student activity in the second cycle of teaching and learning activities, the first meeting and second meeting of activities are good. student activity is evident with the completion of them making concept maps and critical thinking in writing reports. when students are asked to observe around the school and give time to the teacher, the students make the best use of the time. after making the student observations back into the classroom. conditions in the classroom are very active communicative. each group works together in completing the task of the teacher. after doing the task they are also active (competing) to report the results of group work. this proves the accuracy and independence of each member of the group while doing the tasks assigned by the teacher. 5. student learning outcomes this assessment of learning is done based on two criteria, namely individual assessment and group assessment. individual assessment is done to see the ability of each student. the assessed components are drawing up concept maps (score 5), compiling concept maps into reports (score 10), and accuracy of spelling and punctuation (score 5). the learning completeness classically in the second cycle is 90.24%. there is still an incomplete 9.75%. a. student's values individually the average value of students individually in preparing the concept map 100.value 5. there are 41 students who scored 5. based on the recap of student value data, the average value of this is good. the student has been able to understand the nature of concept maps and can arrange concept maps. the average score of the students is drafting the concept map into a report of 80.73. the highest score 10. there are 18 students who scored 10. there were 18 students who scored 7. there were 5 students who scored 5. this component is already in the good category because the average grade is 80, 73. average grade of students in applying spelling and punctuation 79,51. the highest score 5 and the lowest value 3. there are 20 students who get the score 5. there are 21 students who scored 3. based on the recap average value is students' understanding of applying spelling and punctuation including good category, 79.51. it is hoped that in the second cycle meeting, students can apply better spelling and punctuation and the grade point average increases. based on the three aspects assessed and combined value, the final value is an average of 85.24. the classical order is 90.24. there are still students who are not complete namely: 9.75. (there are students: ap, ad, sf, and ydn). their final grade is 65. b. student values group aspects of group appraisal include drawing up concept maps, drafting concept maps into reports, precise use of spelling and punctuation. the weights compose the concept maps as high as 5 and the lowest 0. the weighing up the concept map becomes the highest report 10, the lowest 5. the weight of the spelling and punctuation accuracy is 10, the lowest is 0. the group values make up the concept map as high as 5 (there are 10 groups). its average rating is 100 and its absorption is 91.11. it shows students have the ability to understand and apply concept maps. the value of concocting the concept map becomes the highest report of 10 (there are 8 groups) and the value obtained is the lowest of 7 (there are 2 groups). the average score is 94.00 and the absorption is 95.56. based on the result of group value, the students have the ability to assemble concept maps into reports. the value of spelling and punctuation accuracy is highest 10 (there are 2 groups), and the value obtained is lowest 7 (there are 8 groups). the average value of accuracy of spelling and punctuation is 76.00 and its absorption is 77.78. based on the recap of the results of the assessment students are categorized understand and can apply the use of spelling and punctuation. the final value is based on the merging of three aspects, which compose concept maps, concatenate concept maps into reports, spelling accuracy and punctuation are 88.00 average, absorbency 87.56. classical mastery 100.value 100 there are 2 groups. the value of 88 there are 6 groups, the value of 76 there are 2 groups. journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 209 fig. 1 the result from cycle 1 and cyle 2 individual value: 1. develop concept maps 2. construct concept maps into reports 3. apply spelling and punctuation group value: 1. develop concept maps 2. construct concept maps 3. accurate use of spelling and punctuation iv. conclusion a. conclusion 1. planning learning first cycle, first and second meeting, there are still shortcomings. after the second cycle of learning, the second meeting held a reflection. changes made to improve teaching and learning process to be active and "enjoy" (fun). based on the assessment results using apkg 1 first cycle of the first meeting and the second meeting, then obtained value 85.00 (very good). the value of the second cycle planning, the first meeting and the second meeting, then the results obtained based on apkg 1 is 97.50 (very good). there is an increase in the results of first cycle planning and the second cycle 12.5. 2. implementation of learning done as much as two cycles. focus attention on teacher activity and student activity. based on the results of the assessment using apkg 2, the teacher activity in the first cycle, the first meeting and the second has been included in the category of very good, with a value of 87.20. teacher activity teaching during the second cycle, first and second meeting is better, with value 88,80. if you see first-cycle student activity, the first and second meetings are very active and good. this is already active. the second cycle, the first and second meeting, the student activity there is an increase can be said to be better than the first cycle. tianeach member of the group works independently and meticulously in the work of the teacher. after each member performs the task then put together into a group report. 3. based on the results of the first cycle and the second cycle, it can be described as follows. the first cycle. students' individual values make up an average concept map of 87.32%. the absorption rate of 89.32%. the value of drafting the concept map becomes the average report: 76, 34. its absorption is 76.34. spell correctness and punctuation value 77.56. its absorbency is 77.56. the final value of the three aspects then, the average is 79.39. absorption 79.39. 77.5% complete classical. an unfinished score of 26.8%. group value. there are ten groups formed in teaching and learning activities. arranging the concept map of his rare 92.00, absorption 86.67. the value of drafting the concept map becomes the average report of 88.00. absorption 91.11. spelling accuracy and punctuation average value are 76.00. absorption power of 77.78. the final grade of the group. average 84.00. the second cycle. the student's individual score constructs the average concept map 100%. absorption 100%. the value of drafting concept maps becomes the average report: 80.73. its absorption is 80.73. spell correctness and punctuation value 79.51. its absorbency is 77.56. the final value of the three aspects then, the average is 79.39. absorption 79.39. 77.5% complete classical. an unfinished score of 26.8%. group value. there are ten groups formed in teaching and learning activities. arranging the concept map with 100.00 absorption ratio 91.11. the value of drafting the concept map becomes an average report of 94.00. absorption 95.56. spelling accuracy and punctuation average score of 76.00. absorption power of 77.78. the final score of the group. average 88.00. absorption 87.56. there is an increase in the average value from cycle 1 to cycle 2, amounting to 4. b. suggestions based on the results of research, it can be given some suggestions. 1. teachers as facilitators in the process of teaching and learning activities. therefore, teachers must be creative in preparing lesson plans. learning planning is the key to a teacher's success. in the planning of learning, there are components of objectives, materials, media, methods, learning strategies, evaluation. teachers should be able to choose innovative teaching methods, learning strategies, evaluate them appropriately. 2. concept maps and critical thinking have been proven to improve students' writing skills. teachers can use concept maps and critical thinking when delivering report writing materials. in addition to improving the ability to write reports, teaching and learning conditions become more enjoyable for students. there is an active communication between students and students, students with teachers. 3. the principal must support teachers who do creativity in teaching. a form of assistance by equipping the facilities in the school. if the facilities and infrastructure in schools are good and complete will certainly motivate teachers to be innovative in teaching. journal of education, teaching and learning volume 2 no 2 september 2017. page number 201-210 p-issn: 2477-5924 e-issn: 2477-4878 210 references arikunto, suharsimi, (2008). prosedur penelitian suatu pendekatan praktik. jakarta: bina aksara. egan, kieran. (2009). pengajaran yang imajinatif. jakarta: pt indeks. eggen dan don. (2012).strategi dan model pembelajaran mengajar konten dan keterampilan berpikir. penerjemah: satrio wahono. jakarta: pt indeks harmin, merrill dan melanie toth, (2012). pembelajaran aktif yang menginspirasi.buku pegangan lengkap untuk guru masa kini. penerjemah: bethari anissa ismayasari. jakarta: pt indeks. iskandar. (2013). penelitian tindakan kelas. ciputat: gaung persada press. trianto, (2007). model-model pembelajaran inovatif berorientasi kontruktivistik.konsep, landasan teoritis-praktis dan implementasinya. jakarta: pprsby@plasa.com trianto. (2009).mendesain model pembelajaran inovatif progresif. konsep, landasan, dan implementasinya pada kurikulum tingkat satuan pendidikan (ktsp). jakarta: kencana. wirjaya, asep yuda. (2010). berbahasa dan bersastra indonesia. jakarta, depdiknas. journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 211 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of intelligence, leg muscle strength, and balance towards the learning outcomes of pencak silat empty handed single artistic aridhotul haqiyah 1) , mulyana 2) , widiastuti 3) , dani nur riyadi 4) 1) islamic university 45, bekasi, indonesia e-mail: aridhotulhaqiyah@yahoo.com 2) state university of jakarta, indonesia e-mail: mly@jakartaphysicaleducation.com 3) state university of jakarta, indonesia e-mail: widiharun@yahoo.com 4) state university of jakarta, indonesia e-mail: daninurriyadigundarya@yahooo.com abstract. this study aims to determine the effect of intelligence, leg muscle strength, as well as the balance towards the learning outcomes of pencak silat empty-handed single artistic on the physical education students of islamic university 45 bekasi. the research method is a survey, and the analysis technique is path analysis. this research held in islamic university 45 bekasi with 122 people of population. the sampling technique used is random sampling, then a sample of this research is 60 people. the instruments used are a rubric 4 scale (very good, good, enough and less) of the learning outcomes of pencak silat emptyhanded single artistic, intelligence test with ist (intelligent structure test), leg muscle strength with instrument squat test, and test of balance by using the modified bass test of dynamic balance. based the result of the data processing and analysis, the conclusions are: : (1) intelligence directly effect on the learning outcomes of pencak silat empty-handed single artistic with ρy1 = 0.359, (2) leg muscles strength directly effect on the learning outcomes of pencak silat empty-handed single artistic with ρy2 = 0.228, (3) balance directly effect on the learning outcomes of pencak silat empty-handed single artistic with ρy3 = 0.356, (4) intelligence directly effects on the balance with ρ31 = 0.662, and (5) leg muscle strength directly effects on the balance with ρ32 = 0.298. keywords: intelligence; leg muscle strength; balance; learning outcomes of empty-handed single artistic; pencak silat i. introduction pencak silat is the original culture of indonesia and at present continues to grow, both in the regulation and organization. a martial arts organization in indonesia called indonesian pencak silat association, abbreviated ipsi initiated by mr. wongsonegoro and inaugurated on may 18, 1948 in http://creativecommons.org/licenses/by-nc/4.0/ mailto:aridhotulhaqiyah@yahoo.com mailto:mly@jakartaphysicaleducation.com mailto:widiharun@yahoo.com mailto:daninurriyadigundarya@yahooo.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 212 surakarta with the aim to unite and foster the whole school of pencak silats in indonesia. efforts to promote and development of pencak silat are offered through various pathways, one of which is through formal education from primary school to college. in the faculty of education, islamic university 45 bekasi, coaching sport pencak silat do inside and outside the lecture hours. in the curriculum, pencak silat in charge as one of the compulsory subjects in the bohemian community (mbb), while sports coaching activities conducted outside lecture hours more familiar with student activity units (unit kegiatan mahasiswa). the substance of the course theory practice pencak silats are designed with orientation and skill mastery learning approach. learning is developed in this course consists of history, basic techniques, pencak silat (single artistic) and pencak silat sports (fighting). pencak silat courses in the faculty of education university of islam 45 bekasi intended to equip students as candidates for the faculty to have the competence to teach pencak silats in school or community. one of the skills that must be mastered by students is the pencak silat empty-handed single artistic is a series of complex motion and consists of 7 moves to the 48 series of motion and motion put forward several elements, including attitude, offensive, protection, defense, and fallout. in a single moment studying pencak silat empty-handed single artistic, students are required to have good physical fitness components. allegedly the physical fitness component is the leg muscle strength and balance as they both strongly support the movement, in order to attain the truth of motion and stability of motion in a single moment assessment of the pencak silat empty-handed single artistic in addition to the components of physical fitness, intelligence factors are also thought to influence student pencak silat empty-handed single artistic. this has to do with one's ability as measured in tests of intelligence, the ability to recall (memory) for a series of moves that quite a lot and requires a good memory. the problems that arise in the course of pencak silat is bad result to the learning outcomes pencak silat empty-handed single artistic. this is presumably due to several aspects that affect, among others: leg muscle strength, balance, and intelligence. lower leg muscle strength possessed students expected to result in unstable balance and reduce the stability of motion. while lower intelligence is suspected will lead to error motion sequences and pencak silat empty-handed single artistic. the learning result is the ability of learners after receiving experience during the learning process. according to bloom's theory, learning outcomes are divided into three domains, namely cognitive, affective and psychomotor. in this study, the learning outcomes to be assessed is the result of a single moment to learn pencak silats. according to johansyah (2014) , a pencak silat single artistic is a series of complex motion and consists of a wide range of motion and stance, both empty hand and weapons. in the resulting national conference (national conference) ipsi xii explained that in a single category match, raw single moment consists of 7 empty-handed tactics, weapons stance cleaver (golok) 3, and 4 moves stick (toya) weapon, with a time of 3-minute appearance. learning outcomes pencak silat empty-handed single artistic in this research is the students ability to perform tricks single raw empty hand pencak silat consisting of 7 moves with 48 core motion and 6 intervals, and an element of movement attitude, attack, protection, defense, and fallout. in addition to the necessary factor in good physical condition, it is also necessary intelligence related to cognition in the perspective of information processing, concept formation, memory, and perception. this is due to the ability to recall information or memorize the movement of a single moment has been previously learned. intelligence is an abstract concept that is difficult to define satisfactorily. wechsler in sunaryo (2014) argues that intelligence is the ability to adapt, while according to stenberg in zubaidi (2009), intelligence is a mental capacity of individuals to process the information automatically and to emit the proper behavior in response to something that is new, involves meta component, component performance component, and components. knowledge-acquisition while the physical condition factors are also needed to support the movement in a single artistic emptyhanded practice pencak silats, the physical condition of the main elements is the leg muscle strength. according to bompa (2009), the strength is maximal (maximal force) or torque (rotational force) produced by muscle or group of muscles. meanwhile, according to widiastuti (2015), physiologically muscle strength is the ability of a muscle or group of muscles to perform one maximal contraction against resistance or load. according to tangkudung (2009), the strength of the type of power / biggest power generated by a muscle to contract did not specify how fast a movement is done or how long the movement can be forwarded. journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 213 according to badriah (2015), physiological factors affecting muscle strength are: (a) age, until the age of 12 years an increase in muscle strength caused by an increase in muscle size, in men and women alike, (b) gender, pelvic floor muscle strength woman 80% of muscle strength of men, and the strength of the arm muscles of women is only 55% of the strength of the muscles of the arms of a man, (c) the temperature of the muscles, muscle contraction will be stronger and faster when the temperature of the muscles slightly higher than the temperature normal. meanwhile, according to bompa [4], the factors that affect the strength is: (1) the number of motor units involved / recruitment, (2) the number of motor units are stimulated (rate coding), (3) the number of motor unit synchronization, (4) on the stretch-shortening cycle, (5) the degree of inhibition neuromuscular, (6) the type of muscle fibers, and (7) the degree of muscle hypertrophy. in this study, the authors make restrictions that affect the strength of a learning outcomes of pencak silat empty-handed single artistic in leg muscle strength, the ability of a group to do the leg muscle contraction or tension to the maximum. in addition to strength, physical condition other factors which contributed to demonstrate the truth of motion in a pencak silat empty-handed single artistic is a balance. according to widiastuti (2015). the balance of a person's ability to maintain the attitude and position of the body quickly upon standing (static balance) or at the time of the motion (dynamic balance). furthermore, magill (2011) says that the static equilibrium is the maintenance of balance, although not moving as standing, sitting or kneeling. while the dynamic balance is maintaining balance while moving such as when while walking or running. the ability to maintain a balance influenced by visual and vestibular. the balance is a complex interaction of integration/interaction sensory system (vestibular, visual and somatosensory including proprioceptor) and musculoskeletal (muscles, joints, and finger other software) are modified/regulated in the brain (motor control, sensory, basai ganglia, cerebellum, association area) in response to changing conditions. internal and external, if one system is impaired, there will be disturbances in the body balance(imbalance). based on the above, it is necessary to do in depth research on the influence of intelligence, leg muscle strength and balance to the learning outcomes of pencak silat empty-handed single artistic. the exogenous variables (independent variables) in this study is the intelligence and leg muscle strength by intervening variables balance and the learning outcomes of pencak silat empty-handed single artistic serve as an endogenous variable (the dependent variable). ii. research method the research method used in this research is survey method with measurement and test. analysis technique used is path analysis. according to kadir (2015) used path analysis techniques to study the causal relationship between independent variables and the dependent variable. the research was conducted at the islamic university 45 bekasi, jl. cut meutia no. 83 bekasi. the population in this study were students of physical education islamic university 45 bekasi, amounting to 122 people. the sampling technique in this research using random sampling, the sample in this study amounted to 60 people. the instrument used in this study is an assessment rubric 4 scale (excellent, good, fair and less) on the assessment of the learning outcomes of pencak silat empty-handed single artistic, intelligence tests were measured using instruments test ist (intelligent structural test), leg muscle strength was measured using squat test while the balance test instrument using a modified bass test of dynamic balance. iii. result and discussion samples students of physical education in islamic university 45 bekasi. for descriptive statistical calculation results can be seen in the table below: table i count results in descriptive statistics before calculating the coefficient of the line, it must be done the test requirements analysis, namely: normality test, linearity and significance of journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 214 the regression equation and correlation test. the summary results of the prerequisite test analysis: normality test results of the calculations can be seen in table ii below: table ii results of normality test the kolmogorov-smirnov the table test above results can be seen in the column kolmogorov-smirnov.it is known that significant value to the intelligence of 0,066, leg muscle strength of 0.200, 0.060 and the balance amounting to learning outcomes of pencak silat empty-handed single artistic to be 0.080. because of the significance for all variables more thanα (0.05), it can be concluded that the overall study variables with normal distribution. linearity test and regression equation significance the test results linearity and the significance of the regression equation to 4 variables of the study, the results can be seen in the summary table below: table iii summary significance tests and test results linearity regression based on a summary of the significance test and regression linearity test, it can be seen that the overall variable have p-value = 0.000 < 0.05. it means all variable in this research linear and significant. correlation from the test results of correlation to 4 variables of the study, the results can be seen in the summary table below: according to the table correlations above, the sig line or p-value = 0.000 <0.05 or h0 is rejected, in other words, there is all variables research has a strong relationship. this is indicated by the pearson correlation values above 0.50. after the calculation of the test requirements analysis, data research is eligible and can proceed to test hypotheses using path analysis. hypothesis testing based causal models in the form of theoretically obtained path analysis diagram and then calculated the coefficient of each track. very important requirements that must be met is a significant correlation between variables related and connected to one another. the relationship has been demonstrated above has not concluded that the occurrence of a causal relationship between these variables. from the field data has been processed and through various tests required, then the next stage in testing models of causality is to conduct path analysis. for data processing path analysis by kadir (2015), the output and interpretation of the results spss version 23 is as follows: structural 1 table v path analysis structural 1 from the table above, the coefficient of determination (r²) equals to 0.754. this means that 75.4% of balance (x3) supported by the intelligence (x1) and leg muscle strength (x2). so the error (ε) = 11r ² = 0.754 = 0.246. table iv summary of results correlation journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 215 table vi anova structural 1 based on the analysis in the above table was obtained fo = 87.348; df1 = 2; df2 = 57; p-value = 0.000 < 0.05 or h0 is rejected. thus, variable intelligence and leg muscle strength affects the balance, here in after: table vii coefficients structural 1 from the table coefficent in model 1, was obtained in a row are as follows: 1) ρ31 = 0.662; t0 = 8.261, p-value = 0.000 < 0.05, or h0 is rejected, which means intelligence (x1) has a positive direct effect on the balance of (x3). 2) ρ32 = 0.298; t0 = 3.719, p-value = 0.000 < 0.05, or h0 is rejected, which means the leg muscle strength (x2) has a positive direct effect on the balance of (x3). based on the calculation results in a structural path coefficients 1 indicates that the leg muscle strength and intelligence positive direct effect on the balance. structural 2 table viii structural path analysis 2 from the above table, the coefficient of determination (r²) of 0.723 means that 72.3% of the variability of the learning outcomes of pencak silat empty-handed single artistic (y) is influenced by the intelligence (x1), leg muscle strength (x2) and balance (x3). so the error (ε) = 11r ² = 0.723 = 0.277. table ix structural anova 2 based on the analysis in the above table was obtained fo = 48.742; df1 = 3; df2 = 56; p value = 0.000 < 0.05 or h0 is rejected. thus the intelligence variable, leg muscle strength and balance simultaneously positive direct effect on the learning outcomes of pencak silat empty-handed single artistic, for more details can be learned from the table below: table x coefficients structural 2 from the table, coefficient data consecutive succession: 1) ρy1 = 0.359; t0 = 2.819, p-value = 0.007 < 0.05, or h0 is rejected, which means intelligence (x1) a positive direct effect on the learning outcomes of pencak silat empty-handed single artistic (y). 2) ρy2 = 0.228; t0 = 2.378, p-value = 0.021 < 0.05, or h0 is rejected, which means the leg muscle strength (x2) a positive direct effect on the learning outcomes of pencak silat empty-handed single artistic (y). 3) ρy3 = 0.356; t0 = 2.510, p-value = 0.015 < 0.05, or h0 is rejected, which means balance (x3) a positive direct effect on the learning outcomes of pencak silat empty-handed single artistic (y). based on the calculation results in a structural path coefficient 2 shows that intelligence, leg muscle strength and balance a positive direct effect on on the learning outcomes of pencak silat empty-handed single artistic. the spss summary hypothesis testing can be seen in the table below: journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 216 table xi summary of hypothesis testing with spss based on the results of hypothesis testing with spss application, the causal empirical model x1, x2, x3 with y visualized as follows: fig. 1 causal model between variables x1, x2, x3, against y intelligence as a cognitive element considered also plays an important role. because according to soemanto (2012), cognitive aspects related to the specific ways each individual yan used in carrying out the tasks which are observation (perceptual) and intellectual. meanwhile, according to feldman (2012), one of the latest contributions to understanding the study of intelligence is a cognitive psychologist who uses the information processing approach. they argued that the way people store information in memory and use the information to solve the intellectual tasks that provide the most accurate measurement of intelligence. it is generally found that intelligence is a potential provision will facilitate the study and produce an optimal performance. it supported the theory that iq tests tend to correlate with achievement tests than with grades in school. in pencak silat empty-handed single artistic, truth movement also influenced by the intelligence. because in practice the single artistic emptyhanded pencak silat, involves the processing of information related to memory or memory. this is because there are many series of moves to be memorized, which amounted to 7 stances or motion sequence consisting of 48 movements. intelligence is associated with cognition in the perspective of information processing, concept formation, memory, and perception. this is due to the ability to recall information or the movement of a single artistic has been previously learned. in this research, intelligence gives the effect of 0.359 (35.9%) on the learning outcomes of pencak silat empty-handed single artistic. in addition to the intelligence elements of the physical condition also affects on the learning outcomes of pencak silat empty-handed single artistic, namely the leg muscle strength and balance. in studying the movement of a single moment, the function of the legs is as the support body, so that the legs of a fighter should have the power in the legs to keep the body at the time of kick and maintain balance. the level of leg muscle strength affects on the learning outcomes of pencak silat empty-handed single artistic. in the pencak silats exercise, muscle strength used in the kicking motion is static and dynamic muscle strength, muscle sector which acts to move the body from one place to another and maintain the position of standing on one leg. muscle contraction is used to generate an external force to move the body. leg strength directly on the learning outcomes of pencak silat empty-handed single artistic, especially in supporting the body when one foot raised and leg strength that performs the basic techniques of horses, attacks, and the pattern of steps in a single artistic empty-handed practice pencak silats. in this study, the effect of leg muscle strength of 0.228 (22.8%) on the learning outcomes of pencak silat empty-handed single artistic. results of research lee and aronson (1974) in edward (2011), the balance is strongly influenced by a variety of visual information presented. taken together, the information structure of the vestibular apparatus is also important to maintain a sense of balance. meanwhile, according to dewi laelatul badriah (2009), disorders of the eye and the ear will result in a person difficult to halt or motion and difficulty in movement circuit. so it can be concluded that the balance is a stable state or to maintain weight loss center, especially when in an upright position regardless of internal or external power. in studying and practicing tricks of pencak silat empty-handed single artistic, the element of balance is needed because a lot of movement step that requires a balance of the body, namely at the time intervals and maintain a standing position when an attack (especially kicking), a standing easel on one leg, or at the time of changing the direction of movement and do a 180°. from these results, the balancing effect for 0.356 (35.6%) on the learning outcomes of pencak silat empty-handed single artistic. journal of education, teaching and learning volume 2 no 2 september 2017. page number 211-217 p-issn: 2477-5924 e-issn: 2477-4878 217 exogenous variables also impact the other exogenous variables. in accordance with a model drawn constellations, there are two hypotheses influence between exogenous variables, namely the influence of intelligence on the balance and the effect of leg muscle strength to the balance. the balance is a complex interaction of integration/interaction system sensory (vestibular, visual and somatosensory including proprioceptor) and musculoskeletal (muscles, joints, and finger other software) are modified/regulated in the brain (motor control, sensory, basal ganglia, cerebellum, association area) in response to changing internal and external conditions. according to ibrahim (2005), someone who has a low intelligence level, it can even be categorized mild mental retardation (iq of 69-55) tend to have a perception that is not normal and have no problems in perceptual-motor. this can occur in the form of visual perception and auditory perception, so it will affect the balance of the motion. based on that statement, the alleged intelligence level affect balance. from these results, intelligence gives the effect of 0.662 (66.2%) against the results of the balance. while the contribution of leg muscle strength gives the effect of 0.298 (29.8%) of the balance. the better the leg muscle strength one has, the better the balance. based on that idea, then the leg muscle strength contributes in maintaining balance. leg muscle strength should be adequate to maintain the body balance when the force from the outside. muscle strength is directly related to the ability of muscles to resist gravity and other external loads that continuously affect the position of the body. iv. conclusions based on the results of data processing and analysis, the conclusion is as follows: (1) intelligence directly effect on the learning outcomes of pencak silat empty-handed single artistic with ρy1 = 0.359, (2) leg muscles strength directly effect on the learning outcomes of pencak silat empty-handed single artistic with ρy2 = 0.228, (3) balance directly effect on the learning outcomes of pencak silat empty-handed single artistic with ρy3 = 0.356, (4) intelligence directly effects on the balance with ρ31 = 0.662, and (5) leg muscle strength directly effects on the balance with ρ32 = 0.298. suggestions can author to convey the outcomes of this research is for lecturers, coaches, trainers, and physical education teachers, the results of this study can be used as a reference and information on the effect of intelligence, leg muscle strength and balance to learning outcomes of pencak silat empty-handed single artistic, so it can be used as a reference for athletes looking for talent single categories based on the level of intelligence and good physical fitness. references j. lubis and h. wardoyo. pencak silat edisi kedua. jakarta: rajawali sport, 2014. w.s. kuswana. biopsikologi pembelajaran perilaku. bandung: alfabeta, 2014. a. zubaidi. tes inteligensi. jakarta: mitra wacana media, 2009. o.t. bompa. periodization theory and methodology of training. toronto: human kinetics, 2009. widiastuti. tes dan pengukuran olahraga. jakarta: rajawali pers, 2015. j. tangkudung. kepelatihan olahraga. jakarta: cerdas jaya, 2012. d.l. badriah. fisiologi olahraga edisi ii. bandung: multazam, 2009. r. magill. motor learning and control: concepts and application. new york: mc-graw hill, 2011. kadir. statistika terapan. jakarta: rajawali pers, 2015. w. soemanto. psikologi pendidikan landasan kerja pemimpin pendidikan. jakarta: rineka cipta, 2012. s.r. feldman. understanding psychology terjemahan petty gina gayatri dkk. jakarta: salemba humanika, 2012. h.w. edwards. motor learning and control: form theory to practice. usa: wadsworth, 2011. r. ibrahim. psikologi pendidikan jasmani olahraga plb. jakarta: depdiknas, 2005. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 369-374 p-issn: 2477-5924 e-issn: 2477-8478 369 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. pro-social behaviour analysis of students through students’ organizations yayuk hidayah 1) , yusuf faisal ali 2) , anis suryaningsih 3) 1) universitas ahmad dahlan, yogyakarta, indonesia e-mail: yayuk.hidayah@pgsd.uad.ac.id 2) stkip pasundan, cimahi, indonesia e-mail: yusuffaisalali2016@gmail.com 3) universitas sebelas maret, surakarta, indonesia e-mail: anissuryaningsih@staff.uns.ac.id abstract. student organization as a place to develop the talents of the students in the form of aspirations, ideas, and creativity to provide opportunities for students to be able to nurture their sense of organization. in student organizations, students are met with certain conditions that bring on pro-social attitudes. the purpose of this study is to analyze, describe, and assess the pro-social behaviour of students through student organizations. this research is descriptive qualitative research. collecting data through observation, interviews and documentation. analysis of the data is done by using the model of miles and huberman. this study results that students involved in student organizations have social behaviours such as empathy, social responsibility, and low egocentrism. the factors that affect student pro-social attitudes are the environment, knowledge and personality. mankind as the main source in the organization should be able to develop individuals with certain criteria. coaching intensively and encouragement over the ownership of pro-social attitudes for students are solutions to the emergence of the smart and good citizen. keywords: pro-social; student organization; student behaviour i. introduction unity is the foundation since the first of the indonesian nation. the realm of unity is often described as an embodiment of the adage "united we stand, divided we fall". this maxim requires togetherness and keep splits hemisphere. in the indonesian context, togetherness manifests itself in mutual aid activities. cooperation itself in its development gradually becomes strange, because of the emergence of individualism as the attitude of the negative effects of globalization. the decrease of mutual assistance in the community should be anticipated to continue to nourish the commitment of togetherness and care for others. indonesian youth are appropriately introduced to the attitude of socialization, mutual help and so forth to anticipate the decrease of cooperation. in connection with globalization, in this article, the researchers are interested to describe the pro-social behaviour of students involved in student organizations. prosocial behaviour analysis researches students dug to address a series of moral problems of globalization (himes, 2008), pro-social behaviour is attached to behaviours that are owned by a volunteer in the form of action to help others without expecting benefit from the rescue actions. the existence of students in student organizations with some organization activities can provide organizational knowledge as well as to examine personality through interaction within the organization. related to pro-social, some academics have attempted to explain the true side of pro-social. haimanti (2019) argues that pro-social reinforces the role as an important source of social support in enhancing synergistic relations with proenvironment attitudes. besides, manesi, van doesum, and lange (2017) argued that pro-social behaviour includes various actions intended to benefit others. it is not limited to cooperation, sharing, helping, charity, and volunteering. martela and ryan (2016) argued that some studies have shown that pro-social behaviour is associated with increased http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 369-374 p-issn: 2477-5924 e-issn: 2477-8478 370 welfare. pro-social is a consideration of attitudes that reflects moral principles. it is following the opinion of malti, dys, and zuffianò (2016) that moral development illustrates the emergence and change in understanding, individual feelings, and moral principles throughout life. besides, kaur (2019) added if social behaviour can be described as combining sympathy and concern for others and acting in an approach to help or benefit a variety of people. indeed, pro-social behaviour aims to build positive, empathic, cooperative and socially responsible relationships to benefit others. pro-social behaviour has positive qualities that are beneficial to oneself and society. pro-social behaviour becomes an expression of a positive attitude that can build a good social relation. in this case, kenny, haugh, and fotaki (2019) assumed that the attachment to pro-social work emerged as an integral part of the creation of social enterprises. on the other hand, pro-social behaviour represents a broad category of actions determined by several significant segments of society and a social group to be generally beneficial to others (penner et al., 2005). additionally, morrison (2006) argued that the possibility of violating prosocial rules is positively related to job autonomy, behaviour, and risk-taking tendencies. klein holds that to find out the meaning in life is a basic need for everyone while motivating pro-social behaviour is a fundamental social need. silva et al. (2019) stated that different motivational motivation and processing of social reward stimulus can result from behavioural responses that are different from typical development when involved in the social world. some studies on the history of pro-social behaviour and organization among others can be seen further. the results of research on analyzing social behaviour in fifth-grade students of elementary school have found that they are helpful, generous, open-minded, act honestly, and cooperative (kuswendi, 2018). baker (2008) analyzes the differences in the academic success of students involved in extracurricular activities during college by involving six types of student organizations on college african-americans and latinos with 27 different students has found that student organizations differently affected academic performance, depending on the type of organization, race and the sex of the student. the relationship between social class and prosocial behaviour has been defined broadly as an act intended to help others, can vary as a function of contextual factors. three studies examined how to make pro-social actions public versus personal generate a result that a unique strategy for dealing with others develops based on one's position in the class hierarchy (kraus & callaghan, 2016). research with 482 respondents in the community of baton rouge are testing the hypothesis that different types of prosocial behaviour are motivated by a variety of ways to meet the need for dealing with life outside and has revealed five factors of pro-social (activism for peace, donation, donor proximal, family communication, and security of the family), and two social factors (the search for pleasure are not as expected, and illegal behaviour) (mathews & kling, 1988). procházka & vaculík (2011) which focused on the relationship between pro-social behaviour and the expectation of pro-social behaviour from others produce the connection between pro-social behaviour and expectations are significantly manifested by the expectation of pro-social behaviour towards other people in real situations. the people, who behave more pro-social, express more clear to others that they should help others. based on the description of previous research found that pro-social behaviour can grow along with the process of adaptation and socio-emotional of individuals. meanwhile, the involvement in student organizations is helpful for students as a place to train social behaviour, because, in the organization, students are met with a lot of people, so they can train their social intelligence. based on the background issue, the researchers are interested to study more about the pro-social behaviour of students through student organizations. the problem of this research is "how pro-social behaviour of students through student organizations?" the practical benefit of the research is as contribute ideas to improve the pro-social behaviour of students. ii. methodology this study used a qualitative descriptive. the selection was based on descriptive qualitative research focused that capture the phenomenon of pro-social students in students‟ organization. qualitative research is research that produced words based on the observed behaviour (moleong, 2002). the phenomenon of pro-social behaviour of students in students‟ organization would be heavily influenced by many factors, thus outlining the phenomenon of qualitative methods of pro-social students in students‟ organization as a whole. the object of this research was based on qualitative research arguments on the object in the form of places, actors, and activities (sugiyono, 2009). the subjects were 24 students from different departments involved in student organizations or student executive body (bem) in eight (8) different campuses in yogyakarta indonesia that were university of gadjah mada, yogyakarta state university, university of sanata dharma, state islamic university of sunan kalijaga yogyakarta, university of atma jaya, ahmad dahlan university, indonesian islamic university, and duta wacana christian university. the distribution of research subjects can be seen in table i. the collection of data was done through observation, interviews and documentation. analysis of the data was done by using the model of miles and huberman‟s data reduction, data display, and concluding. miles and huberman asserted that data analysis occurred simultaneously (silalahi, 2009). journal of education, teaching, and learning volume 5 number 2 september 2020. page 369-374 p-issn: 2477-5924 e-issn: 2477-8478 371 table i distribution of study subjects demographic number total gender male 15 15 female 10 9 age (in years) 18-20 16 21-24 8 education level currently studying to become a bachelor department management 3 psychology 1 english language education 2 islamic education 1 chemical engineering 1 biology 2 architecture 1 education guidance and counseling 2 dance education 1 biology 3 economic education 3 communicatio n 2 public administratio n 1 engineering industry 1 the total of the participant 24 source: research data, 2019 iii. results and discussion in this section, the researchers tried to explain the findings of the research following relevant theory. based on the formulation of the problem, the results and discussion of this research are combining directly between the findings of the field with the relevant theory. the analysis of pro-social behaviour of students through student organizations is distinguished, then the researchers interpret according to the meaning resulted in findings. pro-social behaviour of students through student organizations are obtained based on data from interviews, observation and documentation of the study sites. based on data obtained from the study, the results of the study are students involved in student organizations have social behaviours such as empathy, social responsibility and low egocentrism. in this case, bierhoff (2015) stated that pro-social behaviour can range from small favours to large acts. it might only take a moment, or it might be a long-term effort. this can be done without conscious thought or weighing pros and cons. on the other hand, bailey and cooker (2018) stated that pro-social behaviour is effectively encouraged by educational environment programs that are implemented in a variety of contexts. following the research finding, the students involved in the student‟s organization have harmonious social behaviour. it means that the involvement in student‟s organization has an impact on their lives. caspersz and olaru (2013) clarified that pro-social activities are intended to benefit someone or something. then, briggs, peterson, and gregory (2009) explained that other-oriented values and reasons seem far more influential than voluntary self-focused values and reasons. in preparing for good citizenship, the fundamental experience in the form of community service is still important for citizens, though it still requires further study (horn, 2012). loyalty, visionary, capability are examples of the attitudes of volunteers. however, when juxtaposed with the pro-social behaviour of students through student organizations becomes instrumental in introspection whether attitudes and behaviours are rooted in self-students. the presence of students in the student‟s organization can be a vehicle in developing student‟s pro-social behaviour. this is consistent with smith's statement (2015) that the broad environment provides a more valid understanding of the kind of culture favoured in pro-social actions. then, curtin, stewart, and cole (2015) stated that in intersectional theory, pro-social action is increasingly seen as a valuable tool for understanding and contextualizing the complexity of an individual's life. however, psychologists generally focus on the intersection. thus, social behaviour becomes individual differences that influence social attitude and behaviour. the existence of student organizations, especially students in the student executive board (bem) has indirectly become the arena in training, honing and fostering pro-social attitudes consciously and unconsciously in students‟ personality. in an organization, pride and gratitude are measured as the tendencies disposition of a leader (michie, 2009), pro-social behaviour is a sense of concern for others so that the growing sense of sincerity without expecting anything in return. meanwhile, being useful to others is prosocial behaviour (toumbourou, 2016). a contribution physically and physically is performed to lighten the burden of others. tests on the relationship between individuals, groups and pro-social behaviour towards members of the team that transactions are carried out on 123 students who are in the 45 teams has produced that the individual is more likely to behave pro-social journal of education, teaching, and learning volume 5 number 2 september 2020. page 369-374 p-issn: 2477-5924 e-issn: 2477-8478 372 against members of the group when they feel good. the relevance of confidence the team has a more powerful influence on behaviour than pro-social team (cuadrado & tabernero, 2015) if observed, the results of the study show that the existence of a student‟s organization can be an exercise or habit for students to be accustomed to social behaviour. leventhal et al. (2007) stated that inhabiting is an important component of an adaptive affective processing system that promotes effective responses to prominent stimulus and prevents compulsive behaviour. then, bolhuis, kolling, and knopf (2015) explained that individual differences with other individuals are important social cues that can help determine the next attitude for the individual. the era of globalization recalls the existence of local wisdom as a way of maintaining the existence of local wisdom in preserving pro-social action and behaviour (hidayah, feriandi, & saputro, 2019). the pro-social of students through student organizations can be widened in the effort to restore the national identity that works together, united which constitutes the values of pancasila as the state ideology. the transfer process and implementation of pancasila through student organizations become an extension of the function of education, although it is generally in the field of education and can be said that the success of the learning process can be influenced by the choice of learning approaches (hidayah, nufikha, & suyitno, 2019). students as a young generation have a vital role in the life of the nation (sanusi & darmawan, 2016), and it is a proper attitude that can nourish awareness of the social conditions within each of the next generation. the scope of community life requires interaction with mutual respect and love for one another for the sake of the establishment of harmony in life. the study tested the hypothesis that mortality salience (ms) will increase prosocial behaviour and it indicates that ms increases charitable donations and increase support for the confederation. however, ms significantly reduces the signing of organ donation and reduce support for the confederation (hirschberger, ein-dor, and almakias, 2008). following the results of research, the pro-social behaviour of students through student organizations can also be affected by several factors such as personality, environment and knowledge. engagement consists of "learning behaviour" and pro and anti-social behaviour. both are associated with academic performance (finn, pannozzo, and achilles, 2003). there are some pieces of evidence of pro-social behaviour of students through student organizations that require an order to advance and improve the character development of students. in the globalization era, character education can be a solution in creating a character that conformed to the character of the nation (retnasari, suyitno, & hidayah, 2019). pro-social behaviour of students through student organizations is a useful and positive action. pro-social behaviour is an action that has positive results (amini, 2016). besides, the pro-social behaviour of students through student organizations has organized some ego, so that it can be beneficial to the environment around students. their prosocial behaviour is a real form of conceptualization to the understanding of personality traits to consider aspects of globalization (malihah, 2015) pro-social behaviour of students through student‟s organization has organized various moral decisions. widodo (2018) argued that humanist education will make the attitude of understanding and that the students will be actualized various human potencies. then, suyatno et al. (2019) argued that the value and role of the model in education‟s value is the most dominant strategy for processing values in students. therefore, the pro-social behaviour of students that emerge in student‟s organization can be education‟s value for students. through student organizations, student pro-social behaviour can be honed as urgency abilities in conflict resolution that arise, due to a lot of encouragement (hidayah, suyitno, & retnasari, 2019). the dynamics of personality gives a sensation that an individual is aware of the specific condition. a study investigates the role of behaviour can affect the attitude of african-american teenagers, among others produce role models of pro-social behaviour that is not directly related to the attitude of teenagers towards violence (hurd, zimmerman, & reischl, 2010). in the student movement, there found that sometimes the student compatibility tested with a series of disagreements, challenges in adaptation and the environment. this condition is a separate evaluation of the pro-social attitudes of students. iv. conclusions based on the results and discussion, there found that student organization becomes a place to develop pro-social attitudes of students. pro-social attitudes of students include empathy, social responsibility and low egocentrism. the factors that affect student pro-social attitudes are the environment, knowledge and personality. mankind as the main source in the organization should be able to develop individuals with certain criteria. coaching intensively and encouragement over the ownership of pro-social attitudes for students are solutions to the emergence of the smart and good citizen. references amini, y. 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(2018). pengembangan respect education melalui pendidikan humanis religius di sekolah. lentera pendidikan : jurnal ilmu tarbiyah dan keguruan. https://doi.org/10.24252/lp.2018v21n1i10 journal of education, teaching and learning volume 2 no 2 september 2017. page number 233-237 p-issn: 2477-5924 e-issn: 2477-4878 233 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of teaching methods and learning styles on students’ english achievement (an experimental study at junior high school 1 pasangkayu) syahrul munir 1) , emzir 2) , aceng rahmat 3) 1) universitas negeri jakarta, jakarta, indonesia e-mail: syarulmunir160@gmail.com 2) state university of jakarta, indonesia e-mail: emzir.unj@gmail.com 3) state university of jakarta, indonesia e-mail: pbltppsunj@unj.ac.id abstract. the objectives of the research are to determine the effects of teaching methods (stad and jigsaw) and learning styles (visual, auditory, and kinesthetic) on students’ english achievement. this research is an experimental study conducted at junior high school pasangkayu in 2014 with 213 sample which is selected stratified-randomly (n = 68). the results of the research are as follow: (1) english achievement of students taught with stad is better than those of taught with jigsaw; (2) there is no significant difference in english achievement among visual, auditory, and kinesthetic students; (3) there is any significant effect of interaction among teaching method and learning styles on students’ learning english achievement. the research also find out that for visual students, studying english achievement of students taught with stad is better than that of students taught with jigsaw; for auditory students, learning english achievement of students taught with jigsaw is better than that of students taught with stad; and for kinesthetic students, english achievement of students taught with stad is better than that of students taught with jigsaw. to sum up, stad is more effective than jigsaw in improving students’ english achievement. stad is suitable to improve english achievement of visual and kinesthetic students, and jigsaw is suitable to improve english achievement of auditory students. keywords: stad; jigsaw; visual learning style; auditory learning style; kinesthetic learning style; english achievement i. introduction the problems that arise in the world of education are a major obstacle to the development of education. one of the most vulnerable issues in the world of education today is the low level of student learning outcomes including student learning outcomes in english subjects. english is important for students because it is an international language. that is not cover the fact that although english is important but most of the students do not like this subject for various reasons. this fact is clearly a challenge for teachers in choosing and using strategies, approaches, methods, and techniques that involve many students actively in learning and mentally, physically, and socially, that learners will be more creative if they involve them actively in the learning process as a whole. english language learning in junior high school is targeted so that students are able to use it in oral and written communication so as to solve everyday problems. through learning english students are expected to have the ability to: (1) develop the competence of communicating in oral and written forms to achieve the level of functional literacy; (2) have an awareness of the nature and importance of english to improve the nation's competitiveness in a global society; (3) developing students' understanding of the interrelationship between language and culture (puskur, 2014: 2-3). but the situation in the field has not been in accordance with the expected target. the results of the study indicate that although the improvement of educational quality is quite encouraging, but the learning and understanding of http://creativecommons.org/licenses/by-nc/4.0/ mailto:emzir.unj@gmail.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 233-237 p-issn: 2477-5924 e-issn: 2477-4878 234 junior high school students (on some subject matter including english) showed less satisfactory results. english language learning in junior schools tends to be rote-oriented and. without the practice of use in communication (musron, 2013: 19). in junior high school (smp), english is taught with a target so that students are able to use it in oral and written communication to solve daily problems so that students have abilities, among others, namely: (1) developing communication competence in the form of oral and writing to achieve the level of functional literacy; (2) have an awareness of the nature and importance of english to improve the nation's competitiveness in a global society; (3) developing students' understanding of the interrelationship between language and culture (puskur, op.cit: 2-3). in the practice of learning, english subjects in junior high school are taught in an integrated manner that includes receptive skills (listening and reading) and productive skills (speaking and writing). in the presentation of learning materials, a teacher can focus on more than one skill, for example, listening integrated with speaking or reading integrated with writing. thus, the english language ability achieved by a student is a representation of the measurement results of the four types of language skills embodied in the form of values or scores. the result of the observation showed that the learning of english in smpn 1 pasangkayu was still dominated by teacher (teacher-centered); the teacher explains the subject matter and the students listen to the explanation with attention, then the teacher gives examples of guided training questions, then proceed with giving practice to the students to taste individually. the learning process applied by the teacher can be categorized as a conventional learning method (direct learning). through conventional learning methods that can expect the process of transfer of knowledge through the delivery of materials that are carried out effectively and efficiently by using time to learn in the classroom. learning methods that emphasize student involvement actively (student-centered), for example in the form of cooperative learning: student teams achievement division stad and jigsaw not yet fully used as one of alternative to improve student learning result. should be in the process of daily learning a teacher can use varied learning methods that can improve student creativity. it can not be denied that through a cooperative learning process students can help each other with one group of friends and compete with other groups to make their group the best group. therefore, if this approach is to be applied in the learning process, the principle of cooperation will be of greater benefit to the student and in turn, can improve the learning outcomes. through stad and jigsaw methods students can play an active role in learning activities. this strategy is a lot of growing learning activities as a supervisor of student activities. student activeness in learning enables them to have better learning outcomes. in addition to learning methods that are external factors that can affect learning outcomes, there are several other factors that can be expected to affect. these factors are internal factors within the student. so in designing learning, a teacher needs to consider these factors. one of the factors that teachers need to pay attention to, other than motivation, interests, attitudes, intelligence, talents, and a number of other innate attributes, is the learning style. students in the classroom are groups that have a diversity of learning styles. learning styles refer to consistent tendencies or likes as a general characteristic of the student's self, and that distinguishes them from other students in learning (brown, 2007: 127) educational psychologists have detailed the different types of learning styles individuals have with different titles and divide it into three main groups, namely learning styles of cognitive dimensions, learning styles of affective dimension, and learning styles of perceptual dimension. the learning style of the perceptual dimension, according to hyland, is more relevant in learning english as a second language / foreign language (hyland, 2006: 43). this perceptual learning style consists of visual learning styles, auditorial learning styles, and kinesthetic learning styles. students who have visual learning styles have a tendency to see the picture of something as a whole, often affected by the style (appearance) of an object, attracted by color, layout, and design. auditorial students tend to learn better through verbal explanations; for the visual student, the written word is no more meaningful than what he or she is listening to. while kinesthetic students tend to prefer learning by experiencing themselves; ideas and ideas will be more meaningful if they are practical, real, and relevant, and they need to do them in order to understand (dobson, 2011: 34-35). each individual with this type of learning style has its own way and preferences in learning. because each student has its own unique and unique learning style so that an absolute teacher is aware of this difference. however, teachers generally teach by the way they are taught. many teachers, consciously or unconsciously, try to match or exceed the teacher who inspires them when they become journal of education, teaching and learning volume 2 no 2 september 2017. page number 233-237 p-issn: 2477-5924 e-issn: 2477-4878 235 students and choose methods that reflect the way they like to learn. as kinsela said that without fundamental awareness, it is easy to believe that the way we learn is the most efficient way and ultimately biases the way we teach in the hope that students can learn the way we do (kinsela, 2011: 190-194). deporter says that if a teacher has a visual learning style he will tend to be a visual teacher too, and this happens naturally (deporter, at al., 2009: 85-86). however, keep in mind that auditorial and kinesthetic students have a way of absorbing and processing information that is different from the visual student. considering the diversity of students, the method of presenting the lesson should be varied and tailored to the characteristics of students who have different learning styles. therefore, the way and method of teaching should vary and become an important consideration of teachers. according to dobson that students will learn more effectively if it suits their preferred style and when learning materials and activities accommodate students' preference in learning, students will succeed (dodson, 2011: 29). therefore, of the two types of cooperative learning methods (stad and jigsaw), one of which may be more suitable for improving english learning outcomes, and possibly also each type of method is suitable for improving learning outcomes of english students with a particular learning style. so that the learning method (stad and jigsaw) and perceptual dimension of learning style owned by students (visual, auditorial, and kinesthetic) are suspected to have an effect on to learning result of english. however, the extent to which these variables affect the learning outcomes of english still needs to be tested empirically. this research tries to reveal the influence of stad and jigsaw learning method and perceptual dimension of learning style to english learning result in the hope that this research result can be one of alternative to improve the learning result of english. in addition, this study also tried to reveal the type of stad and jigsaw methods that match the type of learning styles that each student has so that it can be considered to improve the learning outcomes of english. based on the above background, then the problem to be raised is how far the comparison of english learning outcomes in class viii smpn 1 pasangkayu by using methods of student teams achievement division (stad) and with jigsaw learning method in english subjects. assuming that student teams achievement division (stad) method is more beneficial than jigsaw learning method. ii. research method this research is a 2x3 factorial experiment. the independent variable of research has two levels, namely (1) stad method, and (2) jigsaw method. attribute variables have three stages: (1) visual learning style; (2) auditorial learning style; and (3) kinesthetic learning styles. the affordable population of research is all students of class viii smp negeri 1 pasangkayu odd semester of academic year 2013/2014 consisting of 213 students. the sample of the study was 60 students, randomly stratified from the affordable population at 1% error level. this means the level of generalization of research results generalization of 99%. referring to the determination of the sample number of populations developed by isaac and michael (in sugiyono), the number of representative samples for population 68 is 60. the sample is divided into three groups and based on the learning style questionnaire, 16 students are obtained for visual learning styles, 21 students for auditory learning styles and 31 students for kinesthetic learning styles. the steps of determining the study sample are presented in the following figure. fig. 1 sample determination procedure research based on the above figure it can be explained that the results of the questionnaire of learning styles given to the affordable population of the study showed that there were 16 students having visual learning styles, 21 students had auditory learning styles, and 31 students had kinesthetic learning styles. furthermore, with reference to the number of preset samples and comparable sample grouping procedures in stratified sampling techniques, each identified learning style gained 16 (100%) students for visual learning styles, 21 journal of education, teaching and learning volume 2 no 2 september 2017. page number 233-237 p-issn: 2477-5924 e-issn: 2477-4878 236 students for auditory learning styles, and 31 students for kinesthetic learning styles. the next step is to divide the sample of each type of learning style into a random sub-sample into two comparable groups. each group contained 8 students each as a sub-sample of visual learning styles, each of 10 students as a sub-sample of auditory learning styles, and each of 12 students as sub-samples of kinesthetic learning styles. the two sub-samples of each type of learning style were each treated with different independent research variables. one group was taught by stad and the other group was taught by jigsaw. the sample distribution tables in the experimental design are presented in the table below: table i distribution of research samples in experimental design facts 2x3 data were collected through instruments: (1) learning style questionnaire, and (2) english learning result test. learning style instruments are developed based on the gratings made with reference to the theory and characteristics of perceptual learning styles. from 54 point statements for each type of learning style (visual, auditorial, and kinesthetic), after testing each instrument type can be used 48 valid items. the reliability coefficient for visual, auditorial, and kinesthetic learning style questionnaire was 0.978; 0.978; and 0.977 as evidence of high instrument reliability. the coefficient of reliability of english learning result instruments tested through the reliability of ratings obtained by alpha cronbach price of 0.871; that is, the reliability of the test is quite high. the data were analyzed by descriptive statistics and inferential statistics with the following steps: (1) descriptive analysis; (2) testing requirements analysis which includes normality test and homogeneity test; and (3) testing the research hypothesis using anava 2x3 test and continued with tukey test. iii. result and discussion the result of the test of the main hypothesis 1 μa1 = μa2 obtained the value of f-count 11,551 exceed the f-table value (0.05: 1/144), 3,912 so there is evidence to reject h0 and receive h1 which means there is a significant difference between μa1 and μa2. because μa1> μa2 (69,44> 66,20) it can be concluded that the result of learning english students who are taught with stad better than the result of learning english students who taught with jigsaw. the result of hypothesis testing is 2 ho: μb1 = μb2 = μb3 the value of f-count 2,952 is less than f-table (0,05: 2/144) 3,063 so there is evidence to accept ho and reject h1 which means there is no significant difference between μb1 (69,10), μb2 (68,10), and μb3 (66,28). so it can be concluded that there is no significant difference between the learning result of english for students who have visual, auditorial, and kinesthetic learning styles. the result of hypothesis testing 3 h0: a x b = 0 obtained the value of f-count 27,109 exceed the value of f-table (0,05: 2/144), 3,063 so there is evidence to reject h0 and accept h1: axb ≠ 0 which means there is influence in interaction between assigning tasks and learning styles to the ability to write english. so it can be concluded that the learning method (stad and jigsaw) has a significant influence on english learning outcomes but the effect is different for each combination of treatments. because there is an interaction effect between the variables studied, it is necessary to test the advanced hypothesis. the result of hypothesis 4: μa1b1 = μa2 b1 obtained the value of q-count of 7.524 over the q-table value (0.05: 1/144) 3.92 so there is evidence to reject h0 and receive h1 which means there is a significant difference between μa1b1 and μa2b1. because μa1b1> μa2b1 (73,48> 64,68), it can be concluded that the ability to write english students visual assigned a holistic task is significantly better than those given a discrete task. the result of hypothesis testing 5 h0: μa1 b2 = μa2 b2 obtained value of q-count 5,711 exceeded value of q-table (0,05: 1/144) 3,92 so there is evidence to process h0 and receive h1 which mean there is significant difference between μa1b2 and μa2b2. because μa2b2> μa1b2 (71,44x> 64,76) it can be concluded that the english writing ability of discretionary auditorial students is significantly better than those assigned holistic tasks. hypothesis 6 test results obtained q-count value of 6.498 exceeded the value of q-table (0.05: 1/144) 3.92 so there is evidence to reject h0 and receive h1 which means there is a significant difference between μa1b3 and μa2b3. because μa1b3> μa2b3 (70,08> 64,48) it can be concluded that the english writing ability of kinesthetic students journal of education, teaching and learning volume 2 no 2 september 2017. page number 233-237 p-issn: 2477-5924 e-issn: 2477-4878 237 given holistic tasks is significantly better than those assigned discrete tasks. iv. conclusions and suggestions some research conclusions can be drawn: (1) stad method is more effective than jigsaw method in improving english learning outcomes; (2) learning styles do not affect english learning outcomes; (3) stad method is more suitable for improving learning outcomes of students' visual english and kinesthetic students; and (4) the jigsaw method, appropriate for improving english students' learning outcomes. suggestions that can be put forward are as follows: (1) because the learning outcomes of english can be improved by the use of appropriate learning methods it is important to present the learning materials using appropriate learning methods; (2) because every student has their own preference in learning, that there are some students who can only learn well if the learning materials are presented gradually from easy to difficult but there are students prefer the less difficult and challenging subject matter, so that in the practice of learning teachers need to provide more varied learning materials; (3) to developers and designers of english resource books, it is also advisable to design material materials that enable the use of varied methods. references ali, mohamad. konsep dan penerapan cbsa (cara belajar siswa aktif) dalam pengajaran. bandung: sarana panca karya, 2010. bandler, richard. effective learning techniques. philadephia: father & son, 2004. brown, h. douglas. the principles of language teaching and learning. boston: pearson education, 2007. buzan, tony. teaching and learning. oxford: oxford university press, 2007. dee, amanda. teacher responsibilities.illinois: teacher association, 2010. deporter, bobbi & mike hernacki, quantum learning: membiasakan belajar nyaman dan menyenangkan, terjemahan a. abdurrahman. bandung: kaifa, 2007. deporter, bobbi. mark reardon, dan sarah singer-noure, quantum teaching, terjemahan ary nilandari. bandung: kaifa, 2009. diamond, marian c. teaching methods, and learning difficulties. los angeles: jeremy publisher, 2009. dimyati, mudjiano. belajar dan pembelajaran. jakarta : rineka cipta, 2002. dobson, graeme. a guide to writing competency based training materials. melbourne: national volunteer skill centre, 2011. dunn, rita, kenneth dunn, dan janet perin, teaching your children through their learning styles. massachusetts: alyn & bacon, 2010. dőrnyei, zoltá. the psychology of the language learner: individual differences in second language acquisition. london: lawrence erlbaum associates publishers, 2005. gie, teh liang. cara belajar yang baik. yogyakarta : gajah mada university press, 2007. griggs, s. a. learning styles counseling. washington, dc: eric clearninghouse on counseling and personnel service, 2009. hidayat, k. evaluasi pendidikan dan penerapannya dalam pengajaran bahasa indonesia. bandung : alfabeta, 2010. hyland, ken. second language writing. cambridge: cambridge university press, 2005. keefe, j. w. learning styles: theory and practice. boston: mcber and company, 2010. kinsela, kate.”understanding and empowering diverse learners in esl classrooms,” learning styles in esl/efl classroom, ed. joy m. reid. new york: heinle & heinle publisher, 2011. kinsella, kate. “understanding and empowering diverse learners in esl classrooms,” learning styles in the esl/efl classroom, ed. joy m. reid. new york: heinle & heinle publisher, 2011. kline, peter. effective teaching and learning. new york: basic books, 1999. kroonenberg, n. learning styles, and language learning. new york: harper and row, 2009. leite, walter, marilla svinicki; dan yuing shi, attempted validation of the scores of vark: learning styles inventory with multi trait-multimethod confirmatory factor analysis models. boston: mcber and company, 2009. lightbown, patsy & nina spada, how languages are learned. oxford: oxford university press, 2008. margulie, nancy. teaching media. melbourne: university of wollongong, 2002. melvin l. silbeman, active learning: 101 cara belajar aktif, terjemahan raisul muttaqien. bandung: nusamedia, 2009. mills, d. w. applying what we know: students learning style. los angeles: western psychology services, 2010. misbach, ifa h. dahsyatnya sidik jari: menguak bakat & potensi untuk merancang masa depan melalui finger print analysis. jakarta: visimedia, 2010. oliver, carolyn dan rosemary f. bowler, learning to learn. new york: simon & schuster, 2006. _______, learning to learn. new york: simon & schuster, 2008. rid, r. the psychology of the language learners. oxford: oxford university press, 1995. rodger, nun. teaching and learning. new york: dell publishing, 2010. rose, collin. accelerated learning. new jersey: prentice-hall, 2007. silverman, linda. “the visual-spatial learner,” gifter development center, no. 8, vol. 12, dec. 2010. sinetar, marsha. teacher’s competency and students’ performance. new delhi: great ocean publisher, 2010. snyder, steve. effective teaching methods. canada: e. p. dutton, 2005. sugiyono, metode penelitian pendidikan. bandung: alfabeta, 2011. thomas f. hawk dan amit j. shah, “using learning style instruments to enhance student learning,” decision sciences journal of innovative education, vol. 14. no. 29, oct. 2010. isc paper template in a4 (v1) journal of education, teaching and learning volume 4 number 2 september 2019. page 264-268 p-issn: 2477-5924 e-issn: 2477-4878 264 journal of education, teaching and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. effectiveness of the textbook on structure and function of cells in reproductive system material ruqiah ganda putri panjaitan 1*) , titin 2) , yohanes gatot sutapa yuliana 3) 1) universitas tanjungpura, pontianak, indonesia *) e-mail: ruqiah.gpp@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: titin@fkip.untan.ac.id 3) universitas tanjungpura, pontianak, indonesia e-mail: gatot@fkip.co.id abstract. a well-conducted learning activity is supported by the availability of teaching materials, among many other supportive aspects. one of the most common teaching materials is textbook. this study aims to find out the effectiveness of the textbook on the structure and function of cells in reproductive system material for eleventh-grade students in high school. this study applied a descriptive method, and the data analysis used the gregory test involving two validators. three aspects that had been validated are presentation, content, and language consisting of fifteen criteria. the result of validation showed the validity construct for the aspect of the presentation is 1, the aspect of content is 1, and the aspect of language is 1, so the criteria for each aspect are very high. it concluded that the textbook can be used as a teaching material for the structure and function of cells in reproductive system material. keywords: textbook; effectiveness; structure and function of cells; reproductive system i. introduction learning is an interaction among learners, teachers, and learning sources under the learning environment atmosphere. in the learning process, learners are assisted by teachers so they can learn well. in other words, there is a process of acquiring knowledge, mastery of skills and characters, and the formation of attitudes and selfconfidence of students, also to increase the critical thinking of students (ongsee and nuangchalerm, 2019). the learning process should be in accordance with the curriculum used. the curriculum is a set of plans and arrangements regarding the purpose, content, and material of learning and the methods used to guide the implementation of learning activities to achieve certain educational goals. consequently, teaching material is inevitably one of the important components to be delivered to students (chalkiadaki, 2018). teaching material plays an important role in the learning process, as a benchmark for achieving an effective and efficient learning process (purwanto and rizki, 2015). it is also key to increasing learning outcomes (asfiah et al., 2013; suprapti & susanti, 2015). based on its form, teaching material can be divided into print, audio, visual, audio-visual, and multimedia teaching material (asfiah et al., 2013; pramana and dewi, 2014; amir et al., 2015; daud and rahmadana, 2015; nisa’ et al., 2015; padmapriya, 2015; suwarni, 2015; panjaitan et al., 2019a; panjaitan et al., 2019b; panjaitan et al., 2019c; panjaitan et al., 2019d). the textbook has become the main learning source in the learning process (mahmood, 2011; thang et al., 2013; anisah and azzah, 2016). the textbook as teaching material contains knowledge which is derived from basic competencies of the curriculum and used by students in the learning process. the textbook can be the best learning resource when properly prepared and used in the learning process (allehyani et al., 2017). in the preparation of the textbook should pay attention to students' needs, then the textbook provides a guideline for the students to learn effectively (allehyani et al., 2017). moreover, the textbook can also be used as a syllabus to determine the benchmark. the contents available in the textbook are supported by relevant assignments and exercises streamline teacher’s time http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 4 number 2 september 2019. page 264-268 p-issn: 2477-5924 e-issn: 2477-4878 265 in the learning process. the textbook also allows students to learn independently (suwarni, 2015). the compilation of the textbook is divided into three main parts; the opening section, contents, and closing section. besides, a few other things are mainly important to consider. a textbook has to be adjusted with core competencies (ki), basic competencies (kd) and the number of essential topics to comprehend. a textbook also should pay attention to cognitive, affective, and psychomotor aspects of the students, presents a series of learning experiences that include skills, clear learning instructions, illustrations, supporting information, learning exercises, work instructions, and evaluation, where each component integrates with each other. according to the national education standards agency (bsnp, 2014), an effective textbook should cover 3 components; content effectiveness, language effectiveness, and presentation effectiveness. one of the materials in biology subject in senior high school (sma) is the structure and function of cells in the reproductive system. this topic talks of a wide area of discussion, causes the teacher to challenge with the time constraint. the topic of structure and function of cells in the reproductive system involves presumably broad and difficult discussion for the students. the teacher instead should carefully choose an effective and efficient learning strategy. one learning strategy that can be applied as an alternative to this problem is the use of an appropriate textbook. according to rahmawati (2015) by applying a textbook, students are expected to apply independent learning patterns, comprehend the material, and be able to solve the questions in textbooks as a practice of problem-solving. based on the prior observation, it was found that the textbook used in the learning process by far contains only knowledge about the concepts of cell structure and function in the reproductive system. for this reason, an alternative is needed so that students do not only gain knowledge but also practice skills to take care of their reproductive health and maintain attitudes of avoiding disorders/diseases in the reproductive organs. consequently, the compilation of textbooks does not only contain basic concepts of the topic about cell structure and function in the reproductive system but also includes the character development values important for the high school students, such as the danger of unwanted pregnancies for teenagers and other positive activities suitable for adults to avoid deviant behavior. ii. methodology this study applies descriptive methods. descriptive research is conducted to find out the existence of independent variables, either on one variable or more variables without making comparisons or connection with other variables (sugiyono, 2015). the instrument used in this study is the textbook validation sheet. the textbook validation sheet is adapted from the assessment instrument of textbooks from bsnp (2014) which consists of three aspects; presentation, content, and language with fifteen criteria. data from the validation results will be analysed by using gregory's test calculations. content validity shows the extent to which questions, assignments or items in a test or instrument are able to represent the overall and proportional behavior of the sample subject to the treatment. this means that existing instruments reflect the overall content or material being tested or that should be mastered proportionally. validation is carried out by two experts (panjaitan et al., 2019a; panjaitan et al., 2019b; panjaitan et al., 2019c; panjaitan et al., 2019d ). in this study, validation was carried out by 2 people consisting of 1 expert in biology, a lecturer and 1 practitioner who works as a biology teacher. the results of the validation are used as the basis for evaluating the effectiveness of the textbook on the structure and function of cells in the reproductive system. the assessment of the validation sheet was analyzed by calculating the scores obtained. next, it will be calculated by using a formula to produce validation values. the calculation formula is as follows equation 1. dcba d v c   (1) (gregory, 2013) information: vc = validity construct a = both judges disagree b = judges i agree, judges ii disagree c = judges i disagree, judges ii agree d = both judges agree iii. results and discussion a. results the results of the textbook validation on the structure and function of cells in the reproductive system of two validates consisting of three aspects; the presentation aspect consisting of seven criteria, the content aspect consisting of four criteria, and the language aspect consisting of four criteria can be seen in table i. for the analysis of the results using the gregory test to determine the effectiveness of the textbook can be seen in table ii. table ii results of effectiveness validation of textbook aspects validity construct criteria presentation 1 very high content 1 very high language 1 very high average 1 very high b. discussion learning activities can run effectively and efficiently if learning resources are available. one example of a learning resource is teaching materials in the form of textbooks. textbooks are one of the important components in the learning process because they can provide extraordinary learning experiences (mahmood, 2011; thang et al., 2013). textbooks are books that guide students' learning activities (suwarni, 2015). moreover, for teachers, books can be used journal of education, teaching and learning volume 4 number 2 september 2019. page 264-268 p-issn: 2477-5924 e-issn: 2477-4878 266 as a reference in a wide variety of subjects. meanwhile, for students, books can be used not only in schools but also at home to tackle learners’ confusion toward some prior materials or those that have yet to be discussed. in addition, the use of books in learning process can encourage learning pattern that was initially teacher-centered to be more student-centered, because learn through textbooks, students are required to look for information they are eager to know, to comprehend a reading text, to reflect understanding in written form and actively participate in learning process (mahmood, 2011; thang et al., 2013; suwarni, 2015). table i results of textbook validation aspects criteria validator 1 2 presentation 1. variety of presentation 3 4 2. compatibility of written letters (font) in the textbook 3 4 3. learning presentation 4 4 4. picture attraction in the module 3 4 5. presentation technique in the module 3 4 6. completeness of presentation 4 4 7. supporting the presentation of the material 3 4 content 8. conformity of the material with the basic competencies, learning indicators, and learning purposes. 4 4 9. completeness of information provided 4 4 10. conformity with the development of science 3 4 11. the material presented does not violate the law and legislation 3 4 language 12. readability 3 4 13. language compatibility with rules of bahasa indonesia 3 4 14. consistency in the use of terms/ symbols/ signs 3 3 15. the accuracy of writing scientific terms / foreign names 3 4 a good textbook must meet certain standards set by the bsnp to be suitable for implementation in the learning process (bsnp, 2014). in this study, the aspects assessed from the textbook on reproductive system material including aspects of presentation, content, and language. according to the recapitulation of the validation results on two experts (table ii), the component of effectiveness in a presentation obtained 1 construct validation with very high criteria. this shows that the books developed have been presented in a coherent and good manner. presentation of learning using reproductive system material books has invited students’ participation with the lkpd and evaluation questions. there is also another supportive display of material that aims to generate learning motivation as reflected by the existence of motivational sentences and additional information in the "did you know" window section. in the "did you know" window section, students are invited to give additional information related to the things they often encounter in their daily lives (fig. 1). related to chamany et al. (2008), it is important because students must be able to make connections (relationships) between what they learn and what they face in their daily lives. in addition, the presentation of the textbook has also been in line with the bsnp, which states that the book should be supplemented by the presence of introductory words, table of contents, and bibliography (bsnp, 2014). the content eligibility obtains validation of 1 with very high criteria. this means that the material and assignments presented in the textbooks on the structure and function of cells in the reproductive system are in accordance with ki, kd, and learning objectives in the syllabus (fig. 2). related to panjaitan (2019a); panjaitan et al. (2019b); panjaitan et al. (2019c); panjaitan et al. (2019d) the teaching material which developed should be consist of ki, kd, and learning objective, also presented learning concepts which explained correctly. the components which are presented in this textbook consist of cell structure and cell function in the reproductive system both owned by men and women which include reproductive organs, gametogonium, hormones, menstrual processes, fertilization, and pregnancy. this textbook as well discusses various abnormalities and diseases in the human reproductive system and other important information about the dangers of unwanted pregnancies for adults without leaving the discussion on positive activities that can be done to prevent the deviance. in addition, this book also provides material on textbooks, syllabus, lesson plans, worksheets, learning media, and assessments that teachers can use in the learning process. the concepts and definitions presented in the book have been adjusted with the development of science and do not violate the legislation. journal of education, teaching and learning volume 4 number 2 september 2019. page 264-268 p-issn: 2477-5924 e-issn: 2477-4878 267 the effectiveness of language is equal to the results of validation, of 1 with very high criteria. these results explain that the sentence used in the book is an easily understandable sentence that fits the level of students' thinking and socialemotional development (fig. 1). the sentences used to convey material are categorized as good and have presented correct indonesian grammar rules. the spelling used as well as referred to the improved spelling guidelines. moreover, bsnp (2014) stated the material presented has reflected the complexity and integrity of the meaning, and the use of the terms has been relatively consistent. fig. 1 presentation of motivational sentences and additional information in the “did you know” window section from these three aspects; presentation, content, and language compatibility, the construct validations obtain of 1 with very high criteria. these results indicate that textbooks on the structure and function of cells in the reproductive system material are declared valid and appropriate to be implemented as one of the teaching materials. fig. 2 presentation of the material and assignments presented in the textbooks on the structure and function of cells in the reproductive system are in accordance with ki, kd, and learning objectives in the syllabus iv. conclusions the textbook on the structure and function of cells in the reproductive system material was effective with the construct validation value of 1 in the very high category. the result of validation showed the validity construct for the aspect of the presentation is 1, the aspect of content is 1, and the aspect of language is 1. then the criteria for each aspect are very high. acknowledgment this research was funded through 2019 applied research with contract number 101/sp2h/lt/drpm/2019 dated march 11, 2019, therefore many thanks were expressed to the ministry of research, technology, higher education of the republic of indonesia. we would also like to thank the validator who worked hard to examine the contents of this textbook and provide many suggestions. references allehyani, b., burnapp, d., & wilson, j. (2017). a comparison of teaching materials (school journal of education, teaching and learning volume 4 number 2 september 2019. page 264-268 p-issn: 2477-5924 e-issn: 2477-4878 268 textbooks vs authentic materials) from the perspective of english teachers and educational supervisors in saudi arabia. international journal of english language and linguistics research, 5(2), 1-14. amir, m., muris, & arsyad, m. (2015). pengembangan perangkat pembelajaran berbasis pengalaman pada peserta didik kelas xi ipa sma negeri 9 pinrang. jurnal sains dan pendidikan fisika, 11(3), 202-13. anisah, a., azizah, e. n. (2016). pengaruh penggunaan buku teks pelajaran dan internet sebagai sumber belajar terhadap hasil belajar siswa pada pembelajaran ips (eksperimen kuasi pada kelas vii di smp negeri 1 palimanan kabupaten cirebon). jurnal logika, 18(3), 1-18. asfiah, n., mosik, & purwantoyo, e. (2013). pengembangan modul ipa terpadu konstektual pada tema bunyi. unnes science education journal, 2(1), 188-95. bsnp. (2014). instrumen penilaian buku teks pelajaran biologi sma/ma. retrieved mei 20, 2019, from http://bsnps indonesia.org/2014/05/28/instrumenpenilaian-buku-teks-pelajaran-tahun-2014/. chalkiadaki, a. (2018). a systematic literature review of 21st-century skills and competencies in primary education, international journal of instruction, 11(3), 1-16. chamany, k., allen, d., tanner, k. (2008). making biology learning relevant to students: integrating people, history, and context into college biology teaching. life science education, 7, 267-278. daud, f. & rahmadana, a. (2015). pengembangan media pembelajaran biologi berbasis e-learning pada materi ekskresi kelas xi ipa 3 sman 4 makassar. jurnal bionature, 16(1), 28-36. gregory, r. j. (2013). tes psikologi sejarah, prinsip, dan aplikasi. jakarta : erlangga. mahmood, k. (2011). conformity to quality characteristics of textbooks: the illusion of textbook evaluation in pakistan. journal of research and reflections in education, 5(2), 170-190. nisa’, a, sudarmin, & samini. (2015). efektivitas penggunaan modul terintegrasi etnosains dalam pembelajaran berbasis masalah untuk meningkatkan literasi sains siswa. unnes science education journal, 4(3), 1049-56. ongsee, p. & nuangchalerm, p. (2019). developing critical thinking of grade 10 students through inquirybased stem learning, jurnal penelitian dan pembelajaran ipa, 2(2), 132-141. padmapriya, p.v. (2015). effectiveness of self learning modules on achievement in biology among secondary school students. international journal of education and psychological research, 4(2). 446. panjaitan, r.g.p., lijana, & wahyuni, e.s. (2019a). the use of comic as learning medium for ecology. unnes science education journal, 8(1), 41-45. panjaitan, r. g. p., sari, d.p., wahyuni, e.s., & shidiq, g. a. (2019b). feasibility of human excretory system module in biology learning. jurnal penelitian dan pembelajaran ipa, 5(1), 84-93. panjaitan, r.g. p., titin, & santoso, r. (2019c). film dokumenter pemanfaatan tumbuhan berkhasiat obat sebagai media pembelajaran materi sistem pencernaan. jurnal pendidikan sains indonesia, 7(2), 121-13. panjaitan, r.g.p., wahyuni, e.s., & mega. (2019d). film dokumenter sebagai media pembelajaran submateri zat aditif. jurnal pendidikan biologi, 4(2), 52-59. pramana, d.w. & dewi, n.r. (2014). pengembangan ebook ipa terpadu tema suhu dan pengukuran untuk menumbuhkan kemandirian belajar siswa. unnes science education journal, 3(3), 602-08. purwanto, y., & rizki, s. (2015). pengembangan bahan ajar berbasis kontekstual pada materi himpunan berbantu video pembelajaran. jurnal pendidikan matematika, 4(1), 67-77. rahmawati, g. (2015). buku teks pelajaran sebagai sumber belajar siswa di perpustakaan sekolah di sman 3 bandung. edulib, 5(5), 102-113. sugiyono. (2015). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. suprapti & susanti, r. (2015). pengembangan modul sistem ekskresi berbasis inkuiri, unnes journal of biology education, 4(3), 237-43. suwarni, e. (2015). pengembangan buku ajar berbasis lokal materi keanekaragaman laba-laba di kota metro sebagai sumber belajar alternatif biologi untuk siswa sma kelas x. bioedukasi, 6(2), 8692. thang, s. m., mustaffa, r., wong, f. f., noor, n. m., mahmud, n., latif, h., aziz, m. s. a. (2013). a quantitative inquiry into the effects of blended learning on english language learning: the case of malaysian undergraduates. international education studies, 6(6), 1-7. journal of education, teaching and learning volume 2 no 2 september 2017. page number 197-200 p-issn: 2477-5924e-issn: 2477-4878 197 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. relations entrance test interview with learning outcomes victor simanjuntak 1) 1) university tanjungpura, pontianak, indonesia e-mail:victorgsim@yahoo.co.id abstract. the problem in this research is how the relationship between the results of tests interview on learning outcomes. the approach used in this study was cross-sectional survey method. population in this study were all students accepted at the physical education program health and recreation (pjkr) sports sciences department of the faculty of education (guidance and counseling) of tanjungpura university for 2016/2017 amounted to 46 students. sampling using saturation sampling technique is the determination of the sample by using the entire population of 46 people. results showed that having interviews to higher learning outcomes are highly satisfactory 33 people (73%) and the results of interviews to low learning outcomes satisfy 1 (2%), while those with interviews to low learning outcomes that are very satisfying 1 (2%). for high-interview test results with the learning outcomes of praise amounting to 8 people (17%) and who had lower test interview with the learning outcomes of praise numbered 2 (4%). keywords: learning outcomes, interviews, students sports and recreation education i. introduction according to law no. 20 of 2003, education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, self-control, personality, intelligence, character, and skills needed him, society, nation, and state. in realizing the government program, one institution is a college education providers. higher education as a formal institution is one means of determining the adequate education and affects a person's ability to develop their own potentials before plunging into the community. final results are expected from college is the output of qualified human resources with the proven achievement of academic and non-academic well become a kind of benchmark for the success of a university in managing the education system. was found a lot of jobs that require the recruitment based on academic performance in the form of the value of grade point average (gpa) of a person. someone academic achievement in college students is determined by several factors, including the quality rather than the students who will be accepted, and if accepted is determined by the quality of learning during the education process that can be seen from the results and mastery learning. in the process of new admissions by the college, before entering into a stage of active learning conducted several tests acceptance. use of the test itself is meant to filter and get prospective students who have excellence and achievement. one of the new admissions tests is a test interview. use of the interview in some colleges there is obligatory some are just additional options, there is even negate such tests, due to several things, among others, the need for allocation of time, money, and manpower extra work which would affect the performance of universities, besides one quite fundamental and influence in decisions regarding the use of the test of the interview and its influence on the competence of the academic side of college students. whether the results of the interview to give a picture of individual excellence and achievement, especially from the academic side so that universities can provide the opportunity for individuals who are really the potential for education. noting the above explanation, then the question arises whether the admission tests in the form of interviews linked to learning outcomes students of health physical education and recreation faculty of teaching and education university tanjongpura? ii. literature review a. understanding learning learning is an active process in which a person's memory, thinking and trying to change into a better person on selfawareness. according suprihatiningrum (2013: 15), learning is a process attempts individual consciously to obtain change certain behavior, both of which can be observed directly and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 197-200 p-issn: 2477-5924e-issn: 2477-4878 198 which can not be observed directly as experience in its interaction with the environment, learning to play an important role in in the development, habits, attitudes, beliefs, goals, personality, and even human perception. in line with these opinions, darsono (2000: 4) argues learning is a mental activity/psychic in an active interaction with the environment, which results in a change in knowledge, understanding, skills, values, and attitudes. powered by djamarah (2002: 13), which suggests that learning is a series of activities and soul to obtain a change in behaviour as a result of individual experiences in interaction with the environment regarding the cognitive, affective, and psychomotor. according wasty soemanto (2003: 113) in learning is influenced by three (3) factors: a. factors learning stimuli is everything outside the individual to hold a reaction that stimulates learning, such as the length of lessons, teaching material difficulties, meaningful material, the severity of the task, the atmosphere of the external environment; b. factors teaching methods used by lecturers greatly affect the learning method used by the students, which poses a significant difference to the learning process, such as training or practice activities, memorize or remember, the introduction of the results of learning, guidance in learning; and c. individual factors, on the maturity of the individual, age, gender, previous experience, motivation, health condition. b. learning outcomes according nashar (2004: 77), the result of learning a skill that is obtained after going through the learning activities. similarly, according to anni catharina tri (2006: 4) learning outcomes is obtained learner's behaviour changes after a learning activity. success or failure of a person's behaviour changes in education depends on the learning experience. the nature of learning includes not only subjects but also mastery, habits, perceptions, excitement, interest, social adjustment, various skills, and ideals. one learns if he wanted to do an activity that behaviour change. the behaviour is seen in a broad sense that includes observation, recognition, actions, skills, interests rewards, attitudes and others (nasution, 2003: 85). so it can be concluded that learning is not just about intellectual fields only, but overall cognitive, effective, and psychomotor. as described above, hamalik (2004: 45) also said that the study related to the change in the perception and behaviour as well as improved behaviour, so that the knowledge gained after the students learn to make students have a different perception or outlook on everything that was known before the study. change in perception will affect their behaviour in the hope of becoming better than before. learning can be said to be successful if there is a change within the student, but not all changes in behaviour can be said to learn. according to ma'mun (2005: 37), changes in behaviour as a result of learning have characteristics typical embodiment, among others, intentional change, positive change, and effective change. intentional change is a change in the process of learning by experience or practice that is done intentionally, consciously, and not by chance, thus the change due to the stability and maturity, or fatigue, or because the disease cannot be seen as a change in learning outcomes. changes considered effective if it had an impact and a certain meaning for students (at least until a certain time limit) is relatively fixed and any time required, can be reproduced and used as in solving problems both in the test, repeat, and so on as well as adjustments in everyday life in order to survive. it can be concluded that learning is a process in which students attempt to obtain new behaviour changes as a whole, intentional, conscious. the changes are relatively sedentary and bring a positive influence and benefits in interacting with its environment. the learning achievement as a result of a process that has been undertaken in the form of awards obtained by students according to the struggles and efforts of the various challenges faced. according to ma'mun (2005: 160), academic achievement is the result of education assessment of the learning process and results in accordance with the instructional objectives concerning the content and the expected behaviour. thus the learning achievement is the assessment of learning outcomes to determine the extent to which learning objectives have been achieved. as expressed by arikunto (2006: 24), evaluation of education has always been associated with the achievement of students, where evaluation is a process of collecting data to determine the extent to which, in any case, and which part of educational objectives have been achieved. the success rate obtained by the students during the learning process or the lecture in accordance with predetermined objectives and conducted over a certain period can be measured using the test. demonstrated learning achievement in grade point average (gpa) is a number that indicates a student's study achievement or success of the first half until the final semester who has taken cumulatively. achievement index (ip) is the assessment of the success of a study conducted at the end of each semester. c. understanding interview in this study, researchers act as an instrument. the existing facilities on the researcher to become an instrument is a pair of eyes, ears, lips, and communication. communication is used as a guideline in qualitative data collection. good communication in the interview is the interaction planned and aimed to obtain information or data necessary for the purpose to get (alwasilah, 2003: 191). as interviewer seeks to words of the respondents did not trickle (speech not known) or making words fly. therefore, as researchers must first understand the meaning of the interview before the data were collected through interviews. definition interview (moleong, 2009: 186), is a conversation conducted by the two parties, namely interviewers and interviewees were asked questions that provide answers to the question. meanwhile, according to denzin, (2009: 501), the interview is the art of socializing, meeting two humans interacting in a certain period based on equality of status, regardless of whether it is actually a true story or not. thus, the interview can be a tool/device, and also a certain object. according to faisal sanapiah (1992: 213), the journal of education, teaching and learning volume 2 no 2 september 2017. page number 197-200 p-issn: 2477-5924e-issn: 2477-4878 199 interview is an oral questionnaire, respondents stated intention information orally in a relationship face to face, so the respondents did not have to write the answers in writing. from the description and the opinion, the interview is a technique of data collection is done by a question and answer orally, either directly or indirectly by the respondent data source. interviews are addressed directly to the required information/data, whereas indirect interviews, the interviews addressed to other people who are thought to provide information about the state of the person whose data is required. iii. method the approach used in this study was cross-sectional survey method. pupulasi in this study were all students accepted at the physical education program health and recreation (pjkr) sports sciences department of the faculty of education (guidance and counseling) university tanjongpura force 2016/2017 amounted to 46 students. sampling using saturation sampling technique is the determination of the sample by using the entire population (sugiyono, 2012: 124) a number of 46 people. data collection using interviews and documentation. interviews are a number of questions asked orally to obtain personal information and documentation of data collection in the form of notes or transcripts student results. to determine the accuracy and thoroughness of the interview conducted bivariate analysis pearson correlation test using spss version 16. iv. result and discussion a. result the results as a whole can be presented in table 1 below: table i relationship interview with student learning outcomes study program health physical education and recreation department of sports science faculty of teaching and education university tanjungpura in accordance with the data shown in table 1 shows that that has interviews to higher learning outcomes are highly satisfactory 33 people (73%) and the results of interviews to low learning outcomes satisfy one person (2%), while those with lower test interview with a very satisfying learning outcomes numbered 1 (2%). for high-interview test results with the learning outcomes of praise amounting to 8 people (17%) and who had lower test interview with the learning outcomes of praise numbered 2 (4%). the result is a data chisquare test interview relationship with learning outcomes students have a significant value of 0.001. because the value of p <0.05 then ho is rejected, so we get that there is a relationship between interview with student learning outcomes program in physical education and recreation department of health sports sciences the faculty of education university of tanjongpura. b. discussion basically, this study aims to determine the level of student interest in studying at the college. by identifying some of the issues that exist, this study is expected to be a reference for the university to better-preparing students for the future. this study was conducted to elicit a response from any respondent. respondents in question is a new student pjkr studies program guidance and counseling department of sports science university tanjongpura force 2016/2017. the response has been provided by the researchers outlined on the questionnaire sheet which has been declared valid and reliable. the number of respondents who have as many as 45 people, which should be as many as 46 people, but the 1 (one) of the students do not continue their education. in the questionnaire, each respondent was asked to answer an 11 question, contain aspects of interest and motivation of students to study program health physical education and recreation department of guidance and counseling sports science university tanjongpura. based on data from the survey results revealed that a number of 45 students, learning outcomes are highly satisfactory 33 people (73%) and learning outcomes with praise amounting to 8 people (17%) overall with a percentage of 90% the level of interest and motivation of students to continue education in physical education studies program recreation department of health and sport sciences university fkip tanjongpura included in the category of good. according to m. dalyono (2006: 55-60), interest can arise because of the appeal from the outside and also came from the heart. the emergence of interest in learning due to several factors such as a strong desire to raise the dignity or good jobs and want to live happy or unhappy. these results show that students are interested enough to be a sports science faculty to-front, on the grounds that the teaching profession of physical education and sport is a profession that takes health community at large. it also can improve the social status in society, and be proud if someday become a teacher. the result is a data chi-square test interview relationship with learning outcomes students have a significant value of 0.001. because the value of p <0.05 then ho is rejected, so we get that there is a relationship between interview with student learning outcomes. v. conclusion a. conclusion noting the description of the data and discussion as stated above, this study shows that in the interview that contain interest and motivation of students is high enough to be a lecturer sport science in the future, since most of the students felt that the teaching profession is a profession that is needed by the community many, in addition to the teaching profession will improve the social status in society, are also proud to be a teacher later on when the sport science. journal of education, teaching and learning volume 2 no 2 september 2017. page number 197-200 p-issn: 2477-5924e-issn: 2477-4878 200 b. advice given our results and conclusions put forward suggestions as follows: 1) it should be done taking data on learning outcomes continued to investigate the relationship further between the interview on learning outcomes that provides motivation and interest of students currently enrolled at the university 2) should be done taking data on mastery learning further to determine the relationship between the interview, when registering interest, and mastery learning. references alwasilah, ac (2003). anyway qualitative; basics designing and conducting qualitative research. jakarta: pt. qiblah main book. arikunto, s. (2006). research procedure. jakarta: pt. rineka reserved. dalyono, m. (2006). educational psychology. jakarta: rineka reserved. darsono, max. (2000). educational psychology. semarang: semarang teachers' training college press. denzin, nk and yvonna sl (2009). handbook of qualitative research. (translated by darioyatno). yogyakarta: student library. djamarah, syaiful, basri. (2002). psychology of learning. jakarta: pt. rieneka copyright. hamalik, oemar. (2004). teaching and learning procedure. jakarta: earth literacy. ma'mun, usa. (2005). educational psychology. bandung: pt. youth rosdakarya. moleong, lj (2009). qualitative research methodology. molds 26th. bandung: pt. youth rosdakarya. nashar. (2004). the role of motivation and ability early in learning activity. jakarta: delia press. nasution, f, hm (2003). influence perception of religion and emotional intelligence on self concept students man in malang. journal of educational sciences. vol. 10 no. 3. malang: state university of malang. sanapiah, faisal. (1982). educational research methodology. surabaya: pt. national business soemanto, wasty. (2003). educational psychology. malang: rineka reserved. sugiyono. (2012). qualitative and quantitative research methodology r & d. bandung: alfabeta suprihatiningrum, jamil. (2013). learning strategy, theory and applications. yogyakarta: ar ruzz media isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 102-109 p-issn: 2477-5924 e-issn: 2477-8478 102 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. promoting collaborative pedagogy in classrooms: challenges and solutions bunmi isaiah omodan1 1) walter sisulu university, south africa e-mail: bomodan@wsu.ac.za abstract. collaborative pedagogy appears to be productive among students and thereby adopted in many classrooms to ensure that students are active participants in the knowledge production process. however, challenges exist among students, alongside their instructors, which hinders the active involvement of students in the collaborative knowledge production process. in the same vein, the study also examines the possible ways to navigate the challenges. the argument is located within social constructivism and conceptual analysis of collaborative pedagogy to explore the trajectories of collaborative classrooms in schools. in response to the challenges, the study proposed solutions that include promotion of unity in diversities among students, the introduction of cultural variations in classrooms, and instigation of student’s readiness to interact. the study concludes that collaborative knowledge construction is worthy of being promoted with the recommendation that schools should ensure that students are taught to be united in the process of generating knowledge and that there must be concerted efforts to teach different cultures in the system with student motivation for natural interest. keywords: collaborative pedagogy; cultural variation; collaborative knowledge construction; challenges and solutions. i. introduction collaborative classrooms appear to be productive among students and thereby adopted in many universities to ensure that students are active participants in the knowledge production process. this revelation perhaps justified the argument of zhou, et al. (2021) that a collaborative classroom creates an environment where the power of experience is magnified through group work, collaborative learning activities, dialogue and teaching as a conversation. this implies that two or more people work together mutually and having a common purpose while remaining individually responsible. for doing so, the product of their action is called collaborative classroom, which can occur between learners from different fields of study, between instructors and their students or even within student groups themselves, including peer-to-peer collaboration. from the perspective of robinson (2013), collaborative pedagogy focuses on three key elements: intellectual autonomy, social affiliation, and emotional engagement. emotional engagement builds strong and positive relationships among learners. this idea is not only limited to learning but also extend to teaching. that is, there is also collaborative teaching and learning, which involves interaction between individuals or groups that are working towards a common goal, and involve both cognitive and social processes (clarke & kinuthia, 2009). this involves a variety of techniques for actively involving students as colearners through small group work, such as an arrangement of teams prior to instruction; posting questions before instructional sessions so that all students may have an opportunity to clarify questions before the meeting; arranging seating arrangements to get students talking to one another (harris & harvey, 2000; caram & davis, 2005). in the same vein, anfara jr, & angelle (2007) view collaborative teaching as a way of leading, in which an instructor is concerned with the learning needs and interests of the individuals and their group. as good as collaborative pedagogy appears to be widely implemented among educational institutions globally (bozalek, et al., 2010; craig, poe & gonzalez rojas, 2010; altinyelken, 2012), there are still some challenges that hinder effective implementation among students. the collaborative teaching and learning process has its own set of challenges alongside some limitations that constitute a setback to its implementations in classrooms. a challenging environment for both instructors and students due to different factors such as power relations within the class, low quality interactions among peers and preferences that inhibit collaboration such as individualism value structure (lomangino, nicholson, & sulzby, 1999), imbalance of power between the students and their instructors (willis, http://creativecommons.org/licenses/by-nc/4.0/ mailto:bomodan@wsu.ac.za journal of education, teaching, and learning volume 6 number 2 september 2021. page 102-109 p-issn: 2477-5924 e-issn: 2477-8478 103 2014). among the challenges also entails low quality interactions and preferences/values that inhibit collaboration such as individualism value structure (le, janssen, & wubbels, 2018) which is a practical contradiction that the ideal situation for achieving the objectives of learning is through active participation to work on real life problems along with higher levels of student engagement and motivation (ismail et al., 2011). limitless to these, a challenging environment for both instructors and students relating to power relations within the class, low-quality interactions among peers and preferences that inhibit collaboration such as individualism value structure also hinders students' effective classrooms activities. before the exploration of possible solutions to the challenges, it is pertinent to understand what could be responsible for such challenges in the process of implementing collaborative pedagogy. among the reasons as indicated in the literature are; the hierarchical position of some persons over others within the group (garandeau, ahn & rodkin, 2011); students may think it is not ethical how one student dominating over another (richmond, 1990); against the cultural norm of respecting other people's opinions as well as expressing their own. these challenges may also be caused by individualistic culture rather than collectivist generalisation, where students will prefer to work alone without communicating with other students. even the students fear being embarrassed by sharing opinions in the class, which may result in low self-esteem and, further, lower academic performance. the side effect of this is not limited to bad students’ overall achievements as well as effective communication among students (richmond, 1990). research also confirms that cultural imposition and students with low self-esteem usually perform below average (ross & broh, 2000; radulović, vesić, & malinić, 2020). however, in order to understand collaborative pedagogy, the place of social constructivism is imminent. introduction: the introduction is containing the background with a problem solving, the urgency and rationalization of activities, bibliography, solution plan, the objective of the activity, and hypothesis development. methodology: research methodology explains about the approach, scope or object, operational definition in each variable/description of research focus, place, population and sample/informant, main source and tool, technique of data collection, and technique of data analysis. results and discussion: the findings is presented in full and related with the scope of the research determined before. the findings can be completed with tables, graphs, and/or charts. the tables and pictures are given number and title. the result of data analysis is explained correctly in the article. the discussion part logically explains the findings, associated with the relevant sources. conclusions: the conclusion contains the short summary of the findings and discussion. conclusion is the findings in the research that has the answers for the research questions or the objective of the research. the research findings give suggestions or contributions to the application and/or the study development. situating the study within social constructivism framework i adopted social constructivism as a theoretical stand to understand the sociality that is peculiar in collaborative pedagogy. this framework is laced with social and societal pedestal in the process of knowledge construction (mcmahon, 1997). that is, it processes constructing new knowledge using culture and societal context as the basis for the knowledge (derry, 1999). this is not different from the analysis of vygotsky (1986) that social constructivism is a method that accommodates discussion, interaction, communication and environmental tendencies as a fundamental content of knowledge. this argument is not far from that is kukla (2000) that knowledge and thinking is rooted in social construction among people or group of persons. “that is, their way of knowing is the premise upon the three constructs” (omodan & tsotetsi, 2020). this is also in line with the argument of kim (2014:3), that the reality of human beings lies in the sociality of people around them. this was further exemplified that meaning is created through conversational interaction with environments (amineh & asl, 2015). this encourages the coming together of different people to construct or create a new body of knowledge, which also enables the understanding of how individuals' worldviews are created by interactions with each other within their social context (newman & holzman, 2003). deducing from classroom perspective, this framework involves identifying how students constructed meaning in specific situations. this forms an important part of the social constructionist approach because it helps to uncover hidden assumptions about human behaviour (anderman, 2002), and get access to the hidden culture of students (merriam & shaffir, 1998). i also argue that social constructionism gives access to ways in which different actors (people) and their activities are constructed by cognitive processes. this is my argument, which could stand as motivation and encourage students to look beyond what is obvious. instead, the focus is on micro-scale level interactions where individual works together for a common purpose where meaning is created through social interaction. one could say that social constructivism's potential is in no way different from the assumptions of collaborative pedagogy. this theory is relevant to unpack the challenges of collaborative pedagogy among students because it is an approach that identified and expatiated how student's learning was influenced through group discussion and interaction. that is, how people orient themselves towards each other, identifying the basic values and assumptions that guide their actions offers a particular way of understanding interactions inside and outside schools (abes, et al., 2007). such identification also depicts that knowledge originates from social interaction and is also sustained by social interactions (maor, 2003), with an opportunity to look at learning experiences from a new perspective. this theory also offers a window into the hidden culture of students meaning how individuals make sense of their world and journal of education, teaching, and learning volume 6 number 2 september 2021. page 102-109 p-issn: 2477-5924 e-issn: 2477-8478 104 interpret events (lainema, 2009 from this argument, one could predict that social constructivism is an approach that could ameliorate the challenges of collaborative pedagogy. this is so because it will enable students to jettison every possible and thinkable issue that will affect their social interaction and unity in diversities towards knowledge production. the following session also discusses the conceptual framework for the study. conceptual framework: the relevant of collaboration pedagogy collaborative pedagogy improves engagement levels among students because they are able to work individually on their projects while still interacting with one another and discussing their progress with others (bikowski, 2015). it encourages more students to take part in classroom activities and helps to shape a class discussion or project by bringing diverse perspectives as well as creating an open environment for all learners to be able to express themselves freely (hutchinson et al., 2012). collaboration in the classroom also allows for better reflection on practice and, in doing this, enables the teacher to develop a teaching style that encompasses future challenges within the learning environments while making use of existing knowledge among various collaborators (mckenna, yalvac & light, 2009). likewise, it provides challenging engagement regardless of differences, which is why instructors should design and plan collaborative learning activities and classroom climates based on this value to ensure that all students have a sense of belongingness which is highly important in the pedagogical process (colón garcía, 2017). from such engagement, mutual trust among teachers and learners are built on professional relationships that accommodate respect between and among individual members or groups. this could also motivate student involvement in class discussions since everyone is working together to clarify any points of confusion (reichl, et al., 2014). this exploration is a clear indication that collaboration activities are advantageous as compared to traditional methods. in such classroom method, learners gain valuable knowledge from their peers as well as instructors who act as role models, which is why i agree that with reznitskaya (2009) that collaborative pedagogy promotes the acquisition of knowledge which enables learning by applying new information acquired from instructors or peers to undertake individual tasks. this is inconsonant with the argument of le, janssen & wubbels (2018) that classroom collaboration allows for the sharing of ideas as well as the interpretation and application of new information. based on this, one could then argue that it is a platform for students to be able to apply their knowledge while interacting with others who are also actively seeking answers alongside them. kleine staarman, krol, van der meijden (2005) also argued alongside this to say that collaborative teaching and learning inspires peer-to-peer interactions between learners, which enables group members to work together towards developing knowledge constructively. lastly, mutual interactions among students, according to matsumoto et al. (2016) makes learning more enjoyable for everyone involved in learning activities, and it is advantageous for instructors since they can freely share ideas by interacting with individual or groups of learners depending on what is needed at that particular time. this is to confirm further that collaborative teaching and learning is not beneficial only to students, but also to the instructors. this is also confirmed by gilles, wilson & elias (2010) that two-way collaboration encourages instructors to improve their skills based on observations from collaborative learning activities, which in turn makes them better prepared to be able to answer questions, provide feedback and assistance as well as incorporate new ideas. having explored the potency of collaborative pedagogy in the classroom, alongside the theoretical underpinning of social constructivism, one could then raise the following question: what are the possible ways in which collaborative pedagogy could be implemented in classrooms towards student’s success? having raised the above research question, the following objective was formulated to guide the analysis: the study examines the possible solutions to the challenges of collaborative pedagogy in classrooms. ii. methodology in other to respond to the research question and objective, the study banked on the theoretical framework and the highlights from the conceptual framework. the assumption of social constructivism constitutes the ideas that were constructed as a solution to the challenges of collaborative pedagogy in the classrooms. this is in line with merriam and shaffir (1998) recommendation that the social constructionism approach encourages researchers "to look beyond the already existing knowledge in this field. the solutions that were highlighted are as follows; unity in diversities, the introduction of cultural variations in the classroom, and student’s readiness to interact with colleagues. these solutions were also discussed in reference to the conceptual framework of the study. the study further adopted literature analysis as a template to make sense of the proposed solution emanated from the theoretical and conceptual literature discussed above. according to mcgee (2001 p. 1), the literature analysis is synonymous with arguments. that is, it is a process to “make a claim about the work and support your claim with evidence from the text as well as reasoning and analysis”. this method of analysis is to persuade the readers how valid, reasonable, logical and reliable your argument is (kajana, 2017). this method is appropriate for this study because it enables the researcher to freely use the relevant literature to validate the proposed solutions to the identified pedagogical challenges. journal of education, teaching, and learning volume 6 number 2 september 2021. page 102-109 p-issn: 2477-5924 e-issn: 2477-8478 105 iii. analysis of the solutions as deduced from the above exploration, the following points were suggested as possible solutions to the challenges of collaborative pedagogy. they are unity in diversity, teaching of cultural variations in the classroom and student’s readiness to interact with colleagues. unity in diversities based on the above exploration, the place of unity among students and even between the instructors and students can not be underestimated. this is because unity in diversity has been seen a the only means for achieving teamwork among students (hiep, 2007). in an organisation comprising multiple identities, such as genders, race, intellectual and cultural differences (robinson-wood, 2016), the only ways in which success could be achieved are true unity and unanimous ways of doing things. hence there is a need for unity among educators to ensure collaborative pedagogy. this is because student tends to perform better when they are united towards their goal in the classroom (hiep, 2007). this is in consonance with the argument of davis et al. (2012) that unity is a key contributor to student success when one of our goals in life is learning with other people. it ensures student success and makes it easier for information and knowledge to flow from teacher to student and vice versa (rodeghero & freedman, 2009). in this argument, the diversities could be evidently viewed as a strength towards academic achievement. apart from the correlation between the unity in varsities and students achievement as indicated above, the place of attitudinal changes also appear as one of the products of unity among classroom participants. this is evidenced in the findings of parker (2010) that oneness among students enables better attitudes towards academic work, which leads to improved performance of students, especially at the school level. it also promotes high levels of commitment on both parties, which then result in improved productivity, making the work done more effective than it would have been otherwise (nir, 2002; thompson, kitchie & gagnon, 2011). in the same postulations, oneness among classroom participants also allows students to gain energy from each other, thus promoting the flow of ideas that helps to achieve success in the classroom (larsen-freeman, 2012). from the above literature, one could then argue that when there is unity among the students, between students and instructors, taking cognizant of the diversities without discrimination boosts focus among class members (omodan & ige, 2021), hence enabling them to put their focus on what is being taught and how it will be applied which positively impact student performance at school level. this further confirms that one of the ways collaborative pedagogy could be achieved is via unity, where students will be able to work together without discrimination and provide solutions to a complex problems. this also speaks to social constructivism in the sense that unity among students enables them to socially construct knowledge by working together to clarify any points of confusion (hutchinson et al., 2012). according to laal and ghodsi (2012) argument, togetherness is a hallmark of collaborative teaching and learning. the teaching of cultural variations in the classroom in this study, cultural variation is the differences in the student cultural background. that, students, are from various cultural differences. this is peculiar in heterogeneous communities where there are multiple cultures and languages with different peculiarities (salamone, 1997; thomas & bendixen, 2000). having confirmed that cultural differences have been a major challenge to classroom collaborative knowledge construction (so, seah & tohheng, 2010), it is imminent to recommend introducing the teaching and awareness on students conflicting cultures. understanding individual cultural diversity is important for teachers and students because it helps know your student's thoughts toward something and what should be said to make them understand better. this argument is supported by fredrickson (2015) that when students understand their backgrounds, it will enable them to know their weaknesses and respect their level of collaboration in classrooms. this is to confirm that introducing a curriculum that will teach students about their cultural diversities will go a long with promoting collaborative interest among students. the following literature also opens up on the correlation between cultural diversities and student’s engagement. the argument of trice (2004) indicated that knowledge of diverse cultures assists students and influences their academic performance. this may not be unconnected to the fact that it will enable students from different backgrounds to come together and share valuable knowledge among themselves. govea (2007) also identified cultural background in education as; collectivistic and individualistic with the recommendation that individualistic cultural is positive and should be understood in other for students to relate well with one another. the finding of keumala, samad, samad & rachmawaty (2019) also confirm that learners understanding of their socio-cultural background contributes to their success and academic performance. from the above literature, one could argue that the students' place of prior cultural knowledge will assist them to be accommodative with one another during their collaborative engagement. this is because people’s culture tends to influences people attitudes and behaviours (chandran & alammari, 2020). therefore, when students are exposed to the cultural background of their colleagues, it will enable them to understand the based culture behind their actions. this is also in agreement with social constructivism that enables people (students) to orient themselves towards each other and indentify basic values and assumptions that guide each other’s actions inside and outside schools journal of education, teaching, and learning volume 6 number 2 september 2021. page 102-109 p-issn: 2477-5924 e-issn: 2477-8478 106 (cochran-smith, 2000). therefore, the introduction of this to students of any level will enhance collaborative pedagogy. student’s readiness to interact with colleagues students’ intention and willingness to get involved in social and classroom activities are also important and significant to collaborative pedagogy (borokhovski et al., 2021). in this case, students’ interest to interact or participate in collaborative engagement in the classroom is one of the motivating strategies teachers must ensure among students (moore, 1989). this is to say that when students develop a natural interest in any process, they will be determined to make it a success. this is, it will enhance their inner interest, “including self-direction and self-motivation” (borokhovski, et al., 2021 p. 313). this is in consonance with young et al. (2003) finding that learners’ performance is significant to students’ understanding, skills, and readiness to learn new things. this is to say that students’ performance in their schooling is associated with their positive attitude to their learning process, attitude to their peers, and even the instructors (duke, 2002). when students show interest and are ready to engage with a positive attitude, then their pedagogical attitude is achievable, and they are likely to be committed to themselves in unity of purpose (paswan and young, 2002). based on this literature, one could then argue that the place of interest among students towards collaborative pedagogy is sacrosanct. by so doing, students must be encouraged and motivated to participate in classroom engagement. this solution could be ensured when there is a socially constructed knowledge production process. such a process of sociality among students promotes their willingness to engage together, which leads to social relationships among them with the potential to improve their academic engagement (alonso et al., 2015). this further confirms that it enhances social engagement, anchored instruction, collaborative social learning, and promotes social relationships among students (bransford et al., 1990; palloff & pratt, 2003; alonso et al., 2015). the argument here is that students must be socially motivated to interact and engage in collaborative pedagogy. iv. conclusion and recommendations as good as collaborative pedagogy appears, literature and experiences demonstrated challenges that hinder its implementations in classrooms. among the challenges are; cultural norm of respecting other people's opinions and the individualistic mentality. hence, the literature also demonstrated that collaborative pedagogy is important to classroom productivity and facilitates collaboration among learners, instructors, and learner groups. based on this, the study concluded that unity in diversities, cultural variations in the classroom, and student readiness to interact with colleagues are dimensions of collaborative pedagogy that could be implemented and achieved in classrooms. based on this, the study recommends that: • schools and or curriculum planners should ensure that students are incorporated into the spirit of togetherness, unity and oneness among themselves. this is beneficial for the improvement of collaboration activities because it compliments collaborative classrooms, thus improving their learning environment and allowing students to acquire knowledge that will enable them to apply what they have learned from class and enhance their performance in exams due to the development of collaborative learning connections. • schools and curriculum planners should also ensure that knowledge of cultural variations that will enable students to understand their diverse cultural backgrounds should be taught and incorporated into the teaching system. this enables collaborations that help overcome individual weaknesses by encouraging interaction between students thus creating a sense of belongingness in class. it will also improve performance because students are not afraid to ask for help when they need it. instructors and peers act as role models, which is why collaborative pedagogy encourages learners to express themselves while interacting with each other freely. • and lastly, students must be motivated to naturally create interest and readiness to participate and engage in classroom and other social activities. this is fundamental to promote active participation among students, and it is also advantageous to both parties, instructors and students alike, to improve their skills, create a sense of belongingness among students and encourage individual empowerment, which helps overcome individual weaknesses. references abes, e. s., jones, s. r., & mcewen, m. k. 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(2014). making space to learn: leading collaborative classroom design. journal of educational leadership, policy and practice, 29(1), 3-16. young, m. r., klemz, b. r., murphy, j. w. (2003). enhancing learning outcomes: the effectsof instructional technology, learning styles, instructional methods, andstudent behavior. journal of marketing education, 25(2),130–42. https://doi.org/10.1080/0305764x.2016.1259389 http://dx.doi.org/10.1016/j.compedu.2012.11.003 journal of education, teaching, and learning volume 6 number 2 september 2021. page 102-109 p-issn: 2477-5924 e-issn: 2477-8478 109 zhou, q., suraworachet, w., pozdniakov, s., martinezmaldonado, r., bartindale, t., chen, p., ... & cukurova, m. (2021). investigating students’ experiences with collaboration analytics for remote group meetings. in international conference on artificial intelligence in education (pp. 472-485). springer, cham. journal of education, teaching and learning volume 2 no 2 september 2017. page number 186-191 p-issn: 2477-5924 e-issn: 2477-4878 186 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. developing authentic assessment instrument on short story appreciation and production for senior high school students purwadi susilo 1) , ratu wardarita 2) 1) sma ypi tunas bangsa, palembang, south sumatera, indonesia email:purwadis2006@yahoo.co.id 2} universitas pgri palembang, south sumatera, indonesia. email:ratuwardarita@yahoo.com abstract: this study was conducted as the follow-up action toward the result of a preliminary study which showed that indonesian language teachers in senior high school (mentioned as “sma”) ypi tunas bangsa palembang had not yet implemented any standardized, objective, accurate nor appropriate assessment instruments as demanded by the 2013 curriculum. based on this problem, the research question in this study was “how are teachers’ necessities of an authentic assessment instrument to assess understanding on the short stories production and appreciation in sma ypi tunas bangsa palembang?”. this study employed the research and development method adapted from the one proposed by akker which consisted of several steps: (1) analysis, (2) design, (3) evaluation, and the one by tessmer: (1) self-evaluation, (2) expert judgment, (3) one-to-one, (4) small group, (5) revision, and (6) field test. the implementation of the authentic assessment for short stories production and appreciation was analyzed by using the inter-rater agreement. the inter-rater reliability was measured using the cronbach’s alfa. the data were also analyzed using the spss 16 program which resulted to a level of significance at 0.5. therefore, it is found that the evaluation given by the experts and the respondents reached a similar perception. based on the result of the cronbach’s alpha test, a value of 0.99 was obtained above 0.70 which implies that the authentic assessment instruments developed in this study are highly reliable. keywords: authentic assessment, short stories appreciation and production i. introduction assessment is an important part of teaching and learning activities at schools. any teaching and learning activity should be followed by appropriate assessment or evaluation. assessment is done to measure the success of the teaching activity and to see students’ understanding of the learning materials. the 2013 curriculum emphasizes on the implementation of the authentic assessment system. authentic assessment should be made upon the real condition or context which refer to students’ real knowledge and skills. kunandar [1] stated that authentic assessment focuses on what to assess, including the process and the results using a set of instruments which are constructed based on the core competence and basic competence of the teaching and learning activity. appreciation is one of the goals in indonesian language teaching. the teaching of literature appreciation especially short stories demands a deep understanding of the structure and the values of the short stories. to measure students’ understanding of the structure and the values of short stories, assessment instruments should be used. previous research relevant to this research is a study conducted by vina fatimah agustina [2] entitled "development of novel appreciation listening appraisal on indonesian language subject for junior high school grade vii semester 2". the goal is to describe the profile of the test kit, to explain the validity and reliability of test questions, to explain the students' response to the test kits, and to explain the expert's response to the novel appreciative skill listening skill on indonesian language subjects at smpn 1 bandung. the result of the research and development is a set of novel appreciative listening evaluation tools developed by using quiz creator application (macromedia flash). the number of questions on the test equipment developed amounted to 30 grains. the validity of the test instrument can be said high with coefficient value 0.631. in addition, this test is also said to have a highly reliable level, ie with a value of 0.774. of http://creativecommons.org/licenses/by-nc/4.0/ mailto:ratuwardarita@yahoo.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 186-191 p-issn: 2477-5924 e-issn: 2477-4878 187 the 30 questions created there are 16 or 53% of valid declared questions. evaluation tools developed categorically practical, interesting, positive impact on psychology, and can measure students' appreciative listening ability. the equation of previous research with this research is equally research development of assessment tool. but in this study, more focus on the problem of developing an authentic assessment tool. authentic assessment is a way of assessing abilities based on the conditions that the learners have. the difference lies in the developed material and the subject of research. in the research agustina (2013), the material developed listening appreciative novel for viii class 2nd semester while the research material developed is the appreciation and production of short stories for class xi. the next prior and more relevant research is the “development of a nonfiction writing writing abstract writing rubric in the indonesian language at sma negeri 3 pagaralam” by lusi suriani [3]. this study aims to produce a scoring rubric for writing non-fiction writing of indonesian subjects that are appropriate to the needs of teachers, valid, practical, and feasible to be used by indonesian teachers in sma negeri 3 pagaralam. this research and development uses research and development method by adapting borg and gall development model which consists of seven main steps, namely (1) research and information gathering, (2) planning, (3) development of initial product format, (4) initial field testing, (5) major product revisions, (6) primary field tests, (7) revisions of operational products. the application of the scoring rubric of non-fiction writing of high school indonesian subjects in pagaralam was analyzed using an inter-rater agreement. the calculation of the inter-rater reliability level is calculated using cronbach's alfa. in the analysis phase used spss 16 software with a significance level of 0.5. the results showed that the application of the assessment rubric between the experts and researchers showed a similarity or similarity perception. based on the test cronbach's alpa on the table looks at the number 0.99 and position the figure above 0.70. this means the assessment rubric developed by the researcher is very reliable. conclusion the scoring rubric of nonfiction writing is valid, reliable, practical, and feasible and the use of rubrics is believed to assist teachers in assessing nonfiction written by students objectively, accurately and reliably. the similarity with this research is equally developed assessment rubric to assess the learning activity of indonesian language. the difference lies in the material development, previous research develops rubric assessments of non-fiction writing skills while in this study focus on the development of an authentic appraisal apparatus and short story production. the short story is one of the materials to teach the 11 th -grade students as contained in the indonesia’s 2013 curriculum that should be delivered in the academic years of 2014/2015 all over the nation. consequently, most teachers had not yet had any idea on how to deliver this material especially on how to assess this competency. the only available assessment instrument in 2013 curriculum was a set of the rubric used to assess any competence of short story teaching. based on those facts, the primary objective of this study is to investigate teachers’ necessities toward authentic assessment instruments to assess students’ understanding of the appreciation and production of short stories as developed in sekolah menengah atas (senior high school; abbreviated as “sma”) ypi tunas bangsa palembang. the primary objective is then broken down into sub-objectives as follows: (1) to investigate the validity of the developed instruments, (2) to find out the reliability of the developed instrument in this study, and (3) to investigate the practicality of the instruments developed in this study. ii. research method this study employed a research and development method adapted from the one proposed by akker [4] which consisted of some steps: (1) analysis, (2) design and (3) evaluation. in the product evaluation, the researcher adapted a formative evaluation procedure introduced by tessmer [5] that included several development steps; (1) self-evaluation, (2) expert judgement, (3) one-to-one, (4) small group, (5) revision, dan (6) field test. however, the third step 3, that is, one-to-one, was eliminated in this study considering the fact that the instrument was developed for teachers. iii. results and discussions a. research results 1) identification of teachers’ needs based on the result of the teachers’ needs of an authentic assessment instrument to teach short story appreciation and production in sma ypi tunas bangsa palembang, teachers shared similar needs. teachers wished to be provided with authentic assessment instrument completed with clear assessment method, assessment category, scoring, quality gradation, scoring criteria and standard assessment procedure that can be used to measure students’ appreciation and production of short stories. teachers regarded the use of authentic assessment important since it is seen as (1) a guide to implement authentic evaluation on the production and appreciation of short stories, (2) it helps teachers to evaluate students’ competence in a more detailed, holistic, efficient, accurate and objective way, (3) it motivates students to study harder and improve their learning strategy in the classroom. in addition, the authentic assessment instrument demanded by the teachers should in the form of analytical rubric that includes: (1) introduction, (2) authentic assessment components of students’ competence on short story production and appreciation, (3) procedure of using the instruments, (4) general preview of core journal of education, teaching and learning volume 2 no 2 september 2017. page number 186-191 p-issn: 2477-5924 e-issn: 2477-4878 188 competence/basic competence measured in the instrument. teachers also demanded that the instrument should be complete to measure students’ competence on short story production and appreciation. meanwhile, teachers stated that they found difficulties related to the use of available authentic assessment instrument especially in determining the score and appropriate scoring criteria that match with the aspects being measured. 2) the prototype of the developed authentic assessment instrument the next step was the product development in the form of “authentic assessment instruments of short story production and appreciation for indonesian language course in high school”. the developed product contains two parts; introduction part includes (1) cover page containing writer’s identity, title, institution identity, and year, (2) cover page inside, (3) forward, (4) list of content and (5) list of table. the content of the authentic assessment instrument contains an introduction and the instrument itself. the component of the authentic assessment instrument on short story production and appreciation covers basic competence 3.1 on the ability to understand the structure of short story, basic competence 3.5 on the ability to evaluate short story based on the text structure, basic competence 4.1 on the ability to interpret the message of a short story, basic competence 4.3 on the ability to compose a short story based on the appropriate structure, basic competence 4.3 on the ability to edit a short story based on the correct structure, basic competence 4.4 on the ability to make a review of a short story and basic competence 4.5 on the ability to convert a short story into other text types. the instrument is also completed with a part that explains the procedure of how to use the authentic assessment instrument. 3) results of expert validation expert validation involved an expert of assessment, expert of content and expert of language. the expert of the assessment aspect is a lecturer of graduate program of indonesian language teaching, pgri university palembang. the expert of content and expert of language are lecturers of the faculty of language and teacher training, sriwijaya university. the expert validation shows this following result on the appropriateness of the product, bc 3.1 is categorized good with an average score of 83.15, bc 3.2 is categorized good with an average score of 77.04, bc 3.3 is categorized good with an average score of 77.78, bc 3.4 is categorized good with an average score of 82.78, bc 3.5 is categorized good with an average score of 79.44, bc 4.1 is categorized good with an average score of 76.48, bc 4.2 is categorized well with an average score of 77.04, bc 4.3 is categorized good with an average score of 77.59, bc 4.4 is categorized good with an average score of 77.78, and bc 4.5 is categorized well with an average score of 78.15. 4) result of the field test a field test was administered in two sessions; preliminary session and main session. there were 6 teachers who participated as the subjects of the field test. the preliminary field test of the product was intended to obtain responses from the subjects on the developed product. the responses from the subjects show that (1) the authentic assessment instrument provides easiness for the teachers to assess students’ competence on short story production and appreciation and (2) the product provides various benefits for the teachers and has been considered effective enough in helping students to identify their weaknesses on short story production and appreciation as shown by the score in each of the assessed aspects. 5) result of the questionnaires the data obtained from the questionnaires distributed to 21 respondents show these following result. bc 3.1 is categorized good with an average score of 71.84, bc 3.2 is categorized good with an average score of 74.46, bc 3.3 is categorized good with an average score of 74.28, bc 3.4 is categorized good with an average score of 74.46, bc 3.5 is categorized good with an average score of 72.97, bc 4.1 is categorized good with an average score of 73.27, bc 4.2 is categorized good with an average score of 74.34, bc 4.3 is categorized good with an average score of 74.76, bc 4.4 is categorized good with an average score of 72.97, and bc 4.5 is categorized good with an average score of 73.11. 6) result of expert validation and respondents the result of the use of authentic assessment to evaluate students competence on short story production and appreciation from the expert and from the respondents show this following results. the score from 21 respondents and the experts for bc 3.1 until bc 4.5 shows that averagely 4% of the students are considered competence enough, 69.1% are competent, and and 26.9% are considered highly competent. the lowest score obtained by the students is 60 and the highest one is 84 with average score of 72. 7) inter-rater reliability (respondents) in this study, inter-rater reliability was measured using cronbach’s alpha. the data were analyzed using the spss 16 program with the level of significance at 0.5. the cronbach’s alpha test shows these following results. bc 3.1 on understanding the structure of short story shows value of 0.99. bc 3.2 on comparing short stories show value of 0.99, bc 3.3 on analyzing short stories at 0.99, bc 3.4 on identifying short stories at 0.99, bc 3.5 on evaluating short stories at 0.99, bc 4.1 on interpreting short stories at 0.99, bc 4.2 on composing short stories at 0.99, bc 4.3 on editing short stories at journal of education, teaching and learning volume 2 no 2 september 2017. page number 186-191 p-issn: 2477-5924 e-issn: 2477-4878 189 0.99, bc 4.4 on composing short stories at 0.99 and bc 4.5 converting short stories to other text types at 0.99. overall, the results show value greater than 0.70. therefore, it can be concluded that the data obtained are strongly reliable. b. discussion based on the result of the needs analysis done to the indonesian language teachers in sma ypi tunas bangsa palembang, it can be seen that generally, teachers needed authentic assessment instruments. the teachers needed a set of an authentic assessment instrument that assesses students’ competence on short story production and appreciation in a valid, accurate (reliable), practical and appropriate way, complete with a set of valid instruments and procedure on how to use the instrument. teachers were in need of a ready-to-use authentic assessment instrument for they were lacking of time and skill on how to construct a set of authentic assessment instrument to measure students’ competence on short story production and appreciation of indonesian language course in high school. in order to create a set of valid, accurate (reliable), practical and appropriate authentic assessment instrument completed with scoring instrument and procedure, the researchers employed the theories proposed by heaton [6] which were then adjusted to meet the users’ real needs and adapted to the current curriculum applied by the school. assessment is a series of activities to acquire, analyze, and interpret data about the process and the learning outcomes of students who performed in a systematic and continuous, so that into meaningful information in decision-making (djaali and mulijono, 2008) [7] the curriculum of 2013 requires the use of authentic assessment. in paradigmatic, authentic assessment requires embodiment of authentic learning (authentic instruction) and authentic learn (authentic learning). it is believed that authentic assessments are more capable to provide information about the ability of learners holistically and valid (permendikbud no. 104/2014)[8]. assessment is an important part of learning. by doing the assessment, teachers as managers of learning activities can find out the capabilities of the learners. based on the results of the assessment educators can make appropriate decisions to define the steps that must be done next. results of the assessment can also provide motivation for learners to perform better. assessment conducted must have the principle of justice, that learners are treated equally so not to harm anyone or group of learners that are assessed. in addition, the assessment should not distinguish between socio-economic background, culture, gender language, and religion. the assessment also part of the educational process that can stimulate and motivate learners to perform better in achieving the highest level according to his ability (direktorat pembinaan sma, 2010) [9]. seen from the point of the professionalism of the task of education, the assessment is one of the characteristics inherent in the professional educators. a professional educator always wanted feedback on the learning process does. this is done because one of the indicators of a successful learning is determined by the level of success achieved learners. thus, the assessment results can be used as a measure of success in learning and feedback for educators to improve the quality of their lessons. authentic assessment is the process of gathering information by teachers about the progress and achievement of learning undertaken by learners through a variety of techniques that are able to express, to prove or to show exactly that learning objectives and abilities competencies have really mastered and achieved (permendikbud no.59/2014) [10]. in permend ikbud no. 104/2014 [8] stated that several principles that need to be considered in the assessment of authentic learning outcomes of students, among others: 1. the assessment process should be an integral part of the l e a rning process. 2. the assessment should reflect the real world problem. 3. the assessment must use a variety of sizes, methods an d criteria in accordance with the characteristics and essence of the learning experience. 4. the assessment must be holistic covering all aspects of the learning objectives. furthermore, assessment of learning outcomes by students should pay attention to the foll owing principles: (1) valid, the assessment is based on data that reflect the ability of the measured; (2) objectively, the assessment is based on procedures and clear criteria, not influenced by the subjectivity of the assessor; (3) fair, that assessment does not favor or disfavor learners, and does not distinguish between socio-economic background, culture, religion, language, ethnicity, and gender; (4) integrated, that assessment is an integral component of the learning activities; (5) open, the assessment procedures, assessment criteria, basis for decision making can be known by an interested party; (6) comprehensive and continuous, which covers all aspects of competency assessment using a variety of appropriate techniques for monitoring the development of the ability of learners; (7) systematically, the assessment carried out by following the plan and gradually standardized measures; and (8) using the reference criterion, namely the assessment is based on the size of the attainment of the set. thus authentic assessment is a form of assessment that requires students to show attitude, using the knowledge and skills gained from learning in the conduct of the actual situation. in other words that the assessment authentic is the approach, journal of education, teaching and learning volume 2 no 2 september 2017. page number 186-191 p-issn: 2477-5924 e-issn: 2477-4878 190 procedures, and instruments of assessment processes and outcomes of learning of students in the application of the attitude (spiritual and social), the knowledge and skills gained in the form of assignment actual behavior or behavior to the level of similarity with the real world, or independent learning (supardi, 2015) [11]. the most important thing to consider is the fact that authentic assessment instrument was seen a crucial aspect that helps teachers to improve their competence in evaluating and assessing students’ competence. the prototype of authentic assessment instrument developed in this study covers 10 basic competencies (bc 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, and 4.5), completed with general explanation and procedure on how to use the instruments. the result of expert validation on the appropriateness of the product to measure students’ competence of short story production and appreciation shows score 81.66. content validation of the product show a score of 82.50. meanwhile, the result of validation with the expert of language, the language use in the instrument obtained a score 80.00. therefore, based on the categorization as presented in table 14, the developed product in the form of a set of authentic assessment instrument to measure students’ competence on short story production and appreciation has been considered good and appropriate. based on the result of the main field test, the product has been considered beneficial in giving easier assessment procedure for the teachers and it enhances’ teachers’ ability to measure students’ competences in a more objective, accurate and fair way. it is shown by the result of the questionnaires on bc 3.1 which obtained an average score of 71.84, bc 3.2 at 74.46, bc 3.3 at 74.2, bc 3.4 at 73.27, bc 3.5 at 74.34, bc 4.1 at 74.76, bc 4.2 at 74.34, bc 4.3 at 74.76, bc 4.4 at 72.97 and bc 4.5 at 74.10. hence, the result of questionnaires distributed to the teachers after the implementation of authentic assessment instrument developed in this study shows that the product is effective and practical to use for measuring students’ the scores of the developed authentic assessment instrument for indonesian language course in high school are presented as follow. the average score of the questionnaires for bc 3.1 is 72.25, bc 3.2 at 73.44, bc 3.3 at 75.56, bc 3.4 at 75.51, bc 3.5 at 75.56, bc 4.1 at 74.29, bc 4.2 at 75.08, bc 4.3 at 73.68, bc 4.4 at 73.43, bc 4.5 at 73.41. those scores were then compared to the scores obtained by the students as rated by the expert which results an average score of 71.88 for bc 3.1, 76.44 for bc 3.2, 71.11 for bc 3.3, 75.66 for bc 3.4, 77.22 for bc 3.5, 74.11 for bc 4.1, 74.22 for bc 4.2, 72.66 for bc 4.3, 73.88 for bc 4.4 and 73.11 for bc 4.5. by comparing the responses from experts and from respondents, it can be concluded that (1) there is a suitability between the evaluation given by the experts and the responses from 21 respondents toward 3 competences of the students, (2) the data shows the gap on the result of students’ competence between the evaluation given by the experts and the respondents at around -0.50 0 --+ 6.50 for the ability to understand the structure of short stories, compare short stories, analyze short stories, identify short stories, evaluate short stories, interpret the meaning of short stories, produce appropriate short stories based on the correct structure, make some reviews of short stories, convert short stories into other text types based on the correct text structure. the gap on the results of evaluation given by the experts and the respondents does not go beyond the tolerable gap value as stated by djiwandono [12]. besides, there was no expert nor respondent who gave score 1 for the quality of students’ competence. an agreement has been reached between the experts’ perception and respondents’ perception. thus, it can be implied that the developed authentic assessment instruments to measure students’ competence on short story production and appreciation has been considered practical, accurate (reliable), objective and effective. the conclusion is drawn based on the result of the evaluation form experts and respondents that has reached an agreement. it is also supported by brown [13] that evaluation made using a set of rubric is reliable when the scores given by several raters are consistent (inter-rater reliability). based on the result of cronbach alpha’s test using spss 16, the inter-rater reliability is found at 0.99 for understanding the structure of short stories, 0.99 for comparing short stories, 0.99 for evaluating short stories, 0.99 for analyzing short stories, 0.99 for identifying short stories, 9.99 for interpreting the meaning of short stories, 0.99 for producing short stories, 0.99 for editing short stories, 0.99 for making reviews of short stories, and 0.99 for converting short stories into other text types. hence, it can be drawn into conclusion that the developed product is highly reliable for 0.99 is greater than 0.70. seen from the appropriateness aspect, the authentic assessment instrument developed in this study has been considered appropriate to use for it has fulfilled the validity, reliability, and practicality criteria to use. in addition, the final scoring system used in the developed product is expressed in a scale of 1 – 100. score 81 – 100 for highly competent category, 61 – 80 for the competent category, 41–60 for the fairly competent category, 21–40 for low competent category, and 0 – 20 for the incompetent category. iv. conclusions a. conclusions regarding to the results of this study as presented in the previous chapters, some conclusions are drawn as follows: 1) based on the result of the teachers’ needs analysis on the necessity to use authentic assessment instrument to measure students’ competence on short story production and appreciation showed that all of the teachers agreed toward the necessity of this matter. they needed a set of an authentic assessment journal of education, teaching and learning volume 2 no 2 september 2017. page number 186-191 p-issn: 2477-5924 e-issn: 2477-4878 191 instrument that is complete, accurate, practical, and easy to use. 2) the developed authentic assessment instrument in this study has been considered valid seen from some aspects including the appropriateness of the product with the theories on assessment, the content of the instrument, and the language use. this product has been validated by an expert of assessment who evaluated the product from the validity, reliability, evaluation criteria and the scoring system. an expert of content has also validated the product by evaluating the correctness of the materials. the language use in the instrument has also been validated by an expert of language who gave a good score for the readability of the instrument. 3) the practicality of this product has been considered high based on the result of the questionnaires distributed to the teachers. the result of the questionnaires shows that the developed product is practical to measure students’ competence and has been considered effective, accurate (reliable), and objective. in addition, this product has been considered usable and precise in measuring students’ competence on short story production and appreciation. the result of the data analysis also shows that the correlation value of the scores is found at 0.985 which is greater than 0.5. 4) the developed product of this study entitled “authentic assessment instrument to measure students’ competence on short story production and appreciation for indonesian language course of high school” has been considered appropriate to use, especially for indonesian language teachers of sma ypi tunas bangsa palembang to measure students’ competence on short story production and appreciation. b. suggestions regarding to the result of the discussion, some suggestions are proposed as follows. 1) teachers are suggested to enhance their knowledge and skill on how to assess students’ competence on short story production and appreciation. 2) teachers should also implement fair and objective evaluation in assessing students’ competence using a set of valid, reliable and practical authentic assessment instrument. 3) future researchers are encouraged to develop this product by modifying and completing this product for better quality. references kunandar. 2013. penilaian autentik (penilaian hasil belajar peserta didik berdasarkan kurikulum 2013). jakarta: raja grafindo persada. agustina, vina fatimah. 2013. “pengembangan alat evaluasi menyimak apresiatif novel pada mata pelajaran bahasa indonesia untuk smp kelas vii semester 2 smp negeri 1 bandung”. tesis. bandung: jurusan pendidikan bahasa dan sastra indonesia fakultas pendidikan bahasa dan seni, universitas pendidikan indonesia. suriani, lusi. 2013. “pengembangan rubrik penilaian kemampuan manulis karangan nonfiksi mata pelajaran bahasa indonesia di sma negeri 3 pagaralam”. tesis. palembang: program studi magister pendidikan bahasa bidang kajian utama bahasa indonesia, fakultas keguruan dan ilmu pendidikan, universitas sriwijaya. akker, j.v.d. 1999. principle and methods of development research. in t. van den akker, r brach, k. gustafson n. nieven and tj plomp (eds). design methodology and development research. diorseedt: kluwer. tessmer, m. 1993. planning and conducting formative evaluations. london: kogan page. heaton, j.b. 1975. writing english language twsts a practical guide for teachers of english as a second or foreign languge. longman publishing group. djaali dan puji muljono, 2008. pengukuran dalam bidang pendidikan, jakarta: grasindo. permendikbud no.104 tahun 2014 tantang penilaian hasil belajar oleh pendidik pada pendidikan dasar dan pendidikan menengah. direktorat pembinaan sma. 2010. petunjuk teknis pengembangan buku ajar sma. jakarta: kementerian pendidikan dan kebudayaan. permendikbud no.59 tahun 2014 tentang kurikulum 2013 sekolah menengah atas/ madrasah aliyah. supardi. 2015. penilaian autentik. pembelajaran afektif, kognitif psikomotor (konsep dan aplikasi). jakarta: pt raja grafindo persada. djiwandono, s. 2011. tes bahasa: pegangan bagi pengajar bahasa. malang: indeks. brown, h.d. 2004. language assesment: principles and classroom practices. new york: longman. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 128-132 p-issn: 2477-5924 e-issn: 2477-4878 128 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the quality analysis of final examination test in biology education major kurnia ningsih universitas tanjungpura, pontianak, indonesia e-mail: nia_untan@yahoo.com abstract. the goal to be achieved in this study is to analyze the quality of the exam questions even semester 2015/2016 school year in biology education program. this research uses descriptive method. with the object of research about the exam semester even the academic year 2015/2016 in biology education program. exam analyzed amounted to 14 subjects consisting of 81 questions. the instrument used is the documentation of the exam of the semester of the academic year 2015/2016. the data obtained were analyzed by descriptive analysis including data reduction, systematic data presentation, and conclusion drawing. the result of the research shows that the quality of the final exam of the semester of the academic year 2015/2016 in the biology education study program is obtained by the low level knowledge aspect of 81.48%, and the high knowledge aspect of 18.52%. keywords: quality; semester final exam i. introduction referring to self-evaluation guidelines for accreditation of study programs and higher education institutions (ban-pt, 2008) states that the learning system is organized based on planning relevant to the learning, learning and hierarchy objectives. planning is meant, one of them in planning the assessment. in assessing the student, the lecturer should do so precisely and objectively. one of the main tasks of lecturers is to conduct assessment (assessment) on the students. in the implementation of learning required mechanisms to monitor, review and improve periodically lecture activities, such as; the presence of students, the presence of lecturers, preparing the rps, rpm and lecture materials, and prepare assessment of learning outcomes. assessment of learning outcomes is one of the lecture activities used to measure the success of students in studying certain subjects. thus the assessment of these learning outcomes can be used to determine the progress of students in achieving the desired competence. so it can be said that the assessment of these learning outcomes is one of the determinants of student success. in the assessment of the accreditation of the study program there is an assessment of the exam questions made by the lecturers of study program that is in standard 5.3.2, so that the study program needs to evaluate the type of assessment made, and aspects of the measured achievement of each question made. to see the assessment of the learning outcomes of a course, can not be separated from the learning carried out such as using various strategies and techniques that challenge, encourage students to think critically, explore, experiment, and be creative by utilizing various sources. of course from this learning process required measuring instruments (exam questions) is good and appropriate, so the test questions given in accordance with what to be measured. to measure the mastery of students in certain subjects, generally still use the exam questions in the realm of cognitive. therefore it needs to be analyzed as to what is the exam of the semester of the academic year 2015/2016 in biology education course. based on the results of the documentation of one of the 2015 exam questions on the subject of environmental knowledge written matter as follows: "garbage derived from organic waste in the form of leaves, paper, vegetable remnants, manure and manure waste can still be processed so that the economic value. mention the form of waste treatment that can be done, and explain the stages of manufacture in brief! ". when viewed from the aspects measured by bloom's revised taxonomic knowledge domain, test questions are made measuring on aspects of knowledgeunderstanding skills (c-2). this shows still not yet measured the aspect of high level knowledge (analyze, evaluate, and create). from the sample test questions presented, the question still measures low-level thinking skills. this is in line with bloom's opinion that the knowledge and understanding aspects are classified as low-level thinking http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 128-132 p-issn: 2477-5924 e-issn: 2477-4878 129 skills, while analysis, synthesis, and evaluation are classified as high-level thinking skills (zohar, 2004; teare, 2005). anderson and krathwohl (2010) state that: "the dimensions of cognitive processes include: remembering, understanding, applying, analyzing, evaluating, and creating." remembering is taking knowledge from long-term memory. understanding is constructing the meaning of the subject matter, including what is said, written and drawn by the teacher. apply is to apply or use a procedure under certain circumstances. analyzing is to break the material into its constituent parts and determine the relationship between the part and the ridge between that part and the overall structure or purpose. evaluating is making decisions based on criteria and / or standards. creating is to integrate parts to form something new or to create an original product. in the dimension of knowledge there are four types of knowledge categories, namely: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge (anderson and krathwohl, 2010). based on the competencies presented in the syllabus of each course, should pay attention to aspects of the cognitive process dimension and the dimension of knowledge dimension measured from simple to complex knowledge. similarly, the attainment of aspects of cognitive knowledge processes, ranging from low-level knowledge (knowledge recall) to high-level knowledge (knowledge of creation / reasoning). lecturers must be able to menjabarkarnya in the items that describe the achievement of these competencies. from what has been presented in the background, it is necessary to do further research on quality analysts about the exam of the semester of the academic year 2015/2016 in biology education course which includes; exposure on the completeness of identity on the final exam of the semester is made, the analysis on the dimensions of knowledge and aspects of cognitive processes that include aspects of knowledge low level, and high level knowledge. ii. research method the research method used is descriptive research method (sugiyono, 2008). the activities that will be conducted are: (1) to determine the subject of research by purposive sampling technique, (2) to give research instrument on research subject, (3) to collect research data, (4) to analyze data of research result, (5) to conclude research result , and (6) make a research report. subjects in this study are lecturers who teach the semester of the academic year 2015/2016 in biology education course. as for the object of research is the exam of the semester of the academic year 2015/2016 in biology education course. exam analyzed as many as 15 subjects. the research instruments used as data gathering tools are: questionnaires, spreadsheets and documentation. each data collection tool must have validity and reliability (reliabel) in order to be used as a good data gathering tool (djaali, 2008). questionnaire made will be tested validity and reliability by using valiidity content through expert judgment. the contents of the questionnaire are a grid of exam questions containing aspects of knowledge dimensions and aspects of the knowledge process (cognitive) dimension. this field is used to collect data directly from the lecturer who made the question. while the documentation in the form of exam questions made by the lecturer, analyzed based on; completeness of identity, achievement of knowledge dimension aspects, and aspects of knowledge process (cognitive) which aims to obtain data about the final exam of the semester. the matter of this exam is as the document data used to analyze the assessment aspect, measured and grouped on low level knowledge criteria or high level knowledge. the type of data obtained in this study is qualitative data. qualitative data are analyzed and interpreted in accordance with the needs of the study. the data obtained were analyzed by descriptive analysis including stages: data reduction, systematic data presentation, and conclusion (sugiyono, 2008). iii. result and discussion research result based on the purpose of this study is to analyze more in depth about the quality of exam questions even semester 2015/2016 school year in biology education study program in terms of skill level of thinking level of knowledge, it will be described the following analysis results; exposure to the completeness of the identity of the exam each subject that is analyzed, exposure aspects of thinking skills level of knowledge based on the analysis of questions from each course. the following presents the presentation of the completeness of the identity of the exam of the semester course of the phase teaching of 2015/2016 based on the analysis of documentation data. exam analyzed by 14 subjects is obtained in table 1. table 1 completeness of identity of final test of semester even years of the final year 2015/2016 on biology education studies program journal of education, teaching and learning volume 2 no 2 september 2017. page number 128-132 p-issn: 2477-5924 e-issn: 2477-4878 130 based on table 1, there are data about the presentation of the final exam of the second semester of teachers year 2016/2016 number of end test items of the even semester with full identity of 35.71% and incomplete amounted to 64.29%. by using the instrument sheets obtained data about the quality of the final exam questions even semester doctrine 2015/2016 on biology education study program includes analysis of aspects of knowledge dimensions and aspects of the dimensions of cognitive processes. table 2 shows the quality analysis of the final test of the even semester based on the measured knowledge dimension, while in table 3 it is presented about the quality analysis of the final exam of the even semester based on the measured cognitive process dimension. table 2 results of quality analysis of final test of semester even semester of the doctrinal year 2015/2016 based on the knowledge dimension based on the dimensions of knowledge table 2 of 81 problems (14 subjects) analyzed were obtained: 13.58% including facts, including 76.54 concepts, 8.64 including procedures, and 1.24% including metacognitive. the final exam of the semester of the academic year 2015/2016 made by the lecturer of the biology education course reviewed from the aspects measured in the dimensions of knowledge of the majority students still on the concept of knowledge, but still very little that presents the knowledge of metacognitive procedures and knowledge. table 3 results of quality analysis of final test of semester even semester year 2015/2016 based on cognitive process dimensions journal of education, teaching and learning volume 2 no 2 september 2017. page number 128-132 p-issn: 2477-5924 e-issn: 2477-4878 131 for the final semester exam in the biology education study program that measures the aspects of cognitive knowledge dimension, it can be seen in table 3 the results are consecutively ranging from the aspects of remembering, understanding, applying, analyzing, appraising, and creating are as follows: 11.11% 44.44%, 25.93%, 13.58%, 3.70%, and 1.24% respectively. based on the results in table 3 it can be identified that aspects of cognitive processes (knowledge) of low level and high level knowledge as in table 4. table 4 results of quality analysis of final test of semester even semester year 2015/2016 viewed from the aspects of low and high level knowledge analysis of the quality of the final exam of the semester of the academic year 2015/2016 viewed from the level of measured aspects of knowledge obtained results: on the low level of knowledge knowledge of 81.48%, and knowledge aspects of high level of 18.52%. discussion based on the purpose of this study is to analyze more in depth about the quality of the exam questions even semester 2015/2016 academic education program in terms of the level of thinking skills level of knowledge, obtained the analysis of the exposure of the completeness of identity on the exam each subject that analyzed, exposure aspects of the level of knowledge based on the problem analysis of each course. based on the research results obtained data on how to present the final exam of the semester of the academic year 2015/2016, from 14 subjects analyzed there are 35.71% presentation of the final exam of the semester of the academic year 2015/2016 exam even semester which has full identity, and 64.29% incomplete. thus there is no accuracy about the importance of identity written in the final exam of the semester by pengampu course. though identity is a feature or identifier of an object. the intended object is a matter of examination that will be done by the students. given the complete identity of the exam questions will provide guidance for those reading the questions, such as days and dates, how long it will take to do the exam, and who is the professor. by using questionnaires and spreadsheets about the dimensions of knowledge and knowledge process dimensions obtained quality analysis of the final exam of the semester even the knowledge of 2015/2016 in the biology education program. from the result of the quality analysis of the final exam of the even semester based on the dimensions of the measured knowledge obtained 81 questions from the total 14 subjects analyzed there are 13.58% including facts, including 76.54 concepts, 8.64 including procedures, and 1.23% metacognitive. the results show that most of the final exam questions are still on the concept of knowledge. while the aspects of knowledge about facts, procedural and metacognitive is still very small. this is in accordance with the opinion of rasydin (2009) which states that aspects of the measured knowledge must be in accordance with the objectives. for the matter of measuring the dimensions of the knowledge process (cognitive), the results obtained from the aspects of remembering, understanding, applying, analyzing, assessing and creating are 11.11%, 44.44%, 25.93%, 13.58% , 3.70%, and 1.23%. about final exam of the semester of the academic year 2015/2016 in biology education study program obtained the highest percentage on the aspect of understanding, while the lowest on the aspect of creating or reasoning. this is in line with subroto (1997), an assessor (teacher / lecturer) must have the ability to evaluate. viewed from the group of subjects in the field of education (mkb) and the field of expertise (mkk) there are results that show that: in the group of subjects of education (mkb) consecutively start aspects of remembering, understanding, applying, analyzing, assessing and creating is 7, 14%, 28.57%, 35.72%, 14, 29%, 10.71%, and 3.57% respectively, while for expertise courses (mkk) were 13.21%, 52.83%, 20, 76%, 13.21%. to assess and create, in the group of expertise courses have not made a problem. differences in the number of questions tested between the two groups of subjects mkb and mkk obtained as figure 1. figure 1. final year test analysis even semester year of the doctrine 2015/2016 viewed from the course group journal of education, teaching and learning volume 2 no 2 september 2017. page number 128-132 p-issn: 2477-5924 e-issn: 2477-4878 132 analysis of the quality of the final exam of the semester of the academic year 2015/2016 viewed from the level of measured aspects of knowledge obtained results: on the low level of knowledge knowledge of 81.48%, and knowledge aspects of high level of 18.52%. this suggests that very few questions have been made to measure aspects of high-level knowledge. this is consistent with the results of research which states that knowledge and understanding aspects are classified as low-level thinking skills, while analysis, synthesis, and evaluation are classified as highlevel thinking skills (zohar, 2004; teare, 2005). iv. conclusions the results showed that the presentation of the final exam of the semester of the academic year 2016/2016 at biology education program that has a complete identity of 35.71% and incomplete amounted to 64.29%. judging from the aspect of knowledge dimension, of 81 problems analyzed or 14 courses, there are 13.58% including facts, including 76.54 concepts, 8.64 including procedures, and 1.23% including meta-cognitive. for questions that measure the dimensions of cognitive knowledge, it is obtained from the aspects of remembering, understanding, applying, analyzing, valuing and creating as follows: 11.11%, 44.44%, 25.93%, 13.58% 3.70%, and 1.23%. the quality of final examination of semester 2015/2016 in biology education study program from the level of knowledge aspect measured obtained low level knowledge aspect equal to 81,48%, and high knowledge aspect equal to 18,52%. references bergeron, j. and herscovics, n. (2000). psychological aspects of learning early arithmetic.” in p. nesher and j. kilpatrick (eds.) mathematics and cognition. cambridge: cambridge university press. dimyati dan mudjiono. (1994). belajar dan pembelajaran. jakarta: p2lptk. dwi, astuti and bambang, hudiono (2009). perilaku metakognisi anak dalam matematika: kajian berdasarkan etnis dan gender pada siswa smp di kalimantan barat. seminar nasional matematika dan pendidikan matematika 2009. issn 978‐979‐16353‐3‐2 national council of teacher of mathematics (2000). principles and standard for school mathematics. reston, v.a: nctm. phongphit, seri, and wichit nantasuwan. (2002). master community plan: people research and development. bangkok:charoenwit. setyawan, andoko ageng (2013). penerapan model pembelajaran connecting-organizing-reflectingextending (core) untuk meningkatkan kemampuan pemahaman dan koneksi matematis siswa sma: penelitian kuasi eksperimen terhadap siswa sma di duri. s2 thesis, universitas pendidikan indonesia. singarimbun, masri dan sofian effendi. (1999). metode penelitian survey (edisi revisi). lp3es. jakarta. srihayati. (2011). menggali nilai-nilai kearifan lokal dalam mempertahankan karakter peduli lingkungan pada pembelajaran ips, prosiding konvensi nasional pendidikan ips (konaspipsi) ke-1, isbn : 978-602-98674-1-1, hal 214-235/1314 juli 2011. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 154 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of descriptive text learning e-module with a constructivistic approach puja murdianto1), aunurrahman2), indri astuti3) 1) untan, pontianak, indonesia e-mail: pujaaja87@student.untan.ac.id 2) untan, pontianak, indonesia e-mail: aunurrahman@fkip.untan.ac.id 3) untan, pontianak, indonesia e-mail: indribk91@yahoo.com abstract. the main objective of this research is to develop learning e-modules in teaching english in the classroom as well as to produce and disseminate learning media. this e-module can be used on smartphones and this e-module uses a constructivist approach. the steps of the research model are defined, designed, developed, and disseminated/implemented. participants in this study were teachers and students of man 3 pontianak. the data collection technique in this study refers to the interview list guidelines, namely the questionnaire. data collection tools are learning outcomes and questionnaire sheets. this study uses a qualitative descriptive approach for data analysis. the results showed that the design of the electronic module learning development in this study consisted of an analysis of curriculum and learning materials, an analysis of the characteristics of students and an analysis of student learning outcomes. the steps for developing an electronic module are by submitting a lot of learning materials and then being reviewed by experts according to their backgrounds as media experts and learning materials experts. the results of the expert review showed that the average score of the electronic module was 3.77 (range 1 4) and also the test given to students before applying it. the response of students after using the e-module showed 83.2% which means a positive response. this e-module can be applied to students because it has criteria such as self-instruction, stand alone, adaptive and user friendly. the learning outcomes of this research are that students are more active and construct themselves in learning descriptive texts in english class. the minimum completeness criteria (kkm) in this study is 75 and the average is 79.04, which means that the use of e-modules in teaching descriptive texts is effective and can increase their scores. kata kunci: e-learning modules; descriptive text; approach constructivist i. introduction learning is an activity carried out with the aim of obtaining competencies in the form of skills and knowledge needed. one of the lessons taught in schools is english. learning english covers four aspects of knowledge including reading, listening, writing and speaking. in the aspect of reading or reading, there are several types of texts that must be studied, one of which is descriptive text or better known as descriptive text. descriptive text is one of the sub-materials of learning english in high school related to the students' ability in language, both actively and passively. but in reality, english subjects, especially descriptive text material that is learned in high school tenth grade, is a new sub-learning material, making it difficult for students to understand the topic. one way that researchers can use to help students solve problems in learning english, especially in descriptive text material is by electronic learning modules (e-modules) or digital books. the advantages of learning using e-modules are that students can learn according to their own pace and learning style, are easily accessible, and are equipped with audio visuals. learning by using e-modules also provides opportunities for students to repeat the parts of the material that have not been mastered. according to daryanto (2013), learning modules are teaching materials that are comprehensively and systematically arranged which contain a set of learning experiences that are planned and designed to help students master specific learning objectives. in line with daryanto, the ministry of education stated that the module is a learning tool that contains materials, methods, limitations, and http://creativecommons.org/licenses/by-nc/4.0/ mailto:pujaaja87@student.untan.ac.id mailto:aunurrahman@fkip.untan.ac.id mailto:indribk91@yahoo.com journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 155 evaluation methods that are designed systematically and attractively to achieve the expected competencies according to the level of complexity. in its presentation, the e-module implements an independent learning system (selfinstruction), which means that learning materials can be studied by students independently with limited assistance from educators, which are packaged in a systematic, interesting and not boring way. characteristics and learning styles of students make a learning process need to be designed appropriately, so as to help students understand the concept of the material being studied. according to keefe (1979) (in gufron 2014), one approach that can be used to support the learning process oriented towards differences in student learning styles is a constructivist approach. the constructivist approach was pioneered by piaget, bruner and vigotsky who explained that students need to actively construct knowledge. according to astuti (2020), educators are tasked with designing and creating learning experiences that can help students understand the concepts and knowledge being studied. some of the results of research that have been carried out are sukardi (2015) entitled "constructivistic model building concepts for seventh grade english learning at state middle school 4 of siantan" concluding that the application of constructivism learning in learning english model through multimedia in teaching learning helps students to gain english skills and practice them in daily life. a similar study was also conducted by pratama (2019) entitled "development of a descriptive text material module for tenth grade english subjects at high school of dawarblandong mojokerto" concluded that the use of the media module was in accordance with the needs and had met the feasibility test and effectiveness test. can increase the acquisition of good learning outcomes. based on these problems, this study aims to develop an emodule for learning english with descriptive text material with a constructivist approach to tenth grade students at man 3 pontianak. this research is important to do as a theoretical basis for developing relevant learning media in english lessons. ii. methods this research was conducted at man 3 pontianak. the object of research in this research is the e-module “descriptive text” with research participants being educators and students of class x man 3 pontianak. this study uses 4 stages in the development of e-modules which are described in detail as follows: the define stage consists of: front and analysis (analysis of curriculum and learning resources). this stage is the initial diagnosis to review the curriculum used in learning. curriculum analysis is useful for determining which competencies will be developed teaching materials. learner analysis (analysis of student characteristics). characteristics assessment is carried out by considering academic abilities and learning styles. task analysis. task analysis is the part where researchers must formulate what tasks must be done by students in order to achieve the expected competencies . concept analysis (analysis of concepts to be taught). at this stage, the formulation of the concept that will be outlined in the learning e-module is descriptive text in terms of (1) the purpose of the text (2) the general structure of the text, and (3) features of grammar. specfying instructional objectives (formulating learning objectives). this stage is related to the learning objectives so that they do not deviate from the previously formulated competencies. the main purpose of this research is for students to understand the material of descriptive text. the design phase consists of: constructing criterion-referenced test. (compiling criteria test). the preparation of the test was carried out as an evaluation tool to determine the achievement of competencies and learning objectives that were expected after the implementation of learning activities (trials) using descriptive text e-modules through constructivist approaches. the test is arranged in the form of 2 discourses with 10 questions in the form of multiple choice media selection. in accordance with the main objective in this research is to develop and produce an e-module for learning english with descriptive text material, the selection of the appropriate media is electronic media based on the learning module. format selection (wide selection of format). according to sanaky (2015), the formats used in the preparation of the learning modules in this research are: (1) general instructions, (2) learning materials, (3) worksheets. the develop phase consists of: expert appraisals (appraisal an expert). the design of the learning e-module has been tested and validated by experts to assess the feasibility of the product design. in this study, product validation will be carried out by five expert lecturers to assess the feasibility of the content and questions contained in the module, and five media expert lecturers to assess the e-module design. developmental testing. the learning module trials that have been validated by experts are followed by 3 trials, namely one to one trials, small group trials and main group trials. phase disseminate / deploy (dissemination) the dissemination stage in this study was carried out at the school where the research took place, namely at man 3 pontianak, as well as in the english subject teacher consultation (mgmp) working group at the ma level throughout pontianak. journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 156 this study uses two data collection techniques, namely interviews and documentation. in this study the instruments used to collect data were questionnaire sheets, interview guidelines and document recording devices. data analysis in this study used qualitative methods . qualitative data analysis in the use of researchers to describe the findings of the research through the collection of da ta results of the validation module and a nalisis response learners. the analysis used is the interactive analysis model proposed by miles and huberman in sugiono (2014), namely: data collection, data presentation, and drawing conclusions. the qualitative analysis will be carried out in the following stages: the activities carried out to analyze the results of the validation of the experts are: recap the assessment of the validation results of material experts and media experts, create and analyze tables of validation results by experts, and finding the average of each criterion with the formula according to khabib ah (2006) in wicaksono (2014). (1) kii = average of the criteria to – i vji = jth validator assessment score against the ith criterion n = number of validators the results obtained are written in the average column on the analysis sheet is the validation of the learning module. finding the average aspect with the formula according to khabib ah (2006) in wicaksono (2014) (2) information : ai = average aspect of – i kij = average for the i-th aspect of the j criteria n = number of criteria in the i-th aspect the results obtained are written on the average of each aspect. finding the average total validity of each aspect of the media with the formula according to khabibah (200 6) in wicaksono (2014) (3) vamedia = average total validity of media ai = average aspect – i n = number of criteria in the i-th aspect average total with media validity criteria modified by k habibah (2006) in wicaksono (2014) are shown in table 1. table 1 criterion validity learning media score validity criteria 3 < va medium 4 valid 2 < va medium 3 quite valid 1 < va medium 2 invalid revise media until it is valid. the analysis was conducted after the participants fill out a questionnaire responses of participants. the activities carried out to fill in the student response data are counting the number of students who choose ss, s, ts, sts on each question item & calculate the total score of each item for positive and negative statements. the scores for the questionnaire can be seen in table 2. table 2 questionnaire score no statement answer ss s ts sts 1 positive 4 3 2 1 2 negative 1 2 3 4 calculate the average of each student's response for each statement with the formula according to khabibah (2006) in wicaksono (2014) (4) rsmedia = average number of responses per student for each question after using the learning module ∑p js = point of choice of student answers for each question item n = the number of participants in the student . calculating the average percentage of students' response scores for each statement according to khabibah (2006) in wicaksono (2014) (5) % rsmedia = percentage of the average number of response scores of each student for each question after using the learning module calculate the average number of student responses to all questions given. calculate the percentage of the average number of student responses to all the questions given . matching the average percentage of the number of student responses with the criteria according to khabibah (2006) in wicaksono (2014) which can be seen in table 3. table 3 criteria for response to learning media score response criteria 85% rs medium very positive 70% rs media 85% positive 50% rs media 70% less positive rs media 50% not positive journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 157 iii. result and discussion assessment by media experts on e-learning modules conducted on: (1) tech, (2) aspects of language / communication, (3) image and video, (4) color, and (5) the layout is shown in figure 1. figure 1 data validation of learning media by media experts based on the data from the validation results of media experts, it shows that the learning e-module has an average value of 3.77 or greater than 3. referring to the validity criteria according to khabibah, this learning e-module is valid in terms of text, language /communication aspects , pictures and videos, colors and layouts. material expert assessment results the assessment by the material expert on the learning emodule is carried out on: (1) characteristics of the learning model (2) design of learning activities (3) stages of the learning model (4) assumptions of design implementation (5) assessment and learning strategies carried out. the results of the material expert's assessment of the learning e-module can be seen in figure 2. figure 2 data validation of teaching learning media by material experts figure 2 shows the learning module has an average value of 3.52 or greater than 3. referring to the validity criteria according to khabibah, this e-learning module is valid from the aspects of the characteristics of the learning model, the design of learning activities, the stages of the learning model, the assumptions of the implementation of the design, the strategy assessment and learning carried out. expert/validator assessment through the results of activities at the e-module development stage that have been carried out previously, which includes an assessment of the feasibility of the emodule content being developed, the profile of the english learning module is described as shown in table 4 and table 5. table 4. calculation of e-module validation results on the media aspect no aspect no indicator a i a text 1 the suitability of the text selection on the e-module cover 3.4 2 the suitability of the content of the text with the learning objectives . 4 3 use of the font on the cover 3.6 4 use of font in text content 3.6 5 use of font size 3.6 6 line usage accuracy 3.8 7 the correct use of spaces 3.6 8 easy to read and understand text 3.8 9 systematic a writing, materials, summaries and exercises. 3.4 b language aspect 1 clear instructions for use 4 2 the suitability of language with students' thinking level 3.8 3 impression of the use of language 4 c pictures and videos 1 selection of images and videos according to the material 4 2 selection of real pictures and videos not animation 4 3 clarity of the form of images and videos 4 4 the accuracy of the voter a n the form of images and video are consistent 3.8 5 the accuracy of the shape of images , videos with text 3.8 6 consistent selection of frames in every image and video 4 7 display design image on cover 4 8 continuity of images and videos in the material as a whole 4 d color 1 e-module application color selection accuracy 3.8 2 clarity of color in the shape of the image 3.4 3 clarity of color in the picture 3.6 4 color accuracy on the background 3.8 5 attractive color composition 3.8 6 image color composition and image caption text 3.8 e layout 1 symmetrical image position with text 3.8 2 the position of the image is equipped with a frame 3 , 6 3 continuity between image and text 4 va media 3.77 ai = average validation value of each aspect vamaterial = average total validation journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 158 table 5 calculation of module validation results on material aspects no aspect no indicator a i a learning model 1 the suitability of learning and learning theory that underlies the design of the learning model 3.6 2 have learning goals 4 3 can be used as a guide for improving learning activities in the classroom and outside the classroom 3.4 4 has parts of the model in implementation, namely the sequence of learning steps (syntax), principles, social systems and support systems. 3.6 5 has an impact as a result of applying the learning model 3.4 6 there is preparation for teaching learning 4 7 have a specific level of behavior 3.4 8 have a specific learning environment 3.6 9 applying the evaluation of learning outcomes 3.6 b learning activity design 1 conformity of the core activity design with the standard of the learning implementation process 3.4 2 conformity of the core activity design with the standard of the learning implementation process 3.8 3 the suitability of the closing activity design with the standard of the learning implementation process 3.4 c learning model stages 1 systematics of learning models 3.6 2 the learning model is easy for students to follow 3.6 3 the learning model is easy to follow by lecturers /teachers 3.8 4 the relationship between the activity stages and the learning objectives 3.6 5 the continuity of each stage of learning activities from the initial, core and closing activities 3.8 d assumptions implementation of the design 1 practicality of the model (can be developed and applied) 3.6 2 effective model implementation 3.4 3 the application of the learning model will give results in accordance with the objectives 3.6 e assessment and learning strategies carried out 1 relationship aspects of learning assessment with learning objectives 3.4 2 assessment of the scope of theoretical and practical material 3.4 va material 3.52 a i = average validation value of each aspect va material = stocking of average total validation student response after using e-module some of the findings related to the responses of students in this study are: during learning activities using e-modules, students give a good response , which is indicated by the activeness of students in learning and understanding the modules provided. students are also active in asking questions related to the content of the e-module. students dare to convey the ideas and understandings that have been obtained after studying the descriptive text material by presenting the contents of the material in front of the class and are willing to accept input from other students regarding the shortcomings or misconceptions of the concepts that have been studied. students' understanding of the descriptive text material is quite good, which is indicated by the results of measuring the level of understanding of students using test questions. the measurement of the level of understanding of students is carried out using a pretest and posttest which will be held on 26 and 29 april 2021. the measurement of the level of understanding was carried out on students of class x mipa man 3 pontianak with a total of 21 students. the results of the pre test and post test can be seen in table 6. table 6 learning outcomes subject trial pre test post test difference total value 910 1.660 750 average 43.33 79.04 35.71 based on table 6, it shows that there are differences in the average learning outcomes of small group test subjects before and after learning using the module. before learning the average value of student learning outcomes is 43.33 while after learning is 79.04 with a difference of 35.71. figure 3 . comparison chart of learning outcomes figure 3 shows that the use of e-modules can improve students' understanding of descriptive text material. the difference in learning outcomes before and after learning journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 159 using learning modules shows that e-learning modules can help students understand descriptive text material. design and development stage of e-learning module the development design includes a preliminary study carried out by forming a framework for making learning emodules. through this study, researchers collect information related to things needed in preparing writing plans and developing learning modules. the findings of the e-learning module development design in this study are: analysis of curriculum and learning resources (front and analysis). the findings show that the curriculum used at man 3 pontianak is the 2013 curriculum, namely the curriculum with a scientific approach. kur ikulum supporting learners to learn iuris with an emphasis on p engalaman learners when learning. however, in reality it is not supported by adequate learning resources such as the limitations of textbooks and learning media used by educators and the covid-19 pandemic condition which ultimately uses the covid-19 emergency curriculum. analysis of student characteristics (learner analysis). the findings show that the ability of students to understand the concept of english material is still low, learning motivation is not good, new learning experiences with english material, the tendency to learn independently and interest in learning through learning resources that are in accordance with the characteristics and learning styles. each of them. task analysis. the findings show that the learning task of students is to study descriptive text material. however, the findings did not explain whether the learning task was carried out independently or not. so that in this study, the task of learning students to study descriptive texts was formulated in independent learning activities using designed teaching materials. conceptual knowledge that has been possessed by students through the learning assignments is discussed in groups. through the delivery of ideas in front of the class (feedback) students are invited to prove the truth of the concepts they have learned. analysis of the concepts taught (concept analysis). the findings show that the descriptive text material studied in class x consists of several important concepts, namely: (1) definition of descriptive text, (2) purpose of descriptive text, (3) language features or language features, (3) generic structures or structures. general text, and (5) tenses related to the material. so that the delivery of this material is carried out in a coherent manner because the characteristics of the material are a combination of the concepts of knowledge and skills and are interrelated between one concept and another. formulating learning objectives (spefying instructional objectives). so that students can understand the material of descriptive text, in this study, the learning objectives that must be achieved by students are formulated. students are accustomed to being grateful for the ability to control themselves in every learning activity, always working together and being caring in doing group assignments inside and outside the classroom, distinguishing (1) social functions, (2) text structure and (3) linguistic elements of the text. descriptive; famous tourist attractions and historic buildings clearly and precisely when asked a question, and can interpret the contents of descriptive text appropriately and smoothly inside and outside the classroom. trial using e-module this e-module readability test activity was carried out through 3 stages, namely individual trials, small group trials, and large group trials, on several students in class x mipa by providing response questionnaires which would later be used as input in revise the product. 1) test cob a individual : in the implementation of this trial are expected researchers can study the response d 's comment on the subject of the trial on the design of modules that have been designed. in addition, from this trial, researchers are expected to be able to see the shortcomings contained in the learning module as a reference in revising the module that is being developed. the findings during the individual trial are as follows: • the trial was carried out on april 21, 2021 at 07.30 – 09.30 wib at man 3 pontianak • the trial subjects consisted of 3 students in class xm ipa 2. the selection of the trial subjects was carried out randomly, consisting of 1 student with high ability, 1 student with moderate ability, 1 student with low ability. • the results of student responses after learning using e-modules are described that the results of students' positive responses to e-learning modules are 78.48% , these results indicate that descriptive text learning e-modules can be used and are interesting for students in learning english. gris in class. 2) small group trial : in this trial, in addition to obtaining student responses to the learning e-module, the researcher also conducted a trial of learning scenarios. this is done so that learning activities using e-modules that are designed can be applied in the classroom using the stages of learning that have been prepared previously. the findings in the small group trial are as follows: • the trial will be held on april 23, 2021 at 07.30 – 09.30 wib at man 3 pontianak • the test subjects were 6 students of class x mipa. selection of subjects randomized trials consisting of 2 pesert a learner capable top, 2 people learners capable of being, 2 participants didi k low ability. • the results of observations when implementing learning in the classroom show that e-learning modules can be used as teaching materials in learning activities using a learner-oriented approach. • during learning activities, the use of e-modules can help students understand the concepts being studied. • the results of student responses after the implementation of learning using e-modules are 79.45%, the results of this calculation show that de scriptive text learning e-modules can be used and journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 160 are interesting for students in learning english in the classroom. 3) large group trial: the third trial phase carried out in the development stage of the “learning descriptive text” emodule is a large group trial . the purpose of implementing the large group trial is to find out the response of students to e-learning modules as well as to test the effectiveness of using e-modules on learning activities and students' abilities. the findings during the large group trial are as follows: • the trial will be held on 26 and 27 april 2021 at 07.30 – 09.30 wib at man 3 pontianak with details of the following activities: table 7 schedule of large group trial activities date and time execution time activity 26 april 2021 07.30 – 07.45 wib prepare e-modules and learning scenarios that will be used in learning activities. 26 april 2021 07.45 – 09.00 am carry out learning activities for the "learning descriptive text" module using the stages of constructivist learning 27 april 2021 07.30 – 08.00 wib provide response questionnaires to students related to the use of e-modules in learning activities. • the subjects of the large group trial were students of class x mipa with a total of 21 students. • the implementation of learning activities during the large group trial was carried out with reference to the improvement results from the learning scenario during the small group trial . with this, it is expected that during the application of e-module learning using the learning stages using a constructivist approach can be done well. • the results of the large group trial after learning using the module are 83.15%, the results of this calculation according to khabibah show that the learning descriptive text learning module can be used and is interesting for students in learning english in the classroom. e-module profile the product profiles contained in the high school english learning e-module are as follows: • the module developed is in the form of an electronic module with the theme " learning descriptive text " • the module contains descriptive text material consisting of understanding descriptive text, descriptive text objectives , language features, generic structures, related tenses and examples of relevant material. • the module has the characteristics of self instruction, self contained, stand alone, adaptive, and friendly (user friendly) • module l is presented in electronic form. this module is divided into four buttons which contain menu, profile, help and exit buttons. in the menu there are 3 sections, namely: 1) module : contains instructions, ki/kd and indicators, concept maps and the contents of the module. p no button ki / kd and indicators contain about ki / kd indicators according syllabus and lesson plans taught. the content section of the module contains learning materials, practice essays, assessments, glossaries and bibliography. 2) video section : contains video warming up related to the material being taught. 3) practice section : contains pre-test and post-test . the appearance of the e-module profile is as follows: figure 4. e-module profile display on a mobile phone. student response after using e-module the results of student responses after the implementation of learning using e-modules show that the descriptive text learning e-module can be used and is interesting for students in learning english in the classroom. this is indicated by the number of people who gave a positive response to the emodule. the use of descriptive text learning e-modules is basically intended to help students face learning difficulties in mastering the material. students do not hesitate to ask questions related to the content of the e-module. in addition, students boldly convey the ideas/understandings that they have obtained after studying the concept of descriptive text by presenting the material in front of the class and are journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 161 willing to accept input from other students regarding the shortcomings or misunderstandings that have been learned. the test results given to students showed that there were differences in student learning outcomes before and after using the e-learning module. e-learning modules in research are basically used as substitutes for textbooks or textbooks which students do not have, this module is made in the easiest language possible so that e-modules can support students in building their own concepts or commonly known as constructivism theory so that mastery of the concept of students will be more mastered because students themselves find the concept and build it. understanding in learning english is more meaningful if it is built by the students themselves. therefore, the ability pemahama n can not be given by force, meaning materi courses were taught by educators, and when learners forget that learners are not able to properly settle the issue kuhusunya in learning english. the e-module in this study had a positive impact as evidenced by the activities of students in the classroom, when asked randomly and when asked questions by the teacher, students were able to explain about descriptive text material. in addition to increasing understanding which increases students ' positive responses to learning using e-learning modules, it shows that the preparation of learning e-modules has been in accordance with the characteristics of students. e-modules can effectively help motivate students in learning because they are familiar with students. the module also meets the rules userfriendly in pe makaiannya. every instruction and information display that appears is helpful and friendly to its use, including the ease with which the user can respond and access it as desired. the use of language that is simple, easy to understand, and uses commonly used terms, is a form of user-friendliness. iv. conclusion the design and development stages of the learning emodule in this study are a complete series of activities and become a reference in the e-module development process. the design of e-module development in this study can be grouped in detail into 3 parts, namely (1) analysis of curriculum content and selection of materials used as the basis for selecting learning materials and resources. researchers conducted a conformity analysis on competencies in the curriculum that was being used, namely the revised 2013 curriculum; (2) analysis of the characteristics of students as the initial goal of developing the resulting product as well as being a reference in designing e-modules. the results of the analysis by researchers show that the designed e-learning module must have simple characteristics starting from the language and content of the material; (3) analysis of students' learning assignments in this case becomes the basis for formulating learning objectives and becomes a benchmark for the success of using e-modules. the formulation of learning objectives carried out by researchers includes two aspects, namely the formulation of cognitive and affective learning objectives . the stages of developing learning e-modules with a constructivist approach are carried out through (1) designing learning emodules based on the learning objectives that have been formulated. the writing of the contents of the e-module begins with the activity of collecting material from class x english textbooks and other sources from the internet by researchers; (2) validating the feasibility of the contents of the e-module by experts in their field to obtain a feasibility score and suggestions for improvement of the e-module design , validation is carried out by direct researchers face to face with experts ; (3) conducting field trials to class x students of man 3 pontianak to obtain responses and effectiveness of e-learning modules. the profile of the english learning e-module in this study has met the characteristics of self instruction, self contained, stand alone, adaptive, and user friendly. the module is presented in electronic form. the module contains descriptive text material, where the learning activities are divided into 6 learning activities, equipped with supporting pictures and text and equipped with exercises that can make students active in using e-modules. this e-module is very interactive. this e-module is divided into four buttons which contain menu, profile, help and exit buttons. in the menu section there are 3 sections, namely: menu options, profiles, and help. the feasibility of this e-module has been tested through the assessment of media and material experts as well as through field trials on students as users of the learning emodule. the response of the students in this study was the response in the aspect of attitudes and interests, namely the use of descriptive e-text learning modules which were basically intended to help students in dealing with learning difficulties in mastering the material. students do not hesitate to ask questions related to the content of the module. in addition, students bravely convey the ideas /understandings that they have gained after studying the concept of descriptive text material by presenting the material in front of the class and are willing to accept input from other students regarding the shortcomings or misunderstandings that have been learned. furthermore, students are able to understand descriptive text material in order to solve learning problems experienced including completing questions and test questions given during learning activities. and the average cognitive learning outcomes of students before using the e-module = 43.33 and after using the e-module = 79.04 (range 1-100) . references astuti, indri. (2020). desain pembelajaran dalam perspektif kontruktivistik. pontianak: iain pontianak press. daryanto. (2013). menyusun modul (bahan ajar untuk persiapan guru mengajar). yogyakarta: penerbit gava media. gufron, m. nur & risnawita, rini. (2014). gaya belajar kajian teoretik. yogyakarta: pustaka belajar. journal of education, teaching, and learning volume 6 number 2 september 2021. page 154-162 p-issn: 2477-5924 e-issn: 2477-8478 162 khabibah, siti. (2006). pengembangan model pembelajaran matematika dengan soal terbuka untuk meningkatkan kreatifitas peserta didik sekolah dasar. disertasi. tidak dipublikasikan. surabaya: program pasca sarjana universitas negeri surabaya. sanaky, hujair. (2011). media pembelajaran. yogyakarta: kaukaba dipantara. sugiyono. (2017). memahami penelitian kualitatif. bandung: alfabeta. sukardi., & sutapa, y. g. (2015). model konstruktivistik membangun konsep pembelajaran bahasa inggris kelas vii smp negeri 4 siantan. jurnal pendidikan dan pembelajaran khatulistiwa, 4(11). wicaksono, d. p., kusmayadi, t. a., & usodo, b. (2014). pengembangan perangkat pembelajaran matematika berbahasa inggris berdasarkan teori kecerdasan majemuk (multiple intelligences) pada materi balok dan kubus untuk kelas viii smp. jurnal pembelajaran matematika, 2(5). isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 146 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. covid19 pandemic and the precarity of life: rethinking a pedagogy of compassion so that the people of this earth may live bekithemba dube1), nathan moyo2) 1) university of the free state, south africa e-mail: dubeb@ufs.ac.za 2) university of the free state, south africa e-mail: bekithembadube13@gmail.com abstract. this article interrogates humanity’s individual and collective responses to the outbreak of the covid-19 pandemic, which has been unprecedented in its deadly, unstoppable spread. widespread illness and deaths across the world as a result of covid19 have invoked grim reminders of our mutual vulnerability the article reimagines a pedagogy of compassion informed by the principles of ubuntu. in the conclusion, the article reflects on how the pandemic may have brought out the best in humanity, as our mutual vulnerability has taught us to care for each other. keywords: covid19; precarity of life; pedagogy of compassion; ubuntu and zimbabwe i. introduction “dear all, whenever you find a person infected with covid 19 in your neighborhood/workplace, being taken to quarantine/isolation center in an ambulance. please do not take video or pictures, in fact discourage the person who you find making a video/taking photos. don’t embarrass the person. instead stand in your balcony or at your window or your gate a few feet away and give him/her a thumbs up, wish him/her good luck and a speedy recovery. because the way the virus is spreading, soon you will find an ambulance in front of everybody’s gate/doorstep. please understand how this person must be going through. kindly: 1. respect him/her 2. pray for him/her 3. make him/her feel you are a good human being 4. do not spread panic and “fear of insult” among others. the person is just unwell, not a criminal. he/she will be cured but the memory of how people treated him/her, will stay with him/her forever!! we are all in this fight together!! let's spread love and build confidence. god bless you! be safe, stay at home”, maintain social distancing & wear your mask”. (kaligayahan 2020, online) the poetic, yet sombre stanzas that constitute the epigraph of this paper were circulated in various social media groups in zimbabwe, as a passionate appeal for compassionate behaviour in the face of unprecedented hospitalisations and deaths as a result of the covid-19 pandemic. this sombre appeal was evoked by seemingly cavalier and spectatororiented attitudes of social media users sharing statistics and videos of people who had been affected by the coronavirus. it was as if loss of human life was a mere statistical event. an equally malignant expression of such a cavalier attitude is what claravall and evans-amalu (2020, p. 44) describe as the “tsunami of hate and xenophobia” against people of asian descent in the wake of the covid19 pandemic. in a similar way, bbc news reported that africans living in china were being targeted by chinese nationals, hounded out their dwellings and accused of being the spreaders of the pandemic (vincent, 2020; ndlovu-gatsheni, 2020). these cases underscore the dearth of compassion that seems to have become a characteristic of our technological-driven societies, including that of zimbabwe. maarouf et al. (2020, p. 2) explain that, in the first weeks of the pandemic, the world’s response was one of “utmost curiosity, concern, and trepidation; sometimes also with a pinch of indifference, for the problem, after all, to some heart-hardened-screen-observers is part of the other’s problem, who dies of the virus behind the screen: you scratch the screen, and nothing comes out.” the world, with all its advanced technologies, had no immediate way to prevent or stop the deadly novel covid-19 pandemic, which had originally originated in wuhan, china, http://creativecommons.org/licenses/by-nc/4.0/ mailto:dubeb@ufs.ac.za mailto:bekithembadube13@gmail.com journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 147 and subsequently spread to all corners of the globe. suddenly, all human life across this earth, irrespective of race and gender, was rendered precarious and vulnerable (butler, 2020). what had apparently been the “privilege of spectatorship” – watching social media images from the comfort of one’s home (maarouf et al. 2020, p. 2) – soon gave way to new realisations when the world health organization declared the pandemic a global disaster on 11 march 2020. consequently, many countries closed their borders, imposed lockdown and issued stay-at-home orders for towns and cities. these orders made it apparent that the pandemic was more than a biological phenomenon (moisio, 2020, p. 1), that the pandemic had become a social and medical disaster. in graphic terms, connell (2020: 3) writes of “hospitals jammed with covid19 cases – [and] stories of nurses and doctors engaged in triage, choosing who would get treatment, and turning away very sick people, especially old people, who were left to go home and die”. medical staff were forced to take this route because of a shortage of the ventilators that offered a modicum of hope to patients in intensive care who were in need of assisted breathing; they had to make the difficult decision who could get ventilators and who could not. this ghastly account evokes judith butler’s notion of the differential grievability of life (2009, p. 26), as well as a stark reminder of the precarity of human life on this earth. the question became: who should live and who should die? the lives of africans in the global south, who face perennially inadequate medical facilities and fragile socio-economic infrastructures, were/are especially vulnerable to the pandemic, and their risk of disease was particularly high. this paper appropriates judith butler’s motif of the differential grievability of life (2009) to reimagine a pedagogy of compassion that foregrounds nurturance of people who are afflicted and marginalised in the face of the covid-19 pandemic. compassion is conceptualised in this paper as being more than feeling pity for the other, but as a powerful, deeply felt call that compels one to action, from being a spectator, to an agentive participant (zembylas, 2013a) in pursuit of redress for afflicted people. the paper draws on the triadic intersection of the politics of life (butler, 2020), the politics of pandemics (kapiriri & ross, 2020; santiago & smith, 2020), and the politics of vulnerability (butler, 2004; zembylas, 2013a) to reimagine a pedagogy of compassion (jansen, 2008; zembylas, 2013a), which could serve as a potentially life-saving safety net, and provide nurturance and succour in the face of vulnerability. the entry point to the paper is butler’s (2004) assertion that “lives are by definition precarious and therefore vulnerable”, and that this sense of precarity is heightened in times of war or pandemic. as zembylas (2013a, p. 513) posits, the “idea of common vulnerability puts in perspective the notion of all of us as vulnerable, rather than the individual-other who needs our compassion”. yet, in the midst of the covid-19 pandemic, ‘the politics of life’ played out: the lives of the elderly were perceived as more vulnerable and, at the same time, less mournable and therefore “lose-able” and “ungrievable” (butler, 2009, p. 31). this paper’s primary interest is not unpacking and regurgitating the factors that have historically served to label some lives as more grievable and others as less grievable, with vectors such as race, class and sex being commonly employed in this equation. rather, the primary interest is in humanity’s collective response to those whose lives faced immediate precarity when the pandemic became a grim reminder of our mutual interdependence, and our mutual vulnerability as a people on this earth. global vulnerability reminded us that no one was immune to the virus, given our visceral proximity and interdependence. therefore, the critical issues became: how would humanity respond collectively to a pandemic that portended mutual vulnerability and, therefore, mutual destruction of life on this earth? could humanity afford to be apathetic, cynical and indifferent to the suffering of griefstricken families who, alone and afraid, were not allowed to bid farewell to people who had mattered in their lives? and what of the brave health personnel, who became ‘frontline’ warriors as they battled a pandemic that they could easily fall prey to via the very patients whose lives they were trying to save, and often had to face with inadequate personal protective clothing to ensure their own safety? would those upon whose shoulders was thrust the responsibility of leadership at national and international levels act compassionately, to give succour and sustenance to humanity, which had become vulnerable? the very moral fibre of society, and our resolve as human beings were, thus, on trial because of the pandemic – with the supreme and yet tragic irony that, to attempt to save a life was to risk losing your own and, even worse, risking infecting your loved ones, so that they, too, could lose their lives. the precariousness of human life and its vulnerability reached unprecedented levels and, as such, demanded responsible and compassionate leadership. precarity and vulnerability became part of our lived realities as we endeavoured to ensure we did not contract the virus that had, at that time, no vaccine. it is against this backdrop, of hitherto unimagined global precarity of life, that this paper reimagines a pedagogy of compassion that relates to nurturance and care, so that people of this earth may live. thus, the paper seeks to address the following research questions: how could compassionate pedagogy enhance survival of all in the horrendous times of the covid-19 pandemic? how can education rethink a pedagogy of compassion that recognises the precarity of all lives on this earth? in what ways have responses to the pandemic in zimbabwe been informed by a pedagogy of compassion (or not)? these questions are critical for challenging humanity to rethink, broadly, our social interactions that been, of late, characterised by a seemingly frightening disregard for the sanctity of life. this disregard has been manifested through individualism, the cold logic of the market, and technologydriven media representations of the suffering of the other. the paper’s argument is that the covid-19 pandemic has exposed a cynicism and selfishness that has gripped our societies, and that there is need for a combative ontology of compassion that values the mutual care of all, so that the people of this earth may live. in the context of zimbabwe, the philosophy of journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 148 ubuntu could be the basis of such a combative ontology of compassion. the paper, thus, makes a contribution to the powerful agentive scholarship of emotion and affect that is intended to cause discomfort, and that moves us from spectatorship to witnessing, testifying and acting to bring relief to those who are afflicted. the work of zembylas (2013a; 2013b), among other scholars, is illustrative of this imperative for humanity to act in compassionate ways. the rest of the paper is organised as follows. the preceding section introduced the problem by providing background and the research questions. the following section briefly reviews the literature on the pedagogy of compassion, in order to establish its heuristic potential in the face of precarity. this section is then by the theoretical framework that informs the paper. the next section presents selected narratives of pain that have been occasioned by the pandemic. in the discussion section, the paper reflects on the ways a pedagogy of compassion could be enacted in zimbabwe – a country located in the global south. the paper concludes by reflecting on how the pandemic may have brought the best out of humanity, as we learn to care, each for the other. first, however, we present a brief background about zimbabwe, the country of our primary focus. zimbabwe in perspective the focus on zimbabwe is particularly illustrative of how the global south was ill-prepared for the pandemic. zimbabwe is a country in southern africa, which, since its attainment of independence in 1980, has moved rapidly from one of the brightest and promising postcolonial states, to a sorry basket case, with ever-worsening levels of poverty, and crumbling infrastructure, health and education facilities. the socio-economic status of the people had been subjected to severe strain by hyperinflation in 2008, and although gains were made during the government of nationality between 2009 and 2013, these gains had since been undermined by the return to the local currency in 2016. medical personnel were already involved in prolonged industrial action at the beginning of 2020, and demanded better salaries and conditions of service. the plight of the zimbabwean state is aptly captured in santiago and smith’s assertion that, “poorer countries and communities in the global south that are already burdened with precarious access to health-care services and limited infrastructure and resources to prevent, diagnose, and treat infectious diseases are those deemed most at risk to the spread of covid-19” (2020, p. 89). for a country with an erratic water supply, even in urban areas, it was evident that strategies to contain covid have not worked in global south (santiago & smith, 2020). at the time of writing this paper (may 2021), zimbabwe, with an estimated population of 14 million, had registered 38 572 cases, 1 582 deaths and 36 349 recoveries against the global infection of 164 million, and 3.39 million . the following section outlines the notion of a pedagogy of compassion that is reimagined as humanity’s collective response to the distress and suffering of the other. pedagogy of compassion for enhancement of life as the grim realities of the covid-19 became clearer, the ‘spectator attitude’ that had characterised initial responses gradually gave way to, first, pity and then, action, as people grudgingly stayed at home and wore masks in public spaces. the sense of our common vulnerability triggered a sense of action that protects the self from harm and, at the same time, leads us to identify with the suffering of the other. it is at this point that compassion became a new characteristic response to the pandemic. in this paper, we foreground the explanation by claravall and evans-amalu (2020, p. 44) that “compassion is taking mindful action to alleviate the struggles and sufferings of others”. we aver that compassion is the emotive feeling that arises out of difficulty, when the vulnerability of the other is evident and compels us to action. as butler (2004, p. 29) explains, “each of us is constituted politically in part by virtue of the social vulnerability of our bodies. ... we cannot ... will away this vulnerability. we must attend to it”. compassion is, thus, a compulsive reaction that arises when we are witness to another’s suffering, and are, thus, impelled by an inner drive that is essentially human to take action to help, thus, becoming agentive participants (zembylas, 2013a, p. 505). it is for this reason that we are in favour of a pedagogy of compassion, and not a ‘pedagogy of pity’, as pity is mere sympathy, unaccompanied by action (zembylas, 2013a). a pedagogy of compassion in the face of the covid-19 pandemic is, therefore, about how we can acknowledge our common vulnerability, and then take action that seeks to give succour where continuing to live has become precarious. papastephanou et al. (2020, p. 4) extends the agentive component of compassion, by rethinking what he calls a “pedagogy of precarity” as synonymous with a “pedagogy for justice”. such an assertion resonates with the notion of compassion as a fight for justice. a reimagined pedagogy of compassion is, thus, about how humanity responds collectively to the pandemic, and in ways that enhance living on this earth. the pedagogy of compassion, when framed as a fight for justice, becomes deeply implicated in the triadic intersection of the politics of life, the politics of pandemics, and the politics of vulnerability, as the theoretical framework below illustrates. ii. theoretical framework the theoretical framework employed in this paper is undergirded by the notion of ‘politics’, in order to highlight power dynamics and consequent contestations that arise from and characterise decision-making in relation to the distribution of resources – including who is advantaged or disadvantaged by the particular policy choices being made. the interplay of various vested interests manipulate or seek to influence structures of power, such that reality is ultimately perceived in particular ways that work to the advantage of those who wield that power, while those at the margins bear the negative consequences of that politics. thus, when pandemics occur, they bring to the fore the “politics of pandemics” (kapiriri & ross, 2020, p. 733), which is understood as “the extensive and diverse influence of local, national, and international governments and organizations, on the health outcomes of journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 149 communities during disease outbreaks”. the politics of pandemics is really about the “political processes and politicking that underlie public health decisions … numerous ethical and political implications are embedded in the decisions that societies make to address pandemics” (santiago & smith, 2020, p. 90). therefore, responses to a pandemic ultimately reflect the influence of power and privilege on those whose lives are most directly threatened by the pandemic (kapiriri & ross, 2020). in some instances, the politics of blame is added to the mix, as particular groups, be they ethnic or racial, are blamed for the origin or outbreak of the disease. it is for this reason that dodds et al. (2020, p. 292) assert that “interpreting and responding to pandemics is always a political act”. in the case of covid-19, the coronavirus was dubbed the chinese virus (estelles & fischman, 2020) in an example of the politics of blame during a pandemic. it is such claims that give rise to the ‘politics of life’, as the urgency of intervention, and the level of intervention needed to save lives, becomes a ‘political game’ played by the people whose lives may not be threatened most in the first instance. as butler (2020b) explains with regard to the covid-19 pandemic in the united states, ‘the politics of life’ is apparent in the explicit and insidious power over life and death that the pandemic exposes in economic and racial terms. in butler’s view, there are health systems that let people die due to failure to institute health care as a public good that ought to be funded by the state. thus, in this equation of life, both pandemic politics and the politics of life are engaged in a complex, yet systemic interplay that results in vulnerability, framed as the potential to be harmed by another. hence, the politics of vulnerability emanates from these vectors, as illustrated in figure 1. following butler’s admonition, we ought to reframe the politics of life as a reflection of the shared conditions of life, in which we all face a common vulnerability. in the triangular matrix of the politics identified, in figure 1, we have deliberately located precarity at the heart of the matrix, to underscore its salience as an inevitability that is constituted by and radiates from all the ‘politics’ to which human life is subject. precarity stands as reminder of how all lives are grievable in the covid-19 pandemic. precarity is, thus, framed to refer to “the politically induced condition in which certain populations suffer from failing social and economic networks of support and become deferentially exposed to injury, violence and death” (butler, 2009, p. 27). hence, the notion of differential grievability that is employed as the motif in this paper arises directly from the precarity of lives that is induced by failing social and economic conditions. all the arrows in the diagram in figure 1 point to the pedagogy of compassion, as the collective human response to suffering. such a matrix of factors is critical in understanding the vulnerability of all lives at this time of the covid-19 pandemic and, in particular, the zimbabwean situation that is the focus of this study. how can a compassionate pedagogy, framed as a fight for justice, constitute an interventionist strategy to challenge this triadic intersection of the politics of pandemics, the politics of life and the politics of vulnerability? we posit that the vulnerability that the people of this earth face at the height of the pandemic is not just the outcome of natural forces, but the result of conscious political decisions that are representative of the power dynamics governing the world – occasioned mainly by the dearth of compassion that characterises a neoliberal world that is controlled by market forces. gibson and cook-sather (2020, p. 20) remind us that compassion is “beyond merely feeling concern for others”, and encompasses action, in that it “requires one’s strength to be with the suffering”. it is through narratives of pain and grief that people may be persuaded to act compassionately in ways that may give succour to life. in the following section, we present scenes of grief that are representative of compassion. covid-19 narratives of pain and consequent compassion one of the outcomes of the covid-19 pandemic is the generally restricted burial practices of people who had succumbed to the virus. that spectre of dying, alone, with only a couple of detached medical personnel, who also fear for their own lives, became the sad ending of many lives. some narratives of pain, grief and loss were lived and experienced graphically on cnn on 4 april 2020, as well as privately, in letters that circulated on social media. in the midst of their grief, some individuals were moved by a sense of compassion, not for themselves, but for the rest of humankind, with whose common vulnerability they identified. they were moved with a desire to talk and write, because they felt that they had something important to share. we recount two episodes that are graphic illustrations of compassion. episode 1 is maura lewinger, who lost her husband to the pandemic. episode 1: on 4 april 2020, cnn viewers were stunned when show host erin burnett sobbed as she interviewed maura lewinger, who had lost her 42-year-old husband to the coronavirus. lewinger, in her grief, was convinced that she had to act, so that the people of this earth could live. while admittedly shattered, her emotional appeal was simple and profound: “people are just not being careful. people are being so invincible – feeling and they think it can’t happen to them. you cannot be with people that are not in your house. as sad and lonely and everything that it is, you must, must stay with only the people in your house” (cnn, 2020 online). maura lewinger’s powerful message is that the people of new york should take the killer virus seriously and stay home. this message was expressed at a time when new york was the epicentre of the virus in the united states, and the united states had become the epicentre of the worldwide pandemic. of particular interest to us in this paper is the compassion that mary lewinger showed for her fellow residents. even in her grief, she cared enough to state that other lives could and should be saved if people took action. such action is at the root of the pedagogy of compassion that is argued for in this paper. the salience of this interview is that it highlights how a public pedagogy of compassion was set in motion by the act of mauria lewinger sharing her grief in public. as was journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 150 reported later, a procession of 131 cars drove by her home in solidarity and to mourn a man whose funeral they could not attend because of lockdown regulations. what these events highlight is a pedagogy of compassion that resulted from and was manifested when people realised their common vulnerability. the life of joseph lewinger was rendered mournable in ways that made the people of new york come together to thank health workers, who were brave enough to continue working in hospitals to save lives, even as their own lives were threatened. it became a common and profound occurrence for people to wave for health workers to express their gratitude for the work the health workers were doing. for example, on 28 april 2020, the us navy blue angels and air force flew over new york city to salute covid-19 frontline workers (npr, 2020). episode 2: the second narrative of pain and grief is drawn from a zimbabwean doctor who lives and works in the diaspora. he also suffered unbearable loss when his spouse succumbed to the virus. she was a health worker who probably contracted the virus while in the line of duty. having experienced such a shattering loss, the doctor decided to pen a letter to his compatriots in zimbabwe. the letter, headed dying alone with no family around the evils of corona virus, is abridged for purposes of length (1st tv, 2020). my wife spent 10 days dying. she was 44 and she had worked for nhs here in england for over ten years. she adored, her husband and we had established a strong family life. without her we feel life is a lot less worth living. my wife had never been bedridden before. she only went to hospital to treat others but now tables had changed. for 10 days my son and i sat by the table holding hands. no relative could come to see us we are in lockdown. because it was corona no visitations we're allowed. this day the doctor called he said things were very bad. he then said my job," the doctor said, "is about prolonging people's lives. anything i give to your wife now would simply be prolonging her death." when it finally came, death was quite sudden, and absolutely unmistakable. but those 10 days were hard. death is foreign to us now; most of us do not know what it looks, sounds and smells like. we certainly don't like talking about it. but the call came my wife was gone. she died alone in a hospital surrounded by strangers. i looked at my son and i did not know how to tell him. i simply said to him son god has done his will. he looked at me and said god's will is great when is mum coming home. my tears ran down my cheeks. nobody could come to comfort me. i had to be strong for my son. my son penned these words to his friends. i cried uncontrollably when i read the words. it was one cold winter night on that day mum got sick. she was taken from home with promise to come back. my dad told me days later that mum was not coming back. she died at the place she had spent most of time in. hospital. there is no one like mother to me. i know there is no one like mother to me. dear god in heaven please look down upon me and my dad. dying this time is indeed painful and wounding it destroys the respect given to our dead. several factors may have motivated the writing of this letter, yet it is inescapable that that one of dr mavaza’s motives was to admonish the people of zimbabwe, to warn them to be wary of the pandemic. if such a death could occur in the united kingdom, then what would be the chances of survival in zimbabwe, with its ravaged medical facilities? the depiction of that horror of dying alone, and not in the arms of a loved one, is intended by the author to highlight the grim realities of the pandemic and, thereby, to persuade zimbabweans to exercise caution, so that they could avoid experiencing such a sad loss. ingrained in this narrative is not self-pity at the loss of a loved one, but a passionate desire that that others may live on this earth. in the two episodes presented above, we infer a commitment to compassion by those who have already suffered loss. such practices of compassion at individual level resonate with zembylas’s (2013a) notion of a critical pedagogy of compassion. the deep-seated desire is to influence for the public good, which, in this case, is the life of the other. in the discussion section that follows, we reflect on how a reimagined pedagogy of compassion could work in zimbabwe’s troubled politic and economic terrain. iii. discussion the history and politics of pandemics shows that societies with fairly well-developed social and economic infrastructures are better positioned to respond to the horrors of a pandemic, than societies with fragile socio-economic structures. this was apparent in zimbabwe, when the outbreak of the covid-19 pandemic coincided with long-running industrial action by health workers. the cause of the action is cited as the paltry salaries offered to workers by the government, as well as dangerous working conditions, and a shortage of medicine and equipment (zenda, 2020). prominent casualties of the covid-19 pandemic in zimbabwe included makamba, son of a former member of parliament and the country’s minister of lands and agriculture, perrence shiri, which received widespread coverage in local media. at the time of writing, two more government ministers had succumbed to the pandemic. a zimbabwean journalist writing from the united states remarked as follows: “that such a prominent public official, one of the privileged few with access to exclusive private health facilities, had fallen to the pandemic sent shivers down the spins of ordinary citizens who depend entirely on the country’s decrepit public health facilities that are now practically closed” (zenda, 2020, p. 1). the deaths of the well-to-do, who could afford the latest life-saving machines, ventilators and oxygen, while quite alarming to the ordinary person, is, in our view, significant in two respects. first, the pandemic had underscored the precarity of all lives, irrespective of political influence or status. second, it echoes the motif of differential grievability of life in zimbabwe, premised on the unequal and skewed provision of medical facilities. because of their high socioeconomic and political status in zimbabwean society, the lives of makamba and shiri were thus ‘mournable’. dodds et al. (2020, p. 289) explain this phenomenon as an expression of journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 151 “the inbuilt inequalities of contemporary capitalist society in terms of mortality, illness and recovery”. in the words of butler (2004), it is “only the dead we can mourn publicly, the bodies we are allowed to bury, [that] count as human”. it is possible that others, of a lesser status, died slow and painful deaths because they could not access health facilities in zimbabwe. such facts are illustrative of the complicity of zimbabwe’s leadership in the worsening of the pandemic – the precarity of lives was partly induced by failing social and economic conditions. the way the grievances of the health workers was handled was far from satisfactory; government’s response lacked both a sense of urgency and the commitment to addressing long-running grievances. we aver that, to ignore a systemic health crisis in the face of a pandemic is to be cynical about death. what was required of leadership was a compassionate approach to its citizens; a compassionate approach that recognised that it is the constitutional mandate of the state to provide health care for its citizens. butler (2020b), in a youtube lecture on nonviolence, indicts the united states government for failing to make health a public good for the benefit of the people of colour, and the over 28 million americans who have no medical insurance. zimbabwe presents an interesting case, in that health care workers found themselves at the receiving end of both a cynical government and segments of the population who stigmatised health care workers as potential transmitters of the virus. the media reported about health workers being issued with eviction notices from their rented premises because their landlords were afraid of being infected by these supposed carriers of the virus. a local daily paper, chronicle (chitumba, 2020), cited the secretary general of the zimbabwe nurses association as saying, nurses “are being evicted simply because they are health workers and the landlords suspect that they are carriers of covid-19”. there were similar reports from malawi, where it was reported that health workers were being prevented from using public transport, insulted in the street, and evicted from rented apartments (bagcchi, 2020). interestingly, experiences in the united kingdom were remarkably different, as sarkar (cited by bagcchi, 2020) explains: “in the uk, we were fortunate not to have stigma around healthcare workers’ possibility of catching covid. instead of turning on against us, our neighbours truly appreciated the work we have been doing”. such a display of compassion is in sharp contrast with what happened in harare, zimbabwe’s capital city. the stigma was not confined to health personnel, as there was a media report that one street in the suburbs of harare was renamed ‘corona road’ after a resident living along the street had been diagnosed with the virus (bagcchi, 2020). people reportedly avoided using the street for fear of getting infected. a daily paper in zimbabwe, newsday (2020, p..2), reported that a recovered patient, saul sakudya of ruwa, on the outskirts of harare, remained in isolation sparking trauma and stigmatisation. the above incidents of stigmatisation prompted a survivor of the coronavirus to appeal as follows: “we are all at risk of contracting the covid-19 virus and moreso, health workers who, despite the risk, continue to offer their services to the ailing. all over the world, we witness standing ovations for health workers who stand in the line of fire against this virus, but in zimbabwe, we get accused of endangering lives by gallivanting the streets”. the above incidents are an indication of the glaring lack of compassion among the general population in zimbabwe. this behaviour is in stark contrast to the collective expressions of appreciation that were being witnessed in other countries, such as the united kingdom. at the same time, it was a flagrant violation of the world health organization’s (2020) appeal for “compassion and kindness” towards infected people in the publication, mental health and pyschosocial considerations during the covid-19 outbreak: “be empathetic to all those who are affected, in and from any country. people who are affected by covid-19 have not done anything wrong, and they deserve our support, compassion and kindness” (p.3). the pedagogy of compassion we argue for in this paper is intended for the “the weakest, for those whom society condemns to misery and the status of outcast, those whose dignity has been taken away,” (ruiz & minguez, 1999, p. 7). it is against the backdrop of incidents of stigma that we seek to foreground a pedagogy of compassion that is founded on the principles of ubuntu, to counteract the debilitating moral crisis that is manifested by such stigma. we specifically draw on ubuntu, which is an indigenous philosophy that emphasises our humanness and collective coexistence on this earth. in recognising this earth is an endowment to all posterity, ubuntu recognises and accepts the precarity of all lives and, thus, regards all life as sacred. ubuntu is, thus, a philosophy that is decidedly at odds with the idea of the differential grievability of life, which arises because of the politics of pandemics that is driven by the profit motive. the essence of ubuntu is captured graphically in the aphorism that: i am. because we are. this aphorism emphasises interdependence, and living together. as oviawe (2016, p. 3) explains, “ubuntu is a philosophy of being that locates identity and meaning-making within a collective approach as opposed to an individualistic one. as a result, the individual is not independent of the collective; rather, the relationship between a person and her/his community is reciprocal, interdependent and mutually beneficial”. it is these notions of ubuntu that resonate with the notion of the common precarity of all lives, thus, making it a suitable basis for a pedagogy of compassion. because ubuntu is imbued with a moral imperative to care for the wellbeing of all, it offers useful lessons that could help to combat the pandemic. for example, the rather stunning allegations of corruption levelled against zimbabwean government officials, involving abuse of funds intended for the procurement of medical equipment, indicate a glaring lack of ubuntu, and the absence of a pedagogy of compassion. reportedly widely in the media, the scandal resulted in the dismissal of the country’s health minister, dr obadiah moyo (dzenga, 2020). that funds intended for the alleviation of the suffering of covid-19-infected patients could find their way into private hands represents the ‘politics of pandemics’, which involves individuals and companies seeing opportunities for journal of education, teaching, and learning volume 6 number 2 september 2021. page 146-153 p-issn: 2477-5924 e-issn: 2477-8478 152 profiteering in times of crisis. it is our argument that only a pedagogy of compassion can help to restore the moral fibre that zimbabwean society desperately needs. incidents that illustrate an absence of compassionate leadership in the face of the covid-19 pandemic abound in zimbabwe. for example, a leadership that demands that schools reopen when the basic safety needs that guarantee life and protection from the spread of the virus are not being met, does not indicate compassion. risking the lives of learners and their teachers, as well as their immediate families, shows politicians regard these lives as less grievable, and therefore lose-able. a pedagogy of compassion that draws on ubuntu rejects a politics of life that states that social and economic conditions determine whose lives are lose-able and whose lives are worth saving. the need for a pedagogy of compassion is, thus, heightened by the precarity of life on this earth. iv. conclusions this paper sought to illustrate the ways in which a pedagogy of compassion framed on the principles of ubuntu could help to enhance living in the face of the precarity of life. even though the pandemic curve may be flattening, and the numbers of people dying decreasing, the imperative to be compassionate towards each other remains important. our mutual interdependence and mutual vulnerability is a call for vigilance, so that we always seek to protect life, for all lives are grievable. the entrenched politics of pandemics and the politics of life ought to give way to a reimagined politics of compassion. the world health organizaton’s director-general, dr tedros adhanom ghebreyesus, has, throughout the pandemic, maintained a steadfast approach to the pandemic, and his public speeches have been the epitome of a combative ontology of compassion. a pedagogy of compassion remains a powerful weapon, through which we can hope to combat precarity in all its forms. the covid-19 pandemic serves as grim reminder of the precarity of all humanity and the imperative to build more just societies. the principles of ubuntu constitute a powerful foundation for a reimagined pedagogy of compassion that has potential to give succour to all. in the end, we are all aware of our interdependence, and that, through expressions of collective solidarity that cut across race and gender and all forms of bigotry, we can contribute to care and promote the wellbeing of humanity. it has taken a pandemic of this magnitude to remind zimbabweans, and the world, of the imperative of a pedagogy of compassion. v. acknowledgement this research was made possible through the national research fund (nrf grant number 129837. all views expressed here are of the authors and do not represent the position of the funder. references 1sttv (2020, april 19). dying alone with no family around the evils of corona virus [post by dr. masimba mavaza]. facebook. https://www.facebook.com/1sttv/posts/dying-alonewith-no-family-around-the-evils-of-corona-virusbydr-masimba-mavaza-/1924415704358571/. bagcchi, s. 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(2020, august 21). can zimbabwe fight covid-19 without doctors and nurses? fairplanet. retrieved from https://www.fairplanet.org/story/canzimbabwe-fight-covid-19-without-doctors-andnurses/ https://doi.org/10.1007/s40609-018-0123-y https://doi.org/10.1007/s40609-018-0123-y https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---23-july-2020 https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---23-july-2020 https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---23-july-2020 https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---23-july-2020 isc paper template in a4 (v1) journal of education, teaching and learning volume 1 number 1 march 2016. page 7-12 p-issn: 2477-5924 e-issn: 2477-4878 7 a study of essential basic values which support social harmony in conflict-prone areas (a profound study at primary schools in sambas regency, west kalimantan) aunurrahman 1) 1) universitas tanjungpura, pontianak, indonesia e-mail: aunur59@yahoo.co.id abstract. basically this study intended to find out essential basic values which support social harmony in conflict -prone areas, with a profound study at primary schools in sambas regency, west kalimantan. as revealed by a number of data sources, west kalimantan is one of the areas which is prone to conflict. this is evidenced by the happening of several ethnic conflicts including in sambas regency so that it is an important policy of the regional government to find a solution in order to prevent similar conflicts from happening again in the future.the profound study at primary schools is deemed highly essential since social harmony values should be instilled among the students at an early age. in addition to that, teachers are knowledgeable about the foundation which creates an attitute of harmony among their students.the method used in this research is a qualitative one, with primary school teachers as the subject of the research. they represent three characterist ic areas, namely: the urban area, the suburban area and the remote area of sambas regency. primary data collection was carried out through interview and focus group discussion (fgd), with the interactive model proposed by miles & huberman as technique of qualitative data analysis. the findings obtained from data collection and analysis revealed that social harmony has an important and profound meaning for society in sambas regency. basically there are three pillars of essential basic values which serve as the framework of social harmony, namely: (a) the basic values of mutual respect, (b) the basic values of tolerance and togetherness, and (c) the basic values of freedom and responsibility. internalization of these basic values happen intensively especially in families through custom formation at households and society in sambas regency. meanwhile at schools these basic values are developed and reinforced through more formal custom formation by the teachers and school regulations. keywords: essential basic values, social harmony, conflict-prone areas. i. introduction west kalimantan is one of the areas prone to conflict, particularly ethnic conflicts. results of research conducted by alqadrie (2000) [1], and refers to a note from the police resort sambas, west kalimantan in 1999 there were at least 11 times had been conflicts between communities in west kalimantan since 1963 until 1999. research and development of designed models through this research is one of the solutions offered in order to solve social problems often faced by the nation, particularly in the area of west kalimantan is often a social conflicts between ethnic groups. by planting the values of social harmony at an early stage in the students is expected to grow an understanding of the reality of the differences in the various dimensions of life which in turn can drive awareness to respect each other, appreciate each other in a climate of harmony of life. fertilization social harmony firmly impossible can be done instantaneously and partial. these efforts should be carried out within the framework of the program of planned, systematic, effective and sustainable in the long span of time. paths are considered the most strategic to foster and develop these values in a planned and purposeful is through the role of educational institutions. unesco put great attention to the existence of education to realize the life of harmony and cultivation of strategic value contained in the framework apnieve by publishing a book "learning to live together in peace and harmony: values education for peace, human rights, democracy, and sustainable development for the asia-pacific region ", the point reveals that cultural values that ensure harmony of living together is necessary continually endeavored to be planted, nurtured and developed in self-learners, in order to ensure coexistence in the future of peace and harmony which ensures a favorable climate for the renewal and development of our nation-states [2] internalizing values harmony through the integrated character education is important since the basic education level. basic education is a basic framework in order to encourage students to begin intensively involved to get to know their environment, learn to understand things substantive in life, such as living together, the importance of harmony, the importance of being a good citizen and forth hereinafter increasingly explored on the ladder the next mailto:aunur59@yahoo.co.id journal of education, teaching and learning volume 1 number 1 march 2016. page 7-12 p-issn: 2477-5924 e-issn: 2477-4878 8 education. the basic framework is what is expected to be positive seeds to be nurtured within the family, the community so that one day he used to see the differences in their environment and how to address these differences in terms of the reality of pluralism which can not be avoided. the function of education as a process of building character and personality of this nation must be understood in practice. do not get the education that just uprooted. "this is a result of government policy in the field of education today. standard graduates, for example, is still a test group of specific subjects, especially exact science. there are still many educators who stated that educational success is only measured of achieving the target of student academic [3]. the emphasis is still heavy on individual goals. not to collectively shape the character of civilized, character, emotion, and communication skills of indonesian society today is still aligned with countries in africa, such as nigeria, ethiopia, or uganda. "the education we need a therapy culture." the values of ethnographic roots of local culture, such as hard work, honest, democratic, should have a place in the national education. according to brian [4], schools should ideally also helping students to seek the truth and not just teach something that they love. because otherwise would cause the child does not have principles, but only a momentary taste, so it could mold them into creatures subjective. social collisions will occur when the lack of mutual understanding and togetherness. what is needed in the community not just looking for similarities and agreements that are not easy to achieve. indeed, it is most important in a diversified society is the understanding [5]. if physical violence is to sacrifice the lives of these can not be eliminated, it is clearly linked to the persistence still "structural violence" (structural violence) at a certain level. this causes the liver peace is intrinsically impossible successfully realized. even buchori (2010), if the character of a nation can not rebuild it is highly likely this nation will experience even greater crisis, including the crisis of authority that will make all the institutions and social order which we have built together have become paralyzed [6]. in another analysis nurokhim (2000) [7], suggests that the character of children and adolescents are also worrying, especially when viewed from 9 indicators; (a) the increasing acts of violence, such as fighting between students, (b) increasing the use of words that are not polite in speech, (c) increasing the negative influence of peers, (d) increasing self-destructive behavior, such as the use of illegal drugs , (e) the blurring reference morality replaced by morality "slang", (e) declining work ethic, such as low motivation to learn, (f) the decline of great respect towards parents, (g) an increase of dishonest behavior at school and lying to parents [8]. [9]. in various studies and research results revealed that efforts to foster positive character among children is an important and strategic step. children are witnesses who always pay attention to the morality of adults. children see and look for sign of how people should behave, making choices, greet people and show action [10]. in this state the importance of the role of parents and teachers to make their children even become successful and be able to actualize their potential optimally, including in support of the flourishing of shared values, tolerance, care and affection in order to realize the ideals of their lives in the future [11]. efforts to foster shared values, mutual respect, responsibility should be the responsibility of all teachers. there are still many educators who stated that educational success is only measured by student academic achievement of targets [3]. "the emphasis is heavily on individual goals. not to collectively form a civilized character," based on the background as described above, the purpose of this research is 1. obtain information or clarity about the fundamental essential values to support the growing social harmony in society sambas district as one of the conflict region. 2. obtain information about the ways of planting the basic values of social harmony in the family and in schools 3. generate framework integrates character education for students of schools in conflict-prone areas based on the perspective of primary school teachers. ii. method to achieve the objectives that have been formulated previously required work procedures or the exact method includes the steps are interrelated. some steps are interrelated, namely; (1) review the results of previous research related to this research theme; (2) conduct field data collection through interviews and focus group discussions in particular with regard to the fundamental values essential to support the growth of social harmony among people prone to conflict with in-depth study on elementary school teachers sambas; (3) the preparation of the integrated character education learning model for the cultivation of basic values of social harmony to conflict-prone areas, hereinafter discussed with primary school teachers. the subject of this research is the principal and teachers of an elementary school in sambas district. determination of schools sampled based on the representation of the three characteristics of the location of the school, the school is located in the city districts, suburban school districts and sub-districts inland. after the initial study it was determined the three districts in sambas district that represents the characteristics, namely sambas sub district, teluk keramat and jawai district. the collection of data is done using interviews and focus group discussions (fgd). implementation of the interviews are more flexible by taking into account the availability of time teachers. qualitative research strategies are flexible using various combinations of techniques to obtain a valid data [12]. the data analysis is intact and interconnected ranging from data collection to the verification. observing the opinion of miles and huberman (1992) [13], therefore according to the analysis of qualitative data is interactive analysis is a cyclical process interactive between four journal of education, teaching and learning volume 1 number 1 march 2016. page 7-12 p-issn: 2477-5924 e-issn: 2477-4878 9 interrelated components: (1) data collection, (2) data reduction, (3) the presentation of the data, and (4) conclusion / verification. the interconnections between these components is described in the following pages; figure 1: components of data analysis: interactive model the collection of data as discussed earlier is an activity to collect a variety of information and data both from the events or events directly, or through the subject and various documents available. the data were collected or obtained from the field in general very much, so it needs to be sorted and simplified. simplification activities, selection and sorting the raw data is called data reduction. reduced data further analyzed to further presented in detail and specifics. in this step the information will be arranged, and in doing so gives the possibility of drawing conclusions and taking action [13] inference is a further step of presenting the data, with emphasis on activities such as giving the meaning of all the information before it is presented. although efforts have been made in granting the meaning of any information presented, but the conclusions are presented is also not a final, but still loose, open and skeptical, so it is open to verification. nevertheless, the expected conclusion that departs from previous obscurity will increase to more detailed and rooted firmly. iii. result and discussion a. core values essential in the community life support social harmony in sambas district 1) the core values mutual respect and respect sambas in society in general, the habit of mutual respect and respect to both parents, to relatives or people older since time is of note. within the family this habit nurtured since the age of the children until adulthood, this habit continues to be a concern that is manifested in various forms of activities. specifically address this greeting is fundamental in measuring respect especially within the family. in everyday family relationships, almost no mention to the brothers. the older brother, had a different greeting with brother second, third and so on. similarly greetings to the brothers of the parents, to the families further. all illustrates the respect and appreciate each other. in public life there is also the habits that until now continues to be applied in relation to respect and appreciate the example of ordinances eat in one particular event. for example, when an event is married, then the first meal there at the end. if you are under the unfinished meal, so that in the end may not come out first in honor still eating. over time, pristine values in public life have a lot to fade. it is not free from the influence of mass media, communication technologies and extensive interaction with various parties outside the public system. 2) core values of tolerance and mutual as the values of mutual respect and cherish, the values of tolerance and togetherness in the community in sambas district grew from within the family. the basis of the growth of these values a sense of strong affection in family life and has become a habit for a long time. togetherness in the household, for example embodied in learning activities together. children accustomed to studying in a room together, did not learn in different rooms. shared values are also embodied in the use of facilities, such as in a room shared use of facilities (if the children of the same sex). likewise, children accustomed to when watching tv as much as possible together. in the performance activities, habituation do the job with a clear division of responsibilities is also a factor to consider. for example always together doing homework, sometimes they share who swept the house and yard, mopping, washing dishes, ironing, taking care of his sister and help parents. sambas in public life, the living habits of tolerance and togetherness has been growing since long. the forms of life tolerance and solidarity not only in one particular aspect, but also includes various aspects or dimensions of life. when someone wanted to hold a wedding for example kinship ties are still high. this is evident from always held deliberations from establishing tarup, patio-porch, who is part cookbook, part greet guests, part berampah (dispensing rampah) and part washing dishes. which ngantar pact (give host having a party) such as chickens, ducks, eggs and others with sincerity. do not take into account how many kilos and how much money is given. however, according to some teachers, kinship, togetherness, sincerity begun to fade. tolerance and mutual cooperation in terms of sambas languages borrow words (ie the relevant request help in completing the cultivation fields) it is very rare at all. so also help people less able to build a house, the value of togetherness almost faded, although there was simply no such family ties. gathering held in the village in general is in order to maintain the values of togetherness. by gathering is expected to meet each other and chat increase familiarity. the food was prepared and does not require to eat complete rice. quite a cake that is important is the value of togetherness and participation. data colle ction the present ation of the data concl ution / verivi cation data reduct ion journal of education, teaching and learning volume 1 number 1 march 2016. page 7-12 p-issn: 2477-5924 e-issn: 2477-4878 10 togetherness and tolerance within the overall social essence in sambas district still survive, although there are in some villages began to decrease. therefore, society expects education professionals, community leaders who can become role models by communities to disseminate to the citizens of the concern, tolerance, togetherness in order to continue to be maintained, given the value of togetherness is very important in supporting social life. overall of participants said that for religious common values will be maintained, especially in certain aspects such as respect when christianity protestant, catholic christians celebrate christmas and the chinese celebrate the lunar new year. as concrete examples is to go to his house. likewise, when muslims celebrate idul fitri and idul adha they visit our homes. if for weddings, events tepung tawar, events circumcision salvation of muslims invited them though different religions and beliefs. muslims still come if they also invite weddings. but specially for the sacred as the marriage ceremony, read a prayer / salvation for pilgrimage, prayer packaging bodies and their bodies not be involved given the many differences. the fundamental values of tolerance and togetherness in school life to be realized in the form of habituation tolerate each other with their peers and foster common values in schools. indeed there are already internalized such as group work, but some are not yet built up well as the maintenance and care of school property as belonging together . 3) core values freedom and responsibility granting freedom and responsibility in everyday life is a reflection of the partial pattern of education in community life and in family life. the pattern of education that can provide a good space for the growth of responsibility in turn encourages a person to always be able to control themselves in a variety of action in accordance with the values espoused. granting freedom and responsibility is also done by asking the child's view of what the choice, especially in selecting education / school that would be attended. parents facilitate the child's choice. likewise, in the things that others in the family life, as in duty / job, free time or time off, choosing friends / hang out in the community and use the facilities there, i always discuss with the children, asking their views, and determine her own choice. to foster freedom and a sense of responsibility both in issuing opinions/advice, carry out the task / job and use the facilities there are, in general, parents should certainly seek to give complete confidence to children, to open ourselves to the communication / dialogue with children, giving examples / concretely exemplary not just words, conduct surveillance, provide rewards and sanctions that educate and be able to show the mistakes made by the child and show the truth. in an effort to foster the freedom and responsibility of children in public life indispensable complementary cooperation between families (parents), the community (community leaders, religious leaders, traditional leaders and cultural figures) and the school (teachers). programs that can be done jointly by parents, religious leaders / community and the school is through religious activities, games by sports or other social activities. various activities are often done for example, boarding lightning, celebration activities involving children in the great days of religious and national activities. while social activities such as mutual cooperation help family members in preparing for the wedding of his son, as well as other community members who will hold the wedding. b. planting core values social harmony in family environment education to cultivate the habit in order to respect the parents in the household, as well as to other people that age in the older communities of sambas district more associated with religious teachings. what-what is the guidance of religion, for the parents also become the basis in educating children, such as how religions teach manners, manners towards parents, how to say hello and so forth. in principle form of guidance given by parents in the home remains always maintain harmony in tolerance and always fostering unity within the family, between brother with sister, brother with sister, children with parents or grandparents who lived together in one house. by way of fostering tolerance and togetherness of the house is expected when i grew up a child can maintain tolerant attitude to the environment in which the child resides. sambas in society, the family is the main venue for the development of the child in developing his character. by learning together, doing activities or homework together, using the means and facilities in the house together intended that the family remained close and get along so that one day even older adults. shared values is maintained, is not undermined by foreign cultures and not decayed despite constantly changing times. according to some respondents, parents generally provide guidance to children to cope with her problems by promoting educational aspects, such as providing an opportunity to carry out the duties and obligations which it is responsible outright. freedom and responsibility given to the child adjusted to the age level. for elementary and middle school age children giving freedom and responsibility is done in a manner embraced, directed. while for high school aged children conducted through discussion, because it was entering adulthood. granting freedom and responsibility in family life conducted through habituation and emphasis on certain activities. for example in terms of running the teachings of religion, especially islam, parents get children to pray the right time, the congregation in the mosque at a certain time (maghrib and isha). then the parents give an example. three things that parents should do in terms of providing freedom and responsibility is a "caring, exemplary and control". c. integration of character education in learning journal of education, teaching and learning volume 1 number 1 march 2016. page 7-12 p-issn: 2477-5924 e-issn: 2477-4878 11 character education is integrated to the planting of the basic values of social harmony to the conflict region is an educational model that integrates learning and teaching character education into a number of subjects in an integrated manner. in developing the values of social harmony as a form of character education through this model, teachers are not fixated on learning a specific subject areas, but can be delivered in all fields of study. the values taught or internalized through a learning process with regard to the basic values of social harmony to prevent or anticipate the behavior that can lead to conflict as a result of a lack of understanding of the various dimensions of difference in the life of society. in order of presentation is more systematic, relevant and measurable achievement of competence, the teachers have to do the preparatory steps (set out in the draft study prepared teachers) by first finding the subject-subject related to the values that will be developed on a wide variety lesson. furthermore, in order that the values developed in the learning process can be fused to student life, the learning module is provided in the form of discourse reading cargo hook, or associated with habits of life that occurred in the community in which the student resides. thus, students will feel familiar with what is presented, in addition to efforts to strengthen as well as students' familiarity with the values of his own culture. step-by-step development and implementation of an integrated character education model to instill basic values of social harmony is as shown in the figure on the following page: figure 2. integrated framework for character education for planting fundamental values of social harmony for students to help teachers so that every teacher who will make the preparation of teaching or learning plan must first perform some steps of activities, namely; (a) analyze the curriculum of every subject and create a mapping core competencies of subjects-subjects are interlinked, (b) selecting material from several fields of study that have relevance. once the materials are interrelated found, then the teacher put them in the syllabus to enable the overlapping material, (c) develop learning plans that are integration, (d) the search for methods and approaches suitable / appropriate to the learning that is integration. the lesson plan prepared by the teacher should refer to the achievement of competencies (both the standard of competence and basic competences) thoroughly on some subjects are integrated. iv. conclusions and suggestion a. conclusions based on the data analysis can be summed up some of the following: a. the essential values of social harmony that exist in people's lives in conflict-prone areas (especially the first year of study in the area of sambas district) is very broad and diverse. the values form positive habits that support life evolved from a harmony of life in the family, school and community. fundamentally, there are three pillars of core values into the framework of the life of social harmony, particularly in conflict-prone areas, namely; (a) the values of mutual respect and appreciation, (b) the basic values of tolerance and togetherness, and (c) of the basic values of freedom and responsibility. b. planting of the basic values of social harmony in the family in society kalangana sambas district in general is almost always associated with religious values and customs that have been grown for a long time in the life of society. in the daily practice of planting is done through strategic way habituation. planting of the basic values of this continued effort to keep nurtured in family life, community and school, although in some instances even faced obstacles in the implementation of certain aspects in the life of the child showed a tendency to fade and thinning. c. integrated character education to inculcate the basic values of social harmony among elementary school students conducted conflict-prone areas by integrating the basic values of the step-by-step; (a) reviewing, analyzing / find the value of basic essential that support social harmony in society, (b) to formulate into a theme or sub-themes, (c) create a mapping curriculum and learning materials related to the theme and sub themes (d) implement the learning process is integrated in the value of education related subjects. b. recommendations a. to encourage the growth and preservation of values in public life, in particular the basic values of social harmony and awareness efforts required the involvement of all elements in society. efforts such maintenance can be carried out from regrow, foster and develop values or positive habits, from family, school and community synergistically. journal of education, teaching and learning volume 1 number 1 march 2016. page 7-12 p-issn: 2477-5924 e-issn: 2477-4878 12 b. among the forms of the effort to preserve the basic values in the school environment can be done by developing an integrated learning model of education value and if possible be equipped with learning modules which contain basic values are essential. the involvement of teachers in developing values is expected to keep these values be maintained among students and young people in general that social conflicts in the future can be anticipated and avoided. references [1] alqadrie, syarif, i. (2000). pertikaian antara komunitas madura kalbar dengan komunitas dayak tahun 1996/1997dan antara komunitas`madura sambas dengan komunitas melayu sambas tahun 1998/1999 di kalimantan barat. kerjasama yiis jakarta dengan fisipol untan pontianak. [2] unesco apnieve. (2000). belajar untuk hidup bersama dalam damai dan harmoni. pendidikan untuk perdamaian, hak asasai manusia, demokrasi dan pembangunan berkelanjutaan untuk kawasan asia pasific. buku sumber unesco apnieve untuk pendidikan guru dan jenjang pendidikan tinggi. unesco. [3] mulyo, karso. 2009. membangun karakter bangsa melalui pembelajaran kontekstual. tersedia, online: http//www.karakter.sch.id. [4] panjaitan, ade, j. 2008. keluarga kunci pembentukan karakter. tersedia, online: http://www.investorindonesia.com. [5] tilaar, h.a.r. (1999). pendidikan, kebudayaan dan masyarakat madani indonesia. strategi reformasi pendidikan nasional. bandung: pt remaja rosdakarya bandung. [6] bochori, mochtar. 2010. krisis moral dan masalah karakter. kompas 9 pebruari 2010. [7] nurokhim, bambang. 2000. membangun karakter dan watak bangsa melalui pendidikan mutlak diperlukan. tersedia, online: http://www.tnial.mil.id. [8] megawangi, ratna. 2006. perbaiki moral bangsa lewat sekolah karakter. tersedia, online: http://.blogspot.com. [9] syakrani, m.s. 2004. modul pendidikan karakter bangsa: kelompok sasaran orang tua, anak-anak, dan remaja. jakarta: kementerian kebudayaan dan parawisata. [10] coles, robert. 2000. menumbuhkan kecerdasan moral pada anak. jakarta: gramedia pustaka utama. [11] micklethwaith, j, wooldridge, a. 2000. a future perpect, the challenge and hidden promise of globalization. new york: crown publisher. [12] mcmillan j.h., schumacher s. (2001). research and education, fifth edition a coceptual introduction. united stated: addision wesley longman, inc. [13] milles, m.b., dan huberman, m.a. (1992). analisis data kualitatif. jakarta: universitas indonesia (ui-press). http://karso.mulyo.blog.plasa.com/2009/02/01/membangun-karakter-bangsa-melalui-pembelajaran-kontekstual/ http://karso.mulyo.blog.plasa.com/2009/02/01/membangun-karakter-bangsa-melalui-pembelajaran-kontekstual/ http://www.tnial.mil.id/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 177-182 p-issn: 2477-5924 e-issn: 2477-4878 177 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. teacher's ability to develop learning materials potentially mathematical discourse hamdani tanjungpura university, pontianak, indonesia e-mail: dhamdani65@gmail.com abstract. in the process of learning in the field, the teacher still dominates the conversation while the students as a passive listener. as a result, not only the communication skills of students who are less developed, the understanding of student material is also lacking. therefore it is necessary to research the ability of teachers in developing learning tools potentially mathematical discourse to improve students' mathematical communication skills. the research method used is descriptive. research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. the subject of this research is the junior high school mathematics teacher from several districts in the border area of sambas-sarawak regency. the results show that in every learning mathematics there is always a conversation between teachers and students, but rarely use the question "why" and "how". most teacher-made lesson plans contain scenarios of conversations between teachers and students, but just plain questioning, have not led to a debate between each other so that understanding becomes deeper. student worksheet made by the teacher in the form of a matter of the ordinary story, rarely load non-routine problem let alone open-ended. keywords: mathematical discourse; learning materials; communication skills i. introduction one of the capabilities needed in the 21st century is the ability to communicate effectively both oral and written. therefore, in learning mathematics, every teacher is expected to develop it. nctm (2000: 60) suggests that communication is an essential element of mathematics and mathematics education because it is the "way of sharing ideas and clarifying understanding. through communication, ideas become objects of reflection, refinement, discussion, and amendment. the communication process helps build meaning and permanence for ideas and make them public ". the 2003 timss data presented in a seminar of mathematics learning at p4tk mathematics yogyakarta, 15-16 march 2007 that the emphasis on mathematics learning in indonesia is more on mastery of basic skills, but little or no emphasis on mathematical communication. during teaching, the teacher speaks more than the students, and the questions given are only routine questions. development of communication skills among students will not be optimal if not facilitated by supporting learning. the lesson in question is that it provides an opportunity for students to learn, summarize, and demonstrate their mathematical understanding through communication (mathematical discourse). mathematical discourse (mathematical discourse) is a conversation or a mathematical discussion. conversation is not the same as the activity that is often done by teachers in the form of question and answer or discussion in learning mathematics, but more than that. nctm (2000) states that "the discourse of the learning community refers to the engagement of thinking and learning" (p.16). in mathematics learning which takes place in mathematical discourse, there will be an exchange of ideas between teacher and students as well as between students and students. "asking students to talk about mathematical concepts, procedures, and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 177-182 p-issn: 2477-5924 e-issn: 2477-4878 178 problem solving helps them understand more deeply and with greater clarity" (chapin, o'connor, & anderson, 2003: 7). this is understandable because when students give reasons, communicate alternative ways to get the right answer, they are given the opportunity to get similar and different solutions. this activity is a reflection activity which, according to yackel & cobb (1996), is a high-level thinking that will improve mathematical understanding. in addition, students' explanations become "starting point" for the class to develop mathematical arguments that support, expand, or perhaps argue (whitenack & yackel, 2002: 524). chapin, o'connor, and anderson (2003, p.105-107) describe some of the principles of how to start a mathematical discourse in the setting of learning. first and foremost the class should "establish and maintain a respectful, supportive environment," meaning that students do not laugh at different ideas/opinions. the classroom can give consequences to disrespectful behavior to ensure that rules are enforced. if students feel in an uncomfortable learning environment, they will not participate and mathematical discourse will be limited. another principle is "focus [the] talk on the mathematics". in addition, it is recommended to "provide for equitable participation in classroom talk". students need to know that they are responsible for being an active participant. it is not justified for a student to dominate the discussion. in the meantime, clarck, et al (2005) suggests 4 (four) strategies for building and maintaining mathematical discourse:  ask rich tasks that advance the discussion the provision of rich mathematics tasks according to nctm (2000) is a key ingredient in the classroom where communication is the primary goal. open-ended and challenging tasks that build prior knowledge are conducive to the discussion because it encourages students to think and build ideas together (stein, smith, henningsen, & silver, 2000). the tasks must accommodate the various levels that allow students of different backgrounds of knowledge and mathematical ability to solve them jointly (cohen, 1984).  build and maintain a comfortable environment a comfortable environment for mathematical communication is vital to the success of mathematical discourse. an environment is conducive to sharing ideas will improve the quality and quantity of discussion, debate in the classroom (brown & campione, 1994). of great importance is building student conversation as a class norm, both in small groups and classes (silver, & smith, 1997). communication in small groups can be stimulated by grouping student group goals, continuing encouragement to work and talking together, and strengthening the importance of each student's contribution (brophy, 1999).  ask students to explain and justify their thinking building an inquiry environment in a math class involves getting students to share their strategies, asking questions, and "thinking hard" (cobb, wood, yackel, & mcneal, 1992; grouws & cebulla, 2000). by making their public thoughts, students may negotiate the meaning of mathematical ideas with other students, and defend and justify their reasons so that they can convince others through the legitimacy of their ideas. they negotiate and justify this process, students are often motivated to think deeper about their ideas and ideas of their classmates (bauersfeld, 1995; yackel & cobb, 1996)  encourage students to actively process the ideas of one of their friends. the effectiveness and significance of mathematical discourse are to require students to listen carefully to the thoughts of others and to process and understand the ideas of other friends (brown & campione, 1994). classroom activities should be set up to ensure that students have enough time and encouragement to process other people's ideas. because the discussion helps students to summarize and synthesize the mathematics they are studying, the use of student thinking is an important element in mathematical discourse. when teachers help students build their thinking through conversation, misconception becomes more apparent, both for teachers and students and at the same time conceptual and procedural knowledge deep. at that time, the teacher must be an active listener in order to make decisions to be taken in facilitating the conversation. ii. research method this research is in the form of learning device development (lesson plan and student worksheet) potentially mathematical discourse for smp mathematics teacher. the research method used is descriptive. research activities include: identification of problems through questionnaires, observation, and interviews; teacher training; teachers develop learning tools; validation; and enhancement of the device by the teacher. journal of education, teaching and learning volume 2 no 2 september 2017. page number 177-182 p-issn: 2477-5924 e-issn: 2477-4878 179 the subjects of the research were junior junior high school teachers in several sub-districts in the border region of sambas-sarawak district, namely: kec. keramat bay, kec. galing, tangaran sub-district, paloh sub-district, which is 25 people. study time is academic year 2014/2015. instruments used in this research are questionnaire, observation sheet, learning device (lesson plan and student worksheet). interviews were conducted during the preliminary study to find out what the implementation of the lesson was. the observation sheet is used to determine the implementation of the lesson during the limited trial. learning tools are the necessary tools and developed to implement the learning, in this case, is lesson plan and student worksheet. findings or facts about how the current learning is carried out, as well as what kind of tools used and developed are analyzed descriptively qualitatively. learning result data is analyzed quantitatively. iii. result and discussion a preliminary study was conducted to gain information on the opportunities and abilities of smp mathematics teachers in the border region of sambassarawak district related to mathematical discourse. activities undertaken are to provide questionnaires, conduct interviews, and review documents (lesson plan) used by teachers in the field. the results of the questionnaire can be seen in table 1 below: table 1 need assessment mathematical discourse table 1 above shows that lessons learned tend to be conventional (more predominantly teachers) and provide less space for discussion, between students and students and teachers. this is evident from item 1 and item 2. it is reinforced item 3 where a small fraction of respondents disagree that class or cooperative discussion is less effective because it takes a lot of time. item 4 illustrates that respondents tend to prioritize results rather than develop students' communication skills through conversation or discourse. although in every learning there is always a conversation between students with students and between students and teachers (item 5), but conversations that occur are just regular questions, not conversations that explore students' understanding. this is reflected in item 6 where there are still some respondents who rarely ask questions "why" or "how" in the learning process. the results of interviews with some respondents revealed that the teaching methods that are often used in learning mathematics are the method of lectures and faqs (expository), while class discussions are rarely used. in learning respondents always use student worksheet. although most of the student worksheet used is made by the publisher, there are also respondents who make their own student worksheet. judging from the questions given, the student worksheet from the publisher and the homemade worksheet student tend to present routine questions, not those that demand high ability, for example: non-routine or open ended questions. monitoring of lesson plan used, some respondents use lesson plan downloaded. this is seen in the core activities. in exploration activities, written among others:  the material that is learned by applying the principles of alam takambang that means learning from various sources  using a variety of learning approaches, learning media, and other learning resources in written elaboration activities, teachers:  facilitate learners through assignments, discussions, and others to come up with new ideas both orally and in writing.  facilitate learners in cooperative and collaborative learning what is written, describes that the activities undertaken are still general (not specific). in addition, in contrast to the results of questionnaires and interviews that teachers rarely use a cooperative model or discussion in implementing learning process. the other respondents tried to make lesson plan itself. in the core activities written: journal of education, teaching and learning volume 2 no 2 september 2017. page number 177-182 p-issn: 2477-5924 e-issn: 2477-4878 180  discuss two real or congruent builds through a flat-build model  teacher explains the corresponding and comparable sides  teacher explains two equally large angles of two awake and congruent builds  students are given practice questions. what written above illustrates that the learning of mathematics that occurs more dominated teachers. students only listen to the teacher's explanation and then do the exercises given. development of learning tools by teachers because the term math discourse is something new (rarely heard) by teachers, the workshop activity begins with an explanation of "what, why, and how mathematical discourse". after that, the teachers in groups were asked to make lesson plan and student worksheet reflecting the occurrence of mathematical discourse in the learning process. validation results the tools produced by the teachers are further validated by 2 (two) lecturers of mathematics education with the format of the assessment (attached): based on the format, the following presented the results of lesson plan validation especially on the aspects of mathematical discourse (points 8, 9, 10, and 11): table.2 validation results of lesson plan based on table 2 above it appears that only one group (group 4) shows lesson plan which describes the discourse well, where both validators give the same (good) value for all points. this means that most teachers in designing mathematical discourse are still just regular questions, not raising questions that describe the occurrence of debates among students to achieve an understanding of mathematical concepts. the validation results of the questions (student worksheet) in points 3.4, and 5 are as follows: table 3 results of problem validation based on table 3, it shows that the problems developed in the student worksheet tend to be less encouraging the occurrence of discourse. this is because the problems made by the teachers are still routine matters. iii. result and discussion based on the results obtained from previous exposure that the learning process of mathematics is still dominated by teachers. even if there is a conversation between the teacher and the student, the conversation is just a casual conversation, not a conversation that explores students' understanding especially through the "why?" and "how?" questions. in addition, the questions given to students in student worksheet tend to be routine. this looks good from the results of preliminary studies, as well as from the teacher-generated tools. there are several things that cause it. first, the teacher still considers that the process of teaching and learning is transferring knowledge to the students. the teacher embraces the flow of behavioral psychology wherein teaching the teacher explains the concept followed by giving examples of further questions the teacher gives a matter of exercises for students to do. such learning tends not to develop all potential students. to develop students' mathematical communication skills, should the teacher's learning process provide space for discussion between teachers and students as well as between students and students. through mathematical discourse, teachers can ask students to be involved in expressing their ideas or opinions, for example through revoicing, restate, add on, press for reasoning, and wait time. example:  "did you say ... .. is that what you meant?" (revoicing)  "can you repeat what he just said in your own word?" (restate)  "would someone like to add on?" or "what do others think about this question?" (add on)  "do you agree with his reasoning? why or why not? "(press for reasoning)  "what conclusions can we draw? (wait time) chapin, o'connor, & anderson, 2009) journal of education, teaching and learning volume 2 no 2 september 2017. page number 177-182 p-issn: 2477-5924 e-issn: 2477-4878 181 second, teachers still think that the process of learning mathematics is the process of silence (silent), without having to go through the conversation between one with another. this is seen from the results of the questionnaire item 4, that the main thing in the process of learning mathematics is that students can solve the problem quickly and correctly according to the way they are taught. in mathematics learning the main thing is understanding the concept, and one of the efforts is through conversation with each other. according to principles and standards for school mathematics (pssm) from nctm (2000) that communication is an essential part of mathematics and mathematics education because it is "way of sharing ideas and clarifying understanding. through communication, ideas become objects of reflection, refinement, discussion, and amendment. the communication process helps build meaning and permanence for ideas and make them public ". third, teachers are already in a safe zone so they do not have to bother making lesson plan let alone designing a lesson plan that contains mathematical discourse. so also with the questions given in student worksheet, no need to bother thinking about non-routine matter especially about open-ended. yet the exits in the test are mostly routine matters. iv. conclusions and suggestions based on the analysis in the previous chapter can be concluded some matters relating to research problems as follows:  the opportunities and abilities of teachers to develop productive discourse in mathematics learning so that students' communication skills are improved is that: 1. in the process of learning mathematics, teachers do lecture and question and answer methods. 2. in every math learning, there is always a conversation between teacher-students, as well as between students, but some teachers rarely use the "why" or "how" questions. 3. student worksheet used by teachers, both from publishers and homemade rarely contain non-routine questions or open ended.  the feasibility level of teacher-made learning tools that can generate productive discourse is relatively less. this is because: 1. lesson plan: as large lesson plan created by the teacher to load scenario of conversation between teacher and student, but mostly just regular questioning, have not led to the debate between one with another so that understanding becomes deeper. if any elements add on, or press for reasoning, but only slightly. the other elements have not been so visible. 2. student worksheet: most of the student worksheet created by the teacher is a matter of regular story (routine). almost no one makes non-routine questions, let alone the matter of open ended that allows the occurrence of mathematical discourse. in connection with the results obtained, it is advisable: first, the assumption of teaching is the transfer of knowledge to students need to be reviewed by the teacher to towards the development of all potential students. to develop students' mathematical communication skills, teachers need to show more moves (talk moves) in mathematical conversation scenarios, such as: revoice, restate, add on, press for reasoning, and wait time. this is expected to encourage students to engage in discussions. second, the assumption of the learning process of mathematics is a quiet process that needs to be reviewed by the teacher to get an understanding of the concept through the conversation between one another. for that teachers need to have the skills to ask questions so that students can make more courage to express opinions. third, teachers need to improve their commitment to teachers who have the ability to design lesson plan with potential mathematical discourse and student worksheet which contains nonroutine and open ended questions. with this ability is expected to occur productive mathematical discourse. references bauersfeld, h (1995). structuring the structures. in l.p. steffe & j. gale (eds), constructivism and education. hillsdale, nj: lawrence erlbaum associates. brophy, j (1999). teaching. in h. walberg (ed), educational practices series-1. geneva: international academy of education. available online at http://www.ibe.unesco.org. brown, a.l, & campione, j.c (1994). guided discovery in a community of learners. in k. mcgilly (ed). classroom lesson integrating cognitive theory and classroom practice. cambridge, ma: mit press. chapin, o’connor, anderson (2003). classroom discussion using math talk to help students http://www.ibe.unesco.org/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 177-182 p-issn: 2477-5924 e-issn: 2477-4878 182 learn, grades 1-6. sausalito ca: math solution publications. clark, k, jacob, j, pittman, m.e, borko, h (2005). strategies for building mathematical communication in the middle school classroom: modeled in profesional development, implemented in the classroom, current issues in middles level education. 11(2). 1-12. cobb, p, wood, t, yackel, e, & mc neal (1992). characteristics of classroom mathematics tradition: an interactional analysis. american educational research journal, 29 p. 573-604). cohen, e.g (1984). taking and working together: status interaction and learning. in peterson, l.s wilkinson, & m. hallinan (eds). instructional groups in the classroom: organization and processes. olando, fl: academic press. grouws, d.a, & cebulla, k.j (2000). improving student achievement in mathematics: recommendations for the classroom (report no.se 064318. columbus, oh: eric clearinghouse for science, mathematics, and environmental education. nctm (2000). principle and standards for school mathematics. virginia: nctm. peressini, d & knuth, e (1998). why are you talking when you could be listening? the role of discourse and reflection in the professional development of a secondary mathematics teacher. teaching and teacher education, 14 (1), 107-125. silver, e.a., & smith, m.s (1997) implementing reform in the mathematics classroom: creating mathematical discourse communities. in reform in math and science education: issue for teacher. columbus, oh: eisenhower national clearinghouse. stein, m.k, smiths, m.s, henningsen, m.a, & silver, e.a (2000). implementing standardsbased mathematics instruction. new york: teacher college press. whitenack, j & yackel, e (2002). making mathematical arguments in the primary grades: the importance of explaining and justifying ideas. teaching children mathematics, 8(9), 524-527. yackel, e & cobb, p (1996). sociomathematical norm, argumentation, and autonomy in mathematics: journal for research in mathematics education, 27, 458-477. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 73 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the designing of a learning theory to promote a classroom pedagogy for moodle self-directed learning yeyisani evans makhubele1, judah paul makonye2 1) university of mpumalanga, south africa e-mail: yeyisani.makhubele@ump.ac.za 2) university of witwatersrand, south africa e-mail: judah.makonye@wits.ac.za abstract. the higher education institutions across the world have changed their teaching and learning methods due to the covid19 pandemic. they are now using different learning management systems like moodle. the implication of the sudden transition to online learning is that students now have to become more independent, and self-directed in their learning. the aim of this paper is therefore to develop a moodle (modular object oriented dynamic learning environment) self-directed learning theory. it explores some of the learning aspects related to the development of students towards moodle self-directed learning and proposes a framework of skills that lecturers and teachers can use as a guide to increasing student responsibility. this study is situated within the theory of instrumental genesis (ig). the researchers employed the design-based research method when developing this learning theory. the process of developing this learning framework involved a literature review of moodle and self-directed learning theories. the study of the learning theories revealed various moodle and self-directed perspectives which were used to develop this learning theory. the outcome of this study is a learning theory that will hopefully promote self-directed learning within the context of moodle teaching and learning. keywords: autonomous; moodle; learning theory; self-directed learning i. introduction the higher education institutions across the world have changed their teaching and learning methods due to the covid19 pandemic. there is a paradigm shift in the way lecturers deliver quality education. they are now using different learning management systems as powerful media of learning and as a mode of deliverance to maintain both positive educational outcomes and keep students safe and healthy. online learning therefore became a lifeline for institutions of higher education during this covid 19 pandemic era. students have to become engaged in online learning, which requires a high level of self-directedness. the response to this challenge can be to develop selfdirected learning theory which will assist students to become self-directed learners. the sudden transition to online learning has shifted from lecturers to students (hong et al., 2021). the implication of the sudden transition to online learning is that students can no longer follow a well-coordinated, structured learning schedule that is guided and supervised on campus; rather, online learning. students now have to become more independent in their learning. independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (sdl). the covid-19 pandemic has therefore necessitated the use of student centred and self-directed learning teaching and learning strategies because classes are now conducted online. students are now expected to be self-directed learners. sdl has to do with students’ readiness or willingness to learn independently, which consists of components of attitudes, abilities, and personal characteristics and is responsible for their own learning outcomes (bhandari et al, 2020). sdl is now used as a benchmark to measure the students’ achievement of learning outcomes. one of the most used lms to deliver online teaching and learning at universities is moodle (cabero-almenara et. al, 2019). djamel and mohamed (2021) argue that moodle is a popular open-source learning management system that delivers a set of learner-centric tools and collaborative learning environments that empower both teaching and learning. moodle builds the tools into an http://creativecommons.org/licenses/by-nc/4.0/ mailto:yeyisani.makhubele@ump.ac.za mailto:judah.makonye@wits.ac.za journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 74 interface that makes the learning task central. it is built on social constructionist pedagogy, including the tools that are required in an online learning environment. the use of moodle has become a critical teaching and learning tool all over the world and its impact on curriculum delivery cannot be over-emphasised (mthethwa-kunene & maphosa, 2020). the objective and significance of the study the ultimate goal of this study is therefore to design a moodle learning theory that can help promote self-directed teaching and learning. the findings will therefore inform the development of a generic ict teaching theory that will promote moodle self-directed teaching and learning. it is hoped that the theory will be used to bring about a paradigm shift in the universities approach towards selfdirected teaching and learning using moodle. this study is timely as online learning has become increasingly popular in this era which is plagued by the covid 19 pandemic. university students are expected to be self-directed in their studies (dresel et al., 2015). developing a learning theory that promotes self-directed learning within an online context will therefore assist in fostering self-directed learning, assist students in becoming self-directed and lifelong learners for the 21st century (du toit-brits, 2020). ii. methodology this study is underpinned by the design-based research approach. according to anderson and shattuck (2012), a design-based research approach is a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among a researcher and practitioners in real-world settings and leading to contextually sensitive design principles and theories. the goal of design-based research is therefore to design and develop interventions (e.g., programs, teaching and learning strategies, materials, systems) to solve complex problems (stemberger & cencic, 2014). the design-based research approach is appropriate for this study, as the aim is to bridge the gap between theory and practice by designing and developing a moodle mathematics learning framework which will promote mathematics self-directed learning. this study is informed by the theory of instrumental genesis (ig). this theory fits in well with the designed framework because it does not only deal with the integration of technology in the classroom, but also, being derived from the work both of vygotsky and of piaget, has links to socio-cultural approaches (rabardel 2002). the researcher collected data by reviewing literature from both moodle and self-directed theories. this includes amongst others the self determination theory (cockerill, 2014); learner autonomy framework, (reinders, 2010); self regulation theory (bandura, 1977); the technological pedagogical content knowledge (tpack) teaching framework (mishra & koehler, 2006) and (schmidt et al. 2009); the unified theory of acceptance and use of technology (utaut) teaching model (venkatesh, morris, davis, & davis 2003). the review looked at the theories which, on the one hand, reflects the same or a similar teaching-learning value system as that embodied in moodle and self-directed learning but can, on the other hand, provide it with a stronger pre-theoretical and theoretical underpinning, that is, a stronger transcendental system that explains the existence of the theory and its application. these theories were analysed to identify those aspects, principles and characteristic which help promote self-directed learning. the researcher used these to design a moodle self-directed learning theory. iii. results and discussion the main aspects of the moodle self directed learning theory in this section the researchers present and discuss the design of a moodle learning theory to promote selfdirected learning. figure 1 graphically illustrates the moodle self directed learning theory (msdlt) that emerged from this study. the building blocks of this learning theory are online computer literacy prior knowledge, the usability of moodle, the sdl perspectives which guide the self-directed learning process, the behavioural indicators of the sdl learning process, and the outcomes of the self-directed learning process. journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 75 figure 1 the moodle self-directed learning theory. online computer literacy prior knowledge moodle usability evaluation attributes learnability operationability efficiency satisfaction sdl perspectives (principles) process personal attributes context learning process (tpack) incidental self‐directed learning teaching students to think independently mathematics self‐managed learning mathematics self‐planned learning behavioural indicators of sdl ownership of learning selfmanagement self-monitoring outcome auto didacy self‐directed learning cognitive moodle sdl behavioural moodle sdl self-efficacy moodle sdl affective moodle sdl journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 76 online computer prior knowledge prior knowledge is the knowledge the student already has before they meet new information. the study by butcher and sumner (2015) found that many university students begin their online programs with limited knowledge of computers but quickly find themselves immersed in the use of technology for learning and communication. this is really overwhelming for them. according to o'donnell et al., (2014), the students’ computer prior knowledge is important because it influences students’ online learning behaviors and has a bearing on the relationship between these behaviors and students’ eventual online learning skills outcomes. the rationale for why online prior knowledge plays a strong role in online learning can be drawn from research and theory in cognitive psychology. relevant prior knowledge forms a framework for incoming information, allowing new materials to be integrated into a flexible knowledge representation that can be transferred to new situations (hixon et al., 2016). without a conceptual framework of prior knowledge into which incoming information can be integrated, students typically focus on memorising isolated facts that can be recalled but cannot be applied outside of the context in which it was learned. according to butcher and sumner (2015), a common problem faced by lecturers in online education at universities is that students lack important online computer prior knowledge. the study by shen et al., (2013) found that the number of online courses taken previously by a student was related to their online learning self-efficacy. specifically, they found that students with more extensive prior online learning experience demonstrated higher self-efficacy to complete an online course and collaborate with other students on academic tasks. related to this, a study by wang et al., (2013) also found that students who have taken online courses previously utilized more effective learning strategies in their online courses. further, students who used more effective learning strategies also demonstrated increased motivation for their online coursework. these findings suggest that students with prior online learning experiences are better suited to complete their online courses successfully. not only are students with prior experience more likely to be successful learners, but they also experience benefits in the affective domain of learning such as better attitude and satisfaction with their courses (wang et al, 2013). these findings suggest that students who have more extensive prior online learning experience are better prepared to be successful, have more confidence in their ability to be successful, and thus tend to have more favorable views of online learning. also, the study by butcher and sumner (2015) found that students with more extensive online experience (those who have taken seven or more online courses) differed in their ratings of items related to clear expectations for interaction and ease of navigation. in general, those with more online experience rated these items as more important than online learners with less experience. prior knowledge is thus likely to have strong effect on students’ behaviors and strategies when engaging in online learning tasks. some other studies have indicated that previous online learning experience may be a significant factor in future online courses outcomes. haverila (2011) found that prior learning experience was a significant contributor to learner's perceived efficiency of online learning and learner productivity, although this study was limited in that it only looked at one online undergraduate course. more recently hachey et al., (2014), looking at 129 online courses in a large, urban community college, found results that show that prior online course experience is strongly correlated with future online course success according to butcher and sumner (2015), prior knowledge is regarded as a predictor of online learning behaviours, and it links with the students’ zpd (see figure 2). vygotsky (1979) defines the zone of proximal development as ‘the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. zone of proximal development (zpd) is one of the most highlighted concepts of lev vygotsky’s work, implying the potential level an individual could attain with the aid of other competent individuals. the goal of education in vygotsky’s study is to ensure students are placed in their own zpds as much as possible by presenting intriguing tasks, meaningful learning experiences, and problems that are of certain difficulties and this requires assistance from capable peers and facilitators. vygotsky believed that when a student is in the zpd for a particular task, providing the appropriate assistance will give the student enough of a boost to achieve the task. zone of proximal development what is known skills too difficult for a child to master on his/her own, but can be done with guidance and encouragement from a knowledgeable person what is not known figure 2 the zone of proximal development (zpd) this learning theory conceptualises that for students to be truly online self-directed, the starting point should be what is known by students, their abilities, and capabilities. their online prior knowledge should be the foundation upon which their online education is based. students’ online education should also be on the students’ zpd. this learning theory designed thus considers the students’ zpd and prior knowledge as a starting point for moodle self-directed learning. the starting point is the student and his or her actions. the researchers argue that these actions can be encouraged, modelled and monitored by the lecturer. within the zpd, moodle should then be used as a technological mediation tool that mediates the process of learning journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 77 learning to achieve self-directed discovery learning. moodle becomes a mediator to enable students to continuously challenge themselves in order to facilitate new knowledge based on experiential and collaborative efforts. moodle usability evaluation attributes the international organization for standardization defines usability as the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of user (iso 1988). according to capece and campisi, (2013), usability attributes primarily focus on how to use moodle. moodle usability attributes help to apprehend how effective and usable moodle is for being used for teaching and learning (navimipour & zareie, 2015). the usability attributes therefore help with the moodle navigation skills which assist students to find the information they're looking for with ease. nielsen (1994) argues that usability increases learnability which in the world of online learning, refers to the ability of users to effectively learn and retain the skills and knowledge. moodle usability attributes which assist students include moodle perceived usefulness (mpu) and moodle perceived ease of use (mpeou). moodle perceived usefulness (mpu) indicates “the degree to which a student believes that the use of moodle will improve his/her performance” (davis, 1989). mpu is defined as “the extent to which a student believes that using moodle will enhance his or her performance. pu can be a strong determinant of intention to use moodle” (jonas & norman, 2011). the usefulness of a moodle in teaching is closely connected to how the lecturers can use the moodle to engage students. the usefulness of moodle is the most important factor to conceptualize the quality of learning and teaching in university setting. lecturers and students will adapt to moodle teaching system if it helps them in achieving their purposes. perceived usefulness is also impacted by perceived ease of use. moodle perceived ease of use (peou) refers to the “degree to which a student believes that the use of a moodle will be uncomplicated” (davis, 1989). mpeou is defined as “the extent to which a student believes that using moodle will be relatively effortless” (jonas & norman, 2011). in this learning theory, usability is defined in terms of learnability, operationability, efficiency and satisfaction. according to esgi (2013) usability of e-learning systems influences the way students performs in an online learning. if usability of online learning system is bad, students fail in their attempt to use the system. below are the four characteristics of usability evaluation which contributed to the development of this framework (esgi, 2013): 1) learnability: concerned with how easy is it for students to accomplish basic tasks the first time they encounter the design when using moodle. if students find moodle is easy to learn; it will make it easier for them to develop mathematics problem solving skills without constant coaching throughout the session. 2) operationability: concerned with the ability of the students to perform the functions of moodle. this is an important factor in the user friendliness of moodle. this will promote mathematics self-directed learning. 3) efficiency: this is about how quickly students can they perform tasks once they have learned to use moodle. in mathematics teaching, this may result in a high level of productivity. 4) satisfaction: concerned with how pleasant it to use moodle. in terms of mathematics learning students should enjoy using the software and be satisfied with their time spent to achieve self-directed learning. perspectives on self-directed learning this learning theory incorporates garrison’s threedimensional model of sdl. garrison’s model of sdl involves the personal attributes as well as a learning process as the perspectives of sdl and the learning context (garrison, 1997). 1) personal attributes: an attribute is defined as a quality or characteristic of a person. personal attributes refer to students’ motivations for and capability of taking responsibility for their learning when using moodle (deci & ryan, 2012). personal attributes therefore refer to learners’ motivations for and capability of taking responsibility for their learning. it also includes the use of resources and cognitive strategies. these personal attributes/ characteristics of learners in a specific learning context, together with their prior knowledge of the content area and prior experience with the learning context affects the learning outcome. personal attributes involve all the characteristics students bring to a specific learning context together with their prior knowledge of the content area and prior experience with the learning context. all individuals are capable of self-directed learning, but the degree of development varies due to their individual differences, including learning motivation, self-efficacy, self-esteem, conscientiousness, openness to experience, even intelligence. the study by cazana and schiopca (2014) did a correlation and multiple regression analyses to examine the relationship between personality traits and students’ self-directed learning. the results revealed that selfdirected learning and personality traits are correlated. students’ personal attributes therefore have influence on self-directed learning. 2) processes: processes refer to students’ autonomous learning processes (deci & ryan, 2012). these processes include planning, monitoring, and evaluating one’s learning. these processes promote self-directed learning and independent thinking. they also enhance journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 78 problem solving skills. students’ autonomy is primarily manifested in the process of planning, monitoring, and evaluating one’s learning (deci & ryan, 2012). the goal of sdl is to help students to develop autonomy in the learning process. simply, autonomous learners refer to the learners' ability to do work independently without other's direction. in the moodle learning scenarios, where the structure of the curriculum is online, students have more flexibility in deciding when, how, and with what content and activities they engage (milligan & littlejohn, 2014). this flexibility requires students to monitor and adjust their behaviour and actions concerning the specific learning context. students are aware of their learning responsibility in themselves instead of an external source, such as a teacher (demir & yurdugül, 2015). a self-directed learner tends to actively engage in the learning processes, such as acquiring information, planning and evaluating the learning activities. active learning strategies can increase students’ participation and improve the learning process and performance (freeman et al., 2014; yilmaz, 2016). 3) context: context refers to all the environmental factors and how those factors impact the level of self-direction provided to the student. this includes both the instructional design elements and support elements. design elements include the resources, structure and nature of the tasks in the learning context. these resources could be embedded in the specific learning context and could be designed by the instructor as instructional support. similarly, the specific learning context may decide on the structure of the course. the support can come from the instructor’s feedback or peer collaboration and communication. learning process: moodle and sdl according to gibbons (2002), there are various phases in sdl and these phases start as a low degree of self‐direction to the highest degree of sdl. the first phase is called incidental self‐directed learning: this involves the occasional introduction of sdl activities into courses or programs that are otherwise teacher‐directed. the second phase is teaching students to think independently. the programmes introduced by the lecturer need to emphasise the personal pursuit of meaning through exploration, inquiry, problem solving and creative activity. the third phase is self‐managed learning: courses or programs presented through learning guides that students complete independently. the fourth phase is self‐planned learning: courses or programs in which students pursue course outcomes through activities they design themselves. self‐directed learning is the fifth phase. this involves courses or programs in which students choose the outcomes, design their own activities and pursue them in their own way. behavioural indicators of sdl lecturers to recognise the behavioural indicators of sdl in order for them to encourage sdl amongst their students. deci and ryan (2012) identify ownership of learning, self‐management and self‐monitoring and extensions of learning as the most notable behavioural indicators of sdl. these behavioural indicators can help lecturers monitor whether their students are engaging in sdl activities. this may in turn serve as useful information when planning instructional strategies. 1) ownership of learning: ownership of learning has to do with personal responsibility. brockett and hiemstra (1991, p. 27) argue that personal responsibility is the ‘cornerstone of self‐direction in learning’. students who take personal responsibility in learning have ownership of their learning. they are capable of setting their own learning goals and accept the consequences of their thoughts and actions. students should therefore identify, determine and articulate their own learning goals and develop a sense of ownership of learning. 2) self‐management: deci and ryan (2012) use the term self‐management to describe the aspect of behavioural task control relating to management of learning activities. self-management on self-directed learning is a process to manage oneself to achieve the desired goals. managing ourselves is very difficult if not balanced with planning, continuous implementation, and self-evaluation. the steps in self-management are growing self-motivation, planning detail activities, doing continuous activities, and evaluating the obstruction that occur during the activity. students should develop the ability to manage of external tasks and resources. they should also develop the ability to make sound decisions, self‐plan and self‐manage their time, students should continuously and critically reflect on their learning and initiate gathering of feedback from teachers and peers to achieve their learning goal. this is a recipe for selfdirected learning. high level of self-management is important in sdl and students need to adopt different strategies in dealing with various problems and challenges. 3) self‐monitoring: according to deci and ryan (2012), self‐monitoring focuses on both cognitive and metacognitive aspects of learning, which are internal to the students. cognitive processes (e.g., thinking, making meaning of the information, and integrating new knowledge into existing knowledge structure) are necessary in all learning processes. metacognition refers to thinking about thinking or learning to learn, journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 79 which is related to learner’s ability to reflect on their learning. this aspect of sdl is close to self‐regulated learning. for this reason, deci and ryan (2012) suggest regulating one’s learning by self‐observing, self‐judging and self‐reacting to the learning tasks and performance. even though self‐monitoring involves internal cognitive processes, external factors such as feedback from the teacher or others can influence a learner’s reflection. students should therefore develop skills are that will help them to meet the challenges they set for themselves through self-monitoring. outcome the ultimate outcome of any self-directed learning is autodidaxy. autodidaxy means self‐teaching. it involves learning situations where students control the choice of what to learn, where to learn, how to learn, and how to evaluate learning. lecturers should play the critical role of motivating students to initiate learning challenges and helping them to develop their competency in managing and monitoring their learning which will lead to autodidaxy or self‐teaching. according to asiri and shukri (2020), a highly selfdirected student is an autonomous learner, who believes his/her own efforts can cause his/her behavioral changes, similar to the learner with a high level of internal locus of control. they further argue that a student with a high level of internal locus of control believes that he/she has control over the external events which can affect his/her learning behavior. a highly self-directed autonomous student therefore exhibits initiative, independent persistence in learning, accepts responsibility for his/her own learning, is capable of self-discipline, and open to learning opportunities. he/she has the ability to choose what has value, to make choices in harmony with self-realization. students should therefore be encouraged to do more independent work so as to be autonomous. previous research indicate that learning environments have an impact on cognitive, behavioural, affective, and selfefficacy aspects of learning (peerapolchaikul et al., 2019; bhat m.a. et al., 2016; stephan et al, 2019 ). in moodle teaching and learning, one of the indications that selfdirected learning has been achieved is the acquisition of online cognitive skills, online behavioural skills, online affective skills, and online self-efficacy skills. the outcomes of students’ self-directed learning are manifested in these skills. self efficacy in moodle learning is an important factor for student participation and performance in moodle learning. it is important for students to be confident in their technology skills because moodle courses are being taught online. according to peerapolchaikul et al., (2019), self efficacy is an important factor in understanding the frequency and success with which individuals use moodle for self-directed learning. a highly self-directed learner believes he/she has the ability implement his/her own plan and persist to accomplish the achievement. self-efficacy can therefore help predict students’s performance accomplishments both directly and indirectly through its influence on self-set goals. cognitive skills should also be manifested in the outcomes of students moodle self-directed learning. cognitive skills are mental skills used in the process of acquiring knowledge, the manipulation of information, reasoning, and problem-solving (bhat m.a. et al., 2016). the study by meza-fernández and sepúlveda-sariego, (2017) found that moodle promotes cognitive learning. cognitive learning is a type of learning that is active, constructive, and long-lasting. it engages students in the learning processes, teaching them to use their brains more effectively to make connections when learning new things. studies have shown that cognitive skills are a determining factor of an individual’s learning ability, in essence, when cognitive skills are strong, learning is fast and easy (bhat m.a. et al., 2016; pentaraki & burkholder, 2017). according to these studies, when cognitive skills are weak, learning becomes a challenge. cognitive skills go beyond basic observation of facts and memorisation, they help students to be evaluative, creative, and innovative, which increases their self-directed learning cognitive learning has some educational benefits. it improves comprehension and encourages students to take a hands-on approach to learning. this allows students to explore the material and develop a deeper understanding. it helps develops problem-solving skills. the cognitive learning helps students build transferable problem-solving and study skills that they can apply in any subject. one of the skills to be achieved by online self-directed learning in moodle learning is good online behaviour. lecturers should create a positive environment, which dovetails nicely with developing positive behavior management in the online classroom. to promote good online behaviour, lecturers should clearly state the goals and objectives of modules and lessons. by explicitly stating the learning objectives and goals of the lesson, the students can map out in their mind what they need to accomplish during the class time. if they start to detour from the main objectives, it helps to restate them and gently remind them of the goals. the lecturer should also define your behavioral expectations. all students know the rules in a regular classroom, but they aren’t quite sure what to expect in this new virtual world. the lecturer should clearly state the rules for positive behavior management in the online classroom. online learning environments have an impact on affective aspects of learning. online classes, by their very nature as distance learning experiences, present barriers to student engagement and learning. these barriers are a primary reason that we see low student engagement and higher attrition rates in online classes ( stephan et al., 2019). emotions are a powerful tool to fight for online student attention, engagement, and persist ence. when students are stressed, overwhelmed, or excited, they often act out, disrupting activities or disobeying rules. when they understand how their emotions drive their behavior, however, they can express how they feel in more acceptable journal of education, teaching, and learning volume 7 number 1 march 2022. page 73-82 p-issn: 2477-5924 e-issn: 2477-8478 80 ways. self-awareness and self-management are key to managing emotions; the former helps students recognize their emotions, and the latter helps them regulate their emotions. students who have these two skills are able to recognize their strengths, develop a growth mindset, control impulses, and set goals, according to understood. this learning theory is recommended for moodle teaching to promote self-directed learning. iv. conclusions this study has addressed issues surrounding moodle selfdirected learning. the study particularly focused on designing a moodle self-directed learning theory for a formal educational context and specifically aimed to students to work independently and be autodidacts. the research questions were as follows: what are the core aspects and characteristics (principles) of moodle teaching and learning in a formal educational context? which of these core aspects and characteristics will promote selfdirected learning? to be able to answer the research question and designing a moodle self directed learning theory, the researchers did an extensive literature review on moodle and self-directed teaching and learning. the study found the following key elements and characteristics to be crucial to a moodleselfdirected learning theory: the students’ prior knowledge, moodle usability evaluation attributes, self-directed learning perspectives, learning theories and behavioural indicators of self-directed learning. the theory advocates that the successful implementation of moodle towards self-directed learning is informed by the moodle usability evaluation attributes which will stimulate and trigger self-directed learning. self-directed learning is best achieved within a rich learning process through either the tpack or utaut teaching frameworks. self-directed learning will manifest itself within the behavioural indicators of sdl. the outcome of such a learning process is auto didacy. the structure of this framework clearly shows that developing self-directed learning is a lengthy process and its successful implementation will therefore depend, to a large extent, on the persistence of the lecturer in assisting students to understand the dynamics and principles of self-directed learning. uys and citanda (2020) argue that it is not realistic to expect students to take responsibility for their learning from one day, or even month, to the next. autonomy develops gradually and is a mindset that calls for certain skills, not the other way around. the overall classroom atmosphere needs to value and encourage reflection and the students’ own views and roles in the learning process (voskamp, kuiper, & volman, 2020). this learning theory will help in the satisfaction of the students’ needs for self-determination and autonomous learning. this is at the heart of this learning theory as shown in figure 3. figure 3: the mechanism of developing learner autonomy the researcher argues that this framework will help satisfy the students’ basic needs for autonomy, competence. their motivation and learning behavior will be more selfdetermined. this will then their behavioral regulation will change from introjection into identification which will lead to self-directed learning. the researchers’ view is that this will then motivate and empower students to move along the student autonomy continuum progressing from being dependent to being autonomous and independent. this will then translate to self-regulated and autonomous learning which will ultimately contribute to better academic achievement of moodle self-directed learning. further research needs to determine how best to use this learning theory to promote self-directed learning in line with the current theories of classroom and lifelong learning. technology is evolving rapidly and each student is unique. supplementary research is therefore needed to determine how best to adapt this learning theory to other educational contexts and how best to can cater for the individual needs of students. acknowledgment we would like to thank the university of mpumalanga in south africa for funding this study. references anderson t., & shattuck, j. 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(2016). knowledge sharing behaviors in elearning community: exploring the role of academic self-efficacy and sense of community. computers in human behavior, 63, 373–382. http://dx.doi.org/10.14221/ajte.2010v35n5.4 https://www.frontiersin.org/people/u/680606 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 218-224 p-issn: 2477-5924 e-issn: 2477-4878 218 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. a foucauldian discourse analysis on news reports addressing high school student enrolment zoning policy arima renny dayu putri 1) , markus budiraharjo 2) 1) universitas sanata dharma, yogyakarta, indonesia e-mail: rimarenny@gmail.com 2) universitas sanata dharma, yogyakarta, indonesia e-mail: markbudi@usd.ac.id abstract. empirical studies drawn from a foucauldian discourse analysis suggest the complexity of policy implementations. policy construction and implementation involve a set of different stakeholders, causing many competing agendas from different bodies to interfere with the processes and making policy outcomes highly unpredictable. this study was set to investigate how high school student enrolment zoning policy in indonesia was represented in major online daily journals, specifically during the two months of june and july 2019. the latest enrolment zoning policy has been considered to be too disruptive among both parents and schools. utilizing a discourse analysis, this paper attempted to reveal what issues were addressed and what agendas or powers were contested. in this discourse analysis, it is found that the three online journals as the resources of the study were not strong enough in presenting the news. all of them have not discussed the student’s aspect as the implementer of the zoning policy. keywords: student enrolment zoning policy; discourse analysis; foucauldian perspective i. introduction starting in 2018, students’ enrolment zoning policy has become a major policy framework that brings much controversy. it is through this policy that public schools are mandated to prioritize the enrolment of students living nearby, no matter what they are. it means that public schools can no longer discriminate against those having poor academic performance. issued by muhadjir effendy, the indonesian minister of education and culture (2014-2019), it clearly states the mandate: the government mandates all public schools, namely elementary schools, junior high, and senior high schools to prioritize their educational services to their neighbouring areas (education and culture ministry, 2018). this policy has become a mandatory order for all public grade schools to follow. it is through such a policy that all public primary schools, junior high schools, and senior high schools cannot reject students with poor academic performance if they live within the zoning area. it is worth noting that this policy does not apply to private schools and public vocational schools. as stated in the regulation, the implementation of the student enrolment zoning policy was based on four considerations. first, it is intended to minimize traffic jams during rush hours. second, since schools are considered to be community-based, the policy is believed to enhance the integration of school and community. third, this new policy is set to create a less homogenous community in the school. it is believed that making the class more heterogenous will create a better quality of teaching and learning. last, a huge demographic shift, in which heterogeneity is met, is seen as a laboratory for unity in diversity. through this mandatory policy, schools have to accept all their students who live nearby the schools. zoning policy in education has been implemented in some countries. mcculloch (1991) studied the zoning policy in new zealand. he found that there was a significant change in the character and function of secondary school zoning. the previous objective of school zoning had changed from one of balancing out the needs of different schools to one of emphasizing the alleged rights of parents. the school zoning system intervenes a strong role for “freedom” and a weak role for “equity” that endanger some schools in a disadvantaged area. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 218-224 p-issn: 2477-5924 e-issn: 2477-4878 219 zoning policy for student enrolment has been in place for almost two centuries. mann (1868), one of the most prominent founders in the educational system in the us in the 19 th century, established a system of zoning enrolment. since 1855, public schools have been financed by taxpayers in certain districts. affluent communities will certainly gather more taxes, which will provide more facilities and better pay for teachers. in short, after almost two centuries in place, the zoning policy had created segregations among communities and races. affluent communities of white european origins stay in high-end districts. communities that house african-american families and south-american origins are more likely to be lower in terms of economics, making schools in those districts suffer from shortages and facilities. in indonesia, the student enrolment zoning policy, which was formally initiated in 2018, has inevitably brought some controversies. it has been considered to be too disruptive among both parents and schools. this policy showed a very significant result in education in indonesia because it has involved many education stakeholders, government and its policy, and stakeholders, teachers, students, and students’ parents, as reported in some newspapers. a case in point, a news report published in jawapos.com (july 5 th , 2019) informed that there were some students and students’ parents who conducted a demonstration to refuse the implementation of students’ enrolment zoning policy. the reason for conducting the demonstration was a point of view that zoning policy has not been suitable to be implemented in north kalimantan. furthermore, ubaid matraji from “koalisi masyarakat sipil peduli pendidikan” mentioned on jawapos.com on july 15 th , 2019 that zoning policy was not suitable for every part of indonesia. in this case, ubaid argued that students’ enrolment zoning policy should not be implemented in all areas of indonesia because some areas have different qualities of schools. this study attempts to reveal how three newspapers portrayed student enrolment zoning policy during its heated days using discourse analysis (june-july 2019). sharp and richardson (2001) discussed planning and environmental policy research which applied discourse analysis to combine text and systems of thought and action. they explored a foucauldian approach that focused on the policy processes and practices associated with specific difficult planning issues. the discussion has suggested that a foucauldian approach was in common with much research in planning and environmental policy. this relates to the complexity of the subject matter and the limited timescales under which most research was conducted. as quoted by hewitt (2009) from foucault’s ideas, there are four features of public policy as follows. first, public policy is an act of government to exercise its power to improve people’s lives. student enrolment zoning policy was taken as a remedy to persistent problems such as fair access to public schools, traffic jams during rush hours, and disparities across public schools. second, public policy is concerned with the government’s legitimacy as a governing body to maintain people’s welfare. in indonesia, students’ enrolment zoning policy was declared by the indonesian minister of education (ecm, 2018) through formal government regulation. third, public policy can be defined as a process that is dynamic, continuous, and highly complex. it involves many elements of society. policy decisions can invite the pros and cons and have unpredictable results. students’ enrolment zoning policy is dynamic because the government is accepting evaluation from the implementation and on the process to revise the rules. student enrolment zoning policy involves government and society especially students and students’ parents. in this case, it can be defined as a complex policy because the views of society are different from government goals and objectives in designing a zoning policy. fourth, actions of the state are implemented through increasingly complex sets of institutions. what is decided by the central government in jakarta will be implemented through governing bodies at provincial levels, district levels, and school levels. just like in the student enrolment zoning policy, there are plural views even across governing bodies, making the policy implementation a highly dynamic and complex enterprise. empirical studies drawn from critical discourse analysis on political news reports suggest that language choices utilized in the news reports are not neutral (zhang, 2014; hart, 2015). to clarify the objectives of the government in setting up the students’ enrolment zoning policy and the social reaction through the media, it was compulsory to conduct a discourse analysis that focuses on the implementation of school zoning policy in indonesia. this study was set to investigate how high school student enrolment zoning policy in indonesia was represented in major online daily journals, specifically during the two months of june and july 2019. utilizing a discourse analysis reflected on the foucauldian perspective, this paper attempted to reveal two research questions as follows: 1. what issues were addressed through the news reports? 2. what agendas or power were contested in the students’ enrollment zoning policy? ii. methodology in this study, the researchers used a discourse analysis that focused on foucauldian perspectives about public policymaking and implementation. as confirmed by cheek (2004), discourse analysis is a qualitative research approach that offers the potential to challenge researchers’ thinking about aspects of reality. besides, hewitt (2009) states that researchers will develop new insight by examining communication through discourse analysis. student enrolment zoning policy is the aspect of reality that is associated with many elements between the state and the society. moreover, hewitt (2009) stated that discourse analysis is a study involving communication to gain new knowledge. discourse analysis is a new approach to study policy because it analyses the changes in policy which has a relationship with the changes in society. the result of discourse analysis can broadly develop new insights (sharp & richardson, 2001). this paper discussed the journal of education, teaching, and learning volume 5 number 2 september 2020. page 218-224 p-issn: 2477-5924 e-issn: 2477-4878 220 communication between the government in designing the school zoning policy and the society involved in the implementation of zoning policy presented in news reports. the researchers explored new knowledge about the issues addressed through the news reports and the agendas or power which were contested. the data collection and analysis drew much from a french post-structuralist michel foucault, who gains popularity for his ideas on the power contestation between different agents in public policies. the researchers focused on the data gathered from three online newspapers, one was more localized by nature (i.e. krjogja.com), and two were at the national levels (kompas.com and jawapos.com). this study focused on the senior high schools’ issues in following the student enrolment zoning policy. extant research in the area suggests that critical discourse analysis has largely been utilized to unmask the ideologies discriminating the oppressed groups (ramanathan & hoon, 2015). central to foucauldian discourse analysis is the identification of news reports sources, actors involved, and ideas being contested. the data analysis included multiple readings of the data to create thematic units drawn from the empirical data gathered. iii. results and discussion a. results in total, there are fourteen news reports gathered from those three major online newspapers. the data showed three major categories of reports, namely society complaints, perceived impacts, and government responses. the researchers summarized the news in table i. the society's complaints on the students' enrolment zoning policy implementation were presented by krjogja.com and jawapos.com daily online newspapers. meanwhile, kompas daily online newspaper did not present any news on such society complaints. first, jawapos.com on july 5, 2019, reported news about a demonstration done by the people of north kalimantan because there were 500 children from the border area who did not get a school. in this case, the community considered that the students’ enrolment zoning policy was not feasible to be applied because it has not accommodated the educational needs of all indonesian students. jawapos.com added news about society complaint on july 15, 2019, which was raised by mr. ubaid, a member of kmspp, “koalisi masyarakat sipil peduli pendidikan”. he said that the zoning policy was not feasible in all regions of indonesia due to school quality gaps. on the same date, krjogja.com also covered news by formayo, mr. darma setiawan, the deputy of yogyakarta province house of representative. he argued that the implementation of the zoning policy should not lower the standard of superior schools, and the zoning policy should benefit both parties, students, and the government to improve the quality of education in indonesia. mr. dharma added that the zoning policy narrowed the opportunities for students outside yogyakarta who wanted to improve their education in yogyakarta as one of the cities of education in indonesia. another news on the same date, krjogja.com reported news by the deputy of commission x of the indonesian house of representative, mr. ir har sutan adil hendra, mm. he asserted that this zoning policy was detrimental to students who want to continue their study at a particular school. the latest news about society's complaint to the implementation of zoning policy was reported by jawapos.com on july 27, 2019. it presented news of cheating on the zoning policy which was discovered by the indonesian ombudsman. then it was also found that some students could not continue their studies. thus, it was assessed that the zoning policy has not yet been feasible because the rules could not be applied by all schools in indonesia. table i complaints from society source date actors news jawapos.c om july, 5 th , 2019 north kaliman tan society it was found that 500 students cannot continue their study because of the implementation of the wrong rules of zoning policy. jawapos.c om july 15 th , 2019 ubaid mantraji in his opinion, zoning policy is not appropriate because there were quality gaps among the schools in indonesia. krjogj a.com july, 15 th , 2019 dharma setiawa n he asserted that the equal distribution of indonesian education should not reduce the standard of superior schools. students’ enrolment should fulfill both government and society’s needs. moreover, the zoning policy was narrowing down the opportunities for students from outside yogyakarta to study in yogyakarta as an educational center in indonesia. krjogj a.com july 15 th , 2019 sutan adil hendra he asserted that the zoning policy was detrimental to the students who want to continue their education at a particular school. jawapos.c om july 27, 2019 indonesi an ombuds man the zoning policy has not been implemented well since cheating was still found and some students did not get a school. furthermore, the newspapers reported some news about the impact of zoning policy implementation. the researchers summarized the news and presented it in table ii. journal of education, teaching, and learning volume 5 number 2 september 2020. page 218-224 p-issn: 2477-5924 e-issn: 2477-4878 221 table ii zoning policy perceived impacts source date actor news kr.jog ja.com june 16 th , 2019 ipan pranashak ti and satoto endar nayono zoning policy had an impact on the psychological burden of smart students because the student equity was carried out before the equal distribution of teachers and schools. the 5% achievement path was deemed incompatible with the number of smart students in yogyakarta. komp as june 19 th , 2019 students’ parents they found their children demotivated. their children have studied hard and produced good results, however, they must be displaced by other students who were closer to the intended school. komp as june 24 th , 2019 students’ parents there were some complaints from students’ parents who have good grades children but they were displaced by other students who were close to school. jawapos .com june 27 th , 2019 society society felt confused about the zoning division. first, krjogja.com on june 16, 2019, reported news by the members of yogyakarta society forum, ipan pranashakti, and satoto endar nayono. according to both members of the yogyakarta society forum, zoning policy created a burden to smart students in yogyakarta because the government failed to create fair educational systems across different schools. they also added that the government should consider the percentages of the achievement path. the 2019 policy mandates that only 5% is merit-based. meaning to say, the number of students with academically outperforming quality was very limited, i.e. 5% of the new students. it was used to balance with the number of smart students in yogyakarta. furthermore, on june 19, 2019, kompas reported complaints from parents about disappointment with the zoning policy implementation. they argued that the zoning policy had discouraged their children from learning. the zoning policy prioritized the closer house-to-school distance first and followed by students’ scores. moreover, on june 24, 2019. kompas also produced the same news, which was about parents who felt the displacement of their children by other students who were closer to school. besides, jawapos.com on june 27 th , 2019 reported news by the voice of the community that society was confused by the area rules of zoning policy. the three newspapers krjogja.com, kompas, and jawapos.com also presented news containing responses and information from the government about the rules and benefits of the zoning policy. a summary of the government's responses was presented in table iii. table iii government responses source date actor news krjog ja.com june 23th , 2019 muhadjir effendy, minister of education and culture defending the policy, i.e. achievement paths have been correct. announcing that the policy has become a presidential decree komp as june 24 th , 2019 muhadjir effendy explaining the purpose and importance of the zoning policy komp as june 24 th , 2019 muhadjir effendy responding to public complaints about the implementation of the zoning policy. confirming the local government’s pivotal role in regulation enforcement. komp as june 26 th , 2019 muhadjir effendy reaffirming the function of zoning policy as well as for the development of education in indonesia. komp as june 26 th , 2019 teachers’ voice expressing the unjust impacts, i.e. the equal distribution of students in the zoning policy would be beneficial for teachers to activate their agencies to create intelligent students. jawapos .com june 29 th , 2019 rami ramlan supporting the zoning policy for its well-intended outcomes. blaming parents for rejecting the policy. krjog ja .com july 1 st , 2019 muhadjir effendy explaining the revision of students’ enrolment in 2019 which had focused on the area and student manipulation. mind-set shifts: students’ parents to change their mind about favorite schools. jawapos .com july 5 th , 2019 the head of north kalimantan' s office of education and culture claiming the implementation was good. solutions for problems are always available. jawapos .com july 15 th , 2019 indonesian minister of education presenting the evaluation of students' enrolment in 2019 so that it can run better next year. jawapos .com july 16 th , 2019 surabaya mayor claiming that all schools are equal in quality. every student has to be enthusiastic in learning wherever schools they study. journal of education, teaching, and learning volume 5 number 2 september 2020. page 218-224 p-issn: 2477-5924 e-issn: 2477-4878 222 source date actor news krjog ja.com july 21 st , 2019 muhadjir effendy affirming the function of the zoning policy to solve educational problems in indonesia. jawapos .com july 27 th , 2019 muhadjir effendy ensuring that in the future the zoning policy would be strengthened by a presidential regulation so that the goal of zoning policy in the form of equitable education could be successful. from three newspapers as the sources of this study, 12 reports were containing the positive responses of zoning policy implementation. the news came from the planners, implementers, and supporters of the zoning policy in indonesia. all three newspapers have raised news about the importance of the zoning policy that was designed and implemented in indonesia to improve education in indonesia. besides, the newspaper also published news that strengthened the importance of zoning policy. first, krjogja.com on june 23, 2019, presented news that zoning policy had been submitted as a presidential regulation. second, kompas published june 24, 2019, reported that mr. muhadjir effendy as the indonesian education minister had ordered the local government to improve the quality of schools. third, on june 26, 2019, kompas drew the opinions of some teachers who supported the zoning policy. followed by jawapos.com on june 29, 2019 also published news from the chairman of teachers association, mr. ramli who stressed the importance of zoning policy to improve the agency of teachers in indonesia. furthermore, jawapos.com on july 5, 2019, published news about the solution for the north kalimantan students who had not yet got a school. then, mr. muhadjir effendy through jawapos.com on july 15, 2019, stated that he always revised the zoning policy regulations so that it would run better. moreover, jawapos.com added the mayor of surabaya's point of view about schools' condition concerning the zoning policy on july 16. she encouraged students through a statement that all schools are favorite schools. the last very strong news was presented by jawapos.com on july 27 that zoning policy had been submitted as a presidential regulation so that it would get strong legal requirement. b. discussion 1. the issues were addressed through the news reports empirical studies on news reports (e.g. zhang, 2014; hart, 2015) suggest that the language of news reports tends to endorse those in power, while remain to appear just to all society members. the news raised in the three online newspapers strongly suggests euphemistic reporting, to lessen the tensions among related parties in the field. a case in point, three newspapers namely krjogja.com, kompas, and jawapos.com as the sources of this discourse analysis study formulated both information from society and government concerning zoning policy implementation in a delicate balance. the jawapos.com and krjogja.com newspapers presented three news categories, namely the society complaints, the impact of the zoning policy, and the government's response. while the kompas newspaper presented 2 types of news only, namely the impact of the zoning system and the government's response. jawapos.com and krjogja.com compiled the news by describing the names of community leaders who took part in the zoning policy complaint, whereas kompas took the viewpoint of students' parents and the government only. unfortunately, all newspapers did not show the news from students as the recipients and implementers of zoning policy. the three newspapers as the sources of this study presented warm or negative situations in the implementation of the zoning policy. so the readers knew the sustainability of the zoning policy implementation that was not following its objectives. these news reports can also cause the level of worry in the community to arrange their children's education in the future. through krjogja.com, kompas, and jawapos.com mr. muhadjir effendy as indonesia's minister of education has repeatedly emphasized the goals or vision of the zoning policy. the positive responses were beneficial to balance conditions in the community and make people aware of the importance of education improvement in indonesia. apart from that, presenting news about the purpose of the zoning policy can be useful to remind the public about the importance of the process of implementing the zoning policy. every student in indonesia must have the same rights and obligations in education. the news packaging model that showed society's complaints, negative impacts, and positive responses from the government were useful to balance the news. therefore, indonesian people as readers and implementers of the zoning policy will have good consideration about their children's education. 2. the agendas or power were contested in the students’ enrolment zoning policy through discourse analysis using three newspapers as the sources, it was found that the packaging of news did not present the voice of the most influenced by the regulation itself. first, jawapos.com and krjogja.com presented the voices of community leaders in the complaint news category. interestingly, kompas did not raise the voice of community leaders and did not present the news society complaints. one of the most widely-read national newspaper, kompas appears to take a soft side, avoiding a tricky situation by avoiding sensitive news reports that may cause the authority to lose face. policy framework in a democratic society requires a contesting space played by respective discourse community members. however, kompas fails to embrace the different community members to be raised, such as the voice of community leaders. community leaders’ voice is arguably a significant contributor to allow the policy to be appropriately tested and contested to create wider subscriptions among the society members. in this discourse analysis study, it was journal of education, teaching, and learning volume 5 number 2 september 2020. page 218-224 p-issn: 2477-5924 e-issn: 2477-4878 223 found that kompas never included the voices of community leaders so that the power of the news presented by kompas did not have a large influence on zoning policy. furthermore, the three newspapers in this study did not present the voices of students who were recipients and implementers of the zoning policy. indonesia has a very wide area so it also has many students as well. from the perspective of community representatives listed in the news summary above, the distribution of school quality was not evenly distributed so there were gaps between schools around indonesia. in this case, students were the victims of the zoning policy implementation. so it is important to know the students' voice toward zoning policy implementation. as confirmed by arsanto and budiraharjo’s (forthcoming) research about students’ demotivation as the impact of zoning policy implementation that the students feel demotivated because of a classroom environment. the diversity of students is the most factor that creates demotivation. iv. conclusions this study was set to problematize the news reports on the zoning policy during its peak moment of the 2018 academic year. news reports gathered from three major online news agencies suggest that the news coverages were not evenly presented. the study yields that complaints from the society and responses from the authority appear to dominate the news reports. it is also evident that some news agencies seem to play safe, and avoid bringing forward those suffering most from the policy implementation. in conclusion, this discourse analysis found that the three online news agencies fail to voice the marginalized groups, i.e. parents and students, as major recipients of the policy implementation. however, given the limited data sources (i.e. three online news agencies), further research, that encompasses more scope and duration, is recommended. instead of investigating the news reports, it is also of great value to capture what happened to schools and students in the face of zoning policy implementation. references carina, j. 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(2019b, june 23). perpres soal sistem zonasi ppdb bakal diterbitkan. krjogja.com. retrieved on august 23, 2019, from https://krjogja.com/web/news/read/102620/perpres_ soal_sistem_zonasi_ppdb_bakal_diterbitkan. . isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 2 september 2019. page 339-344 p-issn: 2477-5924 e-issn: 2477-4878 339 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. internalization of students’ nationalism sense through outbound learning based on local wisdom yulis jamiah 1) , fatmawati 2) , endang purwaningsih 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: yulis.jamiah@fkip.untan.ac.id 2) universitas tanjungpura, pontianak, indonesia e-mail: fatma_indahnurfitri@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: endangpurwaningsih.upi@gmail.com abstract. outbound learning is a system that aims to assist students' learning process, contains a series of activities designed in the open nature, thus influencing and supporting the students' internal learning processes. learning processes that are appropriate and attractive to students will encourage them to optimize their potential. the potential of local wisdom which is owned by students can be developed, have strategic value to maintain national defense, can strengthen nationalism sense, and can build national faith identity. students as social agents who function to conserve the values of local wisdom and as a social asset that is useful to bring up a nationalism sense. the value of local wisdom implemented in learning must be based on assets of local cultural values and open to global knowledge and technology. internalization of the values of local wisdom derived from cultural products and community works as learning media, is useful to bring up nationalism awareness. the values of local community wisdom are still conserved from generation to generation by the community as a moral responsibility to keep the tradition from becoming extinct. keywords: nationalism sense; outbound learning; local wisdom i. introduction the values of indonesia's famous ancestors and never worn until now, namely: courtesy, hospitality, honesty and uphold the spirit of togetherness or "cooperativeness" as well as the price of mutual respect the dignity of others. these values constitute the cultural heritage and national character as well as forming the civilization of indonesia. this civilization needs to continue to be preserved and maintained its presence in the life of the nation and society every day. but in reality, the impact of globalization causes a lot of positive and negative effects. the problem is not correct if viewed as a trivial problem that is only able to be underestimated. the proliferation of globalization leads to a fading sense of nationalism in indonesia. globalization is accompanied by the development of information technology that has resulted in a fading sense of nationalism. fading sense of nationalism creates the nation's image in the eyes themselves are getting worse or it could be made public spirit indonesia has been contaminated by the culture from the outside. thus, in its development, as the indonesian people should survive facing future problems without fear of losing the image of the nation itself. therefore, it can be done to strengthen the sense of nationalism of self and others, because of a sense of nationalism is the key to unite all the people of indonesia. strengthening the spirit of nationalism among people who live in areas that are in the national interest perspective is considered strategic, such as the border area. this can be done to minimize the cultural gap in the region through education and awareness program that involves the local communities. border communities, especially school students as social agents whose function is to preserve cultural products that contain local wisdom values, because the function of preserving social capital fosters nation nationalism. the great value that should be derived from the values of the ancestral culture of the local wisdom (robert, 2013). the values of indigenous communities need attention to be preserved from generation to generation by the people http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 339-344 p-issn: 2477-5924 e-issn: 2477-4878 340 who constitute a moral responsibility to keep the tradition from extinction. local knowledge is a product of past cultures that should continuously hold onto life. although local worth, but the value contained in it is considered a very universal (sartini, 2004). furthermore, what can be done by the people of indonesia, especially educators (teachers) to help solve the problem of the crisis of values of this nation? one way to do this is to internalize the values of local wisdom in the learning process. this method is considered relevant because the teacher is the spearhead for actualizing their abilities, and realize the implementation of education. through the process, with the hope of forming students who take pride in their nation. they are promoting ethics in social behavior in society. eventually gained a reliable future generation. the results of previous studies relating to local wisdom at the border: (1) rahmaniah et al. (2010) described the importance of human resource development especially informal education for the alleged index of human resource development of border communities is undervalued, it would threaten the sovereignty of indonesia; (2) rochmawati et al. (2013) stated that local wisdom border serves as a bulwark in maintaining the border regions of threats and interference from outside parties, while studies in this research lie in the values of local wisdom serve as the foundation of character education students to foster a sense of nationalism through outbound learning model which also serves to maintain the security of the border region from outside interference. based on the description above, questions will be formulated to be discussed in this paper, namely: "as to whether the strengthening of nationalism students through learning outbound based local moral values, especially for students in the school of jagoi babang border?" with the aim of students and teachers understand that a sense of nationalism can be grown or instilled through local cultural products that contain local wisdom values. ii. methodology the method used in this research was descriptive analysis method. this method provided an overview and information in a clear, objective, systematic, analytical, and critical about the values of local wisdom derived from local cultural products and feet work dayak bidayuh border west kalimantan, precisely in the border of jagoi babang bengkayang (bordered indonesia malaysia). this study used a qualitative naturalistic approach because the considered problem concerning matters of ongoing naturally in traditional institutions held by the public. to obtain data or information, both primary and secondary categories, the authors used the technique in-depth interviews, observations, and documentation study. furthermore, the literature survey was, (1) conducting a theoretical analysis of the types of artifacts by franssen et al. (2013), exploring the values of local wisdom derived from cultural products and cubits of works; (2) analyzing the theory of trees by cheng (2000), has strong roots as the foundation for the strengthening of a sense of nationalism, and the values of local wisdom in terms of instilling a sense of nationalism students. iii. results and discussion planting values routinely through habituation, of course with the intention that these values are internalized and polarized to the soul or heart of students. it's like lickona's view (1991: 51), the character was formed through a process of knowing the good, feeling good, acting the good. this view gives the sense that the establishment and development of character through the process of understanding the values, appreciate or believe in their value, and embody these values in action. relevant approaches to implement a model that raises the effective learning required steps: (1) experience; (2) reflect; (3) form concept; and (4) test concept (boyett in ancok, 2002). measures to internalize and actualize values of local wisdom in outbound learning to strengthen the sense of nationalism as follows: 1) formation of experience (experience), in this step the students observe representations derived from cultural products and feet work of dayak bidayuh. direct experience is a means to generate intellectual experience, effectual experience, and physical experience in students. 2) contemplation experience (reflect), in this step the teacher facilitates students to express the experience that is felt by the observations intellectually, effectual so finding the values of local wisdom. 3) formation of the concept (concept form), in this step the teacher facilitates students to find the meaning of intellectual experience, effectual so that students can find a relationship between the values of local wisdom with the concept of nationalism. 4) concept testing (test concept), in this step the teacher and students discuss the return and accompanied by questions about the relationship between the values of local wisdom with the concept of nationalism. the process of extracting values of local wisdom that used in learning to strengthen students' sense of nationalism, the stages include: (1) explore cultural products in an area; 2) identify and analyze theoretically and practically related to the values of local wisdom contained in the cultural products; and (3) to analyze the values of local wisdom that can reveal the concept of nationalism. exposure data contained in table i is a study based on the three stages. data source "the values of local wisdom contained in the cultural products of dayak bidayuh jagoi babang border of bengkayang district" that had been exposed in table i is obtained through interviews with the chairman of the customary council named nohang, and the customary secretary named kasminto (oral information from the interview on february 20, 2018). the relationship between the activity of presenting local cultural products with the process of actualizing and internalizing the values of local wisdom to strengthen a sense of nationalism was presented in table i. journal of education, teaching, and learning volume 4 number 2 september 2019. page 339-344 p-issn: 2477-5924 e-issn: 2477-4878 341 table i presentation of local culture product, local wisdom values, and disclosure of the concept of nationalism no. products of local cultural local wisdom values concept a sense of nationalism that revealed 1. the pangah traditional house  the traditional house describes a sacred or holy place where jubata (god) resides and symbolizes their love and respect to the ancestors.  the traditional house building has a total of 9 pillars which symbolically means that the number 9 is considered the highest number that has a lucky value for the villagers.  the traditional house has a function as a place to unite residents in worshiping the spirits of the ancestors. maintain and preserve ancestral values (ancestral love) 2 betang house or radankg or boli omu betang house consists of 20 to 40 doors with one stairway to go up and down, can be closed and raised to maintain security. longhouses are built with tall poles to avoid attacks by wild animals or enemies. the betang house became a solid symbol of communal life for the dayak people not only as a legendary expression of the life of the ancestors but also as a full and concrete statement about village governance, social organization, and social systems became the central point of the lives of its citizens. the system of cultural values that results from the process of longhouse life, concerns the meaning of human life; the meaning of work; works and deeds; perception of time; human relations with nature; about relationships with others. betang house is the center of their culture because that is where all activities and all life processes go from time to time. they love peace in a harmonious community so they try hard to maintain the tradition of this longhouse. the main value that stands out in life at the betang house is the value of togetherness (communalism) among the residents who inhabit it, regardless of the differences they have. the existence of the betang traditional house from the inland dayak tribe imaged the togetherness and tolerance. the value of unity and togetherness, family values, the values of tolerance, and the value of love for the homeland 3. hornbills according to the oral tradition of the dayak people, the hornbill is the incarnation of the skipper who is considered magic. hornbills symbolize the strength, might, and authority and symbolize greatness and glory. the symbolic meaning of the dayak is that someone is synonymous with power and authority, therefore in society to unite with one another to be strong, to live in love, and to work together. the value of unity, togetherness, patriotic, and value of wildlife conservation 4. shield or telawang the shield serves as a complement to self-defense tools when fighting, and as a complement in dances. it is said that the carving has a magical power that can arouse the spirit to make people who bear it strong. telawang as a complement to the saber is also considered a magical object that can give strength to its owner. telawang is a cultural object that was born from the dayak people's belief in magical powers. telawang contains symbolic meaning which is a symbol of strength and defense. besides that, it means the knight and authority, for the owner of telawang which is combined with the saber, shows that the owner is a brave and strong person. value nation strong and firm on the establishment, the value of self-reliance 5. saber or jepal saber contains symbolic meanings that are considered valuable items and contains magical powers that contain magical values. the magic of saber is not only obtained from the process of making it through certain rituals but also obtained from headhunting (the beheading of opponents). the saber that is considered sacred is the antique saber from the ancestors that were used to head, so the saber is considered a sacred object. the saber is used for traditional events and is used as a tool to treat patients (sick people) by traditional healers. the saber is a symbol of a knight, a symbol of guardianship, responsibility, and maturity for its owner. saber also contains symbols as magical objects that contain magical, for people who have them are considered to be able to bring blessing or luck. the value of a knight, the value of authority or the value of self-esteem, magical values or values that have an element of metaphysics, value of strength, and value of defense 6. spear the spear is a traditional dayak weapon that functions as a weapon for warfare (mengayau) protecting itself from harmful disturbances and hunting animals in the forest and fishing in rivers. like the saber and telawang, spears are war weapons that have magical and sacred powers. the making of spears comes from the nibukng tree. this wood has magical and sacred powers, ie to cut and take this tree must perform certain ritual ceremonies in advance so as not to get harmed to those who cut down or who take it. in addition, nibukng is believed to be able to dilute the powers possessed by someone, so that nibukng is considered to have magical powers. the value of strength and knighthood, the value of courage and authority, the value of never giving up 7. gong gongs have the myth and ethnic dayak belief that gongs are believed to accompany human descent from the sky and gongs are considered valuable objects the value of unity, togetherness, patriotism journal of education, teaching, and learning volume 4 number 2 september 2019. page 339-344 p-issn: 2477-5924 e-issn: 2477-4878 342 no. products of local cultural local wisdom values concept a sense of nationalism that revealed of high economic value. gong functions as a tool to communicate with ancestral spirits. the beliefs of dayak people who adhere to kaharingan religion (dayak ethnic ancestral religion), gongs are sacred objects. gong, each ritual ceremony becomes a dominant musical instrument, both to accompany traditional shamans or ceremonial leaders, dance and sing mantras, gather the community so that it is heard to a distance. in addition, gong is used to informing the wider community about an event or party that is carried out by one family, and from one village to another. likewise, when there is an event of death while the body is still buried in a funeral home, gong is played to deliver the spirits of the deceased to the spirit realm. value and appreciate the value 8 gawai dayak event gawai dayak is held in a longhouse. the dayak bidayuh offering is called boli omu. gawai dayak ritual activities, starting with dances by young men and traditional leaders and village elders, while bringing offerings to be placed in the offering hut. traditional ceremonial rituals used to express gratitude and gratitude to jubata (the creator) for harvests have been obtained for a year and expect abundant results the following year. they also pray that they will always be given health and safety. the procedure for the gawai activities by the customary chair recites a special spell for this ceremony and smears the blood of the roosters on offering material or offerings. the requirements for the traditional gawai event include betel nut, tumpe, pulut, rendai, salt, rice, eggs, chicken's head, lime, ase maneh, rhombus, sembakau, floating cigarette leaves, and several others. before implementing gawai, the community prepares traditional foods such as pulut or lemang, rendai, tumpe, shake flower, and traditional drinks such as tuak water that will be served at the time of the device. nyangahathn is referred to as the main procedure for religious expression of the dayak, and is a central part of every form of ceremony. the nyangahatn stage consists of (1) matik, informing the family's wishes to awa pama (ancestral spirit) and jubata; (2) ngalantekatn, a request that all families involved be saved; (3) mibis, aiming that everything (defilement) is dissolved and flown from the family and buried as the sun goes west; and (4) ngadap buis, namely the stage of receiving offerings (buis) by awa pama and jubata, to express gratitude and obtain blessings or sanctification (purification) of all things that are not pleasing, including the calling of all living (lost) souls so that calm and serene. sacred value, the value of togetherness and familiarity, the value of respect, and the value of love planting a sense of nationalism for students in the education unit is a job that most needs attention because students are the future generation that is prepared as a future successor. efforts to form the next generation of fully covering all aspects of life, including moral, aesthetic, and values, requires several steps such as the review of the formation of character or personality of students as the expectations set out in the four pillars of education unesco, such as: (1) learning to know, namely educate students to have the ability to think critically and systematically in order to understand ourselves, others, and the world; (2) learning to do, namely to educate students to be able to apply what is known and understood in practice to overcome the problems encountered; (3) learning to be, namely to educate students to be himself authentic and independent, have an attitude of consistency, adhering to the principle that not swayed by vested interests and insistence on the environment; and (4) learning live together, that is to educate students to have an attitude of tolerance, understanding the differences and uniqueness between them, were able to work together so that they appear fraternity among them (sugiarto, 2008: 344; elmubarok, 2007: 41). students according to nature has individual dimensions and social dimensions. individual dimensions must be developed so that students can become a man capable of independent, to think for themselves, to have a competitive spirit and creative, in the end, the students can achieve optimal self-fulfillment. the social dimension needs to be established and developed through the learning process because the social dimension can help to raise awareness of students to realize that they can grow and thrive in a corporate context with the other fellow in the community. through the process of learning to internalize the values of wisdom, potential students both individually and socially can be facilitated to be developed. students as a social agent that serves to preserve the values of local wisdom and as a useful social capital to foster a sense of nationalism. implementing the value of local wisdom in learning must be based on local cultural assets and be open to global knowledge and technology. the purpose of learning is not the mastery of the material alone, but further process mastery of the material can form a pattern of behavior of the students themselves. learning is a lasting change in behavior, or the capacity to behave in a certain way, resulting from practice or other forms of experience. learning criteria, including (1) learning involves changes; (2) learning to survive longer with time; and (3) learning occurs through experience. learning activities that journal of education, teaching, and learning volume 4 number 2 september 2019. page 339-344 p-issn: 2477-5924 e-issn: 2477-4878 343 involved mastery and change of knowledge, skills, strategies, beliefs, attitudes, and behavior (dale h. schunk, 2012). according to phil (2012: 110), the authority and reality were the pillars of learning, the authority could be created, if the teacher can build a high touch on students and thus creating a sense of security and comfort together educators. conditioning feels safe and comfortable in this study, it needs to consider the elements of authority, namely: (1) recognition and acceptance; (2) affection and tenderness; 3) strengthening; (4) action is to educate; and (5) guidance and exemplary. reality elements, namely: (1) acquisition of learning materials; (2) the application of learning methods; (3) the use of learning aids; (4) the development of the learning environment; and (5) the implementation of learning assessment. the establishment of good student behavior requires educators to loved his profession for the progress of the student and will not tear down the pillars of learning. chairil (2012: 9) stated professional educators naturally reflect behavior that can be emulated by students, such as speaking wisely, properly and correctly, with the language beautiful things, and with manners will cultivate the mind and positive attitude, foster familiarity and strengthen the brotherhood, cultivate sympathy and empathy, distancing the speaker from feeling depressed or intimidated. learning by clicking internalize the values of local wisdom can be used as a means of preserving the region's potential. understanding the values of local wisdom must be explored from the potential of the region, for example through the work of his ancestors. the potential of the area is a potential specific resource owned by a particular region. students interact in the learning process, not like an empty bottle, but they already carry cultural values that are taken from the family and community. wise teachers must be able to actualize the values of their local wisdom in the learning process. a study that will be implemented in the learning process by elaborating local wisdom value through local cultural products to express the concept of students nationalism. why need to internalize the values of local wisdom in learning? one reason is that local wisdom in the region will, in turn, be able to lead students to love the cultural products of their area. the love of students in the region will realize regional resilience. resilience is the ability of a local area demonstrated by the ability of citizens to organize themselves following the concept that to be true with a strong soul, the spirit is high, and by utilizing the nature wisely. implementation of the value of local wisdom in learning, in the hope of civilized behavior of students formed locally but open to global knowledge and technology. according to rachman (2010), built students' behavior or attitudes need at least three things, namely: exemplary, habituation, and correction/control. behaviors of teachers in building behaviors are qualified, through (1) exemplary, the teacher when conducting the learning process must expose values, such as courage, honesty, confidence, responsibility, humility, mutual respect, etc. so that students can be emulated. because students will emulate the process of imitating, seeing, hearing, and following; (2) habituation, the teacher while doing the learning process must get accustomed to repeating the values internalized in students through behavior; (3) correction/control, a teacher while doing the learning process continues to provide awards (reward) to students who excel as an encouragement/motivator, and sanctions (punishment) for students who are not paying attention. this is all, can not be separated from the consciousness of the task of teachers who not only make students become proficient, but also equip them with the values of life to prepare for the challenges of the future. iv. conclusions implementation of the value of local wisdom in learning should be based on the values asset of the local culture that opened to global knowledge and technology. the internalization of the values of local wisdom derived from cultural products and the work of the community as a learning medium can foster nationalism awareness. preservation of the values of local wisdom from generation to generation by the people today as a moral responsibility to keep the tradition from extinction. creativity teachers to actualize the values of local wisdom in the learning process was needed to establish a good character and a strong student. teachers were committed to professionalism, certainly not cease to develop skills according to their expertise. in addition to a teacher's creativity, exemplary attitude, habituation, and correction/control required to uphold the pillars of learning because that attitude will appear and emit educational value. values are always radiated, if educators do not only act as the transferor is the subject of intellectual knowledge of their students, but rather to empower educators and their students develop subject knowledge fully/comprehensively. acknowledgment this research was funded through 2019 applied research with contract number 101/sp2h/lt/drpm/2019 dated march 11, 2019, therefore many thanks were expressed to the ministry of research, technology, higher education of the republic of indonesia. we would also like to thank the validator who worked hard to examine the contents of this textbook and provide many suggestions. references chairif e. (2012) peranan bahasa melayu dalam membangun karakter bangsa. bahan seminar nasional di hotel aston pontianak, 5-6 juni 2012. cheng, y.c. (2000). fostering local knowledge and wisdom in globalized education: multiple theories, the 8 th international conference on “globalization and localization enmeshed: searching for a balance in education”. journal of education, teaching, and learning volume 4 number 2 september 2019. page 339-344 p-issn: 2477-5924 e-issn: 2477-4878 344 dale h. schunk. (2012). learning theories an educational perspective (teori-teori pembelajaran perspektif pendidikan), edisi ke-6. penerbit: pustaka pelajar. elmubarok, z. (2008). membumikan pendidikan nilai. mengumpulkan yang terserak, menyambung yang terputus, dan menyatukan yang terputus. bandung: alfabeta. franssen, maarten., peter kroes, thomas a.c. reydon, and pieter e. vermaas. (2013). artefact kinds: ontology and the human-made world. springer international publishing switzerland 2014, (ebook) (www.springer.com) phil yanuar kiram. (2012). profesi pendidik seutuhnya dalam perseptif penyiapan manusia indonesia generasi 2045. materi konvensi nasional pendidikan indonesia (konaspi) vii 2012 di yogyakarta, 31 oktober – 3 november 2012. penerbit: uny press. rahmaniah dkk., (2010). pembangunan perbatasan dan keamanan masyarakat pernatasan kabupaten sambas. jurnal, 13(3), 79, edisi juli 2010. issn: 0853-2028. pontianak: lembaga penelitian universitas tanjungpura. rochmawati, ida., dkk. (2013). penguatan kehatahan sosial masyarakat perbatasan melelui sinergitas kearifan lokal untuk mengantisipasi bentuk pelanggaran. studi di perbatasan jagoi babang kabupaten bengkayang. makalah hasil penelitian stranas 2013. pontianak: fisip universitas tanjungpura robert sibarani. (2013). the character building based on local wisdom. http://www.museum.pusakanias.org/2013/02/pembentukan-karakter-berbasiskearifan.html [on-line diakses 29 april 2013]. sartini. (2004). menggali kearifan lokal nusantara sebuah kajian filsafati, jurnal filsafat, 37(2), ugm, edisi bulan agustus 2004. sugiarto, b. (2008). humanisme humaniora: relevansinya bagi pendidikan. yogyakata & bandung: jalasutra. http://www.springer.com/ http://www.museum.pusaka-nias.org/2013/02/pembentukan-karakter-berbasis-kearifan.html http://www.museum.pusaka-nias.org/2013/02/pembentukan-karakter-berbasis-kearifan.html http://www.museum.pusaka-nias.org/2013/02/pembentukan-karakter-berbasis-kearifan.html isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 120 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. learning speaking using flash cardboard: english as a foreign language students’ perception siti wulan asih 1) , ida rahmah andansari 2) , ely widayati 3) , didik murwantono 4) 1) ahmad dahlan university, yogyakarta, indonesia e-mail: sitiwulanasih006@gmail.com 2) ahmad dahlan university, yogyakarta, indonesia e-mail: idarahmah202@gmail.com 3) ahmad dahlan university, yogyakarta, indonesia e-mail: ummunais84@gmail.com 4) sultan agung islamic university, semarang, indonesia e-mail: didik.m@unissula.ac.id abstract. flash cardboard is one of the media used for speaking, especially in storytelling. teaching by using media is very necessary for learning because it greatly influences the results of the learning process. this research wants to know english as a foreign language (efl) students‟ perception after they learned storytelling using flash cardboard as a media. this was phenomenological research. this research used semi-structured interviews with some students who used flash cardboard in learning storytelling. purposive sampling was used in this research. the result shows that the student got positive impacts facilitated by the flash cardboard media, they became more confident in speaking in front of the class, they were not involved because flash cardboard helped them, students also supported speaking fluently, they can produce more than 190 words per minute (wpm) but not necessarily perfect command of intonation, vocabulary, and grammar. by using flash cardboard as the media, the media can be an alternative method in learning english specifically speaking class because it forces students to speak (really make them speak) following the target language. in the end, it can also be concluded that learning english using flash cardboard media can improve students' language skills and speaking skills. the students maintain their ability in speaking smoothly not necessarily perfect command of intonation, vocabulary, and of course the grammar. the recommendation for further study is the other researchers can add the respondents with another english skill. keywords: efl students‟ perception; flash cardboard; learning speaking i. introduction to teach english, the teacher must be creative in using learning media to enable the students to learn english better. the teacher must also be able to teach english. media is an agent or message transmitted from the sender to the message recipient. more specifically, the notion that media is a means of capture, process and rearrange visual or verbal information appears to be defined as graphic, photographic or electronic instruments the learning media are tools or devices for processing that enable education and learning activities to be done by educators and learners. the media thus acts as a tool, a means to communicate, execute or carry out a message or ideas to activate students‟ emotions, feelings, behavior, and desires so that teaching and learning processes take place in students. in learning media, the message or the content to be transmitted or the program comprises two elements, and (b) display computer or hardware. many media are available that are important for the teaching process of learning like a flashcard. flashcard for teaching english is an image jargon (or diagrams, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 121 phrases, etc.) that you can show students, usually something you can hold up when you're standing in front of the entire class. the photos are divided into different types on the flashcard: animals, fruit, color, form, alphabet, numbers, occupations, etc. (muyaroah & fajartia, 2017; widodo, 2018). media can be applied in teaching speaking. because speaking is one of the skills which difficult to learn properly because the ultimate objective of a language is to be a tool for communication. thus, the media needed to improve students‟ speaking. according to leong and ahmadi (2017) p.w, said, and waris (2015) defined that is of great importance for the interaction between people where they talk everywhere and every day. speaking is the way of communicating ideas and messages orally. if we want to encourage students to communicate in english, we should use the language in real communication and ask them to do the same process. speak is the process of building and share meaning in some contexts by using verbal and nonpeak symbols. the ability is developed by many repetitions and is above all a neuromuscular process rather than an intellectual one. english as foreign language students or efl students is often taught in speech. english as a foreign language is efl. this curriculum allows students over 16 years to improve their english skills, in particular their master's skills. efl can be defined as an english study by persons living where english can not be used as a means of communication in the first language. he also states that in this environment the students have little chance of communicating outside the classroom with english. efl applies to those who learn english in non-english-speaking countries. (e.g. japanese people who learn english in their country are efl learners). and in countries where english is used as a communication tool and is formally spoken (e.g. latinos, learners of english, and esl) the esl refers to people learning english (haines et al., 2013). effective or not a learning media in teaching speaking efl students, it is necessary to have students 'perceptions of the media was used, the purpose of the students 'perceptions is to find out the extent of students' responses when learning activities using media. perception is our method of recognizing the various stimuli that influence our senses. witness affects the stimulus or the meaning that we receive and what we offer when we become conscious of it. the experience of the student is the process of sensing or comprehending sensory data. the term "perception" originates from the words perceptio, percipio in latin, meaning "acceptance, gathering, taking over, and fear with the mind or senses” (qiong, 2017). perception can be seen as a mechanism in which stimuli are collected, arranged, and perceived in the context. as students learn how to speak, especially telling stories with flash cardboards, students perceive their stimuli when learning in class, naturally these activities influence students and so they should express their opinions. the aim is to enable the teacher to find the appropriate medium for teaching. in many cases, almost all efl students did not confident in learning speaking. speaking english became the hardest lesson for efl students, sometimes they have a limited idea for increasing their speaking. that case is the big problem that should be solved by the teacher. in mts n 6 bantul, yogyakarta used flash cardboard as a medium for teaching speaking, especially in storytelling. thus, the researcher curious and the elf students‟ perception after they learned speaking by using flash cardboard media. this research is supported by several studies that discuss students' perceptions about several things such as the research who did by haines et al. (2013) about students‟ perceptions of the use of blogs in english language learning. the findings from the data analysis outline that the students perceive blogs as a beneficial application for english language learning in the areas of writing, reading, and communication. however, they also admit that challenges remain in authoring blogs, such as performance fluctuation, self-confidence, and aspects of technology. hidayati, kharisma, and satriani (2018) discussed students‟ perceptions in applying cooperative learning in the efl classroom. the result of this research showed that the final year students of the indonesian education study program of ikip siliwangi bandung had positive responses toward the implementation of cooperative learning. besides that, it was found that students familiar with group activities in the efl classroom. to sum up, cooperative learning is a good approach for the students to learn english easily, although, zadeh (2016) researched efl learners' attitudes and perceptions about an effective english language teacher. they obtained findings revealed that all of these components are important in effective teaching from efl learners' point of view, including relational factors, environmental dynamic, and knowledge of the language, common standards, performance assessment, and classroom planning. the research about students‟ perception of efl speaking skill development did by nazara (2011) the findings revealed that all respondents viewed speaking important and they were willing to deal with the necessities to master it. although they got interesting materials, empowering activities, and proper opportunities to practice speaking, they insisted to have a longer time to practice. besides, some respondents tended to avoid speaking due to their fear of lecturers‟ „scolding‟ and classmates‟ laughing. efl students‟ attitudes and perception towards english language learning and their english language proficiency: a study from assa‟adah islamic boarding school, indonesia who did by jaliyya and idrus (2017) found that students have positive attitudes and were motivated to learn the language although learning the language might not stem from their willingness to. odeh (2016) researched students‟ perceptions of english language learning in the facebook context. findings revealed that efl students believe that fb as an online learning environment facilitates, supports, and encourages their english language learning. besides, the findings indicate that students‟ motivation and confidence in english language learning improved via fb. the study also revealed journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 122 that students had a positive attitude towards this learning model. in light of the findings of the study, it is recommended that tefl teachers should plan learning classes that use sns such as facebook as a learning platform. efl students' perceptions towards using social media at ajloun national university were the result of salamah et al. (2018). this result highlighted the importance of those sites as effective sites used by the efl learners in learning the english language efficiently in classroom communication. moreover, the findings of this study revealed that there were no statistically significant differences between male and female students in their perceptions of using social media sites. finally, the researchers recommended that it is useful to encourage students to use different activities and exercises available on social media sites as much as possible because they could improve the process of learning the english language. allam and elyas (2016) researched the perception that efl professors in the saudi context use social media as an elt tool. a review of the collected data revealed that most of the participants strongly believe in the pedagogical principles and advantages of using social media as an elt resource in the saudi classroom. nevertheless, the majority expressed reservations about the scope of the free use of social media in the efl classroom you consider the effect of the two edges of the sword to be mainly because of some unintended distractions some students may resort to, which can sometimes contribute to the opposite effect of their use. in this area the study suggests more research to understand carefully how experienced efl teachers use social media within their classes to establish best practices for a social media application in efl teaching and learning in the saudi context. the last is result by nursanti (2016) who discussed students‟ perception of teacher‟s bilingual language use in an english classroom students show their positive perceptions of the use of bilingual language done by the teacher as language instruction in their english classroom; (2) there are six benefits of teacher‟s bilingual language use for students in learning english; making them easy to understand what the teacher explained in english lesson, feel comfortable during the class, easy to understand new vocabularies in english, help them to do exercises, help them to ask and answer something during the class, and help them to read something in english correctly. this research wants to know the efl students‟ perception after they using flash cardboard in learning storytelling. the previous research discussed efl students‟ perception using the media and several methods in teaching english, but the previous research did not use flash cardboard as teaching media. thus the writer does the same research but focuses on using flash cardboard especially in learning storytelling. ii. methodology this research used a phenomenological qualitative research design supported by a semi-structured interview. it was a qualitative research methodology that focused on the shared experience of a specific group and the perception of the phenomenon based on the interpretation of their own experiences (husserl, 1980). the purpose of phenomenology is to understand how one or more individuals experience a phenomenon and to examine their terms, explanations, thoughts, and interpretation of the phenomenon from the participants in detail (moustakas, 1994; patton, 1990). while the sampling was taken by purposive sampling to choose students who have learned storytelling using flash cardboard media. the participant in this research involved one of mts n 6 bantul students in class 8th. taking this sample based on dornyei's (2007) time and resource limitations prevented me from reaching the ideal number of participants 6-10, data collection was taken through direct interviews with students. iii. results and discussion this section describes the research questions concerning the student‟s perception of using flash cardboard as a media in teaching speaking. it also discusses the findings in terms of relevant literature. some of the student‟s statements in the interview are quoted verbatim to support the explanation of the findings. perception generally consists of observation of a certain situation or environment. it can be a mental image, concept, or awareness of the environment‟s elements through physical sensation or physical sensation interpreted in the light of experience and captivity for comprehension. this general definition can be understood as someone‟s ability to see, to hear, to feel, and to present or to understand what they feel about their environment their social life physically, and mentally. a. speaking the student is conscious that speaking is one of the most important skills as a means of effective communication to be learned and improved. she also feels that speaking ability is considered one of language learning's most difficult aspects. she senses that it is difficult for many language learners to express themselves in the spoken language. generally speaking, they face problems using the foreign language to effectively express their thoughts. harmer (2007) stated speaking is the ability to speak fluently and presupposes not only knowledge of language features, but also the ability to process information and language “on the spot‟. troudi and nunan (1995) wrote that generally there are two types of spoken language, as follow: a. monologue brown states that monologue is the speaking where one speaker uses spoken languages for any length of time, such as in speeches, lectures, readings, news broadcasts, and the like, then the listener has to process the information without interruption and the speech will go on whether or not the listeners comprehend what the speaker means. b. dialogue it is different from monologue; nunan says that dialogue is the speaking that involves two or more speakers. the interruption may happen in the speech journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 123 when the interlocutor does not comprehend what the speaker says. according to harmer (2007) finally, we should make a difference between speaking, which is scheduled (for example, speaking or weeding), and speech unplanned (for example, speaking spontaneously). this skill that must be mastered is speaking. this is a core skill because from speaking we will know whether someone knows a language or not. speaking for most people is considered the most difficult skill because it covers many aspects of english including pronunciation, listening, grammar, and vocabulary as well. but all that is needed is a little courage and great motivation to be able to speak english fluently. in this paper, speaking is conducted in form of a monologue, which also tried to have dialog in monologue. in a monologue in the form of storytelling, najma conducts a monologue as well as a dialogue. because in storytelling there is a discussion in which the characters speak with one another. then najma also conducts dialogue by showing his expertise in terms of differences in voice between characters. najma tried to learn the language in a friendly way that allows her to speak it. she builds her hearings in the process for what sounds good. as a result, she finally learns how to speak the language like this, whether it sounds right to them or not. this way can closely resemble that of the learning of the first language. b. flash cardboard one of the items that can be seen is the flashcard. there are three types of educational media, namely audio (technical media that are difficult to use like radios or cassette recorders), visual media (technical media that are visible) which can be heard and seen such as video and television). flash cardboard is made from used cardboard. then it is cut in a rectangular shape. the pictures are browsed from the internet then printed on white paper. in the paper, there are keywords to guide the student in running speaking. the paper contains pictures and words then adhered to the cardboard. the size is about a4 as paper. this article describes the statement from the student in islamic junior high school about the comments in using flash cardboard as a media in speaking in form of a monologue. english subjects applied in curriculum 2013 which involved students to be more active in learning english. najma commented that using the flash cardboard supported much to explain the story. “using flash cardboard, i feel easier to speak. it is because there is a picture that is suitable for the story. it also makes me more understand in expressing the narrative text. the media is really helpful in smoothing spoken text”. picture in the cardboard is one of the media that can be looked at and include as the visual media, in particular, is considered as an effective means to support learning since students learn most through the sense of sight (chee & wong, 2003). she also added that “…the picture in the media can trigger the mind. it would help to elaborate the object of the story”. using pictures will aid the student to help to produce utterances. pictures are always interesting to everyone, especially beginners and children (paulsom et al., 1992: 2). picture series are used as tools for the preparation of narrative texts by students. not only any series of images are the pictures used. several requirements are available for the researchers ' use of image sequence s. the photos taken will hit the learning goals first of all. the content of the photographs should be adapted to the needs of the student. above all, the photos are clear, understandable, and certainly interesting so that photos as media are truly effective c. self-confident the willingness of students to learn english as a foreign language (efl) is usually low, as well as limited exposure to english speakers or members of the international community (zhang, 2009). this could be one explanation for why teachers provide students with more conditions and experiences to improve their speaking skills. furthermore, najma said: “if i use media like that, it's like… i'm more confident because someone is holding media and playing it while telling a story. ehm…i was not nervous, flash cardboard helps reduce the feeling of awkward in public”. one type of learning media is images or photos. through the media images or photos can help children to know things that are known to children or unknown to children. in connection with this in this study using media in the form of images in which the media image is one of the types of visual media that represents the original form (people, objects, animals, plants, and surrounding objects). by using picture media, it is hoped that learning can provide a pleasant, cheerful atmosphere and can foster activity and creativity in early childhood learning. in the term of media, she never used such as media in speaking before. in learning english, she and the other students are facilitated mostly by textbooks and exercising books made by the local teacher association. sometimes she thinks that reading is a boring activity, especially reading a book whose contents are all written without any pictures, it's better to watch tv or youtube will be more fun and enjoy. she added that: “i feel good using flash cardboard media. i will…will…be calmer in speaking because there is a definite grip so that speech becomes directed and the possibility of mistakes will be reduced”. d. story telling storytelling can help to establish and maintain a supportive and interactive classroom community. such to linse and nunan (2005), there are many important reasons for telling stories to children of all ages as well as supporting them to tell their own. according to harmer (2007: 38), kids enjoy discovering things and teachers need to provide journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 124 perspectives of learning from different sources. in this case, michaels (1991: 288) discusses three methods for teaching children; 1) vivid photos (sketches, cuts of magazines, etc.), 2) stories providing pure language, and 3) games as time-out of play. in light of the theory, najma assumed that speaking is very important in learning english, although is not included in the national examination. speaking is very closely related to who is spoken to. in telling a story, for example, the storyteller or story conveyor must understand the contents of the story that is conveyed so that the positive messages contained in the story are conveyed properly. so the speaker needs to hold on to the story to be told, in this case, is the media. “if you already use a flash cardboard, the communication between the storyteller and the audience will be well established, uhm ... the same understanding between the speaker and the audience ... this will be fun, because it looks like the chat it that ..continue”. at the beginning of the storytelling activity, najma, who is now in class viii mtsn 6 bantul, was looking for texts suitable for teenagers in general. after that, the woman read it over and over 10 or 20 times. and at that time he tried hard to memorize the text. in the fifteenth rote, the teacher suggested using pictures as a reference in telling the story. najma finally practiced using pictures as a medium. the indicators of fluency that has been constructed cover the speed (rate of speech), semantic density (fillers), and hesitation (pauses). sometimes they use fillers to tell their stories, it's endorsed by the english teacher who said some students still use fillers like "emm," "uh," "yak" twice until only four times. the instructor said it's natural because they're still at the elementary student level. when you look for the best way to express your thoughts, she may use her speaker. furthermore, in carrying out storytelling, she also uses flash cardboard that is facilitated by the teacher accompanying her. "i like finding something new ... like finding a certainty to convey the story smoothly without disturbance ... stopping… because i forgot ... uh ... interrupted his words…and i will be ashamed of the jury or other friends and teacher”. the core activity is storytelling. the storyteller will tell the story by paying attention to words, body gestures, and sound games so that they display visual images in the minds of children as audiences. to attract the interests of children in the storytelling process, it is necessary to have properties such as small dolls that are used in the hands to represent figures that are becoming fairy tale material. the other props that can be used include dolls, puppets, cloth, pictures, or by drawing directly. storytelling by using props can make the story feel more interesting because children can immediately see the visual form of the story being told. burling in bruner (1986) stated fluency develops in storytelling. apprentices learn the language in a friendly way that allows them to speak it. they build their hearings in the process for what sounds good. as a result, they learn how to speak a language like this, whether it sounds right to them or not. this process closely resembles that of the acquisition of a first language. according to pyo (cited in richard et al., 1985), the average speech rate of an elementary school is 130 wpm, which is considerably slower than the natural speed of native speakers (about160 to 190 wpm). concerning this, najma is islamic junior high school that can produce more than 190 wpm. when they search for the correct manner to say their words, they may use fillers such as „uhm', „emm' and have a silent pause or silent period in 1 – 3 seconds. fitrianingsih (2017) constructed the concept of „think time', defined as a distinct period of uninterrupted silence by the teacher and all students so that they both can complete appropriately information processing tasks, feelings, oral responses, and actions. e. challenge for efl students in general, the efl students are sometimes seemed confronted by the silent situation in the language classroom and the low level of motivation. this condition became a challenge for efl teachers to overcome such a problem. the perception of children as speakers of foreign languages in learning to speak becomes important to be used as a learning experience. najma is a student who is relatively positive in learning english so that when there are questions or competitions related to english, he welcomes the challenge. “when i have to speak english…i….i am afraid of being mistake. i ashamed making mispronunciation, actually i want to be fluently in speaking english. but sometime‟ my colleague said me mockingly. they say “sokinggris”. the teacher has the role to motivate the learner to improve their knowledge of english subjects as well as their behavior. so the student can produce spoken language to communicate the ideas easily but not necessarily perfect command of intonation, vocabulary, and of course the grammar. iv. conclusions and suggestions considering the findings and discussion, it is clear that the participant perceives that using flash cardboard as a medium to learn speaking would help to improve selfconfidence. it also supported speaking fluently. she can produce more than 190 words per minute (wpm) but not necessarily perfect command of intonation, vocabulary, and grammar. by using flash cardboard as the media can be an alternative method in learning english specifically speaking class because it forces students to speak (really make them speak) following the target language. in the end, it can also be concluded that learning english using flash cardboard media can improve students' language skills and speaking skills. it is necessary to develop images on game cardboards that are adapted to the learning theme. it would be better if the game media were also adjusted to the language glossary journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 125 (english for specific purposes). the use of flash cardboard will force students to 'talk' according to the learning context, so it is better to practice speaking so that they become accustomed to the conversation. perform simulations properly and correctly according to the teacher's instructions. acknowledgment we would like to thank causal productions for permits to use and revise the template provided by causal productions. the original version of this template was provided by courtesy of causal productions (www.causalproductions.com). references allam, m., & elyas, t. (2016). perceptions of using social media as an elt tool among efl teachers in the saudi context. english language teaching, 9(7), 1. https://doi.org/10.5539/elt.v9n7p1 bruner, j. s., & austin, g. a. (1986). a study of thinking. transaction publishers. chee, t.s., and wong, a.f.l. (2003). teaching and learning with technology: an asia -pacific perspective. prentice-hall: pearson education asia. dörnyei, z. (2007). creating a motivating classroom environment. in international handbook of english language teaching (pp. 719-731). springer, boston, ma. fitrianingsih, a. (2017). a study on pair work and storytelling for teaching speaking fluency. jurnal pendidikan edutama, 4(1), 1-8. g. jaliyya, f., & idrus, f. 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(1985). indigenous agricultural revolution: ecology and food production in west africa. salamah, n. b., abu-dames, a., al-zaareer, h., & sobh, m. a. al. (2018). efl students perceptions towards using social media at ajloun national university. 5(5), 1–12. troudi, s., & nunan, d. (1995). research methods in language learning. tesol quarterly, 29(3), 601. journal of education, teaching, and learning volume 5 number 1 march 2020. page 120-126 p-issn: 2477-5924 e-issn: 2477-4878 126 https://doi.org/10.2307/3588081 widodo, s. a. (2018). selection of learning media mathematics for junior school students. turkish online journal of educational technology tojet, 17(1), 154–160. zadeh, r. f. (2016). efl learners' attitudes and perceptions about an effective english language teacher. 3(2), 148–156. zhang, q. m. (2009). affecting factors of native-like pronunciation: a literature review. korea education & research institute, 27(2), 33-52. journal of education, teaching and learning volume 2 number 1 march 2017. page 90-93 p-issn: 2477-5924 e-issn: 2477-4878 90 the development of multicultural education model in west kalimantan kristianus stakatn pontianak, pontianak, indonesia e-mail: kristianusatok@gmail.com abstract. this study background is from the history of west kalimantan as an area that has the potential for violent conflict in the name of ethnicity. this potential is supported by the shift of the demographic map, from homogeneous to heterogeneous society. segregation population continues to occur when the autonomous regions were accompanied by a local election. at the beginning of this year, for example, we were struck increased intolerance. the potential of violent conflict continues to arise in every operation of the democratic party at the local level. to determine the potential of multi-cultural knowledge in students, the authors conducted research on the two schools with different types of contrast. the research was carried out for two months with ethnographic methods. the author conducted in-depth interviews as well in addition to observation and review of the literature. these results indicate that teens from both schools studied generally have a multicultural knowledge is still relatively low, but they want to learn the culture of the ethnic other. multicultural education in adolescents (students) is influenced by two factors: internal factors (instrumental) and external factors (environmental). the instrumental factors, among others: the teens themselves, teachers, family, and peers, whereas environmental factors, among others, media, and government (policy). another important finding is that regional autonomy could be access for schools in encouraging alternative education models as a result of their creative efforts into spaces of democracy and pluralism in schools. relations between the school through the activities of the organization-students' union (osis) can be a bridge multicultural adolescent relationships in these two schools. the author realizes there are still many shortcomings of this study, for that kind of research still needs to be done. keywords: developing; multicultural; west kalimantan i. introduction various parties in west kalimantan is now encouraging the education policy makers in west kalimantan held teaching multicultural education in west kalimantan. it is very important that west kalimantan is an area that has the potential for conflicts in the name of ethnic violence still high. this potential is supported by the increasing agrarian conflict along with the seizure of natural resources in addition to the ongoing segregation based on ethnic population in west kalimantan. segregation is a concrete manifestation of expansion policy by dominant ethnic areas during this time. this situation is contrary to the principles of pluralism and multiculturalism [1]. in the early 2017's, west kalimantan haunted by the appearance of conflict-violent political nuances of identity. this situation triggered by the election of dki to achieve political power. currently, the identity politics continue to arise in every arena of political activity at local level. this situation can only be improved through the education system [2]. the culture of violence that happened recently emerged from two sources, namely from the internal conditions and external education [3]. the first is the internal condition of education: formal education factors that directly affect children's behavior. this is caused by the pattern and the teaching system applied in a formal educational institution relies more coercive on approach. the imposition on the basis of developments in science and technology rather than teaching the humanities and humanitarian character [4]. while the second is the external conditions of education. external conditions of education is a social study of all systems that are outside the formal educational institutions, however, implicitly also a means of educating our children. the most massive external conditions today is violence on television [5]. whether it's news or soap operas violence and live entertainment shows. so that when the teenage environment has been decorated with the violence for violence that will be easily replicated by students and teenagers. psychologists and anthropologists believe that individuals and groups have needs. if the community is made up of diverse groups, including ethnic groups and cultural groups, then every society has diverse needs. due to the increasing number of demands from the various groups, the combination of each group emerged as a microculture (at least they were tied to ethnic homogeneity for cultural reasons) [6]. in subsequent developments, consciously or unconsciously, there is interaction between ethnic groups to work together (cooperation, cooperation) trying to meet their needs. here there has been a change of direction from these groups: from a more heterogeneous multicultural to a multicultural multicultural group [7]. this last group is the embryo of the birth of the concept of cultural pluralism. journal of education, teaching and learning volume 2 number 1 march 2017. page 90-93 p-issn: 2477-5924 e-issn: 2477-4878 91 basically, cultural pluralism encourages a change of way of thinking and is universal, to prevent claims of the view that there is a correct culture [8]. all cultures are important so that no single culture claims that what the culture says is a rationalization of all other cultures. this is the most important argument of pluralism. thus, a pluralistin other words-should and always will say that although every culture has universal norms, and those norms can be applied anytime and anywhere, it must be remembered that universal norms are no better than the validity of wisdom culture alone [9]. this is important in social interaction. one in interacting with others in social life is influenced, inter alia, by the identity of their ethnicity. with a particular ethnic identity, determined either to cultivate oneself or others, one can activate the bonds of a fellow group of nations. the bonds can then form a separate pattern in interaction with each other. it happens, because in the bonds of ethnicity is not only attached to cultural traits [10] but also the social order and basic values that are born from birth. important conditions in discussing the development of multicultural education. the development of multicultural education is based on the theory of human development, that adolescence is a time of rapid changes, including fundamental changes in cognitive, emotional, social and achievement aspects [1]. some teenagers are able to handle this transition period well, but some teenagers may experience a decrease in psychological, physiological, and social conditions. some teenage problems that appear usually associated with many characteristics that exist in adolescent self. teenagers are a time full of problems. this statement has been advanced far in the past that is at the beginning of the 20th century by the father of youth psychology stanley hall. stanley hall's opinion at the time was that adolescence was a period of storm and pressure (storm and stress) until now still many people cited. it often occurs in adolescence of identity crisis or identity search [4]. this is confirmed by james marcia who found that there are four identity status in adolescents, namely identity diffusion/confusion, moratorium, foreclosure, and identity achieved [6]. characteristics of adolescents who are in the process of seeking self-identity are also often caused problems in adolescent self. this research departs from the empirical fact that there are several common views on multicultural education, among others: (1) people often think of multicultural education only in the context of cultural diversity, religious diversity, ethnic diversity alone [6]. whereas the problem of multicultural education can also be related to the various spheres of communal life in the life of religion. (2) the problem of multicultural meaning itself. most people describe multicultural to the "skin" only. when people have listened to and developed traditional music from other tribes or wearing customary clothing of other tribes, people have considered: "this is multicultural". whereas multicultural means wider and deeper [11]. multiculturalism encompasses all the expression, appreciation and manifestation of diversity (pluralism) itself in all our lives. (3) many people expect that all elements of local culture can be incorporated into the treasures of multicultural life [12]. these general views are, of course, biased in terms of ignoring the views of the local people (native's point of view), empirical facts of the field and the history of the locality. based on the above awareness, the main problem in this research is about the process of developing multicultural education to exist and its dynamics as an inclusive society entity. in relation to that, the formulation of this research problem is: how is the development of multicultural education in school schools in conflict prone areas in west kalimantan. ii. research method this research covers literature research and field research. research begins with the collection of secondary data is by doing library research conducted in libraries, research centers or places that store books, articles, academic papers, research reports etc., which are relevant with research [13]. as a qualitative research, the main instrument in this study is self-author. this implies that as a qualitative researcher, i have to do field work directly to collect data by observation methods and interviews [14]. by conducting participatory observation (participant observation, or ethnographic fieldwork) which is the foundation of cultural anthropology, it means using data collection techniques that are central to the ethnographic process [15]. that defines the observations involved as "a research" strategy that simultaneously combines document analysis, interviewing respondents and informants, direct participation and observation, and introspection ". in this process, the term "self-immersion" (immersion) is used in order to get the emic data of the researcher into the way of life, the way of speech, the way it applies, and the way of thinking of the society in which it is examined [16]. in-depth interviews are first addressed specifically to the "key informants" of the teachers and students including the parents of the students. in this way, their thinking, the focus of attention, and their activities can be explored in detail [17]. life history techniques will be used to trace the history and personal experiences of dayak and madura community members and elites in the research area in landak district. this research was conducted in smk pahar subdistrict menjalin which students and teachers of dayak and madrasah aliyah private rantau panjang sub subdistrict teachers and madura students. both are in landak district. in-depth interviews were also addressed to the second informant who may not have experienced directly but got stories from previous figures. this interview was also conducted to obtain data related to the elements of multicultural education. the observations were made to observe the equipment used in implementing multicultural education. iii. result and discussion journal of education, teaching and learning volume 2 number 1 march 2017. page 90-93 p-issn: 2477-5924 e-issn: 2477-4878 92 after conducting in-depth interviews with teachers and students from both schools, the author can explain it as follows: the current national education system had already begun to accommodate local circumstances, namely the policy of providing hours of learning for local content [18]. however, because the education policy makers can not afford to provide this local content teaching materials, the teaching hours of local content is only filled by the subjects "local origin" only. currently, the local content in west kalimantan contains life sciences such as computer skills, agriculture, farming, and cooking. local content material selection is due to resource local content is not yet available in west kalimantan. in the area of these two schools, the youth has had a negative stereotype of the ethnicities in the vicinity. in addition, they also have the character of violence in solving the problems they face. those affected by violent conflict in schools that are often reported in the mass media over the years. such circumstances could potentially be a potential conflict of open and pluralistic society threatened in the future. local political circumstances did not support. since regional autonomy was rolled out in 1999, the ethnic-based identity politics and religion flourished [19]. this situation is always shown in the local election process in the districts/cities in west kalimantan. this election is learning conditions for young and still far from the spirit of multicultural. the second portrait pretty good school in terms of pluralism, albeit at a school with religious background further strengthens the learning material differences and stereotypes. spirit to build networks between schools look increasingly they need. there are students from smk pahar example proposes the need for visits to schools based on religion, especially the religion different from each other. with some of these findings, there is a wide range of possibilities that may arise therefrom. the first possibility is the strengthening of the desire to develop a culture of peace among young people at the school level. this can create opportunities for the development of multicultural education. all you need do is transformative efforts in actualizing the values and sociocultural system. efforts to manage the social life of the school and utilize the noble values of local wisdom in the context of the life of a multiethnic and multireligious is a transformation that can be said to be very advanced, because it shows that children and adolescents are not an entity closed but an open group that is always capable align their lives with the wider community beyond school. the second possibility is a stronger push to develop multicultural education, so inevitably have to do serious transformation efforts and planned so as not to destruction or fragmentation of the next generation. therefore, it is deemed quite reasonable to develop multicultural education program to be a shared learning materials for children and adolescents plural around the school. development of a methodology to transfer the experience and local knowledge into the knowledge shared between schools. with the findings of these findings, the authors believe that the violence in west kalimantan can only be eliminated if people know the root cause, then willing and brave face, break the chain that drives the violence. if not, then another violence will occur, and finally, west kalimantan will fall into a spiral of violence, as applicable during this time. by giving awareness that teenagers are the inheritors of life they would have bothered to build a civilized and harmonious livelihood. another important finding is that regional autonomy could be access for schools in encouraging alternative education models as a result of their creative efforts into spaces of democracy and pluralism in schools. relations between the school through the activities of the organization-students' union (osis) can be a bridge multicultural adolescent relationships in these two schools. iv. conclusions based on these descriptions can be concluded that teens from both schools studied generally have knowledge of other cultures is still relatively low, but they want to learn about the other culture. multicultural education in adolescents (students) is influenced by two factors: internal factors (instrumental) and external factors (environmental). the instrumental factors, among others: the teens themselves, teachers, family, and peers, whereas environmental factors, among others, media, and government (policy). in the area of traumatic conflicts such as in west kalimantan, as seen today the impact of both of these factors are teenagers who have a suspicious nature to overdo it with outsiders, defensive in arguing, having primordial spirit is thick and choose violence as a model of conflict resolution. lately, many parents and educators who are concerned that their children, especially adolescents undergo moral degradation. while the teens themselves are also often faced with moral dilemmas that adolescents feel confused about the moral decisions that must be taken. although in their family had instilled the values, but teens will feel confused when faced with the fact that these values are very different from the values that are faced with friends or in a different environment. supervision of behavior by adults has been difficult to teenagers because teenagers are already very spacious environment. sharpening of conscience as an internal control adolescent behavior becomes very important that teens can control their own behavior when no parent or teacher and soon realized and improve themselves when he did wrong. acknowledgment the authors would like to thank the director general of the ministry of religious guidance catholic republic of indonesia, which has funded research in the fiscal year 2015 by the college of pastoral st. augustine roman catholic archdiocese of pontianak. references journal of education, teaching and learning volume 2 number 1 march 2017. page 90-93 p-issn: 2477-5924 e-issn: 2477-4878 93 [1] s. sudrajat, “revitalisasi pendidikan multikultural dalam pembelajaran.” jurnal pembangunan pendidikan: fondasi dan aplikasi, vol. 2, pp. 82-90, 2015. [2] u. supardi, “arah pendidikan di indonesia dalam tataran kebijakan dan implementasi.", jurnal ilmiah pendidikan mipa, vol. 121, pp. 111–121, 2012. [3] darmaningtyas, “hilangnya sistem pendidikan nasional.” koran kompas cetak, (2010), p. 6, [4] m.m. atwater, “multicultural science education and curriculum materials.” science activities classroom project and curriculum ideas, vol. 47, pp. 103–108, sep. 2010. [5] s. may. critical multiculturalism: rethinking multicultural and antiracist education, psychology press 2001. [6] j.a. banks, “chapter 1: multicultural education: historical development, dimensions, and practice.” review of research in education, vol. 19, pp. 3–49, jan. 1993. [7] lavar and leon, “journal for multicultural education.” journal for multicultural education, vol. 10, pp. 152–166, 2016. [8] w. m. liu, h.-b. sheu, and k. williams, “multicultural competency in research: examining the relationships among multicultural competencies, research training and self-efficacy, and the multicultural environment.” culture diversity and ethnic minor psychology, vol. 10, pp. 324–339, 2004. [9] a. mcgee banks and j.a. banks, “equity pedagogy: an essential component of multicultural education.” theory into practice, vol. 34, pp. 152–158, nov. 2009. [10] s.a. brinson, “knowledge of multicultural literature among early childhood educators,” multicultural education, vol. 19, pp. 30–33, 2008. [11] k. address and p. suparlan, “menuju masyarakat indonesia yang multikultural.” antropologi indonesia, pp. 16–19, 2002. [12] sugiyono. metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta, 2011. [13] l. moleong. metodologi penelitian. bandung: pt. remaja rosda karya, 1999. [14] m. mcmullen, “the religious construction of a global identity : an ethnographic look at the atlanta bahai community.” in contemporary american religion: an ethnographic reader, 1998, pp. 221–243. [15] a. belanger-vincent, “multisited ethnography. theory, praxis, and locality in contemporary research.” anthropologica, vol. 53, pp. 181–182, 2011. [16] t.m. amirin, “kontekstual berbasis kearifan lokal di indonesia.” jurnal pembangunan pendidikan: fondasi dan aplikasi, vol. 1,pp. 116, 2013. [17] j. galtung, “cultural violence.” journal of peace research, vol. 27, no. 3, pp. 291–305, aug. 1990. [18] u republik indonesia, “sistem pendidikan nasional,” jakarta: direktorat pendidikan menengah umum, 2003. [19] m. daneshgar, “religion, politics and gender in indonesia: disputing the muslim body by sonja van wichelen.” political studies review, vol. 11, pp. 304–305, may 2013. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 2 september 2022. page 161-165 p-issn: 2477-5924 e-issn: 2477-8478 161 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. multicultural aspects in the curriculum of catholic religious education in first middle school kristianus1), magdalena2) 1) stakat pontianak, indonesia e-mail: kristianusatok@gmail.com 2) stakat pontianak, indonesia e-mail: magdalenalina55@gmail.com abstract. this research was motivated by the declaration of the year of religious tolerance in 2022. of course, this tolerant attitude must be supported by the multicultural education that students receive. for this reason, it is necessary to examine whether there is a multicultural education content in catholic religion subjects taught in junior high schools. by reviewing the 2013 national curriculum and conducting in-depth interviews with related parties according to qualitative methods. finally, a surprising finding was found. it turns out that as long as students study catholicism in junior high school, they have learned 14 chapters of multicultural education from 29 chapters of learning and as many as 49 basic competencies out of 116 basic competencies that must be mastered by students. this means that catholic students, when they graduate from junior high school, already have adequate provisions to living tolerantly with a multicultural society. it was also found that this multicultural content was in line with the core teaching of the catholic religion. the conclusion of this study is that the declaration of the year of tolerance by the government in terms of teaching the catholic religion has a fairly adequate basis keywords: multicultural curriculum; catholic education i. introduction the declaration of the year of tolerance in 2022 by the government requires support from various community groups. for this reason, the school in charge of printing human resources and the character of the nation's children need to carry out the content of multicultural education (nego, 2020). of course, the content of multicultural education is contained in religious education and character according to the 2013 national curriculum. in this context, it is the teaching of catholic religion and kindness. broadly speaking, teaching of catholic religion in indonesia is implemented with reference to law no. 20 of 2003, which explains what the purpose of religious education is precisely in article 37 paragraph 1: "religious education is intended to shape students into human beings who believe and fear god almighty and have noble character". students through teaching of catholic religion are directed to have a better church life. church life can be understood as the realization of all the material taught in teaching of catholic religion in the life of a student (prabowo, hubertus, 2021). in an effort to implement the 2013 national curriculum in this case teaching of catholic religion, there are various kinds of problems faced by the teachers themselves. in 2018, junior high school 18 pontianak and junior high school st. fransiskus assisi are public and private schools that have implemented the 2013 national curriculum for almost 3 years of implementation both in seventh, eight, ninth grades the 2013 national curriculum is as follows: competencybased curriculum, which is a curriculum concept that emphasizes focus on character development and the ability to perform tasks with certain standards, so that the results can be felt by students in the form of mastery of a certain set of competencies (djogo, 2019). conceptually, the 2013 national curriculum is aspired to be able to give birth to a comprehensive, intelligent future generation, which is not only intellectually intelligent, but also emotionally, socially, and spiritually intelligent. this can be seen by the presence of character values listed in the learning process (rozi, 2014). based on the understanding of the regulation of the minister of education and culture number 57 of 2014, catholic religious education and kindness can be understood as “an effort that is carried out in a planned and sustainable manner in order to develop the ability of students to strengthen their faith and devotion to god almighty in accordance with the teachings of religion. catholic". furthermore, according to the ministry of education and culture (2014), catholic and moral education can be http://creativecommons.org/licenses/by-nc/4.0/ mailto:kristianusatok@gmail.com mailto:magdalenalina55@gmail.com journal of education, teaching, and learning volume 7 number 2 september 2022. page 161-165 p-issn: 2477-5924 e-issn: 2477-8478 162 understood as "one of the efforts to enable students to interact (communicate), understand, struggle and live faith. with the ability to interact between the understanding of faith, the struggle of faith and the appreciation of faith, it is hoped that the faith of students will be further strengthened” (daga, 2019). from the government directive, when viewed more deeply, teaching of catholic religion is not only directed at the development of students' faith but also emphasizes the development of character. and character (iryanto & ardijanto, 2019). teaching of catholic religion is then always followed by kindness so that it becomes catholic religious education and kindness. the position of teaching of catholic religion, among other subjects in junior high school, gets a larger proportion than the previous curriculum (suko et al., 2021). this shows that the 2013 national curriculum pays considerable attention to the importance of the role of catholic religious education in the context of the development of indonesian human resources. table 1. 2013 national curriculum structure in junior high school lesson 7th grade 8th grade 9th grade group a 1 religious education 3 3 3 2 pancasila and citizenship education 3 3 3 3 indonesian 6 6 6 4 mathematics 5 5 5 5 science 5 5 5 6 social 4 4 4 7 english 4 4 4 group b 1 arts and culture and skills (including local content) 3 3 3 2 physical education, sports and health (including local content) 3 3 3 3 craft 2 2 2 total allocation per week 38 38 38 group a is a collection of subjects that provide orientation more competence to the intellectual and affective aspects. while group b is a subject that emphasizes psychomotor and affective aspects. in this structure, religious education is included in group a which gives the same emphasis. however, religious education certainly has its own character that distinguishes it from other subjects. in this case, the characteristics of catholic religious education are: a) a subject developed from the main teachings contained in catholic teaching; b) an effort to enable students to interact (communicate), understand, struggle and live the faith; c) has a scope of material about students' personalities, jesus christ, the church and society; d) has a goal so that students have the ability to build a more faithful life. (supriyadi, 2018) this character then becomes clear by looking at emanuel haru's presentation of the four aspects of the teachings of faith and basic competencies in teaching of catholic religion; first, students' personal aspects, including their relationships with others and their environment; second, the personal aspect of jesus christ by imitating the person of jesus and the good news; third, the aspect of the church which includes the material that the church is a fellowship of jesus' disciples who continue the work of jesus christ; fourth, the social aspect that is manifested by students in the life of faith and society (haru, 2020). this research has a novelty in terms of exploring the content of multicultural content in teaching of catholic religion according to the 2013 national curriculum, which has never been studied before. the existing teaching of catholic religion research is about the problems of catholic religious education and character as a field for planting and developing christian values by emanuel da santo meo djogo (djogo, 2019). there is also an analysis of multicultural values in teaching of catholic religion (viktorahadi et al., 2021). however, it only examines the text of textbooks, while this research explores the content of multicultural education contained in teaching of catholic religion according to the 2013 national curriculum. this research was conducted at junior high school negeri 18 pontianak and junior high school st. fransiskus assisi pontianak. ii. methods this research was conducted using a qualitative type of research, where the researcher, before going to the field studied the curriculum and textbooks for catholic religious education in junior high school 7th grade, 8th grade and 9th grade. after that, researchers in the field made observations, followed by in-depth interviews with related parties (farida, 2010). researchers met with catholic religious teachers and school principals. the researcher, as with the principle of qualitative research, is actively involved with the object under study. the researcher conducts in-depth interviews with catholic religious teachers. researchers try to see a phenomenon in the field structurally and functionally. qualitative research is research that is intended to understand the phenomenon of what is experienced by the research subject, for example, behavior, perception, motivation, action and others, holistically and by means of description in the form of words and language, in a special natural context. and by utilizing various natural methods (lexy j. moleong, 2019). one of the characteristics of qualitative research is the data collected in the form of words, pictures, and not numbers. thus, the research report will contain excerpts of data citations to illustrate the presentation of the report. researchers also used field notes in the form of observation notes and other sources. in addition, researchers also conducted document studies which were carried out by reviewing documents related to the research topic (sugiyono, 2016). these documents can be in the form of letters, photo archives, meeting minutes, journals, diaries, student grades, lesson plans, and the 2013 national curriculum. the data source consists of several data obtained by researchers through data collection journal of education, teaching, and learning volume 7 number 2 september 2022. page 161-165 p-issn: 2477-5924 e-issn: 2477-8478 163 techniques. the main data sources in this study are words, actions, the rest are additional data such as documents and others. related to this, in this section, the types of data are divided into words and actions, written data sources, and photos. sources of data used in this study is primary data sources. researchers conducted observations followed by in-depth interviews with related parties. researchers use the research approach according to moleong because in detail they can understand the social problems faced by humans, which will be studied directly at junior high school 18 pontianak and junior high school st. fransiskus assisi in pontianak city. the author analyz the data in this study using the miles and huberman model, that activities in qualitative data analysis are carried out interactively and take place continuously until complete, so that the data is saturated was also carried out by confirming the data with the interviewees and drawing conclusions that also involved related parties. since the beginning, in conducting research, efforts have been made to find the meaning of the data collected to look for patterns and so on, so that researchers draw conclusions from the data obtained at the research location (miles, m., & huberman, a (2014). iii. result and discussion the findings of this study are quite surprising. it turns out that while students study catholicism in junior high school, from 29 chapters of learning and 116 basic competencies that must be mastered by students, 14 chapters and 49 basic competencies containing multicultural education are found. this condition, when viewed per class, the details are in the following table. table 2. multicultural education content per class class number of chapters chapter containing multiculture number of competencies competencies related to multi-culture 7th grade 8 5 32 16 8th grade 11 2 44 8 9th grade 10 7 40 25 total 29 14 116 49 from the table, we can see that a significant portion of the content of multicultural education is in the seventh and ninth grades. according to the catholic religion teachers at the two schools studied, this was acceptable. according to susana, a catholic religion teacher at junior high school 18, students in grade seven need to have sufficient multicultural knowledge so that during school they can interact well with all students. meanwhile, in the ninth grade, according to him, students will prepare themselves to go to secondary school so that understanding multiculturalism will help these students to choose a school and later be able to study anywhere better. the st. fransiskus asisi middle school is different. according to him, in the seventh grade, the students come from various elementary schools, and some even come from areas outside the city, so they need to be equipped with a lot of multicultural knowledge in order to live a calm life. as for the ninth grade, he agreed with susana's opinion but also added that students who later went on to high school could really live multiculturally and not be awkward. the opinion of the two catholic religion teachers, in accordance with the findings of emanuel (djogo, 2019) has a connection with the task of catholic religious education, namely martyria or testimony for everyone. god's people personally and communally must be able to show their faith not only through words but especially through good actions and deeds that demonstrate the values of the gospel. the delivery of this appreciation and experience of jesus can be carried out through these concrete words, attitudes, and actions as stated by prabowo and hubertus (prabowo, hubertus, 2021). in addition, within the scope of the school, martyria can be realized by students through their actions which show the catholicism that has been ingrained in each of them. for example, this task can be contained in activities with other students such as community service, group work and also other learning activities, compare it with findings (renwarin, 2016). according to the multicultural education content which contained in the teaching of the catholic religion, it can be explained that the role of parents is also important. they have also provided knowledge and practices about religious tolerance. this has been taught and applied by parents to their children as a manifestation of the catholic marriage vows. so, before getting knowledge and practice directly in the school and church environment, students have got it through both parents and other families. parents are the first to have an obligation to educate their children (nego, 2020). the content of adequate multicultural education in learning catholicism is really beautiful, but it is also difficult to educate students to be able to carry out their religious orders but at the same time be able to tolerate them. students are invited to fulfill their obligations as part of the community and at the same time practice the teachings of their faith. this vocation requires multicultural knowledge as well as heart, careful preparation, a constant willingness to renew and adapt (sili, 2021). through schools, students are not only taught about the theory of church life in the church and in society. the students are also directly taught the practice of carrying out their duties as true christian in the church environment and also in the community. the knowledge that students gain from both parents and their families, teachers at schools, priests in the church, and also other figures can of course lead to a better life, be it social life or faith life. however, not apart from that in religious life, a person is saved not only by the knowledge of his faith but by his ability to interpret and apply the knowledge of his faith in real everyday life. journal of education, teaching, and learning volume 7 number 2 september 2022. page 161-165 p-issn: 2477-5924 e-issn: 2477-8478 164 the entry of globalization has made parents, the church, and also teachers feel worried about the growth and development of the social life and faith of the students who are the younger generation, the generation on which the fate of the nation and the church will depend. this concern is not without good reason. today the lives of the younger generation, students at all levels of education are quite threatened by the currents of globalization. therefore, through the 2013 national curriculum that is applicable and applied in schools, it is increasingly possible for students to apply and balance knowledge and faith development through character education. thus, the hopes of the nation and the church for the younger generation, future generations are all realized and give birth to intelligent people who also have good character. implementation of the 2013 national curriculum, which is based on character and competence, plays the role of the teacher as a shaper of the character and competence of students, who must be creative in sorting and choosing, as well as developing learning methods and materials. teachers must be professional in shaping the character and competence of students in accordance with the individual characteristics of each and must appear pleasant in front of students in any situation and condition. this means that learning and learning must be the daily staple food of teachers, who must be loved in order to form and arouse a sense of love and desire to learn from students. the 2013 national curriculum carries the theme; produce indonesian people who are productive, creative, innovative, and character, through strengthening attitudes, skills, and knowledge in an integrated manner. to realize this, it is necessary to change the teacher's mindset, especially in the learning process and assessment, which must be more oriented to students. teachers must be creative in designing various learning innovations that can develop the creativity of students, in order to develop their potential optimally. learning that can develop creativity requires a change in the mindset of teachers in accordance with the political will of the government; the development of science, technology and art, as well as the demands of life in a global perspective. in order to successfully implement the 2013 national curriculum, it is felt that it is necessary to develop the mindset of teachers, especially in this discussion, catholic religion teachers. it is intended that teachers are aware, understand, care, and have a high commitment to implementing the curriculum wholeheartedly. changing the mindset in structuring the curriculum is meant to change the mindset and perspective of catholic religion teachers, especially their perspective on learning and students. this change is in line with the development of science, technology, and arts (ipteks), as well as changes in the characteristics and learning methods of students (atwater, 2010). mindset development is needed, because the teacher is the person who conveys knowledge to students, both in groups and individually. the knowledge conveyed is a basic provision for students to face their lives in the future. therefore, every teacher must always adjust the knowledge he has to suit the needs of society and the progress or development of the times (relevant). mindset development is also needed because in order to carry out their duties and functions as parents in schools, teachers are required to prepare their students to become human beings who are useful for society in the future. in law no. 20 of 2003 says that catholic religious education is a conscious and planned effort to help students actively develop themselves into more faithful individuals in accordance with the teachings of the catholic church. religious education is a process that tends to maintain and develop christian values so that they become a habit in the lives of students (wea, 2019). the purpose of catholic religious education must produce changes in the personality of students towards a more perfect, higher level of development of the christian life of faith, and ultimately can achieve true christian maturity, namely personal maturity patterned on jesus christ, compared to magdalene's research in 2020. (magdalena et al., 2021). society in general views teachers as people who carry out various educational activities, both formally, informally, and non-formally. teachers in a broader sense, are not limited to people who do learning in the classroom, but also include community members who carry out their services in various social institutions. specifically in this discussion, the role of the catholic religion teacher invites students to be involved in their duties as a true christian believer through church life in a multicultural spirit (kristianus, 2017). iv. conclusions the conclusion of this study is that multicultural content is quite significant in teaching catholicism based on the 2013 national curriculum. this content of multicultural education can be an indicator that the designer of the catholic religious education curriculum has taken into account the conditions of multicultural life in indonesia. social life can be realized by students with good knowledge. the multicultural content in catholic religious teaching based on the 2013 national curriculum inspires students to take part in religious activities as a form of actualization of their involvement in living with a multicultural society. this research is able to reveal that the content of multicultural education in junior high schools is quite adequate, but of course the ability of teachers also determines its success. catholic religion teachers need to invite students to participate, care and be actively involved in various multicultural-based activities. however, in relation to faith, catholic teachers also need to invite their students to be involved in church activities such as; become a member of remaka (catholic youth), acolyte, lector, psalmist, involved in the choir at school and in the neighborhood/cring. in fact, they already have the capacity to become leaders of the rosary, conductor or leader of songs/singings in worship/mass. journal of education, teaching, and learning volume 7 number 2 september 2022. page 161-165 p-issn: 2477-5924 e-issn: 2477-8478 165 acknowledgment thank you to the pontianak state stakat for providing research funding and providing research assignments so that research can proceed well. references atwater, m. m. (2010). multicultural science education and curriculum materials. science activities: classroom projects and curriculum ideas, 47(4), 103–108. https://doi.org/10.1080/00368121003631652 daga, a. t. (2019). relevansi kurikulum mata kuliah pendidikan agama katolik dalam mengembangkan karakter mahasiswa. jurnal masalah pastoral. djogo, e. d. s. m. (2019). problematika mata pelajaran pendidikan agama katolik dan kindness sebagai ladang bagi penanaman dan perkembangan nilainilai kristiani. tesis. farida, i. (2010). studi dokumen dalam penelitian kualitatif. jurnal sains dan inovasi. haru, e. (2020). peran guru pendidikan agama katolik sebagai gembala. jurnal alternatif-wacana ilmiah interkulutral. iryanto, a., & ardijanto, d. b. k. (2019). pemahaman guru pendidikan agama katolik tentang tugas misioner gereja dan pelaksanaannya di slta katolik kota madiun. jpak: jurnal pendidikan agama katolik. https://doi.org/10.34150/jpak.v19i1.171 kristianus, k. (2017). the development of multicultural education model in west kalimantan. jetl (journal of education, teaching and learning). https://doi.org/10.26737/jetl.v2i1.144 lexy j. moleong, d. m. a. (2019). metodologi penelitian kualitatif (edisi revisi). pt. remaja rosda karya. https://doi.org/10.1016/j.carbpol.2013.02.055 magdalena, m., meman, o. g. p. h., zulkarnain, r., & lisarani, v. (2021). kesiapan guru sekolah menengah atas/kejuruan katolik dalam penyelenggaraan pembelajaran daring di era pandemi covid-19. jurnal ilmu pendidikan (jip) stkip kusuma negara. https://doi.org/10.37640/jip.v13i1.891 miles, m., & huberman, a. (2014). miles and huberman. in qualitative data analysis: an expanded sourcebook. nego, o. (2020). teologi multikultural sebagai respon terhadap meningkatnya eskalasi politik identitas di indonesia. pasca: jurnal teologi dan pendidikan agama kristen, 16(2). https://doi.org/10.46494/psc.v16i2.109 prabowo, hubertus, a. (2021). multikulturalisme dan dialog dalam pendidikan agama katolik. jurnal teologi. https://doi.org/10.24071/jt.v10i1.2794 renwarin, b. (2016). pengaruh pemahaman umat tentang kbg terhadap upaya pembangunan kbg di paroki kristus terang dunia, waena, jayapura. kariwari. jurnal pendidikan agama katolik dan pastoral. rozi, a. b. (2014). pendidikan dalam perspektif teori kritis. jurnal pelopor pendidikan. sili, f. (2021). penerapan model stad dalam meningkatkan hasil belajar pendidikan agama katolik siswa smk negeri 5 manado. vox edukasi: jurnal ilmiah ilmu pendidikan. https://doi.org/10.31932/ve.v12i1.1058 somantri, g. r. (2005). memahami metode kualitatif. makara, sosial humaniora, 9(2), 57–65. http://journal.ui.ac.id/index.php/humanities/article/v iew/122/118 sugiyono. (2016). memahami penelitian kualitatif. bandung: alfabeta. suko, kuslin, t., & marthin, m. (2021). pemanfaatan media pada pembelajaran pendidikan agama katolik tingkat sekolah dasar di wilayah kota pontianak. jurnal penelitian pendidikan agama katolik. https://doi.org/10.52110/jppak.v1i1.2 supriyadi, a. (2018). evangelisasi dan pendidikan agama katolik di sekolah. jpak: jurnal pendidikan agama katolik. https://doi.org/10.34150/jpak.v4i2.104 wea, d. (2019). peningkatan kualitas guru pendidikan agama katolik (pak) melalui penerapan model rekrutmen dan seleksi berbasis kitab hukum kanonik 1983. jurnal masalah pastoral. viktorahadi et al., (2021)analisis nilai-nilai multikultural pada buku teks pelajaran agama katolik dan kindness kurikulum 2013. journal of education, teaching and learning volume 2 number 1 march 2017. page 84-89 p-issn: 2477-5924 e-issn: 2477-8478 84 using learning science, environment, technology and society (sets) local wisdom and based colloids teaching material hairida tanjungpura university, pontianak, indonesia e-mail: hairida_fkipuntan@yahoo.co.id abstract. the aim of this study was to investigate the effectiveness of learning using sets and local wisdom based colloids teaching material on 10th-gradesenior high school students. pretest-posttest control group design was used as the study method. two classes have participated. xa class was chosen as experiment group which was taught using sets and local wisdom based colloids teaching material, while on the other hand xb class was chosen as the control group which was taught using conventional colloids teaching material. the study showed that there were significant differences between two treatments given. entrepreneurial passion and concept understanding of experiment group were better than the control group. overall, students’ entrepreneurial passion was good. therefore, learning using sets and local wisdom based colloids teaching material was effective to improve entrepreneurial passion and concept understanding of students keywords: teaching material, sets, local wisdom, colloids, entrepreneurial passion, concept understanding i. introduction the emergence of a wide range of education in indonesia at this time, to make people look forward to continuing with the highest education. however, not everyone can meet all their desire continued education up to higher education level. economic factors become one of the causes of the majority of people are not able to continue their education through college. some people are only able to cover their education up to the level of junior high school or high school. the high unemployment rate is derived from a high school graduate,in fact, can be tackled from the beginning through learning in school. efforts to do is to improve students' thinking was originally looking for work into creating jobs. based on a preliminary study in 2015 by giving questionnaires to three (3) schools in the city of pontianak comprising 1 sma private and 2 sma obtained from the data as much as 72% of the 150 students aspired to be a public servant, saying: guaranteed in the old days because their retirement, do not worry about layoffs (termination), and the work is not too heavy. the results of the questionnaire to parents of students, as many as 80% of data obtained from 120 parents want their children to become civil servants. these data indicate that the majority of the student desires and expectations of parents is to become a civil servant, but the number of jobs is not downloading inadequate. the mindset like this that should be corrected by the teacher now, because of the limited employment opportunities available. the teacher's role is very important in the cultivation of a mindset or mental attitude of students. high school as formal educational institutions through chemical subjects have a responsibility to address the issue of unemployment. in addition, technological advances that impact on the environment and society will make the greater challenges faced by teachers in preparing students to be independent and have the ability to work. learning innovation needs to be done by teachers to equip students in growing interest in entrepreneurship. interest in entrepreneurship can be influenced by the potential of one's personality [1], and entrepreneurship can be taught [2]. entrepreneurship education is positive and significant effect on the intention to entrepreneurship [3]. interest or desire to be an entrepreneur can be nurtured and developed through entrepreneurship education, entrepreneurship education as a source of overall attitudes and intentions to become entrepreneurs [4].curriculum 2013 provides an opportunity for teachers to creativity in developing the potential of students and schools so that students' interest in entrepreneurship can be nurtured and developed through learning. results of surveys and interviews have been conducted on high school chemistry teacher in the city of pontianak, obtained information that the dominant teachers in delivering the learning materials. learning is not associated with real life is happening in the community, so that students feel the benefits of learning about chemistry for life. learning this has not been up to be one cause of understanding chemical concepts students are also not maximized, so that mastery of concepts to be low. there are still many students who have difficulty in solving chemical problems. we need a change in learning to overcome these problems. one approach that can be used are sets(science, environment, technology, and society).sets focused on the real world, students are encouraged to investigate, analyze, and apply the concept in real situations [5]. learning to use sets can encourage students to be more active and creative in dealing with problems in society [6]. sets is a concept of learning that combines science, mailto:hairida_fkipuntan@yahoo.co.id journal of education, teaching and learning volume 2 number 23 month march 2017. page 126 p-issn: 2477-5924e-issn: 2477-4878 85 events in the environment, technology, and society as a reciprocal and integrated[7]. the fact observations in chemistry in high school learning pontianak found that learning chemistry is less associated with social issues and technology as well as technology products that have a negative impact on society. in addition, interviews also indicate that students are less interested in studying chemistry because chemistry study considers less beneficial for him. based on this, the study uses a very urgent sets implemented, because sets has the objective to stimulate students to be interested in science and to help them find out how much the relationship of science to their daily lives [8]. the colloidal material is among the colloidal material which is not too difficult for the students, but in reality, there are still many students who have difficulty in studying this material. this occurs because the learning colloid has been a tendency of memorizing. students were asked to memorize a few examples, the concepts, principles, and formulas. the learning method used more teachers without the provision of information in depth understanding of the colloid itself. the knowledge obtained by the students, not from direct experience of students in learning. this is resulting in the level of completeness of students in learning colloidal unsatisfactory. learning sets on colloidal material, students are encouraged to understand the concept of colloid through direct experience at the same time solve the problem associated with the colloid in relation to technology and society. learning activities students can do vary, such activity observed, mem-read supplement, text books, discussion group, practicum, and presentations. the real situation actually presented the teacher in the classroom in accordance with the concepts taught, for example, an event/events that developed in the community, or issues regarding the potential of local knowledge of an area. understanding the concept of colloid students become better. this is supported by the results of research by baeti, binadja, and susilaningsih [9] concluded that the lab-based learning sets vision affects learning completeness students because the students learn by linking learning elements sets. meaning, understanding students in learning colloid can be improved. one of the local potential contained in pontianak is an aloe vera plant and durian. agro-industry development of aloe vera in indonesia concentrated in pontianak in west kalimantan province. the aloe vera plant that comes from pontianak (aloeverachinensis) is a tar-superior variety in indonesia even acknowledged superiority in the world.drinks aloeverada lempokdurianare two of nine sme products are defined as products ovop (one village one product)in 2015 based on the decision letter of the minister of industry number: 521 / m-ind / kep / 12/2015 on the establishment of ovop. aloe vera and durian fruit used in the manufacture of ice cream mixture in the lab colloid. the aloe vera plant and durian fruit have local wisdom values that need to be preserved. in this globalization era, the students' understanding of the values of local wisdom has begun to disappear. local knowledge should be preserved because of the values of local wisdom has begun to be forgotten, not much discussed and introduced again to the students, as well as in everyday life had not emerged today [10]. in addition, there are symptoms in students who believe that the concepts knowledgescientific knowledge is more important, more necessary and as if not associated with popular culture [11]. local knowledge is a life perspective of a society shaped by the activities of local communities in addressing issues in order to meet their needs [12]. so local knowledge can be used in addressing environmental problems. the increasing volume of waste in the season fruit durian skin it can cause problems lingkung late, because it is very disturbing panorama's view and smell the community. environmental problems associated durian peel waste time earlier times is already missed because waste durian skin has been used since the first repellent for mosquitoes and flies. how to draw up waste durian skin above the cooking area, when dry burned for mosquito repellent at night, or as fuel for cooking. likewise, the use of aloe vera naturally. since the first of the parents if they want their children to have thick hair and black, then the child since toddlers are given aloe vera. there is even a mix of aloe vera sap from banana trees become a drug to grow hair. however, at the present time, the use of leather waste durian for nyaluk repellent and aloe vera naturally, slowly has begun to fade, unmatched by products factory which is considered more practical by the community. to carry out a good learning necessary teaching materials. the availability of teaching materials chemistry, especially chemistry-based supplements with local wisdom sets still rare in schools. sman observations from pontianak found that supplements sets based chemistry is not yet available with local wisdom and learning to tend to be centered on the students. hunde and tegegne [13]said that approach is a student-centered learning approach that engage students actively in activities that fit, teachers facilitate student activities. instructional materials for this commonly used chemistry of students in the form of lks (student worksheet), which contains a summary of the material and exercises. teachers teaching materials obtained from the publisher. the instructional materials less attention to issues or social issues related to science and technology and local wisdom. less instructional materials provide increased knowledge and skills of students in making responsible decisions based on scientific information. development of teaching materials in the form of chemical supplement (complimentary chemistry textbooks) become a very urgent need for the consequences of the implementation of the curriculum in 2013 who wanted students to learn through, then supplements can help learners to achieve competence specified. teachers can pack such materials with fixed air-orientation on aspects of attitudes, knowledge and skills. through the teaching materials in the form of supplements based chemistry sets with local knowledge are expected to equip students not only the aspect of knowledge but rather a caring attitude towards the problems surrounding and values local knowledge of an journal of education, teaching and learning volume 2 number 23 month march 2017. page 126 p-issn: 2477-5924e-issn: 2477-4878 86 area, so skilled in managing the resources that exist independently for survival, in colloidal supplements based sets with local knowledge, students will be introduced to how to make products such as ice cream and ice cream aloe durian and durian peel waste package, so it has a high economic value, as well as addressing environmental problems in society. in addition, students will be introduced to local wisdom values of durian and aloe vera. this learning process can foster a caring attitude of students to the values of local wisdom and increase interest in entrepreneurship, and be able to overcome the problems that occur in the community. sony [14] states that the entrepreneurship learning at school is very important, as the process of change and formation of knowledge, skills, attitude and theability of an entrepreneur, either through the educator's, training, mentoring, or experience. thus sets based chemistry teaching materials with local potential is very urgent to be made in order to preserve the values of local knowledge while fostering students' entrepreneurial interest. this is confirmed by aikenhead cited by yoruk [15] that the linking of learning technology in social life through the interaction between science, technology, and society, the students are able to recognize the impact of technology on life, thus enabling students to understand science better, and eventually learning can be exciting and fun. rosario [16] states that the approach of linking science, technology, and society or the environment is an effective learning approach. based on the facts and theories that support the research-based learning using colloidal materials sets with potential local knowledge of high school students in new york city is very urgent implemented. learning through use of colloidal materials is expected to interest in enterpreneurship and increase student mastery of concepts, potential local knowledge possessed pontianak city can be preserved, as well as to reduce the number of unemployed high school students in the city of pontianak. ii. research method this study uses experimental type of quasi experiment. the design or the design of the study using pretest-posttest control group[17], which formed two groups were selected at random, then the group was given questionnaires and tests to determine the interest in entrepreneurship and mastery of concepts students before the learning, students were given a questionnaire and tests after learning. in full as follows: table i quasi experimental design pretest treatment posttest class experiment o1 x o2 class controls o1 o2 description: o1: delivery of questionnaires and tests before being treated o2: delivery of questionnaires and tests after being treated x: treatment in the form of learning using colloidal teaching materials based sets on local wisdom with potential using as much as two-class sample research that experimental class taught using teaching materials based colloid science, environment, technology, and society with local potential and control classes taught using the usual textbooks used by teachers (conventional learning). the determination of this class by using simplerandom sampling with lottery, obtained experimental class is the class xa, and class b. class x controls aretechnique simple random sampling used for these two classes of students is based on the t-test test results concluded that both the data does not have a difference. data collection techniques used in the study is the measurement, observation, and interviews, while the data collection tool is a teaching material in the form of supplements based colloid science, environment, technology, and society and local knowledge, test mastery of concepts, entrepreneurial interest questionnaire, observation sheets of indoor and outdoor learning and guidelines for the interview. data analysis used independent-sample ttest,previous test requirements for the experimental class and control class, which is a test of normality distribution of data by using test of shapiro-wilk., followed by a homogeneity test to see the diversity of data using levene's test of equality of error variance, to address the problem of testing the hypothesis used independent-sample t test. iii. result and discussion accordance with the object, which is to determine the effectiveness of learning using teaching materials based colloidal sets and local knowledge, the data collected in the form of quantitative data. this data was obtained from a questionnaire interest in entrepreneurship and tests mastery of the concept of class xa many as 38 students were taught using colloid-based teaching materials sets with local wisdom and xb of 39 students who were taught using text books used by chemistry teachers. interest in entrepreneurship and mastery of concepts developed from the indicator variables of the study, further developed, so that a grain of questionnaires and tests. item 40 item questionnaire and tests mastery of concepts in the form of multiple choice, totaling 26 items. validation of questionnaires and tests mastery of concepts by experts conducted before it is used for research. further trials conducted entrepreneurial interest questionnaire and tests mastery of the concept to 29 students. questionnaire data were analyzed usingformulacorrelation biserial point,the results are summed up 35 points valid questionnaires. data were analyzed using the concept mastery test kr-20 formula, the result is the reliability of the test mastery of the concept of r = 0.92. teaching materials in the form of colloidal supplements based on local wisdom sets and validated by an expert before use in learning. this colloidal supplements composed with respect to the theory of sets, guidelines for journal of education, teaching and learning volume 2 number 23 month march 2017. page 126 p-issn: 2477-5924e-issn: 2477-4878 87 the development of teaching materials, and the facts oflocal potential in pontianak, so that aspect of the adequacy and appropriateness of teaching materials based sets with local potential fulfilled. the results of data processing interest in entrepreneurship class x sma pontianak show that for all aspects of interest in entrepreneurship, respondents experimental group was higher than the control group. average for the answer "yes" every aspect of interest in entrepreneurship experimental group was chosen by 71.71% of the students while the control group was selected by 26.28% of the students. the completefrequency distribution of student interest in entrepreneurship on clearly as follows: fig. 1 the frequency distribution of student interest in entrepreneurship questionnaires interest in entrepreneurship in figure 1 above shows that interest in entrepreneurship experimental group was better than the control group. the test results for normality usingtestthe shapirowilk questionnaire data concluded that the experimental group and the control group before learning-normal distribution teachings. furthermore, the use you-kan homogeneity testlevene's test of equality of error variance,concluded that the questionnaire data the experimental group and the control group before learning doctrines are homogeneous. thus the hypothesis testing conducted by independent-sample t test,the results obtained p value greater than 0.05 (p value> 0.05), so it is concluded that there are differences in students' interest in entrepreneurship before the learning, both in the experimental group and control, hypothesis testing is done after the implementation of learning in the experimental group and the control group. if p value less than 0.05 (p value <0.05), so that there are differences in the interest of entrepreneurs concluded between control and experimental group significantly. when viewed from the average n-gain, a control group of 0.55, while the experimental group by 0.73, then the average nhigher gain experimental group than the control group. this means learning to use teaching materials based colloidal sets and local wisdom is effective to increase student interest in entrepreneurship. interest in entrepreneurship better in the experimental group due to student-centered learning. students actively practice the concepts learned to make the product economically valuable and useful. dnature of learning students are trained to think as a whole and analytical in dealing with problems in life, that relate to people and technology through the knowledge already gained. furthermore, students trying to make a technologyproduct and market it in a small scope. students come to understand and feel the benefits of chemistry learning. students' understanding of the benefits of entrepreneurship will cause them to be a tendency towards to become an entrepreneur. according solesvik [18] that the entrepreneurship attitude positive and significant effect on the interest in entrepreneurship. thus the interest in entrepreneurship in the experimental group to be better than the control group. figure 1 shows the difference in student scores experimental group and the control group for the aspect of trust in yourself, like jobs at risk, and able to read the opportunities for the future is better than the other aspects. these three aspects are very important in increasing interest in entrepreneurship high school students. according to hamzah [19], a strong belief in the ability of yourself will make the students being independent in their work, do not worry about failure or be ready to face the risk, always looking for new knowledge and experience to be able to read the opportunities, and are able to change any. the questionnaire results obtained in response to learning as much as 94.74% of students (36 of 38 students) experimental group responded positively to learning, while as many as 25.64% of students (10 of 39 students) a control group gave a positive response in learning. it was concluded that the positive response of the experimental group was higher than the positive response of the control group. in line with the research results binadja etal. [7]found a positive impression on learning can be nurtured in students through a sets. it can be seen in figure 2 below. journal of education, teaching and learning volume 2 number 23 month march 2017. page 126 p-issn: 2477-5924e-issn: 2477-4878 88 fig. 2 response students to study analysis of the interviews with teachers and students, there was information that the chemical-based learning sets with local knowledge makes students aware of cultural values their own areas. students learn about something that has become a habit of their parents or of their own community. learning becomes fun for students. learning colloid use you-kan sets based teaching materials and local knowledge, students are directly involved in conducting an investigation, information gathering, analysis, and applying the concept to solve the problems that occurred in the community based on the values of local wisdom. active students involvement in learning can be improved their learning activities [20] and have ability to collect data or information that is better [21], understanding the students would be better if the ability to collect data or information is good. thus the student's mastery of concepts in the experimental group to be better than the control group. based on the concept of students' mastery test data, indicate that the control and experimental group increased mastery of concepts. the results ofpretest in both groups using independent-sample t test were concluded there was no difference in the mastery of the concept of the two groups prior to learning. the test is conducted after fulfilling the requirements of the test, the test of normality and homogeneity. furthermore, hypothesis test using independentsample t test tothe data post-test or the data after learning in both study groups. the result pvalue less than 0.05 (p value <0.05), so that there are differences in concept mastery concluded between control and experimental group significantly. obtaining the average n-gain, indicating the n-gain experimental group was higher than n-gain control group. this means learning to use colloidal materials sets vision and local knowledge is effective to improve students' mastery of concepts. some studies show that sets learning can affect the enterpreneurship interest and student achievement. mursalin [22] in his study concluded that the use of learning and teaching materials based sets visionary entrepreneurship can foster students' interest in entrepreneurship, and improve student achievement. furthermore, dian et al. [23] concluded that the learning vision and sets effect on student achievement. afriawan et al.[24] concluded that the learning approach envisions savi sets at sman 1 onions have a positive influence. esmiyati et al. [25] concluded that saling temas based modules can improve the mastery of learning outcomes and get a positive response from the students and teachers. the knowledge and skills acquired the students can be demonstrated through this study is not the result given set of facts, but is the result of the find and generalize itself. thus, the increased interest in entrepreneurship and mastery of concepts better students in the experimental group than the control group is the influence of learning using teaching materials based colloidal sets and local wisdom. practicum colloids make ice cream with aloe vera and durian mixture makes students eager to study chemistry, as the knowledge and skills they have learned in this lab activity can be an opportunity for him to entrepreneurship. kusuma and siadi [26] states that theskills-based lab activities life make students more enthusiastic about learning. it causes learning fun for students. in addition, in the learning of students are also invited to apply the science of chemistry in the entrepreneurial world while preserving the values of thelocal wisdom of the local potential of the city of pontianak. in lessons also, the students invited to use the waste as the durian skin ever undertaken by their parents earlier to a creative product. local knowledge durian skin is used by ancient people to answer the durian skin problems that are not used that cause environmental problem. iv. conclusions based on research results that have been obtained, it was concluded that the use of learning-based teaching materials sets and local wisdom is effective to increase interest in entrepreneurship and mastery of the concept of high school students in the city of pontianak. it is shown from the results of the data analysis concluded that there are differences in entrepreneurial interest and mastery of concepts between the control and experimental groups. perolehan average n-higher gain experimental group than the control group, and questionnaire responses indicate a positive response from the experimental group was higher than the control group. thus, learning using sets based teaching materials and local knowledge can be used by teachers as one of the alternatives in growing interest in entrepreneurship and mastery of concepts, while preserving the values of local knowledge of an area, particularly the city of pontianak. chemistry learning using teaching materials based on local wisdom on sets and colloidal material can be made on other chemical materials. teachers can encourage students to actively explore the values of local wisdom that exists around the environment and link it with chemical concepts before learning begins, because it can train students communication skills, collect information and conduct investigations in the community. it can practice the skills of scientific work and critical thinking. journal of education, teaching and learning volume 2 number 23 month march 2017. page 126 p-issn: 2477-5924e-issn: 2477-4878 89 references [1] e. aprilianty. “pengaruh kepribadian wirausaha, pengetahuan kewirausahaan, dan lingkungan terhadap minat berwirausaha siswa smk.” jurnal pendidikan vokasi, vol. 2, pp. 311-324, 2012. 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[26] e. kusuma and k. siadi.“pengembangan bahan ajar kimia berorientasi chemoentrepreneurship untuk meningkatkan hasil belajar dan lifeskill mahasiswa.”jurnal inovasi pendidikan kimia, vol.4, pp. 544 – 551, 2010. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 138 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effectiveness of using photograph in teaching writing megawati 1) , syarif agussaid alkadrie 2) 1) stie ,pontianak e-mail: cutmegawati44@yahoo.com 2) stie, pontianak e-mail: agusalkadrie@yahoo.com abstract. this research entitled: “the effectiveness of using photograph in teaching writing” is intended to find out whether there is significantly different in writing ability between the experimental group and the control group. this research employed experimental design. the participants of the study were the tenth-grade students at sman 1 karau kuala in the academic year 2013/2014. two classes were used in this research. there were x-c as the experimental group and x-d as the control group. the research instrument used was a writing test in the form of essay test. the data in this research were mainly gathered through the use of pre-test and post-test. the data were analyzed by measuring t-test and spss program to calculate the t-value from the score. the finding of the research shows that there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. after the treatments, the mean is 75.43 the standard deviation is 9.370 the df is 44, and the significance is 0.00. if the significance is smaller than 0.05, it means there is a significant difference between teaching writing by using photograph and teaching writing without using photograph. keywords: photograph, writing, recount text, experimental research i. introduction a. background writing is the expression of language in the form of letters; symbol and words; through writing someone can share their knowledge, conveying idea, feeling and intention to other people. writing as a part of the language skills, besides listening, speaking and reading must be taught maximally by the teacher to the student. writing is also one of communication media. writing is very important as it can help us to have a good socialization, express our idea, feeling, and our opinion so that we can have a good interaction with our society (byrne, 1991: 24). according to gebhardt and rodrigues (2000: 1) writing is one of the most important things you do in college. according to ramelan (1994: 9) writing is very important as a part of man culture because it can be used to preserve thought idea and also speech sounds. although, writing is very important, it is a difficult subject especially for the students. because writing is a complex activity since it requires students’ comprehensive abilities such as mastering grammar, vocabulary, and punctuation. besides, to write well, the students expected to be able to present their ideas in the written form as writing is a means of communication. however, some think that writing was not only delivering ideas to others but also using a sheer energy to complete the writing process itself: thinking the ideas, preparing the outline, transferring the outline into draft, revising the draft, and finally proofreading the draft to prepare for the final outcome. according to heaton (1987: 134) writing skill is more complex and difficult to teach, requiring, and mastering not only of grammatical and rhetorical devices but also conceptual and judgment elements, because of the difficulties of writing, some efforts have been done to solve the problem. the main objective is to make the writing become easier to learn for the students. fergenson and nickerson (1998: 7) state that writing is a skill that is acquired through study. writing is one of english skills that should be taught integrated, but it is regarded as the most difficult language skill to learn for learners. it is often perceived as the most difficult language skill since it requires a higher level of productive language control than the other skills. in fact, the students were not capable to make a good writing. the reason that they did not make a good writing was caused by poor in vocabulary, difficulty in generating their idea, poor in grammar, and so on. besides that they also have difficulty in how to compose sentences, the students are lack of vocabulary and also lack of grammar acquisition. as a result, the students have no motivation to write, and writing becomes uninteresting and hard activity for them. http://creativecommons.org/licenses/by-nc/4.0/ mailto:cutmegawati44@yahoo.com mailto:agusalkadrie@yahoo.com journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 139 the problems above also faced by the tenth-grade students of senior high school in kalimantan tengah. based on the preliminary observation conducted, the students complained that writing was a difficult subject. it was because they were so difficult to share the ideas from their brain and also not interested enough to learn english especially in writing recount text subject. most of them found difficulties in developing paragraph and finding appropriate vocabulary and they felt bored. besides that, the teacher seldom taught writing to the students through writing process. she just explained the patterns and gave the example of the text, and then she asked the students to write a certain topic without any guidance. the students only get the materials from texts books and exercise books. the teacher still teaches the students with routine activities without realizing that it would make the students bored and lost their attention to the teaching and learning process. this is stated by brown (2006: 48) routine activities in learning can make the students bored. as the result, their motivation and participation in learning will decrease. these cases made their writing scores were low. there was no variation in the teaching writing. anyhow, the problems should be solved by trying to find another strategy for teaching writing in order to make an effective learning writing process. by applying the techniques, the teacher can encourage the students to participate in the classroom activities. the teacher should be able to encourage the students to express their ideas into good writing. the teacher gives opportunities to the students to write their ideas without being afraid of making mistake. it can be done by introducing topics and a good writing process. it is supposed to help students comprehend writing material well, so it can increase the students’ writing score. meanwhile, the main objective is to make the writing become easier to learn for the students. so photographs as new media for the tenth-grade students of senior high school kalimantan tengah was interested to apply, because photographs can be used to guide the students to get the ideas in writing especially in recount text. photograph is one of the visual aids that will be effective and attractive in teaching writing recount text because photograph usually capture past events and photograph surely can help students remember details about people, places and events. additionally, wright (1989: 29) states that pictures are very important in helping students to retell experiences or understand something since they can represent place, object, people, etc. photograph or real picture is one of visual aids that can be used in teaching and learning english. it created the situation for learning classes and interesting. kreidler (1968: 41) states that the ultimate of writing is to give the students the opportunity to express their own ideas clearly, using pattern they have learned. photograph can also be used as teaching media. many teachers used photograph as media enthusiastically think that photograph can lead to numerous creativities if used by teachers and students (brown, 2006: 149). based on the usefulness of the photograph, photograph was choosing to teach writing recount text. besides that there is relationship between writing recount text and the useful of photograph, in writing recount text “telling about what happened” and “past experience”. photograph is one of visual media to remember about past experience and about what happened in the past. there is a significant relationship between writing recount text and the useful of using photograph, recount text is one of the story genres. the purpose is to reconstruct past experiences by retelling events and incidents in the order in which they have occurred. photograph as one of visual media types can improve fluency of understanding through elaboration of structure or organization and enhance retention (azhar, 2009: 91). by such improvement writing recount text are consequently supported by enhanced retention and elaborated structure of mind. moreover, recount text retells past events or activities in line with photograph that can capture interconnected images of objects and setting within. because of the explanations above, it was motivated to conduct an experimental research; the objective is to find out the effectiveness of using photographs in helping the students in writing ability, especially in writing recount text. b. formulation of the problem is there a significant difference of writing ability between the students taught by using photographs and those taught by using conventional media of the experiment group and the control group of the students of senior high school in kalimantan tengah? c. objective of the research based on the formulation above, the research is aimed to find out there is a significant difference of writing ability between the students taught by using photographs and those who taught by using conventional media of the experiment group and the control group of the students of senior high school in kalimantan tengah. ii. review of related theories a. definition of writing there are some definitions of writing that are taken from resources, according to hornby (2000: 1383) writing is the activity or occupation of writing for example books, stories and articles. dullay (1982: 226) gives statement that writing is only mode in which both linguistics manipulation task and communication task have been given. in the other words, endang (2010: 151) states that writing as a process are oriented towards work in progress and the development of new skills, rather than merely evaluative task, the classroom practices, therefore, will vary from each other. nunan (2003: 88) defines that writing is the process of thinking to invent ideas, thinking about how to express into good writing, and arranging the ideas into statement and paragraph clearly. based on the statements, it can be concluded that writing is http://teachingenglish4all.wordpress.com/2010/06/28/descriptive-text/ http://teachingenglish4all.wordpress.com/2010/06/28/descriptive-text/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 140 an active. production is more clearly, writing is an act or process to produce some information in their mind that should be expressed into writing form. writing will be the best if the students guide on the rules defined. it usually refers to contents, organization, grammatical, usage and mechanics, sentence structure, mastery on vocabulary and so on. b. definition of writing according to rudi (2005: 6) recount text is one of kind of story genre, recount tells somebody about something, especially something informing or entertaining. anderson (2003: 48) gives statement that a recount is speaking or writing about past events or a piece of text that retells past events, usually in the order which they happened. recount text means the form of the text telling about someone experience in the past, there for the experience of the readers themselves, such as their adventure and their day’s activities. recount text means telling about oneself adventures or the day’s activities (echols, 2008: 471). recount text is one of text genres that are presented in genre-based-approach. recount text refers to text which retells chronological activities in the past usually from writer’s personal interpretation (emilia, 2010: 106). according to hyland (2009: 29) recount is a kind of genre that has social function to retell event for the purpose of informing or entertaining. the tense that used in recount text is past tense. social purpose of recount is to reconstruct past experiences by retelling events in original sequence. we can look at the sample of recount in personal letters, police report, insurance claims, and incident reports. b. photographs photograph is a picture made by using a camera, in which an image is focused on to light sensitive material, and then made visible and permanent by chemical treatment or store digitally (oxford dictionary, 2008: 329). photograph is one of type of picture; ann (2001: 930) states that picture is defined as visual representation of person, object, or scene, as a painting, drawing, or photograph. according to harmer (2007: 134) pictures can be flash cards, large wall pictures, photographs, or illustration. photograph is used as media to teach the lesson material. photographs are extremely useful for a variety of communication activity, such as describe and draw activities. d. photographs as aids photographs are often used to remind people of a real experience or to suggest such as experience to them. for example, most of families have photograph album to remind themselves of happy time in the past. gerlach and elly (2003: 273) describe four categories of still picture which can be found in film strips slide and overhead transparencies. still might be drawn printed or photographically process, abstract at the various in size and color. the most common opaque still pictures are photographic prints but cartoon a wall painting, sketches and maps widely used. photograph or real picture is one of visual aids that can be used in teaching and learning english. it creates the situation for learning classes and interesting. kreidler (1968: 41) stated that the ultimate of writing is to give the students the opportunity to express their own ideas clearly, using pattern they have learned. e. teaching writing using photograph as media there are several methods in teaching and learning writing. photograph is one of ways to explain a real situation. teacher is the most important factor in teaching and learning process, especially in english subject. the teacher must be had an ability to make an interesting class. photograph is one of the teaching media that can make the students enjoy the lesson. among the teaching media, photographs are the common media to be used. there are two kinds of photographs that are used in teaching and learning process yuswotowo (1992: 14), they are: the original picture and the picture of illustration. the original picture shows the concrete shapes of the object or person related to the topic being discussed. the pictures of illustration on the other hand are made in order to display a situation or an object needed for teaching activities such as illustration of a conversation between mother and father in a dining room. finocchiaro (1989: 164) also suggests that every classroom should contain a file of pictures which can be used to give interesting, meaningful practice of a foreign language. the file should contain three kinds of pictures: (1) pictures of individual person and of individual object, (2) pictures of situation in which persons are doing something with object and in which the relationship of subjects or people can be seen, and (3) a series of pictures on one chart. photograph can also be used as teaching media. many teachers used photograph as media enthusiastically think that photograph can lead to numerous creativities if used by teachers and students (brown, 2006: 149). the creativity can extend started from taking the picture to the way the photographs are used. nowadays, photograph is relatively economical, if it is used as teaching media in classroom. camera in the cellular can also be effectively used so that photograph is easily gained by students. the use of written text media is very dominating. the students in dealing with written text sometimes feel boredom and get stuck to write. variation of media is useful in dealing with such problem because the use of media in class can raise new willingness and interest, motivation and stimulus to learn, and even have psychological effect towards student (azhar, 2009: 15). teacher can stimulate their students by instructing them to take a good picture by themselves (brown, 2006: 150). my own best picture created by the teacher in this study is one of example of such effort. my own best picture really jives with the recount text characteristics which compose about past events. my own best picture is sequential pictures taken from students’ experience. my own best picture is like multi screen stills which showed development of events chronologically. taking picture by themselves (students) can journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 141 be very exciting and inevitably improves their visual literacy (brown, 2006: 150). by photograph, learners can show people, places, and things from areas outside their own experiences (gerlach and elly, 2003: 273). photograph as one type of picture, can present social context in classroom in which people and places are put together in certain relation creating events that can trigger students’ imagination. hopefully, after visual literary is boosted by the present of photograph, students can also improve their literacy, especially writing recount context. photograph that can show areas outside one experience enable learners to be able to explain anything that they can perceive from the photograph, even something new for them. photograph visual detail makes it possible to study subjects which would otherwise be impossible (gerlach and elly, 2003: 277). some students, when they try to write events they already experienced, found difficulty to gain exact memory about that. furthermore, it will be more difficult to retrieve the details of object they would talk about. to cope with such problem, visual media like photograph can be a solution because visual media can elaborate well structure or organization of things and enhance retention (azhar, 2009: 91). based on the review of the existing literature on the advantages of using photograph in teaching of writing, the present study was carried out to investigate how a photographaided learning strategy improves the writing ability of senior high school students in indonesia. iii. research method a. research design this research was quasi-experimental design. quasiexperimental design was not based on random assignment of subjects to experiment and control groups. related to the research, nonrandomized control group pre-test post-test design was used. according to wido (2006: 215) quasiexperimental design is not based on random assignment of subjects to experiment and control groups. this design was used because of the school situation, schedules cannot be disrupted. in such a case, it was necessary to use groups as they were already organized into classes or other intact groups. quasi-experiment involved an experiment group and a control group both given a pre-test and a post-test. pre-test was given to both of the groups to measure the students’ writing ability before the treatment was given. the treatment was only given to experiment group. then post-test was given to both of the groups to measure the students’ writing ability after the treatment was given. the treatments consisted of six meetings. photograph was only used to teach the experiment group. the material that was used for both of the groups was the same. according to creswell (2008: 242) the research design can be illustrated in the table below: table i the research design groups pre-test treatment post-test e o1 x o2 c o1 y o2 where: o1 : pre-test of experiment group o2 : post-test of experiment group o1 : pre-test of control group o2 : post-test control group x : writing recount text by using photographs y : writing recount text by using conventional media b. research variables this research was an experimental research. it has two variables that become the keywords of the study. they consist of: independent variable : photograph is used in teaching writing recount text. dependent variable : writing ability of the students who involved in this research. c. research instruments creswell (2008: 167) argues that an instrument is a tool for measuring, observing, or documenting quantitative data. modifying an instrument means locating an existing instrument, obtaining permission to change it, and making changes in it to fit your requirements. the instrument that was used to collect the data was english writing test. the kind of english writing test was an essay test. the students’ writing ability was measured from jacob’s scoring test: content, organization, vocabulary, language use and mechanics. weigle (2009: 116) asserts that there are five indicators to consider in writing test: content, organization, vocabulary, language use, and mechanics. d. hypothesis hypothesis was the writer’s prediction towards the result that would be gained in this research. iqbal (2002: 50) states that hypothesis is the temporary answer toward the problem of the study that still has weak truth, so it must be examined empirically. the hypothesis of this research is there is a significant difference of writing ability between the students taught by using photographs and those who taught by using conventional media of the experiment group and the control group of students of senior high school kalimantan tengah. journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 142 iv. research findings a. descriptive statistics this research was an experimental research, which has function to find out the effect of using photographs to writing ability. the effect of using photographs can be seen from the gained scores of the subject of the research. therefore the conclusion of this research was taken by comparing the mean of the gained scores of the students who were taught by using photographs with the gained scores of the students who were taught by using conventional media. the tenth grade students of senior high school 1 karau kuala kalimantan tengah consisted of four classes. two classes only were as the sample. they were class x-d containing twenty three students performs as control group, and class x-c containing twenty three students perform as experiment group. in the descriptive statistics, it described and explained the data on score of the students’ test result, those taught by using photographs (experiment group) and that taught by using conventional media (control group), and then compared both variables in order to know which one was the higher. the result of the test can be presented into mean, standard deviation, and the range of minimum and maximum scores of each variable. 1. pre-test pretest was the first test by giving to the students after observing the english teaching learning process in the class. the pre-test was conducted for both experiment group and control group. the pre-test was administered on february 3, 2014 for experiment group and on february 5, 2014 for control group. in the pre-test the students was asked to write the recount text without using photograph. the pre-test was about one and a half hours. every student was asked one question in the form of essay test. first, stimulating the students’ background knowledge about recount text. then, introducing the topic or the material to learn and asked the students to write recount text based on the topic. in this stage the students wrote the writing recount text without photograph to know the students’ ability in writing before the treatment. a. experiment group students’ pretest score the total numbers of the students who belong to experiment group were twenty three students. the highest score of pre-test in experiment group was 70 and the lowest score was 34. the mean score of pre-test was 51.17 and the standard deviation was 8.299. the experiment group students’ pre-test score. there was a student who got score 67-74. there were two students who got score 59-66. there were twelve students who got score 50-58. there were seven students who got score 42-49. there was a student who got score 34-41. the students also classified into master and fail category based on the minimum criteria for completeness of english subject of the tenth grade students of senior high school kalimantan. there were three students (13.04%) who belonged to master category and there were twenty students (86.96%) who belonged to fail category in the pre-test of experiment group. b. control group students’ pre-test score the total numbers of the students who belong to control group were twenty three students. the highest score of pretest in control group was 75 and the lowest score was 36. the mean score of pre-test was 54.61 and the standard deviation was 9.586. the control group students’ pre-test score. there were three students who got score 67.5-75.5. there were three students who got score 59.5-67.5. there were six students who got score 51.5-60.5. there were nine students who got score 43.551.5. there were two students who got score 35.5-43.5. the students also classified into master and fail category based on the minimum criteria for completeness of english subject of the tenth grade students of senior high school kalimantan tengah. there were five students (21.74%) who belonged to master category and there were eighty students (78.26%) who belonged to fail category in the pre-test of control group. 2. pre-test this research consisted of eight meetings for each group. the first and last meetings were for pre-test and post-test and six meetings were for treatment. it took from february 3, 2014 to february 28, 2014. in the treatment was explained about the meaning of recount text, the language features, how to make a good story of recount text and also explained about how to arrange the sentence in simple past tense. teaching writing recount text by using photograph was for experiment group and teaching writing recount text by using conventional media was for the control group. the test only used one type of writing test in the form of essay test in the pre-test and post-test while in the treatment was used objective test in the form of filling in the blank task and changing the sentences into positive, negative and interrogative sentences and subjective test in the form of essay test. 3. post-test post-test as the last test was given after treatment. the test was similar with the pre-test. the post-test would be done after the treatment given to the students to practice a writing recount text by using photographs in the class. the post-test was conducted on february 28, 2014 for experiment group (class x-c) and on february 27, 2014 for control group (class x-d). the test was administered by giving the students a task to write a recount text. the pre-test was about one and a half hours. it was conducted by giving the students a writing recount test based on the students’ personal photograph. every student was asked one question in the form of essay test. the post test was done to know whether there was a significant difference between experiment group those who taught by using photographs and control group those who taught by using conventional media. b. control group students’ post test score the result of post-test in control class, the mean was 60.43 with standard deviation was 9.080. meanwhile the highest journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 143 score which reached by the students in control group was 80 and the minimum score was 48. the control group students’ posttest score. there was a student who got score 76-82. there were four students who got score 69.-75. there were five students who got score 6268. there were five students who got score 55-61. there were eight students who got score 48-54. the students also classified into master and fail category based on the minimum criteria for completeness of english subject at the tenth-grade students of senior high school kalimantan tengah. there were ten students (43.48%) who belonged to master category and there were thirty students (56.52%) who belonged to fail category in the post-test of the control group. b. inferential statistics there were two requirements that should be fulfilled before analyzing the data: normality and homogenous testing. the following discussion gives the explanation about the normality and homogenous testing. 1. normality testing the normality testing conducted using shapiro-wilk analysis at 5% significant level. the calculation of normality testing showed that the analysis was normal. the data of pre-test was normal. the reason was the value of the probability (significance) was higher than 0.05. it can be stated that 0.260 > 0.05 for the experiment group and 0.436 > 0.05 for the control group. therefore, it can be stated that the distribution of the gained score in the pre-test was normal. the data of post-test was normal. the result showed that the value of the probability (significance) was higher than 0.05. 0.776 > 0.05 for the experiment group and 0.115 > 0.05 for the control group. it means that the distribution of the gained score in the post-test was normal. 2. homogenous testing homogenous testing utilized to analyze if the data was homogeneous or not. homogenous testing was accounted by using spss program. the significance of the students’ writing ability in the pretest indicated in the coefficient of homogenous. the test can be said homogenous if the probability (significance) was higher than 0.05. the result can be concluded that the data were homogenous, because the value of the probability (significance) was 0.326 (0.326 > 0.05). therefore, the variance of the two groups in the pre-test was homogenous and the sample has the same variance, so the data met the requirement of a research analysis. in the post-test score calculation, the significance of the students’ writing ability in the post-test indicated in the coefficient of homogenous. the test can be said homogenous if the probability (significance) was higher than 0.05. based on the calculation of the post-test score in the table above, the result can be concluded that the data were homogenous because the value of the probability (significance) was 0.960 (0.960 > 0.05). therefore, the variance of the two groups in post-test was homogenous and the sample has the same variance, so the data met the requirement for a research analysis. 3. hypothesis testing the hypothesis testing aimed at revealing whether or not there was a significant difference between students’ writing ability that taught by using photographs and taught by using conventional media of the tenth-grade students of senior high school in kalimantan tengah. the level significant was set on 0.05 or 5%. from the result of data description presented above, it can be concluded that the mean between the experimental group and the control group were different. the mean of pre-test and post-test of the control group were 54.61 and 60.43. the mean of pre-test and post-test of the experiment group were 51.17 and 75.43. it showed that the mean of the experiment group was higher than the mean of control group. it means that there was a significant difference of writing ability between the students taught by using photographs and those who taught by using conventional media of the experiment group and the control group of the tenth grade students of senior high school in kalimantan tengah. to prove whether or not there was a significant difference of writing ability between students taught by using photographs and those taught by using conventional media, the hypothesis testing is done. the hypothesis was accepted if the value of the significance is smaller than 0.05 or the value of t-observe is higher than t-table. the result showed that the value of significance was 0.201 higher than 0.05 or t-observe was 1.299 lower than t-table was 2.02. it means that hypothesis was rejected. therefore, it can be concluded that the students’ writing ability between the experimental group and control group was no significant difference in the pre-test. this research also showed that the value of the significance was 0.000 smaller than 0.05 or t-observe was 5.513 higher than t-table was 2.02. it means that hypothesis was accepted. therefore, it can be concluded that the students’ writing ability between the experimental group and control group was significantly difference in the post-test. c. discussion 1. the writing ability of the tenth-grade students of senior high school kalimantan tengah taught by using photographs. the score of the writing ability of the tenth-grade students of senior high school kalimantan tengah taught by using photographs after the treatment was higher than the score of the students’ writing ability before treatment. before treatment the mean score of experiment group was 51.17 and after the treatment the mean score of the experiment group was 75.43 the minimal score of the experiment group was 34 and the maximum score of the experiment group was 70 after the treatment the minimal score was 60 and the maximum score was 94 the mean of the score of the test was 75.43 while the standard deviation was 9.370. journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 144 the students` writing ability taught by using photographs was very good. it means that the photographs arise the student` motivation to get ideas, taught, feeling, and express them into written. there was increased scored in writing ability after the students got the treatment by using photographs. from the explanation above, it indicated that lesson by using photographs in teaching writing could improve the students to write and could raise the students’ motivation in learning. the findings showed that in the experiment group (using photographs), there were 20 students (86.96%) who belonged to master category and there were 3 students (13.04%) who belonged to fail category in the writing test. those scores were compared with the gained scores of the control group. from the findings, it can be seen that there were 10 students (43.48%) who belonged to master category and there were 13 students (56. 52%) who belonged to fail category. it can be concluded that the number of the students who belonged to the master category in the experiment group was more than that in the control group. the result of calculation showed that photographs gave a significant effect toward the students’ writing ability. the students who used photographs got higher scores than the students who did not. the psychological effect of using photograph was that the students’ motivation was increased because they felt happy learning the material. finally, the students would get higher scores. as what has been stated in chapter ii, there are some advantages of using photographs in teaching-learning process. wright (1989:2) states that media are anything that can be used to make learning run smoothly, increase students’ interest and motivation and sense of the content of the language. photograph or real picture is one of visual aids that can be used in teaching and learning english. it creates the situation for learning classes and interesting. kreidler (1968: 41) stated that the ultimate of writing is to give the students the opportunity to express their own ideas clearly, using pattern they have learned. by photograph, learners can show people, places, and things from areas outside their own experiences (gerlach and ely, 2003: 273). photograph as one type of picture can present social context in classroom in which people and places are put together in certain relation creating events that can trigger students’ imagination. hopefully, after visual literary is boosted by the present of photograph, students can also improve their literacy, especially writing recount context. photograph that can show areas outside one experience enable learners to be able to explain anything that they can perceive from the photograph, even something new for them. photograph visual detail makes it possible to study subjects which would otherwise be impossible (gerlach and ely, 2003: 277). according to raimes (2002: 27-28) a photograph is available resource as it provides: (1) shares experience in the classroom, (2) a need common language form re use in the classroom, (3) a variety of tasks, and (4) a focus of interest for students. photographs are the original picture and a visual media that sure useful in process writing recount text. photograph usually captures past events, and photograph surely can help students remember details about people, places and events. in short they can be powerful sources of text. besides, a photograph is worth a thousand words because one picture can tell students something, even have sequences of story behind it. it was appropriate with writing recount text because recount text use to reconstruct past experiences by retelling events and incident in order in which they have occurred. so that they write confidently and they can produce a better writing than write without using photographs. 2. the writing ability of the tenth grade 2. students of senior high school kalimantan tengah taught by using conventional media. the description of writing ability of the students who was taught by using conventional media is discussed in this part. after conducting the instrument, the data or the result of the test was conducted. the result of the control group showed that there was no significant increase about the mean score of the students’ writing ability. the mean score in the pre-test was 54.61 and the mean score in the post-test was 60.43 the minimum score in the pre-test was 36 and the maximum score in the pre-test was 75 the minimum score in the post-test was 48 and the maximum score was 80. in the control group, there was no a significant increase the mean score of the students’ writing ability. the students in control group sometimes forgot the vocabulary, grammar, content, and mechanic. most of the students found difficulties in developing paragraph and finding appropriate vocabulary. it means that they were not interested in the lesson because of the method that made them felt bored. 3. the significant difference of writing ability between the students taught by using photographs and those taught by using conventional media of the experiment group and the control group. the result of calculation showed that photographs gave a significant effect toward the students’ writing ability. it can be seen from the result of t-test showing that the value of significance (0.000) was lower than 0.05. if the significance (0.000) was smaller than 0.05, or t-observe (5.513) was higher than t-table (2.02), it means that there was a significant difference in teaching writing by using photographs and teaching writing by using conventional media. by using photograph of teaching writing recount text, the students will enjoy the following english class. they will be easy to understand the lesson, it is expected that using photograph is interesting and effective to raise students’ motivation in learning writing recount texts. it can be seen that the gained score of the experiment group and control group in the post-test. the mean score of the experiment group was 75.43 was higher than that of control group was 60.43, in the other word, it can be said that there was a journal of education, teaching and learning volume 2 no 2 september 2017. page number 138-146 p-issn: 2477-5924 e-issn: 2477-4878 145 significant difference of writing ability between the students taught by using photographs and those who taught by using conventional media of the experiment group and the control. v. conclusions 1. conclusion this experiment research took the tenth-grade students of senior high school karau kuala kalimantan tengah as the research object, to find out the effect of using photographs. however, based on the research findings and the discussion in chapter iv, the result of this research can be summarized as follows: there was a significant difference between the students taught by using photographs and taught by using conventional media. the mean of experiment group in the post-test was 75.43, the df was 44, and the value of the significance was 0.000. if the value of the significance (0.000) was smaller than 0.05, or t-observe (5.513) was higher than t-table (2.02), the alternative hypothesis was accepted. it means that there was a significant difference of writing ability between the students taught by using photographs and those who taught by using conventional media of the experiment group and the control group. the result of the analysis of the writing recount text ability of the students taught by using photographs (experiment group) showed that the mean score of the pre-test was 51.17. and the mean score of post-test was 75.43. from the mean scores of the pre-test and post-test the experiment group, it can be seen that there was a significant progress from pre-test to the posttest. photographs gave a significant effect toward the students’ writing ability. photographs arise the students’ motivation to get ideas, taught, feeling, and express them into written. the students who used photographs got higher scores than the students who did not. the psychological effect of using photograph was that the students’ motivation was increased because they felt happy learning the material. the result of the analysis of the writing ability of the students taught by using conventional media (control group) showed that the mean score of the pre-test was 54.61. and the mean score of post-test was 60.43. from the mean scores of the pre-test and post-test the control group, it can be seen that there was progress but not significant progress than the mean score of the pre-test and post-test in the experiment group. the students in control group sometimes forgot the vocabulary, grammar, content, and mechanic. most of the students found difficulties in developing paragraph and finding appropriate vocabulary. it means that they were not interested in the lesson because of the method that made them felt bored. b. suggestions there are some suggestions that are addressed to the other researchers, english teacher, and students as follows: 1. next researchers the next researchers can make this study as their reference to conduct other researcher on the same field. they are also expected to be able to cover the limitation about this; they can conduct a research with the same media but in different genres. the next researchers can prepare everything as good as possible in doing research and can follow up this research. 2. english teachers english teachers can use photographs in teaching writing. the teachers should give various attractive and interesting media to the students in teaching learning process, especially in teaching writing activity, so that the students will not bored. 3. students a. students should be given motivation to read any recount text to increase their understanding about recount text. b. students should be given more time to analyze some recount texts as models to write. c. the students encourage themselves to learn english especially writing a recount text. references ann kipfer, barbara. 2001. random house webster’s college dictionary. new york: random house. arsyad, azhar. 1997. media pembelajaran. jakarta: raja grafindo persada. arikunto, suharsimi. 2000. manajemen penelitian, jakarta:pt. rineka citra. . 2005. manajemen penelitian. jakarta: rineka cipta. asnawir and usman. 2002. media pembelajaran. jakarta:ciputat press. brown, h. d. 1987. principles of language learning and teaching. englewood cliffs, nj: prentice hall. . 2007. teaching by principles: an interactive approach to 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http://www.google.co.id/search?tbo=p&tbm=bks&q=inauthor:%22beverly+derewianka%22&source=gbs_metadata_r&cad=6 http://marshlab.psych.duke.edu/publications/roediger&marsh2005_jeplmc.pdf http://marshlab.psych.duke.edu/publications/roediger&marsh2005_jeplmc.pdf isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 96 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. desiderius erasmus and christian education wingga witsi lumangkun1), valentino reykliv mokalu2) 1)christian university of indonesia, indonesia e-mail: wlumangkun@gmail.com 2)christian university of indonesia, indonesia e-mail: reyklivmokalu@gmail.com abstract. the aims of this article is to discuss the problem of challenges from the perspective of humanism in its correlation with christian religious education. desiderius erasmus gave a big contribution to the development of humanism itself, because humans need to self expolarate themselves freely, so that the essence of his view of humanism makes a clear contribution to humans who can actualize themselves to humanize humans. the research method used in this article is library re-search with an interpretive approach where the meaning of the text is raised as the text speaks. in conclusion, humanism basically teaches humans that all humans are the same there are no differences, which is part of the world and god's creation. the application of the humanism viewpoint in christian religious education can not only help to deal with conflicts based on differences but also can help unite humanity based on human values itself. keywords: desiderius erasmus; humanism; christian religious education i. introduction humanism and renaissance are two related words. when we talk about humanism, we must also talk about the renaissance and vice versa. because, it was humanism behind the emergence of the renaissance. humanism was basically welcomed openly by the people at that time, this was certainly not strange, because humanism gave rise to ideas about humanity, brotherhood, nationalism, even if studied in depth, humanism brought humans closer to their god (mosciatti, 2018). according to the big indonesian language dictionary, the language center: fourth edition explains that humanism is: (1) a sect that aims to revive a sense of humanity and aspire to better social life; (2) understanding that considers humans as the most important object of study; (3) the flow of the renaissance era which made classical literature (in latin and greek) the basis of all human civilization; (4) humanity (mosciatti, 2018). there is an opinion that explains humanism during the renaissance was defined as a statement of a (philosophical) view of life that acknowledged the existence of god with piety and also included the intellectual attitudes of the ancient pagan world. humanism is basically interested in aesthetics, sees the use of historical knowledge, and believes that the main task of man is to enjoy his life wisely and serve his society actively. so it can be concluded that humanism restores the balance of life which in the middle ages was more heavily focused on the afterlife (mulyana, 2016). humanism places more emphasis on fulfillment in this world than preparation for heaven in the afterlife. this is a spiritual understanding aspect too, but the contrast reflects a society that is more concerned with world problems (fisher, 2021). the opinions narrated above can be concluded that humanism is a school or view of life that was born during the renaissance, humanism teaches humans that all humans are the same, part of the world and god’s creation (jacobs, 2021). the problem is that the view of humanism is sometimes mis-articulated by some people so that the use of this historical heritage is not expressed or embodied in the world of christian religious education because the hallmark of the view of humanism frees humans to explore to determine the essence of their life. education is one of the important keys in human life. generally, education wants to help humans get the existence as a whole of humanity (alan jacobs, 2018). the aims of education is also to make people get a perfect quality of life. the context of education has not been able to achieve the goals and objectives of education itself which humanizes humans by optimizing all the potential that exists in humans. education as a process of humanization comes from the idea or target of humanism. this is in line with the basic meaning of humanism as human education (absor et al. 2020). the nature of education as a process of humanizing humans (humanization) often does not materialize because it is trapped http://creativecommons.org/licenses/by-nc/4.0/ mailto:wlumangkun@gmail.com mailto:reyklivmokalu@gmail.com journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 97 in the destruction of human values (dehumnisasi) (zimran, 2020). looking at the historical contextuality of the emergence of humanism, it gives an impression and contribution at this time, because it sees that humanizing humans has always been a hallmark of christian life in the context of a pluralist life. humanism that was present during the renaissance gave an openness to the freedom of every human being to explore and actualize themselves, so that social barriers between individuals could be said to be non-existent. seeing the urgency of this problem, the author will focus and analyze the humanism view of desiderius erasmus and its contribution to the world of christian religious education, which researchers will examine below. ii. research method the type of this research is library research with an interpretive approach where the meaning of the text is raised as the text speaks (sonny, 2021). this type of literature is a process of collecting data by reading and managing research materials, in this case the researcher also deals directly with the text and not with direct knowledge in the field or eyewitnesses in an event, people or other objects so that it can also be called a secondary source, namely where the researcher obtains data from second hand and not original data from first hand in the field (mestika zed, 2008). iii. discussion and result biography of desiderius erasmus erasmus was born on october 27, 1466. he was a child out of wedlock between gerard and margaret. his father was ordained a priest after erasmus was born. his education started at a latin school in utrecht and then in deventer which was brought up by “the brethrehn common of life”. there, erasmus displayed his extraordinary prowess which was quite significant (alkitab et al., 2019) (alkitab et al., 2019) in 1486, erasmus was admitted to the monastery of augustine by his guardian against erasmus’s own will, because his mother had died. he lived in this monastery for five years (1486-1491). during this time, he dedicated himself to writing poems and other prose works. in these writings, his critiques of the evils of the church and the evils of the life of the monks emerge. perhaps these vices he saw for himself in his contrasting monastic life at that time (kristina, 2021). then erasmus left the monastery, and was ordained a priest in 1492, a position which the bishop of cambray disliked. indeed, erasmus remained in the priesthood all his life, but he never became a priest of the congregation and he also never married. he gave himself completely to the model of life of humanism. with the help of the bishop of cambray, erasmus continued his studies at the university of paris in 1495. after studying in paris, he acted as an independent scholar while traveling throughout europe. for some time he was a professor at cambridge. then, he lived as a true humanist (verdianto, 2020). erasmus was the famous scholar of his time. erasmus is considered one of the greatest thinkers in history, because he was a humanist scholar, a theologian, a writer, a teacher (walean et al., 2018). he was a convinced humanist, and believed that the best way to bring about a renewal of the church was through good scholarship in this matter through a study of the bible in ibrani and yunani, and a return to study of the early church fathers. he is a master satire writer. a modern writer once said: “only when humor illuminates his brain, his thoughts become truly deep.”(walean et al., 2018). erasmus was a famous scholar in the early sixteenth century. he was a genius, expert in classical languages and the holybook. erasmus was small, with blue eyes, blond hair, and a furrowed brow. his voice is soft and pleasant to hear. he wrote and spoke latin, the scholarly language of the time. his advice was always asked by european leaders and he always visited everywhere (walean et al., 2018). in 1499 he visited england for the first time and there he was warmly welcomed especially by johanis colet. then he returned to europe and visited england in 1505. his last visit to england was in 1509 and he stayed at moore’s house for 7 years. on his last trip to england, he wrote a book called “the praise of folly”, which he finished at the house of his best friend, thomas moore. after returning from england, he wandered from one city to another and then settled in basel at 1521-1529. in basel, he was in contact with zwingli. zwingli visited him frequently and both of them corresponded frequently. it was also here that erasmus found the writings of luther, probably through the intercession of zwingli (kristina, 2021). in 1529, erasmus left basel and moved to freiburg where he remained for 6 years. he wanted to return to his own country, and on his way back to holland, he still stopped in basel to supervise the printing of his book on origen at a printing house owned by johanis froben. here, erasmus fell ill and on 12 july 1536 erasmus died and was buried in basel minster.(nurul hidayat, 2020) his last words is: “o jesu, misericordia; domine, liberame; domine fac mie; domine miserere mei” (o jesus, have mercy on me; lord save me; lord, it’s all over; god have mercy on me). desiderius erasmus’s contribution to his thoughts on humanism the background of the emergence of humanism is actually caused by the pressures on human freedom carried out by the rulers and religious leaders in medieval europe. we can see that in the middle ages, when the church and the aristocracy have power, the general public were often treated inhumanely with the policies of the oppressive authorities, and generally approved by religious leaders. the suppression of human strength and self-worth is a symbol of the tendencies in human thought that are bound. therefore the renaissance shows the rise of human from his bounds, and human begins to proclaim his power to the world. thus, humanism is an attempt to re-emphasize the role of humans and their humanity in the world and the universe. desiderius erasmus is considered the father of humanism. erasmus was someone who actually opened up and accepted human virtues as told in the bible, but his sadness at seeing the behavior of the conflicting religious leaders in europe at journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 98 his time, caused him to shift even further to reject the divine things in the bible which he called superstitious views church customs, which were generally too dogmatic and authoritarian at that time (waruwu et al., 2020). as a person who lived in an atmosphere of religious reform in europe, erasmus was sad to see the lives of the opposing christian sects. that fact influenced his view of the bible preached by the warring parties at the time. that is why, it is understandable that in the end he chose humanism as a choice of way of life which was considered more human than the schools that existed at that time. here we can see that humanism returns humans to the sense of humanity. however, it is different from the humanity in religion. in humanism, humanity is an attempt to find values that are pursued by means and the potential of humans themselves. human values are the result of the freedom and good efforts of humans themselves. the influence of humanism can be seen in the change in the view of life that is more concerned with the life of the world, as well as respecting humans as creatures with dignity and rational superiority. individually humans are able to make decisions, set goals and move towards those goals. in short, change occurs in a spirit of humanism that believes in human potential, a passion for continuous research with an emphasis on research and careful observation (absor et al., 2020). erasmus was a famous humanist and an amazing scientist. he composed satire against “old ignorance” with “new science”. his satire directed to the practices that went wrong in the church at that time, namely the vicious life of the paus and many clergy, the state of the monasteries, and the obscurity of medieval scholastic theology. erasmus himself wanted a peaceful reform (nurul hidayat, 2020). erasmus argued that true religion does not depend on dogma, ritual or clerical power. instead, he stated clearly and simply that everyone had direct access to the bible, from the wise and great to the poor and simple. erasmus’s humanism emphasized tolerance, kindness, and respect for human rationality. despite vehemently criticizing the church, erasmus exerted his mind precisely to explore the essence of faith and morality (nurul hidayat, 2020). in addition, erasmus became one of the people who contributed greatly to the church reform movement. the movement was led by martin luther. thus erasmus laid the foundation for the protestant reformation. as the saying goes: “erasmus spawned it and luther hatched it.” luther used the greek edition of the new testament that had come out of erasmus’ hands. erasmus also criticized the vices in the church and advised the paus to take church reform measures. erasmus wanted to reform the church in a gentle way like a humanist and not by means of violence. he wants to renew the church by staying in the church (nurul hidayat, 2020). until 1524, erasmus sympathized with luther’s reform movement, but from that year until his death, he became a reactionary conservative. in a letter in 1519 to the archbishop of mainz, albrecht, he wrote: “luther was a complete stranger to me and i had no time to read his books except to skim a few pages. luther has written to me in a true christian tone and as i thought. i have replied to him advising not to write anything against the papacy or foster intolerance, but to teach the bible from a pure conscience.” (junihot simanjuntak, 2021). the history oh the development of humanism the term humanism comes from humanity, which means human education. in yunani it is called paideia. this word was known in the time of cicero and varro. the humanism in the mid-14th century ad was a philosophical movement that arose in italy and then expanded throughout europe. humanism asserts that man is the measure of all things. pico, one of the figure of humanism, said, “humans are given freedom of choice by god and make him the attention of the world. therefore, in that position he is free to see and choose the best”. in essence, humanism is a term for a variety of different ways of thinking that focus themselves on common solutions to problems or issues that have to do with humans. humanism has become a kind of ethical doctrine whose scope is extended to include all human ethnicities, as opposed to traditional ethical systems that only apply to certain ethnic groups (absor et al., 2020). the christian concept of human was born with a certain philosophical and historical background. various views of humanity have always challenged and demanded the attitude of christians throughout the ages. today, there are so many competent christian thinkers trying to make a personal synthesis without conflict with the principles of christian belief and humanism. todays in the world and modern society, the faithful in general and christians in particular are challenged by non-christian “secular” humanism, particularly modern agnostic and atheistic humanism. the two forms of humanism become partners of contemporary christian dialogue (kadarmanto, 2018). as a religion that is humane and truly human, christianity is closely related to humanism. christian humanism is not only based on a certain concept of man but especially refers to its main principle, called the incarnation. the church bases that the mystery of human only can be understood in the mystery of the incarnation. of course, the christian faith is not absolutely opposed to all forms of humanism. however, christians do not accept humanism which requires humans to be separated from god and make their nature end in themselves. through dialogue humanists and christians can learn from each other as well as about themselves in order to improve human life situations (kadarmanto, 2018). the next development occurred in the 18th century, this period of development was entered into the enlightenment period led by j.j rousseu, he prioritized the view of human natural development. in the 20th century there was the development of humanism which is a protest movement against the domination of forces that threaten the existence of human values that exist in humans in the modern era. existentialist philosophical thought states that humans have a unique existence themselves, which is different from one human to another. in this case, humans are studied on individualism (kadarmanto, 2018). this existentialist philosophy was later developed in the world of education because the function of education is to journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 99 provide an authentic process of human development. authentic humans are humans in their personality have the responsibility and self-awareness to face the problems of life in the modern world. both schools provide developments in the flow of humanism education philosophy. humanism was originally used as a stance among thinkers which is now in line with the thinking about humans that are developing now which considers humans as identities to achieve success in life in the world (kadarmanto, 2018)(junihot simanjuntak, 2021). desiderius erasmus was instrumental in making humanism during the renaissance an international movement. humanism today is very influential in world culture and is widely embraced by people because of its nature that gives place and upholds human dignity. especially when it is realized in the middle ages, the domination of religion was so great that ordinary people seemed to have no meaning and their lives were regulated by religious and state figures. humanism has raised humans from the ignorance of their times and opened the way for humans so that can develop their intellectual abilities (alkitab et al., 2019). over the time, humanism has developed into a crosscultural and universal movement, in the sense of various attitudes and ethical qualities of political institutions that aim to fortify human dignity. even though humanism is an “understanding” because of the use of the word ism, the word humanist will still have a positive meaning in the sense of fighting for universal human values to maintain and develop human dignity towards the perfection of an independent life without colonialism (walean et al., 2018). humanism itself, besides recognizing the tragic dimensions of human existence, emphasizes the ability of humans to transcend themselves worldly reality and realize their nature. humanism also supports education, and the development of human consciousness and potential, themes reflecting humanistic psychology along with other characteristics that take into account human and personal values, responsibilities and unique experiences of the individual (kadarmanto, 2018)(junihot simanjuntak, 2021). the connection with these human values is abraham maslow, a humanistic psychologist from brooklyn, in duane schultz’s book states that in the humanistic view, humans have more potential than what they can achieve. it is further explained that if we can release that potential, then each individual can achieve the ideal state of existence what he finds in self-actualizing people (absor et al., 2020). although humanism is mostly a secular movement, humanism in italy is not an anti-christian movement. although humanists often discuss moral issues in an entirely secular way, when they discuss religious and theological issues, they do not challenge christian beliefs or ask the validity of the bible. at that time what they were attacking was scholastic philosophy whose arguments were too thorough and preoccupied with trivial matters. instead, they emphasized a purer form of christianity, based on direct study of the bible and writings by the church fathers. the humanists also do not necessarily become atheists, but on the contrary, they find meanings that are more basic than religiosity, morality or morality (ruhupatty, 2021). humanism in the enlightment era (renaissance) the word renaissance comes from the latin “renaitre” which means “back to life” or often articulated “born again”. the definition of renaissance is concerned with the birth or revival of classical yunani and roman culture in the life of western society. in a more specific sense, the renaissance is defined as a historical period which the development of western culture entered a new period in all aspects of human life such as science, technology, art in all branches, the development of belief systems, the development of political systems, institutions, forms of society. new belief systems and so on. renaissance has an important meaning in the history of western culture. the renaissance was a time of power, awareness, courage, extraordinary intelligence, freedom and often these had no limits (kristeller, 2021). human renaissance is characterized by the possession of knowledge thats more than one, which means mastering many sciences. religion became a matter only about the individual, while people’s attention during the renaissance was more devoted to the world. during the renaissance, humans lived freely. human freedom is a central theme of renaissance humanism. as pico said about human dignity, “how exactly does human dignity have the power and freedom given by god”. renaissance humanists who originated and developed in the christian tradition argued that through classical literature it was possible to regenerate the spirit of freedom that humans had in classical times and was lost in the middle ages because of the great authority of the church. church authority is seen as limiting and dwarfing human knowledge and freedom (kristeller, 2021). the development of humanism during the renaissance during the renaissance a new human thought developed and was separated from the contextual life of the church. one of the thoughts that developed during the renaissance was humanism. therefore, the renaissance era is often referred to as the era of humanism. the meaning of this expression is that humans were raised from the middle ages. in medieval times, humans were considered less valued as humans (zimran, 2020). at that time righteousness was measured by the church (christian view), not according to the measurements made by human. humanism requires the measurement to be from humans. because humans have the ability to think, humanism considers humans to be able to regulate themselves and the world (de gruchy, 2018)(spitz, 2021). the purpose of education is directed at the formation of brave, free and happy human beings. brave is defined as a human believing in himself, not obeying god’s power as in medieval times. brave also to get the fame that has been aspired by philosophers in the days of yunani and rome. freedom means being free from the of church and tradition bond. happy means showing oneself to worldly pleasures not to the hereafter as in the middle ages. the widespread influence of humanism in school organization is people argue that the state should intervene in the management of schools. the influence in determining the subject matter consists of journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 100 liberal arts, plus natural science, drawing and poetry (darmawati gea et al., 2021)(junihot simanjuntak, 2021). talking about the renaissance period means that we are also talking about humanism because both can influence and complement each other. when we talk about humanism it means we are also talking about the renaissance. because humanism is behind the emergence of the renaissance. humansime was welcomed openly by society at that time. this is certainly not weird, because humanism gave rise to ideas about humanity, brotherhood, nationalism, even if studied in depth, as a humanitarian movement actually only developed during the renaissance era, especially with regard to the awakening of the interest of the educated to study classical writings that was used as an intellectual awareness movement to revive yunani-roman literature (absor et al., 2020). the presence of humanism during the renaissance period aims to revive a sense of humanity. humanism was increasingly popularized by cicero with the meaning of educated human beings, while during the renaissance it seemed to mean humans who were educated in classical yunani and roman culture which emphasized the importance of various fields of study centered on humans. in subsequent developments, humanism which tries to fully or as much as possible to realize its human career in the world, is closely associated with secularization which means affirmation of god, later appearing in the form of deism, agnosticism and atheism (absor et al., 2020). another view also explains that the growth and development of humanism during the renaissance was interpreted as a statement of a view of life that acknowledged the existence of god with piety and included the intellectual attitudes of the ancient pagan world. humanism is interested in aesthetics, because it sees the use of historical knowledge and believes that the main task of human is to enjoy his life wisely and serve his society actively. in conclusion, humanism restores the balance in the middle ages and has more attention in the afterlife. humanism emphasizes fulfillment in this world rather than preparation for heaven in the future. this understanding has a spiritual aspect too, but reflects a society that is more concerned with world problems (alan jacobs, 2018). humanism during the renaissance had the characteristics of being a model of education that viewed humans according to their dignity and worth, placing all the potential that exists within humans to be explored and developed. intellectual and rational are the characteristics of renaissance humanism. on the other hand, in line with this, jonathan h. kim saw that the overall goal of renaissance education was to increase awareness of human values, dignity and capabilities, so that renaissance educators focused on developing individuality through a humanist lens, with the main emphasis being on transformation of human existence rather than the mere transmission of knowledge. in line with the overall goal of the renaissance humanists, robert boehlke also saw christian humanists as having the same spirit. boehlke puts it this way: humanists intend to study ancient texts in yunani and ibrani because they want to emphasize human dignity as human beings and not as objects of salvation. they wanted to combine piety rooted in the christian faith with yunani ideals that put humanity first, called independence and self-interest, the thirst for knowledge, the search for a lifestyle that was tempered according to personal beliefs and not determined by the power of any human institution, including the human body of the church (robert, n.d.). the idea of humanism here seems clear that it wants to show the beauty and uniqueness of humans as god’s dignified creation. this humanism approach is known by its slogan, called ad fontes, which is a hallmark of the reforms in the middle ages. this slogan reminds us to return to the original sources, such as the bible and the writings of the patriarchs. the slogan ad fontes means a return to the legitimate documents of christianity namely the patristic writers and most importantly the bible. this was also accompanied by the awakening of humanists who had a passion for researching bible truths and made a great contribution to the renewal of the church. the reformers echoed the cry of the humanists, “to return to the sources (ad fontes),” back to the golden age of the church in order to regain its freshness, purity and vitality in the midst of an age of stagnation and corruption. returning to the source of truth (the bible) and becoming a humanist, is one of the right steps and principles to restore the “stagnation” of the church or christian educational institution. this means requiring god’s people to remain faithful and obedient to god’s word (the bible), and to respect intellectuals and scholarship. the spirit of humanism in the end made a tremendous contribution to the reformation. thus we can see that renaissance humanism is a path prepared by history in welcoming the reformation breakthrough that occurred in the church and world community at that time. bernd moeller is right, “no humanism, no reformation”, which is emphasized again in mark a. noll's terms, “if erasmus had not piped, luther had not danced”(kadarmanto, 2018). humanism and christian religious education in this section, we will discuss the concept of education in the flow of humanism and discuss the relationship between humanism and christian religious education, which the author tries to describe below. education in the perspective of humanism basically, the aims of the education is to help humans to get their full human existence. education also aims to make humans better in living life. the element that most distinguishes humans from animals is the gift of reason that has been given by god. thus only humans experience the educational process (nur zaini, et al., 2021). (darmawati gea et al., 2021) as creatures are given reason to think, education will certainly be a way for humans to maximize the given potential. education is the basis for human behavior and action in the process of living in society in the context of the life they experience. so it is expected to be able to live in balance. education is not only a process of transfer of knowledge, but education is a human ability to recognize his own potential and be able to develop that potential, so that in the end humans with their abilities and awareness become free journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 101 and independent human beings (mohammad chowdhury, 2021). basically, since humans are born the potential for learning already exists, and if we refer to the theory of cognitive development as developed by jean piaget, that human cognitive development in this case learning has emerged since he was born in this world. at this early stage, piaget called it the sensorimotor stage of development. according to this sensorimotor, infants construct an understanding of the world by coordinating their sensory experiences (such as seeing and hearing) with their motor (muscle) movements (reaching for touch) hence the term sensormotor. the beginning of human learning that has existed since he was born will continue to develop until the age of maturity and will continue to develop as long as the human or individual can develop the potential that exists within him. humans in the learning process are not only influenced by innate factors (genetic) but also influenced by their environment (external) (chalkiadaki, 2018). humanism believes that the human within him has the potential for healthy and creative development and if people are willing to accept responsibility in their own lives, they will realize their potential, overcoming the strong influence of parental education, schooling and other social pressures. in the context of education, the humanism approach is increasingly being initiated by several alternative education experts. the rise of dehumanizing practices in education has made this humanism approach widely adopted in the world of education, both in terms of paradigms and applications. education today no longer considers students as objects but vice versa. it is time for the implementation of education to focus on optimizing the potential of students. teachers in a humanistic context are positioned as facilitators for their students. the role of the teacher in the learning process is no longer as a person who knows everything without seeing the uniformity of potential and actual talents possessed by students. this is what characterizes humanistic education, viewing humans positively as a unified whole that has great potential to be developed (kristeller, 2021). in the perspective of humanism, the learning process is not on how to “teach” but rather on how to “create learning situations” that will make students experience the learning experience itself. with an approach like this it will be possible for students to understand the meaning of learning, this is actually the essence of a “liberating” humanist education (ruhupatty, 2021). relationship of humanism (humanities) with christian religious education in the above, the author has discussed how humanism grew and developed during the renaissance period and indeed during this renaissance the term or view of humanism itself emerged. we need to know, the humanists are scientists or experts on greek and latin literary texts. humanity is education based on humantatis studies or the humanities, namely a curriculum that emphasizes the subjects of grammar, rhetoric, history, poetry and philosophy. during the renaissance period, most humanists were religious. so their concern is to “purify and renew christian education” not to abolish it. with this education, people are expected to become complete and free human beings. renaissance humanism also inspired a love of learning and a “true love of books”, so humanists built book collections and university libraries began to be developed. over time, the term humanities became synonymous with the term liberal arts or humanities in america. this classical educational program was continued as the basis of education in the 1st and 19th centuries (zovko & dillon, 2017). according to soedjatmoko, the objectives of humanities education in indonesia are as follows: • understanding of indonesian history and its relation to world history. • a thorough introduction to national culture, regional culture of origin and other regional cultures in the archipelago. • mastery of indonesian both written and oral and at least one regional language. • ability to understand at least one foreign language and the culture in which it is spoken. • the ability to enjoy and make educated judgments about works of art. in indonesia, there are so many works of art that continue to develop and this is in accordance with the meaning of humanism itself. • ability to analyze and assess ethical issues, general policy issues and issues of value, particularly those invo.lving knowledge and technology. • ability to carry out responsible criticism (aruanlele, 2020) humanism shows a continuous educational process that leads to more and more human perfection. there are several important agendas in overcoming crises in the life of the nation and state, called through value education, moral education, character education and character education. and that is also the main goal of christian religious education in the midst of society and the church to build morals and morals so that they are similar to the image and characteristics of christ (bnd. filipi 2:5-11). so that in christian religious education it can become a space for the creation of education that liberates the true “humanizing human”, so that the essence of human freedom is not hampered, because basically all humans are given freedom. implications of humanism education on christian religious education the educational model of humanism during the renaissance shows an educational process that continuously leads to more human perfection. in the perspective of the history of the pak, humanism experienced several quite complex obstacles during the enlightenment period. however, the essence of the heritage of true human values continues to be divided and embodied which has been transformed in the world of christian religious education. one of the important agendas in overcoming the crisis in the life of our nation and state is value education, moral education, character education, education on norms prevailing in society and christian religious education can play a very important role to support this. the. to produce human beings journal of education, teaching, and learning volume 7 number 1 march 2022. page 96-103 p-issn: 2477-5924 e-issn: 2477-8478 102 who are moral and have character and have character based on christian and human values, christian religious education can be a very important forum in terms of interpreting it through educating the younger generation to apply and express the values of life and the nobility of the human soul in everyday life as god’s creation. humanizing humans in a sense that is relevant to christian religious education aims to understand the lord jesus’ commands related to the law of love as written in matius 22: 37-40; markus 12:28-34; lukas 10:25-28. christian religious education must continue to develop along with the times. enabling people to be sensitive to the context and struggles of the nation and to answer the needs of believers. there are four things that become the task of educators in order to create an appropriate christian religious education when formulating with the heritage of the concept of humanism itself. • the bible is the foundation of christian education. all truth that exists is from god. the source of god’s truth is the word of god contained in the bible. the whole truth of the world must be tested by the truth of god. • the importance of christian religious education as an umbrella for students from humanism indoctrination by exposing false teachings and instilling christian faith values centered on the life and teachings of christ. • the teaching of humanism does not limit the students to express themselves and actualize themselves to be humane. • christian religious education is an ideal place to instill human values that can elevate human dignity to a higher place. iv. conclusion the author concludes that humanism is a school or view of life that existed during the renaissance. humanism basically teaches humans that all humans are the same (there are no barriers), which are part of the world and god’s creation. the emergence of humanism is not anti-christian, but if you look at its development in the 21st century, the impact is that many humanists think secularly or even become atheists, because they think that human freedom is above all else. in this writing, the author recommends the following things that can be used by educational institutions or christian educators in the 21st century, among others: learning and using branches of humanism knowledge in preparing the christian educational religious curriculum can provide broad insights for educators in helping students to live in the context of a pluralistic society where they will be faced with various differences but uphold human values, so that there is no barrier that distinguishes one from another. the application of the view of humanism in the christian educational religious can not only help deal with conflicts based on differences but can also help unite humanity based on human values itself. christian educational religious needs to raise new research in the 21st century where the order of human life in general is experiencing a crisis of human values which is quite complex so that christian educational religious can provide the right solution through curriculum design that can answer the challenges of discriminatory issues and freedom issues. plural for everyone. references absor, n. f., armiyati, l., pangestika, v. p., maulida, c. z., & riliani, t. f. 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(2017). humanism vs. competency: traditional and contemporary models of education. https://doi.org/10.1080/00131857.2017.1375757, 50(6–7), 554–564. https://doi.org/10.1080/00131857.2017.1375757 isc paper template in a4 (v1) journal of education, teaching and learning volume 2 number 1 march 2017. page 75-78 p-issn: 2477-5924 e-issn: 2477-4878 75 model-based learning environment based on the concept ips schoolbased management hamid darmadi ikip pgri pontianak, pontianak, indonesia e-mail: hamiddarmadi@gmail.com abstract. the results showed: (1) learning model ips-oriented environment can grow and not you love the cultural values of the area as a basis for the development of national culture, (2) community participation, and the role of government in implementing learning model of ips-based environment provides a positive impact for the improvement of management school resources, (3) learning model ips-based environment effectively creating a way of life together peacefully, increase the intensity of togetherness and mutual respect (4) learning model ips-based environment can improve student learning outcomes, (5) there are differences in the expression of attitudes and results learning among students who are located in the area of conflict with students who are outside the area of conflict (6) analysis of the scale of attitudes among school students da sma result rewards high school students to the values of unity and nation, respect for diversity and peaceful coexistence, it is recommended that the department of education authority as an institution of trustees and the development of social and cultural values in the province can apply ips learning model based environments. keywords: learning model ips; environment; school-based management i. introduction this study aims to develop a learning model ipsbased environment based on the concept of school-based management (sbm) at the junior-high negri in the province of west kalimantan. the reason for choosing this model due; first, because "the last few years of the indonesian nation is facing a severe test for the future of the nation. the political crisis, a moral crisis that followed the economic crisis still occurred and have yet to show symptoms of recovery in the near future [1]. the ongoing crisis caused by a variety of social problems such as political conflicts, ethnic conflicts, religious sentiment, social, cultural and widespread attitudes, behaviors permissive of corruption, collusion and nepotism that has been long-lasting. this condition is contrary to the values of professionalism, rule of law and universal ethical progress of a nation. the problem is how this situation might be improved into a better livelihood through efforts to accommodate the changing demands of society [2]. prolonged multi-dimensional crisis triggers various problems which in turn led to riots sake of unrest in various regions, conflict for conflict social happens in this country. various acts of violence not only by security forces and order which legally have a monopoly on violence devices, but have been held by the common people to the rural community, [3]. propensial differences and the conflict tends to rise and fight the ideology, political power and religion even begin to color people's lives [1]. second, the impact of the multidimensional crisis raises great problems and questions concerning the future of society and the nation of indonesia as well as culture. if sustainable development over the past three decades has led to violence, intolerance, and spirit of exaggerating the differences, then the nation's ability to defend its existence indonesia as a nation intact and united society and the future is questionable. department of education [3]-[4] indicates two major problems are: the future of indonesia's national culture and integration guarantees the nation. both of these problems require attention and treatment earnest of all parties, especially from the appropriate government officials. crisis being experienced by the indonesian and still cause symptoms that lead to the disintegration rightly aware of all the parties to the national integrates placed always the top priority in resolving multidimensional crisis, then continued to be strengthened through measures national community awareness through education as an agent of change. the future of culture national indonesia also at stake when "cultural image" that once embedded with robustly suddenly raises the opposite, especially in this crisis situation. indonesian nation ever imagined as "friendly nation" and "religious nation" turned out to be noted that many atrocities and human rights violations, both by individual countries and by society; looting, burning of forest / land, burning public facilities, schools, houses of worship, legal harassment, illegal fishing, illegal logging, rampant drug, as well as physical clash between citizens and various inconsistencies immeasurable [1]. thirdly, to overcome various problems that needed solutions empirical and representing learning model that education plays as an agent of renewal. the educational model that assumed the right to resolve social conflicts that journal of education, teaching and learning volume 2 number 1 march 2017. page 75-78 p-issn: 2477-5924 e-issn: 2477-4878 76 one of them is model-based learning environment based on the concept ips bms ". reason normative, implementation learning model ips-based environment based on the concept based management school (bms) slamet [5] due to: (1) management centralized which has been practiced has many disadvantages including central decision often does not correspond to the needs of schools in the area; excessive bureaucracy led to inaction deal with any problems, and hence less optimal school performance; (2) the school authorities to understand the problems in school. because the school is the main unit that should solve the problem through a number of decisions were made "as close" as possible and the highest degree possible with the needs of the school. for that schools should have autonomy, not only in making decisions, but also to regulate and manage the interests of school own initiative based on the aspirations of the school community is based on the concept of bms; (3) changes in the school would have happened if all the school community there is a "sense of ownership" (sense of belonging). pain has it empties of opportunities for participation of the school community to formulate changes and flexibility to adopt and adapt to the needs of individual school personnel. the sense of ownership that will, in turn, enhance the sense of responsibility. a high sense of responsibility will create a sense of social solidarity and social sensitivity is also high. the higher the level of participation of the school community, the greater the responsibility and ownership of the school; (4) it has long been bureaucratic arrangements that are more dominant than the professional responsibility so that the creativity of the school in general and teachers in particular stuck even killed creativity. not infrequently encountered that formalities are often far beyond real. what're worse teachers lose "life education". educating nothing more than the introduction of the values that result only in the form of knowledge value (logos) and has not reached the appreciation (ethos) let alone to the experience. as a result, according to aburizal bakrie [6], teaching and learning process in schools are more concerned with the standard reply is considered correct by the teacher, rather than creativity, reasoning, and experimentation to determine new possibilities. there is no openness and democratic. no tolerance to error due to creative thinking, because what is prepared by the teacher is none righteous, lazy teachers eventually creativity so that there is memory 'recall' and no respect for the creativity and ability of learners. though the actual education is more concerned with the process of "search for answers" rather than "have an answer" fourth, ips learning model-based environment based on the concept of bms demanding role of school performance optimizations including the decision-making process [7]. school in decentralized education management by bovin [8] requires: (1) empowering human resources as optimally as possible, (2) accommodate and facilitate the school community to continue to improve pedagogic competence, personal, professional and social [9]; (3) promote independence (autonomy) of each school community to continue to develop the activity and creativity, (4) give responsibility to the school community in a measured, (5) to encourage every citizen of the school is responsible (accountability) on the results of its work, (6) push their teamwork is compact, intelligent and value-laden local environment for every citizen, (7) to respond quickly supply and diman (8) invites residents to make the school as customer focused, (9) invites citizens prepared for change innovation, (10) encourages residents to think system, (11) invites residents commitment to excellence of quality local, national and global, (12) invites residents to make improvements on an ongoing basis, and (13) involve citizens in the implementation of healthy school management. the idea of ips-based education model development environment based on the concept of bms is intended to increase the efficiency and effectiveness of the management of school education. theoretically, this model has the potential to give birth to the noble values that should be developed within the personality of learners in the educational process in the form of rules of behavior, social relationships between people, between learners, and between learners by educators, in order to create a culture of peace (culture of peace) fuad hasan [10] to understand and respect one another regardless of race, religion and skin color. through neighborhood-based learning model ips are expected to form a commendable behavior, attitudes respectable and responsible person and be able to solve social problems and social conflicts that often occur in the environment. being able to accept differences and be able to address differences that become a vehicle for cultural richness to be preserved in order to realize unity and harmonious nation. ips-oriented education environment, it is assumed capable of imparting skills and abilities optimally to the students, who in turn are expected to form good citizens [11] as mandated by the curriculum of 1994. therefore, the role of teachers as implementers and developers of school education should have sufficient capacity and skills in selecting approaches and methods used [12] so that the learning presented to encourage the development of students' abilities and thinking skills significantly. fifth, past empirical analysis shows that ips learning that have so far not met expectations and the ideal basic essence carried learning model ips. the indication can be seen through the learning model ips-oriented mere knowledge transferring process without regard to the formation of moral values that should be instilled [13]. learning model ips that existed during this tends teachercentered (teacher centered), which tend to move a number of concepts and information from teacher to student. ips learning model caused such a social studies teaching and learning interactions are static so that communication tends lasted only unilateral learning from teachers to students. thus educational climate lack of alignment between the expectations with the reality on the ground. this problem occurs because the learning model ips that exist for this: (1) less stimulate and cultivate students' learning, (2) lack of journal of education, teaching and learning volume 2 number 1 march 2017. page 75-78 p-issn: 2477-5924 e-issn: 2477-4878 77 supporting the development and training of thinking skills of students, (3) the organization of the subject matter just "textbook oriented", and (4) tend to turn off the creativity and productivity of students and contrary to the purpose and the mission carried ips education ([3]-[14]-[15]. sixth, explicitly concept ips based environmental education has been implicit in the social studies curriculum in 1994, but the condition of the field is not as yet allow teachers to implement formal because the existing educational curriculum is centralized. principals and teachers are afraid accused of deviating from the provisions, fearing the curriculum targets are not achieved and various other unconstitutional grounds. the social learning model conditions need to find a solution as early as possible so that the learning model ips back on the "nature" as a strategic media forming good citizens and responsible. therefore, this study focused on the development of ips-based learning environment model based on concept bms ". ii. research method this research was conducted through methods and development (research and development) [16] for the measures carried out this study as shown in figure 1. this research subject is 401 junior high school students, 373 students of sma, 12 principals, 24 teachers ppkn, 12 history teacher, 12 geography teachers, 12 teachers and 12 school inspector economy bms and 9 head of education in the province of west kalimantan. the first phase of the study focused on the ips junior-high school education are scattered in the district municipality in west kalimantan superior engineering data used consists of: 1) observation 2) interview 3) documentation 4) scale attitude 5) tests learning validation of data is done in two forms: a test study analyzed descriptively and in percentage. validation conceptual learning model ips expert judgments, practical, and trials are limited. data were analyzed in two parts: the checking, organizing, and coding. subsequently performed domain analysis, taxonomy, components, and themes spradley [17]. internal validation is done in the form of credibility (trust), includes: 1) extend the residence time of the research location 2) make observations/interviews more diligent 3) the test triangulation, triangulation method, and triangulation methods 4) hold discussions with colleagues 5) conduct case analysis 6) conduct checking the adequacy of reference 7) holding member checking. in the form of transferability (external validation) is done with the intent to see the extent to which these results can be transferred to other subjects, then made a thorough and detailed description (thick description) events that occurred in the study subjects. in the form of dependability (the reliability) refers to the extent to which the quality of the process in conceptualizing research data collection, interpretation of findings and reporting of results, and an audit trail (examination process and results) both content and language by some editors. in the form of confirmability (objectivity) to test the predictability and accuracy of data, performed by rechecking the findings while the new data obtained are summarized in the remarks of observation, interviews, and tests of learning [18]. fig. 1 flow research and development model iii. result and discussion the findings of this study as follows: 1) social learning curriculum that is valid for less in accordance with the demands of local autonomy, because in addition they are also not yet show the decentralized regional characteristics. 2) junior high social studies teacher teaching in a decent kalbar 33.3%. semi decent memengajar 40.2% 26.5% tidal decent teaching. decent high school social studies teacher teaching 65.11%, 21.35% semi feasible unfit to teach 13.53%. 3) there is no coordination between either same social studies teacher in a school or in a region of the material presented thus improving the quality of so improving the quality and results of social studies is difficult to achieve. 4) the participation and involvement of the community are still felt in limited level provide financial assistance through the school committee, while the assistance that contributed ideas/opinions or accumulation. 5) respect for the values of unity and peaceful coexistence between junior and senior in junior-high school in west kalimantan relatively equally well. 6) there are differences in learning outcomes between junior-high school students who are in the provincial capital (violence-free areas) and junior-high school students who are in the district (the former riot). 7) it is very significant between initial test scores and test scores end of every school that is the subject of research. in other words, the ips-based education environment based on the concept of bms can improve student preliminary studies smp students theoretic al study study descriptive study characteristics of the situation and condition p.ips the actual condition of ips education revision model test model model tested testing model ii iii testing model ii composers testing model quality analysis model validation models research expert journal of education, teaching and learning volume 2 number 1 march 2017. page 75-78 p-issn: 2477-5924 e-issn: 2477-4878 78 learning outcomes junior-high school in west kalimantan. 8) the effectiveness of the model environment-oriented education in junior high school social studies is relatively low. the effectiveness of environmentally oriented model of ips education in high school is relatively moderate. iv. conclusion based on focus problems and purpose of the study, and are associated with the analysis and discussion both qualitatively and quantitatively, the conclusions of this study can be formulated as follows: first: learning model ips based-environment can be realized as expected if in practice there is a favorable climate, atmosphere that supports in accordance with their demands for reform and the same desire of all parties to developing and civilizing values of the society. second: learning model ips based-environment can foster a love for the cultural values of the area as a basis for the development of national culture to foster appreciation of human rights and the values of democracy and justice. third: public participation and the role of the government to implement the learning model ips basedenvironment a positive impact on the management of school resources, procurement advice learning infrastructure, school relationships with people, performance improvement committee/board schools, parental involvement, and other social interactions both within and outside the school. references [1] a. azis. concept implementation approach, goals and how to teach student by high school teacher. bandung regency (study of educational innovation administration). 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[18] y.s. lincoln and e.g. guba. naturalistic inquiry. california: sage, 1985. http://www.socialstudies.org/standar/exec.html isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 32 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. approaches for mastering coordinative appositions exceptions in simple present tense farisani thomas nephawe1), matodzi nancy lambani2) 1) university of venda, south africa e-mail: farisani.nephawe @univen.ac.za 2) university of venda, south africa e-mail: matodzi.lambani@univen.ac.za abstract. coordinative appositions bring coordination between words, phrases, and clauses in communication. they are one grammatical feature requiring second language learners’ competence in its usage. however, the use of the coordinative appositions exceptions in english language is concerning. they usually deviate from the exceptions involved in the use of the coordinating conjunction ‘and’ in the simple present tense. in south african schools, english first additional language learners are affected by this learning adversity. the research paper aimed at investigating a suitable approach for mastering the coordinative appositions exceptions in the simple present tense. a quantitative research approach was used by the researchers because the findings could be reduced to numbers and percentages using statistical procedures. using a questionnaire, data were collected from the respondents. statistical package for social sciences version 22 and ibm spss version 25 both were utilised to analyse data after the findings from each software were collated for validity purposes. a random sampling technique was used to sample 8 respondents from an overall enrolment of 65 grade eight learners at andries mugaguli secondary school in limpopo province, south africa. although pre-test findings showed poor performance in using ‘hangman’ approach, after utilising the ‘coordinating conjunction board game, learners’ performance improved remarkably. the research recommends regular practise in the exceptions involved in the use of the coordinating conjunction ‘and’ in the simple present tense. keywords: compound subjects; concord; coordinating conjunctions; exceptions i. introduction parts of speech are the basic components of communication, and consisting of verbs, nouns, adjectives, adverbs, prepositions, pronouns, conjunctions, determiners, and interjections (khan, 2020). of these parts of speech, conjunctions bring the coordination between the elements of sentences (kusumawardhani, 2017). furthermore, these parts of speech maintain a healthy relationship between two or more words or phrases where two units are grammatically parallel and possess the same referent. the most common and frequently used conjunctions (tarpley, 2021) are the coordinating conjunctions, the correlating conjunctions, and the subordinate conjunctions. the ‘coordinating conjunctions’, namely: for, and, nor, but, or, yet and so necessitate the adequate command of english grammar (unubi, 2019). the conjunction ‘for’ explains a reason, ‘and’ joins two ideas, ‘nor’ joins two negative ideas, ‘but’ introduces an opposing idea, ‘or’ shows an alternative, ‘yet’ presents a contrasting idea, and ‘so’ shows an effect or result. sentence elements of the same grammatical clash are connected using the coordinative appositions (unubi, 2019) to bring a clear meaning of the intended proposition. they join elements of the equal rank or significance. singular subjects joined with the coordinating conjunction ‘and’, ‘or’ and ‘but’ form a singular group noun comprising two or more independent elements within a single unit. as the coordinating conjunction ‘and’ coordinates the subjects and the verbs, concord rule is extended to the order of persons, namely: first, second and third persons. this rule states that two or more subjects joined by the coordinating conjunction ‘and’ require the plural verbs, and that the compound subjects do not represent a single unit. therefore, the plural verbs and the plural subjects must agree in number (tarpley, 2021), as in: ‘the watch and pencils are on the table’. also, the subjects joined with ‘both’ and ‘and’ require the plural verbs since they signal more than one subject like in ‘both the students and the lecturer are here’. although the nouns 'learners' is plural and ‘lecturer’ is singular, they can be plural due to the conjunction ‘and’. the exception entailed in the use of the coordinating conjunction ‘and’ in this regard is that the singular compound subjects referring to a singular idea (kirszner & mandell, 2015) require http://creativecommons.org/licenses/by-nc/4.0/ mailto:matodzi.lambani@univen.ac.za https://www.fluentu.com/blog/english/author/lauratarpley/ journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 33 singular verbs, as in: ‘the chauffeur and vehicle mechanic is james’. two verbs can either be combined into a single compound (thoughtful learner k-12 newsletter, 2021) in ‘jump and run’, two nouns like ‘sugar and milk’; two adjectives such as ‘old and tall’, two adverbs in ‘slowly and carefully’ two phrases such as ‘prepare delicious supper and people like it’, or two or more independent clauses in ‘she loves candy’, ‘i know they are sweet’, people are warned against eating them’. the subjects and verbs containing a similar feature must comply with the demand of grammatical features irrespective of the conjunction ‘and’. the compound nouns referring to a single entity ignore the concord rule when the singular verbs are used with the plural subjects (lester & beason, 2013), as in: ‘the pencils and a paper’, ‘spaghetti and meatball’, ‘meat and potatoes, ‘fish and chips’ ‘peanut butter and jelly, ‘ham and eggs’ and ‘bacon and eggs’ because they are single dishes taken simultaneously. in addition, when the coordinating conjunction ‘and’ is indirectly available, the plural verb is used, for example, ‘the stove, chairs, tables, fridges are important in the house’. nonetheless, the absence of the conjunction ‘and’ complicates the exception rules. the plural verbs and the plural subjects are used although one key noun is implicit and missing, for example, ‘south african and indian english are dialects of one language’, and ‘south african english and indian english’ are dialects of one language’. the exception rules follow grammatical decorum and relevance (stapa, 2010) when nouns are placed adjacent to the verbs determining the singularity and plurality regarding the quantity of the subjects. at face value, the exceptions involved in the use of the coordinative appositions seem easy to comprehend. however, understanding the coordination between words, phrases, two independent clauses or sentences (thoughtful learner k-12 newsletter, 2021) has been a major problem for the second language (l2) learners over the years. nevertheless, the difficulties in understanding these exceptions strengthen the learners’ belief that it is impossible to master the english as a language. they cannot produce a single sentence without committing a grammatical error regardless of the frequent practice they make. eventually, they become frustrated in learning english even at the higher institutions of learning although it is a vehicle of communication, highly internationalised (estliden, 2017), and brings unity among different communities in the world. in south africa, for example, it is used as a first additional language (fal) at schools. although curriculum and assessment policy statement grades 7-9 (2011) emphasises that learners must acquire and apply knowledge and skills for communicating appropriately and effectively, they still face difficulties in mastering the exceptions (nishanthi, 2018) regarding the use of the coordinating conjunction ‘and’ in the simple present tense. as the research aimed to identify the approaches for learning grade eight english fal, to describe them, and to establish reasons for learners’ poor competence, the identified approach was achieved using the following questions: what approaches can be used in the learning of the exceptions involved in the use of the coordinating conjunction ‘and’? how can the identified approaches be described? what are the causes of learners’ poor competence in this regard? the limitation of this research was that the samples were minimal and conducted only on the selected grade eight learners. however, a full-fledged study with a bigger sample can be explored since the results of this study cannot be generalised. the identified approaches can assist learners in discovering adequate approaches for learning the existing exceptions in the use of the coordinating conjunction ‘and’. teachers can use the identified approaches against the violation of these exceptions. moreover, the study can contribute to the debate on the mastery of the exceptions involved in this regard, and the substantial issues that warrant further research. a. literature review the study was underpinned by vygotsky’s (1980) social constructivist learning theory and the ‘montessori theory’ (1907) addressing the methods, concepts, and foundation principles for both the researchers and respondents. the social constructivist learning theory states that learning can be active within the paradigm of the social relationship because knowledge is socially constructed with or without the guidance of the teacher. therefore, in these theories, the teacher-guided, and the student-centred priorities are blended. the montessori theory indicates that learning can occur effectively with the use of games. this theory suggests six principles that can make a game a reality. for example: 1) ‘independence principle’ for ensuring that learners to get the freedom to move about, to choose what they want to do, and how they want to do it since their self-belief, self-confidence and esteem were stimulated (isaacs, 2018), 2) ‘observing principle’ enabling the teacher to be non-directive but spending time watching the learners without predetermined ideas in the exploration of the game with pleasure, 3) ‘following principle’ making learners to play as they wish, 4) ‘correcting the child principle’ abetting the learners’ mistakes carefully. 5) ‘prepared environment principle’ making the teacher to organise the equipment and venues that give learners freedom of movement and choice, and 6) ‘absorbent mind principle’ enabling the teachers to assist learners in playing with enjoyment. games related to multicultural competency have consistently been utilised (forbes, 2021). in 1990, barak utilised ‘the empathy game’ to increase students’ empathic abilities. anderton and king (2016) used video games to increase students’ self-awareness and increase empathy for various populations. swank (2012) employed games including ‘jenga’, ‘who wants to be a millionaire’, and ‘jeopardy’ to assess learners' activities while pisheh and bagheri (2012) utilised ‘make a sentence’, ‘unscramble sentences on the board’, ‘hangman’ and ‘word hunt’. journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 34 game learning create a conducive environment leading to creativity and innovative orientations (james & nerantzi, 2019). the applied game approaches are self-reflection tools and creative way for imparting psychoeducation. through games such as the ‘coordinating conjunction board game’, learners enjoy and get motivated in learning. as games are deeply rooted in human brains, they assist in learning, connect theory and practice, and offer support to learners’ well-being. further, games entrench learning and educational theory without altering the game constructs (blanton, 2017) in teaching and learning. the examples of the exceptions occurring in the common compound subjects involving the use of the coordinating conjunction ‘and’, therefore, include 'one and the same', 'each and every', and 'bacon and eggs': 1. one and the same the compound subject ‘one and the same’ is used with a singular verb or two nouns that refer to the same person or object (lester & beason, 2013). it is joined with the coordinating conjunction 'and'. although they are plural in nature, they do not require a plural verb, for example, ‘his wife and renowned dentist seeks vaccination’ and reject *‘his wife and renowned dentist seek vaccination’. the phrase ‘his wife and renowned dentist’ refers to the same person. the compound subject ‘one and the same’ is a singular subject quantifier and has exceptions to consider in the utilisation of the proper coordination in the simple present tense. the exceptions involved in the use of the coordinating conjunction ‘and’, in this context is that when coordinative appositions are connected by the coordinating conjunction ‘and’ denote the same person, or object a singular verb is to be used in sentences such as ‘my brother and doctor dies of covid 19’, ‘her hospitality and her generality denotes girlish character’, and ‘our teacher and principal sings hymn in the morning prayer’ are good example of the exceptions involved in the use of the coordinating conjunction 'and'. 2. each and every regarding noun group ‘each and every’, the grade eight english fal learners can be conversant with the exceptions that govern the use of the coordinating conjunction ‘and’ (kirszner & mandell, 2015). when the compound subject ‘each or every’ fronts a sentence, the verb becomes singular. the sentences: ‘every professor and a member of the research council edits an article,’ ‘every grade eight and grade seven learners is to write an online test’, and ‘each student and mrs universe is brilliant’ justify the exception rule in this context. learners find it difficult to comprehend ‘each and every’ is an implicit paraphrase of ‘each one’ and ‘everyone’. when trying to form answers that are relevant to the use of this compound, learners deviate from the exception rules in this context. as the grade eight english fal learners find difficulties in using the conjunction ‘and’ (muhsin, 2016), proper utterances cannot be ensured in the rural south african schools as there is minimal exposure to english. 3. bacon and eggs compound subjects joined with the coordinating conjunction ‘and’ are considered a single unit. they require the inclusion of single verbs instead of plural ones, for example, the ‘sandwiches and bread is my favourite dish’ than *‘sandwiches and bread are my favourite dish’, and ‘spaghetti and meatballs’ is delicious instead of *‘spaghetti and meatballs are delicious’. the nouns ‘spaghetti’ and ‘meatballs’ refer to a single unit. based on this example, the exception rules are difficult to comprehend (kirszner & mandell, 2015). some learners do not recognise synonymous foods as a single entity and consequently, reject the singular verbs instead of the plural verbs. hence, the need to investigate the approaches that can make learners understand the use of the exceptions involving ‘bacon an eggs’ in this regard. learners were given two games to play relating to the ‘coordinating conjunction board game.’ in game one, eight learners were divided into two groups consisting of four members each. they were given exercises involving the agreement between the compound subjects and the verbs in the simple present tense. the first group was given pieces of card box with the compound subjects written on them while the second one was given pieces with verbs in the simple present tense. when a member from the first group raised up a piece of the card box with a compound subject, the second group responded by raising the matching verb. the groups took turns playing such a game for approximately 15 minutes. the results were recorded and compared. the group that scored high marks won the game. the results indicated a far-reaching achievement in understanding the exceptions regarding the use of the coordinating conjunction ‘and’. nonetheless, the existing literature on learning using a game is most infrequent even though games offer a foundation to the entire learning process (forbes, 2021). games allow learners to practise discipline-specific competence in english language. therefore, they intuitively derive benefit from using games as the process of learning their school subjects. notwithstanding, the overall lack of research and literature on games at secondary schools may be due to suspicion about the stance of games in education and or the perception that game learning is time-consuming (swank, 2012). not only is the literature on games in higher education scant, but the academic publications are conceptual rather than empirical. they describe games as additive and used for a singular purpose within learning rather than as a groundwork to the entire learning process. in this hegemony, the need for further research on games in secondary school education is a requirement to broaden the conceptualisation regarding the efficacy and legitimisation of game approach in the learning of english language. b. approaches for learning coordinating conjunctions the department of basic education in south africa is looking forward to seeing the provision of quality learning experiences (forbes, 2021) to its citizens using increased journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 35 students’ motivation and engagement that are vital to deep learning and enhanced student outcomes. traditionally, active learning approaches have been utilised to make an informed educational throughput (freeman et al., 2014), however, such approaches are adopted with minimal appreciation by educators. a multitude of learning approaches can be used to bring students “from past a simplistic form of learning and into a more complex education that leads to deeper levels of understanding” (forbes, 2021:57). according to pisheh and bagheri (2012), educational games such as ‘make a sentence’, ‘unscramble sentences on the board’, ‘hangman’ and ‘word hunt’ were unequivocally indispensable in the learning of english grammar. however, several approaches for learning the coordinating conjunction ‘and’ include ‘combining choppy sentences’, ‘ticking’, ‘slapit’, ‘bingo conjunction’, ‘challenge’, ‘memory circle’ games, and ‘coordinating conjunction board game’ (thoughtful learner newsletter, 2021). however, although there are several approaches for learning the use of the coordinating conjunction ‘and’, focus was on the ‘coordinating conjunction board game’. in game two, eight learners were again divided into two groups of four, and each group was given a copy of the game board, a dice, and some counters (teachthis, 2021). they were told to complete different sentences using the coordinating conjunction 'and'. when the first player has landed on a square at which the previous one had landed, the other learners had to add appropriate words, phrases, or independent clauses. also, learners placed their counters on the start square. the first learner that had to throw a six started the game. all players took turns to roll the dice and moved their counter along the board. when each player landed on a square, the player combined sentences accordingly and announced the sentence to the group for approval. when the sentence was approved by the other learners including the researchers the player stayed on the square. however, if rejected the player had to go back to the previous square or could have missed a turn. eventually, the first player to reach the finish square qualified to win the game. in this situation, both two groups performed extraordinarily. ii. methods the researchers utilised a hermeneutic interpretive phenomenological (hip) methodology. the resechers envisaged to understand the meaning and the interpretation of the learners’ experiences in using a game approach (creswell, 2014) regarding the exceptions involved in the use of the coordinating conjunction ‘and’ in the simple present tense. the research design for this paper was quantitative for it provides valid research outcomes (abuhamda, bsharat & ismail, 2021) based on mathematical calculations and statistics producing more objective analytical data. the research construction and variables were determined by data collection station. the post-positivist arguments, in this regard, encompassed knowledge, cause and effect reasoning, reduction to individual variables, and theories and questions, use of measurements and observations, and the theory test (basias & pollalis, 2018). this design concerned experiments and surveys, and predetermined data collection approaches yielding statistical data, and emphasising quantification in data collection and analysis (bahari, 2010). it reduced reality to numbers, and its variables were counted with numbers. also, it involved the integrity, the trustworthiness, and the authenticity implying the correctness and reality of the research findings from both the researchers, the respondents and the readers’ point of views (warfield, 2010). since the overall enrolment of the grade eight english fal learners at andries mugaguli secondary school comprised 180, a 10% population sampling norm was used to randomly select 18 respondents. probability sampling technique was used in this research paper because it gives an equal participatory chance to all respondents. thus, a game approach “steered the way of creating a socially constructed environment” (forbes, 2021:59) enabling learning through experiences and reflection as envisaged by vygotsky (1980) and piaget’s (2013) ‘social constructivist learning theory’ approach. data collection was based on (1) the provision of a questionnaire, (2) respondents’ choices from a set of predefined responses to the questionnaire, and (3) the natural setting of the questionnaire’s response. a list of subsequent themes with multiple choice answers was typed in sequence and printed to draw data from the respondents (aryal, 2017). the respondents answered the closed-ended questions without justifying their stances. empirical data were classified using a coding technique. frequency of occurrence was used in grouping learners’ answers to access the validity regarding the integrity, the trustworthiness, and the authenticity of the research findings. the reality of the research findings from the respondents’ opinions (abuhamda et al, 2021) was established data authorisation was entrenched using their internal reliability and with the findings of leithwood, harris, and hopkins (2020). the seriousness of the respondents towards the research questionnaire necessitated the trustworthiness of their perceptions that did not completely represent the consistent reliability (mohajan, 2017). the suitability of these perceptions shows the respondents’ competence in the use of the exceptions involving the use of the coordinating conjunction ‘and’. data were analysed using to the statistical package for social sciences version 22 to ensure clear interpretation of the results. for the reliability purposes, numerical order and mathematical properties were used. the confirmability of data analysis was done using ibm (spss) version 25 relating to descriptive statistics comparing (nicholas, 2006) between the sample mean, and the population 'mean'. the research was conducted within the rules and regulations of the university of venda ethical guidelines. the respondents were informed about purpose of the research, guarantee of anonymity, and secure storage of their data. https://k12.thoughtfullearning.com/minilesson/combining-choppy-sentences https://www.emile-education.com/conjunctions-2/#elementor-toc__heading-anchor-3 https://www.emile-education.com/conjunctions-2/#elementor-toc__heading-anchor-5 https://www.emile-education.com/conjunctions-2/#elementor-toc__heading-anchor-11 journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 36 iii. results and discussions eventually, (1) data reduction was invaluable as it helped in sorting, selecting, classifying, and eliminating irrelevant data against the focus of the study, (2) the relevant data were interpreted and presented based on the aim of the research, and (3) conclusion was three-fold: the depiction of the research findings, verification of data, and specification and validation of the results. in this research paper, from the questionnaire that dealt with the identification of an approach for mastering the exceptions involved in the use of the coordinating conjunction ‘and’, the compound subjects, namely: ‘one and the same’, ‘each and every’, and ‘bacon and eggs’ were discussed according to the suitability of the ‘coordinating conjunction board game’. table 1 compound subjects: conjunction ‘and’ questions respondents’ rejoinders correct responses incorrect responses 1) sulking and smiling (give/gives) peace. 92.9% 7.1% 2) a car, its tyres, and lamps (is/are) gone. 79.8% 20.2% 3) a nurse and midwife (helps/help) the girl. 48.5% 51.5% 4) lock and key (are/is) useful security. 86.% 14% 5) bread and butter (invites/invite) appetite 69.2% 38.8% after having used the ‘coordinating conjunction board game’ approach involving the use of the coordinating conjunction ‘and’, the grade eight english fal respondents could select the appropriate answers from the following table containing five closed-ended questions: question 1 that deals with the exception ‘one and the same’ shows that the majority (92.9%) of the respondents were competent in the exceptions in the use of the coordinate conjunction ‘and’. the finding is in contrast with chele’s (2015) suggestion that english fal learners cannot understand the use of the compound subject ‘each and every’. they knew the difference between the plural verb ‘give’ and the singular verb ‘gives’. the presence of the coordinating conjunction ‘and’ in the compound subject ‘sulking and smiling’ is intricated in a single action and requires a singular verb gives to bring agreement between subject and verb. however, few respondents (7.1%) were incompetent in the exceptions regarding the use of the coordinative apposition ‘and’. to them, the presence of the coordinating conjunction ‘and’ meant that the plural verb (balwit, 2017) could be used. they chose the answer give instead of ‘gives’. the exception observed was that the gerunds ‘sulking’ and ‘smiling’, in unison, require a singular verb although they were joined by the coordinating conjunction ‘and’. question 2 regarding the exception ‘each and every’ indicates that 79.8% of the respondents were competent in the exceptions around the coordinating conjunction ‘and’ in the simple present tense. they knew that the compound subject: ‘car, its tyres, and lamps’ is a single subject and requires a singular verb is regardless of the presence of the coordinating conjunction ‘and’. the finding is in line with lester and beason (2013) who suggest that when the compound subject ‘each or every’ fronts a sentence, the verb becomes singular. thus, the plural ‘are’ was rejected in favour of the singular verb ‘is’. however, only 20.2% of the respondents were incompetent in the exception involving the use of coordinating conjunction ‘and’. they did not know that the compound subject ‘a car, its tyres, and lamps' was in a singular form and did not require a plural verb ‘are’. they might have been confused by the rule stating that the quantifier ‘each and every’ modifies a group noun into a singular subject requiring a singular verb ‘is’. in question 3, the respondents (45.8%) were competent in the exceptions involving the coordinating conjunction ‘and’. they knew that the compound subject: ‘nurse and midwife’ is a single group noun requiring a singular verb helps. the finding was congruent with kirszner and mandell’s (2015) suggestion that learners can be competent in the exceptions involving coordinating conjunctions. the ‘nouns ‘nurse and ‘midwife’ refer to the same person even though they were joined by the coordinating conjunction ‘and’. it is concerning that the respondents (51.5%) could not understand the fact that the two nouns refer to the same unit. they confused the singular verb ‘helps’ for the plural verb ‘help’. however, if these nouns were fronted by similar or dissimilar determiners, they would have been plural subjects requiring the plural verb ‘help’. this answer questions the learners’ competence in the application of the exceptions concerning the coordinating conjunction ‘and’. otherwise, these learners might have just guessed the answer with no philosophical foundation. nevertheless, these findings do not justify learners’ incompetency because in the other questions they performed above the average. question 4 concerning ‘bacon and eggs’ signals that the majority (86.%) of the respondents were competent in the exceptions around the use of the coordinating conjunction ‘and’. the finding is in line with chele (2015) who suggest that the grade eight learners, particularly those living in the deep traditional villages, cannot understand the use of compound subjects. these respondents knew that although the two nouns ‘lock’ and ‘key’ were unidentical and independent, however when joined by the coordinating conjunction ‘and’ a singular verb is required. nevertheless, it is evident in this research paper that the minority (14%) of the respondents were incompetent in the exceptions around the use of the coordinating conjunction ‘and’. the finding is congruent muhsin’s (2016) assertion that learners face difficulties in using the compound subject ‘each and every’. the respondents, in this context, might have thought that as the nouns ‘lock’ and ‘keys’ are linked to the door utensils used simultaneously, the presence of the coordinating conjunction 'and' requires a plural verb 'are' the application of the simple present tense. question 5 regarding the exception ‘bacon and eggs’ shows that the majority (69.2%) of the respondents were journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 37 competent in the exceptions involving the use of the coordinating conjunction ‘and’. this finding is congruent with balwit’s (2017) suggestion that the coordinating conjunction ‘and’ placed between the nouns does not mean that the group noun requires a plural verb ‘invite’ in conformity with the concord rule. thus, compound subjects: ‘bread and butter’ is singular and requires a singular verb ‘invites’ to maintain the agreement between the subjects and the verb. although 38.8% of the respondents were incompetent in the exceptions around the use of the coordinating conjunction 'and', the study revealed that respondents' performance was satisfactory. they might have been confused by the rule regarding the use of the conjunction ‘and’ where the two nouns joined by the conjunction ‘and’ become plural. also, they might have thought that the plural verb ‘invite’ could be the right answer instead of the singular verb ‘invites’. since data analysis was descriptive and required inferential statistics, after having engaged the descriptive statistics analysis, the researchers illustrated the respondents’ mastery of the exception rules in this regard. the relations between the mean and the standard deviation of the variables sanctioned the validity and reliability of findings. as this approach is invaluable, the following descriptive statistics analyses were utilsed accordingly. table 2 descriptive statistics: conjunction ‘and’ simple present tense mean std deviation std error mean 1) sulking and smiling (give/gives) peace. 1,3724 0,47809 0,07968 2) a room, radio, and table (is/are) for sale. 1.8551 0,28031 0,04672 3) a nurse and midwife (helps/help) the girl. 1.7866 0,50395 0,08399 4) lock and key (are/is) useful security. 1,4575 0,50395 0,08399 5) bread and butter (invites/invite) appetite. 1,7598 0,47809 0,07968 based on the ibm software version 25 for statistical analysis (nicholas, 2006), table 2 shows the descriptive statistics regarding the coordinating conjunction ‘and’ in terms of the mean and the standard deviation scores. the questionnaire was based on the grade eight english fal learners’ competence regarding the exceptions involved in the use of the coordinating conjunction ‘and’ in the simple present tense performance. on the use of the coordinating conjunction ‘and’ in question 1 reading ‘sulking and smiling (give/gives) peace’, the mean score was 1.372 and the standard deviation was 0.478. these results indicate that most the respondents performed per the expectation of the researchers, however, compared to other questions concerning the coordinating conjunction ‘and’, the performance was the least of them all. regarding the question around the coordinating conjunction ‘and’ ‘a room, radio, and table (is/are) for sale’, the mean score was 1.8551 and the standard deviation was 0.28 implying that most of the respondents did well on this question, and their performance was not dispersed. the mean score on the question involving the coordinating conjunction ‘and’: ‘a nurse and midwife (helps/help) the girl’ was 1.7866 with a standard deviation of 0.503, which implies that the respondents’ competence was unquestionably outstanding, but their scores were dispersed. on the subject, ‘lock and key (are/is) useful security’, the mean score was 1.4575 with the standard deviation of 0.5039, nevertheless, the question around the coordinating conjunction 'and', namely: 'bread and butter (invites/invite) appetite', the mean score was 1.759, and the standard deviation was 0.478. generally, this implies that there was an improvement in the understanding of the exceptions involved in the use of the coordination conjunction 'and' in the simple present tense. further, the 'coordinating conjunction board game' was an indispensable tool for understanding the exceptions concerning the use of the conjunction in this regard. nonetheless, not only did the grade eight english fal learners at andries mugaguli secondary school benefitted from the use of the ‘coordinating conjunction board game’ in this regard, but all the l2 learners can enjoy same all over the world. hence, teaching and learning can be enhanced if all english language teachers and their learners begin to use the 'conjunction board game' approach in this regard. iv. conclusions and suggestions the identification of the approaches useful in learning the exceptions involved in the use of the coordinating conjunction ‘and’ is noteworthy in ensuring proper communication in both academic and social archetypes. from the study findings established using a questionnaire dealing with the approaches for mastering the exceptions involved in the use of the coordinating conjunction 'and', the fundamental conclusions, therefore, are: 1. identifying the approaches for learning coordinating conjunction ‘and’ in the simple present tense is a sophisticated strategy for addressing the challenges faced by the grade eight english fal learners. 2. understanding the exceptions involved in the use of the coordinating conjunction 'and' in the simple present tense is a requirement. 3. involving the ‘coordinating conjunction board game’ approach is worthwhile in learning the exceptions concerning the use of the coordinating conjunction ‘and’ in the simple present tense. in conformity with the conclusions mentioned in the preceding paragraph, the next suggestions are: 1. expose learners to use the 'coordinating conjunction board game' approach in mastering the exceptions concerning the use of the coordinating conjunction ‘and’. journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 38 2. workshop english fal teachers regularly on the exceptions regarding the use of the coordinating conjunction ‘and’. 3. inspire researchers to conduct further studies on the use of the coordinating conjunction ‘and’ exceptions. 4. integrate the ‘coordinating conjunction board game’ approach in the school syllabus. 5. encourage the curriculum developers to incorporate the ‘coordinating conjunction board game’ approach. references abuhamda, e., bsharat, t. r. a. & ismail, i. a. 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(1990). counsellor training in empathy by a game procedure. counsellor education and supervision, 29, p. 170-178. basias, n. & pollalis, y. (2018). quantitatve and qualitative research in business & technology: justifying a suitable research methodology. review of integrative business and economics research, 7, pp.91-105. blanton, e. g. (2017). real-time data as an instructional tool: examining engagement and comprehension (phd thesis). lynchburg, va 24515, usa: liberty university. chele, m. i. (2015). an analysis of subject agreement errors in english: the case of third-year students at the national university of lesotho. roma: national university of lesotho. creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approach. thousand oaks: sage publications. curriculum assessment policy statement. (2011). english fal grades r-12. pretoria: department of basic education. estliden, k. p. 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(6th ed.). boston, new york: bedford/st. martin’s. kusumawardhani, p. (2017). the analysis of conjunctions in writing an english narrative composition: a syntax perspective. wanastra: jurnal bahasa dan sastra, 9(1):1-7. leithwood, k., harris, a. & hopkins, d. (2020). seven strong claims about successful school leadership revisited. school leadership & management, 40(1):5-22. https://doi.org/10.1080/13632434.2019.1596077 [accessed on 11 october 2021]. lester, m. & beason, l. (2013). the mcgraw-hill handbook of english grammar and usage. (rev. 2nd ed.). new york: mark lester and larry beason. mohajan, h. k. (2017). two criteria for good measurements in research: validity and reliability. utc annals of spiru haret university, 17(3):58-82. muhsin, m. a. (2016). analysing the students’ errors in using simple present: a case study at junior high school in makassar, pacific science review b: humanities and social sciences, 2(3):81-87. nicholas, j. (2006). introduction to descriptive statistics. sydney: university of sydney. nishanthi, r. (2018). the importance of learning english in today's world. international journal of trend in international open access journal, 3(1): 2456-6470. piaget, j. (2013). the construction of reality in the child (vol. 82). routledge. pisheh, n. m. & bagheri, m. s. (2012). the impact of educational games on vocabulary and grammar learning of elementary iranian efl learners. iranian efl journal,8(6):50-66. stapa, s. h. (2010). analysis of errors in subject-verb agreement among malaysian esl. available online journal of education, teaching, and learning volume 7 number 1 march 2022. page 32-39 p-issn: 2477-5924 e-issn: 2477-8478 39 at: ejournals. ukm.my [accessed on 11 february 2021]. swank, j. m. (2012). using games to creatively enhance the counsellor education curriculum. tarpley, l. g. (2021). fluentu: 27 common english conjunctions and how to use them. georgia, united states: enux education limited. teachthis. (2021). coordinating conjunctions board game. available online at: www.teach-this.com › resources › coordinating-conjunctions-board-game [accessed: 10 august 2021]. thoughtful learning k-12 newsletter. (2021). teaching conjunctions. available online at: www.thewritesource.com [accessed:10 august 2021]. unubi, a. s. (2019). conjunctions in english: meaning, types, and uses. international journal of social science and humanities research, 4 (3): 202-213. warfield, d. (2010). is/it research: a research methodologies review. journal of theoretical & applied information technology, 13. pp 28-35. vygotsky, l. s. (1980). mind in society: the development of higher psychological processes. harvard university press. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 114-119 p-issn: 2477-5924 e-issn: 2477-4878 114 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. analyzing the use of catholic learning model for the state primary schools in south and southeast pontianak lukas ahen 1) , cenderato 2) , florentina 3) , florentina dwi astuti 4) , arius arifman halawa 5) 1) stakat negeri pontianak, pontianak, indonesia e-mail: ahenlukas66@gmail.com 2) stakat negeri pontianak, pontianak, indonesia e-mail: cenderato67@gmail.com 3) stakat negeri pontianak, pontianak, indonesia e-mail: flotina999@gmail.com 4) stakat negeri pontianak, pontianak, indonesia e-mail: flodwi@gmail.com 5) stakat negeri pontianak, pontianak, indonesia e-mail: arif_hlw@yahoo.co.id abstract. learning models were important for the teachers to apply by considering the class setting. how they could manage their class depending on what learning model they could apply. so, it was curious to know what learning model the teachers had used so far. to deal with this, the researchers were eager to find out the answer by the research. this study aims to describe the learning model, the advantages and disadvantages of using the model, and the efforts made by catholic education (pak) teachers in overcoming the disadvantages and strengths of using models in the state primary schools in south and southeast pontianak. to see the use of the learning model, qualitative research methods were used which consisted of interviews, questionnaires, observations, and focus group discussions. teachers in the state elementary schools in south and southeast pontianak had implemented the learning models: inquiry model, story telling, role play, and discovery learning contextually. based on the result, the teacher had a strategy in the application of learning models for example: reading books that are relevant to the model to apply, inviting students to learn outside the room, taking a persuasive and personal approach. meanwhile, some obstacles faced were the delinquency of students, less in number, a variety of competencies, the existence of students with special needs, and the lack of teaching aids. the advantages of using the learning model were systematic, involving students actively, creat ing cooperation, motivating students, and improving learning outcomes. the learning model tended to run monotonously. there were several efforts to overcome deficiencies of learning models: taking a personal approach, trying to maximize the use of learning models used, changing models learning that would be considered more suitable or repetitive by applying the same learning model to maximize learning outcomes, conveying material repeatedly, writing student names and adding value to students who are active in groups so they try to want to be active, giving additional assignments to students who have understood learning so students do not have to be in class and trying to maximize the tools and means of learning that exist and do to students. keywords: learning model; 2013 curriculum; catholic education http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 114-119 p-issn: 2477-5924 e-issn: 2477-4878 115 i. introduction catholic education is a planned and continuous effort to develop the ability of students to strengthen faith and devotion to god almighty in accordance with the teachings of the catholic church, while still paying attention to respect for other religions in the relationship between religious harmonies and national unity. religion education in schools does not merely make students to have faith but to educate students to be able to account for their faith with the knowledge they have. the knowledge is obtained based on the results of learning in schools according to the demands of k-13 which emphasizes character education. learning is an effort of the teacher to provide stimulus, guidance, direction, and encouragement to students so that the learning process occurs. learning in this case is not a process of providing knowledge, but the process of forming knowledge by students and for students through the optimization of cognitive performance. based on information obtained from the elementary level; pak supervisors, researchers found a lack of teacher creativity in using learning models, specifically studentcentered learning models in pontianak city elementary school. teachers are more likely to use a monotonous conventional (lecture) model so that students are less interested in the learning process, so researchers analyze the use of learning models by pak teachers in elementary schools in south and southeast pontianak. this can map the use of various learning models by pak teachers in pontianak state elementary school. the results of this mapping will be very useful for the evaluation of pak learning, which will then offer a learning model that is following the characteristics of learners in south and southeast pontianak. according to abidin (2014: 1), learning is a process built by teachers to develop thinking creativity that can improve students' abilities in constructing new knowledge as an effort to improve good mastery of subject matter. learning describes a dynamic process because in essence learning behavior is realized in a dynamic process and not something silent or passive. the 2013 curriculum stressed that character education is very important. character education is taught using several learning models including inquiry learning (discovery), problem based learning, and project-based learning. komalasari (2011) stated that a learning model is a form of learning illustrated from beginning to end that is presented typically by the teacher. the inquiry-learning model (inquiry) is one of the very constructive teaching models. inquiry learning is a series of learning activities that maximally involve all students' abilities to search and investigate systematically, critically, logically, analytically, so that students can formulate their findings with confidence. the inquiry learning model is a learning developed model so that students find and use various sources of information and ideas to increase their understanding of a particular topic, problem, or issue. in this model, the teacher acts as a partner or guide in learning, facilitating, and guiding student learning experiences to achieve certain goals that have been set. hamzah (2012) explained that at first this model was used for learning science but subsequently learning models can be used for all subjects. all topics can be used as a problem to find the right solution and true, to train students to think scientifically. lee may (2014) mentioned: “inquiry-based learning (ibl) is a method of instruction that places the student, the subject, and their interaction at the center of the learning experience. at the same time, it transforms the role of the teacher from that of dispensing knowledge to one of facilitating learning. it repositions him or her, physically, from the front and center of the classroom to someplace in the middle or back of it, as it subtly yet significantly increases his or her involvement in the thought-processes of the students”. warner and myer (2011) strengthen teachers play a vital role in adapting the inquiry process to the knowledge and ability level of their students. when using inquiry-based lessons, teachers are responsible for (1) starting the inquiry process, (2) promoting student dialog, (3) transitioning between small groups and classroom discussions, (4) intervening to clear misconceptions or develop student's understanding of content material, (5) modeling scientific procedures and attitudes, and, (6) utilizing student experiences to create new content knowledge. learning one's design students to be active in learning activities, such as observing, discuss, ask, argue, and so on, will give a positive impact on students. for that reason, especially in the learning process in learning the need for student activity through inquiry activities. the inquiry model is an interdisciplinary learning model that functions to familiarize students with learning and solving problems, think critically and assume, and be responsible for achieving understanding independently. the learning model discovery learning has characteristics that are characteristic of other learning models. the discovery learning model has the principles of a) the principle of interaction and asking, b) the principle of learning to think, c) learning based on what it already knows, d) learning through learning and experience following the level of development of knowledge, and e) oriented towards intellectual development. the project-based learning model (project based learning) is a learning model that directly engages students in the learning process through research activities to work on and complete a particular learning project. goodman and stivers (2010) explained that teaching approaches that are built on learning activities and real assignments that provide challenges for students related to daily life to be solved in groups. according to abidin (2014: 167), the project-based learning model is a learning model that is used to develop a variety of basic skills that students must have, including thinking skills, decision-making skills, creative abilities, problem-solving abilities and at the same time considered effective for developing self-confidence and self-management in students. surya (2013: 111), "learning is a translation of learning" which comes from the word “learn” or" to learn ". according to afriana (2015), project-based learning model project-based learning is a learning model that is studentcentered and provides meaningful learning experiences for journal of education, teaching, and learning volume 5 number 1 march 2020. page 114-119 p-issn: 2477-5924 e-issn: 2477-4878 116 students. learners' learning experiences and concepts are built based on the products produced in the project-based learning process. learning models provide opportunities for educators to manage learning in class by involving project work. project work is a form of work that contains complex tasks based on questions and problems that are very challenging and guide students to design, solve problems, make decisions, conduct investigative activities, and provide students the opportunity to work independently. utami (2014) stated that problem based learning (pbl) is a learning model that provides real experiences that encourage students to learn actively, construct knowledge, and integrate the context of learning in school and learn real-life in real life naturally. this model places problematic situations at the center of learning, attracting students to learn. students are directly involved in solving problems, identifying problems, and producing solutions. teachers are required to be able to choose learning models that can stimulate the enthusiasm of each student to be actively involved in their learning experiences. one alternative learning model that allows the development of students' thinking skills (reasoning, communication, and connections) in solving problems is problem based learning (pbl). abidin (2014: 161) mentioned that problem based learning (pbl) has characteristics, namely (a) learning begins with a problem, (b) ensures the problem given is related to the real world of students, (c) organizing lessons in around problems, not around disciplines, (d) giving full responsibility to students in experiencing first hand their learning processes, (d) using small groups, and (e) demanding students to demonstrate what they have learned in the form of products or performance. relating to the explanation above, there are three problems would be examined in this study, namely; how is the learning model used by catholic education (pak) teachers in state primary schools in south and southeast pontianak, what are the advantages and disadvantages of using the learning models that have been applied so far and what are the efforts made by catholic education teachers (pak) to overcome the lack of use of learning models that have been applied so far. the initial step of the study was that the research team contacted the pak supervisor at the pontianak city level as a source of information. the involvement of basic level pak supervisors (sd) was not new because the previous research team (2018) had contributed related to secondary data in pontianak city. the research team is one of the entry points involved in the activities of the catholic education teacher working group (kkg pak) held by pak teachers in south and southeast pontianak state primary schools. ii. methodology this study was using a descriptive qualitative method. sugiyono (2013) mentioned that qualitative research methods are based on the philosophy of post-positivism used to examine natural conditions of objects, where the researcher is a key instrument, data collection techniques with triangulation, qualitative data analysis, and qualitative research results emphasize meaning rather than generalization. it had several sets of activities to obtain data following the actual situation whose results emphasize more meaning. the study carried out some of the steps of conducting initial observations in the study of literature and field observations, then determining the research problem. the next step was data collection conducted by researchers assisted by catholic education teachers who teach at state primary schools in south and southeast pontianak. to collect the data, the researchers applied the triangulation technique. sutama (2010: 101) explained that triangulation is a technique checking the validity of data that uses something else outside the data for the need to check or as a comparison of the data, namely: the interview technique, the field observations, the documentation studies and research instruments used in the form of a questionnaire to see the use of learning models used during the teacher's teaching. after collecting the data, the researchers analyzed it and made a discussion. the method used in this study was a qualitative description of the phenomena that occur during the process with the subject of catholic education (pak) teachers and students at the elementary school (sd) level in south and southeast pontianak. the initial step of the study was that the research team contacted the pak supervisor at the pontianak city level as a source of information. the involvement of basic level pak supervisors (sd) was not new because the previous research team (2018) had contributed related to secondary data in pontianak city. the research team is one of the entry points involved in the activities of the catholic education teacher working group (kkg pak) held by pak teachers in south and southeast pontianak state primary schools. regarding data collection techniques, the research team conducted in-depth interviews and observations of pak teachers. for primary data collection, researchers used focused group discussion (fgd) and interview techniques, as one of the methods used to obtain data. through the fgd, a meeting was held with religion teachers and various related parties to obtain further input on how pak learning is practiced, perceived, and defined by pak teachers at state primary schools in south and southeast pontianak. through the interview technique, the researchers obtained verbal information from informants (teachers, students, and other related parties). interviews were in form of a semistructured manner, assisted by interview guidelines as a means of collecting data with informants selected both purposive and snowball. to strengthen the data obtained, researchers also make observations, both involved (participant observant) or not, and documentation. this stage used observation guidelines, field notes, and recording as a data collection tool. for secondary data collection, researchers conducted a literature study (library research) and documentation (learning kit) by collecting relevant data. analyzing the data was starting by entering the field, on the field, and after being on the field. before entering the field, an analysis was carried out on the results of the preliminary study (secondary data). field analysis carried out during data collection, and after the data, collection completed within a certain period. at the time of the interview, the researcher had to analyze the answers of the journal of education, teaching, and learning volume 5 number 1 march 2020. page 114-119 p-issn: 2477-5924 e-issn: 2477-4878 117 interviewees. if after analyzing the informant's answers have not been satisfactory, the researcher asked more questions until at a certain stage credible data obtained. analyzing the data interactively and continues until the data is saturated. activities in data analysis included data reduction, data display, and conclusion. fig. 1 research flow chart iii. results and discussion the teacher in the learning process has a very important role including as a source of learning, facilitator, manager, demonstrator, guide, motivator, and evaluator. as a facilitator, the teacher plays a role in providing services to facilitate students in learning. to meet the teacher's criteria as a facilitator, then teaching and learning activities require a learning model that interests students. the learning model is planning that contains a series of activities designed to achieve educational a certain goal. criteria for choosing a learning model used in the learning process must be oriented towards the learning objectives to achieve. it also must be adjusted to the type of material, characteristics of students, as well as the situations or conditions in which the learning process is going. learning models in catholic education (pak) subjects in public elementary schools in south and southeast pontianak was also the focus of attention by researchers. based on information obtained from the interviews, the respondents have implemented learning models in the classroom with a variety of models with different patterns. the learning model used for example model inquiry, storytelling, role-play, and discovery learning. the reason the teachers use the learning model is that the learning models used are compatible with the character of students because they are easy to understand and apply in class. besides, the learning models applied are also interesting so that students are not easily bored. teachers should use learning models to achieve learning targets following the context of the material to teach. this deals with utami (2014) stated that a learning model provides real experiences that encourage students to learn actively, construct knowledge, and integrate the context of learning in school and learn real-life in real life naturally. this model places problematic situations at the center of learning, attracting students to learn. the selection of learning models must be able to adapt to the situations and conditions of learning in the classroom and must be precise so that what was to achieve in learning could be aware properly and the selection of learning models should be able to motivate students. based on the results of interviews with several pak teachers, there are several answers obtained and can be analyzed. some catholic education teachers in state elementary schools in south and southeast pontianak have implemented contextual learning models so that they meet the provisions of the 2013-curriculum and can make students think critically. in applying the learning model, certain strategies were very necessary so that the teacher could apply the learning model as well. pak teachers had a specific strategy that was more or less the same as the others; first: read books related to the learning model that was applied to students. by digging as much information on the learning model, they could find out the weaknesses and strengths of using the models, that they could evaluate it based on the situation and condition of students. afriana (2015), teachers should apply student-centered and provides meaningful learning experiences for students. second, study outdoors. on certain occasions, they tried new things by inviting students to learn outside the room, in this way, students might get different settings and environments in the teaching and learning process. the majority of informants said that this strategy was effective, where students were more enthusiastic in the teaching and learning process. third, take a personal approach. if some students find it difficult to accept the learning model, the teacher takes a personal approach by exploring the problem, whether the learning model applied is not suitable for them or from the individual students who are not motivated to learn. if the learning model applied is not suitable, then the pak teacher concerned would look for other learning models, but if the problem was with the individual students, the pak teacher pays special attention to the students. the ability of students to accept pak lessons using the learning model must also be the focus of the teacher, meaning that the application of the model should be acceptable to make the learning atmosphere more conducive. from the results of interviews about the development of students' ability to accept pak lessons based on the learning model, they applied, almost all respondents said there was progress because they made a personal approach. this result was from the results of the task, midterm, or final test. through the results of this evaluation, pak teachers can find out the strengths and weaknesses that students have and can know the methods used in teaching so that students are easy to understand the lessons delivered. the pak teachers carried out this evaluation based on the material provided to students so that in the evaluation system it will be easier for them to find out students who do not understand the learning delivered according to the evaluation system that they do. students had diverse characteristics, some were active and some are passive in-class activities, so what teachers did to deal with students who tended to be passive in the teaching and learning process is discussion. in this way, students were allowed to express their opinions among their peers. the teacher to control the atmosphere of the discussion always guided the discussion process. the teacher requires all students to speak even if only one sentence. input various learning model process impleme nt learning model output mapped learning models used by pak element ary school teachers in south and southeas t pontiana k outcome increasing the ability of pak teachers to use learning models as neededsc hool teachers in south and southeast pontianak journal of education, teaching, and learning volume 5 number 1 march 2020. page 114-119 p-issn: 2477-5924 e-issn: 2477-4878 118 student creativity was very necessary for implementing the learning model. some students worked together, enthusiastic about solving problems, and then ask if there is something, they did not understand. however, in some other schools, some students are ignorant in following the learning process, especially in problem-solving activities, so some students had not been able to solve problems, some students were uncreative because of the different abilities of students. in the application of the learning model, there were certain constraints faced by teachers both internally and externally. abidin (2014: 161) mentioned that problem based learning (pbl) has characteristics, namely (a) learning begins with a problem, (b) ensures the problem given is related to the real world of students, (c) organizing lessons in around problems, not around disciplines, (d) giving full responsibility to students in experiencing first hand their learning processes, (d) using small groups, and (e) demanding students to demonstrate what they have learned in the form of products or performance. internally, it could come from the teacher concerned because of limited knowledge of the learning model to apply. externally, for example, came from students. based on the results of the interview, it was found that the obstacles in applying the learning model were dealing with the delinquency of students, the relatively small number of students, various competencies, and presence of students with special needs, and the lack of teaching aids. while the solutions to these obstacles for example using a persuasive approach, repeating the material previously presented, taking a personal approach, and try to give questions to students in turn so that all are active in speaking. pak teachers should know the strengths and weaknesses of the learning model to improve the use of the model. because the use of learning models tends to be systematic so that it involves students actively, cooperation, motivating students, and subject matter more easily remembered. however, often the application of the learning model tends to be monotonous, students prefer the lesson to finish quickly, grades are better, the learning model should be prepared as early as possible to anticipate deficiencies at the time of its application, noisy classroom atmosphere and spend a lot of time. after carrying out learning, the teacher had to evaluate or reflect on learning activities to determine the level of achievement. teachers should make various efforts in overcoming weaknesses or deficiencies in classroom learning, especially in applying the learning model to certain subjects. based on the results of the interview (question 13), there were efforts to overcome deficiencies in using learning models applied so far. for example, by (a) taking a personal approach, (b) trying to maximize the use of the learning model used, (c) replacing the learning model presumably more suitable or repeated by applying the same learning model to maximize learning outcomes, (d) conveying material over and over (2 opinions), (e) writing students' names and adding value to students who are active in groups so they try to willing to be active, (f) giving additional assignments to students who have understood learning so students do not seize in class and (g) try to maximize the existing learning tools and facilities and taking a personal approach to students. providing peer assessments for students is also an effort to overcome deficiencies in the application of learning models in pak, where students interact with each other and discuss in groups and outside groups. obstacles or weakness in applying the learning model was a challenge. in the process of using the learning model, many of the challenges faced by teachers including (a) the challenges of non-catholic students (there are buddhist students taking part in catholic studies), who did not have a catholic education background. it was very difficult to apply existing learning models that in accordance with available learning material, (b) requiring careful preparation and a long time to master the steps of applying the learning model, (c) looking for a learning model that is suitable with the material that is able to create interesting and fun learning and ultimately improve student learning outcomes, (d) should know in detail the steps of each learning model so that learning becomes more effective and effective, (e) preparing the material carefully so that its application can proceed based on the plan, (f) taking too much time so learning targets are unachievable because they are not all students heed all that is said, (g) in the learning process, when applying one of the learning models students become hurt by the teacher because they were sanctioned for violations they did so the teacher was challenged to melt the hearts of their students so they want to forgive their teacher, (h) only few students in one class and inadequate room (not in the classroom but in one of the nonstandard spaces). related to the suitability of the material used for students outside of pontianak, respondents' answers varied, for different reasons. some respondents considered that materials were suitable for the reason of no striking differences between students in pontianak and students in rural areas. others said for classes in schools outside of pontianak because there was no difference in the quality of students in the city or in the area/hinterland proven when students from the region continue their studies in pontianak was able to compete and there were even more achievers than students in pontianak. another opinion was that some material was suitable to apply both in pontianak and in the regions but some material was not suitable because it was too heavy and difficult to understand by students in the area. next, some said that the existing material to adjust to the conditions in the area so that it was also suitable for students in the city or remote areas. last, the material was unsuitable for outside of pontianak: there was a language barrier (students are not fluent in indonesian), students do not attend school at the kindergarten level. iv. conclusions based on the discussion in the previous chapter, teachers in the state elementary schools in south and southeast pontianak had implemented the learning models: inquiry model, story telling, role play, and discovery learning contextually. then, the teacher also had a strategy in the application of learning models for example: reading books that are relevant to the model to apply, inviting students to journal of education, teaching, and learning volume 5 number 1 march 2020. page 114-119 p-issn: 2477-5924 e-issn: 2477-4878 119 learn outside the room, taking a persuasive and personal approach when there are students who have problems in learning. however, there were some obstacles faced when the application of these models namely the delinquency of students, the number of students is relatively small, the variety of competencies, the existence of students with special needs, and the lack of teaching aids. the advantages of using the learning model were systematic, involving students actively, creating cooperation, motivating students, and improving learning outcomes. weaknesses of the learning model were monotonous, the learning model must be prepared as early as possible to anticipate deficiencies when applying it and the noisy classroom atmosphere and the implementation of the learning model spend a lot of time while students prefer the learning process to finish quickly. there were several efforts to overcome deficiencies of learning models for example by taking a personal approach, trying to maximize the use of learning models used, changing models learning that would be considered more suitable or repetitive by applying the same learning model to maximize learning outcomes, conveying material repeatedly, writing student names and adding value to students who are active in groups so they try to want to be active, giving additional assignments to students who have understood learning so students do not have to be in class and trying to maximize the tools and means of learning that exist and do to students. acknowledgment this research was funded through 2019 applied research with contract number 66 in year-2019 dated july 29, 2019, therefore many thanks were expressed to the stakat negeri pontianak. we would also like to thank the validator who worked hard to examine the contents of this textbook and provide many suggestions. references abidin y. (2014). desain system pembelajaran dalam konteks kurikulum 2013. bandung: pt. refika aditama. afriana, jaka. (2015). project based learning (pjbl). makalah untuk tugas mata kuliah pembelajaran ipa terpadu. program studi pendidikan ipa sekolah pascasarjana. universitas pendidikan indonesia. bandung. goodman, brandon, and stivers, j. (2010). project-based learning. educational psychology. espy 505. hamzah, b. uno. (2012). model pembelajaran: menciptakan proses belajar mengajar yang kreatif dan efektif. jakarta: pt. bumi aksara. komalasari, k. (2011). pembelajaran kontekstual konsep dan aplikasi. bandung: pt. rafika aditama. lee may, everette. (2014). what is ibl?. http://www.inquirybasedlearning.org/?page=what_is _ibl (accessed on december 20, 2014). mohamad, s. (2013). psikologi guru konsep dan aplikasi. bandung: cv alfabeta. sugiyono. (2013). memahami penelitian kualitatif. bandung: cv. alfabeta. sutama. (2010). penelitian tindakan teori dan praktek dalam ptk, pts, dan ptbk. semarang: cv. citra mandiri utama. utami, rini. (2013), model pembelajaran berbasis masalah dengan langkah penyelesaian berdasarkan polya dan krulik-rudnick ditinjau dari kreativitas siswa. jurnal ilmiah pendidikan matematika, 1(1):81-96. warner, anna j. dan myer, brian e. (2011). what is inquirybased instruction?. http://edis.ifas.ufl.edu/pdffiles/wc/wc07600.pdf (accessed on december 20, 2014). http://www.inquirybasedlearning.org/?page=what_is_ibl http://www.inquirybasedlearning.org/?page=what_is_ibl isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 53-58 p-issn: 2477-5924e-issn: 2477-4878 53 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of e-learning based resource economics lecture model in facing industrial revolution 4.0 nuraini asriati tanjungpura university, pontianak, indonesia e-mail: nuraini.asriati@fkip.untan.ac.id abstract. in facing the industrial revolution 4.0 where technology plays its role the most. it also affects the education field in which the optimization of the use of instructional media and the evaluation needs to be upgraded. this research aims at revealing the implementation of the instructional model of e-learning based resource economics lectures. this research uses a development method in which there are qualitative and quantitative analyses. the data were collected using observation and distribution of questionnaires to 39 students attending the learning process. the results showed that (1) the implementation of the instructional model of e-learning based resource economics lectures in facing the industrial revolution 4.0 has been effective because there is careful planning. in addition to being suitable for the learning objectives, it is also in accordance with the students’ needs. the success of e-learning is related to a consistent and integrated effort between lecturers, students, faculty, support staff, and administrators. (2) the use of e-learning as a medium for learning resources, delivery of material, and assignment of tasks in the learning process of resource economics is still less than optimal. it indicates that the existing facilities and infrastructure have not been well utilized by its users, either by students, lecturers, or other related parties. and (3) the results of the evaluation of the implementation of the instructional model have shown a good category, meaning that the e-learning instructional model applied in the lectures of resource economics for economics education students is good and meets the needs of the students and can increase students' motivation and understanding in learning as a basis for facing the era industrial revolution 4.0. keywords: development of lecture model; resource economics; e-learning i. introduction the emergence of the industrial revolution 4.0 is marked by the era of distortion, namely the emergence of onlinebased (digital) industries. in this revolution, the role of innovation determines the competitiveness of a product in the market. in society, there is still a gap between industry and workforce readiness and even there have been difficulties in finding human resources who have the ability of data literacy (big data), technological literacy (coding, and understanding of ai) and human literacy (humanities, communication and information), as facing the industrial revolution 4.0 requires various kinds of intelligence (oosthuizen, 2016). industry 4.0 will provide benefits in terms of increasing productivity, efficiency, flexibility, and a high level of product customization for the industrial world. but on the other hand, every change can have other undesirable effects. according to schwab (2015), the emergence of industry 4.0 will have the effect of an extraordinary gap related to the "low-skill/low-pay" and "high-skill/high-pay" workforce associated with digital information and the internet. internet technology is a development of the previous generation of communication technology. media such as the radio, television, videos, multimedia and other types of media have been used and can help improve the quality of education. moreover, internet media which has interactive nature can be mass and interpersonal, and sources of information from various corners of the world are possible to become a media of education superior to previous generations and a challenge to the industrial revolution 4.0 in both formal and non-formal education systems. because so far there has been a mismatch between training that is often given at the job training center with the needs in the industry. the rapid development of technology in the era of the industrial revolution 4.0 must be anticipated by higher education institutions. where one's behavior and norms are affected by the learning process (syamsuri, 2019), adjustments to the increasingly competitive business climate need to be made in the tertiary curriculum and educational http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 53-58 p-issn: 2477-5924e-issn: 2477-4878 54 methods which must also follow the development of technology and information. lectures via the internet are possible, and learning to adopt the industrial revolution 4.0 will improve work performance later (tortorella et al., 2020). e-learning is an alternative educational media that is not restricted by space and time. the use of e-learning is inseparable from internet services. because the learning techniques available on the internet are so complete, this will affect the teacher's task in the learning process. the use of appropriate e-learning instructional models will improve learning experiences (shi et al., 2020). e-learning, as a direct result of the integration of technology and education, has emerged as a powerful learning medium primarily using internet technology (alfraihat, joy and sinclair, 2020). in the past, the teaching and learning process in higher education was dominated by the role of lecturers called the era of teacher, where students only listened to lecturers’ explanations. then, the lecture process was dominated by the role of lecturers and books (the era of teacher and book) and at the moment the lecture process is dominated by the role of lecturers, books, and technology (the era of teacher, book and technology) including resource economics courses taught in the odd semester. according to the research results of vodovar et al. (2020) students feel more satisfied with e-learning compared to conventional instruction. changes in the world entering the era of the industrial revolution 4.0 has become the basis of human life. everything becomes borderless with unlimited use of computing and data because it is affected by the development of the internet and massive digital technology as the backbone of human movement and connectivity in various learning activities and processes in higher education. resource economics deals with the material economy of human, natural, and financial resources. human resource economics is a branch of economics that deals with the principles of the use of human energy and the ability to meet human needs. natural resource economics is also a branch of economics that addresses various techniques in utilizing natural resources that are available for the prosperity of many people. all stakeholders must follow the changing trends in technology and the learning environment related to technological advancement (choudhury & pattnaik, 2020). the novelty of this research is the application of e-learning applications in resource economics courses so that in the future it will become a solution and option in applying learning models in higher education. therefore, along with the development of science and technology facing the industrial revolution 4.0 this resource economics material will be delivered on a web-based basis (e-learning) to encourage the teaching team and research team to research developing a web-based resource economics lecturing model (e-learning ). this study aims to reveal the implementation of the learning model in e-learning based resource economics lectures in facing the industrial revolution 4.0, reveal the optimization of the use of learning media in e-learning based resource economics lectures in facing the industrial revolution 4.0, and reveal the evaluation of the implementation of the learning model in e-learning based resource economics lectures in facing the industrial revolution 4.0. ii. methodology this study is development research of the e-learning based learning model to improve understanding of economic concepts of resources. the research subjects in this study were the third-semester students of economics education of the teacher training and education of the tanjungpura university in the 2018/2019 academic year with a total of 39 students. in addition to qualitative analysis, this research also uses quantitative analysis to reveal the evaluation of the implementation of learning models in lectures of resource economics in facing the industrial revolution 4.0. the data collection technique in this study is the process of developing website-based e-learning. to obtain data about the process of developing website-based e-learning, the researcher used field notes to describe the stages of the development process of e-learning instruction through observation and expert validation data and questionnaires. to obtain data about validity, and practicality, e-learning was developed based on indicators of assessment. these data were obtained from resource economics lecturers and ict experts. validation data from experts were then reviewed to be used as input in revising/refining the e-learning instructional model developed. the development of which measures chosen researchers refers to ten steps the implementation of the research and development strategy according to borg and ball (sukmadinata 2009: 169 170 ), namely: (1) research and data collection. the measurement of, needs a literature review, research on a small scale and taking in terms of value; (2) which includes planning capabilities required, the research phase the formulation to, achieved by this research design or steps, research the possibility of testing limited in scope; (3) the development of the draft e-learning covering; development, lessons learned the learning process and the instrument of evaluation; (4) the trial of the starting pitch. the trial of a field on 5 to 10 students. during the tests of held observation, interviews and watchful such of the survey; (5) revision of the results of the tryouts, fix or complete elearning the results of the tryouts; (6) do the trials that wider at 15 until with 20 student test subject; (7) the improvement of e-learning based resource economics lecture test results on the field the second phase; (8) test of the field which was held on 20 to 30 students. testing is done through the survey, interview, and observation and analysis of the results; (9) elearning based resource economics lecture made in the final phase of the trial based on the results of the third stage; (10) the implementation of e-learning based resource economics lecture in real situations in class and disseminate research results to be used by other teachers. iii. results and discussion a. implementation of the learning process scenario in elearning based resource economics lectures learning activities in e-learning. the activity began with students praying before starting the lesson. after prayer, the lecturer explained the e-learning instructional scenario to students and directed students to log in on the website esdm.dkampus.com. when all were logged in, on the website journal of education, teaching, and learning volume 5 number 1 march 2020. page 53-58 p-issn: 2477-5924e-issn: 2477-4878 55 there were 2 parts of the material. the first was about human resource economics and the second about natural resource economics. before starting with the material, the lecturer evaluated the students’ knowledge about human resource economics. the lecturer explained the material and opened the question session. some students asked questions and the lecturer answered the questions directly. then the lecturer continued the material on natural resource economics. before discussing natural resource economics, the lecturer asked the students questions about natural resource economics and one of the students answered. then, the lecturer explained the material. after that, the lecturer divided the students into groups consisting of 1-13 logins, 1 login consists of 3 students. the students discussed the material that had been provided on the website. after completing the discussion, there were several groups or logins ready to present the results of the discussion, i.e. login 5 and 9. after login 5 and 9 completed the presentations, the lecturer evaluated the students' understanding of the e-learning resource economics material and some students responded. the lecturer concluded the material of the day and learning outcomes. the lecturer ended the learning with greetings. in detail, the steps of e-learning instructional scenarios can be described as follows: (1) the lecturer and students together opened the website esdm.dkampus.com and then clicked on the login button, (2) after the web screen appeared, the lecturer and student entered their user names (the lecturer used civil servant number while students using students number respectively). the password is the same number namely 12345678. (3) after the user name was entered according to their respective student number with password 12345678, the homepage appeared on the screen. then each student could open the material according to their respective logins. in the first stage, students clicked on the textbook to read the material on human and natural resource economics in relation to economic development, (4) on the home menu, there were two materials on human and natural resource economics. on the screen, there were also 14 questions divided into several groups and 40 users on this website. (5) after the students clicked on the teaching material, the title of the material appeared. the material will be readable if the student clicks on the file (6) after the students click on the file title of the teaching material, the material will appear as on the screen below, (7) after reading the material thoroughly on the monitor screen, the students were divided into several groups to discuss problems that related to the material on human and natural resource economics. each group could only open their menus according to their logins, (8) after each student found their group, all groups entered their respective login menus which cannot be opened by other logins. to find out the material discussed by each group, they can click on the blue file according to each login so students get an assignment on the monitor screen. after students clicked on the blue file with each login then students had discussed according to the material provided on each login as follows: login 1. why is human resource development so important for national development? explain !; login 2. what does it mean to improve the physical quality of human resources through nutrition and health? explain!; login 3. human investment is required in economic growth and development. why? explain !; login 4. the main problem faced by developing countries is the high level of unemployment. why? and how do you solve the problem ?; login 5. in the era of globalization and free trade, a large population and people’s economic power is a potential and at the same time a target for socioeconomic development both small and large scale. why? explain !; login 6. what is the difference between economics and natural resource economics? explain and give examples; login 7. what does it mean: human needs are unlimited while the means of satisfying needs (resources) are limited?; login 8. what is the role of natural resources in economic development? login 9. what does it mean: the relationship between the number of resource goods and economic growth is positive while the relationship between economic growth and the availability of natural resources is negative? explain and provide description !; login 10. what does the production function contain! also, show the formula ?; login 11. describe and explain the relationship between population, economic growth, natural resource goods and the environment!; login 12. draw the relationship curve between population, economic growth, natural resource and environmental goods and its analysis; login 13. draw the curve between the growth rate and pollution rate and its analysis. the results of the discussion of each login can be sent or uploaded to the website. the last step after each login uploaded the results of the discussion, the e-learning activities were concluded and appeared on the monitor screen as below. basically, it is the implementation or scenario. web programming language to support instructional communication in online learning environments, taking into account the perspectives of students and teachers, identifies several new features that can contribute to the success of interactive e-learning systems in academic organizations (farhan et al., 2019). the learning process in e-learning based resource economics lectures ran effectively where 99% of the students successfully logged in and operated the web used in the learning process. the role of emotions in e-learning is important for testing the affective-cognitive e-learning model with the relationship of e-learning, the learner's emotional reactions during learning, the cognitive processes of learners during learning, and learning outcomes (mayer, 2019). the order of the process and learning by using electronic devices has an important role in making the unattractive learning process attractive for students. learning that meets standards through the internet, and the availability of educational resources provide great support to teachers when they need to develop education that uses available learning materials. (de medio et al., 2020). b. evaluation of the implementation of the learning model in e-learning based resource economics lectures the analysis of the evaluation of learning models in elearning based resource economics lectures used quantitative analysis in which information on how the learning process is carried out by students from several aspects of assessment. the evaluation of attractiveness, planning, learning process, and context is presented in fig. 1. journal of education, teaching, and learning volume 5 number 1 march 2020. page 53-58 p-issn: 2477-5924e-issn: 2477-4878 56 fig. 1 implementation of e-learning instruction in terms of attractiveness, planning, learning process, and context the learning model in the resource economics lectures according to most students is interesting. the students’ interest in attending e-learning lectures is very high. this is indicated by 87% of the students saying it is interesting. there are several benefits of implementing e-learning instruction, namely (1) saving time on the learning process; (2) reducing travel costs; (3) saving overall education costs (infrastructure, equipment, books); (4) reaching wider geographical areas; (5) training learners to be more independent in gaining knowledge; (6) the use of instructor's time and hr is more effective. as seen from the planning, electronic-based learning or e-learning is in the good category, so are the aspects of the process and context which fall into the good category where 56% said the context is in accordance with the needs of the students. the other aspects of assessment focused on this research are the input, process, product, and stability access. the result can be seen in fig. 2. fig. 2 implementation of e-learning instruction in terms of input, process, product, and access stability lectures on resource economics courses using e-learning based instructional model seen from the input aspect where the learning tools being used and the content of lecture material are in the fair category with 44% saying it is fair and only 35% saying it is good. furthermore, the aspect of the process is also in the fair category where the lecture process went well, as seen from the enthusiasm of the students attending the lecture and lecture procedures using the elearning model went quite smoothly by 49%. the product aspect in e-learning based instruction is also in the fair category by 59% where the instruction uses the online website and there are weaknesses where students are still confused when opening the online website. finally, the aspect of access is in the category of quite stable where the wifi connection and other electronic learning tools are available such as projectors and laptops for each student, but the problem is sometimes with the wifi being slow in accessing the online website. electronic learning (e-learning) is a broader approach to learning that brings new opportunities for learning and teaching in various fields of education that are far from conventional classroom environments (rodrigues et al., 2019). e-learning instruction can run effectively if there is careful planning, in addition to being suitable to the learning objectives, it is also in accordance with the needs of students. in fact, the success of e-learning is related to a consistent and integrated effort between lecturers, students, faculty, support staff, and administrators. to model students and learning resources with a good planning model (ontology) online include helping in detail in order to produce more relevant material for students. in addition, it has the benefits of reusability, reasoning abilities, and supporting inference mechanisms which help improve recommendations for good learning methods (george & lal. 2019). the access range, access speed, search for material access, and discussion also the concern in this research. it can be seen in fig. 3. fig. 3 implementation of e-learning instruction in terms of access coverage, access speed, material access search, and discussion 87% 13% 0% 0% attractiveness of electronic instructio good fair poor 41% 54% 5% 0% electronic instructional planning good fair poor 51% 49% 0% 0% electronic instruction in terms of context good fair poor 56% 41% 3% 0% electronic instruction in terms of context good fair poor 38% 44% 18% 0% electronic instruction in terms of input good fair poor 41% 49% 10% 0% electronic instruction in terms of process good fair poor 33% 59% 8% 0% electronic instruction in terms of product good fair poor 23% 44% 33% 0% access stability good fair poor 18% 51% 31% 0% access coverage good fair poor 26% 31% 43% 0% access speed good fair poor 49% 43% 8% 0% material access search good fair poor 46% 51% 3% 0% discussion in electronic instruction good fair poor journal of education, teaching, and learning volume 5 number 1 march 2020. page 53-58 p-issn: 2477-5924e-issn: 2477-4878 57 for website-based lectures, e-learning is designed using lms as an open-source e-learning system for media access facilities by students as a media content processing application that is integrated with microsoft powerpoint. the method in the design of e-learning media uses a contextual approach. the e-learning media content in this development research consists of a login page, a home page, main menu, sub-menu material, learning videos, application material, and questions, as well as an access result page. (pdf) lms-based e-learning design. judging from fig. 3, it represents a sufficient access range of 43%, lack of access speed which is 43% seen from the slow wifi connectivity provided by the campus. the aspect of material search is in the fair category by 43% as well as online media that are used have effectively become a medium of discussion for students in attending lectures in class. the importance of material display in the learning process enables students to easily understand and be motivated towards lecture content. from the analysis, it was found that the majority or 67% of respondents stated that the display of e-learning based instructional materials in resource economics lectures is in a good category. similarly, the availability of learning facilities is also considered good by 51%, for example, the availability of lcd projectors, wifi, web learning, despite deficiencies in the quality of the media. the display material, availability of facilities, and evaluation are the last aspects of the assessment in this research in which the result is figured in fig. 4. fig. 4 the implementation of e-learning instruction in terms of material display, availability of facilities, and evaluation an e-learning system that is adaptive in providing personalized learning will improve students' academic performance. where the main challenge in providing personalized learning models is finding the right match between individual characteristics and the sequence of learning content (vanitha et al., 2019). e-learning programs can also effectively improve instructors and enhance their beliefs and attitudes (katsagoni et al., 2019). a more rigorous evaluation method for implementing elearning is required to understand the strengths and shortcomings of e-learning for education in the context of low-quality resources. valid and reliable evaluations are the basis for guiding and improving e-learning interventions, increasing their sustainability (barteit et al., 2020). evaluation of learning models in the resource economics lectures as a whole is categorized as being good where the respondents assessed all aspects by 54% which is in the good category and only 9% stated it is poor. it means that the elearning instructional model applied in resource economics lectures in economics education students at the teacher training and education faculty of tanjungpura university is good and meets the needs of the students and can increase students' motivation and understanding in learning. the results of evaluating the use of e-learning are important to underline that considering student emotions is very important for electronic learning (e-learning) systems. some researchers have proposed that the system must encourage and apply the learner's emotions to the appropriate state. however, at first, the learner's emotions must be recognized by the system (imani & montazer, 2019). substantially the use of internet technology for training and learning purposes has created the need to understand how various user engagements can influence the determinants of the design, acceptance, and use of information technology in learning (baby & kannammal, 2019). the activities of the evaluation of the implementation of elearning instruction are carried out with login tasks thereby increasing knowledge and skills, learning environment, and its influence. evaluation of the implementation of e-learning is the process of analyzing the quality of the web-based (elearning) instructional process and the extent to which the achievement of the e-learning process can be felt by students. the evolution of the learning process is modeled by a series of learning experiences in which the aim is to be able to learn new skills along the sequence without forgetting what has been previously learned (lesort et al., 2020). the development of learning models will continue to be done in order to create instruction according to the needs of the students and good learning objectives. iv. conclusions this research has provided evidence that (1) the implementation of learning models in e-learning based resource economics lectures in facing the industrial revolution 4.0 has been effective because there is careful planning. in addition to being suitable for the learning objectives, it is also in accordance with the needs of the students. the success of e-learning is related to a consistent and integrated effort between lecturers, students, faculty, support staff, and administrators. (2) the use of e-learning as a medium for learning resources, delivery of material, and assignment of tasks in the learning process of resource economics is still less than optimal. it indicates that the existing facilities and infrastructure have not been well utilized by its users, either by students, lecturers, or other related parties. and (3) the results of the evaluation of the implementation of the instructional model have shown a good category, meaning that the e-learning instructional model applied in the lectures of resource economics for economics education students is good and meets the needs of the students and can increase students' motivation and understanding in learning as a basis for facing the era industrial revolution 4.0. 67% 33% 0% 0% electronic instructional material display good fair poor 51% 39% 10% 0% availability of instructional facilities good fair poor 54% 37% 9% 0% evaluation of electronic instruction good fair poor journal of education, teaching, and learning volume 5 number 1 march 2020. page 53-58 p-issn: 2477-5924e-issn: 2477-4878 58 references al-fraihat, d., joy, m., & sinclair, j. 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(2020). évaluation d’un enseignement multimodal intégrant du e-learning dans l’apprentissage de la réanimation et de la médecine d’urgence au cours du second cycle des études médicales. la revue de médecine interne. journal of education, teaching and learning volume 2 number 1 march 2017. page 47-52 p-issn: 2477-5924e-issn: 2477-4878 47 developing instructional mathematical physics book based on inquiry approach to improve students’ mathematical problem solving ability syarifah fadillah 1) , wahyudi 2) , dwi fajar saputri 3) 1) ikip pgri, pontianak,indonesia e-mail:atick_fdl@yahoo.co.id 2) ikip pgri, pontianak,indonesia e-mail: wahyudi.kakap@gmail.com abstract.the problem in this research is to know how the process of developing mathematics physics instructional book based on inquiry approach and its supporting documents to improve students' mathematical problem-solving ability. the purpose of this research is to provide mathematical physics instruction based on inquiry approach and its supporting documents (semester learning activity plan, lesson plan and mathematical problem-solving test) to improve students' mathematical problem-solving ability. the development of textbook refers to the addie model, including analysis, design, development, implementation, and evaluation. the validation result from the expert team shows that the textbook and its supporting documents are valid. the test results of the mathematical problem-solving skills show that all test questions are valid and reliable. the result of the incorporation of the textbook in teaching and learning process revealed that students' mathematical problem-solving ability using mathematical physics instruction based on inquiry approach book was better than the students who use the regular book. keywords: instructional book;mathematical problem solving ability; inquiry approach i. introduction the curriculum at ikip pgri pontianak requires the students of physics education program to master some basic physics courses, one of which is mathematical physics. in learning physics, the students are required to master mathematics, this is because in learning physics the students are not only required to learn the concept of physics but also required to formulate a mathematical concept formulated in the form of a mathematical law or formula. in addition, students also learn how to use math to discuss physics problems. wanhar [1], states that mathematics plays a main role in physics, to solve physics problems from the simple to the most complex. in addition, mathematics is also very helpful in reasoning someone in tracing the complexity learning physics. nevertheless, the students consider mathematical physics as one of the difficult subjects. this is shown from the results of the final examination of mathematical physics course given to students of ikip-pgri pontianak in the academic year of 2010/2011 with an average score below 60, as well as in the academic year of 2011/2012 the average scores below 65. from these two sets of data it can be seen that the percentage of students who have difficulty working on mathematical physics problems is still quite large, especially on the question that requires a mathematical concept; for example, in kinematics material with vector analysis, in learning the concept the student experienced difficulties to solve the problems because they did not master integrals and derivatives. in fact, this course is a prerequisite course for students to take the next courses including modern physics courses, statistical physics, and quantum physics. based on the results of interviews with physics lecturers and some students of physics education study program, it is revealed that the students' difficulties in studying mathematical physics due to the low ability of problem-solving mathematics. the results of the researchers’ initial tests on students’ mathematical problem-solving skills showed that most of the students were still difficult in solving mathematical problems. the mistakes made by students include: (1) 29% of students could not identify the data or information needed to solve mathematical problems, (2) 61% of students did not use effective strategies and lead to solutions to solve mathematical problems, and (3) 83% of students did not provide an explanation of the strategies, related concepts, and mathematical procedures; not using mathematical representations to solve problems and did not interpret and communicate solutions of mathematical problem solving obtained. the low ability of mathematical problem solving caused by several factors, among others, lecturers still use lessons with lectures and less independent in learning. the lessons used by the lecturer with the sequence explaining, giving examples, asking questions, exercises, and assigning mailto:atick_fdl@yahoo.co.id mailto:wahyudi.kakap@gmail.com journal of education, teaching and learning volume 2 number 1 march 2017. page 47-52 p-issn: 2477-5924e-issn: 2477-4878 48 tasks to make the students accustomed to accept the concept directly from the lecturer without trying to find out the process of finding the concept. therefore, it is required a learning model that can improve students’ independence learning and train students in solving problems that require mathematical concepts. according to santyasa [2] the efforts to improve the quality of process and learning outcomes are through the implementation of constructivist learning paradigm. the change in the paradigm of learning leads to a change of learning focus from learner-centered learning into studentcentered learning. learning conditions that make the students only receive the material from the teacher, record, and memorize it must be converted into knowledge sharing, inquiry, find knowledge actively so that there is an increase of understanding not memorizing. in addition, learning based on constructivist paradigms focuses on solving problems, developing concepts, constructing solutions and algorithms rather than memorizing procedures and using them to get one correct answer. the appropriate approach for this demand is inquiry approach. an inquiry approach is a form of teaching that emphasizes the active role of students both physically and mentally in the learning process. kindsvatter, wilen, and ishler in suparno [3] explain that inquiry is a teaching model that involves students' critical thinking skills for systematically analysing and solving problems. through inquiry, can train students ability in solving problems both in solving problems and problems encountered in everyday life. several studies have shown that the inquiry approach is well applied in learning. brickman, et al [4] suggests that the inquiry approach can develop student skills, increase self-confidence and scientific skills. in addition, mcbride, et al [5] found that physics teachers were more successful in teaching their students through an inquiry approach. kurniawati, et al [6] showed that mastery of concept and critical thinking ability of students who learn with inquiry learning guided peer instruction integration higher than conventional learning. similarly, wahyudin, et al [7] concluded multimedia-assisted learning using guided inquiry can increase students' interest and understanding. this study uses an inquiry approach to improve students' mathematical problem-solving skill in mathematical physics course. to carry out teaching and learning process using inquiry approach, a textbook that is oriented to the approach is needed. therefore, this research aims to develop a textbook of physics mathematics-based inquiry approach, in order to improve students' mathematical problem-solving skill. besides developing textbooks, this research also develops supporting documents such as semester learning activity plan (slap), lesson plan (lp), and mathematical problemsolving (mps) test. ii. research method this research is a research and development approach (r & d) which aims to develop a product of physics-based mathematics instructional books inquiry approach. the textbook development process uses the addie model consisting of four stages: analysis phase, design stage, development, and production stage, implementation stage, and evaluation stage [8]. this research uses descriptive, evaluative, and experimental methods. descriptive methods are used to describe the initial analysis of existing conditions. evaluative methods are used to evaluate the product validation and testing process. the experimental method is used to test the efficacy of the resulting product. the sample of this research was two classes of physics education study program of ikip pgri pontianak selected as control class (class a) and experiment class (class b). for the experimental class, it is done using mathematical physics instruction based on inquiry approach. while the control class using mathematical physics textbook which was not based on inquiry approach. in the analysis phase, it describes the needs analysis of textbooks. from the results of preliminary studies on the need for textbooks to improve the problem-solving skills of mathematics has taken the action of designing textbook of mathematical physics based on inquiry approach. at this stage of design is also designed supporting document for a textbook. furthermore, after going through the stage of analysis and design, the next stage was the development stage. at this stage, it is described the quality of physicsbased mathematics instruction book based on an inquiry approach assessed by a team of experts and improvements made by researchers based on experts input. the aspects assessed from the textbook consist of five such as: (1) the accuracy of the scope of the content, including the suitability of the textbook content to the purpose of the lecture to be achieved, and the breadth or depth of the textbook content, (2) the textbook digestibility, systematic, orderly and consistent format, (3) language usage, such as language or editorial used in clear, proper, and communicative textbooks, (4) the appearance of the textbook, and (5) the use of clear illustrations and right. in addition to being asked to assess the quality of textbooks, the experts were also required to assess the quality of slap and lp. slap and lp were arranged based on course with reference to the standard format established by the instructional analysis development centre. assessment in slap consists of five aspects: (1) development of the course identity, (2) development of learning activities, (3) time allocation, (4) library resources, and (5) language use. aspects of assessment for the lp were four aspects: (1) development of expected end-capabilities and indicators based on inquiry approach, (2) development of inquiry-based learning activities, (3) development of assessment based on inquiry approach, and (4) lp.the assessment of each aspect in textbooks, slap and lp was done using likert scale, namely sb (very good), b (good), c (enough), k (less) and sk (very less). very well worth 5, good 4, enough 3, less 2, and very less 1. next is calculated the average value of each aspect assessment of all expert team assessment and categorized with the provisions: the value of textbook quality /slap/lp was very good if 4<value<5; good if 3<value< 4; enough if 2<value<3, less if 1 <value< 2. journal of education, teaching and learning volume 2 number 1 march 2017. page 47-52 p-issn: 2477-5924e-issn: 2477-4878 49 the research instrument was developed in this research to assess the effectiveness of the lecture by using mathematical physics instructional book based on inquiry approach in improving students’ problem-solving abilities in mathematics. the instrument was a set of mps test. mps test was analysed quantitatively through a try-out to 39 students of physics education study program that have taken the subject of mathematical physics. quantitative analyses of mps tests include empirical validity, distinguishing power, difficulty index and reliability test. results obtained from validation have been followed up with revisions of validation results. furthermore, in the development stage, a limited trial conducted on some of the subjects of the textbook. similar to the validation stages, these test results were reviewed and followed up with revisions. in order to improve the product trial result, the implementation of the textbook in the experimental class (23 students) and compared with the control class (19 students) using the textbook used by the lecturer in the mathematics physics lecture. at this stage was also conducted mps test to determine the problem-solving ability of mathematical students after obtaining learning by using developed textbook. from the result of the application of textbook, evaluation of mathematics instruction book based on inquiry approach and effectiveness level on students' mathematical problem-solving ability. iii. result and discussion the results of the research presented in this paper are the results of each stage of development of physics mathematics textbooks based on inquiry approach and its supporting tools and research instruments, from the analysis phase to the evaluation stage. activities undertaken at the analysis phase are needs analysis, student analysis, context analysis, and task analysis. the activity in requirement analysis stage is to determine the basic problem that is needed in the development of textbook by conducting a study on the relevant curriculum and learning theory so that the description of the text book is considered appropriate. at this stage defined and defined the needs of the mathematical physics lecture is expected after following this course students can explain the concepts and principles of ordinary integral and integral folding, matrix, derivative, and differential equations, and can use it in various problemsolving process, both related issues mathematics itself as well as related to the problems of physics. mathematical physics is not a new subject matter for the students. in senior high school level, they have studied mathematical physics subject matter such as integral, differential function, and matrix, therefore, they already have initial knowledge about it. at the beginning of the semester, the students have also acquired basic physics courses which are a prerequisite for taking a course in mathematical physics. with their initial knowledge, it certainly enables students to analyse and solve problems systematically. this is in line with the inquiry approach since it is a learning approach that involves students' critical thinking skill to analyse and solve problems systematically [3]. student analysis was a study of student characteristics in accordance with the development of the textbook model design. from the preliminary study that researcher conducted it was revealed that the initial ability of students in physics education study program of ikip pgri pontianak in the academic year of 2014/2015 classified as low. based on the analysis of the students it is determined that lectures did not directly use the inquiry approach, but in each subject preceded by lectures using expository methods to explain the mathematical concepts, then on the application of problemsolving physics used inquiry approach. context analysis is an act of identifying, detailing, and systematically compiling relevant mathematical concepts to be formed into appropriate textbooks. from this analysis it is found that the composed teaching material consists of four subjects: (1) matrix consisting of three learning activities namely: definition, types, and matrix count operation, determinant and inverse matrix, and application of matrix in solution of problem physics; (2) a derivative consisting of three learning activities: algebraic functions and trigonometric functions, high-level derivatives, and derivative applications in the completion of physics; (3) partial differential consisting of four learning activities namely: partial differential definition, total differential and chain derivative, and implicit and extreme price function, and differential application in the completion of physics problem; and (4) the ordinary integral and folding integral consisting of four learning activities: the regular integral, the two-fold integral, the triple integral, and the integral application in the completion of the physics problem; the activity in this task analysis is to identify the basic competency and standard competency that will be achieved through the mathematics physics lecture by using textbook based on inquiry approach. the last activity of the analysis phase was the conversion of standards competency and basic competency of task analysis and context analysis into lecture objectives. the purpose of the lecture is contained in every chapter and in every learning activity in the mathematics physics textbook. the next is the design stage. this stage was an early stage of the design of textbooks of mathematical physics based on inquiry approach that was used in lectures. at this stage, an early draft of the textbook has been produced and used for fourteen times face to face. the designed textbook consisted of four chapters and fourteen learning activities. the textbook was embedded with slap and lp. in addition at this stage also has produced the initial draft of mps test instrument. the textbooks, supporting tools, and research instruments that have been designed at the design stage were validated by five experts who were deemed proficient in order to obtain information in the form of input, evaluation, and revision of the textbook model, supporting documents and research instruments that have been designed. journal of education, teaching and learning volume 2 number 1 march 2017. page 47-52 p-issn: 2477-5924e-issn: 2477-4878 50 the results of the textbook quality assessment on the five aspects of assessment by five experts are shown in table i. table i result of textbook analysis by expert team no assessment aspects mean score mean of total score scoring criteria 1 the accuracy of content coverage 4.30 3.92 good 2 the legibility of textbook 3.90 3 the use of the language 4.20 4 cover/appearan ce 3.20 5 the use of illustration 4.00 the result of the analysis shows that the developed textbook has anaverage score of assessment is 3.92 it belongs to thegood criterion. belawati, et al [9] said that several factors that influence the quality of textbook, among others: the scope of textbook content, digestibility, language, appearance, and illustration. the quality of textbook developed is dependent on the accuracy of textbook developers in taking into account these factors in developing textbook. with the assessment of the quality of textbook by a team of experts who categorized well, this textbook prototype can be used in the next step of the development of field trials (implementation) in general, the five experts stated that the mathematical physics textbook is well-constructed, but there were some things that need to be fixed before they are tested in the classroom. some of the improvements that need to be improved include: (1) consistency in image numbering, examples, exercises, and competency tests; (2) error in typing;(3) error in calculation; (4) the exercise was put at the end of the activity; (5) textbook was equipped with key answer for odd-numbered / even-numbered questions; and (6) improvements in some graphic images. the use of textbook will be more easily equipped with supporting documents such as slap and lp. the results of the slap quality assessment on the five assessment aspects are shown in table ii. table ii the result of slap analysis by expert team no assessment aspects mean score mean of total score scoring criteria 1 the development of course identity 4.20 4.40 very good 2 the development of learning activities 4.40 3 time allocation in the design 4.50 4 the use of literature 4.20 5 language aspects 4.70 the results of the analysis show that the developed slap has an average score of each aspect of the assessment of more than four and a total average score of 4.40 is considered very good. some expert team suggestions for slap are the addition of used literature sources and a more customized grammar with the format set by the instructional analysis development centre. the results of the analysis on the lp by the expert team showed that overall the lp was also very well classified with a mean score of 4.15. the lp is designed based on an inquiry approach with four aspects of assessment. the result of the quality assessment of the lp by the expert team is presented in table iii. the suggestion from the expert team on the lesson plan is on the more detailed learning steps of the inquiry instruction syntax in the lp. table iii the result of lpanalysis by experts team no assessment aspects mean score total mean score scoring criteria 1 expected capability development. 4.40 4.15 good 2 the development of learning activities 3.95 3 development of assessment 3.77 4 language usage 4.50 a textbook that has been developed, of course, cannot be said well if not tested its use in the field, therefore this research develops research instruments to measure the effectiveness of the use of textbooks in classroom lectures. the developed instrument is the mps test. this is in line with the opinion of triyono [10] who said that the conclusions of a study were drawn based on empirical data collected. if the data collected does not provide a true picture of the actual situation, then the conclusion of the results of his research is also difficult to be trusted. the results of the analysis by the expert team on the mps test conclude that of the four mps test questions given, three questions are declared valid and one is invalid. one problem with the valid category still needs to be fixed the redaction of the sentence is less clear. an invalid problem is replaced because it does not match the indicator of the grid problem. the replaced questions are then returned to the experts and are considered valid. after the next validated the problem is tested for being analysed. journal of education, teaching and learning volume 2 number 1 march 2017. page 47-52 p-issn: 2477-5924e-issn: 2477-4878 51 the mps test results show that there is no validity with a low level of validity. the first question (rxy = 0.745), the third question (rxy = 0.808) and the fourth question (rxy = 0.758) have a high degree of validity while the second (rxy = 0.857) has a very high degree of validity. from the reliability test resulted the fourth reliability index question is 0.802 is high. analysis of distinguishing power and indices of difficulty on kmps test questions indicates that the kmps test has sufficient and good distinguishing features, as well as a moderate and easy difficulty index. the results of distinguishing power analysis and difficulty indices are presented in table iv. table iv the result of discriminating power and difficulty index analysis of mps test no mps test discriminating power difficulty index score criteria score criteria 1 0.311 good 0.621 moderate 2 0.304 good 0.740 easy 3 0.241 enough 0.743 easy 4 0.303 good 0.604 moderate problem number three has considerable distinguishing power with easy index indices. this issue will still be used but will be revised on the content aspect. revisions made to keep in mind the indicators to be achieved in the test questions. from the overall analysis of mps test results showed that all items on the mps test can be used as research instruments. from three stages of development has been produced prototype textbooks of physics mathematics-based approach inquiry and supporting documents. the next step is to test the prototype of the course to get input to refine the textbook before it is used more widely. mathematical physics lecture by using textbook based on inquiry approach done in one semester. the result of mathematical problem-solving ability is shown in table v. table v student mathematical problem solving abilities class mean standard deviation exsperiment 56.34 18.07 control 4.20 15.29 the result of hypothesis testing shows that there is a difference of the problem-solving ability of amathematic student who gets the learning by using physics mathematics instructional book based on inquiry approach with students who get the learning by using a textbook which is used by the lecturer, with significance level 0.029 smaller than 0.05. judging from the average problem-solving abilities, the experiment class is higher than the control class. this shows the result of learning of students who get the learning by using textbook of physics of mathematics based on inquiry approach better than a student who gets the learning by using a textbook which usually used by the lecturer. the use of guided inquiry approach is very supportive in improving students 'mathematical problem-solving skills, in line with kinsvatter, wilen, and islher[3] opinion that inquiry learning is a learning that involves students' critical thinking ability to analyse and solve problems systematically. in student inquiry learning is directed to answering questions and solving problems, learning is based on logical testing of facts and observations. through inquiry learning, students can develop intellectual thinking and other abilities such as asking questions and skills to find answers that begin with their curiosity. this course can support the improvement of students' mathematical problem-solving skills usman [11] in his research concludes that in solving a problem, students need meta-cognition activities in the form of: (1) when understanding the problem, the subject performs meta-cognition activities, namely: realizing the importance of thinking about how to understand the problem, monitoring the understanding of the problem, and evaluating the understanding of the problem, (2) when making the completion plan, the subject performs metacognition activities, namely: be aware of the importance of planning the completion steps, monitoring the plan of completion steps, and re-evaluating the plan of completion plan steps, (3) meta-cognition activities, namely: realizing the importance of thinking about the implementation of the completion plan, monitoring the implementation of the completion plan, and evaluating the implementation of the completion plan, (4) when re-examining the completion, the subject performing meta-cognition activities, namely: realizing the importance of thinking about re-examining the settlement, monitoring the truth of the outcome, and evaluating the truth of the outcome. these meta-cognition activities are most likely to be developed using inquiry learning, since inquiry learning has learning steps: the first stage is the orientation stage, creating a responsive atmosphere or learning climate. students are conditioned to be ready to receive lessons. students are stimulated to think about solving problems. this stage can develop a meta-cognition activity that is aware of the importance of thinking about how to understand the problem, monitor the understanding of the problem, and evaluate the understanding of the problem. the second stage is the stage of problem formulation, which begins when asking questions of the phenomena learned at the beginning of the lesson so that it leads to the hypothesis (temporary answer to the problem under study). all students are entitled to submit a hypothesis but selected one of the hypotheses relevant to the concept being studied. at this stage meta-cognitive activities that can be developed are aware of the importance of thinking about the plan of completion steps, monitoring the plan of completion steps, and re-evaluate the steps of the settlement plan. the third and fourth stages of inquiry learning are data collection and hypothesis testing. data collection is an activity in gathering the information needed to test the journal of education, teaching and learning volume 2 number 1 march 2017. page 47-52 p-issn: 2477-5924e-issn: 2477-4878 52 hypothesis. at this stage of data collection, students are given the freedom to experiment or study literature. the process of determining the answers based on data collection performed is called the hypothesis testing stage. at both stages, it can develop meta-cognition activities that are aware of the importance of thinking about implementing the completion plan, monitoring the implementation of the completion plan, and evaluating the implementation of the settlement action plan. iv. conclusions the product of this development research is a physics-based mathematics instruction book based on inquiry approach with its supporting documents in the form of slap, lp, and mps test. the use of the textbook in teaching and learning process revealed that the use of mathematics physics textbook based on inquiry approach can improve students' mathematical problem-solving ability. for future improvement, it is necessary to evaluate the textbook by rearranging the textbook to make it simpler and easier to understand. acknowledgment our deepest gratitude goes to the directorate of research and community service, ministry of research, technology and higher education for funding assistance through the competitive grants research program with contract number 026 / l.202.203/ hb/ iv/ 2015. references [1] wanhar. ”hubungan antara pemahaman konsep matematika dengankemampuan menyelesaikan persoalan matematika.”jurnal baruga, vol 1, pp.1-5, 2008. [2] i.w. santyasa. landasan konseptual media pembelajaran. makalah disajikan dalam workshop media pembelajaran bagi guruguru sma negeri banjar angkan, 2007. [3] p. suparno. metodologi pembelajaran fisika kontruktivisme dan menyenangkan. yogyakarta: penerbit kanisius, 2007. [4] p. brickman, c. gormally, n. armstrong, and b.hallar, b. “effects of inquiry-based learning on students’ science literacy skills and confidence.” journal for the scholarship of teaching and learning, vol.2, pp. 1-22, jul. 2009. [5] j.w. mcbride, m.i. bhatti, m.a. hannan, and. feinberg. “using an inquiry approach to teach science to secondary school science teachers.”journal iop physics education, vol. 5,pp.3-9, sep. 2004. [6] i.d. kurniawati, wantoro, and m. diantoro. “pengaruh pembelajaran inkuiri terbimbing integrasi peer instruction terhadap penguasaan konsep dan kemampuan berpikir kritis siswa.”.jurnal pendidikan fisika indonesia,vol.10, pp. 36-46, jan. 2014. [7] wahyudin, sutikno, and a. isa. “keefektifan pembelajaran berbantuan multimedia menggunakan metode inkuiri terbimbing untuk meningkatkan minat dan pemahaman siswa.”jurnal pendidikan fisika indonesia, vol 6, pp. 58-62, jan. 2010. [8] baharuddin. “pengembangan sumber belajar berbasis multimedia interaktif pada matadiktat memasang instalasi penerangan listrik.”.jurnal teknologi pendidikan, vol 5, pp. 219-227, oct. 2012. [9] t. belawati, et al. pengembangan bahan ajar. jakarta: pusat penerbitan universitasterbuka, 2004. [10] triyono. metodeologi penelitian pendidikan. yogyakarta: penerbit ombak,2013. [11] usman. “aktivitas metakognisi mahasiswa calon guru matematika dalam pemecahan masalah terbuka.”jurnal didaktik matematika, vol 1, pp. 21-29, sep. 2014. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 34 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. challenges faced by english teacher in teaching: case study of junior high school in banjarnegara regency hari widi utomo 1) , tatsuya kusakabe 2) , achmad sultoni 3) , dhina setyowati 4) 1) institut teknologi telkom purwokerto, indonesia e-mail: hari@ittelkom-pwt.ac.id 2) hiroshima university, japan e-mail: kusakabe@hiroshima-u.ac.jp 3) institut teknologi telkom purwokerto, indonesia e-mail: sultoni@ittelkom-pwt.ac.id 4) hiroshima university, japan e-mail: m195925@hiroshima-u.ac.jp abstract. teaching english is not a very easy job and becomes a challenging task for the junior high school teacher in banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. the main purpose of this study was to investigate the challenges faced by an english teacher in the teaching as well as what the solution/recommendation they made. this study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (n=125) teachers were purposely and conveniently sampled from junior high school english teachers in banjarnegara regency. the results revealed that the challenges faced in teaching english are divided into four parts. the first challenges were from the teachers. these challenges are less of teaching material, teaching design, classroom management, ict skill, many teaching administration, job loaded, and memory decrease. the second was from the students. those are lack of vocabulary, loss of motivation, and juvenile delinquencies. the third was from schools. schools had limited facilities, which can be utilized by teachers and students in teaching activities such as; limited dictionary, projector, and language laboratory. the fourth was from the parents. many parents from the village have low education and future vision so it influenced their children's education. the study also gives three recommendations for succeeding in teaching english such as; (1) teachers should make teaching contract at the beginning of the semester, (2) principals send teachers joining to mgmp meeting and continuous professional development activity, (3) schools give motivation to students and parents periodically. keywords: challenges; teaching english; junior high school; solutions i. introduction english is the language most widely used in various countries in the world and has been considered as an international language. in indonesia, english is officially becoming a compulsory subject taught by teachers from elementary to higher education. the aim of teaching english in schools is based on the decree of ministry of education and culture no. 060/u/1993 and 1989 constitution on national education system that the goal is to enable students to proficient in english in the globalization era (rachmajanti, 2008) as cited in songbatumis (2017). four skills must be taught by an english teacher, such as speaking, writing, reading, and listening. furthermore, english teachers do not only teach about language skills such as those four skills above but also they have to help, facilitates, encourages students to have enthusiasm, good attitude, and motivation towards english (songbatumis, 2017). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 35 as a teacher in indonesia according to article 28 paragraph 3 government regulation number 19 the year 2005 on national education standards and article 10 (act 1 no 14 years 2005 on teachers and lecturers), they must have four basic competencies, such as; 1. pedagogy competence pedagogy competence is closely related to the teacher's ability to understand the learning process. learning that takes place in the classroom is dynamic. this can happen because of mutual communication or interaction between teachers with students and students with students. the diversity of students in the classroom will also require a teacher's skill in designing a learning program. 2. personal competence personal competence means in carrying out its duties and functions, a teacher must show good attitude and personality. teachers who should be imitated is a philosophy that demonstrates personality skills. imitated because teachers are believed to have knowledge that is beneficial for the survival of their students. a teacher is imitated because in the teacher there is a good attitude and personality. 3. social competence social competence is the ability of teachers as educators to communicate and interact well with the citizens of the school as well as the citizens where the teachers are located. this social ability can be seen through the social interaction of teachers with students, fellow teachers, and the community where he is. 4. professional competence professional competence is the ability of a teacher in managing the teaching and learning process. the ability to manage to learn is supported by classroom management, mastery of learning materials, teaching strategies, and the use of learning media. english teachers in indonesia play an important role in teaching and delivering english as an international language to the students. having those four competencies will influence the teacher's performance in class, teachers who have pedagogical competence will be able to implement teacher`s assignment well, and can master the various strategies or techniques in teaching and learning activities and master the foundations of education (nabila, 2016). on the other hand, the implementation of the teaching and learning process in the classroom, english teachers still find some challenges. the challenges are varied depends on who's perspective, holding time, situations, etc. a study conducted by hendriani (2015) found that there were two kinds of the problem faced by teachers in implementing kurtilas (curriculum 2013). first was deriving from the teacher itself, for example; lack of skills in using it for assessment, difficulties for preparing a lesson plan, limited ability in implementing the learning process as well as assessment. the second was deriving from outside teachers, for example; lack of facilities, the unavailability of technical guidance of the students' learning outcomes, the unavailability of technical guidelines for the way and the model of reporting the learning outcomes of learners, no guidance on the distribution of subject matter per semester, and the absence of guidelines for the matriculation program. nurhanifah (2012) in one of the junior high schools in malang, indonesia, researched grade two students in joining english lessons in the classroom. she found that students performed with low motivation, worse study habits, and attitude toward learning in the classroom. the students performed worse in the classroom also may influence by some factors, which could be seen. teachers and schools need to build up themselves for students and the community. another study on less of student’s motivation in joining the lesson, abid (2017) found that problems came from inside and outside students. problems appeared from inside students such as; a low motivation that performs in joining the lesson in the classroom, worse study habit for learning in school as well as in the house, and the important thing was the attitude in joining teaching and learning in the classroom as well as in the school area. as a background of the researcher was a teacher in eka tjipta kuayan junior high school in kotawaringin timur, he had some experiences regarding teaching english in the classroom as well as some challenges arose. one of them was lack of learning facilities which was found from students and schools, the curriculum changes made teachers were difficult for making an adjustment, teaching technique, and the use of ict in teaching. also, a study conducted by sudrajat (2015) at tenggarong, indonesia, revealed that teachers were poor in the implementation of english teaching at primary schools. other findings showed that teachers' competency in selecting, developing, and designing material; in doing teaching and learning processes; in using media and learning sources; and in evaluating and making tests was also low or weak. based on the explanation and result of the previous research as mentioned above, the main purpose of this study is to investigate the challenges faced by an english teacher in their teaching as well as the solutions they made dealing with the condition they faced. therefore, the successful and unsuccessful of teaching english in the classroom cannot be separated from all stakeholders’ contributions. ii. methodology to investigate the challenges faced by an english teacher in their teaching as well as what the solutions they made dealing with the condition they faced, the author used a qualitative research method. according to craswell (2009) qualitative method issued for exploring and understanding the meaning of individuals or groups ascribe to a social or human problem. some processes of the research involved emerging questions and procedures, data typically collected in the participant's setting, data analysis inductively building from particulars to general themes, and the final one the researcher making interpretations of the meaning of the data. a. research method this research belongs to a case study because the researcher will identify the challenges faced by an english journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 36 teacher in the classroom activity of junior high school in banjarnegara regency. case study research method is easier to use by a novice researcher and let them gather data from many varieties of resources and to converge the data to illuminate the case (baxter and jack, 2008) b. sampling strategy the researcher applied two kinds of common sampling strategies, namely purposive sampling and convenience sampling for selecting the participants. a hundred teachers were chosen by using a purposive sampling method when conducting the mgmp meeting and twenty-five teachers were voluntarily being interview after filling the questionnaire. table i showed the demographic information from the teachers. table i demographic data of teachers characteristics of research participants questionnaire interview gender male female 28 72 6 19 age 20 – 29 30 – 39 40 – 49 50 – 59 4 33 41 22 0 8 11 6 status civil servant non-civil servant 92 8 25 0 educational background diploma (d3) bachelor master 1 92 7 0 23 2 years of teaching experiences 1 – 9 10 – 19 20 – 29 30 – 39 absent 18 52 18 9 3 4 12 8 1 c. instruments there were two types of instruments used in this study namely questionnaire and interview guide. the first instrument was the questionnaire for the english teacher consisting of 10 items. the second instrument was the interview guide for interviewing teachers. d. data collection the researcher conducted a data collection to the research participants for getting the basic demographics of teachers, the challenges faced in their teaching at the classroom level, and the effort they do for solving their problems. those data were collected by delivering questionnaires to teachers and interviewing some selected voluntary teachers. teachers answer their questions by telling their challenges and needs on their teaching in the classroom. in responding to those answers, they are divided into three categories; novice teachers, middle teachers, and advanced teachers from them, it could be seen the various answers or information regarding the questions based on their sides. fig. 1 challenges faced by english teachers e. data analysis according to craswell (2009), there are six steps in analyzing the data collected, which are described as follows: first is organizing and preparing the data for analysis. this step involves transcribing interviews, optically scanning material, typing up field notes, sorting and arranging the data into different types depending on the sources of information. second reading through all the data. the first step is to obtain a general sense of the information and to reflect on its overall meaning. the third is begun the detailed analysis with a coding process. it involves taking text data or pictures gathered during data collection, segmenting sentences (or paragraphs) or images into categories, and labeling those categories with a term, often a term based in the actual language of the participant. fourth is to use the coding process to generate a description of the setting or people as well as categories or themes for analysis. description involves a detailed rendering of information about people, places, or events in a setting. researchers can generate codes for this description. this analysis is useful in designing detailed descriptions for case studies, ethnographies, and narrative research projects. the fifth is an advance of how the description and themes will be represented in the qualitative narrative. the most popular approach is to use a narrative passage to convey the findings of the analysis. this might be a discussion that mentions a chronology of events, a detailed discussion of several themes, or a discussion with interconnecting themes. many qualitative researchers also use visuals, figures, or tables adjuncts to the discussions. the final step is in data analysis involves making an interpretation or meaning of the data. asking, "what were the lessons learned?". these lessons could be the researcher's interpretation, couched in the understanding that the inquirer brings to the study from her or his own culture, history, and experiences. besides miles and huberman (1984) (as cited in sugiyono, 2011) suggests that not only using narrative text in displaying data but also using graph, matrix, network, and chart. it purposes to make it easy to understand. journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 37 iii. results and discussion in responding to the result of the questionnaire and interview, is divided into four categories of teacher; novice teachers, middle teachers, advance teachers, and entire teachers means that it covered three those categories. from them, it could be seen the various information regarding the questions based on their sides. a. results 1. novice teachers based on the data, novice teachers faced seven challengers in the lesson such as; teaching material, less of students' motivation, teaching design, classroom management, job loaded, administration of curriculum, and facilities/media in teaching. teaching material as a novice teacher who had only a little teaching experience and designing activities in a lesson, they felt confused about designing fun and attractive teaching and learning activities in the classroom. "then, i was also confused about designing for designing the learning material which was attractive to students. on the way to school (2 hours), i used to think about making attractive teaching to students". (it-3) less of student motivation teachers who were teaching in the rural area, they found that students showed less interest in joining the lesson. because they didn't get an english lesson from their previous study or primary education. so, teachers felt that it made it very difficult to teach because teachers already had some target material on the syllabus. “yes, i do. teaching in a rural school, the students were less motivated. they also haven't got an english lesson in elementary school, so it made me difficult to teach” (it-25) teaching design another issue faced by teachers was teaching design. teachers sometimes felt difficult in how to design a good, fun, and attractive lesson for the students. because it was very important to make sure students could follow the lesson. teachers tried to overcome by making a learning contract between teachers and students about the role of joining the lesson. “the next is teaching media. i was difficult to deal with this to make fun and quality lesson. after moving to junior high school, i didn’t find any problems because the first time in the semester we made a learning contract (teacher and student)”. (it-6) classroom management teachers sometimes found some problems in the lesson and because the students were very about the background knowledge, teachers also manage their classroom well to cater to all of them. “…to solve some student who makes a problem, and …”. (q-1) “make students more active in learning in the classroom” (q-3) job loaded teachers were not only teaching in the classroom but also sometimes they got an additional job from the school principal, the board of education, as well as in society because teachers must take a part in community activities as stated in (social competency). in this case, if teachers could not manage well they would get problems. i got many jobs from school and outside school (q4). i had already job loaded and additional job (q-5). administration of curriculum besides teachers must teach in the classroom, they needed also to prepare 27 kinds of administration depends on the curriculum. another reason, teachers had limited time for preparing those administrations at the same time. “yes, this is my big barriers. i am not a diligent people in preparing administration (27 kinds) and also about the time, i used my time in school for teaching”. (it-6) facilities/media teachers found also a lack of learning facilities and media in the school that could support them in the teaching and learning process in the classroom. for example, teachers needed a number of the dictionary for students, it tools, and others which would support them. “…, somehow the school has limited media for supporting us to teach”. (it-6) 2. middle teachers middle teachers also faced some challenges in their lessons. they sometimes taught in grade eighth and ninth who were different from the grade seventh about the level of students and materials. they faced seven challengers in the lesson. teaching material as middle teachers who had several years of teaching in the classroom. they also came from some backgrounds of their previous teaching experiences. for example, they were teaching in junior high school and moved to the senior high school level. somehow the material was different and teachers found the problems. “yes, i find. because of differences in the material, students, skill from both smk and smp. for smk is transactional communication/conversation, while in smp is for getting knowledge like text genre”. (it-20) journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 38 less of students motivation teachers found that english was not their language so it was difficult to learn then they were lazy for learning. “sometimes still i found some problems from students, like less motivation in learning. because english is not their language so they didn't fully pay attention. students also had a different background in english, like in primary school they got english or not. so, i just am patient in guiding and teaching the students “. (it-10) teaching design teachers still found difficulties in designing good, fun, and attractive lessons for the students. it because the level of material was higher so teachers were a bit difficult in designing a good lesson. “from my self, i fell less of teaching experience likes for designing good and fun learning, method, technique, etc". (it-4) administration of curriculum teachers usually had already experienced in the administration of curriculum, but nowadays the curriculum changes, which made teachers difficult to adjust. “because of the curriculum changes, it makes it very difficult for me to adjust. for example, i was preparing and adjusting to k13 (curriculum 2013) while preparing there was a new curriculum (national curriculum) nowadays. so, i think it was very difficult for me”. (it-9) “because of curriculum changes, so the administration and material were also changed. it made me difficult for adjusting as well as students”. (it-13) juvenile delinquencies teaching in grade eighth or ninth, students were in the shifting from children to adolescents. they also increased their attitudes toward teachers. sometimes they made a problem with teachers and students in the classroom. “yes, i did. juvenile delinquency. sometimes i ask the senior teacher there.” (it-21) "then from the other students, they did such kind of discrimination (ribbing) to they who have to learn barriers in english lessons. so, they felt down in learning." (it-4) limited learning media/facilities teachers found a lack of learning facilities and media in the school, which could support them in the teaching and learning process in the classroom. for example, teachers needed several dictionaries for students. “facilities from school also one of the problems here, for example, less of the dictionary for students”. (it-18) parents awareness teachers found parents' awareness also very important in supporting students in studying. the level of parent's educational background would influence the students. in a rural area, parents had less of an education, so they thought that after graduation from junior high school their children were ready for work. therefore, parents pushed their children to stop schooling and going to work. “students think after graduation from junior high school they will go for work. then, it because of their parents/environment was less of education”. (it-2) 3. advanced teachers as an advanced teacher, they got the responsibility to teach in the last grade (ninth) because it thought that they already had many experiences in teaching. in grade ninth, students had a final exam that would be a tool for them to be pass or not from junior high school. therefore, it needed a teacher who had already many experiences in teaching. however, they still faced some problems in their lesson. administration of curriculum the curriculum changes were affected by all teachers. they had to adjust to that curriculum even though they were not ready to implement. not only from the administration aspect but also for some materials also changed. “because the newest curriculum changes, i felt difficult for adjustment because still, i didn’t take the training and also teaching administration”. (it-15) ict barriers teachers faced problems in the mastering of ict for their lessons. in nowadays curriculum teachers needed to input the student’s score/point in the system of the computer as well as for teaching using ict. so, they didn’t follow the development of ict in this globalization era. “ i missed the development of technology increasingly”. (iq-5) less of motivation in grade ninth, students had many classes as well as an additional lesson after school. teachers found students showed their low motivation for studying. yes, i find. especially from students, they don’t put attention to the material and the lesson in the classroom”. (it-17) “the students had a lack of learning motivation. they were difficult if the teacher asked them to bring a dictionary is very useful for them. some of them were lazy in studying". (it-24). decreasing memory advance teachers already got age (old), in the natural, their memory decreased about some materials in their lesson. “my remembering is decreased about some materials “. (iq-6) journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 39 b. discussion based on the result as described above, those might be influenced by grade level they taught, how long they became a teacher and some knowledge that they got from the previous experiences in the professional educational field. those challenges also came from not only the teacher’s side, but also student, school, and parent’s side. challenges arose from the teacher’s side such as; they were lack of teaching material, teaching design, classroom management, ict skill, many teaching administration, job loaded, and memory decrease. also, they are still difficult to adjust to the curriculum changes. teachers seemed not ready to apply nowadays curriculum because they did not receive enough training. on the other hand, there were two times of curriculum changes in the much-closed time. there was a correlation between student’s competence in mastering english and teacher's lack of enough material and skilled and trained teachers in understanding method and approach in their teaching (hossain et., 2015; fabiana, 2019). on the other hand, some teachers also were difficult to follow the rapid development of ict. this finding was in line with songbatumis (2016) found that teachers had no idea in using ict devices such as; projector, laptop, and others. challenges arose from the student’s side, the teacher still found less of student motivation in learning english, less of vocabulary words, and juvenile delinquencies. the findings might be influenced by their previous experienced when studying in the primary school because they did not get an english lesson. also, because english was not their language, they thought that english was very difficult. in line with the previous research; one and the most difficulties problem faced by students in learning english was mastering vocabularies (songbatumis, 2017; hasan, 2016; hossain, et al., 2015; febiana, 2019; ningrum, 2020). student's less motivation also often appeared in the classroom, so the teacher can support them by giving a variety of motivational strategies in their classroom (vibulphol, 2016). furthermore, the last challenges were juvenile delinquencies. junior high school students were in the puberty stage. in this stage, they grow not only for them physically but also the emotion. the teachers were suggested to teach english for young learners rather than the language in their classroom and designed stronger emphasis on child individual differences (ids) (zein, 2017). while for the school’s side many schools did not have enough media and facilities to support the lesson such as; not sufficient dictionary, projector, and language laboratory. those facilities were very crucial in supporting teachers and students in learning english. as the location is in a rural area, there were no other resources they use except facilities from school. a study conducted by tan (2011), he highlighted the difficulties in teaching writing in their class. he designed an innovation successfully in teaching writing by using an online lab and writing center. the activity could be designed by using the website and online which was connected to other institutions in other across countries. another study from febiana (2019), she found that lack of facilities in the school which could be utilized in teaching listening, such as; sound system, laboratory, etc. in this rapid development of ict and era, learning facilities such as internet connection, laptop, and laboratorymade very important to use. the last challenges arose from parents’ side such as; their educational background which influenced their children in studying. parents who lived in rural areas, suburban areas, and urban areas had different motivations related to their children's education. parents in the rural area think that after graduation from junior high school or senior high school they will go only for work or married. on i other hand parents and urban are had very good motivation and intention for their children in education. they sent their children to join some courses, let them join with some competitions, facilitate with some learning media, etc. iv. conclusions and suggestion a. conclusions the objective of this research is to investigate the challenges faced by english teachers in their teaching in the classroom. based on the findings, it was found that not only from the teacher's side which is investigated influencing teaching english but also from schools, students, and parents. to solve the challenges all stakeholders must collaborate in succeeding in the best education for the students. b. suggestion regarding the conclusion of the research, there are some suggestions addressed to the conclusion: 1. making teaching contract a teaching contract is an agreement between students and teachers to implement the learning process in the classroom around one semester. the goal is that the learning process can run well and conducive. the guardians and parents must also know it so that they can support and supervise the learning process in a semester. 2. joining to mgmp meeting and continuous profesional development activity by the motto of life-long education, teachers should always upgrade their knowledge and abilities to follow the rapid development era. they can attend to the mgmp meeting that is held every tuesday in their school area and participates in workshops, seminars, etc in the context of continuous profesional development. 3. giving motivation to students and parents school can utilize “school meets parents”. at least two times parents come to the school for joining some activities such as; taking the result of their children learning in a year. school is expected not only just giving and reporting the result of the student learning but also they can give motivation and view for their children's future. schools can invite people from outside to give motivation to the parents journal of education, teaching, and learning volume 5 number 1 march 2020. page 34-40 p-issn: 2477-5924 e-issn: 2477-4878 40 for example; lecture businessperson, motivator, successful people, etc. references abid, m. n. (2017, october 9). problematika guru didalam kegiatan belajar mengajar. retrieved from https://dosenmuslim.com/pendidikan/problematikaguru/ baxter, p., & jack, s. (2008). qualitative case study methodology: study design and implementation for novice researchers. the qualitative report, 13(4), 544-559. retrieved from https://nsuworks.nova.edu/tqr/vol13/iss4/2 craswell, j.w. (2009). research design: qualitative quantitative and mixed method approaches. third edition. thousand oaks. ca: sage. febiana, ellen fitri. (2018). the difficulties of teaching english in vocational high schools. final project. english department, languages and arts faculty, universitas negeri semarang. hasan, l. (2016). the effect of lack of vocabulary on english language learners’ performance with reference to english departments students at salahaddin university-erbil. hendriani, s. (2015).permasalahan guru bahasa inggris dalam mengimplementasikan kurikulum 2013 di slta kabupaten tanah datar. ta’dib, 18(1). hossain et. al. (2015). challenges of teaching english language at the primary level schools in bangladesh. banglavision research journal, 15(1). issn: 2079-567x nabila, h. (2016). the influence of pedagogic competence and professional competence to performance of teachers social studies in trowulan district. icebess 2016 proceeding on international conference on ethics of business, economics, and social science. issn: 2528-617x. ningrum, d.p. (2020). investigating teachers’ challenges and strategies in teaching english at junior high school level in tanjung jabung barattan. thesis. university of jambi. nurhanifah, d. (2012). the problems of second grade students of smpn 4 malang in learning english and the efforts made to overcome them. english department. the state university of malang, 20(2), 211-227. songbatumis, a.m. (2017). challenges in teaching englush faced by english teachers at mtsn taliwang, indonesia. journal of foreign language teaching & learning, 2(2). sudrajat, d. (2015). studi tentang pelaksanaan pengajaranbahasa inggris di sd kota tenggarong. cendekia, 9(1). p-issn: 1978-2098; e-issn: 24078557. sugiyono. (2011). research method of quantitative, qualitative, and r & d. bandung: alfabeta. tan, b-h. (2011). innovating writing centers and online writing labs outside north america. the asian efl journal, 13(2), 390-417. vibulpol, j. (2016). students’ motivation and learning and teachers’ motivational strategies in english classrooms in thailand. english language teaching, 9(4). issn 1916-4742 e-issn 19164750. zein, s. (2017). the pedagogy of teaching english to young learners: implications for teacher education. indonesian journal of english language teaching, 12(1), 61-77. https://dosenmuslim.com/pendidikan/problematika-guru/ https://dosenmuslim.com/pendidikan/problematika-guru/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 309-313 p-issn: 2477-5924 e-issn: 2477-8478 309 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the study on the functionalization role of student parents in education activities aloysius mering universitas tanjungpura, pontianak, indonesia e-mail:mering7157@yahoo.co.id abstract. this study aims to examine and describe the school's efforts to function the role of students parents in the education process at school. descriptive research methods are used to achieve the research objectives. the study sample was parents and teachers who were purposively determined on the basis of considering the status of school accreditation. the schools selected as samples were santun untan senior high school (accredited b) and gembala baik senior high school (accreditation a). the research data was collected by interview instruments, questionnaires, and documentation. data analysis was carried out by descriptive statistical studies to describe the optimal functioning of parents by schools. from the research data obtained the fact that the perceptions of parents of students and teachers in santun untan senior high school and gembala baik senior high school toward the relationship between parents and teachers are "good." in playing the functions of parents in school, both parents and teachers state "no difficulties." aspects that are considered "important" to "very important" in fostering parent and teacher relationships include not giving up children's affairs to schools, assuming parents as school partners, parents controlling children's education, parents always following the development of the school , and care about children's education. with this perception, it is possible to "ideal conditions" in building optimal cooperation in student education in the two sample schools. keywords: functionalization; parents role; education activities i. introduction student education services in schools demand optimal cooperation from parents and schools. arief rachman (komarudin, 2015: 183) that; "students will develop well if parents can understand the school where their children learn and the school can appreciate the views and contributions of parents. both parties can complement, complement, remind and perfect so that students get optimal service". arief rachman mentioned the requirements for the development of children in schools, namely reciprocal contributions from schools and parents. these reciprocal contributions will complement each other's roles. meanwhile, according to lj (friday, april 13, 2018) "the relationship between parents and schools represented by the school committee is generally done to solve students' problems, if students get a warning letter (sp), initial introduction to the school year or just to receive reports student education." according to him, "school committees or parents are not at all involved in planning school activities". understanding the role also means understanding student behavior and its relation to the behavior of parents or teachers. daniel goleman (language transfer, hermaya, 1999: 269) explains that child behavior is a picture of parental treatment of children. quoting the findings of the university of washington team, daniel goleman explained that emotionally skilled parents have children whose relationships are better. another advantage he explained was that these children were more popular and preferred by their peers and by their teachers, including in cognitive matters. daniel goleman concludes that the benefits for children whose parents are emotionally skilled are a series of amazing benefits, which cover the entire spectrum of emotional intelligence, even more. so, such information needs to be conveyed by the teacher to parents. information about educational behavior in the family and its consequences for the school or vice versa is exchanged honestly by both parties. there should be a parallel line between parents and teachers in the process of children's education. in the sense of space, education is not only a monopoly in the classroom learning process, but also in the playground and at home. therefore, so that children are not confused, there should be http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 309-313 p-issn: 2477-5924 e-issn: 2477-8478 310 no differences between the three spaces. parallel lines between parents and teachers in children's education are carried out through good cooperation designs. the difficulty of cooperation between parents and teachers according to zamroni (2003: 36) is an educational orientation that tends to treat students as objects or clients, while teachers as the highest scientific and indoctrinator authority, subject-oriented, and centralized management. zamroni said that the practice of education isolates itself from real life outside of school, the teacher is fixated on narrow thinking, less precise and less sensitive in anticipating the problems faced by the world of education. this situation is most prominent as a cause of the gap between schools and parents. in general, there has not been an even effort made by schools to involve parental participation in education. according to zamroni (2003: 43), the participation of parents and society in school life is the main capital in the education process. school and parent cooperation also included involving school principals and administrative staff. the quality of the school relationship (teacher) with parents is described by arief rachman (ukim komarudin, 2015: 183) as a relationship that fills, complements, reminds, and perfects so that students get optimal service ". the quality of the relationship will be explored further in this study. in detail, the problems that will be examined include, how (1) the school's perceptions of the relationship with parents of students, (2) parents' perceptions of relations with schools, (3) school efforts involving parents in school education, (4) the quality of school (teacher) relations with parents in the education process, and (5) what difficulties schools face in involving parents in school education. the terms that need to be explained in this study are: 1. functionalizing the role of parents of students functionalization in this study means making a role or functioning or a thing to make a function (kbi third, 2002: 323) parents of students in the process of education of students at school. specifically the functioning of the school committee (pomg or bp3) as the parents' representative in the school. the criteria for parents "functioned" by the school is the optimal or important role of parents in school activities. the category is "very optimal (very important)", "optimal (important)", "quite optimal (important enough)", "less optimal (less important)", and "not optimal (not important)". a closed questionnaire was used and interviews with parents, students, teachers, and principals to get data about the functionalization of the parent's role. 2. educational activities educational activities in this study are all activities carried out by the school in the context of the learning process. these activities include curricular activities, cocurricular and extra-curricular activities. the stages of parental involvement are at the stage of planning, implementing, and evaluating activities. to obtain data on parental involvement through documentation studies, interviews, and questionnaires. 3. school perceptions and parents of students perception in this research is parents or school responses (teachers) about the functionalization of their respective roles in the education process. this perception was assessed by the categories "very positive," "positive," "quite positive," "less positive," and "very positive." the questionnaires and perceptual scales are used to obtain data on perceptions of parents and teachers (schools). 4. quality of relationships (parents and school / teacher) quality refers to the level of badness (level) of the relationship between the school and parents of students. the size of the bad is assessed the intensity of parents' involvement by the school and in what ways they are involved. the involvement is categorized as "very good", "good", "good enough", "not good", and "not very good". data on the quality of the relationship between school and parents of students are obtained by questionnaire and scale of scores. ii. methodology descriptive research methods are used to achieve the research objectives. the research sample was parents and teachers from senior high schools who were purposively determined on the basis of considering the status of school accreditation. the schools selected as samples were santun untan senior high school in pontianak (accredited b) and gembala baik senior high school in pontianak (accreditation a). the research data was collected by interview instruments, questionnaires, and documentation. data analysis was carried out by descriptive statistical studies to describe the optimal functioning of parents by schools. iii. results and discussion a. results overall, "functionalization of the role of parents in santun untan senior high schools and gembala baik senior high school" according to parents' assessment is "good" and the score is 69. this assessment is the same as the teacher's assessment, which is "good." when looking at the assessment aspects, the best score (very good) is in the statement that "there is no difficulty in the relationship between the school (teacher) and the parents of the students. the lowest rating is on "teacher perceptions of parents," namely "good" with the lowest score of 63. 1. findings at santun untan senior high school in choosing schools, the lowest consideration according to the teacher is that "the family has gone to school there" (score 40 or less important). but according to parents the reason "the family had gone to school there" was declared "very important" (score 89). very important reasons for parents to choose a school are (1) complete facilities, (2) results of school graduates, (3) relationships with good schools, (4) guaranteed child moral education, (5) student achievement, (6) views the community towards schools, (7) good school and parent cooperation, (8) schools do not journal of education, teaching, and learning volume 4 number 2 september 2019. page 309-313 p-issn: 2477-5924 e-issn: 2477-8478 311 bother parents, (9) there is a sense of security in school children in the school. other aspects that are considered "important enough" are (1) school activities, discipline, teacher attention, (2) distance from school to home, and (3) good experience with school in the past. this assessment is different from the teacher appraisal. according to the teacher, all aspects are "important" (grades 61-80). only aspects (1) of school-home distance, (2) schools do not bother parents and (3) past experience with schools that are considered "quite important." for acceptance of new students, consideration of parents in choosing a school "very important" to be used as a benchmark. relating to "parental involvement in the education process in schools," data from parents and teachers show aspects that "often" involve parents in terms of (1) cultivation of character, and (2) choosing schools. according to parents, the aspects that need to involve parents are (1) giving time to accompany the child to study, (2) accompanying the child to learn, (3) giving attention and affection in learning, (4) instilling character, (5) school selection , (6) providing additional lessons, (7) reminding schools in choosing and carrying out activities. according to the teacher, in addition to planting the character and selection of schools, the role of parents who "often" need to be involved are (1) selection of majors, (2) support for children participating in extra-curricular activities, (3) meeting school invitations, (4) fulfillment of school needs, and (5) support for school activities. the quality of parent relationships with schools (teachers) is stated to be "very important" in terms of (1) helping children develop creativity related to subjects and interests, (2) aligning attitudes towards children, and (3) discussing child problems. other aspects are considered "quite important." for teachers, aspects that are considered "very important" are (1) motivation for children, (2) supervision of children's activities, (3) reminding children's habits in learning, and (4) aligning attitudes toward children. all aspects related to "are there difficulties with school, parents answer" no difficulties ", especially in terms of (1) meeting homeroom teacher, (2) meeting teacher, (3) giving advice, (4) working together, (5) discuss the interests of children, and (6) know the score of children, except to meet the principal "quite easily". the same assessment was stated by the teacher who stated that "there is no difficulty in all aspects, except meeting the principal," quite easy." 2. findings at gembala baik senior high school aspects that are considered "important to very important" in the relationship of parents and teachers are (1) do not consider parent education to be low, (2) do not consider parents do not understand school affairs, (3) provide assistance to schools, (4 ) matters relating to children, (5) not giving up children's affairs to schools, (6) assuming parents as school partners, (7) not demanding over school, (8) helping as needed, (9) controlling children's education strictly , (10) do not bother the school, (11) follow the development of the school, (12) feel the child is safe at school, and (13 cares about children's education. this assessment is almost the same as the teacher's assessment, i.e., all aspects are considered "important" to "very important "in the functioning of parents in children's education in school. in terms of choosing a school, the aspects that are considered "very important" are (1) complete facilities, (2) graduate results, (3) school activities, discipline, and teacher attention, (4) school-family relationships, (5) education child health is guaranteed, (6) student achievement, (7) college absorptive capacity for graduates, (8) community views on school, (9) cooperation with schools, and (10) there is a sense of security if the school is there. only four aspects, namely (1) families have gone to school there, (2) distance from school to home, (3) school does not bother parents, and (4) good experience in the past with schools that are "not made an important reason" in choose school. the parent's assessment is the same as the teacher's assessment. regarding the involvement of parents in education in gembala baik senior high school, parents think that the "very important" aspects are (1) cultivating character, (2) creating an atmosphere of learning, (3) choosing schools, (4) supporting children to follow extra-curricular, (5) fulfilling school invitation, (6) fulfilling children's school needs, and (7) giving support to school activities. according to the teacher, "very important" aspects are (1) cultivation of character, (2) fulfillment of children's needs, and (3) provide support for school activities. other aspects, such as (1) giving time to accompany learning, (2) accompanying children to learn, (3) giving input requested or not, (4) holding formal discussions/not being seen as "important enough." according to the teacher, other aspects were only declared "quite important". the quality of parent relationships with teachers (schools) in gembala baik senior high school is reflected in aspects (1) motivating children, (2) supervising children's activities, (3) improving good habits in children, (4) explaining children's attitudes, and (5) helping children develop their creativity is a "frequent" aspect of concern in school collaboration with parents. only aspects (1) establish relationships and (2) discuss child problems "sometimes" just pay attention. this assessment by the teacher, most of which are stated "often" is also considered. two aspects of concern according to the teacher are (1) improving children's habits in learning and (2) helping children in developing creativity. in gembala baik senior high school, parents rate "very easy" or "no difficulty" to meet with the principal, homeroom teacher, give advice, work together, discuss children's interests, and know the score of the child. the same score is given by the teacher, except to work together and discuss the interests of the child given an "easy" score. b. discussion in general, in the two respondent schools (teachers and parents) studied stated: "there is no difficulty in the relationship between the school (teacher) and parents of students". journal of education, teaching, and learning volume 4 number 2 september 2019. page 309-313 p-issn: 2477-5924 e-issn: 2477-8478 312 1. school perceptions about relationships with parents positive or negative perceptions depend on how one perceives the object of perception. this perception is influenced by a number of factors. as explained by anita e. woolfolk, lorraine mccune-nicolich (educational psychology for teachers, 1984: 197) "many factors influence perception, including expectations, beliefs, and general saver principles for organizing information from the senses." so, the expectations and beliefs of the school towards parents greatly determine the quality and form of parental involvement in the education process at school. from the research data, it was obtained the fact that in senior high school parents santun towards the relationship between parents and teachers (school) was "good," while the teacher's perception was also "good." at gembala baik senior high school both teachers and parents view aspects that are considered "important" to "very important" in the relationship of parents and teachers is not to consider parental education as low, do not consider parents do not understand school affairs, provide assistance to schools, matters relating to children, not giving up children's affairs to schools, assuming parents as school partners, not overdemanding school, helping as needed, controlling children's education strictly, not bothering schools, following school development, feeling children safe in school, and care about children's education. so, as stated by okim komarudin (2015: 183) that "ideal conditions" occur when the involvement of parents is optimal, then in these two schools it can be said, theoretically "there is hope for the realization of ideal conditions in school relations (teachers) with parents in the process education. 2. perception as a consideration for choosing a school perception turns out according to rachmat (2000: 57) explains that perception is influenced by culture. in this case, it is estimated that there is an influence of previous experience on the consideration of parents to choose a school. in addition, factors that are personal and situational factors (krech and crutchfield, 1977: 235 quoted by rachmat, 2000: 51). based on research data, the factors that were considered "very important" in choosing schools were (1) complete school facilities, (2) results of school graduates, (3) relationships with good schools, (4) guaranteed child moral education, (5) achievements students, (6) community views on schools, (7) good school and parent cooperation, (8) schools do not bother parents, (9) there is a sense of security in school children in the school. other aspects that are considered "important enough" are (1) school activities, discipline, teacher attention, (2) distance from school to home, and (3) good experience with school in the past. 3. school efforts involve parents in school education things that should be avoided, as stated by alan thomas (quoted by rose and nicholl, 2002: 364) that school education seems to cover everything the teacher wants but is rarely achieved. that is, the teacher "feels unnecessary" (tends to close himself) involving parents. relating to "parental involvement in the education process in schools." data from parents and teachers at santun untan senior high school and gembala baik senior high school shows that the "very important" aspect is the involvement of parents and teachers in terms of (1) cultivation of character, (2) creating an atmosphere of learning, (3) choosing schools, (4) supporting children to take extra curricula, (5) fulfilling school invitations, (6) fulfilling children's school needs, and (7) giving support to school activities. other aspects, such as (1) giving time to accompany learning, (2) accompanying children to learn, (3) giving input requested or not, (4) holding formal discussions / not being considered "important enough". 4. improving the quality of school and parent relations anita e. woolfolk, lorraine mccune-nicolich (educational psychology for teachers, 1984: 197) explains that "perception refers to the meaning we attach to information received through our sense. many factors influence perception, including expectations, beliefs, and general saver principles for organizing information from the senses ". perceptions about the quality of school and parent relationships are related to the views of parents and schools about their respective duties and roles in the education process of students. so, the object of perception is the task and role of parents and teachers in educational activities in schools. in this study, parents' relationships with schools (teachers) were described, among others through (1) giving motivation to children, (2) the existence of parent-school links, (3) discussion of children's problems, (4) supervision of children's activities, (5) remind children of learning habits, (6) align attitudes towards children, and (7) help children develop creativity related to subjects and interests. in santun untan senior high school and gembala baik senior high school good aspects that are considered "very important" in improving the quality of cooperative relations between the two are (1) motivating children, (2) supervising children's activities, (3) improving good habits in children, (4) explain children's attitudes, and (5) help children develop creativity related to subjects and interests, (6) attitudes alignment with children, and (7) discussion of child problems. so, the expectations and beliefs of the school towards parents greatly determine the quality and form of parental involvement in the education process at school. 5. difficulties in school relations with parents of senior high schools santun untan referring to the opinion of alan thomas (quoted by rose and nicholl, 2002: 364) that (1) education in schools seems to cover everything the teacher wants, but is rarely achieved, (2) perceptions are determined by personal factors and situational factors (krech and crutchfield, 1977: 235, quoted by rachmat, 2000: 51), and (3) that perceptions are influenced by culture (rachmat, 2000: 57), then the relationship between schools and parents will depend on the teacher and the community school, parents, and culture (in school and parents). the wider the cultural differences on both sides, the more difficult it will be to create optimal cooperation. aspects that are thought to be obstacles to cooperation between the two, which are examined are (1) whether there are difficulties meeting with the principal, (2) whether there are difficulties meeting the homeroom teacher, (3) whether there are difficulties meeting the teacher, (4) journal of education, teaching, and learning volume 4 number 2 september 2019. page 309-313 p-issn: 2477-5924 e-issn: 2477-8478 313 whether there are difficulties conveying suggestions, (5) whether there are difficulties in building cooperation, (6) whether there are difficulties in discussing student problems, and (7) is there any difficulty in knowing the score of students. among the seven aspects asked, both at santun untan senior high school and gembala baik senior high school both teachers and parents stated "no difficulties", especially in terms of (1) meeting homeroom teachers, (2) meeting teachers, (3) giving suggestions, (4) cooperating, (5) discussing children's interests, and (6) knowing children's scores. the aspect that gets an "easy enough" assessment is to meet with the principal. from the results of this study, there is hope in santun untan senior high school and gembala baik senior high school to build optimal cooperation in student education. iv. conclusion the perceptions of parents and teachers in santun untan senior high school and gembala baik senior high school on the relationship of parents to teachers are considered "good." aspects that are considered "important" to "very important" in the relationship between parents and teachers include; do not consider the parents do not understand school matters, matters relating to children, do not hand over child affairs to schools, consider parents as school partners, do not overdo school demands, help as needed, control children's education, parents do not bother the school, keep up with developments school, feel children are safe at school and care about children's education. with such perceptions, it is possible to "ideal conditions" in school relations (teachers) with parents in the process of student education. factors that are considered "very important" in choosing schools include completeness of school facilities, results of school graduates, relations with good schools, guaranteed child moral education, community views on schools, school cooperation and good parents; there is a sense of security for school children at the school. regarding "parent involvement in the education process at school", parents and teachers at santun untan senior high school and gembala baik senior high school stated that "very important" things were planting character, creating an atmosphere of learning, choosing schools, supporting children attend extra curricula, fulfill school invitation, fulfill the school needs of children, and provide support for school activities. the quality of school and parent relations in both schools is influenced by supervision of children's activities, efforts to improve good habits in children, and efforts to help children develop creativity related to subjects and interests. difficulties in creating optimal cooperation in both schools were assessed by teachers and parents "no difficulties." from the results of this study, there is hope that santun untan senior high school and gembala baik senior high school can build optimal cooperation in student education. references goleman daniel. emotional intelligence (terjemahan t. hermaya, 1996). jakarta: gramedia pustaka utama. rakhmat, jalaluddin. 2000. psikologi komunikasi. bandung: pt remaja rosdakarya. rose colin and nicholl malcolm j. 2002. accelerated learning (terjemahan dedy ahimsa, 1997). bandung: nuansa. ukim komarudin. 2015. arief rachman guru. jakarta: erlangga. woolfolk anita e. and nicolich lorraine mccune. 1984. educational psychology for teachers. new jersey: prentice-hall, inc. zamroni. 2000. paradigma pendidikan masa depan. yogyakarta: bigraf publishing. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 383-387 p-issn: 2477-5924e-issn: 2477-4878 383 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. two stay two stray cooperative learning on student learning outcomes on materials of geometry surface area desilia elisabet 1) , agung hartoyo 2) , yulis jamiah 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: elisabetdesilia@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: agung.hartoyo@fkip.untan.ac.id 3) universitas tanjungpura, pontianak, indonesia e-mail: yulis_jamiah@yahoo.co.id abstract. this study aims to determine whether there is an effect of two stay two stray cooperative learning on student learning outcomes on the surface area material. the method used in this study is an experimental method with a quasi-experimental form and the research design is posttest-only control design. the population of this study were all class ix students of smp negeri 18 pontianak for the 2018/2019 academic year which were spread into five classes. the samples of this research were students of class ix d and ix e who were taken by using a simple random sampling technique (simple random sampling). data collection techniques using measurement techniques and data collection tools with test descriptions used to determine student learning outcomes. after the data was tested in the two samples, the data analysis was then carried out to test the hypothesis. before the hypothesis test was carried out, the prerequisite was first tested, namely the normality test, because the abnormal normality test, the hypothesis test used the mann whitney utest. from the results of data analysis, the zcount value was obtained equal to 1.87 while the value of ztable of 1.64 for𝛼 = 0.05. because of the value of zcount > ztable, it is concluded that there is an effect of cooperative learning two stay two stray on student learning outcomes. keywords: surface area; geometry; cooperative learning; two stay two stray i. introduction learning is something that cannot be separated in our daily life. likewise with education is one important aspect of human life as well as in the development of a nation. the importance of education is also stated in article 31 of the 1945 constitution which states that every citizen has the right to have an education and the government seeks and provides education to educate the nation (lukita, 2017). mathematics is a science that deals with numbers and are closely related to counting (perwitasari & shaifuddin, 2014). mathematics learning in schools should be able to involve various learning models that can help in learning activities so that students feel interested in taking lessons in class. the reality in the field today shows that mathematics learning carried out by teachers in schools is rarely related to the reality of social life in society so that it has human values. so that the learning that is currently taking place tends to be oriented to textbooks only so that the results are less meaningful for the social life of students. for students to gain social experiences, learning that is carried out should seek to foster interaction between all students sharing and complementing each other so that the learning knowledge obtained is the result of shared thinking (johnson & johnson, 2013). to find out the conditions in the field, researchers conducted direct observations of the learning process in the classroom carried out by the class ix mathematics teacher. these observations show that learning activities begin with the teacher's explanation of the material being studied. in explaining the material, the teacher uses the lecture method. furthermore, the teacher also provides sample questions and exercises about the material being studied to test students' understanding. through observation, it was seen that there were still many students who had difficulty starting the http://creativecommons.org/licenses/by-nc/4.0/ mailto:elisabetdesilia@gmail.com journal of education, teaching, and learning volume 5 number 2 september 2020. page 383-387 p-issn: 2477-5924e-issn: 2477-4878 384 completion, students often waited for the teacher's instructions when they started solving questions. in solving math problems, students are less empowered in learning mathematics. it is also indicated that teachers in teaching mathematics do not involve students' mathematical problem-solving abilities. this can be seen from the textbooks used by the teacher which do not require the ability of students to re-check the answers to questions that are part of solving mathematical problems (lestari, 2014). furthermore, the researcher also conducted interviews with class ix mathematics teachers. from the results of the interview obtained information that the ability of students in determining the surface area of a room is still low. this fact is assessed from the value of daily tests, especially in the shape of the tube and cone space. students also often experience difficulties in determining the surface area of cubes and cones, even though the learning carried out by the teacher always provides examples of various questions on the questions themselves and in terms of problem-solving. based on this condition, it is necessary to solve problems through the application of good learning as the key to the success of learning mathematics. in this case, teachers are required to make learning innovations by implementing student-centred learning to arouse student interest and activeness in learning activities. learning that involves active student participation is two stay two stray cooperative learning (nurhusain, 2017). the role of the teacher here is as a facilitator, encouraging students to develop their potential optimally. two stay two stray cooperative learning is cooperative learning that can make students active, can increase student motivation because every student has learning responsibilities, both for himself and his group. two stay two stray cooperative learning is a way of providing opportunities to increase creativity and increase critical thinking skills. two stay two stray cooperative learning is a model of cooperative learning that can increase student activity and create a pleasant learning atmosphere (indriyani, 2011). according to amar (2012), the structure two stay two stray or structures two living two guests, namely giving groups to share results and information with other groups. in its activities, two two stay two stray cooperative learning is carried out in groups with one group of four people. two students in each group are tasked with visiting other groups like guests. the purpose of visiting other groups is to get information and opinions from other groups regarding the material being studied. both guests should note if there is important or missing information in their group regarding the material being studied. this visiting activity can be done by each group a maximum of two times. then some students are assigned to live in groups. the task of the remaining students is to share their group's work and information with guests from other groups about the material that has been studied. then students just try to provide explanations according to their knowledge of the material that has been studied to their guests. each student who stays should serve their guests well, that is, answer any questions or information that the students who visit their groups want to know. two stay two stray learning in this study was carried out in 4 steps, namely (1) group discussion, (2) visiting and staying, (3) discussion and (4) concluding (lie, 2010). before the learning activities begin, the teacher delivers information and learning objectives regarding two stay two stray cooperative learning on the material of the geometry surface area. from the learning steps that have been disclosed, it can be seen that two stay two stray cooperative learning teaches students to be creative in finding various information related to the subject matter for their group. it can also be seen that this model teaches positive qualities for students, namely cooperation, mutual giving and being willing to accept and the habit of not being ashamed to ask questions if they have difficulty learning a subject matter. besides, students automatically begin to be accustomed to doing peer tutoring activities even though the language is still simple. thus, students' knowledge and insights develop, students, master the topic of discussion so that student learning outcomes can be improved (fitriyah & purwantoyo, 2012). two stay two stray cooperative learning matches the characteristics of students at smp negeri 18 pontianak who are used to discussing and sharing with peers so that they can apply these habits of discussion and sharing in two stay two stary cooperative learning. besides, students are also familiar with using material text or worksheets so that they do not experience problems with the text of the material to be used in learning activities. the material studied also supports the implementation of learning activities because it is suitable to be delivered using two stay two stray cooperative learning. thus, the application of two stay two stray cooperative learning which will be used as a treatment in this study has a great opportunity to be able to improve student learning outcomes because it is following student learning habits and matches the material to be studied. according to lie (2010), two stay two stray cooperative learning is suitable for elementary and junior high school students because the learning activities involve activities that students usually do in their daily lives, namely visiting and receiving guests. two stay two stray cooperative learning will make the learning atmosphere active, creative and not boring for students. manik and gafur (2016) stated that two stay two stray cooperative learning has the following advantages: (1) two stay two stray cooperative learning can be applied to various classes or age levels; (2) student learning becomes more meaningful to provide opportunities for students to form concepts independently in their way; (3) two stay two stray cooperative learning can make students active because each student has their activities and responsibilities in their group; (4) using two stay two stray cooperative learning, teachers can increase student motivation. this is evident when they exchange information; (5) students are actively involved in learning and all group members are required to report the results of their visits to other groups (for students who visit/stray) and the results obtained during guest visits in their groups (for students who live/stay), so it can have an journal of education, teaching, and learning volume 5 number 2 september 2020. page 383-387 p-issn: 2477-5924e-issn: 2477-4878 385 increasing effect learning outcome and student memory; (6) students who live in groups (stay) have the opportunity to increase creativity, for example when they present their group work to guests (other group members) who visit their group; (7) when students compare the results of their group work with the work of other groups, it means that the teacher has allowed students to improve their critical thinking skills, where they will try to look at other people's work and the work of their groups; (8) using two stay two stray cooperative learning can help teachers provide information about ongoing learning. learning by getting staff in the form of peer tutors when a group member exchanges information, confirms, presentations, and asks other group members. this research is different from previous research which only visited and stayed and only got the information without a strong understanding of the subject matter. this study, apart from using two stay two stray cooperative learning, also uses teaching materials in the form of learning videos that are displayed in the classroom. the instructional videos and text materials are made to attract students' interest in learning during the learning process. with this students can learn with their sense of hearing and sense of sight simultaneously. learning materials that are currently developing are very helpful for teachers in the learning process. according to arsyad (2011), through an argument in the form of a cone of experience, it is stated that 75% of a person's learning experience is obtained through the sense of sight (eyes), 13% through the sense of hearing (ears), and the rest 12% through other senses. learning using multiple senses such as sight and hearing will benefit students. ii. methodology a. research methods and forms the method used in this research is an experimental method with a quasi-experimental form. the quasi-experimental form is used because the researcher can't control and manipulate all relevant variables as actual experimental research. in educational research, it is often difficult to control or manipulate all the relevant variables in this study (sugiyono, 2017). b. research design the design used in the study was posttest-only control design, namely a one-time test design for two groups. measurements are made after the treatment is given. this design has two classes, namely the experimental class and the control class. the experimental class is a class that is given two stay two stray cooperative learning, while the control class is a class that is given conventional learning. the research design can be seen in table i. table i posttest-only control design group treatment post test experiment class x o control class o (sugiyono, 2017) x = two stay two stray lesson o = posttest c. population the population in this study were all class ix students of smp negeri 18 pontianak in the 2018/2019 academic year which were spread into five classes. d. sample the sample of this research is two classes of students of class ix smp negeri 18 pontianak from five classes ix available. because there are five classes of class ix students at smp negeri 18 pontianak, the simple random sampling technique was used in selecting the sample. this is done because the placement of smart, medium, and poor students in each class is evenly distributed. the selection of the experimental class and the control class from the five available classes was done by drawing. from the results of the draw, 33 students of class ix d were selected as the experimental class and as many as 36 students were the control class in class ix e. e. data collection technique this researcher uses measurement techniques. the measurement technique is used to obtain data about student learning outcomes after using two stay two stray cooperative learning. f. data collection tools the data collection tool in this study was a learning outcome test in the form of an essay test, which consisted of 4 questions. the essay test used is in line with the opinion of rochmiyati and habibie (2019) which stated that through this essay test students can express answers and have varying levels of truth or error, thus reducing the possibility of students guessing an answer to the question. the essay test is used to test students when students solve problems in working on questions. indicators of students in solving problems on the surface area of a building are (1) the ability of students to understand the problems given, (2) the ability of students to plan problem solving, (3) the ability of students to solve problems, (4) the ability of students to re-examine solutions problems (pradani, 2016). after the preparation of the research, the instrument has been completed, the next step is to take the validity and reliability of the test questions. the results of the validity of the research instrument obtained tcount of 4.12 and ttable of 2.35. because tcount > ttable, the research instrument is said to be valid. while the reliability value obtained is 0.661 which belongs to the high criteria. because the test instrument is classified as valid and reliable so that this test instrument can be used in research. g. data analysis techniques to calculate the learning outcomes of students who are given the two stay two stray type of cooperative learning and conventional learning about the surface area material of a journal of education, teaching, and learning volume 5 number 2 september 2020. page 383-387 p-issn: 2477-5924e-issn: 2477-4878 386 room, the test score data will be calculated which is then converted into values. furthermore, the value will be adjusted to the minimum completeness criteria (kkm) in the mathematics field at smp negeri 18 pontianak, to determine student completeness. if the value is ≥ 7.0, the student is declared complete, but if the student's score is < 7.0 then the student is said to be incomplete. the data that has been obtained is then tested for normality, if the data is not normally distributed, then hypothesis testing uses non-parametric statistics. the test used is the mann witney u-test. then the zcount value is obtained with the condition, if zcount > ztable then ha is accepted. but when zcount < ztable then ha is rejected. ho: there is no effect of two stay two stray (tsts) cooperative learning on student learning outcomes. ha: there is an effect of two stay two stray (tsts) cooperative learning on student learning outcomes iii. results and discussion a. results after the implementation of data collection, the results of the students' work in completing the test questions were obtained in the form of scores. after obtaining the scores and test results, then the data processing was carried out on the test scores using descriptive statistics. for the experimental class that was given two stay two stray cooperative learning, it was obtained an average score of 34.09. the results of the conversion of scores into values on a scale of 0-10 obtained an average value of 8.52. judging from the completeness of individual learning outcomes, in the experimental class, there were 28 students or 84.85% of the 33 students who had completed (> 7). because there were more than 80% who completed individually, it means that the experimental class experienced classical completeness. the results of data processing, the control class test scores showed an average score of 27.56. the results of the conversion of scores into values on a scale of 0-10 obtained an average control class of 6.89. judging from the completeness of individual learning outcomes, in the control class, there were 13 students or 36.11% of the 36 students who had completed (> 7). because there were less than 80% of students who completed individually, it means that the control class did not experience classical completeness. based on the normality test, it is known that the data are not normally distributed. then the nonparametric statistical test is carried out, namely the mann whitney u-test. after the calculation is done, the zcount value is obtained equal to 1.87 while the value of ztable of 1.64 for 𝛼 = 0.05. because of the value of zcount > ztable, it can be concluded that there is an effect of cooperative learning two stay two stray on student learning outcomes. b. discussion based on the results of data processing, the average score of the experimental class test results given the two stay two stray cooperative learning obtained an average score of 34.09. the results of the conversion of scores into values on a scale of 0-10 obtained an average value of 8.52. judging from the completeness of individual learning outcomes, in the experimental class, there were 28 students or 84.85% of 33 students who had completed (> 7). because there were more than 80% who completed individually, it means that the experimental class experienced classical completeness. the completeness of classical learning outcomes in experimental class students shows that the two stay two stray type of cooperative learning is suitable to be applied to the material on the surface area of cubes and cones. according to wardhani (2010), reality shows that one of the difficulties that many students experience in learning mathematics is solving problems. the difficulty is not only in linguistic problems related to the interpretation of a sentence but also difficulties in mathematical models that have a meaning related to a problem. the ability to solve mathematical problems can be seen as one of the learning processes and outcomes. if a student has practised solving problems, then in real life, that student will be able to make decisions about a problem, because he has the skills to collect relevant information, analyze information, and realize how important it is to re-examine the results that have been obtained. the findings in the field inform that the activities of visiting and staying in the cooperative learning two stay two stary which were applied in this study turned out to make the experimental class experience classical completeness. this agrees with lie (2010) who stated that the two stay two stary cooperative learning is suitable for elementary and junior high school students because learning activities involve activities that students usually do in their daily lives, namely visiting and receiving guests. there can be some advantages when implementing two stay two stray type of cooperative learning activities, including (1) two stay two stray type cooperative turns out to be able to make students more enthusiastic and motivated to do learning activities. (2) students look happy when learning because there are activities such as visiting and staying, which are social activities that they usually do in their daily life. iv. conclusions based on the results of data processing and discussion, it can be concluded that: (1) for the experimental class that was given two stay two stray cooperative learning, it was obtained an average score of 34.09. the results of the conversion of scores into values on a scale of 0-10 obtained an average value of 8.52. judging from the completeness of individual learning outcomes, in the experimental class, there were 28 students or 84.85% of the 33 students who had completed (> 7). because there were more than 80% who completed individually, it means that the experimental class experienced classical completeness; (2) the results of data processing, the control class test scores show an average score of 27.56. the results of the conversion of scores into values on a scale of 0-10 obtained an average control class of 6.89. judging from the completeness of individual learning journal of education, teaching, and learning volume 5 number 2 september 2020. page 383-387 p-issn: 2477-5924e-issn: 2477-4878 387 outcomes, in the control class, there were 13 students or 36.11% of the 36 students who had completed (> 7). because there were less than 80% of students who completed individually, it means that the control class did not experience classical completeness; (3) after the calculation is done then the zcount value is obtained equal to 1.87 while the value of ztable of 1.64 for 𝛼 = 0.05. because of the value of zcount > ztable, it can be concluded that there is an effect of cooperative learning two stay two stray on student learning outcomes on the surface area material. some suggestions that can be conveyed based on the results of this study include: (1) the teacher should be more observant with the division of group members so that members in each group can carry out their role as visiting students and students who live optimally, (2) teachers should get used to students dare to convey information to others, so that each student who is in charge of providing information to the visiting group can carry out his role optimally. references amar, t. (2012). eksperimen model pembelajaran kooperatif tipe two stay two stray berbasi open-ended problem kelas vii mts n kelirung. jurnal universitas semarang (unnes). arsyad, a. (2011). media pembelajaran. jakarta: rajawali press. fitriyah, nur i. & purwantoyo, eling. (2012). efektivitas kooperatif two stay two stray terhadap aktivitas dan hasil belajar siswa. journal unnes. indriyani, c. (2011). peningkatan kualitas pembelajaran ips dengan model pembelajaran kooperatif teknik two stay two stray pada siswa kelas iv sd tambakaji 05 kecamatan ngaliyan. jurnal kependidikan dasar. johnson, david w & johnson roger t. (2013). cooperation in the classroom. 9 th end. edina, mn: interaction company. lestari, anisa. (2014). penyelesaian matematis siswa. bandung: usaha nasional. lie, anita. (2010). mempraktikkan cooperative learning di ruang-ruang kelas. jakarta: pt. grasindo widia sarana indonesia. lukita, nindya. (2017). efektivitas pembelajaran kooperatif two stay two stray ditinjau dari pemahaman konsep matematis siswa. jurnal fkip bandar lampung. manik, kardi & gafur, abdul. (2016). penerapan model two stay two stray berbantuan multimedia untuk meningkatkan aktivitas dan hasil belajar ips. journal uny. nurhusain, muhammad. (2017). impact analysis of cooperative learning model application type two stay two stray (tsts) toward learning outcomes of mathematics. journal stkip ypup. perwitasari, s., sm, e., & shaifuddin, m. (2014). penerapan model kooperatif tipe the power of two untuk meningkatkan kemampuan menghitung pecahan. jurnal teknologi pendidikan dan pembelajaran. pradani, shimawaty. (2016). analisis pemecahan masalah pada siswa dalam menyelesaikan soal matematika tipe high order thinking skill (hots). jurnal stkip pgri. rochmiyati, wradani, a.d. & habibie, r.k. (2019). pengaruh instrumen tes uraian kemampuan berpikir kristis terhadap hasil belajar matematika. jurnal fkip universitas lampung. sugiyono. (2017). metode penelitian kuantitatif. bandung: alfabeta. wardhani, sri. (2010). pembelajaran kemampuan pemecahan masalah matematika di smp. yogyakarta: pppptk. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 363-368 p-issn: 2477-5924 e-issn: 2477-8478 363 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the survey of 2013 curriculum implementation on physical education in the elementary schools of bekasi city yusmawati 1) , aridhotul haqiyah 2) , dani nur riyadi 3) 1) universitas negeri jakarta, jakarta, indonesia e-mail: yusmawati@unj.ac.id 2) universitas islam 45, bekasi, indonesia e-mail: aridhotulhaqiyah@unismabekasi.ac.id 3) universitas negeri jakarta, jakarta, indonesia e-mail: daninurriyadigundarya@yahoo.com abstract. the purpose of this study was to find out the implementation of the 2013 curriculum in bekasi elementary schools. the method used in this study is the survey method. the sample in this study was a physical education teacher who taught at the bekasi elementary school amount of 30 people. the instrument used by the questionnaire of teaching indicators which include: (a) preparation factors, (b) application factors, and (c) evaluation factors. data analysis technique were descriptive statistics by using the spss version 23 program. the result showed that the 2013 curriculum implementation of physical education teachers is viewed from 3 factors which are as follows: (1) preparation shows the very high result as many as 32.6%, while as many as 14.8% answered very low, 7.3% answered low, 16.3% answered moderate, and 29.1% answered high, (2) application shows the high result as many as 35.1%, while as many as 16.4% answered very low, 14.1% answered low, 12.6% answered moderate, and 21.9% answered very high, (3) evaluation shows the high result as many as 41.9%, while 7.6% answered very low, 7.6% answered low, 11% answered moderate, and 31.9% answered very high. so, the implementation of the 2013 curriculum in physical education subjects in bekasi is already good in the preparation factor and needs improvement in application and the evaluation. keywords: 2013 curriculum; elementary schools; physical education i. introduction the main task of a teacher in realizing the goals of education in schools is to develop effective teaching and learning strategies. the development of this strategy is intended as an effort to create conditions that can affect the lives of students so that they can enjoy learning and achieve satisfying learning achievements. therefore, carrying out teaching and learning activities is complex work and requires the seriousness of the teacher. in connection with the implementation of the task above, the teacher certainly requires adequate knowledge regarding the developmentally appropriate practice (dap) (jenkins, hewitt, & wade, 2012), which is an approach to teaching and learning strategies oriented to the development of children or students. a teacher who is good at teaching is not enough to only be equipped with explaining or asking skills, rather they should also master other teaching skills. therefore, this paper aims to provide fun teaching and learning activities for students so that they can achieve brilliant achievements. the implementation of the physical education program should reflect the characteristics of the physical education program itself, namely "developmentally appropriate practice" (dap). this means that teaching tasks submitted should pay attention to changes in children's abilities or conditions and can help drive these changes. thus, the teaching tasks should be following the level of development and the level of maturity of the students they teach. the development or maturity referred to includes physical, psychological and skills. in the early academic year of 2013-2014, the ministry of education and culture arranged a new curriculum in 2013. the curriculum would be done in classification (step by step) http://creativecommons.org/licenses/by-nc/4.0/ mailto:aridhotulhaqiyah@unismabekasi.ac.id journal of education, teaching, and learning volume 5 number 2 september 2020. page 363-368 p-issn: 2477-5924 e-issn: 2477-8478 364 for basic education (elementary and secondary school) and also middle education (anwar, 2014). the policy of the 2013 curriculum change is based on internal and external challenges that are faced by some indonesian people to prepare for their future generation that is much more productive, creative, innovative and effective. teachers' understanding and acceptance of the 2013 curriculum will be different from each other. elementary physical education teachers who have a long term of service will have difficulty adjusting to the demands of the 2013 curriculum. this is because elementary physical education teachers who have long tenure are already familiar with the previous curriculum. while in the 2013 curriculum, elementary physical education teachers are required to develop creativity in preparing material and conduct teaching and learning process following the conditions of their students. teachers who are used to learning methods that have been applied for a long time will find it difficult to make more varied methods. therefore, it requires elementary physical education teachers to be able to develop creativity in learning which is fun and following the conditions of students, as well as the conditions and potential of the region, because there are supporting factors and inhibiting factors, alternative solutions, and the role of principals and teachers in the implementation of curriculum 2013 (ningrum & sobri, 2015). the process of studying and elaborating on an object is also influenced by the status of the elementary physical education teacher. teachers with permanent status generally have broad autonomy to develop their creativity and in the implementation and preparation of learning materials. meanwhile, non-permanent teachers do not have the autonomy to develop creativity as broad as that of permanent teachers. likewise, the class of teacher positions, the higher the class of a teacher, shows that the teacher has a relatively long work period, an achiever in his field, has high education and is experienced in participating in the training. teachers with high-class positions will therefore tend to be easier to study and elaborate the 2013 curriculum. in pp no 32 the year 2013, it was found that four of eight national educational standards has significantly changed. the four standards are: (1) the graduation competency standard has been revised and renewed in permendikbud no 54 the year 2013; (2) the content standard is renewed in permendikbud no 64 the year 2013; (3) the process standard is renewed in permendikbud no 65 the year 2013; and (4) evaluation standard is renewed in permendikbud no 66 the year 2013. one of the four standards that are very interesting to discuss is the process standard which is focusing on how the ideal model of a teacher plans, implements, and evaluates the teaching and learning process. this process standard is one of the curriculum anatomies which covers a model, approach, strategy, method, and technique of teaching implemented by a teacher in administering the content of learning to achieve the goals of teaching has been made (shafa, 2014). therefore, to find out how the implementation of the 2013 curriculum for elementary physical education teachers in bekasi city, it is necessary to conduct a study regarding the implementation of the 2013 curriculum by physical education teachers of elementary schools in bekasi city. ii. methodology this research is classified as descriptive research which is only limited to the attempt to express a problem and the situation as it is so that it is merely revealing facts. the method used in this study is a survey method through the distribution of questionnaires containing the stages of teaching conducted by the teachers in the implementation of physical education learning processes in the field. this research was conducted in january 2019 and located at the 45th islamic university of bekasi, jl. cut meutia no. 83 bekasi. 30 physical education teachers teach at elementary schools in bekasi city. the instrument used in this study was the 2013 curriculum implementation questionnaire in elementary schools consisting of the indicators: (a) preparation factor, (b) application factor, (c) evaluation factors. the grids can be seen in table i. table i research instrument grid the measurement of teacher implementation variables for the 2013 curriculum is based on the indicators. the measurement scale used is a likert scale, which is a scale used to measure attitudes, opinions or groups of people about social phenomena. the validity test of the instrument used was the correlation between the question items with the total sub-variables with the total overall score using pearson's correlation formula. the results can be seen in table ii (kadir, 2015). data analysis of preparation factor, implementation factor, evaluation factor, and total implementation of physical education teachers towards the 2013 curriculum through descriptive statistics which were processed by using the spss version 23 program. table ii reliability statistics cronbach's alpha n of items .972 45 variable factor indicator question item total item the survey of 2013 curriculum implementation in the elementary schools of bekasi city preparation 1. written 2. planning 1, 2, 3, 4, 5, 6, 7, 8*, 9*, 10*, 11*, 12, 13, 14*, 15* 15 application 1. lesson opening 2. material 3. teaching and learning method 4. lesson closing 16, 17, 18, 19, 20, 21*, 22*, 23*, 24*, 25, 26, 27*, 28*, 29, 30, 31, 32, 33, 34*, 35*, 36*, 37*, 38* 23 evaluation 1. spiritual 2. social 3. cognitive 4. psychomotor 39, 40, 41, 42, 43, 44*, 45* 7 5. total 45 journal of education, teaching, and learning volume 5 number 2 september 2020. page 363-368 p-issn: 2477-5924 e-issn: 2477-8478 365 iii. results and discussion description of respondents (muhamad & aridhotul, 2015) by gender can be seen in table iii. table iii gender of respondent table iii shows that 25 people (83.3%) of respondents are male and 5 people (16.7%) of respondents are female. description of respondents based on years of service can be seen in table iv. table iv work experience of respondent table iv shows that 27 people (90%) of respondents have a service period of < 5 years and 3 people (10%) of respondents have a service period of > 5 years. a. results based on the results of data analysis of preparation factor, implementation factor, evaluation factor, and total implementation of physical education teachers towards the 2013 curriculum, which were processed by using the spss version 23 program, the results of descriptive statistics can be seen in table v. table v descriptive statistics 1) preparation for the 2013 curriculum implementation based on the data of physical education teacher preparation factor for the 2013 curriculum, which were processed by using the spss 23 program, descriptive statistical results were obtained, in which the preparation factor scores from 28 to 71 with an average value of 53.43 and a standard deviation of 7.469 can be seen in fig. 1. of the 30 respondents, the distribution of respondents' answers was obtained for the 2013 curriculum preparation factor, in which as many as 14.8% answered very low, 7.3% answered low, 16.3% answered moderate, 29.1% answered high, and 32.6% answered very high. it shows that of the 30 respondents, it is dominated by the respondents who answered very high at 32.6%. fig. 1 diagram of preparation factor for the 2013 curriculum implementation 2) application of the 2013 curriculum implementation based on the data of physical education teacher application factor for the 2013 curriculum, which were processed by using the spss 23 program, descriptive statistical results were obtained, in which the application factor scores from 58 to 96 with an average value of 53.43 and a standard deviation of 11.421. of the 30 respondents, the distribution of respondents' answers was obtained for the 2013 curriculum application factor, in which as many as 16.4% answered very low, 14.1% answered low, 12.6% answered moderate, 35.1% answered high, and 21.9% answered very high. it shows that of the 30 respondents, it is dominated by the respondents who answered high at 35.1%. further details can be seen in fig. 2. fig. 2 diagram of application factor for the 2013 curriculum implementation 3) evaluation of the 2013 curriculum implementation based on the data of physical education teacher evaluation factor for the 2013 curriculum, which were processed by using the spss 23 program, descriptive statistical results were obtained in which the evaluation factor scores from 20 to 35 with an average of 26.80 and a standard deviation of 4.715. journal of education, teaching, and learning volume 5 number 2 september 2020. page 363-368 p-issn: 2477-5924 e-issn: 2477-8478 366 of the 30 respondents, the distribution of respondents' answers was obtained for the 2013 curriculum evaluation factor, in which as many as 7.6% answered very low, 7.6% answered low, 11% answered moderate, 41.9% answered high, and 31.9% answered very high. it shows that of the 30 respondents, it is dominated by the respondents who answered high at 41.9%. further details can be seen in fig. 3. fig. 3 diagram of evaluation factor for 2013 curriculum implementation 4) recapitulation of physical education teacher implementation on 2013 curriculum of the 30 respondents, the distribution of answers for the total physical education teachers implementation on the 2013 curriculum showed 14.5% of them answered very low, 10.8% answered low, 13.6% answered moderate, 34.1% answered high, and 27% answered very high. it shows that of the 30 respondents, it is dominated by the respondents who answered high at 34.1%. further details can be seen in fig. 4. fig. 4 recapitulation diagram of 2013 curriculum implementation factors b. discussion successful implementation of the curriculum requires good management. to implement the 2013 curriculum, there are several important aspects of management as a strategy to strengthen its implementation. these aspects include implementation planning, main and supporting resources, learning processes in schools, and monitoring and evaluation activities (katuuk, 2014). implementation of curriculum 2013 in schools independent organizer can run well by the support of compliance with education national standards and teachers who have the motivation, creativity, and good performance, and focuses more on all subjects must support all competencies both in attitudes, skills, and knowledge (budiani & syamwil, 2017; qomariyah, 2014). this study seeks to uncover three factors to find out how the efforts of physical education teachers in implementing the 2013 curriculum. the three factors are to prepare, apply, and evaluate the 2013 curriculum. the results of the study indicate that school teachers' response to the implementation of the 2013 curriculum falls into the category of "positive" (rusman, 2015). although the positive effect of physical activity on the cognitive, social, and physical development of young children is generally acknowledged, there is little emphasis nationally on ensuring appropriate physical educational experiences within the curriculum (stork & sanders, 2008). the physical education teacher preparation factor in the implementation of the 2013 curriculum consists of 15 statements containing written preparations and preparation of teaching and learning process design based on the 2013 curriculum. application factor carried out by physical education teachers consist of 23 statement items containing opening the lessons, teaching materials, learning methods, and closing the lessons according to the 2013 curriculum. the evaluation factors carried out by the teacher were 7 statements that contain spiritual, social, cognitive and psychomotor activities. the total number of statements were 45 statement items added by filling in the respondent's identity, such as gender, the status of physical education teacher and length of service. the answer score for each statement is a likert scale: 1 to 5. based on the analysis technique as stated in the data processing results above, the implementation of physical education teachers for the 2013 curriculum can be discussed as follows: 1) implementation of physical education teachers for 2013 curriculum preparation an activity/program will not run well if there is no careful preparation of the intended activity/program. likewise, this applies to the implementation of the 2013 curriculum. to uncover the preparation of physical education teachers in implementing the 2013 curriculum, the researcher submitted items of subjective statements to the physical education teachers concerning the preparation in implementing the 2013 curriculum according to the national education law. in the physical education teacher preparation factor in the implementation of the 2013 curriculum through three indicators summarized from the national education law, there are two preparations namely written preparation and planning preparation. for the results of the data tabulation obtained in the field, it can be seen that from 30 respondents, the distribution of respondents' answers to the 2013 journal of education, teaching, and learning volume 5 number 2 september 2020. page 363-368 p-issn: 2477-5924 e-issn: 2477-8478 367 curriculum preparation factor was obtained, in which as many as 14.8% answered very low, 7.3% answered low, 16.3% answered moderate, 29.1% answered high, and 32.6% answered very high. it appears that of the 30 respondents, it is dominated by respondents who answered very high at 32.6%. the preparation factor in the implementation of the 2013 curriculum is intended to equalize the implementation of all parties involved in the preparation of the 2013 curriculum implementation in the field of elementary physical education, particularly regarding written preparation and planning preparation which form the basis and basic conception of development, provide signs which can direct all parties involved in the implementation of the elementary physical education curriculum, become a reference in monitoring and evaluating the implementation of the elementary physical education curriculum as a material for further guidance. this preparation factor, namely the implementation of the 2013 curriculum concept regarding preparation can be considered to be high, even though not all of the teachers implemented it well. this shows that the implementation of physical education teachers in preparation for the implementation of the 2013 curriculum is well understood by most of the physical education teachers in the state elementary schools in bekasi city. this means that to implement the 2013 curriculum concept as a whole, most of the teachers already know the foundation of creating the program which is being the goal, as well as the curriculum development. in this case, the teacher knows the basis for implementing the curriculum. the 2013 curriculum as a new curriculum in education contains very complex things in it and demands creativity and innovation from physical education teachers, especially in terms of curriculum development. data on the implementation was obtained from a questionnaire about the concept as had been mentioned earlier. 2) implementation of physical education teachers for the 2013 curriculum application this factor discusses the application and assessment of student physical education learning outcomes. application of the progress assessment and student learning outcomes learning is directed to measure and assess student performance (aspects of knowledge, skills, and attitudes), both directly when students carry out physical education activities or indirectly, namely through evidence of learning outcomes following performance criteria organized in the form of lesson opening, teaching materials, learning methods, and lesson closing. besides, there is a need for an assurance system and quality control which involve relevant parties. in the physical education teacher application factor in the implementation of the 2013 curriculum, it can be seen that from the 30 respondents, the distribution of respondents' answers to the 2013 curriculum application factor was obtained, in which as many as 16.4% answered very low, 14.1% answered low, 12.6 % answered moderate, 35.1% answered high, and 21.9% answered very high. it appears that of the 30 respondents, it is dominated by the respondents who answered high at 35.1%. the available data show that the application of physical education teachers on the implementation of the 2013 curriculum which is all about application, starting from the lesson opening, teaching material, learning method, to lesson closing, is quite understood by most of the physical education teachers in state elementary schools in bekasi city. this means that generally, the teachers apply the implementation of lesson opening, teaching material, learning method, lesson closing, both directly when students carry out learning activities or indirectly, namely through evidence of learning outcomes. 3) implementation of physical education teachers on curriculum 2013 evaluation the curriculum evaluation procedures discussed in the evaluation factor of the physical education teacher implementation of the 2013 curriculum contain spiritual, social, cognitive and psychomotor activities. the results of this factor data, namely the 2013 curriculum evaluation, can be seen that of the 30 respondents, the distribution of respondents' answers for the 2013 curriculum evaluation factor was obtained, in which as many as 7.6% answered very low, 7.6% answered low, 11% answered moderate, 41.9% answered high, and 31.9% answered very high. it shows that of the 30 respondents, it is dominated by the respondents who answered high at 41.9%. this shows that the physical education teacher implementation on the 2013 curriculum evaluation of spiritual, social, cognitive and psychomotor activities in the 2013 curriculum implementation is quite understood by most of the physical education teachers in the state elementary schools in bekasi city. this means that the majority of teachers implement the 2013 curriculum evaluation containing standard operating evaluation procedures in terms of implementing the 2013 curriculum, namely adjusting the learning guidelines outline, compiling learning programs, compiling modules, managing learning, evaluating activities and learning outcomes. the teacher's implementation of this evaluation factor will greatly influence the physical education teacher's follow-up in implementing the 2013 curriculum. 4) implementation of physical education teachers towards the 2013 curriculum the teacher is one of the spearheads in supporting the implementation of the 2013 curriculum. the success of a program is inseparable from the implementation done by the physical education teacher associated with the program application. therefore, in this study, the efforts of physical education teachers are emphasized on the preparation, application, and evaluation factors. from the above data, the implementation of physical education teachers to the 2013 curriculum in the state elementary schools in bekasi city, it can be seen that from the 30 respondents, the distribution of answers was obtained for the total implementation of physical education teachers towards the 2013 curriculum, namely 14.5% answered very journal of education, teaching, and learning volume 5 number 2 september 2020. page 363-368 p-issn: 2477-5924 e-issn: 2477-8478 368 low, 10.8 % answered low, 13.6% answered moderate, 34.1% answered high, and 27% answered very high. it shows that of the 30 respondents, it is dominated by the respondents who answered high at 34.1%. iv. conclusions the conclusion in the discussion of this paper is that the 2013 curriculum implementation of physical education teachers is viewed from 3 factors which are as follows: (1) preparation shows the very high result as many as 32.6%, while as many as 14.8% answered very low, 7.3% answered low, 16.3% answered moderate, and 29.1% answered high, (2) application shows the high result as many as 35.1%, while as many as 16.4% answered very low, 14.1% answered low, 12.6% answered moderate, and 21.9% answered very high, (3) evaluation shows the high result as many as 41.9%, while 7.6% answered very low, 7.6% answered low, 11% answered moderate, and 31.9% answered very high. so, the implementation of the 2013 curriculum in physical education subjects in bekasi is already good in the preparation factor and needs improvement in application and the evaluation. references anwar, r. (2014). hal-hal yang mendasari penerapan kurikulum 2013. humaniora. https://doi.org/10.21512/humaniora.v5i1.2987 budiani, s., & syamwil, r. (2017). evaluasi implementasi kurikulum 2013 di sekolah pelaksana mandiri abstrak, 6(53), 45–57. jenkins, k. l., hewitt, a., & wade, c. (2012). defining developmentally appropriate practices (dap) for preservice teachers through modeling in higher education classrooms. in edulearn12: 4th international conference on education and new learning technologies. kadir. (2015). statistika terapan. jakarta: pt. rajagrafindo persada. katuuk, d. a. (2014). manajemen implementasi kurikulum: strategi penguatan implementasi kurikulum 2013. jurnal cakrawala pendidikan. https://doi.org/10.21831/cp.v1i1.1858 muhamad, memet., aridhotul, h. (2015). diktat statistik olahraga. fkip: unisma bekasi. ningrum, e. s., & sobri, a. y. (2015). implementasi kurikulum 2013 di sekolah dasar. manajemen pendidikan. qomariyah. (2014). kesiapan guru dalam menghadapi implementasi kurikulum 2013. jurnal pendidikan ekonomi ikip veteran semarang. rusman. (2015). curriculum implementation at elementary schools: a study on “best practices” done by elementary school teachers in planning, implementing, and evaluating the curriculum. journal of education and practice. shafa. (2014). karakteristik proses pembelajaran kurikulum 2013. jurnal dinamika ilmu. https://doi.org/10.1061/(asce)07339410(1991)117 stork, s., & sanders, s. w. (2008). physical education in early childhood. elementary school journal. https://doi.org/10.1086/529102 isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 66-72 p-issn: 2477-5924 e-issn: 2477-8478 66 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. pre-service teachers experiences during teaching practice in south africa: challenges and solutions oyinlola omolara adebola university of the free state, south africa e-mail: adebolaoo@ufs.ac.za abstract. pre-service teachers who want to become professional teachers are mandated to go for teaching practice at schools to implement the skills learnt in the classroom. therefore, it is crucial for proper and adequate preparation at various schools where they will be teaching. unfortunately, experiences from pre-service teachers, literature, and observations have testified that schools do not prepare enough, especially in resources. to address this issue, the study identified challenges pre-service teachers encountered during teaching practice and explored the possible solutions preservice teachers faced. the study adopted transformative leadership theory (tlt) as a theoretical framework, participatory research (pr) as research design, while transformative paradigm tp was adopted to lens the study. the selection of participants was done using a random sampling technique in order to be fair and unbiased. so, 10 out of 40 reflective assessments submitted by final year students were selected. student reflection was used as a data collection method, while thematic analysis (ta) was adopted to analyse the data generated. the findings show that schools do not adequately prepare to receive pre-service teachers for teaching practice. it thereby recommended that schools with the intervention of the government, should try as much as possible to render support, especially in the area of educational resources, since there cannot be effective teaching in its absence. again, the study recommends that schools orient learners about their perspectives towards pre-service teachers. keywords: pre-service teachers; teaching practice; preparations; student reflection i. introduction teaching practice has been described as an integral part of pre-service teacher education programmes in universities all over the world and therefore, student must pass it before the degree can be awarded (mukeredzi, 2016; hamilton & margot, 2019). teaching practice is the core of pre-service teacher experience that cannot be side-tracked nor neglected in the field of education. teaching practice provides preservice teacher the platform to put in practise the pedagogical knowledge and skills learnt. teaching practice has so many benefits to pre-service teachers, some of which includes the opportunity to be in the position of a teacher, be able to implement what is learnt in the classroom to reality, that is, being able to bridge between theory and practice (koross, 2016). teaching practice which is also known as work-integrated learning, can therefore be defined as training where pre-service teachers are exposed to classroom management, observation and teaching with the goal of knowing and being able to become professional teachers (msangya, mkoma & yihuan, 2016). apart from the fact that tp is the core centre for pre-service teachers’ degrees, the teaching experience is needed so as to allow them get familiar with the reality of practice, identify challenges and creatively suggest solutions. of course, tp comes with its own challenges that cannot be overcome suddenly but gradually with the support of schools and other stakeholders. in other words, it is impossible for pre-service teachers to graduate or complete their degrees without going for teaching practice and ensuring that they pass. while the department of higher education and training (dhet) oversees tertiary and vocational training, it is the responsibility of universities in ensuring that pre-service teachers are placed in relevant and safe secondary schools as teaching and learning could only be effective in a conducive environment (afrika, 2016). mokoena (2017) mentioned three crucial areas where preservice teachers should master: mastering teaching skills, acquisition of the role of a teacher, and experience. therefore, the aspect of teaching practice in pre-service teacher education is an integral part and that needs both the attention of government, universities, and pre-service teachers as well. for pre-service teachers to acquire these skills and become skilful teachers, there is a need for schools (primary and secondary) to join in giving adequate and relevant training to these would-be teachers. to achieve this, it means that there is a need for schools to be well equipped http://creativecommons.org/licenses/by-nc/4.0/ mailto:adebolaoo@ufs.ac.za journal of education, teaching, and learning volume 7 number 1 march 2022. page 66-72 p-issn: 2477-5924 e-issn: 2477-8478 67 with the necessary skills in order to mentor pre-service teachers effectively. on the contrary, lack of resources, language of instruction and overcrowded classrooms, to mention but a few, were said to be some of the major challenges faced by pre-service teachers according (msangya, mkoma & yihuan, 2016). pre-service teachers who are novices at the teaching practice period should be supervised by both the university (lecturers) and a mentor teacher in the particular school for some time. supervision of pre-service teacher by a mentor at this time is very important as to oversee the classroom teaching and learning activities for quality assurance, to encourage and to support them where necessary (mukeredzi, 2016). unfortunately, it was established that mentor teacher sees pre-service teacher as an alternative to shift their workload to when they are on tp. meanwhile, to the novice teacher, no matter how many times they have embarked on this exercise, teaching is still difficult for them to execute effectively (rauduvaitė, lasauskienė & barkauskaitė, 2015; koross, 2016). additionally, studies confirmed that preservice teachers still face so many challenges such as language of instruction, lack of resources, covid-19 pandemic, work overload from mentor teachers, and lack of discipline and respect among learners (aldabbus, 2018; mahmood & iqbal, 2018). this means that the above challenges hinder pre-service teachers from giving their best. pre-service teacher who teaches science subject complains of lack of laboratory, communication to learners in the english language was also mentioned as a barrier, mentor teachers giving pre-service teacher their work to do, learners not respecting pre-service teacher. there is a need for schools to make all the necessary arrangements for effective, smooth, and acceptable teaching preparation for the preservice teacher (hamilton, & margot, 2019). unfortunately, it was established that schools are never ready nor prepared to receive pre-service teachers for their practicals (nkambule, & mukeredzi, 2017; nketsia, opoku, mohammed, kumi, twum & kyere, 2021). hence, the study sees this unpreparedness of schools as a problem that needs to be addressed if pre-service teachers’ experiences should be enhanced. therefore, this study aims to examine the challenges preservice teachers faced during tp and to proffer possible solutions in this regard. theoretical framework transformative leadership theory (tlt) was adopted for the study due to its relevance. tlt was propounded by james macgregor burns (1978) with the assumption that people in leadership positions should work together with people who believe in their managing skills and look up to them with the view of being motivated. transformative leadership theory is interested in developing people by creating a platform for their followers to have a better chance of helping one another and being empowered to be the type of leader that can influence positive change in dayto-day people’s lives (odumeru & ifeanyi, 2013). from the information provided above about the theory, it is clear that tl is known for many good attributes of good leadership, such as the ability to motivate and engage followers, patient to listen, being able to tolerate every individual, and humility (korejan & shahbazi, 2016). in a nutshell, tlt can therefore be defined as a leadership style that intends to change people’s lives (budur & poturak, 2021). this fits into my study since it aims to better pre-service teachers' teaching skill from existing knowledge. with the support of school leadership where teaching resources are available and gaining respect from learners, pre-service teachers’ teaching experience would be influenced positively under tlt. this means that they have most of the things needed to obtain the required teaching and learning knowledge to teach effectively. additionally, when leaders in schools work closely with pre-service teachers, it motivates them to do more in becoming the best and that is why transformative leadership theory works perfectly in the study (purwanto, purba, bernarto & sijabat, 2021). despite the challenges pre-service teachers face during teaching practice, if leaders in authority could explore tlt, there would be positive experiences that would encourage preservice teachers to give their best. even though the study does not focus on mentor teachers, this theory emphasises the importance of grooming pre-service teachers for change (purwanto, purba, bernarto & sijabat, (2021). ii. methodology a. paradigm and research design this study adopted the transformative paradigm (tp). tp is a type of paradigm interested in bringing change to people’s lives. it is a paradigm that centres on the experience of the marginalised to transform the existing situation by seeking justice (kivunja & kuyini, 2017). tp is appropriate for the study because it aims to bring positive change to people’s lives and that is why it was chosen to complement the intention of the study, which is to identify challenges pre-service teachers face and suggest possible solutions to these challenges. this study adopted participatory research (pr) as the research design. working collaboratively with this set of people will help proffer solutions to the existing situation (bergold & thomas, 2012). pr emphasises the importance of people, individuals or communities sharing their personal experiences pertaining to a situation (omodan, 2020). participatory research is deemed fit for this study because it allowed the concerned, that is, would-be preservice teachers to share their experiences and suggest the way forward. it is believed that people in a particular situation are in the best position to tell their stories better (dube, 2016; kivunja & kuyini, 2017; omodan, 2021a; omodan, 2021b). b. method of data collection the study generated data through 4th-year students’ reflective assessment on teaching practice exercise. the reflective assessment was guided by certain questions that were asked concerning their experiences in teaching practice. questions like “what challenges did you encounter?” how journal of education, teaching, and learning volume 7 number 1 march 2022. page 66-72 p-issn: 2477-5924 e-issn: 2477-8478 68 were you able to overcome them?” this reflective task is to help pre-service teachers identify problems they faced during this time and to be able to provide solutions to them without the help of a mentor teacher. by taking part in this reflection, they will be informed of what to do when those problems arise. the rationale for the study was to investigate the experiences of 4th-year pre-service teachers who specialised in education (rauduvaitė, lasauskienė & barkauskaitė, 2015). c. participants and selection of participants the participants for the study consist of 40 final year preservice teachers. the study was aimed to investigate by means of reflecting the experiences of 4h-year sudents who just concluded their final teaching practice exercise. to identify the challenges encountered during this time and how they overcame them. hence, to achieve this, ten reflective assessments were randomly selected. random sampling is a form of data collection tool that is used within the total population and chooses participants unbiasedly. this means that from a particular setting with similar experience, anybody can be chosen as a participant (pandey & pandey, 2021). the relevance of the sampling is because it allowed the researcher to select the number of needed reflective assessments without being biased, which in this case, ten out of forty were selected. participants are represented with alphabetical letters (a-g) for anonymous sake. d. method of data analysis and ethical consideration thematic analysis (ta) was adopted to analyse the study because of its easy and flexible nature (vaismoradi & snelgrove, 2019). ta will help the researcher identify, analyse patterns, make sense of the data generated (tuanany, 2015), and adopt the six steps of data analysis according to (braun & clarke, 2013). these steps include the familiarising of oneself with the data collected, sorting of coding, theming/categorisating of data according to the meaning, reviewing of themes, defining of themes and analysis or reporting of data. the study falls under qualitative analysis; therefore, the thematic analysis helped the researcher analyse data according to the themes and subthemes (braun & clarke, 2006). ethical consideration is an important part of research that deals with participants' consciousness and willingness to take part in a project and as such, there is a a need for them to know by seeking their consent (akaranga & makau, 2016). since it is unethical to cajole anyone to participate, it is therefore mandatory for research to seek people’s consent. the researcher informed the participants about the study and assured them that their confidentiality was guaranteed both during and after the study. e. presentation of data this section presents the analysis and the interpretation of data based on the objectives of the study. the data were categorised according to the two objectives; the challenges faced by pre-service teachers during teaching practice exercise and the suggested solutions on how these challenges can be prevented by both pre-service teachers and schools. however, data were interpreted according to the participants' conversation on challenges and suggested solutions to preservice teachers during teaching practice. iii. result and discusion a. lack of teaching resources it is no doubt that for anyone to be effective in every sphere of life, there is a need for adequate resources to some extent. additionally, there is a need for resources for effective and smooth delivery of teaching content in teaching and learning. pre-service teachers who are still on training at universities and posted to schools for their practice should be provided with the necessary resources for effective teaching, but it was found that lack of teaching resources was one of the major challenges encountered and this hindered them from giving their best. it was shown that stress, work overload, lack of support were some of the factors school teachers face that prevent them from receiving pre-service teacher at their different schools (dias-lacy & guirguis, 2017; garcía & weiss, 2020; adebayo, ntokozo, & grace, 2020). in other words, according to the above scholars, lack of education resources hinders pre-service teachers from teaching as expected. below are participants’ conversations to confirm this. participant f: i could see that the majority of the class was not learning anything because the class was overcrowded, and other learners were making noise. participant g: some learners lost their stationery (exercise books, rulers, pens, and pencils) which delays the process of teaching and learning. participant c: physical education requires tennis balls, soccer balls and other materials. unfortunately, there were no such materials to support this subject as a learning area. participant d: in most schools where i was conducting teaching practices, especially in rural areas, there are no laboratories to conduct experiments/practical work, so in this case, i normally do experiments that do not require a laboratory. participant e: “the school i was doing my practicals in did not have resources, no laboratory, and no science kit. i was really challenging because we end up doing everything in theory”. participant f: “i’m a science teacher, my majors are science and mathematics. whenever i go to teaching practice, i teach natural science and technology. in natural science and technology, i do a lot of practicals and experiments. from the above conversations from pre-service teachers who were on their teaching practice during this study, it is clear that schools are not prepared to receive pre-service teachers in relation to the availability of educational resources. by the nature of physical science subjects, for instance, resources such as laboratory for experiment, tennis ball, soccer balls for physical education, to mention but a journal of education, teaching, and learning volume 7 number 1 march 2022. page 66-72 p-issn: 2477-5924 e-issn: 2477-8478 69 few must be important, otherwise, pre-service teachers will be hindered from teaching as expected. again, the issue of overcrowding is due to a lack of preparation by schools, according to participant f above. this participant further said that in such a congested classroom, most learners do not learn anything but rather disrupt the class. pre-service teachers are at the mercy of schools’ preparation and readiness in terms of teaching resources to succeed in their teaching practice. in the absence of these, problems such as overcrowded classrooms will continue to hinder pre-service teacher’s progress. ayua (2021) holds that when pre-service teachers do not have resources to teach, they tend to lack collaboration and experience, which automatically affects their performance. in a science classroom, for example, where pre-service teachers needs to do an experiment but do not have a laboratory or the chemicals needed. apart from being frustrated, they become unavailable, irrelevant and might lose interest in teaching in the future. the fact that lack of teaching resources deprived pre-service teachers from performing well due to the unpreparedness of schools was also reported as the major reason why learners’ performance was below average due to lack of resources in schools (mupa, & chinooneka, 2015). b. lack of respect lack of respect in high schools and among learners towards pre-service teacher has been linked to the unpreparedness of schools to receive these novice teachers according to the studies conducted by mupa and chinooneka (2015) ; mufidah (2019). this bad attitude is not limited to a particular country but rather a global behaviour. unfortunately, this habit has been reported as one of the challenges that hindered pre-service teachers’ performance during teaching practice. to support the above, below are statements from the participants participant g: “they didn't respect me because i appeared to be quite young. it was a humiliating experience because some of the students were talking back at me.” participant i: ‘learners not doing their homework when i have given them one. they also do not sometimes do their classwork and wait until corrections are being done to do it.” participant d: “some learners were not behaving well or cooperating during the lessons. teaching learners was not easy because the learners were different and came from different backgrounds, making them behave differently. some would be laughing, making noise, drawing things while i am busy teaching etc.” participant h: learners were behaving in a very bad way; they were so stiff and stubborn and could not perform in terms of results. i observed that behaviour because there is a lack of punishment, learners are not cooperating in the expected way; they are disorderly and misbehave. participant c: whenever i had to present a lesson (ls) they would disrupt my class and make noise as if i am not in the class. and at some point, they would encourage the innocent ones to join their shenanigans. from the first and the third statements, it's obvious that learners do not have respect for pre-service teachers regardless of their stature. this attitude could cause psychological effects on pre-service teachers, leading to poor performance, absenteeism from teaching practice, low-selfesteem, lack of confidence and peradventure, and hindered effectiveness. in my opinion, this is a sign that schools were not prepared to receive pre-service teachers from working as expected in such schools. the researcher believes that a school that is fully prepared would have warned or informed their learners of the consequences of not respecting either teachers or pre-service teachers. there is nothing as discouraging and humiliating as seeing learners laughing and talking back at pre-service teachers during teaching, bearing in mind that these are novices trying to find their feet in teaching. for instance, the third participant said learners were busy laughing and making noise while teaching was going on in the classroom and would give up in his/her career. definitely, the courage to teach wholeheartedly would not be there anymore and this could hinder their effectiveness again, i could deduce from the second participant that learners who failed to do homework know fully well that pre-service teachers could not punish them. in schools where there are stated rules and regulations regarding learners who default in doing their homework, this uncared and nonchalant attitude would have been curbed. this argument is supported by thompson (2018) that lack of discipline among leaners does negatively affect pre-service teacher effectiveness. from the fifth participant, he/she discovered that learners do not respect him/her because of the abolishment of corporal punishment by the government in schools coupled with the fact that that particular school did not prepare enough to receive pre-service teachers. lastly, lack of homework policy is a result of unpreparedness of schools; otherwise, every learner and even parents would have known what happens when their children fail to do homework. c. possible panacea to the challenges faced by pre-service teachers during the teaching practice exercise this section discusses the suggested possible solutions that pre-service teachers could explore in future when faced with such challenges since teaching practice is an integral part of their degrees. according to participants, if schoolteachers could give these two solutions: availability of resources and respect to pre-service teachers attention, preservice teachers teaching practice would be more effective. provision of adequate instructional material availability of resources is the key to success in any organisation that wishes to achieve its goal and objectives and therefore, schools are not an exception in this regard. resources are not debatable nor are they negotiable when it comes to teaching and learning, especially when dealing with pre-service teachers who are still training to become teachers. furthermore, the impact of teaching resources journal of education, teaching, and learning volume 7 number 1 march 2022. page 66-72 p-issn: 2477-5924 e-issn: 2477-8478 70 cannot be underestimated for several reasons, both for preservice teachers and even learners. resources enhance teaching; that is, it makes teaching to be real, felt, meaningful and fun. below are participants reports. participant j: “so i thought of how i could solve this, then i sat down and read some articles on how to manage an overcrowded classroom. i found three tips and i implemented them.” participant b: “as a science student, since there is no laboratory and instead of doing theory, i downloaded videos using my laptop which will help learners understand the experiment better. while playing that video, i also explained what was happening in chronological order.” participant c: “i was able to teach one of the topics i was afraid to talk about through video. i achieved this by asking them to watch a video and discuss some dangers of hiv/aids infection. this caused my learners to consider the dangers of prostitution, such as the risk of contracting hiv/aids.” participant e: “to manage an overcrowded classroom, i used to conduct extra time classes (morning and afternoon classes) with group learners who have low self-esteem among the gifted learners and also give them additional work to keep them busy during the process of teaching and learning.” from participants j and e, it is very clear that they struggled with overcrowded classrooms since the schools do not have enough classrooms to split learners into smaller groups that pre-service teacher can manage. despite their limited experiences and resources, the good news was that they came up with the creative idea of using social media to enhance their subjects by downloading videos for learners to watch. they knew the importance of using teaching resources and the advantages. even when schools do not have the resources, they went the extra mile to make their learners enjoy and understand the content. meanwhile, preservice teachers learn more, understand lessons the more, and increase their achievement, knowledge, and skills. nevertheless, there is a need for laboratory for pre-service teachers like participants b and c who teach science subjects. it is not new that resources help learners understand better as this allows learners to apply concept/theory to reality, their way of thinking will be enhanced, learning will be motivating, and retention will be fun and enjoyable. according to usman (2016); pino and viladot (2019), using teaching resources in the classroom promotes and brings out the good outcome. that is, there will be a better academic achievement for both pre-service teachers and learners. however, this study's kind of teaching resources includes any instrument or aids that could make teaching easily understood, such as projectors, laboratory, classroom, chalkboard, stationeries, photographs, maps, video (frimpong, 2021). d. respect for pre-service teachers as a solution for pre-service teachers to teach effectively and acquire teaching skills, there is a need for adequate preparation from schoolteachers. respect, especially from learners to preservice teachers and vice versa, is important. participant e: “i tried verbal discipline; they listen and apologise but do it again. i then applied a few strategies of managing classroom i learnt in tpr, like making sure that when we do something, we all do it simultaneously and anyone who fails to follow the instruction will get punished.” participant k: cleaning the classroom, push-ups and picking-up littered papers were my punishments to the learners who disobeyed the rules of the class and the lesson as well. participant d: i overcame that challenge of lack of respect by seeking the intervention of my mentor teacher when i could not bear it anymore. participant l: i reported the misbehaviour of my learners to my mentor teacher and told her about the disruption during classes. each learner was called to the office to say their problems. from the above statement from the e and k participants, it shows that the pre-service teacher were the ones who came up with their strategies to discipline learners since there are no rules from the school due to lack of preparation to receive pre-service teachers. as future teachers, they both thought of what could be done to maintain orderliness in the classroom and suggested strategies like tpr (total physical response), a type of classroom management that combines both verbal communication and physical body movement. while participant k introduced a strategy of cleaning the school environment as a punishment for any learner who disrupts the class. this shows good leadership skills, ability to manage the classroom, and creativity. this means that preservice teachers would do tremendously well during the teaching practice programme both in delivering content and performance if the school can offer support, especially in respect from learners. meanwhile, from participants d and l statements, the solutions suggested to the challenge of lack of respect to preservice teachers was to involve their mentor teachers to address the learners. again, learners have been invited to the principal’s office for questioning as to why they disrupted the class. this could be a control measure in the classrooms, and i will checkmate other learners. even though it was reported that there is a need for pre-service teachers to respect their learners for a smooth relationship between the two parties in order for good classroom management to be achieved (corzo & castañeda, 2017). hence, with the preparation of the schoolteacher, pre-service teachers teaching practice would be effective with increased performance. iv. conclusions from the literature, presentation and analysis of data, the findings showed that the lack of school preparation to receive pre-service teachers hindered teaching effectiveness. it is obvious from the above that if pre-service teachers receive support in the provision of teaching resources from schools, they will perform better both in teaching learners journal of education, teaching, and learning volume 7 number 1 march 2022. page 66-72 p-issn: 2477-5924 e-issn: 2477-8478 71 and acquiring good training. therefore, the study recommends that all relevant stakeholders work hand-inhand with schools in providing necessary resources and ensuring that pre-service teachers get supported to teach effectively and to obtain experience and for learners to acquire acknowledge that will better their lives. again, the findings show that learners lack discipline and as a result, pre-service teachers were not respected in the classroom. this could lead to demotivation. this study, therefore, recommends that schools should lecture their learners to respect pre-service teachers and also design a policy on learners’ discipline where they know that if found guilty, there are consequences to face. in conclusion, the study appeals to schools working collaboratively with universities to ensure pre-service teachers are motivated and supported to teach effectively. by so doing, we are building a good legacyand providing a conducive learning environment in the education system. with this, both pre-service teachers and learners will have a better perspective and embrace education more. references adebayo, k. a. ntokozo, n. & grace, n. z. 2020. availability of educational resources and 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(2) singkawang had a strategic role as a trading area and transit point for gold miners during the sambas sultanate. this condition lasted for a long time and made the people of singkawang at that time learn to blend in with each other. in its development, the history of assimilation made the city of singkawang finally used as one of the locations when there was an inter-ethnic conflict in west kalimantan. (3) coser's theory teaches that to avoid conflict there needs to be a safety value. in singkawang city, safety value is carried out through natural assimilation through marriage, including culture. apart from that, there is also artificial assimilation carried out by creating associations of both ethnicity and religion. keywords: singkawang; coser’s perspective i. introduction very interesting to study conflict research from various scientific points of view. social scientific clumps, both psychology, economics, sociology, anthropology, law, politics, history, including religion, can be used to study the reality of conflict in human social life. the study pattern of conflict cannot stand alone but also be supported by other social science disciplines. a conflict phenomenon does not only come from one aspect but other aspects also follow it. such a mindset needs to be understood together when studying a case including the conflict in society. indonesian society has a long record when it comes to conflict. since the kingdom era, colonial period, independence era, post-independence, reformation period, and post-reform era, the track record of conflict has not disappeared. the conflict here can take the form of verbal, psychological, and even physical violence. the hope is that the conflict can be minimized, especially after indonesia's independence. however, the reality of the conflict also continues to this day. talking about social conflicts, especially after independence, cannot be separated from the advice of the indonesian proclaimer. president soekarno once said that "my struggle was easier because it was against the invaders, but your struggle was harder because it was against the nation itself" (nailufar, 2020). president soekarno delivered this will during the heroes' day commemoration ceremony http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 168-172 p-issn: 2477-5924 e-issn: 2477-4878 169 on november 10, 1965. this will may sound strange in the past, but if you look at the present reality, it seems that president soekarno's will is true. conflicts between the nation's children are easy to find in today's social life. based on the results of historical studies, for example, it is known that in west kalimantan there have been conflicts between ethnic groups. the conflict involved major ethnicities such as chinese vs dayak, madurese vs dayak, and madurese vs malay. this conflict occurred over a long period (1) zasco (2011) mentions 11 times from 1962-1999. petebang (2000) mentions 12 times since 1952-1999. as kristianus (2011) mentioned 17 times since 1966-2008. the data of the three figures show that west kalimantan has a fairly high conflict vulnerability. in its development, the conflict in west kalimantan cannot be separated from the participation of the city of singkawang. singkawang has a big role as a post-conflict refugee destination. singkawang was chosen as a place of refuge because people have been able to live in peace and respect one another for a long time. this was also experienced by conflict-affected refugees who were gradually able to mingle with the surrounding community. the integration between ethnic groups is used as a safety value according to the thoughts of coser. this article aims to examine three main things, namely (1) the description of coser's structuralist theory, (2) the strategic role of the city of singkawang, and (3) the relevance of singkawang city to coser's theory. these three points are important to study to analyze the relationship between coser's theory and factual conditions in singkawang city. ii. methodology research on the city of singkawang in terms of lewis a coser's conflict theory perspective is very interesting to study. this article was examined using a qualitative descriptive approach. the data from this study can be in the form of words, pictures, and even numbers (danim, 2002). this research can also be used to describe or describe natural or engineering phenomena (moleong, 2007). this research data is presented in descriptive form. the purpose of this description is to find out the relevance of coser's theory with the conditions of singkawang city. data were collected using observation, interviews, and documentation as primary research data. besides, secondary data obtained from journals, articles, the internet, and other relevant sources are also used. iii. results and discussion a. functionalist coser theory talking about conflict theory cannot be separated from several names such as george simmel, robert k merton, talcott parsons, ralf dahrendorf, max weber, including lewis a coser. these figures are sociologists who specifically study and explore conflicts in social life. in this article, not all of the conflict figures' thoughts are taken to analyze the phenomenon of conflict in society. this article only focuses on the thought of lewis a coser. coser is a sociologist who was born on november 27, 1913, in berlin to martin and margarete fehlow coser. the coser family belonged to the jewish bourgeoisie. teen coser was heavily involved in the socialist movement. at school, he was not a diligent or extraordinary child. during his life, coser had studied at the sorbonne which focused on sociology studies, then continued his master's education at columbia university, and his doctorate at the university of chicago. as a sociologist, coser has succeeded in publishing some of his thoughts put into book form. coser's works include the american communist party: a critical history (1957), men of ideas (1965), continues in the study of social conflict (1967), master of sociological thought (1971). coser's work then became a reference for studying sociology from the contemporary context. coser's conflict theory emerged as a form of his concern over the dominance of the theory of talcott parsons and robert k merton. coser has firmly rejected the views of some us sociologists who have prejudice on conflict and the function of social conflict. coser has a belief that not all conflicts are oriented towards destructive, dysfunctional, and disintegrating connotations. the presence of conflict can unite conflicting groups (rofiah, 2016: 477). coser's view that conflict has a positive side cannot be separated from george simmel's thinking. a conflict is a form of social interaction that is quite basic. the conflict by simmel then linked with the emergence of the concept of cooperation. however, coser's focus was not on the interaction aspect but the principle of the conflict. conflict is believed to have a positive impact on every conflicting group. the presence of conflict can function to restore social integration. coser (1956) explained the conflict function, namely (1) conflict one group may serve to produce cohesion by leading to a series of alliances with other groups, (2) within society, conflict can bring some ordinarily isolated individuals into an active role, and (3) conflict also serve a communication function. besides, conflict can also create a more stable, flexible, and more integrated social system (kinloch, 2005: 225). increasing social integration between conflicting parties is the main focus of coser's conflict theory. rofiah (2016: 447) explains that indirectly the presence of conflict can increase a sense of internal solidarity. this solidarity occurs within the group's internal and external environment. psychologically, the effect of increasing group solidarity can strengthen social and emotional ties between group members. in a more complex way, as quoted by syawal (2016: 14), he explained his views on conflict as follows: 1. conflict is a process that is instrumental in the formation, unification, and maintenance of social structures 2. conflict can define and maintain boundaries between groups 3. strengthening group identity journal of education, teaching, and learning volume 5 number 1 march 2020. page 168-172 p-issn: 2477-5924 e-issn: 2477-4878 170 4. there is a safety valve to defend groups from social conflict. there are several types of conflict in the community. coser in ritzer & goodman (2004: 159) divides it into two, namely realistic conflict and non-realistic conflict. realistic conflicts are concrete because the things that are being fought over are clear. the source of this conflict will easily occur if it is related to economic and regional sources. meanwhile, non-realistic conflicts occur because of irrational and ideological motivations such as conflicts between religions, between ethnicities, and between other beliefs. this conflict can use any means including scapegoating certain individuals or groups. in its development, coser not only studied the phenomenon of conflict in society but also how to resolve the conflict. conflicts that occur can be resolved through the concept of safety value. this concept is a way that can be done to prevent a community or group from all possible conflicts (coser, 1956). b. the strategic role of singkawang city historically, singkawang city has had close ties with the phenomenon of inter-ethnic conflict in west kalimantan province. the conflict involved ethnic chinese vs dayak, madurese vs dayak, and madurese vs malay. uniquely, these three conflict events are always related to singkawang city. when the conflict occurred, one of the places that were used as a refugee area was singkawang. first, the conflict between dayak vs chinese ethnic groups. the conflict between the two ethnicities was limited especially after indonesia's independence. tamagola (2007: 35-36) explains that in 1965 the north kalimantan people's party movement (paraku) and the serawak people's guerrilla forces (pgrs) emerged in 1967 against the chinese by dayaks. the impact of this conflict caused ethnic chinese who originally lived in the interior had to flee to the coastal areas of west kalimantan. pontianak and singkawang were two destinations for chinese ethnic refugees at that time. second, the conflict between madurese vs dayak ethnic groups. the conflict between the two ethnic groups can be said to be the longest conflict in west kalimantan. seeing records from petebang (2005), shaleh (2004; 2005), tamagola et al (2007) at least twelve conflicts have occurred, namely in 1952 due to theft of traps or fishing gear, in toho kab. pontianak in 1967, in sungai pinyuh kab. mempawah in 1968 and 1976, in singkawang in 1977 and 1979, in ambawang bengkayang in 1983, in pontianak city in 1993, in pesaguan 1994, in sanggau ledo bengkayang in 1996, in siantan pontianak, kab. pontianak, sambas, and sanggau in 1997, in samalantan bengkayang in 1999. after the conflict, many ethnic madurese fled to kubu raya and singkawang districts. marhaban area, sedau village, south singkawang, for example, was the center for the madurese ethnic refugees at that time. third, the conflict between ethnic madurese vs malay. looking at the notes of saad (2003), shaleh (2004), and tamagola et al (2007), it is clear that conflict between two ethnicities has occurred sixteen times from 1950-1999. the conflict occurred in sungai dungun in 1955, semparuk 1960, parit setia 1960s, sentebang 1961, sui nyirih 1964, sb nilam 1966, jawai sea and matang tarap 1974, sb kuala 1976, lambau 1980s, matang terap 1985 and 1987, semperiuk b 1996, lambau pelimpaan 1997, sb usrat in 1998, and parit setia in 1999, all of which took place in district sambas. the victims of the sambas conflict fled to several areas including singkawang, both in the marhaban area of south singkawang and the roban singkawang tengah area. looking at the history of the conflict, the question arises, why is singkawang city always the destination of refuge? history records that singkawang has long been a trading center as well as a stopover for gold miners in the monterado area. this condition lasted for a long time or since the arrival of ethnic chinese to monterado to become gold miners and continued during the dutch colonialism era. it was this function as a stopover as well as a trade that made the singkawang are the main center of interaction at that time. the old interaction has led to assimilation and even mixed marriages between various ethnicities so that the sense of tolerance of the citizens is high. c. the relevance of coser's theory to singkawang city conditions the main teaching of coser's theory is more focused on changing the paradigm of conflict. conflicts that occur in society do not all lead to negative actions such as damaging, fighting, or even killing one another. conflict can also be positive. the view of conflict such as that of simmel was later expanded by coser to become a reference. these two figures see the conflict from a positive perspective. conflict perceptions converge on two views, namely the old and the new. robbins (1994) as cited by urbaningrum (1998: 17) follows table i. table i conflict view no views old views new views 1 conflict is unavoidable conflict can be avoided 2 conflict is caused by mismanagement in planning and organizational management or disruptors conflict arises because many reasons, differences in goals that cannot be avoided, differences in perceptions of personal values, and so on 3 conflict disrupts the organization and hinders its optimal implementation conflict can help or hinder the implementation of organizational (community) activities to varying degrees 4 duties of management (leadership) source: urbaningrum (1998) referring to the view of the conflict in table 1 above, it can be concluded that conflicts in society are relative. on the one hand, conflict can turn out to be a threat to various chaos in society. on the other hand, conflict can also be journal of education, teaching, and learning volume 5 number 1 march 2020. page 168-172 p-issn: 2477-5924 e-issn: 2477-4878 171 used as a medium to strengthen integration between community groups. the thing that distinguishes the two lies in the motives including the output to be achieved from each conflict event, both in very large and small intensity. talking about the conflict in west kalimantan cannot be separated from the strategic role of singkawang city. singkawang used to have a strategic function as a destination for refugees. after the 1967 conflict, many ethnic chinese fled to coastal areas including singkawang city (superman, 2017). the same thing happened after the 1997 conflict in sambas, where many madurese ethnic took refuge in singkawang (habibie, 2004). singkawang has always been known as a city that is quite friendly with diversity. in the era of the sambas sultanate, for example, the city of singkawang has functioned as a transit point for traders and gold miners. singkawang has a magnet when it comes to conflict studies. for example, coser's conflict theory can be a reference to see singkawang from a conflict perspective. singkawang is the epicenter of inter-ethnic peace in west kalimantan. the results of a survey conducted by the setara institute in 2019 determined singkawang to be the most tolerant city in indonesia, as written by melano (2018) in the tribun pontianak daily on december 7, 2018. this fact is proof that when diversity, especially ethnicity, is not the main problem in singkawang. singkawang is a new area resulting from the expansion of the sambas regency. this is stated in law no. 12 of 2001 regarding the formation of the city of singkawang. singkawang only took 20 years since the last time it occurred in 1999 between ethnic madurese vs malay. geographically, singkawang is directly adjacent to sambas and bengkayang districts. previously, these three regions were incorporated into one district, namely sambas. however, during the conflicts in bengkayang and sambas, the multiethnic community of singkawang did not split up. the communal conflicts that occurred in bengkayang regency and sambas regency became a valuable lesson for the ethnic groups living in singkawang city. this city is left by various ethnic groups including malays, dayaks, and madurese. however, when conflicts in other areas occurred, the ethnic groups in singkawang were not provoked to take similar actions. this can not be separated from the tight guard by the authorities such as the army, police, and community organizations. besides, the people also have a high sense of tolerance, love for peace, and a spirit of unity. seeing the social conditions in singkawang at that time, it was seen that the people were able to internalize a new conflict paradigm. this paradigm by robbins and urbaningrum is characterized by the belief that conflict can be avoided. coser (1956) states that every community group has safety values as an effort to avoid conflict. safety value in the context of indonesian society can be carried out through an assimilation process. integration is very important for multi-ethnic areas such as singkawang city. the process of reform in society can be carried out in two ways, namely natural and artificial, as follows: 1. natural blending in society is commonly encountered in marriage. marriage is an effective channel for carrying out the natural assimilation process in society. every member of society regardless of race, religion, and ethnicity can carry out the marriage process. abadi (2007) sees marriage as one way that all ethnicities and races in sumenep are united. integration can also be done through culture. the culture that exists in ethnicity can be used for the natural assimilation process in society. viranida (2016) gave an example when the parade was held tatung at the peak of the celebration cap go meh. the tatung use dayak attributes when in action. besides, it can be seen from the combination of ancient chinese ethnic taoist beliefs with local animism. 2. artificial integration the process of artificial integration is carried out by involving the participation of the government. efforts to integrate into singkawang were carried out by creating ethnic-based associations. in singkawang, there are 17 ethnic groups under forum pembauran kebangsaan (fpk) following the regulation of the minister of home affairs no. 34 of 2006. uniquely, four ethnic groups have been involved in conflicts, such as majelis adat budaya tionghoa (mabt), dewan adat dayak (dad), majelis adat budaya melayu (mabm), and ikatan keluarga besar madura (ikama). second, through religion-based associations. the association is called forum kerukunan umat beragama (fkub) following the regulation of the minister of religion number 9 of 2006. fkub members usually represent representatives of religious leaders in singkawang city, whether they are muslim, buddhist, christian, protestant, hindu, and confucian. besides, there is also forum komunikasi pemuda lintas agama (fk pela) whose members come from interfaith youth associations. iv. conclusions based on the results of the discussions that have been carried out, it can be concluded that the following three points: 1. coser's conflict functional theory is an elaboration of simmel's theory. concert theory. 2. singkawang is one of the destinations for refugees after the inter-ethnic conflict occurred. singkawang was chosen because it is known as an area capable of embracing social diversity in society. 3. coser's conflict theory has relevance to the city of singkawang. singkawang is a function of safety value because it can be a safe place for all ethnic groups. all individuals can live in harmony and side by side with each other. journal of education, teaching, and learning volume 5 number 1 march 2020. page 168-172 p-issn: 2477-5924 e-issn: 2477-4878 172 references coser, a lewis. (1956). the functions of social conflict. new york: the free press. danim, s. (2002). becoming a qualitative researcher on methodology planning, presentation, and publication of research results for beginner students and researchers in social sciences, education, and humanities. bandung: pt remaja rosdakarya. meleong, l. (2007). qualitative research methodology. bandung: pt remaja rosdaykarya patembar. (2005). dayak sakti. pontianak: institute of dayacology. pious, im. (2005). anarcultural communication problems. pontianak: pontianak press ritzer, g. & douglas, j. goodman. (2004). modern social theory. jakara: golden. the first edition was translated by alimandan from the book sociological theory: sixth edition rofiah, k. (2016). dynamics of relationship between muhammadiyah and nu in lewis a coser's functional conflict theory perspective. kalam, 10(2). saad. (2003). history of conflict between tribes in sambas regency. pontianak: kalimantan persada press shaleh, i.m. (2004). intercultural communication problem: a critical study of ethnic conflict events in sambas. jakarta: syarif hidayatullah state islamic university. syawal, m. (2016). interpreting conflict in a sociological perception through a functional conflict approach. tamaddun: journal of islamic culture and literature, 14(1). tamagola, et al. (2007). revitalization of local wisdom: conflict resolution studies in west kalimantan, maluku, and poso. jakarta: international urbaningrum, a. (1998). reform mines: a portrait of political conflict in the post-soeharto tribunal. jakarta: rajawali press. varanida, d. (2016). communication in socio-cultural integration between chinese and indigenous ethnics in singkawang. journal of communication science, 14(1). zasco, a. (2011). the essence of education value for conflict-prone areas in kalimantan. journal of sociology and humanities education, 2(2). isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 1 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. natural sciences teachers’ views on the quality of instructional leadership in gauteng schools cynthia b malinga1), loyiso c jita2), abiodun adekunle bada3) 1) the university of the free state, bloemfontein, south africa e-mail: cynthia.malinga@sasol.com 2) the university of the free state, bloemfontein, south africa e-mail: jitalc@ufs.ac.za 3) the university of the free state, bloemfontein, south africa e-mail: bada.aa@ufs.ac.za abstract. with the increase in demand for school-based tasks, teachers, especially natural sciences (ns) teachers, are increasingly in need of professional support and leadership that will improve their subject instruction. this paper investigates ns teachers’ perspectives on the type and quality of instructional leadership provided for ns teaching and how this leadership is adapted to implement the curriculum successfully. this study adopted a mixed methods research approach to investigate the quality of instructional leadership for ns teaching. we used a dataset of ns teachers from 243 schools. of these, 112 teachers completed the questionnaire and 10 were interviewed and observed from six schools in the gauteng province of south africa. the data obtained were analyzed using descriptive statistics for the quantitative strands, while the qualitative strands were coded and interpreted into themes. the findings revealed that some of the participants were novices in the teaching of some sections of ns and thus tended to seek help from their peers because of the less than expected and inaccessible leadership provided by heads of department (hods). this paper argues for the distribution of leadership by recognizing the contributions made by senior, leader, or master teachers to the professional development of ns teachers in general and the differential allocation of science hods along junior and senior secondary school subjects. this paper contributes to an understanding of the function of subject leadership beyond formal positions in the south african context. keywords: head of department; instructional leadership; natural sciences; senior teachers i. introduction natural sciences (ns) is a junior secondary subject that belongs to a group of science subjects (ng et al., 2015) constituting the science department in secondary schools. in the south african context, ns lays the foundation for at least four high school subjects, namely physical sciences (ps), life sciences (ls), geography, and agricultural sciences. the curriculum in south africa has been revised and the sequence and progression of topics within ns have been reorganized. one of the key prescriptions of the new curriculum in south africa is the need for school-based assessment tasks (sbats) for each science discipline of ns (department of basic education [dbe], 2011). this is because the importance and adequate teaching and learning of ns cannot be overemphasized in the development of any nation (bantwini & feze, 2017; christensen & rasmussen, 2017). teachers and other stakeholders, such as heads of department (hods), can play a major role in achieving set goals and objectives and the multi-disciplinary and complex roles played by the hod can make or mar the achievement of these goals. since most ns teachers and hods specialize in a maximum of two subjects, it might be difficult to have an hod who can successfully provide leadership for teachers in all the subjects. the kind of support provided for teaching ns in the context of it being a junior secondary school subject competes with the main gateway subjects such as mathematics and ps within the structural arrangement of science departments in schools (naicker et al., 2013). this support might be quite different from the support given in the senior phase. spillane and hopkins (2013) called this structural arrangement of departments in schools “a system and organizational infrastructure” (p. 2). this arrangement of departments in most secondary schools brings together a group of subjects, such as mathematics, mathematical literacy and life, natural, and physical sciences, http://creativecommons.org/licenses/by-nc/4.0/ mailto:cynthia.malinga@sasol.com mailto:jitalc@ufs.ac.za mailto:bada.aa@ufs.ac.za journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 2 and is headed by an hod. the hod, who is a subject specialist (angelle & dehart, 2011; wanzare, 2013) in one or two of these subjects, is responsible for establishing and ensuring high standards of teaching and learning in the subjects. considering a conglomerate subject such as ns, and with its particular demands, culture and philosophies, we focus on the support that ns teachers need and receive in order to improve their instructional practices. instructional leadership refers to actions that are related to teaching and learning, such as conducting classroom observations (ng, 2019). instructional leadership implies all the activities that should be done in order to guarantee the realization of classroom goals and objectives. ng (2019) opined that instructional leadership includes all leadership activities that indirectly affect student learning, such as school culture and timetabling procedures. most of these activities are usually carried out by the principal or the hod (vogel, 2018). even though the activities might not be officially documented, they are strong enough to guarantee the realization of school goals and objectives. studies on teacher leadership in south africa have focused on the context and culture of schools where such leadership is practiced (naicker et al., 2013; smith et al., 2013). most studies have focused on principals as instructional leaders (bush, 2013; ismail, don et al., 2018; ismail, mansor et al., 2018; winn, 2016; vogel, 2018) and, more recently, on deputy principals (chitamba, 2019). those that targeted hods investigated all hods in the schools and focused on senior secondary work (bambi, 2013). this study investigates subject-specific instructional leadership (spillane, 2005) because subjects have different cultures and philosophies and some subjects, such as ns, are conglomerate subjects. the phase where the subject is offered and the status of the subject in the schooling system influence how the subject is taught and how resources are allocated for teaching the subject (turner, 2003). hods see themselves as subject experts, while the school leadership expects hods to provide whole-school leadership at grade or phase level (bennett et al., 2003). changes in the curriculum necessitate that teachers be prepared and receive instructional support and guidance to implement the changes successfully. hods have better expertise than principals to provide this support and guidance in schools (york-barr & duke, 2004). instructional leadership involves sharing the vision with followers, monitoring the instruction and assessment standards, allocating resources, and reflecting on the outcome of the instruction (koh et al., 2011; harris et al., 2011). york-barr and duke (2004), however, explained instructional leadership as having shifted from these functions to a process whereby teachers, individually or collectively, influence each other in order to improve their instructional practice. this influence over colleagues is regarded as a key component of leadership practice (melville et al., 2014). it is teachers’ views about being influenced by peers in professional matters that are therefore considered as indicators of leadership success. the leadership process requires the leaders to have the ability to involve their colleagues collaboratively in mutual development and learning, with the aim of improving teaching and learning. lai and cheung (2013) defined instructional leadership as a collective undertaking that is constituted by collaboration of leaders and followers to perform leadership tasks at various contexts and levels in order to focus on changing and improving the culture, teaching practices, and student learning. it includes key aspects of teachers’ professional lives, such as curriculum and staff development, the planning and assessment of learning, and organizational and institutional evaluation. in this paper, instructional leadership will refer to all processes and practices by anyone in the school and the education district that positively influence professional matters relating to the teaching and learning of ns. the south african department of education (doe, 2000) identified specific areas of instructional leadership as related to whole-school evaluation. these are: setting up staff development programs, conducting classroom and follow-up visits, monitoring learners’ work, assisting teachers with lesson plans, discussing learner progress, moderating tests and examinations, and inducting new teachers. teachers know the kind of support, leadership, and development that they need, and they know the people within and outside the school who are likely to provide this support. it is in understanding this need and appreciation of their colleagues that teachers exercise their agency and look for help or take up leadership opportunities in and around the school (sherer, 2008). the south african dbe introduced a new curriculum and assessment policy statement (caps) with the aim of raising the standards of education outcomes in the country (dbe, 2011). in addition to caps, sbats have been introduced for each subject. teachers are expected to create their own assessment tasks. because teachers are the agents who implement the curriculum in the classroom, curriculum change can only be implemented successfully if teachers are adequately prepared for change. although sbats are important for the development of teacher professionalism (dbe, 2011), it has been observed that ns teachers are not fully equipped with the skills and knowledge demanded by the subject (umalusi, 2008). umalusi evaluators suggested that teachers lack resources to prepare for practical work; subject expertise, knowledge, and skills to develop sbats; and time to plan and reflect on the curriculum (umalusi, 2008). in the same context, kriek and basson (2008) argued that the challenges identified regarding training, professional support, lack of resources, and teachers’ poor subject content knowledge cannot be fixed by changing the curriculum. the recognition of these challenges by school leaders has marked an increasing shift of responsibility to hods in particular as curriculum leaders to support teachers in the development of sbats and the implementation of the new curriculum. the role of hods as instructional leaders has become invaluable in schools. however, the ability of the hods to meet this demand could be limited for a number of reasons, ranging from role overload (feeney, 2009), to role conflict and journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 3 ambiguity (kruskamp & zepeda, 2007), to lack of release time (glickman et al., 2011) and own specialization. the hod, as a formal instructional leader, is identified and appointed from among experienced teachers who are either lead or master teachers, or consultants who have been brought in as mentors or action research facilitators (melville et al., 2014). in south africa, the hod position has a statutory delegated authority because it is officially recognized in the school setting (mbatha et al., 2006). as part of the role, hods are expected to set subject goals and expectations for achievement, monitor achievement levels (for both teachers and learners), evaluate instructional practices and learning, maximize the effort of the instructional organization, and conduct staff recruitment and appraisal (doe, 1999). the hod’s role is characterized by complexity and contingency (hallinger & heck, 2011) and this is compounded by conflicting expectations of principals and teachers. hods have a dual role – they are expected to be teachers and administrators (siskin, 1994) and managers and leaders. wise (2000) maintained that the legitimation of the hod’s role emanates from acknowledgement by members of the subject department that the hod is generally knowledgeable about the subject and the development of all relevant instructional materials. furthermore, hods are expected to conduct class visits, model best practices, provide templates and guidelines, and provide teachers with feedback to improve their teaching (wanzare, 2013). literature has revealed that hods’ time is consumed by administrative work and that they do not often receive release time (brown et al., 2000) to focus on instructional leadership issues. the personnel administrative measures (pam) document (doe, 1999), which guides hod functions and mandates in south africa, expects hods to teach 85% of the time and to dedicate only 15% of their time to hod duties. hods have extremely limited opportunity to lead by example, identify and model good practices, and share this with the teachers they lead. this lack of time and sometimes expertise in the subject suggests that hods extend leadership (spillane, 2006) to teachers with expertise and experience in their departments. leadership need not be located in the principal only, as some studies have reported (hallinger, 2005; leithwood & jantzi, 2000; vogel, 2018), but can be “stretched” over multiple leaders (bendikson et al., 2012; timperley, 2005), including hods and even teachers. leadership has ceased to focus on certain strong leaders with exceptional powers and is now described in terms of “activities and interactions that are distributed across multiple people and situations” (timperley, 2005, p. 395). even then, subject leadership need not be located in hods only because they have formal positions. spreading leadership responsibilities over multiple leaders becomes even more relevant in light of the fact that science hods have to lead a federal department, where their expertise might not cover all science disciplines. spillane (2006) warned that instructional leadership should move beyond the principal or head teacher to include other potential leaders too. this change shifts the focus of leadership to the relationships of actors (both leaders and followers) and on their situations. spillane (2006) concurred that the distribution of leadership among both positional and informal leaders and the actual division of labor in the workplace strengthen the effectiveness thereof. the conceptual framework used in this paper shows how the instructional leader’s characteristics and his/her knowledge of the content and context and its problems can be integrated to provide leadership through effective interactions with department members and influence their teaching choices (robinson, 2010). six major components of leadership instruction have been identified in the literature and are discussed briefly. the first component of the framework is the leader’s personal attributes, such as subject proficiency, professional credibility (angelle & dehart, 2011; wanzare, 2013), and agency in resourcing the department. the second component is leadership practices, which include vision setting, building collegiality, developing teachers, and the way in which leadership is distributed among the department’s members (koh et al., 2011). the third component involves the way hods negotiate their influence through the school’s social, political, economic, cultural, and other contextual problems (robinson, 2010). the fourth component investigates the way hods influence teaching choices through setting instructional objectives, planning instruction, and developing reflective practice using mentoring, coaching, professional development, classroom observation feedback sessions, subject meetings, and action research (york-barr & duke, 2004). the fifth component encompasses management and administration, which overarch the role of managing people and resources (see fig. 1). the sixth and final component introduces the feedback loop and evaluation of the effectiveness of leadership. this paper focuses on only one component (4th component), the means of influence adopted by those who provide instructional leadership, whether formally or informally, to improve ns instruction. using the conceptual framework developed in this study, we examine the kind of instructional support that teachers receive and identify people who provide such leadership and support, by asking the following questions: 1. what are ns teachers’ views regarding the kind of instructional leadership and support they need and receive to improve teaching and learning? 2. who are the key role players who provide instructional leadership in ns teaching and learning? journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 4 fig. 1 abridged version of the conceptual framework for leading instruction (adapted from york-barr & duke, 2004) ii. methods this paper adopted a mixed methods research approach to investigate ns teachers’ perspectives on the quality of instructional leadership provided by hods. the justification for adopting a mixed methods approach is because it allows for the collection of both quantitative and qualitative data. creswell (2014) opined that a mixed methods approach allows the integration of numerical and qualitative information gathered in several ways. this will allow the achievement of a deeper and broader understanding of the research questions. we adopted the mixed methods approach because it was important to match the research methodology with the objectives and content of the research in order to generate an understanding of what ns teachers think about the instructional leadership, the support they receive, and the kinds of steps they take to meet their professional needs (cohen et al., 2011). a. mixed methods sampling a total number of 243 schools from the gauteng provincial districts were invited to participate in this study. only 112 of these schools accepted invitation to participate in the study, which comprised a subset of the sample. another subset was further selected for in-depth investigation. the quantitative strands of the data were collected from 112 ns teachers who responded to the questionnaire and the qualitative strands of the data were collected from 10 ns teachers who were interviewed and observed. creswell (2014) opined that the use of semistructured interviews, meeting observation, and documentary analysis allows for a deeper understanding of facts. b. description of instruments data were collected using self-report techniques (questionnaire and semi-structured interview), observational methods (participant observation), and secondary data analysis from artefacts and school documents (teddlie & tashakkori, 2012). the quantitative study used full-group data from 112 secondary schools (all the schools with grades 8 and 9) in four of the fifteen districts in the gauteng province. the questionnaire targeted respondents and explored their perspective on science hods’ instructional leadership practices and the frequency thereof, and who else they found useful in meeting their professional needs. the last section of the questionnaire collected biographic data of the respondents. c. procedure for data collection in this paper, we first focused on the biographic data of the respondents from all the schools participating in the study, because this informed the needs and expectations of the respondents regarding hods’ professional capacities. teachers’ needs are likely to challenge the hods’ ability to build relationships and collegiality (ghamrawi, 2010) and develop teachers, as well as the agency of the hods or other teachers regarding equipping and resourcing their department (angelle & dehart, 2011; york-barr & duke, 2004). the biographic data include profiles of the respondents, information on their subject proficiency, and their experience in teaching the subject. the extent to which the hods negotiated, distributed, and shared leadership with members of their department was also investigated. second, we investigated the means of influence that hods used to maintain focus on the core of the curriculum, namely teaching and learning (spillane & hopkins, 2013), as the vision of the department. some of the means of influence included informal interactions (printy, 2008) or formal means (such as subject meetings) and co-creating and using routines and artefacts (halverson, 2003; naicker et al., 2013). the third focus was on the professional development of ns teachers. since the change in curriculum, ns teachers need more support to develop and score practical assessment tasks, among other tasks that are now prescribed by the new curriculum (dbe, 2011). this support could involve mentoring (koh et al., 2011; naicker et al., 2013) and demonstrations, which some teachers prefer because they would rather learn from one another’s classroom practice than from formal programs offered at universities. such professional development support should be based on the teachers’ own contexts, goals, and knowledge and learner needs (vercio et al., 2008) as well as reflective and collaborative work expected at the schools (glickman et al., 2011; wanzare, 2013). we also observed five cluster meetings that had been arranged by the two district subject advisors. the teachers who attended the cluster meetings taught grades 7–9. the venues were packed, even overflowing. no register was taken; some teachers came late, some left early, as they travelled in groups. the meeting agendas were the same for each cluster in the district but differed for each district. the cluster meetings of the two districts that we observed differed in the kind of instructional support that was provided. one district provided an outline of the upcoming term’s content. the subject advisor used the “chalk and talk” approach and missed many opportunities to share information with teachers about misconceptions that she had identified in the content. she merely read the content of her presentation, outlining the content for the term. even when the teachers displayed doubt and misconceptions in their journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 5 understanding at the meeting, for example about the definition of certain concepts, the subject advisor did not take the opportunity to address and correct those misconceptions. the second subject advisor only explained the structure of the common examination that would be written and made announcements about upcoming science competitions. these announcements could have been sent to each school with the examination guidelines. this is a mixed methods study of six schools in two gauteng school districts to examine how teachers view ns instructional leadership at their schools. we specifically examined how different schools provided support in the form of professional development, classroom observation, mentoring, and coaching, whether by the hod, senior teacher, or peers. in this paper, we identify different modes of instructional leadership and explore opportunities for and practices of hods or teachers to support instruction, because leadership is enacted within the practical constraints of a local context (hallinger & heck, 2011). spillane (2006) argued for distributed leadership, and we explore whether the distribution is formalized or whether teachers use their agency, as suggested by sherer (2008), to take up leadership opportunities. d. mixed methods analysis mixed methods data analysis involves the use of both quantitative and qualitative approaches to analyze data. it also involves the combining of the two forms of data. the quantitative strands of data were analyzed using descriptive statistics such as frequency counts and percentages, while the qualitative strands derived from the investigation were recorded and transcribed. the data were coded and interpreted into themes using literature on instructional leadership and the conceptual framework. we ensured the anonymity and confidentiality of the participants by adopting the use of codes for the 10 participants who were interviewed and observed, such as teacher 1, teacher 2, … teacher 10. iii. findings as part of the results for this investigation, we present the profiles of the ns teachers involved in the study. in addition, the findings emanating from this investigation are reported according to the themes that were highlighted in literature. a. profile of the respondents in the study participating teachers were asked to indicate their qualifications and specify the areas of their specialization. although most respondents were qualified as teachers with either secondary education diplomas or degrees, 9.7% of them were not qualified to teach at secondary school level at all – they possessed matric or primary teachers’ certificates or diplomas (ptc/d), as shown in table i. table i shows that the majority of the respondents in this study were female (59.2%), while the male respondents who took part in the study made up 40.8% of the sample. table i qualifications and gender of respondents table ii institutions of professional qualification and age range of respondents institution <25 years % 25–29 years % 30–39 years % 40–49 years % 50–59 years % 60+ years % college 0 0 0 0 8 30.8 31 67.4 8 66.7 1 50.0 university 8 100 4 100 18 69.2 14 30.4 4 33.3 0 0 unqualified 0 0 0 0 0 0 1 2.2 0 0 1 50.0 total 8 100 4 100 26 100 46 100 12 100 2 100 table ii displays the ages of respondents and the types of institutions where they had qualified. age and type of institution were combined because older teachers in township schools anecdotally had attended teacher colleges. the institutions of initial teacher training were formerly just as segregated as the schools. most of the respondents (66.7%) were 40 years and older and 66.7% of those older than 40 years had qualified from teacher colleges and not from universities. this meant that they had three-year qualifications, as opposed to those who had qualified at universities with four-year qualifications. about 13.3% of the respondents were younger than 30 years and all of these respondents had qualified from universities. there were no unqualified respondents younger than 40 years of age. table iii shows that 52.4% and 49.4% of the respondents had less than five years of experience teaching qualification number % male % female % matric 5 4.9 1 2.3 4 6.6 primary teachers’ certificate or diploma 5 4.9 3 7.1 2 3.3 secondary teachers’ diploma 17 16.5 7 16.7 10 16.4 advanced certificate in education 20 19.4 7 16.7 13 21.3 b degree 24 23.3 11 26.2 13 21.3 postgraduate qualification 32 31.0 13 31.0 19 31.1 total 103 100.0 42 100.0 61 100.0 journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 6 grades 8 and 9 ns, respectively. approximately half (47.6% of grade 8 and 50.6% of grade 9) of the respondents had more than five years ns teaching experience. more than a third of the respondents (41.9%) taught grade 10 ps, over a quarter (26.8%) taught grade 11 ps and 16.1% taught grade 12 ps, irrespective of experience. fig. 2 indicates the areas in which respondents had specialized. just over half of the respondents in the study (53.6%) had specialized in ls, which covers a quarter of the ns syllabus (life and living). fig. 2 respondent specialization about 45.5% of the respondents had specialized in ps, which covers half the syllabus (matter, materials, and energy). almost two thirds (57%) of the respondents had specialization that enabled them to teach all the ns disciplines. a small percentage of the respondents (16.9%) were not qualified to teach any of the ns disciplines. table iii teaching experience of respondents experience teaching subject grade 8 natural sciences grade 9 natural sciences grade 10 physical science (%) grade 11 physical science (%) grade 12 physical science (%) n % n % n % n % n % 1–2 years 23 28.1 18 23.4 15 32.0 9 30.0 5 27.8 3–5 years 20 24.4 20 26.0 14 30.3 10 33.3 5 27.8 6–10 years 22 26.8 22 28.6 6 13.0 4 13.3 4 22.2 >10 years 17 20.7 17 22.0 12 25.0 7 23.4 4 22.2 total 82 100 77 100 47 100 30 100 18 100 table iv biographical data of teachers interviewed participant gender age range (years) institution of qualification qualification school experience teaching ns (years) teacher 1 f <25 university b degree promise 3 teacher 2 f 40–49 university b degree sheba 1 teacher 3 m 40–49 teachers’ college secondary teacher’s diploma knowledge >10 teacher 4 f 40–49 teachers’ college secondary teacher’s diploma knowledge <1 teacher 5 m 40–49 university advanced certificate in education (afrikaans) fhutura 2 teacher 6 f 40–49 university advanced certificate in education willowdale >25 teacher 7 f 30–39 unqualified hospitality – unqualified willowdale <1 teacher 8 f 30–39 university it – unqualified alpha 5 teacher 9 f 40–49 university b degree knowledge 6 teacher 10 f 40–49 teachers’ college secondary teacher’s diploma sheba >10 journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 7 we interviewed 10 of the teachers who had responded to the questionnaire and agreed to be interviewed. these teachers were selected because: 1) their hods also responded to the questionnaire, 2) their schools were representative of the diversity of schools in gauteng, and 3) the location of their schools was convenient for us in terms of travelling distance. table iv provides biographical information of the sample of teachers we interviewed. some of these teachers were teaching ns for the first time. three of these teachers, each from a different school, had the following to say about the experience of teaching ns: i can’t really say it’s four years because this is my first year in natural sciences. (teacher 4, knowledge) no, it is my first year i am doing ns. (teacher 7, willowdale) i am not sure because i am new this year in ns. (teacher 2, sheba) b. main research findings we present the findings of the study according to the six themes that were significant in the literature. 1. help with practical work 2. specialization effect 3. role players providing instructional support 4. subject advisor support from the district 5. professional development at schools 6. compliance practices 1. help with practical work and resources/apparatus: the participants were asked about the kind of support that they needed urgently and how they were being supported. some of their top priorities were assistance with experiments, developing assessment tasks, and securing apparatus for experiments and other consumables and resources such as textbooks. we collected data during the third term at one school and one participant had not even had the ns textbook at the time: [we do not have the] natural sciences textbook. it has been ordered. (teacher 10, sheba) a participant from another school also lamented the lack of apparatus needed to do the experiments or practical assessment tasks, saying: the challenges that we have is not that the practicals that we are doing are difficult; no, umm, the apparatus is the problem that we struggle looking for the apparatus because we don’t have a laboratory here and since we came to gauteng, we have never been given the apparatus. (teacher 9, knowledge) other participants from this and other schools shared the experience. there is no challenge as such, but when it comes to the apparatus and the science lab there and that’s where you get the challenge. (teacher 3, knowledge) and another one, we don’t do practicals. we must do practical for grade 8 and 9. we don’t have those [apparatus] things. (teacher 5, fhutura) i said, “sir, please help me here before i can do it [experiment] with the learners.” so, he supports you with material, i get material – anything that i need i have been able to get from him. (teacher 1, promise) in one case, the school did not have enough laboratories and the hod supported the participant by permitting her to use the hod’s laboratory. she would provide me with material because i didn’t have a lab; if i needed to do practicals, i would always use her class, her lab … there were more science teachers than the labs. so, if you wanted to do a practical, you had to ask a teacher who is occupying a lab so that you use their class. (teacher 1, promise) the hod also provided support by demonstrating how the experiment should be done. i didn’t know how to use that (ticker timer), i have never used it, i have only read [about] it. i had to ask him to demonstrate for me. (teacher 1, promise) the lack of equipment for practical work is one of the key contextual school conditions that hods in most south african schools have to manage and address and provide effective leadership in to improve the teaching and learning of ns. 2. specialization effect: because ns is a multidisciplinary subject, some teachers struggle with certain topics within the subject. both participants from sheba school were ls specialists and were comfortable teaching a quarter of the ns syllabus. this caused a need in the school to develop and equip the teachers for the other science disciplines. the hod had a big role to play in identifying and correcting this situation. i am good in the field of botany and zoology, but coming to the physics part of it, i am struggling. (teacher 10, sheba) the other participant from this school had a similar problem. as i am saying, it is a challenge, because much of the work in there [ns] needs a physical sciences teacher. no, there isn’t much; as a life sciences teacher, there’s only one part, so also much of my time has to be spent revisiting, like, the periodic tables, the reactions, all those equations ... it is time consuming and it is like now i am also studying on my own. (teacher 2, sheba) in contrast, teacher 4, from another school, was challenged by a different section of the subject: it (teaching ns) is comfortable, but the biology part is more demanding and maybe because i am more of journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 8 the area of physics and chemistry, you will find that the biology part, there is lots of things which you have to teach. [it could be] because biology is not my real area [of specialization]. (teacher 4, knowledge) teacher 6, a senior teacher, concurred that teachers were usually only comfortable with certain sections of the syllabus. they are very eager to do the life sciences but not eager to do the physical sciences. (teacher 6, willowdale) she expressed the opinion that teachers were not adequately prepared for all the subject disciplines. so, basically, you are going to get a teacher that is not fully rounded off in ns. so, the physical sciences is, how would i say, the part that they are not comfortable with. the life sciences is fine; they are not prepared to do the experiments, and this is where the subject becomes less and less, how could i say, developed. (teacher 6, willowdale) a participant from another school struggled with a different quarter of the syllabus, the earth sciences section. yah, the problem is earth and beyond. yah, i think it’s geographic. especially when you go underground, coming to mining and bla bla, you see i get lost that side. i don’t know what to teach learners, to be honest. (teacher 5, fhutura) a teacher from alpha school affirmed this. last year, i was struggling with earth and beyond because i do not know geography myself. i told the hod and he said he does not have a geography qualification, only maths. i asked the geography teacher to help me. (teacher 8, alpha) participants struggled with different sections of the four strands of ns, depending on their area of specialization. the effects of specialization were not impacting only teachers, but the hods as well because they have to develop the content and pedagogical knowledge of the teachers. we wanted to find out which colleagues or other individuals provided subject leadership to teachers if the hod could not, as was the case at alpha. 3. role players providing instructional support: responses from all the respondents in the study showed that hods were taking responsibility for the quality of science teaching and learning. we asked respondents to rank the hods’ responsibilities in order of importance using a scale of 1–5 where 1 represented strong disagreement and 5 represented strong agreement. the highest ranking responsibility was taking responsibility for the quality of science teaching and learning (table v). the next highest ranking responsibility was the setting of common exams, followed by making common decisions, and the setting of goals and priorities, as revealed in table v. other responsibilities involved standards and goal setting, and these were not necessarily contributing to improving instruction directly, except setting the goalpost. the last four responsibilities, however, provided a better picture of the instructional leadership practices of the hods. hods took moderate responsibility in familiarizing themselves with the grades 8 and 9 subject goals (ranked 7th) and developing their understanding of what was expected of the learners in each grade (ranked 10th with a mean score of 2.69). the mean score for providing opportunities to learn, coordinating professional development, and helping teachers do well was 3.55. providing classroom observation feedback received a mean score of 3.51. these ratings were at the border of agreeing and being neutral. these responsibilities were ranked very low, 8th and 9th out of ten activities, respectively. it can be concluded that the hods did not consider these instructional leadership practices very important in improving instruction. table v ranking of hods’ responsibilities (n = 112) hod responsibility mean ranking the hod takes responsibility for quality of science teaching and learning 4.01 1 the teachers in my department work together to develop common exams/tests for particular subjects 3.95 2 there is a great cooperative effort among my department’s members in making decisions 3.93 3 the hod sets clear goals, priorities, makes plans, and sees that they are carried out 3.92 4 the hod sets high standards of science teaching and learning 3.82 5 the hod coordinates the content of my subjects and rotates assignments 3.73 6 the hod is familiar with the content and specific goals of the subjects taught by teachers in our department 3.64 7 the hod provides opportunity to learn, coordinates professional development, and helps teachers do well 3.55 8 the hod provides classroom observation feedback 3.51 9 the hod understands what learners do and are expected to do in each grade 2.69 10 though the hods were taking responsibility for the quality of teaching and learning, it was not evident from the questionnaire data how they were doing this, except by doing some management and administrative work for the teachers and submitting departmental reports to senior management. we followed up by conducting interviews with the participants. the participants were asked how their hods supported them. one of them responded: journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 9 she observes our lessons, the learners’ books, checks with the work schedule and how you have been moving with the work schedule, and then, if there are any problems, she highlights them and if you also have problems, you also highlight them to her. (teacher 4, knowledge) the participant from fhutura was not satisfied with the kind of support she received from the hod. she expressed her expectations of the hod: he checks ... we are not satisfied in such a way … yes, [we expect him] to go deeper or to support more …, we’ve got problems on 1, 2, and 3, but delegates (senior teachers) would help us. they will go deeper in researching those things. (teacher 5, fhutura) we probed to find out who else provided instructional support. we investigated if there were any senior/master or lead teachers at the schools. this school did not have a senior teacher who assisted with ns. coming to natural sciences, we don’t have. yes, there’s an hod. (teacher 5, fhutura) in the questionnaire responses, respondents rated the senior teacher as the most helpful person, slightly more helpful than the hod and the subject advisor (fig. 3). because some respondents had indicated that they were senior teachers, we explored other examples of teacher leadership. the respondents were very aware of their subject-expertise shortcomings, but they also knew who could provide the instructional leadership and support that they needed. fig. 3 the most helpful person according to respondents’ view in high-performing schools (naicker et al., 2013), the principal ensures that experienced teachers assist novice teachers in the classroom. for the schools in the study, it was not a matter of teaching experience of ns teachers. rather, what mattered was expertise and insufficient content and pedagogical knowledge to teach certain sections of the subject for which these teachers would seek help from other teachers or the hod. in these schools, support was not planned by school leaders, but happened sporadically. the participants quoted below provided instructional leadership and freely shared their expertise, thereby complementing each other without involving the school leadership. the other lady came for the physics part of ns. she came to consult with me on something that she didn’t understand and we are sharing material. it was the one of calculating weight on the moon. she said she didn’t know how to do calculate weight, i don’t know, because she also teaches isizulu. (teacher 1, promise) one participant from knowledge school provided instructional support in another strand of the subject. last time, i even helped mrs kim with the part of the cells. she’s fully in physics, so when she comes to using the microscopes, it was not easy with the objective etc. (teacher 9, knowledge) this same participant received help from her colleagues in the section of the syllabus in which she was not specialized. i’m usually being helped by mr sand and mr max. (teacher 9, knowledge) the participant from fhutura indicated that he frequently needed help from colleagues, rather than from the hod. i’m always relying on other teachers; they just show me that now we are doing 1, 2, and 3, because we’re sharing (teaching the same grade) and they help me. they just assist me. (teacher 5, fhutura) it is evident that the participants were very open to helping each other and showing some teamwork and collegiality. journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 10 i think it’s a good spirit now because we are working as a team, as a family. (teacher 3, knowledge) 4. subject advisor support: we wanted to find out if teachers received support from subject advisors from the local district office or the province, in addition to support from the hod and other teachers in the school. we observed cluster meetings organized by the subject advisors, regarding which participants responded as follows: i can say they (cluster meetings) are useful, depending on the active participation of every member. i like being a listener. (teacher 10, sheba) participants from other schools confirmed their attendance of the cluster meeting, but stated that it was only for caps training. [we do attend workshops] from outside. yes, we go outside … [called by] the district, the facilitator. since from the beginning of the year, we attended once, saturday, it was once. [it was for] caps training. (teacher 5, fhutura) not lately, no. when we did, it was caps. (teacher 4, knowledge) alpha school seemed to benefit extensively from the subject advisory services. the fact that their hod was a mathematics specialist could be a contributing factor to their reliance on the ns subject advisor for instructional support. the participant from alpha affirmed: we attend cluster meetings once a quarter. when we attend, we can ask questions like how to treat certain topics. (teacher 8, alpha) the hod from alpha school indicated that when he did classroom observations and picked up challenges, he referred teachers to the subject advisor. when i see shortcomings, i refer the teachers to the facilitator (subject advisor). (teacher 8, alpha) this hod also mentioned that he received materials from the subject advisor and relied on these colleagues for subject support. we receive material from the subject advisor, but only on the fet side, not get. i only saw the specialist once at the school. otherwise, we go to them when we need assistance. (teacher 8, alpha) a participant from another school confirmed the visits by subject advisors. where the subject advisor usually comes to our school, then after that it’s when we sit down and check the matter that we have discussed there and how we are going to deal with it. (teacher 9, knowledge) subject advisors also visit the schools, mainly to monitor the implementation of sbats. subject advisors will visit schools, depending on their schedules. (teacher 10, sheba) not all participants, however, saw the need for support from district officials. the participant quoted below is a senior teacher and probably feels competent to teach ns without the help of the subject advisor. she was a very experienced teacher, with more than 25 years teaching experience. i have nothing to do with them (district officials). (teacher 6, willowdale) the findings suggest that subject advisors did provide instructional support to most schools in the form of school visits and cluster meetings. teachers seemed to benefit more when they approached the subject advisors for specific help than from generic help that was provided at cluster meetings, given that these meetings lasted about 90 minutes only, took place once a term, and each was attended by the teachers of more than 50 schools. almost all schools in the study demonstrated the need for organized professional development of most ns teachers. this is because teachers were usually qualified to teach only certain sections of the syllabus and always needed instructional support from colleagues to help them teach those sections that they were not qualified to teach. we probed to find out if the schools provided any professional development. 5. professional development at school: table vi shows that less than half of the respondents (43.75%) had received either less than six hours or no professional development at all. approximately 20% of the respondents indicated that they had received more than 15 hours of professional development in the last 12 months, which was about two days of training or development. table vi number of hours of professional development no. of hours no. of respondents % none 15 13.4 <6 hours 34 30.4 6–15 hours 26 23.2 >15 hours 22 19.6 no response 15 13.4 it was later established during interviews that the only professional development that the participating teachers had ever attended and that they reported on was caps training. some respondents (13.4%) indicated that they had not attended any development sessions in the last 12 months. the participants who were interviewed concurred that they had not received any professional development. no, we didn’t have. (teacher 1, promise) a participant from sheba school was very frank, saying that there was no organized professional development at her school. no informal teacher development. (teacher 10, sheba) journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 11 another participant from this school concurred and said she had not even attended the caps training. no, i never attended. another difficulty, truly speaking, i never attended the caps training for ns. no, [because] i was not teaching ns. i need it, because as teachers, learning is lifelong. (teacher 2, sheba) a participant from knowledge school concurred: umm, not really, so far not [no professional development] really. (teacher 4, knowledge) participants were then asked about the frequency with which hods provided this support, using a scale of 0 to 4, where 0 was “never did that activity” and 4 was “always practiced”. table vii shows the mean frequencies of the instructional leadership practices from the respondents’ perspectives. the findings on the frequency of instructional leadership practices showed that the most frequent practices involved monitoring and controlling learners’ books, tracking their academic progress with means equal or above 3.00, and using this information to provide feedback to the teachers. these practices were compliance activities that hods used to monitor content coverage. they collected learners’ books and went through them, comparing the number of activities in the books with what is expected by that time in the year plan. they would then stamp and sign the books. feedback would involve informing the teacher whether he/she was on track. the responses of respondents in the study showed that hods occasionally or never developed and prepared material with the teachers (mean = 2.32), and occasionally discussed how to teach particular concepts or lead professional development (mean = 2.29). these practices were ranked 11th and 12th in the questionnaire. about 17.9% of respondents indicated frequent provision of professional development, despite receiving less than 15 hours of professional development, as indicated in table vi. evidently, hods did not lead the professional development (ranked last in table vii). this correlated with the qualitative data, that the professional development the participating teachers reported on was mostly caps training. table vii frequency of instructional leadership practices instructional leadership practices frequency of il practices mean ranking monitors and controls learners’ activity and assessment books 3.22 1 carefully tracks learners’ academic progress 3.00 2 provides regular and useful feedback/suggestions on my teaching 2.98 3 actively monitors quality of science instruction 2.83 4 monitors subject content coverage 2.71 5 does classroom observations 2.68 6 works directly with teachers who are struggling to improve instruction 2.61 7 knows what is going on in science classrooms 2.61 7 visits other teachers’ classrooms to observe their teaching 2.42 9 allows informal observations in his/her own classroom 2.37 10 works with my department to prepare teaching material 2.32 11 discusses teaching of a particular concept with the staff 2.29 12 leads professional development sessions in which you participate 2.20 13 fig. 4 content of professional development sessions journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 12 however, the questionnaire responses painted a positive picture regarding teachers receiving professional development. fig. 4 shows the areas in which respondents had received training in their schools. the questionnaire did not specify who provided development and what type of development was provided. most respondents indicated that they were professionally developed on subject content (71%), assessment (69%), problem-solving (59%), and practical work (66%). a little more than half of the respondents (52%) indicated that they were developed in pedagogy. the interviews revealed that some hods did lead some professional development activities. yes, at the end of the year we had something like that where she was interacting with us. [she showed us] how to tackle the topic of matter and material but under the banner of atoms. (teacher 3, knowledge) the participant from fhutura indicated that they received some corrective training after doing something wrong, particularly regarding experiments and assessment. no, at school we don’t have. we only have if maybe we set something wrong, maybe we want to set a test or maybe a practical, since this now starts with caps. he (hod) calls three of us and when we’re there he shows us this one and this one to correct us. (teacher 5, fhutura) just over half (56%) of the respondents indicated that their hods frequently did classroom observations. in contrast, almost a quarter said they were only occasionally or never observed in class. we followed up with participants through interviews to establish whether they were actually observed in the classrooms and whether they had received feedback. when we probed further regarding classroom observation, it became apparent that the classroom observation that they mentioned was compulsory observation for the integrated quality measurement system (iqms), which is a compliance activity. it was confirmed that only the hod from knowledge school did classroom observations that were outside the iqms and they were unannounced. the natural sciences, she is doing class visits … she just comes, so at any time she can walk into the class. (teacher 3, knowledge) another participant from this school confirmed this practice. she observes our lessons, observes the learners’ books, checks with the work schedule, and how you have been moving with the work schedule, and then, if there are any problems, she highlights them and if you also have problems, you also highlight them to her and then finding a way forward. (teacher 4, knowledge) the participant from fhutura confirmed that classroom observations were done at her school and she had received feedback. yes, they do classroom observations. it’s useful, yeah. i always get feedback. he’s always telling me that i must fix my classroom. (teacher 5, fhutura) in sheba school, curriculum management meetings were conducted every second week, where the hod would monitor the work of teachers and learners’ progress. there was no mention of classroom observation feedback being provided at this school. ja, we do, that is during this curriculum management meeting’s time, when he must just come. (teacher 10, sheba) professional development and classroom observations are effective modes of instructional leadership. the findings suggest that these instructional leadership practices were not enacted in the schools despite the great need and opportunity presented by teachers who struggled to teach certain sections of the syllabus. the school leadership seemed to shy away from proactively leading professional development of their teachers, whether by doing it themselves or by inviting external help, except in a few cases, such as in alpha school, where the hod frequently referred ns teachers to the subject advisor. 6. focus on compliance: in a study by brown et al. (2000), hods did not receive release time to carry out their hod duties, but spent most of their time doing administrative work. in a study by malinga and jita (2015), it was established that hods only did compliance activities and did not necessarily provide effective instructional leadership. some of the compliance activities involved conducting iqms classroom observations, holding subject or departmental meetings, and monitoring learners’ books for content coverage. the quality and effectiveness of these activities were questionable and were reduced to merely ticking the checklist. we probed for compliance activities that hods engaged in at the schools where we followed up with semi-structured interviews. one of the participants from sheba school described how the curriculum was monitored at his school. you submit to the hod, and the hod gives it to the deputy, and then they count the number of exercises you are doing and look at the work – if it is of standard or not. they check the books and then they stamp and then they recommend. (teacher 10, sheba) the other participant from this school confirmed this, though she believed that not everything that was done was beneficial, but was merely being done to comply with policy. no, certain things, you know, sometimes we just do them because, i mean, that is the policy, though sometimes they are not beneficial. (teacher 2, sheba) she went on to describe what was done simply to comply with policy, in her view: journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 13 the management plan, when to submit, all those things, of which, as i am saying, most of the things are repeated at meetings. (teacher 2, sheba) a participant from another school also described what was done for compliance. monitoring of the learners’ books, but that monitoring of the class books is intertwined to the class visits. so, when she visits a class randomly, she picks up the books from the learners. (teacher 3, knowledge) another major compliance issue was frequent subject or departmental meetings. this role is prescribed in the job description of hods (doe, 1999). in one study, hods reported that they held these meetings at least once a school term (malinga & jita, 2015), although, in some schools, these meetings were sometimes skipped due to other pressing demands on hods’ time. we asked respondents about the frequency of certain topics or activities being raised at the meetings (fig. 5). some respondents (59.3%) agreed that hods always or frequently called meetings and discussed staff problems in meetings (50.5%) (fig. 5). other respondents (39.8%) confirmed that their hods occasionally or seldom called meetings. we analyzed the subject meetings to determine if any instructional support and leadership were provided at these meetings to teachers as a group. the participants were asked what was discussed at subject or departmental meetings and they responded in the following manner. we discuss if there are any problems, how far we are with the syllabus, if there are any problems in the assessment tasks, how we moderate each other’s work, who is going to prepare the preparation or the exam or the test or things like that. (teacher 1, willowdale). fig. 5 the frequency of subject meetings a participant from another school mentioned that they discussed important pedagogical issues at their meeting. if the learners are failing, they want to know what support we are giving the learners. (teacher 1, promise) they also occasionally discussed particular subject concepts or jointly prepared teacher material in these meetings. fig. 6 displays the topics that are discussed at the subject meetings. there was no evidence of discussion at meetings of teachers’ performance; neither was there evidence of a review of learner achievement data or a schedule of class visits or observation. more than a third of the respondents (38.5%) expressed neutrality about discussions on professional development in subject meetings. it has been gathered that professional development was rarely done in schools, as discussed earlier. almost two thirds of the respondents (63.9%) rated content coverage as a frequently discussed item. this was also ranked as one of the most frequent practices of hods, in table vii, namely monitoring content coverage through checking learners’ books. teacher 9 mentioned that they monitored curriculum coverage based on the examination question paper that had already been set. they used the question paper as the benchmark and target to teach towards. we usually sit down and share the [question] paper and see how far we are on the paper setup and she will usually call us and say we have to see how far we are so that we can speed up the situation so we can cover the syllabus. (teacher 9, knowledge) approximately half (47.7%) of the respondents in the study rated assessment as a topic that was frequently discussed in subject meetings. the assessment matters they discussed related mostly to who would set the examination, deadlines for submission of marks, and learner progression schedules. interview data from participant transcripts confirmed this. the participant below revealed that they met to plan the term ahead or allocate roles for setting examination papers and the exam schedule. it’s actually depending what are the circumstances leading to the meeting. like at the beginning of each term, we divulge the route for the learners and then, during the course of the term which are setting of the exams, so we have to be briefed on how we should set the exams and the due dates and everything. (teacher 4, knowledge) another participant from this school confirmed that they focused on administrative work and the schedule for assessment tasks. and in those meetings, we decide who is going to make some copies, the date of those formal activities. (teacher 3, knowledge) a participant from another school confirmed that their meetings were also about assessment roles and the schedule. yes, towards the setting and for moderation. we have meetings in case when we’re going to find out who is going to set the test. (teacher 5, fhutura) journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 14 fig. 6 topics discussed in meetings iv. discussion the findings from this study clearly revealed the challenges involved in leading ns instruction in the current context of south african schools. even experienced ns teachers may have been teaching only the theory of the subject for a long time. the new curriculum now specifies an experiment a term for each science discipline of the subject. this requirement has created a number of challenges for and inadequacies in ns teachers. in the past, school visits by district officials focused on grade 12 subjects, but now, the doe has increased the monitoring of the implementation of sbats. from the data presented, it is evident that participants needed different types of support and instructional leadership. in cases where participants did not have access to this support formally, they identified their own leaders (support system) who could provide them with the support they needed. this finding is consistent with the argument by spillane et al. (2003) that teachers construct their own leadership. being appointed to a leadership position should not only be based on seniority or position, but on the expertise and experience of the teachers (ghamrawi, 2010; guthrie & schuermann, 2010). hods teach and are also class (register) teachers; therefore, they have little time to do hod work. teachers, like all other followers, need instructional leaders who are available when the need arises for guidance and support. participants expected their instructional leaders to have sufficient expertise, experience, and subject knowledge to meet their needs. they also expected the leader or hod to be available to provide support, in the form of demonstrations, mentoring, and coaching, as often as possible. in the study, a number of participants reported needing their hods for assistance, but the hods were “too busy” and did not have release time to do hod duties. the findings showed many reasons why participants required assistance. the new caps curriculum, among other educational changes, arranges and allocates a term to each ns strand or science discipline. with this arrangement, one sbat was introduced per term. this means that teachers have had to set a practical assessment task for each science discipline, even the science disciplines in which they had no expertise. consequently, they were likely to need assistance in this regard. science education in south africa has been characterized by plenty of theory and less practical application. even teachers might not have been exposed to practical work (makgato & mji, 2006) during their own schooldays or during their training, largely due to the lack of laboratory equipment. the findings revealed that schools do not have big enough laboratories to accommodate over 500 learners a week; neither is there enough equipment at these laboratories. where there are laboratories, there is usually only one or two laboratories and grades 11 and 12 learners are prioritized for experiments because of the national focus on these senior grades. ns teachers need guidance and support from hods to, firstly, source apparatus so that they could do the experiments – which could sometimes involve borrowing from other schools. secondly, ns teachers require assistance to schedule ns classes for experiments at the existing laboratories, ensuring that laboratories are available for the teachers to prepare and conduct experiments. the challenge that participants had to design experiments for learners and assess these practical tasks was compounded by their lack of specialization in some science disciplines. some schools allocated the development of these tasks to either senior teachers or teachers who possessed the necessary specialization. in some schools, the hods set these assessment tasks themselves, even though development of these tasks could serve as an opportunity for professional development of teachers. the school conditions as described in the conceptual framework played a big role in the type of instructional leadership that hods in the study displayed. the conditions required that hods used the right journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 15 attributes and means of influence to secure apparatus and to ensure that the little equipment they had was not reserved for senior classes only. leadership involved drawing from the management and administrative components to utilize schedules, routines, and artefacts for designing a timetable for sharing the laboratories. secondly, more than a third of the participants in the study were either teaching ns for the first time or it was their second year of teaching. rivkin et al. (2005) argued that learners taught by an experienced teacher achieved better results than those taught by an inexperienced teacher. even if a teacher was an experienced teacher, ns brings with it new challenges. the fact that some participants were inexperienced is no different from a study done by rollnick and brodie (2011), where teachers indicated that there were areas where they were not confident to teach in their work. the fact that hods themselves do not teach ns could also render them incapable of supporting teachers in the subject. the new curriculum has brought changes that someone not teaching the subject might not know about. the fact that ns drew from at least three science disciplines (life, physical, and earth sciences) alone was a huge challenge. very few teachers have qualifications in all three disciplines. the findings of this study indicated that just over two thirds of the participants stated that they could teach ns with confidence. these findings were made from self-reported data and were not tested in this study. some of the participants who were teaching ns for the first time had not even attended the caps training. this led us to the third reason why ns teachers would need strong instructional leadership. the hods did not attend the training or the cluster meetings, except for the hod from sheba school. the fact that hods did not attend meetings or sessions organized by the subject advisors could contribute to their lack of knowledge regarding the subject demands. therefore, they could not provide the assistance that the teachers required in ns. it was at the caps training that the new approaches and all subject demands and expectations were outlined. in their allocation of subjects every year, the school leadership did not consider teachers’ preparation for the subject. a new teacher in the subject would need more guidance from specifically the subject leader in order to implement the new curriculum. at the beginning of each year, it is the duty of the hod to recognize and consider that some of the teachers in the team would not have attended new curriculum training, because they would be teaching the subject for the first time. this would open up an ideal opportunity for the hod to coordinate professional development for the department’s teachers. there was no evidence that hods in this study took advantage of this opportunity. the importance of the role of the hod or the senior teacher in this regard cannot be overemphasized. the fourth reason why teachers would need strong instructional leadership relates to the teachers’ area of specialization, across all ranks. secondary school teaching requires teachers to specialize in certain subjects. the level of specialization of participants informed the kind of professional leadership and support that they would require and expect their institutions to provide. hods might have specialized in one subject, but they had to supervise others in subjects they themselves were not specialized in. some participants in the study had not specialized in any of the sciences at all. those that had specialized in one discipline needed help in the other disciplines. very few participants had specialized in both ls and ps and a few (often older) participants may have done an advanced certificate in ns. although ns is a subject that is designed to expose learners to all science disciplines, it still required enough in-depth knowledge of each discipline to adequately prepare learners who wish to follow that discipline in senior secondary and tertiary studies. it is the school’s responsibility to ensure that the teachers they allocate to teach this subject are adequately qualified, or to put systems in place, such as appointing senior teachers, to be available to provide much-needed assistance to ns teachers. a. professional development to implement the changes in the curriculum, the doe had been providing piecemeal, workshop-type professional development that was not effective (kriek & basson, 2008). lai and cheung (2013) argued that promoting professional development is the most influential instructional leadership mode for sustained improvement of teaching and learning. the development can take various forms, including but not limited to short meetings, half-day sessions, a few days training, weeklong conferences, seminars, and continuous professional development, supervision, and evaluation of teachers with feedback and follow-up. development plans drive the needs of teachers (vercio et al., 2008) and involve critical reflection and follow-up, mentorship, and dialogues about the effectiveness of instructional practices on learners’ work (koh et al., 2011). glickman et al. (2011) maintained that professional development fosters pedagogical, emotional, social, ethical, and cognitive development. according to the findings, the biggest need seems to relate to practical work, especially designing experiments for the sbat in areas in which teachers were not specialized. in some cases, the problem is a lack of resources and trying to find the apparatus needed for particular experiments. the teachers rely on the hod to make those resources available for them to do the experiments. in sheba school, the hod had to borrow equipment from the neighboring schools in order to do the experiments. in promise school, the interviewed participant, although a qualified ps teacher, had never used a certain piece of equipment and confessed to having only read about it in textbooks. she relied on the hod to show her how to use the equipment. the advantage in this school was that they had the equipment and the hod had specialized in the area in which the participant required assistance. a study by malinga and jita (2015) established that one of the reasons why hods do not provide ns professional development was that they were not science specialists themselves. furthermore, the hods do not teach ns and do not have enough time for their hod duties because they spend most of their time teaching senior classes. journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 16 although this was the case in most schools, there was an opportunity for distributing leadership to senior or lead teachers in the subject, which schools were yet to use to their advantage. in light of the challenge at hand, the hods might not have been trained in caps, and the district office subject advisory service was an important resource for this development. in the context of the hod who was not trained on the new curriculum, his/her duty became more of coordination than actual facilitation of training. in the study, 39% of participants indicated that the hod coordinated professional development and 59.8% reported that the hod arranged training when they needed help. the shortcomings of the hod could be mitigated by a good partnership with the subject advisory services, as in alpha school, or the senior teacher in the school. the interview data revealed that most participants did not receive any development from their hods or schools. there was no evidence of any planned professional development strategies at the schools in this study. only the hod at knowledge school was reported to have provided development based on teachers’ needs. professional development is provided only when the teachers of some schools need it for a particular topic. the interview responses revealed this, despite the fact that in the quantitative responses, participants indicated an average of 15 hours of professional development over the last 12 months. this happened to be caps training that was provided by the provincial office and not necessarily by the school. it was evident that participants needed professional development that focused on both subject matter and pedagogical content knowledge. it is clear that providing continuous teacher professional development is an important area and one in which hods could make a difference to the quality of ns instruction. b. subject advisor support in exploring the support provided by subject advisory services, we realized that some schools were benefitting from the services but others were not. some hods relied on the district subject advisor, and in alpha school, the hod referred teachers to the subject advisor because he himself was not a science specialist. subject advisors would visit the schools to monitor the implementation of sbats, which was a compliance activity. during the visit, subject advisors interacted with hods, even though they did not interact with the hods at their cluster meetings. the subject advisors work directly with teachers and not through the hods. subject advisors did not even have special meetings where they worked with the hods separately, building capacity or monitoring the curriculum and providing instructional leadership. this kind of meeting between subject advisors and hods would minimize the number of teachers who attended cluster meetings and improve the content and effectiveness of the meetings. at the time of study, there were at least four ns teachers per school, but there was only one science hod per school. if the districts and circuits could revisit the operations of this layer in the hierarchy, not only would subject advisor meetings be better organized and more effective, but school-based subject instructional leadership would also be enhanced. the hods who are not specialists in the particular subjects that they lead could be equipped with strategies for influencing instruction and providing effective feedback to teachers. subject advisors as specialists would provide expertise and professional knowledge on the subject and anything else they may have learnt from other clusters or schools. subject advisors arranged cluster meetings at least once a term. at these meetings, they met with teachers to discuss areas of difficulty or to plan for the term ahead. in some schools, such as willowdale, only one teacher per subject attended cluster meetings, and shared what had been discussed at the meeting with the rest of the subject teachers at the school. in a number of cases, this was the only professional development some teachers received. in certain districts, the subject advisors provide necessary individual support to teachers, especially in schools where the hod had not specialized in any of the science disciplines. the subject advisors that we observed seemed to perform compliance activities and just ticked on the checklist that they had met with teachers. there was nothing beneficial (subject content or pedagogical content knowledge) that teachers could take with them from these cluster meetings. c. senior/master teacher support considering the multidisciplinary nature of ns, hods are likely to feel inadequate and doubt whether they add value for the teachers that they lead. they could also be conscious that some of the teachers they supervise know more than they do about some subjects or areas of the subject. there is a great need to institutionalize the concept of master, senior, or lead teachers. senior teachers are experienced teachers with a good knowledge of the learning/subject phase and who are committed to high-quality teaching and ongoing professional development. they play an important role in providing teaching, which includes academic, administrative, educational, and disciplinary aspects, and organizing extra and co-curricular activities to ensure that education of learners is promoted in a proper manner. they also provide guidance and counselling, act as mentors and coaches to less experienced teachers, and participate in and facilitate professional development activities (master teacher). furthermore, senior teachers assist the hod to identify aspects that require special attention and assist in addressing them, and, when required, act as head of a subject, phase, or grade in support of the relevant hod (education labour relations council [elrc], 2008). the senior teacher resource would ensure that the expertise of different teachers is recognized and deserving teachers are given the opportunity and support to lead in their subjects. in this way, leadership would be distributed across the followers, although it would vary from context to context. sharing leadership would also afford hods time to attend to their leadership duties. when functioning well, senior teachers would provide teachers with the subject support that they require and they will only have to approach the hod for other administrative and supervisory requirements. journal of education, teaching, and learning volume 7 number 1 march 2022. page 1-19 p-issn: 2477-5924 e-issn: 2477-8478 17 this senior or master teacher resource is available to schools and it is now an official position in south african public schools. only 12.5% of participants in the study indicated that they were senior teachers. the challenge is finding a way to identify these teachers in schools (lai & cheung, 2013). the findings suggested that the participants in the study identified teachers who could assist them themselves, whether they were senior teachers or not. they reverted to these colleagues for assistance. these teachers showed agency, took responsibility for their own development, and approached other teachers (whom could be identified as senior or lead teachers) whom they trusted to assist them. this act of agency shows that teachers learn best through interaction with other teachers and with experts acting as “critical friends”, provided there was mutual trust (rollnick & brodie, 2011). the teachers approached to provide assistance demonstrated agency, as defined by sherer (2008), as they saw the need or the gap and provided leadership. these teachers in these schools showed a strong sense of collegiality and provided professional support and guidance without the need to have a formal title of hod or senior teacher. d. classroom observation classroom observation, whether planned or in the form of a walk-in, is a useful tool for identifying shortcomings or best practices, especially when it is purposeful (kruskamp & zepeda, 2007) and initiated by teachers. most participants (56%) indicated that their hods conducted classroom observations, but that the hods rarely provided feedback after the observations. similar to professional development, it was established that the classroom observations that were done in schools were only for iqms purposes. this compliance activity was mostly a facade. no follow-up was ever done concerning the findings of the iqms. classroom observations without constructive feedback are not beneficial and could therefore be interpreted as being done for compliance reasons only. there was a strong compliance component at all levels of the instructional hierarchy in the schools of this study. the participants did some activities simply to comply, even though they did not benefit from it. participants also prepared and presented lessons for the iqms purely for compliance reasons, but they did not see it as beneficial. they mentioned that some members of the sbats who conducted the iqms were not specialists in any of the science disciplines and therefore were unlikely to provide any useful feedback to the lesson that was presented anyway. the hods conducted iqms classroom observations, had subject meetings, and monitored subject content coverage for compliance purposes. furthermore, hods had been trained in the “what” and not the “how” of the job; therefore, they found it difficult to supervise. they only stamped and signed the learners’ books or teachers’ files as evidence that monitoring had been done, but no follow-up was done to raise concerns or acknowledge the teachers’ good work. v. conclusion participants in the study had very clear views about the extent and quality of instructional leadership that were provided at their schools. the findings revealed that the way school leadership currently allocates ns teachers and science hods in south africa is rather shortsighted and likely to have contributed to the poor performance of learners in senior secondary school science. the findings also revealed that teachers approached their colleagues, not necessarily the hod, for help with subject matter or pedagogical content knowledge. very little coordinated professional development is taking place at the schools, except that which is organized by the provincial or district offices. where development is provided, it is in response to the teachers’ request and is generally individual support. managing assessment seemed to dominate all areas of hod-teacher interaction. subject advisors provided limited instructional support, which could be improved with better organization. in this paper, we recommend, firstly, that the allocation of science hods be differentiated into junior and senior secondary phase hods. this does not necessarily mean that a new position must be created, but that the existing structure should be reorganized to optimize the quality of instructional leadership. hods who teach the subject, understand grade expectations, and do not have senior secondary pressures should be appointed for the junior secondary phase. secondly, we recommend that school leadership recognize senior/master teachers as having proper expertise and the ability to provide instructional leadership, and to afford them the kind of support that they deserve. acknowledging these senior teachers could ease the overload from hods and could provide subject-specific instructional support to ns teachers. if principals and deputy principals were proactive in monitoring the work of hods and listening to the views of teachers regarding instructional support, as in this study, they would be able to plan interventions and provide effective leadership. this study only reports findings from a small sample of teachers and cannot be generalized to a larger population of ns teachers. further research needs to be done on the extent to which schools use senior teachers for ns and the role that they play in south african schools generally. we also recommend that the relationship between senior teachers and hods be explored further with a view to clarifying their respective roles and to avoid duplication and overlapping. references angelle, p. s., & dehart, c.a. 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(2004). what do we know about teacher leadership? findings from two decades of scholarship. review of educational research, 74(3), 255-316. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 119 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. middle management and instructional leadership: the case of natural sciences’ heads of departments in south africa cynthia b malinga1), loyiso c jita2), abiodun a bada3) 1) university of the free state, south africa e-mail: cynthia.malinga@sasol.com 2) university of the free state, south africa e-mail: jitalc@ufs.ac.za 3) university of the free state, south africa e-mail: bada.aa@ufs.ac.za abstract. natural sciences heads of departments often find themselves in the middle, shuttling between one role as part of the school management team, and another as an ordinary classroom teacher whose role as subject and instructional leaders is made even more complex because of the several duties incorporated in the subject which brings together other science disciplines, with each having its own disciplinary culture and expectations. the crucial role played by this group of teachers in the area of management and instructional leadership can go a long way in determining effective output in teaching and learning. this study reports on a mixed methods approach to explore the practices of natural sciences heads of department, as they provide instructional leadership to the teachers in a multidisciplinary context of their subject. this research involved 30 participants who responded to the questionnaire and 6 purposively selected subject heads of department interviewed and observed from four districts in the gauteng province of south africa. the data collected through questionnaire, semi-structured interview and observations were analysed using descriptive statistics and content analysis. the results from this investigation revealed that natural science heads of departments devise creative ways to mitigate the challenge of differently qualified natural science teachers. these study concludes that the effectiveness of heads of departments as instructional leaders is influenced by the immense pressure from the dual roles of managing from the middle, which also appear to affect the optimal implementation of the natural science curriculum keywords: head of department; instructional leadership; middle management; natural sciences i. introduction there is a growing scholarship in south africa on the importance of instructional leadership in improving learning outcome in schools. much of the research in this area focuses on the role of the school principal in instructional improvement (bush, glover, bischoff, moloi, heystek & joubert, 2006; hoadley, christie & ward, 2009, mestry, 2017). one of the gaps in the research has been on the role of the heads of departments (hods) as a key member of the school management team (smt) responsible for instructional improvement in the school. due to lack of attention given to hods in both research and policy, there is confusion about the exact placement of the hods position on the organogram in schools (barnett, shoho & olewszeski, 2012; wanzare, 2013). the position of hods is a formal position with concurrent powers and responsibilities. as middle managers, hods operate somewhere between the smt and only a professional level higher than teachers, but because of their teaching duties (which make up 85% of their time in south africa), they often find themselves at the same level as teachers (doe, 1999). teaching takes most of their time and they have limited time for providing leadership (glickman, gordon & ross-gordon, 2011). historically, hods mostly served as a communication link between teachers and the management, without any evaluative power (ng, nguyen, wong & choy, 2015). their role has evolved over the years to include being both leaders and followers (spillane, halverson & diamond, 2004). in a typical south african public school, a science hod would lead a team of science teachers but could also be teaching english and would have to comply with the demands and expectations from the english hod, thus assuming the role of the follower. science hods have a more complex task of leading in a multidisciplinary context, where the offerings are less specialised. natural sciences (ns) is a multidisciplinary subject comprising four science disciplines viz., chemistry, earth sciences, life and physical sciences. it is a junior secondary subject that belongs to a group of science subjects http://creativecommons.org/licenses/by-nc/4.0/ mailto:cynthia.malinga@sasol.com mailto:jitalc@ufs.ac.za mailto:bada.aa@ufs.ac.za journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 120 (ng et al., 2015) constituting the science department in secondary schools. spillane and hopkins (2013) call this structural arrangement of departments in schools‘a system and organisational infrastructure’ (p2). this arrangement in secondary schools brings together a group of subjects like mathematics, mathematical literacy, agricultural, life, natural and physical sciences in south africa. in this context ns lays the foundation for at least four high school subjects, viz., physical sciences (ps), life sciences (ls), geography and agricultural sciences. on the other hand, being a junior secondary school subject, ns tends to compete with subjects like mathematics and physical sciences for time and resources, which might have a higher status within the structural arrangement of science departments in schools. it is not likely that the ns teachers would be specialist in all the subjects listed above, nor would the science hods who lead the subject departments. if no one is monitoring and providing guidance and support in ns instructional practices of these teachers, it will lead to poor learner performance in the subject (spillane et al., 2003). one of the key science hod tasks is to monitor ns instruction. in order to do this, the sciences hods are expected by policy and practitioners to have knowledge of the subject and expertise in teaching it. as instructional leaders, they are expected to have subject competence in the classroom and sufficient subject teaching experience (angelle & dehart, 2011; ghamrawi, 2010). the subject expertise and skills in leadership displayed by the hod as a specialist (ghamrawi, 2010) builds the confidence that the teachers have in her/him and enhances her/his professional credibility. teachers need to be convinced of the leadership capacity of those who lead. the hod should also show selfesteem and have confidence in her/his own expertise (wanzare, 2013). the position therefore demands that the hods have the ability to influence members of their own department through influential relationships and desired behaviours (spillane, hallett & diamond, 2003; mestry, 2017). all these competencies and attributes of the hod are essential to effectively fulfil the role of an instructional leader in the school. literature reviewed to date shows that little or no research has been undertaken to understand the crucial role that these middle managers play in the teaching and learning processes of the school, and to identify the areas where support and development can further enhance this role. this study and its findings aim to make a contribution to the scholarship and practice of instructional leadership in schools. there is limited research on instructional leadership in south africa. a number of studies focus on the effect of the quality of leadership of principals on teacher effectiveness and learner performance (naicker, chikoko & mthiyane, 2013) and on management of schools, but few studies focus on curriculum and instructional leadership in schools (bush, joubert, kiggundu, & van-rooyen, 2010). where leadership in schools is addressed, the studies tend to focus on principals as leaders in the schools, including being instructional leaders. there is limited, if any, focus on middle management in schools (barnett et al., 2012; koh, gurr, drysdale & ang, 2011; oecd, 2011) globally and in south africa. a comprehensive study by hoadley et al. (2009) investigated the management of curriculum at different secondary schools. this study focused on high schools and the principal as the instructional leader, and it was not subject specific. however, research suggests that principals are not in a position to influence classroom teaching directly, because they spend less time with teachers than hods (highfield, 2010; lai & cheung, 2013) who in contrast, spend more time with teachers and are therefore in a better position to influence their instructional practices. this makes the role of the hod as part of the instructional leadership team essential to influencing the teaching processes and learning outcomes. middle management is described differently in the literature. several scholars describe middle management in schools such as lead teachers or teacher leaders (stephenson, 2010), senior teachers, department chairs (skinner, 2007), master teachers and hods (brown, rutherford & boyle, 2000; turner, 2003). hods are expected to be change agents for all the school reform initiatives on one hand, yet on another to foster effective teaching and learning in the classrooms (angelle & dehart, 2011). there is therefore a shift to label hods as middle leadership, which involves managing people, resources and processes. working with people would include influencing their behaviours and attitudes about instructional practice. hod roles and responsibilities as middle managers angelle and dehart (2011), spillane and hopkins (2013) and wanzare (2013) all agree that the legitimisation of the hod role emanates from the acceptance by members of the subject department that the hod is generally knowledgeable about the subject, possesses cross-grade level curricular knowledge and can develop teaching and learning materials like sbats. furthermore, hods are expected to conduct classroom visits, demonstrate lessons, provide guidelines and provide teachers with helpful feedback to improve their teaching (wanzare, 2013). they are also expected to set academic goals, standards for achievement, monitor achievement levels, evaluate practices and learning, maximise the effort of instructional organisation, appraisal and staff recruitment (ng et al., 2015). however, the role of an hod is complex, influenced by contextual factors and assumes different forms of leadership (hallinger & heck, 2011). it is compounded by conflicting expectations from principals, teachers and hods themselves. very little is known about how hods go about doing their work and their perspectives on what the role should entail (stephenson, 2010). in south africa the department of basic education (dbe) has realised that school leadership needs to be adequately prepared and developed (bush, 2013) by introducing a certificate programme in school management and leadership for school principals (doe, 2002). numerous programmes have been instituted to achieve this goal; however, the focus has still been mostly on management and administration of journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 121 schools and not on instructional leadership (bush, joubert, kiggundu & van rooyen, 2010). furthermore, the focus is mostly on principals and not the school middle management. even though principals may be specialists in some subject areas their role is whole school curriculum management rather than subject specific management. curriculum in secondary schools is specialised and specialists like hods contribute better in the development of subject instruction and improvement of subject performance. what seems to be missing is the development of school instructional leaders and even more important, the recognition of hods as middle leaders that can be entrusted with the role of leading teaching and learning in the schools. in our experience as a teacher and a subject advisor, in the majority of south african junior and senior secondary schools, hods are appointed into formal positions. teacher leaders, other than hods, in south africa are not formal and they are sometimes chosen by teachers themselves as opposed to hods or departments chairs (guthrie & schuermann, 2010; skinner, 2007) where the candidate him/herself would contest for the position. in other countries like new zealand and hong kong teacher leaders are nominated by teachers based on their expertise (lai & cheung, 2013; stephenson, 2010). literature also reports that teacher leaders are sometimes brought in by a project in the school or district and when the project closes or exits the positions also cease (stephenson, 2010). teacher leaders tend to focus on the classroom, the teacher and learning. some teacher leaders do not teach because they focus on assisting different teachers in the implementation of curriculum in the classrooms and not on managerial and administrative duties like hods. subject-specific instructional leadership middle management in schools comprises managers who are experts in their fields, usually a subject. although a large amount of research has been done on curriculum implementation in south africa (kriek & basson, 2008), little has been done on instructional leadership in ns and how it shapes the teachers’ instructional practices. instructional leadership research is an emerging area that is currently poorly understood. the enhancement of this limited instructional leadership research in south africa calls for subject-specific instructional leadership research to accommodate all the nuances of the subject, its philosophies, cultures, principles and beliefs, held by teachers, learners and parents about the subject. instructional leadership is a set of leadership practices involving planning, evaluation, coordination and improvement of teaching and learning (robinson, 2010). it involves sharing a vision with followers, monitoring the instruction and assessment standards, allocating resources and reflecting on the outcome of the instruction (lai & cheung, 2013). skinner (2007) describes it as an ongoing process of providing professional support for other teachers and facilitating the movement towards a more collaborative and effective teaching of learners for the purpose of overall improvement of schooling. all these descriptions vary in their focus and as researchers, we find instructional leadership to be about having a vision that influences the quality of instructional practices and teaching choices that teachers make which lead to improved learning achievement by learners and teachers themselves. although subjectspecific leadership would concern itself with one particular subject, ensuring that the subject instruction is advanced and the performance of learners in the subject is improved, the aggregate effect if all subjects improved would result in the whole school improvement. the subjectnatural sciences unlike their senior secondary school counterparts, the primary and junior secondary science hods have a more complex task of having to lead in a multidisciplinary context of ns, which often includes physics, chemistry, life, earth, environmental and agricultural science disciplines for example. though a foundational subject, ns is usually taught by teachers who are either generalists or specialists in only one or occasionally two of the five ns domains. specialists are likely to occasionally leave out the sections they are not specialists in (ng et al., 2015) while generalists seem not to adequately provide the depth of the different discipline. this shallow exposure to the subject results in learners who are poorly prepared to engage with the science content meaningfully. the grouping of subject-disciplines under ns is likely to pose challenges to the hods, who may be expected to provide leadership in areas some of which they have no expertise in, or where followers’ (teachers) may have more expertise than the hods. ns or integrated science is not unique to south africa though, but is offered in other countries such as in usa (california and colorado), boleswa (botswana, lesotho and swaziland) countries, nigeria and malaysia. in malaysia for example the prominent challenges of integrated science involved delivering and managing science instruction, and administering science instructional facilities and equipment. teachers of various educational backgrounds teaching science subjects were common in most schools. this resulted in teachers with various subject majors’ background often required to teach science subjects which they were not trained for (osman, halim & meerah, 2006). for south african schools the challenge is how the local department of education equips the schools to meet this demand for better qualified teachers and subject leaders. conceptual framework the role of subject leadership is context dependent and there is no one hymn sheet for leading the same department in different schools (hallinger & heck 2011). the actions of the hods often depend on the leader him/herself, the task that needs to be performed, the departmental staff or followers and the situation (timperley, 2005). to understand the work of the hods fully, this paper proposes a conceptual framework that marries turner and bolam’s provisional model (turner & bolam, 1998) with the teacher leadership framework proposed by york-barr and duke journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 122 (2004). we introduce the component of reflection into the extent of the influence of the leadership on the teaching and the learning outcomes. the framework is based on the research into the effects of the roles and characteristics of hods as instructional leaders. six major components of instructional leadership by hods have been identified in the literature and are discussed here under. the first three components could be viewed as inputs into the subject leadership system. the first component focuses on the personal profile of the hod like subject proficiency, experience in the subject (smith, mestry, & bambie, 2013), professional credibility, trustworthiness, the agency of the hod in resourcing the subject department. the second component is the role expectations which include vision setting, building relationships, collegiality, developing teachers and how leadership is distributed among members of the department (koh et al., 2011). the third component is contextual (social, political, economic and cultural) factors and school conditions which the hod negotiates his/her influence through (robinson, 2010; bendikson, robinson & hattie, 2012). the fourth component is the process of influencing teaching choices through aligning instruction with assessment, planning instruction, developing reflective practice using interpersonal skills to establish trusting and collaborative relationships not only formally but also through informal collegial activities (barnett & aagaard, 2007). the fifth component of administration and management involves the overarching role of managing people and resources (see figure 1). this component contributes to how the other components interact to achieve the goals of the department and the school. fig. 1 abridged version of the conceptual framework for leading instruction. (adapted from turner & bolam, 1998; york-barr & duke, 2004) the sixth and last component introduces the feedback and evaluation of the effectiveness aspect of leadership. it involves critical reflection by individuals, teams, and the organisation, mentorship and dialogues about effectiveness of instructional practices and learners’ work (lashway, 2002). the hod consistently monitors the alignment of curriculum, instruction and assessment standards using data and technology to ensure accountability for performance in the classroom (nguyen & ng, 2014). this component provides the feedback to other components of the framework (bendikson et al., 2012). the findings from the evaluation form the basis on which the other components are modified and enhanced to achieve the set goals. the main outcome of schooling and focus of the framework is to achieve effective teaching practices and improved learning outcomes within the department and school. this outcome is affected by all six components and has feedback effects to all the other components. using the conceptual framework developed in fig. 1, we then ask the key questions of our study: what are the experiences of science hods as they lead natural sciences instruction? how can the capacity of science hods be enhanced to provide effective instructional leadership? ii. methods this investigation adopted the mixed methods approach. the purpose of this mixed methods study was to explore, from hods’ perspectives, how they provided instructional leadership for ns using self-reported data from two sequential strands (cresswell & plano-clark, 2011). we employed a quantitative questionnaire strand, which was followed by a qualitative strand comprising individual semistructured interviews, meeting observations and documentary analysis in order to attain a better understanding of the research topic while ensuring that metainferences that would be made were valid and justified. the mixed method approach enabled probing for trends that emerged from responses to the questionnaires and these were validated using purposefully selected hods’ interviews, the analysis of artefacts and meeting observations. the qualitative and quantitative findings were integrated at the final stages to create meta-inferences that provided more insightful and complete answers to research questions. mixed methods sampling questionnaires were sent to 243 schools and in total 112 schools from four gauteng provincial districts participated in the quantitative study. a subset of this sample (teddlie & yu, 2007) was selected for in-depth semi-structured interviews, participant observations of department/subject meetings and document analysis. the first phase collected data from science hods and ns teachers from four districts using questionnaires. the second phase involved interviewing a purposive, stratified sample of science hods and ns teachers, although this paper will only discuss the interviews with the hods. subject meetings observations were conducted and document analysis of meeting minutes, hods and teacher files were also examined. data collection we used a mixed methods study of six schools from four districts in the gauteng province, to examine how hods perceived their role as ns instructional leaders in their schools. we specifically examined what subjects hods taught and whether they had release time to carry out their hod duties; what practices they enacted in order to meet ns teachers’ expectations of their role; what administrative and compliance activities they carried out; and the kinds of support that they received from the schools and the local district offices. in this study, we identified different means of influencing teaching and learning and explored ways in journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 123 which hods mitigate the challenges that they encountered to support instruction. this is because learners’ achievement is affected by core leadership practices such as setting directions, developing staff, developing the organisation culture and managing the instructional program (mestry, 2017). the is clearly supported by hallinger and heck (2011) who confirms that leadership is enacted within the practical constraints of a local context.we recorded responses of all science hods in the sampled schools and focused on the biographical data of ns teachers in order to understand the profile of the teachers that science hods had to lead. secondly, we focused on the role demands on hods’ time. these included instructional, administrative, management and leadership activities (brown, rutherford & boyle, 2000; koh, gurr, drysdale & ang, 2011) that science hods spent most of their time in and got allocated to do. we also explored the decisions they made as middle managers regarding managing some of the departmental routines (spillane & hopkins, 2013). we explored these activities to understand how their impact would be felt by the calibre of the ns teachers as displayed by the biographical data. the third focus is on the support and professional development that hods themselves needed in order to be able to carry out their leadership duties effectively and whether principals and subject advisors provided any support. mixed methods analysis mixed methods data analysis involved analysis techniques from the quantitative and the qualitative approach, as well as a mixture of the two forms of data sequentially in this study. we received questionnaire responses from 30 hods out of a total of 112 schools that participated in the study from four districts in the gauteng province. the hods’ instructional leadership activities were rated on the basis of how frequently they did them (1 indicated ‘never’ while 5 indicated ‘always’). some descriptive statistical analysis was done on the quantitative data and these results could not be generalized outside this study setting. the semi-structured interviews with six hods were audio-taped and transcribed and field notes of the meeting discussions were taken. we conducted content analysis of interview data, field notes, department files and educator files, learners’ activity books and discourse analysis of minutes of department meetings. several patterns were identified in phase 1 (quantitative strand) which became the basis for phase 2 (qualitative strand) data collection. in phase 2, interview transcripts were coded for hods’ perspectives on leading and managing ns instruction using an open coding strategy (strauss & corbin, 1990). we then analysed coded data and identified patterns and checked their prevalence across schools. in order to ensure anonymity and confidentiality of the participants, we adopted the use of codes for the six participants that were interviewed, such as (pt1, pt2… pt6). iii. results and discussion the results from this study show some trends of practices that hods engaged in to support ns teachers. the findings provide actual experiences of hods and how they got around some of the challenges they meet in providing ns instructional leadership. we look first at the profiles of hods in the study and the sizes of science departments. profile of hods we followed up six hods from two districts. table i shows the profile of the hods followed up while table ii shows the demographic distribution of all the hods who participated in this study. table i profile of hods that we followed up name school/school type age range gen der institution of professional qualification special isation subject s in the depart ment pt1 alpha/ semirural 40-49 m teachers’ college maths ns, maths, math lite. pt2 fhutura/township 30-39 m university ns tech, ps, ls, ns pt3 knowledge/ township 50-59 f teachers’ college ls ns pt4 mooredale/urban 40-49 f university maths maths, ps, ls, ns & math lite. pt5 promise/ township 30-39 m teachers’ college ps ns, ls and ps pt6 sheba/ township 40-49 m university ps ns, ps,ls maths-mathematics; math lite-mathematical literacy, ls life sciences, ns-natural sciences, ps –physical sciences, tech-technology these hods were part of the bigger study of 30 hods who had returned their questionnaires. there were more females in the study compared to males, with 17 (56.67%) of the participants being women compared to only 13 (43.33%) men. most of the hods were in the 40-49 and 50-59 age groups which accounted for 13 teachers (43.33%) respectively. only four hods (13.34%) were in the 30-39 age group. most of the hods (11) had the secondary teachers diploma (std) as their highest educational qualification and they formed 36.67% of the whole study sample. only 4 (13.33%) of the participants held a degree, whilst 5 (16.67%) held a post graduate diploma and the same frequency, 5 (16.67%), held honours degrees. the majority of the hods, 10 hods (33%) had majored either in life sciences or physical sciences. only 7 hods (23.34%) specialised in ns and the remaining 3 hods (10%) had other specialisations. journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 124 table ii demographic distribution of hods variable level frequency total (n) overall n(%) 30 sex male female 13 (43.33) 17 (56.67) 30 age 30-39 40-49 50-59 4(13.34) 13 (43.33) 13 (43.33) 30 subject of specialisation life or biological sciences physical sciences natural sciences other 10 (33.33) 10 (33.33) 7 (23.34) 3(10.0) 30 type of institution where qualification was obtained teachers’ college university 20 (66.67) 10 (33.33) 30 highest qualification ptd/ptc std ace bachelor’s degree post graduate diploma honours degree other 1(3.33) 11(36.67) 3 (10.0) 4 (13.33) 5 (16.67) 5 (16.67) 1(3.33) 30 position held in school hod master/lead teacher 26 (86.67) 4 (13.33) 30 ptd/ptcprimary teacher diploma/certificate; std secondary teacher’s diploma; aceadvanced certificate in educational management in order to understand the extent of the task that hods were faced with we also distributed questionnaires to ns teachers. this questionnaire would assist to reveal the profiles of the ns teachers that these science hods were expected to lead (table iii and table iv). the majority of the ns teachers in the study were female (56.30%). a few teachers (12.50%) indicated that they were senior teachers in their schools. although most teachers were qualified either with a secondary education diploma or degree, there was 7.14% teachers who were not qualified to teach at the secondary school level at all. table iii qualifications of teachers qualification number matric 3 ptc/d 5 std 17 ace 20 b deg 24 postgrad 32 unqualified 2 no response 9 table iv qualifications of teachers position number gender number % senior teacher 14 male 41 36.60 teacher 90 female 63 56.30 no response 8 no response 8 7.10 total 112 112 even those (28.57%) that had post graduate qualifications, 12.5% of them had qualifications which were not related to science teaching. table 5 displays the age and institution where teachers had qualified. table v institution of professional qualification and age range of teachers institution <25 yrs. 25-29 yrs. 30-39 yrs. 4049yrs. 5059yrs. 60 +yrs. college 0 0 8 31 8 1 university 8 4 18 14 4 0 unqualified 0 0 0 1 0 1 total (14 none response) 8 4 26 46 12 2 a majority of the teachers, 53.57%, were 40 years and older while 42.86% of them had qualified from colleges of education and not from the universities. this meant that they had a 3-year qualification as opposed to those who qualified at universities with a 4-year qualification. about 10.71% of the teachers were younger than 30 years and they had all qualified from universities. table 6 shows that over a third of the teachers had less than five years of experience teaching grade 8 (38.40%) and 9 (33.93%) ns respectively. over a third of the teachers (42.00%) taught ps grade 10, over a quarter (26.79%) taught grade 11 and less than a quarter (16.07%) taught grade 12 ps. table vi teaching experience of teachers. nsnatural sciences; ps –physical sciences years of experience insubject grade 8 ns grade 9 ns grade 10 ps grade 11 ps grade 12 ps 1-2 23 18 15 9 5 3-5 20 20 14 10 5 6-10 22 22 6 4 4 >10 17 17 12 7 4 the size of the departments the science departments in various schools would differ in size and member subjects.the size of the department would indicate the magnitude of the management and support that the hod needed to provide. most schools of hods who responded had science departments with less than ten teachers. the minimum number of teachers in the department was three in an independent school and the maximum number was 24 in a former model c school. there were a few schools (10%) that had more than ten teachers in the department. just over half of the teachers in the study had specialised in life sciences which covers a quarter of the ns syllabus (fig. 2). about 45.5 % of the teachers had specialised in physical sciences which covers half the syllabus. there were 16.9% of the teachers who were not qualified to teach any of the sciences. almost two thirds of the teachers were comfortable to teach all the ns disciplines. journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 125 fig. 2 teacher specialisation specialisation limitations ns is a multidisciplinary subject comprising five science sub-disciplines. ns teachers were expected to have relevant specialisation to teach all ns sub-disciplines competently. this, however, was most unlikely because teachers could only specialise in one or two of the science disciplines. the partial specialisation or lack of science specialisation by ns teachers implied that the science hod, as subject leader, had to develop that expertise. the data from the sampled schools showed that ns teachers in the schools had only specialised in some of the science disciplines and not all. the sheba school hod said, “the other one is qualified in life science that is her major subject”. the promise school hod related his situation saying, “so it means that for physical science we are only two with physical science, the rest they are life sciences”. he continued, “…because first terms is more of life sciences so they don’t have a problem with that part but second and third term is physics and chemistry so that’s where they have a little bit of a problem”. in fhutura it was a similar case. the other one is teaching ns and she specialised in life science and mathematics. that is why she is struggling when it comes to physics and chemistry (hod). in some cases schools did not carefully consider who they allocated to teach ns. in this school an afrikaans teacher was allocated ns. the other one when afrikaans was disbanded then he went into life sciences and now ns (hod, sheba). in mooredale school a life orientation teacher had volunteered to teach ns. okay one volunteered to try something different this year [teach ns] and she has enjoyed it – that was the lo teacher (hod, mooredale). in knowledge school the teacher was not even qualified to teach at a secondary school. the hod confirmed saying; “the one who is teaching grade 8 has ptc [primary teachers certificate] but she is going for upgrading”. hods are aware of this challenge and have devised ways of mitigating the challenge posed by the specialisation of teachers in ns teaching. in promise school the hod delegates support to one of the teachers. the other physical science qualified is working with the grade 8 teachers, supports them in terms of the physical science and i am dealing with grade 9s (hod, promise). in the sheba school for some time, before the new curriculum they allowed the teacher to teach what she/he specialised on. that meant that the learners would not cover the whole syllabus in that particular year. this one teaching grade 8, he is more life sciences, so if he can like give these learners a good base on life sciences, then in grade 9 we don’t give him so much of the classes; we give somebody who is part of physics and chemistry. that did work for some time but now this year they took away the lady who was more physical sciences, who could teach grade 9 now (hod, sheba). whereas schools could get away with is arrangement with the old syllabus, as described by sheba school hod, the hod from promise school also realised that not covering the whole syllabus to accommodate teachers’ specialisation as in sheba school would not work anymore with the new curriculum which specifies content for each term. i thought that maybe this time the people who are good in life sciences they deal with the life science part and those who are good in physics deal with the physics part but it’s not going to be very possible (hod, promise). due to the shortage of well-rounded ns teachers (in terms of specialisation) or the availability of teachers to share the teaching of the subject, this practice meant that learners in these schools were only taught life and living (25%) for the whole year in grade 8 and would be taught matter and materials; energy and change (50%) for the whole year in grade 9 depending on the availability of the ps teacher.if the ps teacher was moved this meant that the grade 8 group would not do ps in two years and only met it in grade 10. as described by the sheba school hod, hods did not allocate teachers in their departments and that frustrated their plans. the challenge with specialisation was not about teachers alone. hods themselves had specialisation challenges. figure 3 shows the specialisation of the 30 hods that participated in the study. figure 3 shows that almost half the number of hods (12) either did not have a physical or life science specialisation and almost a third had a mathematics specialisation. those without a life sciences specialisation would not be comfortable to teach 25% of the ns syllabus and those without the physical sciences specialisation would not be confident to teach 50% of the syllabus. at the same time hods could not be specialists in all 5 or 6 science disciplines themselves. they were likely to support teachers only in the areas of their expertise. journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 126 fig. 3 subject specialisation of hods; ls-life sciences; nsnatural sciences; ps –physical sciences hods that had not specialised in the sciences could request the senior teachers in the subject to assist them with monitoring the said subject. this provides an opportunity for shared or distributed leadership as advocated by spillane et al. (2004) and ng et al. (2015). this also supports the submission of mestry (2017) who opined that instructional leaders should forge partnerships with other teachers as colleagues by spending more time in classrooms and engaging teachers in conversations about teaching and learning. hods as a teacher hods are both subject teachers and leaders. subject teaching takes priority and the department policy specifies that they spend 85% of the time teaching. this leaves only 15% of the time to do other work. the hod duties demand more time than can be allocated. figure 4 shows information on the extent to which hods spend their time teaching and its effect on the ns instructional leadership. eighteen hods (60%) were actually teaching the subject (fig. 4). these hods would understand the subject challenges, prove to have the needed subject expertise and be in a position to work with the teachers in the subject instead of working for them. the hods did not only teach ns but they also either taught physical or life sciences or mathematics. the number of hods who taught physical sciences (12) was almost equal to the number of those who taught life sciences (13). fig. 4 subjects taught by hods mooredale school hod did not even teach any of the science disciplines and she said; “my specialisation is maths. i don’t actually teach ns”. the sheba school hod reported that he taught the subject on a relief basis and said: “no, i taught it up to i think the end of the first term. not this term. i taught it on and off sometimes, depending with the staffing.” the hod from another school used to teach the subject and was more conversant with the subject. this, however, was before the new curriculum. i used to teach ns, so i knew where the problem was, the bloom’s taxonomy wasn’t followed, so i knew. so most of the time what i do is we will do a management plan (hod, knowledge). during data collection she was only teaching ls which is only one science discipline. even, then, she was only teaching the senior secondary learners. no, i am not teaching ns. i am teaching grade 10, 11 and 12 life sciences (hod, knowledge). the fhutura school hod confirmed not teaching grades 8 and 9 and said; “i am teaching 10, 11, and 12 only”. these hods had a sizeable workload of teaching and some of them had release time to do their hod work. we discuss other hod responsibilities later in this paper. if you look at those periods, it is three classes. pl 1 teacher might have 6, so it gives me some free time to look at this admin work that you do. and sometimes you can have those four or five classes also, if the manpower is not balanced in the department, then you must find time after hours, leave this place around 4 or 5, so that you push your work (hod, sheba). the promise school hod was confident that he had some release time to do hod work and said; “i do have time to do my duty”. hods as a manager and administrator hods are expected to monitor subject instruction and quality against assessment standards and provide report to the school leadership (wanzare, 2013). there were various ways that individuals at different levels adopted to monitor instruction. to do this the hod needed to be aware of and up to date with subject curriculum developments. sheba school hod reported weekly monitoring of learner books. you monitor on a weekly basis, where you send through the learners work and the educator completes a template to say they have done 1-2-3 for that week. so you compare what they say they have done with what is in the learner’s book. promise school hod mentioned that they did monthly learner’s workbook moderation. let’s say once a month i moderate learners work. i sign and then sometimes i stamp them just to check and then look at the quality of the work, the number of activities they’ve been given. the sheba school hod also emphasised the stamping of learner books saying; “you have to sign and stamp them to acknowledge that you have gone through their book and then make the relevant comments in the teacher’s report to say’ is the work okay, do you need support?”. journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 127 the knowledge school hod mentioned more areas that she monitored other than learners’ books. so from there i will write the monitoring tools, files must be in order, learners books must be in order, from there even the work schedule must be finished. mooredale school hod used subject meetings to monitor and said; “alright so basically what we do is have a meeting once every two weeks just to check that everybody is in the right place”. glickman et al. (2011) emphasise the possession of interpersonal and technical skills and knowledge in order to be sensitive to teachers who are supervised. subject meetings subject meetings were one of the organisational routines that schools used for teachers teaching the same subject to have instructional interaction. however, the attendance, frequency, content, management and outcome of these meetings vary from schools to school and are dependent on the organisational infrastructures of the school. below we present findings on how subject meetings are managed in the sample schools. although not all hods mentioned meetings as means of monitoring all schools held subject meetings even as compliance activities. sheba school hod termed them (subject meetings) mandatory saying; “mandatory we must have a meeting every term or every month”. these meetings were planned for the year at promise school. my plan is to have a departmental meeting at least once a term and then at least one subject meeting per subject which means it’s going to be 3 subject meetings (hod, promise). however, other priorities competed with the subject meetings. no, this term we haven’t had the meeting yet. we were busy doing all the submission and other stuff so that was the biggest problem; i don’t have a meeting this term yet (hod, promise). content of meetings we asked the hods what they discussed in the department meetings.the questionnaire results from 30 school showed that the most frequent item discussed at meetings were assessment issues and content coverage (table vii). this was confirmed by the semi structured interview data we collected from the six hods. the promise school hod mentioned that his meeting aim was the curriculum report. the main thing that i need is report in terms of syllabus covering, the number of sbas per term and then i also give them a report on the quality of work that they give learners. the sheba and the mooredale school hods had a similar meeting agenda. firstly is curriculum delivery, secondly is any interventions we need to put in place, and thirdly upcoming events, we are going towards exams or just beginning the term, what we expect on that term or that year. we also discussed circulars from the district, are we in line with that circular? (sheba). …what we do is have a meeting once every two weeks just to check that everybody is in the right place (mooredale). table vii frequency of items discussed in subject/department meetings discussion frequency at meetings mean s.d rank 1) policy reviews 3.267 1.596 13 2) clarification of the department’s direction 3.8 1.127 11 3) textbook and coursematerial reviews 3.967 1.098 7 4) school improvement plan 3.9 1.242 9 5) instructional evaluation 3.833 1.117 10 6) professional development 2.833 1.599 14 7) curriculum and learner outcomes 4.233 1.006 4 8) learner-assessment issues 4.533 0.860 2 9) question-paper monitoring 4.633 0.718 1 10) analysis of learner scores to inform instruction 3.533 1.456 12 11) startand end-of-term issues 4.167 0.913 5 12) budget 2.6 1.379 16 13) development and sharing of lesson plans 2.667 1.539 15 14) account of the term’s work or content coverage 4.4 0.969 3 15) distribution of leadership activities 3.933 0.944 8 16) plan of next remedial or enrichment steps 4.033 0.809 6 the teacher from alpha school reported a different story. her hod was a mathematics specialist. she said, “when we meet as a department it is not only ns teachers. we meet with maths teachers and we only discuss administrative issues, learner discipline and the files and records that we should keep (teacher 1, alpha). sometimes meetings tended to focus on assessment requirements and deadlines. initially, at the beginning they were not up to standard, but after we had designed the tool for setting the question paper, they are coming alright. we look at the results, check problem areas, how do we do intervention programs, diagnostic analysis, and feedback from the subject advisor (hod, knowledge). the mooredale school hod concurred saying, “we normally just follow up to see if there is assessment coming up that everybody knows what it is on.” schedule and duration of meetings almost all schools that we followed up with semi structured interviews held their meetings during the lunch hour. the meetings were very short as teachers took time to gather from the respective classrooms. we try to meet about twice a term. the meetings are during lunch time or after school. there is a departmental office where we meet (hod, sheba). journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 128 the mooredale school hod also preferred lunch break meetings saying; “i found that break was the most effective way to get them all at the same time”. however, one school indicated that it had its department meeting during the sports period instead of during the lunch hour. the meetings are usually on wednesday during the sports period (teacher 1, alpha). the hod from fhutura school also indicated that the lunch time was usually too short to discuss any detail and they sometimes used time after school hours to complete the meetings. he said, “nowadays we normally hold meetings during lunch time. if maybe you find that during lunch time we couldn’t exhaust the agenda we normally adjourn to half past two, after school”. frequency of the meetings almost all schools held their department meetings once a term, although they tried to have them more frequently. my plan is to have a departmental meeting at least once a term (hod, promise). the hod from another school confirmed saying: “mandatory we must have a meeting every term” (hod, sheba). they sometimes did not even meet at all due to other pressing issues. the knowledge school hod mentioned that meetings were flexible. subject meetings we do as often as possible, maybe if mr lato comes with some issues that need to be discussed, then we do diagnostic analysis of the question paper, just to see. the fhutura school hod concurred, “subject or department meetings do not always materialise as planned. because we have get [general education and training] and fet [further education and training] teachers mixed when we discuss get matters fet teachers tend to get bored (hod, fhutura). the teacher from alpha secondary school also emphasised the flexibility of the year plan as far as department meetings were concerned saying, “there is a year plan but things just occur but they are flexible. the plan is changed for emergency issues”. mooredale school hod clearly distinguished between subject and departmental meetings we normally have a department meeting once a term, the whole lot together, i just found that it is sometimes if you are only working with the ns then it is a bit much to sit through everybody else’s issues, and certainly at the beginning of the year we have a big one, everybody altogether…alright so basically what we do is have a meeting once every two weeks just to check that everybody is in the right place. classroom observation classroom observations are powerful tools to gain understanding of what goes on during the interaction between the teacher and the learners about the subject. they can be time consuming because of the size of departments in schools. if not properly planned and their purpose is not well understood they could be deceiving because the teachers could mask their inadequacies during the observations. when working well they could be used to identify areas of strength or development. not all sample schools did classroom observations and they were not uniformly welcome in all schools. all schools indicated that they did classroom observations. the follow-up interviews revealed that these were done for integrated quality measurement systems (iqms) purposes. we do classroom observations, sometimes primarily for purposes of iqms (hod, sheba). the promise school hod confirmed saying, “normally the only class visits that we do is for iqms because that one is basically a must”. fhutura school hod concurred, “i normally do that in the name of iqms”.mooredale school used time as an excuse for only doing iqms class visits saying, “normally we do them when we do the iqms. it is difficult to fit that [other class observations] at the same time. yes, because there are about 12 of them so to get through everybody takes a long time”. alpha hod also concurred, “i do classroom observations under iqms in the 2nd and 3rd quarter and provide feedback”. the promise school hod also reported that some teachers were not comfortable to be observed, saying: “no i haven’t done the plan for class visits. i wanted to put it in my management plan but i decided to remove it because most teachers they don’t want to be visited in class. we had another meeting where we discussed that, so i cannot visit the teachers who do not want to be visited”. the hod from sheba school concurred saying, “if classroom observation is unplanned union issues come to play”. smith et al. (2013) warn that teachers might see observation as a demonstration of lack of trust in them which is replaced by surveillance (p s170). the responses from all teachers in the study showed that hods did classroom observations and provided feedback even though it was ranked 6th (table viii) and the hods occasionally allowed observations in their own classrooms (ranked 10th). table viii frequency of instructional leadership practices frequency of il practices n=112 mean s.d. rank 1) discusses teaching of a particular concept with the staff 2.293 1.209 12 2) works with my department to prepare teaching material 2.317 1.193 11 3) visits other teachers’ classrooms to observe their teaching 2.415 1.203 9 4) allows informal observations in his/her own classroom 2.366 1.337 10 5) does classroom observations 2.683 1.171 6 6) provides regular and useful feedback/suggestions on my teaching 2.976 0.987 3 7) monitors and controls learners’ activity and assessment books 3.219 0.962 1 8) monitors subject content coverage 2.707 1.229 5 9) carefully tracks learners’ academic progress 3 1.096 2 10) knows what is going on in 2.61 0.946 7 journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 129 science classrooms 11) actively monitors quality of science instruction 2.83 1.202 4 12) works directly with teachers who are struggling to improve instruction 2.61 1.263 7 13) leads professional development sessions in which you participate in 2.195 1.345 13 response scale:0=never, 1=seldom, 2=occasionally, 3= frequently, 4= always however, classroom observations were diagnostic and developmental in some schools. the hod below described how she identified a need during classroom observation and then arranged help for the teacher that was observed. it was an experiment about the acids and bases so i found the other teacher for grade 8 was not that well equipped with the knowledge, so i said this other one must go and help her (hod, knowledge). other hod duties hods got allocated other management and administrative duties to perform over and above their teaching and monitoring the subject instruction. they found that iqms was time consuming and did not justify the amount of time involved. they belonged to a myriad of committees ranging from social, fundraising, sport, ltsm, timetable to being cluster leaders for the subject. the sheba school hod listed school committees he belonged to and other administrative work that he had to do over and above being a hod. you become part of the exam committee, the ltsm committee which procures the books and the materials, etc. you can also be the teacher component of the sgb, where i am the secretary of the sgb. and then i am also responsible for taking the school stats, from day 1 up to day z of the year, you take your registers, (and tally attendance). the mooredale school hod explained the whole school leadership approach adopted by her school and said:“i am head of grade 10 so i deal with grade 10 behavioural issues, phoning parents. i do extramural activities; i have got athletics, hockey and award ceremonies”. institutional support for hods hods performed a lot of duties within and outside their specialisation. we investigated if they had received any leadership training on the work that they were doing. they responded that they had not received any formal training or professional development. the sheba school hod responded, “here i haven’t received training but we do go for the hod workshop, and we are taught these are the instruments that you use”. the knowledge school hod from a different district confirmed that they had a common workbook but they had not received any training. we have got at the moment a common work book for them, so the work is kind of set out, and if somebody does an extra thing then they will share it with the others. hods had not been trained to lead or manage departments except being trained as teachers. they reported that balancing available time with administrative work was difficult. they found that personnel issues, finding time for action research and dealing with school management and administration were the most difficult issues to handles. managing subject finances was voted the least difficult and was never discussed in subject meetings either (table ix). table ix issues identified as difficult to handle difficult issues to manage mean s.d rank 1) staffing issues 3.2 1.540 1 2) bureaucracy/ dealing with school management and administration 2.833 1.440 3 3) managing subject finances 2.3 1.236 7 4) finding time for action research 2.967 1.519 2 5) analysing learners’ scores 2.4 1.453 6 6) managing with inadequate resources 2.7 1.489 5 7) time management 3.767 1.407 4 subject advisor support subject advisors are stationed in the local district offices to provide specialist subject instructional support to a group of schools. their services are available to schools but they are not mandatory. figure 5 shows the responses from sampled schools on the support they received from subject advisors. we wanted to know where their source of support was. the principal was voted the most helpful person (40%). the deputy principal and the subject advisor were also equally voted as the next helpful persons.about a third of the hods were modest about the helpfulness of the subject advisor though. fig. 5 the most helpful person to the hod there was an association between the extent of helpfulness of the district subject advisor and the level of support that was received from the subject advisor (p=0.001). subject advisors supported schools in many different ways. the local district subject advisor supported the schools by providing some common teaching and assessment material (table x). journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 130 table x helpfulness of the district curriculum specialist and full support from subject advisor variables i have the full support of my subject advisor p-value of associati on extent of helpfulness of the district curriculum specialist dis agree neutral strong ly agree agree least helpful 0 0 1 1 less helpful 1 1 1 0 averagely helpful 1 4 2 2 more helpful 1 0 1 2 most helpful 0 0 0 11 total 3 5 5 16 0.001 this, the promise school hod acknowledged and said: “yeah, control tests normally come from the district”. another way in which subject advisors supported the schools was with different kinds of workshops varying from content knowledge to action research. sheba school hod confirmed and said:“she does visit us; we do hold workshops with her. the other hod also concurred. yes there are workshops wherein they (district) will be giving us feedback on the learner’s performance and then they will be teaching those topics that we need attention (hod, knowledge). content knowledge was also attended to at the district cluster meetings with subject advisors. so they do that on a topic because when they visit they will ask ‘do you need any help?’ and if there are many people who need it then they will do it (hod, knowledge). the other means of support were reported by the sheba school hod when he said: “support from subject advisor is wonderful, i think we can communicate with them every minute that we want. we have a science whatsapp group that takes care of our life sciences, ps, ns”. the promise school hod, though, revealed that the subject advisors only paid attention to fet subjects saying, “…they did come to visit but only for fet, they didn’t come for ns”.he went on to mention that even the meetings that subject advisorsarranged were only for fet teachers and he said, “ the cluster meetings for teachers we had one yesterday but it was for fet only”.the mooredale school hod confirmed saying, “no, they don’t do it for ns, the fet has. we had a cluster meeting but it was for the fet section, not the ns, they do neglect the middle. at the beginning they are beating everybody into shape, but the middle doesn’t matter.”the alpha school hod concurred and said, “we do get material from the subject advisor but only on the fet side, not get”. it was evident that subject advisors were somewhat supportive but more to the teachers (the teaching of the subject) than the hods (the curriculum management). we then explored the extent to which hods engaged with the hods. the sheba school hod reported that he attended the workshops organised by subject advisors even though he did not teach ns at that time. even though i am not teaching the subject, i have to attend. i remember spending a day in ns, where we were doing the experiments, and by then i was not teaching. the mooredale school hod had a different view point about her engagement with the subject advisor. ja, i think so, i don’t have as much contact with them because i don’t attend those cluster meetings. but certainly if teachers wanted to know something they could get hold of him (subject advisor). the alpha school hod also reported that he did not attend workshops planned for ns teachers and said, “i do not attend ns workshops, i request the subject teachers to attend”. principal’s support the hods were also asked to rate the extent of the support that they received from the principal. the support was categorised into specific areas like provision of space, time and resources to do instructional work, buffering the school from outside influences and different forms of encouragement.principals were rated helpful on average by hods from all types of schools. however, some hods found them to be either less helpful (10%) or were neutral (6.7%) about the kind of support that they received from the principal. when the hods were interviewed the mooredale school hod said, “she is very supportive. if you need to discuss something with her you can go and talk to her”. table xi shows the specific areas where hods found principals to be supportive or not. table xi helpfulness of the principal and the ability to deal effectively with pressure from outside the school that might interfere with teaching variables the principal deals effectively with pressure from outside the school that might interfere with teaching p-value of associat ion extent of helpfulness of the principal strongly disagree disagree neutral strongly agree agree least helpful 1 1 0 0 0 less helpful 0 1 1 0 1 averagely helpful 1 0 0 1 0 more helpful 0 1 0 8 1 most helpful 2 1 0 2 7 total 4 4 1 11 9 0.002 there was an association between the extent of helpfulness of the school principal and his/her ability to deal effectively with pressure from outside the school that might interfere with teaching (p=0.002).however, schools strongly journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 131 disagreed that they received support from principals in terms of space and time to carry out their duties. this was evident in the hods using their lunchtime for meetings. there was an association between the extent of helpfulness of the school principal and the provision of space and time for departmental activities (p=0.033).all township and informal settlement schools that we followed up, except the former model c school, mooredale, held their meetings in the hod’s offices. these were not proper offices but usually store rooms behind the laboratories. the hods indicated that the principal could have been more helpful to provide space for the hods to conduct their meetings (table xii) instead of using the cramped offices or classrooms. the mooredale school team held their meeting in one of the classrooms. table xii extent of helpfulness of the principal and provision of space and time variables the principal provides space and time for departmental activities p-value of association extent of helpfulness of the principal strongly disagree disagree neutral strongly agree agree least helpful 0 1 0 1 0 less helpful 0 1 2 0 0 averagely helpful 0 0 1 1 0 more helpful 1 1 2 4 2 most helpful 0 2 0 2 8 total 1 5 5 9 10 0.033 arrangement of subject departments one of the ways principals could support hods was by arranging and resourcing the departments optimally to support instruction. the knowledge hod explained how the ns department was created in her school. no, he wasn’t giving us that full attention because he was not life sciences or ns. when it comes to problems for ns or ps you must go to other schools .so most of the time we didn’t get answers direct from him, we will get admin answers, but curriculum related questions were not fully answered so i think that was the reason it was divided into two departments. regarding resourcing the departments for optimal ns instruction the fhutura school hod said, “yes. i have an ns educator. she didn’t specialise in physical science. she didn’t specialise in any science subjects like life or physical sciences. she was teaching physical science in grade 12, hence the results were 9%. she qualified in geography and she is teaching ns grade 9. she is also teaching mathematics. he continued saying: “the other one is teaching ns and she specialised in life science and mathematics. that is why she is struggling when it comes to physics and chemistry”. sometimes the proper handover from one hod to the next did not happen in the schools. this is supposed to be facilitated by the principal and his deputy. the promiseschool hod reported this challenge saying, “i did prepare one and then the person who was acting said that most of the things are his there and then i had to start from scratch for senior phase there was nothing ….i didn’t even have a mark sheet, i didn’t have a work schedule”. from the data it is evident that science hods looked to the principal for support especially with the school conditions and contextual factors in order for them to provide effective instructional leadership. apparatus and laboratory facilities facilities and science equipment are some of the most important resources for science instruction. the principals as school leaders had the duty to provide these as a demonstration of the capacity of the school to support learning. the challenge is that these facilities are expensive to purchase and maintain. most sampled schools did not have laboratories and where they had they were poorly equipped and hods had to borrow from other schools. our school is a little bit poor in terms of the apparatus required for practical investigation, sometimes we go out. i go out and borrow some practical from the neighbouring school and then from there i bring them here, demonstrate them how to perform them in front of learners before they go to class (hod, promise). the sheba school hod concurred saying, “like now when you phoned i was supposed to go to one school there and just borrow a few burettes for our practicals for the grade 12s”. the hods reported that although it was important to take and control stock especially in science classrooms and laboratories, they found it extremely difficult to manage the department with inadequate resources, both financial, physical and human resources (table xiii). table xiii importance of taking and controlling stock and degree of difficulty of managing with inadequate resources variables degree of difficulty of managing with inadequate resources p-value of associat ion importanc e of taking and controlling stock least difficult less difficult averagel y difficult more difficult most difficult least important 5(62.5) 2 (25) 0 (0) 0 (0) 1 (12.5) less important 0 (0) 0 (0) 2 (66.7) 0 (0) 1 (33.3) important 1 (12.5) 1 (12.5) 1 (12.5) 4 (50) 1 (12.5) more important 1 (50) 0 (0) 0 (0) 0 (0) 1 (50) most important 1 (14.3) 0 (0) 0 (0) 1 (14.3) 5 (71.4) total 8 3 3 5 9 0.01 science hods perform a number of duties as expected by their school leadership ranging from compliance activities where they just tick the box to going out of their way to borrowing laboratory equipment from other schools. they had never been trained professionally or developed to journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 132 perform their management duties. in some districts, their teachers receive support from subject advisors but there is no support for them. some principals support the hods while some principals do not even consider how they staffed the departments for optimal ns instruction. minimal influence over teaching and learning both the literature and education policy in south africa view the hod as a person who has strong professional, pedagogical, and subject matter knowledge that is underpinned by experience in teaching the subject (smith et al., 2013). experience in the subject is gained by teaching it and understanding areas where learners are likely to meet challenges. with the changes in the curriculum, teaching the subject becomes crucial, as one gets to understand the areas of difficulty in the subject. in this study, just under half of the hods actually taught ns or knew what was going on in the subject. the findings show that they are not familiar with the subject matter and do not understand the grade expectations. these hods are mostly teachers of senior secondary subjects like ps, ls and mathematics. they have expertise in these subjects and would therefore dedicate most of their time to it. this presents the conundrum of managing in the middle (koh et al., 2011). while they have expertise in the subjects that they teach, they could not meet the ns teachers’ subject specific needs or expectations of support because they themselves are not sure of the subject demands. the findings suggest that in general, the hods’ influence over instructional practice is very weak, even when the various contexts were taken into consideration. the focus on compliance to meet role expectations the conundrum of managing in the middle is further revealed in how the hods understood and managed their roles. in order to meet role expectations as prescribed by policy, the hods focused on compliance activities when monitoring the subject instruction. compliance activities centred around the administrative work (bush, 2013) related to their subjects and included conducting regular subject meetings; monitoring the coverage of syllabi; checking teachers’ files; and moderating learner workbooks and test papers. there was very little evidence of how all these activities related to analysing and improving learner performance; and improving teaching practice. in other words, the work of the hods in many instances involved ‘ticking the boxes’ to show completion of their tasks rather than any meaningful and substantive engagement with the core teaching and learning processes at the schools, and how these could be improved. the hods could not provide effective support and leadership as described by lashway (2002) in the form of professional development, classroom observation, mentoring and coaching. considering the profile of the teachers in their departments and the changes in the curriculum, the teachers needed very visible and available leadership. they required continuous professional development and support even in the classroom. it was revealed that classroom observations are only done for iqms purposes, and the hods do not diagnose other challenges or identify examples of best practice. the findings reveal that teachers needed support particularly on the development of sbats. this support involved not only developing the tasks, but tasks that were customised according to 1) the availability of apparatus in the school; 2) the ability of teachers to perform the various experiments; and 3) the ability to assess the tasks meaningfully. the findings suggest that the focus on compliance was related to a number of factors:1) lack of release time (brown et al., 2000); 2) pressure from the top leadership to submit reports (glickman et al., 2011); and 3) their own teaching in the fet band. the hods were fulltime teachers and did not get release time to focus on their instructional leadership duties. yet, in order to fulfil their roles as hods, they have to show evidence regarding their activities, which in most cases takes the form of reports to the school principal. the compliance focus also raises interesting questions about how far the schools have progressed in moving from a bureaucratic style of management to focusing on instruction as the core activity of the school. the findings of this study suggest a predominance of the bureaucratic impulse for compliance, and highlight some of the organizational, contextual, personal, and professional constraints to more effectively managing and leading the teaching and learning processes in the school. curriculum coverage another factor that has made managing in the middle a challenging task is the qualifications of hods. some science hods did not have a science qualification or specialisation. this meant that besides lacking content and pedagogic knowledge, they could also not provide effective instructional guidance in specific science subjects. to save themselves from embarrassment they would allow teachers to do what they could and would not query any discrepancies in the syllabus coverage (wanzare, 2013).from our research, it could be inferred that this is also the reason why they 1) did not do classroom observation (because they might find a teacher who knows more than them in that subject); and 2) did not do professional development, mentoring and coaching (because they did not have the necessary subject expertise). in at least two out of the six schools that we interviewed, the science departments were led by mathematics specialists. furthermore, in the old syllabus, teachers would be allowed to only teach what they specialised in. they could get away with it because the grade 8 and 9 instruction is not monitored and there is no standardised assessment. if, say the grade 8 teacher is a ls specialist, learners would be taught only the “life and living” strand in grade 8 with the hope that they will get a ps specialist in grade 9. this was not a guarantee in the schools as the grade 9 teacher could be the same teacher or another teacher with only ls specialisation (as in sheba school). this is partly because there is a shortage of ps teachers in the schools (kriek & basson, 2008). curriculum coverage is thus a major challenge in certain science subjects. these learning gaps journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 133 accumulate over time, leading to difficulties in the subjects in the higher grades, and could be one of the contributing factors to the high drop-out rate in grade 10. restrictive organizational arrangements in schools subject departments in most south african schools are for a group of subjects and not one subject. the arrangement of subject departments is often determined by the social contexts of schools and the availability of resources (spillane & hopkins, 2013). schools with better finances would have more hods or even senior teachers to assist with instructional support. however, the arrangement in most of south africa’s public schools is such that subjects like mathematics, mathematical literacy, technology education, natural, physical, life and agricultural sciences (where applicable), all belong to one department. it is highly impossible for one hod, who also teaches, to be a specialist in all these subjects, have separate subject specific meetings, and address subject specific issues. the meetings as reported by the hods were short (about an hour at most) and in some cases it happened during the lunch break. the hods responded to these restrictive conditions by only discussing administrative issues and sharing information that was needed to produce the departmental report. the organizational arrangements in schools thus appear to neglect the ns as a key foundational subject and the ns teachers as important in laying a good foundation for the four senior secondary school subjects. the school structures do not enhance the school’s capacity to support learning or provide an enabling environment in which science teaching can be strengthened through effective instructional leadership that is exercised by the hod. lack of school and district support for the hod the findings reveal that the principals do not support the hods or make an effort to make their jobs easier (klar, 2012). this is evident in the way they structure and resource the (subject) departments. firstly poorly qualified teachers are allocated to teach ns. in fhutura school we saw a geography teacher who was a failure in grade 12 ps (producing only 9% pass rate) being ‘demoted’ to teach ns. this suggests that the school leadership do not care about the foundation that this teacher would lay for the grades 8 and 9 learners. this is not only the case in one school and seems to occur in other schools in the study. a reason for the allocation of poorly qualified could be because there has been no monitoring of the grade 8 and 9 curriculum and alignment of instruction with assessment standards. secondly, the principal’s support is not evident in the appointment of hods, especially those expected to lead ns. if the principals were mindful of the specialisation of the hod and the teachers, they could have strengthened the senior teacher structure in the schools. the senior teacher would ensure subject specific support for the teachers in each subject strand (science discipline). the hod would support the teachers in other areas that did not need subject expertise. as it is the case, the principals leave the hods to swim or sink with whatever resources they have and they have to make a success of it. thirdly, the senior school leadership team in the study does not prioritise subject or department meetings and seem not to attach much importance to these meetings (klar, 2012). our interview data supported these findings. the hods described cases where other activities in the school took priority and they could not find time to meet. this shows a lack of focus on the instructional mandate of the school. subject meetings are not formalised and prioritised by the senior school leadership team, and are considered less important than extramural activities which at least are allocated time. teachers have to sacrifice their own lunch time to attend these meetings. this is also evident in the number of times that these meetings were postponed in some schools during the data collection cycle. fourthly, the findings show that although the principals are supposedly supportive, they do not assist in the providing of safe and adequate space where the hods can do their work (naicker et al., 2013). we witnessed the shortage of space for hods in terms of meetings, professional development activities, storage and filing space. we conducted interviews in very crammed spaces which were originally laboratory store rooms. these rooms were packed with textbooks, some laboratory equipment, learners’ books, and teacher files etc. in other schools we conducted interviews in the deputy principal’s offices because the hods did not have any space different from his/her classroom to hold such meetings. the only spaces to do any work with teachers were the classrooms, which they used with the learners. the ns teachers also compete for laboratory space with the physical and life sciences teachers. the fet subjects are prioritised to use the laboratory (which is a scarce resource in the schools).the grades 8 and 9 classes are very big and to schedule their use of the laboratory is very cumbersome. this challenge is complicated by 1) the lack of apparatus to accommodate all learners (especially with regard to consumables); 2) the allocation of poorly qualified ns teachers who struggle to perform experiments to teach ns; and 3) non-specialist hods who could not therefore support these teachers in subject specific matters. a number of hods mentioned that they had to go to other schools to borrow equipment. there is no evidence that the principals were actively supporting the hods to ensure that there are adequate resources for teaching. these findings point to the lack of an instructional orientation in the schools, especially from the senior leadership team. it once again highlights the difficulties of shifting the paradigm of the school as an essentially bureaucratic institution to one that has a singular focus on teaching and learning and in which the organizational arrangements and resources are directed at supporting these two core activities. subject advisors are very rich resources that the department of education has to support subject instruction. the findings reveal that mostly fet subject advisors visited schools. this finding attests to the focus on fet subjects journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 134 because of the pressure exerted by the need to improve performance in the grade 12 exit examination. although some subject advisors did come to schools, they would monitor the implementation of sbats, which was a compliance activity.when subject advisors come to the schools they require subject files and learner books from the hod where they check the records of the sbats. that is about the only interaction that subject advisors had with the hods. subject advisors also tend to work directly with teachers and not the hods (unless the hod was also a teacher of that particular subject). they invite teachers to workshops and cluster meetings but there is no evidence of the hod specific workshop organised by the subject advisors. in this arrangement, the district system misses the very important link to subject instructional improvement the hod (melville, wallace & bartley, 2007). subject advisors are responsible for a group of at least 20 schools and it is not possible to be available every time the teachers need them. hods are better placed to support the teachers because they spend more time with them (highfield, 2010). hence there is potential for building the instructional capacity of the hods in order for them to effectively support and guide the work of many more teachers. by ignoring the professional development needs of the hods, the district has missed out on an opportunity to expand and deepen the instructional focus in schools. from the issues raised in the discussion above, we get a sense of the difficulties associated with the role of the ns hods in schools. very often these leaders find themselves caught between their roles as teachers and that of instructional leaders in the school that leads to tensions, conflict and frustration (naicker et al., 2013). the potential for science hods to more effectively adopt an instructional mandate remains largely unfulfilled due to the organizational arrangements in the school; their lack of qualifications and expertise in certain subject areas; and the inadequate support provided by the senior school leadership team and the district office. all of these issues contribute to the conundrum of managing in the middle – where the hod has to find a balance between teaching and leading, and where the latter is often made more difficult by the issues discussed above. the result of all of this is that the opportunity for the hod to play a more effective role as instructional leader on the school’s smt and contribute to improving learning outcomes is lost. given the current crisis of quality in our education system, the focus on supporting and strengthening the instructional role of the hod in south africa’s public schools will require urgent attention. iv. conclusions this study is located within the emerging field of research on instructional leadership in south african schools. the focus on instruction has been made more prominent by the call from policy makers, academics, and the public in general to improve educational outcomes in the country. this study aims to contribute to the literature on instructional leadership in schools by considering the role that hods play as part of the smt and exploring the extent and nature of their work. to date, not much attention has been paid to the important role that hods can and should be playing in supporting and strengthening teaching and learning in schools, and this study makes a contribution to deepening our understanding of their work. the sciences hods occupy the middle position between the senior school leadership team and the teachers. this makes their work both complex and challenging because ns is also a multidisciplinary subject area. the hods are expected to lead subject departments but they find themselves leading a group of subjects, some of which they have no specialisation in. they find themselves leading teachers who know more than them in some subjects. the ns and science hods’ experiences, understanding of the reality and expectations are mediated by the contextually constructed paths the schools created for them. these paths are influenced by the social context and resources available at the school; the organizational arrangements around instruction; and the support provided to the hods by the senior leadership team at the school and the district office. the findings of this study offer evidence that the senior school leadership does not hold ns in high regard and they do not support the hod in working with poorly qualified teachers. ns competes with other subjects that are given a better status. the findings also reveal that science hods do not receive subject specific support (in terms of time, space, apparatus, qualified teachers) from the school senior leadership nor the subject advisors. the hods have devised ways of mitigating the challenges of poorly qualified or nonqualified teachers which results in learners being taught only one science discipline a year (e.g. only life sciences for the whole year and sometimes both years –grade 8 and 9). these findings further reveal that senior school leadership does not reflect on the instructional leadership provided by hods for the purposes of development and providing feedback to the other components of the school system in order to improve instruction and learning outcomes. the findings of the study sheds light on the role of the sciences hod in the schools, and highlight both the importance and constraints of the role. as very little research has been conducted in this area to date, the study makes an important contribution in deepening our understanding of how the work of the hod fits into the broader school effectiveness discourse and literature in south africa. school principals and deputy principals, on their own, will not be able to transform their schools and successfully embark on improvement initiatives. what is required is “distributed” leadership that stretches across the school and is centred around common improvement goals. the hods are central to this paradigm of instructional leadership in the country. in essence, the findings suggest that the schools were still operating within a bureaucratic paradigm that focused on management for the sake of compliance, without any explicit connection being made to how these management practices related to and supported teaching and learning in the schools. the findings of the study give rise to a few journal of education, teaching, and learning volume 6 number 2 september 2021. page 119-137 p-issn: 2477-5924 e-issn: 2477-8478 135 recommendations for how the work of hods can be more effectively supported in schools. firstly, from a systemic perspective, the department of education and the senior leadership teams in schools should relook at the arrangement of the academic departments in schools. junior secondary subjects should not be grouped with senior secondary subjects in one department. school principals should reconsider how teachers are allocated to ns and the suitability of hods to lead the ns department. in addition, the department and senior school leadership teams should consider the appointment of senior teachers to provide instructional leadership in individual science disciplines that would complement the work of hod and support the teachers with subject specific leadership. secondly, from a policy perspective, we recommend that the role of subject advisors be revised to include working with the hods to build their capacity for more effective instructional support in schools. the hods as middle managers have the most contact with teachers, and their potential to make a significant contribution to curriculum improvement remains untapped. this would also boost the capacity of school based support teams and turn the iqms into an authentic school development tool. thirdly, we recommend that from a training perspective, much more attention be given to the role of the hod as a key member of the smt and the school’s instructional leadership team. currently, there is a focus on the training of principals and deputy principals that have not yet been extended to the hods. the focus of such training should be on developing curriculum management and supervision skills; the monitoring of curriculum coverage; the assessment of learner work in order to improve instruction; and the soft skills of building personal and professional competencies around teamwork and dealing with conflict at the school. the curriculum for such a leadership training programme should take school contexts in account and focus on the importance of shifting the school leadership paradigm from bureaucratic management for compliance and control to instructional leadership for improved learning outcomes in the school. lastly, we recommend that as a supplement to this study, further research into the work of senior teachers should be conducted to develop a deeper understanding of the important role that they can play in supporting the work of the hod in the sciences departments. we worked with a small but representative sample of schools and the findings could not be generalised to all schools across the country. the findings are thus limited to the schools and districts that we worked in. however, the study is important as it is located within the broader research focus on instructional leadership in schools – a focus that has become central to the school improvement discourse and practice in south africa. references angelle, p. s., & dehart, c. a. 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(2004). what do we know about teacher leadership? findings from two decades of scholarship. review of educational research, 74(3), 255-316. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 151 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. ternate historical site as an object based education for sustainable development suswandari universitas muhammadiyah prof. dr. hamka, jakarta, indonesia e-mail: bsuswandari@yahoo.com abstract. this study aims to classify the historical sites of ternate based on the timeliness of its existence. this study uses a critical qualitative historical approach and is conducted in several locations related to the history of ternate. data relating to the physical facts of ternate history sites, then the location of research in the ternate region of north maluku. data were collected from several findings and poured in filed notes. then do the sorting and grouping to found description. data were analyzed using critical historical analysis techniques. the ternate history sites identified in this research consist of ternate museum of ternate, ternate great mosque, kastela fortress, toluko fortress, kalamata fortress, oranje bull, and nala fortress. seven sites are conditions vary and still require government intervention to be used as an object of tourism which can then become an economic power for the people of ternate. with the education for sustainable development (eds) approach, historical site development takes care of the needs and involves the community directly with full results for the benefit of the people of ternate and the wider indonesian community. keywords: ternate; historical site; education for sustainable development i. introduction ternate is one of the areas of the maluku islands group by the portuguese explorer alfonso d'albuquerque is said to be a very rich island of spices and needed european society at that time. the journey of imperialism and colonialism the portuguese to the east was encouraged to find the spice trade center of the first hand. the fall of the strait of malacca in 1511, became an important sign for western power in the region of southeast asia until finally, the portuguese managed to instill its power in the territory of the sultanate of ternate. the sultanate of ternate or also known as the kingdom of gapi is one of the four oldest islamic kingdoms in indonesia. the sultanate of ternate was established in 1257. the fertility and natural wealth of ternate sultanate, especially cloves, pepper, and nutmegs became the main attraction for western merchants. therefore, in its historical record, the ternate region is at least occupied by three western nations, namely portuguese, spanish and dutch. traces of the history of these three western colonies can still be found until now, as a historical site in the ternate region. historical sites are an important artifact for historical researchers as well as other citizens to be able to find out their own nation's past travels for the benefit of the future. studying history through historical sites is an important part of the character and identity of a nation. education for sustainable development (esd), often referred to as education for sustainable development, is one approach to the awareness raising of the historical values of a nation through existing historical sites. education to support sustainable development in relation to historical sites is an education that gives everyone the awareness and ability to contribute better to sustainable development for the present and future based on historical site findings found. in relation to this, ternate as a rich area of pre-colonial and colonial history sites needs to be identified as an effort to preserve and preserve and preserve the historical values contained in it for the present and future generations in instilling awareness of the history of the nation. history makes a man be wise, as sir seelay said. the identification of historical sites can be useful in educational education, ie awareness of history. politically can be used to instill a sense of love of the homeland, and economically can be used as a center of tourism, cultural center as part of the nation's character. in the midst of increasing awareness of indonesian tourism supported by increasingly easy transportation facilities, the identification of historical sites in ternate can be part of a tourist magnet visit ternate. understanding of historical sites history science by s.k.kochhar (2008) is called the mother of the social sciences because this science has been born and developed long before other social sciences develop. history examines human life that occurred in the past in the scope of time as an essential element of history. if we can find relics of an event involving humans such as http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 152 temples, fortresses, broken pots, currencies, ruins, manuscripts, books, photographs, stamps are part of the object that historians learn (louis gottschalk, 1985). history is learned through various forms of relics called historical sites. the site is a plot of land containing ancient remains, its location can be on land or sea, in a cave, on a river bed, or in the mountains (junus sa, 2014). on regular sites found objects, ruins of buildings, or ancient structures that are at least 50 years old. ancient temples, ancient mosques, ancient tombs, or megalithic buildings are the ancient types of buildings. in the act no. 11 of 2010 on cultural heritage, the site definition is described as follows: "cultural heritage sites are locations located on land and/or in water containing cultural heritage, heritage buildings, and/or cultural heritage structures as results of human activities or evidence of events in the past. various forms of relics are part of what is called the fact of history. historical facts occupy a very important position for a historian because the fact by patrick gardiner (sjamsudin, 2007) is defined as what really happened. new facts can speak after historians choose to speak (sjamsudin, 2007). learning history through historical facts and historical sites has the objectives (sk kochhar, 2008) as follows: (a) developing an understanding of ourselves, to know who we are necessary historical perspective, (b) providing an appropriate picture of the concept of time, space and community, relation to the present and past, between local and other far-flung territories, (c) making society able to evaluate the values and outcomes achieved by their generation, to measure the success that has been achieved in their time, (d) ) teaches tolerance for differences, (e) embedding intellectual stance, awakening awareness that interaction between humans is not simple. the social process is a vast complexity, (f) teaching moral principles, history describes good and bad deeds, as teachers in life, (g) embracing future orientation, encouraging citizens to have a vision of life ahead and how to achieve it, (h) strengthen nationalism. ternate is an area in eastern indonesia that can present various facts about its extent that is declared a historical site because it is protected by law. as an area once used as a center of imperialism and colonialism in eastern indonesia, this region leaves behind an amazing historical track record. this historical heritage should be its own potential for the community and government of ternate through various activities of maintenance, safeguarding, and preservation. ternate history sites include kedaton sultan ternate museum, sultan ternate mosque, various forms of portuguese colonial and spanyo and dutch colonial heritage such as portuguese fortress, santa lucia fort, santo paolo fort, santo pedro fort, fortress ford oranje. these heritages are part of the ternate cultural heritage, which can be a source of value to learn from the younger generation and utilized for its potential for present and future life. education for sustainable development (esd) education for sustainable development (esd) or education for sustainable development has actually emerged since 1997 along with the greek declaration of thessaloniki. education for sustainable development itself is actually an evolutionary form of environmental education (pl) which began in 1972. the fundamental change of esd and the ot is to the issues discussed and the learning process approach. in the pl issues discussed only focused on environmental issues and approaches to learning process is still top down (from above), so it can be said is the process of knowledge transfer. while in the esd issue is discussed more broadly, which concerns the environment, social, economic, and environmental impacts. education-based sustainable development is education that inserts insights and concepts widely, deeply and futuristic about global developments, cause and effect relationships, and how to limit it. in addition, esd-based education is an education that awareness and capability for all (mainly future generations) to contribute to a better future for sustainable development in the present and future. education for sustainable development (esd) is a dynamic concept as well as a new vision in education that focuses on empowerment efforts to be responsible for creating a sustainable future (philip suprastowo, et al, 2010). esd is an attempt to change attitudes and lifestyles for positive transformation of positive values in society such as (a) respecting human values and human rights, (b) appreciating future generations and commitment to intergenerational responsibility. (c) respect and care for community life that includes the protection and improvement of ecosystems. (d) appreciate cultural diversity and build tolerance of local and global cultures. sustainable development can be achieved through education because education is a means to change perceptions, attitudes and human behavior (in yulipriatno, et al, 2013). the johannesburg summit in 2002, expanding the vision of sustainable development and reaffirming educational goals in the millennium development goals and education for all education for all set forth in the dakar framework for action, and proposing the decade of education for sustainable development / desd). the united nations, in its general session at the 57th session of 2002 declared the period 20052014 as desd. unesco was appointed to guide the decade in order to play its key role in developing quality standards in education for sustainable development (kemdiknas, 2010a in yulipriatno, et al, 2013). indonesia responded positively to the decade of education for sustainable development (desd) discourse. the ministry of national education (in yulipriatno et al, 2013) places education for sustainable development as one of the educational paradigms in indonesia, namely: education produces human noble beings that are a blessing to all the worlds. such a man meets his needs by taking into account the needs of present and future generations (intergenerational sustainability). in the context of development and empowerment of the esd community in the view of oteng haridjaja (2014) has the following functions: (a). through esd, capacity building of communities or nations capable of developing, developing and implementing an activity plan that leads to journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 153 sustainable development is an activity that supports sustainable economic growth by considering several ecosystems, such as: development of human resource and technology quality, and diversity, social justice, harmony and cultural sustainability, balance of production and consumption, etc. (b). through esd educates people aware of the individual responsibilities to be contributed, who respect the rights of others, nature, and diversity, can make responsible choices/decisions, and be able to articulate them in action. (c) through esd, we are together committed to contributing to a better life, a safer world for all of us, both present and future for our children and grandchildren. this is a comprehensive understanding of complexity and diversity and how to change all development/development towards sustainability, and implemented through prudent planning and implementation, and disseminated effectively and widely. furthermore, as a concept of development esd has several purposes as follows: (a) development that can meet the needs of the present generation without compromising the ability of future generations to meet their living needs, (b) improving the quality of human life while remaining alive in the ecosystems carrying capacity, c) beneficial to all beings on this earth for the present and the future. there are three perspectives in esd: (1).sociocultural perspective: examines social institutions and human roles in change and development. develop agreements and be aware of differences, including harmony, harmony and empathy, democracy, participation, social justice: race, gender, certain, cultural and cultural diversity, development of environmentally friendly sain-tek, (2).environment perspective is an awareness of natural resources, sensitive environment. (3).economic perspective, a sensitivity to the limitations and potential of economic growth and its impact on society and the environment, includes sustainable growth, equality of rights and opportunities, production and consumption balance. these are the pillars in esd that complement each other. maintenance, maintenance, and handling of historical sites in the context of identification require education in a broader and esd-based context, ie conservation and adjustment without leaving previous values for future generations with more dynamic potential to suit the needs of the community. identification of ternate historical sites with esd base is expected to maintain the preservation and balance of the environment while still paying attention to people's living needs. ii. research method this study uses a critical qualitative historical approach as developed by louis gottschalk (1983). with the historical method of critical problems existing in this research is solved from the perspective of history. given the complexity of the problems studied in the science of history, the most important are to deal with the historical evidence found and relate it to aspects of human life in general. in this regard, the first step in this research is to collect the historical data of ternate from various sources in various historical sites in ternate, libraries, web, newspapers and other social media. the second step, done the selection to find data that is authentic, accurate and relevant. the third step is to process and analyze the data that has been selected by making an interpretation after through internal and external criticism. the scope of the critical historical approach in this study includes the selection of research subjects, data collection, selection and analysis of data and the preparation of historical descriptions of the facts found. historians will always remember that historical events are einmalig, only once happened, therefore thoroughness, patience, and foresight become the main capital in this study. this research was conducted in several locations, related to the history of ternate. for data relating to the physical facts of the ternate history site, the research location in ternate region of north maluku. in addition, the supporting data is done in various libraries and other social media that are tested. this research is focused on the existence of historical sites in ternate with all forms of description from supporting literature. the presence of informants is also needed to gain their perception of the historical sites in ternate and efforts to analyze them. data were collected from several findings and poured in field notes. from this field, the note is then sorting and grouping to find the description. data were analyzed using critical historical analysis techniques. iii. result and discussion a. ternate city government policy on historical site as a cultural heritage ternate city is a regency/municipality in indonesia that has been over 763 years since the region has been in the form of a sultanate with all its dynamics in the colonial era, the old order and the new order. in colonial times ternate became the target of invaders because of its spices. in the ternate region was visited by portuguese, spanish and dutch colonists. each of the colonial government has its own footprint and the trail becomes a marker/site of ternate's past. in the time of the sultanate of ternate once led by a sultan who is very tolerant of diversity. in view of darmawijaya (2014) ternate is referred to as a heritage city because ternate keeps a variety of tangible heritage (tangible heritage), non-material heritage (intangible heritage) which in history called history site. ternate's historical sites are sturdy old buildings such as the fortress, the mosque and the imperial palace itself. for the sake of securing the spice trade, portuguese, spanish, and dutch built fortresses in north maluku. in ternate, tidore, and part of the banda islands stood the remains of a fortress that once witnessed the glory of the indonesian herbs. in ternate itself, there are eight surviving fortresses, namely tolukko, kalamata, kastela, oranje, city of promise, bebe, naka city, and takome. from the dutch record, there are at least 12 fortresses in ternate, including a wooden fortress, kalafusa fortress, but the rest is not found traces. the involvement of the ternate municipal government in handling various historical sites is included in journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 154 the concept of preserved cultural heritage objects. some ternate government policies, against cultural heritage objects in the darmawijaya record (2014) as follows: (1). unify the various urban development with the effort to preserve the city's heritage, either in the form of the value of ancestral or other values through local regulations. (2). establishment and management of cultural heritage in accordance with law no. 11 of 2010 on cultural preservation, (3). preservation of old buildings for the common good. the effort to preserve historical sites as a cultural heritage of ternate is done as an effort to strengthen the identity of ternate city itself is multicultural, based on religious teachings, and its people live in harmony. thus, what is done by the ternate municipal government related to the preservation of historical sites, the cultural heritage of the city of ternate is not intended to restore the glory of ternate itself. b. heritage site of ternate city heritage. ternate is a symbol of the glorious past of the indonesian nation. this is where the largest spice-producing center in the world was born. lots of heartbreaking stories struggles and battles to defend the city. the city's historic forts and buildings are silent witnesses that still keep the stories (communityhistoria.com in shandy marcelino alfons, without years). as a city of more than 763 years with the dynamics of the political, social, and economic system, ternate has many historical sites that currently serve as cultural heritage or in regional regulations called heritage objects (bcb). cultural heritage objects are the remains of the past as a trace of events that have occurred. historical relics history is one of the potential sources in the introduction of culture, especially the culture of a particular region. in addition, bcb are also a cultural heritage that has a special attraction for the community at large about their old age (http://bentengmalut.blogspot.com/diunduh 30 june 2015). it must be acknowledged that the awareness of the historical importance in indonesian society has only grown in the last few decades. historical knowledge is instrumental in the development of the nation's personality. however, that does not mean by knowing the values then we must restore the past way of life into the present. the facts of the past that we can still see and enjoy in the city of ternate, among others, in the form of bastions of european remains, as evidence of how the wealth of ternate with cloves tease the europeans to come looking for "valuables" ternate this. so many historical sites exist in ternate, this study will only show four historical sites as a cultural heritage with the following considerations: 1). observe the physical condition of the building, because there are buildings that live only because the land was built with wood and burned. 2). judging from its meaning in the history of indonesia and ternate, 3). limitations of time and energy of researchers and lack of written sources about various historical sites that exist. the historical sites as a cultural heritage are referred to below. kastela fort fig. 1 kastela fort kastela fort is located in kastela village. kastela fort also often called the gam lamo fort (origin of the name of mount gamalama), nostra senora del rosario. gam lamo itself means "great village" because here it used to be a large village containing portuguese people. the name kastela, allegedly derived from the word fort which means the palace, because it was here once was the central palace of portuguese government and trade. the first time this fort was built by antonio de brito in 1522, then followed by garcia henriquez in 1525. in 1530, the construction was continued by goncalo pereira, and in 1540 the fort was completed by jorge de castro. on the gate bearing the words "jou se ngofa ngare" with the symbol of two-headed garuda (goheba madopolo romdidi) symbol of the kingdom of ternate. jou se ngofa ngare means "me and you" which is the slogan of ternate sultanate. this word can be interpreted as upholding togetherness. in this kastela fort murder of sultan khairun by antonio pimental on the orders of the portuguese governor lopez de mosquita on 27 february 1570. on the occasion, the son of sultan khairun, baabullah (1570-1583) rose against the portuguese and finally the portuguese expelled from the fort kastela and ternate in 1575. after the portuguese were removed from ternate, spain entered and the fort was occupied by spain. during the siege and assault of this fortress by spain in 1606, and spain quickly took over and took fifty-three large copper cannons inside the fort. in the raid in the city of ternate, they found other valuable spoils. since then ternate is controlled by the spanish (http: //bentengmalut.blogspot.com.unduh 30 june 2015). kastela fort is one of the objects of cultural heritage, it's just around the fort there are new buildings that disturb the beauty and historical value of the fort kastela itself. this is reinforced by law no. 11 year 2010 about cultural heritage, there is a prohibition to change or add buildings that do not support the function of the cultural heritage. toluko fort journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 155 fig. 2 toluko fort toluko fort is one of the historical sites of ternate and is part of a protected cultural heritage object. the fort was originally built by francisco serao (portuguese) in 1540, later renovated by pieter both (dutch) in 1610. the fort is often called the holandia fortress or saint lucas, located in the northern part of downtown ternate, with the direction of 800 lu. the dutch east indies government in 1661 allowed the sultan of madarsyah to occupy this fortress with a force of 160 men. location tolucco fort in the village dufa-dufa which is 2 km. the fort is located on a hill, so it is very strategic to oversee the trade traffic passage in the strait between ternate, halmahera, and tidore. in addition, the sultanate of ternate can also be easily supervised from this fortress. the shape of this fort is unique, not symmetrical because it follows the contours of the existing hill. the shape tends to be rounded with two bastions in front and an aisle about 20 meters back between the two bastions. when viewed from above, the shape of this fort is similar to the male genitals. on the left wall after the entrance, there is a chisel of symbols that until now has not known the meaning of the chisel. if you look at the condition of the current fort, at first glance it looks good is because the fort was ever restored in 1996. restoration done in some parts has removed the authenticity of the building. this is exemplified by the loss of evidence of underground tunnels connected directly to the sea, which according to the surrounding community stems from the lower chamber within the fort. likewise with some patching of parts that are detached from the building, which uses modern materials prominently. the reduced authenticity of the fort due to the restoration that has been done clearly will reduce the aspect of information that can be shown by the data artifacts contextually. kalamata fort fig. 3 kalamata fort kalamata fort is often also called the fort of santa lucia or also the red woods. the fort was originally built by pigafetta (portuguese) in 1540, then restored by pieter both (dutch) in 1609. in 1625 the fort was once emptied by geen huigen schapenham, then in 1672 by gils van zeist. this emptied fort was later occupied by the spanish until 1663. after occupation by the dutch, the fort was repaired by major von lutnow in 1799. the name of kalamata fort was taken from the name of a prince of ternate who died in makassar in march 1676. kalamata fort the locals called the fort of promise city was built by the portuguese ruler at a location at an altitude of 50 meters from sea level in the north of ngade village. in this fort once met two groups of troops divided by don pedro de acuna, the spanish governor general of the philippines who on january 15, 1606, began sailing to maluku and on march 26 arrived at talangame bay. the meeting of these two well-coordinated groups of troops was in the framework of a joint attack between the spaniards and the tidorees of ternate which began at dawn on 1 april 1606. at the time of the attack, the fortress had just been built. in the attack, don pedro mobilized his field warrior in a position to hold a shooting fence and at the same time learned that the ternate people had a large cannon to return their fire. the spanish movement was a threat to the fort, making the defenders of the fort speculating out of the wall to fight one on one. in the afternoon the defensive soldiers became tired and many gave up, so the spaniards won. from this fort, don pedro diverted his soldiers to besiege the fort and the town of gammalamma, the headquarters and residence of the sultan of ternate at that time. but before the spaniards reached their place (fort), sultan said (grandson of sultan khairun) had gone (anonymous, 1992: 84). in 1610 the fort was by the spanish ruler equipped with six cannons and inhabited by 27 spaniards, 20 portuguese and some filipinos. the condition of the fort now physically the structure of the rock is still in good condition, despite the wall has ever occurred. it is possible there has been the renovation of the san pedro san pablo fort. if there has been a renovation, which is not known exactly when then the effort has eliminated the authenticity of supporting materials. this is because the present form is still very rough, so it does not reflect the historical building of the fort. only the structure of the pond in front of the fort is still visible authenticity. includes a wellbore near the southwest wall of this fort. oranje fort journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 156 fig. 4 oranje fort the fort was built in 1607 by cornelis matelief de jonge (the netherlands) and was named by francois wittert in 1609. the fort of oranje originally came from a former old fort founded by a malay and was given the name of benteng malayo. inside the fort was once the center of the highest government of the dutch east indies (governor general), namely pieter both, herald reynst, laurenz reaal, and jan p. coen. in this fort was once served as the headquarters of the voc in the dutch east indies until governor-general jan pieterszoon coen moved his headquarters to batavia in 1619. the fort was able to demonstrate the ability of its defense power against the spanish attack when the spanish crossed quietly at night from the fort of gammalamma (kastela) through a difficult passage with 250 men arriving in the citadel of oranje at dawn, can be repulsed by the dutch in a one-on-one battle. the netherlands with forty soldiers assisted by about a hundred people of ternate able to defend the fort. the war in the citadel of oranje in 1606 turned out to be a serious battle between the netherlands and spain in the area. the fort walls made of brick, stone, stone and broken glass, this leaves 13 pieces of inset still inside the fort because there is no new placement activity. although suspected, some of them have disappeared from their place of origin, this is because at the northwest corner there is absolutely no cannon. viewed from the shape of the building at the angle is similar to the other corners as checkpoint and reconnaissance. the loss of the cannon is also known from the former foundation of the cannon on the second floor just above the gate. the rooms on the first floor along the walls are in a state of concern. at the northwest corner, it has even buried the ground around, making it difficult to identify. in the space of 15.80 m at the gate and on the outer wall there is a pile of brick, which has no context with the fort. similarly, the condition of the guard building behind the gate, all that remains is debris. here are some pictures from the site of oranje fort that exist at the present moment. here are some strong images of the fort of oranje built during the dutch occupation. fig. 5 rooms in the first floor of oranje fort fig. 6 condition in oranje fort in 2014 (1) fig. 7 condition in oranje fort in 2014 (2) fig. 8 condition in oranje fort in 2014 (3) journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 157 fig. 9 condition in oranje fort in 2014 (4) fig. 10 condition in oranje fort in 2014 (5) the above five pictures are taken in 2014, showing the current conditions of the oranje fort. in terms of building, the material building is made of good quality material even very good because the wall that can be seen at the moment is still the original building. it's just that the fort's surroundings are filled with people's homes and are now in the process of revitalization. kota naka fort fig. 11 kota naka fort the fort was built by the dutch east indies government in the 18th century. located just a few meters to the left of kedaton (sultan) sultan ternate on a hill. the fort is named after the mention of "naka" (jackfruit), which according to the community around it is related to the smell of jackfruit that can be smelled from a distance. have there ever been a jackfruit tree, so far not known with certainty? this is equivalent to the function of this fort, which is to oversee the movements of the sultan in the administration of government in addition to dutch for. this means that the news of this fort spread more quickly in the community about the condition of the kingdom(https: // recognizeternate .files.wordpress.com / 2014/08 / kotanaka3.jpg). currently, the fort of naka city has increased the structure of the wall, rising 2 (two) meters from the upper limit of the original wall. so even with the building inside, now is a small house in the form of most. on the wall of the front wall, has turned into a wall decoration wall-like garden wall. kedaton ternate museum fig. 12 kedaton ternate museum kedaton kasultanan ternate museum is proof of political, social and economic history and culture for the people. kedaton is still awake and maintained and at certain times used to welcome guests or other customary activities. kedaton museum is also one of the tourist destinations for people visiting ternate (http://www.suararadio.com/wpcontent/uploads/2012/03/ista na-kesult-ternate 1.jpg). kedaton ternate mosque fig. 13 kedaton ternate mosque islam entered maluku or ternate, according to western writers, in about 1460. antonio galvao noted that islam had entered ternate north maluku 800 years ago. antonio pigafetta, who arrived in tidore in 1521, said that the muslims were already in north maluku (masinambow, 1987: 327http: //aresearch.upi.edu. ips 0603167). the first king to convert to islam was the king of ternate in about 1460 was gapi baguna or kaicil si a (1432-1465). from that opinion, indicates that islam entered in ternate begins journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 158 with its king embraced islam. this is in line with the opinion of the informants interviewed confirming that there are a number of ternate philosophies which indicate the inherent "islamic fire" in the local tradition of ternate society. one of the assumptions that still survive is the statement of mudafar shah (sultan of ternate, who just passed away), that islam in ternate is even earlier than islam in serambi mecca of aceh. it is as something to imply a strong perspective of "ultimate islam" in the ordinary life of the people of ternate, or at least the palace elite circle, in view of islam. according to antonio galvao, in every kingdom, there is a general casis (kadhi), a kind of pope or priest in the christian religion (jacobs 1971: 87). kadhi heads the mosque's upper mosque of the sultanate, consisting of four imams, four modim (muadzin). he heads the officers of the other mosques in ternate, in the same order as the imperial mosque. kadhi, the priests, and preachers are included in what is called the bobato hereafter, while jogugu, the sea captain, the law and the secretary are called the bobato of the world (http://aresearch.upi.edu/operator/upload/d_ips_0603167_chapter4f). in the nineteenth century, most of the population of the territory of the sultanate of ternate had embraced islam and some were christian and the primitive belief among the alifuru people. after the king embraced islam and accepted it in the government structure, this meant that islam became a royal religion. therefore the local authorities must accept the religion of islam. there was a massive conversion of the religion of ignorance (primitive) into the religion of islam, especially among the rulers and their families. the ruling treatment of a muslim population as a first-class citizen and other residents as second-class citizens is a favorable condition for the transition of religion. this is especially true for the inhabitants who inhabit the coastal area and close to the ruling center in the area or the social group of the rulers of the time. kedaton mosque ternate as in the picture below (http: //www.indonesiaheritagenet). fig. 14 kedaton ternate mosque in 2014 c. development of education-based tourism for sustainable development in ternate city ternate as a tourist destination in the current global era, one of the efforts to improve the welfare of the community is supported by the development of tourist centers. this condition is reinforced by the increasingly easy and cheap transportation facilities, lodging facilities are more affordable and the increase of public awareness to conduct tourist visits from one area to another or abroad. this situation became one of the indicators of improving the welfare of people in a region, including indonesia. the unique geography of indonesia and supported by various ethnic and cultural potentials are the main attraction for indonesian people to know other areas. similarly for overseas visitors. during this time the island of bali as if by only the only tourist destination in indonesia. as a labor-intensive industry, with a large and growing domestic market, tourism is expected to contribute significantly to the program of unemployment in indonesia (ilo, 2012). in accordance with law no. 10 on tourism, chapter 1, article 1, there are several terms pertaining to tourism itself as follows. (1) a tour is a travel activity undertaken by a person or group of persons by visiting a certain place for recreational purposes, personal development, or studying the unique attractions of the visited tourist in the interim period. (2) tourism is a wide range of tourism activities and supported by various facilities and services provided by the community, entrepreneurs, government, and local government. (3) tourism is a multi-dimensional and multidisciplinary tourism-related activity that emerges as a manifestation of the needs of every person and country as well as the interaction between tourists and the local community, fellow travelers, the government, local government, and employers. (4). attraction attractions are anything that has uniqueness, beauty, and value in the form of diversity of natural wealth, culture, and man-made products that are the target or purpose of a tourist visit. (5). tourism destination area hereinafter referred to tourism destination is geographical area which is in one or more administrative area in which there are tourist attraction, public facilities, tourism facilities, accessibility, as well as interrelated community and completes the realization of tourism. (6). tourism business is one that provides goods and/or services for meeting the needs of tourists and the implementation of tourism. observing the contents of the law, the city of ternate has all aspects of understanding in question. judging from the amount of flight activity that exists, ternate city became one of the tourist destinations both domestic and foreign. this is supported by the pictures of nature, natural wealth, beaches, mountains, sea, fish, lamps and special culture are very interesting. ternate city is a unique city that is the main attraction. moreover, the word ternate is always associated with tidore has been introduced to the indonesian community through history lessons since the level of primary education, compared with the name of other regions in the region. the problem faced is the readiness of ternate city to prepare various facilities for the tourists who come. this condition is continuously improved by conducting various development plans that also focus on the tourism development sector. ternate as a city of pusaka asana has been disclosed by darmawijaya, et al. (2014) owns many sites which are then strengthened with protected heritage area, guarded its existence and serve as national asset, regional journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 159 asset that has important benefits for the development of regional potential including the development of character love identity local for the local community, including the residents of ternate itself. in connection with the gal, the government of ternate city is now very active in the campaign for ternate tourism revival. all forms of historical heritage in ternate become the object and the subject of reliable tourism, coupled with the uniqueness of ternate community culture. on one occasion, the character of ternate said as follows: ternate is not big, especially when compared with the island of java. but the surrounds of ternate will not be bored because it is not jammed. in ternate the land is fertile and many customs are very distinctive and very potential to be used as tour packages. not to mention when viewed the relic of the past. this shows that ternate has advanced from time to time. ternate central spice. well, this spice herb that then enriches the history of the people of ternate. the informant's opinion above implies the desire to build ternate from the tourism side considering the number of tourism potential owned by ternate city. funding issues, the quality of human resources, and the support of tourism facilities and infrastructure must be developed in ternate. heritage historical or historical sites in ternate to be a separate capital in an effort to provide employment-based tourism. some examples of countries whose tourism sector is advancing because of the potential of the preserved past, developed and proclaimed among others the united states with its pride of democracy, spain, france, germany russia with the legacy of royal dynasties in the past, vietnam with the events of vientamnya war, china with chinese walls and so on and singapore is very famous for the icon of the lion's statue of water. such conditions should also occur in indonesia with a very beautiful natural diversity, a very distinctive cultural diversity, as well as the remnants of a remarkable past, as well as the city of ternate. the city of ternate has a stunning natural relief ranging from mountains to the sea and beaches, the existence of past relics such as colonial portuguese, spanish and dutch heritage fortresses, ternate's cultural treasures as well as the rich culinary riches of ternate. this is a reality, basic capital, wealth and character typical of ternate city that is not necessarily owned by other regions. how to make the entire tourism potential of ternate including a historical site as a cultural heritage has value and benefit for the sustainability of the population in ternate. this means the existence of many historical sites to be the entrance to the opening of new jobs through the tourism sector. types of job/new job opportunities that can be done related to the tourism sector such as providing tourist services that attract tourists. for example hospitality, travel agencies, restaurants, diving, surfing, local food product development for by the typical ternate handbags and much more. this condition will be able to run well if supported by the implementation of holistic education in responding to the challenges possessed by the city of ternate. as an indonesian tourist destination in eastern indonesia, based on field observations that have been done so far can be mentioned several objects that can be visited as follows below. tabel 1 destinasi wisata kota ternate journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 160 d. ternate culture / heritage sites as an object-based education for sustainable development (esd) education for sustainable development (hereinafter referred to as esd) or education for sustainable development is the idea of education policy in order to foster and strengthen the mindset about the importance of education for the existence of a nation (wqa, 2010). as it has been revealed that esd was raised since 1997 in conjunction with the greek declaration of thessaloniki, as part of an evolutionary form of environmental education since 1972 (bintari, 2014). unesco calls this paradigm with the terms education for sustainable development (esd) or if it becomes an education for sustainable development (pupb: in i made gunamantha, 2010). in this research still used the term esd, to be more consistent and familiar. in the observations made so far, the term esd in education has not been widely known by teachers and principals, especially at the primary school level. most of them still practice inadequate conventional teaching-learning activities to develop learning content with long-term issues. esd becomes an important issue in relation to the occurrence of changes in the natural environment due to the unlimited demand and unlimited needs of human life. the needs of both human physical and spiritual are often not enough with what is in the natural surroundings. the emergence of the human desire to have more of what is needed often raises unstoppable social upheaval and becomes a distinct imprint on the history of human civilization. colonial portuguese, spanish, dutch and other traces of human activity that always wants to master. signs of colonization of the nation is very clear in the region of ternate. human behavior that tends to think narrowly and for the sake of a moment often takes unlimited natural resources and destroys the environment (bintari, 2014). as a result of nature is getting exhausted and our children and grandchildren live to accept the consequences, such as floods, droughts, landslides and so forth. this is very visible in the situation of historical heritage in ternate is less well maintained and continues to press the economic interests of the population in the region. some of the physical buildings are not clean and densely populated with residents and street vendors. ternate city government intervention for tourism development is very helpful for rescue this site. the construction and guarding of historical sites as cultural heritage objects became part of the spirit of esd as proposed by cortese (1999), in i made gunamantha, 2010 is an effort of searching and awareness-raising to appreciate past works as a basis for self-identity. historical / cultural heritage sites are the real facts of a nation's travel process that must be known and understood the important meaning behind the facts found today.their kedaton's heritage as ternate city museum is very important to know the traces of ternate city hundreds of years ago. -the fortress built by the colonial government, although it leaves the bitterness of history but with it also can raise the spirit of heroic because our nation can finally drive them the invaders bravely.because if we look at the existing colonial relics, crossed in our memories of the colonial power to suppress and take advantage for the glory of their country in europe. of course, this mindset exists only in resources that have historical consciousness and the future of the nation and that consciousness is gained through a good educational process. that is, it takes educated human resources who are able to see problems in various perspectives and holistic. meanwhile, the educational and learning strategies were undertaken in indonesia today is still limited to the provision of knowledge which still requires the hard work of all parties in characteristic learning. more deeply, in one of his writings, yulipriatno et al. (2013) emphasize the task of education that must be able to foster an understanding of the importance of sustainability and ecosystem balance, namely the understanding that humans are part of the ecosystem. education should provide an understanding of the values of social and natural responsibility to provide students with the idea that they are part of a social system that must synergize with other humans and part of the natural system that must synergize with nature and its contents. with these values, there will be a critical understanding of the environment (social and natural) and all forms of intervention to the environment, good and bad, including development (kemdiknas, 2010b). education greatly influences the physical development, the power of the soul (reason, taste, and will), social and human morality and is the most important tool for maintaining oneself and maintaining positive values (setiawan, 2010). of course with the impact, this education brings impact on the increase of knowledge and skills and will help in the formation of positive attitudes and behaviors. eco-friendly behavior can be established as expected. where the formation of behavior in accordance with the expected is determined by three things, namely: the formation of behavior with habits, the formation of behavior with the understanding and the formation of behavior with the model or example (walgito, 2010). associated with the position of ternate as a heritage city, a city rich in natural resources and rich with historical heritage sites that belong to the area of culinary heritage, is an important basic capital that can be used and developed in forming citizens of ternate with a system of journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 161 continuing education based on wealth nature and relics of historical objects as one model of character formation, environmental balance, mutual respect and have a sense of pride with the identity it has. accordingly, through the values that exist in esd can be one model of efforts to change behavior and lifestyle more positive and can appreciate the work of history as one of the evidence of the past with positive values in it. this condition is reflected from the existence of the people of ternate city who still need a new understanding of how to appreciate the cultural heritage objects as part of the economic development and identity of the typical city of ternate is very worthy of pride. the situation in the observation of historical objects in ternate, especially in the colonial heritage fortresses, has long been untampered and in the last five years, the local government began to pay attention. one example of fort toluko which is good because there is a development cooperation with universities in yogyakarta. this condition is not yet fully for the oranje fort. fortress oranje is very sturdy with the structure of the typical colonial buildings, currently a residence of residents of a certain unity. inside the fort, there is a housing that gives the impression of less tidy, and less comfortable for tourism. currently, revitalization efforts continue to be done, starting with the land acquisition is a large enough cost. if this condition is left unchecked, it is not likely to remove traces of the past of ternate society itself. the values that can be developed in sustainable development in ternate city are related to the existence of historical sites as cultural heritage objects with dimensions developed by puslitjak kemendikbud (2010) as follows: table 2 appreciate ternate history site as an object of sustainable tourism development looking at the above table, it can be seen that sustainable development / esd becomes an important part of the larger development framework, especially for tourism in ternate. there are some examples in certain areas that are destroying historical sites because of current capitalist economic interests. however, these values must also be accompanied by the awareness of the public to be able to appreciate the existing site belonging to all non-private / individual property as seen today in ternate on some historical sites. e. sustainable tourism development model site-based history of ternate city sustainable tourism is defined by unwto (in myra gunawan and oliver ortis, 2012) as tourism that takes full account of current and future economic, social and environmental impacts, addresses the needs of visitors, the tourism industry, the environment and the host community. a sustainable tourism approach is designed to encourage positive impacts of tourism development on the social and cultural values of local communities and to recognize and manage any negative impacts. it is highly possible that the development of tourism with the number of visitors/tourists in and abroad will have an undesirable negative impact. sustainable tourism development should be able to offer a better environment for the community and create mutually beneficial relationships by placing local culture as part or even the core of tourism products (rina kurniawati, without years and myra gunawan, 2012). by adding sustainability approach rina kurniawati (without years) stated in the development of tourism, community empowerment through education, communication, strengthening tolerance and respect, cultural exchange, cooperation and peace can be achieved. at the same time, there may also be greater pride in local culture as well as the revitalization of tradition. there are nine principles of sustainable tourism development (ratna kurniawati, no year), namely: 1). participation, 2). participation of stakeholders, 3). local ownership, 4). sustainable use of resources, 5). accommodating the purposes of society, 6). attention to carrying capacity, 7). monitor and evaluation, 8). accountability, 9). training and promotion. these nine principles can be used as a model of tourism development in ternate city by utilizing historical sites / cultural heritage that exists as follows below. • participation: in this context, ternate people are fully involved in the development of tourism potential either directly or indirectly. directly for example to maintain the security of ternate city which is free from criminal acts, the people of ternate are friendly and ready to answer the questions of tourists anywhere met. indirectly for example maintaining the dignity of ternate city as a proud heritage city. • stakeholder involvement: in this context, all organizations/community groups, governments, tourism associations, business associations support all policies to build sustainable tourism. • local ownership: in this context, tourism development in ternate city should offer employment to local journal of education, teaching and learning volume 2 no 2 september 2017. page number 151-163 p-issn: 2477-5924 e-issn: 2477-4878 162 communities. tourism supporting facilities such as hotels, restaurants, and others were first developed by the people of ternate itself. if there is a lack of involvement by related parties to build networks and improve the quality of human resources. should be developed and maintained by local communities • sustainable use of resources, ie the use of local resources and avoiding excessive use of resources. natural wealth in the city of ternate well maintained, well used, along with the development of tourism ternate city. • accommodate community objectives: ternate municipal people continue to be given insight into how to develop and serve holistic tourism services. • carrying capacity: what is intended is the capacity of the land to be considered include the physical, natural, social and cultural carrying capacity of ternate to be developed as much as possible which should always be monitored and evaluated. • monitor and evaluation: in this context, ternate local government prepares monitoring and evaluation instruments to become a tourism development benchmark developed. • accountability, ie tourism planning in ternate city should pay great attention to job opportunities, revenues and public health improvements of ternate city itself as reflected in development policies. the management and utilization of natural resources such as land, water, and air must ensure accountability and ensure that existing resources are not over-exploited. • training and promotion: sustainable tourism development requires the implementation of educational and training program programs to equip people's knowledge and improve business, vocational and professional skills. training should cover topics on sustainable tourism, hospitality management, and other relevant topics. based on these principles can reinforce that the occurrence of systematic and sustainable cooperation hence the desire of ternate city as the city of pusaka become the center of eastern indonesia tourism destinations. the sociopolitical conflicts that occurred in the maluku region a few years ago should be an important part of repeating itself. however, various forms of the fact of conflict can serve as new historical facts as a place to learn. history as events and historical objects as facts of events is an important marker in the course of a nation's history. therefore, there is an adage from the first president of the republic of indonesia soekarno who says jas merah, never forget history. this is where the importance of studying history. however, it must be recognized by the onslaught of the value of globalization, characterized by the strong value of money and importance as the basis of relations, often can eliminate historical facts for economic interests. through historical tours, natural attractions, sustainable cultural tourism is expected to grow the spirit of love and proud of their homeland, awakened the spirit of tolerance and then become social capital for the development of the nation and state of indonesia into a big and advanced nation. iv. conclusions traces of colonial heritage in ternate can be seen from various objects of history / historical site history that currently become a protected object of culture. the remains of these heritages become a very important source for generations to come. therefore, the historical sites of ternate identified in this study are important tourist objects that should be developed in a sustainable manner. there are seven historical sites / cultural heritage objects identified in this research: museum kedaton ternate, ternate agung mosque, fortress kastela, fort toluko, kalamata fortress, bull oranje, and citadel of nala. seven sites are conditions vary and still require government intervention to be used as an object of tourism which can then become an economic power for the people of ternate. with the approach of education for sustainable development, the development of historical sites takes into account the needs and involves the community directly with 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http://www.bintari.org/index.php/in/publikasi/opini/101-pendidikan-untuk-pembangunan-berkelanjutan http://id.wikipedia.org/wiki/sejarah_indonesia#kolonisasi_portugis_dan_spanyol http://id.wikipedia.org/wiki/sejarah_indonesia#kolonisasi_portugis_dan_spanyol http://darikitauntukindonesia.blogspot.com/2013/06/peninggalan-arkeologi-kesultanan-ternate.html http://darikitauntukindonesia.blogspot.com/2013/06/peninggalan-arkeologi-kesultanan-ternate.html http://id.voi.co.id/voi-warna-warni/6063-jejak-portugis-di-ternate http://id.voi.co.id/voi-warna-warni/6063-jejak-portugis-di-ternate isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 108 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the development of interactive learning multimedia based on the website for mathematics’ subject in junior high school irmawan1), aloysius mering2), indri astuti3) 1) untan, pontianak, indonesia e-mail: irmawan88@student.untan.ac.id 2) untan, pontianak, indonesia e-mail: aloysiusmering@fkip.untan.ac.id 3) untan, pontianak, indonesia e-mail: indribk91@yahoo.com abstract. this research aims to develop interactive learning media based on the website for mathematics subjects in junior high school. the research and development (r&d) method was applied to this research to achieve that goal and the model used is addie. addie model consists of five phases: (1) analyze, (2) design, (3) develop, (4) implement, and (5) evaluate. the research was conducted in grade 8 students of smps kristen makedonia ngabang with 27 participants and six people for a validity test based on media design experts, media experts, and mathematics content experts. questionnaire instruments and attitude scales were used to analyze the quantitative and qualitative data. overall, according to the data analysis (with the frequency range of 1 to 5), it is found that the media design has met very valid criteria with an average value of 4,76. nonetheless, the analysis result of empirical assessment for individual, small group, and field try procedures for 27 students in smps kristen makedonia (makedonia junior high school) ngabang grade 8 expressed that the students are very happy to use interactive learning multimedia based on the website with an average value of 6,25 with the frequency range of 1 to 7. furthermore, according to the result of the effectiveness attitude questionnaire towards media and the pre-treatment and post-treatment analysis that involved 30 students, there was a significant difference as , ( ). therefore, the interactive learning multimedia based on the website for mathematics subjects in junior high school can be implemented for mathematics-related topics in junior high school. keywords: learning multimedia; interactive learning; based on the website i. introduction mathematics is one of the important fields of study in education. it is proven that mathematics learning is carried out at all levels of education. in learning mathematics, students are trained continuously to be able to solve problems of everyday life. the mathematical abilities that are trained include the ability to count, think critically, carefully, logically, and thoroughly. hence, mathematics learning is one of the subjects that needs more attention to improve its quality. students find mathematics very difficult and a frightening specter (siregar, 2017; fahrudin, zuliana, & bintoro, 2018). mathematics which is considered a difficult and unpleasant subject become the main reason that directs the students’ attitude who are lazy, avoid and do not want to learn mathematics. the students’ attitude describes that they do not like mathematics. based on the data of the 2020/2021 new student admissions (ppdb) math test scores of smps kristen makedonia ngabang (makedonia junior high school) showed the average basic numeracy score for students on the alumni path was 37.28, the regular path was 57.53, and the roadshow path was 19.12. the average of all scores from all paths was 37.97. meanwhile, the average score of students who are selected and accepted at smps kristen makedonia ngabang, and currently are in 8 grades, was 48.96. the scope of the basic arithmetic test questions in ppdb only includes addition, subtraction, multiplication, and division. therefore, it can be concluded that students’ numeracy skill is still in the low level. a simple survey conducted on march 12, 2021, showed that the learning outcomes of 8 grade students were directly proportional to the response of happy attitudes towards mathematics. that means, students who have a happy attitude towards mathematics have good learning outcomes, http://creativecommons.org/licenses/by-nc/4.0/ mailto:irmawan88@student.untan.ac.id mailto:aloysiusmering@fkip.untan.ac.id mailto:indribk91@yahoo.com journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 109 and conversely, poor learning outcomes show a displeased attitude towards mathematics. attitude is very important in the world of education. students' attitudes are predictors to predict success in learning (gbore, 2013). according to susilo & agustin (2015), there is an influence between attitudes towards mathematics and mathematics learning outcomes in junior high school. if students' attitudes towards mathematics are high, then students' mathematics learning outcomes are high and if students' attitudes toward mathematics are low, then students' mathematics learning outcomes are low. likewise, hartanti's findings (2015), that groups of students who have positive attitudes towards mathematics have higher mathematics learning outcomes than groups of students who have negative attitudes towards mathematics. therefore, attitudes towards mathematics will greatly determine the learning outcomes of mathematics. in line with the problem of students’ attitudes who do not like learning mathematics affect student learning outcomes, it is necessary to have multimedia learning innovations for teachers in having learning activity. in terms of social psychology, according to lahey (2012, p.538), attitudes as evaluations that predispose us to act and feel in certain ways. that is, attitude as an evaluation that influences a person to act and feel in a certain way. the attitude that is generated is also influenced by past experiences, present situations, and expectations in the future. attitudes can be formed for the occurrence of desired behavior or actions (asrul, ananda, & rosnita, 2014). the attitude structure has three main components that support each other, namely cognitive-beliefs, emotional-feelings (affective), and dispositions in conative behavior (dispositions to behave) (lahey, 2012; azwar, 2016). also emphasized by azwar (2016), this is because attitudes have components of trust, feelings and tendencies to behave (lahey, 2007). educational innovation is really important and need to be constructed by the teacher. therefore, it is very important for teachers to be able to develop interactive multimedia learning. according to garrand (2006, p.5), multimedia is a combination of many media into a single work where mediaaltering interactivity and linking are made possible to the user via the computer. according to wibawanto (2019, p.1.27), online learning is a teaching and learning process in which teaching materials are available and accessible via computers connected to the network and the process is mostly managed through a network. futhermore, based on rusman (2018), website-based learning is a learning activity that utilizes web page media (website) which can be accessed via the internet network. website-based learning or web-based learning is one of the applications of electronic learning (e-learning). the benefits and advantages of using interactive multimedia in learning include: more, innovative and interactive learning systems, able to combine text, images, audio, music, animated images or videos in one unit to achieve learning objectives, increase student motivation during the learning process, able to visualize material that has been difficult to explain only with conventional explanations or teaching aids, and to train students who are more independent in acquiring knowledge (meyer, 2009; silaban & tanjung, 2015; munir, 2015). furthermore, munir (2015) also provides reasons that make learning to be supported by interactive multimedia, namely the message conveyed by the material feels real, can stimulate various senses so that interaction occurs between the senses, visualization of material in multimedia components is easier for students to catch, the learning process is more practical. and controllable, and save time, cost and energy. the development of this multimedia contains the pythagorean theorem material. the pythagorean theorem is one of the materials from the 2013 curriculum of mathematics taught in grade 8 of junior high school. the pythagorean theorem is an abstract teaching material that requires tools or multimedia. the material for the pythagorean theorem has sub-materials, namely, the truth of the pythagorean theorem, identification of pythagorean triples, sides of right and isosceles triangles, triangles with special angles, and solving real problems in the pythagorean theorem. this material is in accordance with (a) the characteristics of the multimedia developed, (b) the learning time of the material according to the time of the study, (c) the willingness of mathematics teachers to be involved as research participants, and (d) the multimedia required for learning the pythagorean theorem is not yet available. the material selection procedure is carried out through (a) needs analysis with interviews and documentary studies on the 2013 curriculum, (b) the feasibility of the material to be translated into multimedia. thus, it can be explained the relationship between the characteristics of multimedia, the benefits of multimedia, and learning materials. research on the development of interactive learning multimedia based on website has been conducted by several researchers. the results of research on the development of learning media based on website, rhomdani (2017), found that website-based learning media are very practical and interactive to be used as learning media. it is also reinforced by the findings of oktaria, zulkardi, & somakim (2013) that the use of websites can increase students' interest in learning mathematics. likewise, the findings from setyadi & qohar (2017) which show that website-based learning media receive a positive response from every aspect that is assessed so that students are motivated in learning. therefore, the use of website-based learning media is more likely to increase interest in learning, mathematical abilities, and student learning outcomes. previous relevant research using a general design website was limited to delivering material content that was difficult to change the framework and did not yet have interactive features to accommodate the activities of teachers and students. when compared with previous research, this study has several differences. the development of this website offers several features that did not exist before, namely having a material bank, question bank, grade list, and guided activities that can be designed by teachers. the next feature is an interactive website that offers interactive feedback given by students and teachers in the comments column for each material that is launched. so that the development of journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 110 this interactive learning multimedia website is expected to offer a more complete learning environment. based on previous problems and research, this study aims to develop an interactive multimedia learning based on website for junior high school mathematics subjects. this research is very important to do so that students can be enthusiastic, like, and easily get learning resources for mathematics, especially the pythagorean theorem material. ii. methods this research was conducted at smps kristen makedonia, ngabang, landak regency, west kalimantan, from april 12th to may 31st, 2021. the participants of this study consisted of one teacher as a researcher companion and eighth grade students of the smps kristen makedonia ngabang. the research method used is the research and development method (r&d). addie model was used in developing interactive multimedia learning based on website through 5 phases. according to branch (2009), the phases of addie development are described in detail as follows: analysis phase: in this analysis phase, the researcher collects the required data before developing a website-based interactive multimedia learning. it is important to know the main problems faced by teachers and students in learning mathematics in junior high school. the analysis phase is a very important phase to do. the analysis phase must contain literature study (literature review, curriculum review, and relevant research), instructional analysis, and analysis of student characteristics. the three stages of the analysis must contain validating the real and ideal performance gap, knowing the number of students in the study (number of students), knowing the location of the research subject (location of students), knowing the data on the distribution of student abilities or research subjects (experience/skills levels-skills that impact potential), knowing the content of the curriculum, knowing the technology that can be used (technology resources), and knowing the facilities owned by students and schools (instructional facilities). design phase: at the design phase there are stages of planning and product design. planning activities include plans to develop research and formulate learning objectives. at the design phase by compiling the initial product concept of interactive web-based learning multimedia on the pythagoras theorem material. the initial product concept design of website-based interactive multimedia learning begins with the initial concept of storyboards, product interfaces, and is designed to be a visual prototype or conceptual product. this initial product concept design is ready to enter the initial product development phase which will be validated by experts. development phase: the development phase starts from the initial product creation, expert review and revision, as well as three trial stages (conduct a pilot test) accompanied by revisions to produce the final product. some of the details of the steps carried out include: initial product development. at the development phase, what is done is to realize the web-based interactive learning multimedia product design that has been designed in the previous phase so that at this phase it produces an initial product. expert review. expert validation is carried out to determine the feasibility of the interactive learning multimedia concept that has been prepared. validation involves several professional and experienced experts who can validate the materials, media, and product designs developed. revision and initial product. after having expert validation, revisions are made based on expert input. the results of the revision become the initial product accompanied by instructions for using website-based interactive multimedia learning. this stage is done to make the product better and feasible to be applied in the individual trial stage (one to one trial). one-to-one trial. individual trials were conducted on 1 (one) student with average ability. this trial is to obtain an initial reaction from the use of products that have been revised from expert validation tests. revision of one-to-one trial. after conducting individual trials, the initial product was revised. product improvement is carried out by considering input from individual trial students. small group trial. small group/class trials were conducted on 6 (six) students. this trial is more complex in terms of input given by students from the experience of using the initial product. revision of small group trial. after conducting a small group/class trial, the product was revised again. product improvement is carried out by considering input from small group trial students. field try. field trials/large classes were conducted on 20 students. this trial is more extensive and the inputs given by students from the experience of using the initial product are very important to produce the final product. revision of field try. after conducting field trials/large classes, the product was revised again. product improvement is carried out by considering input from large group trial students to produce a website-based multimedia learning final product. the final product. the researcher made revisions and improvements from every input from students during the trial, until the final product of interactive multimedia learning based on the website was obtained for junior high school mathematics subjects. implementation phase: in this phase, the main thing that need to be done is to prepare the teacher and students in using web-based interactive learning multimedia products. journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 111 prepare the teacher. teacher is trained to be able to use website-based interactive multimedia learning as teaching materials. prepare the students. students are trained to be able to use website-based interactive multimedia learning as teaching materials. evaluation phase: the evaluation in this study focuses more on whether product development can have good effectiveness for teachers and students in learning. to find out the effectiveness of multimedia, students received an initial attitude questionnaire (cognitive) and pretest questions before using multimedia, treatment of the use of websitebased interactive multimedia learning final products, and then a final attitude questionnaire (affective-conative) and posttest questions after using multimedia (both before and after using multimedia). after implementation). this phase is carried out on 30 students. the results of the attitude measurement data were calculated for the total average and the attitude norm scale while the results of the pretest and posttest scores were carried out by a t-test to determine the difference before and after the use of interactive multimedia learning web-based learning. data collecting techniques. this research used three data collecting techniques such as interviews, questionnaires, and written tests. in this study, the data collection tools were interview guidance, question items/questionnaire statements, and test questions. descriptive qualitative data analysis and quantitative analysis is used in this study. expert validation questionnaire. qualitative descriptive data is used by the researcher to show the data analysis of expert validation results in using website-based interactive multimedia learning. the data is presented by tables and graphs. the criteria for the validity of the material, media, and design are as follows: table 1. likert scale no criteria score 1 excellent 5 2 good 4 3 average 3 4 poor 2 5 very poor 1 here is the formula to calculate the average score; (1) where; = average score = total score n = total participants to find the interval range between categories widoyoko (2018) using the procedure in (mering, 2020): (2) where; highest score = 5 lowest score = 1 total class = 4 (criteria) the interval range is , thus the categories obtained are: 1.0 – 2 = “invalid”, 2.1 – 3.0 = “less valid”, 3, 1 – 4.0 = “valid”, and 4.1 – 5.0 = “very valid”. to make it easier to use the validity criteria, it can be seen in table 2 below. table 2 multimedia validity criteria no criteria score 1. very valid 4,1 – 5,0 2. valid 3,1 – 4,0 3. less valid 2,1 – 3,0 4. invalid 1,0 – 2,0 differential semantics of attitude questionnaire. an attitude statement item towards multimedia is used to measure students' attitudes towards the use of website-based interactive multimedia learning using. the measurement scale uses a semantic differential technique. negative (unfavorable) adjectives are on the left and positive (favorable) adjectives are on the right (azwar, 2016, p.172; periantalo, fadzlul, & saputra, 2014). the following format is the differential semantic scaling of two opposite adjectives: if a scale contains k items, then the individual scores will move between (1 × k = k) to (7 × k = 7k). the closer the score to 7k, the individual's score can be interpreted as more positive or more favorable. conversely, the closer the score to k, the more negative or unfavorable the attitude is. if the individual score is around 4k, then the intensity is low and indicates that the respondent is neutral (azwar, 2016, p.174). to assist in the scaling, intervals between categories of widoyoko (2018) can also be made using the procedure (in mering, 2020) from the attitude norms obtained from the respondents. this is the formula to get the interval distance is , thus the categories are obtained: 1.0 – 2.5 = “unhappy”, 2.6 – 4.0 = “less happy”, 4.1 – 5.5 = “happy”, and 5.6 – 7.0 = “very happy”. to make it easier to use the validity criteria, it can be seen in table 3 below; table 3 student attitude norms no kriteria penilaian skor 1. very happy 5,6 – 7,0 2. happy 4,1 – 5,5 3. less happy 2,6 – 4,0 4. unhappy 1,0 – 2,5 one group pretest – posttest design. to find out how much influence of the use of interactive multimedia, the researcher design one group before and after the use of website-based interactive multimedia. the pretest was conducted before the treatment on using the multimedia. while a posttest was carried out after the treatment on using interactive multimedia learning based on the website. the journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 112 following is the one group pretest-posttest design scheme (sugiyono, 2016): pretest treatment posttest (3) where: x = treatment o1= pretest conducted before treatment o2= posttest conducted after treatment t-test. the t-test was conducted to test the differences in the average of the two samples obtained from the learning outcomes before being given treatment and learning outcomes after being given treatment. the t-test conducted for the sample correlated with a small study subject (n≥30) so that the data were single or not grouped. here are the steps in using t-test; (1) t-test was conducted on a sample of 30 participants; (2) microsoft excel is used to calculate the data; (3) the error rate used is 5% (0.05) or 95% confidence level (0.95); (4) provide conclusions on the results of the ttest. from the results of the comparison of learning outcomes before treatment (pretest) and after being treatment (posttest), it was concluded whether interactive multimedia learning website-based for junior high school mathematics subjects had an influence on the learning process. hypothesis; with the provision that if then h0 is rejected, it means that there are differences in student learning outcomes before and after using website-based interactive multimedia learning, and vice versa if then h0 is accepted. for the t0 test, it can be calculated using the following formulation (mering, 2020, p.90): (4) the above formulation can be assisted by the following formulation: (5) (6) (7) where; = observation t value = total data = score difference = mean initial attitude score before multimedia is used = mean final attitude score after multimedia is used = mean d = error of measurement standard = deviation standard d (score difference iii. result and discussion result analysis phase. the findings of the literature review show that mathematics is one of the subjects that students do not like. therefore, the students tend to have low learning outcomes. in other words, the group of students who had a positive attitude towards mathematics had higher learning outcomes than the group of students who had a negative attitude towards mathematics. 2013 curriculum is implemented in smps kristen makedonia ngabang. pythagorean theorem is one of the topics that is taught in even semester of grade 8. the minimum completeness criteria (kkm) is 62 which is applied for all subject in grade 8 including for mathematics subject. the development of interactive web-based learning multimedia was developed for pythagorean theorem topics which based on the 2013 curriculum. field findings also show that 8 grade students age 12-13 years old. most of the student are discipline, and independent since they live in boarding school model. during the covid-19 pandemic, students tend to access internet by their smartphone since having online class and they enjoy it. moreover, the researcher found that average score for the mathematics even mid-term test of grade 8 students is 53 (with a range of 0-100) and the average score for the mathematic final even semester test is 57 (with a range of 0-100). the total students of grade 8 are 57. there are 86% students (46 people) who are able to have online class while the rest of 14% students (8 people) are having the class by module. the learning method used by the teacher is lecturing, discussion and group activity. online class is carried out by some platform such as google classroom, google meet, and google form. to support the process of online learning, smps kristen makedonia provide laptop/computer and internet network. thus, the students do not have internet access from their home, can be invited to come to the school in order to join the online class. design phase. in this phase, the researcher concern to design the lesson plan, pythagorean theorem materials, and set the learning objective that need to be achieve by the students through the use interactive learning multimedia based on the website. the materials are designed based on the pythagorean theorem topics in even semester of 8 grade. blended learning is applied to carried out this material. the media used is the internet with web page access https://matematikaku.com/ , the allocation of learning time is two meetings with the duration of each meeting 3 x 40 minutes. the students are given 25 questions in the form of multiple choice in order to measure their ability. the initial product concept design stage is done by creating a websitebased interactive multimedia learning landscape storyboard. the general and specific views are as follows: https://matematikaku.com/ journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 113 picture 1 general product section storyboard display picture 2 custom product section storyboard display development phase. the development phase is started by creating the initial product, expert review and revision, three trial stages (conduct a pilot test) and revisions to produce the final product. here are some of the details of the development results stage (product display): picture 3 main page display image picture 4 teacher’s page view image picture 5 students’ page view image expert review. the involved experts consist of 6 people who are experts in the field of contents, learning media and learning design. validation of the product is performed on april, 26th 2021 until may, 5th 2021. the validation results are shown in the following table; table 4 the validation result from expert on content no aspect of assessment no indicator ai a feasibility of content 1 suitability of basic competencies 4.83 2 material accuracy 4.93 3 encourage curiosity 4.84 b feasibility of presentation 4 presentation technique 4.67 5 presentation support 4.92 6 learning presentation 4.75 c feasibility of contextual 7 contextual nature 4.17 8 contextual component 4.42 average of content validation 4.68 where: ai = average expert validation score the result of validation from expert on content shows that pythagorean theorem topics in the interactive multimedia based on website is “very valid”. the revision is performed based on the inputs given by the experts. table 5 the validation result from expert on media no aspect no indicator ai a feasibility of usability 1 easy of accessing the website address 4.92 2 easy of use of the website menu 4.92 3 efficiency of using website 4.92 4 website content updating 4.33 b feasibility of functionality 5 using the menu before logging in 4.89 6 use of home menu 5.00 7 use of menu about 5.00 8 use of log in & log out menu 5.00 9 use of l i n k menu 5.00 10 use of dashboard menu 5.00 11 use of admin mode menu 4.91 12 use of the material menu after logging in 5.00 13 use of material bank menus and material title hyperlinks 5.00 14 using the question bank menu 5.00 15 use of the add material menu 4.97 16 use the menu add questions 4.93 17 use the add activity menu 5.00 18 use of the list activity menu 5.00 19 use of value list menu 5.00 20 using the settings menu 4.92 journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 114 21 using the search menu 4.83 c feasibility of visuality 22 communication 4.67 23 simplicity and attractiveness 4.33 24 visual quality 4.17 25 use of mobile media 4.50 26 use of audio 4.50 27 use of layout 4.75 average of media validation 4.85 where: ai = average expert validation score the result of media validation shows that interactive learning multimedia based on website is “very valid”. the revision is performed based on the inputs given by the experts. table 6 the validation result from expert on learning design no aspect no indicator ai a feasibility of characteristic 1 the suitability of learning theory in interactive learning multimedia 4.83 2 learning objectives 5.00 3 multimedia learning has an impact on increasing interest in learning in the classroom 5.00 4 interactive system 4.83 5 specific ways of learning 4.33 b feasibility of learning activity design 6 preliminary activity plan 4.83 7 core activity plan 4.83 8 closing activity plan 4.83 c feasibility stages of multimedia learning 9 systematics of interactive learning multimedia 4.33 10 continuity of material and sample questions for students 4.83 11 continuity of sample questions and practice questions for students 4.83 12 continuity of each stage of learning activities 5.00 d feasibility assumed implementation of the design 13 easy of concept application 4.67 14 interactive learning multimedia efficiency 4.67 15 improve the attitude of happy learning mathematics 4.67 16 improving mathematical ability can be seen from 4.00 learning outcomes e feasibility of assessment strategy 17 assessment aspect relationship 5.00 18 assessment of theoretical material 4.83 average of learning design validation 4.74 where; ai = average expert validation score the result of validation from expert on learning design shows that the interactive multimedia based on website for mathematic subject in junior high school is “very valid”. the revision is performed based on the inputs given by the experts initial product trial the result of individual trial (one to one trial) and revision. individual trial (one to one trial) is conducted after revision done agree with the inputs given by the expert. the implementation of the interactive multimedia based on website for individual trial is done on may, 17th – 18th 2021. it is implemented to a student with average mathematics ability. the following are the result of individual trial (oneto-one trial): table 7 the result of one-to-one trial no attitude object component average total attitude score aver age cognitive affective conative 1. multimedia function 5.50 5.75 6.33 5.68 2. easy of use of multimedia 7.00 6.25 6.67 6.64 3. multimedia content 6.25 6.71 6.38 6.45 4. multimedia display 6.50 6.25 6.75 6.50 average 6.31 6.24 6.53 average score 6.36 from the table above, it can be concluded that students show very happy attitude toward the use of interactive multimedia based on website for mathematics subject in learning pythagorean theorem. the inputs given in individual trial are used for product improvement that will be applied in small group trial. table 8 the result of small group trial no attitude object component average total attitude score aver age cognitive affective conative 1. multimedia function 6.08 6.25 6.22 6.18 2. easy of use of multimedia 6.50 6.50 6.50 6.50 3. multimedia content 6.25 6.50 6.54 6.43 4. multimedia display 6.58 6.58 6.58 6.58 average 6.35 6.46 6.46 average score 6.42 journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 115 the result of small group trial shows very happy attitude toward the use of interactive multimedia based on website for mathematics subject in learning pythagorean theorem. the inputs given in small group trial are used for product improvement that will be applied in field try. table 9 the result of field try no attitude object component average total attitude score aver age cognitive affective conative 1. multimedia function 5.15 5.58 5.63 5.45 2. easy of use of multimedia 5.83 6.04 6.18 6.02 3. multimedia content 5.61 6.22 6.13 5.99 4. multimedia display 5.80 6.05 6.19 6.01 average 5.60 5.97 6.03 average score 5.87 based on the result of field try, it can be concluded that students show very happy attitude toward the use of interactive multimedia based on website for mathematics subject in learning pythagorean theorem. the product improvement is done based on the inputs given in try field. it will become the final product of interactive multimedia based on website for mathematics subject in junior high school. the following are the profile of the final product; picture 6 general display on the website before log in this page contains; general materials, electronic book, games, scientist history, home, about, contact, login. picture 7 page view for teachers after logging in. this page contains; home mode admin (teacher, student, grades), teaching materials (material bank, question bank, activity list, pdf list), grade list, controls (general, game, history, about, contact), settings, link, about, contact, and exit (log out). picture 8 page view for students after logging in. this page contains; home, content, join, activity, grades, settings, links, about, contacts, and logout (log in). implementation phase. at this phase, the final product that has gone through expert validation, individual trials, small group trials, and large group trials can be implemented. in implementation, preparing teachers and students is the main thing in using interactive learning multimedia based on website products. (1) prepare the teacher. teachers are trained to be able to use interactive learning multimedia based on website as teaching materials. the teacher training implementation plan are designed with four components, such as identification, tools and materials, time allocation (training schedule, duration: 3 hours), and training implementation. (2) prepare the student. students are trained to use interactive learning multimedia based on website product as well as the implementation of pythagorean theorem learning material. the preparation of students is conducted by designing two lesson plans (rpp) which take duration of 4 x 40 minutes each meeting. evaluation phase. at the evaluation phase, each phase of analysis, design, development, and implementation of the addie model has been done simultaneously. the results of the evaluation carried out at each phase will improve the quality of development to the next phase. thus, the results of the final evaluation in this study focus more on the results of effectiveness after using this product. the results of the effectiveness can be seen in detail in the results of the effectiveness test. multimedia effectiveness the results of measuring student attitudes. the differential semantic measurement scale was used to measure students' attitudes before and after learning. this attitude measurement was carried out on may, 24th -25th 2021 at smps kristen makedonia, ngabang. this measurement was carried out on 30 students in grade 8. the results of measuring student attitudes are as follows: table 10 the result of student attitudes no attitude object component average total attitude score aver age cognitive affective conative 1. multimedia function 5.83 6.20 6.10 6.04 2. easy of use of multimedia 6.18 6.22 6.31 6.24 journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 116 3. multimedia content 6.33 6.40 6.38 6.37 4. multimedia display 6.38 6.34 6.29 6.34 average 6.18 6.29 6.27 average total score 6.25 the measurement result of attitudes towards the implementation of the final product shows that students are very happy to use interactive multimedia learning based on websites for learning mathematics subject in pythagorean theorem materials. the results of measuring student learning outcomes. the acquisition of student learning outcomes is only measured from the cognitive aspect (knowledge). learning outcomes are divided into two stages, namely pretest and posttest. this pretest stage is carried out by giving 25 multiple choice questions to 30 students of smps kristen makedonia 8 grade through the google form feature. students are given 90 minutes to do it. likewise with the posttest stage which is given to the same student with 90 minutes as well. the learning outcomes for the pretest and posttest are as follows: picture 9 pretest and posttest result t-test analysis is conducted to find out the difference of students' learning outcomes after the pretest and posttest. the t-test calculations are as follows: t-test: paired two sample for means variable 1 variable 2 mean 43.33333 75.33333 variance 554.023 224.092 observations 30 30 pearson correlation 0.347876 hypothesized mean difference 0 df 29 t stat -7.59208 with df 29 (degrees of freedom = n – 1 or 30 – 1 = 29) and the error rate used is 5% (0.05) or 95% confidence level (0.95), it is obtained ttable = 2.045. it is known that to=-7.60 or 7.60 and ttable=2.045, then to>ttable. with the provision that if to≥ttable then h0 is rejected, it means that there is a significant difference in student learning outcomes before and after the use of website-based interactive multimedia learning. discussion the findings of the literature review show that mathematics is one of the subjects that students do not like. therefore, the students tend to have low learning outcomes. in other words, groups of students who have positive attitudes towards mathematics have higher mathematics learning outcomes than groups of students who have negative attitudes towards mathematics (hartanti, 2015; susilo & agustin, 2015). students find mathematics very difficult and a frightening specter (siregar, 2017; fahrudin, zuliana, & bintoro, 2018). students are lazy, avoid, and do not want to learn mathematics because mathematics is considered difficult and unpleasant. the situation described above shows that the attitude of students does not like mathematics. in a relevant research study, it was found the results of research on the development of website-based learning media by rhomdani (2017), this study found that websitebased learning media are very practical and interactive to be used as learning media. moreover, the results of research from persada (2017), this study found that website-based learning can improve student learning outcomes. it is also reinforced by the findings of oktaria, zulkardi, & somakim (2013) that the use of websites can increase students' interest in learning mathematics. futhermore, the findings from setyadi & qohar (2017) which show that website-based learning media receive a positive response from every aspect that is assessed so that students are motivated in learning. therefore, the use of website-based learning media is more likely to increase interest in learning, mathematical abilities, and student learning outcomes. the researcher also found that research that had been done previously using the website only had a general appearance such as learning materials and information presented on the website. to produce products that have renewable elements, this research provides several features that did not exist before, namely having a material bank, question bank, list of values, and guided activities that can be designed by teachers. the next feature is an interactive website that offers interactive feedback given by students and teachers in the comments column for each material that is launched. to design the initial product concept, the researcher uses a landscape storyboard because it makes it easier to see the interactive multimedia product format clearly. a good storyboard is a form of images that are prepared with an explanation that is not long-winded (rusman, 2018). the storyboard is made complete from the general display to the special display of the developed product. after designing the storyboard, the initial product development was carried out by realizing website-based interactive multimedia learning products. the product is designed with the ci4 framework and computer programming language. then buy hosting and journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 117 a domain named https://matematikaku.com/ web address. after the product has been designed, the teaching materials for the pythagorean theorem are published on the website. after the initial product development is carried out, the next phase of development is product validation by experts. the purpose of this product validation is to determine the feasibility of the initial product in the material, media, and design aspects before being tested in the field. the implementation of interactive multimedia learning based on website was conducted on may, 24th – 25th 2021 for two meetings. at the first meeting, students were given a cognitive attitude questionnaire link on google form after product explanation to the students in order to observe students' attitudes before using interactive multimedia learning based on website. after that, students were given a pretest which was done on a google form to measure students’ prior ability before using interactive multimedia learning based on website. then, the interactive multimedia learning was implemented in two meeting of learning activity based on different lesson plan that had been prepared. at the end of the activity, the researcher gave a posttest which was done on google form to determine students' abilities after using interactive multimedia learning based on website. then, students were asked to fill in the affective-conative attitude questionnaire link on the google form that had been prepared to determine student attitudes after using the product. the use of interactive multimedia learning based on the website is intended to help overcome the displeasure and difficulties in learning mathematics in the pythagorean theorem material. based on the observations of researchers during the learning process that has been carried out, students are very enthusiastic about the new things they are doing. students are actively and continuously open every menu and web page. students also seem happy to participate in learning activities by entering tokens first. in general, students gave a positive response in learning mathematics with the pythagorean theorem material. changes in student attitudes can be seen from the acquisition of the total score of students' attitudes is 320.5 from a total score of 357 with 51 items. this means that the total score of 320.5 has an average score of 6.3. it can be concluded that students' attitudes are very happy with the use of interactive multimedia learning based on website for junior high school mathematics subjects. the change in learning attitude shown by the students is related to the use of interactive multimedia learning based on website which provides a learning experience for students. students feel happy and motivated in learning because of they use of learning multimedia (khalid, alias, razally, yamin, & herawan, 2010). the acquisition of learning outcomes can be seen at the cognitive aspects of the learning process. the success in improving student learning outcomes is indicated by an increase in students' understanding of the learning process using interactive multimedia learning based on website which shown by the result comparison pretest and posttest. based on the results obtained, it is known that the average pretest score is 43.3, the posttest is 75.3 and the standard of minimum completeness (kkm) for mathematics is 62, which is determined by the school. thus, the pretest score data shows that there are 24 students who are below the standard of minimum completeness and the score of 6 students meet or above the standard of minimum completeness. meanwhile, the posttest shows that the scores of 4 students are below the standard while the score of 26 students meet or above the standard of minimum completeness. existing data shows that the students' ability to master the pythagorean theorem material has been good, and the learning objectives have been achieved. from the calculation results of the two tests, it can be seen that there is an increase in the average score of 32 points. in addition, through the t-test of the two-sample paired averages (t-test: paired two sample for mean) by manual calculation and using microsoft excel, it was obtained -7.60 or 7.60. it means that there is a significant difference in student learning outcomes before and after the use of interactive multimedia learning based on website for junior high school mathematics subjects. the results of measuring the attitudes of students who are very happy with the use of interactive multimedia learning based on website and there is a very significant difference between students' pretest and posttest results, then the interactive multimedia learning based on website for junior high school for mathematics subjects is categorized as very effective. this can also be seen from the results of caesariani's research (2018), showing that the benefits of interactive multimedia include: students can learn independently and have fun, students' attitudes are enthusiastic and enthusiastic, and improve student learning outcomes. it was also confirmed from the results of research by parata & zawawi (2018), that interactive multimedia can increase students' motivation and cognitive learning outcomes. that is, interactive multimedia learning is an effective tool to improve student learning outcomes or achievement (rajendra & sudana, 2018; batubara, 2015; ayda & widjajanti, 2014). therefore, it can be concluded that the use of website-based interactive multimedia learning for junior high school mathematics subjects is categorized as very effective. iv. conclusion the results of the research that has been done can be concluded as follows: the effectiveness of the use of the final product was conducted to know about the students’ happy attitude and the significant difference before and after the use of interactive multimedia learning based on the website. the scale for measuring student attitudes uses a semantic differential technique (semantic differential technique). the average score for students' attitudes is 6.25 from a range of 1-7, so that students' attitudes are categorized as very happy toward the use of interactive multimedia learning based on the website. the acquisition of pretest and posttest scores from the use of students' multimedia was measured through the t-test obtained t_o≥t_table, which is 7,600≥2,045. the journal of education, teaching, and learning volume 7 number 1 march 2022. page 108-120 p-issn: 2477-5924 e-issn: 2477-8478 118 results of the t-test shown that there are significant differences in student 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education, teaching and learning volume 2 number 1 month march 2017. page 59-64 p-issn: 2477-5924 e-issn: 2477-4878 59 efforts to increase students reading interest on educational reference through classical guidance and counseling experiential learning model tatik sutarti stkip pgri-pacitan, indonesia e-mail: tatisuryo@gmail.com abstract. the objective of the research is improving students’ reading interest on educational references through classical guidance and counseling experiential learning model. the research was carried out at stkip pacitan on the second semester in 2016/2017 academic year. the subject of the research was 20 fourth semester students of stkip pacitan. the method of the research was classroom action research (car). the data was collected through 3 (three) stages namely: data reduction, data presentation, and data conclusion or verification. the research resulted that the use of classical guidance and counseling experiential learning model gave opportunity for students to deliver their ideas related with the problems in reading interest, and then, being solved together through critical thinking. keywords: reading interest; educational references; classical guidance and counselling; experiential learning model i. introduction reading is a way to get information from something written by someone. with more and more reading, the more information can be obtained. it is even said that in the world of education, reading is one of the keys to improve the quality of education so that the human resources can also be increased. the habit of reading is a skill that is acquired after a person is born, not an innate skill. thus the reading habits can be cultivated, nurtured and developed. for the purpose of academic demands, reading is to meet the demands of the curriculum of the school or college. books as a medium for transformation and dissemination of knowledge can penetrate the geographical boundaries of a country, so that science can be communicated and used quickly in different parts of the world. therefore, the book said as the world's window. unfortunately, the level of reading habits among the younger generation is low [1]. sindonews.com online media publication on september 19 th , 2013 a study has revealed that the reading interest of indonesian is very low and worrying. in accordance with the results of the national index, the index reading interest in indonesia only reached 0.01. it is under the average index reading of developed countries that are between the numbers 0:45 to 0.62. among the other countries in the asian region, the reading spirit of indonesian citizens is relatively minimal. according to the kompas daily, published on june 12 th , 2009, nowadays students’interest to read is different with students earlier times. the paper states that a lot of literature and book publishers do not affect student interest in reading. in ancient times, when the facilities are still limited the students have the spirit and motivation to read. library construction and the purchase of many references seem do not touch interest of students to read literature related to the courses taken. the decrease of students reading activity, probably influenced by the information technology that is already very advanced. a wide variety of entertainment media that do not include books, it becomes more interesting, because reading requires special attention that can not be interspersed with other activities the tendency to get information instantly or through conversation seems to be stronger than the received information from the text. in addition, today's young generation is more select, play games, or social media or take a walk compared to reading. reality and the same problems experienced by stkip pacitan students. as future teachers and educators, students of stkip pacitan ideally have a high interest towards educational reference books, either at home or in the library. based on the observations and the initial questionnaire, 30 fourth semester students of stkip pacitan, students who have a high interest in reading (grades 31-60) totaled 10 students (33.3%) and students who have low reading interest totaled 20 students (66.6%). low interest students of stkip pacitan in reading, especially reading educational reference effect on their mind skills (thinking skills). as a prospective teacher, the student must have sufficient mind skill. yet, if the student is able to manage the mental skills, it will help the students to gain an understanding and facilitate learning practice later. adequate mind skills obtained by reading mainly related to the field of science. mind skills is a prerequisite for the learning process carried out by the teacher or educator can be an effective learning. in other words, it is not enough if the students only understand the theories of education, but it needs to be balanced with the skill of thinking (mind skills). the inability of the student to manage the mind skills culminate in unskill communication patterns resulting in ineffective learning [2]. mailto:atick_fdl@yahoo.co.id journal of education, teaching and learning volume 2 number 1 month march 2017. page 59-64 p-issn: 2477-5924 e-issn: 2477-4878 60 the fact of low students interest in reading educational reference specifically encourages researchers to provide guidance and counseling services in the form of experiential learning. guidance and counseling services provided to students in order to help students develop an interest in reading, especially in educational reference so it can develop their mind skill. reading interest was a strong incentive to someone to read which is characterized by showing an interest in a variety of symbols. darmono [3] states that the reading interest is the tendency of the soul that drives someone to do something to reading. reading interest is indicated by a strong desire to reading. this is because of reading is one of the important factors that would help children to be ready for reading. everyone interest is also influenced by several factors, such as proposed by crow and crow in supriyadi [4] that there are four factors that affect a person's interest in reading, they are: first, the physical condition. the physical condition is becoming the main thing, because by good and healthy physical condition than the state of a person (student) will be stable. that will also affect the activity which he did, such as reading a book. if the physical condition is healthy, then he will feel happy and likes to read second, the mental condition. it is like physical condition, the mental condition of a person (student) also affects the daily activities. if someone is mentally "down" ("fall"), then the student will not respond well what he will do, such as reading a book. conversely, if the student's mental is "good", then he will feel happy and likes to do reading third, emotional status. it is like the physical and mental condition, emotional status also affects the condition of each individual (student). if the condition is stable and good emotions, then he will be happy in doing business that he wanted, like reading a book. however, when emotions were unstable, then the students were also reluctant to do any activities, it includes reading. fourth, the social environment. the social environment of each individual (student) is certainly different. if the social environment in which individuals (students) live in a good neighborhood, in the sense of community that likes to read, then the students indirectly will begin to love reading, but he actually does not like reading. however, if the student neighborhood is not "healthy", in the sense of the condition of society "unorganized", then it will also be affected by a "shambles" and tend to or unwilling to carry out beneficial activities, such as reading. from the four factors mentioned above, if it can be concluded that the physical, mental, emotional, and social environment affects the individual (student). with good and healthy the physical, mental, emotional, and social environment, then each individual (student) will be pleased to perform activities that are useful and also broaden their knowledge, such as reading and hence the students’ reading interest will "grow". guidance and counseling (bk) is composed of two words, they are guidance and counseling. parson in prayitno [5] defines guidance in the form of assistance given to the individual to choose, prepare, and assume a position, as well as progress in his chosen positions. prayitno and atmi [6] revealed that counseling is the process of providing assistance to those skilled people or individuals, both children, adolescents, and adults. winkel [7] gives the definition of guidance is the attempt equip individuals with the knowledge, experience, and information about themselves. djumhur and surya [8] gives his views on the guidance as a process of giving assistance continuously and systematically to the individual to solve his problems. so, it can be concluded that the guidance is the assistance performed by an expert to individuals or people to provide additional knowledge to understand and solve the individual problems, with a continuous and systematic manner. according to prayitno and atmi [6] counseling is the process of delivering assistance through an interview by an expert counseling to individuals who are experiencing problems that led to the solving problems faced by the individual. winkel [7] argues that a counseling is series of the most basic activities of guidance in an effort to help the counselee in face to face manner with the aim that the client can take responsibility for their own various or special problems. from both of the above opinion, it can be concluded that the definition of counseling is a series of activities conducted by counselors who conducted exclusively by means of face-to-face with counselees to resolve outstanding issues faced by the counselees. so, the definition of guidance and counseling (bk) is a series of activities in the form of assistance carried out by an expert to counselees by face to face, either an individual or a few people to give additional knowledge to solve problems experienced by counselee, by continuously and systematically. experiential learning model of kolb [9] is a learning model-based on experience reconstruction. experiential learning model of has four stages, namely (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation, which can be done with a wide choice of activities. learning activities that can be done, for example, discussion and dialogue, simulations, role playing, biblio-learning, and film telecast [10]. experiential learning is a learning model that combines how a person absorbs and reconstruct the experience as the basis for learning [9]. experiential learning model chosen as the strategy for the internalization of reading interest on educational reference refers to the study of mcauliffe [11], which states that nearly all the pre-service education professionals including teachers, requiring experience-based learning model as basic learning. by using experiential learning, so students will get benefit, namely: (1) gain experience in the here and now (here and now experience). it is better if compared with just skimming or understand the concept, and (2) the reflection of any provision of student learning journal of education, teaching and learning volume 2 number 1 month march 2017. page 59-64 p-issn: 2477-5924 e-issn: 2477-4878 61 experience, enable to make it as a basis for drawing conclusions in the learning process, so it will have a positive impact on future learning. in line with the nature of mental skills that require their reflection in continuous self-students to arrive at the highest stage of mastery of mind skills. in this study, the researchers hold stages of guidance and counseling to students in classical by applying the experiential learning model as a strategy. reinforced by freitas research, et. al. [12], experiential learning needs to be done in higher education as one of the forms of learning innovation. traditional learning that emphasizes on unidirectional communication by teacher judged to be nonoptimal in providing the opportunity for students to acquire the learning experience. traditional learning just spinning on the pattern of transfer knowledge and was only based on the existing text, so as if the students do not have opportunities to improve skills other than learning from books and lecturers explanation. through experiential learning, learning modified more interesting and varied, so it implicated in increasing student learning outcomes and skills. this study was conducted to solve the problems found in the field, such as low of students interest in reading educational reference, yet the inclusion of mind skills material as one of the skills that must be possessed by the teacher in the courses in stkip pacitan, and the lack of deep understanding of the mind skills by college student. by using classroom action research, the ultimate goal of this research is to improve the quality of mind skills in the education of prospective teachers through increasing reading interest on educational reference by guidance and counseling services experiential learning model. formulation of the problem in this research is how to implement the guidance and counseling experiential learning model to increase reading interest on student educational reference at stkip pacitan. in line with the study of phenomena and review of the literature, the hypothesis of the action in this study is a guidance and counseling of experiential learning model can increase reading interest on educational reference of stkip pacitan students. ii. research method researchers used classroom action research (car), which is considered more detail in reporting service. classroom action research is a form of study or inquiry through self-reflection is done by educational practitioners in social situations to improve the rationality and quality: (a) the performance of the practice their social education, (b) their understanding of these practices, (c) the context of a situation where work practices do [13]. this classroom action research conducted by researchers in collaborating with the lecturer of the course. determination of the research design is based on the need for improving the quality of students mind skills. in this study, the researchers used a personal reflection interpretation undertaken by students, researchers reflection, and observation to determine how guidance and counseling of experiential learning model can be used as a strategy to increase the reading interest of students in educational reference. the subjects were 4 th semester students of stkip pacitan totaled 30 students with the level of reading interest in the educational reference are different. in this classroom action research, the data sources obtained from: (1) data (process) is obtained from the researchers in delivering services, and student while they were attending the service and the situation at the time of service. (2) data (results) were obtained from observations of the student in the form of the questionnaire against reading interest. this data is the result of observations with collaborators as outlined in the stage of reflection on each cycle. the collection of data on the implementation of guidance and counseling services of experiential learning model gained through observation and questionnaires. the observations technique conducted by the observer companion to evaluate the guidance and counseling services of experiential learning model. observations made by the observer escort guided using instruments that have been developed by the researchers, the instrument of observation on the performance of researchers. by using these guidelines, the observer can act objectively in observing and assessing the performance of researchers. the instrument of researchers performance observation prepared using the grading scale and assessed quantitatively, for then withdrawn qualitatively. this study uses qualitative data analysis that has contributed to the success of the study concluded. data is collected using quantitative and qualitative methods, but the analysis is conducted qualitatively. data were analyzed using data analysis model of miles and huberman [14]. step-by-step model of miles and huberman include data reduction, data presentation, and making conclusions (depictions of research findings and verification). (1) data reduction, made to sort out and select the data and then classify them according to the research focus. the data that is irrelevant and does not comply with research focus is eliminated. (2) the presentation of the data, the process of presenting data in accordance with a research focus after data irrelevant eliminated. presentation of data is a step that is carried out by researchers to present research data, which is the foundation for researchers to ultimately interpret the research undertaken. (3) withdrawal conclusion consists of two activities, namely the depiction of the research findings and verification of data that lead to the withdrawal of the conclusion of the study. this stage, researchers found the results of research that is specific and ends on drawing conclusions. iii. result and discussion description of classical guidance and counseling services results cycle i based on the planning classical guidance and counseling services experiential learning method created by researchers with collaborators, performed classical guidance services to 20 troubled students in the lack of interest in reading the educational reference. guidance and counseling journal of education, teaching and learning volume 2 number 1 month march 2017. page 59-64 p-issn: 2477-5924 e-issn: 2477-4878 62 services performed by following classical stage the stage of classical guidance as standardized. based on the observation obtained data during the process are as follows: on the 1 st and 2 nd activities of the guidance counselor classical conducted in the first cycle obtained data from guidelines observations as follow. based on the assessment criteria classical action guidance services are grouped into three levels quality, namely: a. less good = ≥ 20 b. quite good = 21 – 30 c. good = 31 – 50 table i observations result of the counselors in the first cycle guidance stage classical cycle 1 action ideal action result lbk i lbk ii ratarata early stage 4 4 4 10 core stage 12 13 12.5 25 closing stage 6 7 6.5 15 total 22 24 23 50 average 23 services quality (23) = quite good based on observations table of the actions researcher in service classical guidance cycle i note that the implementation of the action researcher in classical guidance services included in the category of action quite well because the results of act service guidance classical i and ii reach the average 23. based on the assessment criteria for service is quite good. to improve service quality in the next second cycle action – the action that has not been good at each stage in the cycle i need to know first. based on observations of student counseling services when undertaking activities classically obtained findings as follows. table ii students condition in classical guidance services experiential learning cycle 1 subjek service condition of lbk i avera ge note lbk i lbk ii 1 18 18 18 less good 2 19 19 19 less good 3 16 18 17 less good 4 16 18 17 less good 5 18 18 18 less good 6 20 24 22 quite good 7 19 21 20 less good 8 19 27 23 quite good 9 18 24 21 quite good 10 19 23 21 quite good 11 18 18 18 less good 12 21 23 22 quite good 13 17 19 18 less good 14 20 24 22 quite good 15 20 22 21 quite good 16 18 18 18 less good 17 19 19 19 less good 18 17 18 18 less good 19 16 18 17 less good 20 14 18 16 less good from the above table it is known that seven students were in the level of good enough where students after the implementation of the classical guidance services can achieve the assessment criteria 21-30 in the level of the quality of students receiving tutoring services such classical achieve the level of quality is quite good, and 13 students were in poor condition. where the student after the classical guidance services can reach less than 20 assessment criteria in the levels of quality that students achieve less good quality. from these results, students still need to hold classical guidance services to increase student interest in reading. the results of the observation of the situation of the implementation of guidance and counseling services classical experiential learning method is as follows: table iii situations service action cycle i activity step lbk implementation of the situation and condition of lbk lbk i lbk ii early stage the situation feels stiff when researchers explain about classical counseling services and preparation of material to be conveyed. the situation is more conducive after tutor provide understandably explanation. it appears in the students there is doubt about activities which will be run. . the situation is more fluid after members know the importance of the activities to be undertaken core stage students appear to have little understanding of the whole material presented by researchers mahasiswa the material delivered by the researchers more understandable after the students given the opportunity to exploration closing stage it appears cheerful after the service activity classical guidance end there is a reluctance for ending to the activities service in relation to the material being discussed. the observation of reading interest in educational reference contained in the table iv. journal of education, teaching and learning volume 2 number 1 month march 2017. page 59-64 p-issn: 2477-5924 e-issn: 2477-4878 63 table iv achievement of students reading interest cycle i 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 2 2 3 2 2 2 2 2 2 3 3 2 3 2 3 3 2 2 3 2,35 2 2 3 3 2 3 3 2 2 3 2 2 2 3 3 3 3 2 3 3 3 2,6 3 2 3 3 2 3 2 2 2 3 3 2 2 2 3 2 3 3 2 3 3 2,1 4 2 3 3 2 3 3 3 2 3 3 2 2 2 3 3 2 3 2 3 2 2,55 5 2 3 3 2 3 2 3 2 3 2 3 3 2 3 2 3 3 2 3 3 2,6 6 3 3 2 3 3 2 2 2 3 2 2 3 3 2 2 3 3 2 3 3 2,55 7 3 2 3 2 3 3 2 3 2 3 3 2 3 2 3 2 3 3 2 2 2,55 8 2 2 3 2 3 3 2 2 3 4 3 3 2 3 3 2 3 1 3 3 2,6 9 3 2 3 3 1 3 2 2 2 3 3 3 3 4 4 2 3 2 3 3 2,7 10 3 4 3 4 1 2 2 2 2 3 3 3 3 2 3 2 4 2 3 4 2,75 11 3 3 2 3 2 2 3 2 3 2 2 3 2 2 2 2 4 3 3 3 2,55 12 2 3 2 2 2 3 2 3 3 3 3 3 2 2 3 2 3 3 3 3 2,6 13 2 3 2 2 1 1 3 3 3 3 2 3 3 2 2 2 3 2 2 2 2,3 14 2 3 3 2 3 3 3 2 2 3 3 2 3 3 2 2 3 2 3 3 2,6 15 3 3 2 2 3 3 3 2 2 2 3 3 2 2 3 2 3 2 2 2 2,45 16 2 3 2 2 2 3 2 3 3 3 2 3 2 3 2 2 4 3 3 3 2,1 17 2 2 3 2 2 2 2 2 3 2 3 3 2 3 3 2 3 3 3 3 2,6 18 3 3 2 2 3 2 2 2 3 2 3 3 2 3 2 2 3 2 3 3 2,5 19 2 2 2 3 3 1 1 2 2 3 2 3 2 2 3 2 3 2 2 2 2,2 20 2 2 2 1 1 3 2 2 2 1 3 3 3 3 2 2 3 3 3 3 2,3 note : 1 : very low 2 : low 3 : enough 4 : high description of classical guidance and counseling services results cycle ii results of reflection in the first cycle were found a few things that can not be run by counselors in carrying out its role at every stage of the classical guidance services. findings-the findings as a recommendation for the practitioner that can be run on the implementation of the classical guidance services in the second cycle. table v observations of the counselors in cycle ii guidance stage classical cycle 1 action ideal action result lbk i lbk ii ratarata early stage 6 8 7 10 core stage 18 23 20.5 25 closing stage 10 13 12 15 total 33 44 39.5 50 average 39.5 service quality (39.5) = good the results of the implementation of the classical guidance services in the second cycle showed an increase in the quality of service to implementation activity guidance services at classical action i. the results were achieved despite not yet reached the stage of an ideal, but it has entered into either good category, as seen from the assessment criteria of the implementation guidance classical action i and ii classical services and good level of quality. tabel vi student condition in classical guidance services in experiential learning cycle ii subjek service condition of lbk i average note lbk i lbk ii 1 28 32 30 good 2 29 33 31 good 3 29 33 31 good 4 25 33 29 quite good 5 27 31 29 quite good 6 30 34 32 good 7 31 35 33 good 8 32 36 34 good 9 31 35 33 good 10 30 34 32 good 11 26 30 28 cukup baik 12 32 32 32 good 13 29 30 29.5 quite good 14 30 33 31.5 good 15 29 35 32 good 16 28 32 30 good 17 27 31 29 quite good 18 25 33 29 quite good 19 28 32 30 good 20 27 31 29 quite good based on the charts and graphs on the observation of students while following the classical guidance service activities in the second cycle, it gives an overview of the impact happens to students after attending classical counseling services they receive and to achieve reading interests in educational reference. in this second cycle, the average observation value of students achieving good quality. table vii situations service action cycle ii activity step lbk implementation of the situation and condition of lbk lbk i lbk ii early stage situations that initially feels a bit stiff increasingly thaw after researchers showed empathy when students express themselves. empathy aimed by researchers and the willingness to help makes students truly in response to the stimulation received. the readiness of the students appears from the questions related to the duties and responsibilities on the activities that will they do. giving the example of researchers encourage students to find opinion. core stage deeper discussion of the material by obtaining each student the opportunity to sharing experience in facing and responding material among students makes journal of education, teaching and learning volume 2 number 1 month march 2017. page 59-64 p-issn: 2477-5924 e-issn: 2477-4878 64 talk it possible to apply to himself. closing stage students showed impression towards the implementation of the classical guidance services. they proposed activities in discussing topic related to personal. according to the table on the situation of implementation, the classical guidance services obtained information about the state created during the classical guidance service activities underway and it provides an overview of conduciveness activities that take place. table viii achievement of students reading interest cycle ii 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 4 2 3 4 4 4 4 4 3 4 3 2 4 4 3 3 4 4 4 3.60 2 4 3 3 3 4 4 4 3 4 3 4 4 3 4 3 3 4 2 3 4 3.60 3 2 3 4 3 2 3 4 3 4 4 4 3 3 3 3 4 4 3 2 4 3.25 4 3 4 3 4 3 3 4 4 4 4 4 4 3 3 4 3 4 4 4 4 3.65 5 3 4 3 4 3 3 4 4 4 4 4 4 3 3 4 3 4 4 4 4 3.65 6 3 4 3 2 2 3 3 4 4 4 3 3 3 3 3 4 4 3 3 3 3.20 7 4 3 3 3 3 2 4 3 3 4 4 3 3 4 4 3 3 4 2 3 3.25 8 3 3 3 2 4 4 4 3 3 3 3 3 3 2 4 4 4 4 3 2 3.20 9 3 3 3 4 4 4 4 4 4 4 2 2 2 2 3 3 3 3 4 3 3.20 10 3 4 3 4 3 3 4 4 4 4 4 4 3 3 4 3 4 4 4 4 3.65 11 2 4 2 3 4 4 4 4 4 3 4 3 2 4 4 3 3 4 4 4 3.60 12 3 4 3 2 2 3 3 4 4 4 3 3 3 3 3 4 4 3 3 3 3.20 13 3 3 3 4 4 4 4 4 4 4 2 2 2 2 3 3 3 3 4 3 3.20 14 2 3 4 3 2 3 4 3 4 4 4 3 3 3 3 4 4 3 2 4 3.60 15 3 4 3 4 3 3 4 4 4 4 4 4 3 3 4 3 4 4 4 4 3.25 16 3 4 3 4 3 3 4 4 4 4 4 4 3 3 4 3 4 4 4 4 3.65 17 3 3 3 2 4 4 4 3 3 3 3 3 3 2 4 4 4 4 3 2 3.20 18 3 3 3 4 4 4 4 4 4 4 2 2 2 2 3 3 3 3 4 3 3.20 19 3 4 3 4 3 3 4 4 4 4 4 4 3 3 4 3 4 4 4 4 3.65 20 2 4 2 3 4 4 4 4 4 3 4 3 2 4 4 3 3 4 4 4 3.60 from table observation conditions of the students after attending classical counseling services in the second cycle provides an overview of the actualization of the students understanding of the material discussed in the classical guidance services in concrete form. less attainment in reading interest on educational reference is still going to be seen wiser again to determine the need for classical guidance services implemented at a later stage, and/or replaced with another approach that is more appropriate. in the second cycle, the researchers conducted repairs on the strategies used for experiential learning model. the strategy is problem solving, writing journals, group discussions, and simulation. this strategy selected by the researchers to be an effective strategy to increase student interest in reading. using this strategy, the researchers were able to improve processes and results of the research simultaneously. as the repair process, the researchers focused on student services, so it only acts as a facilitator and a confirmation, so that all students are active and involved in the service process. meanwhile, as the improvement of results, students are able to improve the level of interest in reading. kolb [10] states that experiential learning is a new innovation in the learning that has widespread use in various fields of life. in learning, experiential learning is defined as a learning process based on experience. thus, the experience possessed by each individual can be used as learning materials for themselves. departing from the perspective of kolb [9], experiential learning seeks to help people "learn how to learn". by consciously following the learning process in accordance with the existing stages, namely, experience, reflect, think, and behave, students as learners can improve their learning ability. iv. conclusions in accordance with the purpose of study based on data analysis of the observations, it can be concluded as follow: (1) the use of classical counseling services of experiential learning model gives the place and opportunity to the students to brainstorm/idea related to the problems they face with safe and comfortable. 2) the use of classic counseling services l of experiential learning model can be used to increase reading interest on student educational reference in the search for alternative solutions to the problems faced by individuals and groups. (3) counselors can improve the quality of guidance services process as a form of implementation and responsibilities as professional educators. references [1] sugiyanto. ”kajian remaja dilihat dari teori perkembangan.” .jurnal informasi, vol. 4, pp. 27-40, 1999. [2] r.n. jones. basic counselling skills: a helper’s manual. london: sage publications, 2003. [3] darmono. perpustakaan sekolah: pendekatan aspek manajemen dan tata kerja. jakara: grasindo, 2007. [4] supriyadi. pengantar pengelolaan perpustakaan sekolah. malang: ikip malang., 1986. [5] prayitno. buku iii seri pemandu pelaksanaan bk di sekolah. jakarta. dirjen dikdasmen, 1998. [6] prayitno and e. atmi. dasar-dasar bimbingan dan konseling. jakarta: rineka cipta, 2004. [7] w.s. winkel. psikologi pengajaran. jakarta: grasindo, 2005. [8] djumhur and surya. bimbingan dan konseling di sekolah. bandung: cv ilmu, 1975. [9] d.a. kolb. experiential learning: experiences as the source of learning and development. new jersey: prentince hall inc, 1984. [10] d.a. kolb and a.y. kolb. “the learning way: metacognitive aspects of experiential learning.” simulation and gaming journal, vol. 40, pp. 297-327, oct. 2009. [11] mcauliffe. “student changes, program inûuences, and adult development in one program of counselor training: an exploratory inductive inquiry.” journal of adult development, vol. 9, pp. 205-216, jul. 2002. [12] freitas, et. al. “learning as immersive experiences: using the fourdimensional framework for designing and evaluating immersive learning experiences in a virtual world.” british journal of educational technology , vol. 41, pp. 69-85 , dec. 2009. [13] j. mc niff. action research principles and practice. britain: mackays of chatham plc, 1991. [14] n.k. denzin and y.s. lincoln. handbook of qualitative research. california: sage publication inc, 1994. isc paper template in a4 (v1) journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 20 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. “managing staff wfh in crisis times” how are teacher education managers supporting staff working remotely at an odel college? fulufhelo mukhathi1), samson l tshabalala2), christy j kotze3), micheal m van wyk4) 1) university of south africa, south africa e-mail: mukhaf@unisa.ac.za 2) university of south africa, south africa e-mail: tshabl@unisa.ac.za 3) university of south africa, south africa e-mail: ekotzecj@unisa.ac.za 4) university of south africa, south africa e-mail: vwykmm@unisa.ac.za abstract. the sudden onslaught of the covid-19 pandemic changed how university managers operate. staff working from home (wfh) needed support and teacher education managers (tem) played an important role in giving such support. this study is underpinned by the crisis leadership theory and ubuntu-oriented management style. the aim of this exploratory study is to ascertain the support strategies provided by tem to staff wfh during the covid-19 pandemic. to achieve the aim, this study investigates motivational support tem provided to staff wfh during the pandemic. the aim included establishing which stress management techniques tem used to support staff wfh and explore communicative tools used to support staff wfh. the constructivist-interpretivist lens is foregrounding the qualitative single case research, exploring the kind of support that six distance managers provided to staff wfh at an open distance e-learning university. results revealed that staff wfh were acknowledged and rewarded for hard work and excellence. several web-based video-conferencing sessions were offered through online teams webinars, seminars, workshops and stress management techniques. further research needs to be undertaken to determine, through a mixed-method design, how tem employed stress management techniques for staff wfh, which may yield different results. keywords: covid-19 pandemic; staff wfh; stress management techniques; teacher education managers (tem); i. introduction since 2019, globally, countries had to change their operations because of the covid-19 pandemic. most had to lock their borders to stop the spread of the virus. furthermore, governments put in place protocols and regulations in their respective countries. governments, businesses and households were forced to adopt new ways of operating in their daily practices. similarly, universities and other institutions of higher learning were not left untouched by the pandemic. consequently, these institutions had to adapt to stringent government regulations and lockdown levels. they were forced to close their doors and employ strategies to enable operations to continue while employees were working from home. since 27 march 2020, the south african government enforced a ‘hard lockdown’ for 35 days through the national disaster act (ramaphosa, 2020). the government declared a national state of disaster which imposed an unprecedented and unexpected nationwide ‘hard’ lockdown that effectively put extreme limits on the movement and social interaction of the population to ‘flatten the curve’ and decrease the spread of the virus (koekemoer, de beer, govender & brouwers, 2021). all south african universities were compelled to change or adapt their operations in line with covid-19 protocols. with reference to the university of south africa (unisa), which is an open distance e-learning (odel) university in africa, staff and students’ movements were also hindered by government regulations. the pandemic has not only affected universities’ operations, but it has also affected how university managers support employees working from home. the toll of the pandemic on employees and the challenge with the adoption of new ways of doing things have resulted in the need for support amongst many http://creativecommons.org/licenses/by-nc/4.0/ mailto:mukhaf@unisa.ac.za mailto:tshabl@unisa.ac.za mailto:ekotzecj@unisa.ac.za mailto:vwykmm@unisa.ac.za journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 21 university employees. as the pandemic continued, staff needed support from their managers, especially since working from home increased. the managers interviewed in this study are referred to as teacher education managers (tem). they are responsible for different portfolios within the college of education (cedu) at unisa currently, cedu is the largest of the eight colleges at unisa, with a student enrolment of 102 309 students studying initial teacher education (unisa, 2021). the university employs more than 7 000 employees (unisa, 2021). these tem occupy various roles within the college, ranging from chief of departments (cods) to the executive dean of the college, and are tasked with managing staff wfh within their various portfolios and departments during the pandemic. in an instant, tem found themselves and their staff forced to work remotely because of rigid government regulations. it quickly became a new role and responsibility of managers to manage staff that were geographically widespread, working under extraordinarily stressful circumstances, and to ensure staff morale and productivity remained high. tem in this study reported how they and their staff were being affected by the global pandemic and wfh in the following ways: • a decline in mental health and emotional well-being due to limited social interaction with staff and colleagues (killgore, cloonan, taylor, allbright, & dailey, 2020). • physically, due to the impact of stress, illness, family responsibility and ‘zoom fatigue’, managers and staff felt exhausted and stressed by the rapidly enforced use of technology to conduct most work activities and communication (amponsah, van wyk & kolugu, 2021). • lack of infrastructure such as well-established home offices and stable internet connections (hughes, 2021). • unreliable tools of trade such as laptops as well as staff not being accustomed to working on laptops as they had previously worked on desktops (hughes, 2021) • a lack of technological literacy skills to rapidly move to remote working, being fully online (hodder, 2020) despite being faced with all the aforementioned challenges themselves, tem were also expected to meet the growing needs of staff wfh and offer ict-related support to their staff, provide emotional support, motivate their staff and assist in improving the emotional well-being of staff. just as rapidly as the covid-19 pandemic appeared, changes in how the college tem operated were imposed, whether managers felt ready for it or not. staff wfh needed support, and tem played an important role in providing this support. since staff were unfamiliar with remote working during the lockdown, strategies to support staff wfh during a global pandemic were not readily available. this paper may contribute to the growing field of interest in the topic, by divulging the support strategies that tem offered to staff wfh. the aim of this paper is thus to ascertain the support strategies provided by teacher education managers to staff wfh during the covid-19 pandemic. to answer this aim of the study, the following specific objectives (so) were formulated: so1: to investigate motivational support teacher education managers provided to staff wfh under the pandemic. so2: to establish what stress management techniques tem used to support staff wfh during the pandemic. so3: to explore communicative tools that were used by tem to support staff wfh during the pandemic. ii. literature review a. theoretical framework informing the study this study employed a dualistic philosophical lens related to the theory of crisis leadership (zamoum & gorpe, 2018) and the african philosophy of ubuntu-oriented management (khoza, 1994; msila, 2008; letseka, 2012), which underpin the views of tem in this study. globally, crises demand crisis leaders, moments of extreme courage and leadership qualities to demonstrate and lead by example. several examples sprung to mind in the past two decades, such as the 9/11attacks on the world trade centre in the united states and the current covid-19 pandemic. these events have had a major impact on humankind and required crisis leadership to resolve the challenge. we posit that crisis leaders demonstrate virtues such as caring for people, being responsive to people-centred needs, and articulating clear communicative information in a crisis. in addition, they exhibit integrity and resilience to succeed, as well as respect for other views. furthermore, crisis leaders inspire and encourage followers to succeed, regardless of the circumstances. in view of the latter, crisis leaders provide clear communication strategies, show caring for others in distress and futuristic leadership (klann, 2003); empathy and courage (pagonis, 2001; & taylor, 2014). during a crisis, staff would naturally expect managers to support them more than ever before; they need a sense of security, a sense of belonging and assurance from managers that they are with them every step of the way. according to joniaková, jankelová, blštáková and némethová (2021), staff believe that crisis managers need to support them, manage the crisis and easily manoeuvre around the crisis to overcome the challenges. as indicated earlier, the african philosophy of ubuntu is based on the virtues of respect, empathy, inclusivity, restorative justice, dignity, fairness, and redress in crisis moments (khoza, 1994; msila, 2008; ramose, 2002; louw, 2006; letseka, 2013). with reference to tem in this study, they had managed and supported staff wfh from an ubuntu-oriented management style. african scholars argue that it is in moments of crisis, like the pandemic, that the capacity for ubuntu-oriented management is called upon to steer the affected members of staff as online community (khoza, 1994; msila, 2008; letseka, 2013). effective leadership style is crucial during a crisis for staff support to produce expected instructional journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 22 outcomes (haddon, loughlin & mcnally, 2015). haddon et al. (2015) divide the crisis leadership into two: first is authoritarian crisis leadership which is rather open and centred around the leader. this style of leadership is effective during crisis which requires a swift action to enhance performance. the second style is transformational leadership, which promotes charisma and inspiration, stimulates intellect among staff and promotes shared goals (joniaková et al., 2021; havelson, murphy & riggio, 2004). b. crisis moments require from teacher education managers managerial support to staff wfh during the early stages of the spread of the highly infections covid-19 virus, much attention and resources were allocated to curbing the physical spread of the disease and keeping the nation socially distanced. however, insufficient consideration and resources were allocated to manage the devastating impact the pandemic has on the mental health and well-being of the nation (koekemoer, et al., 2021). a population’s psychological reactions to covid-19 as well as the measures put in place by governments and leaders to ‘flatten the curve’ and reduce or slow down the spread of the virus, play a vital role not only in the infection rate, but also in the emotional impact the pandemic may have on society (koekemoer, et al., 2021). it is thus of the utmost importance that tem in the workplace also take their newly imposed role in ensuring emotional well-being of their staff wfh even more seriously, as this may inadvertently impact public reaction to the pandemic and lockdown regulations, as well as their productivity in the workplace (ohrnberger, segal, forchini, miraldo, skarp, nedjati-gilani, hauck, 2021). according to the organogram of the institution, management is the highest position in an institution. when covid-19 struck, managers were compelled to shift their leadership style to adapt to a crisis. they were compelled by the government policies relating to precautionary measures to be taken to mitigate the spread of the virus. beauchamp, clarke, hulme and murray, (2015) support the latter statement by pointing out that, in crisis, leaders should respond to dynamic changes both inside and outside institutions. during a crisis, staff depend heavily on management for emotional support as they, too, are frustrated by the sudden changes. managing during crisis requires skills to enhance quality performance among staff. managers need skills such as communication, thinking, time management, critical and creative problem-solving (huber & helm 2020; beauchamp, et al., 2015; haslam, reicher & platow (2020). management support goes beyond the obvious and extends to emotional, mental, and psychological support. to boost the selfconfidence of staff during the pandemic, managers provide support by communicating with them, regularly asking them how they and their families are doing, well-wishing, sympathy and empathy, a positive attitude and showing trust. it is natural that staff would see managers as individuals who are stronger than they are; hence, they rely on them for all kinds of support. jetten, reicher, haslam, and cruwys (2020) point out that, during a crisis, managers should instil in their staff a sense of belonging to an institution by developing a sense of mutual responsibility and shared identity. managers should bring staff together and be seen as being with them all the time, during crisis. c. crisis moments require tem to support staff wfh administratively staff performance requires positive and effective administrative support. in an institution, administrative support involves supporting staff with, among others, travel arrangements, organising and providing staff with stationery, organising meetings and other related duties. staff members need this support daily to function and perform to expectations. when this support is effective, institutional goals are achieved, but when this support is lacking, staff perform poorly. administrative support is crucial for staff members. d. motivational support strategies during the pandemic motivation is critically important to staff working from home, especially during a crisis (erina, 2021). every institution sets goals and objectives that need to be achieved. there are factors that can influence staff wfh negatively or positively. staff therefore need intrinsic and extrinsic motivation to perform their duties. intrinsic motivation is aroused by a person’s belief in their own abilities and selfconfidence. however, managers can enhance this intrinsic motivation by providing assurance to staff members that they are with them during the time of crisis. management style has a direct impact on staff motivation; therefore, the style of leadership managers adopt should reflect care and cooperation. this will motivate staff to perform effectively during such a time (coelho, paschoal, ferreira, & torres, 2021). extrinsic motivation is derived from the availability of working tools for staff to perform their duties as required. tools include functional telecommunication devices such as phones, computers or laptops with access to the internet. when these tools are available and functional, staff can perform their duties as expected, but when they are not functional, they cause frustration which leads to work-related stress. staff cannot perform their duties under such conditions. it is therefore vital that managers provide this type of support to staff wfh (erina, 2021). e. stress management techniques and communicative tools as employees' jobs grow more virtual, they may face a variety of issues that increase stress and, as a result, negatively damage their health and performance (graves & karabayeva, 2020). managing stress is not a simple activity performed by affected individuals. to manage stress, an employee needs support from other people, especially those close to the affected individual. work-related stress can be managed through support from family, friends, colleagues, and, most importantly, from managers (coelho et al., 2021) managers can help staff wfh manage stress by opening the journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 23 channels of communication throughout the time of crisis. staff wfh should feel that managers are there for them during difficult times. managers may routinely ask staff how they and their families are doing and assure them that should they need anything, they are free to contact them. they may also suggest routine exercises in the morning before starting work and in the afternoon after work (nuur, wawodjo, yulianti, suhartini, fauzi, & sumadhinata, 2021). managers can encourage staff to get enough rest and take leave when they feel exhausted. in doing so, staff will know that they are not alone during a crisis, but that they are cared for and loved. that will reduce the levels of stress among staff and increase their work performance. additionally, employers are recommended to do the following to reduce employee stress during the epidemic. first and foremost, they must manage employee workloads and relationships. second, they should encourage employees to socialise. this might take the shape of informal interactions, explicit chances for connection, and keeping staff informed about the organisation. third, they should provide employees with appropriate hardware, software, training, and technical support on technology. fourth, employers should give employees advice on how the boundary between work and home can be managed. lastly, they need to provide workshops on how to balance work and personal lives (graves & karabayeva, 2020). as much as people are different, staff levels of stress are also different, even though they may be working for the same institution. according to scholars, work-related stress as a condition could affect physical, psychological as well as emotional well-being of staff (nugrahaningsih, 2021; aboramadan & karatepe, 2021). aboramadan and karatepe (2021) further state that work-related stress can be caused by, among others: workload; time constraint; inadequate supervision and support; hazardous working conditions; lack of job performance feedback; unstable relationship between authority and responsibility; uncertain roles of employees in the institution’s overall activities. working from home causes stress among staff because, unlike at offices where people share their frustrations, at home one is alone. what makes it worse is that staff are not always sure whether they are doing the correct thing. reliable communication tools such as smartphones, laptops and access to internet make staff lives easier. it eases frustration and any time they need to communicate with their managers, they will be able to do so without struggle. managers can try to deal with barriers to communication by providing reliable tools of communication. sometimes, staff find it difficult to communicate with their managers telephonically. instead, they may use e-mail. since people are different, some cannot express their frustrations easily. however, they may find it easier to express themselves in writing. managers, therefore, need to respond to staff correspondences promptly, even though it may not be easy sometimes because of the workload they carry themselves (nugrahaningsih, 2021). crisis leaders cannot solve all technological problems, for example, they cannot solve the challenge of power outage, low signal, and internet interruptions. however, they can provide support to staff by understanding their frustrations and encouraging them in difficult times. what managers can do, is to provide staff with reliable tools of work and data for internet access. managers need to be practical in their support to staff. managers should not give impractical solutions to their staff problems; instead, they should be clear that some problems are beyond their control. in this case, they can instil self-efficacy in their staff (rahman, turin, arif & uddin, 2020). iii. methodology a. scientific approach and design this constructivist-interpretivist lens is foregrounding the qualitative single case research by exploring the kind of support that distance managers provide to staff who are wfh at an open distance e-learning university (yin, 2014; cohen, manion & morrison, 2007). a. population and sample size in the context of this article, distance managers are those executing their roles, responsibilities and functions as stipulated in the performance management policy (unisa performance management policy, 2018). based on this policy, portfolio teacher distance managers who participated in this study were executive deans, chairs of departments (cods), school directors (sds), managers for teaching and learning (mt&l), managers for quality assurance and enhancement (qa&e), managers for programme qualification mix (pqms) and other distance managers. these distance managers’ functions, roles and accountabilities were put to the test in establishing how to support, manage and account to achieve the objectives of the strategic operations of the academic project. it consists of purposive sampling of six portfolio teacher education managers providing support to staff wfh. these portfolio managers were purposively selected as college executive management, from the executive dean to chairs of departments. in the study, the portfolio managers are referred to as “distance managers” serving in these different portfolios to manage the academic project aligned to strategic objectives of the college. b. ethical considerations before conducting the research, we applied for ethics approval by the university’s ethics committee (reference 2020/08/12/90159772/19/am). the university policy stipulated that confidentiality and adherence to covid-19 protocol should be observed before, during and after the covid-19 lockdown. for ethical reasons as well as anonymity and confidentiality purposes, coding was used to protect participants’ identity. the following coding was applied to protect the identities of the participants, namely am5, dm1, dm2, pb3, js6, mm1, and sm4. c. data collection, procedures and analysis journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 24 the team collectively made appointments with the distance managers to set the date and time on microsoft teams meetings. as per agreement, scheduled sessions on microsoft teams were conducted with each portfolio distance manager. before the team conducted the online interviews, the ethical clearance certificate was provided and read by the lead interviewer to inform the participants that they could withdraw at any stage of the interview if they felt uncomfortable replying to the interview questions. before the teams video-conferencing interview sessions, line managers were asked for permission to record the scheduled session. the online interviews were conducted, recorded, and transcribed. the recorded interviews and the interview research questions were sent to the research assistant to transcribe each line manager’s responses. the data sets were manually done using a thematic analysis process (creswell, 2012; nowell, norris, white & moules, 2017). for this thematic process, we used the steps provided by maguire and delahunt (2017), reading and re-reading through transcribed data, getting familiar with the questions, and highlighting the patterns of concepts that emerged frequently under each interview question. second, the sematic concepts and words were highlighted in each of the transcribed data. third, we organised the data in a systematic manner, then used codes for meaning-making and identification. fourth, we searched and identified the codes linked to the broad themes. finally, data were clustered with each associated category and theme. d. trustworthiness of data collection and data triangulation the scientific test in qualitative research is based on an empirical acid test of trustworthiness of collected data. based on the trustworthiness and our adherence to requirements, we are assured that the data collected are credible, transferrable, dependable, and confirmable as “scientifically reliable and valid” (lincoln & guba, 1985; creswell, 2012; cohen, manion and morrison, 2007). in this study, we employed principles of trustworthiness. first, we applied credible research methods aligned to the research questions, the sampling, data collections process and member checking of data collected and interpretations as “thick descriptions of phenomenon to achieve data triangulation (connelly, 2016; nowell, et al. 2017). second, transferability was implemented and included the context and detailed description of tem in the study to allow for comparisons. third, dependability was used to an in-depth methodological description to allow this study to be replicated in any other study. finally, confirmability is adhered to data triangulation, as well as limitations in the study. iv. results after analysing the thematic process manually, several themes were identified, as indicated below, for each research question. during the covid-19 pandemic and national lockdown, south african citizens were instructed to work from home to ensure social distancing rules and regulations were in place to protect workers and the population at large from the spread of the virus. whist working from home, participants mentioned that staff expressed facing several challenges and looked to their managers for support during these challenging times. tem were tasked with motivating and supporting staff wfh during the lockdown to ensure that all staff felt supported and able to fulfil their operational roles and responsibilities. the following subthemes represent the motivational support strategies tem reported offering to staff wfh during the covid-19 lockdown. a. acknowledgment and reward for hard work and excellence while wfh during the covid-19 pandemic came with many challenges and stress for both staff and tem, one of the main strategies that the university instituted to support and motivate staff was to reward hard work and excellence. this offered staff both an intrinsic and extrinsic form of motivation to excel during this time. the tem interviewed for this study were responsible for encouraging staff and overseeing that their hard work and excellence were noticed and rewarded. pb3 expressed this when they reflected on the following: “high performance is a value within the institution, it is a value of excellence… and it is often rewarded. identify, recognise, develop and maximise the talent at all levels… motivation involves academic benefits, being provided across without a favour of prejudice, therefore we had to nurture the talent we have and to do our best to maximise it for perfection” (pb3) furthermore, pb3 went on to state, “academics are generally motivated by innate factors, as an academic you are motivated by innate factors, among these are a need for self-fulfilling a need for selfreliance, a need for self-sufficient, you want to be selfsufficient yourself. we hosted awards ceremonies and yesterday i attended one where we celebrated performance and achievement.” (pb3) b. encouragement and support offered through online teams and other communication tools to support staff wfh tem noted that one of the main motivational support strategies used to support staff wfh during the pandemic included regularly offering words of support and encouragement to staff using online communication tools such as microsoft teams, zoom, whatsapp chats and whatsapp groups, e-mails and cell phone calls. by regularly ‘checking in’, tem could assess the well-being of staff and also offer encouragement. one of the main aspects touched on in the interviews by tem is that staff mostly felt encouraged when they knew they were not the only ones feeling stressed and overwhelmed wfh, and that their managers understood and supported them in the challenging times. the college assembly was also offered to staff as a form of online encouragement and support. participant dm1 had the following to share in this regard: “have to put some positive energy and also think of words that can be encouraging and words that can journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 25 be comforting because you don’t know what they are going through” (dm1) participant dm2 also offered words of encouragement as a support strategy and stated the following: “i created a whatsapp group, a platform where now i would be able to share our experiences, so whatever problem or challenge that we would be facing, then we will discuss it on that platform” (dm2) in addition, participant pb3 divulged the following: “[a]s a collective, as managers we supported academics and administrative staff members through online systems in order to determine where things were lagging… we made follow-ups through telephone calls to find out whatever challenges the staff members might have” (pb3) c. web-based training offered through online teams webinars, seminars, and workshops since most tem and staff of this odel institution had never worked fully online and from their homes before the covid-19 lockdown, remote working proved to be particularly challenging to those staff members who did not have the technological knowledge or skills to work entirely from home. the move to working entirely form home was unexpected and unprecedented in recent south african history. thus, tem and the staff were not trained in working fully online and remotely, and some staff purportedly felt unsure about how to go about mastering this change in the shortest possible time. in support of this, the university as well as tem worked tirelessly to design and host numerous online training platforms that would equip staff to fully work online and be able to achieve their required performance objectives and offer the best possible student service in this time. dm 1 gives an account of this when she states; “[staff were trained] using online seminars and workshops, currently i can say i have twelve modules fully completed of oers.” (dm1) dm1 further states that seminars and workshops were even better attended by staff when hosted online. “there is no seminar that was cancelled for teaching and learning, all seminars were held, and when i look at the attendance also of academics is far much better than when we are on campus” (dm1) d. motivating staff to meet commitments and deadlines through regular online teams meetings, phone calls and emails to remind staff of work required or commitments. tem faced challenges to motivate and meet commitments whilst managing staff wfh during the covid-19 pandemic, such as balancing work and home life commitments. in a response to the challenge of staff balancing their work and home commitments and ensuring they meet deadlines and the objectives set out in the individual performance agreements. participants felt that regular online team meetings, phone calls and e-mails reminding staff of work and deadlines were an effective and positive motivational strategy. the tem participant (dm1) confirmed as follows: “i state all the modules that will be written, i put the names of all the lecturers, coordinators, cod’s the school director, the dean and the deputy dean, and then i put url link, then i mention that if you experience any problem of uploading as a student… that is one way of supporting, instead of waiting for academics to say, my student can’t upload, so i avail the link six o’clock in the morning, when they open their laptops there is the link for the day with their modules, so there won’t be any problem at all” (dm1) e. updating and disseminating institutional guidelines to suit current needs of staff wfh during the covid-19 pandemic since the shift to remote working was unexpected and unprecedented, the institution’s guidelines did not meet the needs of the current situation that saw staff wfh and conducting all of their work-related activities fully online. the university made a commendable effort in updating various institutional guidelines to meet the current needs of staff and to ensure staff were supported at all levels whilst wfh. it must also be noted that tem took the responsibility of disseminating the updated guidelines and supporting staff in understanding them within the current context to support the optimal functioning of the university during these challenging times. participant dm1 gave an account of this support strategy: “ [we] re-wrote the guidelines, outlines the tariffs, outline how the markers should be appointed, which qualifications the markers must have, how they must appoint the moderators, external moderators and why must we have external moderators for exit level modules… i have become proactive by availing the assessment guidelines documents, for the college, every department will be doing it” (dm1) f. offering advice and support through ict, and “tools of trade” related to loan laptops, provision of data bundles, and vpn to access one of the most prominent areas found in need of support during this data collection process appeared to be staff struggling with issues of ict and challenges related to “tools of trade”. tem were often approached by staff to assist with challenges connecting to the institution’s virtual protection network (vpn), not having enough data, not having a laptop or having outdated laptops and other tools of trade. the pattern quickly emerged that staff needed support with ict and tools of trade, and tem needed to find appropriate ways to offer this support remotely. the biggest relief offered to staff in terms of this challenge was the institution-wide issuing of updated laptops to staff, issuing of data bundles to staff, and management creating special portfolios that offer ict support within each department. all the aforementioned strategies were overseen journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 26 and implemented by tem within their various departments and levels. several of the participants supported this finding in the data and stated the following: “interventions that we came up [with] include rolling out of loan laptops [sictools of trade] to staff members across the college of education. at least over 90% of the staff members were provided with these devices… now another point introducing staff members to the virtual protection network, what we normally call, the vpn so that they could have access to the university website from home without being billed” (pb3) “i was also responsible for liaising with ict, most of the challenges that came from the college about ict related problems, they had to go to the office of the acting deputy dean and i had to communicate with the director, the executive director of ict” (js6) “managing and ensuring an equitable provisioning of free data bundles to attend to the requisite activities and responsibilities [of staff]. we had to come into negotiations with the vp teaching learning community engagement and student support, who ensured that mtn comes into the space so that at least data bundles can be provided” (pb3) regarding the results for the second research question, the study established stress management techniques used by tem to support staff wfh during the pandemic. during the pandemic and national lockdown, staff as well as tem in the college of education at the site of this study, reported feeling stressed, under pressure and conveyed that they faced many challenges when working from home. tem implemented certain techniques to assist their subordinates in stress management during this time and conveyed this information during the interview process of this study. g. sending regular inspiring messages of motivation and encouragement to staff wfh tem participants agreed that they sensed that their staff felt very stressed during the hard lockdown period during the covid-19 pandemic and whilst wfh. participants echoed that during the hard lockdown period, heightened stress levels had led to staff feeling physically and emotionally vulnerable, which could have resulted in lowered productivity. tem rose to the challenge of motivating and encouraging staff during the stressful time that accompanied the global pandemic and shared their experiences and techniques used to assist staff wfh in managing high stress levels. the main method participant tem reported was regular ‘check-ins’ and ensuring staff knew they were not alone, that others were facing similar stress. managers motivated staff by encouraging them to balance their work and family lives and make use of the wellness division that was introduced by the institution to support the emotional well-being of staff. showing empathy and sympathy emerged as one of the most positive stress support techniques. participants divulged the following: “put some positive energy and also think of words that can be encouraging and words that can be comforting because you don’t know what they are going through” (dm1) “there was evidence of a great deal of stress, that was showing in colleagues… just making a call you know, you phone a colleague… come up with constructive conversations… acknowledging a colleague and show colleagues that you are aware of the situation that they are experiencing” (dm2) “i listen to the staff members, advised the managers that they should advise their staff members to reduce the stress by stop worrying, balance family life with work life, learning to relax and sleep more for the sake of sanity. learn to be comfortable in an unfamiliar situation” (pb3) h. building strong collegial relationships and connecting on a personal level an aspect that assisted staff wfh in managing stress was feeling valued and having a relationship with their tem on a personal level, in a time when everything turned digital. the tem gave insights into how they were managing stress levels of their subordinates by ensuring they kept in touch. also, tem alluded that they had a good connection, both professionally and personally, with staff. “any new colleague that i meet i will ask him or her what his name is… knowing the people… to be an effective leader you must reach out to them before you even talk teaching or learning” (dm1) “there is a need that to talk about life in general and not just work and that also lessen or lowers the down the level of anxiety” (pb6) i. monitoring staff wellness by proposing that staff apply for either family responsibility or vacation leave to avoid staff burnout during the interviews, the majority said they were monitoring staff well-being. if a staff member was not well or they tested positive for covid-19, applying for family responsibility was proposed. they also alluded that some staff members who had accumulated official leave days, negotiate for vacation leave to avoid staff burnout, which would impact on productivity. another important stress management technique that emerged was that tem should be cognisant of the impact that stress had on the physical and emotional well-being of staff and should encourage them to take leave where necessary to ensure they prioritised physical, mental and emotional well-being. journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 27 participant pb3 presented the following statement: “staff members were advised to take leave when the need arose” (pb3) the above was also supported by tem sm4 who said: “[staff were] advised to seek medical attention, so we were open, the openness, made them to cope” (sm4) js6 further emphasised the importance of this. according to js6, he had invited the university wellness officer to conduct a wellness session on teams. “encourage team members to take leave, when the need arises… and make sure that you get your health in order”. i also invite the office for wellness to talk about strategies to prevent staff-burn-out (js6) the last research question related to exploring communicative tools that were used by tem to support staff wfh during the covid-19 pandemic. participants felt that the communicative tools used during the lockdown period helped them to stay connected to staff wfh. j. effective communication tools used, were e-mails, microsoft teams, mobile or telephone calls, whatsapp messages and myunisa online staff platform. when asked what communication tools were used to provide the most effective and efficient support to staff wfh during the lockdown, the data revealed a strong pattern throughout. e-mails, microsoft teams, mobile calls or telephone calls, whatsapp messages, and online staff announcements on myunisa were predominantly used to communicate with academics and support staff. these communicative tools are online, affordable in terms of data costs and offer a quick and efficient method of communication for tem. participants offered the following thoughts on this subtheme: “phone [calls] when i feel that the message won’t be well delivered on an e-mail then i would phone and talk to the person and it is understood faster when you use the phone” (dm1) “phone calls: online communication options has allowed me to create a more conducive environment that feels less threatening to staff… microsoft teams… whatsapp message to the group” (am5) v. discussion of findings this study employed the theory of crisis leadership and the ubuntu-oriented management style which underpin the views of tem in this study. during the pandemic, tem showed what it demanded from them to be courageous in leading and demonstrating leadership qualities. tem had managed and supported staff wfh using an ubuntu-oriented management style. african scholars concur that it is in moments of crisis, like the covid-19 pandemic, when the ubuntu-oriented management style is applied to ensure the well-being of the affected staff wfh (khoza, 1994; msila, 2008; letseka, 2013). the pandemic had a major influence on tem leadership and required from them to resolve the challenge of staff wfh. in this study, tem as crisis leaders provided clear communication strategies, showed caring for other in distress and futuristic leadership in the college. firstly, the study investigated the motivational support tem in the college provided to staff wfh during the pandemic. according to tem, the efforts, hard work and excellence of staff wfh had to be acknowledged and rewarded, since it increased productivity and loyalty towards the college. a pakistani study by abdullah, huang, safraz and sadiq (2021) reported on nurses who remained loyal to the organisation despite facing challenges in the workplace as well as family-related conflicts, since they were rewarded with social and psychological support. several participants mentioned the importance of encouraging wellness practices, such as taking time out, planning early morning walks around the block, regular exercise, and setting strict time out from on-screen work. furthermore, they valued technical support offered through online teams and other communication tools in support of staff wfh. these views are supported by fan et al. (2020), that posit that organisations should care for employees; managers should help create a healthy wfh workspace. also, chanana (2020) stressed that organisations needed to adopt innovative and creative employee engagement practices during tough times such as the current global pandemic. participants mentioned several web-based training sessions through online teams webinars, seminars, and workshops. for example, a survey study conducted in indonesia using a smartpls online platform found a significant impact on digital capacity and increased productivity among staff wfh during the pandemic (afrianty, artatanaya, & burgess, 2021). some of the tem echoed how they were motivating staff on agreed commitments by staff wfh and meeting deadlines using online teams meetings, phone calls and e-mails to remind staff of work required or commitments agreed upon. furthermore, tem alluded to the fact that they offered advice and support with ict-related challenges, and tools of trade, such as providing loan laptops, data bundles, and support in accessing vpn. finally, participants mentioned that staff who wanted to visit the campus during the lockdown period were issued with work permits as stipulated by the covid-19 regulations and protocols. secondly, this research established the stress management techniques used by tem to support staff wfh during the pandemic. it emerged from the interviews that sending regular inspiring messages, motivated and encouraged staff wfh. this further helped with morale boosting, which was essential for the stability, success, and sustainability of the institution (avramoska, 2020). this created a sense of interest and helped staff wfh achieve their performance agreement targets. participants agreed that building strong collegial relationships and connecting on a personal level were important techniques when wfh. in respect of the latter views, avramoska (2020) concurs that building journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 28 relationships and connecting team members wfh during the pandemic is vital for staff morale and institutional success. a new zealand study by green, tappin and bentley (2020), reported that the covid-19 pandemic had a significant impact on workforce wellness and therefore future productivity of employees and organisations. participants said it was extremely important to monitor staff wellness by proposing either applying for family responsibility or vacation leave to avoid staff burn out’. finally, the investigation explored communication tools used by tem to support staff wfh during the covid-9 pandemic. the tem echoed sentiments about adapting and showing extraordinary crisis leadership skills. these managers offered motivational support, acted empathetic to the wellbeing of staff and regularly motivated staff. tem acknowledged that dedicated and diligent staff served as further encouragement, which fostered an increased feeling of loyalty toward the organisation. the majority (95%) of participants referred to effective communication tools used, namely e-mails, microsoft teams, mobile phone calls, telephone calls, whatsapp messages and the myunisa online staff platform. some (65%) said they had diarised staff birthday reminders on the teams calendar. several participants admitted to regularly sending messages of motivation and encouragement to staff wfh, because working remotely could lead to loneliness. tem said these messages inspired and boosted the morale of staff wfh. vi. conclusions as stated from the onset, scholars posit that, in major crises, such as the covid-19 pandemic, the world needs strong and courageous leaders to overcome challenges, flourish and rise above the crisis. this study is foregrounded in the crisis leadership theory because we concluded that tem demonstrated virtues such as caring for people, responsiveness to people-centred needs, articulating clear information, and commitment during crises. the crisis leadership theory served as a lens through which the study was seen. it is a theory characterised by care, sympathy, and empathy. in the study, crisis leadership was demonstrated by tem in the college of education. these results were derived from data collected through interviews with college managers. tem interviewees were aware that, during hard lockdown, staff experienced a high level of stress, which managers dealt with by continually encouraging and motivating them. tem added to the results by sharing their experiences and relating different techniques of helping staff manage stress and perform their duties. a positive attitude, care and sympathy were the crux of leadership during this time of crisis. the aim of the study was to ascertain the support strategies provided by tem to staff wfh during the pandemic. we conclude that the tem demonstrated crisis leadership during the time of crisis when staff were frustrated and disoriented because of the pandemic and were panicking. tem, through their experiences, care and sympathy, assured staff that they were not alone. tem demonstrated high levels of motivation and encouragement to staff wfh during the crisis by constantly communicating with them, using teams meetings. constant communication proved to be vital during the time of crisis. this exploratory qualitative single case study reported that tem provided motivational support, used stress management techniques, and communicated effectively to staff wfh. furthermore, tem demonstrated how the crisis changed their managerial practices to manage and support staff wfh. in addition, the operations and performance of tem necessitated a change in managing from a distance. the tem interviewed for this study showed extraordinary crisis leadership skills and offered motivational support to staff wfh by being empathetic and regularly motivating staff using effective online communication tools such as emails, microsoft teams, telephone and mobile phone calls and whatsapp messaging. acknowledging dedicated and diligent staff served as further encouragement, which fostered an increased feeling of loyalty toward the organisation by staff wfh. in addition to the motivational support tem offered to staff wfh, they encouraged staff to manage stress by using techniques such as time management, balancing work and family life and participating in the institution’s online wellness programme. in addition, offering regular online training, webinars, seminars, and workshops to both tem and staff wfh in the use of online communication tools as well as online teaching and learning systems was instrumental in reducing anxiety and stress for staff wfh. connecting with staff on a more personal level can boost morale and reduce stress whilst staff are working remotely. a. limitations and future research this exploratory single case study posed a few limitations that can be researched by future investigations. first, this study selected and applied a qualitative single case design for data collection. online teams videoconferencing interviews were used to collect data for the purpose of the study. future research will be explored through either a quantitative or a mixed methods approach to validate the themes emerging from this study. this will be important to yield new data about crisis leadership for tem managing staff wfh. second, this study explored tem operations in crises in the college of education at an odel university. future research with the other eight colleges at the same university will be conducted but also in residential university contexts. finally, future research will allow for comparisons amongst colleges at the odel university that will generate distinct or universal results to crisis leadership. b. practical implications for crisis leadership the study was conducted under extreme pandemic circumstances and the findings contribute to the theory of crisis leadership as revealed through the dynamics of major moments as displayed by the tem in the college of education, at an odel university. by strengthening the virtues and practices of line managers during crisis moments, as demonstrated by tem in this study, such leaders are journal of education, teaching, and learning volume 7 number 1 march 2022. page 20-31 p-issn: 2477-5924 e-issn: 2477-8478 29 equipping and will be responding to the “new norm” positively. this paradigm shift in crisis leadership, as demonstrated by tem at a distance, had impacted daily operations, functions, and individual performances. this change in leadership style had impacted the institution’s human resource policy imperatives. the study recommends that specific hr policies, such as the wellness policy, performance management policy and tuition policy, should be revised and adopted to comply with hr procedures under which managers operate during and post the pandemic. in view of crisis moments, the university management and council may consider the 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(2018). crisis management: a historical and conceptual approach for a better understanding of today’s crises. in crisis management-theory and practice. intechopen: new york. journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 375 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of learning multimedia to improve english communication skills leny meidiantary universitas tanjungpura, pontianak, indonesia e-mail:lenymeidiantary@yahoo.com abstract. this study aims to find out the development of learning multimedia through multimedia development design with material welcoming guests and registering guests at the hotel, as well as to see how to improve english communication skills using learning multimedia with research subjects in xi grade of hospitality accommodation in pontianak 5 state vocational high school study the material. the research method used in this research is the development research method by combining the borg & gall development model with the assure learning design model. data obtained through interviews, observations and tests applied to the subject of the study. the flow of this research is carried out through three main stages, namely: (1) product development plan phase which includes needs analysis, learning planning, (2) product development phase, which includes analysis of media forms, outlining media program contents, making flowcharts, collecting materials , making programs and (3) testing and revision stages which included small group trial, initial product revisions, second trial (medium scale), product revisions from the results of the second trial, field trial (large scale). the results of the study showed an increase in the presentation using learning multimedia starting from 2.80 from the value of the small group trial, 3.01 for the second trial value and 3.36 for the trial implementation value. in improving english communication skills, the learning completeness increased from an average value of 69.08 to pretest to 83.50 for the posttest average. this means that the use of learning multimedia can contribute to improving the skills of students communicating english. keywords: development; learning multimedia; communication skills i. introduction the learning process is a communication process and takes place in a system to obtain knowledge or knowledge. as support for this learning, the media occupies a fairly important position as a component of the learning system. without media, communication will not occur, and the communication process will not be able to take place optimally. the development of learning multimedia is needed so that learning becomes more effective, efficient and enjoyable to improve english communication skills. according to agus m. hardjana (in ngainun, 2017: 18) communication can be defined as "the process of delivering meaning in the form of ideas or information from someone to others through certain media" in people's communication not responding to words, but the meaning of words . because of interaction, communication is a dynamic activity. as long as communication takes place, both at the sender and at the recipient, it keeps on giving and receiving the influence and impact of the communication. active and polite communication can give a sense of satisfaction or impression to guests or customers in the service sector. the communication skills are expected to be possessed by vocational middle school students in the field of tourism expertise. especially in the hospitality accommodation expertise program. these skills are highly related between the objectives of the hospitality accommodation expertise program based on the education unit level curriculum (ktsp 2006), the vocational level is: carry out work in scope, front office as receptionist, reservation clerk, telephone operators, and porters. carry out housekeeping work as a public areas attendant and laundry attendant. a student is said to be ready to carry out fieldwork practices (pkl) or in the business world / industry if they have cognitive, affective and psychomotor abilities. the readiness of students in carrying out industrial work practices in hotels, one of which arises if satisfying skills competencies can be achieved by students after attending learning providing accommodation services reception and can communicate in english well. communicating in http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 376 english is very necessary because guests who come to the hotel are not only indonesians but also foreigners from various countries who come to indonesia to visit and stay for a while. english is still an obstacle to communication and boring for students. that is because, there are still students who have difficulty in saying words, sentences and understanding the meaning and material discussed. in addition, the lack of vocabulary possessed by students also becomes a barrier in assembling into a sentence. so that students are not able to arrange sentences to convey an idea or idea. according to thornbury (2016), "the main problems of learners, speakers face two areas: knowledge factors and skills factors because the speaker lacks confidence." knowledge factor meaning that students do not yet know the strategy in communicating and the skill factor means that students have not been skilled at communicating so that they do not feel confident. according to hermayawati (journal of socio-humanities vol.1 september 2010), "mastery of english will open insight into the development of science and technology." improving the quality of english communication can be achieved if you know the background of learning difficulties. information about learning difficulties can be used as a basis for determining goals, methods, strategies and learning materials that are relevant to the needs of students. the use of media in the learning process aims to create learning conditions that enable students to learn actively, pleasantly so that students can achieve maximum learning outcomes and communicate fluently. the selection and use of media must be guided by the learning objectives to be achieved by paying attention to the characteristics of students and the student learning environment. one of the learning media that can be used as an alternative to provide variations in the learning process and improve the ability to master english vocabulary is learning multimedia. learning multimedia is a teaching program that is accessed through a computer so that users can interact with it and get to know english through features that use english. skills are abilities that a person has and acquired through training and experience to do a task (john m ivan cevich, et al., 2006: 87). according to ngainun naim (2017: 17-180), the word communication comes from the latin word cum, which is a preposition meaning with and together with and unus, a number word that means one. of the two words formed the communion nouns which in english became communion and meant togetherness. unity, fellowship, association, association, relationships. for communication, effort and work are needed. from that word made verb communicate which means dividing something with someone, giving some to someone, exchanging, talking about something with someone, telling something to someone, chatting, exchanging thoughts, relating, making friends. the verb communicate finally used as an object of communication verb, or english communication, and in indonesian is absorbed into communication. literally, communication means notification, conversation, conversation, exchange of thoughts or relationships. indonesian communication experts provide limitations on communication, including onong uchayan (1986) in abdulhak et al. (2015: 25), saying that communication is a process of conveying messages and feelings or feelings to others by using symbols or symbols as media. this opinion is based on the belief of carl i. hovland that communication is a process in which a communicator communicates a message of stimulus to change the behavior of others or communicants. according to cholin cherry, (tedjasustina, 1994: 12) communication is a process where the goal is to achieve a better mutual understanding of issues that are important for all parties concerned. the types of communication are of two kinds, namely non-verbal and verbal communication. nonverbal communication according to purba et al. (2005: 30), is communication without using words. the simple limitation is the first step to distinguish what is called vocal communication, namely the act of communication that uses words. whereas, verbal communication is communication using words (verb), both oral and written (purba et al., 2005: 75). according to cangara (1998: 23), communication skills are a person's ability to convey messages to the audience (recipient of the message). furthermore, according to nevizond chatab (2007: 29), communication skills are the ability to make connections through human communication channels or media, so that the message or information can be understood well. communication skill is not birth abilities and does not appear suddenly; it needs to be learned and trained (supratik, 2003: 12). the word media comes from latin and is the plural form of the medium which literally means an intermediary or introduction, according to arief s. sadiman et al. (2014: 6). according to miarso that media is everything that can be used to channel messages, which can stimulate the thoughts, feelings, attention, and willingness of students to learn, (in wiarto 2016: 2). gerlach & ely (in wiarto 2016: 2), says that media, when understood broadly, is human, material, or event that builds conditions that make students able to obtain knowledge, skills, or attitudes. heinrich et al., quoted by azhar arsyad (2005) in rusman et al. (2012: 169), suggested the learning media as follows, "the limit of the medium is the intermediary that delivers information between the source and the recipient." the educational technology and communication association (association of education and communication technology / eact) in america, limits media as a form and channel that people use to channel messages / information. gagne (1970) states that media is part of the type of component in the student environment that can stimulate it to learn. based on some of the opinions above, it can be concluded that the media are all things or components that can be used to channel messages from the sender to the recipient so that they can stimulate the thoughts, feelings, concerns, and interests of students in the learning process. learning media journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 377 is a means of delivering learning messages related to the direct learning model that is by the way the teacher acts as the conveyor of information, and in this case, the teacher should use a variety of appropriate media. ii. methodology research and development methods (research and development) is one type of research method. according to sugiyono (2016; 2), "research methods are scientific ways to obtain data with specific purposes and uses." this method can be used to produce a particular product and test the effectiveness of the product. furthermore, sukmadinata (2006: 164) states that research and development is a process to develop a new product or perfect existing products that can be accounted for. this means that in the process of working on a product there are steps that are systematically carried out and each step must be in accordance with the rules of research so that the results can be accounted for. based on the expert definition above, the orientation of development research is the creation of a product. various kinds of products that can be developed such as media, learning strategies or methods, and teaching materials. this development research produced learning multimedia in the competence of providing reception accommodation services to improve english communication skills in xi grade students of pontianak 5 state vocational high school. it can be concluded that research and development is a process for developing products. the development of teaching materials is expected so that students can easily and pleasantly and achieve learning and learning goals by building skills concepts and learners can learn independently according to the ability of the students themselves. for this type of data in this study are qualitative data, according to sugiono (2016; 7), "qualitative data are data in the form of words, sentences, gestures, facial expressions, charts, images, and photos." in this qualitative study, data in the form of comments and product improvement advice from material experts, media experts, interviews and observations. data collection instruments through (a) observation sheet: this observation sheet is used to collect data about learning acquisition and learning implementation. the observer is tasked with observing the activities of students when learning provides accommodation services reception uses multimedia lectora inspire. the results of later observations to find out the value of the effectiveness of learning using multimedia lectora inspire already fit the criteria that have been determined or not. (b) interview guidelines: this interview guide is used to retrieve data on the acquisition of competency understanding. providing accommodation services reception materials welcoming and registering guests and about responses of students and teachers before and after using multimedia lectora inspire, (c) questionnaire (questionnaire): in this study researchers used an instrument in the form of a questionnaire. there are two types of questionnaires used in this study; the first is the student response questionnaire to the media that has been used in the learning process. the aim is to determine the effectiveness of the use of lectora inspires learning media in the classroom. the second is the questionnaire for validation of media development instruments given to experts to measure the level of validity of the instrument. (d) documentation: the documentation used by researchers is cameras and mobile phones. the camera is used when researchers make observations to record events which, according to important researchers at an event, whether the shooting is in the form of photos or videos, while handphone is used by researchers to record or record sound when collecting data, either during interviews or other needs. iii. results and discussion a. results the lectora inspire multimedia development design is a preliminary study carried out in identifying to design the lectora inspire multimedia design that will be used in learning activities. the researcher will gather much information needed for lectora inspire's multimedia development and development. for this reason, in planning the learning media, these constraints need to be considered in order to get a better solution. after seeing the basics above, the priority scale is set in the form of actions, namely: a. designing a learning media in accordance with the learning design of reception accommodation service providing in xi hospitality accommodation in pontianak 5 state vocational high school. b. the media created must cover 3 domains of learning outcomes. c. media must accommodate all learning styles of students in the classroom. d. media must attract learners' interest. e. media must be controlled in use by students. f. media must be easy to operate, meaning weak students in the computer field can also use it. g. media designed must be able to be used for independent learning and classical learning. h. media has a real impact on schools. the delivery model gives students the freedom to choose the subject and explanation of the material can also be repeated to provide reinforcement of understanding with the needs of users. the learner's multimedia development process is through several stages based on researchers' research and advice from material experts, design experts and media experts who have been adapted to their respective expertise. response to the prototype developed. the product evaluation phase includes validation (expert judgment), small group trial and field trial or large groups. the trial was conducted to obtain complete data for analysis and was used as material for revision of the product produced in the form of learning media development providing accommodation services reception. the aspects that are the material for revising include the service component contents, presentation, language, and appearance. a. material expert response validation of expert learning material is intended to obtain input on the suitability of the objectives to be journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 378 achieved, language, elements of message design and material systematics. the following is presented a graph of the results of material experts' assessment of the lectora inspire learning multimedia. fig. 1 the results of material experts assessment in addition to providing assessments for improvements in revising multimedia inspire, material experts also provide suggestions and comments so that multimedia can be maximally used by students. b. response to learning design experts validation of learning design experts is intended to obtain input on learner goals, objectives with sk/kd, scope and depth of learning objectives, learning strategies, interactivity, learning motivation, contextuality and actuality, completeness and quality of learning aid materials. the following is a graph of the learning design expert's assessment of the lectora inspire learning multimedia. fig. 2 learning design experts assessment results c. the response of media experts validation of media experts is intended to obtain input about cover, images and aminations, colors, text, music or sound, grammar, layout, interactivity, and evaluation. media expert responses the following is a graph of the assessment media expert's assessment of the lectora inspire learning multimedia. fig. 3 the media expert's assessment of the lectora inspire learning multimedia d. trial and revision phase 1. initial trial. the small group trial consisted of 6 x grade students of hospitality in pontianak 5 state vocational high school. small group trial was chosen by random method, namely 2 students who have low abilities, 2 students who have moderate abilities, and 2 students who have high abilities. the process of this initial test, the researcher, prepares an observation sheet and participant questionnaire for students whose results of the questionnaire will be analyzed for input material for researchers in making improvements or revisions to learning multimedia so that the learning multimedia becomes better. the average total response value of students is 2.80 or in the good category. this means that the overall response of students to learning multimedia in the initial trial is good. the question or statement of the respondents in the initial trial consisted of 25 statements. the items in the questionnaire statement had a score of 1-4 so that the ideal score range of 25-100 was obtained. some statements in the questionnaire need to be improved, namely statement number 3. the images presented are appropriate (not too much and not too little), number 4 (there is information on each picture presented in this multimedia), number 11 (presentation of material in multimedia is related to other productive material or with other subjects in problemsolving and its application, number 18 (i can understand the terms used in this multimedia), and number 24 (with the illustrations in each beginning the material can provide motivation to study material welcoming guests). the learning of the initial trial phase in this study still had several parts that had to be improved which included three aspects, namely the appearance, presentation of material and benefits. in the aspect of appearance, the part that must be repaired is the suitability of the number of images presented and the description of some of the images that are less clear. improvements in the aspects of material presentation, namely the presentation of material in multimedia have not been fully related or integrated with productive material, or other subjects in problemsolving and its application and some terms used are unfamiliar or poorly understood. furthermore, the beneficial aspects that must be corrected are illustrations at 5 5 5 5 0 1 2 3 4 5 6 conformity with goals to be achieved language message design elements material systematics 4 4 4 4 4 4 3.5 4 4 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4 4.1 journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 379 the beginning the material has not been fully able to provide motivation to study material welcoming guests, so the selection of more precise and interesting illustrations is highly recommended. 2. initial product revision after obtaining data about multimedia parts that must be corrected through comments and suggestions from students, then the researchers make improvements or revisions to the learning multimedia in accordance with the comments and suggestions of students to realize learning multimedia that is better than before. the improvement of learning multimedia that researchers have done from the results of the initial trial, namely: the number of images presented has been adjusted by considering several things including the clarity or effectiveness of the information conveyed to students and the duration of implementation during the learning process on the subject welcoming guests, each picture presented in multimedia have been briefly and clearly given information, the relationship between the material presented in learning multimedia with other productive material or other subjects in problem-solving and its application has been adapted to the expectations of the concepts of presented material in learning multimedia can also be integrated with other material and students will be helped in solving problems and their application, the terms used in learning multimedia have been adjusted, and illustrations at the beginning of each m the researcher has adjusted and is more interesting so that students are more motivated to learn material welcoming guests. 3. trial small group the second trial subject consisted of 9 students of xi grade hospitality in pontianak 5 state vocational high school. the second trial was chosen by random method, namely 3 students who had low abilities, 3 students who had moderate abilities, and 3 students for those who have high abilities. the process of this second trial was researchers prepare observation sheets and questionnaires for students whose results of the questionnaire will be analyzed for input for researchers to make improvements or revise the learning multimedia so that the learning multimedia becomes better. the initial trial phase in this study still had several parts that had to be improved which included three aspects, namely the appearance, presentation of material and benefits. in the aspect of appearance, the part that must be repaired is the suitability of the number of images presented and the description of some of the images that are less clear. improvements in the aspects of material presentation, namely the presentation of material in multimedia have not been fully related or integrated with productive material, or other subjects in problem-solving and its application and some terms used are unfamiliar or poorly understood. furthermore, the benefits aspects that must be corrected are illustrations at the beginning the material has not been fully able to provide motivation to study material welcoming guests, so the selection of more precise and interesting illustrations is highly recommended. 4. initial product revision after obtaining data about multimedia parts that must be corrected through comments and suggestions from students, then the researchers make improvements or revisions to the learning multimedia in accordance with the comments and suggestions of students to realize learning multimedia that is better than before. the improvement of learning multimedia that researchers have done from the results of the initial trial, namely: the number of images presented has been adjusted by considering several things including the clarity or effectiveness of the information conveyed to students and the duration of implementation during the learning process on the subject welcoming guests, each picture presented in multimedia have been briefly and clearly given information, the relationship between the material presented in learning multimedia with other productive material or other subjects in problem-solving and its application has been adapted to the expectations of the concepts of presented material in learning multimedia can also be integrated with other material and students will be helped in solving problems and their application, the terms used in learning multimedia have been adjusted, and illustrations at the beginning of each m the researcher has adjusted and is more interesting so that students are more motivated to learn material welcoming guests. 5. trial small group the second trial subject consisted of 9 students of xi grade hospitality in pontianak 5 state vocational high school. the second trial was chosen by random method, namely 3 students who had low abilities, 3 students who had moderate abilities, and 3 students for those who have high abilities. the process of this second trial researchers was preparing the observation sheets and questionnaires for students whose results of the questionnaire will be analyzed for input for researchers to make improvements or revise the learning multimedia so that the learning multimedia becomes better. the average total response value of students is 3.01 or in the good category. this means that the overall response of students to learning multimedia in field trial is good. 6. product revision results of the second trial after obtaining data about multimedia parts that must be corrected through comments and suggestions from students, the researcher then repairs or revises the learning multimedia in accordance with the comments and suggestions of students to realize better and nearer learning multimedia. the improvement of learning multimedia that researchers have done from the results of the second trial, namely: the illustrations used have been adapted to the concepts to be explained through multimedia and more journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 380 concrete, and the symbols or symbols used have been improved and adjusted so that it is easier to understand. 7. large group trial the large group testing phase was carried out for xi grade students of hospitality in pontianak 5 vocational high school totaling 36 people with completed observation sheets and questionnaires for the contents of the students. the trial implementation of the field aims to find out the responses of students in taking lessons using learning multimedia and finding out the effectiveness of using learning multimedia on learning activities and skills of students in communicating english. the field test was carried out based on the revised learning multimedia improvements according to suggestions and input from the previous stage, namely the field trial stage. improvements in the results of the field trial phase are expected when conducting field tests better the learning process. the average total response value of students is 3.36 or in the very good category. this means that the response of students to learning multimedia has increased towards a better direction. comparison of the average overall results of initial trial, small group trial, and large group trial is also presented in graphical form as shown in fig. 4. fig. 4 comparison of learning multimedia test results in initial trial, small group trial, and large group trial based on figure 4, it shows that there has been an increase in values from the initial trial stage, small group trial to large group trial. initial trial scores are seen at 2.80, lift them in good category. comments and suggestions given by students at the initial trial stage are the basis for revising learning multimedia. the results of small group trial obtained a value of 3.01 or in the good category. learning multimedia at this stage is also revised according to comments and suggestions from students. the results of a large group trial found a value of 3.36 with a very good category, which means that learning multimedia has approached the perfect stage and can be used in the learning process. after the test phase of the field implementation is complete, then enter the sixth stage in assure, namely evaluating and revising the learning program (evaluate and revise). evaluating and revising learning multimedia is based on the results of comments and suggestions from students when conducting field tests to obtain better and perfect learning multimedia. b. discussion implementation of learning using learning multimedia to improve english communication skills the results of implementing learning using learning multimedia lectora inspire can be seen from the activities of students that take place during the learning process takes place. observations are made by referring to the results of observations made by observers during the learning process. fig. 5 students observation graphics using multimedia lectora inspire conclusion on the implementation of interactive learning multimedia is able to make students active in using multimedia. the students seemed to have the courage to communicate and follow the vocabulary that appeared in english and seemed to be actively looking for the vocabulary they just knew. so that it can be interpreted that the communication skills in english appear to have increased, it can also be proven that many students work on evaluations and get a little error rate. skills in communicating english after using multimedia lectora inspire. use of inspire multimedia lectora on lessons providing services reception accommodation aims to facilitate students to be skilled in communicating in english. communication skills can be seen when students have the courage to practice communicating english with confidence and get good evaluation scores or above kkm. from the pretest implementation, the average score was 69.08. this value states that students have not achieved minimum completeness (kkm). then the posttest shows an average value of 83.89. this value states that students have achieved a score above the minimum completeness criteria (kkm) of 70. of the 36 students in total, 33 students have obtained scores above the kkm and as many as 3 students have not met the kkm. it can be concluded that the value of the acquisition of students tends to increase after using learning multimedia. this means that the use of lectora inspire's learning multimedia can contribute to improving the skills of students communicating in english. this can also be proven by the t-test conducted to determine the 100 91.66 100 86 88 90 92 94 96 98 100 102 preliminary core activity closing activity journal of education, teaching, and learning volume 4 number 2 september 2019. page 375-381 p-issn: 2477-5924 e-issn: 2477-8478 381 significant use of learning multimedia products. based on the results of the statistical test, the t-test value is obtained by calculated t = 18,291. the value of table with a level of confidence = 0.05, dk = (n-1) = 36 1 = 35 obtained a value of 2.030. thus calculated t is greater than t table (tcount = 18,291> t table = 2,030). based on the testing criteria that if tcount> ttable at α = 0.05 dk = 35, then it can be stated that there is the influence of using multimedia-based learning media on student learning outcomes . thus, ho is rejected, and ha is accepted, which means that there are differences in student learning outcomes in communication skills. during the learning process takes place can be seen the activity of students which is characterized by the involvement of students in communicating using english. for example, students follow vocabulary that can be heard with english pronunciation and mimic the dialogue contained in the relevant video. students seem to actively seek the meaning of new words that have just been found by asking the teacher or researcher as well as searching for themselves in a large english dictionary. this shows that students have an interest in using the lectora inspire learning multimedia. thus overall through the use of lectora inspire learning multimedia can improve english communication of students and provide a good contribution in spurring the spirit of students to be skilled in communicating english. iv. conclusions based on the results of research that has been done, it can be concluded that the use of lectora inspire's learning multimedia can improve students' english communication and make a good contribution in stimulating the spirit of students to be skilled in communicating english. references abdulhak, i. & darmawan, d. (2015). teknologi pendidikan. bandung: pt remaja rosdakarya. cangara, h. (1998). pengantar ilmu komunikasi. jakarta: pt. rajagrafindo persada. cevich, j.m.i. (2006). perilaku dan manajement organisasi. jakarta: erlangga. chatab, n. (2007). profil budaya organisasi. bandung: alfabeta. gagne et al.(1992). principle of instrukctional design. usa: harcourt brace collage publishers. hermayawati. (2010). penguasaan bahasa inggris akan membuka wawasan terhadap perkembangan ilmu pengetahuan dan teknologi. jurnal sosiohumaniora, 1(1). ngainun, n. (2017). dasar-dasar komunikasi pendiidkan. yogyakarta: ar-ruzz. purba, a. et al. (2006). pengantar ilmu komunikasi. medan: pustaka bangsa press. sugiyono. (2016). metode penelitian kuantitatif, kualitatif, dan r & d. bandung: pt. alfabeta. sukmadinata. (2006). metode penelitian pendidikan. bandung: pt. remaja rosdakarya. tedjasustina, a. (1994). etika komunikasi. armico: bandung. thornbury, s. (2016). communicative language teaching in theory and practice. the routledge handbook of english language teaching. routledge. pp. 242-255. isc paper template in a4 (v1) journal of education, teaching, and learning volume 4 number 2 september 2019. page 350-353 p-issn: 2477-5924 e-issn: 2477-4878 350 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the teacher’s perception to the impact of playing gadget for early childhood’s mental health desni yuniarni universitas tanjungpura, pontianak, indonesia e-mail: desni.yuniarni@fkip.untan.ac.id abstract. playing games using gadgets in early childhood is now a common thing. children mostly spend their time playing gadgets alone rather than playing with their friends. this has an impact on their mental development, especially their social and emotional development. unfortunately, it has not become a concern for the parents. they assume that playing gadget would not affect their children’s mental development at all. therefore, this study aims to find out how is the teacher's perception of playing gadgets for early childhood mental health, especially in their social and emotional aspects. this was a qualitative study, in the form of a case study. data were obtained through interviews and focused group discussions by 7 kindergarten teachers from 4 different classes. the study result reveals that all the teachers had the same perceptive that gadget has both positive and negative effects on early childhood's mental health. the positive impact of the gadget for early childhood's mental health is the contains of the games can stimulate the creativity and imagination for the children. besides, the games in the gadget should be educative so they can learn in a fun way. the positive emotion of children when learning using gadgets will also maintain their mental health. the negative impact of the gadget for early childhood's mental health is if there they become addicted to the gadget so they spend more time playing gadget and refuse to interact with other people. as an effect, they will face difficulty in communicate with other people, get angry easily, hard to concentrate, unruly, which such things may cause deterioration in their mental health. finally, teachers and parents as a significant person for the children must control the children while playing gadgets and give the rules and boundaries for the children to maintain their children's mental health. keywords: early childhood; mental health; playing gadget; teacher’s perception i. introduction a child with good mental health is a happy child. he can adapt well in his environment, is not afraid to express him/herself, cheerful, full of creativity, imaginative, dare to try new things, and want to learn to adapt to people in the nearby environment. children develop their social skills and express their emotions in a way that is acceptable to the environment. all those skills are learned by children if they get the chance to directly interact with their environment. this argument is in line with the experts’ opinions who stated that the development of emotional and social skills are the important skills that need to be learned by children aged 0-5 years so that they can interact with other people, to get experience, learn the rules, and learn to express their emotion in a way that is acceptable to their environment, both in family, social, and cultural environments (yates et al., 2008). according to hartati (2007: 10), early childhood is a group of individuals in the age range of 0-8 years. karman (2013) stated that children aged 6 years and under have been involved in the use of new media and technology since they were born. as a result, it can be concluded that early childhood, those in the age range of 0-8 years, is now involved in the use of technology, especially gadgets. according to widiawati and sugiman (2014) gadgets are small objects (tools or electronic items) that have special functions, but are often associated as an innovation or new item. children will face obstacles in their social and emotional development if they have less opportunity to directly interact with their surroundings. rahman (2009) stated that the lack of stimulation provided by parents and the surrounding environment can be a cause of problems in a child's psychosocial development at preschool ages. laili (2017) said that problems arise lately is because of the assumptions of parents who think that by giving their children gadgets, they will be more focused on their gadgets so parents can be more concentrated in doing their work. this becomes one of the reasons why parents in indonesia still give gadgets to their children who are still young. http://creativecommons.org/licenses/by-nc/4.0/ mailto:andimursidi@gmail.com journal of education, teaching, and learning volume 4 number 2 september 2019. page 350-353 p-issn: 2477-5924 e-issn: 2477-4878 351 besides, the use of gadgets among children in indonesia is now a common thing and the fact is, indonesia is one of the biggest gadget users in the world (indrawan, 2004). gadgets are a small electronic device that has a special function to download the latest information with the latest technologies to make life more practical (indrawan, 2004). the various interesting features created using sophisticated technologies make gadget use is increasing among early childhood. this statement is in line with the research findings by ismanto and onibala (2015) who said that the use of gadgets among early childhood has rapidly increased recently. the increase of gadget use in early childhood gives both positive and negative impacts on the children's mental health, especially those related to their social and emotional development. study findings by ismanto and onibala (2015) show that children who often play gadgets alone will have less chance to interact with other children in their environment. such a lack of opportunities to interact with others will affect their social and emotional development. other studies also suggested that the use of digital media has an effect on the ability of children's attention such as increased hyperactivity and difficulty in concentrating and they also feel sad or bored with their friends (kim, 2013). the consequences are, these gadgets will affect the children's behavior in the class, in which they become difficult to concentrate in learning things taught by the teacher in classes, more hyperactive that they cannot quietly sit while completing a task given, and also feel uncomfortable playing with their friends. even though, most of the learning in the early childhood education and development (eced) involves friends to do activities together in the classrooms. all of those behaviors mentioned beforehand have an impact on the overall mental health of the child. come from those arguments, this study aims to find out how the perception of the teacher is about the impact of gadget use on the mental health of early childhood. more specifically, the study objectives are: 1. what is the teachers' perception of the positive impact of gadget use on the mental health of early childhood? 2. what is the teachers' perception of the negative impact of gadget use on the mental health of early childhood? ii. methodology the method used by the researcher in this study was descriptive. a descriptive method is a method used to narrate and interpret data related to the facts, variable conditions, and the phenomena that occur during the study and present the data as the way it is (subana, 2011). this study used a case study approach and took place in an eced in pontianak city. this eced is chosen because some children have problematic behavior, making them less active in the learning activity in the class. from the interview with their parents, that children are used to playing gadgets over time, in which it is considered rare in early childhood students in pontianak city. the research used three forms of data collecting techniques, which were: (1) direct observational technique by directly observing the children who have problematic behavior activity, (2) direct communication technique by interviewing the headmaster of the eced and 7 teachers of a and b classes, and (3) documentary study through teachers’ data, students’ data. location of the research in pontianak city and conducted within 4 months (in 2019). the population consisted of 1 eced headmaster with 7 teachers of a and b classes. this study was a case study, and the subject in this study was 1 headmaster of eced and 7 teachers of a and b classes, also some students who have problematic behavior in the classroom. data were analyzed using theory by spradley. according to spradley, there are 4 stages in analyzing data, which are: (1) domain analysis, (2) taxonomy, (3) componential, (4) cultural theme (sugiyono, 2008). the domain analysis was conducted to obtain a general description of the social situation studied or research object. the domain in this study is the general description of some students who have problematic behavior in the classroom. the taxonomy analysis is the analysis of the whole data obtained based on the determined domain. in this study, the domain is the described data about some students who have problematic behavior in the classroom. component analysis in this study was obtained through selected observation, interview, and documentation. in the component analysis, the researcher found more specific data from some students who have problematic behavior in the classroom. cultural-themed analysis in this study was obtained through the data analysis guidance above to simplify the description of this study finding and to prove the data validity of this study findings. the data referred to here is the data of observation result, interview result, and documentary study, which were holistically described. iii. results and discussion the study result reveals that all the teachers had the same perceptive that gadget has both positive and negative effects on early childhood's mental health. the positive impact of the gadget for early childhood's mental health is the contains of the games can stimulate the creativity and imagination for the children. besides, the games in the gadget should be educative so they can learn in a fun way. the positive emotion of children when learning using gadgets will also maintain their mental health. this result is in line with a study by patricia & don (2008) claimed that in australia, gadgets are used in the classroom to assist the learning process, in which the quality educational games are developed for preschoolers such as games about forms, colors, numbers, counting, and reading. besides, the positive impact of gadget use is to facilitate children in sharpening their creativity and intelligence. for example, there are applications to learn coloring, reading, and writing letters which certainly have positive impacts on children's brain development (novitasari and khotimah, journal of education, teaching, and learning volume 4 number 2 september 2019. page 350-353 p-issn: 2477-5924 e-issn: 2477-4878 352 2016). sinta (2018) mentioned the positive impact of gadgets including (1) improving vision, (2) improving typing skills, (3) reducing stress levels, (4) inducing children's imagination. thus, it can be concluded that the gadget also has a positive impact on children's development, such as increasing creativity, imagination, and help children to learn colors, numbers, counting, and reading in a fun way. moreover, children who have positive emotions, are creative and imaginative, are the characteristics of children with good mental health. according to the previous research, mental health plays a vital role in the development of the social and emotional capacities of a student as well as being a key influential factor in potential academic success. (askell-williams, & lawson, 2014). mentally healthy children possess the ability to: (a) develop psychologically, emotionally, socially, intellectually, spiritually, (b) initiate, develop and sustain mutually satisfying interpersonal relationships, (c) use and enjoy solitude, (d) become aware of others and empathize with them, (e) play and learn, (f) develop a sense of right and wrong (mental health foundation, 2002). children who are mentally healthy also resolve (face) problems and setbacks satisfactorily and learn from them (alexander, 2002). therefore, it can be concluded that gadgets have a positive impact on the mental health development of early childhood. the negative impact of the gadget for early childhood's mental health is if there they become addicted to the gadget so they spend more time playing gadget and refuse to interact with other people. as an effect, they will face difficulty in communicate with other people, get angry easily, hard to concentrate, unruly, which such things may cause deterioration in their mental health. many experts have claimed that there are negative impacts of the gadget for early childhood if it's used excessively without parental supervision as well as without clear time use limitation. moreover, the gadget is only used to play games without educational elements. a study by delima, arianti, and pramudyawardani (2015) stated that almost all parents (94%) said that their children often play using technology tools/gadgets to play games. children prefer to use their gadgets for playing instead of learning or playing outside with friends their age (nurrachmawati, 2014). this argument is in line with the theory by iswidharmanjaya and agency (2014) about the negative impact of gadget use in children, which is when they have become addicted; they will act as if the gadget is the part of their lives. this addiction is one of the very significant negative impacts (prasetyo, 2013). novi (2015: 154) stated that the children's habit to spend time playing games will significantly affect their mental. study findings by anggrahini (2013) show that since they use gadgets, children are hard to communicate, ignorant, often have a bad mood, and ignore the parent's advice. all those negative impacts caused by gadget use in early childhood indicate that there is deterioration in the children's mental health. children who have poor mental health will face difficulty in concentrating, thus it will be hard for them to learn and cannot optimally achieve things (leavers, 2005). therefore, it can be concluded that gadget use can also harm early childhood mental health. iv. conclusions based on the conducted research, it can be concluded that the teachers stated that gadget use has both positive and negative impacts on early childhood mental health. specifically, the results of this study's objective were as follows: (1) the positive impact of the gadget for early childhood's mental health is the contains of the games that can stimulate the creativity and imagination for the children. besides, the games in the gadget should be educative so they can learn in a fun way. the positive emotion of children when learning using gadgets will also maintain their mental health. (2) the negative impact of the gadget for early childhood's mental health is if there they become addicted to the gadget so they spend more time playing gadget and refuse to interact with other people. as an effect, they will face difficulty in communicate with other people, get angry easily, hard to concentrate, unruly, which such things may cause deterioration in their mental health. based on the study findings, the author suggests these followings: (1) the teachers have found out that gadget has both positive and negative impacts, however, there is still no guidance on how far the positive impact of the gadget is and how far the negative impact of gadget use is for children. (2) the teachers recommend that a guidebook is made regarding the use of gadgets for children in the school, so they can optimize the use of gadgets without giving a negative impact on children. (3) the teachers realize the importance of maintaining mental health for early childhood and they are expected to optimize the children's learning ability and they can learn in a fun atmosphere. however, the teachers have not had the knowledge and experience on how to maintain the mental health of their students. so the author suggests to the next researcher to make a guidebook about maintaining the mental health of children in the school environment. references alexander, t. (2002). a bright future for all: promoting mental health in education. ameliola, n. (2013). perkembangan media informasi dan teknologi terhadap anak dalam era globalisasi. [online] http://icssis.files.wordpress.com/2013/09/2 013-0229. (accessed on december 26, 2016). anggrahini s. a. (2013). dinamika komunikasi keluarga pengguna gadget. skripsi. universitas islam negeri sunan kalijaga, fakultas ilmu sosial dan humaniora, yogyakarta. askell-williams, h. & lawson, m.j. (2014). relationships between students’ mental health and their perspectives of life at school. health education, 115, 249-268. doi:10.1108/he-02-2014-0007 delima, r., arianti, n.k., & pramudyawardani, b. (2015). identifikasi kebutuhan pengguna untuk aplikasi permainan edukasi bagi anak usia 4 sampai 6 journal of education, teaching, and learning volume 4 number 2 september 2019. page 350-353 p-issn: 2477-5924 e-issn: 2477-4878 353 tahun. jurnal teknik informatika dan sistem informasi, 1(1). hartati, sofia. (2007). how to be a good teacher and how to be a good mother. jakarta: enno media. indrawan, pana. (2014). pengaruh gadget terhadap tumbuh kembang psiko sosial anak paud. [online]. http://library.binus.ac.id. (accessed on march 25, 2016). ismanto, y. & onibala, f. (2015). hubungan penggunaan gadget dengan tingkat prestasi siswa di sma negeri 9 manado. e-journal keperawatan, 3(2). iswidharmanjaya, d., & agency, b. (2014). bila si kecil bermain gadget. yogyakarta. karman. (2013). riset penggunaan media dan perkembangannya kini. jurnal studi komunikasi dan media, 17(1). kim, y. (2013). young children in the digital age. las vegas: university of nevada cooperative extension. laili, uliyatul. (2017). influence of gadget on social personal of early childhood. proceeding of surabaya international health conference, july 13-14, 2017. leavers, f. (2005). wellbeing and involvement in care settings. a process-oriented self-evaluation. leuven: kind & gezin and research centre for experiential education. mental health foundation (2002). the mental health needs of young people with emotional and behavioural difficulties. bright futures: working with vulnerable young people. london: mental health foundation. novi. (2015). kebiasaan-kebiasaan buruk sehari-hari. yogyakarta: flashbooks. novitasari, wahyu and khotimah, nurul. (2016). dampak penggunaan gadget terhadap interksi sosial anak usia 5-6 tahun. jurnal paud teratai, 5(3), 182186. nurrachmawati. (2014). pengaruh sistem operasi mobile android pada anak usia dini. makassar: universitas hasanuddin. patricia & don, e. (2009). television, digital media, and children's learning. melbourne: wilkinson publishing. prasetyo, e. (2013). gadget. [online]. http://epzna.blogspot.com/2013/08/gadget.html. (accessed on december 27, 2016). rahman, u. (2009). karakteristik perkembangan anak usia dini. lentera pendidikan, 12, 46-57. sinta. (2018). pengaruh gadget terhadap perkembangan sosial anak di tk aisyiyah bustanul athfal vi. skripsi. universitas tanjungpura. fakultas keguruan dan ilmu pendidikan. subana. (2011). dasar-dasar penelitian ilmiah. bandung: pustaka setia. sugiyono. (2008). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). (cetakan 6). bandung: cv. alfabeta. widiawati and sugiman. (2014). pengaruh penggunaan gadget terhadap daya kembang anak. http://stmikglobal.ac.id/wpcontent/uploads/2014/05 /artikeliis.pdf. (accessed on december 10, 2016). yates, t., ostrosky, m. m., cheatham, g. a., fettig, a., shaffer, l., & santos, r. m. (2008). research synthesis on screening and assessing socialemotional competence. retrieved from center on the social emotional foundations for early learning. http://csefel.vanderbit.edu/documents/rs_screening_ assessment.pdf. yulia, trinika. (2015). pengaruh penggunaan gadget terhadap perkembangan psikososial anak usia prasekolah (3-6 tahun) di tk swasta kristen immanuel tahun ajaran 2014-2015. skripsi. journal of education, teaching and learning volume 2 number 1 march 2017. page 21-26 p-issn: 2477-5924 e-issn: 2477-4878 21 implementation of reciprocal teaching models to increase the capability of writing definition and theorem in simbolic form ahmad yani t 1) , cristina lanteri 2) universitas tanjungpura , pontianak, indonesia e-mail: dr.ahmad.yani@gmail.com la sapienza university , rome, italy e-mail: cristinalanteri@hotmail.com abstract. this study aims to obtain objective information about increasing in writing skill about definitions and theorems in symbolic form students through rt models in the sets, all kind of relations and functions in set and logic courses. in addition, this study develop the ability of understanding of definitions and theorems, because the ability of students to write definitions and theorems in symbolic form will foster the ability of understanding of the definitions and theorems.the sample of this study are the first semester students in class a2 who follow sets and logic course in mathematics education program of pmipa fkip untan 2016-2017. implementation focus on subject, sets and all kind of relations and functions.the data collection conducted in providing achievement test after being given treatment. form of test is essai with 15 questions which consist of 4 questions from subject set, 8 questions from kind of relations and 3 questions from functions.the results showed if the reciprocal teaching model is one of model that could improve the writing skill about definitions and theorems through symbolic form in the subject matter ; sets, kind of relations, functions in sets and logic courses. keywords: reciprocal teaching model; writing skill in the symbolic form i. introduction future education faces severe challenges, because education has a function to improve the quality of human resources. education indonesia directs its objectives in accordance with the values of indonesia's cultured noble and religious culture depicted in the functions and objectives of national education. learning mathematics oriented to the objectives and essence, the implementation in front of the class is not enough to equip students with a variety of mathematical knowledge but more than that required a real effort done intensively to grow the ability to acquire knowledge of mathematics by finding their own or in collaboration and the ability to apply in the situation of modern society. sumarmo [1] states that learning mathematics at all levels of education include: (1) learning to know, (2) learning to do, (3) learning to be yourself (learning to be) , (4) learning to live in a peaceful and harmonious togetherness (learning to live together in peace and harmony). mathematics learning at every level of education refers to two main objectives, namely formal goals and material goals [2]. the formal purpose of learning mathematics is the purpose that barkaitan with the arrangement of reasoning and the formation of the attitude of learners, while the objective material of learning mathematics is the goal associated with the use and application of mathematics, both in mathematics itself and other fields. for the arrangement of reason as a benchmark the ability of students to understand the definition and theorem, whether presented in verbal sentences (words), pictures (figural) or in symbolic form. meanwhile, the essence of mathematics education [3] has two directions of development, namely development for the needs of the present and the future. the development of today's needs is the learning of mathematics leading to an understanding of the concepts necessary to solve other mathematical and scientific problems. while the need in the future is a mathematical learning that provides the ability to reason and logical, systematic, critical, and careful and objective and open thinking. therefore, in the learning of mathematics (lectures), the ability of students to develop ideas / ideas in understanding a concept. in mathematics education program of pmipa fkip untan, several subjects which become the basis for developing the logical arrangement, namely the subjects of set and logic, algebra, and number theory. the facts on the field show that the ability and understanding of definitions and theorems are still relatively journal of education, teaching and learning volume 2 number 1 march 2017. page 21-26 p-issn: 2477-5924 e-issn: 2477-4878 22 weak, especially in writing definitions and theorems in symbolic form. the weakness is due to (1) lack of understanding of symbols in mathematics, (2) weak mastery of the material, (3) less able to understand the meaning of a definition and theorem. in addition there are also factors that are internal, among others, less accustomed to discuss or express opinions in class. this weakness leads to some courses that are a continuation of difficulty, such as theories of opportunity theory, mathematical statistics and differential equations. recognizing the importance of the ability to write definitions and the theorems with the symbolic it is necessary to seek learning by using approaches that can provide opportunities and encourage students to trained writing skills. there are several learning skills of reading, including reciprocal teaching (rt). this model refers to learning activities between teachers and students about the segment of a material, organized into four strategies of understanding: summarize or conclude, question, explain and predict. to optimize the learning outcomes to be achieved then the rt model can be done in groups to occur interaction between students in giving content to other students of different abilities. the rt model leads students alternately to play like a teacher, explaining to their friends what they have gained in their activities. therefore, this study is to see whether there is an increase in the ability to write defictions and theorems in a symbolic form after being taught through the rt model on the set matter, the various relationships and functions of the course set and logic. theoritical review the reciprocal teaching (rt) model or reversed learning focuses on the child's mental process or child's thinking process, since the rt model prioritizes the role of the student in initiating and actively engaging in learning. this model is a teaching procedure or approach designed to teach students about cognitive strategies and to help students understand the reading well. while palincsar, et al [4] states that the stages in the rt model in the form of a reading comprehension strategy consists of summarizing, questioning, explaining and predicting. from the definition of rt model it is seen that the four stages of understanding strategy must exist in learning but the four strategies do not have to be a sequence. palincsar, et al [4] states that the sequence of the four strategic stages that occur in the rt model is not important. according to ibrahim [5] states rt model is a learning strategy through the activities of teaching friends. in this strategy students play a role as a "teacher" replacing the role of teachers to teach their friends. in the meantime the teacher is more of a role model as an example, facilitating facilitator, and scaffolding supervisor. scaffolding is the guidance given by people who know better to people who are less or do not know (eg lecturers to students or students with students). the guidance given in the early stages is done strictly, then gradually the responsibility of learning is taken over by the studying students. the rt model provides an opportunity for students to be familiar with analyzing and developing their reasoning from a given situation or problem whether in the form of reading materials or questions. the success of this analysis is seen in the conclusions obtained by the students and the ability to explain back the knowledge gained. this strategy is one of the strategies of reading and taking notes during learning. based on the description of the rt model above, the learning using this model is prepared using four strategies of understanding: summarize or conclude, compile questions, explain and predict. the four activities or strategies used in the rt model are to improve students' understanding of a material. in detail the four strategies of his understanding are described as follows: 1. summarizing (summarizing or summarizing) activities summarize or conclude helps students to identify what matters in the reading or the material to be read. summarizing means that a student provides an opportunity to identify and integrate important information from a reading or text. material or texts can be summarized by students when the first student begins to implement the reverse learning procedure. by integrating intelligent students with less ability to understand reading material or dictates and at the next level of procedures. 2. questioning (compiling questions) after students read materials from teaching materials or diktat, students are guided to make inquiries in order to increase students 'curiosity and motivate students to learn and develop students' minds. questioning is a flexible strategy at a level where students can be taught and supported to generate a question. the prepared questions explain and reinforce what students have summarized. so the strategy undertaken takes the student at one stage again the steps of the learning procedure. students can make inquiries when they are beginning to have identified important information. 3. clarifying (explaining) explain asking students to try to answer questions that have been compiled or submitted. explaining in the learning process is an activity that is very important when students learn in groups. student learning groups formed are heterogeneous, so clever students can explain to students who are not smart. 4. predicting creating new or predictable questions helps students to determine key ideas from materials or materials. predicting can link their background knowledge. predicting occurs when students make inferences of what will be discussed next from the material. in order to predict this to run successfully, students must master or understand basic knowledge of the material. the students have a purpose to read, to confirm or prove the reverse of their hypothesis. opportunities have been created by journal of education, teaching and learning volume 2 number 1 march 2017. page 21-26 p-issn: 2477-5924 e-issn: 2477-4878 23 students to connect new knowledge with knowledge they have mastered. this strategy facilitates use when students play a role as teachers. predicting can encourage students to actively think ahead. fachrurrazy [6] develops a rt modeling procedure that contains the following steps: (1) summarizes a learned paragraph, (2) questions about reading content to be asked to classmates, (3) asks for an explanation or asks the teacher what the less obvious, and (4) make predictions about the contents of the next paragraph. in addition, palinscar and brown [7] describe the steps of the rt model as follows: 1. at the beginning of the learning activities, teachers are responsible for leading question and answer and implementing four reversed learning strategies: summarize, question, explain and predict when students finish reading certain topics 2. the teacher exemplifies how to summarize, question, explain and predict after the student has finished reading a particular topic 3. students practice using rt strategies with teacher guidance. 4. students learn to lead questioning with or without teachers. 5. the teacher acts as a facilitator by providing assessments regarding student performance and motivating students to participate in question and answer activities. meanwhile, according to wright [8] stage of reciprocal teaching model is described as follows: 1. it takes at least four days to introduce a reciprocal teaching strategy to students: first day: prediction, second day: conclude, third day: make a question and fourth day: explain then model the strategy to students and check students' understanding of the key concepts. 2. after students are introduced to the reciprocal teaching strategy, apply the 4 strategies to the students by forming a group. then randomly select a group member to play the role of teacher by applying the reciprocal teaching strategy, namely: concluding, making questions, explaining and predictions. 3. to demonstrate mastery of group strategies, assign students to calmly read the material. then call several different students to discuss how they apply it. 4. give a copy of the reciprocal teaching strategy to students and instruct to read calmly. and remind students to make predictions, keep track of important ideas, make inquiries and explain material that has not been clear as long as students are reading. from some sense and procedures and steps rt model above the four stages of understanding strategy in learning must remain and the order should not always be the same. stages of rt model in learning according to some experts described in the form of diagrams as follows: according to wright [8]: fig. 1 stages of understanding strategy in rt model according to wright meanwhile, according to palincsar and brown [7]: fig. 2 stages of understanding strategy in rt model according to palincsar and brown based on the above description, rt model learning in this research is following the strategy stages according to palincsar and brown [7], namely: fig. 3 stages of understanding strategy in this research rewrite definition and the theme by using symbolic the difficulty of the students understanding the courses that have been proposed (the theory of opportunity, mathematical statistics and differential equations) shows the weakness of the students in reading, and writing down ideas or ideas from the mathematical text given. in that course there are so many definitions and theorems that students find it difficult to illustrate the definitions and prove the theorems that make them difficult to understand. fundamental student difficulties have difficulty understanding definitions and theorems even though they are familiar. this is because they lack the meaning of each statement of the definition and theorem. the student's inability leads to reasoning ability and creativity does not arise. because to write the definition and the theorem with the symbolic students are required creativity and reasoning ability. creativity is an element in solving math problems. at each step in the problem-solving process that emphasizes creativity demands creative thinking from the students involved. creative thinking is supported by two components as follows: 1. lateral thinking is the ability to see and gain insight into a problem or symptom of previously acquired experiences. 2. divergent thinking is the ability to see and formulate new tools or traits and apply them to utilize the tools or obtain solutions of problems encountered, or utilize existing tools or traits under different conditions from previous use [9]. the steps in troubleshooting the rt model are as follows: 1. read definitions and theorems carefully to capture the meaning of each statement (single statement). 2. sorting out compound statements (definitions and theorems) into several single statements. 3. write a logical hyphen word used in compound statements and other words. 4. specifies symbols relevant to logic and other words. 5. write a single statement with symbol form. 6. incorporates single statements that have been written with symbols based on hyphens and other specified words. journal of education, teaching and learning volume 2 number 1 march 2017. page 21-26 p-issn: 2477-5924 e-issn: 2477-4878 24 example of writing definitions and theorems in symbolic form a. definiton 1. to say that lxf cx   )(lim means that any given  > 0 (however small) there is > 0 corresponding to such that | f(x) – l| <  provided that 0 < | x – c| < ie 0 < | x – c| < | f(x) – l| < settlement a. ask students to read carefully and understand the meaning of each statement. b. his single statement is: 1) say that lxf cx   )(lim 2) that every > 0given there is > 0 corresponding 3) such that | f(x) – l| < provided that 0 < | x – c| < , atau 0 < | x – c| < | f(x) – l| < 2. logic hubs are: a. means b. every c. there is d. so much so 3. the symbols of the word logic are: a. ↔ b. ∀ c. ∃ d. ∋ 4. write a single statement form with symbols a. lxf cx   )(lim b. ∀ ∃ c. 0 < | x – c| < | f(x) – l| < 5. the equivalent form of the above definition lxf cx   )(lim ∀ > 0 ∃ > 0 ∋ 0 < | x – c| < | f(x) – l| < b. theorem if f is continuous at [a, b] and if w is a number between f (a) and f (b) then there is a number c between a and b such that f (c) = w. resolution: 1. ask students to read carefully and understand the meaning of each statement. 2. his single statement is: a. if f is continuous at [a, b] b. if w is a number between f (a) and f (b) c. there is a number c between a and b such that f (c) = w. 3. logic hubs are: a. if …. then .... b. and c. such that the symbols of the word logic are: a.  b.  c.  5. write a single statement form with symbols a. f continues on [a,b] b. w  , f(a) < w < f(b) c. ! c , a < c < b  f(c) = w 6. the equivalent form of the above theorem, f continuous on [a, b] w  , f(a) < w < f(b)  ! c  , a< c < b  f(c) = w ii. research method the method used is experimental research. the purpose of the experimental study was to investigate causal relationships by treating experimental groups. this is because the object of research is the student. this means that there are variables whose condition can not be made the same, such as the level of student intelligence, background, or socioeconomic conditions of students. therefore, this research is in the form of quasi experiment (quasy ekspeimental design). the sample in this research is the students who take the subjects of set and logika semester i class a2 mathematics education study program 2016-2017. the data obtained is the score of student learning outcomes before and after given treatment by using the model rt on the set material, the various relationships and functions. data pengelohan to see the difference and increase the ability to write the definition and theorem in the form of student symbolic is calculated by using t test and gain score. iii. result and discussion after the analysis of the preliminary and final test results can be seen in table 1, the average initial test score is 6.7 (scale 0-15) or about 44.7% comprehensible material, and the average final test score is 10.8 (scale 0-15) or about 72% of the material can be understood after treatment is given. with a change in the mean score of the initial test with the average of the final test, it shows an increase in the ability to write the definition and the theorem in symbolic form by the students after the treatment with the medium classification (gain score obtained <g> = 0.49. the difference of ability to write definition and theorem in symbolic form by student before and after given treatment, then used parametric statistic parametric statistic test used normality test and t test normality test result from initial test and final test can be seen in table 1 as following. table i normality test journal of education, teaching and learning volume 2 number 1 march 2017. page 21-26 p-issn: 2477-5924 e-issn: 2477-4878 25 statistics pre-test post-test ̅ 6,7 10,8 sd 1,02 2,82 𝛘 2 tabel 5,9 7,8 𝛘 2 hitung 3,49 3,13 based on the calculation results of normality test, obtained value χ2 count from the initial test is 3.49 while the value of χ2 table is 5.9. thus it can be concluded that the initial test data is normally distributed. furthermore, the calculation result of normality test value χ2 count from final test is 3,13 whereas value of χ2 table from final test is 7,8, so it can be concluded that final test data is normal distribution. since the data from the initial test and the final test are normally distributed, it will continue with the t test. from the calculation obtained t test results can be seen in table 4.4. as follows. table 2 t-test df 35 md 4,11 thitung 8,75 ttabel 2,75 based on calculation result by using α = 0,05, and thitung with value 8,75 while ttabel value 2,75, hence concluded that there is difference of ability to write definition and theorem in symbolic form by student before and after done learning with model rt in set , various relationships and functions in the course himpunam and logic semester 1 class a2. the results of the study include the ability to write definitions and theorems in the form of symbolic on the set material, the various relationships and functions. preliminary test and final test given in the form of essays as many as 15 questions consisting of 4 material problems set, 8 material problems of various relations and 3 matter of function material. each issue includes indicators that show the ability to write definitions and theorems in symbolic form. after the test then the answer sheet given the score in accordance with the provisions if true given the score of 1 and incorrectly given score 0. the success of this analysis is seen in the conclusions obtained by students and the ability to write definitions and theorems in the form of student symbolic re-explain the knowledge obtained. because according to palincsar, et al [4] rt model provides an opportunity for students to accustomed to analyze and develop the reason of the situation or problem given either in the form of reading material or a matter. based on the observations made on the experimental class that gets rt model learning following the set and logic subjects, it is found that the students appear to be more active in their activities and have high spirit in solving the given problem. the quality of learning process activities from the observations tends to increase at each meeting. in the first meeting, second, the student activity tends to be still in the adjustment stage with the new learning model they received, but at the meeting the activities of the students seem more active, creative and courageous in the learning process in the classroom, for example the courage of students to ask questions and express opinions. in general, the activity during the rt model learning process on the set material, the kinds of relationships and functions are good and very positive. when viewed from the readiness of learning, at the third meeting students are better prepared to learn and easier to conditioned than the first and second meeting. this is because the students have got a picture of rt rt model implementation and just continue the learning from the previous meeting with the same way of learning. based on result of data analysis and discussion hence there are difference and significant increase ability writing definition and theorem in symbolic form of student after taught by learning model of reciprocal teaching on himpunam material, kinds of tiger relation, function of course of set and logika semester 1 class a2 education program mathematics department pmipa fkip untan. iv. conclusions based on result of data analysis and discussion hence there are difference and significant increase ability writing definition and theorem in symbolic form of student after taught by learning model of reciprocal teaching on himpunam material, kinds of tiger relation, function of course of set and logika semester 1 class a2 education program mathematics department pmipa fkip untan. references [1] u. sumarmo. “kecendrungan pembelajaran matematika pada abad 21,” presented at seminar in uns wagati, cirebon, 2000. [2] r. soedjadi. “pmri dan kbk dalam era otonomi pendidikan.” buletin pmri. edisi iii, bandung: kppmt itb, 2004. [3] u sumarmo. (2005). pengembangan berfikir matematik tingkat tinggi siswa sltp dan smu serta mahasiswa strata satu (s1) melalui berbagai pendekatan pembelajaran. laporan penelitian lemlit upi: tidak diterbitkan. [4] a.s. palincsar, et al. “strategi for reading comprehension reciprocal teaching.” internet: http://www.readingquest.org/strat/rt.html, aug. 26, 2012 [oct. 12, 2015]. [5] i. muslimin and d.m. rosyid. “reciprocal teaching sebagai strategi.” internet: http://kpicenter.web.id/neo/content/view/17/1/, mar. 26, 2007 [feb. 20, 2014]. [6] fachrurrazy. (2002). “pendekatan konstruktivis untuk pembelajaran reading bahasa inggris”. jurnal pendidikan dan pembelajaran, vol. 9, pp. 1-6, apr. 2002. [7] a.s. palincsar and a. brown. “reciprocal teaching of comprehension fostering and comprehension mentoring activities”. cognition and instruction, vol. 1, pp. 117-175, dec. 2009. [8] j. wright. “reciprocal teaching: a reading comprehension package.” internet: http://www.interventioncentral.org/academicinterventions/reading-comprehension/reciprocal-teaching-readingcomprehension-package, jan. 12, 1990 [nov. 30, 2008]. http://www.readingquest.org/strat/rt.html http://kpicenter.web.id/neo/content/view/17/1/ journal of education, teaching and learning volume 2 number 1 march 2017. page 21-26 p-issn: 2477-5924 e-issn: 2477-4878 26 [9] a. arifin. “meningkatkan kreatifitas dan kemampuan kemandirian.” media pendidikan matematika nasional, no. 3, surabaya: pps ikip surabaya, 1993. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 106 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. critical study of research results about tvet and tefa’s role in social, economic, and education development in the country euis ismayati 1) , supari muslim 2) , nita kusumawati 3) , erina rahmadyanti 4) , moch alfin hilmi 5) , tri wrahatnolo 6) 1) universitas negeri surabaya, surabaya, indonesia e-mail: euisismayati@unesa.ac.id 2) universitas negeri surabaya, surabaya, indonesia e-mail: supari@unesa.ac.id 3) universitas negeri surabaya, surabaya, indonesia e-mail: nitakusumawati99@gmail.com 4) universitas negeri surabaya, surabaya, indonesia e-mail: erinarahmadyanti@unesa.ac.id 5) universiti tun hussien onn malaysia, malaysia e-mail: alfin.hilmi@gmail.com 6) universitas negeri surabaya, surabaya, indonesia e-mail: triwrahatnolo@unesa.ac.id abstract. this study aims to determine the role of technical vocational education and training (tvet) and teaching factory (tefa) on social, economic, and educational development in a country. the study was conducted using a literature review of some references and relevant research results of european countries, the united states (us), africa, and asia, especially in indonesia. the results of the study obtained were presented in the focus group discussion (fgd) to obtain input and criticism to improve the results of the research. the study concluded that: (1) tvet has a key and key role in the social, economic, and educational fields of a country; (2) the impact of tvet in nigeria and other developing countries, in general, has not been impressive; (3) the application of tefa has a positive and significant effect on work readiness of vocational students; and (4) the application of tefa can contribute to the social, economic and educational development of a country. keywords: tvet; tefa; social; economy; education; country i. introduction unevoc as a policy implementing agency from the united nations (un) has placed a strategic role in vocational education and training (tvet), especially for developing countries. unevoc has been trying to realize tvet as vocational education and training involving general education, technology studies, and related sciences, to acquire practical skills, attitudes, and knowledge related to employment in all sectors of the economy and social life. therefore tvet needs to be understood as: (1) an integral part of general education; (2) means to prepare the field of work and participation in the world of work; (3) media of lifelong learning and preparation as responsible citizens; (4) developing instruments to promote environmental insight sustainably; and (5) methods to facilitate poverty alleviation. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 107 vocational education and training (tvet) refer to (1) education and training that prepares students for employment; and (2) learning that will make students more productive in certain economic fields. it is reasonable, presumably, the benefits of tvet need to be distributed more evenly between men and women, as well as between rural and urban areas. thus, vocational education and training (tvet) has a vital role in the social field and economic development of a nation, because tvet can develop and produce skilled resources in the industry, and can play a role and facilitate poverty alleviation programs. tvet's strategic role according to dewi and sudira (2018: 3) is: (1) transforming knowledge, technology, art, new skills, culture, and work character; (2) increasing the ability and willingness of the community to contribute to work; (3) train and develop the potential of themselves and their children to have life skills and skills in a productive career; (4) developing self-responsibility as citizens in realizing unity, prosperity, social justice, and national competitiveness; (5) cultivating compulsory lifelong learning as a process of developing self capacity in the context of economic strengthening, social cohesion, and national dignity; (6) carry out the conservation of the noble culture and the environment as the inheritance of the nation's children; and (7) improve physical, mental and spiritual health. in line with this strategic role, the tvet curriculum and learning need to be designed to assure for every graduate to enter the workforce and his career develops in the future. tvet's success is measured from four aspects (sudira, 2018: 6) which include: (1) the level of absorption of graduates in the workforce: (2) the level of alumni satisfaction after graduation; (3) the level of user satisfaction on the performance of alumni; and (4) the number of alumni who become entrepreneurs. therefore mastery of competencies that include some skills and work knowledge as a learning experience, must be used effectively in schools, communities, and the world of work. this is the real impact of tvet. question: has the application of tvet contributed to the development of a country's social, economic, and educational fields? what is the impact of tvet in developing countries? to support the strategic role of tvet, many programs need to be done including the use of learning models that are following the characteristics of subjects in the tvet environment, including vocational schools. there are many learning models, including direct learning models, base learning problems, cooperative learning, project-based learning, teaching factories, and others. the implementation of the teaching factory (tefa) is related to three main factors, namely: (1) ordinary learning, considered insufficient; (2) student competence is derived from direct practical experience; and (3) team-based learning involving students, teaching staff and industrial technicians who will enrich the educational process and benefit many parties (lamancusa et al., 2008: 7). the basic principle of tefa is the integration of work experience into the school curriculum, where equipment, materials, and teaching staff are designed to carry out the process of producing goods/services (lamancusa et al., 1995: 5). the benefits of tefa activities can add to the source of school income for educational activities. tefa model learning presents a realworld of the industry in the school environment, to prepare graduates who are ready to work as described by rentzos et al. (2014) as shown in fig. 1(a) which is equipped with a schedule as shown in fig. 1(b). (a) (b) fig. 1 concepts and schedule of teaching factory activities (source: rentzos et al., 2014) in tefa, there are interactions between teachers, industrial technicians, and students who learn by using tools, instruments, procedures, and work methods in the industry in a real way, in the activities of producing goods/services that are worth selling on industry product standards. to obtain optimal learning outcomes for students, as well as goods/services according to industry standards, tefa activities can be carried out with a learning schedule as shown in fig. 1(b). while alptekin et al. (2001) describe tefa as shown in fig. 2, wherein tefa of cal poly, there are at least 5 (five) divisions (alptekin et al., 2001), namely: (1) industrial partners; (2) production planning and control center; (3) cad laboratories; (4) rapid prototyping manufacturing facilities; and (5) students. tefa of cal poly has a lot of support from the industry so that the implementation of tefa can run optimally. the division of production planning and control center is a division that serves as a production planner and quality journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 108 control. cad laboratories division, is a division that carries out testing of the planning results of the production planning and control center division, so that the development of goods/services products designed and developed, the quality is always well controlled. whereas the division of rapid prototyping manufacturing facilities is a division that is in charge of making prototypes of goods and or service products that have been developed by the division of production planning and control center and has been properly and properly tested by the division of cad laboratories. with the organization structure, management, and implementation of the tefa, tefa of cal poly is expected to be able to run, function, and be useful as a place of learning for students, following the existing curriculum, as well as producing goods/services that are worth selling with goods industry standards/services in general. fig. 2 teaching factory of cal poly (source: alptekin et al., 2001) the purpose of tefa (hadlock et al., 2008: 1) is: (1) to practice soft skills in learning; (2) learning and working in teams; (3) practice interpersonal communication skills; (4) obtain hands-on experience and work practice. whereas according to the directorate of vocational development (2015) the objectives of tefa are: (1) preparing students to become prospective workers; (2) preparing students to study to a higher level; (3) help students choose work fields according to their abilities; (4) shows that learning by doing is important for the growth of education creativity and effectiveness; (5) witness the skills needed in the world of work; (6) expanding opportunities for recruitment for students; (7) improve student work readiness; (8) establish cooperation with the world of work; (9) train students to make career decisions to be chosen; (10) opportunities for teachers to build an "instructional bridge" between class and the world of work; (11) broadening teachers' insight into instructional matters; and (12) make students more active in learning, to achieve better achievements. the tefa implementation indicators according to the directorate of vocational development (2015) include: (1) skills learning processes designed and implemented based on actual procedures and working standards; (2) learning settings are made as closely as possible with real work situations; (3) problem solving oriented; (4) is student active learning, independent learning and collaboration; (5) learning by learning by doing; (6) emphasizing the achievement of student competencies (individually and classically) according to work standards; (7) developing student soft skills (intellectual, emotional, spiritual/social intelligence); (8) learning to be responsible in the world of work, communicate, build commitment and creativity; (9) train students to continue to learn & adapt to new knowledge; (10) develop and implement sustainable business-based learning patterns; (11) organizing and preparing students involved; (12) provide guidance/consultation to students individually and in teams; and (13) carry out evaluation and improvement of learning outcomes on an ongoing basis. question: what is tefa? what is the effect of tefa on the work readiness of vocational students? has tefa been implemented properly? is the application of tefa able to contribute to the social, economic, and educational development of a country? to answer some questions, it is necessary to research with the title "a critical study of the results of research on the role of tvet and tefa in social, economic, and educational development in a country. ii. methodology the study was conducted using a literature review of some references and relevant research results of european countries, the united states (us), africa, and asia, especially in indonesia. the results of the study obtained were presented in the focus group discussion (fgd) to obtain input and criticism to improve the results of the research. journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 109 iii. results and discussion many studies want to reveal about tvet, and tefa, both from the aspects of planning, implementation, and its influence on the work readiness of vocational students, their role in building economic growth, and about evaluating the implementation of tvet or tefa itself. nasir (2012) conducted a study entitled "strategy to revitalize technical and vocational education and training (tvet), management perspectives" which concluded that: (1) tvet management seems to be more successful by considering the criteria of relevance to the labor market (which meets the needs of providers work and hope); and (2) access for trainees, quality of delivery, standardization, the inclusion of soft skills, and funding for the system will be safer and uninterrupted; and (3) tvet education systems can be adapted from certain countries. the results of this study indicate that tvet management needs to pay attention to the expectations and needs of employers (the world of work/industry), so that: (1) there is a high level of absorption of tvet graduates including vocational graduates; (2) there is no waste on the education system in tvet because the need for a re-training level for prospective workers based on the needs of the workforce/industry becomes smaller. this is in line with the 16 prosser propositions (prosser & quigley, 1950), where: (1) vocational education will be effective if the environment in which students are trained is a replica of the environment in which they will work; (2) vocational education will be effective, only if the training tasks are carried out in the same way, tools and machines as specified in the workplace; and (3) vocational education will be effective if it trains someone in the habit of thinking and working, as needed in the world of work. on the other hand, if a country does not have a good tvet education system, it can adopt the tvet education system from other more advanced countries. furthermore, how far has tvet had an impact on national development? akhuemonkhan, raimi, and dada (2014) reported the results of their research under the title "impact of quality assurance (qa) on technical vocational education and training in nigeria", which found that: (1) the impact of tvet in nigeria was not impressive because qa was not effective at all levels of management; (2) tvet will have an impact on technical progress, work feasibility, and national development; (3) there is a need for policymakers to focus on important areas such as finance, access/participation, guaranteeing the quality and relevance of the program to the needs of the country. the results of this study indicate that qa in the tvet environment in general still needs to be improved, especially in nigeria or other developing countries, because tvet is proven to have an impact on the national development of the country concerned. therefore, shirley, chijioke, and chukwumaijem (2015) provide advice through research entitled "challenges and improvement strategies", which concludes that: (1) adequate tvet funding is needed; (2) training and retraining of tvet teachers; (3) provision of tvet facilities needed; (4) adequate internal and external supervision; (5) public and private partnerships are an improvement strategy for quality tvet programs in nigeria; and (6) recommended to governments, stakeholders, policymakers and tvet providers in nigeria, should focus on tvet quality assurance best practices that have worked in countries around the world. on the other hand, especially related to the response of teachers and students to the role of tvet, sidek (2007) reported the results of his research entitled "the role of tvet teachers in the school-based assessment of vocational electives subjects at dato onn batu pahat johor middle school" concluded that: (1) the opinions of teachers and students on the suitability of pbs implementation in schools are in the high category; (2) the implementation of pbs in the rank of pmr and spm is in the appropriate category; and (3) there is a high understanding of the implementation of pbs among teachers and students at the dato onn batu pahat national middle school, johor malaysia. while research that wants to reveal about the tefa management model, among others, is carried out by wijaya (2013) with the title "management model of tefa vocational high school", which concludes that: (1) factory management learning models can be applied in tefa learning; (2) the factory management learning model can serve as a guide for tefa managers (principals, teachers, industry partners); and (3) factory management learning models can produce constructive contributions in partnerships between vocational schools and industry. the results of this study are supported by the findings of nurtanto, ramdani, and nurhaji (2017) through research entitled "development of teaching factory models in vocational schools", which concluded that: (1) tefa management includes planning, organizing, implementing, and evaluating; (2) tefa management developed for student practice, should be integrated with the production unit; and (3) the tefa model is one of the solutions to prepare students to have competencies that are following the needs of the industrial world. the results of this study indicate that the implementation of tefa needs to be carried out through good governance, including managers, implementers, facilities, planning, implementing organizations, and evaluations. good governance will have a positive impact on the success of the tefa implementation. while how far implements tefa have an impact on the level of work readiness of vocational students? dewi and sudira (2018) reported the results of her research through a journal entitled "the factory contribution of teaching program implementation on work readiness of vocational high school students in makassar" which concluded that: (1) there was a significant influence between the contribution of tefa program implementation to readiness work of vocational students in makassar with a contribution of 34.6%; (2) the implementation of tefa learning in vocational schools must be optimal to improve the work readiness of vocational students so that the level of absorption of vocational school graduates becomes increased. the results of this study indicate that the level of work readiness of vocational students can be improved through learning tefa models, even the application of journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 110 tefa contributes 34.6% to the level of work readiness. through tefa: (1) students will learn while working (learning by doing); (2) students will learn in groups and collaborate; and (3) students directly witness the benefits of the field of study being studied, which in turn will increase their motivation for learning. through tefa, students will learn while working in groups, so that there will be an intellectual, skill, ethical, and social development in each student (sharan, 2012: 228). learning in the real world like that will allow students to actively search for and combine information from work, society, or classrooms, then use it positively, will embed information in their memories (johnson, 2014: 154). working while learning that emphasizes action, will allow the brain to feel the outside world in countless ways (johnson, 2014: 155), so students will be better prepared to enter the world of work. the research results of dewi and sudira (2018) above are in line with the findings of several other studies that the tefa-6m model can: (1) improve student competence; (2) increasing student motivation in learning; (3) increasing student learning time in the workplace; (4) improving soft and hard skills; and (5) increasing sense of responsibility and ethics in work. soft skills and hard, as well as learning ethics and responsibility in learning and working through the tefa-6m model, in line with national education goals that want to create intelligent, skilled human resources and noble character. such learning will create intelligent human resources following the demands of life in the 21 st century which must have the ability to think critically, innovatively, and have collaborative abilities supported by communication skills. through tefa, students learn with the right media, so that their skills will improve, both for students who have high or low levels of creative thinking. muslim et al. (2018a) found that there was a very significant interaction between the level of creative thinking and student learning media, towards the psychomotor domains learning outcomes. the results of this study indicate that learning media have an important influence on student learning outcomes. working on training tools allows students to acquire practical knowledge and skills and then use those skills for problem-solving and machine control (muslim, 2018b). especially in tefa-based learning, there are group assignments, where students need discussion. such group discussions, require an attitude of cooperation, sharing tasks, and responsibilities in completing tasks (muslim, 2013). collaboration can eliminate mental barriers due to the limited experience and perspective (johnson, 2014: 164). the research findings of dewi and sudira (2018) above are also supported by research conclusions from pradana and yoto (2018), through research entitled "management of tefa implementation to prepare graduates to enter the workforce of muhammadiyah 7 gondanglegi vocational school students" found: ( 1) from the aspects of preparation, implementation and evaluation activities of tefa at muhammadiyah 7 gondanglegi vocational school, it has been going well; and (2) through tefa, vocational students are better prepared to enter the world of work. the results of this study are in line with the findings of indrawati (2017) through his research entitled "increasing the achievement of the quality of d-3 electrical engineering graduates with the tefa model" which concluded that: (1) the application of the tefa model starting from competency standards, media, lecturers, students, the use and maintenance of the production, marketing, and evaluation processes, has been structured quite well; (2) there are shortcomings in management aspects so that tefa does not reach the expected optimum point; and (3) however, there is a satisfactory increase in the quality of graduates of the d-3 electrical engineering program at the university of pgri kediri. somewhat different from several studies on tefa described above, wafroturrohmah (2018) conducted a study entitled "efforts to improve life skills and entrepreneurial values through tefa learning in the millennium era" which concluded that tefa learning was integrated with discovery learning, problem-based learning, and project-based learning can improve personal life skills (personal skills, social skills, academic skills, and vocational skills) that are characterized by entrepreneurial values that include independent, creative, innovative, risktaking, action-oriented, leadership, work hard and have competitiveness. furthermore, how far is the application of tefa able to contribute to the economic development of a country? according to an imf (international monetary fund) survey in april 2013, in europe alone, manufactured products accounted for more than 28% of gdp, even though there was a recession. therefore manufuture's high-level group and implementation support group (2006) suggested the need for the promotion of superior manufacturing education (tefa). through tefa, there will be a merger between the academic world and real practice, which will spur students' ability to think critically. the notion of society that critical thinking is only in the "philosophy course" is something wrong. it should be noted that critical thinking is not difficult, which can only be done by those who have a high iq in the genius category, whereas critical thinking is something that can be done by everyone (johnson, 2014: 190), including vocational students. for these reasons, the habit of critical thinking must be instilled early on in the students. in line with johnson (2014: 191), training for critical thinkers is as important as practicing for tennis players and musicians, and it is the only practice that makes skills a habit. furthermore, other evidence has shown that "modern training concepts", industrial learning (tefa), and knowledge transfer schemes, can contribute to improving the performance of manufacturing innovations in europe (chryssolouris, mavrikios, & mourtzis, 2013). therefore according to mavrikios et al. (2011) that a new approach (tefa) is very necessary to: (1) modernize the learning process closer to industrial practice; (2) utilizing industry practices to obtain new knowledge; (3) supporting the transition from labor-based and capital-based manufacturing to information and knowledge-based manufacturing; and (4) developing and maintaining more stable industrial growth. the main objective of tefa is to integrate education, journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 111 research, and innovation activities into one initiative involving industry and academia effectively and efficiently. in that context, chryssolouris, mavrikios, and mourtzis (2013) further emphasize that modern training concept, which are tangible industrial learning (tefa) and knowledge transfer schemes, contribute to improving the performance of manufacturing innovations in european countries. still how far will the application of tefa be able to contribute to the economic development of a country? several researchers report this. at least in the last decade, the concept of tefa has received important attention, especially in the united states, which has produced some educational and/or business pilot activities (rentoz, 2014). industrial projects that take place at tefa, provide students with learning experiences that are integrated into contextual settings, where learning emphasis is given to competency and effective application. according to wagner et al. (2012), most of the applications of the industrial learning paradigm are reported, simulating key features of the industrial environment in academic settings, using the equipment of production models. it should be noted that several studies reveal the relationship between the quality of education and economic growth. highlighting the fact that human resources are the key to economic growth (rentoz, 2014), and according to tether (2005) that performance on international student achievement tests has a strong impact on economic growth, and therefore lack of skills will harm innovation performance (rentoz, 2014). furthermore, how far has the tefa model been implemented properly? lucyana, tunas, and sunaryo (2017) reported the results of her research entitled "evaluation of teaching factory at industrial vocational high school education and training center of the ministry of industry" conducted by the cipp method found that: (1) evaluation of the needs of the tefa program was in "good" category; (2) evaluation of the preparation of the tefa program is in the "right" category; (3) the assessment of the implementation of the tefa program is in the "good" category; (4) evaluation of the results and benefits of the tefa program in a "satisfying" position; and (5) the results and benefits of the tefa program only benefit students, but have not been felt by stakeholders in the business world and the industry in general. the results of this study reminded the implementers of the tefa program that it was necessary to improve the management of tefa so that the implementation of tefa would not only benefit students but also benefit the industry in general. an effort to maintain the usefulness of tefa for both parties will ensure the continuity of tefa implementation better. there are still some studies on the implementation of tefa, both concerning the advantages and disadvantages. lestari (2014) through a study entitled "effectiveness of the implementation of tefa of vocational students in solo technopark surakarta" found that there were several aspects of the strength of tefa implementation, namely aspects of planning, implementation, management and evaluation processes and documentation activities that had been managed well. while the weaknesses of the implementation of tefa include aspects of delay in the production of goods/services, due to lack of facilities and the number of new instructors filled as much as 50% of what should be. in contrast to the findings of lestari (2014) and fajaryati (2012) who concluded that in terms of learning activities, and the implementation of tefa had gone well, while the activities of the production process had not been as smooth as expected. therefore fajaryati (2012) suggested several things: (1) socialization of tefa learning needs to be done, both in schools, parents, and the community; (2) dissemination of tefa learning in the educational, industrial, and community environment so that the implementation of tefa has broad support from various parties; (3) periodic evaluation and improvement of tefa learning needs to be done; (4) need to increase capacity in conducting market research for tefa teachers and managers; (5) need to improve marketing strategies for tefa teachers and managers; (6) the need to develop market networks and distribution of tefa products; and (7) need to increase the promotion of tefa results in the wider community sustainably. iv. conclusions from the discussion of the results of the research as described above, the following research findings are obtained: (1) technology and vocational education (tvet), has been directed to prepare students to enter the world of work with the design of vocational education that emphasizes the mastery of competencies in accordance with industrial needs; (2) tvet has a main and key role in the social and economic development of a country; (3) tvet has an impact on technical progress, work feasibility and national economic development such as finance, access/participation, guarantee of the quality and relevance of programs to the needs of the country; (4) the impact of tvet in nigeria has not been impressive because of quality assurance (qa) that has not run effectively at all levels of management; (5) tefa is a combination of competency and production-based learning approaches, where the practical learning process carried out resembles a practical process in the real world of work by conducting activities for the production of goods or services in the school environment; (6) there is a significant influence on the application of the tefa program to the work readiness of vocational students, where the application of tefa contributes 34.6% to work readiness; (7) the application of tefa is able to contribute to the economic development of a country, where in april 2013, in europe alone manufactured products accounted for more than 28% of gdp, even though there was a recession; and (8) in general the implementation of tefa is in the category of right, good and satisfying. to improve tvet and tefa's performance better, the following are suggested: (1) tefa learning needs to be integrated with discovery learning, problem based learning, and project based learning models, in order to improve personal life skills that include personal skills, social skills, academic skills, and vocational skills that are characterized journal of education, teaching, and learning volume 5 number 1 march 2020. page 106-113 p-issn: 2477-5924 e-issn: 2477-4878 112 by entrepreneurial values that are independent, creative, innovative, risk-taking, oriented to action, leadership, hard work and competitiveness; (2) in general quality assurance (qa) in the tvet environment still needs to be improved, especially in nigeria or other developing countries, because tvet is proven to have an impact on the national development of the country concerned; (3) in the context of increasing tvet's strategic role, cooperation between vocational education and relevant stakeholders is needed, in order to create quality education including through the teaching factory to be important; (4) more adequate tvet funding is needed so that: (a) training and retraining of tvet teachers can be better done; (b) providing tvet facilities so that tvet programs can run smoothly; and (c) partnerships between the state and the private sector, are important strategies in the context of increasing the tvet program. the fifth suggestion is to improve tefa management so that the implementation of tefa will not only benefit students but also benefit the industry in general, where efforts to maintain the benefits of tefa for both parties will ensure the continuity of tefa better. references akhuemonkhan, i., raimi, l. & dada, j.o (2014). impact of quality assurance on technical vocational education and training in nigeria. afro asian journal of social sciences, 5(5.2) quarter ii 2014 issn: 2229 – 5313. alam, n. (2015). the role of technical vocational education and training in human development: pakistan as a reference point. european scientific journal, 11(10). issn: 1857 –7881 (print), e -issn 1857 7431. alptekin, s. e., pouraghabagher, r., quaid, p. m., & waldorf, d. (2001). teaching factory proceedings of the 2001 american society for engineering education annual conference and exposition, cal poly, san luis obispo. http://digitalcommons. calpoly.edu (accessed on august 20, 2016). chryssolouris, g., mavrikios, d., mourtzis, d. (2013). manufacturing systems: skills & competencies for the future. procedia cirp, keynote paper of the 46th cirp conference on manufacturing systems 2013, 7, 17-24. dewi, s.s., & sudira, p. 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(2005). do services innovate (differently)?: insights from the european innobarometer survey. industry and innovation, 12(2), 153–184. wafroturrohmah (2018). upaya peningkatan life skill dan nilai entrepreneur melalui pembelajaran teaching factory pada era millineal. seminar nasional pendidikan 2018. universitas muhammadiyah surakarta, 122-131. wagner, u., algeddawy, t., elmaraghy, h., müller, e. (2012). the state-of-the-art and prospects of learning factories. procedia cirp 2012, 3, 109-114. wijaya, m. b. r (2013). model pengelolaan teaching factory di sekolah menengah kejuruan. jurnal penelitian pendidikan, 30(2). journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-4878 395 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. visionary leadership of principals in increasing school quality at smkn 1 sambas tajmi musytari 1) , m. chiar 2) , wahyudi 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:tajmi.mst@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: chiarfkip@gmail.com 3) universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com abstract. this study is aimed at objectively looking at the visionary leadership of principals in improving the quality of schools in sambas 1 state vocational school (smkn 1 sambas). this study uses a qualitative approach. the results showed that smkn 1 sambas was a school that was guided by a vision to improve school quality. improving the quality of schools at smkn 1 sambas is achieved through a good school management process by the principal. based on the findings, researchers suggest: 1) in implementing the school activity program there needs to be control and evaluation of each program implemented. 2) it is recommended to periodically rotate teachers and employees who are given additional assignments. 3) increase the discipline and commitment of teachers and employees in carrying out the duties and responsibilities assigned to them. 4) schools need to hold special meetings with parents who discuss the vision, mission, and objectives of the school and convey the importance of the support and role of parents in the education process of their children in school. keywords: school quality; visionary leadership; principals i. introduction school quality is a very important thing from a school because it reflects the quality and achievements of the school in question, both academic and non-academic and is the ability of the school to manage all the components of the school owned effectively and efficiently so as to produce added value for the school. good quality schools are a necessity to be able to improve the quality of human resources that are able to produce highly competitive graduates. improving the quality of education can be done through improving the quality of schools because if the quality of schools increases, the quality of education will also increase. to improve the quality of education in indonesia, the government has issued a national education standard (snp) which is a minimum criterion of educational components that must be met by organizers or schools throughout the jurisdiction of the unitary state of the republic of indonesia listed in law no. 20 of 2003 concerning the indonesian national education system and regulated in government regulation number 19 of 2005. national education standards have functions and objectives to realize quality education that includes 8 components of national education standards, namely: content standards, process standards, graduate competency standards, standards educators and educational staff, standards of facilities and infrastructure, management standards, financing standards, and educational assessment standards. in order to adjust the various new challenges that arise, pp no.19 of 2005 has undergone two changes, namely through pp no. 32 of 2013 and pp no. 13 of 2015. within the framework of school autonomy, the snp provides flexibility for each school to development and improvement of school quality in accordance with their study programs and expertise. as revealed by barnawi and arifin (2017: 43) that snps provide possibilities every level and pathway to develop education in accordance with the characteristics and peculiarities of the program. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-8478 396 the fulfillment of the minimum standard of education is a prerequisite for improving school quality. this was revealed by danim (2012) who said that to improve school quality can be done by involving five dominant factors, namely: 1). principal leadership. 2). learners. 3). teacher. 4). curriculum. 5) network collaboration. the role of the principal is very important because it can affect the success and failure of the quality of education itself (cáceres, 2019). according to mulyasa (2015: 181) said that an important factor that has a large influence on the quality of education is the principal as an educational leader. the principal as the backbone of the quality of education is required to act as a spirit generator, encourage, pioneer and strengthen as well as an administrator in realizing an effective and efficient teaching and learning process so that learning productivity is achieved which can ultimately improve the quality of education. furthermore, wahjosumidjo (2013: 349) also stated that the success of the school was the success of the principal and the success of the principal was the success of the school. from the opinion above, it can be concluded that the effectiveness and efficiency of the appearance of a school principal is the key to the success of a school in improving school quality. the leadership of a principal is a high expectation for improving the quality of schools because the success of leadership in schools will have a direct influence on the quality of education in schools. basri (2014: 47) said that the success of the principal in carrying out his duties was largely determined by the leadership of the principal and leadership was the most important factor in supporting the achievement of the objectives of the school organization. furthermore, nanus (2001: 5) says that effective leaders always have a plan; they are fully oriented to results. they adopt new visions that are challenging, needed and reachable. from the various opinions mentioned above, the leadership of the principal is very important in improving the quality of the school (gunawan, 2017). but in reality, there are still we find leaders with leadership that is not qualified. he did not fully know the duties and functions of an effective leader so that in his leadership, he could not achieve and realize the organizational goals to be achieved and would even experience failure and destruction. as a leader, he must know the functions and elements of leadership. this is said by sutrisno (2017: 217) that a leader must know well the function of the leader and at the same time know the elements of leadership as activities influence, the ability to invite, direct, create and spark ideas. an effective leadership style for principals is leadership that has a plan in the future that is reflected in a vision that is designed jointly with all the elements in the organization concerned which are the common goals that want to be achieved. if we look at the characteristics that exist, the effective leadership style for a principal who is always thinking of advancing the institution he leads in the future is a visionary leadership style that is the style of a leader who has far-reaching thoughts poured into the vision which is direction and goals to be achieved together to realize quality schools. this can be seen from the characteristics of the leader as sashkin's opinion in hidayah (2016: 32) states that visionary leaders have three characteristics, namely: (1). thinking into the future, (2). build and describe the vision clearly and develop methods to achieve that vision; and (3). engage with others in seeking support for vision. in accordance with the opinion of hidayah (2016: 62) who says that visionary leadership is the ability of leaders to create, formulate, communicate, socialize, transform, and implement ideal thoughts that originate from themselves or as social interactions between members of the organization and stakeholders believed to be future organizational ideas that must be realized through the commitment of all personnel. visionary leadership for principals is an effective leadership in improving school quality because visionary leadership is a leadership style that has a lead pattern by clearly defining a shared vision in accordance with the demands of change in the community and then directing the people in the organization to work accordingly with what has been set to realize the planned vision. in this study, researchers will take place at the smkn 1 sambas because researchers are interested in the visionary leadership of principals in improving the quality of schools in smkn 1 sambas to be examined more deeply. the principal has the power of creativity to spark ideas or ideas that are always oriented to the needs and development of the business world and the world of industry (dudi) and agencies that are school partners and always strive to develop and improve the competencies of students and the quality of schools to create schools quality in sambas district in particular and in west kalimantan in general. ii. methodology the research method provides instructions and explanations in conducting research preparation, data collection, data analysis, to the meaning of data. the researcher focused this research on the visionary leadership of principals in improving the quality of schools at smkn 1 sambas. for this reason, the approach used is a qualitative research approach and a type of descriptive research where data collected in the form of written or oral words from people and observable behavior. the purpose of this study is to make a description or description systematically, factually and accurately regarding the facts, characteristics, and relationships between observed phenomena. the reason for using a qualitative approach is because this research is conducted to obtain an in-depth picture of the object of research. this study describes everything related to the visionary leadership of principals which includes visionary leadership of principals in formulating school visions to improve school quality, visionary leadership of school principals in transforming school visions to improve school quality, and visionary leadership of principals in implementing school vision to improve the quality of schools at smkn 1 sambas. in this study, researchers will conduct in-depth interviews with academics and practitioners to find out their opinions regarding the implementation of the principal's visionary journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-8478 397 leadership in improving the quality of schools in smkn 1 sambas. in this study data collection was not guided by theory, but was guided by facts found during research in the field. data taken in the form of written or oral words from people and behavior observed, by referring to the items in the field interview questions that are reinforced by the results of observation and documentation. the results of interviews and literature studies were analyzed so that they could answer the research questions. in order to obtain accurate data, the researchers conducted several interviews with subjects about the implementation of the visionary leadership of the principal at smkn 1 sambas based on the prepared interview guidelines. the researcher also carried out observations at the research site to collect the necessary documentation relating to the implementation of the principal's visionary leadership in improving the quality of schools in smkn 1 sambas such as school profiles, teacher and employee assignments, activity photos, and others related to research. this research will be conducted at the smkn 1 sambas located on gusti hamzah street number 35 sambas regency, west kalimantan province. in this study, researchers will take place at the smkn 1 sambas because researchers are interested in the visionary leadership style of principals in smkn 1 sambas to be examined more deeply. the principal always has the power of creativity to spark ideas or ideas that are always oriented to the needs and development of the business world and the industrial world (dudi) and always strive to develop the skills possessed by students and the quality of schools to create quality schools in sambas district in particular and in west kalimantan in general. at smkn 1 sambas it also has a clear and realistic vision and the principal has a good ability in communicating his vision to all school people to be developed in the future. sources of data in this study consisted of primary data sources and secondary data sources. the primary data sources related to the visionary leadership of school principals are principals, deputy principals, heads of expertise programs, teachers and education staff. secondary data from the research are data sourced from observational notes, school documents and other documents related to the principal's visionary leadership research in improving school quality. some techniques used by researchers in collecting data include: a. observation in conducting research, observations made by researchers include: 1. observation of the principal's office and the tu room. 2. observation of the deputy principal's room, teacher's room, classrooms, library, uks room, laboratory room, and other spaces. 3. observing the behavior of the principal. b. interview in this study the researcher did not use interview guidelines that were systematically arranged for data collection and based on the analysis of each respondent's answer, the researcher could ask the next question that was more focused on a goal. related parties were interviewed and asked for information relating to the principal's visionary leadership in improving the quality of the school that had been done at smkn 1 sambas in formulating, transforming and implementing the school's vision. to obtain data from informants, researchers compiled interview guidelines in the form of a list of interview questions. this guideline was made before the interview activities were carried out and functioned as a guide during the interview so that the interview activities went smoothly and the data obtained became complete. c. documentation this method is used to collect data relating to the main points of the implementation of the principal's visionary leadership, supporting facilities in improving school quality. data can be in the form of photos, writings, checklists or other important documents, which data can strengthen the application of the principal's visionary leadership in improving the quality of schools in smkn 1 sambas. this method is used to determine the literature that has a relationship with the problem under study where the researcher reads and examines it from various sources mentioned above which have relevance to the theme, namely the literature containing visionary leadership of the principal in improving school quality. the documents observed by researchers include school profiles, vision, mission, and school goals, organizational structure, duties, and functions of employees in the school, the condition of students and educators and infrastructure in schools. d. types of data analysis the steps of data analysis are described in fig. 1 (sugiyono, 2016: 338). fig.1 interactive model in data analysis the diagram illustrates the relationship between components is interactive, continuous, repetitive and continuous. the problem of data reduction, data presentation, and drawing conclusions / verification is a picture of success in sequence as a series of analysis activities that follow each other. data reduction continues as long as the qualitative-oriented project lasts until the final report is completely arranged. by looking at the data about the visionary leadership of principals in improving journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-8478 398 the quality of schools at smkn 1 sambas, we will be able to understand what is happening and what must be done further based on the understanding gained from the presentations. attracting conclusions/verification is a third qualitative data analysis activity. the initial conclusions put forward are still temporary and will change if no strong evidence is found that supports the next stage of data collection. however, if the conclusions raised at the initial stage are supported by valid and consistent evidence when the researcher returns to the field to collect data, then the conclusions put forward are credible conclusions. these conclusions will also be verified during the study. this verification may have been a spontaneity that crossed the mind of the analyst as long as he noted the review in the field. in this study, the analysis was carried out on all data and information obtained based on an understanding of the things expressed by respondents, the results of observational data and documentation obtained in the field. the data that has been obtained will be grouped by the researcher and will be understood in its entirety which will then be searched for important themes and keywords. e. checking the validity of the findings the technique for checking the validity of the data used in this study is to use triangulation and member check. source triangulation means to check the credibility of the data by checking the data obtained through several sources, then the data is described and categorized, where the data is the same, the data is different and which data is specific from the source of data obtained. the data obtained will be analyzed by the researcher so that it produces a conclusion which is then asked for an agreement (member check) from the source of the data obtained. member checking or checking members involved in collecting data and information is done to get a reaction in terms of their own views and situations on the data that has been organized by the researcher which includes: data correctness, analytical categories, interpretations, and conclusions made. various data obtained will be tested for accuracy, validity, and validity by checking to clarify data and information to information sources. data and information that has been obtained are initialed by the source of information as a sign of agreement and the truth of the data and information provided so that the data and information can be scientifically justified. this study was conducted from april 2018 to april 2019 and researchers planned 12 months of research time as follows: 1. preparation phase, starting in april 2018 until july 2018 in the form of activities: a) preliminary observation/pre-survey b) submission of proposals for research proposals c) consultation and improvement of research proposals d) seminar on research proposals 2. the implementation phase includes data collection and analysis activities, starting in july 2018 until february 2019 in the form of activities: a) submit research permission from the head of the ap fkip untan pontianak masters program, and obtain permission from the head of smkn 1 sambas. b) make a time agreement for an interview with the informant. c) carry out data collection activities through interviews, observation and looking for documents relating to the visionary leadership of the principal at smkn 1 sambas. d) perform data analysis followed by checking data validity and data validation. e) final checking of data that has been organized into information sources to strengthen data validity before it is included in the results of the report review. 3. reporting phase starting in february 2019 and april 2019 in the form of activities: a) preparation of research reports b) consultation and improvement c) feasibility study d) thesis exams iii. results and discussion a. results based on the research data, the following findings will be presented in accordance with the focus of the research that has been developed. 1. in formulating the school vision the principal has continued the vision of the previous school principal whose contents were first reviewed and analyzed based on current conditions. after being analyzed, the vision was discussed again with the community in the school as a process of refining the vision conveyed by the principal. the parties involved in making the school vision are the communities in the school such as the board of teachers, education staff and school committees. this is done so that all communities in the school can know and understand the vision made by the school so that all have the responsibility to realize the vision together. the formulation of the vision made must be able to be inspirational, easy to remember, ambitious and able to provide life enthusiasm for all school communities who are always oriented towards future improvements. 2. in transforming the vision at smkn 1 sambas, the principal has given certain additional assignments to the teacher as an effort to transform the vision to a lower level. this is done so that the transformation of the vision of all stakeholders can run as expected. 3. efforts to implement the school vision by the principal are included in the work program created in the school which includes improving academic activities, student development, and building school infrastructure. to carry out activities the principal is assisted by teachers and staff journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-8478 399 appointed as the person in charge of each program. the principal only acts as a controller and always evaluates the work of the teacher and staff who have been given the responsibility to implement the program that has been given to them so that the implementation of the program activities is carried out in accordance with the concepts and objectives that have been set. b. discussion to obtain meaning from each formulation of findings, researchers will conduct a discussion or assessment. in this discussion, the researcher restores the findings data and then studies it using various theories, expert opinions, and relevant observations. through the studies carried out, researchers try to give meaning to the findings. the researcher hopes that the meaning of the findings will be useful for all interested parties. a leader has a very important and influential position in an organization. as according to maxwell (2016: 22) that leadership influence, and it can be learned. this statement means that leadership is an activity that affects and it can be learned. by implementing leadership effectively, a leader can influence the performance of an organization by moving the people they lead towards the goals that they aspire to (iqbal, anwar, & haider, 2015). in the world of education, leadership needed at this time is leadership based on the true identity of the nation. the principal needs to predict how this world will evolve with all changes in social structure because all of his/her students will live in the future. he must have the ability to form a vision that will be the direction and common goals that will be achieved by the school and lead the vision that is made to all school communities and stakeholders. leadership like this is said to be a visionary leader that is leadership that has a pattern of leadership by defining a shared vision clearly in accordance with the demands of change in the community then directing people in the organization to work according to what has been set to realize the planned vision. komariah and triatna (2016: 82) say that visionary leadership is the ability of leaders to create, formulate, communicate/socialize/ transform, and implement ideal thoughts that originate from themselves or as a result of social interactions among organizational members and stakeholders who are believed as the aspirations of the organization in the future that must be achieved or realized through the commitment of all personnel. besides, visionary leadership will prepare students to face the challenges in the 21st century (santamaría & santamaría, 2015). to find out the visionary leadership of the principal at smkn 1 sambas to formulate a vision, transform a vision and implement a vision to the school community and stakeholders, the researcher analyzes this according to the method used. 1. the visionary leadership of the school principal in formulating the school's vision to improve school quality. the visionary leadership role of the head of smkn 1 sambas in formulating or designing a school vision can be seen from the quality ideas and concepts that want to be realized and the principal also has the ability to design a good vision. he has made ideas which include planning to improve school quality. the principal has involved related parties such as the deputy head of the school, the teacher council and the school committee in drafting the school's vision plan. in preparing the school vision, the principal has conducted an analysis and consideration of the current conditions, whether the vision has been relevant to the current situation, conditions and objectives of education based on the potential, needs, strengths, and weaknesses of the school. the headmaster opened the tap of democracy to all participants to express their opinions for the perfection of the vision which would be agreed upon as a joint commitment which was finally determined to be the vision of the school. the above findings are in accordance with sashkin's opinion in hidayah (2016: 32) saying that visionary leaders have three characteristics, namely: a. thinking into the future. he focused his main work on future engineering that was full of challenges. he is capable and smart in dealing with the future, namely estimating and preparing himself for the changes that occur due to globalization, reform, and implementation of government towards the organization he leads in the future. b. establish and describe the vision clearly and develop methods to achieve that vision. he has the ability to form a vision clearly, inspiring and inspiring because he is a strategic thinker. he thought and planned ahead to make the best move. c. engaging with others in seeking support for the vision. he has the ability to empower others (empowering) optimally the potential possessed by employees as stated in the job description and affects them to have responsibility for their respective duties and work professionally because their leaders provide opportunities to develop self and achieve achievements. furthermore, komariah and triatna (2016: 85) mentioning the characteristics of a good vision are: a. clarifying direction and purpose b. easy to understand and articulate c. reflecting high ideals and setting the standard of excellence d. grow inspiration, enthusiasm, excitement, and commitment. e. creating meaning for members of the organization. f. reflect on the uniqueness or privilege of the organization. g. implying values that are respected by the organization. h. contextual meaning means paying close attention to organizational relations with the environment and the history of the development of the organization concerned. journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-8478 400 2. the visionary leadership of the school principal in transforming the school's vision to improve school quality. vision transformation is the ability of a visionary leader to build trust through intensive and effective communication as a shared vision effort on stakeholders so that a sense of belonging and a sense of ownership can be obtained. as a visionary leader of smkn 1 sambas head has transformed his vision by making various efforts and ways such as empowering subordinate/teachers to perform effectively by giving additional assignments to those appointed who have certain tasks and functions that are expected to be able to communicate their vision to a more down again in accordance with the main tasks and functions provided, so that it can lead to feelings of commitment and motivation for the whole person. with the transformation of the vision carried out by smkn 1 sambas principal, it is expected that followers feel trust, admiration, loyalty, and respect for the leader, and they are motivated to do more than they initially expected. according to bass in yukl (2005: 305) said that leaders change and motivate their followers by (1) making them more aware of the importance of the results of the task; (2) persuade them to attach importance to the interests of their team or organization compared to personal interests, and (3) activate their higher needs. 3. the visionary leadership of the school principal in implementing the school's vision to improve school quality. the implementation of the vision is an effort and effort of a visionary leader in translating and describing the vision into action. vision must be realized in the work of leadership. vision plays an important role in determining the future of the organization if the vision is implemented comprehensively. according to komariah and triatna (2016: 93) states that visions that are not implemented are slogans and symbols that have little effect on performance. a leader has a very important role in the process of implementing the vision in school because the leader has full responsibility for the implementation of the vision that has been made. a leader who has a vision acts as a direction in an organization he leads. a leader must be able to provide clarity and guidance to his followers about the ways and efforts that must be done to achieve the vision of the organization effectively and efficiently (aithal, 2015). the implementation of the vision in each program of expertise is an effort to improve quality through an innovation program that includes local content in each competency program, following the community outside the school, and cooperating with the business world and the industrial world. the program is formulated based on the guidance of the globalization era in order to produce students who have abilities that are in accordance with the needs of the business world and the industrial world in the era of globalization which is increasingly growing. iv. conclusions and suggestions a. conclusions based on the results of research on the visionary leadership of school principals in improving the quality of schools in smkn 1 sambas can be summarized as follows: 1. in formulating the school's vision, the principal as the visionary leader in smkn 1 sambas has designed and analyzed the school's vision well and involves the community in the school so that the vision created is relevant to the current situation, conditions and goals of education. 2. an effort to transform the school's vision to all existing school communities and stakeholders, the visionary school principal has made good management of school resources in fostering school activities by providing additional assignments to teachers and employees. 3. an effort to implement the vision of the school principal has made a work program for each existing expertise program. b. suggestions for the sake of the development of smkn 1 sambas regarding the visionary leadership of principals in improving school quality, it is recommended: 1. in implementing a school activity program there needs to be control and evaluation of each program implemented so that each program implemented can run in accordance with the expectations and objectives to be achieved. 2. it is recommended to periodically rotate the teacher and staff who are given additional assignments so that there is a refresher on the task and there is regeneration for the task in the future. 3. increase the discipline and commitment of teachers and employees in carrying out the duties and responsibilities assigned to them. 4. the school needs to hold a meeting specifically with parents of students who discuss the vision, mission, and objectives made by the school and convey the importance of the support and role of parents in achieving the school's vision related to the education process of their children in school. references aithal, p. s. (2015). how effective leadership and governance support to achieve the institutional vision, mission, and objectives. international journal of multidisciplinary research and development, 2(5), 154-161. barnawi, arifin. (2017). sistem penjaminan mutu pendidikan. yogyakarta: ar-ruzz media. basri, hasan. (2014). kepemimpinan kepala sekolah. bandung: pustaka setia. cáceres, m. g. (2019). social factors related to leadership skills and educational achievement of primary school principals. revista d'innovació i recerca en educació, 12(1), 1. journal of education, teaching, and learning volume 4 number 2 september 2019. page 395-401 p-issn: 2477-5924 e-issn: 2477-8478 401 danim, sudarwan. (2012). motivasi kepemimpinan dan efektifitas kelompok. jakarta: rineka cipta. gunawan, i. (2017). instructional leadership profile of junior high school’s principal (a case study of junior high school in malang). international research-based education journal, 1(1). iqbal, n., anwar, s., & haider, n. (2015). effect of leadership style on employee performance. arabian journal of business and management review, 5(5), 1-6. maxwell, john, c. (2016). what successful people know about leadership. new york: hachette book group, inc. mulyasa, e. (2015). manajemen & kepemimpinan kepala sekolah. jakarta: pt. bumi aksara. nanus, burt. (2001). kepemimpinan visioner: menciptakan kesadaran akan arah dan tujuan dalam organisasi. jakarta: pt. prenhallindo. santamaría, l. j., & santamaría, a. p. (2015). counteracting educational injustice with applied critical leadership: culturally responsive practices promoting sustainable change. international journal of multicultural education, 17(1), 22-42. sutrisno, edy. (2017). manajemen sumber daya manusia, jakarta: kencana. yukl, gary. (2005). leadership in organisation (kepemimpinan dalam organi-sasi). jakarta: pt. indeks. isc paper template in a4 (v1) journal of education, teaching and learning volume 2 number 1march 2017. page 53-58 p-issn: 2477-5924 e-issn: 2477-4878 53 the implementation of icloud system based on knowledge sharing at the university of maarif hasyim latih sidoarjo achmad fathoni rodli maarif hasyim latif university, sidoarjo, indonesia e-mail: rector@umaha.ac.id abstract. this article presents the results of the analysis on the development of knowledge sharing processes and absorbs knowledge sharing activity, it is to increase the ability of the head of departement at the university of maarif hasyim latif and in innovating and in managing the departement. the role of information technology in accommodating the knowledge sharing process is the development of the activities of managing and absorbing science courses to improve performance and provide added value and a competitive advantage in improving the quality performance of the head of departement. design research is to find out how the problems that arise in the process of knowledge sharing and absorbing. data collected by the identification of issues related to knowledge management based on information technology at the university of maarif hasyim latif through observation, interviews, and documentation. results of this study were to prove that icloud system model developed at the university of maarif has been contributing to 1) the implementation of the knowledge sharing process of the development activity of sharing and absorbing knowledge at the university maarif hasyim latif to improve the innovation of ability. 2) information technology has a major role in supporting the process of knowledge sharing on the development and absorbs knowledge sharing activities. keywords: implementation icloud system; knowledge sharing; management of university i. introduction university’s problem in indonesia is the low level of strategic suitability. this problem comes from the gap between the demands of the environment and global competition with internal resources. competitiveness of university tends to decline, threatening the position of excellence and sustainability universities concerned. thus, recognizing the increasingly severe competition in the era of globalization, it is necessary to change the paradigm of higher education which is based on the analysis of specific areas of science such as a tree industry, packaging knowledge, metadatabase, data mining, and the development of human resources. the existence of human resource management’s college became a challenge and the needs of the college and its stakeholders. human resource management’s college is absolutely more focused job in terms of managing the entire potential of lecturers and minimized various its deficiency, so in the end, human resource management’s university is able to present professional of lecture profile in accordance with the mandate of assuming and tri dharma college. the performance of human resource management’s college is successfulness in developing the potential of lecturers, it means that the human resource management is able to empower the human resources component of higher education through optimal action of the factors forming the personal productivity of professors, lecturers, and functional groups. this is consistent with the opinion of castetter states that development of management should be viewed as activities to enhance the ability of individuals and groups to make them more accountable in a shape system. parameter development of lecturers in carrying out their duties and functions were not only viewed from the productivity of the implementation of tri dharma college, education and teaching, research and community service. in the way that three factors can also be seen from; a) education, b) functional position. to look it as objectively, the needs of human resource management of higher education becomes something that cannot be denied. human resource management colleges must understand, how a lecturer runs academic activities and develops themselves in accordance with the nature of their duties and functions in implementing tridharma college. university as an organization, but they have different characteristics with other organization. gaspersz showed that there are at least four the concept of the nature of the college is the organization as producing qualified manpower (qualified manpower). in this sense, the higher education is a process and students are regarded as the output (output) that has a value or price (value) in the labor market, and successfulness is measured by the level of absorption of graduates in the community (employment rate) and is sometimes measured also by the level of the income they earn in his career [1]. college is one of the educational institutions that are formally given the task and mailto:rector@umaha.ac.id journal of education, teaching and learning volume 2 number 1march 2017. page 53-58 p-issn: 2477-5924 e-issn: 2477-4878 54 responsibility for preparing students to be formed in accordance with the objectives of the national education community will be available to fill the needs of experts and skilled personnel with the level and types of capabilities are very diverse. implementation of knowledge management in higher education becomes very urgent because college is a producer and dissemination science. as stated by ramirez that the university is essential as a producer of knowledge. the most important output of a university is the knowledge that obtained through research, publications and students’ competent and productive in the application of what was gained to its stakeholders. a university is an organization in which knowledge is created and is used continuously and sustainably. managing knowledge is actually how it is managing the staff, so that knowledge management is how people from different places started to talk to each other, which is now popular with the label learning organization. it is expected with the implementation of knowledge management system will be able to improve the performance of higher education so that it has a competitive advantage in the face of global competition. the development of knowledge within an organization is achieved through an understanding of the relationship process to change existing tacit knowledge into knowledge that is easily communicated and easily documented, as well as through the design of social processes by transferring tacit knowledge into explicit knowledge is to create a new knowledge. one of the knowledge that needs to be owned by the college is how (how to) properly manage existing academic information system, so as to support other activities related. as their routine activities in each semester is making of report as the annual report to coordinator of college ( kopertis) by any private college that is in the form submission based studies program evaluation self evaluation (epsbed). based on that idea, how is to apply the knowledge management in the management of higher education, especially in transferring tacit knowledge into explicit knowledge. this article will discuss the implementation of information systems (cloud system) to divert tacit knowledge into explicit knowledge for academic management at universities. a. knowledge management knowledge management is a business process to acquire, manage, and communicate tacit knowledge or explicit knowledge so as other people are allowed to use them more effectively and productively. according to gilbert probst in his book managing knowledge building blocks for success argued that knowledge is the whole part of the existing knowledge and skills of individuals who are used to solve the problem. knowledge is divided into theory and practices are generally in the form of rules and instructions for taking a decision. knowledge relies on data and information held by a personal reflecting on an opinion. writing of knowledge management is a discipline that treats intellectual capital as assets under management. management knowledge changes the experience and information into results [2]. knowledge management is not a centralized database that contains all the information that is known by all the employees, but it is an idea to obtain a business inspiration from various sources. these sources include databases, websites, employees, business partners, and explore information wherever they may be. meanwhile, according to garner group, knowledge management is a discipline that promotes an integrated approach to the identification, management, and distribution of all information assets of an organization. it was also stated that the information in question includes databases, documents, policies, and procedures as well as the expertise and experience previously articulated contained on individual workers. intense competition in the global era, organizations need to be more effective and flexible in carrying out its functions. the role of knowledge management is necessary to remember, knowledge management can help organizations to identify, to select, to organize, to distribute, and to transfer important information and expertise that is part of the organizational memory that normally lives in the organization in an unstructured [3]. in addition, knowledge management is able to carry out the process of identifying, obtaining, organizing, and disseminating of intellectual assets that are important for long-term performance of an organization [4], all were done with integration of knowledge that separates the organization into an application. this is in accordance with the opinion [5] which states that knowledge management extensively in the sense of managing knowledge as "... management of organizational knowledge for creating business value and generating a competitive advantage." km provides the ability to create, communicate and apply knowledge necessary and useful for the achievement of all kinds of business objectives. [5] "knowledge management is the ability to create and retain greater value from core business competencies." knowledge management resolve business problems particular includes the creation and dissemination of goods or services, innovative, manage and improve relationships with customers, partners, and suppliers; also administer as well as improving work practices and processes. managing organizational with knowledge management can improve an organization's ability to learn from their environment and incorporate knowledge into business processes because, knowledge management is a set of processes that are developed in an organization to create, collect, preserve and disseminate knowledge of the organization. knowledge management is as the basic for the setting of the company's knowledge and intellectual assets to improve the performance characteristics of the organization and adds value to act intelligently [3]. a knowledge management requires linkage of information with information, information with activities and information with humans to realize the sharing of knowledge [6]. journal of education, teaching and learning volume 2 number 1march 2017. page 53-58 p-issn: 2477-5924 e-issn: 2477-4878 55 fig. 1 the keys of knowledge management the basic of thought that pushes the development of the concept of knowledge management (km) is the data and information are the fifth of important resource after money, material, methods / machine and men that must be managed properly at the moment. the principle is born out of the theory which shows that the data and information is a basic source or raw material of knowledge or the knowledge that is one of the key advantages of a college competition in globalization era. therefore, its application is the utilization of information and communication technology to locate, establish and deploy a variety of ideas, ideas, knowledge, and experience of one or a group of people or group of people more unity within the institution. the technology in question must allow two or multidirectional interaction between different human beings who are interested in exchanging knowledge and experience that he has, so that day by day the process of collection or enhancement of knowledge for each individual involved. examples the application of information technology related to the concept is the internet, email / mailing list, corporate portal, web collaboration, teleconference, chats, and others. in knowledge management are two kinds of knowledge, namely tacit and explicit (explicit). explicit knowledge is knowledge that is stored in a data storage medium or information such as document, records, report, proof of payment, photographs, and drawings. tacit knowledge is knowledge that is not clear because of its presence spread and embedded in various forms, such as a person's experience, dialogue, formal discussion, the process of taking decisions and thought. b. knowledge management phase fig. 2 management phase information society technologies (2002) defines knowledge management is a systematic and organized effort to use the knowledge in an organization. knowledge management aims to transform the organization's ability to generate, store, and use knowledge in order to improve organizational performance through innovation ability and value creation. in short, organizational knowledge management aims to improve access and use again of knowledge to improve the competitive ability of an organization. from the various definitions of the above can be taken the red line in knowledge management as follows: a. intellectual capital is an asset b. how the information could be something useful c. how to realize the sharing of knowledge d. how to improve the cooperation of learning resources to accelerate the flow of knowledge. based on the study above, an organization that refers to universities is in applying knowledge management in this study emphasized on how to realize the sharing of information. c. knowledge sharing knowledge management process is a process in which contains the process gain (discovering), the process of capturing knowledge (capturing), the process of knowledge sharing (sharing), and the process of applying knowledge (applying). there is four knowledge management process is supported by a knowledge management system. journal of education, teaching and learning volume 2 number 1march 2017. page 53-58 p-issn: 2477-5924 e-issn: 2477-4878 56 fig. 3 knowledge management components and sub-elements . on the knowledge management component, the human factor is an important factor because there is to move management, especially in university management. the learning process is a management process that uses knowledge management. fig. 4 value chain of knowledge management [7] knowledge sharing is a process in which the explicit or tacit knowledge is communicated and shared with others. there are three important things to note in knowledge sharing. first, the sharing of knowledge means effectively transfer knowledge so that the recipient can understand it pretty well. the second, what is shared that is knowledge and not recommendations based on knowledge; it had involved the receiver gain mutual knowledge and have the ability to take action based on such knowledge, while the latter only involves the utilization of knowledge without receiver internalization of knowledge together. the third, knowledge sharing can occur across individuals and groups, departments, or organizations. knowledge sharing has two aspects contained in it, namely the aspect of exchange and socialization aspect. aspects exchange is more focused on the explicit knowledge, whereas the socialization aspect is more likely to tacit knowledge. knowledge sharing according to raskov as cited in [8], knowledge sharing between individuals within a community, where individuals interact and share the knowledge with other individuals via cyberspace or face to face. according [9] "knowledge sharing (knowledge transfer) requires that an individual or a group cooperate with others to share knowledge and achieve mutual benefit". knowledge sharing is essentially an act of providing the knowledge needed by an individual or an organization [10]. knowledge sharing between individuals is the process whereby knowledge possessed by a person processed into a form that can be understood, absorbed and used by other individuals. in addition, knowledge sharing is an activity where knowledge (information, skills, and expertise) is exchanged for other people, friends, or even family members, and the community in an organization [11]. knowledge sharing is not just giving something to someone else or gets something from them as a result of reciprocity. however, knowledge sharing happens when people are naturally drawn to help each other to build new competence and capacity to act. thus, knowledge sharing is not something imposed or set up formally, but flow naturally and there is an element of willingness to help others for the sake of progress or achieve certain goals. knowledge sharing is also mentioned the creation process of learning (lessons learned) [12]. it was intended for knowledge sharing, then the person will gain understanding, new insight to something, and the increase is one form of their learning. ii. research method this research is an analysis on the development of knowledge sharing processes and absorbs knowledge sharing activity, design research is to find out how the problems that arise in the process of knowledge sharing and absorbing. data collected by the identification of issues related to knowledge management based on information technology at the university of maarif hasyim latif through observation, interviews, and documentation. iii. result and discussion the langitan system knowledge sharing university of maarif hasyim latif sidoarjo has developed a system knowledge sharing that called langitan. langitan used cloud technology system with e-learning model. university of maarif hasyim latif (umaha) implements the idea of e-learning is able to be something more simple and accessible for people without seeing that if users need to know a lot of creating web pages, even by someone who does not have programming knowledge though. the concept of e-learning that developed is cheap and easy without programming background knowledge as it was not implemented by creating a cms (content management system) but it designs like as gmail or yahoo journal of education, teaching and learning volume 2 number 1march 2017. page 53-58 p-issn: 2477-5924 e-issn: 2477-4878 57 mail service. namely of creating an e-learning which behaves as a saas (software as a service) which is an application that is placed in the cloud, in terms of cloud computing. that is the scenario laid on infrastructure saas iaas (infrastructure as a service). in the concept of e-learning based on these clouds, millions of people can create a classroom that is personal, inviting anyone to join in it, and implement learning activities, discussions, and so forth therein. saas e-learning can be established the mechanism by utilizing frameworks available in the cloud so that it further enriches the freedom to connect with a variety of other saas applications in the cloud world. fig. 5 knowledge network infrastructure e-learning is a type of teaching learning process that allows transferring teaching materials for students using media internet, intranet or other computer network media. elearning developed in langitan system can access through various existing social media. elearning modules are developed not only to learn but learning resources that can be utilized by students, faculty, and leadership. fig. 6 area mapping networks are built using various ways, there is linked between data sources, data management and lecturers and students. models of knowledge sharing networks that exist on the system langitan as shown below. fig. 7 langitan system langitan system developed by umaha using cloud system. cloud computing used essentially internet-based services to support the business process. the word "cloud" itself refers to a cloud symbol in the it world is used to describe the internet (internet cloud). cloud computing is the combined using of computer technology ( "computing") and the development of internet-based ( 'cloud'). cloud computing is simply the "information technology services that can be used or accessed by customers through the internet". cloud computing is a general concept that includes saas, web 2.0 and other recent technology trends is known with the common theme is reliance on the internet on providing computing needs of users. for example, google apps provides common business applications are sharing that is accessed through a web browser with the software and data stored on the server. the approach of software is as services or saas, enabling integration and interoperability between the software, which is in the implementation will be in a grid or clustering concept, where the actual utilization of the grid running on virtualized infrastructure will take a lot of resources. journal of education, teaching and learning volume 2 number 1march 2017. page 53-58 p-issn: 2477-5924 e-issn: 2477-4878 58 fig. 8 cloud computing visual diagram [13] knowledge sharing happens in education as a smaller scope that is on learning. this is according to [14] states that knowledge sharing consists of two processes, namely: a. knowledge donating: communicating to others about the knowledge possessed by an individual. b. knowledge collecting: consulting with colleagues is to gain knowledge from them. application of information technology in education can be used in various forms, among others: 1. application of information technology is used as an information systems course. field work that can be integrated with information systems is a syllabus of lectures, course materials, management of lectures, assignments, rubrics, and scoring and so forth. this function is often termed as a form of library automation. 2. application of information technology is as media to save, obtain and disseminate scientific information in a digital format. the application of it in the form of lectures is often known as e-learning. knowledge sharing is developed in this study is an open and integrated data base (pditt). iv. conclusions based on the above discussion, it can be concluded that: (1) e-learning has been widely applied in famous universities and campuses in indonesia. the adoption of cloud computing is expected to assist the learning more efficient and flexible and it is able to be ict-based campus in the future. (2) the result of this research is expected that there are many campuses again to utilize the cloud in the learning process. besides that, it is able to improve the learning process and the quality assurance campus. (3) the e-learning applications that are designed to be multi-user can be used as a saas application so that everyone can create their own class and invite anyone to become a lecturer or student. acknowledgment we would like to thank adri which provides template to help all participants writes a journal easily and conducts this international seminar. we would like to thank to maarif hasyim latif univerity, sidoarjo which fund all of the cost to present this research and some lecturers who give advice to make the better idea in this research. without all of the people who support this research, we cannot write this research well and properly. references [1] v. gaspersz. manajemen kualitas untuk industri jasa. jakarta: gramedia pustaka utama, 1997. [2] j. honeycutt. knowledge management strategies: strategi manajemen pengetahuan. jakarta: elex media komputindo, 2000. [3] e. turban, j.e. aronson. decision support system and intelligent systems. new jersey: prentice hall, 2001. [4] s. debowski. knowledge management. sydney: john wiley & sons australian, 2006. [5] a. tiwana. the knowledge management toolkit: orchestrating it, strategy, and knowledge platforms (2nd ed.). india: pearson education, 2002. [6] y.q. tan, m. yusoff, and a.r. hamdan. “knowledge management: a functional model for the malaysian government, kuala lumpur,” presented at seminar siswazah universiti kebangsaan malaysia, selangor, malaysia, 2004. [7] h. hilse. “unternehmen, universitäten und "corporate universities": wissen und lernen im wandel der institutionen.” internet: http://www.uniwh.de/de/wiwi/index.html, oct. 17, 2000 [nov. 26, 2016]. [8] p.l. tobing. knowledge management. yogyakarta: graha ilmu, 2007. [9] al-alawi, i. ade; al-marzooqi, y nayla & m. yasmeen . “organizational culture and knowledge sharing: critical success factors.” journal of knowledge management, vol. 11, pp. 22-42, 2007. [10] i. becerra-fernandez and r. sabherwal. knowledge management systems and process. new york: m.e. sharpe inc, 2010. [11] l. chikoore and g. ragsdell. “knowledge sharing in higher education: a study of students preparing assessed group work.” journal of knowledge management practice, vol. 14, 2013. [12] l. hanyang. “determinants of knowledge sharing in university academic team,” in proc. second international symposium on knowledge acquisition and modeling, 2009. [13] d. hubbard and m. sutton.. top threats to cloud computing v1.0, usa: cloud security alliance, 2010. [14] b. van den hooff and j.a. de ridder. “knowledge sharing in context: the influence of organizational commitment, communication climate and cmc use on knowledge sharing.” journal of knowledge management , vol. 8, , pp.117-130, 2004. http://www.uniwh.de/de/wiwi/index.html isc paper template in a4 (v1) journal of education, teaching and learning volume 5 number 2 september 2020. page 238-243 p-issn: 2477-5924 e-issn: 2477-4878 238 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of ethnomathematics-based student worksheets on course of mathematics basic concept in stkip singkawang evinna cinda hendriana 1) , buyung 2) 1) stkip singkawang, singkawang, indonesia e-mail: evinnacinda@yahoo.com 2) stkip singkawang, singkawang, indonesia e-mail: 21.buyung@gmail.com abstract. the success of learning mathematics affects the level of mastery of mathematical concepts that elementary school students (sd) must have, as well as prospective elementary school teachers at stkip singkawang. one of the factors that support the success of learning mathematics is a model of teaching materials in the form of systematic student worksheets (lkm) and interesting so that it is easy for students to learn individually. the purpose of researching the development of ethnomathematics-based student worksheets in the course of mathematics basic concept at stkip singkawang is valid, practical, and effective. the method used in this research is the development of the borg and gall (1979) 3d model, namely: define, design, and develop. the research subjects were 2 classes, namely the morning class (class a and class b) of the pgsd study program of stkip singkawang. data analysis in this study was carried out through qualitative analysis and quantitative analysis. the quantitative analysis conducted in this study includes validity analysis, practicality analysis, effectiveness analysis. statistical test using the t-test, z-test, and anova test. the results showed that the learning tools developed were: (1) valid, after going through the validation process, (2) practical, because there was a good response from students, and (3) the ethnomathematics -based lkm learning tools were effective because the students' ability to understand mathematical concepts reached individual and classical completeness, as well as differences in the ability to understand mathematical concepts in the two classes of device trials. keywords: lkm; ethnomathematics; understanding concepts i. introduction teaching basic mathematical concepts must be done properly and correctly so as not to cause further misunderstanding of mathematical concepts, especially for elementary school (sd) students. therefore, an elementary school teacher is needed who can instill mathematical concepts properly and correctly, so that students can build logical, systematic, consistent, critical, and disciplined reasoning skills through meaningful learning that is developed using culture-based nuances associated with learning. mathematics. the city of singkawang is known for its rich diversity of unique cultures, namely chinese, dayak, and malay (tidayu) so that by integrating learning with the culture it is hoped that it can provide experiences that can help optimize the learning process for students with different cultural backgrounds. one of the nuances that can be used to make learning activities more meaningful is ethnomathematics. mathematics can be defined as the mathematical practice of cultural groups that can be identified and can be considered as the study of mathematical ideas found in every culture (aqib, 2012). however, in reality, ethnomathematics is still unfamiliar to students in the city of singkawang when students teach field practice when connecting culture with mathematics so that it has an impact on student understanding of concepts. according to jacobus (2018), mathematical concepts taught to students are not well embedded in them, so they have an impact on learning outcomes. this requires habituation starting from students who will expect an ethnomathematics-based mathematics learning process. teaching basic mathematical concepts must be done properly and correctly so as not to cause further misunderstanding of mathematical concepts, especially for http://creativecommons.org/licenses/by-nc/4.0/ mailto:evinnacinda@yahoo.com mailto:xxx@yyy.zzz journal of education, teaching and learning volume 5 number 2 september 2020. page 238-243 p-issn: 2477-5924 e-issn: 2477-4878 239 elementary school (sd) students. therefore, an elementary teacher is needed who can make mathematical concepts properly and correctly, so that students can build abilities logically, systematically, consistently, critically. the success of learning mathematics affects the level of mastery of basic mathematical concepts that elementary school students (sd) must have, as well as prospective elementary school teachers at stkip singkawang. one of the things that support the success of learning mathematics is a model of teaching materials in the form of systematic student worksheets (lkm) and interesting so that it is easy for students to learn individually, according to febriani (2016), lkm is a form of teaching material in printed form that can accommodate student activities to foster student stimulus, both physical and mental activity. lkm is designed with the existing culture in singkawang city, so that mfis associated with culture can be considered to help students to understand mathematical concepts, especially in the basic mathematical concepts course in sd. according to prastowo, (2011), culture-based learning is very important for teachers to apply in learning which is useful for increasing the knowledge and understanding of students as well as a medium for cultivating a sense of love for local wisdom in their area. based on this matter, it is necessary to develop an ethnomathematics-based lkm in elementary mathematics basic concepts courses for pgsd students at stkip singkawang. through the development of ethnomathematics-based lkm, it is hoped that students will be more active and easier to master the basic concepts of mathematics individually. the research objective was to develop ethnomathematics-based lkm in elementary mathematics basic concepts courses for students that are suitable for use as teaching materials to help master the basic concepts of mathematics properly and correctly and as a supporting facility for the successful learning of elementary mathematics basic concepts courses at stkip singkawang. ii. methodology the method used in this research is the development of the borg and gall (1979) model, with the following stages: initial information collection, initial planning, product development, initial product testing, product revision, field trial 1, product revision, field trial 2, product revision, dissemination, and implementation. in this study, only up to product revisions and testing only up to field trials 1 because of the limited time. the research subjects were 2 classes, namely the morning class (class a and class b) of the pgsd stkip singkawang study program. the reason for choosing the two classes as the test subjects was because the school had multicultural students so that it was prone to intolerance among students. a. data analysis technique data analysis in this study was carried out through qualitative analysis and quantitative analysis. descriptive qualitative data analysis was carried out on the data from the preliminary study results. as for what is meant by qualitative data in this study is only limited to data regarding the description of the ability to understand the concept of students at stkip singkawang. quantitative conducted in this study include: valid, practical, and effective. b. data collection technique the following are some of the techniques needed to collect data in this study, namely: questionnaires are used to find out data about student responses to the development of ethnomathematics-based lkm. the research instrument test was a test of the ability to understand mathematical concepts. 1) individual completeness test statistical test formula using equation (1). t = (1) 2) classical completeness test the classical mastery test is used to determine the achievement of students' ability to understand concepts compared to student kkm classically by 75%. the twoparty proposition will be tested using equation (2). z = (2) 3) average difference test in the analysis of variance, only one hypothesis is used, namely the two-tailed hypothesis, meaning that this hypothesis wants to find out whether there are differences in the average or not and which are not specific. iii. results and discussion the results of the validation of learning tools by experts showed that each learning device was valid with a good category, with a little revision required. in general, the results of the validation by the experts are shown in table i. table i results of validation of instrument device learning validation average of each validator v1 v2 v3 average criteria questionnaire response 4.25 4.00 4.25 4,16 good lkm based on ethnomathematics 4.00 4,50 4,00 4,16 good tkpkm valid valid valid valid valid based on the comments and suggestions from the validator, an evaluation is carried out and is followed up by making revisions to the parts that need to be fixed. after fulfilling the content validity, the tkpkm questions that had been made were then tested in class d (afternoon). this trial is intended to meet the reliability criteria, has a balanced level of difficulty, and the minimum differentiation power is sufficient and will be used as a problem-solving ability test journal of education, teaching and learning volume 5 number 2 september 2020. page 238-243 p-issn: 2477-5924 e-issn: 2477-4878 240 that will be given to students in the experimental class and the control class. the recapitulation of the analysis of the test results of the test items on the ability to understand mathematical concepts is presented in table ii. table ii recapitulation of tkpkm trial analysis question number validity value (rxy) difficulty level index discriminatory power index reliability value 1 0.842 0.59 0.38 2 0.842 0.59 0.40 3 0.842 0,56 0.40 0.6621 (high) 4 0.751 0,69 0.34 5 0.675 0,66 0.35 before testing the device in classes a and b, we need to find out whether the two classes are homogeneous, meaning that they have the same initial ability or not. based on the data, it was found that the two classes were homogeneous with a sig value on levene's test for equality of variances in the independent sample test using spss. the results of the development of ethnomathematicsbased lkm can be said to be practical because after being tested in the experimental class the results were: (1) positive student response, this can be seen from the questionnaire that students gave a positive response of 80.25% (above 75%). ethnomathematics-based lkm is said to be effective if after being tested at three schools the results are: (a) the ability of students to understand concepts on conceptual understanding questions on flat shape material to achieve individual and classical learning completeness; and (b) there is a difference in the average ability of students' understanding of mathematical concepts from two different classes. in this study, the normality test was carried out by spss using the kolmogorov-smirnov test with a significant level of 5%. based on the normality test in class a which teaches basic math concepts in elementary school, it is found that the sig = 0.062 = 6.2% > 5%, then h0 is accepted, meaning that the tkpkm results are normally distributed. the normality test in class b who teaches basic mathematical concepts in elementary school shows that the sig = 0.062 = 6.2% > 5% then h0 is accepted, meaning that the tkpkm results are normally distributed (see table iii). table iii output test of normality kolmogorov-smirnov a statistic df sig. exsperiment .151 38 .061 control .131 38 .177 from the calculation of the t-test, the value of tcount = 4.92 in class a. because tcount > ttable or 4.92 > 1.69 this means that h0 is rejected and h1 is accepted. so, the conclusion obtained is that the average score of the mathematical concept understanding ability test of students whose learning using ethnomathematics-based lkm has reached kkm = 70. from the results of t-test calculations, the value of tcount = 7.97 in class b. because tcount > ttable or 7.97 > 1,69 this means that h0 is rejected and h1 is accepted. so, the conclusion obtained is that the average score of the mathematical concept understanding ability test scores of students whose learning uses ethnomathematics-based lkm learning has reached kkm = 70. calculation results obtained by class a arithmetic zvalue = 1.89. with a real level of 5% obtained ztable = z(0.5 -0.05) = z0.45 = 1.64. because zcount > z0,5-0,05 then h1 is accepted. thus, it can be concluded that the proportion of students in learning using ethnomathematics-based lkm who achieve individual completion has achieved classical completeness by 75%. calculation results obtained by class b value of zcount = 2.05. with a real level of 5% obtained ztable = z(0.5 0.05) = z0.45 = 1.64. because zcount > z0,5-0,05 then h1 is accepted. thus, it can be concluded that the proportion of students in learning using ethnomathematics-based lkm who achieve individual completion has achieved classical completeness by 75%. this average difference test is used to compare the average ability of students' conceptual understanding in learning using ethnomathematics -based lkm in two different classes. a descriptive table to see the average difference between the two classes taught using ethnomathematics-based lkm can be seen in table iv. table iv description of the average difference between two classes n mean std. deviation std. error min max class a 38 79.53 6.763 1.196 66 92 class b 38 78.22 5.896 1.042 62 90 total 76 77.88 6.417 .662 60 92 from table iv, it appears that the average class a respondent is 79.53, class b has an average of 78.22. furthermore, to see the test we look at the anova in table v. assuming anova is the variance is the same. table v test of homogeneity of variance sum of squares df mean square f sig. between groups 224.909 2 112.454 2.839 .047 within groups 3604.804 91 39.613 total 3829.713 93 furthermore, to see if there is a difference in income between the three school groups. we see the anova table, from that table in the sig. obtained p-value = 0.047. thus, at the real level = 0.05, we reject h0, so the conclusion is that there is a significant difference in the average conceptual understanding ability based on the two classes. thus it can be concluded that the average ability of understanding concepts based on ethnomathematics is good even though journal of education, teaching and learning volume 5 number 2 september 2020. page 238-243 p-issn: 2477-5924 e-issn: 2477-4878 241 there are differences in the average ability of students to understand concepts. ethnomathematics-based lkm development is also adapted to the subject, namely the basic concepts of mathematics in elementary school so that it meets the students' needs in developing conceptual understanding skills. according to deda & disnawati (2019), ethnomathematics student worksheets using the context of the woven cloth motifs of the famenanu community can improve learning outcomes in ethnomathematics subjects. in line with this opinion, ethnomathematics-based lkm helps make it easier for students to understand mathematical concepts. in this study, ethnomathematics-based lkm also showed good results on student learning outcomes in elementary mathematics basic concepts courses. assessment of student outcomes during the learning process includes aspects of cognitive aspects and observation sheets. the cognitive aspects are obtained from assignments, quizzes, and post-tests (tests of the ability to understand mathematical concepts). the process of developing ethnomathematics-based ability test questions consists of 3 questions. the questions developed can be categorized as valid qualitatively and practically. valid is reflected in the results of the validator's assessment, where almost all validators state both constructs (developing mathematical literacy skills, rich in concepts) and language (according to the eyd, the questions are not convoluted, the questions do not contain multiple interpretations, the question and answer boundaries are clear). the development of learning devices has gone through the process according to the device development procedures specified in this study, namely the modification of the borg and gall (1979) model. based on the results of the validation, the learning device has been declared valid, but revisions are still needed. the revision of ethnomathematicsbased lkm is carried out mainly on the exposure of material must be accompanied by concepts according to the culture used in this study, as well as exercises to develop students' conceptual understanding skills. ethnomathematics-based lkm learning devices are said to be practical if after being tested in the experimental class they get positive student responses. student response data to ethnomathematics-based lkms were collected using the student response questionnaire sheet instrument provided by the researcher. from the results of filling out the student response questionnaire, it was found that students gave a positive response. behavior can be in the form of a change in the individual, either visible or hidden (simanjuntak & imelda, 2018). a pleasant feeling will result in students having a positive response to taking part in learning so that students are more confident. the response is a response or feeling of students after participating in learning. learning is said to be effective if after being tested it gets the following results: (a) students' ability to understand concepts on geometrical material problems, especially flatsystem shapes, achieves individual and classical completeness; (b) the ability to understand the concept of students in the test class of the ethnomathematics-based lkm device there is no difference between the two trial classes. the instruments used in testing the effectiveness of the learning tools were (1) tkpkm which had been compiled using indicators of the ability to understand mathematical concepts. the results of the test of students' ability to understand mathematical concepts are obtained, analyzed, and used to determine the effectiveness of the learning tools being developed. based on the results of the tkpkm completeness test, the group of students with ethnomathematics-based lkms achieved the minimum completeness criteria (kkm) of 70. meanwhile, based on the classical completeness test, it showed that the group of students with ethnomathematicsbased lkm achieved classical completeness. this shows that students in the ethnomathematics-based lkm class achieve completeness in learning kkm. learning using ethnomathematics-based lkm has brought students to achieve learning completeness, therefore learning using ethnomathematics-based learning can be used to train students' ability to understand mathematical concepts. this is in line with disnawati & nahak (2019), the developed worksheets can be indicated from the learning outcomes of students both in writing and orally during the field test. more than 80% of students achieved the completeness criteria and based on questionnaires and interviews it was found that students were very fond and motivated to learn mathematics using ethnomathematicsbased worksheets. based on the research results, during the learning process students are allowed to construct their own experiences in solving problems of understanding mathematical concepts. learning using ethnomathematics-based lkm provides a meaningful learning process for students. this causes the ability of student concept understanding to increase and the tkpkm results of students have exceeded the value of the research target. the number of students in the trial class who completed the kkm had also reached classical mastery. this result is in line with the research of setiana and ayuningtyas (2018) that the ethnomathematics-based student activity sheet (lks) developed is effective because the percentage of classical completeness on the mathematics test results has exceeded 75%. learning using ethnomathematics-based lkm emphasizes the use of real problems and questions that are following the indicators of understanding concepts related to culture in singkawang city to support students' ability to understand concepts. emphasis on the use of cultural problems following the 2013 curriculum so that learning is more meaningful. the results of this study are in line with research by khalimah et al. (2017) that ethnomathematicsbased worksheets in mathematics learning given will feel meaningful for students and can develop their ideas. based on the results of the analysis, it was concluded that the average value of the test scores for the ability to understand the concepts of class a and class b of the pgsd stkip singkawang study program was different in the flatsided building material. the results of data processing using journal of education, teaching and learning volume 5 number 2 september 2020. page 238-243 p-issn: 2477-5924 e-issn: 2477-4878 242 the mean difference test indicate that the device trial class has an average value of the ability to understand different concepts. the results obtained by class a are higher because when the learning process student activities are more enthusiastic. meanwhile, class b student enthusiasm also looks very good or enthusiastic. if it is concluded that learning using ethnomathematics-based lkm has a good impact on the test results of the ability to understand mathematical concepts. the use of ethnomathematics-based worksheets in hindu ceremonial facilities (banten upakara) in bali which is related to the concepts of flat wakes in everyday life makes learning more meaningful (paramartha, suharta, & parwati, 2020). the development of learning tools using ethnomathematics-based lkm by supporting the ability to understand mathematical concepts is very likely to take place because learning can take place by implementing online learning. the development of ethnomathematicsbased lkm learning tools by supporting the ability of students to understand mathematical concepts in the trial class creates a learning process and knowledge transfer that is more optimal than that, so it is only natural that the ability of students to understand mathematical concepts in the device testing class say good. oktarina, luthfiana, & refianti (2019) stated that the ethnomathematics-oriented student worksheet based on the guided discovery that was developed was declared valid, practical, and potential in improving student learning outcomes on flat-sided building materials. iv. conclusions development of learning tools. which has been modified, produces learning tools using the ethnomathematics-based student work institute (lkm) that are valid and practical, and are effective. the development of ethnomathematicsbased lkm learning materials for students' flat-sided shapes resulted from valid learning tools. ethnomathematics-based lkm learning devices on the material of student's flat-sided wake which are developed practically learning tools developed are practical because after being tried out, the students give a positive response. implementation of ethnomathematics-based lkm learning is effective. the learning is said to be effective because after being tested, the results are: (1) the average ability of students' concept understanding using ethnomathematics-based lkm has reached individual and classical completeness at the kkm limit = 75 and the classical completeness limit is 75%; (2) the ability to understand mathematical concepts in the learning class using ethnomathematics-based lkm has no difference acknowledgment thanks to stkip singkawang for facilitating this research to be carried out, thanks to the directorate of research and community service directorate general of research and technology strengthening and development of the ministry of research, technology and higher education by the 2020 budget year research contract with contract number 398 / l11 / km / 2020. references aqib, z. (2012). pendidikan karakter di sekolah membangun karakter dan kepribadian anak. bandung: yrama widya. bodie, z., a, kane., and a, j. marcus. (2002). investments. boston: mcgraw hill. borg, walter r., gall, meredith d. (1979). educational research. new york: longman brav, a., & heaton, j.b. (2002). competing theories of financial anomalies. review of financial studies 15, 575–606. campbell, r. h., lins, k. v., & roper, a. h. (2004). the effect of capital structure when expected agency costs are extreme. journal of financial economics, 445−460. deda, y. n., & disnawati, h. (2019). pengembangan lembar kerja mahasiswa (lkm) etnomatematika menggunakan konteks motif kain tenun timor. jurnal karya pendidikan matematika, 6(2), 20-26. disnawati, h., & nahak, s. (2019). pengembangan lembar kerja siswa berbasis etnomatematika tenun timor pada materi pola bilangan. jurnal elemen, 5(1), 64-79. febriani, m. (2016). pemanfaatan lembar kerja mahasiswa untuk meningkatkan keaktifan mahasiswa. jurnal pendidikan bahasa dan sastra, 16(1), 203-212. jacobus, a. 2018. penggunaan media ‘bungnge tallo’ untuk meningkatkan pembelajaran bilangan kubik pada siswa sekolah dasar. jurnal dikdaktika pendidikan dasar, 2(2). khalimah, n., farin, k. i., nikmah, m., ni’mah, k., & jatmiko, j. (2017). budaya kediri dalam pembelajaran matematika (pengembangan lembar kegiatan siswa (lks) berbasis etnomatematika melalui pendekatan saintifik). jipmat, 2(1). oktarina, a., luthfiana, m., & refianti, r. (2019). pengembangan lembar kerja siswa (lks) etnomatematika berbasis penemuan terbimbing pada materi bangun ruang sisi datar. jurnal pendidikan matematika: judika education, 2(2), 91-101. paramartha, i. g. l., suharta, i. g. p., & parwati, n. n. (2020). penerapan lembar kerja siswa (lks) matematika berbasis etnomatematika untuk meningkatkan kemampuan pemecahan masalah dan membangun karakter positif siswa. journal for lesson and learning studies, 3(1), 30-40. prastowo, a. (2011). panduan kratif membuat bahan ajar inovatif. yogyakarta: diva press. setiana, d. s., & ayuningtyas, a. d. (2018). pengembangan lembar kegiatan siswa (lks) matematika berbasis etnomatematika kraton yogyakarta. science tech: jurnal ilmiah ilmu pengetahuan dan teknologi, 4(2), 67-74. journal of education, teaching and learning volume 5 number 2 september 2020. page 238-243 p-issn: 2477-5924 e-issn: 2477-4878 243 simanjuntak, s. d., & imelda, i. (2018). respon siswa terhadap pembelajaran matematika realistik dengan konteks budaya batak toba. mes: journal of mathematics education and science, 4(1), 81-88. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 46-52 p-issn: 2477-5924 e-issn: 2477-4878 46 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. factual model of internal quality assurance system of private higher education institutions in indonesia andi mursidi 1) , tri joko raharjo 2) , sugiyo 3) , arief yulianto 4) 1) stkip singkawang, singkawang, indonesia e-mail: andimursidi@hotmail.com 2) universitas negeri semarang, semarang, indonesia e-mail: trijokoraharjo@mail.unnes.ac.id 3) universitas negeri semarang, semarang, indonesia e-mail: sgy11@mail.unnes.ac.id 4) universitas negeri semarang, semarang, indonesia e-mail: ariefyulianto@mail.unnes.ac.id abstract. quality has increasingly become an important success determiner for higher education institutions. the education quality highly depends on the quality of all management systems run by the higher education institutions. this research aims at explaining the factual model and identifying the main factors influencing the implementation and development of quality assurance system of private higher education institutions in west kalimantan province, indonesia. research and development (r&d) method was used as the research methodology to develop the model. data collection processes start by interviewing the stakeholders of internal quality assurance system at higher education institutions and then distributing questionnaires related to the implementation of internal quality assurance system at each higher education institution. the collected data was then analyzed and synthesized into the factual model. the obtained factual model consisted of three steps: planning, implementing, and evaluating the internal quality assurance. from this factual model, it is revealed that the implementation of internal quality assurance system of private higher education institutions in west kalimantan province, indonesia has not completely become a part of higher education institution accountability orienting on the higher education quality assurance, but more on the temporary purposes, such as higher education institution accreditation purposes. keywords: factual model of internal quality assurance; internal quality assurance system; higher education accountability i. introduction education quality is greatly necessary and essential since it has become the main purpose of education management. the quality and mechanism of sustainable development and standard improvement are greatly required in education management (mursidi et al., 2019). based on the ministry of research, technology, and higher education of the republic of indonesia regulation number 62 year 2016 last amended with the ministry of education and culture of republic of indonesia regulation number 3 year 2020, the higher education institution quality assurance standard is a systematic activity to improve the higher education institution quality assurance with planned and sustainable ways. the higher education institution quality is related to the fitness between the higher education institution managers and standards consisting of higher education national standards and higher education standards set by each higher education institution. the purpose of higher education institution quality assurance system is to guarantee the fulfillment of higher education institution standards in systematic and sustainable ways that the quality culture grows and develops at each higher education institution in indonesia. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 46-52 p-issn: 2477-5924 e-issn: 2477-4878 47 private higher education institutions in west kalimantan manage both academic and vocational education institutions, have the excellence in producing graduates to become academicians, prospective teachers, professional workers, and researchers in both local and national level, as well as preserve and realize the national identity in the society. in 2020, there are 4,782 higher education institutions in indonesia with 46 of which in west kalimantan province. the higher education forms in west kalimantan province consist of 5 universities, 2 institutes, 19 colleges, 2 polytechnics, and 18 academies. those higher education institutions have performed both internal and external quality assurance (accreditation), (pangkalan data perguruan tinggi [higher education database], 2020). the internal quality assurance system of higher education institutions in west kalimantan has so far been developed following the directions from the ministry of education and culture. this system consists of three important operational elements: quality control, quality investigation, and quality evaluation. the system emphasizes on the improvement of input, process, and output quality. this system directs itself to the uniformed and sustainable quality improvement of the higher education performance (mursidi et al., 2018). however, some problems occurred when evaluating the internal quality based on the internal quality assurance of higher education institutions as reflected from the accreditation results of higher education institutions in west kalimantan that only 17 higher education institutions had good (b) accreditation, while the other 29 higher education institutions had fair (c) accreditation. the indonesian government has set the same quality standard. it means that theoretically those higher education institutions have the same quality standards, but the results were in fact different. this condition encourages the researcher to figure out the triggering factors. a. research questions 1. what is the factual model of internal quality assurance system belonging to the private higher education institutions in west kalimantan province? 2. how is the evaluation of internal quality assurance system belonging to the private higher education institutions in west kalimantan province? b. research objectives a. explaining the factual model of internal quality assurance system belonging to the private higher education institutions in west kalimantan province. b. evaluating the internal quality assurance system belonging to the private higher education institutions in west kalimantan province. ii. literature review the concept of quality assurance in higher education some researches and articles have been published since 1990, investigating and focusing on various aspects or quality problems in higher education — see kanji and tambi (1998); kanji, malek, and tambi (1999); watty (2006); becket, and brookes (2008); markulík and nagyová (2009); kohoutek (2009); srikanthan and dalrymple (2002); stephenson and yorke (2012); zgodavova, urbančíková, and kisela (2015); mursidi et al. (2018). many different opinions in this field have been studied and continued until now. some argued that the higher education quality is not clear and multi-dimensions — see krause (2012) and schindler et al. (2015). however, some others had different views and opinions related to higher education quality that can be used as references. for instance, hossain and hossain (2019) have conducted studies as the first initiatives reported in the higher education researches explaining the quality management as the multi-order hierarchical reflective model. the quality management system of higher education institutions can be explained as the third model, in which the quality management reflected by its education, administration, and social quality. spencer-matthews (2001) from the business faculty, university of southern queensland in brisbane (australia) has presented a case study using an action research as the efforts to implement the quality management system at the academic department of higher education institutions. he argued that the technical changes are easy to reach, while the quality cultural implementation only reached the false acceptation which had not been completely realized. there were critical discussions on the dynamics behind the development and internationalization of quality assurance policies and practices in higher education institutions in slovenia, focusing on the formation of national quality assurance institutions, introduction to accreditation system, and development of quality assurance institutions in the studies realized by komotar (2018). in europe, when adapting what is known as bologna process, a special document entitled quality assurance standard and guidance in the european higher education areas published by enqa. j. kohoutek (2009) has collected many interesting findings on the practical implementation of this document both strengths and weaknesses, dealing with the accreditation process as presented by manatos and huisman (2020). some strengths and weaknesses are attached to the higher education system in the world. three elements consisting of research development and structure, quality, and capacity have been checked in the literature review by ashour and fatima (2016) in the united arab emirates (uae). those studies asserted that well-structured quality assurance system is one factor possibly improved the quality of education processes. the mixed method perspectives in the effectiveness determining investigation related to the quality assurance at higher education institutions were presented by seyfried and pohlenz (2018). the survey data from germany higher education institutions was collected to analyze how far the quality managers consider their approach to the quality assurance is effective. higher management supports from the higher education institution and cooperation with the other education institutions were the relevant prerequisites for bigger quality assurance effectiveness level, said seyfried and pohlenz (2018). journal of education, teaching, and learning volume 5 number 1 march 2020. page 46-52 p-issn: 2477-5924 e-issn: 2477-4878 48 the quality assessment is defined as a quality assessing process to what provided by an organization to satisfy its customers. the quality assurance system assessment in the higher education processes should become an integral part of the functioning university management system. noaman et al. (2015) have presented the higher education quality assessment model proposed by noaman et al. (2015) which resulted in an important recommendation for higher university authority to reach the requested qualified services. the conducted discussions up to now related to the higher education quality and its measurement are due to the maureen tam‘s two important considerations (tam, 2001) saying that the higher education activity center possibly maximizes the students‘ education development; and sustainable development possibly maximizes the students‘ learning and development which remain becoming the university‘s main objectives and concerns related to the higher education quality and measurement. the measurement of three quality dimensions (design quality, fitness quality, and performance quality) in higher education was performed by widrick, mergen, and grant (2002). the proposed framework and discussed in this research were build based on the model developed by mergen, grant, and widrick (2000). one set of measurement, together with some instruments to measure those three quality dimensions has been proposed. many quality management initiatives, especially in service industries died since the higher education organizations failed to measure the result. the proposed framework enables the higher education institution to implement and measure the quality initiatives better (widrick, mergen, and grant, 2002; mergen, grant, and widrick, 2000). an explorative study discussing the perceptions of university representatives related to the quality was conducted by four public universities in kurdistan area, irak by atrushi and woodfield (2018). their research explored the higher education system from the perspectives of academic staffs and university leaders, focusing on the system quality evaluation. besides, an obvious difference within the perceptions on the higher education quality was found among staffs, students, and employers (dicker et al., 2018). bennett (2019) has analyzed possibilities, deficiencies, and benefits from the higher education quality assessments. morosini et al. (2016) reminded us that the quality and performance measurement should become an important part of quality management at higher education. they proposed and organize a set of performance indicators in five categories including internationalization, management, learning quality, pedagogical innovations, and professional education or development. iii. methodology the purpose of this research is to identify, in the form of exploration, the implementation of higher education institution internal quality assurance system. to reach the goal, an explorative-qualitative research approach was conducted hair et al. (2003) adopted based on a case study yin (2003). the need to be involved in this explorative research was due to the lack of research focusing on the demands of stakeholders, higher education participations and relevancy in establishing the quality assurance system in which there was only some or even no research agency that a researcher was required to tentatively figure out the reality in the field (selltiz, wrightsman, and cook, 1976). thus, this qualitative research approach with non-representative (but significant) samples obtained from the target population was proven the fittest to result in an initial finding related to the stakeholders and its relevancy represented by the institutions both individually and publicly. the studies covered the factual model development concept. the data obtained from the previous studies was analyzed and synthesized to form the evaluation approach related to the internal quality assurance system implemented by the higher education institutions. the approach elements covered planning, implementation, and evaluation of internal quality assurance system. the research was conducted due to the research and development (r&d) principles. this research and development methodology was in line with the factual model development process. the implementation of factual model development research for this internal quality assurance system of higher education was conducted with the following working stages: (1) analyzing the documents, researches, concepts, and theories related to the quality factual model, indicators, and criteria of higher education; (2) interviewing experts to obtain information related to conditions, problems, and obstacles in implementing the internal quality assurance and formulate the factual model of internal quality assurance system; (3) synthesizing the information analysis result above to develop the factual model. analysis and synthesis were conducted on models, indicators, and criteria of internal quality assurance system implementation. analysis and synthesis covered 5 private higher education institutions in west kalimantan province, indonesia. concept analysis to prepare the factual model for the internal quality assurance system of higher education was based on four education evaluation standard instruments; utility standard, fitness standard, propriety standard, and accuracy standard (stufflebeam and shinkfield, 1990). for the data accuracy obtained, the researcher also distributed the questionnaires to 50 respondents from 5 higher education institutions to measure the implementation of private higher education institutions‘ internal quality assurance systems in west kalimantan province. the questionnaire has been tested based on its validity and reliability, while the measurement of internal quality assurance system implementation at private higher education institutions in west kalimantan province was conducted using a frequency testing. the information of interviews conducted on 5 respondents as persons in charge for quality assurance from 5 higher education institutions as the research samples. the information was related to conditions, problems, and obstaclesin implementing the internal quality assurance and journal of education, teaching, and learning volume 5 number 1 march 2020. page 46-52 p-issn: 2477-5924 e-issn: 2477-4878 49 factual model required for the internal quality assurance system. iv. results and discussion a. results the research result was presented in the form of factual model by including the following elements: (1) internal quality planning, (2) quality implementation, follow up and evaluation, and (3) sustainable quality improvement. the internal quality assurance system process based on the frequency testing data processing due to the questionnaires distributed to 50 respondents from 5 higher education institutions showed the responses with the answers of highly disagree by 0%, disagree by 44.4%, neutral by 8%, agree by 24.4% and highly agree by 63.2%. thus, it can be concluded that most respondents agreed with the implementation of quality assurance at higher education institutions. the data obtained from this frequency testing was then integrated with the results of interview, document, and observation tracing that the factual model of internal quality assurance system at private higher education institutions in west kalimantan province was eventually arranged. there are three problems to discuss: (1) factual model development, (2) data collection instrument, analysis, and summary, and (3) planning, implementation, and evaluation aspect related to the internal quality assurance system. a. factual model development in this research, the factual model was developed through the experts‘ critics, suggestions, and data collection results from the higher education institutions. the factual model development in this research was in accordance with the result of research conducted by yeamsang (2007) in which the model was developed through the initial studies on state of knowledge management. this research was also in accordance with the result of research conducted by cheunchey (2007) that the researcher developed the model from the previously related literature studies. he then analyzed and synthesized the collected model elements. besides, this research was in accordance with the result of research conducted by saisophon (2007) who completed the model by validating, trying, and testing the efficiency, and then completed the model. the factual model developed was as presented in fig. 1. the internal quality assurance system planning aspect of private higher education institutions in west kalimantan province showed that those higher education institutions have not had good quality standards since they had no preliminary data (baseline), no partnership and the stakeholders had poor commitments in developing good quality culture. consequently, the quality assurance planning process at the study programs and higher education institutions were not well synchronized that the accreditation results were less optimum. meanwhile in the implementation aspect, since the planning was not good, the quality assurance documents were only used as the accreditation documents and never used as the implementation of good quality culture. moreover, the accreditation did not precisely measure in details: what quality standard was actually implemented, how was the implementation of that quality standard, and how the quality auditing processes were made. the impact was that the accreditation result was less optimum. the quality evaluation aspect was in fact not yet implemented, if the incidental quality auditing result has not been used as input materials for the quality standard improvement. thus, the implementation of internal quality assurance system has not impacted on the performance improvement at the study programs and higher education institutions. b. discussion similar findings between this research and the previous ones (hossain and hossain, 2019; komotar, 2018; manatos and huisman, 2020; mursidi et al., 2018; seyfried and pohlenz, 2018) were resulted from the following factors: 1) education standard specification enables all internal staff members adjust with their specified responsibilities. 2) education management development planning is focused on higher education institutions‘ education standards. it is essential to make planning since planning is the first step to follow a series of steps and to effectively reach the goal. 3) administration management and information system help encourage, support, facilitate the internal quality assurance. 4) most education management development planning elements are followed. 5) follow up management and education quality assessment indicating the assessment and study improvement of education quality were presented in the evaluation reports. assessing and studying the education quality are important mechanisms to activate the improvement and feedback. 6) the internal quality evaluation based on the education standards results in better understanding between the managers and lecturers. consequently, they can effectively perform the internal quality evaluation. 7) the internal quality evaluation annual report is a good factor, yet not concretely used and published since staffs probably have no ability to write the repots or instructions when those are not clearly explained. 8) sustainable education quality improvement promotion is one factor required to develop and assess the education quality assurance system performance. journal of education, teaching, and learning volume 5 number 1 march 2020. page 46-52 p-issn: 2477-5924 e-issn: 2477-4878 50 figure 1: factual model of internal quality assurance system of private higher education in west kalimantan province source: (processed) research results to follow all factual model organization processes, the researcher simultaneously discussed the steps used in the designed factual model. conceptual and theoretical studies on the evaluation instrument creation and development were made. the concept of factual model development and evaluation instruments of internal quality assurance system implementation at higher education institutions in this research was based on that proposed by gulicson (2008) asserting that there are four evaluation standard instruments; utility standard, fitness standard, propriety standard, and accuracy standard as well as the implementation of internal quality assurance system at stkip singkawang (mursidi et al., 2018). this research result was also in accordance with the concept proposed by davies related to indicators and evaluation criteria (pupat, 1972) as well as the internal quality assurance system development of higher education (mursidi et al., 2019). the evaluation criteria in this research were classified into scientific criteria, performance criteria, and score criteria. the model evaluation approach was consistent with the six approaches (worthen and sander, 1973). the evaluation instrument characteristics in this research were in accordance with the concept proposed by popham (1999) stating that those instruments should have validity, reliability, discrimination, objectiveness, difficulty, exemplification, search, commonness, and efficiency. the obtained data showed that most internal quality assurance system results were at the ―medium‖ level. this is in accordance with the external quality assurance results (accreditation results). thus, it can be concluded that since most higher education institutions do not completely perform the plan-do-check-act (pdca) cycles, they also have less follow up systems and assessments as well as awareness on the importance of internal quality assurance.  unclear quality standard  no preliminary quality data (baseline).  no benchmarking/ partnership  higher education institution leaders‘ poor commitments universities leader planning evaluation implementation  less focusing quality standard  quality documents were only limited to the fulfillment for the accreditation documents  quality implementation only runs when approaching the accreditation time  quality control has not well run  less optimum function of quality auditing institution  the audit result has not been evaluated for the sustainable performance improvement not in line with the running processes at the study programs and higher education institutions no improvement was made related to the quality standard established in the planning  ban-pt assessors only asked the proofs of each accreditation instruments  accreditation instruments cannot completely measure the applicable sn dikti accreditation result has not reflected the study program performances and has not impacted the higher education institution performance improvement journal of education, teaching, and learning volume 5 number 1 march 2020. page 46-52 p-issn: 2477-5924 e-issn: 2477-4878 51 v. conclusions a. conclusions a. the factual model organized based on the field findings show that the higher education quality assurance is still only for the temporary purposes, such as accreditation purposes, not as the higher education institutions‘ efforts to guarantee their accountabilities. b. the internal quality assurance system implementation of private higher education institutions in west kalimantan barat province shows many weaknesses, such as poor follow up systems, archiving systems, awareness, evaluation understanding, administrative management system and standards that improvements are greatly required. c. it is important to follow up and evaluate the mechanisms regularly related to all quality assurance standards. besides, to evaluate the internal quality assurance of higher education institutions, all staffs from any level are required to improve their awareness on the importance of quality assurance. those staffs responsible for the quality assessment system should be well managed and clear. b. suggestions based on the significances and problems in the internal quality assurance system implementation as mentioned above, the internal quality assurance system should be well developed. to develop this model, the evaluation concepts and theories orienting on the system decisions are included. some evaluation techniques orienting on collaboration, such as an approach focusing on the utilization, empowerment evaluation, and collaborative evaluation are also used. the approach focusing on the utilization aims at obtaining benefits possibly earned by the evaluated organizations. the approach process focusing on the utilization requires collaboration. collaboration is an effort to collect all groups of stakeholders to participate in organizing the quality assurance standards of their higher education institutions. a constructive model development can be performed in the next research stage since the constructive model is considered as on factor helping the 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[crossref] https://www.scielo.br/ https://doi.org/10.25139/sng.v8i1.671 http://dx.doi.org/10.1080/03075079.2015.1034262 http://dx.doi.org/10.18870/hlrc.v5i3.244 http://dx.doi.org/10.1080/21568235.2018.1474777 http://dx.doi.org/10.1080/02602930020022282 http://dx.doi.org/10.1080/1353832022000031656 http://dx.doi.org/10.1080/13538320120045076 http://dx.doi.org/10.1080/13538320601051101 http://dx.doi.org/10.1080/09544120120098609 http://dx.doi.org/10.12776/qip.v19i2.610 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 388-392 p-issn: 2477-5924 e-issn: 2477-8478 388 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. an evaluation of the use of flashcard for teaching vocabulary at kindergartens in sintang henry elisa 1) , tuti 2) 1) stkip persada khatulistiwa, sintang, indonesia e-mail: henryelisa.edu@gmail.com 2) stkip persada khatulistiwa, sintang, indonesia e-mail: tutiidris10@gmail.com abstract. vocabulary plays an important role in determining the students’ ability for speaking because it is basic before children can produce words. therefore, the teacher needs media as a tool to introduce those words to their students in the classroom. flashcards is one of the media usually used by teachers at kindergartens in the sintang regency for teaching vocabulary for young learners. this research aims to evaluate the effects of using flashcard media for teaching vocabulary and identify the teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in sintang regency, west kalimantan. this descriptive research qualitative research as an evaluation study is designed to explore the effects of the media on the students and teachers’ perspective. the data in this research were gathered through questionnaires with fifty-one participants and a semi-structured interview with five participants in sintang regency. the data analysis techniques used scale likert in order researchers know how the use of flashcards by the teachers. the study’s results revealed that teachers believe that using flashcards is essential for teaching vocabulary to young learners. thus, the teachers have various flashcards that can be applied for teaching vocabulary to young learners, for using colourful flashcards with different sizes. it is expected that this research gives references and knowledge for the kindergarten teachers who teach young learners so they could use the same media but with different types of flashcards types. keywords: flashcards; teaching media; teaching vocabulary; vocabulary; kindergarten i. introduction teaching vocabulary is one of the teaching activities at kindergarten. various vocabularies can be taught to the students such as parts of the body, animals, family members, etc. the teacher should be able to choose appropriate vocabularies that are going to be taught for them. the vocabularies must be useful for the students after they have learnt. so, the vocabularies that they have learnt in the classroom will help them in communicating with people in their environments such as in their family, with neighbours and also in other public places. in choosing the vocabularies, the teacher should decide the kind of vocabulary such as productive vocabulary that is the set of words that an individual can use when writing or speaking. they are words that are well-known, familiar, and used frequently by people in daily communication. conversely, receptive, or recognition, vocabulary is that set of words for which an individual can assign meanings when listening or reading them in their daily communication. from a preliminary observation which had done at kindergartens in sintang regency. the researchers found that they have different abilities in vocabulary mastery. this condition should be overcome. therefore, the researchers tried to interview groups b teachers at the kindergarten to get brief preliminary information about the kinds of media which are using by them in teaching vocabulary. one of the media used for teaching vocabulary is flashcard. this media is used to help the students to know and understand the meaning of vocabularies. there are some researchers which have been conducted related to the use of flashcard for teaching vocabulary. firstly, the research of using flashcard media was conducted by taghizadeh, vaezi, and ravan (2017) through their study to find the effect of this media on the students’ vocabulary knowledge of iranian preschoolers. based on the results of the research, the use of flashcard as one of the media in teaching http://creativecommons.org/licenses/by-nc/4.0/ mailto:henryelisa.edu@gmail.com mailto:tutiidris10@gmail.com journal of education, teaching, and learning volume 5 number 2 september 2020. page 388-392 p-issn: 2477-5924 e-issn: 2477-8478 389 vocabulary for preschooler’ students had positive effects on their english vocabulary knowledge. secondly, herlina and dewi (2017), through their classroom action research to develop the students‟ understanding of english vocabulary. the result of data obtained on the action of learning vocabulary has shown an increase in understanding. this research aims to evaluate the effects of using flashcard media for teaching vocabulary and identify the teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in sintang regency, west kalimantan. this research is different from previous studies because researchers only focus on the effect and response of the teachers towards the use of flashcards. ii. literature review a. teaching vocabulary vocabulary is one of the core components in teaching language. this statement is supported by hatch and brown (1995) who said, “vocabulary is the foundation to build languages, which plays a fundamental role in communication”. it describes that by mastering vocabulary; people can express their ideas and understand the other basic competence well. laufer in khodareza and komachali (2012) also stated that vocabulary learning is at the heart of language learning and language use. as the result, vocabulary makes the essence of a language this means that one can learn the language without know vocabulary. language teaching specialists generally agree that vocabulary is one of the most important aspects for foreign language learners to acquire since it is critical in conveying the meaning of a message. teaching english vocabulary by using flashcards as media does improve the students’ vocabulary mastery (widiastuti, 2014) in line with that annisa (2013) suggested the teachers need to help students to provide before presenting meaning or form of vocabulary items, teachers need to notice some considerations such as the type of the vocabulary, the students’ level and characteristics, and also the value of the techniques for the learners. cameron (2011) also emphasizes children seek attention and purpose in what they see other people doing, bringing their knowledge and experience to their attempts to make sense of other people action and language. many studies have addressed the role of word meaning in l2 vocabulary learning. besides, teachers suggested using the real objects technique as often as possible when presenting vocabulary to young learners especially when the words are concrete. young learners can be easy to remember words when the teacher uses gesture, pictures, and realia. an easy way to comply with the conference paper formatting requirements is to use this document as a template and simply type your text into it. b. teaching media according to richard & schmidt (2010), media is a general term for television, radio and newspapers considered as a whole and as ways of entertaining or spreading news or information to a large number of people language teaching, teaching materials which involve the use of different kinds of media such as visual and printed media are sometimes known as multimedia or mixed media. he mentions some of the advantages of using media. flashcard is one of the media in teaching and learning vocabulary is the use of flashcard. a flashcard is a cardboard consisting of a word, a sentence, or a simple picture it. flashcard is perhaps worth mentioning at this point, even though they are not only words but can be words and pictures. however, being used similarly as picture flashcard, they can often enrich the lesson. on top of that, those two can be indeed combined and applied together. taghizadeh and ashoori (2011) investigated the effects of using flashcards and word lists on efl students‟ learning of foreign language vocabulary. the result of their study indicated that there is no significant difference in the efficiency of flashcard compared to word lists and also offered partial support to the hypothesis that flashcard could lead to better learning than word lists. as the above literature review indicates, research on the effectiveness of using flashcard in the teaching and learning process is limited. whether flashcards can be used to positively facilitate teaching and learning vocabulary remains to be studied. eslahcar (2012) point out, flashcard can be a fun, colourful, and creative way to aid in memory and retention of vocabulary words. flashcards are a tried and tested teaching and learning device inside and outside the classroom, for young learners and adults alike. aspects that must be implemented by teachers is the ability to pack good learning media in the learning activities of students. one of the media that can be applied is flashcard media. flashcard is practical and applicable media, this media is used as a visual media in the pouring messages and symbols of communication (herlina, 2017). whether flashcard can be used to positively facilitate teaching and learning vocabulary remains to be studied. flashcard is a sort of card which had been developed to store information. the information which is of greater importance can be easily stored on the flashcard as its primary purpose is to store the information for the easy of the people (amalia, 2018). haycraft and cross in nugroho, nurkamto, and sulistyowati (2012) that the flashcards can be arranged to create a logical grouping of target words which assist learners in memorizing words easier. according to richard and schmidt (2010), flashcards is economical, the teacher no need to buy a set of cards yet they can create by themselves. it is also handy and efficient, the students can bring it everywhere. here are the examples of flashcard; 1) big picture flashcard big picture flashcard is very hopeful tools in presenting and drilling forms of new words since they draw learners‟ attention and make these often boring activities more enjoyable and that is exactly what teachers need when presenting new language to teach their learners‟ full attention. 2) small picture flashcard plenty of variations of these cards are typically applied in communicative activities in pairs or small groups of journal of education, teaching, and learning volume 5 number 2 september 2020. page 388-392 p-issn: 2477-5924 e-issn: 2477-8478 390 students, thus finding a meaningful role in reviewing and practising vocabulary. 3) words flashcard usually, flashcard grouped appropriates with their varieties, for example, a group of picture family, animals, vegetables, etc. flashcards used for all content of the class. a teacher usually uses flashcard by holding them then shows them quickly to the students. iii. methodology a. participants the study was conducted at kindergarten in sintang, west kalimantan. participants in this study were the teachers at the kindergartens in kecamatan sintang. they were principals and group b’ teachers, all of them have been teaching at the kindergartens for a few years. all the participants were selected from the online data of the kindergartens’ lists in the ministry of education and culture website; if the participants initially interested in taking part an online meeting was arranged where they could be fully briefed regarding the requirement of the study. all participants data were collected from june to july 2020. a total of sixty-four teachers were listed as the participant and fifty-one agreed to take part (79.68% positive response). they took part in this study by filling in the online questionnaires and interview through voice call. to help some participant who got a problem in operating their devices to fill the online questionnaire, the researchers asked their assistants to meet the participants directly and help them to fill the questionnaires or give them manual questionnaires. b. design an evaluation study was carried out with the primary aim to evaluate the effects of using flashcard media for teaching vocabulary and to identify teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in sintang regency, west kalimantan. to get the data in this research, the researchers used questionnaires and semistructured interviews. the questionnaires were given to the participant to get the data about the teachers’ response toward the use of flashcards. then, the data were displayed in the form of diagrams to see the percentage of the teachers’ response. c. procedure the researchers decided to conduct the study because they were interested to evaluate the effects of using flashcard media for teaching vocabulary and identify teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in sintang regency, west kalimantan. from a preliminary study conducted in sintang, west kalimantan and interview with the head of the indonesian kindergarten teacher association of sintang regency. then, the researchers decided to choose the kindergarten’ teachers in sintang, west kalimantan as the participants in this research. because of the covid-19 pandemic impacts that make the teachers must do work from home, the data collection for this research must be done online. so the online questionnaires were given to the participants. for some teachers who got a problem in operating their devices to answer the questionnaires, they were helped by the researchers’ assistants who came to the participants’ place directly by keeping obey the standard of covid-19 healthy protocol. to confirm the data gathered by the questionnaires, the researchers conducted a semi-structured interview. the data analysis techniques researchers use in this researcher was scale likert. it was done by four steps such as editing, coding, scoring tabulating the data into excel after that the needed data researchers need input to spss. from the spss the researchers got the final result. iv. results and discussion a. results 1) the effects of flashcards as teaching media the use of flashcards for teaching vocabulary to the students at kindergartens during the process of teaching and learning. it can help to develop the students’ ability in learning vocabulary which can be seen in table ii to table vi. the data were analyzed using spss, the number of participants who took part in this study can be seen in table i. table i the number of respondents questionnaires respondents valid missing x1.1 51 51 0 x1.2 51 51 0 x1.3 51 51 0 x1.4 51 51 0 x1.5 51 51 0 x2.1 51 51 0 x2.2 51 51 0 x2.3 51 51 0 x2.4 51 51 0 x2.5 51 51 0 table i shows there are 51 respondents which answered the questionnaires. table ii learning interactivity valid frequency percent valid percent cumulative percent s 42 82.4 82.4 82.4 ss 9 17.6 17.6 100.0 total 51 100.0 100.0 table ii indicates the result of questions 1. learning more interactive (n51, there are 82.4% agree and 17.6% strongly agree). table iii reports the result of questions 2. students are more easily grasp the vocabulary that is being taught. for all participants (n=51), there are 74.5% of participants agree and 23.5% strongly agree. table iv shows that students are more enthusiastic about learning. for all participants (n=51), there are 74.5% of participants agree and 23.5 participants strongly agree and only 2% of participants disagree. journal of education, teaching, and learning volume 5 number 2 september 2020. page 388-392 p-issn: 2477-5924 e-issn: 2477-8478 391 table iii ease of understanding vocabulary valid frequency percent valid percent cumulative percent ts 1 2.0 2.0 2.0 s 38 74.5 74.5 76.5 ss 12 23.5 23.5 100.0 total 51 100.0 100.0 table iv student enthusiasm in learning valid frequency percent valid percent cumulative percent tt 1 2.0 2.0 2.0 s 38 74.5 74.5 76.5 ss 12 23.5 23.5 100.0 total 51 100.0 100.0 table v ease of remembering vocabulary valid frequency percent valid percent cumulative percent sts 1 2.0 2.0 2.0 tt 1 2.0 2.0 3.9 s 37 72.5 72.5 76.5 ss 12 23.5 23.5 100.0 total 51 100.0 100.0 table v reports the result of questions 4. students find it easier to remember the vocabulary during the teaching and learning process. for all participants (n=51), there are 72.5% of participants agree and 23.5% strongly agree and only 2% strongly disagree. table vi focus on learning valid frequency percent valid percent cumulative percent sts 1 2.0 2.0 2.0 ts 2 3.9 3.9 5.9 tt 4 7.8 7.8 13.7 s 40 78.4 78.4 92.2 ss 4 7.8 7.8 100.0 total 51 100.0 100.0 table vi reports the result of questions 5. the students are more focus during the learning process for all participants (n=51), there are 78.4% of participants agree and 7.8% neutral and only 3.9% disagree. 2) teachers’ response toward the use of flashcards the kindergarten teachers have used flashcards as one of the teaching media in their classroom give a good response toward the implementation of the media. it was measured using a list of questionnaires, which represented the teachers’ response. the questionnaire was created using a likert scale in which the teachers choose one of the given statements. the results of the questionnaire for each statement can be seen in table vii to table xi. table vii suitability of flashcards size with class size valid frequency percent valid percent cumulative percent ts 2 3.9 3.9 3.9 tt 2 3.9 3.9 7.8 s 40 78.4 78.4 86.3 ss 7 13.7 13.7 100.0 total 51 100.0 100.0 table vii reports the result of questions 2. flashcards size is adjusted to the classroom size. for all teachers (n=51), their choice was 78.4% agree and 13.7% strongly agree. table viii flashcards according to size class valid frequency percent valid percent cumulative percent ts 3 5.9 5.9 5.9 tt 6 11.8 11.8 17.6 s 24 47.1 47.1 64.7 ss 18 35.3 35.3 100.0 total 51 100.0 100.0 table viii reports the result of questions 2. flashcards are adjusted to the classroom size. the result showing for all teachers (n=51), their choice was 47.1% agree and 35.3% strongly agree and only 5.9% disagree. table ix ease of making flashcards valid frequency percent valid percent cumulative percent tt 1 2.0 2.0 2.0 s 35 68.6 68.6 70.6 ss 15 29.4 29.4 100.0 total 51 100.0 100.0 table ix reports the result of questions 3. flashcards are teaching media that can be made by the teacher easily. for all teachers (n=51), their choice was 68.6% agree and 29.4 % strongly agree and only 2% disagree. table x ease of doing flashcards valid frequency percent valid percent cumulative percent tt 2 3.9 3.9 3.9 s 33 64.7 64.7 68.6 ss 16 31.4 31.4 100.0 total 51 100.0 100.0 table x reports the result of questions 4. flashcards are easy to carry out. for all teachers (n=51), their choice was 64,7% agree and 31,4 % strongly agree and only 3.9 disagree. journal of education, teaching, and learning volume 5 number 2 september 2020. page 388-392 p-issn: 2477-5924 e-issn: 2477-8478 392 table xi the attractiveness of flashcards valid frequency percent valid percent cumulative percent s 36 70.6 70.6 70.6 ss 15 29.4 29.4 100.0 total 51 100.0 100.0 table xi reports the result of questions 5. flashcards are interesting in teaching media. for all teachers (n=51), their choice was 70,6% agree and 29.4,3 % strongly. none of them disagrees. b. discussion teaching media is crucial for all teachers especially kindergarten’s teachers’. this study was conducted to evaluate the use of flashcard for teaching vocabulary at kindergartens in sintang, west kalimantan. the result indicates that the teachers in teaching vocabulary need flashcard and it has a very big impact on the students in learning vocabulary. it in line with widiastuti’s research. she said teaching vocabulary by using flashcard as media does improve the students master. yet, the teacher must pay attention to the size of the flashcards, it must be adjusted to the size of the classroom. as we could see that the participant response in table 8. almost fifty percent of participants strongly agree about this. the teachers must be creative in making the size of the card as well. the impact of flashcard not only in students are enthusiastic in learning but also their memory is improved the literature support this view (amalia, 2018). haycraft and cross in nugroho, nurkamto and sulistyowati (2012) said that the flashcards can be arranged to create a logical grouping of target words which assist learners in memorizing words easier. most of the participants have a positive response toward the use of the flashcard. because it is practical and applicable media in teaching. v. conclusion this research aims to evaluate the effects of using flashcard media for teaching vocabulary and identify the teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in sintang regency, west kalimantan. from the result of the research, it is found that flashcards are effective teaching media that could apply for teaching vocabulary to young learners in their classroom. during the process of teaching the teachers must be able to use flashcards effectively and it is needed the teachers’ creativity to design interesting flashcards. the colours, sizes and shapes. flashcards have an impact on students’ ability to receive vocabularies in the learning process and increased the classroom atmosphere because the students were more enthusiastic. by using the flashcard, the students were enthusiastic and can be managed because they were focused on the teacher when the teacher showed flashcards to them while mentioning the name of the picture of it. so the researcher highly recommends to the teachers of kindergarten to use flashcard as a media in teaching vocabulary. acknowledgement we express sincere gratitude to the directorates of research, technology and higher education as the research funder in this research project. references amalia, t. z. (2018). flashcards in language area of early childhood education. thufula: jurnal inovasi pendidikan guru raudhatul athfal, 2(1), 111-126. annisa, a. (2013) techniques in presenting vocabulary to young efl learners. journal of english and education, 1(1), 11-20. badrujaman, aip. (2009). diktat teori dan praktek evaluasi program bimbingan dan konseling. jakarta. cameron, l. (2011). teaching language to young learners. cambridge: cambridge university press. eslahcar, m. (2012). the effect of using vocabulary flash card on iranian pre-university students. vocabulary knowledge, 5, 134. hatch, e., & brown, c. (1995). vocabulary, semantics, and language education. new york: cambridge university press. herlina, h., & dewi, r. r. (2017). flashcard media: the media for developing students understanding for english vocabulary at elementary school. ijerindonesian journal of education review, 4(1), 116128. khodareza & komachali, e. (2012). the effect of using vocabulary flashcard on iranian pre-university students’ vocabulary knowledge. canadian center of science and education journal, 5(3), 134-147. nugroho, y. s., nurkamto, j., & sulistyowati, h. (2012). improving students’ vocabulary mastery using flashcard. english education, 1(1). richard, jack c. & schmidt, richard. (2010). longman dictionary of language teaching and applied linguistics. london: great britain fourth edition. taghizadeh, m., vaezi, s. & ravan, m. (2017). digital games, songs and flashcards and their effects on vocabulary knowledge of iranian preschoolers. international journal of english language & translation studies. 5(4), 156-171. taghizadeh, s., & ashoori, a. (2011). the impact of two instructional techniques on efl learners’ vocabulary knowledge: flashcard versus word lists. mextesol journal, 35(2). widiastuti, f. a. (2014). improving students’ vocabulary mastery using flashcard. english education, 2(2). isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 225-228 p-issn: 2477-5924 e-issn: 2477-4878 225 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. development of pogil based calculus module for informatics engineering students weni gurita aedi 1) , lisda fitriana masitoh 2) 1) universitas pamulang, tangerang selatan, banten, indonesia e-mail: dosen01906@unpam.ac.id 2) universitas pamulang, tangerang selatan, banten, indonesia e-mail: dosen01928@unpam.ac.id abstract. the purpose of this study was to develop a calculus learning module based on pogil for informatics engineering students. the pogil-based module contains namely exploring, discovering, and applying. through pogil, students are more responsible for their educational assignments, learn to rely on their ability to think rather than just remember and develop positive relationships with other students. the module was developed and contains the pogil syntax. the quality of development results is determined based on nieveen's criteria, namely valid, practical, and effective. this is a research and development study that applies the plomp model which consists of the initial research, development, and assessment phases. the subjects of this research were students of informatics engineering at the university of pamulang. the research instruments used were validation sheets, student assessment questionnaires, and calculus questions. in terms of validity, based on the assessment conducted by experts, has met the valid criteria with a very good category with an empirical score that is 312. in terms of practicality, based on the results of student assessments after participating in learning using the developed tools, it is in the very good category with an empirical score of 1924. in terms of effectiveness, the result is z = 1.75 > z_a = 1.645, so ho is rejected, which means that the proportion of students who score 70 is more than 74.99%. the results showed that the calculus learning module met the criteria of validity, practicality, and effectiveness. keywords: calculus module; pogil; research and development i. introduction calculus is the science of change, as geometry is the science of form and algebraic knowledge of working to solve equations and their application (mutakin, 2013: 52). calculus has wide applications in the fields of science, economics, and engineering. calculus, both calculus i and calculus ii, is a subject that must be taken by students of informatics engineering. it can also be said that calculus is a prerequisite course for other courses. accordingly, students must realize that calculus is an essential subject and requires a high level of reasoning in understanding it. however, the fact shows that calculus courses are less preferred by informatics engineering students because they contain complex calculations which are even considered to hinder study time or reduce the students’ grade point average (gpa). the students still have difficulty taking calculus lessons. additionally, the current modules do not encourage students to be active and independent in learning. besides, the average calculus score of informatics engineering students is below 70. in line with this, the research conducted by mutakin (2013: 59) also concluded that there are two factors causing student difficulties, namely interest learning and low basic calculus skills. to make informatics engineering students more active in learning calculus, quality learning resources were accordingly developed. one of the learning resources that can be developed is a module. the module contains learning material, a set of commands, or questions that are used to find or explore a concept. the use of modules in calculus learning activities can help direct students to find concepts independently or collectively that can facilitate students so that they can learn actively and creatively. one approach that can create interesting learning is pogil (process oriented guided inquiry learning). according to the results of research conducted (malik et al., 2017) showed that pogil can improve students' thinking skills. by developing a http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 225-228 p-issn: 2477-5924 e-issn: 2477-4878 226 calculus learning module based on pogil, it can facilitate the informatics engineering students to learn actively. the pogil-based module contains three parts, namely exploring, discovering, and applying. the unique characteristic of pogil is the use of a learning cycle to conduct inquiries and focus on the skills development process through the use of team assignments (geiger, 2010: 20). through pogil, students are more responsible for their educational assignments, learn to rely on their ability to think rather than just remember, improve performance skills on the subject matter, and develop positive relationships with other students. in the pogil class students work together in study groups to gain knowledge and develop understanding through guided discovery by examining data, models, or examples. the objectives of pogil are: (1) to develop mastery of the material by means of students constructing something through understanding; (2) to develop and improve important skills such as information processing, oral and written communication, critical thinking, problem-solving, metacognition, and assessment (moog & spencer, 2008: 3) a similar opinion was expressed by hanson (2006: 5) that in pogil students work in study groups to carry out special activities to improve content mastery and develop process skills in learning, thinking, problem-solving, communication, teamwork, management, and assessment. research by malik et al. (2017) showed the average result of all teacher activity meetings is 88.88% and student activity is 87.04% which is in the very good category. besides, there was an increase in students' critical thinking skills by 0.61 which was included in the moderate category. thus, the pogil learning model can be used as an alternative to improving students' critical thinking skills. furthermore, the research conducted by oktafiyah, ibnu, and fajaroh (2018) showed that there are differences in cognitive learning outcomes of students who are taught with pogil. by using pogil can improve student cognitive learning outcomes. while in this study pogil was implemented in calculus learning. if in previous research pogil can improve thinking skills and can improve cognitive learning outcomes, in this study pogil implemented to improve calculus learning outcomes. the research was carried out because there were informatics engineering students who found it difficult to learn calculus. to create a fun and meaningful calculus lesson, one of them uses the pogil approach. so that the purpose of this study is to develop a calculus learning module for informatics engineering students. the developed calculus learning module contains the pogil syntax. ii. methodology a. research procedure this research is research and development. the development model used in this research is the plomp development model which consists of three stages, namely the preliminary research phase, the development or prototyping phase, and the assessment phase (plomp, 2013: 19). first, the initial research phase. this phase aims to gather information about problems that occur in the field. in this phase, identification and study of the student's condition, ongoing calculus learning, and the results of calculus learning of the informatics engineering students at pamulang university were carried out. second, the development phase. in this phase, the activity of compiling modules from this phase is draft 1 of the calculus learning module based on pogil. then in this phase, a formative assessment is also carried out by experts that aim to find out whether the draft 1 calculus learning module that has been compiled is valid or not based on the expert's assessment. if the results of the analysis of the experts 'assessment of draft 1 are without revisions or minor revisions, then it is followed by a trial of draft 1. however, if the results of the analysis of the experts' assessment of draft 1 need revision, a revision is made so that draft 2. draft 2 also requires an assessment of the experts. expert. if the results of the analysis of the experts 'assessment of draft 2 are without revisions or minor revisions, then it is followed by a trial of draft 2. however, if the results of the analysis of the experts' assessment of draft 2 need revision, then a revision is made so that it gets draft 3, and so on so that a cycle occurs. the cycle will stop if the results of the expert assessment analysis are not revised. this means that a valid calculus learning module has been obtained. third, the assessment phase. in this phase, a valid calculus learning module is tested based on expert judgment to find out whether practically the compiled calculus learning module can be applied in class and whether the valid calculus learning module has achieved the results according to the stated objectives. through this trial activity, summative assessment is carried out to test the practicality and effectiveness of the developed calculus learning module. b. trial design the trials in this study include trial i and trial ii. trial i was carried out limited to a few students, while trial ii was conducted on one class. the trial aims to obtain responses from students as consideration for improving the learning module before it is implemented in classroom learning. modules are given to students to read and understand. after that students are asked to provide a module assessment by filling out the student assessment sheet for the calculus learning module. in addition to giving a checkmark (√) on the answer choices, filling out the student assessment sheet for the student worksheets also in the form of providing comments/suggestions for improvement as consideration for improving the worksheets. in the second trial, the calculus learning module was implemented in classroom learning. trial ii aims to determine the practicality of student assessments. meanwhile, the effectiveness of the calculus learning module is seen from the results of the calculus learning achievement test. c. test subjects the first trial subjects in this development research were nine informatics engineering students in class 02tplp005 journal of education, teaching, and learning volume 5 number 2 september 2020. page 225-228 p-issn: 2477-5924 e-issn: 2477-4878 227 pamulang university. these students consist of three highability students, three medium-ability students, and three low-ability students based on learning outcomes in calculus i. meanwhile, the second trial subject involved all students of class 02tplp004 pamulang university. d. techniques and instrumen of data collection data collection techniques in this study were carried out in several ways, namely providing validation sheets, student assessment questionnaires, and calculus questions. the instrument to determine the validity consisted of a module validation sheet and a calculus test instrument validation sheet. the instrument to determine practicality consists of student assessment sheets. the instrument to determine the effectiveness consisted of a calculus learning achievement test. e. data analysis techniques the data analysis techniques used in this study were (1) qualitative data in the form of comments and suggestions were analyzed qualitatively, then used as input to revise the product being developed. (2) quantitative data with a scale of five are converted into qualitative data, concerning the formula adapted from azwar (1998: 163) in table i. table i data conversion criteria interval score criteria > + 1,5 sbx very good + 0,5 sbx< ≤ + 1,5 sbx good 0,5 sbx< ≤ + 0,5 sbx pretty good 1,5 sbx< ≤ 0,5 sbx not so good ≤ – 1,5 sbx not good information: x = respondence score x = ideal average sbx = ideal standard deviation where : 2 1 x x (maximum ideal score + minimum ideal score) sbx 6 1  x (maximum ideal score minimum ideal score) the developed calculus learning module is said to be valid if the results of the expert's assessment get a minimum good category. the developed calculus learning module is said to be practical if the results of student assessments get at least good categories. the calculus learning module developed is said to be effective if at least 75% of the proportion of students has reached a score of 70. analysis of the effectiveness of learning devices, using the z proportion test. with the test statistics used according to walpole (1995: 320) that can be seen in question (1) and (2). (1) where (2) information: x = the number of students who reached the set criteria = the proportion of samples that were hypothesized n = many students iii. results and discussion the development of the calculus learning module in this study has been carried out through the plomp stage. through these stages, researchers can find out the quality of the learning modules being developed. according to nieveen (1999: 126), quality development products meet the criteria of validity, practicality, and effectiveness. therefore, based on the results of expert validation and field trials, it is known that the learning module developed has met the criteria of being valid, practical, and effective. in terms of validity, based on the assessment conducted by experts, the final product of the pogil-based calculus learning module has met the valid criteria with a very good category with an empirical score for lks that is 312 from a score range of 78 390. the data description shows that based on expert validation, the calculus learning module the resulting product is suitable for use. this learning tool is valid because in its development it has been based on relevant theories. even though it has been declared valid in the very good category, there are still some aspects that are only in the good or good enough category. in terms of practicality, based on the results of student assessments after participating in learning using the developed tools, it is in the very good category so that it is declared practical with an empirical score of 1924 from a score range of 420 2100. the data description shows that the learning module produced by the pogil approach can be implemented well. this achievement is because researchers have anticipated that after implementing pogil in the calculus learning process in the classroom, researchers as lecturers of calculus courses as executors carry out reflection activities to find out the deficiencies that occur during the calculus learning process on that day. if there is a shortage on that day, efforts are made to improve the learning process at the next meeting. lecturers in calculus courses provide extra direction and guidance to each group in finding certain mathematical facts, concepts, principles, or procedures so that students do not have difficulty facing or adapting to a different learning environment than usual. so that it can make calculus learning more fun. in terms of effectiveness, using α = 0.05, the results of the calculation of the z value of the calculus test results data. the z value of the calculus achievement test result data shows that the result is z = 1.75 > z_a = 1.645, so ho is rejected, which means that the proportion of students who score 70 is more than 74.99%. accordingly, it can be concluded that the development of the pogil-based journal of education, teaching, and learning volume 5 number 2 september 2020. page 225-228 p-issn: 2477-5924 e-issn: 2477-4878 228 calculus learning module that was developed meets the criteria for being effective. so that the developed calculus learning module can be said to be valid, practical, and effective. in line with this, the research conducted by purnomo and abadi (2016) also showed valid, practical, and effective results. purnomo and abadi's research also develops pogil-based learning tools. where learning with pogil can improve student mathematics learning outcomes. (purnomo & abadi, 2016). this is due to the calculus learning steps designed to accustom students to always carry out activities following the pogil approach. the data description shows that the resulting module can be used as an alternative to supporting learning modules to improve the learning achievement of calculus in informatics engineering students. iv. conclusions first, the developed calculus learning module meets the valid criteria with a very good category with an empirical score for lks that is 312 from a score range of 78 – 390. second, the developed calculus learning module fulfills the practical criteria in a very good category based on the results of student assessments with an empirical score of 1924 from a score range of 420 2100. third, the developed calculus learning module fulfills the effective criteria in terms of learning achievement. the result is z = 1.75 > z_a = 1.645, so ho is rejected, which means that the proportion of students who score 70 is more than 74.99%. references azwar, s. (1998). tes prestasi fungsi pengembangan pengukuran prestasi belajar. yogyakarta: pustaka belajar. geiger, m.p. (2010). implementing pogil in allied health chemistry courses: insights from process education. international journal of process education, 2, 1933. hanson, d.m. (2006). instructor’s guide to process-oriented guided-inquiry learning. stony brook, ny: stony brook university. malik, a., oktaviani, v., handayani, w., & chusni, m. m. (2017). penerapan model process oriented guided inquiry learning (pogil) untuk meningkatkan keterampilan berpikir kritis peserta didik. jurnal penelitian & pengembangan pendidikan fisika, 3(2), 127 – 136. moog, r.s. & spencer, j.n. (2008). pogil: an overview. dalam moog, r.s. & spencer, j.n. (eds.), acc symposium series 994 process-oriented guided inquiry learning (pogil). (pp. 1-13). washington, dc: american chemical society. mutakin, t.z. (2013). analisis kesulitan belajar kalkulus i mahasiswa teknik informatika. jurnal formatif 3(1): 49-60 issn: 2088-351x. nieveen (eds). (1999). educational design research part a: an introduction (pp.10-51). enschede: slo. oktafiyah, n.l., ibnu, s., & fajaroh, f. (2018). pengaruh pogil dan verifikasi serta kemampuan awal terhadap hasil belajar kognitif dan keterampilan proses sains siswa. educhemia: jurnal kimia dan pendidikan 3(1) 14-28. plomp, t. (2013). educational design research: an introduction. dalam t. plomp & n. nieveen (eds), educational design research part a: an introduction (pp.10-51). enschede: slo. purnomo, m.e. & abadi, a.g. (2016). developing mathematics instructional package with pogil that is oriented to the competences in curriculum 2013. proceeding of 3 rd international conference on research, implementation and education of mathematics and science yogyakarta 162-172. straumanis, a. (2010). classroom implementation of process oriented guided inquiry learning a practical guide for instructors. charleston, sc: college of charleston. walpole., & ronald e. (1995), pengantar statistika. jakarta : pt gramedia pustaka utama. journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 365 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. school financing strategies in quality improvement (case study at sambas 2 state junior high school) titis wandrianto 1) , aswandi 2) , wahyudi 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:danish_71715@yahoo.co.id 2) universitas tanjungpura, pontianak, indonesia e-mail: aswandiwk@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: wyudi_fkip@yahoo.com abstract. financing education in schools is an important thing in effort to improve the quality of education. this study aims to (1) planning financing strategies in improving school quality; (2) implementation of financing strategies in improving school quality; and (3) evaluation of financing strategies in improving school quality. the research approach used is qualitative research with a type of case study research. data obtained through observation, interviews, and documentation in obtaining data. the stages carried out in the research are the stages of preparation, implementation, and reporting. data were analyzed by analyzing data, compiling data, synthesizing, looking for patterns, finding out what was meaningful, what was researched and decided to be reported systematically. the results obtained from this study ar e (1) planning strategies for improving the quality of sambas 2 state junior high school compiled and outlined in the form of rks and rapbs; (2) implementation of financing strategies in sambas 2 state junior high school using economic unit strategies, donations of school committee funds and parents of students, submitting proposals to the government and school committees and bos; (3) evaluation of financing strategies in improving the quality of education in sambas 2 state junior high school is carried out through four stages: evaluation of results of activities for a year/semester and/or quarterly, evaluation of employee performance results through programs, evaluation carried out in accordance with organizational mechanisms, and evaluation analysis swot includes the results of internal and external analysis; (4) evaluation of financing strategies at sambas 2 state junior high school is done by making school financial reports which are divided into several items according to the technical reporting guidelines. based on the results of the study stating that the implementation of the quality improvement strategy through financing strategies at sambas 2 state junior high school has been running very well and is in accordance with the principles of financial management and the process of improving the quality of the institution. keywords: financing; strategy; quality improvement i. introduction education is an effort to accelerate the development of human resources. education is one of the most important factors in human life in the future because education is a human formation process to develop existing potential. it was stated in law number 20 of 2003 concerning the national education system; article 3, the functions and objectives of national education are the implementation of national education which functions to develop capabilities and shape dignified national character and civilization in order to educate the nation's life, aiming at developing potential students to become faithful and devoted to god almighty, noble, healthy, knowledgeable, capable, creative, independent and a democratic and responsible citizen. improving the quality of education is a commitment of the government of the republic of indonesia that is implemented through various laws and regulations related to the national education system. one policy that has been taken is the issuance of government regulation of the republic of indonesia number 32 of 2013 concerning amendments to government regulation number 19 of 2005 concerning national standards of education. the scope of the national http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 366 education standards includes content standards, process standards, competency standards for graduates, standards for educators and education personnel, standard facilities and infrastructure, management standards, financing standards, and educational assessment standards. to guarantee and control the quality of education in accordance with the national education standards, evaluation, accreditation, and certification are conducted. the national education standards are refined in a planned, directed and sustainable manner in accordance with the demands of changes in local, national and global life. the effort to realize the implementation of quality education has been established in the vision of national education in 2020, namely: "the realization of high-quality, advanced, and independent indonesian nation, society, and human beings." the issue of school quality (education quality) is not a new problem. the government and stakeholders have long emphasized the quality of education lies in the quality of the content, the quality of the learning process, the quality of resources, the quality of management and supported by the quality of educators and education to produce quality output and outcomes (amin, 2016: 28). although many breakthroughs have been made because they want to adjust and meet the times and increasingly complex demands, the problems of education still remain insurmountable (amin, 2016: 31). the reasons for the low quality of education are due to weak curriculum design, buildings that do not meet the requirements, poor working environment, inappropriate systems and procedures, haphazard work schedules, insufficient resources, inadequate staff development and procedures that do not obey (sallis, 2010: 103-104). efforts to improve the quality of education will not be realized without efforts to improve education in quality education. to realize this quality education, there must be an effort to build a quality culture in the education unit which is a necessity that cannot be negotiated. the education unit must implement education quality assurance independently and sustainably. quality assurance is a systematic, integrated and sustainable mechanism to ensure that the entire process of implementing education is in accordance with the quality standards and rules set. to be able to carry out education quality assurance properly an education quality assurance system is needed. schools as leading education implementers with various potential diversity of students who need diverse education services and different environmental conditions, schools must be dynamic and creative in carrying out their roles seeking to improve the quality of education, so that quality is maintained and the quality improvement process is controlled. therefore, there must be a nationally regulated and agreed standard to be used as an indicator of evaluating the success of these quality improvements. in order for the success of quality improvement to be achieved, the school must carry out quality mapping in accordance with the situation and conditions of the school to ensure quality. in addition, quality mapping can provide a variety of stakeholders with an overview of the achievement of national education standards. on the basis of existing quality mapping, the school then developed a school work plan (rks). sbm-based school work plans (rks) as a strategy are aimed at realizing quality education, of course, requires good management of resources in an educational institution and is carried out thoroughly and professionally, one of which is financial problems. in this context finance is an indispensable resource for schools as a tool to support various activities, fulfill learning facilities and infrastructure in schools, improve teacher welfare, improve services, and implement programs. therefore, principals as educational leaders in schools must know and be able to manage school finances well, responsibly, and transparently. the cost of education is a very important component in the implementation of education. it can be said that the education process will not be able to run without the support of costs. in the context of educational planning, an understanding of the arrangement of forms and problems of education funding is needed. based on this understanding, education financing policies that are more appropriate and fair can be developed and lead to the achievement of educational goals, both quantitative and qualitative goals. from government regulation no. 19 of 2005 concerning the national standard of education, it can be traced to the notion of a standard of financing as a standard used to finance a student's one-year teaching and learning process or a standard that regulates the component and amount of operating costs for one year. the operating costs of the education unit are part of the education funds needed to finance the operations of the education unit so that educational activities can take place in accordance with national education standards on a regular and continuous. financing is potential in achieving quality and is an inseparable part of education management. because costs are very important in the implementation of education, it is necessary to manage finance effectively and efficiently, so as to produce quality graduates. the number of components that must be financed in the implementation of education is not enough just to rely on funds from one source such as the central government only, or from the local government, but must be accommodated from the central government and regional governments. the limitation of the central government and regional governments to finance the implementation of education requires the participation of the community and the ability of schools to generate funds to support education funding. educational providers are required to be able to formulate and implement financial management strategies that can secure revenues and use funds to finance programs economically, efficiently and effectively and produce quality financial accountability. financial management involves various activities related to the acquisition and use of funds and the use of surplus from the results of the management of these funds. in short, the cost factor of education is important and strategic in order to improve the quality of education. from the results of observations of some of the conditions of the closest school, one can draw an opinion that school journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 367 financing management functions to launch various activities related to the implementation of education. adequate school financing management is crucial in determining the achievement of goals in the education unit. education with little funds can take place, but quality education requires substantial funds. therefore there are several reasons for the importance of management of funding education in schools in achieving the quality of education services, among others; financing management is very helpful in managing the financial resources of educational organizations in creating appropriate control mechanisms for financial decision making that is transparent, accountable, effective and efficient. from the explanation above, it is clear that financing education in schools is an important thing in an effort to improve the quality of education. therefore, researchers want to dig up information and findings of research findings relating to school financing management in improving the quality of education at sambas 2 public junior high school. there are various financial resources owned by sambas 2 public junior high school, both from the central / regional government, parents of students or the community and other parties and economic units. when public funds or other third party funds flow in, the sambas 2 public junior high school must prepare a professional and honest financing management system. based on preliminary observations made by researchers on monday, february 5, 2018, at sambas 2 public junior high school, it was seen that this school in the course of its history experienced significant development. one of the things that can be seen from the development of the sambas 2 public junior high school is that in terms of the number and condition of the physical building of the institution that is getting better, the classrooms are increasing, the facilities and infrastructure are complete, and some academic and nonacademic programs are targeted achievement. this development will not be fulfilled if you do not have adequate school financing and effective and efficient fund management. in addition, sambas 2 public junior high school won the title of provincial champion in the case of bos fund management in 2016. based on the explanation above, the researchers felt interested in conducting research at sambas 2 public junior high school in the management of the problem of school funding because sambas 2 public junior high school was able to be said to be capable and good in managing education funding problems in their schools. to facilitate and direct research, the researcher formulated it in the research title as follows: "school financing strategies in improving school quality (case study in sambas 2 public junior high school)." ii. methodology a. research approach the research approach is carried out with qualitative methods with the aim that researchers obtain an in-depth picture of how school managers carry out their roles and functions in developing programs, organizing school potentials, mobilizing personnel, supervising personnel work and implementing school activities programs, especially the problem of school financing in order to improve quality. b. type of research this type of research is a case study, where researchers try to describe events and events that are the center of attention without giving special treatment to the event. the variables studied can be single (one variable) can also be more and one variable. c. researcher's presence the presence of researchers at the research site was because it acted as an active instrument in the field to obtain the data needed at sambas 2 public junior high school. in this case, the researcher also acts as a planner, executor, data collector, analyst, interpreter, and as the reporter of the research results. d. location of the study the study was conducted at sambas 2 public junior high school for reasons; easy to reach, this school is located in an urban area with a distance between similar schools that are not so far away, has quite a large number of students and is equally interesting that the development of school quality from year to year is getting better, both in terms of the number of students, infrastructure, predicate of school, and the achievements of students both academically and nonacademically which vary each year. e. data sources in this study the authors used two data sources, namely: a. primary data sources, namely data directly collected by researchers (or their officers) from the first source. the primary data sources in this study were the principal, deputy principal, treasurer, school committee and teachers at sambas 2 public junior high school. b. secondary data sources, namely data directly collected by researchers as support from the first source. it can also be said that data is arranged in the form of documents. furthermore, the data sources needed are in the form of designated informants who are deemed feasible to provide indepth information on the focus of the research raised, namely: a. principal b. deputy principal c. treasurer d. school committee e. teacher the reason was determined by the informant, first; they are the actors involved in each activity in the school, second; they know directly about the problems to be studied, third; they also mastered a variety of accurate information regarding problems at school. journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 368 f. procedure for data collection a. observation in this study, the authors conducted observations to obtain the data and information needed and collected through observation of school documents in the form of vision mission, eds, school work program, rkas and budgeting report documents, organizational structure, school profile and job assignment at sambas 2 public junior high school. b. interview in carrying out the interview, the researcher brings a guideline which is only an outline of the things that will be asked. in this study, the interview method is used to explore data about history or the background of the establishment of the institution, the geographical location of the research object, the effectiveness in learning. the data collection instruments are in the form of unstructured and informal interview guides or informal conversation interviews. c. documentation in this study, the researchers documented: (1) financing management carried out by the school management team at sambas 2 public junior high school, (2) interviewing researchers on the organizational structure of sambas 2 public junior high school in order to obtain information and data relating to financing management. the researcher documented it in the form of naturalistic photographs. g. types of data analysis data analysis in qualitative research is carried out before entering the field, while in the field and after completion in the field. h. checking the validity of the findings to account for the process and results of this study, then testing the validity of the data obtained will be done by extending observations, increasing perseverance, discussing with colleagues, analyzing negative cases, triangulating by using something else outside the data as a comparison and checking members to find out how far the data obtained is in accordance with what is given by the data giver. next, do a detailed description so that the process of reporting the results of research is more accurate and fulfills all the data collected. this is done so that the research is clearly illustrated. i. stage of research phase in this study the research stages are sorted as follows: a. preparation phase the preparation stage starts from the literature study to look for the theories that underlie and relate to the problem to be examined. this literature study is used for: 1) finding a problem/idea to study, in the sense that the problem to be studied has not been answered or has not been studied by people regarding goals, data, and methods, analysis, and results for the same time and place. 2) look for information that is relevant to the problem to be studied. 3) review some basic theories that are relevant to the problem to be studied. 4) it is exploring theories that are relevant to research problems and doing compilation and finding concepts that are relevant to the subject matter that will be discussed in the study. 5) looking for a theoretical basis that is a guideline for research problem-solving approaches. b. implementation phase to obtain primary data in this study, researchers immediately went down the field and focused on what would be examined. then the researchers began to explore and collect data relating to what was studied by making interview guides, observation guidelines, and documentation. the collected data is re-selected whether it is in accordance with the purpose of the research if the researcher has not come back down the field to look for more accurate and reliable data. then the new data obtained are analyzed and tested for its validity. c. reporting phase after the data has been analyzed, followed by report writing. the sequence of reporting stages is as follows; 1) preparation of reports 2) consultation and improvement 3) feasibility study 4) thesis exam. iii. results and discussion a. results based on the data the researchers obtained from the results of observations, interviews, and documentation related to the title of the research that the researchers adopted, namely: "quality improvement strategies in sambas 2 public junior high school (school financing case study) there are several research findings as follows: budget planning in sambas 2 public junior high school was done through program planning and each funding budget for each program arranged and poured through the rapbs with the emphasis on school excellence. with the results of a meeting and deliberation agreement involving school components, namely the principal, treasurer, school development team, curriculum development team, curriculum waka, student affairs staff, head of administration and school committee and the final meeting decision is determined by the principal. the allocation of the amount of the funding budget per program that is set varies according to the scope, scope and final objectives that the school wants to be immediately achieved and the end that is immediately apparent in obtaining results. considering that sambas 2 public junior high school is a referral school that has demands for achievement every year, then programs that are considered journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 369 fast results (which are idealized) have many budget allocations. the funding strategy for education at sambas 2 public junior high school is carried out through four stages, namely: (1) economic unit strategy in the form of business and space rental, rental of drum equipment, cooperatives, and others. (2) donations of funds from the committee and parents of students. (3) the strategy for submitting proposals to the central/regional/school committees, this is done to increase funds in the form of programs from the government to realize the planned program by following procedures determined by the parties concerned. (4) optimization of bos funds. the analysis of the financing of sambas 2 public junior high school is arranged in accordance with the targets to be achieved, in accordance with the school strategic plan which is adjusted to the availability of the school's financial budget. funding for school programs is chosen based on the speed of program achievement. evaluation of educational funding in improving the quality of education in sambas 2 public junior high school is done through four stages, namely: (1) evaluation of the results of activities for a year/per semester/quarterly, (2) evaluation of employee performance results through programs. (3) evaluation is carried out in accordance with the mechanism of the organization. (4) evaluation of the swot analysis includes the results of internal and external analysis. in sambas 2 public junior high school, the process of organizing financial activities by mobilizing the power of others, taking into account aspects of effectiveness and efficiency related to the acquisition, funding, and management with a number of overall objectives starting from planning, organizing, implementing, to monitoring has been fulfilled. according to financing management standards. in addition, if viewed from the side of program results, the financing strategy in improving the quality of sambas 2 public junior high school has been successfully carried out well and has been effective and efficient. b. discussion 1. strategic planning of financing in education quality improvement planning as a process of determining the goals or objectives to be achieved and establishing the path needed to achieve goals as efficiently and effectively as practiced by sambas 2 state junior high school by compiling rkas. rkas is one source of quality because it is a program and policy as well as attitudes that involve commitment from leading management (tjiptono & anastasia, 2003: 34). in planning school funding, sambas 2 state junior high school under the leadership of the school principal, conducts financial planning by paying attention to aspects of input from school managers and other elements which are then reviewed jointly and ultimately compiled as input in the preparation of the school activity and budget plan . the research findings above were supported by wayan who said that the purpose of the preparation of the rkas was; (1). give clear direction. (2). plan school activities in the future. (3). ensuring the achievement of integration, synchronization and funding synergy. (4). ensure linkages and consistency between planning, budgeting, and implementation and supervision. (5). optimizing the participation of community members and the community. (6). ensuring the achievement of effective, efficient, equitable and sustainable use of funding sources rkas is a form of allocation and budgeting activities. budgeting is an activity or process of budgeting. angaran as an operational plan which in money units becomes a guideline in the implementation of agency activities (fattah, 2012: 54). further said by fattah that in budgeting is how to use funds efficiently, allocate appropriately, according to priority scale. that is why in the budgeting procedure requires a systematic stage as stated in law no. 20 of 2003 article 48 that the management of education funds is based on the principles of justice, efficiency, transparency, and public accountability. sambas 2 state junior high school in preparing the budget and school expenditure plan (rapbs) in practice is always done by means of deliberations attended by principals, teachers, employees, and school committees. this is done so that when the learning process begins, all activities related to the learning process can be carried out as much as possible. the above findings are reinforced by the opinion (fattah, 2012: 54) which states that a good budget should follow the principles as follows; (a) the division of authority and responsibility, (b) the existence of an adequate accounting system, (c) the existence of research and analysis to assess organizational performance and (d) support from the implementer. in its implementation, sambas 2 state junior high school conducted educational planning, expenditure, and income, by taking a participatory approach to the school community. sambas 2 state junior high school in the preparation of the financing budget also adheres to the principle of sharing authority. the financing is carried out by the school treasurer and assistant treasurer, which is in line with what fattah revealed that the budget must be based on clear principles of authority distribution and responsibility in organizational management, adequate accounting systems, research and analysis to assess organizational performance, there is support from the implementer (fattah, 2012: 54). in the implementation of the deliberations, the principal and his representatives carried out three plans, namely: a. educational planning principals and their representatives conduct a study of the programs to be achieved in the next year. the planned programs must be based on vision, mission, and attention to the state of the school and the possibilities that occur in the following years. this is important because planning that is not based on the vision and mission will make the compiled program not work according to what the school wants. whereas if the program is compiled not based on the actual conditions that occur in the school, then planning will not be carried out properly because it does not get support journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 370 from school resources. planning that does not predict the future will result in a lack of resource support in the following years. b. expenditure planning planning carried out by the principal and his representatives in the next stage is planning expenses to finance the needs of the school in implementing its programs. expenditure planning at sambas 2 public middle school is based on the possibility of school ability, while the financial capacity of the school depends on incoming and outgoing revenues in the fiscal year. c. income planning the principal and his representatives plan revenues and expenditures that may enter the school through various aspects in a fiscal year. school income is used to meet the needs and programs prepared by the school. planning for three things done by sambas 2 public middle school is in accordance with the theory mentioned above, thus indicating that this school has been quite good in analyzing the funding of its schools. in the research data that has been described previously that in addition to compiling the rkas it is also always doing its development. in developing the planned activities and budgets of sambas 2 state junior high school using three steps, namely the working group, cooperation and optimization of the school committee. the above findings are supported by mulyono's statement, (2016: 165) that in the preparation of school income and expenditure budgets (rapbs) implemented with involving several elements including (1). the principal is assisted by his deputy, (2). parents of students in committee committees. (3) district education offices, in this case, can be supervisors and (4) city or district governments. this is done by paying attention to the reasons for the limited resources in the school, accommodating all aspirations and obtaining approval from the parties concerned. planning made by schools that pay attention to the development of budget plans and school revenues and expenditures such as those conducted by sambas 2 state junior high school will give birth to good planning including: a. planning made must pay attention to and be based on the resources that are in the school. with the development of rkas at the working group level, the planning made will be better because it fits the desired conditions in the school. b. planning made is a plan that can accommodate aspirations. through the development of rkas at the level of collaboration with school committees, planning will be in accordance with the wishes of various parties. planning made is a plan that gets approval from various parties. through the development of rkas with sociality and legality, the planning made was recognized by various parties. from the description above, the researcher concludes that the financial planning in sambas 2 state junior high school has been strategically prepared and adapted to the vision and mission of the school whose funding allocation amount is adjusted to the desired target. 2. implementation of financing strategies in sambas 2 state junior high school a. school financing implementation the financing of the sambas 2 state junior high school was carried out by the treasurer and the assistant treasurer and the appointed teacher. the financing activities in sambas 2 state junior high school were adjusted to the income earned. the financial implementation of sambas 2 state junior high school is divided into two activities, namely the receipt and expenditure of education funds. separation of revenue and expenditure activities can provide benefits including: a. facilitate bookkeeping, with this separation, will facilitate the treasurer of receipts and expenses in carrying out their duties, namely in the receipt and expenditure of money. b. facilitate supervision and inspection. supervision and inspection in seeing the flow of funds in sambas 2 state junior high school are easier to do with the separation of revenue and expenditure funds. with the separation between revenue and expenditure funds, it will be easier for various interested parties to see the flow of funds in sambas 2 state junior high school. the receipt of education funds is determined by the number of funds received by institutions from each source of funding. in law number 20 of 2003 article 46 states that education funding in indonesia is a joint responsibility between the government and the community. at sambas 2 state junior high school funds were obtained from the government and committees. the government is a permanent funder managed by schools to meet their needs. in receiving education funds for sambas 2 state junior high school, they also appointed routine treasurers, bos and helpers to do bookkeeping, including: a. diary. this book contains a record of the occurrence of financing transactions, the amount deposited and the time of deposit. the format of a diary is very simple and easy to understand. this format makes it easy for schools to carry out supervision and inspection. especially if there is a chronology of events, it will be easier to dig up information. b. recapitulation book this book contains a collection of diaries, from this book it can be seen the occurrence of transaction activities so that it can be known as the state of funds in sambas 2 state junior high school. and can be compared with the funds in the treasurer, so that incoming funds can be controlled. c. deposit book in sambas 2 state junior high school, this book is used by the treasurer and/or someone who is given the additional task of managing funds to record the deposit of funds that have been made to the treasurer. from this book, it will be proof of the funds deposited by the journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 371 school treasurer to the principal so that any incoming funds can be controlled. bookkeeping of receipts at sambas 2 state junior high school is carried out in a simple and easy to understand format and the format has been set so that various interested parties can understand it. in the implementation of finance in sambas 2 state junior high school in the expenditure activities carried out by the treasurer who handles the expenditure of education funds in schools that specifically deal with it. in the implementation of funding at sambas 2 state junior high school, the report on the implementation of financing as well prepared as an ingredient of accountability. this is in accordance with the bos technical guidelines (2015: 4246) that all financial transactions must be equipped with expenditure receipts, all of the funds must be accounted for in order to facilitate supervision and accountability, all use of funds must be recorded carefully and continuously through the applicable bookkeeping process. the funding steps of sambas 2 state junior high school are also in accordance with the 2016 bos guidebook (3233), which are as follows: submitting requests for funds to school principals; after obtaining approval, the treasurer checks the validity of the request sheet, which has been approved by the principal or not; after being known for its validity, a request for funds is released to the treasurer; the school treasurer gives the person concerned to request funds according to the requirements proposed. doing analysis and decision making is a functional task of the financial department. to carry out this task, the treasurer must be based on the appropriate financing budget plan, accurately estimating the nominal value of financial sources, looking at the effects of time and uncertainty, taking effect from time efficiency, carefully calculating expenditure efficiency . the funding of sambas 2 state junior high school comes from the central government and is generally intended for the interests of education, parents or students and the community. finance and financing are a very decisive and integral part of education. the school always plans the budget carefully for the smooth learning process. the school fees consist of routine costs and operational costs, such as employee smoothies issued year by year, such as employee costs and operational costs for facilities and tools for teaching tools. expenditures at sambas 2 state junior high school go through several stages that involve the person in charge or who submits the expenditure request, the expenditure of the treasurer of the school and the principal. this is a good way to do it so that it can be used properly so that it is suitable for what is planned. in financing administration, expenditures at sambas 2 state junior high school are carried out in each month, which is a transaction date for the month. this is intended to facilitate the accounting. expenditures made after being written chronologically are then recorded as a teacher needs, purchase of teaching and learning equipment which is included in the principal's monthly report. , examination and accountability, namely through bookkeeping or recording daily and monthly expenses which are then poured in daily, monthly, and annual reports. in addition, bookkeeping of expenditure is recorded based on the type of expenditure, making it easier for supervisors and examiners to know the amount of expenditure for various types of school needs, so that expenditure can be controlled in accordance with what was planned. from the description above, the researcher concluded that the management of funding in sambas 2 state junior high school had been running very well and needed to be maintained and improved in its performance. financing at sambas 2 state junior high school has been professionally managed by educators and education both in terms of planning, implementation, and evaluation that involves the role of the school committee. sambas 2 state junior high school as one of the favorite schools that has many good reputations in the view of the community itself. in order to improve services, facilities, and other supporting activities, the school must have other alternative sources and not just wait for funds from the government. b. financing fulfillment strategy in order to fulfill the comparison between the number of needs and the number of education costs at sambas 2 state junior high school, coupled with the increasing need in the next period, the use of strategy is absolutely necessary to explore productive sources from various sources, not just to rely on primary sources. sambas 2 state junior high school in addition to having the main funding source, also has potential economic sources. the school's strategy in digging up education funds to fulfill education costs is administratively very appropriate because it relates to how a school institution makes efforts to manage the resources and sources of funds contained in its environment. school managers must be able to look for financial income to meet the needs of education funding as those who have struggled to find education funding. based on the results of the study, it was shown that sambas 2 state junior high school received financial support from the government, the community and the economic units owned by the school. the economic unit owned by sambas 2 state junior high school is in the form of: a. student council canteen b. canteen rentals c. cooperative d. rental of drum equipment e. drumband stage services this proves that sambas 2 state junior high school does not only depend on the government but has also carried out various strategies to raise funds from potential economic sources. sources of funds in sambas 2 state junior high school aside from and bos are also sources of funds from the assistance of school committees and the benefits of each of the school's economic businesses. the above sources are clear and have become commonplace for a number of public education institutions journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 372 and educational institutions. mulyasa (2014: 48) argues that the funding and financial resources of an educational institution can be broadly grouped into three sources, namely; a. the government, whether central, regional or both, money is general or special and is intended for educational purposes. b. parents or students. c. society, whether binding or not binding. apart from government subsidies, the cost of education also comes from parents of students. costs incurred by students are usually agreed upon. the gap between the number of needs and the amount of fulfillment must be dealt with so that there is no more. one thing that must be done is by digging funds from various potential economic sources. to raise funds from various potential economic sources, sambas 2 state junior high school applies different strategies for each source. the strategy mentioned above said that financial resources from the government could come from the central government, district/city government. the strategy used to disburse funds originating from the government is by submitting a proposal that describes the plan for developing the school program. and the amount of assistance received by each education unit is not the same, because it is based on the real needs proposed. the difference between the number of needs (funding) and the amount of fulfillment (income) in sambas 2 state junior high school can be overcome by using a strategy to fulfill needs. fulfilling the needs of each year is obtained from government assistance, both through the assistance of the provincial apbd, city/regency apbd and also from the assistance of outstanding students. another fulfillment was obtained from sambas 2 state junior high school committee and the benefits of an independent business unit managed by sambas 2 state junior high school. based on observations in the field, there are potential economic sources that can actually be used as sources of funding. so that in this context, sambas 2 state junior high school has not taken the maximum steps in collecting funds. one of the potential sources that must be optimized in fundraising by the school is by establishing a new school canteen. from the observation results, sambas 2 state junior high school has not had a balanced canteen between the number of students and the number of canteens. if the school establishes a new canteen, then it will affect income and economic resources, considering that sambas 2 state junior high school has a large number of students and a number of activities that are crowded on a daily basis. 3. evaluation of financing strategies in sambas 2 state junior high school evaluation as one of the steps in the management stage of sambas 2 state junior high school is functioned as a step in controlling the planning and implementation of school finance. the evaluation carried out is through supervision and examination. supervision is carried out on goods and the implementation of school finance. while the examination is carried out on the budget, cash, and goods. examination of the budget in sambas 2 state junior high school can be used to find out the policies carried out by the school in planning revenues and expenditures so that from here the interested parties can control the receipts and expenditures of things that are useless so that checks on this budget will avoiding unnecessary and useless budgets. while the examination of cash aims to test the truth of the number of funds available by comparing the number of funds that should be there with existing funds through notes, in sambas 2 state junior high school the examination of cash is carried out by the principal and the related elements by looking at the records of incoming funds held by the treasurer to find out the number of funds received by the school and the records of funds that have been spent and knowing the number of funds that still exist. this examination will be able to control the next expenditure, which means that the next expenditure must pay attention to expenditures that have been made so that there is no expenditure that is not in accordance with the plan. the examination of goods carried out in schools on types, quantities, and functions is a good examination and in accordance with the theory of inspection of the items listed. from the findings, it is known that the evaluation of funding conducted by sambas 2 state junior high school has been classified as good, this can be seen from the examinations that have been carried out which are in accordance with the provisions. in addition, funding evaluation is also carried out by examining the accountability report carried out by the treasurer, and the school has also involved the community and parents of students who joined the school committee in the inspection and supervision activities. this is necessary because the income received by the school also comes from them, and as one form makes them feel ownership and responsibility for this school. in its responsibility, sambas 2 state junior high school made in and out accountability. inward accountability is carried out by two parties, namely the first treasurer as the executor of education funding in schools and reports to the principal as the leader. the second was carried out by the school principal as the head of the school's financial implementation at sambas 2 state junior high school to the government and school committee. the outgoing accountability is done by providing information about income and the use of funds obtained to student guardians while for bos funds carried out in accordance with applicable guidelines. the data shows that sambas 2 state junior high school has carried out accountability well, so it needs to be maintained. the information provided in the form of details of the use of funds posted on the notice board is a form of transparent accountability, only the stakeholders and parents of students care or not about this. this concern needs to be fostered in order to include parents in school management programs. evaluation of financing at sambas 2 state junior high school is also done by checking the implementation of financial bookkeeping conducted by the treasurer. this journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 373 shows that it is not only about the funds being examined but also in the financial accounting carried out by the treasurer. this shows that not only the funds are examined, but also in the books. in the examination at sambas 2 state junior high school, this was done by assessing the books made with the indicators assessed were about neatness, regularity, and completeness as well as the suitability of the budget. the four things if done then bookkeeping is considered good. this shows that schools prepare themselves not only in managing funds but also in their books. financing evaluation is an activity in making measurements to assess the development or the level of success of the implementation of plans and programs based on certain criteria. this activity is a follow-up of monitoring activities whose results are very necessary for the leadership in the framework of conducting policy formulation, including to anticipate future conditions, improve annual plans and programs, and improve the implementation of an activity. the purpose of evaluating budget use is to measure and assess the development and the level of success of the implementation of educational plans and programs; establish criteria as a basis for taking policy, anticipate the future, refine annual plans and programs, and implement improvements to the implementation of activities; and assess the place of efficiency and effectiveness in the use of educational resources in achieving goals. its function is to find out: 1. the causes of work are not carried out according to certain criteria 2. system components that work appropriately and are needed for development 3. alternative activities are most effective in solving problems or solving problems. 4. resources that can be used according to the need to complete activities. 5. can an activity be continued or stopped? referring to the explanation above, sambas 2 state junior high school has evaluated education funding. the steps above have also been carried out by the parties so that sambas 2 state junior high school to evaluate financing management that has been implemented and carried out in schools with the aim of increasing the effectiveness and efficiency of work finance so that the output of activities can be achieved optimally. the above findings are supported by the national education finance project (1971: 20) which states that efficiency is measured by the relationship between input and output in the enterprise. to achieve maximum efficiency in a school or school distribution within the limits of its budget. in evaluating education funding, supervision is one of the processes that must be carried out in the management of education funding. the supervision can be carried out based on needs and authority. the leadership needs to control expenditures that are in line with the stipulated budget. in conducting school financial evaluations, it can be done through the school treasurer, because the financial process is centered on the treasurer. the principal is only in charge of coordinating activities, while finance is managed directly by the treasurer and the parties involved. the implementation of the school financial management system is indeed complicated so that if there is a financial need for a sudden program of activities from each of the school activities implementers, it will be difficult because the disbursement of funds from the government must go through a rather long process. this is where the role of the school economic unit in supporting school activities by covering the budget needed in advance in addition to functioning to cover costs that are not covered by bos funds. 4. implications for quality improvement through financing strategies the quality of education is the degree of excellence that does not just happen. therefore an institution must have a clear policy statement about quality. the quality policy is a statement of commitment conveyed by the institution. there are several points that must be kept in mind in preparing statements of vision and mission: (1). it must be easy to remember, (2). easy to communicate. (3) clear nature. (4) there must be a commitment to quality improvement. (5) in the form of long-term statements. 5) focus on customers and (6). flexible (sallis, 2010: 217). the statements made contain the values of an organization that form the basis of the organization's operation and search for achieving its vision and mission. values will be the helm of the organization because it provides direction and provides clear objectives. objectives are ideals or desires that must be realized in a form and manner that can be measured/achieved so that the results can be evaluated. success factors are the key outlined through indicators regarding what the organization must achieve in meeting customer satisfaction and mission statements. a list of important success factors can be elaborated through measures that become a benchmark in making strategic plans and plans. educational planning in the broadest sense is a rational and systematic analysis of the process of developing education that aims to make education more effective and efficient in responding to needs and goals (coombs in gunawan, 118). the strategic plan is a breakdown of the benchmarks that the institution will later make in achieving its mission. a good strategic plan is not rigid because it always changes according to existing conditions and is medium and long term. in order for a strategic plan to be implemented, an operational plan is needed. the operating plan is short, usually one year to achieve certain aspects of long-term institutional strategies. the operating plan includes real measures and financial implications that are ready to be implemented in the form of a budget. the budget is an operational work activity because the budget will be stated the financing needs of an organization. organizational, operational activities are evaluated for performance with a predetermined budget. each deviation between the realization of what has been determined in the journal of education, teaching, and learning volume 4 number 2 september 2019. page 365-374 p-issn: 2477-5924 e-issn: 2477-8478 374 budget will be analyzed to be used as a basis for correction of activities carried out or as the basis for the preparation of the following year's budget. thus the budget also has several functions, among others; planning, evaluation, and coordination. the implementation of financing activities is an illustration of the financial condition of an institution. the financial picture is used to plan financing needs while the fund usage report is used to show how funds are obtained and used. therefore, financial management in its management must apply the principles; justice, efficiency, transparency, and public accountability (law number 20 of 2003 article 48). in addition, financial management must also be able to apply the principle of effectiveness. the approach that needs to be considered in improving the quality of education is first, continuous improvement. both management must also determine curriculum quality standards and evaluation standards that will be used as a tool to achieve basic capability standards. third, culture changes. fourth, organizational change. fifth, maintain relationships with parents of students because educational institutions want their customers to be satisfied. based on the results of the study stated that the implementation of the quality improvement strategy through financing strategies in sambas 2 state junior high school has been running very well and is in accordance with the principles of financial management and the process of improving the quality of institutions and the results are also in accordance with expectations, and can be proven by obtaining various academic and non-academic achievements of students and their schools. iv. conclusions and suggestions a. conclusions based on the results of research on quality improvement strategies through an analysis of the funding of schools in sambas 2 state junior high school, it can be concluded as follows: 1. planning the strategy to improve the quality of sambas 2 state junior high school was compiled and outlined in the form of rks and rapbs. 2. implementation of the financing strategy in smp negeri 2 has four types of strategies used, namely: a. economic unit strategy, b. donations of school committee funds and parents of students, and c. submitting proposals to the government and school committees and d. boss. 3. evaluation of financing strategies in improving the quality of education in smp negeri 2 is done through four stages, namely: (1) evaluation of the results of activities for a year/semester and/or quarterly, (2) evaluation of employee performance results through programs. (3) evaluation is carried out in accordance with the mechanism of the organization. (4) evaluation of the swot analysis includes the results of internal and external analysis. 4. evaluation of financing strategies in sambas 2 state junior high school is done by making school financial reports which are divided into several items according to the technical guidelines of reporting by considering effective, efficient, accountable and transparent. b. suggestions as a follow up to some research findings, the researcher recommends in the form of suggestions as follows: 1. the number of sources of school income can be increased through the construction of a school canteen. 2. to find out the potential sources of success and failure in the implementation of the program, it can be done by identifying problems and then conducting a study of strategies through a swot analysis involving all educational stakeholders. 3. for further research, it is expected that the results of this study can be used as reference material with another focus because the results of this research are considered still need improvement and there are still many limitations. references amin, maswardi muhammad. (2016). manajemen mutu aplikasi dalam bidang pendidikan. yogyakarta: media akademi. depdiknas. (2003). undang-undang ri no.20 tahun 2003 tentang sistem pendidikan nasional. jakarta: depdiknas. fattah, nanang. (2012). standar pembiayaan pendidikan. bandung: pt. remaja rosdakarya. gunawan, ary h. administrasi sekolah. yogyakarta: rineka cipta. kemendiknas dirjen manajemen pendidikan dasar dan menengah. (2010). buku panduan bantuan operasional sekolah, jakarta. mulyasa, e. (2014). manajemen berbasis sekolah (konsep, strategi dan implementasi). bandung: pt. remaja rosdakarya. mulyono. (2016). konsep pembiayaan pendidikan. yogyakarta: ar-ruzz media national education finance project. (1971). alternative programs for financing education. florida: geinsville. peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan. peraturan pemerintah nomor 32 tahun 2013 tentang perubahan atas peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan. sallis, edward. (2010). manajemen mutu terpadu pendidikan, terjemahan ahmad ali riyadi dkk. yogyakarta: ircisod. tjiptono, fandy & anastasia, diana. (2003). total quality managemet. yogyakarta: andi offset. journal of education, teaching, and learning volume 4 number 2 september 2019. page 300-304 p-issn: 2477-5924 e-issn: 2477-8478 300 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of assessment instruments non-cognitive by teachers aloysius mering 1) , indri astuti 2) 1) universitas tanjungpura, pontianak, indonesia e-mail:mering7157@yahoo.co.id 2) universitas tanjungpura, pontianak, indonesia e-mail: indribk91@yahoo.com abstract. this study aims to (1) describe clearly and comprehensively about the quality of non-cognitive assessment instruments made by elementary school teachers, (2) develop procedures for developing non-cognitive assessment instruments made by teachers, (3) develop non-cognitive assessment instruments made by teachers. to realize this goal, researchers used three structured research designs. the first design is survey research to describe the quality of non cognitive assessment instruments made by teachers. the instruments studied are survey data, which are illuminated by non-cognitive instruments constructed by the teacher in the lesson plan (rpp). furthermore, from the results of a review of the teacher's non-cognitive assessment instruments, a guidebook on the procedure for developing cognitive assessment instruments made by teachers will be developed. the development of the guidebook uses development procedures (r & d). in the third draft, the researcher and the teacher developed a non-cognitive assessment instrument in the workshop. this workshop is the application of the guidebook that has been prepared. the procedure for preparing instruments uses steps (a) development of instrument specifications, (b) instrument writing, (c) instrument review, (d) instrument assembly (for testing purposes), (e) instrument testing, (f) results analysis trial, (g) instrument selection and assembly, (h) printing instruments, (i) administration of instruments, and (j) preparation of scales and norms. the whole series of studies will produce outputs (a) research reports, financial reports, and logbooks, (b) articles that have been discussed, (c) guidelines for preparing non-cognitive assessment instruments made by teachers that can be used as teaching materials and alternative materials for drafting training assessment instruments, (d) scientific publications in accredited journals, (e) a collection of validated non-cognitive assessment instruments made by teachers. keywords: development; instrument; non-cognitive i. introduction in general, the cycle of learning activities includes planning, learning processes, and assessment of learning outcomes. the three components of the cycle do not stand alone but depend on one another. the interrelation between the three components also involves all the elements in each component. the elements of planning, such as goals, material, material, sources, and judgments, are interdependent with the elements of the learning process, namely the environment, teacher's presentation, material, process, and learning products. likewise, planning and learning processes are tied to the elements of assessment of learning outcomes, such as the determination of the domain of assessment, the determination of material, the formulation of the grid, the construction of questions, assessment activities, scoring, review, and reporting. each component acts as the basis and clarification material for other components. therefore, each component is expected to receive balanced attention from the teacher, both in the antecedent phase, process phase, and in the output phase. good planning will succeed if the implementation is right. information about the quality of planning, processes, and results of activities is obtained from the assessment. assessment has a very important role in making decisions about the position of planning and learning processes. nitko (2010) said "poor testing materials can lead to decision-making about pupil progress and mastery and thus may be rendered ineffective an otherwise useful instructional program. good assessment is very important because its function is also directed at finding gaps between what teachers and students expect in learning. in akinoglu's http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 300-304 p-issn: 2477-5924 e-issn: 2477-8478 301 study (2008: 7), it was found that 35% of all research participants said that they had communication problems with their teachers. whereas others, 25% have problems with the limit of study time and 14% have problems with finding learning resources. this finding corroborates the findings of mering et al. (2017: 30-31) that students say the assignments given by the instructor are not well planned. so, learning decisions are a reflection of information on the assessment of learning outcomes. in other words, to get accurate data as a basis for making appropriate learning decisions, the assessment instrument is developed in accordance with the rules of writing good instruments. among the three components of learning activities, the assessment component "gets less attention." in practice, the teacher prefers to teach rather than carrying out the assessment, as popham (2011: 1) suggests "although teachers like to teach, they rarely like to test". according to na (march 20, 2018), "there are still many teachers in their schools who are lazy to make judgments” even though the 2013 curriculum requires an assessment and reporting of the results of the assessment for each basic competency (kd) formulated and the frequency of giving tests influences student learning outcomes. (leonard, effect of frequency of formative tests on student learning outcomes, research, 2017). if the assessment lacks attention, then it can be assumed that the teacher does not get enough information about student learning outcomes and the position of planning made. effective assessment demands quality instruments. quality instruments are good instruments, which meet valid, reliable, objective and practical requirements. the things that affect the instrument's validity are the level of item difficulty and its distribution and the item differentiation power. qualitatively the instrument (item) should fulfill the requirements of stem writing, options (multiple choice), use of language, and selection of words that have special meanings and tendencies, such as the words "in general," "often," "usually," and so. to make the test instrument only the teacher has encountered its own difficulties, let alone compiling non-cognitive assessment instruments. non-cognitive assessment instruments are a necessity. 2013 curriculum requires a comprehensive assessment, including knowledge, attitudes, and skills. knowledge assessment generally uses written tests or paper-and-pencil assessments, while attitude and skills assessment uses noncognitive assessment instruments such as interviews, attitude rating scales, checklists, observation sheets, anecdotal notes, sociometry, etc. in learning plan (rpp) observed in teacher profession training and education (plpg) all teachers experience obstacles in making attitudes and skills instruments. they generally adapt the instrument format provided in the guidebooks and learning materials, even though the instruments are also arranged "carelessly." sometimes in rpp only is called process evaluation, uses performance appraisal, product assessment, observation assessment, but the instrument is not available. there are also those who only mention aspects of attitude assessment, such as "honest," "responsible," "polite," "discipline" but there is absolutely no indicator rubric that explains each of these constructs. to be more applicable, measurable, and can be explained, then each construct, for example, "honest" must have operational definitions, characteristics, criteria, indicators, categories, and appropriate instruments to measure it. this instrument can be well prepared through the correct process and empirical trials. cases of teacher unpreparedness in designing good instruments, especially non-cognitive assessment instruments can be assessed from the antecedent phase (the preceding phase before the teacher is appointed as a teacher), transaction phase (activity process), and outcomes phase that explains the effects of activities, such as performance teacher. the antecedent phase is the preparation phase of someone becoming a teacher, for example, the extent of the material and training he receives during lectures supporting his work. the process phase is the phase of the teacher undergoing the profession as a teacher. in this phase, it can be questioned how the support of professional teacher training supports its performance, while the output phase is a phase that questions the effects of teacher performance or the learning experience that it does. the fact that there is learning material (in lptk) learning outcomes test (2 credits) is focused on the assessment of knowledge in the form of tests (paper-and-pencil tests). the non-cognitive assessment i s "ignored." the effects of these limitations are (1) the difficulties students have in constructing noncognitive assessment instruments for the completion of the thesis and (2) the "weakness" of teacher performance in constructing non-cognitive assessment instruments. this also happened to the plpg. why do teachers need to have the skills and knowledge to develop good (non-cognitive) assessment instruments? this capability is needed not only to support its performance as a teacher but also to assess the quality of commercial tests that are freely compiled and traded. with this ability, the teacher is able to filter and adapt test instruments published by the publisher. popham (2011: 8) "skills and know-how you need regarding test development will help you evaluate the quality of commercial testing materials." there are three reasons according to popham that teachers need to know about valuation, namely (1) because of the use of test results in determining public perceptions of educational effectiveness (assessments affect public effectiveness) in terms of national examinations said the teacher reads the results report (score) assessment but the results or test reports rarely affect (their views and performance) (2) the community is not interested in the process and results of the exam, unless the test results are not in line with their expectations, (2) due to the increased use of assessment students as part of the teacher evaluation process, and (3) because assessment devices, as instructional clarification, can improve instructional quality, in this case, the assessment tool clarifies learning objectives and can improve the quality of learning. from the studies above there are two important things to be achieved in this study, namely (1) knowing the quality of non-cognitive assessment instruments made by teachers journal of education, teaching, and learning volume 4 number 2 september 2019. page 300-304 p-issn: 2477-5924 e-issn: 2477-8478 302 through in-depth qualitative studies and (2) teacher-made non-cognitive development as follow-up results study of the quality of non-cognitive assessment instruments made by teachers. knowing the quality of teachers' non-cognitive assessment instruments is done through careful review of the source of the learning implementation plan document (rpp) for teachers, especially elementary school teachers. the subject of the teacher who was included in the study was taken from the pontianak city elementary teacher. the results of the study of the quality of non-cognitive assessment instruments made by elementary school teachers can be ascertained the aspects needed to improve teacher skills in developing non-cognitive assessment instruments. sampling from pontianak city was intended to give assumptions and strong pressure to policymakers (if the results proved correct that the quality of non-cognitive assessment instruments made by teachers was "not good") to pay more attention to the element of assessment as a basic factor in making policy. teacher's non-cognitive development is a follow-up of research on the quality of teacher-made tests. so, the first stage is to study the quality of non-cognitive assessment instruments made by teachers, the second stage is the preparation of guidelines for developing non-cognitive assessment instruments made by teachers, and the third stage is the development of teachermade tests as non-cognitive models. thus there are three research outputs. specifically, the research output in the form of a research report is an accurate input for lptk to prepare the knowledge and skills of prospective teachers in aspects of the assessment of learning and learning outcomes. ii. methodology this research is research and development (r and d). the research phase is the collection of data and studies on the quality of non-cognitive assessment instruments made by the teacher, while the stages of developing non-cognitive assessment instruments use r and d procedures. the research procedures follow the r and d steps (borg and gall, 2003: 775), namely; research and information collecting, planning, develop preliminary, preliminary field testing, main product revision, main field testing, operational product, operational field testing, final product revision, discrimination, and implementation. development of non-cognitive assessment instruments using steps (a) development of instrument specifications, (b) instrument writing, (c) instrument review, (d) instrument assembly. a. research subjects the subjects of the study were 50 primary and private primary school teachers in pontianak city. the subject of research was taken randomly and aimed. the stage of the assessment of the quality of non-cognitive assessment instruments made by teachers is used simple random methods and for the development stage of non-cognitive assessment instruments selected by teachers whose instrument quality is considered "not appropriate" to "quite appropriate". b. research instrument the research techniques and instruments consist of: (a) indirect observation techniques with instruments in the form of checklists, (b) technique of interviews with interview guide instruments, (c) technique of documentation with instruments in the form of document notes. c. data analysis technique analysis of research data includes qualitative analysis of rpp documents and non-cognitive assessment instrument items constructed by the teacher. the validity of the assessment is done by categorizing the five rating scales (12-3-4) to "incorrect (0-1)", "incorrect (1.1-2)", "quite appropriate (2.1-3 ) "," right (3.1-4) ". this scale is then converted to a value of 0.00-100. iii. results and discussion a. results information about the quality of non-cognitive assessment instruments made by elementary school teachers was obtained from 50 learning implementation plans (rpp) of sd mujahidin pontianak teachers, sdn 09 sungai rayakubu raya, sdn 68 sungai raya, sdn 40 sungai kakap, sdn 13 sungai kakap can be seen in fig. 1: fig.1 ability of low and high-class elementary teachers compile non-cognitive assessment instruments journal of education, teaching, and learning volume 4 number 2 september 2019. page 300-304 p-issn: 2477-5924 e-issn: 2477-8478 303 fig. 2 value of elementary teacher non-cognitive instruments in fig. 1, it is seen that the average ability of elementary school teachers to compile non-cognitive assessment instruments ranged from 2.0 to 3.0 (quite appropriate). the pattern of decline and increase in ability between low grade and high school elementary school teachers in almost all aspects of "the same", except aspect 5 (the sentence is free from statements that are not relevant to the object in question, or the sentence is just a statement) and aspect 7 (the sentence is free from statements referring to the past). the following are graphs that illustrate the ability of individuals to compile non-cognitive instruments. from fig. 2, it can be seen that the average ability of elementary school teachers composes non-cognitive instruments between 1.5-2.5 (inappropriate and quite precise). furthermore, respondents were included in workshops on the preparation of non-cognitive assessment instruments. from the results of the review of the noncognitive assessment instrument format made by the teacher in the rpp, it was concluded: 1. in general, teachers do not construct non-cognitive assessments in lesson plans 2. construction of assessment is unclear, or the teacher is not based on adequate skills in compiling non-cognitive assessment items (attitudes). 3. there is no uniformity of the assessment format so that there are no clear and different standards of assessment at each school. from the workshop process for the preparation of noncognitive instruments made by teachers, it turns out that teachers actively observe, compile, review, and evaluate their performance. they stated "although they have participated in various training, none have really discussed the comprehensive compilation of non-cognitive instruments. the results obtained from the workshop activities are "appropriate" or "appropriate" teacher instruments used as instruments for the students' noncognitive assessment. b. discussion the results of the study of non-cognitive instruments made by the teacher in the lesson plan, as described in the findings above, are still "inaccurate" in terms of aspects, indicators, items, rubrics, assessment formats, format variations, and variations in assessment tools. in fact, "most" teachers do not make and include non-cognitive assessment instruments in the lesson plan. although in the assessment guidebook for elementary schools (2016, 26-31) stated, "educational units can develop as needed." this, as stated, they did not get sufficient valid information to make a noncognitive assessment instrument. the procedures for preparing non-cognitive instruments have been quite widely discussed in the assessment guidebook for primary schools (directorate general of primary and secondary education, 2016). the book lacks systematic and continuous socialization by experts in the field of assessment. in addition, not all teachers are graduates of teacher training institution (lptk), and for lptk graduates themselves, non-cognitive assessment material has not become sufficiently considered material. the procedure for the preparation of non-cognitive instruments prepared must be accompanied by a massive training program. from the workshop activities, it appears and arises the courage of teachers to freely develop the non-cognitive instruments contained in the assessment guidebook for elementary school (2016: 26-31) in accordance with the message in the book, that "educational units can develop as needed". compared to what the teacher made in the rpp, the format of the workshop results were "better" both in terms of aspects, indicators, items, rubrics, assessment formats, format variations, and variations in assessment tools. likewise, the basis of assessment, namely the theoretical and operational definitions of assessment, becomes a "strong" basis for constructing non-cognitive instruments made by teachers. iv. conclusion the quality of non-cognitive assessment instruments made by elementary school teachers is reflected in the average ability of respondents, which are between "less" to "enough." respondents' ability to compile non-cognitive instruments was lower in aspects (determining the focus of item ideas, making rubrics, and scoring guidelines and use of instrument languages. to help teachers become more skilled journal of education, teaching, and learning volume 4 number 2 september 2019. page 300-304 p-issn: 2477-5924 e-issn: 2477-8478 304 in compiling non-cognitive assessment instruments, workshops on the preparation of non-cognitive instruments for teachers is carried out for low and high-grade teachers in elementary school the results obtained show "there is an increase in the ability of teachers to arrange non-cognitive instruments, from" sufficient "values to" right". references akinoglu, orhan. (2008). assessment of the inquiry-based project implementation process in science education upon students’ points of views. international journal of instruction, 1(1). issn: 1694-609x. www.e-iji.net. azwar, saifuddin. (2013). sikap manusia, teori dan pengukurannya. yogyakarta: liberty. ______. (2016). tes prestasi. yogyakarta: pustaka pelajar. borg, walter r., & gall, meredith d. (2003). educational research (an introduction). new york: longman, inc. frey, bruce. (2010). middle grades research journal, 5(3), 107–117 issn 1937-0814 copyright © 2010 information age publishing, inc. kemdikbud, ditjen pendas, direktorat pembinaan sd. (2013). panduan teknis penilaian di sekolah dasar. jakarta: kemdikbud. mering a., chiar m., ramadhani ariyani. (2017). kredibiltas penilaian dosen fkip untan. pontianak: fkip untan. nitko, anthony j. (2010). educational assessment of students. ohio: prentice hall. popham, w. james. (2011). classroom assessment. boston: allyn and bacon. sudijono, anas. (2015). pengantar evaluasi pendidikan. jakarta: raja grafindo perkasa. supardi, (2015). penilaian autentik. jakarta: raja grafindo perkasa. suryabrata, sumadi. (2007). pengembangan alat ukur psikologis. yogyakarta: andi.` william, dylan. (2013). assessment: the bridge between teaching and learning. voices from the middle. copyright @ 2013 by the national council of teachers of english all rights reserved. 21(2), december 2013). isc paper template in a4 (v1) journal of education, teaching and learning volume 6 number 1 march 2021. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 1 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. a mentoring-coaching to improve teacher pedagogic competence: an action research ina fatina dewi1) 1) smpk immanuel pontianak, indonesia e-mail: ina.fatina@ski.sch.id abstract. the purpose of this research is to boost teacher pedagogic competence using a mentoring-coaching approach. three smpk immanuel pontianak teachers participated in the two cycles of action research conducted in the year academic of 2014-2015. this recent research inspects the impact of principal’s approaches on teacher pedagogic competence changes and its hindering factors. the principal’s approaches toward teachers were decided using a glickman’s diagram, and teacher performance was measured using a rubric to measure their teaching performance. the collected data were analyzed qualitatively and quantitatively. the findings indicated that teacher pedagogic was able to rise using this combined technique, although not all subjects were successful in being improved. the other significant findings were (1) the principal’s consistency in applying chosen approach, (2) teachers’ ability to identify their need for improvement. this recent study’s limitations were the minimal number of participants, teacher motivation as the overlooked factor, and the supervisor’s ability to consistently apply the chosen approaches. keywords: mentoring; coaching; teacher; pedagogic competence. i. introduction a learning process in a classroom is positively affected by the teachers’ competence (lonergan et al., 2012). during a single teaching process, teachers must consider several factors, such as student emotional well-being, the taught curriculum, the information intake, and its assessments. to achieve the learning objectives in a meeting, teachers must internalize specific competencies (lisnawati, 2018), specifically pedagogic. thorough consideration will weigh teacher justification in assessing student learning in the classroom. like teachers, students also get exhausted with the daunting tasks, distractions, technology, and abundant information from social media that overwhelms them in preparing for their future lives (scott, 2015). thus, teachers must own a variety of teaching techniques to ensure students get engaged in every lesson. overcoming educational challenges occurred will not be an easy task for teachers. principal support and school policy will allow teachers to focus on their teaching while assuring the learning process runs in a well-developed design. focusing on student progress demands teachers with high pedagogic competence, so they will not only focus on content delivery (leonard, 2016). school leaders play a huge role in designing teacher professional development programs to expose them to the 21st century teaching methods, as they are the critical factor of schools (drysdale & gurr, 2011). one method to support teachers is mentoring and coaching (mc), which facilitates a partnership culture between principals and teachers; and is believed to lead a school to have a higher level of teacher performance (parsloe & leedham, 2009). the process of mc will involve multi-perspective views in observing the learning process in detail, identifying any misfit conception, and correcting them. therefore, the learning process could continuously be upgraded and serve students better. theoretical framework separately, each mentoring and coaching serve a similar purpose to an individual’s growth by having a close relationship (klages et al., 2019; tonna et al., 2017). mentoring is a process of building a long-term relationship between a professional mentor, who has experience in the area of expertise, and the mentee (chu, 2014). mentor and mentee involved speculated that mentoring and goal setting in higher education is crucially important (carmel & paul, 2015). coaching is a process of upgrading professionalism quality (ali et al., 2018), although the coach has no expertise in the coachee area. coaching focuses more on goal setting and short-term achievements rather than approaches for professional improvement. based on these reviews, combining both techniques will suffice the teacher professional development program. mentoring-coaching (mc) was chosen because it improves teacher performance and confidence, values them http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 6 number 1 march 2021. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 2 as an educator, and unleashed their potential by encouraging them (smith & lynch, 2014; hobson et al., 2015; carmel & paul, 2015). mc could also increase ones’ self-efficacy (rhodes, 2013) and the capability in making a decision (duncan & stock, 2010); it also supports teachers with a meaningful experience to connect theories and practice in their professional work (gray, 2018); ensures trustworthy relationship and upgrade professionalism, either for beginner teacher or experienced teachers (jones, 2015). high low high low commitment a b st r a c t io n quadrant 1 (q1) teacher dropouts quadrant 2 (q2) unfocused workers quadrant 3 (q3) analytical observers quadrant 4 (q4) professional fig. 1 the quadrant of developmental level table i approaches and expected outcomes quadrant interpersonal approach meeting outcome 1 the directivecontrol the supervisor sets success criteria for the teacher (standardizing) and asks teachers to figure out a method to acquire them in the classroom (reinforcing). 2 the directiveinformational teachers will get a limited suggestion (directing) and the expected outcomes to achieve (standardizing). 3 collaborative both supervisor and teacher design the mutual plan. the supervisor will contribute to acquiring ideas (presenting), list the possible solutions (problem-solving), and analyze the options (negotiating). 4 non-directive the teacher self-consciously plans the next actions. the supervisor will listen to her opinion and the options they proposed, then clarify and reflect on the consequences. a combination of mc found in this recent research was taken from glickman’s theory (glickman, 2002; glickman et al., 2013). figure 1 shows the four different quadrants, categorizing teachers based on their development levels: 1) abstract; teachers’ knowledge of content and its prerequisites, lesson delivery and engagement (table iv). 2) commitment; represents teachers’ knowledge about students, being flexible and responsive to the class (table iii). table i describes the interpersonal approaches used according to the specific quadrant to gain certain outcomes. these behaviors will help a supervisor open discussion, encourage them to express themselves, sharpen teachers’ perspectives, and lead them to think about a plan to improve their competencies (glickman, 2002). along with the approaches that available, glickman defined the structure of clinical supervision as follows (glickman et al., 2013) : 1) pre-conference with teachers. an instrument of observation and the plan of observation will be shared and discussed. 2) observation of classroom instruction. an observer will collect evidence during the learning process in the classroom. observer assumptions must not interfere with the evidence collected because it will separate findings from assumptions. 3) analyzing and interpreting the observation and determining conference approach. in this stage, the collected findings will be analyzed and used to decide the teacher’s position in the quadrant. then, the supervisor selects a suitable interpersonal approach. if possible, teachers can have a copy of the result of the observations and ask them to interpret the findings. 4) post-conference with teachers. this meeting will be held after reflection with an improvement plan as its primary outcome. the discussion should be started by exposing interpretation from both sides. using the appropriate behaviors, the supervisor and teacher develop a plan for future improvement. it could be mutually decided together or suggested by one of the sides, either supervisor or teacher. consequently, the supervisor will assist teachers who need improvement in certain aspects, e.g., training/workshop, peer-teaching, reading assignments on related theories. 5) critique of previous four steps. the final stage reviews the four previous stages about the instruments or procedures used, valuable insights to note down, or any changes required for the next supervision. the session should be held a few days after the post-conference meeting, and it needs not be a formal session. fig. 2 the clinical supervision cycle pre-conference observation analysis & interpretation post conference critique journal of education, teaching and learning volume 6 number 1 march 2021. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 3 this theoretical framework applied the approaches of developmental supervision into the 5-stage structure of clinical supervision as the mentoring and coaching technique in improving teacher pedagogic competence in smpk immanuel pontianak. the following questions directed the study: (1) how will these chosen approaches improve the pedagogic competence? (2) what other factors affect the process of mentoring and coaching? ii. methods this study was action research that aimed to investigate whether the use of approaches of developmental supervision in a 5-stage clinical supervision structure for teacher mentoring and coaching could improve their pedagogic competence in smpk immanuel pontianak. mathematics, science, and english were the most challenging subjects in smpk immanuel. based on one of the monthly student surveys, science was identified as the most challenging subject (table ii). student achievement in the science class in 2014-2015 was under the minimum requirement, which means less than 70% of the class passed science. thus, this research conducted an in-depth study of three science teachers: subject x, y, and z. table ii the number of students chose their most challenging subject. subjects math science english total students grade 7 36 58 6 100 grade 8 30 52 17 99 grade 9 35 64 2 101 one of the causes of low student achievement is students’ incapability to follow the curriculum demand (al-zoubi & younes, 2015). another study revealed that student achievement and the instruction given were significantly affected by teacher quality, including working experience, education background, beliefs and motivations, content knowledge, pedagogical content knowledge, and general pedagogical knowledge (sigrid blömeke et al., 2016). hattie’s research buttress the previous statement that teacher ability in giving qualified feedback was one of the most influential on student achievement (hattie, 2009). teachers’ ability to give impactful feedback indicates a robust pedagogic competence (faidal et al., 2020). therefore, this study was designed to answer whether the mc technique can upgrade teacher competence quality to provide better instruction for students. the data collection was executed using the following instruments: (1) classroom observation rubrics, which consists of two categories (abstraction and commitment) with eight aspects for each category as shown in table iii and iv; (2) in-depth interview sessions with three subjects; (3) supervisor’s anecdotal record to record teachers’ responses when certain behaviors were applied during the meeting session; and the rubric used to assess teacher performance was developed by comparing and combining the common aspects from regulation of the minister of national education (permendiknas) no. 16/2007 and the danielson framework for teaching (danielson, 2013). the reason to combine these two evaluation instruments was to gain contextual success criteria for teaching. danielson provides teacher assessment in the broader lens, while the ministerial regulation is currently used to assess indonesian teacher performance. the score conversions were used to plot teachers’ positions in the quadrant and measure their progress throughout the research. it is categorized as ‘low’ level if the score conversion is between 0.00-0.50, while the ‘high’ level is from 0.51-1.00. both categories will use this grading. iii. result and discussion this supervision was held in 2 cycles of clinical supervision during this research. each cycle spent six weeks to complete the whole five stages. appropriate approaches were implemented according to the subjects’ position in the quadrant. a. cycle 1 the first stage was pre-conference in which declared the purpose of this action. both subjects must grasp the complete supervision process, which might need a long term. another point to discuss was the assessing rubric for observation. an in-depth explanation about the observation instrument was conducted to assure both subjects understand the expectation. the two next stages were classroom observation and analysis-interpretation. the objects to observe were success criteria in action, the quality of instruction, and teachers’ content knowledge will be the primary objects. it was crucial to remove assumptions while writing down all the findings (descriptions and interpretation). these findings were analyzed and used to set the initial data. the preliminary data (table iii and iv) were collected to define teachers’ position in quadrant (fig. 2) and their approaches during the interaction. the chosen approaches for each participant described as follow: • subject x: collaborative approach high abstract/expertise and low commitment. • subject y: directive-informational low abstract/expertise and high commitment. • subject z: directive-control low in both development levels. in the post conference stage, the supervisor shared the observation result, ask about their perspectives, interpretations, feeling, and self-reflection for the last observation. in every session, it is vital for building trust in every interaction. dealing with subject x, the supervisor asked if there is any aspect to improve or possible solutions (collaborative approach). on the other hand, subject y was given several options to be applied (directive-informational). lastly, with subject z, the supervisor identified the cause of low performance and brought some solutions to try on. at the end of the session, subject x proposed focusing on the aspects of her commitment, specifically the knowledge about students, and log in to her journal (self-reflection); journal of education, teaching and learning volume 6 number 1 march 2021. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 4 subject x wrote her chosen reaction as her real action plan. as for subject y, three options were offered: designing effective lesson plans, questioning, and discussion skill, or assessment. her low abraction score produced those provided options to apply. eventually, she chose to re-design lesson plans and practice them out by peer teaching. subject z had an equally low point in both development levels. subject z was found to have an issue with her content mastery. consequently, she could not elaborate with more straightforward terms and failed to motivate her students. the solutions that she had to try were reading more sources related to the current topic, creating a presentation slide, and practicing teaching with a peer. table iii preliminary commitment score aspect x y z knowledge of student (k1) 2 1 1 classroom management (k2) 2 2 1 knowledge of student achievement (k3) 1 2 1 effective feedback (k4) 2 3 1 flexible and responsive (k5) 3 3 3 handling student behavior (k6) 2 3 2 student motivation (k7) 2 2 2 self-reflection (k8) 1 1 1 points collected 15 17 12 score conversion 0.47 0.53 0.38 table iv preliminary abstraction/expertise score aspect x y z content & pedagogical knowledge (a1) 2 1 2 lesson plan design (a2) 1 1 1 learning objective (a3) 1 1 1 effective instruction (a4) 2 1 1 questioning and discussion skill (a5) 3 1 1 model learning (a6) 3 2 1 conclusion and confirmation (a7) 2 2 1 assessment (a8) 3 1 3 points collected 17 10 11 score conversion 0.53 0.31 0.34 *the total point is 32. these plans were implemented in the classroom until the end of march (4 weeks). before this first cycle ended, there were five recorded scores for classroom observation to measure each subject’s progress. this cycle was closed with a critique session. b. cycle 2 the pre-conference of this cycle was combined with a critique session in cycle 1. we reflected on our past cycle by analyzing the researcher’s approach (collaborative, directiveinformational, and directive-control), the effectiveness of the structure of clinical supervision, and the treatment given to help them improve their skills. all subjects claimed that they enjoyed the supervision, felt appreciated, and some of their issues, such as student motivation or formative assessment, were eliminated. they also affirmed that a leader presence brought massive support for them. furthermore, the approaches were found useful for building a positive relationship and subjects’ confidence. this discussion exposed findings that the mc technique led to the increasing teacher pedagogic improvement (table v). therefore, in the second cycle, there was no alteration in approaches and structure. the focus of observation in this cycle was to maintain the progress they had made. table v subjects’ commitment result subject x y z aspect p ac p ac p ac k1 0.50 0.75 0.25 0.50 0.25 0.25 k2 0.50 0.50 0.50 0.50 0.25 0.25 k3 0.25 0.50 0.50 0.50 0.25 0.75 k4 0.50 0.50 0.75 0.75 0.25 0.25 k5 0.75 0.50 0.75 0.75 0.75 0.50 k6 0.50 0.50 0.75 0.50 0.50 0.50 k7 0.50 0.50 0.50 0.50 0.50 0.25 k8 0.25 0.50 0.25 0.50 0.25 0.25 av 0.47 0.53 0.53 0.56 0.38 0.38 table vi subjects’ abstraction/expertise result subject x y z aspect p ac p ac p ac a1 0.50 0.50 0.25 0.50 0.50 0.25 a2 0.25 0.50 0.25 0.50 0.25 0.25 a3 0.25 0.75 0.25 0.50 0.25 0.25 a4 0.50 0.50 0.25 0.50 0.25 0.25 a5 0.75 0.75 0.25 0.25 0.25 0.50 a6 0.75 0.75 0.50 0.25 0.25 0.50 a7 0.50 0.75 0.50 0.50 0.25 0.50 a8 0.75 0.50 0.25 0.50 0.75 0.50 av 0.53 0.63 0.31 0.44 0.34 0.38 p: preliminary score ac: score after two cycles minor corrections were discussed during the postconference session. subject x remained focused on improving students’ motivation, triggered by warm interaction and active engagement. at the abstraction level, subject x’s instructions remain difficult for students to understand. subject y still lingered on the abstract category. these were the actions that she chose to improve her abstraction, e.g., continue the workshop session on lesson plan design and peer teaching. she also had to explore her questioning skill and the variety of learning models. these two aspects in her abstract had become our main concern. lastly, for subject z, a self-reflection was needed for her to grow professionally. she tended to be idle and preferred waiting for instructions. she prevailed a positive attitude by doing the given solutions, although those were not the outstanding ones. finally, in the last session, we re-evaluated the whole process of cycle 2 and analyzed the approaches chosen from developmental supervision (collaborative, directiveinformational, and directive-control), the structure of clinical supervision, and the given solutions. the increasing scores accentuated the focus of this cycle 2. the final scores were plotted into the quadrant to obtain teachers’ new position, if any. subject x and y raised their average scores in commitment level, except subject z, who journal of education, teaching and learning volume 6 number 1 march 2021. page 1-6 p-issn: 2477-5924 e-issn: 2477-4878 5 showed little progress. in terms of quadrant-shifting, only subject x moved from q3 to q4. while subject y showed score increment, she did not change her initial quadrant. lastly, neither the score nor quadrant of subject z had changed. subject x initially ignored her students’ progress following her explanation (k3) and barely went through any self-reflection session (k8). with a plan of her own choice, she managed to increase her habit of knowing her audience and deal with any misconceptions. she could focus more on her scenarios if there is any out-of-the-topic question. her abstraction also experienced increments in a few aspects, even though she did not target it. subject y’s plan to put her effort into planning teaching scenarios helped her, although she struggled with the content. however, after her effort, she gained some rising numbers, namely a1, a2, a3, a4, a6, and a8. a suggestion for her was to enrich her knowledge about the content, as she had less issue with her commitment. it meant that she had a passion for helping her students and getting to know their difficulties. subject z seemed reluctant to address herself as a teacher. subject z is an intelligent person, as her logic sequentially answered several irrelevant questions from this research. unfortunately, she wants to pursue her chance of being a civil servant, and this current job was just a stepping-stone to her goal. no further suggestion for subject z’s development unless a life motivation reminds her to be responsible for her recent decision. her scores could not even be analyzed, as they were randomly earned. her reaction toward the chosen plan, which demanded her to read more content and conduct peer teaching, was meaningless. her lesson plan did not change much from the template; her presentations were mostly a copy and paste product, and she failed in almost all of the peer teaching practices. commitment a b s t r a c t io n q1 teacher dropouts q2 unfocused workers q3 analytical observers q4 professional x-p x-ac y-p/acz-p/ac in conclusion, referring to subject x and y, it could be claimed that this mc technique can surely improve teacher pedagogic competence. although, some factors might affect the progress, such as personal motivation iv. conclusion this study contributed to the existing findings of how mc successfully increases professional competence. this combination of developmental (the approaches) and clinical (the structure) supervision improved teacher pedagogic competence. the approaches helped teachers identify and interpret the issue in their classroom and then get possible solutions during the post-conference. the chosen behaviors abolished the distance between leaders and teachers, build confidence within themselves in finding solutions and admitting their mistakes, and raising the sense of belonging to the classroom. the structure allowed the supervisor to observe, analyzed, and discussed the issues with subjects. providing treatments also seemed right on target. the training or workshop held in our school was only decided by the human resource, without considering the teachers’ need. various topics could be given and in a varied time frame. besides the effective supervision methods, this research’s success was also affected by other factors—first, the leaders/supervisor’s consistency in applying the chosen approaches/behaviors—secondly, the urge to change within the subjects. if the subject were reluctant to learn and upgrade themselves, this research would have been scattered at stage 1. however, this study was conducted with a minimal number of subjects. to be able to mentor and coach a person required a lot of time and energy. therefore, more researchers are needed to include more subjects. further research is needed to validify these findings, and it should include more researchers and subjects. another research could focus on how to grow inner motivation, which eventually will lead to self-regulated learning. acknowledgment this study had fully supported by sekolah kristen immanuel pontianak, specifically smp kristen immanuel. gratitude is addressed personally to all participants of this research and all assistance, support, and advice to complete this recent research. references al-zoubi, s. m., & younes, m. a. b. 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(2017). teacher mentoring and the reflective practitioner approach. international journal of mentoring and coaching in education, 6(3), 210–227. https://doi.org/10.1108/ijmce-04-2017-0032 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 185 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. teaching model for disaster preparedness school based earthquake prone earthquake in lombok dodik kariadi 1) , enok maryani 2) , helius sjamsuddin 3) , mamat ruhimat 4) 1) stkip singkawang, singkawang, indonesia e-mail: kariadidodik@gmail.com 2) university of education indonesia, bandung, indonesia e-mail: nok_maryani@yahoo.com 3) university of education indonesia, bandung, indonesia e-mail: heliussjamsuddin@yahoo.com 4) university of education indonesia, bandung, indonesia e-mail: mamatruhimat@upi.edu abstract. the problem in this research is that the teaching of school-based earthquake disaster preparedness in lombok has not been optimal. in fact, the island of lombok is an area with a high level of vulnerability to earthquakes. this is because one of them is the flores thrust which stretches from the eastern tip of the flores sea to the north of bali. thus in this study the main objective is to develop a preparedness teaching model for earthquake-prone schools. where earthquake disaster preparedness is all efforts and activities carried out before a natural disaster occurs, during a disaster and immediately after a disaster to quickly and effectively respond to the situation or situation. the research method used is a research and development approach (research & development). the results showed several results including; first, the use of this preparedness teaching model shows that schools have more knowledge as a result of modeling in learning; second, the exposure of the functions and responsibilities of one of the main leading sectors in disaster management; and the three resulting teaching models have simplified disaster management in schools because they are integrated with social science learning so that they are easily realized. so with the model of teaching student preparedness it will be more effective and efficient in order to improve their ability to face earthquakes that can occur at any time. keywords: preparedness; disasters; schools i. introduction this document is a template. an electronic copy can be downloaded from the conference website. for questions on paper guidelines, please contact the conference publications committee as indicated on the conference website. information about final paper submission is available from the conference website. history shows that long before 2018 there were many earthquakes in lombok, but they did not get too much attention from the world community. in 1257, there was a volcanic eruption and an earthquake for seven consecutive days followed by a tsunami. then in 1815, 1856, 1970, 1977, 1978, 1979, 2000, 2013, and 2016. this series of events occurred because all active plates in indonesia, including the indo-australian plate that hit under the island of lombok moved at an average speed. about 7 cm per year. based on the results of the analysis, the earthquake that occurred in 2018 arose because in the north of flores to lombok there were faults or faults that extended from flores to lombok. this fault was in response to pressure from the australian continent. the fault which is called the flores thrust (flores rising fault) is under the sea. from the eastern end of the flores sea, the seabed is broken, where the northern part slides down. the fault can be followed http://creativecommons.org/licenses/by-nc/4.0/ mailto:kariadidodik@gmail.com mailto:heliussjamsuddin@yahoo.com mailto:mamatruhimat@upi.edu journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 186 clearly as far as lombok. in the north of bali, deformation is weaker or not as strong as in the lombok part. therefore, reflecting on the various earthquake events above, the government has prepared preventive efforts by making various legal foundations for disaster management. in the area of education also are also regulation of the national disaster management agency number. 04 of 2012 concerning guidelines for implementing disaster-safe schools/madrasahs that can be used by schools and madrasas in honing and implementing preparedness in schools. the existence of laws and other regulations is actually sufficient to provide an understanding for every person or individual in the school environment regarding the right to social protection and also a sense of security, especially for school communities that are vulnerable to disasters. then they are also entitled to receive education, training, and skills in disaster management. furthermore, the most important thing is the obligation of the school community itself in maintaining a harmonious social life, maintaining balance, harmony, and also preserving the environmental functions in the school. one more thing that is important from the obligation is to provide true, accurate and accurate information to the school community regarding disaster management. the fact is that so far, the rights and obligations of the school community as explained by the various regulations are very few, even almost never implemented. the rights of the school community such as education, training and skills in dealing with natural disasters, especially earthquakes, are almost never provided by the government or other institutions. the school community in lombok is completely layman and does not understand how to deal with the arrival of earthquakes that have continued for several weeks. as a result of the school community's ignorance of how to act and act at the time of this disaster, the loss of property was so great that even lives were lost. in educational institutions the impact of the lombok earthquake is very complex. based on data from the national secretary for the disaster safe education unit of the indonesian ministry of education and culture, overall schools and students affected by the 2018 lombok earthquake series reached tens of thousands. more detailed data on education units affected by the earthquake in lombok are presented in table i. table i data for primary and secondary education units affected by the lombok earthquake level affected educatio n units numbe r of student s affecte d broken classroo m student s & teacher s fleeing studen t victim s pau d 264 13,720 4,713 59,553 134 sd 639 82,064 junior high 155 37,353 level affected educatio n units numbe r of student s affecte d broken classroo m student s & teacher s fleeing studen t victim s high schoo l 72 47,735 smk 56 37,209 slb 8 412 total 1,194 218,493 4,713 59,553 134 source: the national secretariat for spab kemdikbud 2019 likewise, the loss of the lombok earthquake disaster on schools and madrasas affected in several districts in lombok reached thousands of schools. based on data from the national secretary of the disaster safe education unit as a whole the school & madrasah affected per district by the 2018 lombok earthquake series can be seen in table ii. table ii affected school and madrasahs by regency regency/city school madrasah mataram city 84 52 west lombok 205 106 central lombok 140 77 east lombok 204 97 north lombok 294 102 total 927 434 source: dapodik ministry of education and culture 2019 connecting the various explanations above, it is actually preparedness that is the most important thing and must be built in the school community. experience shows that the destruction caused by disasters can be reduced significantly if everyone is better prepared for disasters. school as an education center that not only provides knowledge but also provisions for survival plays a very important role. students who are the fastest learning participants and are not only able to integrate new knowledge into everyday life but also become a source of knowledge for families and communities regarding healthy and safe behavior that is obtained in school. therefore, earthquake disaster preparedness must be one of the focuses in schools by empowering students to understand disaster warning signs and steps that can be taken to reduce the risk of earthquake disasters (kemdikbud, 2009). a strategic step that can be taken is to provide preparedness teaching to schools, especially to the school community. some materials that can be trained include earthquake preparedness and management techniques. techniques include preparedness before an earthquake disaster or risk reduction phase, self-protection in the event of an earthquake, and evacuation after the earthquake subsides as well as first aid to victims (dwisiwi et al., 2012). in addition, schools can also be a vehicle for effectivity in providing the effect of transmitting information, knowledge, and skills to the community closest to them. thus, teaching journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 187 earthquake disaster preparedness in schools is an effective, dynamic and sustainable strategy in the efforts to disseminate disaster education. systematic, measurable, and implementative efforts to improve the capacity of school residents will undoubtedly reduce the impact of disaster risk in schools. however, all these expectations are inversely proportional to the facts in schools in lombok. so far, education that trains earthquake disaster preparedness in schools on the island of lombok has never been implemented, so that the average student lacks understanding of disaster preparedness. when an earthquake occurs, students feel panic and some students don't know what to do. for this reason, teaching on disaster preparedness must be carried out in schools on the island of lombok using the social science learning channel. disaster preparedness teaching is also very much needed to reduce the negative impact of an earthquake. therefore, reflecting on the earthquake disaster, the mindset of every individual who cares about the school community must be changed immediately. as is known this fact for research quake not much moved even if there were but it was not the primary focus of the institution. even if there is, it is due to the efforts of researchers by collaborating with foreign partners. how can a country that is surrounded by earthquakes and volcanoes not care, we are just surprised if the disaster comes, so that an extraordinary effort in all fields must be invested from the start to minimize losses and casualties from this disaster as early as possible, so research on " teaching model earthquake disaster preparedness based on schools prone to earthquakes in lombok "is a first breakthrough to provide basic knowledge to schools and young people especially the school community to better understand how to deal with earthquake disasters. ii. literature review the term preparedness by experts who have worked in this field such as susetyo (2006), sutton and tierney (2006) has a similar opinion in that they say that disaster preparedness is part of pre-disaster activities and efforts that aim to develop operational capabilities and facilitate an effective response when a disaster occurs so that the possibility of avoiding casualties, property loss and changes in the order of community life in the future can run optimally. meanwhile, kent (1994) provides a broader explanation, which states that preparedness is to minimize the adverse effects of a hazard through effective preventive measures, rehabilitation and recovery to ensure timely arrangement and delivery of aid and assistance after a disaster occurs. and effective. a more complex explanation is given by affeltranger et al. (2007), preparedness is defined as activities and steps taken in advance to ensure an effective response to the impact of a hazard, including by issuing timely and effective early warnings and by moving the population. and property temporarily from a threatened location. meanwhile, fauziah (2006) and urata (2009) further explain that the activity of disaster preparedness is to form an integral part of the national system which is responsible for developing disaster management plans and programs that can be carried out through disaster management education in anticipation of when it occurs. disaster, disaster prevention training, checking and maintaining disaster prevention equipment facilities and medical facilities, as well as building a relief network system. referring to the above explanation, preparedness is basically an action taken in anticipation of a disaster to ensure that the actions taken can be implemented appropriately and effectively during and after a disaster. where are the things that can be done to improve preparedness in the face of disasters, including: (1) training on how to save ourselves and others around us during a disaster, (2) coordination between related parties, who does what during an emergency, as well as efforts to evacuate to a safe place, (3) preparing emergency equipment when a disaster occurs, (4) how to provide first aid to people who are injured during a disaster, and (5) efforts made for rapid recovery pat, especially mental recovery. then in an effort to provide knowledge about preparedness to schools to maximize its role, khairuddin et al., (2010) explained that disaster preparedness can be provided on a multilevel basis, at the school level and at the class level which is the first step in building disaster resilience for the entire community. in an effort to improve the preparedness of schools in facing an earthquake take several steps include the development of procedure and action in schools to facilitate coordination and responses are swiftly and effectively when it occurs disasters (osdfs, 2007). preparedness in schools can also be in the form of preestablishment of command posts, evacuation areas, disaster teams and their roles, preparation of equipment and supplies, simulations and preparedness practices with partners from multi-agencies (ifc, 2010). it's significant role in the preparedness of the school is the school that has the ability to cope with disasters in the environment surrounding the be measured of plan reduction of disaster (predisaster, disaster emergency, and after a disaster), logistics, security in the environment of learning, infrastructure, system of emergency, procedure operations are standardized, and early warning systems. in order to make these various preparedness efforts a success, a learning effort with various pre-programmed teaching models is a solution for providing knowledge and training to schools. fisher considers the model as an analogy of a phenomenon by selecting parts, properties or components that are considered important to be abstracted as an informal picture. meanwhile, mcquail and windahl (1981) wrote, "model is a depiction of a part or a reality which is deliberately made simple in graphic form". mcquail and windahl's more explicit definition states that a model is a picture (not just a picture) in the form of a graph of a simplified part or whole reality. based on the definitions and explanations of some of these experts, a model is a visualization in the form of a graph or diagram of the reality of both processes and structures (including theories and formulas) which are journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 188 simplified so that they are easy to understand by highlighting elements or elements that are considered important. models can also be theoretical schemes for application to be tested or derived into propositions. so, a model can be in the form of a visualization of the process, structure, definition, formula, even theory so that it is simple and easy to understand so that it can be used as a framework reference. it can be understood also, that the model is a picture of the real world which is complex and theoretically simplified. because it is so close to the theory, especially in the relation between elements or components which can be concepts or even variables, the model can be disguised as a theory. however, even though the model can be used to consider it in the form of a prediction of a problem, it is different from the theory which has been "convincing" from the start because it has been tested. so the model can be used to consider variable relations, but it is not as strong as theory in terms of predictions. iii. methodology this research undertaken examines and adapts the implementation of a preparedness teaching model integrated into social science education at junior middle school in lombok. this research is expected to produce an innovative socialization model that can be implemented in the context of schooling in lombok. the research that the author is doing is not purely on the development of a completely new preparedness teaching model, but on the adaptation of an existing teaching model to be implemented in the context of schooling in lombok. because research is concerned with the adaptation and implementation of teaching models, as an educational product, the research approach or model that is deemed appropriate for use in this research is the research and development approach developed by borg and gall (1983, 1989). in this regard, the preparedness teaching model is seen as an educational product that will be developed (adapted) and validated through the research and development process. the research and development process or cycle in general includes reviewing and analyzing literature and research findings relevant to the product to be developed, developing educational products based on research findings, field testing or product validation, and revising products based on field testing or validation. the steps in this research and development can be explained as follows. first, a preliminary study, which includes the activity of reviewing the literature, in particular reviewing (reviewing) the latest research findings, and gathering information from schools by providing questionnaires and interviews with students and teachers; second, prepared and adapted a preparedness teaching model that is integrated into social science education, which will be implemented through this research. this teaching model is designed for 4 to 6 week meetings, consisting of 2 hours of lessons per week. the stages of modeling the model include the following activities: (1) preparation of a rough draft of the preparedness teaching model to be implemented; (2) expert validation: the first stage of validating this teaching model is to ask several education experts and social science education practitioners to provide consideration, assessment, and input on the model to be implemented; (3) model limited trial; the limited trial of this preparedness teaching model was carried out by the researcher himself in collaboration with two social science education teachers; and (4) main revision of mode. the main revision of the model is based on suggestions and recommendations from education experts and teachers as well as the results of limited trials. third, empirical model validation. this stage is directed at validating or testing the effectiveness of the preparedness teaching model that is integrated into social science education in junior high schools. in empirical validation of this model, the researcher gave pre-test and post-test to students who accepted the implementation of this model. in addition, to obtain more comprehensive data about the impact of the preparedness teaching model on student behavior in schools in implementing preparedness strategies, the researcher made observations (observations) on students who accepted the implementation of the model. the results of empirical model validation can provide feedback for the final revision of the model. the final revision result which is based on feedback from empirical validation is the final product of a developed model that is ready to be disseminated (disseminated) and applied. the stages of the research and adaptation of the preparedness socialization model in this study can be illustrated as in fig. 1. fig. 1 research flow and adaptation of the model iv. results and discussion a. results from research and adapting the implementation of a preparedness teaching model that is integrated into the social science education of junior high schools in lombok, literature analysis preliminary study results field preliminary study compilation / model adaptation expert validation limited trial model revision empirical validation model revision model validation results journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 189 the research on " teaching model for earthquake disaster preparedness based on earthquake prone schools in lombok " produces findings. as follows. first, the context of the benefits of research on "teaching model for earthquake disaster preparedness based on schools for earthquake prone in lombok" has the leverage to strengthen the national innovation system, especially in terms of creating added value and economic, public and academic productivity to increase the nation's competitiveness. an organizational approach to strengthening national innovation. directorate general of strengthening innovation at the ministry of research and technology. the point is that this research will have a beneficial impact, namely the creation of added value both academically and increasing the productivity of the community so that it can have better competitiveness because schools have knowledge as a result of modeling in research. second, the efforts made by the school. to meet the needs of the community school in holding the teaching of earthquake preparedness based schools, has made the air like an effort to improve preparedness through learning of social sciences that integrate preparedness material thematically based ma s ne of appearing in public, especially in the district of north lombok. this program is implemented in a participatory manner together with the elements of the community schools smp all districts of north lombok which involve parties parties related to disaster management, held on august to december 2019. through these activities, efforts to teach school-based earthquake disaster preparedness have been implemented. this program aims to build school community preparedness in facing the threat of an earthquake. the preparedness stages that have been implemented include; disaster risk assessment, creation of a map of earthquake risk area, the determination of evacuation lines and installation of signs signs for evacuation, establishing early warning information systems, education and training in disaster. meanwhile, the stages of preparedness that have not been implemented are compiling contingency plans, conducting internal and external coordination, mobilizing resources, developing response mechanisms, and conducting routine rehearsals/simulations. third, the leading sector in the process of teaching earthquake preparedness. leading sector in disaster management, in school or out of school is through the optimization of the role and functions of the disaster management agency regions in giving guidance to the school community. the regional disaster management agency for north lombok regency is inseparable from internal and external environmental conditions as well as its position, main duties and functions which are inseparable from the vision and mission of the regional head. the direction of policy in an effort to improve clean and accountable governance in accordance with the duties and functions of the regional disaster management agency of north lombok regency in the disaster management program in north lombok can be more optimal in synergy with the school community, several policies include: (1) increasing the quality and quantity of sources human resources of regional disaster management administrators and supported by adequate disaster management infrastructure; (2) optimizing professional guidance, education and training, technical guidance for disaster management simulation activities for various disaster management programs / activities; (3) improve the quality of community services through the rapid reaction program, monitoring / supervising disaster events and overcoming efforts; and (4) increasing the participation of the community and the business world in disaster management efforts. the programs implemented by the regional disaster management agency of north lombok regency in synergy with the school community regarding efforts to build schoolbased disaster preparedness have been implemented, although they are still in a limited scope. an example of a program being implemented is the provision of disaster management training for teachers or school principals in north lombok regency. this program is routinely implemented every year, with an average of 50 participants per batch per year. the regional disaster management agency of north lombok regency rejected the meaning of priority for school-based disaster management training, but this was limited by the available budget capacity. however, the school's participation in conducting various disaster preparedness trainings was widely opened by the regional disaster management agency of north lombok regency. regarding the position of school-based disaster preparedness in the 2013 curriculum at the junior high school level in north lombok regency, the results of the research show that currently the disaster preparedness curriculum is already in social science learning but the fact is that learning about earthquake disasters before an earthquake is taught improperly. besides being taught through social science learning, efforts to build school-based preparedness in north lombok are extracurricular in nature, usually combined with scouting / scouting activities. even with such activities, it has gone well and provides an understanding of the importance of school-based disaster preparedness. in the coordinative system, school -based disaster preparedness in north lombok regency has so far not been coordinated between organizations. in the sense that the regional disaster management agency of north lombok regency is still running limited to implementing independent agency programs. not to be implemented in coordination with the district education office north lombok who became the leading sector in the education levels of junior high school. in addition to involving the school, disaster management agency regional district north lombok also made various efforts of community-based disaster preparedness. the results showed that the bpdb north lombok regency has formed a disaster prepared village. as of may 2020, there is already 1 disaster prepared village, namely kayangan village, north lombok. this disaster preparedness village is an effort to teach disaster preparedness. it is hoped that there will be more and more community and community based journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 190 disaster preparedness teaching agencies, so that disaster risk can be minimized. fourth, disaster management in schools. the ministry of education and culture through the bureau of planning and overseas cooperation, in collaboration with unicef, has issued a module on education and disaster risk management, which consists of modules 1pillar 1: safe school facilities; modules 2pillar 2: disaster management in schools; and module 3pillar 3: disaster risk reduction and prevention education. in these three modules, what is meant by school is schools under the auspices of the ministry of education and culture and madrasas under the auspices of the ministry of religion. the preparation of these reference modules is the result of collaboration between the bureau of planning and overseas cooperation and unicef indonesia in the disaster risk reduction program which aims to build communities that are safe from the threat of disasters through various disaster risk reduction efforts. school disaster management is an assessment process that is later on followed by the planning of the physical protection, planning the development of the capacity for responding/emergency response, and continuity planning education at the school level each up with education authorities at all levels, both the district / city, province to national. disaster management in schools is determined through the authorities in the education sector at the national, provincial, district/city level and at the school community level (including students and parents of students), in collaboration with partners in the field of disaster management, to maintain a learning environment that is safe as well as planning the continuity of educational education both in the absence of a disaster and during a disaster, in accordance with international standards. in line with the spirit of protecting children's rights to protection, security and survival as well as the right to quality and sustainable basic education, the ministry of education and culture intends to be able to disseminate knowledge about disaster risk reduction and safe school facilities and disaster management in schools through teachers and facilitators, one of which is by compiling modules that can be used as references for teachers. the steps taken include mapping the regulation of the head of the national disaster management agency number 4 of 2012 concerning guidelines for the implementation of disaster-safe schools / madrasas for a comprehensive safe school framework, in which this framework with its three pillars has been agreed by the international community, especially unisdr as united nations agency for disaster risk reduction. b. discussion the conceptual model of teaching school-based earthquake disaster preparedness in social science learning is designed as a basic framework for designing a more operational teaching model in the implementation of model trials. this conceptual model is designed based on the results of a swot analysis of the empirical conditions of social science learning that have been carried out so far. the preparation of the swot analysis is based on several studies, both qualitative and quantitative in nature that involve opinions and input from various parties including principals, teachers, employees, and students, in the hope of obtaining a comprehensive study of the empirical conditions of the preparedness teaching model. the school-based earthquake preparedness teaching model is presented in fig. 2. based on the results of the research that has been done, the reality in earthquake-prone schools shows the importance of teaching earthquake disaster preparedness to be taught through classroom learning where one of the channels that can be used is social science learning. in line with that, the results of adiyoso and kanegae's research journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 191 (2013) concluded that the effect of schools adopting curriculum-based disaster issues on school children with regard to disaster risk reduction is effective in increasing disaster knowledge, increasing the level of risk perception, individual preparedness and school. an important finding is that the results of implementing curriculum-based disaster issues in schools can raise the preparedness attitude of school children even though it is limited to visits to educational facilities and emergency facilities. the model used in teaching earthquake disaster preparedness in this study is teaching with an interesting module. reinforced by the results of melisa's research, swandi, raditya (2012) concluded that indonesian children need to be provided with information about a culture of selfprotection against disasters. you do this by providing information that is interesting to them and easy for children to understand and understand. this information can be packaged in the form of educational games. arifianti (2011) the implementation of education is one of the media, namely books which are used as a source to prepare children for disaster learning from an early age. this book is only one medium, there are many other innovative media that can be developed to complement disaster learning activities. the difference between this model and the learning model used for hate education is that this model is integrated with social science subject matter thematically based on the problems that arise and is packaged with earthquake disaster simulation activities involving the school community. in addition, this model contains three pieces of information, namely types of earthquakes, preparedness efforts, and rescue efforts in the event of a disaster. this model packs information on earthquake disasters that occurred in lombok. the three pieces of information are packaged using the themes of the problems related to preparedness. a number of junior high schools in north lombok are currently struggling with various programs to improve the preparedness of all school residents. in line with that abdurrahman et al. (2011: 107) explained that disaster socialization efforts will be very effective if implemented through school. every school year there will be new students, and they will be the speakers of disaster mitigation. from the research process, it was also found that several junior high schools in north lombok had many programs related to disaster preparedness schools. first, disaster preparedness material is included in the learning curriculum, one of which is through social science learning. according to informants, every social science teacher is obliged to insert disaster material in the learning implementation plan based on subject matter that is relevant and can be related to disasters. the disaster preparedness school program which is included in the learning curriculum has been implemented quite well. second, the first school in north lombok has an annual disaster simulation and socialization program. the socialization and simulation programs are fully supported by various non-governmental organizations and governments. these grants from various elements of society are then used to procure preparedness equipment, simulations, make module books, provide disaster preparedness workshops, and so on. simulations, outreach or workshops are scheduled every 2 times a year, but before the earthquake occurs these activities are rarely held. simulation activities or workshops are only held once a year and sometimes they are not even held at all. in line with that, hidayati et al. (2008) argued that disaster management, which is often limited to shortterm reactive responses and less oriented towards proactive preparedness and long-term mitigation efforts, can result in continued decline in preparedness. however, since the 2018 earthquake, various earthquake preparedness programs have been implemented more frequently. third, procurement of module books on disaster. the junior high school in north lombok received assistance for the procurement of the module books, but it was not used properly. the module books are only placed in the showroom as a display in the window and are already in education. fourth, the structure and design of school buildings are made according to standards for disaster-resistant buildings. in junior high school in north lombok building design school built after the earthquake years 2018 and is equipped with maps, evacuation routes, and directions are clear. the building is made of one floor, although the classroom only has one door, the windows are made lower and wider so that they can be used as an emergency evacuation route. overall, the efforts that have been made by north lombok junior high school to improve student preparedness have been quite good in their implementation. v. conclusions the earthquake in lombok in 2018 was one of the many recent earthquake experiences experienced by this nation. the successive earthquake events in lombok can be a knowledge that can be taught in depth to schools through a line of learning, one of which is learning social science which is able to become a way to educate school residents to minimize casualties and property in disaster-prone schools in lombok. from the various explanations of the findings and adapting the learning model above, it can also be concluded that schools in earthquake-prone areas in lombok have an important role in the transfer of knowledge gained from learning about social science related to earthquakes and efforts to deal with them. to other schools in the context of preparedness. through social studies learning, disaster-prone schools can become a strong foundation that will preserve knowledge about preparedness which will become an example for other schools on how to deal with earthquakes in lombok. references aldrich, dp, & meyer, ma (2015). social capital and community resilience. american behavioral scientist, 59(2), 254-269. journal of education, teaching, and learning volume 5 number 1 march 2020. page 185-192 p-issn: 2477-5924 e-issn: 2477-4878 192 britton, nr (1979). the inangahua earthquake: an application of the powell and rayner model of disaster-time. clerveaux, v., katada, t., & hosoi, k. (2008). information simulation model: effective risk communication and disaster management in a mixed cultural society. journal of natural disaster science, 30 (1), 1-11. dzikron am, m., ceha, r., & muhammad, cr (2015). development of disaster mitigation dissemination methods in the sister village model. fitria, r. (2017). model of school preparedness policy in earthquake disaster mitigation and volcanic eruption at senior high school in bukittinggi. sumatra journal of disaster, geography and geography education, 1(2), 315-320. hidayati, d. (2008). community preparedness: a new paradigm for natural disaster management. journal of indonesian population, 3(1), 69-84. jimerson, sr, brock, se, & pletcher, sw (2005). an integrated model of school crisis preparedness and intervention: a shared foundation to facilitate international crisis intervention. school psychology international, 26(3), 275-296. koehler-jones, v. (1996). the use of temporal constructs as a model for understanding perceptions of environmental hazard. kurniasih, n. (2017). the model of disaster information dissemination based on volunteer communities: a case study of volunteer communities in bandung regency, west java, indonesia. lasmono, l., yusnaldi, h., & saragih, hj (2016). effectiveness of socialization act no. 24/2007 on disaster management. defense journal, 2(3), 229242. matsuda, y., & okada, n. (2006). community diagnosis for sustainable disaster preparedness. journal of natural disaster science, 28 (1), 25-33. nirwansyah, aw, & nugroho, a. (2015, june). development of a selamet volcano disaster mitigation learning model for mi muhammadiyah singasari students. in the proceedings of the national seminar on geography education of fkip ump 2015, isbn 978 (vol. 6, no. 13, pp. 36-40). oktari, rs, shiwaku, k., munadi, k., & shaw, r. (2015). a conceptual model of a school – community collaborative network in enhancing coastal community resilience in banda aceh, indonesia. international journal of disaster risk reduction, 12, 300-310. puspadiningrum, d., winarni, ew, & hasnawati, h. (2017). integrated scout extracurricular for earthquake disaster preparedness against disaster response skills for students of sd. journal of pgsd: scientific journal of elementary school teacher education, 10 (2). rindarjono, mg (2016, january). spatial modeling for learning media of tsunami risk reduction in the field of education. in proceedings of the international conference on teacher training and education (vol. 1, no.1). sehah, s., aziz, an, & raharjo, sa (2016). development of a training model for making topographic contour maps for early identification of landslide prone zones in banjarnegara regency. journal of physical education research and studies, 3(2), 6774. shaw, r., & kobayashi, m. (2001, november). role of schools in creating earthquake-safer environment. in oecd workshop, thessaloniki (vol. 2001). simon, t., goldberg, a., & adini, b. (2015). socializing in emergencies — a review of the use of social media in emergency situations. international journal of information management, 35(5), 609-619. supriyono, s., guntar, d., edwar, e., zairin, z., & sugandi, w. (2018). dissemination of potential disasters and geographic information system (sig) of disasters in seluma regency. forimu negeri: journal of community service, 2(1). tatsuki, s. (2007). long-term life recovery processes among survivors of the 1995 kobe earthquake: 1999, 2001, 2003, and 2005 life recovery social survey results. journal of disaster research, 2, 485-501. thabrani, r., al haqiqi, j., & kurniasih, a. (2017, september). actionana: a learning model of disaster mitigation (flood) and its implementation on indonesian education. in proceeding, the 10th national seminar on earth sciences the role of earth sciences in infrastructure development in indonesia 13-14 september 2017; grha sabha pramana. winarni, ew (2016). the effect of the implementation of the integrated disaster risk reduction program using the ict-based problem based learning model for class iv sd it iqra'1 students in bengkulu city. jinop (journal of learning innovation), 2(2), 351-359. journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 401 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. listening learning of indonesian for speakers of other languages (bipa) for academic purposes widi astuti 1) , nurhadi bewe 2) 1) universitas negeri yogyakarta, yogyakarta, indonesia e-mail: widi.astuti2016@student.uny.ac.id 2) universitas negeri yogyakarta, yogyakarta, indonesia e-mail: nurhadi@uny.ac.id abstract. indonesian is now increasingly in demand to be studied by foreign speakers for various purposes. one of the purposes for foreign speakers to learn indonesian is related to academic purpose. bipa learning with academic purposes has different characteristics from bipa learning in general. this study aims to describe listening learning in the bipa program for academic purposes at universitas negeri yogyakarta based on the aspects of learning preparation and implementation which includes learning activities, learning materials, learning media, learning assessments, problems, and solutions in learning. the subject of this research is a lecturer of listening skills in the bipa program for academic purposes in the class of yunnan minzu university, china. this research used a descriptive qualitative method. data collection was carried out by observation, interviews, and document study. data analysis techniques include data reduction, data display, and verification. the validity of the research data was carried out using triangulation methods. the results showed that the learning preparation was carried out by making a syllabus and developing learning materials. listening learning activities were carried out through pre-listening, while-listening, and post-listening activities. listening learning materials tailored the academic needs and adjusted to the speaking skills that learners will learn. the learning media used are handouts, audio, and video that were connected from the laptop to speakers and/or projectors. learning assessment was carried out at the middle of the semester and the end of the semester. problems encountered in learning include a technical problem and a non-technical problem. to overcome technical problems, the lecturer reported this to the program manager for improvement, while for non-technical problems, the lecturer was proactive to ask the students. based on the results of this study, it can be concluded that the planning and implementation of listening learning in the bipa program for academic purposes is following the principles of learning listening in a second or foreign language. however, some things need attention related to technical and non-technical problems that occur so that they can be minimized. keywords: learning; listening; bipa; academic purposes i. introduction along with the strengthening of indonesia's position in various fields of life, the presence of indonesian is considered. foreign speakers with various backgrounds and purposes learn indonesian. learning indonesian for foreigners became known as the indonesian for speakers for other languages or bipa program. this program can be implemented both in student countries and coming directly to indonesia. bipa program which aims for academic interests is included in bipa learning for academic purposes. bipa students with academic purposes usually have exceeded the basic level (kusmiatun et al., 2017a). in general, the bipa program aims for foreign speakers to master indonesian language skills so that they can communicate orally and in writing (muliastuti, 2017). these language skills include listening, speaking, reading, and writing. within these four skills, there is also vocabulary and grammar material. besides, the bipa program also aims to make foreign speakers have an understanding or knowledge of indonesian culture. the knowledge of indonesian culture that is taught can be in the form of languages that they will use in their daily communication, such as how learners greet http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 402 someone, for example by using "pak"/"bu"/"mbak"/"mas". this is based on the principle that language and culture teaching cannot be separated. lack of sociocultural, factual, and contextual knowledge of the target language can be an obstacle to understanding speech because language is used to express culture (anderson & lynch, 1988). bipa learning with academic purposes does not have clear and standardized competency targets (kusmiatun, 2017c). the lack of clarity on the achievement of standardized and clear competency targets has made bipa program organizers develop their achievement targets and competencies. this will certainly affect the planning and learning process of the bipa program. the lecturers in the regular class stated that they had difficulty if bipa students with academic purposes could not master the indonesian language. students who do not master indonesian will tend to be passive in class. therefore, bipa students with academic purposes need to be tested for their indonesian language proficiency before entering the regular class (kusmiatun, 2019). this is done so that lecturers can find out the abilities and skills of these students in using indonesian. one of the language skills learning in the bipa program for academic purposes that needs special attention is listening. this is following the findings of kusmiatun et al. (2017b) which stated that bipa students with academic purposes prioritize speaking and listening skills as learning materials in bipa learning. this can be done because listening and speaking are activities carried out by students every day, especially if students live and study in indonesia so that the need for mastery of these skills is very high. however, astuti (2020) found that listening learning in the bipa program for academic purposes at yogyakarta state university and ahmad dahlan university still encountered various difficulties. from the learner's point of view, the factors of vocabulary, speed of speech, and speaker accent make it difficult for learners to learn to listen. besides, learners stated that they needed more listening practice to hone their listening skills. anxiety and lack of confidence when listening is also often experienced by most learners. therefore, the process of preparing and implementing listening learning needs special attention to minimize these difficulties so that the development of the listening ability of learners can be achieved. various difficulties experienced by bipa students can occur because they listen to indonesian as a second language or foreign language. the process of listening to the first and second languages or languages that have differences in input processing. vandergrift & goh (2009) stated that cognitive processes occur very quickly when learners listen in the first language, namely top-down and bottom-up processes, to achieve understanding moving flexibly. on the other hand, because of language limitations, second language listeners cannot automatically process everything they hear. the success of listening in a second language or language depends on the degree to which the listener can efficiently coordinate bottom-up and top-down processes. this can improve through listening learning. however, learning to listen to a second or foreign language for some language learners is something that makes learners anxious. as expressed by zhang (2012) in her research which stated that often learners of english as a foreign language in china feel frustrated in learning to listen so that it has an impact on students' low listening ability. besides, students sometimes have difficulty listening to a second language or a foreign language because when listening, students must activate all their sub-skills, such as receiving input, understanding input, remembering input, evaluating input, and responding to input (renukadevi, 2014). understanding speech in a second language or a foreign language is not as easy as understanding speech in the first language. therefore language teachers must understand the various difficulties experienced by language learners when listening and teach various listening strategies so that students can improve their listening skills (saraswaty, 2018). therefore, listening skills teachers need to pay attention to various aspects so that listening learning can run well. listening learning in the bipa program needs to pay attention to various aspects so that it can influence the development of listening skills of students. bipa lecturer also needs to understand that bipa students are generally adult learners who already have a lot of knowledge and insight and have varied goals in learning indonesian (suyitno, 2008). these things certainly have implications for the bipa learning process so that teachers need to pay attention to several aspects of learning, including learning objectives, materials, media, and evaluation (suyitno, 2005). these various aspects need to be considered properly so that the objectives of bipa learning, especially listening can be achieved. listening learning in bipa program with academic purposes has special characteristics in learning. bipa students with academic purposes certainly need listening material related to the academic world, for example listening to discussions, listening to debates, and so on. besides, the characteristics of bipa learning for academic purposes are the use of standard language in the learning material (kusmiatun et al., 2017b). beside learning materials, learning media are things that need to be considered in learning listening. listening learning requires audio and audiovisual media. usually, the audio or video contained on a laptop or computer will be connected to speakers and projectors so that learners can listen to it. therefore, supporting factors such as speakers, projectors, and even cables connecting these devices must be able to function properly so that language voices can be heard clearly by students. the learning process will never be separated from the evaluation. evaluation is needed to determine the quality of learning that has been done. besides, with the evaluation, teachers can also find out what competencies have, not and are not yet mastered by students so that teachers can compile a follow-up on this (nurgiyantoro, 2012). in listening skills, teachers usually use a test form to measure students' listening comprehension. this test can be structured concerning the type of listening being evaluated. brown journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 403 (2004) stated that there are four types or types of listening, namely intensive listening, responsive listening, selective listening, and directive listening. each of these types has a different type of test. besides, a listening assessment can be done using authentic assignments (brown, 2004; nurgiyantoro, 2002). in bipa learning for academic purposes, the teacher provides a proportion of the assessment to determine the student's final grade, namely participation in-class learning, assignment scores, midterm exam scores, and final semester test scores (kusmiatun et al., 2017a). research related to the implementation of bipa learning has been carried out by several researchers. first, research by sari, sutama, and utama (2016) explained the implementation of bipa learning at the sekolah cinta bahasa, ubud, bali. second, azizah, hs, lestari (2012) explained the implementation of the bipa learning program for the critical language scholarship (cls) at the faculty of literature, state university of malang. third, agustina (2013) conducted research related to the implementation of bipa learning at upt p2b sebelas maret university, surakarta. fourth, kurniawan et al. (2019) reviewed the implementation of the bipa program and its learning outcomes. fifth, research related to teaching listening in a foreign language was conducted by yusnida, muslem, & manan (2017). based on the research results of yusnida, muslem, & manan (2017), the preparation and implementation of teaching listening to english as a foreign language has been carried out well. the two teachers who were the research subjects made different learning preparations. learning material is taken from various sources. teaching techniques and methods are following the theory of teaching listening in foreign languages. the two teachers also conducted different evaluations to measure students' listening ability. however, both of them did formative and summative tests when teaching listening. the research that has been carried out by these researchers provides an overview of how to prepare and implement bipa learning. however, the four studies did not discuss specifics related to listening learning for academic purposes. meanwhile, research related to teaching listening to english as a foreign language has the same position as listening learning in the bipa program. therefore, it is necessary to conduct research related to the preparation and implementation of listening learning for academic purposes. one of the bipa listening learning programs for academic purposes is at yogyakarta state university (hereinafter written as uny). uny is known as one of the educational institutions that have been implementing the bipa program for a long time. since 2013, yunnan minzu university (hereinafter written as ymu), one of the universities in china has collaborated with uny in the form of a credit transfer program at the faculty of language and arts (lestyarini, 2017). ymu students are bipa students who are at the intermediate level. the courses taught are related to the academic realm because these students are bipa students with academic purposes. the bipa students have been taking indonesian language courses at their home universities for four semesters. then in the fifth and sixth semesters, they deepened their indonesian language skills in indonesia. planning and implementing listening learning in the bipa program for academic purposes is very important for teachers to do. if the planning and implementation of listening learning of the bipa program with academic purposes run well, of course, it has positive implications for the mastery of listening skills of learners. therefore, to provide an overview of listening learning in the bipa program for academic purposes, this study focuses on the process of preparation and implementation of learning which includes activity, material, media, and evaluation of learning at ymu class in uny. ii. methodology this research is a descriptive qualitative study. qualitative research is used to examine the condition of natural objects (sugiyono, 2013). this research is then described with data in the form of words. this study describes the learning process of listening in the bipa program with academic purposes at the ymu class in the language and arts faculty, uny. the subject of this research is a listening skills lecturer who teaches the bipa program for academic purposes at the ymu class. the data collection techniques used were observation, interview, and document study. observations were made to determine the listening learning process. interviews were conducted to determine the process of preparation and implementation of listening learning. document studies which include syllabus and learning material handouts were carried out to determine the aspects of listening learning. this research procedure was data collection, data classification, data analysis, and reporting of research results. data collection was the first step in carrying out this research. the first data collection was done by making observations to determine the learning process of listening. after making observations, the researcher conducted interviews with the lecturer to confirm the observations that had been obtained previously. besides, researchers also analyzed documents in the form of syllabus and learning material handouts provided by the lecturer. after carrying out the data collection stage, the next step was data classification. the data that has been obtained are then classified based on the aspects studied, namely the preparation and implementation of learning which consists of learning materials, instructional media, learning evaluation, problems in learning, and solutions in learning. the next stage was data analysis based on each classified aspect. the last stage is reporting the research results. the data that has been analyzed is then concluded and then compiled in a research report. the data analysis technique used was the interactive analysis techniques. interactive analysis techniques were performed by reducing data, presenting data, and conclusion drawing/verifications which are carried out simultaneously (miles & huberman in sugiyono, 2013). data reduction is done by summarizing and sorting the data according to the research objectives journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 404 based on the results of interviews, observations, and document studies. researchers focused on data related to the preparation and implementation of listening learning in the bipa program for academic purposes. after the data is reduced, the data is presented in the form of narrative text based on each category, namely (1) learning preparation and (2) learning implementation which includes (a) learning activities, (b) learning materials, (c) learning media, (d) learning evaluation, and (e) learning barriers and solutions. after the data is presented, conclusions are drawn in the form of findings in the process of preparation and implementation of listening learning in the bipa program for academic purposes at ysu. these findings are in the form of a description of the process of preparation and implementation of listening learning which includes learning activities, learning materials, learning media, learning evaluation, constraints and solutions in learning listening to bipa for academic purposes at uny. the validity of the data was done using the triangulation of methods. iii. results and discussion a. results this study resulted in findings related to the preparation of learning and the implementation of listening learning in the bipa program for academic purposes. implementation of learning includes learning activities, learning materials, learning media, learning evaluation, problems and solutions in listening learning. 1) listening learning preparation listening learning in the bipa program with academic purposes at ymu class combined with speaking learning. each learning theme will be divided into two meetings, with the first meeting for listening activities and the second meeting for speaking activities. however, the focus of this research is learning listening skills only. listening to teaching is carried out with a duration of 100 minutes per meeting. there are 16 meetings in one semester. before carrying out learning in class, the lecturer did learning preparation. the lecturer stated that before the beginning of the listening teaching activity, he made a syllabus at the beginning of the semester. the syllabus is a reference to the implementation of learning for one semester. the syllabus is then given to the program manager so that the program manager can find out the details of the activities during lectures. at the time of compiling the syllabus, the lecturer includes what material he will teach. in this process, the lecturer determined the material by considering the needs and purposes of bipa learners. based on the results of the interview, the lecturer prepared the material based on the needs and purposes of learners to learn indonesian. bipa students in the ymu class are students who have also studied for two years at their home university so that the lecturer adjusts their learning material to the level of the learners' ability. after making the syllabus, every week before lectures begin, the lecturer stated that he will make learning materials that are presented in the form of handouts. 2) listening learning implementation the implementation of listening learning is divided into learning activities, learning materials, learning media, learning evaluation, problems, and solutions in listening to learning. the following is an explanation of each of these aspects. a) listening learning activities based on the results of the interview and observations, it is known that the listening learning process consists of three stages, namely pre-listening, while-listening, and postlistening. this is as stated by the following lecturer. there are three pre-listening activities carried out by the lecturer. first, the lecturer greets and asks how the students are. this is done so that students can shift their focus to the lecturer because usually they are still playing on their cell phones or talking to their friends. this activity can be referred to as learner conditioning to be ready to receive learning material. second, the lecturer leads to a discussion by looking at pictures and accompanied by questions related to pictures. the picture is adjusted to what topic will be listened to that day. when discussing these questions, the lecturer asks students to express their opinions. besides, each topic is associated with the learner's culture so that learners can express their opinions from the perspective of their culture. third, the lecturer will introduce the vocabulary that will be used in listening. based on observations, it is known that how to introduce vocabulary is done by discussing the vocabulary that will be used one by one and asking students to make sentences using these vocabularies orally. besides, in this pre-listening activity, the lecturer also conveyed the learning objectives for the day. in listening activities, the lecturer stated that he would play audio or video. he will play the audio or video twice. in the first round, he intended for students to recognize, listen and fill in the answers, while the second round was intended for students to confirm their answers. finally, post-listening activities are carried out by discussing listening answers together. the lecturer discusses the answers by listening by discussing one by one of the questions and answers. if there is a student whose answer is not correct, the lecturer will repeat the recorded part of the question so that the student can find out the correct answer immediately. besides, the lecturer sometimes gives paraphrasing assignments for this post-listening activity. b) listening learning materials listening to learning materials in the bipa program for academic purposes are associated with speaking skills. for example, at the first meeting, the speaking skills to be taught were interviews so that at the meeting, the listening activity was listening to interviews. in addition to listening to interviews, in the first semester, there is material on listening to discussions, debates, and folk tales. journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 405 the lecturer stated that he developed learning material by taking it from the internet and revising the language used. the lecturer usually edited so that the language used is following standard indonesian grammar. edited learning materials are then arranged in the form of handouts. one handout is used for a listening and speaking skills theme. besides, the material in the form of audio was developed independently with colleagues, while the material in the form of the video was taken from youtube. c) listening learning media lecturer used learning media in every listening lesson. the learning media used were handouts, audio, and video. the handout and audio are made by the instructor himself by asking colleagues for help, while the video is captured from youtube. if the lecturer used audio, he will connect their laptop with speakers, whereas if he used video, he will use the projector and speaker. d) listening learning evaluation based on the research, the listening evaluation in the ymu class was carried out in the middle of the program and at the end of the program. based on the form, evaluation is carried out using test techniques. during the midterm exam, the lecturer played a news recording made by the lecturer. the form of the test was a combination of an open-ended response to a question and an interpretation assignment. the lecturer made proportions for the final assessment of listening and speaking skills. based on the document study, the evaluation of listening and speaking using the following proportion of assessments: attendance and activeness during lectures is 10%, listening and speaking assignments/practices is 25%, uts is 30%, and uas is 35%. in every listening learning meeting, the lecturer gave the task to train students to listen to indonesian. the lecturer provided various task to develop listening skills, namely completing gaps in the text (listening cloze), evaluating statements based on listening (true-false), open-ended questions (essay), or interpreting what is read. the lecturer provided feedback on each student listening assignment but does not provide a score for the assignment. the score was given when the students have practised speaking as a combination of listening learning. e) problems and solutions in listening learning listening to learning in the bipa program for academic purposes in the ymu class has problems. there are two types of problems. the first one is technical problems, such as sometimes the cable didn’t work or the laptop didn’t connect to the projector. the second problem is about the learners who didn't the learning material is silent. since the students are from the same country, they usually ask their friends what they don't understand using their language (mandarin). to overcome technical problems, the lecturer usually come to class early to make sure all the equipment is functioning properly. besides that, the lecturer has reported equipment damage to the bipa program manager so that it can be repaired immediately. although trivial, technical problem will waste several minutes of learning time and can disturb the mood of students. therefore, the lecturer will ensure that various equipment functions properly before learning begins. the second problem is that often students are not able to grasp the learning material well but they are silent. so that the lecturer knows what the student's difficulty is, the lecturer approached the student one by one and actively asked the difficulty in listening. this method is considered effective because there are not too many students in the class (12 students) so that lecturer can pay attention and identify the difficulties experienced by each student. b. discussions listening learning in a second language or a foreign language is different from listening to learning in the first language. this is because learners will listen to language speech that they don't often hear, so learners need special strategies to listen well. learning listening in a second language or a foreign language needs attention because listening skills are basic skills for the development of other language skills. this is following the opinion of rost (2011) which stated that listening is the key to the development of other language skills. when someone can listen well, of course, they will be able to respond appropriately when communicating. listening learning in the bipa program for academic purposes at the faculty of languages and arts, uny carried out simultaneously with learning speaking skills. making syllabus and developing learning materials are part of learning preparation. the syllabus is very important in a lesson. preparing the syllabus thoroughly can make the classroom atmosphere livelier because students are actively involved in learning (tokatli & kesli, 2009). the syllabus can be used as a contract, plan or as a means of learning and teaching (parkes & harris, 2002). the syllabus serves as a contract between the lecturer and student which usually lasts one semester. the syllabus regulates the responsibilities of the lecturer and students in various tasks, such as attendance, assignments, examinations, and others. this has also been reflected in the syllabus made by the bipa lecturer. the bipa lecturer delivered the syllabus presentation at the first meeting so that each student understand how their lesson plans in one semester. the implementation of listening learning in the bipa program with academic purposes divided into three activities, namely pre-listening, while-listening, and post-listening activities. the first pre-listening activity is filled with learner conditioning (asking for news or asking about topics that are currently being discussed in indonesia) so that learners can immediately prepare and focus on learning. besides, at the pre-listening stage, the lecturer also discusses the topics to be studied and introduces the vocabulary that will be used in listening. kusmiatun (2015) stated that in the early stages of learning bipa, bipa instructor can greet; ask and answer questions with learners about feelings, health, weather, and journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 406 so on; discuss related to the topic; ask for new vocabulary; asking for assignments; and explain the objectives and material to be studied. kusmiatun (2015) added that the instructor can ask something that is or will be studied so that learners can recall past vocabulary and learning materials. richards (2008) also stated that in the pre-listening stage, teachers facilitate learners to be able to activate old knowledge to receive new knowledge. these things have been done by the lecturer in the ymu class so that students are ready to carry out listening activities. besides, in this pre-listening activity, the lecturer also incorporated learner culture into the topic discussion. the lecturer asked about topics they would study from the perspective of chinese culture. this is intended so that learners can express their opinions verbally to contribute positively to the development of their speaking skills. for example, in the activity of listening to folk tales, the lecturer asked whether there were chinese folk tales whose contents were almost the same as indonesian folk tales. the inclusion of source culture into target language learning is recommended in learning a second language or a foreign language. as stated by mckay (2003) that the target and source cultural content should be equally represented in foreign language teaching so that learners can identify differences in the original culture and the target culture so that they can have good intercultural communication skills. in this listening activity, learners do a task to measure their understanding of listening. the types of tasks carried out by learners include completing gaps in the text, answering questions according to recording, evaluating the truth of a statement based on recording (true-false), and interpreting the text. giving practise or training to bipa students is good for developing language skills (kusmiatun, 2015). the lecturer gave an authentic task in learning to listen. brown (2008) stated that authentic assignments are one of the suggested tasks in listening to learning so that learners can develop their communicative competences. nurgiyantoro (2011) added that authentic tasks such as interpreting texts are needed in real life. thus, the teaching of listening to the bipa program with academic purposes in ymu class has accommodated this principle. the post-listening activities in the bipa program for academic purposes in the ymu class are filled with discussion activities. the lecturer doesn't provide a score, but feedback on assignments. the lecturer always monitors the learner's comprehension and provides feedback on each lecture listening by discussing the student's answers and discussing the parts that the learners do not answer correctly. this is following what brown (2004) and richards (2008) conveyed that such feedback is required in a second language or foreign language learning classes. in addition to the discussion, sometimes the lecturer also asks learners to make interpretations of the input that has just been listened to in the written form. this kind of authentic assignment will develop the learner's ability to use the target language. tomlinson (1998) stated that learning material is something that is used by teachers and learners in the learning process. learning materials serve to increase knowledge and or language experience. the learning material in listening learning is adjusted to speaking competence because learning both become one subject. therefore, the listening material in the ymu class is an example or model in speaking practice that will be carried out by learners. for example, one of the speaking competencies is that learners can tell storytelling. in listening activities, students will hear a recording in the form of a fairy tale. thus, it can be said that listening learning is taught with an integrative approach with other language skills. as stated by andayani (2015) that in bipa learning, an integrative approach can be done by integrating one language skill with other language skills. the preparation of this teaching material can also integrate it with topics that bipa students like. based on research conducted by kusmiatun (2016), bipa students from china like the topic of entertainment in learning to listen. these findings can be used by bipa teachers to compile listening teaching materials according to the interests and needs of learners. the essence of the material contained in the teaching materials in the bipa program for academic purposes must refer to the use of language in the academic world, for example, the use of standard indonesian according to the rules in puebi (pedoman umum ejaan bahasa indonesia), including the use of standard vocabulary and effective sentences (susilo, rozak, & juwanda, 2017) the teaching materials used in learning listening for academic purposes in ymu class have accommodated these things. the handouts made by the lecturer have used standard language and effective sentences. the use of learning media in listening to learning in the bipa program for academic purposes needs to be considered by the teacher. learning media is anything to convey messages or information in the teaching and learning process (smaldino et al., 2012; arsyad, 2014). the lecturer in ymu class used audio, video, and handouts in listening learning. the quality of the audio/video and the presence of speakers are very important in learning to listen. if there is interference with the media, the student's comprehension can affect because they cannot hear clearly (azmi et al., 2014). therefore, the lecturer must pay attention to the quality of the recording so that students can listen clearly because most of the audio is made by the teacher himself. however, in listening to learning in ymu class, there are sometimes disturbances in the equipment used, such as malfunctioning of the cable to connect the laptop to speakers or projectors. this is also experienced in learning listening at all levels and programs. aryana & apsari (2018) reported that one of the difficulties or problems experienced by teachers in teaching listening to english is the malfunction of the cable to connect to speakers and computers. therefore, the lecturer anticipates arriving early to check the condition of the equipment to be used in learning and to report the damage to the tool to the bipa program manager. evaluation activities are an inseparable part of the learning process. because listening learning was carried out simultaneously with speaking learning, the lecturer journal of education, teaching, and learning volume 5 number 2 september 2020. page 401-408 p-issn: 2477-5924 e-issn: 2477-8478 407 evaluated the student’s listening comprehension during midterm and final semester exams. the lecturer continued to monitor the student’s comprehension through assignments and discussions every meeting. the lecturer was also actively asking the students to find out how the student’s listening ability is. this is also related to the problem in learning. students sometimes did not understand the material but they were only silent so that the lecturer needs to be active to provoke student responses through questions and answers and discussion of the listening tasks that have just been carried out. based on the findings and discussion, the lecturer did prepare and implement listening learning. listening learning in the bipa program for academic purposes in the ymu class has applied the principles of a second language or foreign language learning, both preparation and implementation of learning. with the application of the principles of a second language or foreign language learning, listening learning activities can run well. therefore, learning objectives can be achieved. iv. conclusions listening learning to a second or foreign language is different from listening learning to a first language. listening learning in the bipa program for academic purposes at ymu was implemented integratively by learning speaking skills. learning preparation was carried out by making a syllabus and learning materials. the implementation of listening learning was carried out in three stages of activity, namely pre-listening, while-listening, and post-listening. listening learning materials in the bipa program for academic purposes was developed based on the needs of learners in the academic realm and is adjusted to the competence of speaking skills. the learning media used include audio, video and handouts. the evaluation was carried out twice in one semester, namely at the middle of the semester and at the end of the semester. the lecturer always gives feedback to students at every meeting. problems in listening learning consist of technical problems and non-technical problems. the solution to technical problems was by reporting to the program manager to be fixed and non-technical problems to be overcome by asking students about the difficulties they were experiencing. based on the results of this study, it can be concluded that the planning and implementation of listening learning in the bipa program for academic purposes is following the principles of learning listening in a foreign language. however, some things need attention related to technical and non-technical problems that occur so that they can be minimized. based on the findings of this study, several things can be suggested as follows. first, a bipa instructor in other language skills is expected to be able to prepare and implement bipa learning well so that the learning objectives can be achieved well too. second, other researchers are expected to explore other language skills in other bipa programs to add to the study of the implementation of bipa learning for academic purposes. acknowledgement gratitude is conveyed to the directorate of research and community service for funding this research through the institute for research and community service, universitas negeri yogyakarta so that it can be carried out well. references agustina, r. 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(2012). the impact of listening strategy on listening comprehension. theory and practice in language studies, 2(3), 625-629. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 296 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. taxonomy of educational problems in support of readiness for the implementation of minimum competency assessment and character survey in elementary schools aunurrahman universitas tanjungpura, pontianak, indonesia e-mail: aunurrahman@fkip.untan.ac.id abstract. this study aims to determine the essential dimensions of primary school education problems in sintang district based on their types and aspects to analyze the readiness to implement the minimum competency assessment and character survey in 2021 with a focus on two main study dimensions, namely the main problems of education and the dimensions of readiness to implement the minimum competency assessment policy and character survey. the data was collected by combining qualitative and quantitative approaches through the implementation of a focus group discussion (fgd) and a questionnaire. the fgd was attended by supervisors, school principals and elementary school teachers. meanwhile, the questionnaire was filled in by elementary school teachers who were spread over some elementary schools in several sub-districts of sintang district. qualitative data analysis used taxonomic analysis techniques (taxonomy analysis) and interactive analysis from miles and huberman. meanwhile, the quantitative analysis uses descriptive statistical analysis. the results showed that the taxonomy of educational problems in supporting the readiness to implement the minimum competency assessment and character survey in elementary schools in sintang district was seen from the teacher dimensions regarding shortages and uneven distribution. in the curriculum dimension, it is considered that changes are too fast so that it becomes a source of confusion for some teachers, and in the learning process that has not made good use of information and communication technology tools. in the leadership and management dimension, the implementation of discipline and transparency is still low. in the dimension of school readiness towards implementing minimum competency assessment policies and character surveys in 2021, especially concerning the principal who not yet optimal initiative to encourage teacher involvement to find out and explore new policies and less proactive teachers in seeking information or increasing knowledge related to minimum competency assessment policies and character surveys through various available sources of information. keywords: taxonomy of educational issues; assessment of minimum competencies; character survey i. introduction the achievement of the quality of education following the established standards is an important indicator in assessing the progress of the development of a nation or a region. this is mainly because education is the main pillar in preparing human resources as actors and supporters of development. the urge to continue to find innovative ways to achieve the acceleration of the quality of education in indonesia is indeed reasonable because even though it is acknowledged that it has made progress, it is seen from the service indicators that it is still far from the expected target, let alone compared to other countries. research conducted by widodo (2015) revealed several cases that illustrate this condition including, that (a) 75% of education services in indonesia do not meet minimum service standards, (b) equitable access and quality of education in indonesia in 2013-2014 which shows that indonesia is ranked 40 out of 40 countries, (c) for higher education in indonesia is ranked 49 out of 50 countries, (d) for literacy skills in science and math mapping shows that indonesian children are in position 40 out of 42 countries. however, in a broad dimension, there have been significant advances that have been made compared to previous times. quantitatively, education in indonesia has progressed. the indicator of achievement can be seen in the literacy of the community, which reached 67.24%. this is as a result of the education equality program, especially through the sd impres built by the new order. however, success in terms of qualitative education in indonesia has not succeeded in building a smart and creative national character let alone superior (afifah, 2015:5). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 297 since education is recognized as the main force for providing competent and quality human resources, the policy to give priority to this sector must be clear. nasution (2015: 7) stated that modern quality systems are characterized by active participation in the continuous quality improvement process. if quality is delegated to the quality control department only, then everyone will have the perception that quality is not a key concern. among the policies of the minister of education and culture of the republic of indonesia which are directed at making educational changes that have received great attention among various parties related to education providers at the school level is the decision to replace the national examination with a minimum competency assessment and character survey starting in 2021. based on various available source, the government has designed and tested this system. through the explanation of the head of the ministry of education and culture's research and development agency, it was stated that this method had been designed and tested. minimum competency assessment or also known as indonesian student competency assessment or asi (yanuar, 2019). the benchmark for this method is the program for international student assessment (pisa) and trends in international mathematics and science study (timss) assessment method. "the minimum competency assessment is a minimum competency where we can map schools and regions based on minimum competencies. minimum competency assessment (akm) is an assessment of the basic competencies needed by all students to be able to develop their capacities and participate positively. there are two basic competencies measured by akm, namely reading literacy and mathematical literacy (numeracy). akm is intended to measure competence in-depth, not just mastery of content (mendikbud, 2020: 1). the material has only two cognitive parts, the first is literacy and the second is numeration (mendikbud, 2019). in addition to the minimum competency assessment, the minister of education and culture will also apply the character survey concept. this character survey is used to determine the character of children at school. the character survey is essentially directed to find out the whole school ecosystem. the realization of the school ecosystem, which is reflected in the development of a good school culture through the application of this character survey, in addition to creating good student character individually, the relationship between school personnel as a whole will be better. the correct character education that is implemented in every school and student and all school members will be able to build a school climate that reflects a positive culture for the continuity of the educational institution. with a good school culture from the results of research conducted by opata, alfred & stephen (2017: 59), besides being able to improve relationships between school personnel, it is also able to encourage good competition to grow. besides, good school culture is one of the factors that can encourage the development of teacher professionalism. in addition to the positive impact of the application of character education that is developed properly, it is also proven to have fostered very positive dimensions of individual development, the experimental results of research conducted by maunah (2015: 94), proved to have a positive impact on students on several things; (1) growing motivation to be better, (2) not lying, (3) respect for parents and loving others, (4) above something that is accepted, (4) respect for others, (5) increasingly able to appreciate the results cooperation, train leadership, (7) accustomed to the environment and (8) accustomed to helping fellow friends. this research was conducted in the elementary school of sintang district, by taking several representative districts to study educational problems in schools by grouping or sorting them based on essential aspects or taxonomically so that it is easier to understand the main problems faced to see the relationship between the readiness to implement the minimum competency assessment and character survey as previously described in a broader perspective, to be able to realize the expectations of development in the regions, of course, it must be preceded by careful analysis and study of social problems in the regions, so that it will produce concrete and specific data or information to formulate the right strategy in improving quality of education on an ongoing basis, and particularly implementing the character assessment and survey. sintang district is one of the districts that have a supporting power in the aspect of education both at the provincial and central levels which has a fairly large area. the development of sintang district education in a period of five years is directed towards realizing the vision of sintang district for 2016-2021, namely the realization of a smart, healthy, advanced, religious and prosperous sintang community supported by the implementation of good and clean governance in 2021 (pemerintah kabupaten sintang, 2016). various programs which are proclaimed by the central government, of course, must synergize with the successes (milestones) at the regional level at the provincial, city and district levels. the benchmarks for success are on how to embody various strategic policies in the field of education both during the planning, implementation and evaluation processes that are sustainable following existing regional conditions (existing conditions) to achieve the ideal conditions (excepted conditions). to support the realization of the implementation of the minimum competency assessment or the indonesian student ability assessment (aksi) in 2021 as determined in the policy of the minister of education and culture of the republic of indonesia, the study of educational issues is considered very important so that it is known which dimensions have good readiness, and dimensions which the dimensions need greater structuring support so that when the policy is implemented it can run smoothly. in other words, quality improvement policies must begin with a concrete and specific understanding of the main problems faced in this field of education. the clearer the problems faced, the easier it will be to determine steps and strategies to push towards the expected progress. if the government has a clear development direction from the real problems faced, it will increasingly be able to realize the progress of society and the region as a whole, because development steps will be arranged journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 298 appropriately so that it can answer every problem faced according to the reality and characteristics occur. the aim of this study to determine the essential dimensions of primary school education problems in sintang district based on their types and aspects to analyze the readiness to implement the minimum competency assessment and character survey in 2021 with a focus on two main study dimensions, namely the main problems of education and the dimensions of readiness to implement the minimum competency assessment policy and character survey. ii. methodology to obtain data or information following the objectives of this study, this study used a qualitative research approach. mc millan and schumacher (2001: 398) in an in-depth discussion of the qualitative approach revealed that qualitative research is based on the assumption that reality is multiple, interacting with each other and in which there is an exchange of social experiences interpreted by individuals. this approach that sees things as they are in an interconnected unit is also called a naturalistic inquiry. through a qualitative data approach and information are described in detail and in-depth. the qualitative approach in this study emphasizes the data collection process through interviews with principals and teachers. apart from the qualitative approach, this research also uses a quantitative approach, especially to look at aspects that are related to the frequency or intensity of data or information studied. it is important to realize that the use of various triangulation methods reflects an attempt to gain a deep understanding of a phenomenon that is being studied. a. research steps as previously explained, this research will describe educational problems based on the types and aspects of elementary schools in sintang district with a focus on deepening several primary schools representing sintang district to analyze the readiness to implement the minimum competency assessment and character survey in 2021. to achieve this goal, the following research steps were carried out: 1. identifying and analyzing data or information from documents or previous research findings regarding the state of education at elementary schools in sintang district. 2. conduct fgd with supervisors, school principals and teachers 3. perform data analysis and formulate conclusions. the steps to achieve the research results are as outlined in fig. 1. fig. 1 research steps b. research subjects it has been stated previously that this research was carried out at elementary schools in sintang district. to obtain the expected information, the subjects of this study consist of: 1. principal 2. primary school supervisor 3. elementary school teachers c. collection techniques and tools data collection in this study used data collection techniques through focus group discussions (fgd) and questionnaires. the fgd was attended by elements of supervisors, school principals and teachers. specifically, the questionnaire was given to 35 elementary school teachers spread across several elementary schools in several sub-districts of sintang district. d. data analysis techniques the data obtained through the fgd in the form of qualitative data were analyzed qualitatively using spradley's technical analysis of taxonomy and interactive data analysis techniques from miles and huberman. iii. results and discussion a. results the presentation of the results of this study is focused on two main dimensions, namely the taxonomy of education problems and the dimensions of the readiness to implement the minimum competency assessment and character survey in elementary schools in sintang district. field data collection conducting fgd and submitting questionnaires to supervisors, school principals, and teachers identification and data analysis from documents and previous research data analysis research findings conclusion the taxonomy of education issues in supporting the readiness to implement the minimum competency assessment and character survey in sintang district elementary schools journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 299 1) taxonomy of educational problems in elementary schools in sintang district based on the analysis of qualitative data which shows that the problem of education in primary schools in sintang district in implementing the minimum competency assessment and character survey has quite broad and varied specifications that can be categorized taxonomically. in the teacher dimension, the main problem faced is the lack of teachers and the lack of equal distribution of placement. the accumulation of teachers generally occurs in schools in the city and suburbs of districts and sub-districts, while in remote and border areas experiencing a shortage of teachers, there are even several primary schools that experience very serious shortages. another main problem is the low access to opportunities to participate in qualification programs, especially for elementary school teachers. difficulty in gaining access to information regarding teacher certification is also a major problem faced by teachers, especially for religion teachers in elementary schools. most teachers also find it difficult to fulfil the demand for certification if the treatment is equalized to schools in more developed regions or regions. another problem is that most of the teachers still do not master information and communication technology (ict) in the learning process, some teachers lack the ability and skills in designing learning both in terms of media and learning tools. in the student dimension, the specific problem is the lack of interest in reading and numeracy literacy, low motivation to learn, moreover, there is a lack of a strong desire to compete to achieve optimal learning outcomes. in other aspects, communication skills are classified as still low, and they are not able to take advantage of learning resources other than the learning resources provided by teachers. in the leadership and management dimension, principals are aware of special problems, namely that there are still some school principals who are rarely in their assignment, some of them lack transparency in the management of school operational assistance (bos) funds, are less firm in leading, rarely hold coordination meetings with teachers, are less capable cooperating with agencies in the regions such as cooperation with the puskesmas for palm oil companies and other agencies. in the dimension of curriculum and learning, special problems are found, especially there are still many teachers who feel confused about the curriculum due to frequent curriculum changes. besides, there are too many administrative components that must be updated every year and there are many teachers who still use the ktsp curriculum even though they are now using the 2013 curriculum. in the learning aspect, it is still quite a lot dominated by learning with a lecture approach, not using technology-based learning media, so that there are quite a lot of complaints against students who often do not focus on learning. in the dimension of education/learning facilities, it is known that adequate facilities are still lacking, especially if they are aligned with the demands of technological development and the development of the students themselves. likewise, there is still a lack of school rehabilitation in several elementary schools in sintang district. in the dimension of community and government support in sintang district, there are still some people who do not care about school development and there are parents who completely surrender their children to the school and feel that school seems to be the main responsibility for their children's education. besides, some people lack coordination with the school, so that sometimes it creates misunderstandings. specifically, for government involvement, namely the lack of attention to schools that are remote or borderline sintang district. 2) readiness to implement minimum competency assessment policies and character surveys in addition to examining and exploring educational problems categorized on several dimensions as previously stated, this research is also directed at examining specifically and in more depth information about school readiness in implementing minimum competency assessments and character surveys as policies to be implemented in 2021. the dimensions of the readiness of the ability to handle learning and student guidance. concerning this component, the results obtained were as many as 19 teachers stated that the learning process had generally been going smoothly even if there were obstacles that could be overcome, 1 teacher stated that it was very smooth, but there were 15 teachers who stated that it was not smooth and there were many obstacles that could not be overcome. meanwhile, concerning the handling of student problems, 25 teachers stated that it was going well and all problems were resolved, 2 teachers stated that it was going very well, but 8 teachers experienced student problems that could not be resolved. for more details, the data is presented in fig. 2. fig. 2 readiness for learning implementation and handling of student problems dimensions of readiness for coordination of new policies. concerning this aspect, as many as 22 teachers stated that they were always immediately coordinated and conveyed if there were new policies and information, 8 teachers stated that sometimes it was delivered immediately, sometimes it was a bit late and 2 teachers stated that most of the coordination and delivery of new information was delayed and 3 the teacher stated that there was no proper coordination. meanwhile, concerning the actions to be taken if there is a new policy that is not too clear, according to 17 teachers stated that they immediately carried out discussions and the interior together which was initiated to the school, 13 teachers informed them 1 2 19 25 15 8 0 5 10 15 20 25 30 smooth learning student coaching very smooth/very good smooth/good less smooth/less good not smooth/not good journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 300 to carry out discussions and deepening after a further explanation from the education office, 2 teachers stated that the principal encouraged each teacher to do the deepening independently and there were 3 teachers who stated that they were waiting until there was an explanation/order to implement it. for more details, the data is presented in fig. 3. fig. 3 readiness for coordination of new policies dimensions of the readiness of character building students. concerning care in the development of student character, data obtained from 19 teachers stated that they were quite concerned about developing student character, and 16 teachers stated that they cared. concerning the suitability of the student character development approach, 23 teachers stated that they were quite appropriate regarding the approaches and methods of character education implemented in schools so far, 7 teachers stated that they were very suitable and 5 teachers said they were not suitable. concerning the character education approach, 31 teachers stated that through habituation/training related to giving examples and exemplary from teachers, 7 teachers thought it was done through lectures/explanations and 5 teachers stated through orders, admonitions and punishments. for more details, the data is presented in fig. 4. fig. 4 readiness for student character development dimensions of readiness to follow up on new policies. concerning the activeness of teachers in seeking information related to new policies, 21 teachers stated that they were always actively seeking and following information and 14 teachers argued that they were sometimes actively seeking and the following information. while concerning attitudes to understanding or studying new policies that are well understood, 24 teachers stated that they are always actively involved in learning related to new policies regarding if there is a special new policy related to teacher duties while the teacher does not have the knowledge and skills related to the task and there were 11 teachers who answered that sometimes they were actively involved. for more details, the data is presented in fig. 5. fig. 5 readiness to follow up on new policies the dimensions of knowledge readiness regarding minimum competency assessment policies and character surveys. concerning information or knowledge related to the minimum competency assessment policy and character survey, from the data obtained, 21 teachers stated that they had never heard or read, as many as 14 people stated that they had read about the assessment policy. whereas the responses or assessments of teachers regarding the policy plan, 10 teachers thought that the minimum competency assessment policies and character surveys were appropriate or appropriate, 2 teachers stated that they were very appropriate and 2 teachers thought they were not right or not. for more details, the data is presented in fig. 6. fig. 6 knowledge readiness about akm policy and character survey b. discussion the qualitative and quantitative data exposures above provide an overview of the considerable number of educational problems in elementary schools in sintang district that must be addressed, one of which is to encourage better readiness for the implementation of the minimum competency assessment policy and character survey in 2021. comprehensive and specific understanding of the various problems faced within the organization is fundamental to encourage schools to make improvements and sustainably improve quality and performance. practical identification of problems will be used as a reference in efforts to improve, organize and improve so that the implementation of activities can take place more effectively and efficiently and can focus on the essential problems faced. the low level of understanding of school principals and teachers of the plan for implementing the minimum 22 17 8 13 2 23 3 0 5 10 15 20 25 coordination if there is a new policy this is done if there is a new policy soon sometimes slow never 16 7 7 19 23 31 5 5 0 10 20 30 40 teacher's care for character building the approach taken examples of teacher modeling very caring/very appropriate caring enough/sufficiently appropriate 21 24 14 11 0 5 10 15 20 25 30 trends towards new policies attitudes towards new policies always active sometimes active rarely active never active 21 2 14 10 2 0 5 10 15 20 25 heard/read about akm and sk response to akm and sk ever/perfectly fits never before/exactly rarely active/not quite right never active/inappropriate journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 301 competency assessment policy and character survey gives the impression that the principal and teachers are less proactive in keeping up with new developments and changes in the world of education. this can become an obstacle in the implementation process when the policy is implemented in the coming year. the policy of the minister of education and culture of the republic of indonesia, which is planned to impose a minimum competency assessment and survey of workers in schools in 2021 should receive attention and even preparations starting in 2020. to face the implementation of the minimum competency assessment policy and character survey which is one of the policies which is also a part of the free learning policy, it will provide wider space and autonomy to schools, especially for school principals and teachers to carry out assessments and development of innovative dimensions of the school program. this preparation can take various forms, for example, the stipulation of more specific rules, socialization of policies, indepth discussions at the education and school level and in other forms. from the temporary information that can be gathered, no concrete steps have yet been taken for specific preparation. assessment of the minimum competence of students has an important meaning so that learning is not trapped in unbalanced development between cognitive and affective aspects of students, as so far it has received many criticisms from various parties. if studied carefully, the development of learning that pays close attention to the psychological dimensions also has an impact on the development of the cognitive aspects. as research conducted by basith, andi and muhammad (2020), revealed that students' self-confidence has a positive relationship and can even be a predictor of academic achievement. assessment of student abilities must indeed include or pay attention to all dimensions of learning. the ability of teachers to use various learning instruments properly and appropriately is an important thing to do, especially if it is associated with dynamic technological developments. the use of good and appropriate learning tools can improve students' cognitive abilities, as the results of research presented by sari et al. (2020) revealed although there is no significant difference between high-level thinking skills between male and female students, however, learning that is supported by good media devices is proven to be able to strengthen students' high-level thinking skills (hot), both male and female students. the problem of the lack of innovative teacher learning models and the lack of ability in the use of technology-based learning media are important dimensions to be considered and corrected. as professionals, reformers and developers in learning activities have a fundamental role in realizing education and learning programs in schools. one of the most important consequences is the task related to the accountability of the learning program. for the sake of schools, having professional teachers is the key to the success of the learning process. if the principal and teachers can optimize their role properly, a positive school culture will be created. school culture provides an overview of the dynamics and state of the school as a whole. wang and zepeda (2013: 63) suggested that school culture is one of the attractions of the community or education consumers to use the educational services offered by schools. in this situation, the better or positive the school culture, the better and healthier the learning process will be. the efforts to develop student character that have been implemented will serve as reinforcement to support the implementation of the character survey launched by the ministry of national education in 2021. as it has been implemented so far, the implementation of character education in elementary schools, especially in sintang district, is carried out through a learning process or outside the process. learning is a step that is appropriate for realizing the expected character dimensions. the results of ayi's research (2018: 10), found that the real cultivation of character values can be developed through the physics learning process. likewise, the research results presented by fauzi, zainudin, and rosyid (2018: 83) showed that the inculcation of student character has been proven effective through the development of various learning methods, including discovery learning methods. even though it is found that character education has been implemented in every school, schools need to continue to make efforts to find more appropriate ways. it is necessary to study various experiences that have been applied in various places so that it is possible to find more effective ways of developing student character. the results of wuryandani's research (2016: 208) revealed that among the obstacles to the implementation of character education, especially among others (1) the inconsistency of parents in following school rules to develop student character, (2) on the other hand, schools have not been able to integrate character education comprehensively in the learning process in the classroom. these things should become material for study and motivation to improve the performance that has been achieved so far. iv. conclusions taxonomically, educational problems in supporting the readiness to implement the minimum competency assessment at primary schools in sintang district can be described educational problems: (a) in the teacher dimension, the main problems faced are the lack of teachers and the lack of equal distribution of placement, low access to opportunities to participate in training programs and lack of mastery of information and communication technology (ict) in the learning process. concerning students being faced with problems of lack of learning motivation, weak reading and numeracy literacy, and communication skills. (b) in the dimension of curriculum and learning, it was found that the teacher's level of uncertainty was quite high due to the change in the curriculum at a relatively fast time. in the learning process, students generally tend to expect learning resources from books provided by the school, less trying to explore other learning sources outside which provided by the teacher. (c) in the dimensions of leadership and management of school principals in sintang district, there are still several school principals who are less assertive and less disciplined, there are still those who are less transparent in terms of fund management and still not optimal in establishing partnerships journal of education, teaching, and learning volume 5 number 2 september 2020. page 296-302 p-issn: 2477-5924 e-issn: 2477-8478 302 with local agencies and partners. (d) in the dimensions of educational facilities and infrastructure, there are still quite a lot of schools, especially elementary schools which with their limitations carry out learning activities by utilizing rooms that are not less standard in the implementation of the learning process. likewise, there are still very few learning aids. (e) in the dimensions of community and government participation/support, it is known that real support from the community and/or parents for the implementation and improvement of the learning process is generally still low. specifically for government involvement, it is still considered a lack of attention to schools that are remote or borderline of sintang district. school readiness towards the implementation of minimum competency assessment policies and character surveys in 2021, seen from the readiness for the smooth learning process, coaching student issues, the implementation of coordination by the education and culture ministry, the appropriateness of the character education approach and the activeness of teachers looking for new information is good. dimensions that are still not optimal, especially in the principal's initiative to encourage teacher involvement in investigating new problems, the lack of speed in discussing if there are new policies or rules and teacher concern for fostering student character. especially in the dimensions of teacher knowledge about the minimum competency assessment policies and character surveys, it is classified as very low. references afifah, nurul. 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(2016). implementasi pendidikan karakter kemandirian di muhammadiyah boarding school. cakrawala pendidikan: jurnal ilmiah pendidikan, 35(2). yanuar, yudono. eds (2019). inilah asesmen kompetensi minimum pengganti ujian nasional. https://tekno.tempo.co/read/1284119. https://doaj.org/toc/2503-5347 https://doaj.org/toc/2503-5347 file:///d:/penelitian/penelitian%20fkip%202020/laporan%20akhir%20penel%202020/engenal%20konsep%20asesmen%20kompetensi%20minimum%20pengganti%20ujian%20nasional file:///d:/penelitian/penelitian%20fkip%202020/laporan%20akhir%20penel%202020/engenal%20konsep%20asesmen%20kompetensi%20minimum%20pengganti%20ujian%20nasional https://doi.org/10.4236/ojbm.2017.52029 http://dx.doi.org/10.4236/ce.2013.49b013 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 356-362 p-issn: 2477-5924 e-issn: 2477-8478 356 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. diverse roles and academic performance of tertiary students in masvingo, zimbabwe lokadhia manwa great zimbabwe university, masvingo, zimbabwe e-mail: manwal@gzu.ac.zw abstract. tertiary student roles are a critical aspect of student life during their academic career as they significantly contribute to the success of the whole learning process and the accomplishment of the entire course. this study contributes to debates on the influence of student multiple roles on academic engagement given the limited research on this phenomenon in africa and zimbabwe in particular. by investigating the factors influencing the nature of students’ roles, the findings may influence researchers to investigate other aspects of students’ life situations. the study sought to explore from the students’ perspectives, how they juggle their roles and from lecturers how these students perform. a qualitative approach that employed convenient sampling used twenty-one students and six lecturers from the three tertiary institutions in the city. open-ended questionnaires and in-depth face-to-face interviews were used to generate data from the participants. thematic analysis was used to process data, whereby common ideas and patterns that came up repeatedly were coded leading to key issues. factors such as family background, family life cycle stage and economic status were found to be influencing the nature of students’ roles. students indicated that they occupy many social roles which they could not ignore. they also reported negative effects of these roles on academic engagement. lecturers also indicated that most students were not performing to their best. the study, therefore, recommends serious consideration of the various interplay underpinning factors that may impact negatively on student role behaviour. the incorporation of time-management and ingenuity into the university curriculum may benefit all students. keywords: student role; multiple roles; academic engagement; academic performance; student life; social roles i. introduction most tertiary students are adult learners, who, besides being students, have to attend to other demands and responsibilities in their lives such as being parents, employees, and many others (meiners, 2017; reed, 2016; rowlands 2010; mamhute, 2011). this means that, even when motivation is there, formidable obstacles remain. tertiary students in zimbabwe, due to the economic turndown in the country, may face incalculable challenges when trying to make ends meet instead of concentrating on their studies. this current study captures and conveys the factual experiences of students regarding multiple roles. thus, there is a need to study the influence of multiple roles on academic engagement and consequently academic achievement. the research objectives were to establish the factors that were influencing the nature of students’ roles and how these students’ multiple roles influenced their academic performance. this present study is therefore intended to benefit tertiary college administrators in planning students’ activities especially the students’ affairs. tertiary students will also benefit from managing their diverse roles. reed & kennett, (2017) assert that social and economic changes have shifted the old system of manhood and womanhood and that males and females are faced with incompatible and different roles behaviours. students are no exception to this situation; society expects them to continue assuming their original duties while they are studying (mckie, 2010; haralambos & holborn, 2008) thus, institutional impediments such as busy and inflexible schedules may lead to physical and psychological exhaustion due to multiple role load. students play multiple roles, and each role comes with responsibilities, expectations and rights. often, these roles become too much for one person, and when roles begin to differ, serious social and psychological problems can result (koocher & keith-spiegel, 2017). therefore, ill health and a common sense of caginess are symptoms that follow role load. giancola (veney, o’green & kowalik, 2012) stated that life commitments are in perpetual conflict with one another; they compete for the individuals’ limited time, energy and resources. accordingly, most tertiary students, as individuals, have to balance parthttp://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 356-362 p-issn: 2477-5924 e-issn: 2477-8478 357 time jobs, family commitments, and extra-curricula activities alongside their academic commitments (hom, 2010), making them more vulnerable to role overload. denning et al. (2018) stated that role overload can be a source of stress and absenteeism among students. in their study, buda and lenaghan (2005) studied student-work relationships and found that the two produced stress as they demanded time from students; this negatively affected students’ well-being. most tertiary students worldwide belong to the early adulthood age group [18-35 years] (willems, 2010). veney, o’green & kowalik (2012) affirmed that a shift in the profile of higher education students has taken place with many adults now attending tertiary education. the above situation is true of zimbabwe as seen in the increased number of mature people attending tertiary education. these students are therefore candidates of the high risk of role overload. the current researcher noted that every person is striving to learn to live a decent life; as the economic situation in zimbabwe requires one to have a stable job (united nations zimbabwe, 2010). zimbabwean students like all other students worldwide, aim to realize their life aspirations such as career development, starting a family and social relationships leading to the vast variety of activities and livelihoods making it impossible for one person to remain tied to a single social role (herlihy & corey, 2015; mamhute, 2011). as a result, at this stage of the life cycle, undergraduate students may face difficulty concerning their social roles, personal ideals and ambitions. role overload is an expression that can be linked to so many life situations that people are confronted with due to changing values, lifestyles, career patterns and family role expectations (wilkinson & marmot, 2006). in the case of this study, it was recognized that being a student is value shifting and certainly leads to a change in lifestyle. actual role behaviour differs from expected behaviour for numerous reasons. some may not see the role the same way others see it, and personality and characteristics affect how one thinks and feels about the role (van rhijn & lero, 2014; ritzer, 2008). these life circumstances have the potential to amplify the level of pressure which students experience since peoples’ lifestyles and the environment in which they live sturdily influence their health. role overload can also be expressed as a personal experience that can be explained as tension, anxiety and/or frustration that a student may experience due to role demands. research studies have revealed that anxiety while studying is the main predictor of academic performance. it impairs cognitive functions and interrupts reasoning in students (barrows, dunu, & lloyd, 2013; vitasari, et al., 2010). as a result, anxiety manifests through psychological or physical symptoms. herlihy & corey (2015) stated that soaring levels of anxiety lead to a reduced memory span, loss of attentiveness, lack of confidence and poor reasoning. in the context of this study, the researcher argues that anxiety leads to difficulty in concentration as it reduces working memory. students who have elevated levels of stress may become blank in examinations; feel dependent when doing assignments; and lack confidence in presentations. studying itself can be stressful, but several aspects of student life can provoke anxiety. these include working while studying, financial burdens, getting along with family expectations and excessive study load (afolayen et al., 2013; barrows, dunn, & lloyd, 2013). vitasari et al. (2010) posit that study anxiety has two dimensions, namely physiological arousal and cognitive anxiety. fig. 1 shows how to study anxieties affect academic performance. fig. 1 how to study anxieties affect academic performance (adapted from vitasari et al., 2010) when anxiety is in its severest form, students’ minds go blank, they experience the shakes and their hands go numb, sweaty and they suffer some sudden disabilities associated with anxiety during the examination. this will inexorably bring poor results. research has explained that successful academic performance depends on the effective study and motivational strategies (safree, yasin, & dzulkifli, 2011). excessive worrying is one of the forms of anxiety which research identifies as very common among tertiary students (vitasari et al., 2010; wakefield, 2013). greater anxiety is associated with excessive worrying which results in students focusing on worries instead of their student role workload. these situations can be described as lamentation in most students when they are worried about difficult situations related to their study (vitasari et al., 2010). in most cases, when students are faced with assignment deadlines and examinations, they lament their situation and describe it as unbearable. the weak ones fall sick, become trapped in drug abuse and maybe even drop out. thus, worrying makes a person’s life difficult resulting in a variety of emotional and behavioural disorders (bhadouria, 2013). in the context of this study, excessive worrying maybe considered one of the major predictions of academic performance since it is impossible to avoid worrying if one fails to meet role demands. therefore, there is a need for this study because there is limited information on perceived role overload among african tertiary students in general and zimbabwe in particular. the study was guided by the following research questions: a) what are the factors influencing the nature of students’ roles? physiologic al arousal cognitive anxiety academic engagement academic performance study anxiety journal of education, teaching, and learning volume 5 number 2 september 2020. page 356-362 p-issn: 2477-5924 e-issn: 2477-8478 358 b) how do the students’ multiple roles influence their academic performance? ii. methodology the study adopted a qualitative approach and a descriptive case study design as it offers the opportunity to gather rich descriptions of the undergraduate students’ experiences regarding multiple roles. through involvement, the researcher managed to obtain in-depth descriptions and understanding of social actions relating to participants’ specific situation. this approach was adopted because it is person-centred, holistic and humanistic in perspective and focuses on specific concepts (denscombe, 2007). this simply means that human experience is what individuals experience directly through the senses, rather than being imagined in the mind as some abstract notions (denscombe, 2007). following this point, the qualitative approach concentrates on the kind of human experiences that are pure, indispensable and raw in the sense that they have not been subjected to analysis and theorising procedures (cohen, manion, & morrison, 2011; de vos, et al 2011). this means that, in this current study, the experiences of tertiary students are crucial in describing lived experiences and situations. the current study’s population was made up of first-year students at the three tertiary institutions in the city. about two hundred (200) first-year students and twenty (20) lecturers served as the population of this study. a sample of twenty-one (21) students (seven from each institution) and six (6) lecturers [two from each institution] were conveniently selected. to get credible data from student participants, from each institution two participants (a male and a female) were interviewed while the other five were given open-ended questionnaires. in-depth face-to-face interviews were also used to collect data from the lecturer participants. the instruments solicited data on both broad and specific issues regarding multiple roles and academic achievement. the open-ended questionnaire allowed for anonymity because the participants did not use their real names. it is also an economical way of gathering data in terms of time, effort and cost (silverman, 2010). data collected through openended questionnaires were merged with data obtained from in-depth interviews. data were thematically analysed. patterns across data sets were pinpointed, examined and then recorded. this was important as it allowed the description of the phenomenon. emerging themes were presented and analysed according to the research questions. research ethical issues were observed at all stages of this study, paying particular attention to consent and confidentiality. creswell (2014), stated that the essence of anonymity is critical so that information provided by participants do not reveal their identity. thus, anonymity was enhanced by the use of pseudonyms for interviews and codes for questionnaires during data collection. all the participants voluntarily participated in this study. iii. results and discussion a. results the majority of the student participants in this study were married, single parents or widowed; very few were single. this demographic information was important because marital status reveals the nature of roles of each person since in the african culture if one does have a family; it means that one has a lot of duties irrespective of their sex. however, mothers are known to be family care-givers. single people had only two major duties, namely being children and a sibling. these were said to be not too demanding except in child-headed families. thus, knowing the marital status of students helped the researcher understood the roles they were obliged to play beside their roles as students. all the non-resident students, especially females, indicated that household chores took most of their study time making it difficult for them to research for assignments and class presentations and sometimes household chores led to absenteeism. 1) factors that influenced the nature of student roles most of the student participants in this study indicated that, besides being students, they performed many other social roles such as being employees, parents, spouses, siblings, friends, offspring, extended family members or inlaws. factors such as social and cultural capital (family life cycle stage and origin), socio-economic status and economic situation in the country-influenced the nature of student roles. these roles inevitably impacted negatively on their academic engagement and, consequently, their performance, as role multiplicity led to role overload. most students, both males and females, showed that their social roles were significantly influenced by the family life cycle stage. the young families with primary school-going children and those with the elderly confirmed demanding family roles which could not be ignored at any cost. one female student indicated that her family was still at a tender age hence all social duties were left to her because the kids were still too young to do anything, instead, they needed much care. married students, especially females, added gendered duties such as being wives, mothers, carers and house-keeping issues, while unmarried ones mentioned being siblings, as well as looking after parents. the following responses from student participants illustrate that their family background determined their social roles. one student said: i have duties of a student, mother, in-law and a wife; i am expected to attend to the individual needs of each member (irbee). another student also pointed out that: as a single mother, i take care of my kids, parents and young siblings because i am the firstborn in the family. (qre). one other student echoed the same sentiments: every day i begin a new day already exhausted. i don’t have enough time to rest. everything is on my shoulders. (ircheu) journal of education, teaching, and learning volume 5 number 2 september 2020. page 356-362 p-issn: 2477-5924 e-issn: 2477-8478 359 the social statuses of most students required them to perform social roles, with some having undefined duties. these included attending societal issues such as church and community development meetings. those with mature children indicated that sometimes they felt if they could be torn apart to attend to social issues at the same time with college work. the following responses confirm the findings: i am a church board member so have to attend to issues that arise at the assembly as soon as possible. these sometimes strain me such that i won’t have time for the family or my college work. (irzivu). my twenty-year-old son impregnated a girl. as we speak, i have to go and attend to that issue before the in-laws are too angry for us. (irgonz). as a student, i am expected to socialise with my siblings, friends, church members and be a peer educator at both college and home. (qra). besides being a student, i’m a husband, in-law, offspring, parent of my biological children and orphans and many other societal duties like presiding over all clan issues. (irbans). the economic challenge in the country was cited by most students as one major cause of comprehensive duties. the majority pointed out that because of the economic situation, a family cannot rely on a basic salary only. one student participant indicated that everyone in their household was doing something to supplement the family’s basic salary. so in her situation, she was not an exception so was selling snacks and sweets to her colleagues. extended family duties, such as caring for other family members’ children (extended family), magnified the duty of sourcing funds. this is another obligation that almost all students mentioned because they all indicated they had to raise money for their tuition fees, typing and photocopying, accommodation fees, and transport fares for those who travel to college as well as funds for general upkeep. all the participants in this study pointed out that they are always caught in between school demands and other social duties. the following excerpts confirm the findings: besides being a student, which has so many and challenging assignments, i am an employee, a father who takes care of my immediate and extended family. the major challenge is that our family income is less than one-tenth of the family’s basic needs. (qro). i am a single mother. my duties are so many, umm--mh, being a woman, the list of all my duties is endless. it includes being a breadwinner and also being a mother and a father at the same time. (is -shoo). 2) students’ multiple roles influenced their academic performance this study established that role contradictory and role contagion negatively influenced the students’ learning process. absenteeism or partial absenteeism was evidence of role contradictory and contagion. student participants indicated that they did not enjoy their student statuses because they had very tight schedules every day. in most cases, they were physically and mentally stressed. most of the participating students had some tactics they believed could lessen their burdens, for example, prioritising duties, and budgeting time, sleeping a few hours and reducing communication with their relatives. one student had this to say: really it’s very challenging and stressful as i spend most of the time trying to prioritise duties. i wonder if i am going to complete my studies before i become barmy (laughing). you know, ummm, family duties will always take a lead so it’s like i do the hottest task every time. (irfay). these sentiments reveal that they are mostly worried about wasting time and that they are struggling to balance issues. this indicates that undergraduate students face challenges in performing their student roles. one student responded as follows: i am trying to balance issues but certainly, my health is at risk and i always feel i am not performing to my best level. i try to budget my time to the last minute but stress is the order of the day. (qrg). the same challenges were highlighted by another student participant who said that: sometimes i ignore lectures especially those of mindnumbing lecturers and sleep very few hours trying to cover up my backlog particularly researching for assignments in the library because i rarely get free time. (qrm). some students indicated that since they started studying, they have ignored other duties such as sporting and friendship roles, to cut down the number of their duties they now regard as time-wasters. during interviews, a student indicated that: i no longer attend sporting sessions because of lack of time but i always feel that most of the time i submit hurriedly done assignments. (isjoo). another student also pointed out that: i have since ignored friendship roles and even cut communication with most relatives because i can’t manage them all. umm…m, you know, being a student is so challenging and stressful especially when i have to source money in this economic hardship. (isshilo). when asked to comment on how first-year students perform in assignments and examinations, all lecturer participants revealed that students were overwhelmed with duties to a greater extent because they submitted substandard work. some assignments showed that they were hurriedly done and most female students asked for an extension of deadlines. one lecturer shook his head as he made the following remarks: err.., i am very worried about our students. most of them submit too untidy assignments indicating that they are hurriedly done. they always lament the shortage of time to do quality work. i always wonder how i can help some of them. (ilmaje). the same was echoed by another lecturer who added that: most female students rarely submit work in time; they always complain of their household chores and journal of education, teaching, and learning volume 5 number 2 september 2020. page 356-362 p-issn: 2477-5924 e-issn: 2477-8478 360 motherly duties. i always feel for them when they beg for a due date extension but their work is sometimes poor. (il-dudu). thus, the majority of the lecturer participants concurred with most undergraduate students that they occupy many roles and that most of these roles cannot be avoided. this affected their student role engagement. when lecturer participants were asked to comment on the assertion that multiple responsibilities affect students’ academic performance, the majority concurred with the assertion and argued that occupying many roles leads to divided attention and excessive fatigue. a lecturer identified as muzee indicated that: multiple roles really affect academic engagement because it’s natural that an individual will attend to social role demands first before schoolwork or other roles like work duties, thus leading to divided attention. (ilmuzee). another lecturer, zvitadzo, amusingly said that: one day i laughed my lungs out when a group of female students were complaining of fatigue and approached me to give presentation assignments to male students only because they have more time to research. you know, i had to do a bit of counselling because males do not write examinations for them. (ilzvitadzo). b. discussion the findings of this study indicate that the majority of tertiary students occupy many roles besides that of being students. many students in this study were parents, spouses, in-laws, workers, siblings and also played many other social roles. these findings are consistent with reed & kennett (2017) and wadesango & machingambi’s (2011) results who found out that most tertiary students are now nontraditional students hence they occupy many roles which are predestined. multiple roles are an unfavourable factor that leads to unmotivated tertiary students who suffer from increased anxiety of failing to meet the student role expectations (khwaileh & haider, 2011: whipps-johnson, 2016). anxiety negatively affects their ability to learn since they will be busy worrying about failing to meet assignment deadlines, as well as failing to pass examinations. this negatively impacts their academic engagement and their ability to concentrate on their studies. the findings on multiple roles revealed that the majority of students had a lot of stress from social roles, especially domestic chores for female married students. among the factors recognized as affecting academic performance, gender and ethnicity were stated as some of the major ones (anelli & peri, 2017; rafidah et al., 2009). thus, in the context of this study, most female undergraduate students were overwrought by gender roles. in the african culture, women are the home managers and this means that they play a key role in the family and society. for example, in this current study, female tertiary students were expected to perform their duties as well as do all the domestic chores even though they have to attend to their student roles. this, therefore, exposes them to role stress which leads to physical and mental strain. this means that too much participation in household tasks by female tertiary students reduces their participation during lectures and, subsequently, negatively impacts their academic performance. similar to these results are chevalier, isphording, & lisauskaite’s (2019) who observed that peer diversity, e. g. female students were overburdened by household chores, causing physical strain and a lack of concentration on their academic work. the general perception among all the interviewees and questionnaire responses were that students were overwhelmed with social duties and that these naturally affected their academic engagement and, consequently, their performances as students. thus, in this theme, the study findings point towards role overload. goode’s (1960) characteristic assertion of role strain theory states that multiple social roles are problematic because of overwhelming duties and obligations. according to goode (1960), role strain leads to role overload, role contagion, role conflict and in some cases role ambiguity. role strain, in turn, unavoidably leads to worries and apprehension as each role comprises an inherent yet distinct set of entangled responsibilities that present as stressors. these findings confirm that strain is most acute at the beginning when the students are transitioning to tertiary where they must adjust to the new environment and role demands (koocher & keith-spiegel, 2017: wakefield, 2013). it also emerged from this current research that since tertiary students were overwhelmed by duties, the majority did not enjoy performing their roles. these results are consistent with those of the study by meiners (2017) who argue that tertiary students are rarely exposed to one stressor and these affect all three domains at once, thus, negatively affecting their academic engagement. though some students indicated that they tried several strategies to solve the problem, for example, sleeping late and waking up early prioritising duties and budgeting time to lessen their burdens; most of these strategies have side effects. the side effects include dozing in lectures, as well as wasting a lot of time planning. in this present study, the impact was also revealed by lecturers who indicated that most students submitted substandard work, doze in lectures and perform poorly in examinations. students also admitted that they were stressed by their role expectations especially meeting assignment deadlines and passing examinations as they try to juggle academic and social issues. the majority indicated that they were very worried about their overall performance grades when they complete the programme. stress and anxiety are bad for people who need to have a free and fresh mind so that shortterm memory can work effectively. this is in line with what herlihy & corey (2015) and de bruyn (2010) described as unattached academic engagement which leads to substandard work and incompetence in examinations. thus, the short-term memory, which processes all the information, must not be occupied by other thoughts which disturb attentiveness in class, concentration during the study and recalling of concepts in examinations. journal of education, teaching, and learning volume 5 number 2 september 2020. page 356-362 p-issn: 2477-5924 e-issn: 2477-8478 361 another salient finding of this study was burnout. it was not only a factor affecting interpersonal processes but that also affected students negatively during their college life. the students’ burnout demotivated them, failing to complete coursework, absenteeism, and even dropping out of college. all these results in poor academic performance. these results are consistent with those of calvo et al. (2020) and mamhute (2011) who found out that time constraints put a very grave demand on the physiological, emotional and psychological aspects of the tertiary students and leaves little time for physical and psychological recuperation. this results in the individual being physically and emotionally drained, especially after working and studying without adequate nutrition. the result is that students will lose the focus of any academic work. iv. conclusions based on the research findings, some conclusions were made in line with the research questions. students’ background, family life cycle stage and socioeconomic status influenced the nature of their roles. on the issue of role multiplicity, the study concludes that most students occupied many roles and this led to role overload. role overload caused divided attention on duty fulfilment. role overload was seen to impact more negatively on married tertiary students as the social structure determines their duties and resource situations. the study, therefore, recommends that to improve students’ academic performance, the interplay of various underpinning factors should be considered. family members should not pressure students unnecessarily, for example, if there are issues that need attention in the family, the family must try to solve them without calling them back home. references afolayen, j. a., bitris, a. o., adeyanju, b. a. and agam j. a. 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(2016). teachers' awareness of cultural diversity and academic achievement in ninth grade academies and senior high schools. dissertations. 265. https://aquila.usm.edu/dissertations/265 wilkinson, r. g. and marmot, m. (2006). social determinants of health: the solid facts. (2 nd ed). oxford: university press. willems, j. (2010). the equity raw-score matrix–a multidynamical indicator of potential disadvantages of higher education. higher education reserve and development. http://www.guardian.co.uk/profile/robinmckie http://observer.guardian.co.uk/ http://observer.guardian.co.uk/ http://www.ijsre.com/ https://aquila.usm.edu/dissertations/265 journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 420 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the management of facilities and infrastructure based on management information system applications for goods owned by state (simak-bmn) rumiari, wahyudi, muhammad chiar universitas tanjungpura, pontianak, indonesia e-mail: rumiari_79@yahoo.co.id abstract. the management weakness of facilities and infrastructure in implementing the application of the state property management information system (simak bmn) is the cause of lack of optimal management of facilities or infrastructure or the application of simak bmn by the school principal in empowering education staff and stakeholders within the madrasa. the purpose of this study was to describe the management of application-based infrastructure and state-owned management information system (simak bmn). the approach used in this study was qualitative research with a type of case study research. the stages in this study consisted of field, field and data processing. data analysis takes place together with the process of collecting data, reducing data, presenting data, and drawing conclusions/verification. the results obtained in this study were (1) planning of facilities and infrastructure made by madrasas provides an overview of the planning of needs achieved in the purpose of education; (2) organizing application-based facilities and infrastructure simak bmn in mtsn 1 singkawang shoed a positive tendency to implement mechanisms, tasks and organizing functions that are conveyed to all teachers; (3) the implementation of simak bmn application-based facilities and infrastructure at mtsn 1 singkawang showed a tendency to be less than optimal; (4) monitoring of application-based facilities and infrastructure simak bmn at mtsn 1 singkawang showed the tendency to carry out internal reconciliation, external reconciliation and pertangungjawban through semester reports. therefore, it can be concluded, the management of facilities and infrastructure based on the application of the state owned management information system (simak bmn) at mtsn 1 singkawang was an attempt to curb the recording of application-based infrastructure through the management of property management information system functions. country (simak bmn). keywords: management; facilities; infrastructure; mangement information system; application i. introduction education is a direction for humans to grow according to what is in themselves and their environment. it should not be separated from good governance or management to improve the quality of education. complete and integrated management that cannot be determined in order to achieve predetermined goals and can be realized effectively, efficiently, and together. muhammad asif sheikh (2010: 154) said that "management is a process carried out by one or more individuals to coordinate the activities of others to achieve results, which cannot be achieved by just one individual." antony r.n. and govindarajan v (2018: 1) explains that "management is an action procedure consisting of several vital functions, to get the goals of each company achieved through the efforts of its personnel." different opinions with mullins in bernard burnes (2004: 512) say that "management is science and art." whereas according to murty (2007: 10) explains that "management is art because there are definite management principles. this is also a science because by applying these principles, the predetermined goals can be achieved ". management can be synthesized so that more than one person can be carried out together with principles that are in accordance with important functions to achieve the specified goals. mullins (2010: 433) states that "this gives us a description and summary of convenient managerial work as clarification of objectives, planning, organizing, directing and controlling." knight and willmott in mullins (2010: 425). explain that "refers to managing as a day-to-day activity that http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 421 involves interaction between people who" are not related or totally different from other areas of life, except perhaps in the rhetoric and hype surrounding management." the above opinion explains the management of activities related to other people and carried out interaction through management functions of daily activities. to manage management that both considers the skills or special skills of human resources, human resources, and knowledge to achieve educational success. according to maswardi muhammad amin and yuliananingsih (2016: 13) said that "management of education is a series in the implementation of education conducted by human resources or groups of people associated with activities, organizing, directing, coordinating and driving the delivery and delivery of human resources , resources and infrastructure, and financial resources to achieve educational goals ". efforts can be made to make this happen through the provision of education through educational institutions and infrastructure. according to minister of national education regulation number 24 of 2007 concerning standards for infrastructure and infrastructure that support educational standards and infrastructure for elementary / madrasah ibtidaiyah (sd / mi), junior high schools / madrasah tsanawiyah (middle school / mts), and high schools / madrasah aliyah (sma / ma). the standards of facilities and infrastructure in government regulation number 19 of 2005 chapter vii article 42 are mentioned: a. every education unit must have equipment equipped with furniture, educational equipment, educational media, books, and other learning resources, consumables, and other equipment needed to support the learning process that is ready and developing. b. every education unit must have infrastructure that includes administrative space, library space, labor space, workshop room, production unit room, canteen room, resources and services, sports facilities, places of worship, places of faith, places of creation , and other spaces or places needed to support a regular and continuous learning process. educational facilities and infrastructure are part of activities to support the education unit. according to matin and fuad (2016: 4) explain that "to help improve the ability of school residents to manage educational facilities and infrastructure in schools, there needs to be a standard management of facilities and infrastructure (standardization of education facilities and infrastructure) that can be used as a guide for school residents in managing the facilities and infrastructure needed by the school ". according to cotts, roper, and payant (2010: 4) states that "the most recent definition of facility management is a profession that encompasses multiple disciplines to ensure the functionality of the built environment by integrating people, place, process, and technology." while imam gunawan and benty (2017: 319) explained that "management of educational facilities and infrastructure in schools is the process of utilizing all educational facilities and infrastructure in schools as a process of utilizing all the facilities and infrastructure owned by the school." thus it can be synthesized the management of facilities and infrastructure is the result of the procurement process, and the affective and efficient utilization process that is owned by the school requires a standard guideline in managing facilities and infrastructure. management of facilities and infrastructure is very important in the education unit to improve the learning process and its development. improved management of facilities and infrastructure lead to order in the management and inventory of state property obtained through legitimate income. in this case, the management of facilities and infrastructure is the obligation of a ministry / government institution both educational institutions that can be accounted for their acquisition and use through financial reporting and reporting of goods at the treasury at educational institutions. the existence of facilities and infrastructure in the education unit is a state asset that is in the recording of state property. in law no. 1 of 2004 concerning state treasury, it is stated that the treasury is the management and accountability of state finances, including investments and separated assets, which are stipulated in the apbn and apbd. therefore management and accountability of facilities and infrastructure for state property is an inseparable part of the management and accountability of state finances through application-based. this application system is to improve systematic understanding and control in the scope of duties and responsibilities as a work unit or madrasa in managing facilities and infrastructure. so that the presentation applied to the state property management information system (simak bmn) can be used as an obligation for preparing state property reports and checks and balances between the flow of money and the flow of goods. in addition, the state property management information system (simak bmn) brings together the concept of goods management with reporting for the purpose of accountability for the implementation of the state budget in the form of a balance sheet (general secretary of the ministry of religion, 2010: 2). in general, synthesizing the importance of the management of facilities and infrastructure is state-owned goods that support educational services as an effort to improve control, inventory management of facilities and infrastructure or goods and accountability in the application of the state property management information system (simak bmn). seeing the reality in the field, researchers found a problem that occurred at mtsn 1 singkawang tsanawiyah negeri 1 madrasa jalan ratu sepudak, naram sub-district, north mtsn 1 singkawang sub-district, mtsn 1 singkawang city, west kalimantan province, based on the results of monitoring and reports submitted by the principal, administration, and operators. (1) not optimal, especially maintenance of equipment and machinery, buildings and buildings, and other assets; (2) has not been carried out optimally, especially in the provision of codification of goods, arrangement of goods and use of goods; (3) the recording of facilities and infrastructure through the application of the state-owned financial management and journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 422 information information system (simak-bmn) has not been optimal, especially the use, utilization, and deletion; (4) the lack of optimal reporting and supervision of facilities and infrastructure to support obtaining reasonable without exception (wtp) within the ministry of religion of the republic of indonesia. preliminary observations on the condition of mtsn 1 singkawang at this time are concentrated on controlling state property assets which are the management of facilities and infrastructure as facilities and completeness of education that refers to minimum services. to regulate the assets of mtsn 1 singkawang carried out for one fiscal year obtained or the current fiscal year through a circular letter from the director of bmn no. s-2/kn/2013 dated january 2, 2014, concerning notes on reports of state property. therefore routine supervision is carried out, which includes all the facilities and infrastructure obtained from legitimate income. for timely and targeted reporting carried out for 2 semesters as accountable for the use of finance and goods. the position of the use of facilities and infrastructure that belong to the state consists of land with an area of 3,200 m2 square which is controlled by madrasah tsanawiyah negeri 1 mtsn 1 singkawang and has been carried out to certify the land of ownership of the ministry of religion of the republic of indonesia. equipment and machinery totaling 1,011 pieces owned by madrasah tsanawiyah negeri 1 mtsn 1 singkawang have been determined by user status (psp) by the regional office of the ministry of religion of west kalimantan province. the building and building obtained by the madrasah tsanawiyah negeri 1 mtsn 1 singkawang numbering 10 units have been carried out determination of user status (psp) by the ministry of finance of the republic of indonesia as the manager of state property to users of state property whereas the network and other fixed assets are controlled by mtsn 1 singkawang which is registered as other state property, both intracomptable and extractive. the weak management of facilities and infrastructure in implementing the state-owned management information system application (simak bmn) is thought to be the cause of lack of optimal management of facilities or infrastructure or the application of simak bmn by the school principal in empowering education staff and instructors in madrasah environments. based on this description the researcher is interested in studying in depth the management of facilities and infrastructure based on the application of the state property management information system (simak bmn) at mtsn 1 singkawang, arguing that the management of facilities and infrastructure is a factor that determines the success of managing state and financial assets assuming if the management of facilities and infrastructure is good, then both financial and goods accountability managed by the madrasa, on the contrary, the existence of audit findings on financial and goods management has an effect on the performance of the madrasa which has declined, and no research with the same title has been held in madrasas. ii. methodology this study will describe the management of facilities and infrastructure based on the application of state property management information systems at mtsn 1 singkawang. based on the explanation above, this researcher uses a qualitative research approach. researchers, in this case, participate directly in the field while conducting research, interviews, observations, and recording in detail about the findings in the study. this type of case study research uses in-depth interview techniques to explore more deeply or more detailed explanations of a phenomenon. the presence of researchers is one of the important elements in qualitative research. research planner, data collection, analysis, data interpreter, and eventually become the reporter of the results of his research. as well as in this study, researchers must be present in a direct location, because researchers act as the main instrument / key instrument in collecting data directly. the researcher must realize that he is a planner, the implementation of data collection and data analyzer as well as being the reporter of research results. the main instrument of this research is the researcher himself. using researchers as instruments have advantages and disadvantages. the advantage of researchers as instruments is that subjects are more responsive to their intentions; researchers can adjust to research settings. so that researchers can explore all parts of the research setting to collect data, decisions can be right, directed. while the weakness of researchers as instruments is to interpret data and facts, researchers are influenced by perceptions or impressions they have before data and facts are found. likewise, in providing information, respondents are strongly influenced by perceptions and impressions of research. in the process of selecting the informant, the researcher used a purposive technique, namely the researcher chose people who were considered to know clearly the problem being investigated. the presence of researchers in the field in order to dig up information, researchers used three stages, namely the selection of the initial informant, taking further informants, and stopping the selection of further informants. in the final stage, the researcher considers the research to have been completed, except when new information is found relating to the problems in the study. thus researchers try to avoid the influence of the subject and maintain the environment naturally so that the social process that occurs goes as it should. the location of this study took place at mtsn 1 mtsn 1 singkawang jalan ratu sepudak, naram sub-district, north mtsn 1 singkawang district, mtsn 1 singkawang. because the focus of this research is the management of facilities and infrastructure in implementing the accounting and financial management information systems of state property, the subjects of the study are the head of madrasah, head of administration, administrative implementation staff, and teachers who are given additional assignments as representatives the head of the madrasa and the documentation that relates to the focus of this research. journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 423 in this study, using data obtained through observation, indepth interviews, and documentation, from informants who provide responses and questions provided. the data sources used in this study are: (1) primary sources are data that directly provide data to researchers, regarding the opinions of informants about the management of application-based facilities and infrastructure simak bmn in terms of planning, organizing, implementing, and monitoring. data collection the elements in this research are direct researchers involved in participatory observation, with elements of informants consisting of head of madrasah, administration, operator simak bmn, waka facilities, and infrastructure, with guidelines prepared by researchers and carried out through triangulation at mtsn 1 singkawang. (2) secondary sources are sources of data that are not directly obtained by the researcher, in the form of supporting documents and data from primary data sources from observations or data collection regarding the management of application-based infrastructure and facilities simak bmn at mtsn 1 singkawang. other elements in this study are related documents such as documents, institutional profiles, photographs, certificates, and other printed documents. in this study, researchers used data collection techniques: a. interview in the interview process, researchers are guided by the instruments made by previous researchers, and the results of interviews will be recorded by researchers. for media interviews, researchers use stationery and are equipped with cellphones to facilitate the results of interviews. furthermore, in this study interviews or interviews were conducted by means of dialogue with the headmaster, facilities and infrastructure, administration, treasurers, and operators simak bmn to obtain information about the management of facilities and infrastructure based on the questions that had been prepared. interviews in qualitative research are in-depth (in-depth interviews) because they want to explore information holistically and clearly from informants. in connection with research, researchers will conduct interviews with personal mtsn 1 singkawang. b. observation in this study, observations are needed to be able to understand the process of the interview, and the results of interviews can be understood in the context. observations that will be made are observations on the subject, subject behavior during the interview, interacting with the researcher and the things that are considered relevant so they can provide data on the results of the interview. the observation method used in this study is to obtain information by observing various things in the madrasa that are related to the management of facilities and infrastructure based on the application of state property management information systems (simak bmn) to the head of the madrasah, facilities, and infrastructure, administration, treasurer and operator. observations are carried out according to a predetermined and scheduled schedule by researchers that can change according to the conditions of the researcher. the instruments used by researchers are observation guides, stationery, and schedules made by researchers. in observation activities, the researcher will try to balance the activities of the informant as it means that they do not place themselves as researchers who seem to be looking for data. but it really involves itself in every focus of research through communicators and as communicants. c. documentation study to obtain data on the management of facilities and infrastructure based on the application of state property management information systems (simak bmn) through observation, the researchers tried to be in everyday situations at mtsn 1 singkawang, mingling with the madrasa head, facilities and infrastructure, administration , treasurer and operator in understanding the process of planning, organizing, implementing, and supervising the management of facilities and infrastructure. therefore, this technique is a technique of collecting data by collecting and analyzing documents, both written, drawing, and electronic documents. documents collected in accordance with the focus of the study. in relation to this research, the documents expected by the researcher are as follows: 1) background of mtsn 1 singkawang and madrasah profile. 2) the physical condition of madrasah facilities and infrastructure. 3) documents on duties and functions of personnel related to the management of facilities and infrastructure in madrasas. 4) data on ownership of facilities and infrastructure that have been recorded in the simak bmn application. 5) letter on determining the status of the use of facilities and infrastructure from the side of the user of the goods. 6) decree on responsibility for managing state property in madrsah. 7) photo documents as data acquisition from various other sources. in the implementation of data, collection, researchers try to adjust themselves related to the ethics of researchers in the field in accordance with the considerations of the norms possessed by informants and convey the intentions or objectives subjectively. data analysis is an activity to organize, sort, group, give a code or sign, and categorize it so that a finding is based on the focus or problem that you want to answer. through a series of activities, qualitative data that are usually scattered can be simplified to be easily understood. after the data collected is then analyzed. data analysis takes place together with the process of collecting data, reducing data, presenting data, and drawing conclusions / verification. data collection research with a qualitative approach, data analysis techniques carried out simultaneously with data collection. at least three data analysis activities carried out by miles and huberman in sugiyono (2016: 91) can be described in fig. 1. journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 424 fig. 1 components in data analysis (interactive model) a. data reduction data reduction means summarizing, choosing the main things, focusing on the important things, looking for themes and patterns. thus the data that has been reduced will make it easier for researchers to collect further data, and look for it if needed. data reduction can be assisted with electronic equipment such as minicomputers, by giving the code to certain aspects. b. data presentation. in this step, the researcher presents data that has been reduced to tables, graphs, pie charts, pictograms, and the like. through the presentation of the data, the data is organized, arranged in a pattern, so that it will be more easily understood. c. conclusion drawing / verification. the third step is drawing conclusions and verification. the initial conclusions found are still temporary and will change if new strong evidence is found at the next stage of data collection. but if it turns out that the conclusions at the initial stage are supported by strong valid and consistent evidence when the researcher carries out the next stage of data collection, then the conclusions are those that are crystalline. thus the conclusions in qualitative research may answer the problem formulation from the start, but it may not because the problem and the formulation of the problem in qualitative research are still temporary or a shadow problem and will develop after the research is in the field. this study uses two validity findings techniques in data collection, namely first, triangulation. the most widely used triangulation technique is through other sources. triangulation with sources means comparing and checking the degree of trust in information obtained through different time and tools through qualitative methods. this can be achieved through (1) comparing observational data with interview data. (2) comparing what people say in public with what is said personally. (3) comparing what people say about the research situation to what they say all the time. (4) comparing a person's situation and perspective with various opinions and views of people such as ordinary people, middle-aged or high-educated people, people who are and government people and (5) comparing interviews with the contents of a related document. secondly, member checks. member check is the process of checking data obtained by researchers to the data giver. the technique is carried out by the researcher by showing and re-confirming the data that has been obtained previously to the same informant. stage research phase this research will be carried out in several stages or steps. the step of this study follows the steps written by sujarweni (2014: 30), as follows: a. pre-field 1) arrange design 2) select field 3) take care of licensing 4) explore and assess the situation 5) select and utilize informant 6) prepare instruments 7) ethical issues in the field b. field 1) understand and enter the field 2) data collection 3) data processing 4) data reduction 5) display data 6) take conclusions and verification 7) final conclusion. iii. results and discussion a. results management of application-based facilities and infrastructure the state-owned management information system (simak bmn), applies aspects namely planning, organizing, implementing and monitoring and presenting the application of the state-owned management information system (simak bmn). based on the results of observations and interviews supported by documentation, the research findings can be conveyed as follows: 1. application-based facility and infrastructure planning simak bmn. based on the results of data analysis research on planning facilities and infrastructure at mtsn 1 singkawang, there are several findings in the study as follows: a. vision and strategic 1) interview results from the results of interviews with the head of the madrasa and the head of administration, the facilities and infrastructure for the mtsn 1 singkawang state that the vision and strategy were prepared jointly by the state property management team based on conditions and inputs from various parties. vision and strategy were disseminated together with the teacher council meeting, as stated in the accountability report of the mtsn 1 singkawang accountability. this vision and strategy are made as a reference in the management of state property now and in the future. 2) documentation results based on the documentation obtained in relation to the vision and strategic management of facilities journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 425 and infrastructure planning regarding reports on the accountability of the performance of the mtsn 1 singkawang. b. annual activity plan and madrasah strategic plan 1) interview results based on the results of interviews with the head of the madrasa, the head of administration and the infrastructure facilities that at the mtsn 1 singkawang was informed about the annual work plan and madrasah strategic plan. the annual work plan and strategic plan are prepared by the madrasa by involving the madrasah committee within the stipulated period. in the preparation and presentation of the annual work plan and the strategic plan made to deliver the progress of the madrasa in the specified time and improve the quality of education services as contained in national education standards. the mechanism for preparing the work plan is made separately in order to facilitate the delivery of an effective direction. 2) documentation results based on the results of documentation about the annual work plan and strategic plan for mtsn 1 singkawang can be seen from the print out of the rkak/l application. c. mechanism of planning facilities and infrastructure 1) interview results based on interviews with the head of the madrasa and the head of the administration, information was obtained that the mechanism for the preparation of facilities and infrastructure planning at mtsn 1 singkawang was based on the needs needed by the madrasa. for example, it is necessary to procure operational deficiencies in madrasah quality improvement related to nonsupporting material sources such as building space and buildings, equipment and machinery and supporting teaching and learning activities. the drafting process was supported by the region office of the ministry of religion of west kalimantan through a planned budget for madrasah activities. plans compiled to be submitted in the budget user questionnaire during the fiscal year of mtsn 1 singkawang. 2) documentation results the results of documentation on the mechanism for the preparation of facilities and infrastructure for mtsn 1 singkawang can be seen in the form of a fraction out of the saiba application, the use of the budget. based on the results of the interview, the results of the documentation and the results of observations about the planning of application-based infrastructure and facilities simak bmn madrasa tendencies already have a vision and strategic plan for the management of state property that is prepared based on the objectives to be achieved. in formulating objectives have met the needs of madrasas to improve quality than planned. the objectives to be achieved are in the annual program work plan and madrasah strategic plan which is prepared jointly with the head of the madrasa, administration, teachers, and the madrasa committee. besides that, the planning of facilities and infrastructure can also be carried out by the mechanism of planning the planning of facilities and infrastructure through the proposal of madrasah needs in the current fiscal year. 2. organizing application-based facilities and infrastructure simak bmn based on the results of research data analysis on organizing facilities and infrastructure in mtsn 1 singkawang, there are several findings in the study as follows: a. organizational structure 1) interview results organizational structures created by madrasas are used to facilitate the implementation of work and achieve the targets set. in organizing that is made involves structural and functional personnel through direct appointment from the head of administration. functional staff is teachers who are given additional assignments by the headmaster. the head of the madrasa as the top manager at the madrasa with kewenagan directly appoints employees to occupy the job description with input from the head of administration. 2) documentation results the documentation results on the organizational structure of facilities and infrastructure management at mtsn 1 singkawang. b. organizing tasks and functions 1) interview results division of tasks and functions is the decision of the head of the madrasa to fulfill the responsibility of the education administration services that have been determined. there is a need for direction and input from the head of administration to carry out these duties and functions. in addition to dividing the work according to each task and function that has been divided, grouped according to subactivities and coordinated in carrying out it. based on the results of interviews with the head of the madrasa, head of administration, infrastructure facilities, and operators, said that mtsn 1 singkawang that the organizational structure in the madrasah has been made in accordance with their respective duties and functions based on the ability and competence possessed by the employee on the assignment. tasks and functions are made in order to fulfill the analysis of employee positions related to the performance they perform and gret position in the office. division of tasks and functions can be explained through the position of the position in the description of the duties and activities of each. journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 426 in organizing that is made involves structural and functional personnel through direct appointment from the head of administration. functional staff is teachers who are given additional assignments by the headmaster. 2) documentation results based on the results of interviews and the results of documentation about organizing facilities and infrastructure in mts 1, mtsn 1 singkawang already has an organizational structure in the management of facilities and infrastructure. the organizational structure created in accordance with the tasks and functions in the structure of the structure that is made. the mechanism in organizing is made by paying attention to the ability of staff competencies to understand and operationalize the applications used. the head of the madrasa in the organizational structure holds a policy on the facilities and infrastructure used. the duties and functions of each have been carried out in accordance with the instructions and obligations that refer to the assignment document in the form of a decision letter from the head of the madrasa about the appointment of the state property management team and the additional assignment of teacher positions. organizing is followed up with employee performance reports and semester reports on managing state property. 3. implementation of application-based infrastructure and facilities simak bmn based on the results of research data analysis on the implementation of facilities and infrastructure at mtsn 1 singkawang, there are several findings in the study as follows: a. form the mechanism and process of implementing facilities and infrastructure 1) interview results based on the results of interviews with the head of the madrasa, head of administration, infrastructure facilities and operators about the form of mechanisms for the implementation of facilities and infrastructure, information was obtained that the forms and mechanisms for the implementation of facilities and infrastructure were carried out jointly by the management team in accordance with the decision letter from the madrasa head. the forms and mechanisms that are made are based on the needs and preparation of madrasa facilities and infrastructure that are set in the annual program plan and madrasah strategic plan through meetings with the teacher council. the process of implementing facilities and infrastructure is carried out in accordance with the duties and functions of each of the personnel that has been determined. this process related to the procurement, maintenance, inventory, and elimination of infrastructure facilities that are recorded as state property has not been carried out optimally due to limitations in the supervision and security of infrastructure by human resources. 2) documentation results based on the results of documentation on the form and mechanism of the implementation of facilities and infrastructure at mtsn 1 singkawang. b. availability of application systems 1) interview results the success of the process of recording facilities and infrastructure is inseparable from the support of an adequate application system, and the latest up-to-date data has been carried out. based on the results of interviews and documentation of infrastructure facilities and operators simak bmn that the implementation of facilities and infrastructure in the recording is done through the application system, namely the simak bmn application. the recording process is carried out through the stages of data input, data processing, and output data in the form of data information. data input is carried out after the information data has been collected, which has been done by manual documentation or data evidence. while the process of data after the data is input in the system through user commands in accordance with the menus presented. the data put out in question is the result of a series of data input and data processing. the results of the interview found that inputting data with the applied menus was found to have results of data information not in accordance with existing data pacts manually, and this is because the data documents do not match the reference data applied. the findings of the report on state property reports (bmn candidates) were carried out at mtsn 1 singkawang to overcome this discrepancy. 2) documentation results the results of documentation and supporting data about the availability of application systems in the data collection of facilities and infrastructure. based on the results of interviews and documentation results found a tendency to be less than optimal in carrying out the process of procurement, maintenance, inventory, and elimination of uniform infrastructure can already carry out manual data recording that will be carried out input in computerizing data systematically within the application but not in accordance with the data system information produced. data was obtained by considering the yield with the limit price set in the recording of simak bmn. after recording all facilities and infrastructure that become state property, it can be documented by the operator in the framework of checking the functional apparatus. journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 427 simak bmn is applied, the operator has updated the application, namely the compatibility of the latest database and reference according to the functions in the menus presented in computer software. if in recording a system error occurs, this is caused by the application not being updated with new data. then the results obtained in the implementation of recording facilities and infrastructure in the form of documents as reports of computerized activities include goods balance sheet, list of goods, and transaction of goods acquisition. report made by the operator in the form of a backup of data and semester reports in writing that is disclosed in the report of the user of state property at mtsn 1 singkawang. 4. monitoring of application-based infrastructure and facilities simak bmn based on the results of data analysis research on the supervision of facilities and infrastructure in mtsn 1 singkawang, there are several findings in the study as follows: a. availability of the program 1) interview results supervision carried out in madrasas is internal and external as a guarantee of success in the implementation of facilities and infrastructure. internal supervision refers to supervision carried out by the school, while external supervision is carried out by other parties that require data on the implementation of facilities and infrastructure that are state assets. based on interviews with principals and facilities, and operators were informed that mtsn 1 singkawang as manager of state property had been carried out internally and externally. internal supervision of the school principal through a program of reconciliation of the management of facilities and infrastructure in the madrasa. while the external supervision of the madrasa submits a report on the management of state assets that are controlled by the madrasa to other parties, namely the party that uses state assets through supervision and control of state assets (wasdal). 2) documentation results the results of the documentation and supporting data about the availability of the program are produced in a report. b. form of monitoring mechanisms and processes 1) interview results the form of monitoring and process mechanisms carried out in the madrasah is the provision of motivation and improvement in delivering reports on facilities and infrastructure in order to improve the ability of the role of employees in carrying out their work. based on the results of interviews and observations, information was obtained that the form of the mechanism and monitoring process had been carried out by the head of the madrasah towards the facilities and operators simak bmn who was also the manager of state property. next, in the supervision process, data collection on facilities and infrastructure is carried out in accordance with the monitoring schedule carried out in the semester. thus in the process, it is supported by the availability of applications in monitoring by e-registration or online. based on the results of interviews and the tends to positive observations that are the findings in this study, the study is in the form of reporting the use of state property carried out through internal reconciliation, external reconciliation, and end of semester reports in accordance with specified procedures and schedules. internal reconfiguration supervision is an adjustment of data in the simak bmn application (item flow) recording with the saiba (cash flow) application. this means that internal reconciliation sees the existence of financing obtained from the use of the budget on capital expenditure. internal reconciliation applies at the work unit level or at mtsn 1 singkawang, which is valid at the end of the semester or the period of june 30 and december 31 in the current fiscal year. then supervision in the form of external reconciliation is carried out at the level of the managing unit and user of state property. this supervision looks at the extent to which the work unit or madrasa uses the recorded state assets in the application submitted. this means that this reconciliation involves the supervision of other agencies that have the authority to supervise state property, namely the state wealth and auction service office (kpknl) in mtsn 1 singkawang. another supervision carried out by mtsn 1 singkawang provides reports to parties that have interests both in software or data backup and written hardware, which is the result of system management processes in the application. information on these data is the accountability of saker or madrasa in the management of facilities and infrastructure that are state assets. b. discussion in this section, researchers discuss the results of research to obtain meaning from each formula contained in the research objectives. this discussion is based on conclusions and theoretical perspectives on the management of facilities and infrastructure based on the application of state property management information systems (simak bmn). 1. application-based facility and infrastructure planning simak bmn planning is an activity that depicts beforehand things that will be done in order to achieve the stated goals. in this case, the planning is intended to design a vision and strategy, an annual activity plan, an annual strategic plan, a mechanism for preparing program objectives and journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 428 formulating a work program. thus the planning of application-based infrastructure and facilities simak bmn can be defined is the process of achieving the program objectives that have been determined. based on the results of observations and interviews supported by documentation, it can be concluded that the simak bmn application-based facility and infrastructure planning in formulating the vision and strategic plan, annual activity plan, annual strategic plan, program objectives and determining the state-owned goods management team are conducted through the headmaster meeting, head administration, board of teachers, and staff. planning is based on input and suggestions from meeting participants in formulating the objectives and programs achieved. according to hikmah (2011: 101) said that "educational planning is an activity related to efforts to form an educational program which includes everything that will be implemented, the determination of educational goals, policies in education, direction to be taken in educational activities, procedures, and methods which will be followed in an effort to achieve goals ". this means that the planning made by the madrasa provides an overview of the planning of needs achieved in the purpose of education. prepared needs planning can be selfalized in the current budget year in accordance with the conditions allocated. according to government regulation number 27 of 2014 concerning management of state property, it is stated that needs planning is an activity to formulate the details of state / regional property requirements to connect the procurement of past goods with the current situation as a basis for future actions. furthermore, the minister of finance decree number 311 / km.6 / 2015 concerning the state-owned needs planning module, for the preparation of plans for the needs of state property. planning of state property needs is intended as a process of evaluating the relationship between the needs of state property in accordance with the programs and activities of ministries / institutions with the availability of bmn guided by the ministry of industry / institutional strategic plan (k / l strategic plan) and goods standard standard of needs. thus planning needs that are prepared are facilities and infrastructure that become state property to support the education process and education administration. according to daryanto and farid (2013; 106) stated that "education facilities are all equipment, materials, and furniture directly used in the education process at school." this means that the educational facilities planned by the madrasa from the beginning are basic needs in the madrasa / school to assist in the education process. meanwhile, according to fauzan (2016; 77) said that "educational infrastructure is a facility that indirectly supports the educational process such as school buildings, sports fields, schoolyards, and so on." this means that educational infrastructure as a compliment in the education process is used indirectly. thus the facilities and infrastructure planned by the madrasa either directly or indirectly as a supporter of education in the madrasa. 2. organizing facilities and infrastructure-based applications simak bmn the activity of organizing facilities and infrastructure is an effort to achieve success in carrying out the tasks and functions achieved. organizing is made, of course seeing the capabilities and competencies possessed by personnel to carry out tasks according to the job description given. based on the results of interviews and the results of the documentation of organizing facilities and infrastructure, a positive tendency has been carried out in accordance with the organizational structure, mechanisms, tasks and organizing functions delivered to all teachers. another tendency that can be taken from organizing facilities and infrastructure increases staff competency and the ability of teachers to be given additional tasks in determining their duties and functions. organizational structure can be interpreted as a formal framework of an organization with a framework in which work tasks are divided, grouped, and coordinated by robbins and coulter (2007: 284), organizational structure in organizing facilities and infrastructure in mtsn 1 singkawang forms a committee in accordance with position and position. the organizational structure is stipulated in the decree of the authorization of goods users of mtsn 1 singkawang number: 06 year 2019 regarding the appointment of the facilities and infrastructure management team of mtsn 1 singkawang consisting of the head of the madrasah as the responsibility, head of business as coordinator of facilities and infrastructure, general staff as operators at the same time user application simak bmn, and teacher (additional assignments) as facilities and infrastructure. mechanisms and tasks in organizing facilities and infrastructure in mtsn 1 singkawang refer to tasks and positions that are in the analysis of the position of manager of state property. description of tasks and activities in the form of 1) the head of the madrasa prepares bmn materials and equipment in accordance with applicable procedures and provisions so that the implementation of the work can run well; 2) the head of business checks the material for managing bmn in accordance with his field of work so that in the implementation there is conformity with the original plan; 3) operators simak bmn controls bmn management in accordance with applicable procedures and provisions so that there are no irregularities in the implementation, as well as coordinating with parties and units related to funds to know other agencies in order to implement them to achieve optimal results; 4) facilities and infrastructure compile reports on the results of the implementation of tasks in accordance with applicable procedures as material for evaluation and accountability. mechanisms and tasks are the results of grouping and placement in accordance with the responsibility for the purpose of ignition. journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 429 according to masyhud (2014: 30) said that "organizing can be interpreted as the whole process of grouping and placing people, tools, tasks, responsibilities, and authorities that exist within the organization so as to create an organizational system that can be mobilized as a unity in order to achieve goals that have been determined effectively and efficiently ". the purpose of the above opinion in organizing the madrasas provides an opportunity for individuals to carry out their duties and functions in accordance with their creativity in working. however, this is supported by material resources that have been declared as equal in the use of state property and are adequate as a means of achieving goals. according to government regulation number 27 of 2014 concerning management of state property article 15 reads the state / regional property can be determined for the implementation of basic tasks and functions of state ministries / regional unit work units, to be operated by other parties in order to carry out public services the main tasks and functions of the state ministries / institutions of the work unit of the relevant regional apparatus. on the other hand, the minister of finance regulation no. 96 / pmk.06 / 2007 concerning procedures for the implementation of use, utilization, removal and transfer of state property, states that the use of bmn to carry out basic tasks and functions is based on the determination of the use of goods so that the user will become the ministry of religion's main work on assets it acquires, (ministry of religion, general secretary 2010: 73). therefore, in the use of state property must be determined the status of its use in order to support the tasks and functions in the madrasa. 3. implementation of application-based infrastructure and facilities simak bmn implementation of facilities and infrastructure is a process that involves the ability of human resources and material resources in achieving predetermined goals. implementation function in setting goals seen from the achievements and aspects that support these activities. based on the results of interviews and the results of documentation about the implementation of facilities and infrastructure, it shows a tendency to be less than optimal in implementing the mechanism, implementation process and availability of systems for processing data, documents, application system updates, data input, and reports on the data processing that is conveyed to all parties. processing data through the data system process is used as a source of data information that is carried out by data transfer at the regional level as the responsibility in managing state property. this answer is an implementation of evidence that the work unit or madrasa has carried out data processing through an application that regulates the order of administration of state property. control of facilities and infrastructure is carried out for two periods or semesters in one year. in accordance with the provisions in the minister of finance regulation number 246 / pmk.06 / 2014 concerning procedures for implementing the use of state property, article 6 (1) reads as follows: minister of finance as property manager has the authority and responsibility; b) determine the status of the use of bmn to be operated by another party; c) provide bmn temporary use approval; d) determine decisions / give approval over status use of bmn; and e) supervise and control the implementation of the use of bmn. according to siagian (2014: 17) states that "one way that is now commonly used in this connection is to create a master data (database) in which all types of information expected to be needed by all components of the company are stored and maintained." furthermore, deni darmawan and fauzi (2013: 101) explained that "the database (or database) is a systematic collection of computers so that it can be checked using a computer program to obtain information from the database." data processing system is needed that provides information that is suitable for the purpose and achievement in the time specified to obtain data from the information presented. murty (2007: 29) explains that "a system is a set of interconnected and inter-related elements or component parts to achieve certain goals. a system has three significant parts. the above opinion states that the system is mutually binding on several other components to achieve certain objectives that have been set. then the system is a group of elements integrated with the same goal to achieve goals (mc leod in deni darmawan and fauzi, 2013: 4). thus mtsn 1 singkawang in the implementation of facility-based facilities and infrastructure must be processed data through a data-based system as providing information on the intended purpose. 4. monitoring of application-based facilities and infrastructure simak bmn supervision is an action for control in correcting and preventing the tendency that is not in accordance with the stated objectives. supervision of facilities and infrastructure can be carried out at the beginning and at the end of ongoing activities. thus supervision in the activities of facilities and infrastructure to see the extent to which the implementation and provisions have been set. based on the results of the interviews and the results of documentation on supervision of facilities and infrastructure, the tendency has been to implement the availability of programs, the form of mechanisms and processes of supervision through internal reconciliation, external reconciliation, and responsibility through semester reports. the mechanism in internal and internal reconciliation is in accordance with the technical instructions in the simak bmn application. this reconciliation provides an overview of the addition, development, and deletion of state property recorded in data management that has been inputted in the application system. journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 430 according to terry (2009: 18) states that "supervision includes the continuation of the task to see whether activities are carried out according to plan". in accordance with government regulation number 27 of 2014 concerning management of state/regional property, part two supervision and control of article 75 paragraph (3) states that authorities of goods users and goods users can request functional supervisors to conduct follow-up audits of monitoring and control results as referred to in paragraph (1) and paragraph (2). then in the circular of the directorate general of state wealth (djkn) number: s-2/kn/2014, the follow-up monitoring and evaluation of depreciation of user goods reported in 2013. further regulated in pmk-244/pmk.06/2012 concerning implementation procedures supervision and control of state property article 24 paragraph (1) states that the authorization of goods users makes an annual report on the results of supervision and control of state property. based on pmk 102/pmk.05/2009 concerning procedures for reconciliation of state property in the framework of preparation of financial statements, it is mandated the importance of the reconciliation of state property (bmn) data. bmn reconciliation is the process of matching bmn value reports between two or more processing units to the same document source. bmn reconciliation is carried out in order to produce mutually agreed data and bmn values based on ministry/institution data, data from the directorate general of state assets (djkn) and data from the directorate general of treasury (djpb). with the bmn reconciliation, it is expected that differences in records that have an impact on the accuracy and validity of the data presented in the bmn report and financial reports can be minimized. regulation of the minister of finance of the republic of indonesia number 171/pmk.05/2007 concerning central government accounting and financial reporting system that reconciliation is the process of matching financial transaction data that is processed with several different systems/subsystems based on the same source document. furthermore, in part six management information systems and accounting for state property in order to ensure the reliability of bmn values in the balance sheet with bmn reports, uakpb conducts internal reconciliation with uakpa. the form of external reconciliation is in accordance with the regulation of the minister of finance of the republic of indonesia number 171/pmk.05/2007 that lbkps as referred to in paragraph (1) accompanied by notes on bmn reports along with adk bmn transactions submitted to uappb-w/uappb-e1 and state wealth service offices and auction (kpknl) every semester. lbkpt is accompanied by a report on the condition of the goods, and a note on the bmn report submitted to uappb-w/uappb-e1 and kpknl every year. uakpb reconciles bmn reports with kpknl every semester. article 40 of the regulation of the minister of finance of the republic of indonesia number 171/pmk.05/2007, in order to maintain the continuity of the preparation and reliability of bmn/balance sheet reports, each simakbmn organization has the authority to supervise and monitor the implementation of simak-bmn in its working area. the report and supervision have been carried out as evidenced by a statement of responsibility by a work unit or madrasa. statement of responsibility of state ministries/institutions article 67 statement of responsibility as referred to in paragraph (1) contains a statement that the management of the apbn has been carried out based on an adequate internal control system and financial accounting has been prepared in accordance with the standards government accounting. iv. conclusions and suggestions a. conclusions based on the research findings and discussion of the results in the previous section, in general, this study can be concluded as follows: 1. application-based infrastructure and infrastructure planning simak bmn at mtsn 1 singkawang showed a tendency to formulate program objectives and determine the state-owned goods management team through the headmaster's meeting, head of administration, the board of teachers, and staff. planning is based on input and suggestions from meeting participants in formulating the objectives and programs achieved. planning made by the madrasa provides an overview of the planning of needs achieved in the purpose of education. 2. organizing application-based facilities and infrastructure simak bmn at mtsn 1 singkawang showed a positive tendency to implement mechanisms, tasks, and organizing functions that are conveyed to all teachers. other trends that can be taken from organizing facilities and infrastructure improve staff competency and the ability of teachers to be given additional duties in determining their duties and functions in determining the status of the use of state property. 3. the implementation of simak bmn application-based facilities and infrastructure at mtsn 1 singkawang showed that is not optimal in carrying out data processing, documents, application system updates, data input, and reports on the results of data processing that are submitted to all parties. processing data through the data system process is used as a source of data information that is carried out by data transfer at the regional level as the responsibility in managing state property. this answer is an implementation of evidence that the work unit or madrasa has carried out data processing through an application that regulates the order of administration of state property. 4. monitoring of application-based facilities and infrastructure simak bmn at mtsn 1 singkawang showed the tendency to carry out internal reconciliation, journal of education, teaching, and learning volume 4 number 2 september 2019. page 420-431 p-issn: 2477-5924 e-issn: 2477-8478 431 external reconciliation, and responsibility through semester reports. the mechanism in internal and internal reconciliation is in accordance with the technical instructions in the simak bmn application. this reconciliation provides an overview of the addition, development, and deletion of state property recorded in data management that has been inputted in the application system. b. suggestions in accordance with the research formulation, the results of the results and conclusions presented above, then some suggestions that need to be conveyed related to the management of application-based infrastructure and state property management information system (simak bmn) in mtsn 1 singkawang state mts as follows: 1. application-based infrastructure and infrastructure planning simak bmn should be written in writing the program objectives and development as well as determining the state-owned goods management team transparently. the program objectives and development can be renewed every budget year in accordance with the madrasa strategic plan. 2. organizing application-based facilities and infrastructure simak bmn should pay attention to the mechanisms, tasks and organizing functions that refer to the applicable provisions and staff competencies and the ability of the teacher to the tasks they carry out. job duties and functions need to be made clear job descriptions in accordance with the performance contract contained in the employee performance goals. 3. implementation of application-based infrastructure and facilities simak bmn should be prepared for information gathering every month for processing data, documents, application system updates, data input, and reports on the results of data processing that are submitted to all parties. in processing data, there needs to be a more vigorous effort by the operator to coordinate with the partners on the registration that is applied, which is still experiencing obstacles when operating the system. 4. application-based supervision of facilities and infrastructure simak bmn should involve accrual ambassadors from the office of the ministry of religion of mtsn 1 singkawang optimally in evaluating internal reconciliation, external reconciliation, and responsibility through semester reports. evaluation is carried out by examining the report notes that are made periodically and implementing monitoring in overcoming the final preparations for the semester and the end of the year. references amin, m.m, & yuliananingsih, m. (2016). manajemen mutu aplikasi dalam bidang pendidikan, yogyakarta: media akademi. antony, r.n & govindarajan, v. (2018). management control system, bangalore: rai technology university. burnes, b., (2004). managing change, england: pearson education. cotts, g.d. roper, k.o. & payant, r.p. (2010). the facility management handbook, united states of america: amacom. darmawan, d & fauzi, k.n. (2013). sistem informasi manajemen. bandung: remaja rosdakarya offset. daryanto, & farid, m. (2013). konsep dasar manajemen pendidikan di sekolah, yogyakarta: gava media. fauzan. (2016). pengantar sistem administrasi pendidikan. yokyakart: uii press. gunawan, i. & benty, d.d.n. (2017). manajemen pendidikan suatu pengantar praktik. bandung: alfabeta. hikmah. (2011). manajemen pendidikan. bandung: pustaka setia. masyhud, m.s. (2014). manajemen profesi kependidikan. yogyakarta: kurnia kalam semest. mullins, l.j. (2010). management & organisational behaviour, englan : pearson education. murty, nsr. (2007). management principles and practice, excel books private limited: bharathiar university. matin & fuad, n. (2016). manajemen sarana dan prasarana. jakarta: raja grafindo persada. peraturan menteri pendidikan nasional nomor 24 tahun 2007 tentang standar sarana dan prasarana, jakarta: menteri pendidikan nasional. robbins & coulter. (2007). pengertian struktur organisasi, http://www.infodanpengertian.com/2015/04/pengertianstruktur-organisasi-menurut.html (accessed may 1, 2019). sekretaris jenderal. (2010). petunjuk teknis simak-bmn, jakarta: kementerian agama ri. siagian, s.p. (2014). sistem informasi manajemen. jakarta: bumi aksara. sujarweni, v.w. (2015). sistem akuntasi. yokyakarta: pustaka baru press. sugiyono. (2016). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. terry, g.r. (2009). prinsip-prinsip manajemen. transleted by j.smith d.f.m. jakart : bumi aksara. undang-undang nomor 1 tahun 2004 tentang perbendaharaan negara. 2004. jakarta. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 18-24 p-issn: 2477-5924 e-issn: 2477-8478 18 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. exploring determinant factors contributing to students’ choices in selecting english study program clarry sada1) 1)university of tanjungpura, pontianak, indonesia e-mail: jawa1508@yahoo.com abstract. this study aims at exploring the determinant factors contributing to students’ choice in selecting english study program (a study on english study program at fkip tanjungpura university in pontianak). it has been noticed that some of the students have a low qualification of english skill, therefore, it has become a problem for those students to follow the lesson. it has assumed that the students do not have sufficient information on their selection of choosing english study program. the problems of this study are the determinant and the dominant determinant factors influenced the students’ choice in selecting the english study program of fkip university of tanjungpura in pontianak. the purposes of the study are: (1) to find out the determinant factors and (2) to identify the dominant determinant factors, and as well as (3) to identify the deviation attitudes of the students in selecting english study program. the method uses questionnaires which contain some information to be answered by the students. there are 30 respondents as a sample of this research. the findings show that (1) the determinant factors are a personal choice, the reputation of faculty, the reputation of the study program, teachers and parents, and a location. meanwhile, there are four the dominant determinant factors, such as a personal choice (137), the reputation of the study program (119), teachers (111) and parents (107). therefore, those determinant factors should be considered by the study program to attract the candidate students. keywords: determinant factors, students’ choices, english study program i. introduction institutions of higher education are facing ever-increasing difficulties at attracting students. the emergence of new institutions that offer various kinds of educational streams with varies of prospecting study programs. with those multiple choices of study programs with own prospects, therefore, the students have the flexibility to choose the most important ones to encounter future challenges. in the context of selecting study programs, there are several factors which might have a degree of determinants, such as from least strong to the most strong. the determinants in this matter are factors which consider as the influential factors of selecting mode. knowing those factors are merely importance for further policy taking and consideration. the selecting of appropriate study program for the parents is not an easy way. according to baharun et al(2011), most parents want their children to study at prospective study program. they want their children will get a job easily soon after they are graduated. therefore, the parents have to do some surveys or seeking information about study programs which are suitable for their children. based on the writer’s experiences, before the enrollment time to the university or colleges, some parents requested for information on the study programs. they even needed recommendations for some prospective study programs. some reasons of conducting this study are: (1) there are some indicators which shown some mistakes in selecting the study program by the students, (2) some students are not eligible to study in this study program, and (3) the english language knowledge mastery of some students is not fulfilled the minimum criteria of being accepted at the english study program. the mentioned reasons for conducting this study had referred to the writer’s observation and teaching experience with the existing students. a study program is successful in attracting students to select the program because of some factors, such as (1) the student’s aim to master the english language, (2) the status of english language labeling as an international language gives pride for the students, and (3) a perception that english mastery gets more job opportunities. thus, this study is intended to know whether those expectations are matching with the students’ expectations. due to some reasons for not knowing or no information about colleges or universities, therefore, the parents are not http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 6 number 1 march 2021. page 18-24 p-issn: 2477-5924 e-issn: 2477-8478 19 many alternatives to choices. they even not understood how to get better information about opportunity study in tertiary education. unlike colleges or universities in cities, there is sufficient information about the study programs provided. the study had done by agrey and lampadan (2014) in central thailand to first-year students of the university mentioned five factors emerged as being those that significantly influenced decision-making on which institution of higher learning to attend. these had included support systems both physical (bookstore, guidance/counseling office) and non-physical (scholarships, credit transferability, spiritual programming); secondly, learning environment (modern learning environment and facilities, reputation, beautiful campus, library and computer lab) and job prospects with a high rate of graduates being employed; thirdly having good sporting facilities; fourthly, a student life program (health care services, residential accommodation) and activities (wide range of extracurricular activities), and finally, a safe and friendly environment (safe campus as well as supporting faculty). this study is intended to find out the determinant factors which influenced the students in selecting english language study program at fkip tanjungpura university in pontianak. the findings of the study will become some considerations in formulating the appropriate policies. referring to some difficulties in study english language faced by some students, this study will contribute some beneficial resolutions in helping the students to have a correct choice of selecting study programs. ii. methods the subject of this study was the students of the english study program at fkip university of tanjungpura pontianak registered as the students in academic year 2016/2017. the researcher focused on 30 students as a sample academic year 2016/2017. those students were given questionnaires which contained thefactors of their choice in selecting an english study program at university of tanjungpura. the students returned the questionnaires to be analyzed. every item of the questionnaires were analyzed to see the respondents answers. the object of this study is the attribute aspects of determinant factors which influenced the students’ choice in selecting english study program of fkip tanjungpura university in pontianak. the determinant factors derived from experts (braxton, 1990; ciriaci, 2011; drewes, 2006) are individual, parents, teachers, and career. these aspects had carefully administered in the appropriate statements of the questionnaires. the responses were analyzed and described accurately. the technique applied in this study is non-measurement that is, using questionnaires. the questionnaires cover some aspects of determinant factors of students’ choices in selecting english language study program. the data obtained from the instrument will be analyzed as to present final finding(s) of the study. besides, the questionnaires, this study also applies interview. the purpose of an interview is to clarify the respondent’s responses to the statements in the questionnaires. it is necessary to confirm the respondents’ responses to assure whether the respondents are honest or not in answering the questionnaires. iii. result and discussion determinant factors influenced the students’ choice in selecting the english study program of fkip university of tanjungpura pontianak, west kalimantan. table 1 parents and family education no level of education father mother 1 less than high school 20% 40% 2 some high school 6,67% 10% 3 graduated from high school 46,7% 36,7% 4 professional diploma (d1..d3) 10% 3,33% 5 bachelor’s degree (s1, d4) 13,3% 10% 6 advanced degree (s2..s3) 3,33% 0% 7 other (please specify) 0% 0% based on table 1, from the aspect of education, most fathers’ education is graduates from high school (secondary school) or 46,7%. the next rank is less than high school that means their education might be graduated from elementary school or used to study at elementary school (not completed elementary school). those fathers who are graduated bachelor’s degree are high enough or 13,3%. however, there is the father who has graduated from a master degree (s2). unlike father, mothers’ education has differed from fathers’ education. the highest percentage of mothers’ education is at a level of less than high school. it means that most mothers’ education is around elementary graduates or some of the elementary education. the next high percentage of education level has graduated from high school. there was the same percentage of mothers whose education is some high school meaning they have studied at high school but not completed high school (10%) and bachelor’s degree (s-1 or d-iv) (10%), and no mother’s education is an advanced degree. from the data on parents’ education, it has concluded that parents’ education is averagely graduated from “high school” or somewhat at the level of secondary school. table 2 values and goals statement of goal and value no of students completing high school begin considering of attending university value yes no k 1-6 k 7-9 k 10-12 yes no students 20 10 3 20 18 28 1 percentage 66,7 30 10 30 60 90 3,33 note 1 absent 0 absent 2 absent based on table 2, most of the respondents had thought about a study at college and university with their children after completion of high school. parents and children discussed higher and professional education. in this research, there was 66,7% of the respondents had discussed higher education for their children and 30% did not, explicitly. the data showed that students had begun to think about a farther study at journal of education, teaching, and learning volume 6 number 1 march 2021. page 18-24 p-issn: 2477-5924 e-issn: 2477-8478 20 college or university when they were at senior high school (60%). there are 30% of respondents had thought about the study at college or university when they are still at k 7-9 or junior high school, and only 10% of the respondents had thought about the study at college or university at an elementary school. table 3 sources of information and influence aspects of factors score aspects of factors score 1. personal choice 2. teachers 3. high school counselors 4. mother 5. father 6. brother (s) 7. sister (s) 8. friends 9. relatives/siblings 10. religious advisor 11. recommendation of former students 137 111 74 107 104 58 66 67 59 54 53 12. college publications 13. personal letters from institution 14. telephone call from institution 15. english study program representatives 16. university representatives 17. visit campus 18. others (please specify and rate) 54 51 38 50 54 49 0 table 3 show some factors that influenced the respondents in selecting their choices study at english study program. the most influential factor is “personal choice” (137). the other respective influential factors are teachers with a score (111), father with a score (107) and mother with a score (104). therefore, the students have trusted their teachers and parents. the role of school counselors in directing the students to determine their study program, in this case, english study program at tanjungpura university shows significantly influence. table 4 other factors of significance aspects of factors score aspects of factors score 1. closeness to home 2. location (e.g. capital city) 3. availability of housing 4. cost of living is affordable 5. tuition cost is affordable 6. scholarship available 7. reputation of institution (e.g. faculty) 8. reputation of program (english study program 76 101 75 76 90 97 123 119 9. religious atmosphere 10. variety of activities offered 11. specialized programs offered 12. studentprofessor ration 13. family tradition 14. preparation for graduate school 15. others (please specify and rate) 81 90 85 85 47 83 0 based on table 4, the other significant determinant factors that influenced students’ choices are 1) reputation of an institution, 2) reputation of the study program, 3) location of college (at the capital city), 4) tuition cost is affordable, 5) scholarship available, and 5) religious atmosphere. dominant determinant factors influenced the students’ choice in selecting the english study program of fkip university of tanjungpura. table 5 sources of information and influence aspects of factors score aspects of factors score 1. personal choice 2. teachers 3. high school counselors 4. mother 5. father 6. brother (s) 7. sister (s) 8. friends 9. relatives/siblings 10. religious advisor 11. recommendation of former students 137 111 74 107 104 58 66 67 59 54 53 12. college publications 13. personal letters from institution 14. telephone call from institution 15. english study program representatives 16. university representatives 17. visit campus 18. others (please specify and rate 54 51 38 50 54 49 0 based on table 5, four dominant determinant factors that influenced student’s choice in selecting english study program:1) personal choice, 2) teachers, 3) mother, and 4) father. among the dominant determinant factors of the highest score is the personal choice (137), teachers (111), mother (107) and father (104). table 6 other factors of significance aspects of factors score aspects of factors score 1. closeness to home 2. location (e.g. capital city) 3. availability of housing 4. cost of living is affordable 5. tuition cost is affordable 6. scholarship available 7. reputation of institution (e.g. faculty) 76 101 75 76 90 97 123 119 8. reputation of program (english study program 9. religious atmosphere 10. variety of activities offered 11. specialized programs offered 12. studentprofessor ration 13. family tradition 14. preparation for graduate school 15. others (please specify and rate) 81 90 85 85 47 83 0 based on table 6, the other factors based on the students’ opinions are (1) reputation of institution (123), (2) reputation of program (119), (3) location (101), (4) scholarship available (97), (5) tuition cost is affordable (90), (5) religious atmosphere (90), and (6) preparation for graduate school (83). students’ opinion/notes besides the data above, the respondents also have given some questions about (1) reasons for their choices in selecting the study program, (2) comments on their lecturers/professors, (3) factors that might be obstacles in study, and (4) their opinions on the future development of the study program. the respondents’ responses on the above questions are explained based on majority opinions. journal of education, teaching, and learning volume 6 number 1 march 2021. page 18-24 p-issn: 2477-5924 e-issn: 2477-8478 21 a. reasons for their choices in selecting the english study program most of the respondents (about 85%) said that they are interested in the english language because they wanted to master english so that they could understand many things (perhaps: able to read news/articles/stories written in english language), inspired by teachers and encouraged by parents, as well as, easy to get job. b. respondents’ comments on their lecturers/ professors majority of the respondents (90%) had given remarks on the lecturers/professors, particularly, their capacity and professional on teaching and learning activities. the lecturers had prepared for teaching, broad knowledge and polite. the materials are also always up-to-date and using technology (internet). c. the factors that might be obstacles in study regarding the factors as the obstacles in study, the respondents have varieties of response, such as (a) 35% mentioned that english is difficult so that they have to study hard, (b) 20% mention the problem on financial because they need quite much money for living cost such as food and rented house/room, (c) transportation, (d) communication (credit), and (e) entertainment. some respondents said that they spent more money on holiday (saturday & sundays) rather than school days. they felt pity for their parents who are farmers, running a small shop and part-time worker (wage), and felt ashamed for regular begging for money from parents/family. d. respondents’ opinions on the future development of english study program all respondents (100%) mentioned that the english study program gave a promising program in the future. they believed that those young generations who had a good reputation in the english language have brought better future and easy to get a job. besides, they can manage their own business, such as: establishing the english course, guides, translators, and so forth. therefore, they conclude that the english study program is one of the study programs in fkip university tanjungpura as the most favorite. e. other information the questionnaires also included other data liked parents’ education and students’ gpa after 5th semester. most of the respondents’ mothers were housewives (70%), and a few were temporary teachers at some private primary schools), nonformal school (10%), and other 10% had not stated. 1) parents’ jobs, as the mothers, the fathers (80%) are majority stated working in private sectors. private sectors mean those who are working for self (farming, collecting wood for sale), part-time employed worker (wage worker), and not permanently employed by companies (reserved driver, plantation) and doing a contracted job. in other words, they are not employees but doing any jobs which could earn money. another 10% were employed permanently as teachers (government and private schools), small-scale trading company (palm oil plantation), shops, and foul industry. meanwhile, the other 10% had not stated by the respondents. 2) students’ gpa (grade point average, it was surprising that the respondents’ gpa after the 5th semester was between 2.80 to 3.53. they had good remarks. discussion this study focuses on the students’ choices on selecting english study program at fkip university tanjungpura pontianak aiming at students’ views or opinions on the prospectus of english study program and english language learning. some issues about the english language that the english language is important to learn the english language as an international language, mirror of the world, and relation to job seekers. those issues could raise the public’s interest in sending their children to study in this study program, and from time to time the number of candidate-students register to this study program is increasing. there are many determinant factors influenced the student’s choice in selecting college or university. kinzie et al(2004) and gibbons and vignoles (2009), mentioned that some determinant factors, such as factors which had the prospect of giving career and opportunities to access to work, and social factor. all parents hoped that their children had employed as workers of the company, government institutions, and private business. the parents’ aims are in line with the respondents’ responses on the questionnaires (1) study at english study program have more opportunities to get work, (2) more prospectus for a better career, and (3) establish own business like run an english course. therefore, those reasons will be the determinant factors for the students’ choices in selecting the english study program. from the questionnaires, the items about institution (faculty) reputation, study program reputation and location (capital city) are the determinant factors which had been mostly chosen by the respondents. it is a strong power to attract prospective students. therefore, a good reputation of an institution would provide a good education. the idea of a good reputation was in line with hossler (1999) and hagel (2008). in line with the respondents’ responses, the factor of affordable tuition is another factor which has been chosen by majority respondents. those responses come from those parents of having an average income. those parents are parttime workers, farmers, and small scale trading. therefore, affordable tuition is one of the choices. this factor is also the reason for choosing state college or university because the state university or college always offer low tuition cost. another factor that has been selected by the respondents is the availability of scholarship. at present, the education and culture ministry provides a scholarship for low economic income family and bright students. the factor of a location at the provincial capital city also attracts students’ attention of choice. the reasons, among those, are facilities supporting study such as bookstores and libraries are available, entertainment facilities and so forth. journal of education, teaching, and learning volume 6 number 1 march 2021. page 18-24 p-issn: 2477-5924 e-issn: 2477-8478 22 besides, accessibilities to other facilities, such as internet, information and affordable housing are taken into consideration by the students. heller (1997) and houston (2008) mentioned factors regarding price in higher education and rethinking quality and improvement in higher education. thus, selection of a location for establishing schools or colleges is one of the highly considering factors. the government colleges always offer low or affordable tuition compared to private colleges. most of the students consider that tuition cost is affordable therefore they choose government colleges as their first choice. on the other hand, some local private colleges offer scholarships, such as prestige and low economic family. for instance, colleges run by the foundation-based religions, such as catholic, christian, and islam also like to offer scholarships for their students. therefore, the tuition fee is one of the factors influencedstudents' choices. regarding the students’ choice of selecting english study program, most of the students responsed that they chose the english study program because of its reputation. the study, in particular, a program has been known by the public of west kalimantan. the parents are very proud of their children able to study in this study program. thus, the main reason for the parents to send their children to study in the study program because it is easier for the graduates to get a job. some other responses that the study program (also faculty) had a clear target that the graduates had employed as a teacher, either government or private employment, thus, there has opportunities for them to work. the information about the study program has spread widely through the region. they got the information from several media. the information obtained from the questionnaires mentioned that religious atmosphere also becomes a consideration. most respondents had positive views on religion atmosphere towards a state college or university. tanjungpura university as a state university and not affiliated to any religions as the basis of teaching. based on this point of view, the faculty is not concerned with the religion. religion had taught as a subject matter with the objectives of morality development. thus, religion is not a barrier for them to study in this faculty. the faculty offers a variety of activities as an extracurricular or non-academic activity, as mentioned in the curriculum. the non-academic activities are sports, student's organization and so forth. the variety of activities also attracted students’ attention because they could develop their soft skills and social competencies. students realize that they need other activities outside of their academic pursuits and so institutions should be aware of this as they review their master plans for campus facilities. campus facilities are commonly for an enrichment of the campus activities outside of class. therefore, it is necessary for academic institutions to prepare those sorts of facilities. several limitations of the study must be noted. the respondents of this study were limited to the sixth semester or third-year students. it recommended that further is conducted involving high school students and other colleagues, i.e., including a wider geographic area involving and also the sample. another limitation of this study is dealing with the researcher himself regarding with time. the researcher has to prepare the time for doing the research and doing his routine activities: teaching, giving guiding and consultation on students’ theses. due to those reasons, the researcher himself found that there are some weaknesses in doing the report. the study has given indicators of students' and parents' choices. the choices depend on students' and parents' opinions. noted that, the reputations, tuition cost, and facilities are the priority in choosing a campus. iv. conclusions this study reveals several factors that affect students’ final selection of a university, particularly, the choices of selection english study program of teacher training and language education faculty (fkip) of tanjungpura university pontianak. the non-physical factors that influenced the students’ choices are the reputation of the study program (faculty), affordable (or low) tuition cost and location of the university at the capital city. the students’ choices had greatly influenced by parents, teachers and personal choice. relating to the parents’ influences, this was in line with their social life or culture where parents had highly respected by the children. children tend to obey their parents though some parents have not understood the education system at the tertiary level. the number of graduates employed had influenced the students’ choices. since the english study program has sent their graduates as teachers both permanent and temporary employees and the parents are proud of their children could actively communicate in the english language. the factors are still significant, i.e., a safety, a friendly environment, and an atmosphere of religious belief. those factors encourage students to have pleasure because of that the religions are on beliefs. the physical factors are involving the facilities offered by the faculty. the students need to refresh after being studying hard for hours, i.e., they need to do some sports. that is in line with some respondents’ responses that campus facilities have become a consideration in selecting the appropriate study program and faculty. suggestions with reference to the findings of this study, there are some variables necessary for the considering, i.e., (1) the role of information for the society, namely the parents influence the selection of the study program, (2) the role of the teachers in giving or directing their students, (3) campus facilities are another dominant factor in finalizing the students’ decisions, (4) the study program reputation, (5) friendly campus environment, and (6) religious atmosphere maintained well. those factors managed and maintained well. for the future, the institution should not only rely upon those factors, but do some innovative, namely facilitating academic activities at a location so that the students and journal of education, teaching, and learning volume 6 number 1 march 2021. page 18-24 p-issn: 2477-5924 e-issn: 2477-8478 23 parents would understand the goals, vision, and missions of a study program. it will give better insights to the parents, students, and family about what is the most appropriate one. this study suggested being done to the students of twelve grade so they will have comprehensive knowledge and information about the study program interested in. references agrey, l & lampadan,n., (2014) determinant factors contributing to student choicee in selecting a university, journal of education and human development, june 2014, vol. 3, no.2 pp.391-404 baharun, r., awang, z., & padlee, s.f. 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(2008). the influence of delivery mode on consumer choice of university. european advances in consumer research. 8, 531-536. heller, d. e. (1997). student price response in higher education: an update to leslie and brinkman. journal of higher education 68, 624-659. hossler, d., schmit, j. & vesper, n. (1999). going to college: social, economic and educational factors’ influence on decisions students make. baltimore, md: johns hopkinsuniversity press. houston d (2008). rethinking quality and improvement in higher education, quality assurance in education, 16, 61-79. ii issn (p) : 2477-5924 issn (e) : 2477-8478 jetl (journal of education, teaching, and learning) volume 5 number 2, september 2020 published by institute of managing and publishing of scientific journal, stkip singkawang jalan stkip kelurahan naram, singkawang, kalimantan barat, indonesia, 79251 telp: +62562 420 0344 | fax: +62562 420 0584 website: http://journal.stkipsingkawang.ac.id/index.php/jetl email: jetl@journal.stkipsingkawang.ac.id editorial team editor-in-chief andi mursidi, stkip singkawang, indonesia managing editor sumarli sumarli, stkip singkawang, indonesia editors carmen sonia duse, lucian blaga university of sibiu, romania dr molyn mpofu, university of eswatini, swaziland teklu tafase olkaba, jimma 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castro, universidad eafit, medellin, colombia mulawarman mulawarman, universitas negeri semarang, indonesia david treagust, curtin university, australia stephen ball, university of london, united kingdom supyan hussin, universiti kebangsaan malaysia, malaysia jeremiah sullins, harding university, united states michael vallance, future university hakodate, japan juan carlos matos franco, university of salamanca, spain andrivo rusydi, national university of singapore, singapore heri mudra, institut agama islam negeri (iain) kerinci, indonesia misbah misbah, universitas lambung mangkurat, indonesia ratu wardarita, universitas pgri palembang, indonesia ramli ramli, universitas negeri padang, indonesia yudhiakto pramudya, universitas ahmad dahlan, indonesia rahadi wirawan, universitas mataram, indonesia i-hsien ting, national university of kaohsiung, taiwan, r.o.c putut marwoto, universitas negeri semarang, indonesia mundilarto mundilarto, universitas negeri yogyakarta, indonesia endry 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https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1835 cover jetl 5(2).pdf (p.1) front page jetl v5n2 2020.pdf (p.2-7) isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 163-167 p-issn: 2477-5924 e-issn: 2477-4878 163 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. effectiveness interactive demonstrations method on temperature and calor in the tenth-grade students ira nofita sari 1) , dwi fajar saputri 2) , helmiyanti 3) 1) ikip pgri pontianak, pontianak, indonesia e-mail: iranofitasari87@gmail.com 2) ikip pgri pontianak, pontianak, indonesia e-mail: dwifajar24@gmail.com 3) ikip pgri pontianak, pontianak, indonesia e-mail: helmiyanti11@gmail.com abstract. this study aims to determine the effectiveness of the interactive demonstration method on the discussion of temperature and heat in the tenth-grade students of the segedong number 1 senior high school. the method used is a pre-experimental design with the design of the one-shot case study. data collection techniques used in this study include measurement techniques, direct communication techniques, and indirect communication techniques. the data analysis technique used in this study is quantitative data analysis. based on data analysis, it is known that the average student learning outcomes reached completeness of 86.67%, and is classified as complete in classical, student learning activities classified as good with a percentage of 67.65%, and student responses are classified as very strong with a percentage of 82.58%, so the interactive demonstration method is effective at the temperature and heat of the material in the tenthgrade students of the segedong number 1 senior high school. keywords: interactive demonstrations method; effectiveness; learning outcomes; activity; responses i. introduction physics is one of the subjects of natural science and is a science that was born and developed through the steps of observation, the formulation of the problem of preparing hypotheses, testing hypotheses through experiments, conclusions, and the discovery of theories and concepts. according to trianto (2008), the main purpose of learning physics is knowledge (cognitive). this type of knowledge is a basic knowledge of principles and concepts that are useful for everyday life. broadly speaking knowledge is the knowledge of facts that exist in nature to be able to understand and deepen further and see the existence of information and order. physics learning is also expected to provide skills (psychomotor), the ability of scientific attitude (affective), understanding, habits, and appreciation. in reality, students only memorize concepts and are less able to use concepts if they encounter real-life problems related to concepts. furthermore, even students are less able to determine the problem and formulate it. related to students' understanding of teaching materials, there should be many students who have a good level of memorization of the material received so that the learning outcomes are good. this is seen through the results of student learning on physics subjects in the tenth grade of segedong number 1 senior high school students not yet maximal. evident from the student learning outcomes on the subject of temperature and heat only reached an average of 20.00. while the minimum completeness criteria set by the school is 70.00. based on this fact it is clear that there is a very significant gap. further investigation of the possible causes of the problem, namely by conducting classroom observations and interviews with teachers and some students. based on the results of classroom observations, it appears that students are less enthusiastic about participating in ongoing learning. this is evident from the majority of students being passive, listening to the teacher's explanation, not asking questions about concepts that are not understood, only wanting to answer the http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 163-167 p-issn: 2477-5924 e-issn: 2477-4878 164 teacher's questions when appointed, and lack of interaction among fellow students during the discussion. in line with the results of the observations, based on the results of interviews with physics subject teachers, it is known that students are less active in learning, students are less interested in the concepts delivered even though they have something to do with the material. besides, students are also less able to use the concepts obtained in new situations. according to trianto (2008) students who are less able to connect between what they learn and how knowledge is applied to new situations can influence learning outcomes. after interviewing students, it turns out that one of the causes of low student learning outcomes is due to a lack of students' understanding of the concepts presented, besides students also feel the concept is not valid, so it is less useful. even though physics material, especially temperature and heat are materials that are close to the daily lives of students. according to trianto (2009), the subject matter will add meaning if students learn the subject matter presented through the context of their lives, and find meaning in the learning process, so that learning will become more meaningful and enjoyable. based on the explanation above, a direct learning method is needed that connects material concepts with real experiences in everyday life. this method is an interactive demonstration method. the interactive demonstration method is one solution offered so students understand concepts, facts, and principles and facilitate teachers in teaching concepts, facts, and principles. the interactive demonstration method is one of the methods developed by wenning. wenning (2005) states that interactive demonstration methods generally contain teacher demonstrations of science experiments or events that are common in everyday life. it is said to be interactive because there are interactions between students and students, as well as students and teachers. students are allowed to predict how experiments can occur. through the interactive demonstration, the method will create a classroom where students will become active participants not only passive observation, and responsible for learning. the use of interactive demonstration methods will greatly help teachers to connect the material to real-world situations and motivate students to form a relationship between knowledge and application to everyday life so that it will bring up a positive response and will have an impact on the achievement of student learning outcomes. the results of annisa, karim, and aminudin (2014) note that student learning outcomes have increased in each learning series after the application of interactive demonstration teaching methods. the profile of student activity on average motoric activity is sufficient, good visual activity, good oral activity. students also provide a positive response to learning through interactive demonstration methods. therefore, based on the explanation above, the researcher was interested in knowing the effectiveness of the interactive demonstration method in the temperature and heat of the tenth-grade students of the segedong number 1 senior high school. ii. methodology the research method used in this research is the experimental method. the form of research used is preexperimental designs. this form of research is used because this design is not yet a true experiment. there are still many external variables that contribute to the formation of the dependent variable. the result of the experiment which is the dependent variable is not solely influenced by the independent variable (sugiyono, 2012). the research method used in this study is the experimental method. the form of research used is a pre-experimental design. this study uses a type of quantitative research. the research was conducted in the high school number 1 segedong, mempawah regency, west kalimantan province. the population in this study were the tenth-grade students of the segedong number 1 senior high school which consisted of two classes namely mia 1 and mia 2. determination of the study sample was conducted by cluster random sampling technique. the requirement for selecting samples with this technique is that the population is homogeneous. then to find homogeneity data then tested using the bartlett test. based on the calculation of the average student learning outcomes in some previous physics material, χ2 count = 2.30 and χ2table = 3.84, where χ2 count ≤ χ2table, so that the population variance is homogeneous. next, determining the experimental class is carried out by lottery. based on the results of the draw, the samples obtained in this study were class x mia 2. this research was conducted through three stages, namely introduction, implementation, and end. in the initial stage, observations were made to find problems that occurred in the tenth-grade students of the segedong number 1 senior high school, prepare research instruments, validate instruments, conduct test instruments in the form of tests, and analyze the results of instrument tests. furthermore, at the implementation stage researched in the experimental class to find out the activities of students during learning takes place through observation sheets of student activities, student responses to the learning methods used through the questionnaire response, and knowing student learning outcomes through posttest. the final stage of this research is analyzing the data that has been obtained and concluding. based on the form of research used, the research design is one-shot case study. data collection techniques used in this study include measurement techniques, direct communication techniques, and indirect communication techniques. the data collection tool used is a test of student learning outcomes in the form of post-test, observation sheet, and questionnaire responses of students to the learning methods used. data collection techniques used in this study include measurement techniques, direct communication techniques, and indirect communication techniques. the data collection tools used are (1) test of student learning result in the form of posttest in essay form, (2) observation sheet to know student activity during learning, and (3) questionnaire of student response to learning method used. data analysis techniques in quantitative research are ways that are directed to answer the problem formulation or test hypotheses that have been formulated. to answer the first problem about student learning outcomes is to calculate the post-test results statistically by changing the score to a value, looking for the percentage of students who achieve journal of education, teaching, and learning volume 5 number 1 march 2020. page 163-167 p-issn: 2477-5924 e-issn: 2477-4878 165 completeness which is then compared with the percentage of completeness in classical. the second problem about student learning activities is answered by calculating the activities of all students according to annisa, karim, and aminudin (2014) use the following equation (1). (1) furthermore, the value of p is compared with the interpretation of student learning activities based on table i. table i interpretation of student learning activity number percentage criteria 1. ≥80% very high 2. 60% 79% high 3. 40% 59% enough 4. 21% 39% low 5. 0% 20% very low the third problem related to student responses to the interactive demonstration learning method can be known through (2). x% = (2) referring to "(2)", x is the percentage of student responses, n is the number of actual scores, and n is the maximum number of scores. after obtaining x%, then compared with the criteria of student responses according to riduan (2010) as in table ii. table ii criteria for student response no. range criteria 1. 0% 20% very weak 2. 21% 40% weak 3. 41% 60% enough 4. 61% 80% strong 5. 81% 100% very strong the general problems regarding the effectiveness of the learning methods used can be answered if the three previous problems, namely learning outcomes, student activities, and student responses have been answered. learning is said to be effective if: (1) student learning outcomes reach minimum mastery criteria ≥ 70 and the number of students who complete more than 75%; (2) student activities are classified as active during learning using interactive demonstration methods; and (3) student responses are classified as strong during learning using interactive demonstration methods. iii. results and discussion a. result based on the result of posttest data analysis, it is based on the results of the posttest data analysis, it is known that the average student learning outcomes are 85.17. students who achieve completeness scores as many as 26 students from all students totaling 30 students, or if the percentage then students who achieve completeness are 86.67%. from these data said students complete classically because ≥75% of students achieve completeness. student learning activities can be seen from each lesson, namely four times learning by paying attention to several aspects, including (1) paying attention to the teacher's explanation and answering the teacher's question at the perception stage, (2) paying attention to the teacher's explanation and answering the teacher's questions at the motivation stage, (3) paying attention to the teacher's explanation and answering teacher questions during the demonstration stage, (4) discussing with group mates and finding solutions for completion of prediction sheets, (5) asking questions to teachers about unknown things, and (6) giving opinions when concluding. more clearly the percentage of student activity in each meeting can be seen in fig. 1. based on fig. 1, it is known that in each learning for aspects one to six, the average student activity has increased. if all the percentage of student activities are averaged then the activity of students is included in the high category, namely with an average percentage of 67.65%, where the average activity in the first to fourth learning is 56.81%, 60.90%, 77.59%, and 75.29%. student responses to learning methods can be seen from student response questionnaires with 20 statement items using a likert scale, where the statements are given are related to the use of interactive demonstration teaching methods. fig. 1 summary of students activities observed aspects include (1) students 'interest in learning using interactive demonstration methods, (2) understanding concepts through interactive demonstration methods, (3) students' interest in learning temperature and heat material, and (4) student learning activeness. in more detail, the students' responses to the interactive demonstration method can be seen in fig. 2. based on the results of the student response questionnaire analysis, it is known that the percentage of students' responses using interactive demonstration methods on the subject of temperature and heat material is 82.58% classified as very strong. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% aspect 1 aspect 2 aspect 3 aspect 4 aspect 5 aspect 6 first meeting second meting third meeting fourth meeting journal of education, teaching, and learning volume 5 number 1 march 2020. page 163-167 p-issn: 2477-5924 e-issn: 2477-4878 166 fig. 2 summary of students respons according to the data that has been obtained from (1) mastery of learning outcomes that achieve classical completeness is 86.67%, (2) student activities are classified as active during learning using interactive demonstration methods, and (3) student responses are very strong during learning using the method interactive demonstration, the use of interactive demonstration methods is classified as effective, used in the discussion of heat and calor in the tenth-grade students of the segedong number 1 senior high school. b. discussion according to research data analysis that has been done, it is known that the effective interactive demonstration method is used in the discussion of temperature and heat in tenth level students in high school number 1 segedong. the use of interactive demonstration methods is effective because, from the results of the analysis of student learning outcomes data, it is known that the average student learning outcomes are 85.17, with a percentage of completeness of 86.67%, so students are said to complete classically. the results are due to the activity of students during the learning process. this can be seen from observing student activities during learning. most students pay attention to the teacher's explanation and answer the teacher's questions at the apperception stage, pay attention to the teacher's explanation and answer the teacher's questions at the motivation stage, pay attention to the teacher's explanation and answer the teacher's questions at the demonstration stage, discuss with group friends and find solutions for completion of the prediction sheet. asking questions to the teacher about material that has not been understood, and conveying opinions when concluding. this is also reinforced from the results of student questionnaire responses to the fourth aspect that measures student learning activeness. based on student questionnaire responses to aspects it is known that students feel activated during the learning process, for example through apperception, motivation, demonstration, prediction, the conclusion. this is because the interactive demonstration method requires students to be more active in learning activities. according to rafasah (2010), this interactive demonstration was introduced as an activity that allowed students to be more active and to be fun learning for students. in the apperception stage, the concepts to be conveyed are related to the real world or the daily lives of students. one of them is the habit of parents who measure body temperature when they have a fever with their palms. unlike doctors who always measure body temperature using a thermometer. according to trianto (2009), the subject matter will add meaning if students learn the subject matter presented through the context of their lives, and find meaning in the learning process, so that learning will become more meaningful and enjoyable. this can be seen from student activities, as many as 63.07% of students are quite active. through the motivation stage, the concept to be conveyed is also related to the previous concept of a temperature measuring device such as a thermometer. meanwhile, temperature gauges using the palm is not a standard measuring instrument. according to trianto (2008) students who are less able to connect between what they learn and how knowledge is applied to new situations can influence learning outcomes. by linking what they learn with how knowledge is applied to new situations can influence students. evident from the activities of students at the motivation stage of 6.36% classified as quite active. the next step is to pay attention to the teacher's explanation and answer the teacher's questions during the demonstration phase. at this stage, active students are 98.44%. here is the essence of the interactive demonstration method. almost all students are directly involved in learning activities. at this stage, students are asked to consider and respond to the teacher's demonstration of the experiments relating to temperature and heat. demonstrations relating to common events in everyday life. the demonstration then takes place interactively between the teacher and the students and between the students in the group in making predictions about the experiments that will occur. the next step is to ask the teacher questions about material that is not yet understood. at this stage, student activity is at the smallest percentage of 35.55%. some students ask at this stage. after crosschecking with students by giving several questions related to the concept that has been conveyed, it can be seen that most students understand the concepts that have been conveyed. that is, at least students who don't ask are because students already understand the concept. the last step is to conclude. at this stage, students are assisted by the teacher to make conclusions related to the learning that has taken place. as many as 58.00% of students together with teachers conclude. overall students respond to learning with very strong criteria for the learning method used, students are active in learning, and students understand the concept so that ultimately student learning outcomes reach the minimum mastery criteria set by the school. iv. conclusions based on the results of data analysis, in general, can be concluded that the effectiveness of interactive demonstration methods on temperature and calor in the tenth-grade students of the segedong number 1 senior high school is classified as effective. average student learning outcomes using interactive demonstration methods on temperature and calor in the tenthgrade students of the segedong number 1 senior high school reached completeness of 86.67% and is classified as complete in classical. student learning activity when following the process of interactive demonstration method on temperature 0 10 20 30 40 50 60 70 80 90 100 aspect 1 aspect 2 aspect 3 aspect 4 journal of education, teaching, and learning volume 5 number 1 march 2020. page 163-167 p-issn: 2477-5924 e-issn: 2477-4878 167 and calor material in the tenth grade students of the segedong number 1 senior high school amounted to 67.65%, classified as active. student response when following the process of interactive demonstration method on temperature and in the tenth-grade students of the segedong number 1 senior high school of 82.58% is very strong. references annisa, fanny nurul., karim, abdul., & aminudin, ahmad. 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(2005). levels of inquiry: hierarchies of pedagogical practices and inquiry processes. journal of physics teacher education, 2(3), 3-11. isc paper template in a4 (v1) journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 229 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. understanding of mathematical concepts and students’ selfregulated learning in rme learning assisted by pandu citra utami 1) , rien anitra 2) , usinah robert moseki 3) 1) stkip singkawang, singkawang, indonesia e-mail: citrautami1990@gmail.com 2) stkip singkawang, singkawang, indonesia e-mail: anitrarien@gmail.com 3) oodi college of applied arts & technology, botswana, south africa e-mail: usihmoseki@gmail.com abstract. the understanding of mathematical concepts has an important role in one of the knowledge and activity skills in mathematics learning according to nctm. on the other hand, self-regulated learning is one aspect that also determines the success of students' mathematics learning. facts in the field, the understanding of concepts, and selfregulated learning students' are still low. based on this, the need for contextual learning and the existence of teaching aids in learning mathematics. the purpose of this study is to find out the increase in understanding of the concept, the effect of self-regulated learning toward the understanding of concepts, and describe the understanding of the concept. this research is a mixed-method with a combination model used in sequential explanatory design. the subjects were fourth-grade elementary school students in the city of singkawang. in the qualitative part, taking the subject is to randomly select 1 student from the criteria of understanding the concepts that arise. data collection instruments used were tests and questionnaires. the data analysis technique used is the scoring, n-gain test, simple regression test, and quantitative descriptive. the results of this study showed: (1) there is an increase in understanding of concepts in rme learning assisted by pandu; (2) there is a significant influence between self-regulated learning and the understanding of concepts in rme learning assisted by pandu, and (3) the understanding of concepts in learning rme assisted by pandu has an average of 79.63. keywords: rme; understanding of mathematical concepts; self-regulated learning; pandu i. introduction the success of learning mathematics can’t be separated from the ability to understand students' mathematical concepts. nctm (2000) stated that learning with good understanding can make learning easier next. this shows that the ability to understanding mathematical concepts is basic in learning mathematics. understanding concepts is the ability to understand concepts, operations, and relationships in mathematics (kilpatrick et al., 2001). there are some knowledge and understanding that can be measured in the ability to understand the mathematical concept. according to nctm (2000), students' knowledge and understanding of mathematical concepts can be seen from the ability of students to define concepts verbally and in writing, create examples and not examples and use symbols to present a concept. according to nctm (2000), psychological research and education about learning mathematics expressly establish that understanding concept have an important role in one's knowledge and activity skills. not only is that, but the understanding of the concept is also needed in solving problems. nctm (2000) stated that conceptual understanding is an important component of the knowledge needed to deal with new problems. facts in the field based on the results of interviews with several elementary school teachers found that understanding of concepts of students from year to year was still low, especially in the material of fraction and angle. in line with the results of hecht and vagi (2012) showed that the http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 230 accuracy of students in the steps used to add fractions is still poor. fractional and angular material not only exists at the elementary level but continues to college. for that reason, having a good understanding of the concepts in this material as early as possible will greatly assist students' success in learning mathematics in the future. the low ability of understanding of mathematical concepts students is supported by the results of research suraji, maimunah, and saragih (2018) which showed that students' understanding of mathematical concepts is still low, especially in applying daily life. the ability to understand concepts is one aspect that will determine the success of learning mathematics. as mentioned by nctm (2000) that learning with good understanding can make further learning easier. in addition to the ability to understanding mathematical concepts, selfregulated learning is also one of the aspects that determines the success of learning mathematics. the results of sun, xie, and anderman (2018) showed that the importance of students' learning independence in learning in the classroom, especially in students' prior mathematical knowledge for student academic success. according to candy (1991), learning independence is a process of someone taking the initiative, with or without the help of others, in determining their learning needs, determining their learning goals, determining their learning facilities, choosing and implementing appropriate learning strategies, and assessing their learning outcomes. this means that student awareness in learning and solving problems are part of self-regulated learning. with self-regulated learning, students can manage well how to learn because students themselves know their abilities. in line with the results of research by ulpah and sahly (2020) which showed that independent learning makes students trained and manage every action, so students have discipline in the learning process. based on the results of interviews with several teachers and students, it was found that students' self-regulated learning was still low. one of them can be seen when the teacher asks at the beginning of learning in class, most students do not have the awareness to repeat learning at home. most students only choose questions that are easy to solve and according to the example given by the teacher. the results of van gog, hoogerheide, and van harsel (2020) research showed that students with low scores continue to choose assignments at the lowest level of complexity and continue to choose examples. this is contrary to the expectation that self-regulated learning is an aspect that plays a role in the success of learning mathematics. the importance of understanding mathematical concepts and students' self-regulated learning becomes an interesting focus of attention for research. based on the facts in the field that show the low ability to understanding concepts and students' self-regulated learning, especially elementary school students who are more dominant on something real, learning based on real things is certainly preferred. yuniati, armiati, and musdi (2020) stated that the need for teachers to direct students to solve the problems that are relevant to daily life. strengthened by the american association for the advancement (aaas, 1990) stated that young people can learn most easily about things that are real and can be accessed directly by their senses. this means that real-based learning can facilitate student learning. as a result, students can organize and direct their learning activities in doing work and solving problems. in line with the results of van gog, hoogerheide, and van harsel (2020) which showed that by involving students in easy learning, learning to solve problems can give them cues that help them improve selfmonitoring and self-regulation. the american association for the advancement (aaas, 1990) added that with experience, they grow in their ability to understand abstract concepts, manipulate symbols, reason logically, and generalize. this means that real-based learning can facilitate students in understanding concepts. one of the lessons that can be done especially at the elementary school level based on real things or realistic is realistic mathematics education learning (rme). according to van den heuvel-panhuizen and drijvers (2020), rme characteristics position "realistic" as a dominant thing in the learning process. based on its definition, it can be seen that with rme learning, mathematical material that abstract dominant, can be presented in a more tangible form according to students' daily lives, making it easier for students to understand the material presented. not all real things are easy to present in the classroom. one thing that can be done is to use teaching aids in learning. therefore, the aid of teaching aids is certainly needed to complement rme learning to make it easier to bring real things or items into the classroom. the use of teaching aids can make it easier for elementary students to understand the concept of the material and succeed in learning. the teaching aid aims to attract and raise student awareness in trying and solving problems. according to anggo and arapu (2018), the use of teaching aids in mathematics learning provides an excellent opportunity to instill an understanding of students' concepts based on their awareness of why and how concepts are built and then can use awareness to solve problems. this is very useful considering elementary school is the beginning of students gaining knowledge and will be the basis in learning further mathematical material. besides, the use of teaching aids can make a more interesting learning atmosphere. supported by maduna (2002) research showed that almost without exception students and teachers enjoy the use of teaching aids so that students do math assignments with confidence and great enthusiasm. one of the materials taught in elementary school is the material of fractions and angles. the material of fractional and angles remains studied until the level of secondary education even higher education and exists in everyday life. for this reason, props will be used that can help explain the fraction and angle material. in this study, the teaching aid used was “papan pecahan dan sudut (pandu)”. pandu is a teaching aid that is newly designed by combining two materials (fractions and angles) in one teaching aid. the pandu teaching aids used is a board that is designed to assist in the explanation of fractional and angle material. the journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 231 terms used in pandu use terms that are common to elementary students and relate to everyday life. the terms used for fraction material are boards of pieces of fruit (dragon fruit, kiwi, strawberries, and watermelons) and for corner material which is clock rotation. the use of this pandu teaching aid complements rme learning because not all objects are easily present in the classroom. so that the existence of pandu teaching aids is expected to facilitate the explanation of learning materials of fractions and angles. it is expected that students will become more eager to do the assignments and practice questions independently and can understand the concepts well. some previous studies like that maduna (2002), anggo and arapu (2018), and yuniati, armiati, and musdi (2020) have used teaching aids in learning, but no one has used pandu. it can be seen that pandu is a newly developed teaching aid and has not yet been found to be used for mathematics learning, especially in singkawang. so, it needs to be studied research on the ability to understanding mathematical concepts and self-regulated learning students' in the learning of rme assisted by pandu teaching aids. the problem in this research is: (1) is there an increase in students' understanding of mathematical concepts in learnings of rme assisted by pandu teaching aids?; (2) is there a significant influence between self-regulated learning and the ability to understanding mathematical concepts students' in rme learning is assisted by pandu teaching aids?; and (3) how the ability to understanding mathematical concept students’ in rme learning is assisted by pandu teaching aids? the purpose of this research is: (1) to find out the improvement in ability to understanding mathematical concepts students' in rme learning is assisted by pandu teaching aids; (2) to find out the significant influence between self-regulated learning and ability to understand mathematical concept students' in rme learning assisted by pandu teaching aids, and (3) to describe the ability of understanding of mathematical concepts students' in rme learning assisted by pandu teaching aids. the contribution that can be given from this research is to give an illustration to the teacher to use variations of learning such as the use of pandu teaching aids in learning mathematics. besides, it is expected to be a reference in the application of rme to the ability to understanding concepts in elementary students assisted by teaching aids by taking into account the student regulated learning. for further research, can collaborate between rme and other mathematics teaching aids and pay attention to other internal factors of students. ii. methodology the type in this research is the mixing method. the combination model used is a type of sequential explanatory design characterized by carrying out data collection and analysis of quantitative data in the first stage followed by data collection and analysis of qualitative data in the second stage, to strengthen the results of quantitative research conducted in the first stage. the subjects of this study were 62 fourth grade elementary school students in the city of singkawang randomly selected about the level of school accreditation that is on the same criteria. the data collection instruments used were tests of abilities understanding of the mathematical concept and student selfregulated learning questionnaire sheets. the test questions have been tested beforehand by three experts and tested. the test of the ability to understand the mathematical concept of loading the first indicator provides examples and nonexamples from a concept (problem numbers 1b and 2b), the second indicator presents concepts in various forms of mathematical representation (problem numbers 1a and 2a) and the third indicator uses, utilizes, and chooses certain procedures or operations (problem numbers 1c and 2c) (nctm, 2000). the self-regulated learning questionnaire sheet was developed based on several indicators, that have confidence, responsibility about assignments can get the results of learning from his own experience, has its initiative to study, able to make decisions, and like to competent (candy, 1991). then the self-regulated learning questionnaire was tested by three experts. the data analysis technique used is the ability and independence scoring and then given an assessment, ability of understanding was tested with n-gain, a simple regression test was conducted for self-regulated learning and ability of understanding concepts, and do quantitative descriptive of the ability to understand concepts. for a description of the ability of concept understanding, one student is chosen randomly from each of the criteria for understanding the emerging concepts. iii. results and discussion the results of the application of rme learning assisted by the pandu teaching aids went well. pandu teaching aids are used during apperception, material explanation, and sample problems. the teacher uses the board of pieces of fruit on pandu to explain the shapes of the fraction pieces and the size of the angles formed by the clockwise, addition, and subtraction operations of fractional material and angles. the teacher gives problems to students related to the concepts of fractions and angles; the teacher explains, guides and directs students to discover the concepts of fractional forms, addition and subtraction operations of fractional material and angles; students solve everyday life problems related to the concept of fractional material and angles; the addition and reduction operations of individual fractional and angular matter using their methods; form groups of 2 students (in pairs), then students compare and discuss answers with their groups; and finally the answers are compared and discussed during class discussions. pandu teaching aids and their implementation in class are presented in fig. 1. the results of the first research and data analysis showed that there was an increase in the ability to understanding mathematical concepts students' in rme learning assisted by pandu teaching aids. the results of the ability of understanding mathematical concept students' have an average pre-test of 47.65 and a post-test of 79.63. the average of n-gain value obtained by 0.63 is in the criteria of journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 232 medium increase. a summary of the results is presented in table i. the data on the results of increasing students' understanding of mathematical concepts in the form of ngain data is presented in table ii. fig. 1 pandu teaching aids and their implementation in the classroom table i results of average of n-gain average n-gain category pre-test post-test 47.65 79.63 0.63 medium table ii many students based on n-gain criteria no range criteria many students 1 g ≥ 0.7 high 15 2 0.3 < g < 0.7 medium 45 3 g ≤ 0.3 low 2 based on the data obtained in table i, overall there is an increase in the ability to understand mathematical concept students'. this increase can be seen from the average pre-test and post-test data obtained. after students take part in rme learning assisted by pandu teaching aids, many students are enthusiastic to work on sample problems in front of the class (about 90%) and many students express their opinions when learning mathematics in class (about 80%). in other words, it can be concluded that there is success in learning mathematics through rme learning assisted by pandu teaching aids. the success of learning mathematics is inseparable from the ability to understand mathematical concepts. in line with nctm (2000) stated that learning with good understanding can make further learning easier. this means that students' understanding of the mathematical concept will be better. so the students' mathematical concept understanding ability becomes better. in line with the results of purwati (2020) and arnellis et al. (2020) showed that the use of rme can improve student learning outcomes. strengthened by some research results according to tamur, juandi, and adem (2020), febriani and sidik (2020), laurens et al. (2017), zakaria and syamaun (2017), arsaythamby and zubainur (2014), hidayat and iksan (2015), and lestari and surya (2017) showed that achievements or mathematical activities for those taught using realistic mathematic education are higher than those in the control group. this can be caused by students becoming interested and enthusiastic in following rme learning assisted by pandu teaching aids. because the learning of rme assisted with pandu teaching aids, the material and sample questions presented are related to daily life, and students are involved in trying to use pandu teaching aids. in line with the results of dickinson et al. (2011) showed that during rme learning students seemed happy to work together to solve problems and share their strategies and solutions. supported by research results reinhold et al. (2020) suggested that an interactive and adaptive learning environment that demands constant transition between different representations of fractions can be used to convey an elaborated concept of fractions. aside from rme learning, pandu teaching aids also play a role in the learning process. because during the learning process start to apperception, the explanation of material and example problems involve the use of pandu teaching aids. this can be seen when using the pandu props, student attention becomes the focus especially when some students are asked to try to use pandu teaching aids, almost all students volunteered to be chosen by the teacher (researcher). in line with anggo and arapu (2018) that the use of teaching aids in mathematics learning provides an excellent opportunity to instill an understanding of students' concepts based on their awareness of why and how concepts are built and then can use awareness to solve problems. that another thing that helped the success of the learning was the teacher's explanation in the rme learning process and the explanation of the material when using the pandu teaching aids that were going well. as a result, students become enthusiastic about learning and can understand concepts well. in line with the results of ahmed, a., clark-jeavons, a., & oldknow (2004) the role of teachers is very important in how they introduce the use of teaching aids. this means that the better the teacher's explanation in using teaching aids, the better the understanding that students get. in addition to a good teacher's explanation in using teaching aids, the initial ability of each student also affects the learning outcomes. supported by kastberg (2002) which stated that when mathematical concepts are presented to students, it tries to make sense using previous knowledge about concepts. so that the initial abilities of diverse students will produce diverse abilities. can be seen from table ii, that the category of increasing students' ability to understand mathematical concepts varies. some categories are low, medium, and high. it can be seen that as many as 15 students are in the high increase category, 45 students are in the medium increase category, and 2 students are in the low journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 233 increase category. this shows that although students get the same learnings and teaching aids, the learning outcomes are not necessarily the same. this is supported by the research results of ahmed, clark-jeavons, & oldknow (2004) which showed that different students will engage with the same teaching aids differently depending on their initial conceptions and produce different understandings. the results and data analysis that second show that there is a significant influence between self-regulated learning and students' conceptual understanding ability after rme learning assisted by pandu teaching aids. based on simple regression test calculations using spss, obtained the influence is around 60.1%, meaning that the ability to understanding concepts is influenced by the self-regulated of student learning by 60.1% and the rest is influenced by other variables. significant influence is caused when students have good self-regulation of student learning, there is an awareness to try and do the problem-solving. as a result, the ability to understand students' mathematical concepts increases. as long as students follow the rme learning assisted by pandu teaching aids, students seemed to enjoy and like the learning process and bring out the self-regulated learning such as being diligent in trying and completing assignments. this was also shown by the results of the selfregulated learning questionnaire that students who did all the math assignments given by the teacher amounted to 80%. because students are guided to do assignments and are allowed to try pandu teaching aids for those chosen to write the answers in front of the class. so the students' mathematical concept understanding ability becomes better. in line with the results of the study of ahmed et al. (2013), two positive emotions (pleasure and pride) are positively related to learning independence as well as with learning achievement in a very consistent way. based on these results, it can be concluded that students who have good learning independence in learning mathematics will have the ability to understand mathematical concepts as well. supported by sun, xie, and anderman (2018) research results showed that the importance of students' learning independence in learning in the classroom, especially in students' previous mathematical knowledge for students' academic success. in other words, the self-regulation of student learning is increasingly high, the ability to understand students' mathematical concepts is also high. so the self-regulation of student learning is one of the variables that can have a significant influence on the variable of students' mathematical concept understanding ability. the results and analysis of the third data show that the average value of students' mathematical concept understanding ability is 79.63. a summary of the grades obtained by students is presented in table iii. based on table iii, it can be seen that most students have the ability of understanding concepts on high criteria after obtaining rme learning assisted by pandu teaching aids. this is because, the use of pandu teaching aids in mathematics learning, it can make it easier for students to understand the concept of fractional material and the angle provided. when the material of fractions, students can see the fractional value of the pieces of fruit and perform simple addition or subtraction operations that the result can be checked using teaching aids. likewise, the material of angle, the material explanation of the angle size is presented by clockwise rotation on the teaching aid, in each number 1 to 12 the angular shape formed is 30 o . so when performing simple addition and subtraction operations, the result can be checked immediately using teaching aids. in line with the results of indriani's (2016) research which showed that the use of fractional cards can help the learning process in fractional material. according to the study, the use of teaching aids in this study, students can see first-hand the concepts of fractions and angles that are demonstrated. so students have a picture and understand well the concept of the material. the following will describe the ability to understand the concepts obtained by students based on the criteria obtained. table iii many students based on criteria of ability to understand mathematical concepts no range criteria many students 1 low 0 2 medium 25 3 high 37 modification of akbar (2013) based on table iii, it can be seen that there are no students who have grades in the low criteria range. in the medium criteria, there are 25 students. in the high criteria, there are 37 students. each student is sorted by name and then given a code a-01 to a-62. after that, each student code is described as the ability to understanding concepts based on criteria by the range column in table iii. the ability to understand concepts students' in the medium criteria that will be described is shown by a-11. the ability to understand concepts students' in the high criteria will be described as shown by a-02. the ability to understanding a-11 students' mathematical concepts in fraction material (question number 1 on the ability test questions) shows that the part (a), students are asked to state the problem given in the form of fractions and pie charts of each item bought. based on the answers given, it appears that students can correctly make fractions of the given problem. however, when asked to make in the form of another representation (pie chart), some drawings are incorrect so that the answers students give are wrong. that a-11 can make several circle diagrams that are asked for problems even though there is also one that he mistakenly made in his pie chart. the existence of rme learning assisted pandu teaching aids can give some illustrative examples to students through a board of pieces of fruits about the shape of a fraction such as and . so students can make a fraction of the given problem and draw the circle diagram requested. in the part (b), students are asked to group problems that are given in the form of fractions and those that are not. the journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 234 answers that students give have some correct points, but some are also wrong. that student’s lack of understanding in classifying the form of fractions and those not. when given a form of fractions such as and so on, students answer correctly that numbers are fractions. however, he also answered that is a fractional form so the answer is wrong. students lack understanding and experience confusion when they encounter form so that they are classified as a form of fractions. the sample of student answers is presented in fig. 2. fig. 2 answer a-11 number 1 part b in the part (c), students are asked to determine the total expenditure purchased and costs to be incurred. the answer given shows that the procedure/method used is correct, namely equating the denominator of a fraction. after an explanation of fractional operations, such as using a board of pieces of fruit and the results are shown in the pandu are . after doing the calculations the students' final answers turned out to be wrong. from the answers given by students, it can be seen that there was a mistake during the calculation which resulted in the wrong final answer. that students are not careful in doing calculations and are not careful in seeing numbers in questions. the ability to understanding of mathematical concepts of students a-11 on the material of angles (question number 2 on the ability test questions) shows that the part (a), students are asked to state the smallest angle formed by the clock problem given and make a line that forms the angle. the answers given seem that students determine the magnitude of the angle formed by 1 number on the clock. in pandu it can be seen that the smallest angle indicated by 1 number on the hour is 30°. so students can understand the smallest angle formed at 1 number on the hour is . but he only answered so and did not continue the answer for the first part. because the student misinterprets the problem so that the answer he gave is wrong, but he has worked on the opaque paper about the angle formed by each activity and did not move it on the answer sheet. in the part (b), students are asked to group the problems that form 90° angles and not. the answer given turns out students can group these angles correctly. because students already understand well in determining the angle. a sample of students' answers is presented in fig. 3. in the part (c), students are asked to determine the total angle formed if there are two activities that they do not do. the answer students gave was to add up all the angles formed without these 2 activities and the results were correct. because students can understand the questions well, can do the procedures correctly, and be careful in doing calculations. in line with the results of research ilyas and basir (2016) showed students with an intermediate conceptual understanding can apply the procedure. fig. 3 answer a-11 number 2 part b next will be described as the ability to understand mathematical concepts students a-02. the ability to understand students' mathematical concepts a-02 on the fractional material (question number 1 on the ability test questions) shows that the part (a), students are asked to state the problem given in the form of fractions and pie charts of each item bought. the answers given are students can express in the form of fractions and draw circular diagrams correctly. with rme learning assisted by pandu teaching aids, it can give students a few examples of illustration through the board of pieces of fruit about the shapes of fractions such as and . in the part (b), students are asked to group problems that are given in the form of fractions and those that are not. the answers given appear students can write correctly the grouping of fractions and those not from the given problem. students have a good understanding of the concept of fractions. in the part (c), students are asked to determine the total expenditure purchased and costs to be incurred. the answers are given to look at students doing the procedure of adding up the form of fractional correctly. the procedure is to equalize the denominator and then do the calculation correctly. after an explanation of fractional operations, such as using a board of pieces of fruit and the results are shown in the pandu are . so students can see that the denominator must be equalized. besides, when doing calculations students have done it correctly so that they get the right answer. a sample snippet of the student's answer is presented in fig. 4. the ability to understand students' mathematical concepts a-02 on the material of angle (question number 2 on the ability test questions) shows that the part (a), students are asked to state the smallest angle formed by the clock problem given and make a line that forms the angle. the answers given indicate that students can determine the angle of each of the activities and make lines that form these angles correctly. after following rme learning assisted by pandu teaching aids properly, it can lead to the ability of students to understand the concept of the angle. like when the explanation of the smallest angle formed by the numbers 1 and 12 is 30° and the straight line representing the forming journal of education, teaching and learning volume 5 number 2 september 2020. page 229-237 p-issn: 2477-5924 e-issn: 2477-4878 235 of the angle is the needle that points to numbers 1 and 12. the sample student answer is presented in fig. 5. fig. 4 answer a-02 number 1 part c fig. 5 answer a-02 number 2 part a in the part (b), students are asked to group the problems that form 90° angles and not. the answer given is students can answer correctly. students have understood how to determine the magnitude of the angle formed as seen from the answers in the first part so that he easily answers the second part. in line with nctm (2000) stated that learning with good understanding can make further learning easier. in the part (c), students are asked to determine the total angle formed if there are two activities that they do not do. the answer given is students correctly answer. students can do the calculations correctly according to the problems given. students have a good understanding of the given questions and can do calculations carefully. based on the description of students' answers on the ability to understand mathematical concepts that have been described, it can be said that students in the medium category, not quite right in giving examples and nonexamples of a concept and incorrectly presents concepts in various forms of mathematical representation. while students in the high category can be in all indicators of understanding the concepts provided. in line with yusrina, inganah, and putri (2020) and kurniasi and juwita (2019) research showed that students with high levels of understanding can meet all indicators of conceptual understanding. kurniasi and juwita (2019) added that there were many students with medium abilities who were wrong in the procedure. iv. conclusions based on the description above, several conclusions are obtained. the first conclusion that is there is an increase in understanding of mathematical concepts of students' in learning rme assisted by pandu teaching aids as indicated by the average n-gain is in the medium criteria. the second conclusion that is there is a significant effect of students' self-regulated learning toward the ability to understand mathematical concepts. this means that the ability to understanding mathematical concepts is influenced by the self-regulated learning of students'. the third conclusion is the average ability to understanding mathematical concepts students' by 79.63. there are two categories of the ability to understand mathematical concepts found, namely medium and high. students with medium concept comprehension ability make some mistakes in answering indicators of conceptual understanding. whereas students with high concept comprehension ability, have answered questions about indicators of understanding concepts well and correctly. suggestions for further researchers are the need to develop other teaching aids for other materials, especially for learning mathematics in elementary school. acknowledgment our gratitude goes to stkip singkawang for permitting us to conduct research. our gratitude also goes to the schools where the research was tested, both to the principal, teacher, and fourth-grade students in the city of singkawang who were involved. 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(2017). the effect of realistic mathematics education approach on students’ achievement and attitudes towards mathematics. mathematics education trends and research, 1(1), 32–40. https://doi.org/10.5899/2017/metr-00093 ii issn (p) : 2477-5924 issn (e) : 2477-8478 jetl (journal of education, teaching, and learning) volume 4 number 2, september 2019 published by institute of managing and publishing of scientific journal, stkip singkawang jalan stkip kelurahan naram, singkawang, kalimantan barat, indonesia, 79251 telp: +62562 420 0344 | fax: +62562 420 0584 website: http://journal.stkipsingkawang.ac.id/index.php/jetl email: jetl@journal.stkipsingkawang.ac.id editorial team editor-in-chief andi mursidi, stkip singkawang, indonesia managing editor sumarli sumarli, stkip singkawang, indonesia editors mirza satriawan, universitas gajah mada, indonesia fotini paraskeva, university of piraeus, greece aunurrahman aunurrahman, universitas tanjungpura, indonesia débora nice ferrari barbosa, 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and learning&dstmp=1507810690199 http://oxfordsfx-direct.hosted.exlibrisgroup.com/oxford?url_ver=z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&ctx_enc=info:ofi/enc:utf-8&ctx_ver=z39.88-2004&rfr_id=info:sid/sfxit.com:azlist&sfx.ignore_date_threshold=1&rft.object_id=3710000001386319&rft.object_portfolio_id=&svc.holdings=yes&svc.fulltext=yes https://cook.westernsem.edu/cjdb4/exs/journal/222436 http://eds.b.ebscohost.com/eds/detail/detail?vid=0&sid=044773ac-79bd-4a26-b860-5bd2ab0ca5e3@sessionmgr101&bdata=jnnpdgu9zwrzlwxpdmumc2nvcgu9c2l0zq== v table of content application of sport science on development of exercise model strokes badminton based on footwork firmansyah dlis, aridhotul haqiyah, nurul hidayah, dani nur riyadi pages 251-256 self-concept, interest in becoming a teacher, prerequisite courses: what do the most determinant factors in microteaching competencies of prospective teachers? tomo djudin 257-263 effectiveness of the textbooks on structure and function of cells in reproductive system material ruqiah ganda putri panjaitan, titin titin, yohanes gatot sutapa yuliana 264-268 the prevailing 2013 curriculum in junior high school practice: teacher perspective bunyamin bunyamin, khoerul umam 269-273 community participation in preschool education of ethiopia: the case of south west shewa zone addisu kumsa megersa, wudu melese tarekegne, endalkachew woldmariam 274-280 the local wisdom of kubu raya society and the implementation in science learning hairida hairida, fitria arifiyanti, vientinny safrilianti, deby erwinda, sri apriliani, apricilia ahmadiyah 281-286 the effect of problem-posing and think-pair-share learning models on students’ mathematical problem-solving skills and mathematical communication skills syaiful rohim, khoerul umam 287-291 modification of triangle run exercise to improve the endurance of cricket athlete memet muhamad, mia kusumawati, aridhotul haqiyah, herlina ulfah rosadi 292-295 strategies to improve education quality through facilities and infrastructures management in singkawang vocational school kornelius tony 296-299 the development of assessment instruments non-cognitive by teachers aloysius mering, indri astuti 300-304 headmaster management to improve teacher performance in singkawang senior high schools syahrudin syahrudin 305-308 the study on the functionalization role of student parents in education activities aloysius mering 309-313 student management: a philosophy of contemporary islamic education sadam fajar shodiq 314-320 strategy analysis of financing management quality toward performance improvement of islamic higher education in lampung tulus suryanto, siti patimah 321-325 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1292 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1292 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1322 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1322 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1510 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1510 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/957 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/883 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/883 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1652 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/803 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/803 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1654 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1695 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1695 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1696 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1697 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1697 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https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1936 https://journal.stkipsingkawang.ac.id/index.php/jetl/article/view/1936 cover depan.pdf (p.1) front page jetl v4n2 2019.pdf (p.2-7) journal of education, teaching and learning volume 2 no 2 september 2017. page number 117-120 p-issn: 2477-5924 e-issn: 2477-4878 117 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. aesthetic-receptive and critical-creative in appreciative reading titin setiartin university siliwangi, west java, indonesia e-mail: setiar_tin@hotmail.com abstract. reading is a process of aesthetically appreciative receptive to emphasize critical-creative reading activities. metacognitively students understand, address any and explore the idea of the author in the text. students responded, criticize, and evaluate the author's ideas in the text. at this stage, students can construct their post read text into other forms (new text). the aim of this strategy equips students to understand the meaning of the story, explore ideas, responding critically, and creatively pouring backstory idea. reading strategies aesthetically-critical-creative receptive grabbed cognitive, effective, and psychomotor toward literacy critical reading and creative writing. read appreciative included into the activities of reading comprehension. this activity involves the sensitivity and ability to process aesthetically-receptive reading and critical-creative. readers imagination roam the author to obtain meaningful understanding and experience of reading. some models of reading comprehension proposed experts covering the steps before reading, when reading, and after reading. at that stage to enable students after reading thinking abilities. activities that can be done at this stage, for example, examine the back story, retell, make drawings, diagrams, or maps the concept of reading, as well as making a road map that describes the event. other activities that can be done is to transform our student's text stories through reinforcement form illustrated stories into comic book form, for example (transliteration). keywords: reading appreciative, aesthetic process-critical-creative receptive i. introduction appreciative reading has the same characteristics and in line with the characteristics of information processing, which emphasizes the critical-creative reading activities. this process emphasizes activities to explore, understand, respond to, critical, evaluate, and appreciate, to appreciate and enjoy. in accordance with the opinion of joyce & weil (2009: 252) subgroup sinektik opinion, based on the psychology of creativity gordon (joyce & weil, 2009: 252); arends (2008: 16); and satrock (2012: 351) states that metacognitive activities develop cognition as an active process, critical, and creative. joyce & weil (2011: 7) states that its purpose is to help students gain information, ideas, skills, values, ways of thinking, the means to express themselves. the realm of reading skills gained through observing activity, ask, try, reasoning, discuss, and create. this process is in line with the strategy of information processing sinektik. after reading activities provide opportunities for students to channel the desire of students created creations in some other form. i.e., try to construct form (text) of another. ii. results and discussion a. discussion-receptive aesthetic critical-creative in appreciative reading segers (2000: 35-47) states that it is methodologically aesthetic reception trying to start a new direction in the study of literature because he holds that a literary text should be studied so that raises the reader reaction. segers reception aesthetics mapped into three main sections, namely (1) the general concept of aesthetic reception; (2) the practical application of aesthetic reception; and (3) the position of the aesthetics of reception in the tradition of literary studies in the literature, aesthetics plays a very important role. beauty says plato (teuw, 1988: 347) that are in the realm of ideas. art as a thing of beauty for centuries the basis of the teachings of aesthetics. jausz (teuw, 1988: 348) found that the absolute beauty of human beings cannot be affordable. however, the beauty of the world can be approached through the thoughts and ideas with the ideal harmony. western world aesthetic consequences on the art of devotion philosophy and ethics. aesthetics give perspective to the study of literar y semiotics. the development of absolute aesthetic objects that are in the artwork while the aesthetic experience that is in the audience (listeners, viewers, and readers). it is universally aesthetic theory into a literary approach. therefore, the aesthetic approach of a place in the research literature. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 2 no 2 september 2017. page number 117-120 p-issn: 2477-5924 e-issn: 2477-4878 118 aesthetics of a literary text into a media author draws readers into the world of creative imaginative. when the imagination of the reader trying to explore a text, the reader tried to approach the aesthetic values. the approach to a literary text is not limited to symbols semiotic approach. however, the reader seeks the overall content of the text. aesthetic approach is a form of the reader to reach interpretation (understanding). "the literary work is an aesthetic object that is able to evoke the aesthetic experience of the reader. appreciators (readers) to assess the literary works of literature by criteria aesthetic .... "(wellek 1989: 321). aesthetic experiences readers will be obtained from the interpretation in the process of reading receptive. the reception is an interpretation of the audience (listeners, viewers, readers) to a work. as noted endraswara (2002: 158) through the reception of literature, readers often imagine other when responding to literature. psychiatric conditions often affect the reader also critical power. furthermore, the reception is an approach used to understand literary works through the acceptance of readers, both the reader's contemporary writers, as well as the row on after the time of its creation (teeuw, 2003: 269). selden (1986: 112120) explains that the reception approach known several terms readings include: concretization (fellix vodicka), the horizon of hope (hans robert jausz), implicit reader (wolfgang, izer), and the conventions of reading. "... various conventions or expectations are brought into play, connections are posited, and expectations defeated or confirmed. to interpret a work is to tell a story of reading. "(culler, 2000: 63) that the convention is expected as the work area between hope, failure or strengthen. the interpretation of a work of literature readers. furthermore, "thinking about readers and the way they make sense of literature has led to what has been called 'reader-response criticism', the which claims that the meaning of the text is the experience of the reader." (culler, 2000: 63). vodicka assumes that in the literature there is an empty space which can freely be filled in accordance with the social conditions of its readers, while jausz considers that the readers' expectations horizon (the horizon of expectations) will enable the reception and processing inside the reader for the reading of literary texts. sekaitan with reception theory, iser (1987: ix-xii; 54) suggests the concept of link text, the reader, and interactions that are the dialectical relationship between text, readers, and their interactions. furthermore, iser (1987: 20 and 54), calling it an aesthetic response because even though the centre of attention around the text, but direct perception and imagination of the reader in order to make adjustments and even distinguish the focus. the concept of dialectics aesthetic response, interactions can be observed through the sense implied reader, literary repertoire, and the literary strategies implied reader is a model, rollers, and a standpoint that makes the reader as a real reader construct the meaning of the text. the repertoire is a set of social norms, historical, cultural and used for reading presented by text and is all familiar territory in the form of a reference text on the works there first. in the theory of literary reception, the reader tries to explore the author's imagination, with passion, excitement, and tension to the enjoyment. as eagleton (1983: 82-83) states the raeder simplycaught up in this exuberant dance of language, delighting in the texture of words themselves, the reader knows less the purposive pleasures of building a coherent system, building textual elements together masterfully to shore up a unitary self. than the masochistic thrills of felling that self-shattered and dispersed through the tangled webs of the work itself. "through this process, the reader has given the freedom to browse reading interpretation based schemata of the reader. through this process, the reader can explore the author's imagination so that readers can concreated content of reading (story) in accordance with the wishes and creativity readers. segers (2000: 35-47) says that methodologically aesthetic reception trying to start a new direction in the study of literature because of the view that a literary text should be studied (especially) in terms of reader reaction. keywords of the concepts introduced jauss is " wirkungsasthetik" response and effect ". according to him, readers rate, enjoy, interpret, and understand literature. from a variety of expert opinion (iser, culler, selden, and segers) reception approach has the following outline: (1) is based on the relationship between literary texts and the reactions to his readers; (2) concreated meaning of the text is done through reader feedback, in accordance with the expectations horizon; (3) the imagination of the reader is made possible by its familiarity with the literature, ability to understand the circumstances of his time also earlier periods; and (4) through impressions, readers may file its response to a work read. thus, the aesthetic reception is the reception and welcome readers to the literature. to that end, teuw (1991: 12) argues, "the process of reading that gives meaning to a particular text, we choose, or are forced upon us (in teaching, for example) is a process that requires knowledge of the code system is quite complicated, complex, and diversity. "the interpretation of the latin word interpretation meaning 'interpretation' is generally an analysis that explains a text by one or various ideological approaches, the embodiment of the language, the historical truth, and so forth "the concept of literary appreciation the various forms of interpretation of the text is done, reader. furthermore, from the interpretation or the interpretation of the term. reception and interpretation, then the review, assessment, and the response is a concretization of the reading process by combining the aesthetic understanding, comprehension receptive, critical understanding, and creative understanding. in reading the whole aspect of it processed to achieve specific goals through the stages of (1) perception, (2) recognition, (3) comprehension, (4) interpretation, (5) evaluation, and (6) the creation or utilization. sumardjo (2000: 80) "creativity is a condition, an attitude, or mental lived highly specialized nature and is almost impossible to formulate. creativity is a mental activity that is very individual who is a manifestation of the freedom of her implicitly. "ratna (2011: 15)" the creative process is an activity that is fully realized by the subject, the creative process is the accumulation of experiences of the past as seen through the present life today ". the creative process is journal of education, teaching and learning volume 2 no 2 september 2017. page number 117-120 p-issn: 2477-5924 e-issn: 2477-4878 119 dominated by the imagination, but it should be understood that according to the vision of the contemporary imagination is not merely an individual process but trans individual, imagination is also imagined by others ". thus, a work (of art) literature is a critical-creative product of an author to the realities of life (phenomenon) is seen and felt by a person (the author). the critical reading creative process is a process of reading done by someone who not only does the analysis but also synthetic; not only understand what is written but also implied. based on the viewpoint of approach/pragmatic criticism, aesthetic process-critical-creative receptive and appreciative reading is doing excavation of the aspects of the extrinsic and intrinsic aspects of a literary work. it is, as stated abrams (pradopo, 1997: 34) "critics pragmatic (pragmatic criticism) saw literature as a built to reach (get) certain effects on the audience (listener, reader), the either-the effect of aesthetic pleasure or education, or other securities. "in this case, the development of reading skills appreciative through creative work (reading and creative writing). the concept of information processing (the information processing) belong to the cognitive learning theory put forward slavin (2011: 217-218) that the work poses a memory when receiving the stimulus will bring the perception that involves the interpretation of thought, experience, knowledge, motivation, and interest, even the imagination, the information is understood and cared then transferred and stored the memory. information stored subsequently processed and responded to, to draw conclusions in the context of verbal or visual. the working process of the information processing work processes thoughts and feelings. slavin (2011: 243-245) states that in verbal learning are among the learning visualization image in mind to improve memory. many memory techniques which are based on the formation of a mental image to help remember the relationship. one method to increase the memory by using the depiction is to create a story to merge the information. factors that create meaningful information is information which implies easier to learn. in line with its opinion on the level of praxis, aesthetic receptive and critical-creative is a practical process of learning to read appreciatively. several reasons, first, this mapping to be one approach to interpretation excavation students to find the meaning of folklore. aspects of the aesthetic-receptive in the first reading a reference appreciative toward the ability to transform the text. second, the aesthetic approach-reception have the following outline: a) is based on the relationship between literary texts and the reactions to his readers; b) concreated meaning of the text is done through reader feedback, in accordance with the expectations horizon; c) the imagination of the reader is made possible by its familiarity with the literature, ability to understand the circumstances of his time also earlier periods; and d) through impressions, readers may file its response to a work read. in line with the opinion and santrock slavin (2012: 351), joyce and weil, argued that the information processing approach emphasizes children manipulate information, monitor, and get around. the essence of this approach is the memory and thought processes. bertemali with information process approach, allan paivio (santrock, 2012: 362) also argued that the memory is stored in two ways: as a verbal code or a code image or portrayal in mind. the more specific details code image, the better the memory of that information to encourage children to use their imaginations to remember verbal information. based on the theory of creativity compose standpoint, this model is oriented to read literary theory and the theory of learning to read appreciative student-oriented role. read appreciative stages through the process of aestheticreceptive and critical-creative depicted in the following scheme. fig. 1 schematic process-receptive aesthetic-creative critical process reading appreciative work consists of six phases. phase 1 introduction to the work. information about the stories that will be transformed and text transformation work steps. phase 2. read appreciative (appreciate works of literature), either fragmentary, a summary of the story, or simplification of the story. to determine the intrinsic elements of characters/characterization, background story, plot, theme, and mandate. phase 3. discuss the intrinsic elements (characters/characterization, setting, plot, theme and mandate, as well as moral values, social, education). furthermore, students share the task of working on worksheets and planning (step) to transform text of the story. creative transformation change the literary work into the form of pictures or visual in accordance with the following steps: (1) planning (in order of the table), (2) develop scenarios, the guide features an image (characters, setting the scene, and the bubble), (3) me-lay out images, narration, and a speech bubble. phase 4. in groups each made comment on pictures of other groups. with the guidance of teachers practice the students to discuss the features corresponding image with the characters in the story. phase 5. revisions and editing images based on input from other groups and teachers. phase 6. the last phase is the publication of the results. figure expected to be completed properly. in accordance with the creative process, students are given the freedom to imagine. features that are provided may be changed or adjusted with interests of students. iii. conclusion from an aesthetic activity-receptive created critical-creative learning that encourages students to devote ideas and imagination critically and creatively. students gain experience to appreciate and literary expression. learning to read is an journal of education, teaching and learning volume 2 no 2 september 2017. page number 117-120 p-issn: 2477-5924 e-issn: 2477-4878 120 act appreciative to develop their skills toward an expected condition. development and application of this learning model are based on the assessment of the appropriateness of instructional design criteria drafting, the order of the content, and composition lessons. learning to read appreciative strategy (process) aesthetically critical-creative-receptive consists of 6 phases. the initial activity of learning is preliminary and activities toward implementing the model. terdidi learning core activities on 3 main phases (phase 1 to phase 3). the process of the activities in groups of students share the task of working on worksheets and planning (step) to transform text of the story: (a) planning (in order of the table), (b) develop scenarios, (c) me-layout images, narration, and a speech bubble. with the guide features, creative students compose scenes picture images in accordance with the storyline. end activities, teachers, and students reflect on learning. furthermore, students carry out the final text (post-test). correspondence between the steps taken by the teachers and students with learning procedures based on the suitability of an evaluation tool to measure: (1) the ability to read an appreciative student as an aesthetic activity-receptive and critical-creative; (2) the ability to transform text of folklore through the reinforcement form illustrated stories, as the activity of the product. references arends, richard i. (2008). learning to teach. learning to teach. book one and book two translation, yogyakarta: student library. culler, jonatahan. (2000). literary theory a verry short introduction. new york: oxford university press inc. by eagleton, terry. (2008). literary theory: an introduction. (comprehensive introduction to literary theory) (new edition). literal translation widyawati and evi setyarini. yogyakarta and bandung: printing jalasutra. iser, wolfgang. (1987). the act of reading. baltimore and london: the johns hopkins university press. ratna, nyoman kutha. (2011). role of literature anthropology cultural elements. yogyakarta: student library. riffaterre, m. (1978). the semiotics of poetry. 'creation of text' translated by suminto a. sayuti. london: routledge & kegan paul. santrock, john w. psychology of education. educational psychology. buku1. jakarta: salemba humanika. segers, rien t. evaluation of literary text. (2000). translated by a. suminto sayuti. yogyakarta: adicinta. slavin, robert e. (2011). psychology education theory and practice. volume 1 and jilis 2. translation. jakarta: pt index. teeuw. a. (1988). literature and literary studies: introduction to the theory of literature. jakarta: pustaka jaya. wellek, r. and warren, a. (1956). theory of literature. new york: harcout, barance and company. journal of education, teaching, and learning volume 4 number 2 september 2019. page 389-394 p-issn: 2477-5924 e-issn: 2477-8478 389 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of learning module in social knowledge on economic activity based on living value education of responsibility value heny purnamasari 1) , asrori 2) , warneri 3) 1) universitas tanjungpura, pontianak, indonesia e-mail: henypurnama337@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: asroriuntan@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail: warner6369@yahoo.co.id abstract. this research intends to develop a learning media in the form of modules based on living values education, a module that develops key personal and social values, especially the value of responsibility, aimed at teaching students about the principle of responsibility, bringing students to be able to take responsibility for their behaviour and life. the research steps for developing the social studies learning module based on the living values education use the steps of the development of borg and gall, and the design of the learning model using the design of the dick and carey learning model. the steps of research and development start from: (1) studying various research findings related to devices that will be developed products, (2) developing the initial form of the device based on the research findings of living values education, (3) expert validation, (4) revising based on expert comments, (5) conducting a series of field tests (three experiments) on the place where the living values education module is used, and (4) revising the module to correct various weaknesses or errors found from the results of each field test. carried out by observation, interviews, and questionnaires, using research instruments in the form of observation guides, interview guides, and questionnaires. data analysis used qualitative and quantitative analysis. the results showed that the design of the development of economic activity modules based on living values education consisted of (1) the stages of curriculum analysis and learning resources, (2) analysis of student characteristics, (3) analysis of tasks, (4) analysis of material and concepts, (5) formulate learning objectives, and (6) planning phase. the development phase of the economic activity module based on living values education consists of: (1) writing and compiling economic activity modules, (2) expert assessment, (3) module revisions based on expert comments, (4) empirical trials, and (5) module revisions based on trial comments. the implementation of learning using economic activity modules based on living values education begins with preparation, introduction, core activities, evaluating student work results, evaluation and closing. obtaining student learning outcomes after using the module shows an increase, both from (1) aspects of knowledge, (2) aspects of attitude, and. (3) skill aspects, this means that economic activity modules based on living values education have effectiveness on the learning outcomes of vii grade mts students. al-jihad in pontianak city. keywords: development; learning module; living values education i. introduction in the learning guide for integrated social sciences (ips), which was issued by the central curriculum national research and development agency explained that, at the ips junior high school/mts level includes material for sociology, history, geography and economics, the study material became an ips subject. the integrated approach is essentially a learning approach that allows students both individually and in groups to actively seek, explore, and discover concepts and principles holistically and authentically. through an integrated approach, students can gain hands-on experience so that they can increase the power to receive, store and reproduce the knowledge they learn. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 389-394 p-issn: 2477-5924 e-issn: 2477-8478 390 omar hamalik formulated the objectives of social studies education oriented towards student behavior, namely (1) knowledge and understanding; (2) learning attitude and life; (3) social values and attitudes; and (4) skills (gunawan, 2011: 18). thus social studies subjects aim to develop the potential of students to be sensitive to social problems that occur in the community, have a positive mental attitude towards the improvement of all inequalities that occur and skilled in overcoming any problems that occur daily, both those that afflict themselves and those that affect people's lives. in the social studies teacher's book for the revised class vii 2013 curriculum 2016 (2016: 8) explains that the scope of ips material includes (1) substance/content material; (2) process material and; (3) attitude material. substance material includes facts, concepts, generalizations, and theories. process material, including: receiving, searching, collecting, formulating, and reporting information. this information includes humans and their environment. organizing attitude or affection material, where there is systematization of materials, information, and or abilities that have been owned about humans and their environment, so that it becomes more meaningful. according to asrori (2013: 16) "meaningful levels (meaning levels) tend to be able to move information into long-term memory better and more memorable so that it greatly helps the process of recalling that information". this is so that students do not lose the important basis for mastering social studies material. thus the social studies learning process in smp/mts, not only emphasizes the theoretical aspects of science, but also emphasizes the formation of student character, so that students are able to compete, ethical, moral, responsible, polite in interacting with their own environment and society, students expected to be responsive and sensitive to the surrounding environment, and can play an active role in people's lives in their environment according to their age and skills. according to imam al-ghazali (in sani, ridwan, & kadri, 2016: 44) said that characters are closer to morals, namely attitudes and actions that have been united in humans so that they appear spontaneously when interacting with the environment. character is inherent in each individual, which is reflected in behavior patterns in everyday life. a person's character is influenced by environmental factors (nurture) and innate factors (nature). character education is a necessity in an effort to deal with various challenges of character shifts faced today, students grow to be increasingly individualistic, this is caused by the frequency of students interacting with the digital world such as computers and other electronic devices. in addition to having a negative impact, the digital world also has a positive impact on economic activities such as being able to fulfill human needs more quickly and easily, but making people consumptive. it becomes a focus of attention to develop activities that make students interact with each other, both with peers and other community members, and provide learning to students not to be consumptive, this can be done by growing the value of responsibility in students so that students are responsible for their needs through social studies learning on material economic activities. the economic activity class vii integrated ips material that is closely related to everyday life, namely explaining about an activity carried out by humans to fulfill their daily needs, which consists of production activities, distribution activities, and consumption activities, unwittingly these activities are carried out by students a day -day. to carry out these activities need to interact. in interacting, it is necessary to maintain attitudes, words and actions to others, for the purpose of designed learning that instills the values of student behavior that relate to god almighty, self, fellow human beings, and the environment sourced from religion, pancasila, culture, and national education goals. for this reason, it is a module that is shape and character of students. first, modules are based on living values, meaning they are based on basic values of life, so they are easier to internalize and implement. second, the module involves aspects of "knowing good, desiring the good and loving the good". third, the module is contextual in nature, which links the material to the reality of student life (komalasari & didin, 2017: 186). based on this, the integrated social sciences learning module is based on living values, education economic activity material as follows: 1. develop life values, especially the value of responsibility. 2. develop the principles of living values education (tillman, 2004) which includes: a) collecting points of reflection; b) imagine widely; c) train relaxation and focus; d) expressing artistic creations; e) develop social skills; f) develop cognitive awareness about justice; g) develop social harmony; and h) collecting cultural values. 3. applying the principle of learning in modules, which includes: a) readiness; b) motivation; c) use of attentioncentering tools (illustrations, colorful images, varied writings); d) active student participation; e) repetition; f) feedback; g) reflection; h) observation, asking questions, gathering information, analyzing, and communicating; and i) contextual learning models. 4. developing core competencies and basic competencies in the 2013 curriculum, which include: a) forming knowledge, namely material substance of economic activities that must be known and understood by students; b) skills, namely practical abilities developed from knowledge, so that the knowledge acquired becomes something meaningful, because it can be used in dealing with problems in economic activities; and c) attitudes, namely the character that every student must have to support the effectiveness of participation in life. 5. paying attention to the principles of preparation of modules, namely: a) accurate, material economic activities that should be material that is accurate and correct in terms of science; b) relevant, material for economic activities should be material that has a connection or is it relevant to core competencies and journal of education, teaching, and learning volume 4 number 2 september 2019. page 389-394 p-issn: 2477-5924 e-issn: 2477-8478 391 basic competencies to be achieved; c) equivalent enough, the material of economic activities discussed are less and more in helping students achieve competence; d) consistent, material indicators that are consistent and consistent with competencies to be achieved; e) actual, economic activity material in accordance with the development of science and technology; and f) scientific structure, sequence of presentation (sequence) of economic activity material in accordance with the scientific structure of social studies subjects. 6. language and readability are compiled by fulfilling the criteria: a) sentences used in accordance with the rules of indonesian are good and right; b) the composition of the sentence should show a logical and systematic pattern of thinking; c) the structure of the sentence according to the level of mastery of the students' language; d) the sentence used is communicative. 7. format is made in: a) format (form of appearance, layout of material descriptions and images should be designed proportionally); and b) illustration of images and concepts to be presented. integrated social sciences learning module, with the application of integration of living values of education in the material of economic activities, developing the value of student responsibility. it aims, teaches students about the principle of responsibility, takes students to take responsibility for their behavior and life. therefore, it is necessary to conduct research on the teaching materials in the form of the integrated social sciences learning modules for economic activities based on living values education on the value of responsibility in class vii of the pontianak madrasah al-jihad. research questions 1. how is the design of the development of ips modules material for economic activities based on living values education on the value of responsibility? 2. what is the prototype of an ips module, material for economic activities based on living values education on the value of responsibility? 3. what is the implementation of the ips module, material for economic activities based on living values education on the value of responsibility? 4. what is the effectiveness of the ips module, material for economic activities based on living values education on the value of responsibility? ii. methodology the type of research in this study is research and development. the use of this method is because researchers produce products in the form of economic activity modules based on living values education. according to sugiyono (2016: 28) states that research and development is a study used to produce certain products and test the effectiveness of these products. the steps for developing this module follow the steps of borg and gall. borg and gall (1983: 276) state that development research is a process used to develop and validate educational products. from the 10 steps, researchers only applied nine stages, namely stages one through nine. this is because of limited time and costs. this module development research is based on dick and carey's learning design. consideration of choosing the design of the dick and carey model because the model in dick & carey is a systematic instructional development model, starting from the initial stages of development to the dissemination of products developed by making continuous improvement processes until the target (quality standard) of the products developed is achieved. dick, carey, and carey (2001: 3) have 10 components in the design of learning systems, namely: (1) assess needs to identify goals (s), (2) conduct instructional analysis, (3) analysis learners and contexts, (4) write performance objectives , (5) develop assessment instruments, (6) develop instructional strategy, (7) develop and select instructional materials, (8) design and conduct formative evaluation of instruction, (9) revise instructional and (10) design and conduct summative evaluation. from the 10 steps of instructional development design proposed by dick and carey, they have similarities in the frame of mind of borg and gall. even borg & gall (1983), said that the steps of research and development in the real field of education are the steps contained in the instructional development model developed by dick & carey. iii. results and discussion the following are the findings in the research activities on developing the social values based living values education module as follows: data normality test the normality test of the data in this study was conducted using spss 20.0 the results of the data using kolmogorovsmirinov z with a significance level of 5%. the criteria used in decision making is if sig> 0.05 then the data is normally distributed, conversely if the sig value is <0.05 then the data is not normally distributed. the results of the normality test data from student learning outcomes for the pretest and posttest results can be seen in table i. table i normality test for the one-sample kolmogorov-smirnov test data journal of education, teaching, and learning volume 4 number 2 september 2019. page 389-394 p-issn: 2477-5924 e-issn: 2477-8478 392 based on table i, it was found that the kolmogorovsmirnov z value at the pretest results was 0.730 with sig of 0.661 and the kolmogorov-smirnov z value in the posttest was 1,128 with sig 0.157 greater than 0.05. in the kolmogorov-smirnov test, the probability value or significance > 0.05 means that the two test results, namely the pretest and posttest. data homogeneity test after the data normality test was carried out, the homogeneity test was then carried out to determine whether the sample data group came from populations that had the same variance. this homogeneity test uses the levene test with the spss 20.0 program with a significance level of 5%. the decision-making criteria is if the value of sig <0.05 then the data comes from a population that has a nonhomogeneous variance, conversely if the value of sig> 0.05 then the data comes from populations that have homogeneous variance. data homogeneity test can be seen in table ii, normally distributed. table ii test of homogeneity of variances of integrated social sciences (ips) based on table ii, results can be obtained that the value of levene test in the pretest and posttest group is 6.357 with a significant value of 0.15. it can be concluded that data distribution comes from populations that have homogeneous variances. t-test (paired sample t-test) the t-test used in this study is the paired sample t-test, the sample in question is the students' prestest and posttest results obtained by the researcher. calculation of the t-test was carried out using the spss 20.0 program. guidelines in decision making used in the paired sample t-test are: (a) based on the significance value, namely: if the probability value or sig. (2-tailed) <0.05, then ha is accepted or there is a significant difference between student learning outcomes at the pretest and posttest. conversely, if the value is probability or sig. (2-tailed)> 0.05, then ha is rejected or there is no significant difference between student learning outcomes at the pretest and posttest. (b) based on the comparison between t count and t table namely: if t count> t table, then ho is rejected and ha is accepted or there is a difference between the learning outcomes at the pretest and posttest. conversely, if t count <t table, then ho is accepted and ha is rejected or there is no difference between learning outcomes at the pretest and posttest. the results of paired sample test calculations at the pretest and posttest can be seen in table iii. table iii paired samples test based on the results of the t-test in table iii, it is known that the value of sig. (2-tailed) of 0,000 <0,05, because of the sig value. (2-tailed) of 0,000 less than 0.05 or large t count = (15,941) and t table with df 26 at a significance level of 5% of 0.3297. the value of t count> t table (15,941)> (0.3297)), it can be concluded that there are differences in learning outcomes of material economic activities between before and after learning using a module of economic activities based on living vales education. effect size test effect size test is conducted to determine the magnitude of the effectiveness of economic activity modules based on living values education on student learning outcomes. based on table iii the acquisition of learning outcomes pretest and posttest. the effect size test results can be seen in table iv. table iv test of effect size based on table iv, it shows that the effectiveness of using economic activities modules based on living values education is 3.08, and if it is adjusted to the effect size category, it is included in the high category. so it can be concluded that the use of economic activity modules based on living values education has a high effectiveness on learning outcomes of class vii students in mts. al-jihad city of pontianak. attitude assessment attitude assessment is carried out during the research process. the average of each aspect of attitude assessment in the first meeting to the fourth meeting can be seen in fig. 1. from the assessment of student attitudes, each meeting obtained results that the attitude of students experienced a journal of education, teaching, and learning volume 4 number 2 september 2019. page 389-394 p-issn: 2477-5924 e-issn: 2477-8478 393 good increase. the average of each aspect in the first meeting is 2.25, the second meeting is 2.61, the third meeting is 3.17, and the fourth meeting is 3.59. fig. 1 assessment of student attitudes skill assessment assessment of student or psychomotor skills is done when students carry out learning activities. the average of each aspect of skills assessment in the first meeting to the fourth meeting can be seen in fig. 2. the results of learning assessment show that students are skilled in learning with an average value of the first meeting of 2.64, the second meeting is 3.03, the third meeting is 3.42, and fourth meeting of 3.83. fig. 2 assessment of student skills iv. conclusions and suggestions a. conclusions based on the results of research that has been done, it can be concluded several things as follows: 1. the design of the development of learning modules in this research is a series of activities that are intact and become a reference in the module development process. 2. development of social studies learning modules based on living values education which are still in the form of prototypes, then individual trials, small group trials and main field trials. 3. the stages of developing learning modules with the living values education method are carried out through eight principles in the living values education. 4. student learning outcomes in this study by using learning modules for economic activities based on living values education are effective towards improving student learning outcomes. learning outcomes in the realm of knowledge reach 72% completeness. it can be seen from paired t-test which shows that the value of t-count> table, meaning that there are differences in results between before and after learning using learning modules for economic activities based on living values education. b. suggestions development research is carried out to produce a new product or perfect an existing product, one of which is produced from this research is the development of a class vii ips learning module. based on the results of research and development, there are some suggestions that researchers can convey. 1. it is necessary to be careful in designing the development of this learning module, one of which is when doing analysis of student characteristics. this is done so that when preparing the module, the language and the level of difficulty produced are in accordance with the characteristics of the student. 2. for further research, more and more literature is needed to develop module teaching material media. 3. color selection on the emphasis of the concept, the selection of letters in the writing in the module, should be adjusted to the characteristics of the material to be delivered, so that it can be easily understood by students as the module users. 4. this module can be further developed in the learning process involving teachers and students. teachers are expected to be more creative in teaching, while students are more active in learning to obtain a more optimal learning experience. references abdullah sani, ridwan., & muhammad kadri (2016). pendidikan karakter, mengembangkan karakter anak yang islami. jakarta : bumi aksara. asrori, muhammad. (2013). psikologi pembelajaran. bandung: cv. wacana prima. borg, walter r., & gall, meredith damien. (1983). educational research and introduction, fourth edition. new york: longman inc. dick, walter., carey, lou., & carey, james o. (2009). the systematic design of instruction, seventh edition. new jersey: pearson education upper suddle river. gunawan, rudy. (2011). pendidikan ips filosofi, konsep dan aplikasi. bandung: alfabeta. komalasari, kokom., & didin, saripudin. (2017). pendidikan karakter, konsep dan aplikasi living values education. bandung: pt. refika aditama. journal of education, teaching, and learning volume 4 number 2 september 2019. page 389-394 p-issn: 2477-5924 e-issn: 2477-8478 394 sugiyono. (2016). metode penelitian pendidikan, pendekatan kuantitatif, kualitatif, dan r & d. bandung: alfabeta. isc paper template in a4 (v1) journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 31 journal of education, teaching and learning is licensed under a creative commons attribution-non commercial 4.0 international license. internalization of living value education program (lvep) as a based of developing conflict resolution model wasis suprapto1), bunyamin maftuh2) helius sjamsuddin3) elly malihah4) 1) stkip singkawang, singkawang, indonesia e-mail: wasissoeprapto@yahoo.com 2) universitas pendidikan indonesia, bandung, indonesia e-mail: bmaftuh@yahoo.co.id 3) universitas pendidikan indonesia, bandung, indonesia e-mail: heliussjamsuddin@yahoo.com 4) universitas pendidikan indonesia, bandung, indonesia e-mail: ellyms@upi.edu abstract. violence become a serious problem in this country. all parties including students have been involved in this swirl of problems. the phenomenon of violence in the educational environment can be minimized by internalizing the living value education program (lvep) in learning activities. lvep internalization is carried out as a reference basis in developing resolution models in social studies learning. this article focuses on examining (1) the process of internalizing values in social studies learning, (2) the importance of including lvep in the learning process, and (3) making lvep the basis for developing a conflict resolution model. articles are reviewed using literature study. the results showed that (1) the process of internalizing values in social studies learning was carried out in order to prepare students to become good citizens. (2) lvep contains universal values such as peace, respect, love, cooperation, happiness, honesty, humility, responsibility, simplicity, tolerance, freedom and unity which can be used as a reference in classroom learning activities. (3) lvep can be used as a reference in developing a conflict resolution model because it contains values of peace-loving, tolerance, and upholds the value of national unity and integrity. keywords: lvep; conflict resolution model; social studies i. introduction child abuse is still a frightening specter in indonesia. even though the government has issued very strict rules to break the chain of violence by issuing law number 35 of 2014 concerning child protection. article 76c, for example, explains four consequences of acts of violence, namely: "(1) witness is imprisoned for a maximum of 3 years 6 months and / or a fine of 72 million, (2) if the child is seriously injured, he will be sentenced to a maximum imprisonment of 5 years and / or a fine of 100 million. , (3) if the dead child would be convicted imprisonment of 15 years and or a fine of 3 billion, and (4) if the perpetrator is a parent will be given an additional onethird of the criminal provisions of paragraphs 1, 2, and 3. referring to article 76c above shows that the criminal sanctions that will be received by someone are quite heavy if they are proven to have committed acts of violence. however, the fact is that cases of violence against children are increasingly worrying every day. data from the ministry of women's empowerment and child protection (pppa) explains that the number of child violence in 2020 reached 4,116 or the highest compared to the previous year. violence against children includes 1,111 physical violence, 979 psychological violence, 2,556 sexual violence, 346 neglect, 73 crimes of trafficking in persons, and 68 exploitation (kamil, 2020). this data becomes a reference for the complexity of cases of violence against children in indonesia. http://creativecommons.org/licenses/by-nc/4.0/ mailto:wasissoeprapto@gmail.com mailto:bmaftuh@yahoo.co.id mailto:heliussjamsuddin@yahoo.com mailto:ellyms@upi.edu journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 32 in its development, violence against children occurs in various spheres including education. the education sector also plays a role in contributing to the number of violence in this country. fathurrohman (2020) explains that there are four perpetrators of violence in the education sector, namely the principal, teachers, students, and parents of students. research shows 44% of teachers or principals do to students; 30% among students, 13% of students to teachers, 13% of parents to teachers or other students. christiana (2019) found three forms of violence at the elementary level where 40% were done verbally, 25% physically, and 15% psychologically. the results of wijayanti & agustinus's research (2019) conclude that forms of violence commonly practiced by teachers in junior high schools are threatening, scolding, cursing, cursing, and so on. referring to these data, it can be seen that all elements in schools have the potential to become perpetrators of violence. the problem of violence that occurs in indonesia reflects aa portrait of sense of decency that is contrary to the values of life. darmadi (2009) explains that the result of sense of decency leads behavior to wrong arrogant, namely by punishing people who are not necessarily wrong. megawangi (2010), the moral crisis that occurred in indonesia was marked by a low sense of nationalism with increased violence among adolescents, the use of harsh language, the emergence ofbehavior self-destructive, vandalism in public places, and garbage scattered in the environment. hayati (2014) sees that moral problems arise due to mistakes in parenting, low levels of conduciveness, low moral considerations, shadows of materialism and greed, low knowledge moral. referring to the three opinions, it can be seen that the violence that occurs is a reflection of the arrogant behavior of the perpetrator, a low sense of nationalism, and a person's low moral knowledge. important moral knowledge is owned by the next generation of a nation. schiller & tamera (2002) once warned that leaving moral teachings would risk losing a piece of peace. a similar opinion was expressed by lickona (2008) that not providing the young generation with moral understanding is a serious ethical failure in society. both of these opinions explain that moral education is an important need to be taught to students. the moral crisis is a serious threat to the social life of the indonesian nation. this happens because all sectors are experiencing a moral crisis, both public officials, ordinary people, including students, experiencing the same problems. this condition prompted the government to issue policies to handle problems. in 2010 the government through the ministry of education and culture (kemendikbud) issued a national character and culture education program so that graduates become individuals with character. efforts to minimize moral problems, especially violence, can be done by implementing the living value education program (lvep). lvep is mostly carried out at various related education levels. prastiwi (2018) conducted research at the paud level in yogyakarta showing that lvep has played a role in increasing the religious and moral values, social emotional, and language of students. sari & an-nisa (2020) developed an integrative thematic ssp and is proven to be able to increase the nationalism value of elementary school students. asfahani (2020) studies that lvep is proven to increase understanding and awareness of supernormal students in man 2 madiun city. referring to the three research results, it can be seen that lvep is flexible because it can be applied to various levels of education. lvep can be implemented in a number of ways. the development of a conflict resolution learning model can be put forward to realize lvep. research that examines the development of conflict resolution models has been carried out by both maftuh (2005) and ritiauw (2017). the results of both studies indicate that the conflict resolution model is used to minimize violence perpetrated by students. both studies were conducted on the same subject, namely social studies. therefore, the focus of this article will examine (1) the process of internalizing values in social studies learning, (2) the importance of including lvep in the learning process, and (3) making lvep the basis for developing a conflict resolution model. ii. research method research was analyzed using literature study method. zed (2008) states that literature study is a series of activities related to methods of collecting library data, reading and taking notes, and managing writing materials. in practice, literature studies are obtained from various related sources such as journals, books, documentation, internet, and other relevant sources. the main thing that was studied was related to the internalization of the living value education program (lvep) as a basis for developing a conflict resolution model. data analysis of this literature study was carried out in the following steps (1) reviewing data to support the background of the problem (nazir, 2014), (2) collecting relevant sources of study material (arikunto, 2013), (3) citing related information (nazir, 2014), (4) deduce the data from the information that has been cited iii. result and discussion a. result 1 internalization value internalization internalization is a fairly common term heard in the world of education. the term is used to support learning activities. in each learning activity, the teacher will usually internalize the related values that must be conveyed in learning. the values that are internalized must be adjusted to the material and the output that the teacher wants to achieve in learning. the term internalization has been used by several experts. mulyasa (2012) sees it as a process of living and deepening values and norms so that they are embedded in individuals. kalidjernih (2010) sees it as a learning process to tie oneself into the values and norms in society. tafsir (2010) sees internalization as an attempt to incorporate knowledge and power into the person. referring to the three opinions, it can be seen that internalization is journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 33 actually a process of inserting values and norms so that they can be embedded in individuals. internalization of values and norms in a person is carried out through a series of stages. muhaimin (2012) describes three stages, namely (1) transformation is carried out by conveying which values are good and bad by the teacher; (2) transactions are carried out through two-way communication between teachers and students. at this stage, it emphasizes the physical side or what the teacher does; (3) transinternalization is carried out by involving physical and psychological elements of teachers and students. munif (2017) concocts six stages, namely (1) exemplary, (2) habituation, (3) ibrah or taking lessons and amtsal or parables, (4) giving advice, (5) giving promises and threats, (6) discipline. both of these opinions can be used for the value internalization process. however, for learning activities that are limited to certain studies, the value internalization process tends to use muhaimin's study. in practice, there are many values that can be internalized in learning in schools. the government through the ministry of national education (2009) issued 18 values that can be applied in learning activities, namely religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the country, respect for achievement, friendly or communicative, peace-loving, fond of reading, environmental care, social care, and responsibility. in 2017 the ministry of education and culture has also issued the strengthening character education (ppk) movement which contains five main values, namely religious, nationalist, integrity, independence, and mutual cooperation with thesub-values following: a. religious values through peace-loving attitudes, tolerance, respect for religious differences and trust, persistence, self-confidence, cooperation between religions and beliefs, anti-bullying and violence, friendship, sincerity, not imposing one's will, loving the environment, protecting the small and the marginalized. b. nationalist values through an attitude of appreciation of the nation's own culture, safeguarding the nation's cultural wealth, being willing to sacrifice, being superior and achieving, loving the country, protecting the environment, obeying the law, discipline, respecting cultural, ethnic and religious diversity. c. the value of integration is through an attitude of responsibility as a citizen, actively involved in social life, through consistency in actions and words based on truth. a person with integrity also respects the dignity of the individual (especially people with disabilities), is able to show exemplary d. independent values through a good work ethic, tough, fighting, professional, creative, courageous, and a lifelong learner. e. the value of mutual cooperation through an attitude of respect for others, being able to work together, being inclusive, being able to commit to joint decisions, deliberation to reach a consensus, helping to help, having empathy and a sense of solidarity, antidiscrimination, anti-violence, and an attitude of volunteerism in principle, the five sub-values of the five core values this can serve as a basis for model development. however, this value is also selected according to need. based on the results of the analysis, it is known that there are only ten sub-values derived from two main values, namely religious and mutual cooperation. religious values include the sub-values of tolerance, love of peace, antiviolence, not imposing one's will, cooperation between followers of religions and beliefs. the values of mutual cooperation include the value of respect, deliberation, mutual assistance, anti-discrimination, and committees on decisions joint. at least the ten values can be used to represent the value of kdp. 2 the living value educational program (lvep) in the learning process lvep can be put forward in order to implement morality education in students. lvep is a program that offers practical empirical and methodological value activities for educators, facilitators, social workers, parents and child assistants to help them provide opportunities for children and adolescents to explore and develop value education (dianne & pilar, 1994). tilmann & diana (2004) gave three notes from lvep, namely (1) teaching respect and honor to every human being, (2) paying attention to the value and ability to create if given the opportunity, and (3) upholding mutual respect and affection between people, students, teachers, and the environment. referring to the two opinions above, it can be seen that lvep has a positive charge which is applied in the world of education. lvep can help and develop value education. the form of value education can be seen from the main assumptions of lvep which provide studies for humanizing humans. therefore, lvep contains universal values which include the values of peace, respect, love, cooperation, happiness, honesty, humility, responsibility, simplicity, tolerance, freedom and unity (tillman, 2000). this universal value is important to apply to areas that are prone to conflict and have multi-ethnic population conditions such as indonesia. history has recorded that various horizontal conflicts have occurred in this country. conflicts with racial nuances (ethnicity, race, and religion) and separatist actions are some of the important events that occurred in indonesia. one of theconflict incidents to be interesting studied is inter-ethnic conflict. this incident occurred in several regions in indonesia. welianto (2020) notes that during the 14 years post-reformation there have been 2,398 cases of violence and discrimination. the data released by the denny ja foundation explains that 65% of cases are due to religious violence, 20% ethnic violence, 15%violence gender, and 5% sexual orientation violence. journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 34 in social life there has been communal violence. west kalimantan is one of the provinces that is prone to experiencing this problem of violence. data from kristianus (2011) states that many districts / cities have been the places for inter-ethnic conflicts. conflicts in these areas involved four major ethnic groups such as dayak, madurese, chinese and malay with the following details: table i. conflict in west kalimantan no year place ethnic 1 196667 sambas, pontianak, sanggau, sintang, ketapang dayak vs china 2 1968 anjungan kab. pontianak dayak vs madura 3 1976 sungai pinyuhpontianak district dayak vs madura 4 1977 singkawang kab sambas dayak vs madura 5 1979 sambas dayak vs madura 6 1982 pak kucing, sambas district dayak vs madura 7 1983 ambawang-pontianak district dayak vs madura 8 1992 pak kucing-sambas district dayak vs madura 9 1993 pontianak city dayak vs madura 10 1994 tubang titi: ketapang district dayak vs madura 11 1996 sanggau ledo bengkayang district dayak vs madura 12 1997 sambas, pontianak, sanggau kapuas, pontianak city dayak vs madura 13 1999 sambas melay vs madura 14 1999 sambas district and pontianak city melay vs madura 15 2000 sei duri: kubu raya district melay vs dayak 16 2007 pontianak city melay vs china 17 2008 singkawang city malay vs china source: kristianus (2011) referring to table 2 above, it can be seen that west kalimantan has a fairly long track record of conflict. every district / city in west kalimantan has the potential to experience inter-ethnic conflict. districts such as sambas, bengkayang, sanggau, pontianak or kubu raya today, kota singkawang and pontianak are areas prone to conflict. the data shows that all major ethnicities such as chinese, dayak, madurese and malay have been involved in the conflict. this is a common concern so that a similar conflict does not happen again at another time. learning models before examining learning models, it is better to look at some of the terms commonly used in the education world. terms such as models, methods, strategies, techniques and tactics are often used in learning activities. however, it is not uncommon for a researcher to seem less observant in distinguishing some of these terms. the use of these terms seems to have something in common with each other. even though the term actually has a different essence. joyce & weil (2009), sudrajat (2008), komalasari (2010), and rusman (2011) have similarities in studying learning models. basically the learning model is a systematic learning plan which includes learning approaches, methods, techniques and tactics as follows: figure 1. components of the learning process based on these opinions, it can be seen that the use of the terms models, strategies, methods, techniques and tactics is different from one another. sudrajat (2008) describes the approach as a learning orientation that focuses on teachers or students, the strategy isexpositiondiscovery learning and group-individual, the method is a way to achieve the goal, the technique is the method while the tactic is the method of applying the method. therefore, the development of a conflict resolution model includes a systematic learning design to achieve certain goals. the learning model has several characteristics. joyce & weil (2009) and rusman (2011) provide four distinctive characteristics of the model, namely (1) having a supporting theory, (2) having specific goals, (3) having a role in improving learning activities, (4) having contents such as syntax or the sequence of the learning process , social systems, management principles, support systems, and instructional impacts and accompaniment impacts. journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 35 these four characteristics are an inseparable part of developing a learning model. conflict resolution opinions about conflict resolution studies are explained by several experts such as weitzman & weitzman (in merton & coleman, 2000: 197), fisher (2001: 7) and mindes (2006: 24). weitzman & weitzman see conflict resolution as the act of solving problems collectively. fisher sees it as an attempt to study the causes and effects of conflict and to build new, lasting relationships between hostile groups. mindes sees the ability to resolve differences and is an important aspect of social and moral development that requires skills and judgment to negotiate, compromise and develop a sense of justice. referring to the three opinions above, it can be concluded that conflict resolution is an effort made by individuals or groups to solve problems together. resolution serves to build new, lasting relationships between hostile groups. on the other hand, conflict resolution can also be a medium to improve negotiation skills, compromise, and a sense of justice among each other. as beings social, human conflicts will always be faced in navigating their lives. therefore, conflict resolution must become a skill as an effort to maintain harmony among community members. b. discussion value internalization in social studies learning the process of internalizing values cannot be separated from the objectives of social studies learning. there are five objectives of ips according to permendiknas number 22 of 2006 concerning standard content of subjects, namely (1) introducing concepts to community life and the environment, (2) training logical and critical thinking, curiosity, inquiry, problem solving and skills in life, (2) 3) having commitment and awareness of social and human values (4) being able to communicate, cooperate, and compete in a pluralistic society at various levels. the analysis of the objectives of ips was expressed by barr (in winataputra, 2010), namely social studies taught as citizenship transmission, taught as social sciences, and taught as reflective inquiry. sumaatmadja (2001) examines the objectives of social studies so that students become more sensitive to social problems, have a positive mentality to overcome existing inequalities, and are skilled in overcoming daily problems. referring to the three opinions above, it can be concluded that the purpose of social studies learning is to educate students to be good citizens, obey the values and norms, sensitive and able to overcome existing problems, be able (communicate, collaborate, and compete in a pluralistic society). . to realize the objectives of social studies learning, it can be done by internalizing the related values. basically, all values can be internalized in social studies learning. tolerance, peace-loving, anti-violence, not imposing will, cooperation between religions and beliefs, respect, consensus agreement, help, antidiscrimination, and committees on decisions jointare some of the values that can be put forward in learning activities. lvep in the social studies learning process the conflict resolution model is a forum for internalizing the value of lvep. the process of internalizing values can be carried out in various subjects. social studies as one of the subjects at the junior high school level are put forward for the process of internalizing these values. this condition occurs because the essence of social studies learning is not only focused on the transfer of knowledge but also the transfer of value (mortela, 1994). values will greatly contribute to the formation of moral knowing, moral feeling, and moral behavior (lickona, 1991). a concept like this is needed to face all the challenges of the times in this modern era. since its inception, ips has been set to become an adaptive subject. this condition is very possible because ips comes from the integration of social science and humanities disciplines (national council for the social studies or ncss, 1994). in addition, social studies learning contains state ideology and related social problems that are presented scientifically (somantri, 2001). referring to these two opinions, it can be seen that ips has more bargaining power because the study process can come from various related disciplines. social studies lessons also contain state ideology which is used as the basis for fostering students to become good citizens. it is also important that ips focus on studying social problems in society. social problems in indonesia can be minimized by integrating the contents of the lvep values. lvep contains universal values such as peace, respect, love, cooperation, happiness, honesty, humility, responsibility, simplicity, tolerance, freedom and unity (tillman, 2000). it is important to apply these universal values to areas that are prone to conflict and have multi-ethnic population conditions such as indonesia. lvep as a basis for developing a model for conflict resolution development of a model for conflict resolution is something that is urgent to do. this condition cannot be separated from the two contexts of contemporary and historical problems. the context of the present problem has shown that violence has become a serious problem faced by the people indonesian. violence data as mentioned by kamil (2020) shows four types of violence that often occur in the realm of education, both physical, psychological, sexual, neglect, trafficking and exploitation. this condition is also reinforced by the fact that historically indonesia was a meeting place for various ideologies and interests. conflict issues are the responsibility of all parties, including the education sector. education has a big share in reducing or minimizing these problems. this effort can be done by integrating conflict material with the subject journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 36 matter of study. social studies can be put forward because it examines various social problems in society (permendiknas, barr, and sumaatmadja). based on this analysis, it is known that violence is included in the subject matter of social conflict and the following syllabus of class viii junior high school: table ii. syllabus of class viii basic competency main material 3.2 analyzing social interaction in space and its effects on social and cultural life and the development of national life 4.2 presenting the results of the analysis of the influence of social interaction in different spaces on social and cultural life as well as the development of national life • the influence of social interaction (social mobility) on the sociocultural life • plurality (religion, culture, ethnicity, occupation) indonesian society • conflict and integration resources (syllabus , 2017: 12-16) referring to table 2 above, it can be seen that violence can be included in studies of conflict and social integration. this material is the last study in class viii semester one. especially for conflict material, it only contains studies on the meaning, factors causing conflict, consequences of conflict, and how to handle conflict before entering into social integration studies (mukminan et al., 2017). in this material there are things that are interesting to study, namely the material on how to deal with conflict is only studied in an outline. this condition is the basis for developing a model for conflict resolution at the junior high school. research that examines conflict resolution learning (prk) has been carried out at various levels of education as follows: table iii. research on crp level researcher results of elementery school rodiah et al. (2017) prk can improve social attitudes and learning outcomes of elementery school junior high school ritiauw (2019) pela culture can be used to instill conflict resolution education in junior high school students senior high school purwoko et al (2016) and nadya et al (2020) prk is proven to be effective in resolving interpersonal conflicts that occur between students at senior high school college arifin (2020) local culture is used as the basis for prk to strengthen the character of students source: compiled from various sources referring to table 2 above shows that the crp can be used as a reference for developing a conflict resolution model in social studies learning. the development of this model must refer to the opinion of joyce & weil (2009) and rusman (2011) that the model must have four aspects, namely: (1) have a supporting theory, (2) have specific goals, (3) play a role in improving learning activities, (4) ) has contents such as the sequence of the learning process, social systems, management principles, support systems, instructional impacts and accompaniment impacts. however, in developing an lvep-based conflict resolution model, it must return to two elements, namely lvep itself and the content of conflict resolution. lvep contains values such as peace-loving, tolerant, national unity and integrity. meanwhile, conflict resolution is related to efforts to solve a problem collectively. a problem can be resolved if each individual can uphold the values of peace-loving, tolerance, unity and integrity as fellow children of the nation. iv. conclusion based on the results of the research and discussion, the following conclusions can be concluded: 1. value internalization is indispensable in social studies learning in order to prepare students to become good citizens. this can be done by integrating values such as tolerance, peace-loving, anti-violence, not imposing will, cooperation between religions and beliefs, respect, deliberation, consensus, helping to help, antidiscrimination, and committees on decisions jointin social studies learning. 2. lvep has an important urgency in social studies learning because it has universal values that are important to be applied to conflict-prone areas and have multi-ethnic population conditions such as indonesia. 3. lvep can be used as a reference in developing conflict resolution models in schools. the essence of journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 37 developing an lvep-based model is to turn students into peace-loving, tolerant, and uphold the values of national unity and integrity. references arifin, mh. 2020. the effectiveness of the role of local arifin, mh. 2020. efektivitas peranan budaya lokal dan penguatan karakter sebagai media pendidikan resolusi konflik pada mata kuliah pancasila dan kewarganegaraan. kolaborasi resolusi konflik vol.1, no. 2 arikunto, s. (2013). prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta asfahani. 2020. pendidikan anak supernormal dengan pendekatan living values education program (studi kasus kelas akselerasi man 2 kota madiun). aladabiya: jurnal kebudayaan dan keagamaan. vol. 15, no. 1 christiana, e. (2019). identifikasi bentuk kekerasan dan penangannya di lingkungan sekolah dasar. child education journal. vol.1, no. 2 december 2019 darmadi, h. 2009. dasar konsep pendidikan moral. bandung: alfabeta fathurrohman. 2020. angka kekerasan siswa di sekolah capai 153 aduan. hayati, aa. 2014. pendidikan nilai moral melalui program living values activities dalam pengembangan karakter siswa di sma plus muthahari bandung. https://adoc.pub/pendidikan-nilai-moral-melaluiprogram-living-values-activit.html joyce, b., weil, m., & calhou, e. (2011). models of teaching: model-model pengajaran. yogyakarta. pustaka pelajar. kalidjernih, f. k. 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(2008). pengertian pendekatan, strategi, metode, teknik, taktik, dan model pembelajaran. sinar baru algensindo. sumaatmadja, n. 2001. metodologi pengajaran ilmu pengetahuan sosial (ips). bandung: alumni tafsir, a. 2010. ilmu pendidikan islami. bandung: pt. remaja rosdakarya tillman, d., diana hsu. 2004. living values activities for young adults. jakarta: grasindo tillman, d. 2000. living values activities for children ages 3-7. new york: health communication undang-undang nomor 35 tahun 2014 tentang perlindungan anak https://adoc.pub/pendidikan-nilai-moral-melalui-program-living-values-activit.html https://adoc.pub/pendidikan-nilai-moral-melalui-program-living-values-activit.html https://nasional.kompas.com/read/2020/08/12/15410871/kementerian-pppa-catat-ada-4116-kasus-kekerasan-anak-dalam-7-bulan-terakhir?page=all https://nasional.kompas.com/read/2020/08/12/15410871/kementerian-pppa-catat-ada-4116-kasus-kekerasan-anak-dalam-7-bulan-terakhir?page=all https://nasional.kompas.com/read/2020/08/12/15410871/kementerian-pppa-catat-ada-4116-kasus-kekerasan-anak-dalam-7-bulan-terakhir?page=all journal of education, teaching and learning volume 6 number 1 march 2021. page 31-38 p-issn: 2477-5924 e-issn: 2477-4878 38 welianto, a. 2020. kasus kekerasan yang dipicu masalah keberagaman di indonesia. download di https://www.kompas.com/skola/read/2020/02/06/190000 569/kasus-kekerasan-yang-dipicu-masalahkeberagaman-di-indonesia?page=all pada tanggal 1 november 2020 wiranataputra, udin s. 2010. konsep dan masalah pengajaran ilmu sosial di sekolah menegah. jakarta: lptk wijayanti, w., agustinus djokowidodo. 2019. persepsi peserta didik terhadap kekerasan verbal oleh guru di smp se-kota madiun. fonema, vol 2, no. 2 november 2019 zed, m. (2008). metode penelitian kepustakaan. jakarta: yayasan obor indonesia. https://www.kompas.com/skola/read/2020/02/06/190000569/kasus-kekerasan-yang-dipicu-masalah-keberagaman-di-indonesia?page=all https://www.kompas.com/skola/read/2020/02/06/190000569/kasus-kekerasan-yang-dipicu-masalah-keberagaman-di-indonesia?page=all https://www.kompas.com/skola/read/2020/02/06/190000569/kasus-kekerasan-yang-dipicu-masalah-keberagaman-di-indonesia?page=all isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 177 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. level of creative thinking effect through multiple solution task type problem-solving on learning outcomes muhammad kris yuan hidayatulloh 1) , supari muslim 2) , erina rahmadyanti 3) , euis ismayati 4) nita kusumawati 5) 1) universitas negeri surabaya, surabaya, indonesia e-mail: muhammadhidayatulloh10@mhs.unesa.ac.id 2) universitas negeri surabaya, surabaya, indonesia e-mail: supari@unesa.ac.id 3) universitas negeri surabaya, surabaya, indonesia e-mail: erinarahmadyanti@unesa.ac.id 4) universitas negeri surabaya, surabaya, indonesia e-mail: euisheru@gmail.com 5) universitas negeri surabaya, surabaya, indonesia e-mail: nitakusumawati99@gmail.com abstract. this study aims to: (1) analyze the level of creative thinking possessed by each class xi students of building drawing technique (bdt); and (2) analyze the influence of the level of thinking on the learning outcomes of the cognitive, affective, and psychomotor domains. this type of research is correlational research through a quantitative approach method. the population in this study were all students in building expertise competencies at smk negeri 1 nganjuk which included geomatics and bdt. the sample used in this study was xi bdt class students. the instrument used in analyzing the level of creative thinking (lct) is a problem-solving test sheet of the type of multiple solution tasks. the data analysis technique uses a linear regression test. the results of the study concluded that: (1) there were as many as 4 students included in the category of lct 4 (very creative), there were 12 students included in the category of lct 3 (creative), there are 11 students included in the category 2 lct (quite creative), there are no students included in the category of lct 1 (less creative), and there are as many as 11 students who included in the category of lct 0 (not creative); (2) there is a significant influence between the level of creative thinking on the cognitive and psychomotor learning outcomes; and (3) there is a very significant influence between the level of creative thinking on the affective learning outcomes of class xi bdt students. keywords: level of creative thinking; simple situation map; multiple solution task; problem-solving i. introduction vocational high school (vhs) is a level of education equivalent to high school (hs), but this level of education is more focused on the world of work and alumni from this level of education are expected to be able to compete in employment. the building drawing techniques department (bdt) is one of the majors where students are educated to be competent in drawing a building construction. the bdt expertise program aims to prepare graduates to become middle-level workers within the scope of bdt expertise (architectural design) who can work independently http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 178 professionally and can develop themselves in their fields of expertise (anonymous, 2019). thomas (2005) states that creativity is a concept where theoretical assumptions are tested, questioned, and changed to think of something extraordinary or through new methods, and also to think of unique solutions to some problems. whereas howard (2002) views that creativity is a theoretical activity that produces a new facet of some problems and no product boundary is seen by its function so that decision making or general solutions will become new solutions. according to colangelo & davis (2011), creativity in learning can be improved through (1) motivation; (2) awareness of knowledge; (3) attitude and practice; (4) effective learning; and (5) include students in activities that require a type of creative thinking. therefore, lubis views that creativity is a decisive prerequisite for individuals in improving the quality of life (nuraeni, 2008). one's creativity is also very much needed in the world of work based on the maine department of labor's career center (hidayatulloh & suparji, 2015) which stated that some of the competencies expected in the world of work today are selfesteem, motivation for achievement (motivation to achieve), mastery of some basic skills, technical knowledge, thinking skills, which include submission of problems (problemposing), problem-solving, decision making, analytical thinking, and creative thinking. in line with the demands of life in the 21st century that a person must have 4 skills, namely critical thinking, creativity and innovation, collaboration, and communication (trilling & fadel, 2009). given the importance of the ability to think creatively, the world of education needs to pay close attention to the development of creativity possessed by students. explicitly, creative thinking ability is loaded into one of the principles of curriculum development for junior/mts students and high school/ma/smk by the departemen pendidikan nasional. (2006). teachers as the main facilitators in education are expected to be able to design learning methods and learning approaches in such a way that they have the potential to develop the creative thinking abilities that students have so that they influence the learning outcomes and their careers in the future. the study was conducted to analyze the level of creative thinking of students in solving the problem of measuring the situation map based on the problem type of multiple solution tasks using the material to measure the situation map area. material for measuring the area map of the situation was chosen because it allowed students to solve problems using a variety of solutions following the characteristics of the problem type multiple solution tasks. during this time the teacher has given much attention to learning. seen from a variety of strategies, learning methods and learning models and even learning media used by teachers to invite students to be more active in learning and improve student learning outcomes, but the teacher's attention is only focused on student learning outcomes in understanding problems and solving problems. based on the explanation above can be asked the statement that there is an effect of lct on learning outcomes in the cognitive, affective, and psychomotor domains. the creative thinking ability possessed by students can be known through a task that can identify these abilities. silver (1997) states that the assessment of creative thinking skills of children and adults can use "the torrance test of creative thinking (ttct)". the ttct creativity assessment is based on three key components which include fluency, flexibility, and novelty. students' creative thinking ability based on ttct assessment can be measured by giving multiple solution task (mst). multiple solution task is a task that explicitly asks students to find more than one way to solve a given problem (leikin, 2009). leikin roza and anat levav-waynberg (bingolbali, 2011) assert that "solving problems in multiple ways contributes to the development of students' creativity and critical thinking". problem-solving in different ways contributes to creativity and critical thinking skills for students. the creativity that is owned by everyone is an existing potential that can be measured and developed. this shows the existence of a different level of creative thinking (lct). siswono (2008) divided lct into five levels, namely lct 4 (very creative), lct 3 (creative), lct 2 (quite creative), lct 1 (less creative), and lct 0 (not creative) based on three creative thinking indicators. ii. methodology this research is a type of correlational research. the population in this study were all students of building engineering study at smk negeri 1 nganjuk. the sampling method used was random sampling and selected class xi bdt as a sample in the study. hypothesis testing is done by linear regression test. a. research instrument the instrument used in the study to analyze the level of creative thinking of class xi bdt students in the material for measuring the situation map was done through solving multiple solution task types at smk negeri 1 nganjuk which consisted of lct test sheets, cognitive learning outcomes tests, and observation sheets effective learning outcomes, and psychomotor domains. 1) lct test sheet the problem of multiple solution tasks consists of one item using the situation map measurement material. this study uses material measurement of the situation map in determining the extent of the basic framework because the material is one of the calculation material that has the appropriate characteristics for multiple solution tasks. students are asked to work on the problem in the form of a situation map that has been presented in the form of scale images. questions are given to students to solve them in various ways they know both from school lessons, reading books, or the internet, or self-development. journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 179 2) learning outcomes test learning outcomes test in this study used multiplechoice forms that have been validated through item analysis. learning outcomes instruments used must be valid, so they can know the accuracy and accuracy in performing their functions as a measure of learning outcomes. 3) observation sheet the observation sheet in this study is to observe the learning outcomes of affective domains and psychomotor domains. observations were made by three observers, including the spiritual attitudes and social attitudes of students on effective learning outcomes, and observations about performance on psychomotor domains. b. lct data analysis techniques the lct test results were analyzed based on fluency, flexibility, and novelty components, then analyzed based on the level of creative thinking. the steps in the analysis of written test data are as follows: (1) compiling an expert solution space; (2) compiling an expert solution space; and (3) analysis of the level of creative thinking. step 1: arrange an expert solution space in this study, the material used is the measurement of the area of the situation map, where the way of solving the problems given are as follows: (1) right-angled coordinates method; (2) triangle circuit method; (3) grid method; (3) polar method; (4) lane method; (5) perpendicular coordinate method; and (6) digital methods/autocad. step 2: analyze individual solution space after obtaining the results of a written test of multiple solution tasks from all students, then analyzed to obtain the percentage of novelty in a class and arranged into scoring creativity as shown in table 1. table i scoring scheme in multiple solution task fluenc y (fa) flexibility (fl) novelty (ba) 1 fli = 10 for the first solution fli = 10 for the different solution from the first solution fli = 1 for the similar solution from the previous solution fli = 0.1 for the same solution from the previous solution bai = 10 when p < 15% or unconventional solution bai = 1 when 15% ≤ p < 40% or partly unconventional solution bai = 0.1 when p ≥ 40% or conventional solution fa = n (source: adapted from leikin, 2009) information :  students are said to be fluent in solving problems if the student can produce at least three correct solutions (fa score ≥ 3)  students are said to be flexible in solving problems if the student can produce at least two ways of solving which are both different and correct (fl score ≥ 20).  students are said to be new in solving problems if the student can produce at least one unique way of solving or less than 15% of the answers of all students who work in this way (ba score ≥ 10). step 3: analysis of the level of creative thinking from the results of the analysis of three components of creative thinking, then the level of students' creative thinking was identified (siswono, 2008) as shown in table ii. table ii formulation of siswono's lct (2008) lct components of creative thinking fluency (fa ≥3) flexibility (fi ≥ 20) novelty (ba ≥ 10) lct 4 √ √ √ √ √ lct 3 √ √ √ √ lct 2 √ √ lct 1 √ lct 0 information : lct : level of creative thinking √ : eligible : not eligible c. analysis of learning outcomes analysis of student learning outcomes data aims to describe the completeness of learning outcomes that have been achieved by students. analysis of cognitive learning outcomes was obtained from the score assessment items and the observation scores for the affective and psychomotor domains of learning outcomes. students are declared complete if they can achieve a learning outcome score of ≥ 75, both for cognitive, learning outcomes, effective domains, and psychomotor domains. d. data analysis techniques of respondents after knowing lct for each student, the data analysis technique to analyze the effect of lct on learning outcomes was carried out as follows. 1) test requirements  distribution normality test the distribution normality test aims to find out whether the data obtained is normally distributed or not. data tested for distribution normality included scores on cognitive, affective, psychomotor learning outcomes, and lct scores. journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 180 the distribution normality test was analyzed by the smirnov collimogorous test through statistical software.  linearity test the linearity test is used to find out whether the form of the equation produced is linear or not. data tested by linearity included scores on cognitive, affective, and psychomotor domains of learning on lct scores. the linearity test was analyzed by comparing the mean through statistical software.  heteroscedasticity test the heteroscedasticity test is used to determine the occurrence of variance inequalities from residuals from one observation to another. the data tested heteroscedasticity included residual scores on cognitive, affective, and psychomotor learning outcomes on lct scores. heteroscedasticity tests were analyzed by regression coefficient test through statistical software. 2) hypothesis testing hypothesis testing is used to analyze the effect of lct on student learning outcomes. statistical tests were performed using linear regression through statistical software. (1) there is a positive and very significant effect of lct on cognitive domain learning outcomes, (2) there is a positive and very significant effect of lct on affective domain learning outcomes, and (3) there is a positive and very significant effect of lct on psychomotor domain learning outcomes. iii. results and discussions a. results retrieval of data in this study was carried out at smk negeri 1 nganjuk class xi bdt. the results of the study include mst test scores and cognitive, affective, and psychomotor domains. 1) multiple solution task results data the individual solution space (answers produced by students) on problem-solving questions using the material measuring area maps, produces several ways as shown in table iii. table iii number of students using specific settlement methods solutions code data number of students percentage right angled coordinates method (s1) 20 55.56% 31,33% triangle circuit method (s2) 14 38.89% grid method (s3) 28 77.78% polar method (s4) 0 00.00% lane method (s5) 10 27.78% perpendicular coordinate method (s6) 0 00.00% digital methods / autocad (s7) 4 11.11% in giving a score on the individual solution space produced by students, a scoring guide for each component is summarized in scoring creativity. determination of scores for each component of creative thinking in each method of completion refers to the scoring scheme of leikin (2009) found in table i. the results of scoring creativity were formulated as shown in table iv. table iv scoring creativity obtained from mst solution code creative thinking components fa fl ba s1 1 10 1 s2 1 10 0,1 s3 1 10 0,1 s4 s5 1 10 1 s6 s7 1 10 10 after getting each student's fluency, flexibility, and novelty score based on the creativity scoring above, students are grouped or identified based on lct using predetermined indicators. the results of the identification of lct students of class xi bdt of smk negeri 1 nganjuk who take the test write the multiple solution tasks as shown in table v. table v recapitulation of lct results for class xi bdt students in resolving problems no subject indicators of lct score lct lct fa fl ba 01 s1 √ 46.18 lct 2 02 s2 √ 46.18 lct 2 03 s3 28.11 lct 0 04 s4 4.02 lct 0 05 s5 √ √ 68.27 lct 3 06 s6 2.01 lct 0 07 s7 √ √ 68.27 lct 3 08 s8 √ 46.18 lct 2 09 s9 √ √ 66.27 lct 4 10 s10 √ √ 68.27 lct 3 11 s11 √ 44.18 lct 2 12 s12 0.00 lct 0 13 s13 √ 44.18 lct 2 14 s14 22.09 lct 0 15 s15 22.09 lct 0 16 s16 √ 44.18 lct 2 17 s17 24.10 lct 0 18 s18 √ 48.19 lct 2 19 s19 22.09 lct 0 20 s20 2.01 lct 0 21 s21 √ 44.18 lct 2 22 s22 √ √ 68.27 lct 3 23 s23 22.09 lct 0 24 s24 √ 46.18 lct 2 25 s25 √ √ 50.20 lct 3 26 s26 √ √ 50.20 lct 3 27 s27 √ √ 74.30 lct 3 28 s28 √ √ 50.20 lct 3 journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 181 no subject indicators of lct score lct lct fa fl ba 29 s29 √ √ 50.20 lct 3 30 s30 √ √ 50.20 lct 3 31 s31 √ √ 64.26 lct 4 32 s32 28.11 lct 0 33 s33 √ 46.18 lct 2 34 s34 √ 44.18 lct 2 35 s35 √ √ 92.37 lct 3 36 s36 √ √ 86.35 lct 3 total 12 23 4 percentace 33.33% 63.89% 11.11% based on table v, it can be seen that the creative thinking ability of class x bdt students of smk negeri 1 nganjuk consists of: (1) there are as many as 12 students (33.33%) who can demonstrate fluency; (2) there are 23 students (63.89%) who can show flexibility; and (3) as many as 4 students (11.11%) who were able to show novelty in solving the problem of the type of multiple solution tasks using the material measurement of the situation map. percentage of creative thinking level of class xi bdt students of smk negeri 1 nganjuk, as shown in fig. 1. fig. 1 percentage lct diagram of class xi bdt students based on table v and fig. 1, it can be seen that lct class xi bdt of smk negeri 1 nganjuk in solving problems in the type of multiple solution tasks with material measuring the situation map based on fulfilled creative thinking components can be grouped as follows: (1) number of students those in lct 3 (creative) dominated more than 12 students (33.33%); (2) there are 11 students (30.56%) in lct 0 (not creative) and lct 2 (quite creative); and (3) there are 4 students (5.56%) in lct 4 (very creative). 2) student learning outcomes data scores of cognitive, affective, and psychomotor learning outcomes were analyzed through statistical software, and results were obtained as shown in table vi. table vi statistical data score of student learning outcomes parameter the results of the domain study cognitive affective psychomotor mean 82.36 85.68 79.40 std, error of mean 1.48 0.30 0.68 median 80.00 85.67 78.80 parameter the results of the domain study cognitive affective psychomotor mode 75.00 84.33 77.87 std, deviation 8.90 1.82 4.070 std, deviation 8.90 1.82 4.070 variance 79.27 3.33 16.56 skewness 0.29 0.06 0.20 std, error of skewness 0.39 0.39 0.39 kurtosis -0.61 -0.96 -0.93 std, error of kurtosis 0.77 0.77 0.77 range 35.00 6.50 15.45 minimum 65.00 82.50 71.67 maximum 100.00 89.00 87.12 histograms along with the normal curves of score data on cognitive, affective, and psychomotor learning outcomes are presented in fig. 2. fig. 2 histograms and normal curves score learning outcomes of the territory: (a) cognitive; (b) affective; and (c) psychomotor 3) test requirements  distribution normality test the normality test was carried out on the scores of cognitive, affective, psychomotor, and student lct scores. the test results are presented in table vii. table vii normality test results parameters cognitive learning outcomes affective learning outcomes psychomotor learning outcomes score lct n 36 36 36 36 normal parameters mean 82.361 85.684 79.395 44.00 std. deviation 8.903 1.823 4.069 22.946 most extreme differences absolute 0.160 0.104 0.129 0.197 positive 0.160 0.104 0.129 0.144 negative -0.093 -0.075 -0.086 -0.197 kolmogorov-smirnov z 0.961 0.627 0.772 1.184 asymp. sig. (2-tailed) 0.314 0.827 0.590 0.121 the output of the kolmogorov smirnov test results through statistical software shows > 0.05 so that it can be concluded that the scores of cognitive, affective, psychomotor, and lct learning outcomes are normally distributed. journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 182  linearity test data tested by linearity included scores on cognitive, affective, and psychomotor domains of learning on lct scores. the test results are presented in table viii. table viii linearity test results learning outcomes score sum of squares df mean square f sig. cognitive domain * lct score between groups (combined) 1913.056 15 127.537 2.962 0.012 linearity 976.035 1 976.035 22.666 0.000 deviation from linearity 937.020 14 66.930 1.554 0.179 within groups 861.250 20 43.063 total 2774.306 35 affective domain * lct score between groups (combined) 45.184 15 3.012 0.846 0.624 linearity 13.687 1 13.687 3.843 0.064 deviation from linearity 31.497 14 2.250 0.632 0.809 within groups 71.237 20 3.562 total 116.421 35 psychom otor domain * lct score between groups (combined) 395.034 15 26.336 2.852 0.015 linearity 111.205 1 111.205 12.045 0.002 deviation from linearity 283.829 14 20.273 2.196 0.053 within groups 184.651 20 9.233 total 579.685 35 the output of the statistical software shows > 0.05 so that it can be concluded that there is a significant linear relationship between lct with learning outcomes in the cognitive, affective, and psychomotor domains.  heteroscedasticity test tested for residual heteroscedasticity from scores on cognitive, affective, and psychomotor domains of learning on lct scores. the test results are presented in table ix. table ix heteroscedasticity test results model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 4.586 1.652 2.776 0.009 lct score 0.021 0.033 0.107 .626 0.535 the output of statistical software shows > 0.05 so that it can be concluded that the independent variable does not occur heteroscedasticity towards the dependent variable. 4) hypothesis testing the entire prerequisite test has been carried out to linear regression analysis. the hypothesis testing is used to determine whether the answer is one of the problem statements is accepted or rejected. the statistical hypothesis test used is linear regression. the effect of lct on cognitive domain learning outcomes is presented in table x. based on table 10, the linear regression equation is as follows: r = 72,233 + 0,230x. if student lct does not change/constant, the cognitive learning outcomes are worth 72,2333. the significance shows 0,000 <0,01 so it can be concluded that there is a positive and very significant effect of lct on cognitive domain learning outcomes. the effect of lct on affective learning outcomes analyzed through statistical software is presented in table x. table x lct linear regression test for learning outcomes in the cognitive domain model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 72.233 2.651 27.248 0.000 lct score 0.230 0.054 0.593 4.296 0.000 table xi lct linear regression test for learning outcomes in the affective domain model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 86.884 0.634 137.121 0.000 lct score -0.027 0.013 -.0343 -2.128 0.041 based on table xi, the linear regression equation is as follows: r = 86,884 0,027x. if student lct does not change/constant, the affective domain learning outcomes are worth 86,884. the significance shows 0.041 <0.05 so that it can be concluded that there is a significant positive effect of lct on learning outcomes in affective domains. furthermore, how is the effect of lct on psychomotor domain learning outcomes? the effect of lct on psychomotor domain learning outcomes was analyzed through statistical software as shown in table xii. table xii lct linear regression test for learning outcomes in the psychomotor domain model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 75.977 1.353 56.151 0.000 lct score 0.078 0.027 0.438 2.841 0.008 based on table xii, the linear regression equation is as follows: r = 75,977 + 0,078x. if the student lct does not change/constant, the psychomotor domain learning outcomes are worth 75,977. the significance shows 0.008 <0.01 so it can be concluded that there is an effect of lct on psychomotor domain learning outcomes, positively and very significantly. b. discussions based on the results of the research as described above, the further discussion needs to be done, to compare the findings obtained with relevant theories and research. the study found that there was a significant positive effect of lct on student xi bdt learning outcomes. the results of this study are in line with the findings of leikin (2009) through research entitled "exploring mathematical creativity using multiple solution tasks", which concluded that using test questions type of multiple solution task journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 183 showed that: (1) the creativity of gifted students was higher than expert students not gifted; and (2) expert student creativity is higher than the creativity of high achievers. the findings of this study are in line with the results of the nami & maral (2014) study titled "the relationship between creativity and academic achievement", which concluded that the sample size of 72 subjects used to collect questionnaire data and torrens creativity resulted in a significant positive relationship. likewise, the results of this study are in line with the findings of kuo, chen, and hwang 2014) through a study entitled "a creative approach to enhancing the web-based problem-solving performance of university students", who found that creative thinking strategy approaches can improve student performance in solving web-based problems, compared to conventional approaches. the web is a learning media that helps students in learning, as well as other media such as e-learning, modules, and others. the learning media will provide benefits in the learning process including facilitating interaction between teachers and students so that learning activities will be more effective and efficient (muslim et al., 2018). the use of elearning will also be very helpful in the learning process. soeparno & muslim (2018) conducted a study entitled "effectiveness of e-learning for vocational high school building engineering program students " found that elearning as a learning media in building techniques has advantages, because materials and assignments can be accessed easily, when and anywhere, and efficient in communication and discussion between students and teachers. more than that, vocational learning in the xxi century must be designed to provide an impressive learning experience (sudira, 2018: 262), so that students: (1) know what to do; (2) can do; ) aware, why should be done. such learning experience, will: (1) support the acquisition of practical life skills; (2) make students more aware of the context of their work; (3) students will be better able to capture opportunities; and (4) provide a foundation for students as prospective entrepreneurs to establish social/commercial activities (usman & tasmin, 2015). such learning experiences are important for students who will live later on. because according to sudira (2018: 200), that century workers xxi, is not only productive enough, but they must be able to service quickly, meticulously, smartly, and satisfy customers. therefore boahin and hofman (2013) suggest that competency-based industry training (cbt) should be in the education system and vocational training, a priority in many countries. competency-based industry training (cbt) will be more effective if it is equipped with media or multimedia. some other research results that are in line with the findings of this study are turkmen & sertkahya (2015), gajda (2016), and ridong, xiaohui, and chichjen (2017). turkmen & sertkahya (2015) through research entitled "creative thinking skills analyzes of vocational high school students", concluded that there was a positive relationship, but only limited ability to think creatively with academic success (cognitive learning outcomes) of vocational high school students. the results of the gajda study (2016) with the title "the relationship between school achievement and different educational stages" support the results of this study, that there is a positive but weak relationship between creativity and middle-class student achievement. likewise the findings of ridong, xiaohui, and chichjen (2017), which states that creative problem solving based on indicators of creative thinking, can improve students' ability to solve problems and improve positive attitudes/affective learning outcomes of students, also supports the results of this study. iv. conclusions and suggestions a. conclusions based on the description of the results of the research and discussion conclusions can be drawn as follows:1. there are as many as 4 students (5.56%) included in the category of lct 4 (very creative), there are 12 students (33.33%) who fall into the category of lct 3 (creative), there are 11 students ( 30.56%) included in the category 2 lct (quite creative), there were no students included in the category of lct 1 (less creative), and there were as many as 11 students (30.56%) included in the category of lct 0 (not creative).2. there is a significant positive effect between the level of creative thinking on cognitive and psychomotor realm learning outcomes in class xi bdt of smk negeri 1 nganjuk, and there is a very significant positive influence between the level of creative thinking (lct) on affective domain learning outcomes in class xi bdt smk negeri 1 nganjuk. b. suggestions suggestions are described based on the conclusions that are intended as input for better research results. suggestions in research are described as follows: 1) teachers should apply learning models that are following lct students and provide learning from experiences that often occur in the field by not limiting the scope and sources of learning used by students and getting used to providing problems that have many ways of solving so that students' creativity can improve. 2) students who have lct 0 do not mean they are unable to solve problems creatively, but sometimes students are less careful at the end of the completion process so that an lct instrument is needed that tolerates judgment when students work with the right method. 3) elaboration in problem-solving needs to be added to the lct component (fluency, flexibility, and novelty) in subsequent studies so that the results of student lct measurements can be analyzed in more detail. references anonymous. (2019, may 20). profil program keahlian desain pemodelan dan informasi bangunan. retrieved from https://smkn1nganjuk. sch.id/teknik-gambar-bangunan. journal of education, teaching, and learning volume 5 number 1 march 2020. page 177-184 p-issn: 2477-5924 e-issn: 2477-4878 184 artmanda w, & frista. (2015) kamus besar lengkap bahasa indonesia. jombang: lintas media. bingolbali, e. (2011). multiple solutions to problems in teaching: do teachers really value them? australian journal of teacher education. 36 (1),1831. career center maine department of labor. (2004). today’s work competence in maine. (online), http://w ww.maine.gov/labor/lmis/pdf/essential workcompetencies.pdf. colangelo, n., & davis, g. (2011). the reference in gifted education. translated by saleh abo-gado & mahmoud abo-gado, riyadh: obeikan publishing. departemen pendidikan nasional. (2006). kurikulum tingkat satuan pendidikan. jakarta: depdiknas. gajda, a. (2016). the relationship between school achievement and creativity at diffrerent educational stages. thingking skill and creativity. 19(1),246259 doi.org/10.1016/ j.tsc. 2015.12.004 hidayatulloh, & suparji. (2015). analisis tingkat berpikir kreatif siswa kelas x tgb-1 pada materi pengukuran luas peta situasi melalui pemecahan masalah tipe multiple solution task di smk negeri 1 nganjuk. jurnal kajian pendidikan teknik bangunan, 1(1), 122-128 howard, j. (2002). a dual-state model of creative cognition for supporting strategies that foster creativity in the classroom. .international journal of technology and design education.12(1), 215–226. kuo, f., chen, n., & hwang, g. (2014). a creative thingking approach to enhancing the web based problem solving performance of university students. computers and education.72(1),220230.doi.org/10.1016/ j.compedu.2013.11.005 leikin, r. (2009). exploring mathematical creativity using multiple solution tasks. creativity in and the education of gifted students. 9(23), 129–145. muslim, s., et al. (2018). development of human mechanic interface auotonics s070 trainer for electric motor installation learning. advances in social science, education and humanities research (assehr), volume 201 international conference on indonesian technical vocational educa-tion and association (aptekindo). copyright © 2018, the authors. published by atlantis press. this is an open access article under the cc by-nc license (http://creativecommons.org/ licenses/ by-nc/4.0/). nami, y., & maral, a. (2014). the relationship between creativity and academic achievement. procedia social and behavior scinces.144(4),36-39. doi.org/10. 1016/j.sbspro.2013.12.652 nur’aeni. (2008). ada apa dengan kreativitas. cakrawala pendidikan. 7(3), 37-46. ridong, h., xiaohui, s., & chichjen, s. (2017). a study on the application of creative problem solving teaching to statistics teaching. eurasia journal of mathe-matics science and technology education. 13(7),3139-3149.doi:10.12973/eurasia. 2017.00708a silver, e. a. (1997). fostering creativity through instruction rich in problem solving and problem posing. zdm university of pittsburgh. 3(12), 75-80, siswono, t.y.e. (2008). model pembelajaran matematika berbasis pengajuan dan pemecahan masalah untuk meningkatkan kemampuan berpikir kreatif. surabaya: unesa university press. soeparno, & muslim, s. (2018). effectiveness of e-learning for students vocational high school building engineering program. iop conf. series: materials science and engineering 336 (2018) 012039doi:10. 1088/1757-899x/336/1/012039. sudira, p. (2018). metodologi pembelajaran vokasional abad xxi: inovasi, teori dan praktis. yogyakarta: uny pressundang-undang no.3 tahun 2014 tentang perindustrian. thomas, m. (2005). creative thinking and talking in residential care. therapeutic community.the international journal for therapeutic and supportive organizations. 26(1), 115-125. trilling, b., & fadel, c. (2009). 21st century skills: learning for life in our times. san fransisco: wiley turkmen, h., & sertkahya, m. (2015). creative thinking skills analyzes of vocational high school students. journal of education and intructional studies. 5(1).74-84. usman, a.s. dan tasmin, r (2015). entrepreneurial skills development strategies through the mandatory students’ industrial work experience scheme in nigeria.https://doi. org/10.1016/ j.sbspro .2015. 08.148. http://creativecommons.org/%20licenses/%20by-nc/4.0/ https://doi.org/10.1016/j.sbspro.2013.12.652 isc paper template in a4 (v1) journal of education, teaching and learning volume 5 number 2 september 2020. page 244-248 p-issn: 2477-5924 e-issn: 2477-4878 244 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. cami: web-based application to test validity and reliability of research instruments ovan 1) , andika saputra 2,*) 1) stkip ypup makassar, makassar, indonesia e-mail: ovanadohar01@gmail.com 2) stkip ypup makassar, makassar, indonesia *) e-mail: sandika800@gmail.com abstract. testing research instruments can be done using several applications such as spss, amos, lisrell, and several other applications. however, the use of these applications encounters several obstacles for its users, the first is that some of these applications are paid, the costs that are not small to buy a license for this application often force users to use a pirated version of the application, which of course is detrimental for developers and tarnish the world of education itself. and the second is that the use of this application sometimes confuses the users, the cause is that the items in the application are too complex, making it difficult to use, and in some applications, there are demands that users have an understanding of programming to be able to use the application. therefore, in this research, a web-based application was developed to test the validity and reliability of research instruments that are free of charge and easy to use by academics and researchers (this application is then called cami). the stages taken in this research are the study of the theory of testing the validity and reliability of the research instrument, collecting data, compiling the syntax for making applications, installing applications on a web server (so that they can be accessed online), and testing applications from the data obtained. the data used in this research is secondary data obtained from theses and journals. furthermore, the data is used to test the web application that has been created, then the results of the test data output are compared with the test results using the spss application with the same data. from the test results, it was found that both validity and reliability tests gave the same output 100% as the spss application. keywords: instrument; validity; reliability; web-based application i. introduction information technology is not difficult to obtain at this time, because it has entered all lines of community life (hendarsyah, 2019). universities in indonesia are required to be able to anticipate the increasingly rapid progress of globalization and technological developments that occur in the era of the industrial revolution 4.0 (iswan & herwina, 2018; wibawa & agustina, 2019). the use of internet networks in indonesia has developed very rapidly (paduppai et al., 2019). there is no reason for today's generation not to understand technology. the illiteracy terminology in the 1990s is someone unable to read and write, while in the industrial revolution version 4.0 illiteracy terminology is someone unable to use technology properly. in today's digital era, technology has an important role in improving the quality of education. one of the uses of technology that has been widely used and very helpful is statistical data processing applications. some of these applications that are often used include spss, amos, and lisrell. in education, one of the uses of these applications is to test the validity and reliability of research instruments. this test is very important to do to ensure that the research results obtained are scientifically acceptable and accountable. the research instrument was a written guideline for interviews, observations, and questions that were prepared to obtain information. this statement is in line with gulo (2002) which stated that the instrument is called an observation guide, interview, questionnaire, or documentary guide according to the method used. likewise, according to sappaile (2007), the instrument is a tool that meets academic requirements so that it can be used as a tool to measure a measuring object or collect data about a variable. whether a research instrument is good or not is determined by its validity and reliability (yusup, 2018). therefore, researchers should use quality instruments, because it can result in low validity and reliability, and has a http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 5 number 2 september 2020. page 244-248 p-issn: 2477-5924 e-issn: 2477-4878 245 level of difficulty, differentiation, and distracting/distracting power, so the data obtained is also invalid or not following the facts in the field, so it can yield wrong conclusions (arifin, 2017). validity comes from the word validity which means the extent to which the accuracy and accuracy of a measuring instrument in performing its measuring function (wahyudi, 2020). in other literature, it is stated that the validity of a test kit can be defined as the ability of a test to measure what should be measured (arifin, 2017). the validity of the instrument takes into account the extent to which the measurement is precise in measuring what is to be measured, the instrument is said to be valid when it can reveal data from the variable accurately does not deviate from the actual situation (yusup, 2018). reliability is the translation of the word reliability which has the origin of the word rely and ability (wahyudi, 2020). measurements that have high reliability are called reliable measurements. reliability is a term used to indicate the extent to which a measurement result is relatively consistent if the measurement is repeated two or more times. the instrument is said to be reliable when it can reveal reliable data (arikunto, 2010). the test is said to be reliable if the observed score has a high correlation with the actual score (arifin, 2017). according to sugiyono (2014), the factors that affect the validity and reliability of a measuring instrument (instrument) other than the instrument are users of measuring instruments who take measurements and the subject being measured. a web-based application is an application that can be accessed using a web browser or web browser via an internet network. the advantages of web-based applications, among others are first, it does not require a license when using webbased applications because the license is the responsibility of the application service provider (hatmoko, 2019). second, it does not require high specifications to perform and use web applications. third, can be run anywhere and anytime without having to install. fourth, can be used in various types of operating systems. fifth, can be accessed through many media such as computers, laptops, and smartphones. testing research instruments can be done using several applications such as spss, amos, lisrell, and several other applications. however, the use of these applications encounters several obstacles for its users, the first is that some of these applications are paid, the costs that are not small to buy a license for this application often force users to use a pirated version of the application, which of course is detrimental for developers and tarnish the world of education itself. and the second is that the use of this application sometimes confuses the users, the cause is that the items in the application are too complex, making it difficult to use, and in some applications, there are demands that users have an understanding of programming to be able to use the application. based on this condition, it is necessary to design an application that is free of charge and easy to use. therefore, in this research, a web-based application was developed to test the validity and reliability of research instruments that are free of charge and easy to use by academics and researchers. the advantage of using a web-based application is that it can be accessed online anytime and anywhere, so there is no need to install devices such as data processing applications in general (ulhaq, 2014), that this application is designed to be used on all types of android smartphones. in this research, application development focuses on what types of instruments will be displayed in the application and how to arrange the menu in the application so that it is easy for users to operate, and ensures that the data processing output of the application has a high level of similarity with other applications (in terms of this, the output is compared to spss). also, it must be guaranteed that the developed webbased application can be accessed properly online using either a laptop or other devices in almost all web browsers used, especially google chrome, mozilla firefox, internet explorer, and opera. those main focuses are the guideline for achieving the objectives of this research. ii. methodology this research is basic research with the results of research in the form of web-based application products. the data used in this study are secondary data from theses and journals. furthermore, the data is used to test the web application created. the indicator of the success of this research is the creation of a product in the form of an application system that can be accessed online and the results of instrument testing obtained from the web application have the same output or are not much different from other data processing applications (in this case the comparison is using spss 18). the steps taken in this research are the study of the theory of testing the validity and reliability of the research instrument, collecting data, compiling the syntax for making applications, installing applications on a web server (so that they can be accessed online), and testing applications from the data obtained. at first, the data collected was in the form of thesis and journal data. the data is tested first on the spss application. furthermore, the data is also tested on web-based applications to see the differences between these applications. then the next data collected is manual data made by the researchers themselves. the data made by the researcher will be tested such as thesis or journal data. after both data had been tested for validity and reliability several times, the researcher recapitulated all comparisons of these applications. web-based applications are said to be suitable for use if the test results prove that these applications have the same output or have differences that are not too high. iii. results and discussion from the results of developing this web-based application, an application to test the validity and reliability of the research instrument is obtained (can be accessed at http://cami.my.id/) and has the main features as shown in fig. 1. journal of education, teaching and learning volume 5 number 2 september 2020. page 244-248 p-issn: 2477-5924 e-issn: 2477-4878 246 fig. 1 the main page of the cami application as seen from fig. 1, there are 4 tools or menus which refer to the types of instruments by sugiyono (2016) that can be used in this application to test the validity and reliability of the instrument, namely: 1) multiple choice test menu: this menu is used to test the validity and reliability of the multiple-choice test instrument. in this menu, users only need to input data such as name, respondent's answer, and answer key to be processed automatically by the application and will give the results of the validity and reliability test of the instrument. example calculations will be given later. 2) essay test menu: this menu is used to test the validity and reliability of the essay test instrument. in this menu, the user simply enters the name and test result data of the respondent, which is then processed automatically by the application and will give the results of the validity and reliability test of the instrument. 3) questionnaire menu (likert scale): this menu is used to test the validity and reliability of the instrument in the form of a questionnaire that uses a likert scale. in this menu, the user enters the name and the results of the respondent's responses in the form of categorical data in the range 1 to 5, from disagreeing to strongly agreeing, or in a different context, which is then processed automatically by the application and will give the results of the validity and reliability test of the instrument. 4) questionnaire menu (guttman scale): this menu is used to test the validity and reliability of the instrument in the form of a questionnaire using the guttman scale. similar to the likert scale questionnaire menu, on this menu, the user enters the name and the results of the respondent's response in the form of categorical data, but with different ranges, namely 0 and 1, this is in the form of 'yes' or 'no' responses, or other contexts, then from this data will be processed automatically by the application and will give test results of the validity and reliability of the instrument. the menu for the instrument test in the form of a questionnaire is distinguished because the formulas used in the two menus are different. one of the results of the data testing trial (an instrument in the form of a questionnaire with a likert scale) using cami which is then compared with the test results using spss with the same data can be seen in fig. 2 to fig. 7. fig. 2 is the result of data input in the cami application, and fig. 3 is the result of the same data input in the spss application. the number of respondents on the data is 10 people with 7 items used in the instrument. in fig. 4, the results of the validity test using cami are given, and in fig. 5 are the results of the validity test using spss. from these two results, the same calculation results are obtained 100% (shown in the red block given). the two results of these calculations provide the same correlation value. so when referring to sugiyono (2014), from the results of data processing using both cami and spss it is concluded that all items are valid, because all the correlation values (r) are greater than 0.3. furthermore, the reliability test results can be seen in fig. 6 using cami and in fig. 7 using spss. from the results of the output of the two applications, it turns out that it also gives the same 100% result, namely 0.78. so that if we refer back to sugiyono (2014), then from the results of data processing using both cami and spss it is concluded that the instrument is reliable because the value of the alpha cronbach is more than 0.6. from the above results, it is concluded that cami can be used as an alternative to testing instruments other than spss. so, the target of this research was achieved, namely developing web-based applications that can be an alternative to testing the validity and reliability of research instruments that can be accessed by anyone without having to pay or buy an application license. fig. 2 results of data input on cami fig. 3 results of data input at spss journal of education, teaching and learning volume 5 number 2 september 2020. page 244-248 p-issn: 2477-5924 e-issn: 2477-4878 247 fig. 4 data validity test results on cami fig. 5 the results of the validity test at spss fig. 6 reliability test results on cami fig. 7 reliability test results at spss iv. conclusions based on the results and discussion, it is concluded that a web-based application to test the validity and reliability of research instruments has been successfully created, and the test results obtained from this application have the same output as other data processing applications (spss). thus, this application can be used to test the validity and reliability of research instruments and is freely accessed online. acknowledgment we would like to express our deepest gratitude to the ministry of research, technology, and higher education who has funded this research so that this research can be carried out. references arifin, z. (2017). kriteria instrumen dalam suatu penelitian. jurnal theorems, 2(1), 28-36. arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. gulo, w. (2002). metodologi penelitian. jakarta: gramedia widiasarana indonesia. hatmoko, a. (2019). pengertian aplikasi berbasis web. january 3, 2019. https://www.kompasiana.com/image/andihatmoko/5b 7eb431bde57534805e0e52/pengertian-aplikasiberbasis-web. hendarsyah, d. (2019). e-commerce di era industri 4.0 dan society 5.0. iqtishaduna, 8(2), 171-184. iswan & herwina. (2018). membangun sinergitas dalam penguatan pendidikan karakter pada era ir 4.0. seminar nasional pendidikan era revolusi, jakarta. paduppai, a.m., hardyanto, w., hermanto, a., & yusuf, a. (2019). pengembangan sistem informasi manajemen dalam peningkatan mutu layanan pendidikan dan android di era revolusi digital (society 5.0 dan revolusi industri 4.0). seminar nasional pascasarjana unnes semarang, semarang. sappaile, b. (2007). konsep instrumen penelitian pendidikan. jurnal pendidikan dan kebudayaan, 13(66), 1-7. sugiyono. (2014). statistika untuk penelitian. bandung: alfabeta. sugiyono. (2016). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r & d). bandung: alfabeta. ulhaq, m.z. (2014). penerapan sistem informasi berbasis web untuk mendukung pengelolaan administrasi di promusic recording studio jepara. fakultas ilmu komputer udinus semarang, 2(3), 1-10. wahyudi, r. (2020). uji validitas dan reliabilitas dengan pendekatan konsistensi internal kuesioner pembukaan program studi statistika fmipa universitas bengkulu. jurusan matematika fmipa universitas bengkulu, 3(5), 1-10. wibawa, r.p., & agustina, d.r. (2019). peran pendidikan berbasis higher thinking skills (hots) pada tingkat sekolah menengah pertama di era society 5.0 journal of education, teaching and learning volume 5 number 2 september 2020. page 244-248 p-issn: 2477-5924 e-issn: 2477-4878 248 sebagai penentu kemajuan bangsa indonesia. equilibrium, 7(2), 137-141. yusup, f. (2018). uji validitas dan reliabilitas instrumen penelitian kuantitatif. jurnal tarbiyah: jurnal ilmiah kependidikan, 7(1), 17-23. journal of education, teaching, and learning volume 4 number 2 september 2019. page 402-407 p-issn: 2477-5924 e-issn: 2477-8478 402 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the development of case-based module to improve students learning outcomes in citizenship education sistriana 1) , aunurrahman 2) , andy usman 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:shes3ane@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: aunuruntan@gmail.com 3) universitas tanjungpura, pontianak, indonesia e-mail: andyusman567@gmail.com abstract. this study aims to determine the development of case-based modules through a module-based design development case material on diversity of tribes, religion, race and intergroup in the frame of bhinneka tunggal ika, and to see how the implementation and acquisition of learning using case-based modules with research subjects of class viii students who have studied the material. the research method used in this study is a development research method by combining borg & gall's development model with the dick & carrey learning design model. data obtained through interviews, observations and tests applied to the subject of the study. the flow of this research is carried out through three main stages, namely (1) product development plan phase, which includes analysis of learning objectives, learning analysis, identification of student characteristics, formulating objectives and planning of learning media, (2) stage of product development, which includes product development, developing test instruments, developing learning strategies, developing and selecting instructional materials, designing and developing evaluation drafts, revising learning packages, and (3) testing and revision stages, which include small group trials, initial product revisions, medium scale test s, revisions second test of result product, and large-scale trials. the results showed a high percentage of the feasibility of learning activities, namely 84.26% in teacher activities and 83.33% in student activities. learning gain that can be achieved by using case-based modules is the activity of students in learning activities and an increase in the percentage of mastery learning in the pretest and posttest implementation, from 20% to 46.67%. and viewed from the aspect of increasing understanding of the attitudes that must be had regarding the diversity of tribes, religions, races, and intergroup obtained through assessment instruments attitudes as a whole reached an average of 4, which means that some students consider each aspect important to ethnic diversity, religion, race, and intergroup. keywords: case-based modules; learning outcome; citizenship education i. introduction as is known, citizenship education is one of the subjects whose focus is orientation in general, directed to shape students to become individuals who have integrity towards the nation and state. in particular citizenship education is directed at forming students who are law-abiding, polite, and have manners according to the indonesian nation's personality, namely the pancasila. according to the opinion of malik fajar in zubaedi (2012: 277), "civics become a vehicle to develop the abilities, character, and character of democratic and responsible citizens." through citizenship education students are expected to know what is good and not good to do where this action is the application of the results of students' understanding of the material presented. to achieve the goal above there are many things that must be prepared by the teacher. among them are facilitating students with learning resources that are able to meet the learning needs of the students themselves. as explained in majid (2009: 170), "learning resources are also interpreted as all places or the surrounding environment, objects and people who contain information can be used as a vehicle for students to carry out the process of changing behavior." http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 402-407 p-issn: 2477-5924 e-issn: 2477-8478 403 one source of learning that is often used is textbooks. the textbook itself has a function as teaching material, where through this teaching material students can obtain information relating to the skills that must be obtained. as explained in majid (2009: 173), "with teaching materials allows students to learn a competency or basic competency in a coherent and systematic manner so that accumulatively able to master the competence as a whole and integrated." in another sense, through the use of textbooks students can increase their understanding of material. through mastery of these competencies will have an impact on increasing learning gain. in order for the benefits of the book to be felt it is necessary to fulfill the provisions of a good textbook. explained in anshory (2013: 84), "a good book is a book written in a language that is good and easy to understand, presented interestingly equipped with pictures and information information." in south jawai 1 state junior high school, textbooks are also the main teaching material used in classroom learning activities. textbooks are used intended to provide convenience to students in learning. in textbooks, solid and detailed descriptions are provided with the intention that students are able to absorb information so that they are able to understand each material concept according to the specified competencies. however, in reality, students still lack the students' ability to absorb this material. even students tend to experience boredom which results in a decrease in learning gain. for example, from the cognitive aspects of the daily test scores of class vii students at south jawai 1 state junior high school on the material diversity of tribes, religion, race, and intergroup in the frame of unity in diversity as learning gains from cognitive aspects seemed low. of the 3 races with 94 number 7 students, only 31.05% were able to achieve grades with complete criteria. if it is associated with existing value data, this situation correlates with learning activities in the classroom through preliminary studies conducted by researchers. through simple question and answer, information is obtained that students tend not to be interested in the density of the material presented in the textbook. as is known, citizenship education subjects are actually included in social science groups where the material in them is a simple form of social phenomena that occur in everyday life, which is real and often occurs in the environment of the students themselves. so that to obtain meaningful learning outcomes children need to jump in direct contact with the community environment instead of memorizing text by text. in accordance with what was described by rusman (2014) in basit (2015: 2) that, "learning is more meaningful when schools are closer to the community environment functionally." this means that the school is always close to the community in the physical sense but in terms of its role. furthermore, rusman (2014) in basit (2015: 2) explained that "teaching materials in schools always come into contact with life situations and problems that occur both within the family and the community environment." aside from being a subject related to social phenomena, citizenship education is also an essential subject that actually talks about personality formation. in accordance with wardana's opinion (2013: 55) explained "citizenship education is personality education. so it is impossible to explain with a long description ". if it is still done with a complicated explanation, this will make students lose motivation in learning. re-explained by wardana (2013: 55), "students are less interested in pkn lessons, they consider civics as memorization subjects, not paying attention to reasoning aspects so that student learning outcomes become low." from these reasons, it is necessary to find a way for students not to lose motivation in their learning activities. presenting cases is one way that can be used to be able to change student learning patterns from memorizing to understanding. by understanding, the affective side of students will be more honed which of course will also affect the other side, in this case, cognitive and affective. through cases, students are not required to memorize the text, but understand every meaning of the phenomenon. and from this, meaningfulness in learning is obtained. based on the problems that have been described, the focus of this research is "case-based module development to increase learning achievement of diversity in ethnic, religious, racial, and intergroup material in the frame of unity in diversity in class vii citizenship education subjects. ii. methodology this type of research to be carried out is a type of development research, so the method used is also a method for development research. the cycle used to develop educational products starts with (1) research and information gathering, (2) planning, (3) developing initial product forms, (4) initial field tests, (5) revision of main products, (6) field tests main, (7) revision of operational products, (8) test of operational fields, (9) revision of final products, (10) dissemination and implementation. the cycle is combined with dick and carey's learning design model which consists of ten learning design steps as mentioned in personal (2010: 99), namely, (1) identification of learning objectives, (2) instructional analysis, (3) analysis of student characteristics in learning context, (4) formulating specific learning objectives, (5) developing assessment instruments, (6) developing learning strategies, (7) developing and selecting teaching materials, (8) designing and developing formative evaluations, (9) revising programs learning, (10) designing and developing summative evaluation. qualitative data analysis was carried out to find out the results of validation conducted by experts by testing the quality of case-based modules that have been designed. the qualitative analysis in this study consisted of media expert validation, material expert validation, and validation of learning design experts. the validation results of both modules and research instruments will be rated with validity categories such as very valid, valid, invalid, and invalid. these categories are then interpreted in criteria for the range journal of education, teaching, and learning volume 4 number 2 september 2019. page 402-407 p-issn: 2477-5924 e-issn: 2477-8478 404 of numbers obtained from the scoring of questionnaire data collection results. quantitative data analysis techniques are used by researchers to analyze the results of expert test validation regarding case-based modules. in this case, the product test is in the form of case-based modules compiled by researchers as teaching materials in learning activities. this product test aims to see the effectiveness of product use. in order for the effectiveness of the product to be tested, it is necessary to give pre-test and posttest treatment. where the pretest by looking at learning gain without using a casebased and posttest module with learning gain after using a case-based module. the results of this analysis are called pretest and posttest one group design. iii. results and discussion a. results design of case-based module development the design used in developing this case-based module is the collaboration model development of borg & gall with the learning design model dick & carrey. in the previous presentation, the design of the development began with planning the development of a case-based module that began with identifying learning objectives in order to find the form of student learning difficulties. the learning objectives used to refer to the syllabus used by the education unit, namely the syllabus of secondsemester junior high school civics education subjects. as stated in pribadi (2010: 101), "the formulation of learning objectives can be developed from the syllabus used." the next step in the design of case-based module development is to conduct learning analysis by determining the number of abilities students must possess. this is done with the aim that every desired achievement must have its own target. determination of competencies achieved is also formulated in accordance with the competencies listed in the syllabus of class vii secondary citizenship education subjects. after conducting an analysis of learning, the next step is to identify the characteristics of students related to students' ability to understand the material diversity of tribes, religions, races, and groups. pribadi (2010: 102) mentions, "analysis of student characteristics include the actual abilities students have in learning." the actual abilities of these students can be seen from the results of the daily tests performed. the percentage of completeness shows low results in the assessment of knowledge. only 6 out of 32 students were able to achieve 75 completeness scores. meaning the percentage of completeness that was able to be achieved was at 18.75%. in addition, from the initial (pre-research) subject teachers stated that students have low motivation in learning, the ability to understand long description texts, and lack of skills in expressing their attitudes towards other people's opinions or issues that develop in their environment. the next step is to determine specific objectives related to the specific abilities students must possess after learning the material of ethnic, religious, racial, and intergroup diversity with certain indicators, such as being able to write or write, able to group, apply and so on. the formulation of this learning objective is also a reference in formulating tests that are used to measure the increase in skills acquired by students after using the case-based module used. the next step is to determine the media tailored to the facilities owned. according to sanjaya's opinion (2011: 145) that, "learning activities oriented to student activities are influenced by the availability and use of the media." therefore the media that is utilized is media that can be operated with the facilities that the school has. the forms of media that can be used include audiovisual media and visual media that are displayed using a projector. the next stage is the development of a case-based module that begins with product development. in the case-based module preparation, the first thing to do is to collect material from several kinds of literature such as the mandatory student handbook, teacher books, and some other supporting literature. the preparation of this module also pays attention to the material sequences that are adjusted to the competency sequence listed in the curriculum (according to the learning syllabus). the next step is the development of assessment instruments in the form of test questions (pretest & posttest) that are used to measure the level of knowledge competency before and after the use of case-based module products in learning. questions are made according to indicators that have been prepared beforehand in the form of a multiple choice of 20 questions. in addition, the assessment instrument is also in the form of assessing the attitudes stated in the likert scale. the attitude skills in question are the skills of the spiritual attitude and social attitudes of the students. item statements are prepared based on indicators that have been determined according to competency attitudes that must be achieved after the learning activity ends. attitude assessment instruments are made consisting of grids and items of attitude statements totaling 12 statements expressed with the attitude that is very important, important, neutral, not important, and very not important. the next step in developing a case-based module is to develop learning strategies. in the module enter activities examine cases in groups and presentations, to train students in diverse groups, train students to learn to interact with group friends, enable students to practice courage in expressing their opinions, respond to other people's opinions, and no less important to train students to respect the opinions of others as a form of tolerance between fellow students. besides learning strategies with group work also aims to build active learning activities, as explained in silberman (2014: 47) that, "group work is an important part of forming active learning activities." after all the initial product development series (casebased modules) were completed, the next activity was to compile a draft evaluation in the form of a validated instrument to assess the feasibility of using a case-based module. after this assessment instrument is prepared a casejournal of education, teaching, and learning volume 4 number 2 september 2019. page 402-407 p-issn: 2477-5924 e-issn: 2477-8478 405 based module through the stages of validation involving two material experts, one learning design expert, and two media experts. evaluation of product validation results on material aspects with an overall value of the overall aspects of 3.95 (consisting of 5 aspects with 11 items of questions). assessment of product validation results on aspects of learning design with an average value of all aspects of 3.63 (consisting of 8 aspects with 12 items of questions). evaluation of product validation results on media aspects with an average value of all aspects of 4.12 (consisting of 5 aspects with 12 items of questions). the averages of the validation from the material experts, learning design experts, and media experts are presented in table i. table i average results of material expert, learning design expert, and media expert validation no validation aspects aspects average criteria 1 material expert 3,95 valid 2 learning design expert 3,63 valid 3 media expert 4,12 very valid the criteria for this validation refer to the validation criteria according to khabibah 2006 in maslikhah and kusrini (2014: 9), stating that, "the predicate value is very valid 4 ≤ rmodule ≤ 5, valid 3 ≤ rmodule <4, valid 2 ≤ rmodul <3 , and invalid 1≤ rmodul <2 ". the next step is to carry out trials on the subject of the research, namely viic class students of south jawai 1 state junior high school, which is started by small group trials (one one) involving 3 students randomly selected with activities in the form of individual learning activities and fill out student response questionnaires to find out student opinions and case-based module improvement suggestions used in learning activities. from the assessments and suggestions given, the researcher revised the case-based module and continued the medium group trial. group trials are being conducted with the trial subjects 6 students randomly selected. in this medium group trial the activities carried out were the same as small group trials. it's just that in this medium group trial a trial of learning scenarios will also be conducted which will be applied to large-scale trials (field). assessment of student responses and suggestions was also collected in this second trial. the researcher made the final revision based on the suggestion of the medium group trial test subjects. revisions were also made to improve the learning scenario that will be carried out in the trial of large groups. after a series of trials and revisions in the small and group groups are being completed, the researchers conducted a trial on a wider group of trials on all research subjects, namely students of class vii c with a total of 30 people. where in this trial a revised learning scenario was applied after the second trial. in this large group trial, a series of activities were also carried out measuring the initial knowledge possessed by students through the posttest, pretest, and assessment of student responses to this case-based module. table ii case-based module physical samples cover of case-based modules content content example of exercise implementation of learning using case-based modules learning activities using this case-based module are monitored by observers to assess what learning activities look like. this activity is recorded in the observation sheet of learning activities according to aspects of observation. this aspect of observation consists of observing the activities of the teacher (introduction, core activities, and concluding) and observing the activities of the students (introduction, core activities, and concluding). this observation was conducted to see whether the aspects of the observation process of the learning process were carried out or not. the teacher activities that are prioritized in this observation activity are teacher activities which can facilitate students to do more in their learning activities. this means that teacher activities are directed to activities that can make students actively involved in learning activities so that they can realize effective learning. this involvement can give students the opportunity to understand the lessons so that student achievement can increase. this is in accordance with what khodijah (2014: 182) states, "effective learning provides opportunities for students to more easily understand journal of education, teaching, and learning volume 4 number 2 september 2019. page 402-407 p-issn: 2477-5924 e-issn: 2477-8478 406 lessons that can ultimately improve students' own learning achievement." viewed from the results of observations of the activities carried out by the teacher in the learning process, the percentage of implementation of the observation items reached 84.26%. this means that most of the observation items checked by the observer are "there" choices that can be interpreted that the observation items are carried out by the subject teacher during the learning activities. the remaining 15.74% is not carried out by the teacher concerned. the details of the implementation of teacher activities observed 83.33% of the preliminary activity items were carried out, 94.44% of the core activities were carried out, and 75% of the closing activities were carried out. furthermore, when viewed from the activities carried out by students who were the items of observation in the classroom observations the activity was 83.33%. this means that most of the observation items checked by observers are "there" choices that can be interpreted that the observation items are carried out by students during learning activities. this can be interpreted that students are active in the learning process that takes place. as explained in bistari (2017: 35) that, "the learning process does not take place if it is not accompanied by the activity of students in it." from the results of the observation, only 16.67% of the rest was not carried out by the students observed. the details of the implementation of student activities observed 83.33% of the preliminary activity items were carried out, 100% of the core activity items were carried out, and 66.67% of the closing activities were carried out. in the implementation of case-based learning, students are able to activate themselves in the learning process. this can be seen from their courage to ask good questions related to teaching materials in the form of case-based modules that they received. not only that they seem more courageous to try to express opinions, or even respond to other people's opinions. so that it can be interpreted that the motivation for learning is quite visible. the existence of motivation is very important to create conditions for learning activities, in accordance with what was stated in bistari (2017: 36-37) that, "motivation becomes one of the psychological conditions that affect student learning activities." obtaining learning by using a case-based module the purpose of using case-based modules is basically to provide convenience for students in learning material. the ease of learning has implications for the final results of a learning process. as explained in bistari (2017: 90), "the end of the learning process is the acquisition of a student learning outcome. which is the result of the interaction between learning and teaching? " this learning acquisition is in the form of the end result of learning activities carried out by students both cognitively and effective. the learning gain that shows the usefulness of this casebased module can be seen from the increase in the posttest value of the pretest. this means that there is an increase in absorption of the material being studied. as explained in faturrohman and sutikno (2010: 113), "one of the characteristics of learning success is shown by the absorption of teaching materials to achieve high achievement both individually and in groups." from the results of the pretest implementation, the average score of 30 students was 54, and the average posttest score was 73.83. if seen from the difference in the average number, it can be concluded that the value of students tends to increase after using case-based modules. likewise, when student learning is seen from the percentage of completeness achieved, the average percentage of posttest completeness assessment is 46.67% with the average incompleteness reaching 53.33%, where previously the pretest implementation average percentage completeness obtained is 20% with an average of 80% incompleteness. this means that the percentage of completeness has increased by 26.67%. with this, it means that the use of case-based modules is considered sufficient to contribute to the increase in student learning even though some students have not been able to obtain grades according to minimum completeness, namely at number 75. this is also evidenced by the t-test which is conducted to determine the significant use of case-based module products, with a calculated t value of 7.58. this value is greater than the value of t table which is equal to 1.699 with a level of confidence (α) of 0.05 so that the value of t count> from the value of t table. thus it can be concluded that the use of case-based modules is quite significant in increasing the cognitive value of students in learning material diversity of tribes, religions, races, and intergroup in a single frame of bhinneka tunggal ika. in more detail, learning acquisition can be seen through the ongoing learning process. in this learning process requires direct student activity. this activity is characterized by the involvement of students, according to what is mentioned in karwati and priansa (2014: 195), "student learning activeness is characterized by the direct involvement of students in learning activities." for example, students have the courage to ask questions related to the contents of a case-based module. this shows students have an interest in using the case-based module. then through the strategies applied in case-based module design can improve students' ability to interact with teachers, and more importantly, interact with fellow students. students seem to have more courage to express their findings during learning activities. students also have the courage to respond as a form of expressing their opinions on the issues discussed. besides that, the attitude aspect is also the focus of the assessment in this study. attitude assessment is expressed in the form of scale. one of the types of affective domain assessments includes a number of things including recognition of judgments and attitudes towards something. as explained in karwati and priansa (2014: 202), "the assessment and determination of attitudes include several things such as acceptance of values, respecting, acknowledging, and determining attitudes." assessment of affective aspects in this study is based on what students respond to items of attitude statement. is considered very journal of education, teaching, and learning volume 4 number 2 september 2019. page 402-407 p-issn: 2477-5924 e-issn: 2477-8478 407 important, important, quite important, not important, and very not important. the aspects assessed in the attitude assessment consisted of 4 aspects with 12 statements. through this attitude assessment, it is known that the average total number of these aspects reaches 4.29. in the first aspect, which is to accept diversity as the gift of god almighty, it is obtained an average of 4.47. the second aspect, which is to accept diversity, ethnicity, religion, race, and between groups, is obtained by an average value of 4.27. the third aspect, which is manifesting in personal tolerance towards ethnicity, religion, race, and between groups, is obtained by an average value of 4.12 whereas the last aspect is that it is important to understand the diversity of ethnicity, religion, race and intergroup 4.32. overall, the average score can reach 4, so it can be concluded that most students understand and know the important meaning in addressing the diversity of tribes, religions, races, and intergroups. iv. conclusions based on the results of the research that has been carried out, the following conclusions can be drawn: 1. case-based module development plan through three main stages, namely stages: (1) product development plan; (2) initial product development; and (3) trials and revisions. 2. the implementation of learning used case-based modules through teacher activities and student activities. in the teacher's activity the percentage of the implementation of preliminary activities reached 83.33%, core activities 94.44%, and closing activities 75.00%. in student activities, the percentage of implementation of preliminary activities reached 83.33%, core activities reached 100%, and closing activities 66.67%. 3. obtaining learning by using case-based modules can be seen from: a. the existence of student activeness in learning activities that can be seen from observation activities and learning activities journals. b. there is an increase in achievement of completeness criteria. the percentage at pretest is only 20% of students can achieve complete grades and at posttest can be increased to 46.67%. at the pretest implementation the average score is 54, and after the posttest, the average value can be increased to 73.83. c. overall the average score is able to reach 4, so it can be concluded that most students consider each aspect as important as the diversity of tribes, religions, races, and groups. references basit, abdul. (2015). proses pembelajaran pkn dalam meningkatkan kreativitas peserta didik melalui pembelajaran berbasisi masalah di sman 3 probolinggo. pedagogy, 3(1). issn 2354 – 6948. bistari. (2017). mewujudkan penelitian tindakan kelas. pontianak: pt. ekadaya multi inovasi. borg & gall. (1983). educational research. an introduction. london & new york: longman. fathurrahman, pupuh & sutikno, sobri. (2010). strategi belajar mengajar melalui penanaman konsep umum & konsep islam. bandung: refika aditama. karwati, euis & priansa, juni donni. (2014). manajemen kelas. classroom managemen. guru profesional yang inspiratif, dan kreatif, menyenangkan, dan berprestasi. bandung: alfabeta. khodijah, nyayu. (2014). psikologi pendidikan. jakarta: pt. raja grafindo persada. majid, abdul. (2009). perencanaan pembelajaran: mengembangkan standar kompetensi guru. bandung: pt. remaja rosda karya. maslikhah, ailul & kusrini. (2014). penerapan strategi react dengan menggunakan pendekataan konstektual pada materi teorema pythagoras di smp n 1 wonoayu kelas viii-h, mathedunesa jurnal ilmiah pendidikan matematika, 3(2). pribadi, benny a. (2010). model desain sistem pembelajaran. langkah penting merancang kegiatan pembelajaran yang efektif dan berkualitas. jakarta: dian rakyat. rusman. (2014). model-model pembelajaran (mengembangkan profesionalisme guru). jakarta: raja grafindo persada. sanjaya, a. (2011). model-model pembelajaran. jakarta: bumi aksara. silberman, l. melvin. (2014). 101 cara belajar siswa aktif. bandung: nuansa cendekia. wardana, ludfi arya. (2013). studi kasus pendidikan kewarganegaraan di kelas iv sdn pisang candi ii kota malang. pedagogy, 1. issn 2354 – 6948. zubaedi. (2012). desain pendidikan karakter: konsepsi dan aplikasinya dalam lembaga pendidikan. jakarta: prenada media group. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 263-268 p-issn: 2477-5924 e-issn: 2477-4878 263 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the development of digital pocketbook based on the ethnoscience of the singkawang city to increase students' scientific literacy on heat matter and its transfer emi sulistri 1) , eti sunarsih 2), , erdi guna utama 3) , usinah robert moseki 4) 1) stkip singkawang, singkawang, indonesia e-mail: sulistriemi@gmail.com 2) stkip singkawang, singkawang, indonesia e-mail: etisunarsih89@gmail.com 3) stkip singkawang, singkawang, indonesia e-mail: erdi.guna.utama@gmail.com 4) oodi college of applied arts & technology, botswana, afrika selatan e-mail: usihmoseki@gmail.com abstract. many factors cause low student scientific literacy, one of which is due to the inappropriate use of the selected learning media in the learning process. this study aims to produce ethnoscience-based digital pocketbooks that are feasible and attractive to use by students and are effective in improving students' scientific literacy. the addie model research procedure used includes five stages, namely: analysis, design, development, implementation, and evaluation. the sample consisted of 141 fifth grade students in three singkawang city public elementary schools. data collection techniques in the form of interviews, validation, questionnaires, and scientific literacy tests. based on the results of the analysis stage, it was found that the ki and kd were related to cultural elements and local wisdom of the city of singkawang. the design stage is obtained by designing a book framework, presentation of material, instruments. the development stage obtained material, graphic, and linguistic feasibility. phase i validation was 3.25 with a percentage of 81.41% and stage ii was 3.72 with an eligibility percentage of 92.92%. the results of the practitioner validator were 3.8 with a percentage of 95% and were classified as valid. implementation stage, validation of the attractiveness of student and student responses to linguistic aspects of 3.31 and 3.46, respectively. while the material and graphic aspects of the student's response have a value of 3.23 and 3.22 respectively in the attractive criteria and student responses have a value of 3.33 and 3.39 respectively in the very interesting category. this means that ethnoscience-based digital pocketbooks are generally feasible, easy to understand, and interesting to use because they have a new display concept that is coherently integrated with local culture and a design that is in line with developments. students' scientific literacy skills increased with an effect size value of 0.621 with moderate criteria at 73% presentation. it can be concluded that ethnoscience-based digital pocketbooks can effectively improve students' scientific literacy skills. keywords: digital pocket book; ethnoscience; literacy science i. introduction the low quality of indonesian education, especially in the fields of science and mathematics, as shown in the 2015 timss (trends in international mathematics and science study) ranking (martin et al, 2015), indonesia is in position 44 out of 47. besides, the low quality of indonesian education is also low. shown in the pisa (program for international study assessment) ranking. pisa positions indonesia in rank 64 out of 72 oecd countries (indriani, 2016). the low level of scientific literacy in this ranking indicates that science learning in indonesia has not been carried out well. even http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 263-268 p-issn: 2477-5924 e-issn: 2477-4878 264 though science is a fundamental subject in increasing the progress of a country. hamzah (2018) states that in the current era of globalization, the progress and decline of a nation is largely determined by the extent to which the nation has mastered science and technology. this explanation was also supported by the results of the field pre-assessments. the results of the pra-research conducted at sdn 29 singkawang, it was found that science learning was still not carried out properly. so far, science has only been taught by memorizing and there is a lack of variation in the use of learning resources so that scientific knowledge is only limited to short-term memory. in the end, science learning has not been able to develop students' scientific literacy. many factors cause low scientific literacy. supardi (2012) argues that "the low learning outcomes of science learning is due to the inappropriate use of the selected learning media in the learning process. in line with this statement, to improve scientific literacy, appropriate learning resources and learning media are needed. learning media must also be able to make the material more concrete and easy for students to understand, according to the times, technology in the particular and local culture. especially for science material, the content of printed books is not filled with animation, so it asks students to understand some abstract concepts just by reading. this makes students not maximal in learning science so that more effective books are needed that are easy to get and carry in helping students learn science, namely with digital pocketbooks. the need for smartphones has penetrated almost all circles, including elementary school students. this fact should be of concern to the world of education, so oyewusi and ayanlola (2014) argued that in the world of education, the use of smartphones can be used to facilitate the learning process. with a combination of smartphone technology with printed media, it can be the right combination in adapting the needs and character of elementary school students in this modern era. so of course, digital pocketbooks can be used as an alternative learning media, especially science learning books, especially heat subjects and their movements. the 2013 curriculum must be responsive to the development of science, culture, technology, and art that can build students' curiosity and ability to use it appropriately and require students to implement the learning outcomes they get at school to the community (kemendikbud, 2012). in line with the objectives of the previous curriculum, that the improvement of cultural education and local excellence, provide opportunities for education units to develop competencies following student characteristics, thus encouraging teachers to be able to develop learning by utilizing local wisdom as a learning resource (ahmadi et al, 2012; rosyidah et al, 2013). plus in practice thematic learning requires students to be active in learning so that students will be able to find the best ideas, thus teachers must be able to create an interesting learning process (muhardini et al, 2020). the curriculum provides opportunities for students to learn from the local culture about various important values and provides the opportunity to participate and develop local cultural values into cultural values that are used in everyday life (fikri et al, 2019). referring to this, according to sudarmin (2014), the mandate and principles of development of the 2013 science curriculum that currently applies is to pay attention to local culture as a source of science learning. one way is to provide learning media that can reconstruct culturalbased science knowledge or ethnoscience. science education can be developed based on the uniqueness and uniqueness of an area so that students do not see science as a foreign culture to learn but as part of the local culture and wisdom of the area where they live (kartono et al, 2010; shidiq, 2016). so that combining local culture and wisdom with digital pocketbooks can provide meaningful learning and student attraction in learning science to increase students' scientific literacy. referring to the existing problems, this study aims to develop an ethnoscience-based digital pocketbook. with the development of this pocketbook, it is hoped that it can become an alternative source and media for learning so that it can improve students' scientific literacy. ii. methodology the development of this digital pocketbook uses the addie model research procedure which has a function as a support in building a dynamic and effective learning infrastructure for learning performance (yusuf, 2009). addie has five stages, analysis, design, development, implementation, and evaluation. data collection techniques in this study consisted of (1) interviews, (2) validation, (3) questionnaires, and (4) tests. the target of 141 students from three public elementary schools namely elementary state school 17, 89, and 29 singkawang, in singkawang, was to determine the increase in students 'scientific literacy using pre-test and post-test students' scientific literacy questions. the results of the students' pre-test and post-test were analyzed for improvement using the effect size test. iii. results and discussion a. eligibility of ethnoscience based digital pocket book the results of the questionnaire recap indicate that the ethnoscience-based digital pocketbook that has been developed is suitable for use in the scientific literacy of elementary school students on heat and transfer material. the average percentage of eligibility level reaches > 80% with valid criteria. the digital pocketbook in this study was developed through five stages, namely: analysis, design, development, implementation, and evaluation. the stages of analysis in this study have obtained the relationship between core competencies and basic competencies with cultural elements and local wisdom of the city of singkawang, the results of identifying student characteristics by observation, the results of instructional objectives, the results of source analysis, formulating the right strategy, and choosing a paper size of 21 cm x 29,7 cm which is the size of a4 paper on the grounds of expanding the space. stages of designing the instrument in the form of a questionnaire, one of which was intended to assess the results of the analysis of the suitability of the pocketbook indicator journal of education, teaching, and learning volume 5 number 2 september 2020. page 263-268 p-issn: 2477-5924 e-issn: 2477-4878 265 with ethnoscience material. assessment is carried out to determine material weaknesses and indicator suitability. at this stage, the material will be translated into two, namely the heat and transfer content material and the relevant ethnoscience content material. the results of the association of heat material and its transfer with ethnoscience content can be seen in table i. table i results associated by hot materials and its transformation with ethnoscience content heat and its transfer ethnoscience belalle’ drying the rice radiation chinese new year lantern parade flying lanterns convection naga sedau stove industry ceramic drying expansion dome-shaped ceramic burning conduction window and chimney convection ngabayotn/riding dango ceremony cook lemang radiation tuak heat and its transfer after going through the design stage, the ethnosciencebased digital pocketbook was validated to see its feasibility by 3 experts, namely one material expert, one graphics expert, and one linguist who was carried out twice in the testing phase. the feasibility of the ethnoscience-oriented digital pocketbook developed comes from an assessment instrument according to the center for curriculum and bookkeeping (puskurbuk, 2014), in addition to validation by the 3 experts, the digital pocketbook is also assessed by a practitioner validator (user) consisting of 15 people a teacher at sdn singkawang city. recapitulation of the validation results can be seen in tables ii and iii. table ii results of validation of digital pocket books stage i and ii phase i phase ii component eligibility average score percentage criteria average score percentage criteria material eligibility 3.24 81% enough valid 3.75 93.75% valid graphic feasibility 3.20 80% enough valid 3.63 90.75% valid language eligibility 3.33 83.25% valid 3.77 94.25% valid average 3.25 81.41% enough valid 3.72 92.92% valid based on table ii, in stage i, the average expert assessment of the digital pocketbook as a whole is 3.25 or 81.41%. the results of the expert's assessment are quite valid criteria. then made improvements according to the suggestions and input of experts. the lowest rating is the graphic aspect. the use of letter sizes and images that are not large and contrasting as well as images that do not bring ethnoscience should be improved so that they are following the characteristics of elementary school students and can make it easier for students to read and understand the material while using the pocketbook it can be seen in stage ii that the average result of the three validators, each of which assesses the feasibility of material, graphic, and language components, is 3.72 with a percentage of the feasibility of 92.92%. this indicates that ethnoscience-based digital pocketbooks are valid and very feasible to use. table iii results of validation of digital pocket books practices validator average score percentage criteria validator -1 4 100% valid validator -2 3.6 90% valid validator -3 3.8 95% valid validator -4 4 100% valid validator -5 3.6 90% valid validator -6 4 100% valid validator -7 3.6 90% valid validator -8 4 100% valid validator -9 3.8 95% valid validator -10 4 100% valid validator -11 3.6 90% valid validator -12 3.6 90% valid validator -13 3.8 95% valid validator -14 4 100% valid validator -15 3.8 95% valid average 3.8 95% valid the teacher's assessment as a user is intended to provide assessments and suggestions/input so that the ethnosciencebased digital pocketbook developed can be used in studying science. based on table 3, the teacher's assessment reaches an average score of 3.8 with a percentage of 95% and is valid or very suitable for use. after receiving suggestions and comments during validation, the researcher made changes according to the validator's directions, including in fig. 1. fig. 1 on the book cover has a change. to design a digital pocketbook cover image, according to the validator, it must describe ethnoscience content so that it represents the contents of the book and in attractive colors for elementary school students. (a) (b) fig. 1 (a) front cover before revision; (b) front cover after revision journal of education, teaching, and learning volume 5 number 2 september 2020. page 263-268 p-issn: 2477-5924 e-issn: 2477-4878 266 b. the attraction of ethnoscience based digital pocket book the ethnoscience-based digital pocketbook that has been revised according to the validator's suggestion, is looking for its attractiveness as a companion textbook at the implementation stage. the attractiveness of the digital pocketbook was obtained from the results of the questionnaire responses of 31 elementary school teacher candidates and 141 grade v students in three elementary schools in the city of singkawang. the attractiveness of the enrichment book is determined based on the results of the assessment of each component being assessed, namely the feasibility of the material, graphics, and language (pukurbuk, 2014). the results of student and student responses can be seen in table iv. table iv recapitulation of response bullets aspect college student response student response average criteria average criteria theory 3.23 interesting 3.31 very interesting graphics 3.22 interesting 3.39 very interesting language 3.31 very interesting 3.46 very interesting average 3.25 interesting 3.39 very interesting table iv shows that the average result of student responses for the highest aspect is in the language aspect, which is 3.31. likewise, with the results of student responses, the language aspect has the highest average of 3.46. this shows that the spelling contained in digital pocketbooks is following standard indonesian rules as reported by jannah and dwiningsih (2013) in their research states that the feasible category in the language aspect is obtained because the language used in the book being developed is good and correct language according to standard indonesian rules. besides, the sentences and grammar used in digital pocketbook are easy to understand. for the material and graphic aspects of the student response, each has a value of 3.23 and 3.22 in the attractive criteria. it can be concluded that the ethnoscience-based digital pocketbook developed is suitable for use during the learning process in the classroom, especially on heat and its transfer. retnaningsih in rosyidah et al. (2013) stated that teaching materials can be applied to science learning if students' responses regarding the application of teaching materials have minimal quality in good or interesting categories. whereas in the student response, these aspects each have a score of 3.33 and 3.39 in the very interesting category, meaning that ethnoscience-based digital pocketbooks are generally easy to understand and interesting to use because they have a new concept of the appearance that is coherently integrated with local culture and designs according to the times. this is supported by suwarni (2015) which stated that textbooks have the principle of being consistent, systematic, and relating it to the latest scientific developments. besides, illustrations, pictures, and attractive colors create an impression that attracts students' attention in reading and using them. this is in line with the research results of fikri et al. (2019), an enrichment book that has colorful and attractive illustrations (pictures) can make students interested in reading enrichment books and illustrated captions (pictures) according to the images presented. besides, it was confirmed by research istiningrum et al. (2016) which explained that the cover design of textbooks must be proportional, the design of textbook content must be attractive, images and colors that make students less clear to read must be changed to attract students' interest. c. increasing students' science literacy in this study, scientific literacy ability was measured based on student cognitive learning outcomes which were evaluated based on the pretest and postest scores given before and after the students used ethnoscience-based digital pocketbooks. table v shows the pre-test and post-test results of students' cognitive learning. table v pre test and post test results of science literation n maximum score minimum score standard deviation pre test 141 51 38 28.287 post test 141 98 75 55.555 based on the data in table v, it is obtained the results of calculations using an effect size of 0.621 with moderate criteria at 73% presentation. so that the average scientific literacy test of students after using digital pocketbooks is higher than the average learning outcomes of students before using digital pocketbooks, from this conclusion it can be concluded that there is a significant increase in science literation. as stated by astuti (2012), there has been an increase in students' scientific literacy skills from learning media that have been developed and applied in the science learning process. this shows that the product of ethnosciencebased digital pocketbook development is effective and can be used in the science learning process of heat material and its transfer. syahroni et al (2016) stated that electronic pocketbooks are one of the teaching materials that help improve psychomotor abilities. the increase in students' scientific literacy after using this pocketbook is due to the description of the material in the pocketbook which is packaged by displaying scientific contexts integrated with local culture and local wisdom such as convection events in lantern lamps, radiation events in drying rice during the “beranyi” season, and events of expansion and conduction in the process of making a „tungku naga”. supported by nofiana (2018), the application of learning based on local excellence (local wisdom) can improve students' content, context, and science process skills (student scientific literacy). based on the context of the sins, it makes it easy for students to understand the concept of heat and its transfer because it is found in students' daily lives. as reported by pursitasari et al. (2019), students are skilled in connecting experiences in everyday life with the ability to classify and organize the subject matter. journal of education, teaching, and learning volume 5 number 2 september 2020. page 263-268 p-issn: 2477-5924 e-issn: 2477-4878 267 indicators of scientific literacy in this study include science as a body of knowledge, science as a way of thinking, science as a way of investigating, interactions between science, technology, and society. the acquisition of indicators of students' scientific literacy skills before and after studying ethnoscience-based digital pocketbooks is shown in fig. 2. fig. 2 pre-test and post-test results for each indicator student science literacy it can be seen in fig. 2 that overall there is an increase in students' scientific literacy on each indicator before and after using the ethnoscience-based digital pocketbook that was developed. the highest indicator of scientific literacy is found in science as a body of knowledge, then followed by indicators of interaction between science, technology, and society, then science indicators as a way of thinking, and the lowest is science as a way of investigating. the highest gain in science indicators as a body of knowledge is because the pocketbook developed presents facts, concepts, principles, and laws that require students to remember knowledge or information. so that students can apply these concepts and principles in solving problems in everyday life. these results can be seen in the answers of students who can answer questions well on this aspect. meanwhile, the lowest science indicator lies in the science indicator as a way of investigating. it can be seen in the answers of students who have not been able to relate the cause and effect of the investigation event and have not been able to interpret the results of the investigation. this can be due to the lack of student involvement in investigative activities that require students to do thinking activities so that students cannot conclude some concepts from the information they get in full. utami in safitri (2015), to be able to build more mature scientific concepts, students must be able to build their thinking skills, find and transform complex information by themselves, and check new information in their way so that they arrive at conclusions that form knowledge. to the science of thinking activities. so it takes routine activities so that students get used to carrying out investigations in building their thinking activities. iv. conclusions the ethnoscience-based digital pocketbook on heat and its displacement material that was developed met the valid category so that it was suitable for use in the scientific literacy at the elementary schools of singkawang city. the use of ethnoscience-based digital pocketbooks in science learning can also effectively improve the ability of the four indicators of scientific literacy of fifth-grade elementary school students in the content dimension with the moderate category. acknowledgment thanks are conveyed to the directorate of research and community service, director general of research and development strengthening, ministry of research, technology and higher education through the funding provided. thanks also go to the principal of mitra school in singkawang city and mr. andi mursidi for the assistance, cooperation, and support provided in the research process. references ahmadi, i.k., sofan, & tatik. 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(2009). esensi penyusunan materi pembelajaran. yogyakarta: cv budi utama. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 346 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. exploring the 21 st century skills and science teaching pedagogy: profiles, readiness, and barriers tomo djudin universitas tanjungpura, pontianak, indonesia e-mail: tomo.djudin@yahoo.com abstract. the main objective of this study is to explore the extent of teachers’ readiness in anticipating the demands of 21 st century skills and science teaching pedagogy practice. a quantitative survey-descriptive method employed in this study. the sample consists of 120 public primary school teachers in pontianak. a five responses likert scale questionnaire comprises 37 items was administered. data were analysed by using descriptive statistical analysis, the independent t-test, and the extent of readiness was interpreted according to the interval of the overall average score. based on data analysis, it is found that the total profile of ―never and seldom‖ teachers’ responses is 9.2%, the ―often and always‖ is 20.0%, and ―sometimes‖ is 70.8%. there is no total means score difference between experienced and novice teachers’ performance (t = 0.887, p > 0.05). moreover, the barrier factors the teachers faced in schools could be categorized as professional development, personal, institutional, and technological factor. this study concluded that the readiness of public primary school teachers in pontianak in implementing the 21 st century skills and science teaching pedagogy is an insufficient category. in-service teacher training for ict integration should be directed toward building teachers’ skills and competencies in science pedagogical practices. keywords: 21 st century skills; teachers’ readiness; science teaching pedagogy; barrier factors i. introduction the institution of schooling worldwide faced substantial pressures due to the significant economic, technological, and sociological shifts (saavedra & opfer, 2012; tan et al., 2017) which should be anticipated to evolve and respond to the learning needs and social futures of student lives. therefore, the purpose of education should not be just to train professional workers or scientists, but also to introduce students to a scientific way of thinking that will make them better citizens (kwok, 2018). unfortunately, the education process at all levels of schooling is often seen as abstract and irrelevant to real life. students are burdened with memorization of facts. a huge amount of students feel that their discipline contents are abstract and cannot relate these materials to the real world. windschitl (2009) also confirmed that classes often focus on activity rather than sense-making discourse. besides, teachers rarely press students for explanations, use questioning effectively, and take into account students’ prior knowledge. teachers must make changes in pedagogy and teachinglearning strategies to align with 21 st century learning. kumar and chander as cited in wei & othman (2017) argued that 21 st century pedagogy was (1) problem solving; (2) proficiency in high-level thinking; (3) collaborative; (4) technology; (5) reflection; (6) fostering technological skills, information and media; (7) "project-based learning" and (8) appraisal as shown in fig. 1. fig. 1 21 st century teaching pedagogy (kumar and chander cited in wei & othman, 2017) http://creativecommons.org/licenses/by-nc/4.0/ https://www.ncbi.nlm.nih.gov/books/nbk32691/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 347 saavedra and opfer (2012) suggest nine principles to teach 21 st century skills and science teaching pedagogy (1) make learning relevant to 'big picture'; (2) teaching with discipline; (3) developing lower and higher thinking skills to encourage understanding in different contexts; (4) encourage the transfer of learning; (5) teach how to learn' or metacognition; (6) correct misunderstanding directly; (7) promoting teamwork; (8) utilizing technology to support learning; and (9) increasing student creativity. given the importance of primary teachers having teaching pedagogy 21 st century, assessing the readiness teachers have for these skills is at the centre of research. in this context, i referred to wei & othman (2017) that confirmed the eight strategies, they are; high order thinking skills, project-based learning, reflection, collaborative skills, authentic assessment, problem-solving, technology, and knowledge construction. it is also based on the rational reasons that various studies show that students are more successful in acquiring new competencies when they intentionally using metacognitive abilities, recognize objectively newly learned concepts, and construct meaningfully that information with the knowledge and skills they already have. the process of relating to new knowledge and accomodating it into the existing conceptual framework will support further learning, and in time will cultivate creativity and originality, develop new cognitive habits, and also improves critical thinking skills (herring, 2012). the skills and science teaching pedagogy as mentioned above should be prepared to help students to face the real future needs. windschitl (2009) argued that preparing teachers competencies in teaching 21 st century skills will require many years of coherent teaching, reflection, and continuous professional development experiences that build on one another. the efforts to promote such teaching will require redesigning of many interrelated components of the education system. tilaar (1999) reminded that if there is an educational policy and effort to improve indonesian educational quality, those endeavours should be as microscale improvement-based-classrooms that mainly involved teachers, especially in the primary schools. he also argued that educational improvement depends on what teachers do and think. a primary school teacher is the first formal education influence on young children, making their role pivotal to the development of learning and teaching (fitzgerald, dawson, & hackling, 2013). research of in-service primary teachers has shown that many feel uncomfortable teaching science or that they are not prepared to teach it due to low selfefficacyin science (bergman & morphew, 2015). research has shown that teachers with low efficacy may avoid teaching science (velthuis, fisser, & pieters, 2014) or using unengaging and didactic approaches (avery & meyer, 2012). wei & othman (2017) investigated the practice of 21 st century teaching and learning in the five primary schools involved 92 teachers in kuching, sarawak. they concluded that the overall average scores of the practice of 21 st century teaching and learning of teachers are 3.22 insufficient category. atik-kara and kurum (2007) have researched turkish elementary school preservice teachers’ views and perceptions of 21 st teaching pedagogy skills, as mentioned life long learning (lll) skills. they found the preservice teachers do not have enough knowledge or awareness of lll. the study found that there are significant differences between male and female candidate teachers’ perceptions regarding lll (demirel, sadi, & dağyar, 2016). studies of expertise in implementing teaching pedagogy mostly took the form of novice-expert teacher comparisons. the study conducted by shohani et al. (2015), for instance, that involved 18 novice and 18 experienced english teachers in iran using teacher’s questionnaire of likert scale, found that self-efficacy for classroom management have differed, but not in their efficacy for personal teaching and external influences. based on his study, firman (2008) concluded; (1) in their teaching, novice and experiences have similar target concepts following chemistry curriculum content; (2) novice teachers tend to employ more knowledge transmission modes in teaching in which explicit knowledge is told directly to the students; and (3) novice teachers utilize limited and poor illustrations and analogies after telling the explicit knowledge. as a whole, classes are more passive and deductive. it has been established that experienced teachers differ from novice teachers in their knowledge, skills, and beliefs (fitzgerald, dawson, & hackling, 2013). therefore, it may be concluded that they also differ from novice teachers in their professional development needs. although many educators agreed on the issues essential to improving the teacher teaching quality, however, until now in indonesia especially in pontianak, there are only a few empirical studies that assess the elementary teachers’ practice to cultivate 21 st century students skills and science teaching pedagogy. further investigations to deeply explore the problems related to teachers’ status (experienced and novice) have also never conducted. besides, the (factors) barriers that enable the teachers to cultivate students’ skills compliance with their future needs are far from investigating. the main problem in this study ―what is the extent of readiness of public primary school teachers in pontianak in implementing the 21 st century skills and science teaching pedagogy practice in their teaching-learning processes?‖. the research questions in this study as follows: (1) what is profiles of teachers’ response toward the aspects of the 21 st century science teaching pedagogy practice?; (2) is there a difference in the performance of science teaching pedagogy practice between experienced and novice teacher?; and (3) what are the barriers the teachers faced in implementing the 21 st century science teaching pedagogy practice?. the main objective of this study is to explore the extent of teachers’ readiness in anticipating the demands of 21 st century skills and science teaching pedagogy practice. ii. methodology this study was conducted quantitatively in surveydescriptive method (creswell, 2008) and surveyed using the questionnaire in public primary schools. the population of this study was a total number of 1,197 teachers that are currently serving in the public primary schools in pontianak https://www.ncbi.nlm.nih.gov/books/nbk32691/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 348 district. random selection was used to select 120 teachers who participated in this study. the questionnaire in this study is modified from the questionnaire developed by wei and othman (2017) by adding supporting factors and barriers teachers faced in their daily practice of teachinglearning processes. the questionnaire comprises 37 items aimed at gathering information on the construct in 21 st century teaching and learning practices in primary schools consist of (1) high-level thinking skills, (2) project-based learning, (3) reflection, (4) collaborative skills, (5) reflection, (6) project-based learning, (7) assessments, (8) problem solving, and (9) construction of knowledge. this questionnaire uses the likert scale which has 5 scales i.e from 1 to 5 to measure teaching and learning in the 21 st century. the scale of the scale is like the scale of 1 representing 'tidak pernah (tp): never', 2 representing 'jarang (jr): seldom', 3 representing 'kadang-kadang (kd): sometimes', 4 representing 'sering (sr): often' and 5 representing 'selalu (sl): always'. the cronbach alpha coefficient reliability of the questionnaire was 0.6. the blueprint of the questionnaire is shown in table i. table i the aspects of the construct of 21 st science teaching pedagogy and their cronbach alpha reliability coefficients aspects items number of items coeff.of reliability high level thinking skills (hots) 1, 2, 3, 4, 5 5 .66 project-based learning 6, 7, 8, 9 4 .77 reflection 10, 11, 12, 13 4 .73 collaborative skills 14, 15, 16, 17 5 .74 assessments 19, 20, 21, 22, 23, 24 6 .69 problem solving 25, 26, 27, 28,29 5 .61 technology 30, 31, 32 ,33 5 .66 construction of skills 34, 35, 36, 37 4 .67 total 37 .69 descriptive statistical analysis is used to make frequency, mean, percentage and standard deviation of teachers' teaching and learning practices. the independent t-test is used to determine the significant difference in terms of veteran (serving time more than 10 years) versus novice teacher (serving time less than 10 years). the extent of readiness was interpreted according to the interval of the overall average score i.e low, sufficient, and high category as shown in table ii. table ii the extent of readiness of 21 st century science pedagogy practice mean score interval the extent of readiness 1.00 – 2.33 low 2.34 – 3.67 sufficient 3.68 – 5.00 high iii. results and discussion a. results 1) profiles of teachers responses to the aspects of 21 st century skills and science teaching pedagogy practice profiles of teachers’ responses to the aspects of 21 st century skills and science teaching pedagogy practice are depicted respectively in table iii until x as shown in table iii. table iii profiles of teachers’ responses on the aspect of higher order thinking skills (hots) no higher order thinking skills (hots) tp (%) jr (%) kd (%) sr (%) sl (%) 1 plan to use high-level thinking skills when interacting with students in science class 5 (4,2) 10 (8.3) 75 (63.5) 16 (13.3) 14 (11,7) 2 use high questions when interacting in science class 8 (6.7) 10 (8.3) 69 (57.5) 25 (20.8) 8 (6.7) 3 guide students to answer highlevel questions 10 (8.3) 10 (8.3) 46 (38,3) 41 (34.2) 13 (10.8) 4 use tools/media that can stimulate hots 7 (5.8) 15 (12.5) 36 (30.0) 52 (43.3) 10 (8.3) 5 teach highlevel thinking skills in science class 8 (6.7) 9 (7.5) 47 (39.2) 46 (38.3) 10 (8.3) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always from table iii, it is found that the profile of teachers’ performances according to their responses toward the aspect of higher order thinking skills (hots) regarding the ―never and seldom‖ responses (average is 9.2%) is less than the percentages of ―often and always‖ (average is 23.5%). from table iv, it is found that the profile of teachers’ performances according to their responses toward the aspect of problem based learning regarding the ―never and seldom‖ responses (average is 11.4%) is less than the percentages of ―often and always‖ (average is 15%). journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 349 table iv profiles of teachers’ responses on the aspect of problem-based learning (pbl) no problem based learning tp (%) jr (%) kd (%) sr (%) sl (%) 6 provide assignments based on pbl to students 8 (6.7) 12 (12.0) 51 (42.5) 23 (19.2) 8 (6.7) 7 encourage students to work together on projects 9 (7.5) 11 (9.2) 72 (60.0) 18 (15.0) 10 (8.3) 8 ensure students' tasks use multidisciplinary approaches and skills (some lessons) 6 (5.0) 11 (9.2) 73 (60.8) 25 (20.8) 5 (4.2) 9 encourage students to apply the right technology when implementing pbl 11 (9.2) 23 (19.2) 55 (45.8) 16 (13.3) 15 (12.5) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always from table v, it is found that the profile of teachers’ performances according to their responses toward the aspect of reflection regarding the ―never and seldom‖ responses (average is 13.5%) is less than the percentages of ―often and always‖ (average is 14.4%). table v profiles of teachers’ responses on the aspect of reflection no reflection tp (%) jr (%) kd (%) sr (%) sl (%) 10 guide students to write reflections correctly and effectively to improve learning 15 (12.5) 23 (19.2) 59 (49.2) 18 (15.0) 5 (4.2) 11 encourage students to make self-reflection after teaching and learning sessions 18 (15.0) 10 (8.3) 63 (52.5) 17 (14.2) 10 (8.3) 12 get feedback from colleagues in teaching and learning sessions 6 (5.0) 11 (9.2) 63 (52.5) 25 (20.8) 15 (12.5) 13 write feedback from peers 8 (6.7) 17 (14.2) 70 (58.3) 16 (13.3) 9 (7.5) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always from table vi, it is found that the profile of teachers’ performances according to their responses toward the aspect of collaborative skills regarding the ―never and seldom‖ responses (average is 11.9%) is less than the percentages of ―often and always‖ (average is 21.0%). table vi profiles of teachers’ responses on the aspect of collaborative skills no collaborative skills tp (%) jr (%) kd (%) sr (%) sl (%) 14 collaborate with colleagues to develop professional learning groups 4 (3.3) 15 (12.5) 54 (45.0) 28 (23.3) 19 (15.8) 15 encourage students to use various social media to interact 10 (8.3) 19 (15.8) 61 (50.8) 21 (17.5) 9 (7.5) 16 apply lesson study to increase professionalism in teaching 11 (9.2) 21 (17.5) 43 (35.8) 35 (29.2) 10 (8.3) 17 use effective communication skills 4 (3.3) 11 (9.2) 59 (49.2) 33 (27.5) 13 (10.8) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always from table vii, it is found that the profile of teachers’ performances according to their responses toward the aspect of assessment regarding the ―never and seldom‖ responses (average is 9.9%) is less than the percentages of ―often and always‖ (average is 21,4%). from table viii, it is found that the profile of teachers’ performances according to their responses toward the aspect of problem solving regarding the ―never and seldom‖ responses (average is 9.0%) is less than the percentages of ―often and always‖ (average is 21.3%). from table ix, it is found that the profile of teachers’ performances according to their responses toward the aspect of technology regarding the ―never and seldom‖ responses (average is 8.8%) is less than the percentages of ―often and always‖ (average is 21,4%). from table x, it is found that the profile of teachers’ performances according to their responses toward the aspect of construction of skills regarding the ―never and seldom‖ responses (average is 11.6%) is less than the percentages of ―often and always‖ (average is 22.1%). from table iii until table x, it is found that the profiles of teachers’ responses to the entire (eight) aspects of the 21 st century skills and science teaching pedagogy practice regarding the ―never and seldom‖ responses is 9.2%, the ―often and always‖ response is 20.0%, and the rest ―sometimes‖ response is 70.8%. it means that most public elementary school teachers in pontianak district had journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 350 sometimes employed the 21 st century skills and science teaching pedagogy practice in their classrooms. table vii profiles of teachers’ responses on the aspect of assessment no assessment tp (%) jr (%) kd (%) sr (%) sl (%) 18 use a collaborative approach in the teaching and learning process 8 (6.7) 10 (8.3) 69 (57.5) 25 (20.8) 8 (6.7) 19 make judgments based on student work results (authentic assessment) 10 (8.3) 8 (6.7) 70 (58.3) 22 (18.3) 10 (8.3) 20 focus on assessment based on high-level thinking 9 (7.5) 17 (14.2) 50 (41.2) 41 (34.2) 3 (2.5) 21 encourage students to judge themselves 7 (5.8) 15 (12.5) 36 (30.0) 52 43.3) 10 (8.3) 22 encourage students to conduct peer assessments 5 (4.2) 10 (8.3) 75 (62.5) 16 (13.3) 14 (11.7) 23 assess the abilities or achievements of students 5 (4.2) 15 (12.5) 56 (46.6) 32 (26.6) 12 (10) 24 provide direct feedback on student work 10 (8.3) 10 (8.3) 46 (38.3) 41 (34.2) 13 (10.8) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always table viii profiles of teachers’ responses on the aspect of problemsolving no problem-solving tp (%) jr (%) kd (%) sr (%) sl (%) 25 practice teaching through a problemsolving approach 4 (3.3) 11 (9.2) 70 (58.3) 21 (17.3) 14 (11.7) 26 link topics taught with everyday life problems 5 (4.2) 15 (12.5) 59 (49.2) 35 (29.2) 8 (6.7) 27 encourage/invite students to use various problem solving strategies 9 (7.5) 11 (9.2) 56 (46.6) 34 (28.3) 10 (8.3) 28 ensure that the problems given are related to daily life 6 (5.0) 17 (14.2) 35 (29.2) 50 (42.6) 12 (10.0) 29 use science teaching methods that use ict, are not always traditional 7 (5.8) 15 (12.5) 46 (38.3) 43 (35.8) 9 (5.8) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always table ix profiles of teachers’ responses on the aspect of technology n o technology tp (%) jr (%) kd (%) sr (%) sl (%) 30 encourage students to use appropriate techno-logy to prepare for learning/training 6 (5.0) 9 (7.5) 65 (54.2) 30 (25.0) 10 (8.3) 31 encourage students to use social media to interact 10 (8.3) 8 (6.7) 70 (58.3) 22 (18.3) 10 (8.3) 32 use software that is suitable and easy to use while interacting 5 (4.2) 15 (12.5) 56 (46.6) 32 (26.6) 12 (10) 33 use online learning, such as; e-books, evideos, elearning 7 (5.8) 12 (10) 46 (38.3) 44 (36.6) 11 (9.2) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always table x profiles of teachers’ responses on the aspect of construction of skills no construction of skills tp (%) jr (%) kd (%) sr (%) sl (%) 34 familiarize students with informationbased skills (from journals, tv, internet, etc.) 10 (8.3) 15 (12.5) 65 (54.2) 22 (18.3) 8 (6.7) 35 familiarize students with using mediabased skills and learning aids 10 (8.3) 12 (10.0) 59 (49.2) 31 (25.8) 8 (6.7) 36 familiarize students with technologybased skills (e.g. tools/machines) 9 (7.5) 17 (14.2) 50 (41.2) 41 (34.2) 3 (2.5) 37 get students to use reflectionbased skills to improve teachers and themselves 7 (5.8) 13 (10.8) 36 (30.0) 54 (45.0) 10 (8.3) note: tp = never; jr= seldom; kd = sometimes; sr = often; sl = always furthermore, based on the teachers’ responses on the likert scale as depicted in table iii until x, it is also found that means of teachers’ performance on 21 st century science journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 351 teaching pedagogy practices and its interpretation as shown in table xi. table xi means of teachers’ performance on 21 st century science teaching pedagogy practices aspects mean sd interpretation high order thinking skill 3.37 .84 sufficient problem-based project 3.50 .78 sufficient reflection 3.46 .82 sufficient collaborative skills 3.75 .69 high assessment 4.03 .58 high problem solving 4.06 .68 high technology 3.15 1.10 sufficient construction of skills 3.40 .88 sufficient total 3.58 .57 sufficient based on table xi, it also found that the overall performance means scores of 21 st century skills and teaching pedagogy practice in science learning is 3.58 insufficient category. 2) the difference between experienced and novice teachers’ practice of 21 st century science teaching pedagogy practice the difference in performance means scores of 21 st century skills and teaching pedagogy practice in science learning between experienced and novice teachers are shown in table xii. table xii means score of teachers’ performances aspects means m.d t sig. exp nov high order thinking skill 3.54 3.20 .34 1.828 .070 problem-based project 3.32 3.69 -.37 -2.177 .031* reflection 3.45 3.46 -.01 -.071 .944 collaborative skills 3.82 3.68 .14 .865 .389 assessment 4.01 4.05 -.04 -.321 .749 problem solving 4.10 4.03 .07 .483 .630 technology 3.38 2.94 .44 1.787 .076 construction of skills 3.16 3.64 -.48 1.809 .073 total 3.64 3.53 .11 .887 .377 note: exp = experienced;nov = novice ;md =mean difference * significant at 0.05 level based on table xii, the research findings as follows: a. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of high order thinking skills (p > .05). b. there is a significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of the problem-based project (p < .05). c. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of reflection (p > .05). d. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of collaborative skills (p > .05). e. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of assessment (p > .05). f. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of problem-solving (p > .05). g. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of technology (p > .05). h. there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice regarding the aspect of knowledge/skills construction (p > .05). i. it is concluded that there is no significant difference between experienced and novice teachers’ performance of 21 st skills and science teaching pedagogy practice (p > .05). 3) the barriers in implementing students’ skills of 21 st century science teaching pedagogy practice based on teachers’ responses to the research questionnaire. the several dominant factors regarded by most elementary school teachers in pontianak as barriers in cultivating the students' skills in the 21 st century in the classroom science teaching pedagogy in this study are: a. most (more than 70%) of teachers declared that they had seldom participated in the continuous professional development training, especially in cultivating students skills for anticipating the 21 st century. b. most (more than 60%) of teachers stated honestly that they don’t comprehensively know or comprehend what and how to promote student's skills for anticipating the 21 st century in their teaching-learning process. c. all (100%) of teachers in public elementary schools in pontianak has a compulsory workload are more than 24 hours a week. most teachers have to earn some money to support family-economical demands after teaching in their schools. d. most (more than 50%) of teachers argued that higherorder thinking skills are not appropriate to develop to elementary school students in the lower classes. especially for first. second and third-grade students. e. most (more than 90%) of elementary school teachers in pontianak are limited technological resources i.e. lcd, computer, science laboratory. besides, environmental factors such as availability of electricity and classroom settings as other factors determining the technology uptake by teachers. journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 352 f. most (more than 50%) of teachers, especially veteran teachers, could not operate well the programs available on the computers. they lack the use of ict to support their tasks and learning in schools. b. discussion this study concluded that the readiness of public primary school teachers in pontianak in implementing the 21 st century skills and science teaching pedagogy practice is an insufficient category. the finding is consistent with wei & othman (2017) study that revealed the overall average scores the practice of 21 st century teaching and learning in the five primary schools involved 92 teachers in kuching. sarawak is 3.22 (insufficient category). in compliance with teachers’ readiness in implementing educational innovations, rogan and mosha (desimone et al., 2002) argued that the effectiveness of the teacher depends on her competence (academically and pedagogically), efficiency (ability, workload, and commitment), teaching and learning resources and methods, and support from education administrators and supervisors. teacher professional development programs seem to provide opportunities for teachers to look for new roles, develop new instructional techniques, and improve themselves both as educators and as individuals. in gender's (yadov, 2011) view, professional development includes formal experiences such as attending workshops, participating in professional meetings, and mentoring and informal experiences such as reading professional publications, watching television documentaries related to an academic discipline. garba, byabazaire, and busthami (2015) confirmed that six skills should be cultivated by teachers in schools for anticipating the twenty-first century. first, critical thinking skills and the ability to solve problems. the point is critical thinking is to apply rational, high thinking activities, which include analyzing activities, synthesizing, regarding problems and their solutions, concluding and evaluating. or in short, think about solving problems to get better. second, the skills to cooperate and communicate well. the purpose of communication is that we can interact with all human beings in this world. third, skills of creative thinking and developing imagination. teachers must be able to lure students to think creatively in all fields in the world of education. every student has different abilities. the teacher must be able to grow every creativity of all students. it has high creativity and imagination that will succeed and dominate the world today. fourth, ability or skill to be able to understand and use information from various sources to be displayed on the internet or often known as digital literacy. based on unesco records, digital literacy is the ability to access news sources and critically evaluate and create information through digital technology. through digital literacy. a person cannot only operate technological equipment but also must have other abilities. fifth, competence or ability to develop or assess the potential of students or often known as student leadership and personal development. the teacher must be able to understand the potential of each student and develop that potential. every child has different potential, the teacher must be able to increase self-confidence in students in developing their potential. sixth, the skills to become citizens who are good or often known as citizenship. the progress of technology and information in the 21 st century will reduce nationalist feelings. therefore. the teacher must give the doctrine to students to be good citizens by contributing to building the country to participate in the welfare of society. if a country is in crisis, many problems will arise. according to saavedra and opfer (2012), the 21 st century skills and pedagogy in the science of learning can be distilled into nine points that can address new learning needs, are: (1) make the curriculum relevant. to be effective, any curriculum must be relevant to students’ lives; (2) teach through the disciplines. learning through disciplines entails learning not only the knowledge of the discipline but also the skills associated with the production of knowledge within the discipline. through disciplinary curriculum and instruction students should learn why the discipline is important, how experts create new knowledge, and how they communicate about it; (3) simultaneously develop lower and higher-order thinking skills. lower-order exercises are fairly common in existing curricula, while higher-order thinking activities are much less common. higher-level thinking tends to be difficult for students because it requires them not only to understand the relationship between different variables (lower-order thinking) but also how to apply—or transfer—that understanding to a new, uncharted context (higher-order thinking); (4) encourage transfer of learning. students must apply the skills and knowledge they gain in one discipline to another. they must also apply what they learn in school to other areas of their lives. this application—or transfer—can be challenging for students (and for adults as well); (5) teach students to learn how to learn. there is a limit to the skills, attitudes, and dispositions that students can learn through formal schooling. therefore, educating them for the 21 st century requires teaching them how to learn on their own. to do so, students need to be aware of how they learn. teachers can develop students’ metacognitive capacity by encouraging them to explicitly examine how they think, it is also important for students to develop positive mental models about how we learn, the limits of our learning. and indications of failure; (6) address misunderstandings directly. learners have many misunderstandings about how the world works, and they hold onto these misconceptions until they have the opportunity to build alternative explanations based on experience. to overcome misconceptions, learners of any age need to actively construct new understandings; (7) promote teamwork as a process and outcome. students can discuss concepts in pairs or groups and share what they understand with the rest of the class. they can develop arguments and debate them; (8) make full use of technology to support learning. technology offers the potential to provide students with new ways to develop their problem solving, critical thinking, and communication skills, transfer them to different contexts, reflect on their thinking and that journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 353 of their peers, practice addressing their misunderstandings, and collaborate with peers—all on topics relevant to their lives and using engaging tools; (9) foster students’ creativity. like intelligence and learning capacity, creativity is not a fixed characteristic that people either have or do not have. rather, it is incremental, such that students can learn to be more creative. in contrast to the common misconception that the way to develop creativity is through uncontrolled. creative development requires structure and intentionality from both teachers and students and can be learned through the disciplines. the second question of the study attempted to analyze the differences between novice and experienced teachers’ in cultivating the 21 st century students’ skills and science teaching pedagogy practice. this study found that there is no significant difference between experienced and novice teachers’ performance of the aspects explored in this study of 21 st skills and science teaching pedagogy practice, except in the aspect of ―problem-based project learning‖. novice teachers are defined as those with little or no mastery teaching pedagogy experience. however, there is no determination of the status novice or experienced teacher in terms of years of teaching experience (gatbonton, as cited mahmoudi and özkana, 2015). in this study, the author refers to a teacher who serves less than 10 (ten) years of teaching experience as a novice and more as an experienced teacher. studies of expertise in teaching mostly took the form of novice-expert comparisons. firman (2008), for instance, concluded: (1) in their teaching. novice and experiences have similar target concepts following chemistry curriculum content; (2) novice teachers tend to employ more knowledge transmission modes in teaching in which explicit knowledge is told directly to the students.; and (3) novice teachers utilize limited and poor illustrations and analogies after telling the explicit knowledge. as a whole, classes are more passive and deductive; (4) expert teachers tend to employ transformation modes in teaching, in which concrete representations are exposed to provide a concrete basis for the students to construct their knowledge on their own. classes are more active and inductive; (5) expert teachers utilize demonstrations. lab activities, pictorial and verbal analogies and illustrations more intensively to make content knowledge understandable for the students. the survey conducted by melnick and meister (2008) concluded that there is no difference in academic preparation and time management between novice and experienced teacher. but they differ in classroom management and parent interaction. shohani et al. (2015) described 13 differences between the way novice and expert teachers can be interpreted as behaviours and the cognitive thought processes that underlie each one as follows: (1) while planning, expert teachers consistently connect curriculum with goals. experts were found to plan long-term and (were) cognizant of the relationship between daily objectives and the overall curriculum, while novices tended to focus on short-term planning; (2) experts teach with their gut and trust their "teacher voice". novices were found to mentally script each section of their lesson, from the questions posed to students to the examples that could be used as concept reinforcements. experts were found to plan more strategies to teach a specific skill than novices and to implement their lesson largely unrehearsed before the instructional period; (3) novices plan activities that take a significant amount of time. experts make more transitions among teaching activities than did novices; (4) experts have perfected student questioning and informal assessment. experts were more efficient in probing for student understandings than novice; (5) experts implement lessons with the built-in and expected structure. experts made greater use of guided and monitored practice routines to increase student comprehension as compared with novices; (6) novice teachers have yet to develop analogies or examples. experts were able to employ a variety of alternative explanations whereas this ability (was) unattainable by novices; (7) expert teachers assess lessons at the individual level. experts focused on individual student achievement and adapted their lesson accordingly while novices primarily used the interest level of the class as the cue for altering a lesson; (8) when reflecting, novice teachers assess lessons based on their behaviour and performance. the expert teacher was concerned with individual student understanding and achievement while novices were egocentric, and predominantly reflected primarily on their teaching behaviours; (9) novice teachers have not yet mastered their management techniques. experts are more likely to identify and subsequently solve management problems in the classroom using external controls (e.g. change seating assignments) whereas the novice teacher tends to be unaware or in some instances, ignore classroom disruptions; (10) expert teaches are more astute in their teaching environment. expert teachers were able to articulate in greater detail and accuracy as to events occurring in the classroom whereas novices, in contrast, generically described the same occurrences; (11) expert teachers have eyes in the back of their head. expert teachers are capable of scanning an entire room simultaneously to better understand how classroom events are unfolding while novices and advanced beginners tend to focus their attention on only one area of the room; (12) novice teachers believe that learning is correlated with their performance and behaviour rather than the student. expert teachers tend to focus on student learning and achievement when asked to recall and reflect upon a teaching lesson by elaborating on the organization and management of the lesson, emphasizing both student and teacher behaviours. novices, in contrast, placed greater weight on their performance, specifically to student misbehaviours encountered rather than the effectiveness of the learning environment; (13) expert teachers understand that the key to learning is connecting content to prior knowledge. expert teachers tend to use multiple strategies to assess students' mental schemas before introducing new information. this new content is then linked with prior knowledge and the assessment of student understanding occurs throughout the entire instructional period. novices were found to teach in a manner where these important connections between prior and new knowledge are journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 354 not emphasized and where flexibility and adaptability are less prevalent within the classroom environment as compared to experts. richards and farrell (2005) as cited by mahmoudi and özkana (2015) also distinguished experienced teachers from novice teachers according to some characteristics that they share. they say that experienced teachers have: (1) a rich and elaborate knowledge base; (2) ability to integrate and use different kinds of knowledge; (3) ability to make intuitive judgments based on experience, desire to investigate and solve a wide range of teaching problems; (4) a deeper understanding of students’ needs and student learning; (5) awareness of instructional objectives to support teaching; (6) better understanding and use of language learning strategies; (7) greater awareness of the learning context; (8) greater fluidity and automaticity in teaching. the third question of the study attempted to explore the factors regarded by most elementary school teachers in pontianak as barriers in cultivating the students' skills in the 21 st century in the classroom science teaching pedagogy practice. according to desimone et al. (2002), factors that could affect a teacher in implementing teaching pedagogy practice could be categorized as (1) professional development factors; (2) personal factors; (3) institutional factors; and (4) technological factors. these factors will be referred to in this investigation. first, professional development factors. during the training program, preservice and in service, the teachers’ received values, theories of learning, model of teaching, professional development programs, and the opportunity for managing effective learning. training design factors which include the incorporation of the learning principles, the sequence of training materials and the job relevance of the training content, level of satisfaction with the knowledge, skills and abilities have a strong influence on the interest of the teachers to implement the science teaching pedagogy in the classroom. for a successful professional development program, teachers need to be involved in determining their learning needs and participate in school-based learning opportunities, continuously supported, information-rich, and facilitating theoretical understanding and collaborative problem-solving. second, personal factors. these are all factors related to the individual teacher, such as knowledge and skills. beliefs, time availability and engagement in the use of technology in teaching. some of them, for instance, argued that higherorder thinking skills are not appropriate to develop to elementary school students in the lower classes, especially for first, second, and third-grade students. limited time due to the high workload of teaching including administrative tasks is also regarded as barrier factors. all teachers in public elementary schools in pontianak has a compulsory workload are more than 24 hours a week. meantime, more than 50% of teachers are veteran teachers who cannot operate computers. third, institutional factors. the system of the school consists of administration through motivation; rewards, incentives and financial support to teachers, support from peers, participation in decision making, and availability of technological tools are factors that influenced the teachers’ practice in the 21 st century teaching pedagogy. most (more than 75%) elementary school teachers in pontianak are limited technological resources. besides, environmental factors such as availability of electricity and classroom settings as other factors determining the technology uptake by teachers. fourth, technological factors. two technological factors that affect continuous use of technology are: ease of use and effectiveness, ease of use refers to the convenience, adequacy, reliability, and user friendly of the technology, whereas effectiveness refers to the likelihood of the long tangible benefits for the institution, improved learning and communication. related to the two factors, most teachers, especially veteran teachers, could not operate well the program available on the computers. they lack the use of technology to support their learning. iv. conclusions this study concluded that the readiness of public primary school teachers in pontianak in implementing the 21 st century skills and science teaching pedagogy is an insufficient category. the profile of teachers’ responses towards the aspects of science teaching pedagogy practice is in vary. however, experienced and novice teachers’ performance of the practice is not significantly different. besides, the barrier factors could be categorized as professional development, personal, institutional, and technological factor. in-service teacher training for ict integration has to be directed toward building teachers skills and competence in applying the science teaching pedagogy. further researchers can consider undertaking new studies that can help in building a new approach for in-service teacher training. references atik-kara, d. & kurum, d. (2007). meaning given by preservice elementary school teachers’ ―lifelong learning‖ (case of anadolu university faculty of education). paper presented at the 16, ulusal eğitim bilimleri kongresi, gaziosmanpaşa university, faculty of education, tokat, turkey. avery, l. m. & meyer, d. z. (2012). teaching science as science is practiced: opportunities and limits for enhancing preservice elementary teachers’ selfefficacy for science and science teaching. school science and mathematics, 112(7), 395– 409.doi:10.1111/j.1949-8594.2012.00159.x bergman, d. j. & morphew, j. (2015). effects of ascience content course on elementary preservice teachers’ self-efficacy of teaching science. journal of college science teaching, 44(3), 73–81. creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3 rd ed). boston: pearson prentice hall. https://doi.org/10.1111/j.1949-8594.2012.00159.x journal of education, teaching, and learning volume 5 number 2 september 2020. page 346-355 p-issn: 2477-5924 e-issn: 2477-8478 355 demirel, m., sadi, ö., & dağyar, m. (2016). an investigation of science teachers’ lifelong learning competencies (the case of karaman). pegem eğitimve öğretim dergisi, 6(1), 19–40. http://dx.doi.org/10.14527/pegegog.2016.002 desimone, l., m. porter, a. s., garet, m. s., yoon, k.s., & birman, b. (2002). effects of professional development on teachers’ instruction: results from a three-year longitudinal study. educational evaluation and policy analysis, 24(2), 81–112. firman, h. (2008, october). differences between novice and expert teachers’ knowledge transformation in teaching chemistry at senior secondary school level. researh report. presented october 2008. http://harryfirman/seminar/oct/2008 12 fitzgerald, a., dawson, v., & hackling, m. (2013). examining the beliefs and practices of four effective australian primary science teachers. research in science education, 43, 981–1003. doi:10.1007/s11165-012-9297-y garba, s. a., byabazaire, y., & busthami, a. h. (2015). toward the use of 21 st century teaching-learning approaches: the trend of development in malaysian schools within the context of asia pacific. the malaysian online journal of educational technology, 10(4), 72-79. http://dx.doi.org/10.3991/ijet.v10i4.4717 herring, s. 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(2015). the relationship between novice and experienced teachers’ self-efficacy for personal teaching and external influences. procedia social and behavioral sciences, 185, 446 – 452. tan, j. p., choo, s. s., kang, t., & arief, g. (2017). educating for twenty-first century competencies and future-ready learners: research perspectives from singapore. https://doi.org/10.1080/02188791.2017.1405475 tilaar, h. a. r. (1999). beberapa agenda reformasi pendidikan nasional dalam perspektif abad 21. magelang: tera indonesia. velthuis, c., fisser, p., & pieters, j. (2014). teacher training and pre-service primary teachers’ self-efficacy for science teaching. journal of science teacher education, 25, 445–464. wei, s. & othman, n. (2017). amalan pengajaran dan pembelajaran abad ke-21 dalam kalangan guru sekolah rendah. prosiding seminar penyelidikan pendidikan 2017 mac 20-22 di ipbl, kuching, sarawak. pp. 390-407. windschitl. (2009). exploring the intersection of science education and 21 st century skills: a workshop summary. https://www.ncbi.nlm.nih.gov/books/nbk32688/ http://dx.doi.org/10.14527/pegegog.2016.002 https://doi.org/10.1007/s11165-012-9297-y http://bigthink.com/expertscorner/transforming-the-workplace-critical-skills-andlearning-methods-for-the-successful-21st-century-worker http://bigthink.com/expertscorner/transforming-the-workplace-critical-skills-andlearning-methods-for-the-successful-21st-century-worker http://bigthink.com/expertscorner/transforming-the-workplace-critical-skills-andlearning-methods-for-the-successful-21st-century-worker https://arxiv.org/ct?url=https%3a%2f%2fdx.doi.org%2f10.1038%252fs41550-018-0510-4&v=9dda72f5 https://doi.org/10.1080/02188791.2017.1405475 https://www.ncbi.nlm.nih.gov/books/nbk32691/ https://www.ncbi.nlm.nih.gov/books/nbk32688/ isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 317 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. personality factors and job satisfaction: evaluating the mediatory role of emotional intelligence aida mehrad universiti putra malaysia, selangor, malaysia e-mail: mehrad.aida@gmail.com abstract. according to the importance of academic staff job satisfaction at university and evaluating effective factors on satisfaction, the present study is to clarify the relationship between personality factors and job satisfaction by the mediatory role of emotional intelligence. the study involved 440 academic staff selected by multi-stage sampling from public research universities in klang valley, malaysia. this study applied a cross-sectional design. big five inventory (bfi), emotional intelligence test (sseit), and job descriptive index (jdi) have been used to measured variables of the study. additionally, the pearson correlation coefficient, multiple linear regression analysis, and mediation analysis (sobel test) are used for data analysis. the findings released a positive correlation between emotion perception, utilization of emotion, managing own emotions, managing others’ emotions, conscientiousness, agreeableness, and openness with job satisfaction. conversely, there is a negative correlation between neuroticism and job satisfaction, whereas no correlation is observed between extraversion and job satisfaction. personality factors likewise showed a significant relationship with almost all emotional intelligence factors except the utilization of emotion and neuroticism. the utilization of emotion and neuroticism predicted the level of job satisfaction, and only utilization of emotion significantly mediated the relationships between agreeableness, conscientiousness, and openness with job satisfaction. in fact, the agreeableness, conscientiousness, and openness academic staff have a better ability to apply emotion to obt ain job satisfaction than other staff. in short, the study sheds new light in the context of psychology, particularly in the job satisfaction context among academic staff at universities. keywords: academic staff; emotional intelligence; job satisfaction; personality factors i. introduction as one of the main human resources, the academic staff has a considerable contribution to developing outcomes of the university. furthermore, attention to their requirements significantly impacts performance, responsibility, relation, behavior, and tendency to continuing work. in fact, academic staff is vital members of the universities, and their scientific knowledge has a considerable effect on the university's outcome (noordin & jusoff, 2009). truly, job satisfaction is determined as one of the crucial factors in educational organizations, specifically universities; further, realizing effective factors that have relationships with job satisfaction and influence on staff's feeling and perspective regarding their occupation and the environment is imperative (dawal & taha, 2006). moreover, job satisfaction as an important factor amongst academic staff improves the learning environment and increases its scientific outcomes. therefore, a high level of job satisfaction would lead to lower turnover and absenteeism (wan ahmad & abdurahman, 2015). while the low job satisfaction level is one of the main organizational obstacles assumed to be an impendent factor that impacts academic staff performance at universities (noordin & jusoff, 2009). moreover, it should be considered carefully to control and reduce various negative views toward a workplace by managers or any person in charge (malik et al., 2010; dizgah, chegini, & bisokhan, 2012). generally, the tough conditions may cause low job satisfaction levels among academic staff and reduce their university presentation and achievement. this factor would also lead to a lower amount of academic staff's efficiency and has an unpleasant impact on organizational outcomes (altbach, reisberg, & rumbly, 2009). in this case, considering and evaluating internal and external factors that influence job satisfaction levels can be valuable, and it creates a precise way for superior organizational performance. this important, current study concentrated on personality factors and emotional intelligence as two essential factors influencing academic staff job satisfaction. personality is a collection of behaviors, feelings, emotions, and responses demonstrated by individuals in private and http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 318 social life; it also affects job satisfaction and leads to various reactions and behaviors at work (bockhaus, hillyer, & peterson, 2012). personality factors comprised extraversion, neuroticism, agreeableness, conscientiousness, and openness influence staff satisfaction (therasa & vijayabanu, 2014); correspondingly, these factors assumed as essential characteristics between individuals that are noted by other individuals in society (nasir et al., 2011). these five personality factors are assumed to be well-organized factors that have associations with job satisfaction in the work environment (ayan & kocacik, 2010). according to previous investigations, fayombo (2010) explained that neuroticism is directly associated with low levels of motivations and emotions; conscientiousness, agreeableness, extraversion, and openness are linked positively with job satisfaction. mhlanga (2012) likewise found that openness and conscientiousness positively correlate with job satisfaction; on the other hand, neuroticism negatively associates with this organizational factor. similarly, ganu and kogutu (2014) and ijaz and khan (2015) emphasized the negative role of neuroticism with job satisfaction among staff in the work environment. the researchers argued that neuroticism, as a destructive factor has an insufficient role at work, and it is assumed as a poor organizational motivator for job satisfaction. naz, rehman, and saqib (2013) reported a negative correlation between neuroticism and job satisfaction, and conscientiousness is one of the greatest predictors of job satisfaction among employees. cooper et al. (2014) clarified that agreeableness has a significant role in developing job satisfaction and leads to a positive view of the job and co-workers at the workplace. corresponding to the highest role of job satisfaction at university, emotional intelligence is another operative factor affecting job satisfaction. emotional intelligence is determined as the capacity to identify, assess, and revise the emotions of self and others in private and social life to determine staff performance at work (harms & credé, 2010). regarding akintayo and babalola (2012), emotional intelligence is one of the inner motivators that impact feeling and positively associates with job satisfaction. jorfi, yaccob, and shah (2011) identified emotional intelligence as the main factor that improves job satisfaction among employees. staff with a higher level of emotional intelligence can manage affairs at work. emdady and bagheri (2013) reported that emotional intelligence has a key role in employees' activities; likewise, this factor encourages them to compose better decision-making and managing plans at the workplace. indeed, the presence of these positive results by emotional intelligence creates job satisfaction at the organization. likewise, a big group of investigators focused on the relationship between emotional intelligence and job satisfaction amongst staff at the workplace. these researchers are ismail et al. (2010); naderi anari (2012); psilopanagioti et al. (2012); mousavi et al. (2012); shooshtarian, ameli, and amini lari (2013); kalyanasundaram and lakshmi (2013); coetzer (2013); ashraf et al. (2014); papathanasiou and siati (2014) that examined these relationships and reported there is a significant and positive relationship between these two factors. by the evidence of pre-study results that obstacles found at the research site, this research is necessary. it is important to find how much personality types of staff and their emotions related to their feeling about their job and workplace; furthermore, this study aims to evaluate the relationship of big five personality factors and job satisfaction with the mediatory role of emotional intelligence. additionally, the research attempted to expose three research questions as follows: 1. is there a relationship between the big five personality factors, emotional intelligence, and job satisfaction? 2. do big five personality factors and emotional intelligence account for unique variance in predicting job satisfaction? 3. does emotional intelligence mediate the relationships between the big five personality factors and job satisfaction? ii. methodology in the present study, a cross‐sectional design with face-toface questionnaires has been applied. this study participants were all academic staff (male and female) who worked in public research universities (upm, ukm, and um) in klang valley, malaysia. based on the latest statistics that were provided by mohe, the total population of academic staff at public research universities in klang valley is 6044; based on krejcie and morgan table; the sample size is 361 academic staff. the sample size avoids any sampling error and provides further precise expanded by 20%, and 440 academic staff has selected. additionally, the multi-stage sampling technique is employed for collecting the data. a. measurements 1) job satisfaction job satisfaction measured by jdi was introduced by brodke et al. (2009) to identifying the work environment, job content, and work technologist. this questionnaire included 72 items with a 3-point scale and measures the amount of job satisfaction among academic staff with five dimensions of work, pay, promotions, supervision, and co-workers (smith, kendall, & hulin, 1969; bond, 2013; king, 2014). 2) big five personality factors big five personality factors relate to the score of staff on bfi offered by john and srivastava (1999). next, it was renewed by john, naumann, and soto (2008). this inventory assesses five factors of personality by 44 questions, 5 points likert scale. these factors comprised extraversion, agreeableness, conscientiousness, openness, and neuroticism (john, donahue, & kentle, 1991). 3) emotional intelligence emotional intelligence refers to the staff’s score sseit proposed by schutte, malouff, & bhullar (2009). this test attempts to assess emotional intelligence with four factors and has 33 items. these four factors involve the perception of emotion, managing emotions, managing others’ emotions, and utilization of emotion (schutte & malouff, 2011). journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 319 b. data analyzing in this study, for measuring the mediatory role of emotional intelligence on the relationship between personality factors and job satisfaction, pearson correlation coefficient analysis, multiple linear regression analysis, and mediation analysis (sobel test) have been used. iii. results and discussion a. results to answering research question 1, the pearson correlation coefficient analysis has been used. table i correlation of all variables variable 1 2 3 4 5 6 7 8 9 10 1 job satisfaction 2 extraversion .045 3 neuroticism -.205** -.346** 4 agreeableness .122* .233** -.402** 5 conscientiousness .123* .393** -.496** .510** 6 openness .117* .398** -.277** .333** .445** 7 perception of emotion .113* .351** -.222** .373** .391** .429** 8 managing own emotions .135** .424** -.414** .454** .508** .486** .652** 9 managing others’ emotions .098* .350** -.227** .435** .434** .399** .649** .661** 10 utilization of emotion .142** .218** -.093 .298** .289** .368** .504** .631** .563** note: *p<.05, **p<.01 table i presented that perception of emotion (r =.351, p <.01), managing own emotions (r = .424, p <.01), managing others’ emotions (r = .350, p <.01), and utilization of emotion (r = .218, p <.01) yielded positively significant relationships with extraversion. additionally, the results shown that perception of emotion (r = -.222, p <.01), managing own emotions (r = -.414, p <.01), and managing others’ emotions (r = -.227, p <.01), generated negative significant relationships with neuroticism. conversely, there is no significant association between neuroticism and utilization of emotion with (r = -.093, p= .052). furthermore, findings illustrate that perception of emotion (r = .373, p <.01), managing own emotions (r = .454, p <.01), managing others’ emotions (r = .435, p <.01), and utilization of emotion (r = .298, p <.01) have significant positive relationships with agreeableness. as shown, perception of emotion (r = .391, p <.01), managing own emotions (r = .508, p <.01), managing others’ emotions (r = .434, p <.01), and utilization of emotion (r = .289, p <.01) have significant positive associations with conscientiousness. and perception of emotion (r = .429, p <.01), managing own emotions (r = .486, p <.01), managing others’ emotions (r = .399, p <.01), and utilization of emotion (r = .368, p <.01) have significant positive relationships with openness. in addition, findings shown that utilization of emotion was not related to neuroticism (r = -.093, p= .052). moreover, the present study did not display the mediation role of utilization of emotion between neuroticism and job satisfaction. table i also shown that extraversion was found to has no significant relationship with job satisfaction with (r = .045, p= .346). the results revealed that agreeableness (r = .122, p <.05), conscientiousness (r = .123, p <.05), and openness (r = .117, p <.01) yielded positive significant relationships with job satisfaction, while neuroticism has negative correlation with job satisfaction (r = -.205, p <.01). the results likewise illustrated perception of emotion (r = .113, p <.05), managing own emotions (r = .135, p <.01), managing others’ emotions (r = .098, p <.05), and utilization of emotion (r = .142, p <.01) have significant positive relationship with job satisfaction. to answering research question 2, multiple linear regression analysis has been used. table ii multicollinearity with tolerance and vif measures variables collinearity statistic evidence of multicollinearity tolerance vif emotional intelligence managing own emotions .330 3.026 no evidence managing others’ emotions .434 2.276 no evidence utilization of emotion .528 1.895 no evidence perception of emotion .478 2.092 no evidence big five personality factors conscientiousness .550 1.819 no evidence agreeableness .648 1.543 no evidence openness .688 1.454 no evidence neuroticism .649 1.542 no evidence in reference to table ii, the tolerance of variables was between 0.330 to 0.688, and the amount of vif ranged from 1.454 to 3.026. based on these results there is no multicollinearity among variables. table iii reveals all the independent variables in the equation explained (7%) of the variance. the study was used the enter method for analyzing multiple linear regression. the findings illustrated neuroticism and utilization of emotion are a significant proportion of variance in job satisfaction scores (r 2 = 0.07, f (8, 431) =3.916, p<.01). utilization of emotion (β =.19, t (431) = 2.96, p <.01), and neuroticism (β = -.21, t (431) = -3.74, p <.01) significantly predicted job satisfaction. journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 320 table iii multiple linear regression analysis variable b se β t p constant 90.137 5.338 16.885 .000 emotional intelligence managing own emotions -1.505 1.356 -.090 -1.109 .268 managing others’ emotions -.637 1.193 -.037 -.534 .594 utilization of emotion 2.937 .992 .190 2.961 .003** perception of emotion .686 1.184 .039 .580 .563 big five personality factors conscientiousness -.214 .850 -.016 -.252 .802 agreeableness .307 .897 .020 .342 .732 neuroticism -2.270 .606 -.216 -3.744 .000** openness .390 .752 .029 .518 .604 note: f (8, 431) =3.916, **p<.01, r =.26, r 2 =.07, adjusted r 2= .050 to answering research question 3, mediating test has been used. table iv shows the direct effect of neuroticism on job satisfaction (ć path) is significant (b = -2.270, p < 0.01). also, the direct effect of neuroticism on perception of emotion (a path) is significant (b = -.166, p < 0.01). conversely, the relationship between perception of emotion and job satisfaction (b path) is not significant (b = 0.686, p = 0.563). thus, the perception of emotion does not mediate the relationship between neuroticism and job satisfaction. the sobel test calculation also showed that the indirect effect of neuroticism on job satisfaction is statistically insignificant (z = .575, p = .565). table v displays that the direct effect of neuroticism on job satisfaction (ć path) is significant (b = -2.270, p <0.01). as well, the direct effect of neuroticism on managing own emotions (a path) is significant (b = -.293, p < 0.01). in contrast, the relationship between managing own emotions and job satisfaction (b path) is not significant (b = 1.505, p = .268). therefore, managing own emotions does not mediate the relationship between neuroticism and job satisfaction. the sobel test calculation further illustrated that the indirect effect of neuroticism on job satisfaction is statistically insignificant (z = 1.102, p = .270). table iv mediating test of neuroticism on job satisfaction through perception of emotion iv dv b se β t p neuroticism job satisfaction -2.270 .606 -.216 -3.744 .000** neuroticism perception of emotion -.166 .035 -.222 -4.776 .000** perception of emotion job satisfaction .686 1.184 .039 .580 .563 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 1 the mediating role of perception of emotion on the relationship between neuroticism and job satisfaction table v mediating test of neuroticism on job satisfaction through managing own emotions iv dv b se β t p neuroticism job satisfaction -2.270 .606 -.216 -3.744 .000** neuroticism managing own emotions -.293 .031 -.416 -9.561 .000** managing own emotions job satisfaction -1.505 1.356 -.090 -1.109 .268 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 321 fig. 2 the mediating role of managing own emotions on the relationship between neuroticism and job satisfaction table vi displays that the direct effect of neuroticism on job satisfaction (ć path) is significant (b = -2.270, p <0.01). likewise, the direct effect of neuroticism on managing others’ emotions (a path) is significant (b = -.140, p < 0.01). on the other hand, the relationship between managing others’ emotions and job satisfaction (b path) is not significant (b = .637, p = .594). thus, managing others’ emotions does not mediate the relationship between neuroticism and job satisfaction. the sobel test calculation similarly showed that the indirect effect of neuroticism on job satisfaction is statistically insignificant (z = .530, p = .595). table vii shows the direct effect of agreeableness on job satisfaction (ć path) is not significant (b = .307, p= .732); additionally, the relationship between perception of emotion and job satisfaction (b path) is not significant (b = 0.686, p = .563). on the other hand, the direct effect of agreeableness on perception of emotion (a path) is significant (b = .366, p < 0.01). thus, the perception of emotion does not mediate the relationship between agreeableness and job satisfaction. the calculation of the sobel test also showed that the indirect effect of agreeableness on job satisfaction is statistically insignificant (z = .036, p = .971). table vi mediating test of neuroticism on job satisfaction through managing others’ emotions iv dv b se β t p neuroticism job satisfaction -2.270 .606 -.216 -3.744 .000** neuroticism managing others’ emotions -.140 .029 -.227 -4.889 .000** managing others’ emotions job satisfaction -.637 1.193 -.037 -.534 .594 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 3 the mediating role of managing others’ emotions on the relationship between neuroticism and job satisfaction table vii mediating test of agreeableness on job satisfaction through perception of emotion iv dv b se β t p agreeableness job satisfaction .307 .897 .020 .342 .732 agreeableness perception of emotion .366 .043 .373 8.413 .000** perception of emotion job satisfaction .686 1.184 .039 .580 .563 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 322 fig. 4 the mediating role of perception of emotion on the relationship between agreeableness and job satisfaction table viii displays the direct effect of agreeableness on job satisfaction (ć path) is not significant (b = .307, p= .732); also, the relationship between managing own emotions and job satisfaction (b path) is not significant (b = -1.505, p = .268). conversely, the direct effect of agreeableness on managing own emotions (a path) is significant (b = .421, p < 0.01). so, managing own emotions does not mediate the relationship between agreeableness and job satisfaction. likewise, the sobel test calculation presented that the indirect effect of agreeableness on job satisfaction is statistically insignificant (z = .028, p = .977). table ix demonstrates that the direct effect of agreeableness on job satisfaction (ć path) is not significant (b = .307, p= .732); similarly, the relationship between managing others’ emotions and job satisfaction (b path) is not significant (b = -.637, p = .594). conversely, the direct effect of agreeableness on managing others’ emotions (a path) is significant (b = .353, p < 0.01). consequently, managing others’ emotions does not mediate the relationship between agreeableness and job satisfaction. the sobel test calculation further illustrated that the indirect effect of agreeableness on job satisfaction is statistically insignificant (z = .533, p = .593). table viii mediating test of agreeableness on job satisfaction through managing own emotions iv dv b se β t p agreeableness job satisfaction .307 .897 .020 .342 .732 agreeableness managing own emotions .421 .039 .454 10.699 .000** managing own emotions job satisfaction -1.505 1.356 -.090 -1.109 .268 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 5 the mediating role of managing own emotions on the relationship between agreeableness and job satisfaction table ix mediating test of agreeableness on job satisfaction through managing others’ emotions iv dv b se β t p agreeableness job satisfaction .307 .897 .020 .342 .732 agreeableness managing other’s emotions .353 .035 .435 10.098 .000** managing other’s emotions job satisfaction -.637 1.193 -.037 -.534 .594 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 323 fig. 6 the mediating role of managing others’ emotions on the relationship between agreeableness and job satisfaction table x shows that the direct effect of agreeableness on job satisfaction (ć path) is not significant (b = .307, p= .732). in contrast, the direct effect of agreeableness on utilization of emotion (a path) is significant (b = .199, p < 0.01). also, the relationship between utilization of emotion and job satisfaction (b path) is significant (b = 2.937, p =.003). thus, the utilization of emotion fully mediates the relationship between agreeableness and job satisfaction. the sobel test calculation also illustrated that the indirect effect of agreeableness on job satisfaction is statistically significant (z = 2.703, p = .006). table xi shows that the direct effect of conscientiousness on job satisfaction (ć path) is not significant (b = .214, p= .802). conversely, the direct effect of conscientiousness on perception of emotion (a path) is significant (b = .355, p < 0.01). finally, the relationship between perception of emotion and job satisfaction (b path) is not significant (b = 0.686, p = .563). thus, the perception of emotion does not mediate the relationship between conscientiousness and job satisfaction. the sobel test calculation also showed that the indirect effect of conscientiousness on job satisfaction is statistically insignificant (z = .578, p = .563). table x mediating test of agreeableness on job satisfaction through utilization of emotion iv dv b se β t p agreeableness job satisfaction .307 .897 .020 .342 .732 agreeableness utilization of emotion .199 .030 .298 6.530 .000** utilization of emotion job satisfaction 2.937 .992 .190 2.961 .003 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 7 the mediating role of utilization of emotion on the relationship between agreeableness and job satisfaction table xi mediating test of conscientiousness on job satisfaction through perception of emotion iv dv b se β t p conscientiousness job satisfaction -.214 .850 -.016 -.252 .802 conscientiousness perception of emotion .355 .038 .391 8.902 .000** perception of emotion job satisfaction .686 1.184 .039 .580 .563 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 324 fig. 8 the mediating role of perception of emotion on the relationship between conscientiousness and job satisfaction table xii demonstrates the direct effect of conscientiousness on job satisfaction (ć path) is not significant (b = -.214, p= .802); while the direct effect of conscientiousness on managing own emotion (a path) is significant (b = .411, p < 0.01). finally, the relationship between managing own emotion and job satisfaction (b path) is not significant (b = -1.505, p = .268). thus, managing own emotions does not mediate the relationship between conscientiousness and job satisfaction. the sobel test calculation further illustrated that the indirect effect of conscientiousness on job satisfaction is statistically insignificant (z = 1.105, p = .268). table xiii shows that the direct effect of conscientiousness on job satisfaction (ć path) is not significant (b = .214, p= .802). on the other hand, the direct impact of conscientiousness on managing others’ emotions (a path) is significant (b = .308, p < 0.01). finally, the relationship between managing others’ emotions and job satisfaction (b path) is not significant (b = -.637, p = .594). therefore, managing others’ emotions does not mediate the relationship between conscientiousness and job satisfaction. the sobel test calculation also illustrated that the indirect effect of conscientiousness on job satisfaction is statistically insignificant (z = .533, p = .593). table xii mediating test of conscientiousness on job satisfaction through managing own emotions iv dv b se β t p conscientiousness job satisfaction -.214 .850 -.016 -.252 .802 conscientiousness managing own emotions .411 .033 .508 12.349 .000** managing own emotions job satisfaction -1.505 1.356 -.090 -1.109 .268 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 9 the mediating role of managing own emotions on the relationship between conscientiousness and job satisfaction table xiii mediating test of conscientiousness on job satisfaction through managing others’ emotions iv dv b se β t p conscientiousness job satisfaction -.214 .850 -.016 -.252 .802 conscientiousness managing others’ emotions .308 .030 .434 10.091 .000** managing others’ emotions job satisfaction -.637 1.193 -.037 -.534 .594 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 325 fig. 10 the mediating role of managing others’ emotion on the relationship between conscientiousness and job satisfaction table xiv displays that the direct effect of conscientiousness on job satisfaction (ć path) is not significant (b = -.214, p= .802). conversely, the direct effect of conscientiousness on utilization of emotion (a path) is significant (b = .169, p < 0.01). additionally, the relationship between utilization of emotion and job satisfaction (b path) is significant (b = 2.937, p = .003). thus, the utilization of emotion fully mediates the relationship between conscientiousness and job satisfaction. the sobel test calculation also illustrated that the indirect effect of conscientiousness on job satisfaction is statistically significant (z = 2.676, p = .007). table xv shows that the direct effect of openness on job satisfaction (ć path) is not significant (b = .390, p= .604); while the direct effect of openness on perception of emotion (a path) is significant (b = .372, p < 0.01). finally, the relationship between perception of emotion and job satisfaction (b path) is not significant (b = 0.686, p = .563). thus, the perception of emotion does not mediate the relationship between openness and job satisfaction. likewise, the sobel test calculation showed that the indirect effect of openness on job satisfaction is statistically insignificant (z = .578, p = .562). table xiv mediating test of conscientiousness on job satisfaction through utilization of emotion iv dv b se β t p conscientiousness job satisfaction -.214 .850 -.016 -.252 .802 conscientiousness utilization of emotion .169 .027 .289 6.328 .000** utilization of emotion job satisfaction 2.937 .992 .190 2.961 .003 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 11 the mediating role of utilization of emotion on the relationship between conscientiousness and job satisfaction table xv mediating test of openness on job satisfaction through perception of emotion iv dv b se β t p openness job satisfaction .390 .752 .029 .518 .604 openness perception of emotion .372 .033 .429 9.932 .000** perception of emotion job satisfaction .686 1.184 .039 .580 .563 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 326 fig. 12 the mediating role of perception of emotion on the relationship between openness and job satisfaction table xvi illustrates that the direct effect of openness on job satisfaction (ć path) is not significant (b = .390, p= .604). in contrast, the direct effect of openness on managing own emotions (a path) is significant (b = .350, p < 0.01). finally, the relationship between managing own emotions and job satisfaction (b path) is not significant (b = -1.505, p = .268). thus, managing own emotions does not mediate the relationship between openness and job satisfaction. the sobel test calculation also showed that the indirect effect of openness on job satisfaction is statistically insignificant (z = 1.104, p = .269). table xvii displays that the direct effect of openness on job satisfaction (ć path) is not significant (b = .390, p= .604). on the other hand, the direct effect of openness on managing others’ emotions (a path) is significant (b = .252, p < 0.01). finally, the relationship between managing others’ emotions and job satisfaction (b path) is not significant (b= -.637, p = .594). thus, managing others’ emotions does not mediate the relationship between openness and job satisfaction. the sobel test calculation also showed that the indirect effect of openness on job satisfaction is statistically insignificant (z = .533, p = .594). table xviii demonstrates the direct effect of openness on job satisfaction (ć path) is not significant (b = .390, p= .604). conversely, the direct effect of openness on utilization of emotion (a path) is significant (b = .191, p < 0.01); additionally, the relationship between utilization of emotion and job satisfaction (b path) is significant (b = 2.937, p = .003). thus, the utilization of emotion fully mediates the relationship between openness and job satisfaction. similarly, the sobel test calculation revealed that the indirect effect of openness on job satisfaction is statistically significant (z = 2.788, p = .005). table xvi mediating test of openness on job satisfaction through managing own emotions iv dv b se β t p openness job satisfaction .390 .752 .029 .518 .604 openness managing own emotions .350 .030 .486 11.651 .000** managing own emotions job satisfaction -1.505 1.356 -.090 -1.109 .268 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 13 the mediating role of managing own emotions on the relationship between openness and job satisfaction table xvii mediating test of openness on job satisfaction through managing others’ emotions iv dv b se β t p openness job satisfaction .390 .752 .029 .518 .604 openness managing others’ emotions .252 .028 .399 9.110 .000** managing others’ emotions job satisfaction -.637 1.193 -.037 -.534 .594 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 327 fig. 14 the mediating role of managing others’ emotions on the relationship between openness and job satisfaction table xviii mediating test of openness on job satisfaction through utilization of emotion iv dv b se β t p openness job satisfaction .390 .752 .029 .518 .604 openness utilization of emotion .191 .023 .368 8.286 .000** utilization of emotion job satisfaction 2.937 .992 .190 2.961 .003 note: b=unstandardized coefficient; beta=standardized coefficient; ** p<.01, * p<.05 fig. 15 the mediating role of utilization of emotion on the relationship between openness and job satisfaction b. discussion according to the aim of this study, which focused on the relationship of big five personality factors and job satisfaction with the mediatory role of emotional intelligence; the findings are following the results of earlier studies (furnham & christoforou, 2007; hazrati, zabihi, & mehdizadeh, 2013) which suggested that factors of personality have a powerful effect on the variation of emotional intelligence and this effect illustrates the close relationship between these variables. it was also consistent with prior research done by nawi et al. (2015), who argued that personality factors among university staff have a fundamental role in their organizational reactions and predict the amount of their emotional intelligence. similarly, chen and lai (2015) focused on staff personality and emotions in malaysian universities. the researchers reported that extraversion, agreeableness, conscientiousness, and openness have positive relationships with staff emotional intelligence, and the increase of their emotional intelligence leads to these factors. conversely, neuroticism has an adverse association with emotional intelligence, and an increase in staff emotional intelligence leads to a decrease in this factor. in earlier studies, it is explained that there are significant associations between all factors of personality with emotional intelligence. in contrast, in the present study, it is shown that there is no significant relationship between utilization of emotion and neuroticism. this study also disclosed that conscientiousness, openness, and agreeableness yielded positive, meaningful relationships with job satisfaction, while neuroticism has an adverse correlation with job satisfaction. these findings are by the results of ayan and kocacik (2010), bockhaus et al. (2012), therasa and vijayabanu (2012), who noted that personality factors have a considerable role on job satisfaction and impact individuals’ view toward their job. it is likewise consistent with previous studies done by fayombo (2010), naz et al. (2013), ganu and kogutu (2014), ijaz and khan (2015), who suggested that there is an adverse relationship between neuroticism and job satisfaction. conversely, there are positive associations between job satisfaction and conscientiousness, openness, extraversion, and agreeableness. as well, the findings of this study support previous investigation done by yahaya et al. (2012) in the malaysian workplace; the researchers argued that openness, agreeableness, extraversion, and conscientiousness created journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 328 confident reactions and behaviors such as likely to continue in the current position and avoid any absence or job cancellation amongst staff. also, the findings of the study support earlier examinations are done by alam (2009), mousavi et al. (2012), and coetzer (2013) who considered factors of emotional intelligence and reported that there is a significant relationship between perception, managing others’ emotions, and utilization with job satisfaction. it can conclude that the utilization of emotion and neuroticism amongst academic staff in public research universities in the kelang valley area has a considerable role in predicting job satisfaction. these findings agree with alam (2009); and ngah, jusoff, and abdul rahman (2009), who explained utilization as one of the main factors of emotional intelligence significantly associated with job satisfaction. likewise, the findings are like tesdimir, zaheer asghar, and saeed (2010), who concentrated on personality factors and explained that neuroticism predicts the level of job satisfaction. the findings showed that utilization of emotion as one of the emotional intelligence factors was a mediator of the association between personality factors (agreeableness, conscientiousness, and openness) and academic staff's job satisfaction at public research universities in klang valley, malaysia. these findings are consistent with ngah et al. (2009) and platsidou (2013) who explained that utilization of emotion has a considerable impact on staff's feelings and attitudes; additionally, this emotional intelligence factor is influenced by other elements of the work environment. however, through the present findings, there are some supports for associations between emotional intelligence and job satisfaction, making emotional intelligence (utilization of emotion) reasonable mediators between big five personality factors and job satisfaction. furthermore, in the current study, utilization of emotion fully mediated the relationship between agreeableness, conscientiousness, and openness with academic staff's job satisfaction. iv. conclusions a. conclusions this study's outcomes indicate that five personality factors and emotional intelligence influence respondents' job satisfaction. the study applied various methods to discover relationships between variables, determine predictor variables, and the mediator variable's role in the relationships between dependent variables and the independent variables. indeed, the findings indicated that various factors motivate academic staff job satisfaction and change their attitudes and beliefs toward their position at the university. this study's findings demonstrated conscientiousness, openness, and agreeableness have positive relationships with job satisfaction. the academic staff with these personalities show better reactions to the struggles of the workplace. at the same time, neuroticism decreases job satisfaction, and neurotic academic staff illustrates unusual and negative organizational behavior. moreover, the university can get early information about new academic staff's personality by appropriate screening tests and determining some effectual strategies for the neurotic academic staff to restrict uncommon organizational behavior. emotional intelligence factors also have a positive effect on job satisfaction and increase the level of job satisfaction. academic staff who apply their emotional intelligence, or in other words, are motivated by emotions, have better feelings toward their job, and managing their affairs at the university. additionally, conscientiousness, openness, extrovert, and agreeableness academic staff have more emotions than the neurotic academic staff. this study has found that generally, neuroticism and emotion utilization predict academic staff job satisfaction at the university. studying job satisfaction by linking it to five personality factors and emotional intelligence is relevant to the context of an educational organization such as public research universities. the present study's findings have proven that different factors impact job satisfaction among academic staff at public research universities in klang valley, malaysia. therefore, it is concluded that job satisfaction is a dependent factor that changed its amount by affecting several factors, such as personality factors and emotional intelligence. b. implications the present study provides some empirical evidence that determines the impact of psychological variables on job satisfaction of academic staff; also, it has various practical implications for the social community, organizations particularly educational organizations, mohe, universities, psychologists, managers, employees, and academic staff. considering the role of job satisfaction among academic staff, identifying factors contributing to job satisfaction is essential. furthermore, the first and major implication is distinguishing the basic human needs that should be supported by academic staff and university. the present study found that personality factors and emotional intelligence have significant relationships with job satisfaction. furthermore, this implies that the university can obtain initial and necessary information about new academic staff's personality by using proper screening tests to control and restrict uncommon organizational behavior and manage prevention courses related to neurotic academic staff. likewise, the university should consider emotional intelligence and specific utilization of emotion as the imperative alignment for intervention and prevention to increase job satisfaction among academic staff. this study likewise implies that academic staff, by knowing their personality, endeavor to control and reduce negative factors that have an unsatisfactory role in emotions and feeling toward job and workplace. furthermore, it suggests that staff should be trained and improve their knowledge to recognize their personality and emotions; consequently, they can monitor their reactions and attitudes toward their job. this study's findings revealed that academic staff conveys feelings toward a job through their emotions, based on their personality factors. as a result, the findings help academic staff be aware of their emotions in their personal and social lives. an appropriate working condition can be provided according to each positive and negative factor and applying the positive personality factors and emotional intelligence factors. applying these positive factors lead to worthy journal of education, teaching, and learning volume 5 number 2 september 2020. page 317-331 p-issn: 2477-5924 e-issn: 2477-8478 329 attitudes towards the job. finally, the current study's findings could support all the staff that works in any educational organization and institutes. it could be like a guide in planning for staff at the university. c. recommendation the present study used primary data collected by the researcher from academic staff, but it is just limited to crosssectional design and data collected at one time. furthermore, it is recommended that the investigation in this area performs longitudinal design if time and finance are sufficient for the researcher. secondly, this study only focused on public research universities in the klang valley area, while job satisfaction is vital among staff in any educational organization and university. moreover, it is recommended that future studies consider all universities, such as private and public universities, and compare these two universities together. subsequently, the study was among academic staff, and the non-academic staff was not mentioned. likewise, it is suggested that future studies extend the population and focus on academic and non-academic staff and compare the level of job satisfaction with each of these groups together. undoubtedly, the situations and types of their attitudes in each of these groups are different and show various reactions toward job satisfaction. references akintayo, d. i., & babalola, s. s. 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(2012). the relationship between big five personality with work motivation, competitiveness and job satisfaction. elixir psychology, 44, 7454-7461. https://doi.org/10.2139/ssrn.2866498 https://doi.org/10.3311/ppso.7620 journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 354 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the effect of class management and identity crisis on class 7 of students’ behavior digression at junior high school in sambas district juni hartono 1) , aswandi 2) , sukmawati 3) 1) universitas tanjungpura, pontianak, indonesia e-mail:jhartono70@gmail.com 2) universitas tanjungpura, pontianak, indonesia e-mail: aswandiwk@yahoo.com 3) universitas tanjungpura, pontianak, indonesia e-mail:sukmawati@fkip.untan.ac.id abstract. students' behavior digression can be caused by factors that originate in students who are experiencing an identity crisis or teacher classroom management in the class is less effective. this study aims to describe the effect of class management and identity crisis together on behavior digression of class vii ( 7th grade) students in the state junior high school class in subrayon 4 tebas, sambas district. the research method used is descriptive expost method, with a quantitative research approach. the population in this study were all public junior high school teachers in subrayon 4 tebas, sambas district as many as 174 people and the samples were taken by random sampling. the data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and behavior digression of state junior high school students in subrayon 4 tebas, sambas district. the data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at state junior high school in subrayon 4 tebas of sambas district, students who sat in class vii of state junior high school in subrayon 4 tebas of sambas district, the results of data from bp teacher and homeroom teacher. the data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires. the results of the research obtained are (1) teacher class management influences student behavior digression; (2) there is significant influence between student identity crisis and behavior digression; (3) there is a jointly significant relationship between teacher class management variables and student identity crisis towards student behavior digression. based on the results of the research conducted, it can be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral deviations in the class vii of state junior high school in subrayon 4 tebas, sambas district. keywords: effect; class management; identity crisis; behavior digression i. introduction in participating in learning activities in school students will not be separated from various rules and binding rules. in the lives of students, actions often occur in order to adjust to the environment around both the environment and friends in school and the environment at home. the student's actions can be positive to negative. negative student actions are often referred to as behavioral deviations. behavior digression themselves are acts of violation of norms both legal norms and social norms. as in the case of tebas, behavior digression occur in minors. for that a teacher needs to have good and effective classroom management in the implementation of the teaching and learning process in the classroom will be able to provide good learning outcomes and fulfillment of the needs of students so that students do not commit behavioral deviations. students' behavior digression in the classroom can be due to factors within students who are experiencing an http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 355 identity crisis or classroom management of teachers in the classroom that are less effective, so they are unable to adjust to the state of the classroom environment. it can be outside factors the student's self such as the influence of friends, looser school discipline, school facilities and infrastructure that do not meet the requirements, curriculum, teachers and so forth. the increasingly critical identity of students in schools will have a negative impact on the process and the results of learning in the classroom. overcoming the identity crisis in the classroom is likely to reduce students' behavior digression in the class that students often display will diminish and the quality of the school will be good, and people's trust will increase. teacher classroom management that is good in the teaching and learning process in the classroom should teachers be able to plan learning activities, can organize students in the classroom, can supervise or control students and even direct students 'behavior and can arouse students' enthusiasm. even discipline students to obey and obey all teachers in the school. good classroom management carried out by each teacher who conducts teaching and learning activities in the classroom at school will have a positive impact on students who participate in these learning activities. teachers who conduct good classroom management will always give full attention to their students and what empathy is experienced by their students. by conducting good classroom management in the teaching and learning process, reducing and overcoming the identity crisis students will be able to provide good behavioral changes to students not to do things that are not fair by students. behavior digression carried out by junior high school students who are in their early teens is very necessary not to occur and continue to be monitored and controlled so that they will be able to provide good quality learning outcomes, and become a generation of intelligent, dignified, moral and good integrity. based on the explanation above, the role of class management and overcoming an identity crisis is needed to control the behavior digression of students in the classroom. therefore, the researcher wants to study scientifically what is "the effect of class management and identity crisis on class vii students' behavior digression in the state junior high school in subrayon 4 tebas, sambas district". ii. methodology this research method uses the descriptive expost method, with a quantitative research approach based on the consideration that basically this research aims to test a theory, to present a fact or to describe it statistically. the data used in this study are quantitative data. quantification in this study occurs when scoring in the scale of measurement of alternative answers to the questionnaire. a. population and sample the population in this study were all-state junior high school teachers in subrayon 4 tebas, sambas district, both pns teachers and non-pns teachers (honorary) as many as 174 people. the number of population in this study is more than 100 people, so the sampling uses random sampling. the number of teacher samples that can be retrieved from the population in this study by using questionnaires in the state junior high school in subrayon 4 tebas, sambas district, as many as 121 teachers. b. data and data sources the data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and deviations in the behavior of state junior high school students in subrayon 4 tebas, sambas district. the data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at state junior high school in subrayon 4 tebas of sambas district, students who sat in class vii of state junior high school in subrayon 4 tebas of sambas district, the results of data from bp teacher and homeroom teacher. c. data collection techniques and research instrument the data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires / questionnaires. the instrument in this study is in the form of a structured or closed questionnaire consisting of questions with a number of specific answers as choices, the task of the correspondent is to choose the answer that is in accordance with his establishment. questionnaires are arranged based on operational definitions of variables x1, x2 and variable y. development of instruments in this study is carried out by means of a) compiling indicators of research variables; b) compile the instrument grid; c) test the instrument; and d) testing the validity and reliability of the instrument. a. arranging research variable indicators. the preparation of instruments is based on research variables namely class management variables (x1), student identity crisis (x2) and student behavior digression (y). class management variable (x1) which is referred to as free variable one is compiled and developed by researchers by referring to the thinking according to priansa (2014: 244) there are two activities in class management, one of which is: student regulation (emotional condition) which includes: (1) behavior, (2) discipline, (3) interest / attention, (4) passion for learning, and (5) group dynamics. identity crisis variables (x2), which are referred to as two independent variables, are compiled and developed by researchers by referring to the opinion of marcia (santrock, 2003) saying that identity crisis is a condition where adolescents experience confusion in considering an awareness to make, namely: (1) decision and (2) commitment. meanwhile the variable student behavior digression (y) called variable bound by the researcher develops it refers to the opinion of the dreikurs in vern and journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 356 louis (2012: 34) describing four objectives related to behavior digression namely; (1) get attention, (2) power, (3) revenge, and (4) show inadequacy. b. arrange the instrument grid preparation of the questionnaire as a data collection tool in this study using a likert scale with a scale of 1-4. all questionnaires given to teachers are used using alternative answers, very high (st), high (t), low (r), and very low (sr). with the weight of the score as follows: very high (st) weighs 4, height (t) weighs 3, low (r) weighs 2, and "very low (sr), weighs 1. c. validity and reliability test techniques this trial was conducted at two schools outside of subrayon 4 tebas, namely sambas 1 state junior high school, sambas 2 state junior high school and sambas 3 state junior high school. the number of respondents in the trial were 30 teachers who had the same characteristics as the actual research respondents. the tabulation of the answers to the trial questionnaire is attached to the appendix. furthermore, the results of respondents' answers were tested for validity and reliability tests. 1. validity test technique validity testing to prove the validity and validity of the questionnaire question items can be done by looking at the product moment pear correlation coefficient number. in determining the feasibility of the items the questionnaire questions that will be used in the research are significant correlation coefficient tests at the 0.05 level. validity test is carried out in each question, and the results can be seen through the results of r count compared to r table, where r table can be obtained through df (degree of freedom) = n-2 (significant 5%, n = number of samples). 2. reliability test techniques questionnaires are called reliable if a person's score on the same test is given twice or more the results are the same or similar. the high and low questionnaire reliability is reflected by the value of cronbach alpha. reliability measurement is done by one shot or measurement once using the spss cronbach alpha statistical test application. the variable is said to be reliable if the cronbach alpha value is > 0.60. in this study to calculate the validity and reliability of the instrument using the spss pasw statistics program. to test the validity of using the bivariate person method which tests its validity using pearson product moment (r). d. data analysis technique 1. data analysis requirements test techniques a) data normality test data normality testing was done first to get data taken from teacher class management variables (x1), identity criterion variables (x2), and junior high school students (y) behavioral deviation variables, each of which was 121 teacher correspondents from state junior high school in subrayon 4 tebas in sambas district. in this study, the normality test with spss used the one-sample kolmogorov-smirnov test using a significance level of 0.05. data is declared to be normally distributed if significance is greater than 5% or 0.05. with decision making in the kolmogorov-smirnov normality test (1) if it is sig. > 0.05, then the data is normally distributed, (2) if the value is sig. <0.05, then the data is not normally distributed. data normality testing can also be done with chi squares (sugiyono, 2003: 199). b) data linearity test linearity test aims to determine whether two variables have a relationship that is linear or not significantly. in this study, there are two independent variables (x1, x2) and one dependent variable (y). with the linearity test, the teacher class management variable (x1) and the student identity crisis variable (x2) has a linear or no relationship with the variable of the students' (y) state junior high school deviation in subrayon 4 tebas, sambas district, see the results comparing the sig. deviation from linearity with a significant level of value that can be tested using spss. if sig. deviation from linearity which has a value of b or greater than or equal to the significance level used (0.05) means that the variable of students behavior digression is linearly correlated with teacher class management variables, and student identity crisis variables. 2. hypothesis testing techniques testing the hypothesis using product moment correlation. to test the significance of the multiple regression equation as a whole using the formula f-test from sugiyono (2010; 154) as follows: f-test = (1) the hypothesis testing criteria are as follows: 1) if the score of f <ftable value, then ho is accepted 2) if the score of f ≥ftable, then ha is accepted as a benchmark for measuring the strength of the weak relationship between two variables, the author uses the benchmark from sugiyono (2003: 214). according to sugiyono guidelines, to provide an interpretation of the correlation coefficient seen in table i. table i guidelines for interpreting the correlation coefficients coefficient interval level of correlation 0,00 – 0,199 0,20 – 0,399 0,40 – 0,599 0,60 – 0,799 0,80 – 1,000 very low low medium strong very strong journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 357 e. test results for data validity and reliability 1. data validity testing the questionnaire that will be used in the research is to test the validity of the questionnaire from the respondent's answer, first to test the questionnaire to the teacher who was the respondent in this study by taking at least 30 teachers of state junior high school at sambas 1 state junior high school, sambas 2 state junior high school and sambas 3 state junior high school random with the same characteristics to represent respondents in the research questionnaire test. obtained from the results of trials that the questions used in this research questionnaire/ questionnaire which are two independent variables (x1 and x2) and one dependent variable (y) can all be said to be valid. in testing the validity of this questionnaire using the spss application (statistical product and service solution). a) the validity of teacher class management variables (x1) in testing validity or validity testing in the study, the questions in the research questionnaire are needed to measure how well the questions in the questionnaire are presented. in quantitative research, the main criteria for the data from the studies are valid. for respondents so that the results can be expected to explain what was the target or goal in this study. from the independent variable, namely the teacher class management variable (x1), the validity test is done by comparing the results of r count with r table. if the results of r count are greater than r table, then the instrument used can be said to be valid. using valid instruments in data collection, it is expected that the research results will be valid. so a valid instrument is a requirement to get valid research results' based on the results of testing the teacher class management variable questions (x1) as shown in the table above, it can be seen that items number 1 through number 40 are declared valid in this research questionnaire. b) the validity of variables in student identity crisis (x2) in the identity crisis variable for the research questionnaire, researchers used 20 question items. from the results of the trials on the teacher identity crisis variable questions (x2), it can be seen that the overall questions used to ask about the identity crisis are declared valid and can be used as items for the research questionnaire. c) the validity of variables of student behavior digression (y) after getting the results of the validity of the independent variables x1 and x2, the validity of the dependent variable (y) is done, namely the deviation of student behavior. in this variable of student behavior digression, the researcher used 30 items to be answered by teachers from the state junior high school outside the state junior high school in subrayon 4 tebas of sambas district as many as 30 teachers. from the results of the test items about the variable student behavior digression (y), it can be seen that the questions number 1 to number 30 are valid and can be used as items for this research questionnaire. 2. data reliability testing reliability test is a trust test or reliability test of the questions used in a research questionnaire. to see the reliability and trustworthiness of the desired question items in this study, the researcher conducted a reliability test for all question items independent variable principals leadership (x1), independent variable student identity crisis (x2) and dependent variable student behavior digression (y). a) teacher class management variable reliability (x1) based on the results of the reliability test, the value of cronbach's alpha is 0.929 which is greater than 0.60 so that the items in the 40 questions used in this study are declared reliable. b) reliability of student identity crisis variables (x2) based on the results of the reliability test, the value of cronbach's alpha is 0.848 which is greater than 0.60 so that the items in question as many as 20 questions are stated as reliable. c) reliability of student behavior digression variables (y) based on the results of the reliability test, the value of cronbach's alpha results obtained at 0.909 which is greater than 0.60 so that the items as many as 30 questions used in this study were declared reliable. f. newsletter answer questionnaire the questionnaire answer scoring procedure as a data collection tool in this study uses a rating scale. table ii scoring categories answers journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 358 iii. results and discussion a. results this study uses primary data in the form of a questionnaire distributed to teachers who are pn and nonpns status in the state junior high school in subrayon 4 tebas sambas district. class management of student behavior digression teacher class management is one component that has a great influence on managing and managing classes. quality class is very dependent on the teacher how the teacher organizes and manages the class in carrying out their duties and functions in the teaching and learning process. the ability of a teacher to organize the class in carrying out its duties is very necessary to create a class that can provide good learning services to students. class management or classroom management is a skill that is absolutely mastered and able to be developed by a teacher when the teacher is in the classroom to carry out the teaching and learning process to produce quality education and to discipline students in learning so that the learning atmosphere becomes conducive and meaningful the role of management or management of a teacher's class is very necessary. therefore teachers who are in the classroom to carry out teaching and learning activities are able to see and get to know their students. what models and methods will be used by the teacher to realize effective learning conditions. class management ability is mainly not about doing something, but about being something. teachers who are in the classroom to do the teaching and learning process first know or recognize the behavior of each of their students, so that the teacher teaching method used is not far deviant and the development of classroom management goes according to what is expected. the development of class management or class management involves realizing the power that is in the teacher and the strength that is present in students as learning citizens. in a fundamental sense, to realize effective learning outcomes is very dependent on how the teacher organizes his class when the teacher is in the classroom. in this study, researchers prepared 40 items of questions about class management, which consisted of five aspects, namely: (1) behavior, (2) discipline, (3) interest / attention, (4) passion for learning, and (5) group dynamics. the results of the questionnaire distribution to 121 respondents were analyzed using spss program. based on the analysis results using spss program, the spread of the number of empirical scores obtained is the lowest score of 89 up to the highest score of 152. the average score is 112.80, and the standard deviation is 13.273. frequency distribution of teacher class management variables after getting the lowest value, the highest value is used to determine the class interval. based on the class interval, it can be used to create a clustered frequency distribution table according to the questionnaire answer category regarding teacher classroom management that can be seen in table iii. based on the table data above, the spread of the number of scores for teacher class management variables is 36 respondents or 29.75% including the excellent category, with variations from 89 to 104. a total of 54 respondents or 44.63% are good, with variation in the number of scores from 105 to 120. then 25 respondents or 20.66% are quite good, with variations in the number of scores from 121 to 136, and as many as 6 respondents or equal to 4, 96% including poor categories, with variations in the number of scores from 137 to 152. table iii frequency distribution of teacher class management variables student identity crisis against student behavior digression as explained in the previous section that this study used two independent variables. in both of these independent variables, namely teacher class management and student identity crisis are important components in managing the school and conducting the learning process in the classroom. the identity crisis which is an independent variable (x2) is one component that greatly influences learning outcomes in school. to reduce students 'lack of seriousness or to reduce students' discipline in class learning is necessary by overcoming and reducing student identity crises. the teaching and learning process that takes place in the classroom will be more effective and producing qualified graduates will depend on students' ability to reduce their identity crisis. identity criteria experienced by students is one form of problem that can prevent students from becoming more advanced in learning. identity crisis is a form of phenomenon that occurs during the development of adolescence, at that time the teenager has an attitude of doubt about his identity, who he is and what his role actually is. the identity crisis in students all happens because students experience biological and sociological changes with environmental conditions that are less supportive (negative) in students. the result allows changes in two forms of integration. first, the formation of feelings of consistency in his life. second, the achievement of role identity. most student "identity crises" occur because students "fail" to reach the second integrity period. in this study, researchers modeled journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 359 the effect on the independent variable on the dependent variable which one of the independent variables was the identity crisis. based on the results of calculations using spss, the results of a score of 121 teachers were obtained. the spread of the number of empirical scores is the lowest score of 41,000 to the highest score of 72,000. the average score is 58,840, and the standard deviation is 6,273. frequency distribution of variables identity crisis after getting the lowest value, the highest value is used to determine the class interval. based on the class interval, it can be used to create a clustered frequency distribution table according to the questionnaire answer category regarding student identity crisis that can be seen in table iv. table iv frequency distribution of variables identity crisis based on the data table above, the spread of the number of scores for student identity crisis variables, namely as many as 4 respondents or equal to 3.31% including the excellent category, with variations from 41 to 48. a total of 40 respondents or 33.06% including good, with variation in the number of scores from 49 to 56. then 53 respondents or 43.80% were quite good, with variations in the number of scores from 57 to 64, and as many as 24 respondents or equal to 19.83% including the poor category, with variations in the number of scores from 65 to 72. student behavior digression behavioral aberrations are an important topic in discussions about character education today. negative behavioral deviations that are repeatedly carried out by the same students will have an unfavorable impact on student characteristics. to reduce and overcome students behavior digression is a job that is not easy to do by schools whose responsibilities are fully handed over by the teacher. teachers to be able to carry out an effective teaching and learning process will certainly prepare a very mature plan. teaching and learning activities that occur in the classroom are the responsibility of a teacher to organize and collect so that the learning process goes according to what is expected. learning objectives will be achieved by reducing and overcoming the behavior of students who deviate from what has been targeted in the planning of learning made by the teacher depending on the ability of management and classroom management conducted by the teacher. class management that is well done in the teaching and learning process in the classroom is a way or solution to be able to reduce the students behavior digression in the classroom. the biggest challenge faced by teachers is how students behavior digression can be overcome so that the teaching and learning process can be more effective and the goals of learning can be achieved as expected. for this all there is a need for good cooperation from all school members. in this study student behavior digression is the dependent variable (y), which is influenced by the independent variable teacher class management (x1), and the independent variable student identity crisis (x2). in the research questionnaire, the variable student behavior digression is 30 items which include four aspects, namely: (1) getting attention, (2) power, (3) revenge, and (4) showing inadequacy. from the results of calculations using spss, the results were found with the score of the correspondent as many as 121 teachers. the spread of the number of empirical scores is the lowest score of 74,000 to the highest score of 107,000. the average score is 89.31, and the standard deviation is 6.908. frequency distribution of variables for student behavior digression after getting the lowest value, the highest value is used to determine the class interval. based on the class interval, it can be used to create a clustered frequency distribution table according to the questionnaire answer category regarding student behavior digression that can be seen in table v. table v frequency distribution of variables of student behavior digression based on the data table above, the spread of the number of scores for the variable student behavior digression is as much as 23 respondents or equal to 19.01% including the excellent category, with variations from 74-82. a total of 53 respondents or 43.80% were included in both variations in the number of scores from 83 91. then 38 respondents or 31.40% were quite good, with variations in the number of scores from 92-100, and as many as 7 respondents or equal to 5, 79% included in the poor category, with variations in the number of scores 101109 test data analysis requirements a. normality test data normality test is used in this research to find out whether the data is normally distributed or not. testing journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 360 the normality of data distribution is done by using a test technique using the kolmogorov –smirnov test using the spss computer program. based on the test for data normality testing, it can be concluded that the data on teacher class management variables (x1), student identity crisis variables (x2), and student behavior digression variables (y) are from normally distributed populations. because each variable has a significant value greater than 0.05. from the results of the normality test, all data are normally distributed. thus the data meets the requirements for further analysis using parametric statistics. b. linearity test linearity test aims to determine whether two variables, namely independent variables with dependent variables show a linear relationship. in this study linearity test to find out the teacher class management variables showed a linear relationship with the variable student behavior digression, and the student identity crisis variable showed a linear relationship with the variable deviation of student behavior. linearity relationships can be seen in the table vi. table vi linearity test results for teacher class variables management with student behavior digression variables based on table vii above can be seen the results of the deviation from linearity greater than 0.05 (0.143> 0.05), then the relationship between teacher class management variables with student behavior digression is expressed linearly. and also can be seen significant value less than 0,05 (0,000 <0,05). for the relationship of student identity crisis variables with variable students behavior digression can be seen in the table vii. table vii variable linearity test results for student identity crisis with variables student behavior digression based on table vii above, it can be seen that the results of the deviation from linearity are greater than 0.05 (0.457> 0.05), so the relationship between student identity crisis variables and student behavior digression is expressed linearly. thus fulfilling the requirements to be continued in the calculation of partial correlation and linear regression. c. hypothesis test based on the formulation of the problem and the objectives of this study, it can be proposed the null hypothesis (ho) as follows: "there is no influence of teacher class management and student identity crisis significantly with behavior digression of students in the class." and hypotheses are developed in the form of alternative hypotheses (ha). and this hypothesis was tested with the help of the spss program. in this study to test the hypotheses, using the f test to test whether there is a significant effect between teacher classroom management and student identity crisis together on student behavior digression. as for examining the effect of teacher class management and critique of student identity on students behavior digression in the classroom in increasing discipline and quality of school partially or individually used t-test. 1) test f (f test) after analyzing data processing for the f test and its calculation using the spss version 18 program, the output results obtained as seen in table viii. table viii simultaneous test (f test) based on table viii, it can be seen that fcount is equal to. 91,382. f table value for a significant level of 0.05 with df1 = 2 (number of independent variables) and df2 = nk-1 (number of samples independent variables 1) = 121 2 1 = 118 is equal to 3.07 with alpha values ( α) of 0.05 (α = 5%). thus it is known that fcount> ftable (91.382> 3.07) so that ha3 is accepted. this means that together (simultaneous) there is significant influence between teacher class management variables and student identity crisis variables on the students behavior digression variable in the class vii class of state junior high school in subrayon 4 tebas of sambas district. 2) t-test the t-test was used to determine whether there was any individual influence between teacher class management variables and student identity crisis variables on student behavioral deviations in class vii grade students of state junior high school in subrayon 4 tebas, sambas district. the results of this calculation can be seen in the table ix. journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 361 table ix partial test (t-test) by comparing the value of t count with the table for each variable, the following results are obtained: a) t count teacher class management variables> t table (6.543> 1.980). this means that ho1 is rejected, so it can be concluded that: there is a significant effect of teacher class management on behavioral deviations in class vii students in the state junior high school class in subrayon 4 tebas sambas district. b) t count the student identity crisis variable> t table (2,731> 1,980). it means that ho2 is rejected so that it can be concluded that: there is a significant effect of an identity crisis on behavior digression of class vii students in the state junior high school class in subrayon 4 tebas, sambas district. d. coefficient of determination the coefficient of determination analysis is used to see the relationship, and the magnitude of the role of each independent variable in this study is teacher class management and student identity crisis in influencing the dependent variable in this study is the deviation of student behavior. based on the statistical test results it is known: 1) the coefficient value of the teacher class management variable (x1) is 0.580 2) the coefficient of identity crisis variable (x2) is 0.242 3) the constant value is 39.602 from these values, the multiple linear regression equation is as follows: y = 39.602 + 0.580 (x1) + 0.242 (x2). based on the regression line equation shows that the ratio of variable y will increase respectively by 0.580 / unit if x1 increases by one unit, y will increase respectively by 0.242 / unit if x2 increases by one unit. furthermore, the price of 39.602 for students behavior digression cannot be explained due to other factors, or other variables. e. significance test each variable has a regression line coefficient value can be seen in the following table: table x test for significance of regression lines from table x above it can be seen that the two regression line coefficients, namely a1 (0.580) and a2 (0.242) have a significant relationship with the deviation of student behavior. thus, if the significance of each variable is sorted in relation to student behavior digression are x1 and x2. b. discussion 1. effect of class management on student behavior digression this finding shows that teacher classroom management influences student behavior digression. in line with the opinion expressed by djamarah and zain (2006) that, class management is an effort to utilize the potential of existing classes as optimal as possible to support the process of educative interaction to achieve learning goals. class management (management) is not only in the form of class arrangements, physical facilities, and routines the learning process carried out with effective classroom management is an absolute requirement for the creation of an effective teaching and learning process. the inability of teachers to conduct classroom management when the teaching and learning process in the classroom causes the failure of the teacher to achieve learning goals. the teacher is not just going to class to deliver learning material to students, but the teacher must also be able to organize and manage his class to make the learning climate pleasant conducive learning atmosphere in the classroom with classroom management in accordance with the guidelines carried out by the teacher will be able to provide calm and comfort for students in learning and can provide student behavior in a positive direction. the life of students in the community will more or less greatly influence the learning climate in the classroom. to be able to overcome this that can provide opportunities for behavior digression of students in the classroom, for that teachers must be able to organize and manage classes in learning activities to be a conducive and effective class. the teaching and learning process carried out in the classroom that occurs interaction and communication between teachers and students, between students and students will produce goals that have been set together will be achieved if the classroom management carried out by the teacher can be implemented properly. of course, there is good cooperation and mutual support between all involved in the class. the teaching and learning process that occurs in the classroom is a necessity that needs to be managed and structured well and correctly to be able to produce student behavior that does not lead to a negative character. class management is a very important factor in determining educational success. with good class management during the teaching and learning process will be able to know all the desires and needs of students, and will be able to avoid and reduce the conflicting behaviors in the lives of students in school. journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 362 to make a high-disciplined and quality school certainly begins with conducting teaching and learning activities that occur in the classroom. teachers who guide students in the classroom act as managers able to prepare good plans and organize or manage good classes and focus and concentrate on every activity carried out in the classroom. class management that runs effectively in the classroom and can invite students to work together, of course, to achieve goals from those that have been agreed upon together will be achieved. the learning process that runs effectively and the teacher is able to influence all students in the class to work together in achieving the same goals will be able to create a highdisciplined and quality school. teachers in carrying out their duties and functions as facilitators who share knowledge with students and socialize, and communicate that takes place in the classroom are carried out with good management which will certainly be able to influence students for a better direction. by conducting class management both in the teaching and learning process, of course, it will be able to change students' behavior towards a better direction and students will not do actions that violate the rules that have been set in school. good classroom management carried out by each teacher who conducts teaching and learning activities in the classroom at school will have a positive impact on students who participate in these learning activities. teachers who conduct good classroom management will always give full attention to their students and what empathy is experienced by their students. increasing the mastery of classroom management to teachers in schools is the main target in creating highly disciplined schools and reducing negative behavioral deviations. the implementation of teaching and learning processes in quality classes in order to develop the potential of students to become human beings who believe and devote to god almighty have noble character, are healthy, knowledgeable, capable, creative, independent and become responsible citizens. students' behavior digression in the classroom can be due to factors in the student or classroom management of the teacher in the class that are less effective, so they are unable to adjust to the state of the classroom environment. and it can also be factors outside the student's self such as the influence of friends, looser school discipline, school facilities and infrastructure that do not meet the requirements, curriculum, teachers and so forth. behavioral deviations that usually occur in schools if not immediately addressed will make the results of learning that are not qualified, create graduates who are less moral and will even further threaten the lives of generations to come and the social order of society in general. the hope of all parties is how to overcome, reduce and even eliminate student deviations in order to produce quality education and future generations who are dignified to protect, preserve and develop national culture and noble character in the governance of school life. from the results of this study, there has been a significant effect of teacher class management variable (x1) on the variable student behavior digression (y) where the tcount value reaches 6.543 with a significance value of 0,000. student behavior digression is centered on the many rules and norms that are violated and are not compliant to be implemented. efforts to overcome and reduce these deviations depend on the accuracy of classroom management carried out in the learning process in the classroom and the suitability of what is expected by students. in this case, the behavior digression carried out by students in the classroom can be overcome by doing the teaching and learning process in the classroom by doing good classroom management and arranging students according to what they expect. to reduce and overcome students behavior digression in this class, good class management is needed to be able to create an effective learning atmosphere and work well together in order to achieve the expected goals together. from the findings in this study based on analysis of data processing with calculations using the spss program relating to the relationship of independent variable teacher class management (x1) has a correlation with the dependent variable of student behavior digression (y) shows a strong correlation. with a correlation coefficient of 0.763 and a significant value of 0.000 <0.05, it means that the better the classroom management of teachers in the teaching and learning process in the classroom, the more able to overcome the deviations of student behavior that is negative. based on the results of the research conducted by the author, that the contribution of teacher class management to behavioral deviations in class vii of state junior high school in subrayon 4 tebas, sambas district reached 58.00%. this means that this study shows that there is significant influence between the management of the teacher class on students' behavioral deviations in the seventh-grade students of the state junior high school in subrayon 4 tebas, sambas district by 58.00% and the remaining 42.00% influenced by other factors outside the research. 2. effect of student identity crisis on behavior digression the results showed that there was significant influence between student identity crisis and behavioral deviations. this means that the better the teacher reduces the student's identity crisis in the teaching and learning process, guiding and directing students and by serving students who can provide satisfaction, it will reduce the deviation of student behavior. in the learning process, developing student’s interest and the willingness of students to learn is absolutely done by the teacher, by opening the students' insight to self-confidence in learning. students who, in their learning, lack trust in their abilities will cause students journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 363 to lose their identity and will experience a prolonged identity crisis. identity formation has actually begun from childhood, but in adolescence, he accepted new dimensions because of dealing with physical, cognitive, and relational changes (grotevant and cooper, 1998). according to (erikson, 1968) identity crises are times of intensive analysis and exploration of various ways of looking at oneself. sousa in bluestein (2013: 31) states that schools and classrooms are environments with certain needs because different personalities gather together in a limited area, where these individuals are expected to interact according to established regulations based on social behavior and general emotional acceptance. from the findings in this study based on analysis of data processing with calculations using the spss program relating to the relationship of independent identity crisis variables (x2) has a correlation with the dependent variable behavior digression (y) shows a strong correlation. with a correlation coefficient of 0.682 and a significant value of 0,000 <0.050. this means that the better reducing the student identity crisis in the education process in school, the less deviant student behavior. based on the results of the research conducted by the author, that the contribution of the student identity crisis to the student behavior digression in the class vii class of state junior high school in subrayon 4 tebas, sambas district reached 24.20%. this means that this study shows that there is significant influence between the student identity crisis on students' behavioral deviations in the class vii grade of the state vocational school in subrayon 4 tebas, sambas district by 24.20% and the remaining 75.60% is influenced by other factors outside the research. 3. effect of teacher class management and student identity crisis together on students' behavior digression the results in this study indicate that there is a significant relationship together between teacher class management variables and student identity crisis towards student behavior digression. this means that good and well-planned teacher class management and student identity crises can be overcome in the learning process will create good quality schools and also have a positive impact on student behavior. priyanto, bahari, and parijo (2013) examined the "behavior digression of class x students at rasau jaya 1 public high school in rasau jaya district, kubu raya district". rasau jaya subdistrict, kubu raya district, namely: factors from within students (internal factors), namely students cannot adjust to the environment or school conditions. factors from outside the student (external factors), namely: the influence of friends, loosening of school discipline, giving sanctions that are not in accordance with existing provisions, school buildings that do not meet the requirements (no fence), because they observe behavior digression by others (other students) and the learning style applied by the teacher is less attractive. the principal in carrying out leadership tasks is to fulfill the infrastructure needed in the learning process in the school and the teacher in carrying out the task of giving and delivering the subject matter included by directing positive student behavior. in a joint effort to achieve goals that have been set, it can be achieved by providing services in an effort to meet the needs of students in learning, and the teacher also conducts good classroom arrangement and creates a pleasant and interesting learning atmosphere. from these findings, both separately and jointly there has been a significant influence between variables x1 and x2 on y. this means that this research implies that teacher classroom management is very important in managing, managing learning in the classroom and also by paying attention to and reducing identity crisis students will encourage students to be better at behaving in school. based on the results of the study it can be found that teacher classroom management and student identity crisis has a significant effect on student behavior digression with a contribution of 60.80%. this shows that the percentage of the influence of the independent variable (teacher class management and student identity crisis) on the dependent variable (student behavior digression) is 60.80%. while the remaining 39,200% is influenced by other factors outside of this study, therefore, it can be concluded that there is an influence of teacher class management and identity crisis on student behavior digression of 60.80%. iv. conclusions and suggestions a. conclusions based on the results of data processing, it can generally be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral digression in the vii grade of state junior high school in subrayon 4 tebas, sambas district. this influence can be illustrated from the simultaneous test conducted where the significance value for the f value is smaller than 0.05, which is 0, 000 and f count of 17,016 is greater than ftable of 3,07. therefore, both the teacher class management variables and the student identity crisis jointly influence the behavioral digression variables of students studying in the vii grade of state junior high school in subrayon 4 tebas, sambas district. b. suggestion by knowing whether there are simultaneous or partial influences between teacher class management variables and student identity crises on students' behavioral deviations in the teaching and learning process in the seventh grade students of state junior high school in subrayon 4 tebas sambas district, then there are some suggestions that journal of education, teaching, and learning volume 4 number 2 september 2019. page 354-364 p-issn: 2477-5924 e-issn: 2477-8478 364 researchers can convey in connection with the following findings: 1. the teacher is expected to pay attention to the needs of the students. 2. the teacher can plan in arranging the class and knowing the identity crisis experienced by students. 3. all teachers can be used as figures or models by students in the school environment to provide good quality of learning outcomes. 4. well planned class management carried out by teachers can change the attitude of good learning to students and create an good learning atmosphere that expected to realize the goals set. 5. researchers who are interested in conducting research are advised to conduct research: a. similar to the same object with other independent variables that are expected to affect student behavior digression. b. qualitatively in order to be able to provide clearly and in detail the factors that can influence student behavior digression. references bluestein, jane. (2013). manajemen kelas. jakarta: pt. indeks. erikson, e. h. (1968). identity, youth, and crisis. new york: norton. grotevant, h.d. & cooper, catherine r. (1998). individuality and connectedness in adolescent development; review and prospects research on identity, relationship, and context. personality development in adolescence, a cross-national and life span perspective. london: routledge. jones, vern dan louis jones. (2012). manajemen kelas komprehensif. jakarta: kencana. priansa, d.j. (2014). kinerja dan profesionalisme. guru. bandung: cv. alfabeta. priyanto, i., bahari, y., & parijo. (2013). perilaku menyimpang siswa kelas x pada sma negeri 1 rasau jaya kabupaten kubu raya. jurnal pendidikan dan pembelajaran, 2(7). santrock john. w. (2003). remaja, edisi kesebelas, erlangga. jakarta. sugiyono. (2003). metode penelitian administrasi. bandung: alfabeta. sugiyono. (2010). statistika untuk penelitian. bandung: alfabeta. zain, a., & djamarah, s.b. (2006). strategi belajar mengajar. jakarta: penerbit. pt. rineka cipta. isc paper template in a4 (v1) journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 8 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. practices and challenges of continuous assessment in colleges of teachers education in west oromia region of ethiopia gemachu oli 1) , teklu tafase olkaba 2) 1) college of education and behavioral science, jimma university, ethiopia e-mail: gemechuoli@gmail.com 2) college of education and behavioral science, jimma university, ethiopia e-mail: teklu252@yahoo.com abstract. the main purpose of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers‟ education in western oromia region. for this study, the researchers selected three colleges of teachers education purposely based on the job experience. the researchers selected nekemte, dembi dollo and shambo colleges teachers education from well, medium, lower experienced respectively. a descriptive survey design involving both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected and participated in the study. the quantitative data was collected through a questionnaire and observation checklist and analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed using the narrative form and interpretative way. the finding of the study revealed that the extent of practicing continuous assessment in class is low. the study also showed that teachers have positive perceptions toward continuous assessment and they accepted continuous assessment as important to improve the achievement of learners. the finding disclosed that large class size, shortage of time, teachers workload, the low interest of students, large instructional content, and lack of commitment among teachers as the major factors hindering the practice of continuous assessment in colleges of teachers education. the researchers recommend that educational authorities and stockholders should make effort to students per class to manageable numbers, college administrators should allow teachers to cover the minimum workload than overloading above the standard set for the college of teachers education. keywords: continuous assessment; college students; college teachers‟ education; evaluation; standardized testing i. introduction since the endorsement of the 1994 ethiopian education and training policy, different teacher training models have been introduced to improve the quantity and quality of teachers that, in turn, bring the quality of education as a whole. the impetus of teaching and teaching profession is to bring up and shaping generations in the world of profession impacting nation development. in line with this argument ethiopian education and training policy of 1994 article 3.4 with the sub-articles 4.3.1; 3.4.3 & 3.4.5 and article 3.6 subarticle 3.6.2 states about teacher and teacher education, respectively, as: 1. ascertain that teacher trainees have the ability, diligence, professional interest, and physical and mental fitness appropriate for the profession. 2. teacher education and training components will emphasize basic knowledge and professional code of ethics, 3. a professional career structure will be developed in respect to professional development of teachers. 4. the participation of teachers and researchers in getting the necessary field experience in various development and service institutions and professionals of such institutions in teaching will be facilitated (tge, etp, 1994: 23-28). according to the education and training policy of ethiopia (transitional government of ethiopia, tge, 1994), the efforts designed to make teachers and teaching profession at the highest ladder tip was well articulated in the policy document. according to the teacher training policy document, continuous assessment is the pillar of the teacher training policy to translate the notion of active learning methods into practice that realizes the potential of the students and on the quality of education at all levels. to http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 9 achieve effective education in one country continuous assessment is important. assessment is one of the elements of the instructional process that plays an important role to improve learning in educational institutions. as stated in educational and training police (moe, 1994), the practical task of implementing the new curriculum at the school level requires a continuous assessment as part of the curriculum in general and the instructional process in particular. to understand this, the role of teachers is of paramount importance. in other words, teachers should be well informed about the concept and procedures of practicing continuous assessment before they implement it. in relation to this, (teshome, 2001; usaid/bep, 2006) suggested that teachers‟ knowledge and attitude should be considered for the effective practice of the assessment program. the educational progress of learners needs frequent assessment. the various aspects of the learning activities of learners should be assessed by various methods. the traditional assessment method mainly focuses on testing which encourages superficial learning but did not assess the wider skills of pupils. thus, continuous assessment should be essential to measure learners‟ performance in a holistic manner. as the researchers are college teachers they observed from their experience that there were problems related to using varieties of continuous assessment techniques in college. continuous assessment is a typical classroom-based strategy that provides regular information about the teaching-learning process. concerning this, ellington and earl (1997) suggested that continuous assessment is practiced on a day to day basis to judge the quality of the individual‟s work or performance. employing continuous assessment enables the teacher to assess more of the intended behavior of the students and to take note of factors such as their active participation, how articulate they are, their relationships with others and their motivation that have high educational relevance (livingston, 2001). continuous assessment is a student evaluation system that operates at a classroom level and is integrated with the instructional process. so far, many researchers conducted different studies on the problem in different ways. for instance, getinet (2016) conducted a study on the assessment of the implementation of continuous assessment and found that the majority of the teachers on continuous assessment practices were not well understood, the objectives behind the importance of continuous assessment were not clear to most teachers. yet few who were aware did not practice, and fieldwork and project were not commonly applied. these are other reasons that initiated the researchers initiated to undertake the study. therefore, the main aim of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers‟ education in western oromia region, ethiopia. the specific objectives of the study were 1. to identify the perception of teachers toward continuous assessment in colleges of teachers‟ education in the west oromia region. 2. to find out the extent of teachers' practice continuous assessment in colleges of teachers‟ education in west oromia region. 3. to identify the major factors that influence the practice of continuous assessment in colleges of teachers‟ education in the west oromia region. ii. literature review a. the conceptual framework of the study many scholars wrote about the definition of assessment in different ways. regarding this, greaney and kelladhan (2001) state that the term assessment “may be used in education to refer to any procedure or activity that is designed to collect information about the knowledge, attitudes, or skills of a learner or a group of the learner”. they also stated that “assessment is the process of obtaining information that is used to make the educational decisions about students, to give feedback to the students about his or her progress, strengths and weakness or to judge instructional effectiveness and circular adequacy and to inform policy”. again according to brown (2004) an assessment is an act of interpreting information about students‟ performance collected through any of multitude of means or practices. it the procedure through which information about pupils is obtained by any method or procedure that is formally or informally. assessment is broader than testing and measurement because it includes all kinds of ways to sample and observe students‟ skills (psychomotor domain), knowledge (cognitive domain), values and emotions (affective domain). people often equate assessment with tests, measurement and evaluation (ugodulunwa, 1996). assessment, however, is quite different in concept. according to airasian (1994) measurement involves the assigning of members to represent the amount something possessed by an objective event or system. students are doing in terms of specific objectives. tests are used for summative evaluation. tests embedded in the curriculum materials provided they match the specified learning outcomes. tests the teacher creates, they are aligned with the learning outcomes. teachers can use tests to help students using assessment procedures as teaching tools. often, the test can be used to control students‟ behavior and communicating achievement expectations to the student (madaus & kellagan, 1993). 1. assessment paradigms the growing current kinds of literature identify four assessment paradigms to classroom assessment that can be used in conjunction with each other: assessment for learning, assessment as learning, assessment of learning and assessment in learning (mercy, 2012). assessment for learning: is an ongoing, diagnostic and school-based process that uses a variety of assessment tools to assess learner performances (kapambwe, 2010). it reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark, involves formal and informal assessment activities as part of learning and to inform the planning of future learning, includes clear goals journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 10 for the learning activity, provides effective feedback that motivates the learner and can lead to improvement, reflects a belief that all students can improve, encourages selfassessment and peer-assessment as part of the regular classroom routines, involves teachers, students and parents reflecting on evidence and inclusive of all learners. assessment as learning: occurs when students are their own assessors. students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment information for new learning. assessment as learning: encourages students to take responsibility for their own learning, requires students to ask questions about their learning, involves teachers and students creating learning goals to encourage growth and development, provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning and encourage peer assessment, self-assessment and reflection. assessment of learning: assists teachers in using evidence of student learning to assess achievement against outcomes and standards. in this assessment paradigm, teacher directedness is paramount and the student has little involvement. sometimes referred to as „summative assessment', it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. the effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability and weighting placed on any one task. this implies that it is teachers' design learning and collecting evidence to decide what has been learned and what has not particularly at the end of instruction. assessment in learning: it places questions at the center of teaching and learning. it deflects teaching from its focus on a „correct answer‟ to focus on a‟ fertile question.‟ through inquiry, students engage in processes that generate feedback on their learning, which comes from multiple sources and activities (takele, 2010). it contributes to the construction of other learning activities, lines of inquiry and generations of other questions. students are at the center of learning, monitor, assess, and reflect on learning and initiate demonstration of learning (to self and others). besides, the teacher plays a role as a coach and mentor in this model. moreover, teachers and students need to understand the purpose of each assessment strategy, so that the overall assessment „package‟ being used by learners and teachers accurately captures and uses meaningful learning information to generate deep learning and understanding. 2. assessment methods the portfolio assessment: it must be more than just a collection of student work to give a full picture of what the learner has achieved (puhl, 1997). it has also stated that portfolio-based assessment is an important means of individualized, student-centered evaluation. portfolio assessment has the potential to improve the complex task of student assessment (reece & walker, 2003). more specifically, portfolios are essentially different from other forms of assessment in that they make it possible to document the unfolding process of teaching and learning over time. in relation to this, apple and shino (2004) stated portfolios as a collaborative assessment, partly determined by the classroom teacher and partly by the learner. as nitko (1996) pointed out, portfolio assessment is a new trend to make authentic assessments pertaining to students‟ performance or products in classrooms. self-assessment: given the chance, students can assess themselves quite accurately stated by muluken (2006). supporting this idea, puhl (1997) suggested that selfappraisal exercises are likely to increase the motivation of learners. thus, self-assessment has a strong impact on active learning to the extent of realization that students have the ultimate responsibility for their own learning. it can help students to pinpoint their strengths and weaknesses and find ways of improvement (haris, 1997). peer assessment: students are encouraged to assess each other‟s learning and understanding, taking responsibility for supporting their classmates and making progress together. in light of this, puhl (1997) put the idea of peer assessment as a response in some form to other learners‟ work. it can be given by a group or an individual and it can take any of a variety of assessment techniques. projects: can be given individually or in groups that encourage students to become active and independent learners. whether projects are used early or late in the course, the time that is needed must is time tabled for students as well as for teachers (brown et al., 1997). they further stated that projects encourage students to work together and reflect on their work. furthermore, spandel and stiggins (1990) asserted that projects are important to show the attitude, skills, knowledge and the learning process of students as they engage in activities. interviews and conferences: teacher-student interviews or conferences are productive means of assessing individual achievement and needs. spandel and stiggins (1990) stated that during discussions, teachers can discover students‟ perceptions of their own processes and products of learning. according to martin (1997), interviewing is one of the best ways to find out how much children have learned and how well they understand what they have learned. conferences can be used more widely as part of the assessment and may take the form of a discussion between teachers and students about schoolwork (gensee & upshure, 1996). as gensee, and upshure (1996); and martin (1997) pointed out, interviews and conferences are the truly authentic ways of obtaining information about learners‟ achievement and their thinking. to attain this, open-ended and partially structured questions can be used. quizzes, tests, and examinations are parts of the traditional mode of assessment. they are most often used for assessing students‟ knowledge of content; nevertheless, they may be used for assessing processes skills and attitudes, (struyven et al., 2002). according to hayes (1997) quizzes, tests and examinations are used as assessment mechanisms in combination with alternative methods of assessment these days. this shows paper and pencil tests and alternative journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 11 methods of assessment complement each other. this enables the teacher to have detailed, valid and reliable information about the students and the teaching-learning process. most often, quizzes and tests are part of the continuous assessment and examinations are part of the summative assessment. continuous assessment: is a more formative means of assessing learners that gives an opportunity for them to improve their performance. it is used as a process of gathering and integrating information about learners shifting from a judgmental role to a developmental role (puhl, 1997). continuous assessment is carried out at periodic intervals for the purpose of improving the overall performances of learners and of the teaching/learning process (obioma, 2005). airasian (1994) defined continuous assessment as a mechanism that shows the full range of sources and makes teachers use to gather, interpret and synthesize information about learners. continuous assessment of learners‟ progress could be defined as a mechanism whereby the final grading of learners in the cognitive, affective and psychomotor domains of learning systematically takes account of all their performances during a given period of schooling. another definition (airasian, 1994; tesfaye, 2005) describe continuous assessment as an assessment approach which should depict the full range of sources and methods teachers use to gather, interpret and synthesize information about learners; information that is used to help teachers understand their learners, plan and monitor instruction and establish a viable classroom culture. from these definitions, one could infer that continuous assessment is an assessment approach that involves the use of a variety of assessment instruments, assessing various components of learning, not only the thinking processes but including behaviors, personality traits and manual dexterity. continuous assessment will also take place over a period of time. such an approach would be more holistic, representing the learner in his/her entirety. it will begin with the decisions that the teachers perform on the first day of school and end with the decisions that the teachers and administrators make on the learners regarding end-of-year grading and promotion. iii. methodology the design of this study was a descriptive survey involving both qualitative and quantitative method data gathering methods. this method is preferred as it helps the researchers to investigate the current practices and challenges about the issue under study. further, the use of applying qualitative and quantitative methods simultaneously is to complement the weakness of one method by the other method. a. sample size and sampling techniques table i total population, sample size, and sampling technique s/n sample cte population name population sample sampling technique 1 dambi dollo cte regular student-teachers 1605 482 systematic random teachers 61 61 census dean and vice dean 2 2 census 2 shambo cte regular student-teachers 1026 308 systematic random teachers 43 43 census dean and vice dean 2 2 census 3 nekemte cte regular student-teachers 2000 601 systematic random teachers 74 74 census dean and vice dean 2 2 census total 4815 1575 key: cte represents college teachers‟ education b. data collection instruments for this study, different data collection instruments: questionnaire, interview, classroom observation and document review were employed. questionnaire: many scholars wrote about the importance of the questionnaire to collect information from respondents. creswell (2012: 382) states that “questionnaire is a form used in survey design that participants in a study complete and return to the researchers.” it is a means of eliciting beliefs and practices of individuals on the issue under study. in this study, the questionnaire was the main instrument to collect data from teachers and student-teachers. interviews: semi-structured face-to-face interviews were used which allows for further probing of respondents‟ answers (hayes, 1997). semi-structured face-to-face interviews may provide the researchers with flexibility and to explore more deeply about the practices and challenges on continuous assessment and the perception of teacher educators towards continuous assessment at the colleges. therefore, to get the additional information and strengthen the data obtained via questionnaires, the researchers prepared a semi-structured interview of 5 items. the interview was held with deans and vice deans from each college regarding the perception teachers, practices and challenges of continuous assessment at the colleges. classroom observation: observation is a purposeful, systematic and selective way of watching and listening to an interaction or phenomenon as it takes place. there are many situations in which observation is the most appropriate strategy of data collection. observation helps researchers to get real behavior rather than elicit reports of preference or journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 12 intended behavior in the form of selfreport data (yin, 2011; creswell, 2012). the researchers used this tool to see how teachers practice continuous assessment in practice in their classrooms. this enables the researchers to triangulate the response of the study participant with the real practices of continuous assessment. c. data analysis the document analysis started from the inception of the review on ethiopian education and training policies and practices. the primary focus was on recent documents updated or originating on the ethiopian teacher training system focusing on continuous assessment and the present practices and the significant changes or shifts in the teacher training reform. the initial document analysis provided a base understanding of the factors driving changes in continuous assessment. all the collected data using questionnaires and observation checklist were organized and categorized to quantify numerically. data generated from document review, interview and questionnaire were schematized while data generated from fgds were narrated. finally, the data from the three colleges of teachers education were, triangulated against the policy documents to draw lessons. final researchers‟ experiences led to draw the conclusion of the study and policy implications for future actions. iv. results and discussion a. presentation of the findings as illustrated in table ii, concerning the sex of teachers participants, about 170 (95.5%) of them were males, whilst 8(4.6%) were female teachers who participated in the study. as the data of teachers shows that, there was a low proportion of female teachers in colleges of teachers‟ education which contradicts ethiopian education sector development program v (esdp-v 2016-2020). furthermore, table ii portrayed that teachers' service year were as follows: 61 (34.3%) of teachers were between the service year range of 16-20 and 40 (22.5%) of them were between the experience range of 21-25 years. as well as, the remaining participants, 40(22.5%), 14(7.9%), 12(6.7%) and 1(0.6%) of teachers participants were between the range of 15-15, 6-10, > 25 and 1-5 years of experiences respectively. this implies that the majority of the participants have rich experiences of teaching and learning activity. regarding teachers load per week, the majority of 153 (86%) of the teacher had less than 15 periods and 13 (7.3%) of participants had between 15-20 periods and the rest of the participants have between 21-25 periods and above 25 periods per week respectively. this indicates the majority of college teachers have no overload period per week in their regular classes. concerning the educational background of teachers, 28 (15.73%) teachers are first degree holders and 139(78.08%) of teachers are master‟s degree holders. the rest only 11 (6.17%) of them were diploma holders. this clearly shows that the most teachers in the colleges are master‟s degree holders with respect to the educational status and requirement to undertake their activities relevant to the job offered at this level. furthermore, as shown in table iii, the student/class size reveals that majority 162 (91%) of the teacher participants opined that about 40-59 students follow their education in a class while the rest 14 (7.9%) and 2 (1.1%) of them opined as about 60-79 and 30-39 students learn in a class respectively. as table iv shows, the proportion of student-teachers sex was almost a balance since 706 (50.7%) and 685(49.7) were males and females respectively. as table iv indicated, the age group of the student-teachers participants, about 395(28.3%), and 228 (16%) were range between 21-25 and 16-20 respectively. this shows that the majority of studentteachers participants were between 21-25 years. therefore, the age statistics imply that the college student-teachers are dominated by the younger level. as indicated in table v, item 1, about 8(4.5%) and 15 (8.4%) of teachers were responded daily and every two or three with the frequently practicing of continuous assessment in their instruction. on the other hand, about 67 (33.7%) and 60 (15.7%) of teacher participants responded once in a semester and twice in a semester with the frequently practicing continuous assessment in their instructions. besides this questionnaire the response the interviewed college vice dean was given as follows: table ii characteristics of respondents of the teachers by their sex, age, and service year participants age service year total sex 1 6 -2 0 2 1 -2 5 2 6 -3 0 3 1 -3 5 3 6 -4 0 4 1 -4 5 4 6 -5 0 5 -j a n 1 0 -j u n 1 5 -n o v 1 5 -2 0 2 1 -2 5 > 2 5 teachers male f 6 15 74 57 18 12 37 61 48 12 170 % 3.4 8.4 42 32 10 6.7 21 34 27 67 95.5 female f 1 2 1 3 1 1 2 3 2 8 % 0.6 1.1 0.6 1.7 0.6 0.6 1.1 1.7 0.6 4.6 total 1 8 16 77 58 18 1 14 40 61 50 12 178 key: f= frequency, %=percentage journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 13 table iii teachers work load, education level, and class size item f % teachers load per week less than 15 per week 153 86 15-20 per week 13 7.3 21-25 per week 6 3.4 more than 25 per week 6 3.4 total 178 100 educational qualification diploma 11 6.17 first degree 28 15.7 master‟s degree 139 78.1 total 178 100 class size (class-student ratio) 30-39 students 2 1.1 40-59 students 162 91 60-79 students 14 7.9 total 178 100 key: f= frequency, %=percentage table iv characteristics of respondents of the students by their sex, and age participants age sex 1 6 -2 0 2 1 -2 5 2 6 -3 0 3 1 -3 5 total students male f 228 395 62 21 706 % 16 28.3 4.5 1.5 50.7 female f 291 384 10 685 % 21 28 0.7 49.7 total 519 779 62 31 1391 key: f= frequency, %=percentage table v teachers practice of continuous assessment in teaching learning activities items 5 4 3 2 1 total f % f % f % f % f % f % frequently practicing of continuous assessment 8 4.5 15 8.4 28 15.7 60 33.7 67 37.6 178 100 how frequent do you use classwork in the actual teaching process 9 5.1 21 11.8 65 36.5 31 17.4 52 29.2 178 100 how frequently do you use oral question in your class 59 33.1 67 37.6 33 18.5 10 5.6 9 5.1 178 100 how often do you use class activity in your class 11 6.2 22 12.4 41 23 53 29.8 51 28.7 178 100 how frequent do you give assignment to your students 50 28 58 32.6 48 27 22 12.4 0 0 178 100 how often do you use tests 53 29.6 62 34.8 35 19.7 13 7.3 15 8.4 178 100 how frequent do you use exams 51 28.7 59 33.1 43 24.2 25 14 0 0 178 100 key: 5= daily, 4 = every 2/3 days, 3= every week, 2=twice in a semester, 1= once in a semester, f= frequency, %=percentage “in our college, there is the beginning of the practice of continuous assessment but it is not this much satisfactory because there are students who have no interest when they are assessed by continuous assessment. especially, our college students did not like to do assignments and home works. the commitment of our college teachers is also low and there is an overlook between our teachers. due to this, i can generalize that currently as our college the technique was not effectively practiced and it needs more effort and works.” (vice dean w, date, 02/03/2019) one of the vice dean in college also strength the response of above as follows: “in our college, the practice of continuous assessment is more or less on a good condition and many of our college teachers practice it. but when i say in good condition i do not mean that there is no limitation on practice it. because, there is degree of variation between our college teachers on dedicating to practice the program and there are factors that hinder them to journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 14 fully practice continuous assessment. the actual practices of continuous assessment by our teachers were; tests, quiz, oral question, individual and group assignment were the most commonly used assessment methods at the end of each unit” (vice dean e, date, 08/03/2019). as indicated in table v, item 2 above, about 9 (5.1%), 21 (11.8%) and 65 (36.5%) of the participants responded daily, every 2/3 days and every week about the frequency of using classwork activity respectively and about 31 (17.4%) and 52 (29.2%) of participants responded twice in a semester and once in a semester with frequently using classwork activity in their classes. as table v item 3 shows, about 9 (5.1%), 10 (5.6%) and 33 (18.5%) of the participants responded once in a semester, twice a semester and every week with frequently using an oral question in their sessions and about 57 (33.1%) and 67 (37.6%) of the participants responded daily and every 2/3 days with frequently using an oral question in their sessions to increase student-teachers participation and improve their learning. in the same way in above table v, item 4 above, about 11 (6.2%), 22 (12.4%) and 41 (23%) of the participants responded as daily, every 2/3 days and every week with frequent use of class activity in their sessions and about 53 (29.8%) and 51 (28.7%) of the participants responded once in a semester and twice in a semester with frequent use of class activity in their sessions to increase student-teachers participation and improve their learning. as table v item 5 shows, about 22 (12.4%) and 48 (27%) of teachers responded twice in a semester and every week with frequently giving assignments to their students and the rest about 58 (32.6%) and 50 (28%) of participants responded as every 2/3 days and daily with frequently giving the assignment to their students in their schools. the table v item 6 reveals, about 13 (7.3%), 15 (8.4%) and 35 (19.7%) of the participants responded twice in a semester, once in a semester and every week with frequently using tests to measure students learning performance respectively and the rest about 62(34.8%) and 53 (29.6%) of the participants responded every 2/3 days and daily with frequently using tests to measure students learning performance. similarly to this idea, one of the college dean also strength the response and point out that: “our teachers did not encourage student-teachers to participate during teaching and learning and they teach them without giving chance for students and they run fast to cover the portion only and our teacher gave tests and assignment many times, especially this year our teacher was giving at least one tests per three week and one assignment per a month. during this year our teachers used different assessment such as assignment, quizzes, written tests and others instead of using single mid examination.” (vice dean m, date 05/03/2019) from these participants, it is possible to deduce that even if college teachers use different assessment techniques there was somewhat limited by the teachers on using different assessment techniques to measure students‟ achievement. this means since continuous assessment involves the use of great values of modes of evaluation for the purpose of guiding and improving the learning and performance of students, the teachers are required to use different modes effectively for the benefit of the learners. as indicated in table v, most of the college teachers use oral questions, assignments, tests, and exams as the most frequently used assessment technique. therefore, from this one can infer most of the college teachers make use of limited continuous assessment techniques rather than finding alternative methods to reach all the students. supporting this, brown, bull, and pendlebury (1997) advised that if essays are used as the only form of assessment, students writing may improve, but other skills may remain undeveloped. in the same way, noe (2004) explained that evaluation of students‟ acquisition of knowledge and skills is an integral part of the teaching-learning processes and continuous assessment is an assessment approach that involves the use of a variety of assessment instruments to assess various components of learning. as table vi describes the response by student-teachers on the extent of continuous assessment practiced by their teachers in-class teaching, accordingly, item 1 describes 239 (17.2%), 197(14.2)% and 83 (5.9%) of the participants responded 2-3 day, once in a semester and daily with a frequency of teachers gives classwork, while the rest 498 (35.8%) and 374 (26.9%) of student-teachers were responded as every week and twice in a semester with the frequency of teachers in conducting classwork in their colleges. as the table vi item 2 shows, about 176 (12.7%) and 73 (5.2%) of participants agree weekly and 2-3 day with teachers frequently giving practical activity for their students and the rest about 685 (49.3%) and 457 (32.8%) of them were responded as once in a semester and twice in a semester respectively with the idea. as shown in the table vi item 3, about 249 (17.9%), 145 (10.5%) and 73(5.2%) of student-teachers participants agree twice a semester, daily and once in a semester with how frequently teachers give homework for students to strengthen their knowledge from their class and the rest 601(43.3%) and 323 (21%) of student-teachers participants were opined as every week and 2-3 day with how frequently teachers give homework for students. in the same table vi, item 4, about 41 (3%) and 93 (6.7%) of students responded once in a semester and every 2/3 days with how frequent teachers ask their students an oral question and the rest 997 (71.6%) and 260 (18.7%) of student-teachers responded every week and once in a semester with how frequent teachers ask their students an oral question to see and examine their understanding about the topic of their learning. journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 15 table vi student-teachers practice of continuous assessment in teaching learning activities items 5 4 3 2 1 total f % f % f % f % f % f % how frequent your teachers give you class work in your class 83 5.9 239 17.2 498 35.8 374 26.9 197 14.2 1391 100 how frequent do your teachers give you a practical activities 73 5.2 176 12.7 457 32.8 685 49.3 1391 100 how frequent do your teachers give you a home work 145 10.5 323 21 601 43.3 249 17.9 73 5.2 1391 100 how frequent do your teachers ask you oral question in the class 93 6.7 997 71.6 260 18.7 41 3 1391 100 how frequent your teacher observe your work 197 14.2 280 20.1 426 30.6 332 23.9 156 11.2 1391 100 how frequent your teacher assess your performance with project work 176 12.7 270 19.4 426 30.6 519 37.3 1391 100 key: 5 = daily, 4 = every two or three days, 3 = every week, 2 = twice in a semester, 1 = once in a semester, f= frequency, %= percentage as indicated in table vi item 5, about 280 (20.1%), 197 (14.2%), and 156 (11.2%) of participants responded 2-3 day, daily and once a semester with how frequent teachers observe the work of their students in the class respectively and the rest 426 (30.6%) and 332 (23.9%) of participants responded every week and twice a semester with how frequent teachers observe the work of their students in the class. on the same table vi item 6 indicated that about 270 (19.4%) and 176 (11.9%) of student-teachers were responded as every week and 2-3 day with how frequently teachers assess student-teachers performance by giving project work and the rest 519 (37.3%) and 426 (30.6%) of student-teachers responded twice a semester and once a semester with how frequently teachers assess studentteachers performance by giving project work. one of the vice dean in college e also strength the response of students and said that: “our teachers did not encourage students to participate during teaching and learning and they teach without giving chance for students and they run fast to cover the portion only. again our teachers do not identify the level of students and the measures students by preparing question which we are not learned in the class.”(date 01/04/2014) as a result of an analysis shows, the majority of studentteachers confirmed that their teachers are not fully practicing the continuous assessment activities. from this one can infer that the majority of teachers use similar assessment techniques. regarding continuous assessment, mark list was properly analyzed and important notes were taken from three colleges of teachers education in 2011/2018/9 academic year and 36 achievement record sheets were investigated. the mark lists of continuous assessments contain a variety of assessment techniques like individual assignment, group assignment, quiz, test, mid-exam and final exam. according to table vii, the teacher used only a few places of mark lists to fill students' marks. table vii depicts that quiz, test, exam and assignments are used as continuous assessment techniques in colleges of teachers‟ education. document review was made to validate or identify the consistency of the questionnaire of response with actual teachers practice given for the subject included in the study. finally, the researchers observed that most of the assessment formats were not appropriate to record every activity of the learners. because, space given to assessment format was more convenient to record terminal assessment i.e. are: test, quiz, mid-exam and final exam than different types of assessment. from this one can conclude that the majority of teachers use similar assessment techniques and they have the basic skill of recording and documenting students‟ continuous assessment achievement. the actual practices of continuous assessment by teachers were; quiz, test, exam, individual and group assignment were the most commonly used assessment methods. table vii issues analyzed in student mark list format issues analyzed responses remarks yes no is there observation in mark list format as a tool × none exist is there presentation in mark list format as a tool × none exist is there assignment in mark list format as a tool √ exist is there project work in mark list format as a tool × none exist is there laboratory work in mark list format as a tool × none exist is there test in mark list format as a tool √ exist is there quizzes in mark list format as a tool √ exist is there exam in mark list format as a tool √ exist journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 16 table viii teacher‟s perception towards problems of continuous assessment practices items sa a ud d sd total f % f % f % f % f % f % class size 63 35.4 55 30.9 16 9 34 19 10 5.6 178 100 teachers negative attitude on ca 15 8.4 6 3.4 19 10.7 83 46.6 55 30.9 178 100 shortage of time 22 12.4 109 61.2 31 17.4 4 2.2 12 6.7 178 100 lack of awareness/knowledge 2 1.1 13 7.3 81 45.5 49 27.5 13 7.3 178 100 shortage of teaching materials 11 6.2 31 17.4 51 28.7 71 39.9 14 7.9 178 100 teachers workload 51 28.7 77 43.3 17 9.6 2 1.1 31 17.4 178 100 low interest of students 48 27 52 29.2 27 15.17 25 14 26 14.6 178 100 large instructional content 33 18.5 74 41.6 53 29.8 6 3.4 12 6.7 178 100 lack of commitment among teachers 42 23.5 48 26.9 34 19.1 30 16.8 24 13.5 178 100 key: sa= strongly agree, a = agree, ud = undecided, d = disagree, sd= strongly disagree, f= frequency, %=percentage the data in table viii depicts major factors influencing the practice of continuous assessment in colleges of teachers‟ education. class size: to express deliberately how large class size affects the practice of continuous assessment, about 63(35.4%) and 55(30.9%) of the teachers opined as strongly agree and agree with class size problem. related to this idea, one of the college vice dean said as follow: “it is very difficult to manage more than 50 students in a single class and come up with an effective practice of continuous assessment. had there been less number of students, it would have been manageable for continuous assessment to be fully practiced.” (dean e, date, 08/03/2019) in connection with this idea, hayes (1997) contended that the problem of large class size is very serious to assess student‟s classwork and homework. similarly, ellington and earl (1997) and papworth (2005) indicated that large class size is the most limiting problem that affects the implementation of continuous assessment. shortage of time: table viii indicates that about 109(61.2%) and 22(12.4%) of participants opined as agree and strongly agree on a time constraint as continuous assessment practice. regarding this, one of the interviewed vice dean points out: “teachers are offering many different courses per semester. furthermore, they are expected to complete the course from which they are assigned to offer according to the schedule given to them by the office of the registrar. in additional to this they are doing practicum part i up to iv and they are correct practicum portfolio and take reflection. this makes them busy” (vice dean w, date, 02/03/2019). the interest of students: as could be observed from above, the majority of participants had the perception that time was one of the constraints above table viii item 8 indicated about 48(26.96%) and 52 (29.21%) of teacher respondents were opined as strongly agree and agree with low interest of students as a problem affecting the practice of continuous assessment. college dean had the following to say regarding the low interest of students: “most student-teachers are not familiar with the newly developed continuous assessment program. they were accustomed to taking mid, final and national entrance exams when they were at secondary school. hence, here at college level, when teachers tell them that they had finished their evaluation out of sixty percent in the classroom, they complain their dissatisfaction and even sometimes they were seen to be shocked by the information from the teacher” (dean m, date, 05/03/2019). the majority of respondents accepted that low readiness of students influenced teachers not to fully practice continuous assessment as effectively as possible. teachers workload: table viii item 6 indicated, about 17 (9.6%) of them also responded as undecided about teachers workload as a problem affecting continuous assessment practice in their colleges respectively and about 77 (43.3%) and 51(28.7%) of the teachers confirmed that agree and strongly agree with teachers workload as a problem affecting the practice of continuous assessment in their classes. in line with this, one of the interviewed college dean points out: “our teachers are offering many different courses per semester. most of our college teachers teach more than four courses, especially, education stream and language stream have load of different courses. in addition to this teachers are doing practicum, involving in different committees, teaching night and weekend program. therefore, they run in shortage of time to practice continuous assessment successfully. as a result, it is easy to imagine how challenging them each course through continuous assessments” (dean w, date, 15/03/2019). large instructional content: table viii item 8 indicated about 33(18.5%) and 74 (41.6%) of teacher participants were opined as strongly agree and agree with large instructional content as a problem affecting the practice of continuous assessment. regarding this, one of the interviewed vice dean points out: “the credit hour given and subject content is mismatched in many courses and teachers are not covering the portion of lesson on time. for this reason teachers are run for cover of portion rather than practice continuous assessment” (vice dean m, date, 04/03/2019). in line with these facts, the most commonly mentioned challenge to implement continuous assessment is insufficient time allocation for the course. journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 17 lack of commitment among teachers: according to table viii, about 48(29.96%) and 42(23.59%) of participants very claims as agree and strongly agree with lack of commitment among teachers as a problem affecting continuous assessment practice in their learning activities. in line with this, one of the college vice dean said as follow: “currently the criteria for promotion, transfer and training are not clear for many of teachers. someone can be given a better position because of friend ship or long years of teaching experience while there are teachers who have shown a high level of efficiency and performance in teaching. this makes them less committed” (v w, date, 02/03/2019). it can be concluded that class size, shortage of time, the interest of students, teachers workload, large instructional content and lack of commitment are among teachers are the major factors that influence the practice of continuous assessment in the college of teachers' education. as revealed in table ix, the majority of participants 345(24.6%) and 570(41%) participants responded agree and strongly agree with class size problem. table ix item 3 indicated, about 249 (17.9 %) and 654 (47%) of studentteachers responded agree and strongly agree that time constraint is one of the problem impacts of the practice continuous assessment. in the same manner, about 353 (25.4%) and 405 (29.1%) of student-teachers responded agree and strongly agree with teachers' workload as a problem affecting the practice of continuous assessment in their classes. accordingly, most of the student-teachers confirmed that class/student size, shortage of time, and a heavy workload were identified as a major problem affecting the practice of continuous assessment in their colleges. accordingly, most of the student-teachers confirmed that class/student size, shortage of time, and a heavy workload were identified as a major problem affecting the practice of continuous assessment in their colleges. college vice dean had the following to say regarding the challenges of continuous assessment: “the teachers have the necessary skills of recording and documenting students‟ continuous assessment achievements. but the main problem is a large numbers of students in the class, shortage of time, high loads of many courses and low interests of students are an obstacle to practice continuous assessment properly” (vice dean e, date, 08/03/2019). generally, according to the data processed the most serious factors affecting the practicing continuous assessment are: class size, shortage of time, low readiness of students, teachers workload, large instructional content and lack of commitment among teachers were the major factors that influence the practice of continuous assessment in their learning activities. table ix student-teacher‟s perception on continuous assessment practices items 5 4 3 2 1 total f % f % f % f % f % f % class size 343 24.6 570 41 125 9.0 322 23.1 31 2.2 1391 100 teachers attitude on ca 52 3.7 187 13.4 882 63.4 218 15.7 52 3.7 1391 100 shortage of time 654 47 249 17.9 114 8.2 218 15.7 156 11.2 1391 100 knowledge problem 145 10.4 21 1.5 207 14.9 436 31.3 581 41.8 1391 100 education aid problem 197 14.2 93 6.7 561 40.3 343 24.6 197 14.2 1391 100 problem of teachers insufficient preparation 342 24.6 125 9 52 3.7 478 34.3 394 28.4 1391 100 heavy work load of teachers 353 25.4 405 29.1 197 14.2 208 14.9 228 16.4 1391 100 lack of support from college for teachers 322 23.1 218 15.7 561 40.3 145 10.4 145 10.4 1391 100 key: 5= strongly agree, 4 = agree, 3 = undecided, 2 = disagree, 1= strongly disagree, f= frequency, %=percentage. b. discussion 1. teachers’ perception towards continuous assessment the finding revealed that teachers have positive perceptions and understanding of continuous assessment. the finding from this study is similar to that of temesgen (2017) finding on the teachers‟ perception and practices towards continuous assessment that states teachers‟ have positive perceptions and understanding about continuous assessment. in relation to this, teshome (2001) suggested that teachers‟ knowledge and attitude should be considered for effective implementation of the assessment program. according to the response obtained from questionnaires of teachers and interviews of deans and vice deans, most the teachers have positive perceptions and understanding about continuous assessment. a new continuous assessment program can succeed only if teachers accept it. if teachers do not accept the philosophy of this program, it is clear that it is not possible to implement the program. accordingly, teshome (2001) strengthens this idea and suggested that teachers must understand the assessment process, feel secure about it, and accept it as their own for its effective implementation. the result obtained from the interview of deans and vice deans shows that teachers have the basic skill of recording and documenting students' continuous assessment achievement. most of them also accepted that teachers prefer continuous assessment than mid-exam and final exams. in addition to this, most of the respondents accepted and believed that continuous assessments are necessary to increase the academic achievement of students, solve students learning problems, and continuous assessment use journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 18 uses a variety of assessment techniques. in line with this, linn and miller (2005: 26) state that continuous assessment is a general term that includes the full range of procedure used to gain information about students learning (observation, rating of performance, or projects, paper and pencil tests) and the formation of value judgment concerning learning progress. 2. practices of continuous assessment this study also came up with findings that are consistent with other previous research findings contrary to that of (getinet, 2016; berihu, 2016; temesgen, 2017) that indicates that there was the low practice of continuous assessment in colleges of teachers education. in this study, the results concerning the current practice of continuous assessment suggest that it is possible to deduce the hardly possible way of continuous assessment practices in the college of teachers education e. finding obtained from teachers and students shows that the teachers used a few types of continuous assessment tools such as assignments, quizzes, tests, mid and final exams are dominating the rest. moreover, the findings revealed that most of the teachers used a similar continuous assessment. in spite of this, it was found out that assessment methods most frequently used were an assignment, quizzes tests and final examination. these findings agree with (birhanu, 2016) who found out that teachers do not use various assessment methods to check the pupil‟s mastery of the desired knowledge, skills and attitudes, but rather focuses mostly on written tests and homework. results from the observation checklist also indicated the majority of teachers were not familiar to use oral questions, using a variety of continuous assessment tools, giving information about continuous assessment, encourage students to assess their own work and others' work. in addition to this, the interview and the document analysis result as well showed that teachers mostly used assignments, quizzes, tests, and exams. but, project and fieldwork were not used as tools of assessment. in line with this, getinet (2016) observed that the actual practices of continuous assessment by teachers were; exams, tests, quiz, individual and group assignments were the most commonly used assessment methods at the end of each unit. this finding indicates that instruments for assessing the cognitive domain were highly used by the teachers and they are most often used for assessing students‟ knowledge of content. the instruments for assessing the affective and psychomotor domains were less used. this was not satisfied with the definition of continuous assessment as stated by (obioma, 2005). regarding this, quansha (2005: 2‐3) found that the current continuous assessment system no attention is given to project work, which is the most important learning medium that allows pupils to take an active part in their own learning. 3. the major factors that influence the practices of continuous assessment the study revealed that the major factors affecting the practices of continuous assessment are: class size, shortage of time, the interest of the students, teachers workload, large instructional content and lack of commitment among teachers. class size concerns with learning to occur positively when lessons are under appropriate conditions both for the teacher and students. similarly, hayes (1997) contended that the problem of large class size is very serious to assess student‟s classwork and homework. teachers who teach many students in overcrowded classrooms often say that it is certainly not suitable to provide activities for such classes. in line with this, tesfaye (2005) state that teachers commonly complain that the class-size is hampering their attempt at practicing continuous assessment and recording each and every student‟s performance. the study shows that there are poor classroom conditions which not suitable to practice continuous assessment in the classroom. the data gathered from the questionnaire and interview shows that the numbers of students in the class are large and so it is difficult to evaluate, manage, and practice continuous assessment as an intended whole. concerning challenges of continuous assessment, most of the respondents of teachers were also accepted class size, shortage of time, low interest of students, teachers workload, large instructional content and lack of commitment among teachers were the major factors that influence the practice of continuous assessment in their learning activities. in addition to this, interviews of deans and vice deans results also showed that class size, shortage of time, low interest of students, teachers workload, large instructional content and lack of commitment among teachers were the major factors that affecting the practice of continuous assessment in their colleges. according to abera (2012) observed that teachers fail to use continuous assessment in the classroom due to the following challenges. these are: a) large class size, b) lack of commitment and c) broad course content. successful implementation of continuous assessment demands more work time and responsibility on the part of teachers. as could be observed from the data, the participants had the perception that time was one of the constraints which influenced them not to fully implement continuous assessment as effectively as possible. among the factors that were identified hindering the implementation of continuous assessment is the lack of commitment by teachers. from the data gathered from the dean and vice dean complaining teachers are over-loaded with many courses. as a result, teachers are expected to complete the course from which they are assigned to offer according to the schedule. this makes teachers focus on chapter cover than the use of continuous assessment. v. conclusions based on the above findings of the study, the following conclusions were drawn: 1. continuous assessment practice at teacher education colleges in western oromia region of ethiopia is ineffective and null practiced. journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 19 2. the study also revealed that though college teachers exhibited positive perception, because of weekly workload unable to implement or practice continuous assessment. 3. the finding disclosed that large class size, shortage of time, teachers workload, the low interest of students, large instructional content, and lack of commitment among teachers as the major factors hindering the practice of continuous assessment in colleges of teachers education. references abera, a. 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(2001). using assessment to improve the quality of education. paris: international institute for educational planning. hayes, d. (1997). helping teachers to cope with large classes. elt journal, 51(2). ipaye, t. (1982). continuous assessment in schools (with some counseling applications. ilorin: ilorin university press. lewis, a. c. (1997). changing assessment, changing curriculum. education digest. linn, r. l., & miller, m. d. (2005). measurement and assessment in teaching, (9th ed.). upper saddle river, nj: merrill/prenticehall. madaus, & kellagan, (1993). basic concepts of continuous assessment. new york: magrawhill.inc. martin, j. (1997). elementary science methods: a constructive approach. usa: delmar publishers. mercy, k. (2012). assessment problems in zimbabwe‟s primary schools with special reference to gweru district schools. doctoral dissertation. zimbabwe: open university. miller p. h. (2005). theories of developmental psychology (5 th ed.). moe. 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(1997). develop, not judge: continuous assessment in the esl classroom. forum online, 35(2). available at: http://exchages.state.gov/forum/vols/vol35/no2/p2. htm spandel & stiggins (1990). assessment and evaluation. retrived from: evaluation. http://www.sasked.gov.sk.ca/docs/mla/assess.html. struyven, k., dochy, f. & janssens, s. (2002). student’s perceptions about assessment in higher education. http:// www. leads.uk/ educol/document/00002255.html. takele, a. (2010). the state of continuous assessment practices in secondary schools of oromia special zone: challenges and prospects. m.a. thesis. ethiopia: addis ababa. temesgen, s. (2017).teachers‟ perception and practices to wards continuous assessment of mathematics classes: the case of secondary school in wolaita zone, snnpr region. journal of education and http://exchages.state.gov/forum/vols/vol35/no2/p2.htm http://exchages.state.gov/forum/vols/vol35/no2/p2.htm http://www.sasked.gov.sk.ca/docs/mla/assess.html http://www.sasked.gov.sk.ca/docs/mla/assess.html http://www.sasked.gov.sk.ca/docs/mla/assess.html http://www/ journal of education, teaching and learning volume 5 number 1 march 2020. page 8-20 p-issn: 2477-5924 e-issn: 2477-4878 20 practice, 8(22), wolaita sodo university, wolaita sodo, ethiopia. tesfaye, s. (2005). continuous assessment in teacher education programs: sharing the experience of debub university. a paper presented on national workshop on continuous assessment. addis ababa. teshome, d. (2001). assessment of pupils‟ achievement in the teaching english: training and practice in focus. the ethiopian journal of education, 21(1), 25-40. ugodulunwa, c. a. (1996). crisis continues assessment practices: challenges for measurement expert. journal of science and education forum, 1(1), 8692. usaid/bep. (2006b). a concise manual for developing and implementing continuous assessment in teacher education institutions and primary schools of ethiopia: addis ababa. academy for educational development (aed) in consortium with ministry of education (moe) yin, r. k. (2011). qualitative research from start to finish. new york, ny: the guilford press. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 409-414 p-issn: 2477-5924 e-issn: 2477-8478 409 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. implementation of integrated e-learning and microteaching in engineering: a case study of university of botswana a. agarwal 1) , pitso i. 2) , dintwa e. 3) 1) university of botswana, botswana e-mail: agarwala@ub.ac.bw 2) university of botswana, botswana e-mail: pitsoi@mopipi.bw 3) university of botswana, botswana e-mail: edintwa@mopipi.bw abstract. it is indispensable for the instructors imparting competencies should have the capability to perform their task efficiently and effectively for the development of workforce skills. in this paper, we discussed the app lication of combining micro-lecture methodology with the latest e-learning techniques in a core-engineering course. audio-visual facilities enabled smart classrooms with micro-lectures using point-based videos, ppts and images save more time for students to engage more towards practical in the laboratory and to understand the concept easily, which instigates students‟ interest and creativeness. this study aims to investigate the effect of using the microteaching methodology in integration with the latest e-learning techniques at the university of botswana. to achieve this objective evolution is done by considering different pass percentages and online software-based student evolution of course and teaching system. the post-application results showed that the group showed a good rating in grades, presence and knowledge. students rating received were good i.e. 4.2 and 4.3 in teaching and major course evolution on a scale of five with the pass percentage of 73.1% showing 23% increments from the previous year‟s results and excellent reviews. keywords: e-learning; microteaching; reformation; innovative structure i. introduction educating is the course of action of possibilities of support under which students or preferably says learners can grasp the knowledge. they learn without instructing in their common habitat, however, educators organize unique possibilities which facilitate learning and hurrying the presence of conduct which would some way or another be obtained gradually or showing up of conduct which may some way or another never happen (skinner, 1968). in the conventional showing model, learners cannot get viable chances to work, and it has decreased the productivity of the class. educators require rehashed the trial and again which brought about the weakness and wastefulness of the instructor. students seeing the level of fulfilment of the test are not as much as the required standard while watching the address and working research facility instruments (wang, luo, & qu, 2017). the speciality of educating does not just include a straightforward exchange of learning from one to another. rather, a perplexing procedure encourages and affects the way toward learning. the nature of an educator is evaluated on how much the student comprehend from his instructing. the academic aptitude for instructing can be procured just through more organized and less expensive staff preparing procedures (foley, 1974). since its initiation in 1963, microteaching has turned into a built-up instructor preparing strategy in numerous colleges and school areas. this preparation method is adapted towards rearrangements of the complexities of the general instructing learning process. class estimate, time, undertaking, and materials are reduced to give ideal preparing situations. the manager shows the ability to be trained. this might be a live exhibition or a video introduction of the expertise. at that point, the http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 409-414 p-issn: 2477-5924 e-issn: 2477-8478 410 gathering individuals select a subject and set up a lesson of five to ten minutes. the instructor learner then has the chance to hone and assess his utilization of aptitudes. rehearse appears as a ten-minute microteaching scale showing session in which five to ten students are included (wikipedia, 2017). microteaching is a strategy planning to get ready educator contender to the genuine classroom setting (brent, wheatley, thomson, 1996). microteaching can likewise be characterized as a showing strategy particularly utilized as a part of instructors' pre-benefit instruction to prepare them efficiently by enabling them to investigation primary educator practices. micro lecture instructing is a downsized showing experience in which an instructor educates a little unit to a gathering of five students for a little time of 5-20 minutes. such a circumstance offers a supportive setting for an accomplished or unpractised instructor to get new showing abilities and to refine old ones. with the assistance of this method, instructor competitors can analyse and take in each of the showing aptitudes by breaking them into little parts and without experiencing the confused condition of the swarmed classes. this strategy offers instructors open doors for finding and thinking about both their own particular and others' showing styles and empowers them to find out about new showing strategies (dehejia & wahba, 1999). despite everything, it has numerous deficiencies in broadness, profundity and multifaceted nature, and advanced higher necessities for instructors' far-reaching quality. therefore, it still needs to always enhance later on. with the steady issues in micro-address educating is being settled, the nature of building mechanics test instructing will be enhanced incredibly (wang, luo, & qu, 2017). microteaching is one sort of piece study assets offers to ascend to a question, that is, the way does bear on optimization development and the sensible application to meet learners customized needs (cai, li, & li, 2016). ii. innovative research methods in reformation of education standards researchers recommend that microteaching based elearning lessons can give a window into pre-administration instructors' intelligent procedures (anson, rodrigues, & wilson, 2003). advanced microteaching is an instructor preparing and workforce advancement procedure whereby the educator assessments a recording of a teaching session, with a specific end goal to get useful input from associates as well as students about what has worked and what changes can be made to their educating strategy. fig. 1 shows the microteaching with e-learning as an application in which video recordings have been made conceivable subsequently of creating innovation. sound and visual innovation is a powerful and intelligent device to get ready pre-benefit instructors to the calling of enlightening. microteaching was designed in the mid-1960s at stanford university by dwight w. allen and has therefore been utilized to create instructors in all types of education (wikipedia, 2017). microteaching is additionally a chance to try different things with new educating procedures. as opposed to having a go at something new with a genuine class, microteaching can be a research facility to explore and get criticism, first (kuhn, 1968). video recordings influence the points of view of educators in the training process in a positive manner (kalathil & sherin, 2000). micro-lectures are thought to be a standout amongst the best and ordinarily received modes in mixed learning. david penrose, who called the micro lecture an information burst, which could be utilized as a showing asset inserted in a large number of miniaturized scale learning conditions, first proposed the idea of micro-lecture-based teaching in 2008. notwithstanding, morris (2009) and thomas (2009) accepted that the micro scale speech idea was appropriate in a systems administration course format (zhang and xu, 2015). fig. 1 integrated e-learning and microteaching fig. 2 briefly shows the stepwise procedure of the effective microteaching and e-learning process. in the great stanford model, every member instructs a short lesson, for the most part, 5 to 10 minutes, to a little gathering. the learners might be genuine students like in the first stanford program or they might be associates assuming the part of students. the directors of microteaching sessions are the educators, speakers, understudies, teachers and different chiefs who are welcome to fill in as facilitators. upwards of six educators from the same or comparative courses can take part in a solitary microteaching session, while one individual all the while or understudy takes his or her turn as an instructor, each other individual assumes the part of the student. because of pre-administration instructors and showing colleagues, thereby and largely is no less than one master, also. on the off chance that coveted, the session can be recorded for the survey later. to decrease the many-sided quality of displaying it is examined into basic model exercises performed by the educator amid the instructing learning process. the fundamental goal of every one of these exercises is to advance learning among students. these exercises might clarify, outlining with illustrations, addressing, composing on the writing board, and drawing figures (vare, 1993). considering another aspect of elearning, it refers to the ict based activity utilizing computer and programming applications to takes into consideration the vital national improvement of human video lectures powerpoint presentatio ns use of elearning software to interact more emphases on practical and new updates microteaching with e-learning tools journal of education, teaching, and learning volume 5 number 2 september 2020. page 409-414 p-issn: 2477-5924 e-issn: 2477-8478 411 capital through expanded access to training opportunities. notwithstanding it is additionally worth valuing that innovation-based preparing is not at all expected to wipe out the requirement for coach drove preparing, yet it provides learners access to preparing when and where they pick (bocodol, 2016). fig. 2 stepwise procedure of microteaching and e-learning process iii. strategic view in heat transfer heat transfer is a practical course, which involves both theory, mathematics-derivations and practical with different laws and assumptions. this is a core mechanical engineering course and is intended to provide students with a thorough understanding of the fundamental heat transfer topics: also to apply the laws of heat transfer together with the correct procedure to design and analyses engineering problems concerned with heat transfer. the major aim is to give an understanding of the fundamentals of heat and mass transfer processes in engineering systems. generally, lecturers only have lecture time to explain in detail and students have not been exposed before when faced with experimental and practical operations. at the point when learners are restricted by the quantity of equipment, machines, it's hard to guarantee that every one of the students is completely getting a handle on information, yet forced on its special showing structure can adjust for these inadequacies. therefore, we adopted the following strategy to apply in the course: plan → teach → short assessment → feedback → restructure → reteach → re-assessment→ feedback. a. course structure of heat transfer at university of botswana this course involves understanding the different modes of heat transfer, physical governing equations and to design heat-exchanger units for a given application, mathematical calculations and lots of practical industry-oriented approach. however, the basic problem is that the course with more content is arranged using fewer hours. the best way is the integration of theory and practice of numerical parts in the classes, in which the teacher can demonstrate through elearning software, videos, powerpoint presentations, and then the students do experiments in laboratories one topic by one. the combination of demonstration and practice provides a way of “learning to practice, learning in practice”, which can improve students‟ ability to solve problems. lecturers make their particular system module on e-learning programming portal of university's instructing stage, upload literature, micro-address video and different materials that have finished. therefore, the learners can download it, read it to see early, comprehend the investigation content, comfortable with lab hardware. in the wake of viewing the recordings, on the off chance that they have any challenges or any inquiries, they can remark through criticism or live visit alternative. therefore, we tried to introduce the microlessons into classes, such as the related videos and ppt. then students can learn the contents anytime off the classes. more classes are saved for students to do hands-on practice it also saves the requirement of revision. we divide course contents into 15 classes of 2 hours each and reserve laboratory hours as per the related topics to do practical in laboratories in a small group of 4 students but the assignment is reserved on an individual basis. b. adoption of integrated e-learning-microteaching to improve the ability and our reach to students combined mode of technology is applied in the form of microteaching along with e-learning tools. e-learning refers to ict based education provided via the internet or cd rom. e-learning formats vary widely with text-only formats being the most basic. combinations of graphics, quizzes, audio, and video components are common additions. e-learning can be done anywhere a learner has a computer or any communicationenabled electronic device, an internet connection (physical or wireless) and can address needs that occur at any time (bocodol, 2016). the first component of any strategy is collecting the background information, including its research base. it offers participants an opportunity to do a practice teaching session and receive feedback from peers within their specific discipline. before starting the course, a small assessment is conducted to know the status and level of each student to plan the next step of teaching. c. design and preparation based on the background information, the adopted teaching philosophy incorporates the following core step-bystep: beliefs-learning-communication-practice-monitoring. for the complete courses, powerpoint presentations were made after consulting some books and other materials to meet the objective of the course. provided the summary, of course, aims, synopsis, mode of assessment and grading, textbooks and the reference books, dates of assignments and dates of tests. involved in different industry-oriented topics in the course. at the starting of every lecture, 25 minutes were made a reserve for revision and remaining problems. orientation of course & background analysis short assessment and re-feedback re-structure and reteach short assessment and feedback planned lecture/teaching preparation of teaching skills and link all students to e-learning tools discussion and of selection strategy improved result of teaching & learning journal of education, teaching, and learning volume 5 number 2 september 2020. page 409-414 p-issn: 2477-5924 e-issn: 2477-8478 412 we planned their labs as per the relevant topics in their course structure. for the experiments, we have divided students in the group of 4 enabling and allowing them to learn in small groups but work on an individual basis. all lessons have been well prepared and delivered. upgrading the course material was done from time to time as per requirement. the lectures were delivered by using a projector facility, and using a whiteboard wherever necessary. students were also encouraged to visit the lecturer for consultations any time of the day, even outside normal working hours. tutorials and labs were used to give students more time to interact with taught content under supervision and guidance. past six years question papers and links to video tutorials were available on an e-learning platform named „moodle‟ as shown in fig. 3. it enables all users to interact with the teacher, access all contents and provides a platform to share their problems and feedback online. fig. 3 partly screenshot of arranged course contents on moodle e-learning software d. implementation and assessment fig. 4 shows the two-phase approach of the integrated microteaching e-learning process. this study employed an exploratory practical study approach aimed at providing the best available practices, processes and performance of microteaching along with the latest e-learning tools at the university of botswana. when the students do derivations, numerical or designing, it is helpful to watch the basic diagrams, micro-videos to learn the skills. test and learning evaluation is an important part of teaching. the assessment criteria 40% + 60% is used as per university policy. when the micro-lecture is introduced into the 40% part of the assessment of course, which consists of 20% tests (two), 10% random quizzes (two) and 10% practical in the laboratory. laboratory hours as per the targeted groups of students were fixed as per their convenience and a micro-class of about 20 minutes is organized by a lab technician to demonstrate the process to perform the actual experiment on selected equipment with their applications. assessment assumes a critical part of any undertaking. in miniaturized scale instructing, administrators direct different test and accordingly, there are a few opportunities to investigate botches. the assessment gives a chance to comprehend the mix-up and defeat it. this program incorporates a session where disadvantages are called attention to alongside their answer. in this way, general change turns into a less demanding target besides; unstructured discussion sessions were used to collect detailed comments and extra feedback on the implementation of the micro lecture. online tests and online assignment submissions were conducted by using the moodle platform. fig. 4 two-phase approach of the integrated microteaching and e-learning process due to the involvement of live streaming (videos) of the particular sections like the use of fins, modes of heat transfers and radiation phenomenon we generated more interest in the course by cross-questioning and by providing integrated elearning and microteaching preparation of course contents & arrangements of lectures uploading and updating the material on e-learning software platform arrange and prepare microvideos, ppts as per lecture schedule update the students about next topic to read the base concept observation problem solving sessions question-answers point by point numerical questions lectures audio-video-ppts discussion on most recent topic/short assessment background observation/focus base-collaborative learning implementation sharing journal of education, teaching, and learning volume 5 number 2 september 2020. page 409-414 p-issn: 2477-5924 e-issn: 2477-8478 413 a platform to the students to share their knowledge through presentations. these implementations generated interest in the courses that class attendance was rarely below 94%. the study adopted a combination of observation and an evolution and feedback comments from students through the student evaluation of courses and teaching (secat) online system, which was performed by every student individually. table i and table ii show the assessment result received from the secat online system for a class of 26 students. table i teaching evaluation final feedback teaching evaluation (total cases 26) min. average sd 1 helped me to learn and understand the course material. 1 4.00 1.07 2 explained difficult concepts and ideas clearly. 1 4.12 1.01 3 presented course content in an organized way. 1 4.27 1.02 4 maintained an environment where students were comfortable asking questions. 2 4.38 0.84 5 encouraged students to express their point of view. 2 4.27 0.81 6 managed class activities well. 2 4.12 0.89 7 marked assigned work fairly. 2 4.27 0.94 8 provided useful feedback on assigned work. 2 4.04 0.90 9 showed enthusiasm about the subject matter. 1 4.35 0.92 10 generated interest (of the class) in the discipline. 1 4.19 0.92 11 available to assist students outside class hours. 3 4.31 0.72 12 showed active, personal interest in the progress of the class. 1 4.19 1.00 13 overall, learning in this class was: 1 4.04 1.09 table ii course evaluation final feedback course evaluation (total cases 26) min. average sd 1 the course stated learning objectives. 3 4.42 0.63 2 the course was well organized. 3 4.42 0.63 3 the course covered stated learning objectives adequately. 4 4.46 0.50 4 the course contributed a great deal to my professional growth. 3 4.46 0.69 5 course facilitated the learning of problem-solving skills. 3 4.38 0.56 6 tutorial 0 4.04 1.29 7 tests. 0 4.15 1.23 iv. conclusions in this study process, scrutinized management skills were applied in preparation for classes and on the quality and timeliness of feedback on assessments. as the session arrives at an end, it is trailed by a closing session. the finishing session comprises input by the instructor. amid this session, the sound or video recording may likewise be shown with a specific end goal to give a chance to assess oneself. additionally, it likewise helps the certainty level of the learner. it is the ideal approach to fortify the learner to work better whenever. at last, microteaching with e-learning techniques is a valuable method for instructing delicate abilities, introduction aptitudes, and relational abilities. this engaged approach empowers development through practice and study. this education teaching method is a propelled level of instructing system that empowers the educators to pick up certainty before venturing into the calling of an instructor. with the immense effect of globalization on each part of the world, there is a positively need for different schools. proficient and compelling educating is one of the central point guardians take a gander at before enlisting their kids into a school. along these lines, actualizing it is showing programs for new instructors and in administration, educators are a perfect approach to set foot with the world. upsides and downsides are a piece of each advancement and in this manner remembering those angles; one ought to pick the reasonable program. the strategy gives the staff prompt input and builds maintenance by giving them a chance to rehearse. the most imperative nature of the members of microteaching is the capacity to give and get helpful criticism with a receptive outlook and accomplishes proper educating learning objectives. this combined teaching technique empowers the educators to increase moment criticisms from the chiefs. a moment input gives more potential for redressing botches. the combination of e-learning with microteaching goes about as a face to face learning model with an incredible open door for adaptability, coordinated effort, awesome individual consideration and it aptitudes with high learning and educating potential. references anson, j. i., rodrigues, s., and wilson, g. (jun, 2003). mirrors, reflections and refractions: the contribution of microteaching to reflective practice. eur. j. teach. educ., 26(2), 189–199. bocodol. (2016). bocodol e-learning portal. [online]. available: http://www.bocodol.ac.bw/index.php/services/elear ning. [accessed: 04-nov-2016]. brent, r., wheatley, e., and thomson, w. s. (dec, 1996). videotaped microteaching: bridging the gap from the university to the classroom. teach. educ., 31(3), 238–247. cai, m., li, d., and li, x. (2016). application research of „micro lecture‟ based on „shadow teaching. int. j. inf. educ. technol., 6(12), 976–979. dehejia, r. h. and wahba, s. (1999). causal effects in nonexperimental studies: reevaluating the evaluation of training programs. j. am. stat. assoc., 94(448), 1053–1062. foley, r. (1974). microteaching for teacher training. public health papers. journal of education, teaching, and learning volume 5 number 2 september 2020. page 409-414 p-issn: 2477-5924 e-issn: 2477-8478 414 kalathil, r. r. and sherin, m. g. (2000). role of students ‟ representations in the mathematics classroom. in fourth international conference of the learning sciences, 27–28. kuhn, w. (dec, 1968). holding a monitor up to life: microteaching. music educ. j., 55(4), 48–53. skinner, b. f. (1968). the technology of teaching. new york: appleton-century-crofts. vare, j. w. (1993). co-constructing the zone: a neovygotskian view of microteaching. in annual meeting of the american educational research association, 106. wang, z., luo, y., and qu, y. (2017). application of microlecture for engineering mechanics experimental teaching. 4(2), 130–132. wikipedia. (2017). microteaching. [online]. available: https://en.wikipedia.org/wiki/microteaching. [accessed: 10-feb-2017]. zhang, x. and xu, j. (2015). integration of micro lectures into the blended learning discourse in tertiary education. asian assoc. open univ. j., 10(2), 13– 28. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 269 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the improvement of the services quality through development of teachers personality and organizational justice kania rubiati 1) , sri setyaningsih 2), , henny suharyati 3) 1),2),3) universitas pakuan, bogor, indonesia e-mail: henny.suharyati@unpak.ac.id abstract. the quality of teacher services is an important element related to achieving national education goals and developing indonesian people as a whole. the initial survey of teacher service quality in the civil servants in the high school in the city of bogor has not yet reached maximum results. therefore, the quality of teacher services is interesting to study. this study aims to find efforts to improve teacher service quality by examining the relationship between teacher service quality with teacher personality variables and organizational justice. the data needed in this study were captured using an instrument in the form of a questionnaire. before the questionnaire is used as a data collection tool, it must be first analyzed its validity and reliability. this analysis was carried out by testing the instrument to respondents, who had been determined. this trial is intended to determine the feasibility of this instrument as a research instrument. the study also uses correlational statistical methods and analysis of the sitorem method. the unit of research analysis was a high school civil servant teacher with a population of 279 and a sample of 103 teachers. the results of the study show there is a positive relationship between the teacher's personality and the quality of teacher services with the strength of the relationship ry1 = 0.421 and there is a positive relationship between organizational justice and the quality of the teacher's service with the strength of the ry2 = 0.297 so that the quality of teacher service can be improved through the personality of the teacher and organizational justice. the results of this study indicate that there is a relationship between the teacher's personality and the service quality approach as well as the organizational justice variable with the quality of teacher service both individually and collectively. sitorem analysis results showed that there should be priority improvements to indicators that are not optimal such as (1) stable emotions (2) open to experience (3) procedural fairness (4) responsiveness (5) attention. keywords: teacher service quality; teacher personality; organizational justice i. introduction in the era of the industrial revolution 4.0, teachers need to improve their competence and quality. especially with the current era of all-digital competition, not only preparing students but competently teachers must improve their quality. with the progress of information technology at this time teachers are asked not only to transfer knowledge but must instill the basic values of character development of students in the wise use of advances in information technology. professional teachers who can take advantage of the superfast advances in information technology are needed to improve the quality of the teaching and learning process in each education unit to prepare superior human resources in global competence. the quality of human resources cannot be separated from the quality of education, where one of the main components is the teacher. quality schools are closely related to the provision of quality education services. therefore, a teacher with high qualifications, competence, and dedication is needed in carrying out their professional duties. teachers of civil servants (pns) are state officials in charge of providing services to the community in a professional, honest, fair, and equitable manner in carrying out state, government, and development tasks. service quality is a form of consumer assessment of the level of service received (perceived service) with the level of service expected (expected service). public trust of education service users is closely related to the quality of service in the school organization. the level of trust is built through the service relationship of the teaching staff, in this case, the teacher, to their students. the quality of teacher service is related to trust, which essentially provides the best service to students, parents, and the surrounding community. the importance of a good teacher personality can influence the quality of teacher services in schools. the http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 270 existence of dissatisfaction with organizational justice in schools also greatly determines the level of service or responsibility of a person in carrying out their duties. therefore, the urgency of this study is to describe the development of a model of two factors, namely personality, and proper organizational justice so that the two variables can create an increase in service quality. according to kotler (2000), service quality is the ratio between the quality received (perceived quality) after receiving the expected quality (expected quality). meanwhile, baines, fill, and page (2011) said that service quality is the customer's perception of the difference between the service received compared to the expected service. hussain (2010), service quality is a model to identify differences between consumer expectations for service and their assessment of the service received. van ree (2009) said that service quality is an assessment of how well the level of service provided is following customer expectations. nagabushanam (2013), service quality is a term used in business administration which describes the achievement in service on the objective side and the subjective side of the service, namely customer expectations for services received with the ability to provide services by service providers. according to yosliogu, caliskan, and omer (2013), service quality is a comparison between expected service and actual performance. rabbai and gable (2012) stated that service quality was developed to assess the gap between customer expectations and the level of service quality provided. peter and donnely (2011) described that service quality is a comparison made by customers between the service received and the service expected. it can be synthesized that the quality of teacher service is the comparison between expected service and actual performance to meet customer expectations, especially students. service quality indicators are divided into five, namely (a) teacher's physical appearance (b) teacher reliability (c) responsiveness (d) teacher assurance (e) teacher attention. gibson et al. (2012) said that personality is a set of characteristics, tendencies, and temperaments (relatively stable individuals) that have been significantly shaped by inheritance and by social, cultural, and environmental factors. suzane, dowd, and scheneider (2006) stated that a personality is a group of stable characters, tendencies, and temperaments that are formed either from heredity or socio-cultural environmental factors. kreitner and kenicki (2007), personality is defined as a combination of physical and mental characteristics of a person who is stable as his identity. greenberg and baron (2008), personality is a pattern of behavior, thoughts, and emotions of individuals that are unique and relatively stable. according to colquitt, lepine, and wesson (2011), teacher personality refers to structures and tendencies in people that explain their distinctive patterns of thought, emotion, and behavior according to helriegel and scolum (2011), personality is an overall profile or combination of stable psychological attributes which is a unique trait of a person. crae and costa (2012) said that personality is a dimension of individual differences in the tendency to show consistent patterns of thoughts, feelings, and actions. based on the opinions of several experts, personality can be synthesized, which are unique and relatively stable individual characters, behavior patterns, thoughts, and emotions with indicators (a) sincerity (b) open to experience (c) enthusiasm (d) consensus (e) stable emotions. demirel and yucel (2013) defined organizational fairness as a perception of people who compare their results and input with others and then assess the equality of this relationship in the form of a ratio. akanbi, ofoegbu, and eugene (2013) said that organizational justice refers to employees who feel treated fairly by the organization in every aspect. green and baron (2008) defined organizational justice as the perception of organizational members towards justice that occurs within the organization. robbins and judge (2009), most employees evaluate how fairly employees are treated by the organization. baldwin (2006) defined organizational justice as the extent to which employees feel that work procedures, workplace interactions, and work results can be addressed fairly. colquitt, lepine, and wesson (2015), organizational justice is an employee assessment of the fairness or fairness of decisions that have been made by the authorities. gibson et al. (2012), organizational justice is the high and low degree or intensity of a person's feelings for the fair treatment they receive in the workplace. kreitner and kenicki (2007) stated that school, organizational justice reflects the extent to which people in the organization feel that they have been treated fairly in their place of work. based on the opinion of experts, it can be synthesized that organizational justice is a level where an individual feels treated the same or equal in the organization where he works with indicators (a) distributive justice (b) procedural justice (c) informational justice (d) interpersonal justice. ii. methodology this study uses a quantitative method with a correlation survey model. the independent variable in this study is personality (x1) and organizational justice (x2), while the dependent variable (y) is the quality of teacher services. the population in this study were 279 state high school civil servant teachers in the city of bogor. the sample in the study was calculated using the slovin formula as many as 103 people. the sampling technique uses multistage sampling. the first stage is a cluster, the second stage is purposive and the third stage is taking samples at each school which is carried out using a proportional random sampling technique. quantitative research data were analyzed using descriptive statistics and inferential statistics. inferential statistics using regression-correlation analysis. the data analysis was performed by using the normality test step of the estimation error, the homogeneity test of variance. determination of the regression equation, the regression equation significance test, regression linearity, and hypothesis testing using the correlation test. the qualitative data analysis process was carried out in two stages, namely the analysis during the data collection process in the field and the analysis after data journal of education, teaching, and learning volume 5 number 2 september 2020. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 271 collection by comparing the data value of each item using the sitorem method. iii. results and discussion a. results 1) normality test the results of the calculation of the normality test of the estimation error (y-ŷ1) for the variable of teacher service quality on the teacher personality variable obtained the lcount value of 0.060 while the ltable was 0.080. the normal requirement is lcount < ltable, thus the standard error of estimation (y-ŷ1) for the variable of teacher service quality on teacher personality variables is normally distributed. the results of the calculation of the normality test of the estimation error (y-ŷ2) for the variable of teacher service quality on the variable of organizational justice obtained the lcount value of 0.070 while the ltable was 0.080. the normal requirement is lcount < ltable, thus the standard error of estimation (y-ŷ2) for the variable of teacher service quality on organizational justice variables is normally distributed. 2) homogeneity test the homogeneity of the variance of the variable of teacher service quality on the teacher's personality obtained the value of ²count 27.82, while ²table at α = 0.05 was 47.39. thus the data variance of the variable teacher service quality on the teacher personality variable was declared homogeneous. the homogeneity of the variance of the variable of teacher service quality on organizational justice obtained the value of count 46.28, while ²table at α = 0.05 was 55.75. thus the variance of the data on the variable of teacher service quality on the variable of organizational justice is stated to be homogeneous. 3) hypothesis test the correlation between the teacher personality variable (x1) and the service quality variable (y) is determined by the coefficient of determination (r2y1). based on the estimation results, the r2y1 value is 0.177. these results indicate that 18% of the teacher service quality variable (y) can be influenced by the teacher personality variable (x1). the relationship resistance of the teacher personality variable (x1) with the teacher service quality variable (y) is determined by the correlation coefficient ry1 of 0.421. based on the results of the correlation test, it can be seen that the tcount is 5.15 while the ttable is 1.98. this shows that the correlation coefficient of the teacher personality variable (x1) with the teacher service quality variable (y) is significant. based on the test results it can be concluded that there is a positive relationship between the teacher personality variable (x1) and the teacher service quality variable (y). the correlation of the organizational justice variable (x2) with the teacher service quality variable (y) is determined by the coefficient of determination (r2y2). based on the estimation results, the r2y2 value is 0.089. these results indicate that 9% of the teacher service quality variable (y) can be influenced by the organizational justice variable (x2). the resistance to the relationship between the organizational justice variable (x2) and the teacher service quality variable (y) is determined by the correlation coefficient ry2 of 0.297. based on the results of the correlation test, it can be seen that the tcount is 3.28 while the ttable is 1.98. this shows that the correlation coefficient of the organizational justice variable (x2) with the teacher service quality variable (y) is significant. based on the test results, it can be concluded that there is a positive relationship between the organizational justice variable (x2) and the teacher service quality variable (y). the correlation of teacher personality variables (x1) and organizational justice (x2) together with teacher service quality (y) is determined by the value of the coefficient of determination (r2y12). based on the estimation results, the r2y12 value is 0.179. these results indicate that 18% of the teacher service quality variable (y) can be influenced by the teacher personality variable (x1) and organizational justice (x2). the resistance of the relationship between the teacher personality variable (x1) and organizational justice (x2) together with the teacher service quality variable (y) is determined by the correlation coefficient ry12 of 0.423. based on the results of the regression test, it can be seen that fcount is 7.30 while ftable is 3.08. this shows that the correlation coefficient of teacher personality (x1) and organizational justice (x2) together with the variable teacher service quality (y) is significant. there is a positive relationship between teacher personality variables (x1) and organizational justice (x2) together with the variable teacher service quality (y). based on the test results, it can be concluded that there is a positive relationship between teacher personality variables (x1) and organizational justice (x2) together with the variable teacher service quality (y). 4) partial correlation test the results of the calculation of the first partial correlation test, the partial correlation value of teacher personality (x1) with the quality of teacher service (y) with control on organizational justice (x2) (ry12) = 0.215 is obtained. based on the results of the significance test, this value is significant (th = 2.27 > tt = 1.98 (α = 0.05). so the relationship between teacher personality and teacher service quality is not influenced by organizational justice variables. the calculation of the second partial correlation test, the partial correlation value between organizational justice (x2) and the quality of teacher service (y) is obtained with the control on teacher personality (x1) (ry12) = 0.084. this value is very significant (th = 0.86 < tt = 1.98 (α = 0.05). thus, it can be concluded that the relationship between organizational justice and the quality of teacher service is influenced by the teacher personality variable. b. discussion 1) the relationship between teacher personality and quality of teacher service the strength of the relationship between teacher personality and teacher service quality can be seen in the results of the correlation test with a correlation coefficient of 0.421. the journal of education, teaching, and learning volume 5 number 2 september 2020. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 272 diversity that exists in the quality of teacher services is related to the personality of the teacher as seen from the coefficient of determination of 0.177 so that the diversity in the quality of teacher services can be explained by the personality of the teacher with a contribution of 18%. meanwhile, 82% are influenced by other factors outside the teacher's personality. personality is the character, behavior pattern, thoughts, and emotions of an individual that is unique and relatively stable. a good teacher personality will improve the quality of teacher services. it can be concluded that there is a positive relationship between teacher personality and teacher service quality, so that teacher personality is an important factor in improving the quality of teacher service. 2) the relationship between organizational justice and teacher service quality the strength of the relationship between organizational justice and the quality of teacher services can be seen in the results of the correlation test with a correlation coefficient of 0.297. the diversity that exists in the quality of teacher services is related to organizational justice seen from the coefficient of determination of 0.089 so that the diversity that exists in the quality of teacher services can be explained by organizational justice with a contribution of 9%. meanwhile, 91% is influenced by other factors outside of organizational justice. this is consistent with the statement by kreitner and kenicki (2007) that organizational justice in schools reflects the extent to which people in the organization feel that they have been treated fairly in their place of work. based on these results, organizational justice can affect the quality of teacher services. when someone feels that they are treated fairly and feel comfortable in a work environment, the quality of service will increase. it can be concluded that there is a positive relationship between organizational justice and teacher service quality so that organizational justice is an important factor in improving the quality of teacher services. 3) the relationship between teacher personality and organizational justice together with the quality of teacher services the strength of the relationship between teacher personality and organizational justice together with the quality of teacher service can be seen in the results of the correlation test with a correlation coefficient of 0.179. the diversity that exists in teacher service quality has a relationship with teacher personality and organizational justice seen from the value of the coefficient of determination of 0.423 so that the diversity that exists in teacher service quality can be explained by teacher personality and organizational justice with a contribution of 18%. collectively by teacher personality and organizational justice. from the research results, it will be shown that there is a positive influence on the dependent variable with the correlation coefficient ρy1, ρy2, and ρy12 for each variable. besides, to see how much the strength of the relationship between the independent variable and the dependent variable and to get the optimal solution from this study and to optimize each indicator for each research variable was carried out by giving weight to each indicator, based on scientific introduction to research operations in the field of education management or known as sitorem (hardhienata, 2017) as shown in table i. table i correlation coefficient calculation results correlation coefficient correlation coefficient value relationship strength level ry1 0.421 strong enough ry2 0.297 less strong ry12 0.423 strong enough iv. conclusions the results showed that there was a positive relationship between teacher personality and teacher service quality with the strength of the relationship ry1 = 0.421 and there was a positive relationship between organizational justice and teacher service quality with the strength of the relationship ry2 = 0.297. this reflects that improving the quality of teacher services can be done by improving teacher personality and organizational justice. indicators that have been well maintained or developed and indicators that have not been properly improved. the results of sitorem's analysis show that the components of teacher personality, organizational justice, and quality of teacher services are found in 9 indicators that are in good condition so that it remains to be maintained, namely: (1) sincerity (2) enthusiasm (3) consensus (4) interpersonal justice (5) justice informational (6) distributive justice (7) physical appearance (8) guarantee (9) reliability. while 5 components still need to be improved, there are 5 components in order of priority for improvement, namely: (1) stable emotions (2) open to experience (3) justice procedural (4) responsiveness (5) attention. indicators that still need to be improved need attention so that the quality of teacher services will increase. acknowledgment this research was carried out with grant funds from the directorate of community service research, directorate general of research and development strengthening of the ministry of research and technology following the implementation year 2020 based on funding agreement between l2dikti4 office and pakuan university number: 114/amd/sp2h/lt /mono/ll4/pp/ 2020 april 1st, 2020. thus we thank the kemenristekdikti/brin for funding. references akanbi, paul., ofeogbu, ayobami., & eugene, onyema. (2013). impact of perceived organizational justice on organizational commitment of a food and beverage firm in nigeria. international journal of humanities and social science, 3(14), 217-218. baines, paul., fill, chris., & page, kelly. (2011). marketing. new york: oxford university press. pp. 503-505. baldwin, susanna. (2006). organizational justice. brigton institute for employment studies. pp.1-13. journal of education, teaching, and learning volume 5 number 2 september 2020. page 269-273 p-issn: 2477-5924 e-issn: 2477-4878 273 colquitt, jason., lepine, jeffrey a., & wesson, michael j. (2015). organizational behavior, improving performance, and commitment in the workplace. new york: mc graw companies, inc. pp. 224-233. crae, mc & costa, robert. (2012). personality in adulthood, second edition. a five factor theory perspective, edition 2. guilford press. demirel, yavuz & yucel, ilhami. (2013). the effect of organizational justice on organizational commitment: a study on automotive industry. international journal of social sciences, 11(3), 2637. gibson, james l. ivancevich, john m. donnely, james h., & konospake, robert. (2012). organizations behavior, structure, processes 14th ed. new york: mc grawhill). pp. 148-150. greenberg, jerald & baron, a. robert. (2008). behavior in organizations. new jersey: pearson educational international. pp. 45-53. hardhienata, soewarto. (2017). the development of scientific identification theory to conduct operation research in education management. iop conference series: material science and engineering, 166. helriegel, don & scolum, john. (2011). organizational behavior, 13th edition. south –western: changage learning. pp. 70. hussain, kabir. (2010). service quality; expectations, perceptions, and satisfaction about service quality at destination gotlanda case study. gotland university: masters program in international management 15 etcs, pp. 27-29. kotler, p. (2000). marketing management. upper saddle river, nj: prentice-hall. kreitner, robert & kinichi, angle. (2007). organizational behavior. new york: mc graw-hill. pp. 244-245. nagabushanam, manasa. (2013). a studi on customer service quality of banks in india. bangalor, analyze research solution pvt. ltd. pp. 318. peter, j. paul & donnely, h. james, jr. (2011). marketing management knowledge and skills, eleventh edition. usa: mcgraw-hill. robbins, stephen p. & judge, timothy a. (2009). perilaku organisasi. jakarta: salemba empat. pp. 249-251. suzane, de janasz., dowd, karen., & schneider, beth z. (2006). interpersonal skills in organizations. new york: mc grow-hill. pp. 112-116. yosliogu, murat., caliskan, ozaslan burcu., & omer. (2013). the role of innovation and perceived quality in creating customer value. procedia social and behavioral sciences, rights/2017/02/27/childmarriage-bill-passed/. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 70-74 p-issn: 2477-5924 e-issn: 2477-8478 70 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. high school private vocational school learning in west kalimantan during physical distancing covid-19 in 2020 aloysius mering university of tanjungpura, pontianak, indonesia e-mail: aloysiusmering@fkip.untan.ac.id abstract. this study aims to reveal information about the implementation, to overcome obstacles, and the effectiveness of online learning at senior high schools in west kalimantan during physical distancing covid-19 year 2020. information obtained survey purposively in nine high schools (including six elementary schools and four secondary school) in bengkayang, ketapang, hedgehog, melawi, and sintang west kalimantan. respondent teachers were 137 people. the questions that were given to respondents in detail were about the effectiveness of online learning, the media, the resources used, the obstacles faced, and the efforts to overcome these obstacles. the results of descriptive analysis of the teacher's response revealed that the vast majority of school (elementary, middle, high school / vocational school) has been carrying out learning online by effectively. teachers plan lessons to combine online and conventional models. also, the facilities used by the teacher generally use cellphones, with the main resources being e-books, journals, videos, and question and answer materials. learning takes advantage of the application learning house, google for education, and own class. the constraints general are facing is the limited internet access and teacherstudent-parent who has not adaptive learning systems online. to improve the effect of learning, teachers make learning fun, attention to needs-style-and the student experience, as well as the evaluation of the continuous. based on these findings, it is hoped that the government, schools, teachers, students, and parents will prioritize the provision of online learning facilities to be more successful. keywords: online learning, physical distancing, covid-19 i. introduction early in 2020 the world of education experienced a revolutionary change, namely a change in the conventional learning system to the virtual classroom system, due to the covid-19 pandemic (corona virus disease 2019). covid19 is declared a pandemic of a very dangerous disease, because (1) a vaccine has not been found, (2) its spread is very fast or aggressive through interaction, (3) symptoms are mild or silent spreader, (4) it causes death. (task force for the acceleration of handling covid-19 in indonesia (https://covid19.go.id/). to protect the community from the covid-19 pandemic, the indonesian government took steps by implementing physical distancing (social distancing) in almost all areas of indonesia. minister of education and culture of indonesia issued policies to learn from home. (circular no. 4 2020, implementing policies for education in emergencies covid-19). changes in the education system are changes from conventional or faceto-face learning systems to virtual classroom systems or virtual classes. virtual classroom is a classroom where learning online. similar to the "real world" class, in a virtual classroom or virtual classroom teachers and students enter the virtual classroom at the same time, interacting between teachers and students and between students, through certain assistive applications. changes revolutionary learning system this involves changes in the entire education culture of schooling that has lasted for centuries. the formal education system or face-toface system has changed to a virtual learning system which is done by using the online method. the education center is no longer at school but at home. the family becomes the true center of education, the first and foremost center of education. education and the various accompanying responsibilities, such as lesson planning, teaching and learning activities, and evaluation that were previously left to schools and teachers, are 'suddenly' shared proportionally with students and parents. in addition, the most important factors that become the medium of learning interaction are multimedia and online learning infrastructure, such as internet access and learning resources . these online learning tools are a problem for some teachers, students, and parents. the problems associated with literacy technology of learning online and the economy every teacher and student -the old vary. http://creativecommons.org/licenses/by-nc/4.0/ mailto:aloysiusmering@fkip.untan.ac.id journal of education, teaching, and learning volume 6 number 1 march 2021. page 70-74 p-issn: 2477-5924 e-issn: 2477-8478 71 apart from the various infrastructure constraints for online delivery, the choice of online learning systems has also proven to be effective with various advantages. as h li, j. masters (2009) said, " in fact, the quotation of shows most of the advantages of e-learning for learners and instructors ". (quoted by m. samir abou el-seoud, et al, 2014). these advantages include, teachers, students, and parents are encouraged to master technology, unlimited availability of teaching resources and materials, and unlimited study time. these benefits can be obtained from online learning if teachers and students have online learning tools, materials and a learning environment that is well prepared and enjoyable. m. nehme (2010) (quoted by m. samir abou elseoud, et al, (2014) said that " teachers construct their learning materials and environment to target their students " means that teachers must prepare materials and a learning environment for them as target students. liz may and michael orey (2012: 5) said "there was a connection between the use of cognitive tools and high performance on problem-solving tasks. "it was also said that " it is important to know how to design multimedia programs that assist students in. problem solving, but that is also fun enough to keep students engaged. ”the cognitive tools in question include databases , data processing applications (spreadsheets), network applications (semantic networks), knowledge adoption systems into computerized systems (expert systems), communication application programs (communications software such as teleconferencing programs), online collaborative knowledge construction environments, multimedia / hypermedia construction software, and computer programming languages . the obstacles faced are that teachers and students are not familiar with the various online learning systems and applications. as previously described, in the physical distancing entire stakeholders of education (government, parents, teachers, and students) do not have the option to continue the learning process in addition to selecting an online learning system (online). access learning can be done by radio, television, computers, and handphone by utilizing a variety of applications available. the transition from faceto-face learning systems to online learning systems has an impact on many things. this impact on humans is in the form of cultural adaptation, discipline, expectations, values, motivation, attitudes, and so on. this impact is a prerequisite for getting the most out of online learning. with the many elements involved in online learning, continuous feedback from various researches is needed so that learning is more effective and provides maximum benefits. as stated by m. samir abou el-seoud, et al, (2014: 20) , “ although the e-learning terms and tools do exist for over a decade, the educational research field has not given enough attention to the study of student motivation under. the effect of e-learning ”. this research is one way to provide information needed by online learning implementers. in indonesia, in general online learning is faced with the following problems: (1) availability of adequate online learning infrastructure or tools, such as computers, androids, television, and internet networks; (2) some educators and students (rural areas) are not used to using or operating online learning tools; (3) there is no or less strong internet signal network; (4) teachers, students, including parents are familiar with conventional learning methods, and (4) the environment and supporting devices, such as material not ready for virtual classroom learning. in addition, dabbagh (2007, quoted by i ketut sudarsana, learning in networks and efforts to break the covid-19 pandemic) requires online learning activities, namely (1) learning spirit, literacy in technology, ability to communicate intrapersonal, collaborating, independent learning skills. (https: // books. google.co.id/books?). problems like late and terms are explored through a survey of several schools in the district at west kalimantan. the general problem of this research is "how is the implementation of online learning in high schools in west kalimantan during physical distancing covid-19 in 2020". these general problems are focused on implementation problems, efforts to overcome obstacles, and the effectiveness of implementing online learning at high schools in west kalimantan during the physical distancing of covid-19 in 2020. research respondents were high school teachers in five of the 14 existing districts. in west kalimantan, namely bengkayang regency, ketapang regency, landak regency, melawi regency, and sintang district. these respondents were assumed to be able to describe the implementation of online learning in west kalimantan. to be more comprehensive, the sample was expanded to primary and junior high school teachers. this research was urgent to do, because of the results of research is an essential input for implementing learning systems online and as a learning system the future of learning online can not possibly be avoided by education, so that future physical distancing covid-19 t ear 2020 can be a momentum for improve literacy of modern learning technology. ii. research methods this study is a survey of school teachers (including assessments of the implementation, constraints and effectiveness of online learning in west kalimantan. the determination of research areas, namely five of the 14 regencies/cities in west kalimantan, was carried out purposively with the assumption that there are easier internet coverage areas and more difficult areas. the five districts are bengkayang, ketapang, landak, melawi, and sintang districts. the distribution of the questionnaires was assisted journal of education, teaching, and learning volume 6 number 1 march 2021. page 70-74 p-issn: 2477-5924 e-issn: 2477-8478 72 by six masters of educational technology at the teaching and education faculty, tanjungpura university. specifically, for bengkayang regency one school was taken on the border with sarawak malaysia. the main consideration in selecting respondents was the assumption of homogeneity of the existing conditions of online learning in west kalimantan. with these considerations, the original target respondents were 80 teachers. in addition, the distribution of the questionnaire encountered problems with no school implementing face-toface learning. however, with three questionnaire submission procedures, namely manually (given directly to the teacher), through the whatsapp application, and the google form questionnaire which returned to 142. of the 142 questionnaires, after being reduced, 137 questionnaires were processed. data input and analysis using the microsoft office excel worksheet program. data and assessments of online learning are focused on how it is applied by schools, teachers, and students. the data about online learning is obtained by using a questionnaire with closed questions and a questionnaire with open questions. in general, the respondent's assessment concerns implemented or not implemented. thus, the respondent will then respond to conditional compliance and reasons for nonimplementation. the conclusions will be categorized as very good, good, good enough, not good, very bad or very effective, effective, quite effective, less effective, very ineffective. at the end of the questionnaire, teachers were asked about how teachers assess the effect of learning and what they are doing to improve the effectiveness of online learning. the effectiveness of online learning in this study can be seen from (1) the participation of teachers and students in implementing online learning and (2) completing online assignments given by the teacher. teacher participation will be seen from the teacher's efforts (1) motivating students, (2) an explanation of how to take advantage of the environment in online learning, (3) managing interaction and cooperation between students (think-pair-share), (4) forming study groups, (5) helping students to make friends (socializing) through peer-to-peer meetings in an online learning environment, (6) interacting with students through monitoring the attendance of online activity meetings and providing continuous feedback , (7) preparing materials and a learning environment as a student learning target, (8) explains the purpose of assignments designed to facilitate students to interact with online learning materials, (9) reduces fear, anxiety, and nervousness in students, because anxiety can have a negative impact on their accessibility and motivation , and (10) accommodating the needs of students and teachers. iii. result and discussions the research discussion will specifically discuss the causal relationship of antecedent factors with research facts, such as assumptions, theories, and evidence from previous research. the discussion concerns the problem of implementing online learning, the constraints of implementing online learning, and the assessment and efforts made by teachers to improve the effectiveness of online learning. initially, this research will only look at how the implementation of online learning at high schools in west kalimantan. however, considering the usefulness of the research for users (schools, families, and government), the researchers accepted the data provided by respondents at the primary school and junior high school levels. thus, the evaluative description will be more comprehensive. the study of the implementation of this learning is motivated by the many complaints from teachers, research results, and explanations of education experts about (1) the unpreparedness of teachers, parents, and students in implementing online learning in terms of mastery of online learning media technology, (2) the inability of teachers, parents , and students from a financial perspective to provide the main tools for online learning, namely cellphones and computers, and internet quotas, (3) internet networks (communication) that have unequal coverage, and (4) the adaptability of teachers, students, and parents to the system. online learning (from the system into face to face or face to face learning) that face to face learning more effective than learning online. likewise, i putu yoga purandina (2020) said that in indonesia, in general online learning is faced with problems: (1) the availability of adequate online learning infrastructure or tools, such as computers, androids, television, and internet networks; (2) some educators and students (rural areas) are not used to using or operating online learning tools; (3) there is no or less strong internet signal network; (4) teachers, students, including parents are familiar with conventional learning methods, and (4) the environment and supporting devices, such as material not ready for virtual classroom learning. the facts mentioned are partially proven in this study. moreover, if we use the expectation measure that all schools at all levels are ready to carry out 100% online learning, then the overall 71% achievement still leaves 29% of schools that have not been effective in implementing online learning. this, as rosyda qanita also said, overall (80100%) teachers in west kalimantan stated that "face-to-face is more effective". indeed, assumptions about problems regarding the availability of online learning infrastructure, teacher-student-parent readiness, internet networks, and the adaptability of teacher-students, and parents are still obstacles, proven in this study. however, the adaptability of teachers, students and parents is quite good, this is due to the journal of education, teaching, and learning volume 6 number 1 march 2021. page 70-74 p-issn: 2477-5924 e-issn: 2477-8478 73 availability of alternative media and applications that can be used for online learning. it seems that what triggers the acceleration of this adaptation is the "element of compulsion due to the obligation to learn from home", "the provision of learning broadcast programs by the government by various national televisions", and "the government's efforts to free credit fees for students and teachers". barriers to implementing online learning can be divided into (1) personal constraints and (2) institutional constraints. personal constraints are constraints on the implementer, namely teachers, students, and parents, while institutional constraints are constraints concerning providers of online learning infrastructure. personal constraints relate to the financial capacity and (cultural) adaptability of teachers, students and parents to move away from conventional learning systems and provide multimedia online learning. institutional constraints also concern the readiness and ability of the government and schools to adapt from the conventional education system and provide online learning infrastructure, such as internet networks, multimedia learning, curricula, and implementing training. in terms of the availability of multimedia, such as internet access, learning places, learning media, the ability to create virtual classes, resources, and mastery of online learning technology, teachers generally say it is good. most of the teachers stated that "they only use the available media, namely cellphones and the whatsapp application , while some teachers and students, especially at the sma / smk level have made use of the computer facilities and available applications, such as" teacher room "," zoom " , and “ googlemeet ” or “ google classroom ”. as for the efforts of teachers to overcome problems related to adaptation constraints to online learning systems, namely motivating students, explaining environmental benefits, managing learning interactions, forming study groups, helping students socialize, interacting with students, providing feedback, preparing learning materials in a sustainable manner, reducing student nervousness, accommodating student needs, other relevant efforts. this effort is also in accordance with m. nehme's notes in " elearning and students' motivation " (2010) that the success of online learning is based on student motivation, how to take advantage of the learning environment, increase interaction and cooperation between students, study groups, student abilities. socializing, continuous feedback, the design of material that is the target of students, the efforts of the teacher to facilitate student interaction with online learning materials and tasks, and efforts to reduce student nervousness. to motivate students in online learning the teacher strives to make learning fun, learning according to needs, activities according to student style, building student experiences, continuous learning and evaluation, blended learning, choosing appropriate methods. these efforts are in line with geri mcardle's (2010: vii) suggestion that learning activities (carried out in training or training) require motivation by creating fun and memorable training, formulating learnerbased training that guarantees the success of each. learners, develop learning activities according to the needs, learning styles, and level of understanding of participants, use learning strategies that can encourage learners to build their experiences, plan continuous learning activities that can evaluate students' completeness during the entire learning activity, design learning that combines accelerated learning and strategies that can strengthen or drive learning transfer efforts, and identify methods that can accurately measure the outcomes of learning activities. efforts to address online learning problems and motivate teachers (self-motivation) and students are essential to successfully implementing online learning. the measure of the effectiveness of online learning in the study was asked in general to teachers (1) whether online learning was effective in their respective schools as a description of their respective districts, (2) which was more effective, online or face-to-face learning, and (3)) how teachers assess the effectiveness of online learning. these questions can be seen in relation to the supporting factors of online learning, namely internet access, learning places, study time, learning media, virtual classes, resources, teacher and student mastery of virtual classroom technology, and the multimedia used. in the second problem, research findings on teacher efforts to make online learning have been discussed have also been discussed. in general, teachers stated that online learning was "quite effective". when comparing between districts, from the five districts studied, it turns out that three out of five districts or 60% (at all levels of school, sd, smp, sma / smk) online learning stated that the majority of teachers (71%) were "quite effective to effective". however, on average 87% of teachers said online learning was more effective. questions posed to teachers about how they assess the effectiveness of online learning are about student attendance records, student activity assessments, notes on student assignment completion, suitability of learning with plans, appropriateness of learning materials with the curriculum, level of satisfaction, student responses, and student perceptions of learning implemented. answer teachers mengga mb arkan that all these activities are carried teacher as learning effectiveness criteria. knowing the effectiveness of this learning according to m. samir abou el-seoud, et al, (2014) is essential, especially with regard to motivation. therefore, all criteria regarding effectiveness are related to motivation. according to them, it is important for teachers to understand student motivation. even though students follow online learning with a drive to succeed, they may fail for a journal of education, teaching, and learning volume 6 number 1 march 2021. page 70-74 p-issn: 2477-5924 e-issn: 2477-8478 74 variety of reasons. the success or failure of online learning may be related to student motivation, as quoted by i ketut sudarsana from dabbagh (2007), namely (1) learning spirit, literacy towards technology, ability to communicate intrapersonal, ability to collaborate, skills and independent learning. however, this motivation also concerns teacher motivation, because outside of students, the main actor of learning is the teacher. the role of teachers in online learning is a matter of teacher adaptability, lesson planning, material selection, strategy and method selection, media preparation and selection, interaction and communication with students, time utilization, providing feedback, and selecting evaluation strategies. so, both teacher-student and parent have their respective roles in making online learning effective. iv. conclusions as expected, the common problems faced by schools are limited internet access and learning systems that have not been adaptive to online learning systems, in this case the adaptability of teachers, students, parents, and educational institutions (schools and education and culture offices). the effectiveness criteria used by the teacher are the presence of students in learning, student activeness, completeness of learning outcomes, work assignments, the relevance of learning to plans and curriculum, student satisfaction levels, and student responses to learning. there are ways to make online learning effective by teachers, including making learning fun, adapting learning to the needs-styles and experiences of students, and conducting continuous evaluations. references el-seoud. m. samir a., taj-eddin, islam a.t.f., seddiek, naglaa, el-khouly, mahmoud m., & nosseir, ann. (2014). “e-learning and students’ motivation: a research study on the effect of e-learning on higher education”. ijet‒vol.9,issue 4. fathurrohman, muhammad. (2017). belajar dan pembelajaran modern. yogyakarta: garudhawaca. gillett-swan, jenna. (2017). “the challenges of online learning supporting and engaging the isolated learner”. journal of learning design vol. 10 no. 1. gugus tugas percepatan penanganan covid-19. https://covid19.go.id/. isjoni, h., ismail, m. a., dan mahmud, r., (2008). ict untuk sekolah unggul. yogyakarta: pustaka pelajar. jethro, o. o., grace, a. m., & ajisola, k. t. (2012). “elearning and its effects on teaching and learning in a global age”. international journal of academic research in business and social sciences vol. 2. kontan.co.id.https://kesehatan.kontan.co.id/news/mengenallagi-virus-corona-mulai-ciri-ciri-bentuk-hinggapenyebar-annya mcardl, geri e. (2010). instructional design for action learning. new york: amacom, a division of american management association, 1601 broadway, new york, ny 10019. mendikbud ri. surat edaran nomor 4 tahun 2020 tentang pelaksanaan kebijakan pendidikan dalam masa darurat penyebaran coronavirus disease (covid19). nguyen, tuan. (2015). “the effectiveness of online learning: beyond no significant difference and future horizons”. merlot journal of online learning and teaching vol. 11, no. 2. oka, gde putu arya. (2017). media dan multimedia pembelajaran. sleman. deepublish. orey, michael. (2011). learning, design, and technology program. educational media and technology yearbook volume 36. new york: springer & london: dordrecht heidelberg. osborne, randall e., paul kriese, & john m. 2013. “it can be taught: explorations into teaching the foundations for multicultural effectiveness in an online course”. merlot journal of online learning and teaching vol. 9, no. 4. pemerintah ri. uu no. 6/2018. kekarantinaan kesehatan, pp no. 21 tahun 2020. qanita, rosyda. inibaru.id. https://www.inibaru .id/hits/sistem-pembelajarandaring-efektif-atau-nggak-ya. smart, karl l. & cappel, james j. (2006). “students’ perceptions of online learning: a comparative study”. journal of information technology education vol. 5. stern, joshua. “introduction to online teaching and learning” http://www.wlac. edu/ online/documents/otl.pdf. sudarsana, i ketut. pembelajaran dalam jaringan dan upaya memutus pandemi covid19.https://books.google.co.id/books? hl=en&lr=&id=mpvrdwaaqbaj&oi=fnd&pg=pr 5&dq=info:tbcfrionzcwj:scholar. google.com&ots=julop4r3_z&sig=mj1d9e_frq8lkhrskakon4g30y&redir_esc= y#v=onepage&q &f=false sun, a., & chen, x. (2016). “online education and its effective practice: a research review”. journal of infor-mation technology education: research, 15, 157-190. https://covid19.go.id/ https://kesehatan.kontan.co.id/news/mengenal-lagi-virus-corona-mulai-ciri-ciri-bentuk-hingga-penyebar-annya https://kesehatan.kontan.co.id/news/mengenal-lagi-virus-corona-mulai-ciri-ciri-bentuk-hingga-penyebar-annya https://kesehatan.kontan.co.id/news/mengenal-lagi-virus-corona-mulai-ciri-ciri-bentuk-hingga-penyebar-annya https://books.google.co.id/books?%20hl=en&lr=&id=mpvrdwaaqbaj&oi=fnd&pg=pr5&dq https://books.google.co.id/books?%20hl=en&lr=&id=mpvrdwaaqbaj&oi=fnd&pg=pr5&dq https://books.google.co.id/books?%20hl=en&lr=&id=mpvrdwaaqbaj&oi=fnd&pg=pr5&dq isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 7-12 p-issn: 2477-5924 e-issn: 2477-8478 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. identification of kolb’s learning style in seventh grade students and the effect on misconception in science learning fitria izza tazkiah1), sri mulyani2), sentot budi rahardjo3) 1) sebelas maret university, surakarta,, indonesia e-mail: fitriaizzatazkiah@student.uns.ac.id 2)sebelas maret university, surakarta, indonesia e-mail: srimulyaniuns@staff.uns.ac.id 3)sebelas maret university, surakarta, indonesia e-mail: sentotbr@staff.uns.ac.id abstract. the purpose of this study is to identify kolb’s learning style of seventh-grade students. learning style is a combination of the way how the student absorbs then processes the information. kolb's learning style, developed by david kolb, combines students' learning tendency and produces four learning styles; they are diverger, assimilator, converger, and accommodator. learning style is one of the factors can cause misconceptions. a misconception is a difference between a student's conceptions and the expert. usually, the concepts are difficult to correct. this misconception will affect a student's achievement and disturb in understanding and developing a student's knowledge. the method applied in this study was a survey method with describtive qualitative technique. the data were collected using kolb's learning style inventory (klsi) 3.1 version. the subjects were 78 students in three schools with high, medium, and low grades the results indicated that from 78 students, there were 40 divergers (51%), 12 assimilators (15%), ten convergers (13%), and 16 accommodators (21%). each kind of learning style affects a student's misconception. this research benefits in identifying misconceptions probably faced by students in certain subjects of science learning. keywords: accomodator, assimilator, converger, diverger, kolb’s learning style, misconception, science learning i. introduction a misconception is a difference between a student's conception and the expert (modell et al., 2005; taber, 2010; yamtinah et al., 2019). usually, the concepts are challenging to correct (berg, 1991). brown states that misconception is a naïve (absurd) view and a different idea from accepted scientific understanding. meanwhile, fowler explains the details of misconception, namely: (1) an inaccurate understanding of the concept, (2) false using the concept, (3) false example classification, (4) confused different concept, and (5) incorrect the level of concept relationship (suparno, 2013). if the misconceptions occur in students allowed to evolve more, the students will have difficulty understanding to the next concepts and level of education (gagne et al., 1988). if the students have some misconception, it will assume that the concept is genuine, but the reality is false, affecting an expected learning process. students will also get low achievement in process and product of learning (ijirana & wahyuni, 2019). this is very important to know students' concepts understanding, so making learning goes smoothly and the same as the teacher's expected. the reason be strongly that all educators have responsibility to create meaningfull learning environment (thambu et al., 2020). this study is expected for student’s learning has a role in empowering human development, especially in science and education. according to suparno (2013), misconception type can be a form of the first concept, mistake, the false relationship between the concepts, intuitive ideas, and naive view. several factors can cause misconceptions; they are from learners/students, teachers, books context, and teaching methods. one of the factors causing the internal students' misconception is a student’s learning style (a’yun et al., 2017; aryungga, 2014; sen and yilmaz, 2012;). according http://creativecommons.org/licenses/by-nc/4.0/ mailto:fitriaizzatazkiah@student.uns.ac.id mailto:srimulyaniuns@staff.uns.ac.id mailto:sentotbr@staff.uns.ac.id journal of education, teaching, and learning volume 6 number 1 march 2021. page 7-12 p-issn: 2477-5924 e-issn: 2477-8478 to deporter & hernacky (2004), learning style is a combination and how a person absorbs and processes information. kolb (ignacio & reyes, 2017) explains that learning style helps individuals concentrate, process, internalize, and retain new and challenging information. also, students use different approaches in observing and processing the information. the learning style is strongly believed can affect the student’s concepts understanding because the students are studying by their each learning style so produce their best achievements (alamdarloo et al., 2013; bin anualet al., 2018; latisma, 2015) and affect the student’s misconceptions. besides, kolb & kolb (2006) stated that it is important to know student’s learning style to adapt teacher’s style and pedagogy so increase student’s learning. each student has a different learning style, which is formed by each learning tendency. according to david kolb, there are four learning tendencies, and they are concrete experience (ce), reflective observation (ro), abstract conceptualization (ac), and active experimentation (ae) (kolb, 1981). these four studying tendencies form 4 learning styles; they are diverger, assimilator, converger, and accommodator, called kolb's learning style (ghufron & risnawati, 2012). ramlah (2014) and azrai & sulistianingrum (2017) have proved that kolb’s learning style affects students' achievement. furthermore, latisma (2015) revealed that students with an assimilator learning style tend to understand. the student with a converger learning style tends to understand misconception, while the student with a diverger and accommodator learning style tend to have a misconception in colloid materials. it can be used as an indicator that kolb’s learning style shows students' different conceptual understanding. the research becomes essential to know kolb’s learning style to create expected learning activities and minimize misconceptions in science learning. ii. methodology this study was describtive qualitative research, which was used in the survey method. the subjects were vii b, vii c, and vii a in three schools with high, medium, and low grades. smp a was a high grade, smp b was a medium grade, and smp c was a low-grade school. instrument used in this study was klsi (kolb learning style inventory) 3.1 version that develop by david kolb (kolb & kolb, 2005). this study's data were kolb’s learning style of student’s score, which is includes nominal data. klsi instrument used in this study contains 12 statements for each learning tendencies/quadrants (concrete experience (ce), reflective observation (ro), abstract conceptualization (ac), and active experimentation (ae)), so the sweeping statements are 48 items. the example of this istruments was shown by table 1. the students must fill this instrument so it will describe their kolb's learning style. the rules for scoring the instrument are shown by table 2. next step, total each quadrants and plot the score to coordinates klsi that shown in fig. 1. it will result kolb’s learning that students have. then, the result were combined and the percentage was calculated to determine the total of kolb’s learning style that student’s have. finnaly, the percentages of many kind of kolb’s learning style can be determined. table i example of klsi (kolb’s learning style inventory) no statements order of statement 1. when i am studying … i am happy … i am free … i am logic … i am careful table iii rules for scoring klsi (kolb’s learning style inventory) no score suitability with student’s character 1. 4 really appropriate 2. 3 appropriate 3. 2 quite appropriate 4. 1 not appropriate iii. result and discussion this research is conducted in three schools with high, medium, and low grades. the total of the subjects is 78 seventh-grade students. the instrument used is kolb’s learning style inventory (klsi) 3.1 version (kolb & kolb, 2005). klsi is an instrument to determine kolb's learning style that was developed by david kolb. according to kolb, learning style is not a permanent psychological trait but a dynamic state that results from a synergistic transaction between people and their environment (kolb & kolb, 2005). kolb's learning style classifies the learning style based on learning tendency, which is forming four quadrants, namely through concrete experience (ce), reflective observation (ro), abstract conceptualization (ac), and active experimentation (ae). these quadrans form 4 kolb’s journal of education, teaching, and learning volume 6 number 1 march 2021. page 7-12 p-issn: 2477-5924 e-issn: 2477-8478 learning style types; they are diverger, assimilator, converger, and accommodator. each learning style has different characters. kolb's learning style inventory (klsi) consists of several statements that describe each kolbs' learning style characters and four columns with score 1-4. the students must fill this instrument so it will describe their kolb's learning style. the rules for scoring the instrument are shown by table 2. klsi instrument used in this study contains 12 statements for each learning tendencies/quadrants, so the sweeping statements are 48 items. this instrument is effectively used to determine kolb’s learning style of students who want to understand themselves better (melinda, 2018). after students scoring the instrument, then the data is analyzed to determine kolb's learning style for each student. firstly, total each quadrant with the same statement's characters will get ce total, ro total, ac total, and ae total. secondly, reduce the value of opposite quadrant, ac-ce, and ae-ro to determine kolb's learning style. suppose acce is positive (+) and ae-ro is positive (+). in that case, it includes diverger, if ac-ce is negative (-) and ae-ro is positive (+), it includes assimilator, if ac-ce is negative (-) and ae-ro is negative (-), it includes converger, and if acce is positive (+) and ae-ro is negative (-), it includes accommodator. the graph to determine kolb's learning style is shown in fig. 1. fig. 1 coordinates for determining kolb’s learning style based on this research, the result of identification of kolb's learning style in three schools as follows: 1) the result of kolb’s learning style identification in smp a the identification of kolb’s learning style was carried out in the vii b class. the result is shown in table 3. table iiiii identification result of kolb’s learning style in vii b, smp a kolb's learning style number of students percentage (%) diverger 20 63% assimilator 5 16% converger 2 6% accommodator 5 16% table 3 shows 20 divergers, five assimilators, two convergers, and five accommodators. the most types of kolb’s learning style is diverger as many as 20 students (63%). 2) the result of kolb’s learning style identification in smp b the identification of kolb's learning style was carried out in the vii c class. the result is shown in table 4. table iv identification result of kolb’s learning style in vii c, smp b kolb's learning style number of students percentage (%) diverger 12 44% assimilator 5 19% converger 3 11% accommodator 7 26% ce ac ae ro + + diverge r + accommodato r converge r assimilat or + journal of education, teaching, and learning volume 6 number 1 march 2021. page 7-12 p-issn: 2477-5924 e-issn: 2477-8478 based on table 4, there are 12 divergers, five assimilators, three convergers, and seven accommodators. the most types of kolb’s learning style is diverger as many as 12 students (44%). 3) the result of kolb’s learning style identification in smp c the identification of kolb's learning style was carried out in the vii a class. the result is shown in table 5. table v identification result of kolb’s learning style in vii a, smp c kolb's learning style number of students percentage (%) diverger 8 42% assimilator 2 11% converger 5 26% accommodator 4 21% based on table 5, there are eight divergers, two assimilators, five convergers, and four accommodators. the most types of kolb’s learning style is diverger as many as eight students (42%). the total percentages of kolb’s learning style are presented in table 6, as follow: table vi total percentages of kolb’s learning style identification result school kolb's learning style model diverger assimilator converger accommodator smp a 20 5 2 5 smp b 12 5 3 7 smp c 8 2 5 4 total 40 12 10 16 percentage 51% 15% 13% 21% based on table 6 above, from 78 students in three schools, there are as many as 40 students (51%) have a diverger learning style, 12 students (15%) have an assimilator learning style, ten students (13%) have a converger learning style, and 16 students (21%) have an accommodator learning style. diverger's learning style combines the concrete experience (ce) quadrant and reflective observation (ro) quadrant. ce quadrant reflects the feeling and ro quadrant reflects watching. students with a diverger learning style are superior at seeing concrete situations from many different points of view. the approach used is "observing" not be "acting." students will prefer to get assignments for outing many ideas (brainstorming), collect information, solve problems, and not be afraid to try somethings (ranti et al., 2020). this lndividual experience a situation and then later look at the situation through many perspectives, learning from each (muro & terry, 2007). besides, the power of this learning style lies in their imagines (nasution, 2013). this learning style's weakness is quickly bored if the problem needs a lot of time to be understood, solved, or resolved (gufron & risnawati, 2012). next, the combination of reflective observation (ro) quadrant and abstract conceptualization (ac) are forming assimilator learning style. ro quadrant reflects watching and ac quadrant reflects thinking. students with assimilator learning styles have advantages in understanding various information which is collected by various sources information. that information is viewed from various perspectives and summarized logically, concisely, and precisely (ghufron & risnawati, 2012). besides, the ac quadrant, which exists in students, has a good analysis of power. assimilator learning style is more interested in abstract concepts than in applications (indriana, 2011). the converger learning style is a combination of abstract conceptualization (ac) and active experimentation (ae). ac quadrant reflects the thinking, and ae quadrant reflects doing. students with a converger learning style have a character not to be emotional (ghufron & risnawati, 2012). besides that, from ae quadrant make the students more active during the process of learning. students will excel in finding practical functions of various ideas and theories to solve problems and make the right decisions. converger's learning style prefer applicative things and integrate observation into theory. next, the combination of active experimentation (ae) and concrete experience (ce) are forming accommodator learning style. ae quadrant reflects doing, and ce quadrant reflects feeling. students with an accommodator learning style are much to learn from real experience and face various problems. besides, students will consider the human factor to get feedback or information (gufron & risnawati, 2012). students will choose how to exchange ideas with others (teachers or friends) to solve the problems. it is in line with ranti (2020), which states that accommodators like taking action in involving themselves in a situation just the challenge, relying on information from others, or choose to exchange thoughts with other students. in this fact, the individuals have power to do plans and task in new activities (turesky & gallagher, 2011). the study of kolb’s learning style also has been done by othman (2012). his research shows that the most types of journal of education, teaching, and learning volume 6 number 1 march 2021. page 7-12 p-issn: 2477-5924 e-issn: 2477-8478 learning style haven by students is converger learning style (31,66%), then accommodator (26,67%), next diverger (21,67%), and at last assimilator (20%). othman’s research quitely different from this study, where the most types of kolb's learning style are diverger learning style, then accommodator, next assimilator, and at last converger learning style. this research is supported by marningsih's (2012) study that concludes the most majority of kolb's learning styles are diverger and accommodator. kolb’s learning styles possessed by students have various characters. research by ramlah (2014) and azrai & sulistianingrum (2017) have proved that kolb’s learning style affects academic students' achievement. several studies mention that kolb's learning style can also affect the students' conceptual understanding and misconceptions in science learning. students with assimilator learning styles tend to be the partial understanding category; converger students tend to be the partial understanding category with misconceptions. in contrast, students with diverger and accommodator learning styles tend to have misconceptions about colloid material (latisma, 2015). it is also confirmed from research doing by sen & yilmaz (2012) states that students with an assimilator learning style have a slight level of misconceptions compared with converger learning style on amalgamation and dissolution materials. students with assimilator learning style have higher spatial ability than the other learning style type on hydrocarbon materials (melinda & wisudawati, (2018)). someone with a converger learning style has higher problem achievement than an assimilator learning style on the chemistry subject (ozgur, temel, and yilmaz, (2012)). students with different kolb’s learning styles can lead to having different misconceptions. this research benefits in identifying misconceptions based on kolb’s learning styles in science learning. iv. conclusions from 78 students, there were 40 divergers (51%), 12 assimilators (15%), ten convergers (13%), and 16 accommodators (21%). each kind of student’s learning style affects their misconceptions. this research benefits in identifying misconceptions based on kolb’s learning styles in science learning. acknowledgment the authors would like to thank supervisor and the school (headmaster and science teachers) who have permitted them to practice this research and help everything very well. references a’yun, k., suyono, poedjiastoeti, s., & bin-tahir, s. z. 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(2019). the identification and analysis of students’ misconception in chemical equilibrium using computerized two-tier multiple-choice instrument. journal of physics: conference series, 1157(4). https://doi.org/10.1088/17426596/1157/4/042015 http://repository.uksw.edu/bitstream https://doi.org/10.26714/jps.6.1.2018.47-55 https://doi.org/10.1016/j.sbspro.2012.05.319 https://doi.org/10.1016/j.sbspro.2012.05.325 https://doi.org/10.2436/eduq.v0i4.809 https://doi.org/10.23917/ijolae.v3i1.10064 isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 280 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. the effect of screen size on students’ cognitive load in mobile learning talal alasmari university of jeddah, jeddah, saudi arabia e-mail: talasmari@uj.edu.sa abstract. mobile learning is becoming a crucial tool in this era of face-to-face shutdown of education, and however the whole process currently faces a significant deficiency due to the kind of cognitive load that does exist and its relation with mobile device screen display size. it is well-established that certain screen sizes are more effective than others. this study aims to investigate the effect of screen size on students’ cognitive load in mobile learning. specifically, it investigates whether screen size has a role in cognitive role and draws a comparison to reflect on the most effective size to be used in the context of mobile learning. other factors that might interfere in the process were also investigated which include course content, gender, age, and students' gpa to see whether they play any additional role in burdening the cognitive load when using different screen sizes. to test the effect of screen size on cognitive load, an online survey was distributed to 1,570 students of the university of jeddah who are studying at the foundation year for the academic year of 2018-2018, particularly for eight online courses. the sample was chosen randomly, where all members of the population, 6,500 students, had equal opportunities to participate in the study. participants were invited via e-mail by sending an invitation to participate along with the questionnaire link on the "qualrrics" platform. this research data analysis technique used anova and curve estimation. the research findings revealed that small screen display size produces the lowest cognitive load as compared with larger display screens. this study also supports the use mobile learning process and gives recommendations to the instructional designers in order to make learning experiences more effective. the results of this study suggest a proper use of screen size can improve learning from smartphones, making them equal to learning from laptops and reducing the overloaded cognitive load that may affect students' understanding and hinder retention. hence, implications were discussed, and further research recommendations were then provided. keywords: mobile leaning; screen size; mobile screen; handheld device; cognitive load i. introduction mobile learning technology (mlt) is an effective tool in learning systems, and this brings learning with mobile devises under focus. these devices offer applications and access to material for all kinds of learners of all ages. therefore, educators and instructional designers are working hard to find the best medium that leads to the best learning experiences. mobile learning technology (mlt) has become the fastestgrowing source of information and knowledge. m-learning is an innovative learning across multiple contexts, through social and content platform, using by virtual media sources (crompton, 2013). the role of m-learning in today’s flow of ideas and information is the highest in mankind’s history. cognitive load is the load created by the information with the brain (sweller, 1994). cognitive load associated with the brain cells play a vital role in processing the information in the mind. however, there are many factors linked due to which cognitive load increases or decreases in the brain (sweller, 1988). there are majorly three types of cognitive loads i.e. intrinsic, extraneous, and germane. each type of cognitive load has revealed cognitive load has a strong link with screen size. moreover, the relation between students’ mobile learning, their grades, and the screen size they use, shows a clear indication of this (sweller, 1988). as mobile learning moves from one context to another, more psychological challenges get involved. these challenges include but are not limited to the interruption, distraction, and concentration reduction. such challenges may lead to less engagement with learning and consequently, less achievement in learning tasks (terras & ramsay, 2012). it is noticed such a risk on learners' cognitions, where human limited working memory is easily overloaded under such conditions, which is defined as cognitive load (sweller, 1994). the sentiments of dealing with the cognitive load ultimately mean the effectiveness of information. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 281 m-learning technology depends critically upon screen size of the electronic device. the importance of screen size gets critically important when it comes to m-learning and effective learning (sweller, 1988). screen size also affects the information-learning by constricting the display of information in ways that turn the user experiences and structure their expectations about the utility and functionality of mobile devices for information-seeking (chae & kim, 2004; kim et al., 2011; kim & sundar, 2014). screen size is positively corresponding with ease of reading, clarity and presentation of information, and negatively associates with reading and learning time (molyneux, 2015). chae and kim (2004) has reported that mobile devices have many usability limitations, such as small screens that reduce the richness and effectiveness of information presented, limited display capabilities that require users to remember the content of a web page and then later find more information on it by clicking or scrolling (ghose et al., 2012). nipan et al. (2008) reported that users tend to learn less information from video content especially on a small screen, and reports that it is more difficult to access higher volumes of information while using mobile screens. the mobile phone features create negatively affect users' satisfaction only when the task complexity increases (chae & kim, 2004; napoli & obar, 2014). mobile learning itself impacts the efficiency, effectiveness of information, and knowledge. the mobile screen size also has critical importance to the success of effective learning (mavromoustakos, 2006). this crucial research interrogates the effect of smartphone screen size and its association on cognitive load. what is the exact level of cognitive load for a better understanding of information, this paper interrogates the matter? this research ultimately improves the understanding of effective m-learning and importance of cognitive load by contributing literature to the existing and available findings. the new findings aim to provide implications that could furthermore be proceeded commercially by instructional designers in mobile technology designing productive and efficient m-learning content. this paper investigates the effect of screen size on cognitive load in mobile learning. the aim has change to investigate the relationship between screen size and cognitive load in mobile learning. therefore, the research key questions are: 1. what is the effect of device screen size on cognitive load (intrinsic, extraneous, total cognitive load)? 2. do course content, gender, age, and students' gpa affect the level of cognitive load? 3. does device screen size affect intrinsic and extraneous cognitive load with regards to course, gender? ii. literature review the mobile device has become the most used technology worldwide. because of its attractive features such as mobility, productivity, and convenience. however, if we compare it with a desktop, we may find that mobile devices face many challenges and obstacles. for instance, storage, bandwidth, processor speed, and small screen size, which makes it a challenge for mobile device developers (nipan, 2008). a. cognitive load theory humans have a limited amount of working memory resources to consume, known as cognitive load. it is further subdivided into three types: intrinsic, extraneous, and germane. the intrinsic cognitive load is related to the one that is specific to the instructional topic’s inherent level of difficulty. extraneous cognitive load is cognitive load generated through the weak and disorganized presentation of any information. however, germane cognitive load is an automated load created by processing and construction of schemas. cognitive load theory is an important research framework in the field of education and learning research. cognitive load theory has major implications in different fields of education. most importantly, it deals with the brain and ultimately, all the scope of studies (sweller, 1994). b. measurement of cognitive load the literature of cognitive load indicates that there are different measurements for cognitive load. one classification is based on the directivity of the causal relationship between the observed phenomenon and the attribution; that resulted in two classifications: direct and indirect measurements. other classifications are based on the objectivity of the measurements, where the method of the measurement is subjective when using self-reporting, and objective when using physiological techniques, such as heartbeats. other cognitive load measurements are task and performance-based, where cognitive load is measured based on the task difficulty or learners' performances (brunken, plass, & leutner, 2003; cheng et al., 2014). during learning, the information first processed in working memory and later stored in long-term memory. thus, measuring the cognitive load is challenging and complicated (klepsch et al., 2017). there are various methodologies of measuring the cognitive load that can be adopted. few of them are top of the list, self-report measures, dual-task measures, and physiological parameters. in a self-report, a rating scale is used to measure task difficulty. a 9-point likert scale is used to record responses, ranging from an investment of very lowest mental effort to the highest mental tension (paas et al., 2003). so, it can easily understand through the learner’s response. however, in a dual-task measure, a learner is required to perform two tasks at one time. the observer's focus throughout the process is estimating the load of the first work; either it gives space to the second task in mind or not. it can be carried out in two possible ways, measure perfection and response time or measure concurrent second task that the learner performs along (brünken et al., 2004; park et al., 2011). in this way, the researcher can judge cognitive load more accurately and precisely because the subject is just examined, not asked anything, and later the results are extracted. the third method of measurement is physiological parameters, where different types of physiological indicators have been measured i.e., heart rate, pupil dilation (paas et al., 1994; gerven et al., 2004). in this way, cognitive load is estimated by measuring the stress it puts on the human body. previous studies discussed different scope of research on journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 282 cognitive load and its practical implications. this research specifically covers the relationship between cognitive load and mobile technology will have a significant impact on the productivity of education sector. c. cognitive load and mobile learning cognitive load is a kind of load created by the flow of information on the processing and storage of brain. this is created due to several reasons including overloading of information at a same time or poor presentation and others (sweller, 1988). in the literature, many independent variables interact with cognitive load directly either presentational or instructional variables. for presentational variables, there are several reasons for the frequent study of presentation variables in mlearning cognitive load. first, extraneous cognitive load is the only type of cognitive load that can be manipulated by researchers through manipulating the way of presenting information, while the other two types of cognitive load, intrinsic and germane, are fixed and cannot be manipulated. thus, researchers focus their attention on presentation variables to reduce the extraneous cognitive load and improve learning accordingly. second, the physical limitations of mobile technology screens challenge researchers to create different presentation methods that facilitate achieving desired learning outcomes. third, the mobility advantage of hand-held devices encourages researchers to design different mobile learning interfaces that fit different learning contexts (wenhao, david, & jeanette, 2014). hence, instructional design manifests as an appropriate solution to reduce cognitive load through the introduction of creative presentations of information on mobile technology screens. instructional strategy variables such as inquiry-based learning, learning with formative assessment, mobile learning model in an authentic learning environment, and problembased mobile learning are other category that is manifested in the literature. studies such as hwang et al. (2010), hwang et al. (2017), and chu (2014) tend to employ instructional strategies that hypothesized to fit a specific learning context. further, authentic learning theory was employed with some presentation variables (chang et al., 2011; liu et al., 2013; shadiev et al., 2015). other variables, such as source of cognitive load and distraction effect on cognitive load, have been recorded in deegan (2015) study. cognitive load and mobile learning are inter-linked with each other. within the discussed literature there is no proper work regarding the domain of m-learning and cognitive load together. in cognitive load, only type-b i.e. extraneous can be influenced. however, cognitive load is influenced by different factors and variables which are discussed furthermore. d. screen size and cognitive load screen size is linked with the cognitive load in such a way that it becomes the most important factor that plays the vital role in the quality of the experience (qoe) of mobile learning (triyason & krathu, 2017). therefore, it is essential to address the effects of screen size to make mobile learning more productive and less distracting for students. moreover, many previous studies have shown that screen size is critical to the success of effective learning (wang & higgins, 2005; papanikolaou & mavromoustakos, 2006). naylor & sanchez (2018) investigated if the difficulty level linked with reading on small screens translate into various reactions toward the information presented on devices. in the wider fields, the mobile device's screen size has different effects on several human factors, such as psychology. for instance, naylor & sanchez (2018) addressed the extent to which screen size affects remembering the material being viewed across two different display screens (4, 5.5 inches). the results indicated that the participants recalled the information similarly across the two screens. however, the larger display did produce more attitude toward the material as well as increasing the readability (ghamdi et al., 2015; wang et al., 2013). this is consistent with the results of kim & sundar (2014), who also asserted that screen size influences the user’s attitude, leading to higher smartphone adoption indirectly. in the same context, raptis et al. (2013) investigated the effect of three different mobile screen sizes (3.5, 4.3, 5.3 inches) on the users’ perceived usability, effectiveness, and efficiency during information-seeking tasks. they found out that the largest screen increased the user’s efficiency (task completion time) (hu et al., 2016). however, there was no significant effect on perceived usability and effectiveness. screen size has drew the attention of emotional and immersion studies where hou et al. (2012) found that the largest screen size had a positive effect on the player’s feeling of involvement and participation, self-presence, their impression on the game characters and the players’ mood as well as on multimodal synergy (sluis et al., 2018). in contrast, furió et al. (2013) result indicated that screen size did not have an influence on the engagement, satisfaction, ease of use, and experience of the players. additionally, reduced screen sizes also affected the user’s behavioral activities, perceptions, and cognitive load. chae & kim (2004) explained that a small screen size increased both bpn (between page navigation) paging backward, forwards, and wpn (scrolling activities within a single page) which in turn, increased the user frustration and fatigue, which places heavy cognitive demands on the user’s memory (byrd & caldwell, 2011). on the contrary, karam (2015) pointed out that screen size does not affect cognitive load and learning outcomes. however, they agree that it does matter with the user perception context. in relation to information processing, a large screen display promotes heuristic information processing, which leads to greater effective and behavioral trust that affects purchase-related decisions (kim & sundar, 2016). the relationship between screen size and attention in multitasking activities has been examined by castro (2017). the study suggested that individuals using a small screen size have a higher performance concerning the background change and detection task than those using the largest screen size, proving that small screens may be less attention-demanding when the attention is divided. journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 283 a few studies were conducted in the literature to investigate the effect of screen size on student academic achievements. kim & kim (2012) suggested that smaller screen devices have been less effective for simple tasks like vocabulary learning, determined by conducting a post-test and retention test. similarly, park et al. (2018) conducted two experiments on three mobile screen-sizes (3.5,7,10.1 inches). the findings revealed that the students with the largest screen scored higher on the test and expressed greater satisfaction with the course. thus, they emphasized that larger screen size is more effective when used to provide mobile learning than smaller screen size. this study is concerned with the role of mobile screen size and its effects on the students’ academic achievement during m-learning. students these days tend to use mobile devices extensively, as shown in many studies (alalwan et al., 2018; parsazadeh et al., 2018; so, 2016). hence, it is essential to address this gap by undertaking this research. it will further be beneficial for researchers on designing effective mobile technology concerning human productivity. iii. methodology the study is descriptive, and it analyzed the effect of different screen sizes of mobile devices on students' cognitive loads. cognitive load in this study was measured using a selfreported scale that was developed by badawi (2014). to measure the two main dependent variables which are: intrinsic and extraneous cognitive load, a scale was made of thirty items: fifteen items measure intrinsic cognitive load, and fifteen items measure extraneous cognitive load. a quantitative method provides the means to capture students' cognitive loads during their learning experiences with different screen sizes of mobile devices. the psychometric evaluation of the scale calculated through cronbach’s alpha and bivariate correlations tests that is presented in the psychometric analysis of cognitive load scale section. the study population included 6,500 male and female students who are studying at the foundation year at university of jeddah for the academic year 2018-2018. the sample size was 1,570 students who responded to the research questionnaire. 589 (37.5%) of the participants were male. 981 (62.5%) of the participants were female. the sample was chosen randomly, in which all members of the population had equal opportunities to participate in the study. participants were recruited via e-mail by sending an invitation to participate along with the questionnaire link on the qualrrics platform. on the other hand, the study investigate four types of mobile devices’ screen sizes as independent variables as follows: small screen smartphone (4 inches), large screen smartphone (5.5 inches), small screen ipad or tablet (7.9 inches), and large screen ipad or tablet (9.7 inches). this study used a random sampling technique where all students studying all eight online courses were invited through university official emailing system. cognitive load questionnaire was sent through an online surveying system that keeps reminding participants of their participation in the study to increase the recruitment in this study. this study employed a descriptive research design through using a crosssectional approach to collect data. the questionnaire was sent out near the end of the semester to ensure that all participants have a full insight of their course and familiarized themselves with mobile devices that are using. a. psychometric evaluation of the research instrument 1) reliability diagnostics according to table i, cronbach’s alpha was used to assess whether the 15 items used to measure ‘intrinsic cognitive load’ (i.e. q_01 to q_15) are reliable enough or not. the cronbach’s alpha was found to be 0.884, which is a high number and thus, the 15 items used to measure ‘intrinsic cognitive load’ are reliable enough to measure it. in addition, cronbach’s alpha was again used to assess whether the 15 items used to measure ‘extraneous cognitive load’ (i.e., q_16 to q_30) are reliable enough or not. the cronbach’s alpha was found to be 0.913, which is a high number and thus, the 15 items used to measure ‘extraneous cognitive load’ are indeed reliable enough to measure it. moreover, cronbach’s alpha was again used to assess whether the 30 items used to measure total cognitive load (i.e., q_01 to q_30) are reliable enough or not. the cronbach’s alpha was found to be 0.946, which is a high number and thus, the 30 items used to measure ‘total cognitive load’ are indeed reliable enough to measure it. table i values of cronbach’s alpha reliability coefficient for the questionnaire scales scale cronbach’s alpha n of items intrinsic cognitive load (items 1-15) 0.884 15 extraneous cognitive load (items16-30) 0.913 15 total cognitive load (items 1-30) 0.946 30 2) validity diagnostics validity of each item in the questionnaire has been tested using bivariate correlation matrix (bcm) method. table 2 indicates that each of the item’s correlation with total cognitive load is statistically significant (i.e. market with *). this implies that all 30 items (i.e. q_1 to q_30) are valid. b. statistical analysis to answer the questions of the current study, anova and curve estimation were the two amin statistical techniques that were used. since the primary investigation was to determine if there is any statistical significance difference between groups’ means (i.e. device screen sizes), anova was used to test the differences between these means. curve estimation technique is used to determine which of the models (i.e. linear, quadratic, exponential, inverse, cubic, compound or power etc.) best describes the relationship between two variables. bivariate correlation matrix of the questionnaire items can be seen in table ii. journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 284 table ii bivariate correlation matrix of the questionnaire items q_1 q_2 q_3 q_4 q_5 q_6 q_7 q_8 q_9 q_10 q_11 q_12 q_13 q_14 q_15 q_16 q_17 q_18 q_19 q_20 q_21 q_22 q_23 q_24 q_25 q_26 q_27 q_28 q_29 q_30 total cognitive load q_1 1 q_2 .150 ** 1 q_3 .393 ** .328 ** 1 q_4 .339 ** .237 ** .439 ** 1 q_5 .334 ** .230 ** .545 ** .401 ** 1 q_6 .395 ** .229 ** .457 ** .391 ** .537 ** 1 q_7 .206 ** .199 ** .317 ** .281 ** .308 ** .328 ** 1 q_8 .230 ** .318 ** .429 ** .331 ** .403 ** .384 ** .314 ** 1 q_9 .206 ** .218 ** .343 ** .277 ** .336 ** .306 ** .492 ** .358 ** 1 q_10 .367 ** .221 ** .425 ** .363 ** .432 ** .430 ** .196 ** .322 ** .291 ** 1 q_11 .270 ** .222 ** .450 ** .343 ** .523 ** .440 ** .310 ** .413 ** .396 ** .471 ** 1 q_12 .256 ** .234 ** .468 ** .361 ** .515 ** .442 ** .254 ** .399 ** .334 ** .477 ** .615 ** 1 q_13 .266 ** .213 ** .433 ** .333 ** .505 ** .420 ** .296 ** .397 ** .409 ** .391 ** .530 ** .547 ** 1 q_14 .208 ** .219 ** .362 ** .404 ** .331 ** .341 ** .279 ** .395 ** .266 ** .287 ** .374 ** .382 ** .338 ** 1 q_15 .091 ** .131 ** .200 ** .239 ** .165 ** .198 ** .240 ** .288 ** .253 ** .138 ** .221 ** .231 ** .231 ** .440 ** 1 q_16 .254 ** .265 ** .478 ** .392 ** .442 ** .380 ** .327 ** .395 ** .275 ** .330 ** .371 ** .403 ** .377 ** .438 ** .216 ** 1 q_17 .286 ** .184 ** .401 ** .390 ** .423 ** .386 ** .284 ** .291 ** .241 ** .329 ** .384 ** .364 ** .332 ** .354 ** .187 ** .511 ** 1 q_18 .298 ** .185 ** .383 ** .345 ** .411 ** .382 ** .281 ** .257 ** .271 ** .311 ** .359 ** .371 ** .329 ** .307 ** .193 ** .428 ** .634 ** 1 q_19 .286 ** .243 ** .430 ** .372 ** .413 ** .361 ** .188 ** .302 ** .272 ** .553 ** .440 ** .467 ** .432 ** .359 ** .188 ** .370 ** .356 ** .327 ** 1 q_20 .271 ** .210 ** .393 ** .607 ** .379 ** .373 ** .327 ** .365 ** .341 ** .341 ** .406 ** .390 ** .376 ** .470 ** .299 ** .404 ** .357 ** .350 ** .398 ** 1 q_21 .251 ** .205 ** .437 ** .385 ** .566 ** .451 ** .309 ** .376 ** .319 ** .377 ** .483 ** .469 ** .475 ** .389 ** .219 ** .501 ** .470 ** .468 ** .410 ** .412 ** 1 q_22 .213 ** .225 ** .357 ** .339 ** .348 ** .359 ** .618 ** .346 ** .526 ** .264 ** .386 ** .340 ** .361 ** .352 ** .280 ** .377 ** .307 ** .328 ** .273 ** .439 ** .401 ** 1 q_23 .219 ** .218 ** .395 ** .304 ** .419 ** .371 ** .391 ** .406 ** .374 ** .284 ** .414 ** .406 ** .375 ** .354 ** .259 ** .476 ** .404 ** .409 ** .323 ** .386 ** .528 ** .494 ** 1 q_24 .255 ** .298 ** .430 ** .350 ** .435 ** .393 ** .328 ** .538 ** .361 ** .313 ** .479 ** .457 ** .441 ** .382 ** .294 ** .425 ** .374 ** .367 ** .368 ** .414 ** .463 ** .442 ** .513 ** 1 q_25 .227 ** .244 ** .405 ** .342 ** .469 ** .388 ** .281 ** .375 ** .346 ** .405 ** .505 ** .513 ** .489 ** .362 ** .227 ** .417 ** .426 ** .367 ** .445 ** .385 ** .523 ** .372 ** .487 ** .522 ** 1 q_26 .204 ** .208 ** .394 ** .299 ** .400 ** .370 ** .274 ** .377 ** .306 ** .265 ** .394 ** .375 ** .388 ** .325 ** .241 ** .398 ** .343 ** .370 ** .296 ** .339 ** .428 ** .367 ** .434 ** .487 ** .439 ** 1 q_27 .198 ** .226 ** .352 ** .312 ** .328 ** .339 ** .554 ** .353 ** .578 ** .253 ** .391 ** .328 ** .359 ** .339 ** .301 ** .333 ** .306 ** .352 ** .264 ** .417 ** .349 ** .674 ** .448 ** .452 ** .335 ** .431 ** 1 q_28 .298 ** .272 ** .543 ** .410 ** .488 ** .443 ** .343 ** .445 ** .438 ** .431 ** .536 ** .534 ** .520 ** .440 ** .270 ** .461 ** .421 ** .405 ** .461 ** .485 ** .465 ** .434 ** .469 ** .538 ** .524 ** .494 ** .499 ** 1 q_29 .228 ** .196 ** .408 ** .312 ** .407 ** .357 ** .355 ** .369 ** .597 ** .377 ** .476 ** .449 ** .554 ** .362 ** .275 ** .341 ** .316 ** .329 ** .360 ** .388 ** .424 ** .444 ** .395 ** .448 ** .454 ** .436 ** .521 ** .585 ** 1 q_30 .215 ** .192 ** .388 ** .285 ** .444 ** .383 ** .204 ** .349 ** .278 ** .428 ** .479 ** .484 ** .477 ** .336 ** .188 ** .337 ** .350 ** .325 ** .433 ** .312 ** .432 ** .272 ** .321 ** .377 ** .470 ** .320 ** .270 ** .465 ** .428 ** 1 total cognitive load .449 ** .401 ** .683 ** .601 ** .695 ** .647 ** .532 ** .617 ** .585 ** .594 ** .702 ** .692 ** .678 ** .602 ** .409 ** .650 ** .616 ** .600 ** .612 ** .646 ** .699 ** .632 ** .656 ** .693 ** .686 ** .612 ** .628 ** .758 ** .675 ** .605 ** 1 **. correlation is significant at the 0.01 level (2-tailed). n=1,570 iv. results and discussion a. results the results of this study have shown that screen size matters most for cognitive load, and that the small screen smartphone is the best since it leads to the lowest intrinsic cognitive load; large screen ipad/tablet is the second best option since it leads to the second lowest intrinsic cognitive load, large screen smartphone is the third best since it leads to the second highest intrinsic cognitive load, and small screen ipad/tablet is the worst since it leads to the highest intrinsic cognitive load. the questions of this study can be answered with digits using anova and curve estimation. curve estimation or regression could be noticeably used in this case because ‘device screen size’ is an ordinal variable instead of a categorical variable i.e. value of the variable rises from 1 to 4 as screen size increases from 4-inches to 9.7-inches. thus, regression coefficient would have meaningful interpretation. 1) the effect of device screen size on cognitive load (intrinsic, extraneous, overall) journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 285 a) effect of device screen size on intrinsic cognitive load the effect of different specified screen size on intrinsic cognitive load is proved crucial and important. the statistical representation of the findings can be seen in table iii and table iv. table iii the mean and sd of screen size and intrinsic cognitive load n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound small screen smartphone (4 inches) 543 1.8415 0.49754 0.02135 1.7996 1.8834 1 3 large screen smartphone (5.5 inches) 823 1.9043 0.49496 0.01725 1.8704 1.9381 1 3 small screen ipad/tablet (7.9 inches) 39 1.9333 0.49865 0.07985 1.7717 2.095 1 2.93 large screen ipad/tablet (9.7 inches) 165 1.8719 0.5037 0.03921 1.7945 1.9493 1 3 total 1,570 1.8799 0.49729 0.01255 1.8553 1.9045 1 3 table iv anova for intrinsic cognitive load sum of squares df mean square f sig. between groups 1.411 3 .470 1.905 0.127 within groups 386.604 1566 .247 total 388.015 1569 the anova reveals the following insights related to the research problem. the descriptive statistics and the means plot show that the highest intrinsic cognitive load on average (1.933) is faced by those students who used small screen ipad/tablet (7.9 inches) while the lowest intrinsic cognitive load on average (1.8415) is faced by those students that used small screen smartphone (4 inches). but the anova p-value is 0.127 i.e. higher than 0.05. thus, the differences in intrinsic cognitive load faced by students in terms of screen size used were statistically insignificant at the 5% significance level. curve estimation technique is used to determine which models (i.e., linear, quadratic, exponential, inverse, cubic, compound or power, etc.) best describe the relationship between two variables. the r-squared is highest (i.e. 0.004) in case of cubic model. this implies that the relationship between device screen size and intrinsic cognitive load is best described as ‘cubic’. the regression equation can be seen in equation (1). intrinsic cognitive load = 1.755 + 0.090*device screen size + 0.000*device screen size2 – 0.004*device screen size3 (1) b) effect of device screen size on extraneous cognitive load the effect of different specified screen size on extraneous cognitive load is proved crucial and important. the statistical representation of the findings can be seen in table v and table vi. table v the mean and sd of screen size and extraneous cognitive load n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound small screen smartphone (4 inches) 543 1.7549 0.53635 0.02302 1.7097 1.8002 1.00 3.00 large screen smartphone (5.5 inches) 823 1.8588 0.55237 0.01925 1.821 1.8966 1.00 3.00 small screen ipad/tablet (7.9 inches) 39 1.8821 0.54857 0.08784 1.7042 2.0599 1.00 3.00 large screen ipad/tablet (9.7 inches) 165 1.8174 0.55855 0.04348 1.7315 1.9032 1.00 3.00 total 1,570 1.8191 0.54906 0.01386 1.7919 1.8463 1.00 3.00 journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 286 table vi anova for extraneous cognitive load sum of squares df mean square f sig. between groups within groups 3.688 469.312 3 1566 1.229 .300 4.102 0.007 total 473.000 1569 the anova reveals the following insights related to the research problem. the descriptive statistics and the means plot show that the highest extraneous cognitive load on average (1.8821) is faced by those students that used small screen ipad/tablet (7.9 inches) while the lowest extraneous cognitive load on average (1.7549) is faced by those students that used small screen smartphone (4 inches). consider that the anova p-value is 0.007 i.e. lower than 0.05. thus, the differences in extraneous cognitive load faced by students in terms of screen size used were statistically significant at the 5% significance level. the r-squared is highest (i.e., 0.008) in the case of cubic model. it implies that the relationship between device screen size and extraneous cognitive load is best described as ‘cubic’. the regression equation can be seen in equation (2). extraneous cognitive load = 1.568 + 0.229*device screen size 0.042*device screen size2 + 0.000*device screen size3 (2) thus, small screen smartphone is the best since it leads to the lowest extraneous cognitive load; large screen ipad/tablet is the second best since it leads to the second lowest extraneous cognitive load, large screen smartphone is the third best since it leads to the second highest extraneous cognitive load, and small screen ipad/tablet is the worst since it leads to the highest extraneous cognitive load. c) effect of screen size on total cognitive load the effect of device screen size on total cognitive load is directly related. it shows that a small smartphone screen size is the best since it leads to the lowest total cognitive load in comparison. here the question rises why not large-screen smartphones been prioritized, the answer to this query has justified briefly. this research could be explained using anova and curve estimation. curve estimation or regression could be noticeably used in this case due to the reason provided before. the anova can be seen in table vii and table viii. table vii the mean and sd of screen size and intrinsic cognitive load n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound small screen smartphone (4 inches) 543 3.5964 1.0015 0.04298 3.512 3.6809 2.00 6.00 large screen smartphone (5.5 inches) 823 3.7631 1.00766 0.03512 3.6941 3.832 2.00 6.00 small screen ipaci/tablet (7.9 inches) 39 3.8154 1.02077 0.16345 3.4845 4.1463 2.00 5.93 large screen ipad/tablet (9.7 inches) 165 3.6893 1.03128 0.08029 3.5308 3.8478 2.00 6.00 total 1,570 3.699 1.01044 0.0255 3.649 3.749 2.00 6.00 table viii anova for total cognitive load sum of squares df mean square f sig. between groups 9.633 3 3.211 3.158 .024 within groups 1592.296 1566 1.017 total 1601.929 1569 the anova reveals the following insights related to the research problem. the descriptive statistics and the means plot show that the highest total cognitive load on average (3.81) is faced by those students that used small screen ipad/tablet (7.9 inches) while the lowest total cognitive load on average (3.51) is faced by those students that used small screen smartphone (4 inches). consider that the anova p-value is 0.024 i.e. lower than 0.05. thus, the differences in total cognitive load faced by students in terms of screen size used were statistically significant at the 5% significance level. the r-squared is highest (i.e., 0.006) in the case of cubic model. it implies that the relationship between device screen size and total cognitive load is best described as ‘cubic’. the regression equation can be seen in equation (3). journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 287 total cognitive load = 3.371 + 0.235*device screen size + 0.000*device screen size2 0.010*device screen size3 (3) thus, a small screen smartphone is the best since it leads to the lowest total cognitive load; a large screen ipad/tablet is the second best since it leads to the second-lowest total cognitive load, the large-screen smartphone is the third-best since it leads to the second-highest total cognitive load. a small screen ipad/tablet is the worst since it leads to the highest total cognitive load. 2) the effect of course, gender, age, and students' gpa on the level of cognitive load a) the effect of courses on cognitive load this research problem could be answered using anova only. curve estimation or regression could not have been used because ‘courses’ is a categorical variable, and not an ordinal one. thus, the regression coefficient would have no meaningful interpretation. ‘courses’ is a categorical variable and not an ordinal variable like ‘device screen size’ because a rise in the value of variable ‘courses’ from let’s say 1 to 2 does not indicate a rise in something i.e., instead, it shows a change in course from etec 100 to ephs 100. on the other hand, ‘device screen size’ is an ordinal variable because a rise in the coded value of variable ‘device screen size’ from let’s say 1 to 2 indicates a rise in screen size from 4 inches to 5.5 inches. the anova can be seen in table ix and table x. table ix the mean and sd of courses and cognitive load course n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound intrinsic cognitive load university study skills (etec100) 261 2.0843 0.44096 0.02729 2.0305 2.138 1.00 3.00 physical fitness skills (ephs100) 19 1.9754 0.59137 0.13567 1.6904 2.2605 1.07 2.93 entrepreneurship skills (bus100) 19 1.9965 0.50649 0.1162 1.7524 2.2406 1.07 2.73 islamic culture i (islm101) 71 1.8113 0.43991 0.05221 1.7071 1.9154 1.00 2.87 islamic culture ii (islm201) 209 1.6115 0.41955 0.02902 1.5543 1.6687 1.00 2.8 islamic culture iii (islm301) 186 1.4330 0.37181 0.02726 1.3792 1.4868 1.00 2.8 arabic competencies i (arabi 01) 30 1.6533 0.51710 0.09441 1.4602 1.8464 1.00 2.93 arabic competencies ii (arab201) 80 1.9675 0.50360 0.0563 1.8554 2.0796 1.00 3.00 more than one course 695 2.0043 0.45903 0.01741 1.9701 2.0385 1.00 3.00 total 1,570 1.8799 0.49729 0.01255 1.8553 1.9045 1.00 3.00 extraneous cognitive load university study skills (etec100) 261 2.0503 0.49005 0.03033 1.9906 2.1100 1.00 3.00 physical fitness skills (ephs100) 19 2.0667 0.72009 0.1652 1.7196 2.4137 1.00 3.00 entrepreneurship skills (bus100) 19 2.0456 0.54527 0.12509 1.7828 2.3084 1.07 2.87 islamic culture i (islm101) 71 1.6526 0.45884 0.05445 1.5440 1.7612 1.00 2.80 islamic culture ii (islm201) 209 1.5190 0.47639 0.03295 1.4540 1.5839 1.00 3.00 islamic culture iii (islm301) 186 1.3409 0.40176 0.02946 1.2827 1.399 1.00 2.93 arabic competencies i (arabi 01) 30 1.7067 0.52365 0.0956 1.5111 1.9022 1.00 3.00 arabic competencies ii (arab201) 80 1.89507 0.55704 0.06228 1.771 2.019 1.00 3.00 more than one course 695 1.9507 0.50830 0.01928 1.9128 1.9886 1.00 3.00 total 1,570 1.8191 0.54906 0.01386 1.7919 1.8463 1.00 3.00 total cognitive load university study skills (etec100) 261 4.1346 0.89141 0.05518 4.0260 4.2433 2.00 6.00 physical fitness skills (ephs100) 19 4.0421 1.27098 0.29158 3.4295 4.6547 2.07 5.93 entrepreneurship skills (bus100) 19 4.0421 1.01646 0.23319 3.5522 4.532 2.13 5.47 islamic culture i (islm101) 71 3.4639 0.85919 0.10197 3.2605 3.6672 2.00 5.67 journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 288 table x anova for cognitive load in relation to courses sum of squares df mean squares f sig. intrinsic cognitive load between groups 76.792 8 9.599 48.146 .000 within groups 311.223 1561 .199 total 388.015 1569 extraneous cognitive load between groups 92.3030 8 11.538 47.309 .000 within groups 380.698 1561 .244 total 473.000 1569 total cognitive load between groups 335.822 8 41.978 51.755 .000 within groups 1266.107 1561 0.811 total 1601.929 1569 the anova reveals the following insights related to the research problem. the descriptive statistics and the means plot show that the highest intrinsic cognitive load on average (2.0843) is faced by students who have taken the etec 100 course. in comparison, the lowest intrinsic cognitive load on average (1.4330) is faced by students taking the islm 301 course. consider that the anova p-value is 0.000 i.e., lower than 0.05. thus, the differences in intrinsic cognitive load faced by students in terms of course taken were statistically significant at the 5% significance level. moreover, descriptive statistics and the means plot show that the highest extraneous cognitive load on average (2.0667) is faced by those students that have taken ephs 100 course while the lowest extraneous cognitive load on average (1.3409) is faced by those students that have taken islm 301 course. consider that the anova p-value is 0.000 i.e., lower than 0.05. thus, the differences in extraneous cognitive load faced by students in terms of course taken were statistically significant at the 5% significance level. furthermore, descriptive statistics and the means plot show that the highest total cognitive load on average (4.1346) is faced by those students that have taken etec 100 course while the lowest total cognitive load on average (2.7738) is faced by those students that have taken islm 301 course. consider that the anova p-value is 0.000 lower than 0.05. thus, the differences in total cognitive load faced by students in terms of course taken were statistically significant at the 5% significance level. b) the effect of gender on cognitive load level this research problem could be answered using anova only. curve estimation or regression could not have been used in this case because ‘gender’ is a categorical variable instead of an ordinal one, and thus regression coefficient would have no meaningful interpretation. the anova can be seen in table xi and table xii. table xi the mean and sd for gender and cognitive load islamic culture ii (islm201) 209 3.1305 0.85688 0.05927 3.0136 3.2473 2.00 5.80 islamic culture iii (islm301) 186 2.7738 0.73191 0.05367 2.668 2.8797 2.00 5.40 arabic competencies i (arabi 01) 30 3.3600 1.00643 0.18375 2.9842 3.7358 2.00 5.93 arabic competencies ii (arab201) 80 3.8625 1.03009 0.11517 3.6333 4.0917 2.00 6.00 more than one course 695 3.9550 0.92603 0.03513 3.8860 4.0240 2.00 6.00 total 1,570 3.6990 1.01044 0.0255 3.6490 3.7490 2.00 6.00 gender n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound q6 intrinsic cognitive load male 589 1.9116 0.48897 0.02015 1.8720 1.9512 1.00 3.00 female 981 1.8608 0.50151 0.01601 1.8294 1.8922 1.00 3.00 total 1,570 1.8799 0.49729 0.01255 1.8553 1.9045 1.00 3.00 q7 extraneous cognitive load male 589 1.8626 0.54415 0.02242 1.8186 1.9066 1.00 3.00 female 981 1.7930 0.55061 0.01758 1.7585 1.8275 1.00 3.00 total 1,570 1.8191 0.54906 0.01386 1.7919 1.8463 1.00 3.00 total cognitive load male 589 3.7742 0.99340 0.04093 3.6938 3.8546 2.00 6.00 female 981 3.6538 1.01837 0.03251 3.5900 3.7176 2.00 6.00 total 1,570 3.6990 1.01044 0.02550 3.6490 3.7490 2.00 6.00 journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 289 table xii anova for cognitive load in relation to gender sum of squares df mean squares f sig. intrinsic cognitive load between groups 0.949 1 0.949 3.845 0.50 within groups 387.066 1568 0.247 total 388.015 1569 extraneous cognitive load between groups 1.782 1 1.782 5.931 0.15 within groups 471.218 1568 0.301 total 473.000 1569 total cognitive load between groups 5.333 1 5.333 5237 0.22 within groups 1596.596 1568 1.018 total 1601.929 1569 the anova reveals the following insights related to the research problem. the descriptive statistics and the means plot show that male students face the highest intrinsic cognitive load on average (1.9116). consider that the anova p-value is 0.05 i.e., equal to 0.05. thus, the differences in intrinsic cognitive load faced by students in terms of gender were statistically significant at the 5% significance level. moreover, descriptive statistics and the means plot show that male students face the highest extraneous cognitive load on average (1.8626). consider that the anova p-value is 0.015 i.e., lower than 0.05. thus, the differences in extraneous cognitive load faced by students in terms of gender were statistically significant at the 5% significance level. furthermore, descriptive statistics and the means plot show that male students face the highest total cognitive load on average (3.7742). consider that the anova p-value is 0.022 i.e., lower than 0.05. thus, the differences in total cognitive load faced by students in terms of gender were statistically significant at the 5% significance level. c) the effect of age on cognitive load level age and intrinsic cognitive load this research problem could be answered using anova and curve estimation. it is noted that curve estimation or regression could be used in this case because the independent variable ‘age’ is a continuous variable. the anova for the impact of age on intrinsic cognitive load can be seen in table xiii. according to table xiv, there is a statistically significant difference in intrinsic cognitive load faced by people of different age groups as a p-value of 0.000 is less than 0.05. table xiii the mean and sd of age and cognitive load table xiv anova for cognitive load in relation to age sum of squares df mean square f sig. between groups 48.039 12 4.003 18.483 .000 within groups 327.488 1512 .217 total 375.527 1524 n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound 18.00 83 2.0394 .43679 .4794 1.9440 2.1347 1.07 3.00 19.00 448 2.0951 .43386 .02050 2.0548 2.1354 1.00 3.00 20.00 370 1.9126 .45636 .02373 1.8660 1.9593 1.00 3.00 21.00 265 1.7082 .49186 .03021 1.6487 1.7677 1.00 3.00 22.00 189 1.7097 .53584 .03898 1.6328 1.7866 1.00 3.00 23.00 114 1.6439 .45939 .04303 1.5586 1.7291 1.07 3.00 24.00 31 1.5871 .41754 .07499 1.4339 1.7403 1.07 2.73 25.00 10 1.4000 .37974 .12008 1.1284 1.6716 1.00 2.20 26.00 5 1.7600 .62289 .27857 .9866 2.5334 1.20 2.73 28.00 1 2.2000 2.20 2.20 30.00 6 1.9222 .46268 .18889 1.4367 2.4078 1.33 2.60 32.00 2 1.8667 .09426 .06665 1.0198 2.7135 1.80 1.93 39.00 1 1.8000 1.80 1.80 total 1,525 1.8820 .49640 .01271 1.8570 1.9069 1.00 3.00 journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 290 the quadratic model has the highest r-squared (i.e., 0.107). this implies that the relationship between age and intrinsic cognitive load is best described as ‘quadratic.’ the regression equation can be seen in equation (4). intrinsic cognitive load = 7.650 0.455*age + 0.008*age 2 (4) this implies that a rise in age initially leads to a fall in intrinsic cognitive load, but after a certain age (i.e., 27), a rise in age leads to a rise in intrinsic cognitive load. age and extraneous cognitive load the anova for the impact of age on extraneous cognitive load can be seen in table xv. age with highest to lowest extraneous cognitive load is listed in table xvi. table xv the mean and sd of age and extraneous cognitive load table xvi anova for extraneous cognitive load in relation to age sum of squares df mean square f sig. between groups 49.863 12 4.155 15.566 .000 within groups 403.627 1512 .267 total 453.490 1524 there is a statistically significant difference in the extraneous cognitive load faced by people of different age groups as a p-value of 0.000 is less than 0.05. the s model has the highest r-squared (i.e., 0.093). this implies that the relationship between age and extraneous cognitive load is best described as ‘s-curve.’ the regression equation can be seen in equation (5). (5) this implies that a rise in age leads to a fall in extraneous cognitive load but at a decreasing rate. age and total cognitive load the anova for the impact of age on total cognitive load can be seen in table xvii. age with highest to lowest total cognitive load is listed in table xviii. table xvii the mean and sd for age and total cognitive load n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound 18.00 83 1.9807 .46939 .05152 1.8782 2.0832 1.07 3.00 19.00 448 2.0451 .48371 .02285 2.0002 2.0900 1.00 3.00 20.00 370 1.8409 .52252 .02716 1.7875 1.8943 1.00 3.00 21.00 235 1.6332 .53157 .03265 1.5689 1.6975 1.00 3.00 22.00 189 1.6501 .56959 .04143 1.5684 1.7318 1.00 3.00 23.00 114 1.5854 .54858 .05138 1.4836 1.6872 1.00 3.00 24.00 31 1.5075 .40939 .07353 1.3574 1.6577 1.00 2.47 25.00 10 1.5533 .53337 .16867 1.1718 1.9349 1.00 2.40 26.00 5 1.7867 .5933 .26533 1.0500 2.5234 1.00 2.60 28.00 1 2.0667 2.07 2.07 30.00 6 1.7556 .57142 .23328 1.1559 2.3552 1.00 2.47 32.00 2 1.7000 .04709 .0333 1.2769 2.1231 1.67 1.73 39.00 1 1.6667 1.67 1.67 total 1,525 1.8203 .5455 .01397 1.7929 1.8477 1.00 3.00 n mean std. deviation std. error 95% confidence interval for mean minimum maximum lower bound upper bound 18.00 83 4.0201 .87487 .09603 3.8291 4.2111 2.13 6.00 19.00 448 4.1402 .87308 .04125 4.0591 4.2212 2.00 6.00 20.00 370 3.7535 .94432 .04909 3.6570 3.8500 2.00 6.00 21.00 265 3.3414 .9892 .06077 3.2217 3.4610 2.00 6.00 22.00 189 3.3598 1.07214 .07799 3.2060 3.5136 2.00 6.00 23.00 114 3.2292 .95677 .08961 3.0517 3.4068 2.07 6.00 24.00 31 3.0946 .78688 .14133 2.8060 3.3833 2.07 5.20 journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 291 table xviii anova for age and total cognitive load sum of squares df mean square f sig. between groups 195.045 12 16.254 18.245 .000 within groups 1346.988 1512 .891 total 1542.032 1524 there is a statistically significant difference in total cognitive load faced by people of different age groups as a pvalue of 0.000 is less than 0.05. the quadratic model has the highest r-squared (i.e., 0.105). this implies that the relationship between age and total cognitive load is best described as ‘quadratic.’ the regression equation can be seen in equation (6). total cognitive load = 15.192 0.905*age + 0.017*age 2 (6) this implies that a rise in age initially leads to a fall in total cognitive load, but after a certain age (i.e., 27), a rise in age leads to a rise in total cognitive load. d) the effect of age on cognitive load level this research problem could be answered using anova and curve estimation. it is obvious that curve estimation or regression could be used in this case because the independent variable ‘gpa’ is a continuous variable. the highest intrinsic cognitive load is associated with a gpa of 3.82 and the lowest cognitive load is associated with a gpa of 3.57. anova for gpa and intrinsic cognitive load can be seen in table xix. table xix anova for gpa and intrinsic cognitive load sum of squares df mean square f sig. between groups 67.559 248 .272 1.123 .111 within groups 320.456 1321 .243 total 388.015 1569 the differences in intrinsic cognitive load students face of different gpas are statistically insignificant since the p-value of 0.111 is higher than 0.05. the cubic model has the highest r-squared (i.e., 0.010). this implies that the relationship between gpa and intrinsic cognitive load is best described as ‘cubic.’ the regression equation can be seen in equation (7). intrinsic cognitive load = 2.447 0.224*gpa 0.012*gpa 2 + 0.007*gpa 3 (7) initially, a rise in gpa leads to a fall in intrinsic cognitive load, but after a certain gpa (i.e., 4), a rise in gpa leads to a rise in intrinsic cognitive load. the highest extraneous cognitive load is associated with the gpa of 4.99 and the lowest cognitive load is associated with a gpa of 4.92. anova for gpa and extraneous cognitive load can be seen in table xx. table xx anova for gpa and extraneous cognitive load sum of squares df mean square f sig. between groups 86.567 248 .349 1.193 .031 within groups 386.433 1321 .293 total 473.000 1569 the differences in the extraneous cognitive load faced by students of different gpas are statistically significant since the p-value of 0.031 is lower than 0.05. the cubic model has the highest r-squared (i.e., 0.011). this implies that the relationship between gpa and extraneous cognitive load is best described as ‘cubic.’ the regression equation can be seen in equation (8). extraneous cognitive load = 2.212 0.056*gpa 0.068*gpa 2 + 0.014*gpa 3 (8) initially, a rise in gpa leads to a fall in extraneous cognitive load, but after a certain gpa (i.e., 4) a rise in gpa leads to a rise in extraneous cognitive load. the highest total cognitive load is associated with a gpa of 4.99 and the lowest cognitive load is associated with a gpa of 3.57. anova for gpa and total cognitive load can be seen in table xxi. table xxi anova for gpa and total cognitive load sum of squares df mean square f sig. between groups 287.811 248 1.161 1.167 .052 within groups 1314.118 1321 .995 total 1601.929 1569 the differences in total cognitive load students face of different gpas are statistically insignificant since the p-value of 0.052 is higher than 0.05. the cubic model has the highest r-squared (i.e., 0.11). this implies that the relationship 25.00 10 2.9533 .88891 .28110 2.3174 3.5892 2.00 4.53 26.00 5 3.5467 1.19851 .53599 2.0585 5.0348 2.20 5.33 28.00 1 4.2667 4.27 4.27 30.00 6 3.6778 1.01320 .41364 2.6145 4.7411 2.33 5.07 32.00 2 3.5667 .04716 .03335 3.1429 3.9904 3.53 3.60 39.00 1 3.4667 3.47 3.47 total 1,525 3.7023 1.00590 .02576 3.6518 3.7528 2.00 6.00 journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 292 between gpa and total cognitive load is best described as ‘cubic.’ the regression equation can be seen in equation (9). total cognitive load = 4.659 0.280*gpa 0.080*gpa 2 + 0.021*gpa 3 (9) initially, a rise in gpa leads to a fall in total cognitive load, but after a certain gpa (i.e., 4) a rise in gpa leads to a rise in total cognitive load. 3) the effect of device screen size on intrinsic and extraneous cognitive load influenced by gender and/or course a) the effect of device screen size on intrinsic cognitive load influenced by gender and/or course the r-squared change is positive in the below model summary (see table xxii). this implies that impact of device screen size on intrinsic cognitive load depends upon gender. the r-squared change is negligible in the below model summary (see table xxiii). this implies that impact of device screen size on intrinsic cognitive load does not depend upon course taken. table xxii model summary for screen size and gender model r r square adjusted r square std. error of the estimate change statistics r square change f change df1 df2 sig. f change 1 .029 a .001 .000 .49724 .001 1.363 1 1568 .243 2 .061 b .004 .002 .49669 .003 4.433 1 1567 .035 a. predictors: (constant), q3_screensize b. predictors: (constant), q3_screensize, screensize_gender table xxiii model summary for screen size and course model r r square adjusted r square std. error of the estimate change statistics r square change f change df1 df2 sig. f change 1 .029 a .001 .000 .49724 .001 1.363 1 1568 .243 2 .035 b .001 .000 .49731 .000 .551 1 1567 .458 a. predictors: (constant), q3_screensize b. predictors: (constant), q3_screensize, screensize_course b) the effect of device screen size on extraneous cognitive load influenced by gender and/or course the r-squared change is positive in the below model summary (see table xxiv). this implies that impact of device screen size on extraneous cognitive load depends upon gender. the r-squared change is negligible in the below model summary (see table xxv). this implies that impact of device screen size on extraneous cognitive load does not depend upon course taken. table xxiv model summary for screen size and gender model r r square adjusted r square std. error of the estimate change statistics r square change f change df1 df2 sig. f change 1 .048 a .002 .002 .54859 .002 3.665 1 1568 .056 2 .081 b .007 .005 .54760 .004 6.692 1 1567 .010 a. predictors: (constant), q3_screensize b. predictors: (constant), q3_screensize, screensize_gender table xxv model summary for screen size and course model r r square adjusted r square std. error of the estimate change statistics r square change f change df1 df2 sig. f change 1 .048 a .002 .002 .54859 .002 3.665 1 1568 .056 2 .049 b .002 .001 .54874 .000 .149 1 1567 .700 a. predictors: (constant), q3_screensize b. predictors: (constant), q3_screensize, screensize_course journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 293 b. discussion the first finding of this research questions revealed that the effect of screen size on intrinsic cognitive load is direct, which means that increasing the size of the screen leads to an increase in cognitive load; small screens thus produce the lowest intrinsic cognitive load. however, in 5.1.2. the findings have suggested that the lowest extraneous cognitive load i.e. 1.7549 (average) is faced by students having small screen smartphones i.e. 4 inches. this reduction in extraneous cognitive load is interpreted by the small size of presenting information. these small screens accommodate small chunks of projecting information (sweller, 1988). screen size plays the main role in the experience quality of mobile learning and this agrees with trivason & krathu (2017). the result in section 5.1.3 shows that small screen size is the best i.e. 4 inches, as it creates the lowest total cognitive load i.e. 3.51 (average), as anova p-value is 0.024. as per wang et al. (2013). the larger display screens did produce more attitude towards the material as well as increasing the readability. however, the scope of this paper is only concerning about cognitive load not like wang et al.’s (2013) study where they have a broader scope that include user attitude and interest. hence, with regards to cognitive load, small screen smartphones are the best. karam (2015) pointed out that screen size does not affect cognitive load and learning outcomes, and this research showed otherwise, as based on statistical methodologies adopted widely and directly from the data of students. this research results suggested the findings on the ground of cognitive load measurement. in section 5.2.1 the effect of courses and cognitive load is measured. as it is a categorical variable, it shows that the change of course from etec 100 to ephs 100 has led to a change in cognitive load. the lowest cognitive load is faced by the students who choose islm 301 course. the students who participate in this research belongs to a saudi culture which is an islamic one and this explains their interest in the course. hence, in comparison to advanced subjects, the least cognitive load was for students who were already aware with the course i.e. concepts, created the least cognitive load i.e. anova p-value is 0.000. "courses" is a categorical variable and screen size is an ordinal variable, so it cannot be calculated but roughly measured. in section 5.2.2, the relation between gender and cognitive load is analyzed, and it has been shown that gender is a categorical variable, unlike cognitive load which is ordinal. the results reported that males faced higher intrinsic, extraneous, and total cognitive load i.e. 1.9116. there could be many factors behind this. psychologically, the male brain is involved in more social and professional thoughts comparatively than women. this is also explained by the fact that the research is conducted in saudi arabia and females are not participating directly in running the country’s economy. this answer can vary demographically from one place to another. in section 5.2.3, the age relationship with the cognitive load level is tested. interestingly, this result shows that a rise in age initially leads to a drop in total cognitive load but after a certain age i.e. 27 it also starts rising. kim & kim (2012) agrees with the findings as advancing with age after a certain period leads to a diminishing rate in the growth of brain cells as it does earlier. in section 5.2.4, the association of gpa with cognitive load is analyzed. the result shows that an initial rise in gpa leads to a fall in cognitive load, but later students with the highest gpa i.e. 3.82, faced the highest cognitive load and then the lowest cognitive load is associated with gpa i.e. 3.57. whereas in section 5.3, the impact of device screen size on intrinsic cognitive load and its relationship with gender and courses taken is analyzed, all together. the results ultimately revealed that as far as gender is concerned, intrinsic cognitive load depends upon gender but not on the course taken. the research findings are broad and clear as per the statistical methodologies used for data collection. the results reflect the transparency by showing that smartphone with a small screen size is the best as they release the least cognitive load. however, large screen size of smartphones causes the most cognitive load, especially during m-learning. overall, the research findings revealed the importance of cognitive load regarding academic and educational activities in a diversified and precise manner. v. conclusions m-learning introduces a new scope of education for the world. it is more convenient, easy to access, and efficient for both teachers and students. however, modernized innovations are new enough to deal and cope with the effects and psychological measures to ensure better effectiveness in the provision of information and knowledge. the research has seen the impact of cognitive load on m-learning from the ground level. it has been shown that students having smartphones with small screen sizes get the least cognitive load, followed by large-screen tablet users who get the second least cognitive load, whereas the small-screen tablets and large screen smartphones create the most cognitive load. on the other hand, students have a great impact of cognitive load on their performance and efficiency, according on the findings, students having small screen size smartphones got the lowest cognitive load. as far the gpa is concerned, students with the lowest gpa and highest gpa experienced the most cognitive load, which is a relatable factor of psychology. the studies suggest that age also contributes to the resistance or support to cognitive load, with the progress in age, cognitive load falls but up to a certain level i.e. 27 years. after that, cognitive load is found surging with the increase in age. data gathered by this paper highly suggest that male students got the highest cognitive load in comparison to female students. surprisingly, this is a demographic based finding and could vary at this point as per the geographic location. the recommendation, however, is that research can be carried further focusing on the impact of cognitive load and effective m-learning strategies. this can ultimately increase the productivity and development of the world, wherever the m-learning technology is been exposed and applied. journal of education, teaching, and learning volume 5 number 2 september 2020. page 280-295 p-issn: 2477-5924 e-issn: 2477-8478 294 references alalwan, a. a., baabdullah, a. m., rana, n. p., tamilmani, k., & dwivedi, y. k. 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(2012). educational applications of web 2: a psychological perspective. cyberpsychology and computer psychology conference 2012 cycomp 2012, bolton, uk, july 16-17. triyason, t., & krathu, w. (2017). the impact of screen size toward qoe of cloud-based virtual desktop. procedia computer science, 111, 203-208. doi:10.1016/j.procs.2017.06.054 van gerven, p. w. m., paas, f., van merriënboer, j. j. g., & schmidt, h. g. (2004). memory load and the cognitive pupillary response in aging. psychophysiology, 41(2), 167-174. doi:10.1111/j.1469-8986.2003.00148.x wang, s., & higgins, m. (2005). limitations of mobile phone learning (vol. 2). wang, y., zhao, z., wang, d., feng, g., & luo, b. (2013). how screen size influences chinese readability. wenhao david, h., & jeanette, a. (2014). design and evaluation of mobile learning from the perspective of cognitive load management handbook of research on education and technology in a changing society (pp. 291-306). hershey, pa, usa: igi global. https://doi.org/10.1016/j.compedu.2018.01.010 https://doi.org/10.1016/j.iheduc.2016.06.001 isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 75 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. the impact of covid-19 on learning system toward quality education: the future of global education outlook james kalimanzila1), lwitiko gladson mwaikuju2), girindra putri ardana reswari3) 1)universitas airlangga, indonesia e-mail: kalimanzilajames@yahoo.com 2)nduguti secondary school, united republic of tanzania e-mail: lwitikogladson@gmail.com 3)diponegoro university, indonesia e-mail: girindra.reswari@live.undip.ac.id abstract. the purpose of this study is to analysis the impact and challenges of covid-19 on learning system towards quality education. currently, the world is facing pandemic covid-19 which was experienced and appeared first in wuhan-china around the end of 2019, it spread rapidly in the world. the covid-19 pandemic has extraordinary impacts on education, economy, and other many sectors. however, the impacts will not only face and disturb only education sector, it will face other sectors including the future of work, healthcare, culture, economic, human relation among others. this paper collected data using qualitative method based on secondary information collected from various sources such as use of social media as document analysis methods, published and unpublished articles, newspapers, books, and reports of various education organizations, universities sites and student forums. in this paper, the authors have analyzed the impact of the covid19 on learning system. keywords: learning system; covid-19; education; challenges; e-learning i. introduction the world is now facing the greatest threat since the second world war which is the disease caused by the virus known as covid-19. the disease started from wuhan the capital city of hubei province in the people's republic of china then spread to the world rapidly. a report from world health organization indicates that by 31st december 2019 had some information about cases of pneumonia unknown cause detected in the city of wuhan (who, 2020). it was later discovered that there was the presence of new type of the corona virus which according to the (who, 2020) the new ty of corona virus was isolated on 7 january 2020. furthermore, this study will demonstrate the multiple sides of covid-19. the impact of covid-19 is expected to point out and view a shadow in both negative and positive ways across the years and decades ahead. it will impact how human work, their lives, and what different businesses will look like in the future. yet, the people and government need to have a creative thinking framework to consider the potential long-term impacts of the covid-19 pandemic and to learn their learning system during this hard time. likewise, most of student they are using online system, however there some countries don’t have this system, or the coverage is not stable to facilitate all students. according to hannahan (2020) education system worldwide has been affected and forced more than 1.5 billion students out of school and universities. having example in tanzania the spread of covid-19 forced the government to close all the schools and university indefinitely from 17th of march 2010 to prevent the spread of the virus. the effects of the disease save as an important reflection point for education systems worldwide to question and gauge the existing state of education and explore new opportunities to delivering quality education to billions of children worldwide. what measures should be taken by the global education community and how the situation is going to shape the future education system and the global outlook. moreover, relevant reports and findings about the global phenomena of education condition during pandemic. as an overview, unesco (2020) reported that some new policies such as social distancing and stay home then forced the learning system to be moved to learn from home as an impact of shut down the schools in all level of education in http://creativecommons.org/licenses/by-nc/4.0/ mailto:kalimanzilajames@yahoo.com mailto:lwitikogladson@gmail.com mailto:girindra.reswari@live.undip.ac.id journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 76 more than 40 countries in four continents. however, this cause a serious concern on some schools that do not have online learning platform. on the bright side, according to the (2020) and hodges et al (2020), this phenomenon then suddenly moves the educational institution to online education and distance learning. talking specifically about new way of learning system, even if almost all educational institution in all over the world already implemented, the dynamic debates upon this issue keeps continuing. some issues raising up are related to the readiness, the practical implementation, the effectivity, and the quality of education. it is therefore, this paper will try to discuss and analyze deeper the changes, challenges, opportunities, and future education of education in covid19 as a part of the contribution worldwide debates. this study adopted the edward n. lorenz’s (1961) butterfly theory. the theory imposes the phrase that starts that single flap of a butterfly’s wings in brazil generates a minor atmospheric disturbance continuously expanding to produce a tornado in texas a month later. this theory holds the assumptions that small events may generate large consequences. according to strother (2018) the theory was used first in meteorology and recently it has been applied to other fields like economics. strother (2018) uses the butterfly theory in their study crises management, in their study they suggest that ‘’leaders in their organization should prepare contingency plans for small and low probability events that might result in a crisis. many of these events can be anticipated including natural disasters, severe weather, fires, chemical spills, bus crashes, bomb threats, disease outbreaks, terrorism, active shooters, and employee malfeasance.” to this theory any crises has its own effects, it’s up to the people involved to project the magnitude of the impact and prepare on how to deal with the impact of the crises. this theory was suitable for this study because it allowed the researchers to understand the covid-19 crisis and be able to explain the challenges of the eruption of covid19, opportunities and future global-outlook in relation to learning system and quality education. the current trends in education system despite the fact that covid-19 is affecting every sphere of human life, the immediately impact can be seen in education system causing the total closure of schools and universities impacting students worldwide. according world bank (2020) reports around march 25 over one billion students all over the world were affected by the school closure due to covid-19. school closure came as an implementation of the recommended measure of social distancing to slow down the spread of the covid-19. these taken measures of preventing the spread of covid-19 left a puzzle to both students and teachers while to the government it is a call for abrupt changes on the way the education system used to operate in order to accommodate the current situation. the immediately measures were needed because closing school without any plan to make sure learning continues to take place could jeopardize the realization of the quality education among students from different learning system worldwide, hence the need to make sure the changes has to reflect and shape the education system towards the realization of the quality education. in another hand, the task of government and education institution to ensure the quality is according to madani (2019) and zedja (2018) the definition of quality of education is that the education itself should always be flexible for change to cope with educational evolution and its continuous progress even if it is influenced by various changing factors; such as, politics, culture, and economy. efa global monitoring report (2005) explained two principles of education quality. those are: to recognize the cognitive development of learner’s as the major objective of all education systems; to highlight the role of education in promoting the values and attitudes of the learners and in nurturing their creative and emotional development. on the other hand, the students are stressed and frustrated especially those who were in their last year of their studies asking themselves when are they going to finish and what is going to happen to them. however, this can be a source of death and committing suicide because of these stress from covid-19 and studies plans. the experience shows that stress and frustration kill easily compared to diseases. international institute for higher education in latin america and the caribbean (iesalc) (2020) asserts that to the student’s undergraduates and those who are about to finish upper secondary and aspire to enter higher education are left puzzled wondering when is the situation going to end. the stress from the students came from the fact that the school closure is indefinite as nobody knows when the cure or the vaccine for the covid-19 is going to be found. hamouce (2020) stated that during this covid-19 several severe issues impacted a lot to the society such as psychological distress and depression including perception of safety, risk and threat of contagion, quarantine, stigma and social exclusion, and the worst scenario which are financial loss and job insecurity (hamouche, 2020). this left students in a puzzle situation and the immediately effects to students can be seen particular in terms of economically where by the loss and cost the students incurred it’s seen as a loss. moreover, world bank (2020) in their report suggested that extended interrupted education that disengage students from the learning process has the potential cost of reversing gains in learning results. this happen because the students lacks time and space to engage and involved effectively in the learning process. following the lockdown and the shutdown of the schools many countries started to look for alternatives to make sure each student gets equal chances of getting education. the literature on the current trends of education system and quality education are vast (hillman 2020, unesco 2020, world bank 2020, iesalc 2020, hannahan 2020). world bank (2020) asserts that “while schools are closed, many countries have turned to distance learning as a means of mitigating for lost time in continuing education services.” this implies schools had to come up with different measure to make sure learning process takes place as usual. many journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 77 countries turn to the online classes where by face to face interaction between teachers, materials and students is replaced by online teachers and other webinar discussion. iesalc (2020) asserts that during the process many teachers lost their jobs both permanent and temporary teachers. changes brought by covid-19 crisis the covid-19 spread came with a lot of changes in every sphere of life economically, politically, and socially. due to a massive number of people being infected by the virus and forced to stay home and some died from the sickness in return the world witnessed a gigantic tumbling in production in the economic sectors worldwide. an article from international labour organization (ilo) issued on 18th march 2020 on covid-19 and the world of work: impact and policy responses noted that “disruption of production, initially in asia have now spread to supply chain across the world” this implies that due to disruption of production many businesses are facing a serious threat of closure of their business while consumers are facing the threat of scarcity of goods and services due to the eruption of covid-19. international monetary fund (imf) in 2020 mentioned some business sectors that get the most major effects of covid-19. those are business in relation to consumer shopping behavior, global advertising, and essential industries like food, medical, travel, and transportation. besides of those sectors, ozili (2020) in his study asserts that many private sectors banks had the highest exposure to credit risk during the outbreak of covid-19, this is due to the to the rise of the nonperforming loans issued to small and medium scale enterprises. this implies that many private sectors banks and other enterprises are in danger of demise and some facing a total closure under these circumstances. this is a threat to economy in many countries as it could lead to the occurrence of economic depression worldwide. on the other hand, in education system both teaching and non-teaching staffs lost their jobs because of school closure in both private. the report from iesalc (2020) due to closure of school many schools and higher education temporary contracts may be terminated. this implies that many people are left jobless due to the closure of schools as a results of eruption of covid-19. viner, russell, at all (2020) in their article noted that “the economic harms of school closures are high. a uk study14 from 2008 suggested that approximately 16% of the workforce are the main caregivers for dependent children and are at very high risk of absenteeism if schools are closed, a proportion that rises to 30% in the health and social care sectors.” this literary implies that over 16% people who used to work as caretaker a portion that rises to 30% in the health and social care are left jobless. however, on the other hand, the closure of school helped in the slowed down and blocking the spread of the covid-19. moreover, covid-19 brought new experience worldwide from social distancing, lockdown, personal hygiene to mask wearing. instantaneously after the outbreak of covid-19 who gave guidelines on how to prevent the spread of covid-19, the earliest measures given which highlighted the improvement of personal hygiene which includes washing hands frequently with soap using water that’s flows, using sanitizers, avoid touching your face and other peoples and maintaining social distancing (1meter space from one person to another). in the article updated on 29th april 2020 who provided the following guidelines for people to reduce their chances of being infected or spreading covid-19 by taking some simple precautions: regularly and thoroughly clean your hands with an alcohol-based hand rub or wash them with soap and water. why? washing your hands with soap and water or using alcohol-based hand rub kills viruses that may be on your hands. maintain at least 1 metre (3 feet) distance between yourself and others. this is because when someone coughs, sneezes, or speaks they spray small liquid droplets from their nose or mouth which may contain virus. if you are too close, you can breathe in the droplets, including the covid-19 virus if the person has the disease. avoid going to crowded places. why? where people come together in crowds, you are more likely to come into close contact with someone that has coivd-19 and it is more difficult to maintain physical distance of 1 metre (3 feet). stay home and self-isolate even with minor symptoms such as cough, headache, mild fever, until you recover. have someone bring you supplies. if you need to leave your house, wear a mask to avoid infecting others. why? avoiding contact with others will protect them from possible covid19 and other viruses. these measures in its totality changed human whole circle of day to day life, before the eruption of the covid-19 virus people didn’t care about wearing masks or keeping social distancing but now it has become normal to everyone. moreover, countries like tanzania, uganda, and zimbabwe among others made it like regulation for people to wear mask and put buckets of water and soap for people to wash their hands. apart from the above measures suggested by who many countries decided to adopt lockdown, lockdown was done was of two types whereby some countries like uganda, rwanda among others adopted a total lockdown whereby borders were are closed to avoid people from external to enter the country and curfew is to be observed, while others practices partial lockdown example kenya whereby they started slowly by closing borders then they locked down cities like nairobi and mombasa which were highly effected. generally this chapter reviewed different literatures on the covid-19 and the current situation, economically, socially and politically worldwide. the literature about the life changes brought by the spread of the covid-19 virus and the measures to taken to slowdown and prevent the spread of the viruses worldwide were reviewed in this section. journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 78 ii. methodology this study sought of adopting the qualitative research paradigm collecting data using different qualitative methods like collecting data from social media, publications, articles, book, and news broadcasting. this method named document analysis. document analysis is a systematic procedure to review or evaluate document that can be taken from both printed and electronic materials (byrne, 2001; bowen, 2009). similar with some other methods of research, document analysis can stand alone as a single research method. however, exactly similar with other methods of research, it is important to remember that document analysis also requires repeated review, examination, and interpretation of the data in to get the exact meaning and empirical knowledge of the construct study (frey, 2018). specifically to the use of social media as document analysis methods, lai & to (2015) found that social media already become the most essential part that cannot be separated with human life because it succeed to affects all elements of human life such as the beliefs, values, and attitudes of people, as well as their intentions and behaviors. another method that is used in this research is interview method. mack et al (2005) observe that an interview is a technique designed to elicit a vivid picture of the participant’s perspective on the research topic. the information collected by this instrument helped the researcher enhance responses from other methods like media publications, news broadcast, and made it possible for the researcher to crossexamine some key issues in the research. informants had the opportunities to expand their ideas, explain their views and identify practices done in education system during the current situation of the covid-19 towards realization of quality education, the challenges, the opportunities and the future global-outlook. the teachers spoke about the issues rises due to the closure of schools due to the outbreak of the covid-19, alternatives uses for the teaching and learning to still take place. the students talked about the changes and challenges during this period of time, opportunities for learning and the future global outlook. the study held the assumption that, the views the respondents gave were a reflection of their experiences with the learning system during the outbreak of the covid-19 towards realization of quality education. by and large this chapter discusses the methods used in this study for collecting data. the methods helped the researcher to collect as many data as possible which in turn helped the researcher to analyses the current situation in the education system practices and outcomes during the outbreak of covid-19 towards the realization of quality education which are discussed and presented in the in the next chapter. iii. results measures taken in fighting with covid-19. it was observed that after the outbreak of covid-19 many countries took different measures in order to reduce the spread of the virus. many country decided to close schools and universities.as the precaution toward the spread of covid-19, for example in tanzania the prime minister announced in march 16 that the schools are to be closed for 30 days immediately effectively from 17th march to 17th april, and he added that “this is to prevent the spread of covid-19 in the country. on 18th march the prime minister announces again that all universities in the country should be closed for 30 days as the prevention measures following the outbreak of covid-19 in the world. on 31st of march president yoweli museveni of uganda ordered the closure of all schools in uganda for 30days. prior to these countries elsewhere in the world schools were closed to prevent the spread of covid-19. on the other hand, this meant that other techniques and methods of teaching has to come in to replace the classroom interaction to make sure learning is taking place as usual. many countries turned to online teaching and learning as a solution. however, many the online teaching proved failure to many of the countries. many articles cited low connectivity hinders the online teaching and learning in taking place in many countries. the choice for continuity solutions that demand connectivity is spreading globally when the reality is one of low connectivity in households in lowand middle-income countries. generally there is very low numbers of students who can access the internet in africa and latin america (iesalc, 2020). in east africa only few schools and universities opted to use online learning as an option to learning process. one student from gems international school in uganda asserts that “in our school the studies continues as usual, we learn through online learning. teachers send question even we do exams online too.” another student from public school in uganda claimed that “since we closed school we have never learned anything, we are just waiting for it to open so that we can resume with our studies” this implies that in the same country students get different way of accessing education. moreover, elsewhere in tanzania, tanzania broadcasting corporation (tbc) is broadcasting lessons every week days for secondary school, students are supposed to seat and watch the broadcasts through tv. moreover, some student claims that they receive questions and notes of different subjects from their teachers through whatsapp, telegram and other social media. one student’s in particular studying form six asserts that “our teachers asked us to create whatsapp group using our parents’ phones so that they can send us notes and questions for revision purposes” on the other hand, another students claimed that “i just learn on my own, i don’t have a computer, i don’t have a phone so it just me by myself. even at school they did not give us the strategies on how we are going to study during this this time when journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 79 schools are closed” this implies that although schools are closed many students do not have any accesses to learning. similar with what happened in africa, the education system in south east asia also then forced to be adjusted to be online. several schools even most all of it been closed as a part of an effort to limit the further transmission of the pathogen. even if the number of internet penetration across south east asia based on the survey and report by data report done by kemp & moey (2019) was reached 63%, south east asia that mostly dominated with developing regions has a large segment of the population that do not have access to the internet and electronic devices. it can be stated that there is a gap among the societies in each country in south east asia in accessing the internet. according to asean statistical report on millennium development goals 2017, there are only three countries that has reached 80% active internet users from total population. those are singapore, brunei, and malaysia. other countries such as indonesia, thailand, myanmar, and vietnam only have less than 60% internet penetration. even if it is reported by the statistical report that the users are keep growing for example indonesia which also becomes the south east asia’s largest population with 20% of growing in the past two years or equating to an increase of roughly 29 million new users, online distance learning presents a challenge. even before covid-19, indonesia was struggling with the equality of education. students living in a city might not have problems with internet or knowledge’s dealing with internet. however, students living in urban area faced the problems. even some of the areas are still facing weak internet connection. as a background, indonesia closed all schools in early march with total number of 60 million students should learn from home. the learning system then move into home-based learning using a number of free digital platforms facilitated by the government and private (unesco, 2020). with a very huge number of populations, indonesia is predicted to suffer over longer time period compared to the lesspopulated country (satrio, 2020). this uncertainty then impacted to the implementation of education in indonesia. one of the serious impacts is the cancellation of national exam of all level of schools in indonesia. another serious issue faced by indonesian education during the pandemic is students from poor families are disproportionately affected by school closures. as their parents or caregivers less aware of education because of their minimum level of education background, they may put their students need of education aside of the priority. when the parents or caregivers are struggle to achieve the basic needs, they might have tendency to be less aware of what is distance learning and what should they do to support that learning environment (unesco, 2020; satrio 2020). as an effort to help all students to enjoy learning during pandemic, the ministry of education and culture is actively working with unicef and other development partners to identify other alternative modalities, such as tv, radio and printed materials to provide an opportunity for those who cannot access the internet the same chance to learn effectively. these efforts will be paired with mechanisms to monitor distance learning in real-time and to encourage parental involvement in their child’s learning process (unicef, 2020). challenges that hindering the realization of quality education although online teaching and learning seems like the alternative and escaping route for the education system towards the realization of quality education during this pandemic, there are many countries which remained naïve towards the application of online technology. this can be caused by different challenges countries faces as discussed below. poor government support in introducing technology in schools and universities. much as the teachers wish to use technology in teaching and learning process, the support from the government seems to be very poor. countries like tanzania majority of public schools and universities are not using technology in learning and teaching. one teacher noted that “in our school we don’t have even a single computer, it is a government school so we depend on the fund provided by the government to buy everything we use, and the government haven’t provided us with the fund to facilitate technological installation in our school” this shows that many schools doesn’t have technology to support online teaching and learning. poor internet network and connection in many developing countries particularly african countries. for example in a country like tanzania few people can access internet connection, majority of the people live in places where there are poor or no connection at all. a teacher from rural tanzania was interviewed and claimed that “it is very hard in our communities for one to access internet which makes the online classes even more difficult, it is only very few people who can access internet”, another teacher noted that “some students live in a very remote areas which makes it even impossible for the students to access internet connection consequently online learning cannot take place”. this implies that countries technological system it is far backward to allow online learning to take place. other teachers suggested that the government has not invest enough in the online learning, hence it is hard for the online learning to be used as an alternatives for teaching and learning because there are no tools enough to facilitate the process. on the other hand, when the researcher asked the teacher whether they have ever try online teaching many of them said they have never use it neither in teaching nor in learning. one teacher particularly noted that “in our school there are no computers or internet connection, this makes it even hard to think about it” in return this makes online teaching and learning even more impossible. technological illiterate among teachers and students in many countries worldwide. many people in general do not have enough knowledge on technology this makes it even harder to put it into application in teaching and learning. one teacher from tanzania when asked whether they have knowledge and skills on application of technology claimed journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 80 that “i personally cannot operate a computer let alone use it in teaching and learning. i have never try technology application in teaching and learning” in return this limit students from accessing education during time like this where schools are closed and there is no alternatives to learning. on the other hand, some students when asked if they know anything about online learning the claimed that they don’t know what that is. when the student were asked if they know how to operate a computer or a cellphone, some claimed that they have never used a computer and their schools does not allow cellphones so they don’t own. one student specifically said “i have never touched a computer or use a cellphone which has access to internet” this shows how illiterate peoples are in technology. this chapter presented the findings of the study learning system and covid-19 towards quality education; changes, challenges, opportunities and the future global outlook. the findings presented are obtained through interviews, and other sources of data media, publications, and news broadcasting. discussion this chapter discusses of the findings in chapter four and draws conclusion and make recommendations basing on the study findings among and literature review. the discussion will be presented in the following themes; 1. the situation in education system. 2. the effect of the current situation to quality education. 3. the opportunities for the future improvement (recommendation) the current situation in education system. the situation of education system in many countries is still the same. many countries especial in africa, teaching and learning process is still done in analogy way where teachers and students meet manually and interact face to face. observations shows that many education system africa public schools and universities in particular where majority of student goes don’t use technology in teaching and learning. in an interview one teacher claimed that “i personally cannot operate a computer let alone use it in teaching and learning. i have never try technology application in teaching and learning” this shows that many teachers in africa use the face to face interaction in teaching and learning process. this type of interactions has been here for long which means in many countries education system has not evolve much to application of technology. this has been caused by lack of funds to facilitate the install technological tools in schools. many schools just get funds to facilitate analogy tools like books, chalks and chalkboards, of teaching and learning and not tools like computers, televisions and radios to facilitate digital and online learning and teaching. during an interview one teacher noted that “in our school we don’t have even a single computer, it is a government school so we depend on the fund provided by the government to buy everything we use, and the government haven’t provided us with the fund to facilitate technological installation in our school.” this is the reason why the schools fails to continue with the teaching and learning during the lockdown and school closure. the effect of the current situation to quality education. the findings of the study shows that majority of the students in many country didn’t get the chance to continue with learning. the situation was caused by the lack of technology to allow online learning. during an interview on student claimed that “i just learn on my own using my books and notes, i don’t have a computer, i don’t have a phone so it just me by myself. even at school they did not give us the strategies on how we are going to study during this this time when schools are closed”. this affects and set boundaries to students’ access to quality education since the student is limited to the same books and notes he has been using he can’t access other alternatives to learning, this limits his abilities to meet and discover his potential. this goes against what unesco has been for so long insisting that the education provided has to generate skills and abilities that matches and reflect the demand of the modern world. the learning outcomes of a students who passed through this tough times of epidemic and school closure is not going to reflect quality education. this effect is what the theory of the butterfly effect illustrate about, the covid-19 as a crisis effected the education system which in return affected the education system and the outcome of the students’ learning. school closure and the situation of the students fail to continue learning came as the effect of the covid-19. besides all those challenges, some of the organization tried to help the education globally to ensure its quality under the different learning style. international association of universities (iau) in april 2020 created a document consists of the compilation of information of covid-19 on higher education around the world by collecting some sharing information from the world. inside of this document, we could find many helpful resources such as links of possible solutions or initiatives from unesco, university association from all over the world for example association of american colleges and universities (aacu), association of indian universities, council for higher education accreditation (chea), and many more. also, some universities all over the world, world bank, world digital library, and many other education institutions. it is also provided the news from all over the world by region and by country. unesco in their website also created list of educational applications, platforms, and resources for all parents, teachers, schools, and school administration to facilitate students learning. it is entitled ‘distance learning solution’ which most of them are free, and many carter to multiple language. the example of the list is ‘digital learning management system’ which has centurytech personal learning pathways with micro-lessons to address gaps in knowledge, challenge students and promote long-term memory retention, google classroom – helps classes connect remotely, communicate and stay-organized. https://classroom.google.com/h journal of education, teaching, and learning volume 6 number 1 march 2021. page 75-82 p-issn: 2477-5924 e-issn: 2477-8478 81 the opportunities for the future improvement (recommendation) in order for any education system to meet quality education in all levels of education, there must be things that are to be done by both the government, schools and students and teachers and education stake holders. these things are explained below: the government should fund schools to install technological instruments that can facilitate digital learning. things like computers, projectors, recording systems, radios, television among others need to be installed in schools and universities to facilitate online teaching and learning. this will give all the students access to the learning contents which is one stake of quality education. teachers should be trained to use technological gadgets in teaching and learning process in order to be able to use them in their teaching and learning. this is because many teachers when interviewed claimed they don’t know how to use the gadgets specifically computers and projectors in their teaching process. this will facilitate teachers in making sure quality education. there should be radio and television channels specifically designed for the purpose of airing the education content and should be designed to cater all levels of education. this will be very helpful in times like this where schools are closed because of covid-19, students can be able to seat and watch or listen to the aired subject. this will make the student busy and time will not be wasted at all. and these content should be provided for free and they should be accessible anytime. not only eruption of covid-19 speckled and exposed the strength and weakness of many education system in terms of how they respond to the crises and the weakness toward the realization of quality education, but also it gives a room to these education systems to improve. iv. conclusions all in all, covid-19 has brought many impact in every aspect of human life, economically, politically, socially and psychologically. however, education sector have been affected mostly in every part of the world. many schools and universities have been closed for temporary and unknown time due to social distance and lockdown policy as one of the solution toward pandemic covid-19. due to these changes the learning system have forced to change its style by adopting online studies and webinar. moreover, some countries still have challenges on implementing this due to poor infrastructure and internet facilities. furthermore, after covid-19 learning education system will keep changing and become more digitalized toward the era 5.0. likewise, autonomous education will take its momentum. references bowen, g. a. 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(2018). butterfly theory of crisis management. global encyclopedia of public administration, public policy, and governance, 646-649. doi: 10.1007/978-3-319-20928-9_883 strother, s. c. (2018). butterfly theory of crisis management. global encyclopedia of public administration, public policy, and governance, 646-649. doi: 10.1007/978-3-319-20928-9_883 the. (2020). what might covid-19 mean for the world university rankings? | times higher education (the). retrieved may 16, 2020, from https://www.timeshighereducation.com/worlduniversity-rankings/what-might-covid-19-meanworld-university-rankings unesco. (2005). efa global monitoring report 2005: education for all – the ... retrieved from https://www.right-to-education.org/resource/efaglobal-monitoring-report-2005-education-all%e2%80%93-quality-imperative unesco. (2020). distance learning solutions. retrieved may 16, 2020, from https://en.unesco.org/covid19/educationresponse/so lutions unesco. (2020). how to plan distance learning solutions during temporary ... retrieved may 23, 2020, from https://en.unesco.org/news/covid-19-10recommendations-plan-distance-learning-solutions unesco. (2020). unesco’s support: educational response to covid-19. retrieved may 23, 2020, from https://en.unesco.org/covid19/educationresponse/su pport viner, r., russell, s., croker, h., packer, j., ward, j., stansfield, c., booy, r. (2020). school closure and management practices during coronavirus outbreaks including covid-19: a rapid narrative systematic review. ssrn electronic journal. doi:10.2139/ssrn.3556648 world bank. (2020). coronavirus disease (covid-19) advice for the public. retrieved may 23, 2020, from https://www.who.int/emergencies/diseases/novelcoronavirus-2019/advice-for-public world bank. 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(2018). quality debate in education: researching dominant paradigms. world studies in education, 19(1-2), 49-60. isc paper template in a4 (v1) journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 253 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. reading literacy, mathematical literacy, and self-confidence of junior high school students in singkawang nurul husna 1) , zulfahita 2) , sri mulyani 3) , md. shahinoor rahman 4) 1) stkip singkawang, singkawang, indonesia e-mail: nuna_husna@ymail.com 2) stkip singkawang, singkawang, indonesia e-mail: zulfahita@yahoo.co.id 3) stkip singkawang, singkawang, indonesia e-mail: srimulyani.stkip@gmail.com 4) university of chittagong, bangladesh e-mail: shahinpsy@cu.ac.bd abstract. literacy skills are very important abilities for students and are being encouraged to do so as a necessary prerequisite for lifelong learning. because literacy skills are abilities that can be used to empower and improve the quality of individuals, families, communities, and countries. this study aims to (1) describe students' reading literacy and mathematical literacy skills based on the level of self-confidence of students in schools accredited a and b, as well as male and female students; (2) to test the comparability of reading literacy, mathematical literacy, and self-confidence based on the level of school accreditation and gender. the research method used in this research is descriptive quantitative. the sample in this study was selected using cluster sampling. the sample consisted of two public schools accredited a and b, and two private schools accredited a and b. the instruments in this study were reading literacy questions, mathematical literacy questions, student self-confidence questionnaires, and interview guidelines. the conclusions in this research are: (1) the descriptions are: (a) for schools with a accreditation, only confident students can process gathering information, processing information, and communicating information on reading literacy, while for mathematical literacy students who are confident can carry out the process devising strategies for solving problems indicators. for schools with b accreditation, students who are confident, confident enough, and less confident have carried out all the reading literacy processes, but there are still some mistakes and not according to the concept, while for mathematical literacy, students who are confident and confident enough can carry out process indicator devising strategies for solving problems. (b) for male students and female students who are confident, confident enough, and less confident to carry out the process of gathering information, processing information, and communicating information on reading literacy but still make some mistakes and do not fit the concept. as for mathematical literacy, confident female students can carry out the communication process and devising strategies for solving problems. (2) for the comparison test, namely: (a) there is no difference in reading literacy between students from a and b accredited schools; (b) there are differences in mathematical literacy between students from a and b accredited schools; (c) there are differences in reading literacy and mathematical literacy between male students and female students; (d) there is no level of student confidence based on school accreditation and gender. keywords: reading literacy; mathematics literacy; self confidence i. introduction literacy skills are very important abilities for students and are being encouraged to do so as a necessary prerequisite for lifelong learning. because literacy skills are abilities that can http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 254 be used to empower and improve the quality of individuals, families, communities, and countries. unesco (2013) stated literacy as a driver of sustainable development because it makes a major contribution to the labor market, improves the health and nutrition of children and families, reduces poverty, and expands life opportunities. conventionally literacy is defined as the ability to read and write. but now literacy is defined more broadly, including frankel et al. (2016) stated that literacy is a process to use reading, writing, and spoken language activities appropriately to build, integrate and criticize meaningful through interaction and involvement of various vocabulary in the context of interaction in the social environment. frankel et al. (2016) also stated that literacy is not only about reading and writing, but has developed into four contexts of more active literacy activities, namely literacy activities in the social environment, literacy activities in the school environment. (humanities, social sciences, sciences, and mathematics) and contexts outside reading and writing activities. unesco also defines literacy as a set of reading, writing, and numeracy skills, and literacy is now understood as a means of identification, understanding, interpretation, creation, and communication in an increasingly digital, textmediated, information-rich, and rapidly changing world. literacy is divided into various types according to their scientific fields, including reading literacy and mathematical literacy. this is based on the opinion of (oecd, 1999), ma (2008), fleischman et al. (2010), pisa (2015), kastberg, chan, and murray (2016), and she, stacey, and schmidt (2018) which stated that literacy is divided into three, namely reading literacy, scientific literacy, and mathematical literacy. reading literacy is understanding, using, reflecting on, and engaging with written texts, to achieve one's goals, to develop one's knowledge and potential, and to participate in society. meanwhile, mathematical literacy is defined as an individual's capacity to formulate, employ, and interpret mathematics in a variety of contexts. it includes reasoning mathematically and using mathematical concepts, procedures, facts, and tools to describe, explain, and predict phenomena. it assists individuals to recognize the role that mathematics plays in the world and to make the wellfounded judgments and decisions needed by constructive, engaged, and reflective citizens. according to wildová (2015), reading literacy needs to be owned by students because reading literacy can support students' cognitive development and good literacy can guarantee student success in the future. delgadova (2015) also stated that one of the main academic competencies that produce knowledge for the information society today is reading literacy. reading literacy is useful for preparing educated, creative human resources who can respond flexibly to changing times. as important as reading literacy is as a basic skill for life skills, and as one of the main goals of learning in schools. meanwhile, for mathematical literacy, yılmazer and masal (2014) stated that mathematical literacy can improve mathematical understanding, make strong criticism, and can support skills in their daily life and work in the future. thus reading literacy and mathematical literacy skills need attention for all levels of education. however, several studies show that students' reading literacy and mathematical literacy skills are still low. this is based on the results of research by kastberg, chan, & murray (2016) regarding the results of the 2015 pisa measurement for students aged 15 years, for indonesian students 51% reach levels 1-3, and no student reaches levels 4 and 5. as for mathematical literacy, 69% of students can reach levels 1-4 and only 1% can reach the highest level 5. according to shu-hua (2017), students' ability to explore when reading textbooks, reading interdisciplinary, and the ability to read in class is quite lacking. for mathematical literacy, hidayat, wardono, and rusilowati (2019) stated that 34.4% of 32 students have high mathematical literacy skills. hayati added that the students' mathematical literacy skills are generally still low. further asmara, waluya, and rochmad (2017) also stated that students with low categories are at the second level and students with high categories are at the third level of mathematical literacy skills. thus it can be concluded that the students' reading literacy and mathematical literacy skills are low. self-confidence in students needs to be instilled, especially when students learn and answer questions so that students get success in learning. this also applies to the literacy activities of students at school. self-confidence is a feeling of trust in one's abilities and environment that allows one to be open to various possible actions that are relevant to an individual (kiverstein et al., 2019). students need to be owned by students so that students have confidence during learning activities such as discussions, working on questions, and asking questions. based on the results of initial observations and interviews with teachers and students at eight schools in singkawang, it is known that most students feel insecure when conveying their opinions to teachers and when students experience problems during the learning process, students prefer to be silent and cheat on other friends' answers if they have difficulty working on the questions. thus, referring to the results of research on reading literacy and mathematical literacy, as well as the results of initial observations about the student's selfconfidence, further research will be carried out on a description of reading literacy, mathematical literacy, and student self-confidence, and a comparative test of reading literacy, mathematical literacy, and self-confidence of students from a accredited school with b accredited school will be carried out, and comparisons between male and female students. ii. methodology this research uses quantitative research methods. according to sugiyono (2017), quantitative research can be interpreted as a research method based on the philosophy of positivism, used to research on certain populations or samples, sampling techniques are generally carried out randomly, data collection uses research instruments, data analysis is quantitative or statistical to test the predetermined hypothesis. the type of research that will be used in this journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 255 research is descriptive quantitative. according to zulfah (2017), quantitative descriptive, which describes the errors made by students by using numbers. the population in this study were all junior high school students in singkawang. while the sample in this study was selected using the cluster sampling method. from schools with accreditation a and schools with accreditation b, 2 schools were chosen. furthermore, the sample will be grouped based on gender and student confidence level. the schools that were the sample schools in this study were smpn 3 singkawang, smpn 8 singkawang, mts ushuluddin singkawang, smpn 11 singkawang, smpn 17 singkawang, torsina private junior high school, and asoka private junior high school. the instruments used in this study were reading literacy questions and mathematical literacy questions developed from indicators and examples of existing questions, as well as student self-confidence questionnaires and interview guidelines that had previously been declared valid in content by the validator. the objectives of this study were: (1) to describe students' reading literacy and mathematical literacy skills based on the level of self-confidence of students in schools with a and b accreditation, as well as male and female students; (2) examining the differences in reading literacy, mathematical literacy, and self-confidence between students from schools accredited a and schools accredited b, as well as male students and female students. the data analysis techniques will be explained in fig. 1. the indicators used to compile reading literacy questions are presented in table i. while the indicators used to compile mathematical literacy questions are based on the indicators in table ii. fig. 1 descriptive quantitative data analysis technique table i reading literacy indicators (subandiyah, 2017) language literacy indicator definition indicator  gather information an activity carried out to obtain the information needed to achieve goals through reading and writing activities students read the explanatory text contained in the problem, then identify the structure, linguistic rules, and determine the pattern of developing explanatory texts  processing information an activity manipulates information into written form obtained from reading activities students can study and write information obtained from reading activities  communicating information an ability to channel ideas, explanations, feelings, statements, and questions from one person to another in written form students can express reasons about the structure, language rules, and determine the pattern of developing explanatory texts in written form journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 256 table ii indicators of mathematical literacy (oecd, 2017) no process definition operational 1 communication read and interpret statements, questions, instructions, assignments, drawings, and objects; imagine and understand the situation presented and understand the information provided including the intended mathematical term; present and explain one's work or mathematical reasoning. students can imagine and understand the situation and information presented 2 mathematising translating extra-mathematical situations into mathematical models, interpreting the results of using models related to problem situations, or validating the adequacy of the model concerning problem situations. students can create mathematical models (make assumptions and reinterpret these assumptions 3 representation decoding, translating between, and utilizing mathematical representations given in finding a solution; choose or arrange a representation to describe the situation or to present the results of one's work. students can take advantage of the given mathematical representation to find a solution 4 reasoning and argument students can provide arguments/reasons to answer problems from everyday life or mathematical problems that are following mathematical concepts students can provide reasons that fit the concept 5 devising strategies for solving problems select or develop mathematical strategies to solve problems and monitor and control the application of strategies. students can choose or develop strategies to solve problems. 6 symbols and formalism understand and apply mathematical procedures and languages (including symbolic expressions, arithmetic, and algebraic operations), using mathematical conventions and rules that govern them; activate and use knowledge about definitions, results, rules, and formal systems. students can understand and apply concepts and procedures to solve math problems. iii. results and discussion a. results the subjects in this study consisted of 168 students from 2 state junior high schools with a accreditation and b accreditation, as well as 1 private smp with a and 2 accreditation b. of these, 68 male students and 100 female students were also grouped. based on the results of the analysis of the learning outcomes of 168 students, a description of the students' reading literacy and mathematical literacy abilities was obtained based on the level of self-confidence of students in schools accredited a and b, as well as for male students and female students as shown in table iii. meanwhile, descriptions of reading literacy and mathematical literacy based on gender are presented in table iv. table iii description of reading literacy and mathematical literacy based on school accreditation and self-confidence no school accreditation selfconfidence % of all subjects description of reading literacy description of mathematics literacy 1 accredited school a confidence (19 student) 22.4% students can identify information from a reading text students can write down the results of the study on the reading text students can write down the results of their studies and provide reasons that fit the concept. students can choose or develop strategies to solve problems. quite confident (55 student) 64.7% students have identified information from a reading text, but there are some mistakes students have written the study results of the reading text but some are not following the reading text students have written students can choose or develop strategies to solve problems but several strategies are inappropriate or wrong. journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 257 no school accreditation selfconfidence % of all subjects description of reading literacy description of mathematics literacy the results of their studies and given reasons, but several reasons are not according to the concept. less confidence (11 student) 12.9% students have identified information from a reading text, but it is wrong students have written the results of the study on the reading text but it is not following the reading text students have written the results of their studies and provided reasons, but the reasons given do not match the concept. students cannot imagine and understand the situation and information presented students are unable to compile a mathematical model (make assumptions and reinterpret the arguments) students cannot take advantage of the given mathematical representation to find a solution. students cannot give reasons that fit the concept students cannot choose or develop strategies to solve problems. students cannot understand and apply concepts and procedures to solve math problems. 2 accredited school b confidence (19 student) 22.9% students have identified information from a reading text, but there are some mistakes students have written the results of their studies on the reading text but some are not following the reading text students have written the results of their studies and given reasons, but several reasons are not according to the concept. students can choose or develop strategies to solve problems. quite confident (55 student) 64.7% less confidence (9 student) 10.8% students cannot imagine and understand the situation and information presented students are unable to compile a mathematical model (make assumptions and reinterpret the arguments) students cannot take advantage of the given mathematical representation to find a solution. students cannot give reasons that fit the concept students cannot choose or develop strategies to solve problems. students cannot understand and apply concepts and procedures to solve math problems. table iv description of reading literacy and mathematical literacy based on gender and self-confidence no school accreditation selfconfidence % of all subjects description of reading literacy description of mathematics literacy 1 male confidence 15.8% students have identified information from a reading text, but there are some mistakes students have written the study results of the reading text but some are not following the reading texts students have written the results of their studies and given reasons, but several reasons are not according to the concept. students can imagine and understand the situation and information presented, but there is still wrong information. students can compile a mathematical model (make the assumptions and reinterpret the examples), but some examples are made wrong. students can use a given mathematical representation to find a solution, but some representations cannot be identified. students can give reasons that fit the concept and some are not following the concept students can choose or develop strategies to solve problems but several strategies are inappropriate or wrong. journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 258 no school accreditation selfconfidence % of all subjects description of reading literacy description of mathematics literacy students can understand and apply concepts and procedures to solve math problems. but some do not fit the procedures and concepts quite confident 71 students can choose or develop strategies to solve problems but several strategies are inappropriate or wrong. less confidence 13.2% students cannot imagine and understand the situation and information presented students cannot make mathematical models (make assumptions and reinterpret these assumptions) students cannot take advantage of the given mathematical representation to find a solution. students cannot give reasons that fit the concept students cannot choose or develop strategies to solve problems. students cannot understand and apply concepts and procedures to solve math problems. 2 female confidence 29.2% students can imagine and understand the situation and information presented students can choose or develop strategies to solve problems. quite confident 59.6% students can imagine and understand the situation and information presented, but there is still wrong information. students can make a mathematical model (make the assumptions and reinterpret the examples), but some examples are made wrong. students can use a given mathematical representation to find a solution, but some representations cannot be identified. students can give reasons that fit the concept and some are not following the concept students can choose or develop strategies to solve problems but several strategies are inappropriate or wrong. students can understand and apply concepts and procedures to solve math problems. but some do not fit the procedures and concepts less confidence 11.2% students can imagine and understand the situation and information presented, but there is still wrong information. meanwhile, to test differences in reading literacy skills, mathematical literacy, and self-confidence between students from schools accredited a and schools accredited b, as well as differences between male students and female students, the first step is taken was to test the normality of the data with the lilifors test. based on the results of the data normality test, data from schools accredited a, schools accredited b, male students, and female students are not normally distributed. therefore, the distribution-free difference test or so-called non-parametric statistical test is used, namely the mann-whitney test for reading literacy and mathematical literacy data, and the kolmogorov smirnov test for student confidence data. the results of data analysis can be seen in table v. table v comparison of literacy between students from schools accredited a and accredited b mathematics literacy reading literacy mannwhitney u 2299 mannwhitney u 3029 z -3.899 z -1.583 ztable(1-(0,05/2) 1.96 ztable 1.96 decision ho rejected decision ho accepted conclusion there is a difference conclusion there is no difference journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 259 based on table v, it is known that the mann-whitney u score for the comparison of reading literacy between students from a school accredited a and students from a school accredited b is 3029. from the u value, it is obtained z = -1.583. due to the two-party comparison test, the ztable value is obtained from the value α = 5% = 0.05. because 2 parties then α = 1 (0.05 / 2) = 10.025 = 0.975 so that the value of ztable = 1.96 is obtained. ho is accepted if –ztabel ≤ z ≤ ztable. from the analysis, it turns out that the z value is between –ztable and ztablel. this means that ho is accepted or there is no difference in reading literacy between students from a school accredited a and students accredited b in singkawang city. meanwhile, for mathematical literacy between students from a-accredited schools and students from b-accredited schools, the mann-whitney u score was 2299. from the u score, the z score was obtained: -3.899. due to the two-party comparison test, the ztable value is obtained from the value α = 5% = 0.05. because 2 parties then α = 1 (0.05/2) = 10.025 = 0.975 so that the value of ztable = 1.96 is obtained. ho is accepted if –ztable ≤ z ≤ ztable. from the analysis, it turns out that the z value is not between –ztable and ztable. this means that ho is rejected and ha is accepted or there is a difference in mathematical literacy between students from accredited a schools and students accredited b in singkawang city. to test the differences in reading literacy and mathematical literacy based on gender, it can be seen in table vi. table vi comparison of literacy between male students and female students mathematics literacy reading literacy mannwhitney u 2302.5 mannwhitney u 2367 z -3.546 z -3.338 ztable(1-(0,05/2) 1.96 ztable 1.96 decision ho rejected decision ho rejected conclusion there is a difference conclusion there is a difference based on table vi, it is known that the mann-whitney u value for the comparison of reading literacy between male students and female students is 2367. from the u value, the z score is obtained = -3.338. due to the two-party comparison test, the ztable value is obtained from the value α = 5% = 0.05. because 2 parties then α = 1 (0.05/2) = 1 0.025 = 0.975 so that the value of ztable = 1.96 is obtained. ho is accepted if -ztable ≤ z ≤ ztable. from the results of the analysis, it turns out that the zcount value is not between -ztable and ztable. this means that ho is rejected and ha is accepted or there is a difference in reading literacy between male students and female students in singkawang city. meanwhile, for mathematical literacy between male students and female students, the mann-whitney u value = 2302.5. from the u value, the z value = -3.546. due to the two-party comparison test, the ztable value is obtained from the value α = 5% = 0.05. because 2 parties then α = 1 (0.05/2) = 1 0.025 = 0.975 so that the value of ztable = 1.96 is obtained. ho is accepted if –ztable ≤ z ≤ ztable. from the results of the analysis, it turns out that the z value is not between -ztable and ztable. this means that ho is rejected and ha is accepted or there are differences in mathematical literacy between male students and female students in singkawang city. furthermore, for testing differences in the level of student self-confidence based on school accreditation scores can be seen in table vii. table vii comparison of students confidence from schools accredited a with schools accredited b dcount 0.09 dtable 0.21 decision ho accepted conclusion there is no difference based on the results of the analysis using the two-sample kolmogorov test whose data is ordinal in table vii, it is known that the kolmogorov score for the comparison of self-confidence between students from accredited schools a and students from accredited schools b, dcount = 0.09 and the kolmogorov value of the table obtained dtable = 0.21. ho is accepted if dcount ≤ dtable. from the analysis, it turns out that the dcount value is smaller than dtable. this means that ho is accepted or there is no difference in the level of confidence between students from accredited a schools and students accredited b in singkawang city. and finally, for testing the differences in students' confidence levels based on gender, it can be seen in table viii. table viii comparison of self-confidence between male students and female students dcount 0.13 dtable 0.21 decision ho accepted conclusion there is no difference based on the results of the analysis using the two-sample kolmogorov test whose data is of the ordinal type in table viii, it is known that the kolmogorov value for the comparison of self-confidence between male students and female students, dcount = 0.13 and the kolmogorov table value obtained dtable = 0.21. ho is accepted if dcount ≤ dtable. from the analysis, it turns out that the dcount value is smaller than dtable. this means that ho is accepted or there is no difference in the level of self-confidence between male students and female students in singkawang city. b. discussion based on the results of the analysis, a description of the research results has been carried out about students' reading literacy and mathematical literacy ability based on student confidence levels in schools accredited a and b, as well as male and female students. journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 260 1) description of reading literacy and mathematical literacy based on school accreditation and selfconfidence if analyzed based on the accreditation of junior high schools in singkawang, information is obtained that schools with a and b accreditations have the same level of confidence in answering questions of reading literacy and mathematical literacy. this is also evidenced by the twosample comparison test using the kolmogorov smirnov test with the results that there is no difference in self-confidence between students from schools accredited a and schools with b accreditation. reading literacy and mathematical literacy. for reading literacy, based on a hypothesis test using the mann-whitney u, it is stated that there is no difference in reading literacy skills between students from accredited schools a and b. this is following the statement in previous research which states that school accreditation is not a benchmark for determining a height or low effective quality and school quality (mongi & hatidja, 2016; setiyaningsih, 2017; multahadah, 2018). but if viewed based on the level of self-confidence of students, students with a level of trust high self-esteem in schools accredited a has been able to apply all indicators of reading literacy, for students who are confident enough to be able to carry out all indicators of reading literacy even though they still make mistakes, and for less confident students they have implemented all indicators even though they are not according to orders or does not fit the concept. for confident students, quite confident and lacking confidence from schools accredited b has been able to implement all indicators of reading literacy, but most of them still make some mistakes such as some answers that do not match the concept. for mathematical literacy, based on the two-sample comparison test using the mann-whitney u, it was concluded that there were differences in mathematical literacy abilities between students from a and b accredited schools. based on the average value, students from accredited b schools were higher than the average value of students from schools with accreditation a. this is following the previous opinion which states that school accreditation cannot be used as a benchmark for determining the level of student learning effectiveness. after further analysis, information was obtained that 3 out of 4 schools that have b accreditation have an environment that matches the literacy question given. while schools that were accredited a were all located in urban environments far from hilly areas. the environment of the b accredited school is the hilly area behind the school and the student's residence. the mathematical literacy problem given is following the theme of the school environment and student residence so that it is more realistic. this is supported by the research results of sumirattana, makanong, and thipkong (2017) which stated that the group of students in bangkok, thailand who are taught with realistic mathematics is significantly higher than taught through conventional learning. another opinion also states that almost 63.17% of the differences in students' math literacy scores are caused by differences between schools. the influence of variables such as gender, school type on mathematics literacy in schools was found to be statistically significant (aksu, güzeller, & eser, 2017). the results of the analysis based on indicators of mathematical literacy skills show that students who are confident in schools with a accreditation can implement devising strategies for solving problems indicators and for other indicators, namely communication, mathematising, representation, reasoning and argument and symbols, and formalism can be implemented, but there are still results and processes that are wrong or not following mathematical concepts. for students who are confident enough, students are only able to carry out the devising strategies for solving problems process but there are still errors or not according to the concept. and students who lack confidence, cannot carry out the mathematical literacy process. for students who are confident and confident enough in schools with b accreditation, they can apply the devising strategies for solving problems process, and for other processes, they still make some mistakes. for students who lack self-confidence, the description is the same as students from an a-accredited school. 2) description of reading literacy and mathematical literacy based on gender and self-confidence if analyzed based on gender, there is no difference in the level of confidence between students from schools with a and b accreditation at smp kota singkawang, this is evidenced by the results of the hypothesis test using the kolmogorov smirnov test. but if it is related to students' reading literacy and mathematical literacy, based on the hypothesis test using the mann-whitney u, it is concluded that there are differences in reading literacy and mathematical literacy skills between male students and female students. from the average score of students, it is known that the literacy skills of female students are better than male students. for reading literacy, female students are superior to male students in line with the results of research conducted by dong and hu (2019) and sumirattana, makanong, and thipkong (2017) who stated that gender is the main indicator that affects students' reading performance. gender differences can affect education outcomes and reading literacy. female students performed better than boys in the pisa study. whereas for mathematical literacy the research results are not in line with the findings of pisa which stated that male students' mathematical abilities are better than female students in terms of pisa exams (oecd, 2017). however, according to the oecd (2014) and ana (2018), this difference in ability depends on the environment in which students live because some countries that take the pisa exam show the opposite. according to egorova (2016), students' mathematical literacy skills depend on the context of measurement and the student's learning period. according to egorova, female students excel in mathematics during adolescence, while male students will excel in mathematics when they enter college. when viewed from the measurement point of view during the learning period, journal of education, teaching and learning volume 5 number 2 september 2020. page 253-262 p-issn: 2477-5924 e-issn: 2477-4878 261 female students are superior, while in taking certain tests, male students are superior to female students. for reading literacy descriptions students who are confident, confident enough and not confident, each indicator has been able to identify information from a reading text, but there are some mistakes, have written the results of the study of the reading text but there are some that are not appropriate with the reading text and have been able to write down the results of the study and provide reasons for it, but there are several reasons given that are not following the concept. the difference is those female students are more detailed in writing answers than male students. for the description of mathematical literacy, male students who are confident can carry out all mathematical literacy processes, but still, make some mistakes or are not following mathematical concepts. students who are confident enough are only able to carry out the devising strategies for solving problems process but there are still errors or not following the concept. and students who lack self-confidence cannot carry out all mathematical literacy processes. for female students who are confident that they can carry out the communication and devising strategies for solving problems processes. meanwhile, other processes still make some mistakes. for students who are confident enough to have carried out all the mathematical literacy processes even though they still make some mistakes. for less confident students, they can implement the devising strategies for solving problems process even though they still make some mistakes, and for other processes, it cannot be implemented. iv. conclusions the conclusions in this study for the description of students' reading literacy and mathematical literacy are (a) for schools with a accreditation, only confident students can process gather information, processing information, and communicating information on reading literacy, while for mathematical literacy students who are confident are only able to carry out the process of indicators for devising strategies for solving problems. for schools with b accreditation, students who are confident, confident enough, and less confident have carried out all the reading literacy process, but there are still some errors in the workmanship and not following the concept, while for mathematical literacy, students who are confident and confident enough only able to carry out the devising strategies for solving problems indicator process. (b) for male students and female students who are confident, confident enough, and less confident that they have carried out the process of gathering information, processing information, and communicating information on reading literacy but still making some mistakes and not according to the concept. as for mathematical literacy, only female students who are confident can carry out the communication and devising strategies for solving problem processes. for the comparative test of reading literacy, mathematical literacy, and student self-confidence, namely: (a) there is no difference in reading literacy between students from schools accredited a and b. (b) there are differences in mathematical literacy differences between students from accredited schools a and b. (c) there are differences in reading literacy and mathematical literacy between male students and female students. 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(2015). monitoring the use of innovative psycho-didactic processes in reading literacy development. procedia social and behavioral sciences, 171, 60-65. yılmazer, g., & masal, m. (2014). the relationship between secondary school students’ arithmetic performance and their mathematical literacy. procedia social and behavioral sciences, 152, (619-623). zulfah. (2017). analisis kesalahan peserta didik pada materi persamaan linier dua variabel di kelas viii mts negeri sungai tonang. jurnal cendikiawan: jurnal pendidikan matematika, 1(1), 12-16. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 375 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. student’s covariational reasoning in solving covariational problems of dynamic events sandie 1) , utin desy susiaty 2) 1) ikip pgri pontianak, pontianak, indonesia e-mail: sandiendie@gmail.com 2) ikip pgri pontianak, pontianak, indonesia e-mail: d3or4f4ty4@gmail.com abstract. one of the reasons for learners to have poor covariational reasoning is because learners understand covariation to the extent that it is procedural, while conceptually it is not fully understood. the goal to be achieved is to describe the process of student covariational reasoning in constructing graphs. this research uses a qualitative approach. this type of research is qualitative research in which the main data is written and/or spoken words. the subjects in this study were odd semester students consisting of 3, 5, and 7 mathematics education study programs, faculty of mathematics, natural sciences and technology ikip-pgri pontianak. the research instrument consists of the main instrument, namely the researcher himself and the supporting instrument, namely the task of covariational problems in the form of a written test and interview guidelines. data analysis by processing and preparing data from the assignment results to interpreting the data and making conclusions. this study examines the process of student covariational reasoning in solving dynamic incident problems. students initially experience a pseudo error, however, along with the problem-solving process students can eliminate pseudo thinking that was initially experienced. students have been able to solve covariational problems at level 5, where these problems require students to be able to coordinate changes in the value of one variable against changes in the value of other variables. the problem at level 5 also requires students to be able to see changes in time and changes in water level that occur continuously by paying attention to the irregular shape of the bottle. the existence of the covid-19 pandemic provides a limit for researchers in collecting data that should have been done directly online. this limits researchers to dig deeper into what students think in depth. the number of students who can solve this problem needs to pay attention to the ikip pgri pontianak institute to compile a curriculum or learning media that instils the concept of reasoning. keywords: dynamic events; covariational; covariational reasoning i. introduction theoretically, covariational reasoning competence is needed to support one's success in translating representations (yemen-karpuzcu et al., 2015). therefore, it is necessary to have the ability of students to analyze the change in value patterns of one variable with other related variables in various contexts (fennel & rowan, 2001). in line with this, learners need to develop a deeper understanding of understanding in analyzing patterns of change in the quantity that can be represented mathematically (carlson et al., 2002; johnson et al., 2017; thompson & carlson, 2017). importantly, covariational reasoning is also the basic foundation for understanding proportions (lobato & siebert, 2002) ; rate of change (gyamfi & bosse, 2013; herbert & pierce, 2012); variable (dogbey, 2016); trigonometry (moore, 2014); exponential (ellis et al., 2015; ellis et al., 2016); function one and two variables (carlson, 1998; carlson et al., 2002; weber & thompson, 2014). all of these materials are evenly listed in the curriculum for the preparation of prospective teachers, especially in the field of mathematics. therefore, covariational reasoning needs special attention in preparing prospective teachers. to strengthen covariational reasoning competencies, carlson et al. (2002) have created a covariational reasoning framework to examine learners' reasoning when solving dynamic event problems. within that framework, carlson et al. (2002) have argued that covariational reasoning is “cognitive activities involved in coordinating two varying quantities while attending to the ways in which they change http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 376 in relation to each other”. in line with thought saldanha & thompson (1998) within the framework of the covariational reasoning, carlson et al. (2002) have created 5 levels of covariational reasoning supported by 5 mental actions which the framework forms the basis for subsequent research on covariational reasoning. covariational reasoning has been of particular concern to some researchers. this is indicated by the number of studies that discuss covariational reasoning. thompson et al. (2017) have investigated the covariational reasoning of 487 teachers with details of 121 high school teachers in the usa, 366 teachers in south korea (264 sma, 102 smp). covariational reasoning research was also carried out on college students in southwestern america (moore, 2014; moore & carlson, 2012; paoletti & moore, 2017); 102 students in australia (wilkie, 2019); 36 students in turkey (yemen-karpuzcu et al., 2015); and 15 students in mexico (ferrari-escolá et al., 2016). the results showed that students, college students, and teachers still experience difficulties in solving problems that require covariational reasoning. this is caused by epistemological obstacles caused by the education system (thompson et al., 2017). one of the reasons learners have poor covariational reasoning is because learners understand covariation to the extent that it is procedural, while conceptually it is not fully understood. in line with this opinion, subanji (2007) stated that: “ the ability of students to interpret function graphs is still lacking, students have difficulty interpreting and representing concavities and inflection points, many students are not able to view function graphs as a representation of the relationship between two variables, it is more difficult for students to construct graphs given its analytical properties than known formulas. function, and students have difficulty in constructing a dynamic event function graph“. in line with subanji's thought, some experts have also stated that there are still many students who do not seem to understand the reasons why from the problem-solving procedure step and do not coordinate the two changing variables simultaneously. (carlson, 1998; carlson et al., 2002; moore et al., 2013). whereas, thompson (1994) has stated that understanding the dynamic conceptual relationship is a basic thing in linking two changes in quantity to construct an image. from the explanation above, both representational translation and covariational reasoning are still difficult things for students, prospective teachers, students and teachers. therefore, the preparation of covariational reasoning competencies for prospective teachers needs special attention. hence, the thought process regarding representation translation involves covariational reasoning with the problem. there are 2 out of 25 students who have been able to sketch graphics perfectly. the few students who were able to sketch a graph of the change in time to the height of the water in the bottle (fig. 1), shows that the bottle problem is a serious problem for students. (sandie et al., 2019). fig. 1 the bottle problem (carlson et al., 2002) based on the results of preliminary studies on representational translation problems that require covariational reasoning competencies from the graph to pictorial form, and from pictorial form to graphical form, it shows that students experience difficulties when students are faced with mathematical problems that contain information on the size of exact numbers. the few students who were able to solve the problem indicated that this was a serious problem for students. given that students of the mathematics education study program are prospective teachers in the future and play a major role in educating and imparting concepts to students. therefore, the process of preparing prospective teachers with good concepts needs special attention. for this reason, research on student covariational reasoning in constructing graphs. ii. methodology this research uses a qualitative approach. one of the characteristics of qualitative research is that the research process always develops dynamically, where all stages in the research process may change after the researcher enters the field and starts collecting data. for example, the individuals studied and the locations visited may also change over time (creswell, 2014). this research is interpretative as a whole, meaning that the researcher makes interpretations based on what is seen, heard, and understood in the field. researchers also try to create a complex picture of the problem under study. thus, this study provides various views regarding the interpretations of the data obtained. this type of research is qualitative research where the main data are written and/or spoken words. researchers studied the nature of the representation translation process which began by asking the subject to solve covariation problems from verbal forms converted into graphical and pictorial forms in writing, then continued with in-depth interviews regarding the subject's process in translating covariation problem representations from verbal to graphical forms, and from verbal form to pictorial form. the research location was in the s1 mathematics education study program, faculty of mathematics, natural sciences and technology ikip-pgri pontianak. the research was started from april 2020 to may 2020. the journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 377 reason for determining the place of research at ikip-pgri pontianak is because the research site is a place to prepare prospective teachers who are professional in their fields, especially mathematics education. therefore, preparation for the consolidation of covariational reasoning competencies of prospective teachers needs special attention. the selection of subjects in this study were odd semester students namely 3, 5, and 7 mathematics education study program, faculty of mathematics, natural sciences and technology ikip-pgri pontianak. college student. the reason for researching 3rd-semester students and above is because students have taken the differential calculus course. subjects were not selected randomly, but by considering their communication skills and ability to solve covariational problems. a total of 40 students were given covariational problems. during the process of solving problems, all students were asked to verbalize what they thought (think aloud) while writing down their answers. after students solve the given covariational problems, researchers sort out the completeness of the data obtained through the results of student work. researchers sorted the completeness of the data into the categories of complete and incomplete answers. for students who do not provide complete answers, the researcher categorizes that these students are not research subjects. meanwhile, for students who provide complete answers, the researcher categorizes that these students are prospective research subjects. furthermore, the researcher interviewed all students who were categorized as prospective research subjects to confirm the information that the researcher thought was unclear and obtained information that had not been obtained from the student think-aloud data. when the interview process was carried out, the researcher was able to determine the right or wrong answers given by the students. if the student gives the correct answer, then the student is the subject of research. if the student gives a wrong answer, the student can reflect on his own so that the student gets the right answer. the researcher categorized these students into the category of research subjects, and students who were unable to reflect on their own by the researcher categorized them in the non-research subject category. students reflect and give incorrect answers and the researchers categorize them as non-research subjects. after categorizing the research subjects and not the research subjects, the researcher again saw the adequacy of the number of subjects for data analysis. if the researcher sees that the research subject is enough, then the researcher the research subject collection process is complete. if the researcher sees that the research subject is still lacking, then the researcher returns to giving covariational problems to other students with the same process until the research subject is fulfilled. this research instrument consists of the main instrument and supporting instruments. the main instrument is the researcher himself, while the supporting instruments are the assignment of covariational problems and interview guidelines. the covariational problem task is a written test that aims to identify the translational process of covariational problem representations. this task requires students to reason optimally to solve covariational problems of dynamic events. the research data collection was carried out through the assignment of translational representations of covariational problems, interviews and video recording. the assignment is given aims to obtain a translational process of student representation. interviews were conducted to reveal the thought process if it was not identified through think aloud and to confirm the translation process if identified through think aloud. video recording is done to obtain more detailed information about the student's translation process in solving covariational problems and interviews. the data collection procedure is presented in fig. 2. the steps are taken in analyzing research data are as follows: (1) processing and preparing data from the assignment results, video recording think aloud and interview recording for analysis, (2) making think-aloud transcriptions and interview results, (3) reading the whole data, (4) reducing data and making summaries containing content, thought processes and statements, (5) coding (categorization based on its preparation), (6) checking the validity of data, (7) analyzing interesting things, and ( 8) interpreting data and making conclusions. the complete data analysis process is presented in fig. 3. iii. results and discussion a. results this research examines and describes qualitatively student covariational reasoning in solving dynamic incidence covariational problems. to describe the process of covariational reasoning, the researcher gave a dynamic incident covariational problem to 40 undergraduate students of the mathematics education study program, faculty of mathematics, natural sciences, and technology, ikip pgri pontianak with the same proportion for semesters 3, 5, and 7. the bottle problem requires students to construct a graph of a dynamic event with changes that occur continuously where the change in speed increases and decreases. students are asked to construct a graph of the change in time to the fuel level based on the incident of filling water in a spherical bottle with static water velocity. of the 40 students who were given problems with covariational problems, only one student answered correctly. this shows that the bottle problem is a big problem for mathematics education study program students. journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 378 fig. 2 research data collection procedures there are also results of student work that can solve covariational problems are presented in fig. 4. fig 4. student work results who answered correctly there are also reasons given by students for their work results are presented in fig. 5. fig. 5 the reason for the results of student work who answered correctly a total of 40 students who were given many covariational problems could not solve the problems correctly. there are also some sample samples of student answers and their reasons are presented in fig. 6 until fig. 9. fig. 6 results of student work who answered wrong keterangan = terminator = process = preparation = direction = coordination start finished equipment preparation students solve covariational problems record student's process of solving covariational problems make field notes check student work results interview is the data sufficient / saturated? yes no record the interview = decision journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 379 fig. 3 research data analysis process fig. 7 the reason for the results of student work who answered incorrectly fig. 8 results of student work who answered wrong information = terminator = process = preparation = direction = coordination start data preparation check data validity read data written work results think alouds recordings interview tapes scan of written work transcription of think alouds transcription of recorded interviews research data data reduction data categorization describe the structure of thinking analyze the structure of thinking analyze interesting things = data finished conclusion journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 380 fig 9. the reason for the results of student work who answered incorrectly b. discussion based on the presentation of the data in results, it shows that covariational problems are a big problem. overall, the 40 students who were given the problem were only 1 person who could answer correctly. this is in line with several studies which reveal that problems requiring covariational reasoning are still an obstacle for students, students, prospective teachers and teachers both in the usa, south korea, australia, turkey, and indonesia. (ferrari-escolá et al., 2016; moore, 2014; moore & carlson, 2012; moore et al., 2019; sandie et al., 2019a; sandie et al., 2019b; thompson & carlson, 2017; wilkie, 2019; yemenkarpuzcu et al., 2015). one of the causes of covariational problems that become a problem is reading ability (carlson et al., 2015). good reading skills provide understanding for a person to understand a given problem accurately. good reading skills will also sharpen to sort out which information is meaningful and meaningless information, information that can be used to construct solutions at the planning stage of solving at the problem-solving stage (polya, 1973). after explaining students' difficulties in solving the bottle problem, we will discuss more deeply the student process in solving covariational problems of dynamic events which refers to the covariational reasoning framework proposed by (carlson et al., 2002). in mental action 1 (ma1) students coordinate the value of one variable with changes in the value of other variables. at ma1, students determine which independent variable and dependent variable. the following is the results of interview research subjects who answered correctly: investigator: what have you understood through the information obtained on the problem? college student: i understand that the changes in time that occur will be different at certain altitudes. investigator: in your opinion, what are the dependent and independent variables in this problem? college student: the independent variable is the water level, while the dependent variable is the change in time. because the water level affects the change in time. investigator: what is the reason? college student: because the water level affects the change in time. the results of the interview show that students are confused in determining which independent variable should be a change in time and the dependent variable is the change in water level. after ma1 is completed, students continue to mental action 2 (ma2). in ma2, students can coordinate the direction of change from one variable value by paying attention to changes in values in other variables. at ma2, students realize that the direction of the graph at the time changes the higher the value is getting bigger and the direction of the graph at the water level is getting to the right the value is getting bigger and vice versa. in mental action 3 (ma3) students realize that the higher the water level, the more time it takes. in mental action 4 (ma4), students coordinate between changes in water level and changes in time. in mental action 5 (ma5), students can determine the curvature of the graphic which is adjusted to the shape of the bottle. at ma5, students can determine changes that occur instantaneously where the coordination between changes in water level and changes in time. although, the process expressed by students from ma1 to ma5 shows that time change is the dependent variable which should be an independent variable and changes in water level are independent variables that should be the dependent variable. however, based on the process of work and interviews, along with the reasons put forward by students, it shows that students understand the incident from the information provided. after being confirmed through written reasons from students in expressing their answers. the student shows that he understands the correct conditions when solving covariational problems. there was also a reason expressed by the student, namely "this was caused by the irregular shape of the bottle that affected the graphics. where at the bottom of the cross section of the small bottle so that the change in time increases quickly, the upward slows down to the middle. from the center of the bottle to the top the faster it will be ”. based on these reasons, it can be said that at the beginning of solving problems, students experience pseudo thinking (subanji, 2011). the pseudo that happened to these students was pseudo wrong, but the construction of knowledge when solving the problem changed from being wrong to true unconsciously. therefore, it is necessary to research how to make teaching materials or curricula that guide one's covariational reasoning in solving problems that require deep reasoning. this needs to be done considering that covariational reasoning is an essential competence in understanding calculus and courses with higher difficulty. iv. conclusions this study examines the process of student covariational reasoning in solving dynamic incident problems. students initially experience a pseudo error, however, along with the problem-solving process students can eliminate pseudo thinking that was initially experienced. students can solve covariational problems at level 5, which requires students to be able to coordinate changes in the value of a variable against changes in the value of other variables. the problem at level 5 also requires students to be able to see changes in time and changes in water level that occur continuously by paying attention to the irregular shape of the bottle. the journal of education, teaching, and learning volume 5 number 2 september 2020. page 375-382 p-issn: 2477-5924 e-issn: 2477-8478 381 existence of the covid-19 pandemic provides a limit for researchers in collecting data that should have been done directly online. this limits researchers to dig deeper into what students think in depth. the number of students who can solve this problem needs to pay attention to the ikip pgri pontianak institute to compile a curriculum or learning media that instils the concept of reasoning. references carlson, m. p. 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(2015). prospective middle school mathematics teachers’ covariational reasoning for interpreting dynamic events during peer interactions. international journal of science and mathematics education, 15(1), 89–108. https://doi.org/10.1007/s10763-015-9668-8 ii issn (p) : 2477-5924 issn (e) : 2477-8478 jetl (journal of education, teaching, and learning) volume 5 number 1, march 2020 published by institute of managing and publishing of scientific journal, stkip singkawang jalan stkip kelurahan naram, singkawang, kalimantan barat, indonesia, 79251 telp: +62562 420 0344 | fax: +62562 420 0584 website: http://journal.stkipsingkawang.ac.id/index.php/jetl email: jetl@journal.stkipsingkawang.ac.id editorial team editor-in-chief andi mursidi, stkip singkawang, indonesia managing editor sumarli sumarli, stkip singkawang, indonesia editors carmen sonia duse, lucian blaga university of sibiu, romania dr molyn mpofu, university of eswatini, swaziland teklu tafase olkaba, jimma university, ethiopia 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and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. the purpose of this study is to find out (1) the preparation of effective school planning at sdn tae tukong; (2) principal leadership in implementing effective schools in sdn 06 tae tukong (3) supervision of school principals on the implementation of teachers in sdn 06 tae tukong; (3) evaluation of teacher performance at sdn 06 tae tukong conducted by the principal; and (4) supporting and inhibiting factors that influence the leadership of school principals in achieving effective schools at sdn 06 tae tukong. this study uses a qualitative approach with a type of case study research. research results obtained include (1) planning for improving effective schools in sd 06 tae tukong is included in the medium-term school work plan and annual plans; (2) empowerment of existing resources in schools has been carried out properly in accordance with their respective duties and responsibilities; (3) the principal has implemented measures to improve effective schools; (4) factors supporting school principals in improving effective schools are the ability of principals to manage all school planning, adequate school facilitie s, and support from parents; (5) inhibiting factors in improving effective schools are related to the performance of principals, learning facilities, and teachers lack discipline. based on the research conducted, it can be concluded that improving the quality of school education is related to the performance of the principal. keywords: leadership; effective school; primary school i. introduction school is a public organization that provides educational services for the community in order to improve the quality of human resources (hr) needed in development, both individually and society and nation. for this reason, schools that are effectively implemented are needed. according to act, the council of p & c associations (2007) defines effective schools as "those who have progressed progressively in the learning and development of all of the students." according to priansa and somad (2014: 38) suggest: "effective schools are schools that demonstrate high standards of academic and non-academic achievements and have a culture that is oriented to the goals to be achieved. ministry of national education (2007: 8) suggests, "effective principals are able to demonstrate their ability to develop the potential of schools, teachers, and students to achieve maximum achievement. this is indicated by the achievement of the school achieved. this means that effective schools are schools that are able to improve student achievement, both academically, non-academically and have a foundation culture that is able to empower all components precisely in a predetermined way to achieve the objectives with the expected results. some of the factors that influence effective schools include the principal who functions as a leader who is his responsibility for that, it is necessary for the principal who has the ability to lead teachers to influence, encourage, invite, guide, mobilize, direct, and if necessary force people or groups to do something that can help achieve a certain goal that has been set. meanwhile, according to gary yukl (1994: 5) leadership: "leadership is defined as broad influences processes. the interpretation of events for followers, the choice of objectives for the group organization, the organization of work activities to accomplish the objectives the motivation of followers to achieve to objectives, the maintenance of cooperative people outside the group or organization. from the above opinion, it can be concluded that the principal must be able to carry out the functions of the principal well. for that, principals must have the ability to lead so that they can realize and improve the quality of education and school goals. the hope with leadership can build direction and hope for a high future and move forward. to achieve optimal results, http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 409 it takes four supporting abilities of effective principals, namely entrepreneurs, role models, smart and democratic. in addition, there are five services that must be realized by the principal so that the customer is satisfied, that is, keeping the promise, being able to guarantee the quality of learning, a conducive school climate, devoting attention and being responsive to the students. student needs (responsiveness). based on preliminary studies, data were obtained from graduate students of public elementary schools in the district of ooredoo district overseer in the year 2017-2018 where this school had the best achievement with rank 1. sdn 06 tae tukong occupied the highest graduate achievement. this means describing the success of learning achieved by the school. this is influenced by the leadership of the principal. there are several reasons underlying the author taking this title, namely because the leadership of the principal of sdn 06 is effective in improving the performance of educators / teachers in the creation of quality education in an effort to improve student learning achievement. in addition, the authors want to know more clearly about the leadership of principals in improving effective schools. based on the background description of the roles and responsibilities of the principal and the teachers achieving the success of the school in preparing a learning plan or program is very important. therefore the author feels interested in researching the leadership of the principal in improving effective schools in sdn 06 tae tukong ". ii. methodology this study uses a qualitative approach wherein human qualitative research is a source of data and the results of his research in the form of words or statements in accordance with the actual situation (natural). the type of research used is a type of case study (case study). in this study, researchers tried to find as many data as possible in order to uncover the leadership of elementary school principals in sdn 06 tae tukong which were produced through observation, indepth interviews, and documentation studies. the main instrument in this study is the researcher himself, but then after the focus of the research becomes clear, then it is possible to develop a simple research instrument, which is expected to complete the data and compare with the data that has been presented through observation and interviews. researchers will plunge into their own fields, both at the grand tour question, stage focused, and selection, conduct data collection, analysis and make conclusions. therefore, the presence of researchers in the field is very necessary to get the widest possible information. the location of this research was at sdn 06 tae takong. the location of the school is around residential areas. data sources used in this study are divided into two types, namely primary data and secondary data. the primary data are the research subjects (informants / principals / teachers, parents of students, school committees, school supervisors) who are in sdn 06 tae takong and those relating to the variables to be studied while secondary data is data obtained from graphic documents (tables, records, minutes of meetings, sms), photographs, films, video recordings and others that can enrich primary data. data collection techniques are the main step in a study because it aims to obtain information or data needed in various settings, sources, and ways. the technique of collecting data in the field in qualitative research was carried out with several techniques of observation, interviews, documentation, and triangulation. the four techniques in this study are used to complement each other. the observation technique used in this study is direct observation. with direct observation allows researchers to see, observe, and learn directly the state of the place to be studied. with this observation makes it easier for researchers to get data in depth because the researchers caught the phenomenon of phenomena that appeared at that time. in this study, data collection techniques carried out by researchers by asking questions to informants. these questions have been prepared and made frameworks systematically before being on location. from the questions given to the informants, they can develop according to the clarity of the answers needed, even though the questions are not listed in the questionnaire. then the most important, in the implementation of question and answer researchers conduct openly so that informants can express their answers freely without pressure but still refer to the subject matter so that the information obtained by the researcher is objective data. documents are any written material in the form of essays, memos, announcements, instructions, magazines, bulletins, statements, rules, community institutions, and news broadcast to mass media. the purpose of using the documentation method in this study was to obtain clear and concrete data about the role of school principals in improving effective schools at sdn 06 tae tukong. in qualitative research, triangulation is defined as aggregating data collection from various existing data collection techniques and data sources. indirectly the triangulation technique used for data collection by researchers will simultaneously test the credibility of the data, namely checking the credibility of the data with various data collection techniques and various data sources. in this study, the data technique used was qualitative data analysis, following the concepts given by miles and huberman. data analysis activities, namely data reduction, data display, and data conclusion, is drawing verification. data reduction is the first component in the analysis, which is the process of selecting, focusing, simplifying, and abstraction of data from the field notes. the data reduction process takes place continuously throughout the course of the research, even the process begins before the data collection, meaning that data reduction has been going on since the researcher made a decision (although perhaps not fully realized) about the conceptual framework, conducted case selection, compiled research questions, and determine how data is used. based on the above explanation it can be stated that reduction is part of a process that reinforces, shortens, focuses, discards things that are not important, and arranges data in such a way that will make it easier to draw final conclusions. journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 410 data presentation is an assemblage of information organization, description in narrative form which allows conclusions and actions to be taken and arranged logically and systematically so that when read, things can be more easily understood and allow researchers to do something about analysis or other actions based on his understanding. the depth and stability of the results of the study are largely determined by the completeness of the data presented. from the beginning of data collection, researchers must already understand the meaning of various things encountered by recording the rules, patterns, questions, possible configurations, causal directions, and various propositions. basically, the initial conclusions can be drawn since the data collection. conclusions may not appear until the data collection ends. this really depends on the size of the collection of coding fields, storage, research methods used, and the skill of the researcher. conclusions must also be verified. so it does not mean that after conclusions are taken, it is final from the analysis because basically the meaning that arises from the data must be tested for its truth, which is its validity. so that in this case, the researcher is ready and able to move between these activities. to better explain the data collection, presentation of data, and drawing conclusions in the fabric of the data analysis cycle, the researcher can draw fig. 1 (sutopo, 2002: 96). fig. 1 schematic of flowing interactive analysis model to guarantee the trust and determination of the data, the researcher conducted a purposive sampling method, namely selecting informants whose accuracy and relevance corresponded to the data needed with their research focus. when researchers challenged the leadership of principals at sdn 06 tae takong regarding the leadership of school principals at sdn 06 tae takong, in addition to school documents also conducted interviews with school principals, vice principals, teachers and school committees as informants. for the validity of the data, the researcher checks the correctness of the data through triangulation, william wiersma (1986) cited by sugiyono (2015: 369) states that triangulation in testing credibility is interpreted as checking data from various sources in various ways, and at various times. thus there are three triangulations, namely: 1. triangulation of sources, namely testing the credibility of data is done by checking the data that has been obtained through various sources. from these data, it cannot be averaged as in quantitative research, but it is described, categorized, which views are the same, which are different and which are specific from the data. 2. triangulation technique that is to test the credibility of data is done by checking the data to the same source with different techniques. 3. triangulation of time that is testing data credibility by paying attention to the time and condition of the data source. time determines the time to obtain a valid data source. triangulation can also be done by checking the results of the research, from other research teams who were given the task of collecting data. then the researcher conducted a time triangulation which tested the consistency of the data from the informants with the aim of obtaining the principal, vice-principal, affairs of the curriculum, and the teacher council about the leadership of the principal of sdn 06 tae takong. iii. results and discussion a. results principal planning in improving effective schools in planning a school program, the principal sees the reality of the development of the school, according to him the school has progressed in certain fields, but in certain fields there has also been no achievement, seen in terms of academic and non-academic aspects, because this elementary school still meets national education standards, because skbm is 65 % and uasbn average 75%. and the status for non-academics is still relatively low because it cannot yet reach a national level championship. for educators, they have not fulfilled the ideal because there are still teachers who teach not in accordance with the educator's background and there are 80% of the teaching staff fulfilling 100% si / div education qualifications. according to him the achievement of the exam made the school rearrange the school plan or program for eight standards, and the program was made with the teacher, but there was also a program made by the vice principal of the curriculum field. the program involves learning activities and curriculum activities, even though the assignment of teachers. it was submitted to the deputy headmaster of the curriculum field because he was senior and considered capable and capable. work programs are made together, to be implemented together for the progress of the school, even though the school is made together and must be carried out together, but only 60% can be done. and for the evaluation all indeed there was no special meeting to evaluate that. there is only an evaluation of the end of the semester and the completion of the class. this program cannot be implemented all because it depends on the teacher's commitment and even though the program is good if the teacher is less committed to adding students from children who are not selected academically when they enter here. so that achievement can increase depending on the commitment and commitment of the teacher and the students' duties. to find out how school principals plan to improve school quality, researchers also got information from the teacher who was also the vice principal of the student field. journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 411 according to the principal in increasing the quality of education there must be a program, the principal has a work program, but it has not been seen in reality, but in the meeting, it was delivered and delivered that the school had plans. the plan was delivered in real accordance with the facts. the principal has not implemented the program maximally. a teacher was asked to suspect that the health reasons that were good and multiple tasks made the school principal delegate the task to the representatives of the curriculum, while the implementation of the task was not controlled. existing programs are not implemented optimally. the principal is not too strict on certain people, and certain people can be assertive. the principal prefers to protect. the researcher got information from the teacher that for the presence or absence of the principal's plan or plan to improve school quality, it was positively interpreted that the principal was a program, only that it had not been duplicated so that anyone could not remember it. evaluation meetings for programs were also not implemented, even for the division of teaching assignments there was no division of tasks, so the teachers walked automatically like the previous years. the principal implements an effective school to achieve the quality that is shown by student achievement, the principal must empower all parties who are the key holders of the realization of school achievements. according to the principal, the teacher and the administration have been empowered to work well according to the tasks already given to each of them. the principal also revealed that the teacher had carried out their duties according to the competencies they had, according to their beliefs and responsibilities are given to each of them. principals empowered teachers, recorded business, and students by motivating and giving high trust to the teacher in carrying out their duties. furthermore, the headmaster said that for the division of tasks in the preparation of exam, extracurricular, and classroom teacher preparation, it was made as to the vice principal of the curriculum in the curriculum. the principal also said that the teacher could also carry out the assignments given, even though it was prepared by the vice principal of the curriculum field. researchers were informed by several teachers to find out more about how principals empower teachers, administration, and students in improving effective schools and the quality of education. the information from the deputy principal of the student group revealed that empowerment of the teacher meant assignment. it was also said that the head of the school actually had three representatives, namely, the headmaster of the curriculum, student affairs, and the infrastructure. the headmaster has empowered his representatives according to their fields. for representatives of the student field, they are assigned to handle the student council. for the representatives of the facilities and infrastructure, they pay attention to the facilities needed by the school. representatives of the curriculum are assigned to handle learning with the aim of directing all school activities to become more qualified and effective. in empowering to achieve effective schools or school presentations, all parties are empowered. this means that all parties must work together and support the program of each vice principal for the progress of the school. other teachers revealed that increasing the effective schooling and quality of education, the principal had empowered the teacher in accordance with his field. however, for the division of tasks, this year is not done because when the meeting time is not enough to arrive at the division of tasks, so just continue the previous assignment. understanding and seeing quality enhancers ineffective schools at sd 06 tae tukong, the principal said that sd 06 tae tukong quality is not measured by number. if only measured by our numbers, it is not necessarily included in the category of high achieving schools. the accreditation of this school is "a," but in terms of academics, it is still being damaged so that it can be better. for school 06 tae tukong the achievements of children who are preferred are changes in their character development. children enter here from various backgrounds. the principal also said that efforts had been made to increase the effective school and academic quality. to be a student and teacher's achievement, the teacher has been motivated according to his field while students have been provided since the beginning of the guidance for those who will take the exam. in improving the quality and achievements of schools in addition to teachers and students who play a role, especially the principal, also plays an important role in carrying out their functions and duties. in carrying out its functions, the principal has run it as a manager, and an easy one is a motivating function. the steps were taken by the principal in an effort to improve the quality of effective schools already exist, but the control measures are implemented. the principal supervises teacher performance the author in obtaining data on teacher implementation by the principal at sd 06 tae tukong asked questions to the informants as follows: "how is the supervision and evaluation of teacher implementation by the head of sd 06 tae tukong carried out? the principal of sd 06 tae tukong provides information on how to supervise and evaluate the implementation of teachers by the principal in sd 06 tae tukong as follows: to find out what our coaching runs is not at the implementation level, we supervise, both supervise the learning process and supervision activities other activities. we monitor, supervise, evaluate, report, and follow up so that communication between teachers and principals is scheduled, all teachers are supervised and followed up. we also take advantage of the regular and monthly routine meeting activities to conduct an evaluation of the problems that arise during the week and month, so that the problems that arise can be addressed immediately not to accumulate and drag on. in addition, we also constantly monitor through waka or journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 412 activity coordinators. at the end of each year, we hold an eds (school self evaluation) at the same time with an annual work meeting attended by all teachers and employees to conduct an evaluation and preparation of the annual work program. in supervising the implementation of coaching activities, sd 06 tae tukong always supervises. supervision of learning is done by going to classes to know firsthand the pedagogical competence and professionalism of the teacher. supervision is also carried out on activities that function to improve personality competencies, social competencies, and meetings with guardians of students, associations, school committees. even the principal often actively takes part in these activities. from the supervision, the principal can record any weaknesses and strengths to be used as evaluation material, both direct personal evaluations to the teacher concerned, as well as joint evaluations, carried out every week on saturday, monthly, and at the end of the school year. (head of interview sd 06 tae tukong on april 3, 2019) deputy head of curriculum division sd 06 tae tukong explained the supervision and evaluation of teacher training activities carried out by the principal of sd 06 tae tukong as follows: the headmistress, every routine and evaluation meeting on saturday and monthly meetings, always gives all teachers time to convey obstacles or problems that arise for a week or a month, both about the learning process and other activities. from the results of the problem inventory, then find a solution by asking for opinions from the deputy principals, homerooms, or activity coordinators in accordance with their field of work. in addition, the principal also often supervised the classes to see how the teacher carried out the learning process, which was then utilized by the head of chief to conduct an evaluation. in addition, i also often ask for information from me as a curriculum officer that is directly related to the learning process. in terms of activities other than the learning process, the chief also often conducts inspections to see the course of activities, even the head of the board often follows the ongoing activities. supervision of teacher activities is carried out through monitoring carried out by the principal and also the coordinator in charge of each activity. the principal also supervises both routine and incidental. thus the chief can know directly about the problems that need a solution. the principal makes the results of the supervision as an evaluation material that is discussed with participants in regular meetings on weekends. the activity evaluation is carried out every saturday to evaluate activities for one week. evaluations are also carried out every month to evaluate tasks and follow-up plans. and finally, the evaluation is carried out at the end of each school year, as well as to arrange the program for the following school year. (interview with waka curriculum on april 4, 2019). in the learning process, the head chief sometimes supervises as well as scheduled supervision. he is not just watching but actively participating in these activities. (interview with ngadino, s.pd, class teacher 606 tae tukong on 5 april 2019). from some information gathered, the author concludes that the supervision carried out by head of 06 tae tukong on all activities programmed both academically and nonacademically aimed at teacher development is carried out through supervision of both scheduled and sudden supervision. besides that, it is also by digging up information both from the activity coordinator and through the teacher. from this activity, it can be inventoried a variety of problems that arise that must be found a solution so that teacher development can succeed in accordance with expectations and does not hinder the achievement of school goals. of the various problems that have been inventoried, it becomes an evaluation material for principals to provide advice and solutions both individually to the teacher in question, as well as discussed together at the time of routine meetings and monthly routine meetings. principals in evaluating teacher performance in evaluating teacher performance, the principal as the leader or manager of the school, the principal must have steps that cover four stages of activity, namely: planning, organizing, mobilization and implementation, and supervision. 1. planning (planning) the principal is the person in charge of all the administrations in the madrasa environment, both those concerning the administration of curriculum, student affairs, personnel, finance, infrastructure, administration, and others. therefore the head of the madrasa must be able to perform his role as a manager in the field of education. a professional headmaster is a leader who continuously conducts good learning planning, then tries to actualize the plan by utilizing the potential that exists, then evaluating the policies or plans that have been realized. thus, managerial errors that occur can be minimized so that they do not occur again in the future. school planning starts with the preparation of vision to the annual school work plan and annual activities. school guidelines have been well prepared with the school curriculum and organizational structure with each division of tasks included in the structure. regular learning planning is carried out at the end of each semester for the next semester's learning preparation. 2. organizing the principle of organizing is to divide the tasks into various elements of the organization proactively so that there is no accumulation of work or tasks that are only for one person or only a few people, while some people are unemployed or without work. this organization was formed in order to assist principals in the field of administration tailored to their respective fields. in this organization, the headmaster formed an rkjm manufacturing team consisting of at least 4 (four) deputy headmasters, including deputy heads in the fields of curriculum, facilities, student affairs, and journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 413 public relations, and added head of administration as an administrative officer. the job descriptions of each of the deputy principals are: a. deputy head of madrasah in the curriculum field 1) develop a teaching program. 2) arrange and describe the educational calendar. 3) prepare a study evaluation schedule and final exam. 4) implement criteria for class and graduate grade requirements. 5) coordinating, compiling, and directing the completeness of teaching. 6) regulate the implementation of the improvement program. 7) manage the development of mgmp/mgbp and subject coordinators b. deputy head of madrasah in the field of facilities and infrastructure 1) planning the needs of facilities and infrastructure to support the teaching and learning process. 2) plan the program and procure it. 3) regulate the utilization of facilities and infrastructure. 4) manage maintenance, repair, and filling. 5) prepare reports. c. deputy headmaster in student affairs 1) prepare a student activity program at the beginning of the school year and report it to the principal to get his approval. 2) guiding, directing, and controlling student activities in order to conduct order. from the whole set of management processes, implementation is the most important management function. in planning and organizing functions are more related to the abstract aspects of the management process, while implementation (actuating) actually emphasizes activities that are directly related to people in the organization. to improve teacher performance and to find out the teacher's ability in the learning process, it is generally done to overcome various existing problems. school principals' efforts to improve teacher performance in improving the quality of education, principals must place teachers in professional positions by holding coaching to teachers through teacher performance evaluation meetings. coaching is intended to improve performance so that educational goals can be achieved. the efforts made by the principal include: 1. fostering teacher responsibilities in fostering teacher responsibility, the principal has made a good annual program planning. with the preparation of the program, it is possible for the activities to be carried out to run well so that they can achieve results well too. programming is part of a management process that has important meaning. the headmaster's program is compiled to include a teacher's responsibility building program in carrying out its duties, which is related to the preparation of learning programs, implementation of the learning process and evaluation of learning outcomes. for teachers who have not been able to do it, they will be trained on a scale basis so that all teachers become capable of carrying out tasks that have become the responsibility. 2. program for implementing learning activities. in carrying out the teaching program, the head of the madrasa has carried out gradual supervision, short-term, mid-term, and long-term supervision for the next five years emphasized on improving the quality of the learning process. the expected results of the supervision include: meeting the need for supervision and ideas in developing school quality. follow-up on the results of supervision is carried out by the head of the school itself and to be more focused on the implementation of the follow-up activity schedule. follow-up activities are carried out in the school office or in the study room when the teacher to be guided learning activities. visiting teachers who are teaching in the classroom in relation to following up or fostering teachers who are still experiencing difficulties in the learning process must tell the teacher concerned. it is recommended that the implementation schedule is also given to the teachers before the person concerned is guided. this must be decided together so that the teacher does not feel intimidated by the atmosphere of counseling carried out in the classroom or when the teacher is outdoors. the same thing was expressed by a teacher in an interview on thursday, april 4, 2019: "we are always encouraged to take part in activities such as training, workshops, attend mgmp and other activities that support the improvement of the quality of performance and are also motivated to continue s2". to organize learning, teaching, and learning activities (kbm) that are quality and smooth, it turns out that it requires teachers who are quite dedicative. this is realized by the prerequisites of a qualified teacher who must have a minimum of a bachelor degree, as well as the suitability of the academic field of study with the subject matter, meaning that kbm can be qualified when subject matter teachers are those who are qualified in the field of study they teach. the principal in an effort to improve teacher performance was assisted by the deputy head of the school on curriculum matters, and the teacher worked in the mgmp group. the principal always plays his function to improve the performance creativity of the teachers. this makes the teacher more free and open about new things and can provide an opportunity to be more responsible for the tasks given in addition, the headmaster provides motivation or encouragement is one of the factors that determine the success of the principal in leading the school. the educational uni, which is a social system, which consists of individuals who have different characteristics, and are interconnected (serving) with each other. journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 414 supporting and inhibiting factors in increasing effective schools in carrying out its function, the principal undergoes patiently through the process and wants to learn from others. supporting factors in the quality of education to improve effective schools are the trainees who are compact and supportive parents. the obstacle is the influence of technology. children are lazy to learn because they spend more time playing or operating electronic media. for this reason, the cohesiveness of teachers in supporting school programs is considered 90% supportive. according to the teachers who were asked to lack the constraints that hindered the headmaster's leadership in improving effective schools, it was said that people who think subjective say this or just like that, that is what is used. even though it's an internal problem and it suddenly isn't through a process of consideration. first, to improve effective schools and the quality of education at sd 06 tae tukong, the benefits are the small number of teachers, many of which are low, and students are few. nevertheless, the principal does not dare to take firm action in his efforts to improve the quality of education. supporting and inhibiting factors for improving effective schools in sd 06 tae tukong, according to the teacher's representative in the student field, that improving effective schools and the quality of education are also influenced by the principal's programs, adequate facilities, teachers who teach and support the tested subjects in accordance with their fields. school achievement is also influenced by students. those who enter this school are not selected in terms of academics. in improving effective schools and the quality of education, the principal has a program, but it is carried out maximally. and another effort that was carried out was that the school motivated teachers according to their fields, gathered teachers who supported national examinations, conducted teacher rotations, encouraged teachers to include competition children and class increase meetings. b. discussion principal planning in improving effective schools planning comes from the word plan which means the design of something that is done (kubi 2001: 443) so "planning is a process, making or how to design something that will be done." with this understanding, the researcher will explain how the work of the principal of sd 06 tae tukong is planning in improving the effective school he leads. in managing education, management is the process of changing something into something else. something that affects the process is called input, and the process results are called output. "in school level education the process in question is a decision-making process, institutional management process, program management process, teaching and learning process and monitoring and evaluation process, with the note that the learning process has the highest level of importance compared to other processes" (priansa & somad, 2014 : 13) success in school management is located in the hands of leaders as managers. therefore leadership, according to wahjosumidjo (2007: 104), is "an important force in the framework of management, the ability to lead effectively is the key to becoming an effective manager." the definition of planning above is linked to improving effective schools managed by the principal as manager at sd 06 tae tukong. in designing an effective school program, researchers will interpret it based on findings in the field. the findings will explain how the principal as manager in the school led by him carries out the institutional management process, the process of managing the program, the decisionmaking process, and the teaching and learning process. as a manager at the school, the head of sd 06 tae tukong in designing the management of schools and school programs has been carried out, as seen in the program document on the work plan for sd 06 tae tukong in 2015-2019 and the medium-term work plan (rkjm). two work programs are complemented by an analysis of the conditions of education in sd 06 tae tukong at present in the educational quality assurance standards and the conditions of sd 06 tae tukong achieved in the next 4 years in eight standards of education quality assurance. the researcher saw that the program designed was very good. and the programs made (rkjm and rkt) have been compiled based on school self-evaluation (eds) according to eight national education standards. the program content contains responsibilities for implementation, complete with a time frame, and measure of success. according to the principal, the program was made jointly with the teachers, meaning that involving the teachers in the implementation of the work plan program was guided by: from, by and to the education staff. even so, there are programs that involve activities related to learning and curriculum activities, even though the distribution of teacher assignments is given to the deputy headmaster of the curriculum midwife because they are already senior and able and capable. this is different from the delivery of several teachers who the researchers met, they said that principals in improving effective schools, principals must have a program. the school principal has a work program, but it has not been seen in real terms, except that in the meeting it was delivered that the school had plans. the plan was conveyed, and it was quite real to see the facts to be conveyed, and others said that the principal in planning programs to improve effective schools, was thought positively, that the principal had a program, only it had not been published. the teacher has taught according to his field, and students who take the exam have been accompanied. the principal also motivates teachers in their fields, gathers teachers who accompany national examinations, conducts teacher rotations, encourages teachers to include race children, meetings during class increases. the relationship between the teaching and learning process and the decision-making process in increasing the effective schooling of sd 06 tae tukong, the researchers rated it more as the vice principal of the curriculum in the curriculum. in designing a work plan based on eight quality journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 415 assurance standards, the principal involved the teachers as expressed by the teachers who were questioned. the work program prepared should be a guideline that will be carried out to achieve quality in improving effective schools, but it is unfortunate that the work plan documents given to researchers have the same year in implementation, namely work plans for sd 06 tae tukong from 2013-2014 until 2017 / 2018, and work plans for sd 06 tae tukong in 2015-2019. two work plans that the researchers received from the principal, when asked why there were two work plans and were still in the ongoing year of implementation, the principal explained that this could happen because there were two 2015-2019 2019 work plans that were head work programs. the previous school was in 2009. the program was only changed, and it was only for the preparation of accreditation in 2015. for the 2013-2014 work program until 2018-2019 it was a work program for teachers in a joint class to be implemented in 20132017. managing education quality data at the level of the education unit is considered an indicator used to measure the success of the school head in implementing management standards and workshops with planning, according to the leader's instructions in quality assurance by education units (2016: 48). the interest is evidenced by documents from the rkas meeting. the implementation of the program is carried out in accordance with the standards and involves stakeholders, as evidenced by the supervision of academic management and rkas. the education unit conducts oversight and evaluates the implementation of the program regularly, the head of a well-performing education unit, the education unit manages the education information system. referring to the indicators above, researchers found that principals in improving effective schools sd 06 tae tukong had a work plan program but did not involve stakeholders such as teachers as expressed by several teachers who were questioned that the teacher though, the principal must have a program and they thought positive, but this program has not been published and made together, so the teacher does not know it. the implementation of the work plan program is proven by supervision. the supervision is carried out by the school supervisor, and not all teachers are supervised. the principal is not routine, and not all teachers are supervised. and to evaluate the implementation of the program, it was said that only 60% were evaluated, even routine meetings were not conducted, but the meeting was only held during the class increase. from observations and information obtained by researchers, the performance of principals has not been maximized in increasing effective schools because programs and activities related to more learning were submitted to the vice principal of the curriculum, but no control and evaluation was carried out by the principal, so the school did not update yourself to be better and better. the principal implements an effective school every school member would want the school to be of high quality, with proof of the achievements, so that there was recognition from other institutions and the community. to find out the success of the quality of education, the following will be presented by the generals of primary and secondary education in the ministry of education and culture (2016: 18), in addition to process indicators and output indicators there are also outcome indicators. indicator outcome is intended to find out an increase in student learning outcomes, the results of competency tests and assessment of the work of educators, and education staff; achievement of educational units and members; the realization of a pleasant learning environment; appreciation and stakeholder financial support. the realization of these indicators is if the principal has managerial skills as intended in ministerial regulation no. 13 of 2007. from the exposure to the outcome indicators of educational quality achievement in improving effective schools in sd 06 tae tukong, researchers interpret reality in the field with the achievement of outcome indicators. from the data the researchers obtained about the results of learning at sd 06 tae tukong, it can be seen that the results of the national exam for students in 2017-2018 showed an increase. information that the researcher can get from the principal strengthens in sd 06 tae tukong, quality does not mean that it is obtained from high scores measured by numbers. if only we measure the numbers, we certainly cannot enter the achievement category. and according to the teacher deputy representative of the student field, the achievement of sd 06 tae tukong is at least uasbn. quality can increase depending on the performance of the teacher. when viewed from the field, the teacher who teaches and supports the subjects tested is in accordance with the field. if viewed from the learning environment sd 06 tae tukong has a good study room equipped with classroom facilities according to learning needs such as projectors, and other facilities. in order to improve the achievement of sd 06 tae tukong, it must indeed be endeavored, it is not easy to experience improvement because the students who enter the school are achievements that are also influenced by the students. students who enter this school are not selected in terms of academics. in improving quality at sd 06 tae tukong, the principal said that students and teachers held that role, but especially the principal also played an important role in carrying out their functions and duties. according to the headmaster the teacher has been motivated according to his field. while students have been provided from the start with a bimbel for those, who will take the exam. the principal also acknowledges that the principal's function is difficult in carrying out functions as a manager and that the easy one is a motivating function. the function as a manager can only be run 60%. even though it is necessary to attend as principal managers to empower education personnel through collaboration, provide opportunities for education personnel to improve their profession, and encourage the involvement of all education personnel (asmani, 2012; 31) nevertheless, the principal still tries to improve the quality of the school. efforts are made to make the headmaster go away even though only the class increase meetings, motivate journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 416 the teachers to perform according to their fields, gather teachers who will accompany the national exam, in the achievement of encouraging teachers to assist early, there are additional learning programs, and rotations. in carrying out its functions and roles, the principal is a manager at the school he has dreamed of. therefore according to danang (2014: 54), the principal is a single leader in the school who has the responsibility and authority to organize, manage and conduct school activities so that what is the goal of the school can be achieved. noting the results of the research, the steps taken by principals in improving effective schools and the quality of education in sd 06 tae tukong, the researchers interpreted the indicators presented by reisky bestari (2014) in a written work saying that indicators of steps taken by principals in improving quality school education are: (1) strengthening the curriculum, the curriculum is an important instrument managing student learning experiences in laying the foundation of knowledge, skills, expertise and in forming attributes of the capacity needed to deal with social changes that occur. (2) strengthening the capacity of school management, school-based management: will strengthen the value reference objectives that are considered strategic in terms of strengthening relationships, strengthening community participation and all educational activities, strengthening value references on independence and both individual and institutional activities, strengthening the resources of education personnel. strengthen the education system and education staff who have the expertise, (4) continuous improvement, improvement in those with a commitment. commitment to quality began with a statement of dedication to the mission and shared the vision, after empowering all preparations to realize the vision and mission. (5) management based on facts, decision makers, must be based on facts about quality obtained from various sources throughout the organization. based on observations, information and documents that the researchers got from the results of the study, interpreted that the steps were taken by the head as if sd 06 tae tukong in improving school effectiveness and the quality of school education were not maximized. there needs to be cooperation between all parties, especially the teachers and the school to guide the school curriculum so that the curriculum is truly capable as a tool to deal with change. activities related to the curriculum are not made by the vice principal themselves, so it is not based on the field needs experienced by other teachers, especially those who accompany exam preparation. in addition, principals can also strengthen school management, especially in the context of working with all parties involved in increasing effective schools and the quality of education by empowering teachers, students, administration according to their expertise. the empowerment that has been carried out needs to be emphasized by the existence of control and evaluation activities so that weaknesses and shortcomings can be known from each part, so that always happens when working together. control, evaluation, and rotation are applied to all teachers and assignments, regardless of seniority. in all fields, decisions taken must be based on facts for the advancement and improvement of school quality, not individual decisions without hearing ideas, proposals, and suggestions for all interested parties, so that the decision is a decision that has been considered. the implementation of the work plan program; meanwhile, there is other teachers also said that the school program was not made together, and there was even no socialization. evaluation meetings on work programs were also not implemented, so the teachers ran automatically like the previous year. in designing the program, there are also decision-making processes. to improve the effective school said by priansa and somad (2014: 12) that "the learning process has the highest level of importance compared to other processes." therefore the deputy headmaster who was tasked with relating to learning and curriculum activities meant that he was able to play a role in improving effective schools at tae tukong elementary school. and what determines quality improvement is a learning process that involves the commitment of teachers and students. the learning process is supported by adequate learning facilities, but why quality does not improve. the principal said that the programs that had been prepared could not be implemented, all of them only reached 75%. this program can be implemented depending on the commitment of teachers and students who come from children who are not selected academically when entering here. so that achievement can increase depending on the commitment of the teacher and the students. in government regulation number 13 of 2007, the skills of school principals as managers in schools must demonstrate their ability to lead schools/madrasas in the context of utilizing school resources, managing teachers and staff in order to optimally utilize human resources, and manage students in the context of acceptance new students, and placement and capacity building of students and others. thus, the principal is given the responsibility to empower education staff in order to achieve quality schools. according to bredeson and johansson (2013), the following must be done by the principal as an indicator of empowerment of teaching staff; (1) analyzing student learning outcomes, especially analysis of student exam results and student competency standards, (2) involving teachers in identifying student learning needs and improving learning experiences to achieve what they need, (3) conducting program analysis the school is in accordance with the activities of the teacher, (4) analyzes whether the programs that have been organized are still efficient in addressing the problem, (5) analyzing whether the ongoing activities and the following learning programs support the follow-up study, (6) evaluating together with use student learning resources and teaching materials taught by the teacher, (7) provide opportunities for teachers to access theories that underlie the knowledge, skills they learn, (8) analyze whether student learning programs are in accordance journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 417 with the objectives, make comprehensive changes to students and whether the change program focuses on progress b elajar. after the researcher examined the indicators of empowerment carried out by the principal to the teacher in order to improve the quality of the school, the researcher interpreted that the principal had not fully done that empowerment. between reality and theory does not always go hand in hand, empowerment of teachers requires direct involvement of the principal without representing the teacher even though it is the vice principal of the curriculum field. the researcher assessed that the principal did not analyze student exam scores, analyze school programs and study programs, evaluate teaching materials, and examine differences in learning outcomes with students' goals and competency standards. the lack of empowerment of principals towards teachers is evident in the lack of evaluation of the work plan, which is a quality improvement program in the assessment of eight school quality assurance standards. in the fact that the principal said that only 60% of school programs were evaluated. in identifying the needs of students, the principal has involved the teacher by completing the necessary learning facilities so that they are adequate. principals in evaluating teacher performance a. management of the headmaster of the madrasah as an administrator in carrying out its functions as an administrator, the principal must be able to master his duties and carry out his duties properly. he is responsible for all school activities, arranging the teaching and learning process, managing matters relating to students, personnel, facilities, and infrastructure needed in learning, administration, finance and regulating relations with the community. in addition, he also has the authority to organize all educational activities in the school environment he leads. one thing that needs to be noted is that the principal is not only responsible for the smooth running of all the activities, but he is also responsible for the state of the school environment, such as repairs to school buildings, additional space, additional facilities and infrastructure needed by students, teachers and officers administration. for this reason, he must be creative and able to have ideas and initiatives that support school development. the creative idea can be used to make plans, compile school organizations, provide direction, and regulate the division of labor, manage to staff in the school so that the entire administrative process in the school he leads can run smoothly and be able to achieve the expected goals. in ha! this should be the principal of the school involving teachers, administrative officers, other parts or the local government so that the plans that have been prepared can be carried out as well as possible. for more details, the following will be explained in a brief description of the various tasks that the principal must do, including: 1) making a plan in various administrative activities, planning is absolutely necessary. the planning that will be determined by the principal depends on various factors, including the number of human resources available, the amount of funds available, and the time period needed for the implementation of the plan. the planning that needs to be done by the principal, including compiling the annual school program, which covers the teaching, student, staffing, financial, and provision of facilities needed. this plan is then outlined in the school annual plan outlined in twosemester programs. 2) teaching program the teaching program that must be carried out by the principal is the provision of teacher needs, the division of teaching tasks, the procurement of various facilities, including the addition of laboratories, sports fields, extracurricular activities, and so on. 3) student affairs includes acceptance of new students, how many will be accommodated, whether it is necessary to add classes again or reduce them, provide guidance and counseling for students by working with the relevant guidance institutions, school health services in collaboration with the nearest hospital or community health center, implementation the cleanliness and beauty of the school by holding a hygiene and beauty school competition every year. 4) staffing including the acceptance of new teachers, holding orientation for new teachers, giving assignments to teachers, school administration officers, school cleaners, transferring and transferring employees, providing incentives for employees, regulating promotions, improving the welfare of school employees. if necessary, work with certain parties to add extra-curricular activities to students. with the right division of tasks and authorities, school activities will run smoothly. 5) finance includes the provision of funds for the entire education administration, including arranging salary provision for all school employees, proposing additional funding from the government, foundations, and so on. 6) facilities and infrastructure includes the addition of sports facilities, extracurricular activities, laboratories, repairs to school buildings, painting of school buildings, construction of worship facilities, facilities for extracurricular activities, and so on. b. efforts made in improving teacher performance in order to improve teacher performance, there are many things that must be done the head of the madrasa is done by making planning together with the deputy head of the madrasa along with the teachers both short, medium, and long-term planning emphasized in journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 418 improving the quality of learning. with the preparation of the program, it is possible for the activities to be carried out to run well so that they can achieve results well too. the headmaster's program is compiled to include a teacher's responsibility development program in carrying out its duties, which is related to the preparation of learning programs, implementation of the learning process and evaluation of learning outcomes. for teachers who have not been able to do it, training will be conducted regularly so that all teachers become capable of carrying out tasks that have become the responsibility. in carrying out the madrasah head teaching program to carry out gradual supervision, short-term, mid-term, and long-term supervision for the next five years emphasized on improving the quality of the learning process. the expected results of the supervision include: meeting the need for supervision and ideas in developing school quality. follow-up on the results of supervision is carried out by the head of the school itself and to be more focused on the implementation of the follow-up activity schedule. follow-up activities are carried out in the school office in the study room when the teacher to be guided learning activities. visiting teachers who are teaching in the classroom in relation to following up or fostering teachers who are still experiencing difficulties in the learning process must tell the teacher concerned. it is recommended that the implementation schedule is also given to the teachers before the person concerned is guided. this must be decided together so that the teacher does not feel intimidated by the atmosphere of counseling carried out in the classroom or when the teacher is outdoors. the findings of supervision need to be followed up by the madrasa head. the results of supervision that need to be followed up include: (a) difficulties for teachers in preparing learning devices, (b) difficulties in conducting learning activities with learning models, (c) difficulties in mastering difficult material, (d) difficulties in creating creativity student learning, (e) difficulties in classroom management, (f) difficulties in using effective learning methods, and (g) difficulties in changing conventional ways of teaching. this obstacle is the main factor faced by the head in fostering and guiding the teacher. in addition to supervision as an effort to improve teacher performance, to get teachers whose performance is good in their fields, teachers need to be given the opportunity to participate in mgmp activities actively. if the opportunity given by the principal and supervisor to the teachers can be used effectively, then it is one of the factors that can improve his performance capabilities. this is, as explained by sutisna (2000: 224) that assistance in guiding teachers can be given through various activities such as class visits, group discussions, workshops, seminars, teaching demonstrations, professional reading, visits between classes, or through staff participation in curriculum and instructional development or other professional activities. supporting and inhibiting factors of school principals in increasing effective schools quality in the form of achievement will be achieved by the school if there are supporting factors. the principal of sd 06 tae tukong said that the supporting factors of increasing effective schools in the quality of education were compact educators and supportive parents. the cohesiveness of teachers in supporting school programs is considered 90% supportive. meanwhile, the other teachers said that the supporting factors for improving school quality were sd 06 tae tukong, which was a small number of teachers, many were young, and the number of teachers was small. meanwhile, the student representative teacher said that there was a principal program, adequate facilities, teachers who taught accompanying subjects that were tested according to their fields and certainly supported by the background values of the students who entered. wawan hartawan (2010) in his document about the back and forth of education in indonesia, also have supporting factors to be able to make quality schools, the indicators include: (1) hardware, study rooms, practice equipment, library laboratories (2) the software includes curriculum, teaching programs, school management, and learning systems (3) the brainware is concerns the existence of teachers, principals, students, and people who are involved in the education process itself. from the exposure of the supporting factor indicators, the researcher interpreted that the tae tukong elementary school already had adequate facilities. the facilities include sufficient classrooms, laboratory equipment, sports equipment, and libraries. for tools such as curriculum, teaching programs, school management, and learning systems, there are also already in this school. for the role of thought, teachers have been assigned according to their fields, students have been accompanied by teachers in accordance with their fields of competence. for school principals, there is a program, but it is not carried out maximally, and the principal does not carry out his duties and functions, especially functions as a manager. jamal ma'mur (2012: 31) said the opinion of the mulyaa that the function and duties/role of the principal were complex for the sake of achieving quality. with that affirmation, the principal as a leader whose role as a manager is assumed to be able to empower education personnel through cooperation, provide education staff to improve their profession, and encourage the involvement of all education staff. from the results of observations and information that the researchers found in the field the principal was less able to empower all teachers and principals to only entrust the arrangement of activities related to curriculum and learning to one person, namely the vice principal in the curriculum field. while the deputy headmaster of this curriculum field journal of education, teaching, and learning volume 4 number 2 september 2019. page 408-419 p-issn: 2477-5924 e-issn: 2477-8478 419 was unable to work with the teachers, and the principal did not control and evaluate the implementation of the programs made. the teacher does not carry out the task optimally because there is no program socialization and ideas or input other than the vice principal, not accepted by the principal. from the explanation of the supporting factors above, the researcher also observed that with the rapid increase of science and technology and the guidance of the community towards the quality of education, the need for effective leadership was needed. therefore suryadi (2009: 81) that the challenge of improving the quality of education is "how principals are able to play an effective role in encouraging and becoming the pioneers of quality organizational change. efforts to improve quality in an organization are largely determined by leadership quality and effective management. support from members will only appear on an ongoing basis when the leader is really good and superior. from the challenges faced by the principal, the researcher interpreted that the challenges that the head chief could not face would be an obstacle for the school to improve school quality effectively. the principal must be able to carry out his role to the fullest. the principal of sd 06 tae tukong acknowledged that the difficult role was the role of manager. difficulties in carrying out their roles make empowering teachers and students in running school programs not optimal, even though they have been supported by 90%. students are lazy to learn because they spend more time playing or operating electronic media. finally, the researchers saw that improving the quality of school education was related to the performance of the principal. the principal's performance is the achievement that results from the school process/behavior. school performance can be measured by its quality, effectiveness, productivity, efficiency, innovation, quality of work life, and work morale. school output is said to be of high quality if the school's achievements, especially student learning achievement, show high achievement in academic achievement in the form of report scores or passing test scores. non-academic achievements, such as winning arts, sports, and other extracurricular activities. iv. conclusions after the presentation of research findings and discussion, data was presented, the researcher obtained a clear picture of the effective headmaster at sd 06 tae tukong. thus this intention will be presented in the conclusions as follows: 1. planning to improve effective schools in sd 06 tae tukong has been well-made and is included in the medium-term school work plan (rksjm) and annual plan (rkt). 2. empowerment of existing resources in schools (teachers, staff, administration, and students) has been carried out by giving assignments and responsibilities to each in accordance with their fields. 3. the steps taken by the principal in improving the effective school are by holding a class increase meeting, motivating the teacher to have a high commitment to the task, additional tutoring programs for students who will take the exam, and students who are held in the race accompanied earlier and there is a teacher rotation. 4. the supporting factor of school principals in improving effective schools is the ability of principals to manage all school planning, and patience in facing teachers in various characters and the cohesiveness of teachers, adequate school facilities, and support from parents. 5. inhibiting factors in improving effective schools, namely the lack of socialization in the form of evaluation of school principals on the implementation of school planning programs, especially those related to curriculum and learning, the rotation of teachers does not apply to all principals, less assertive and preferring to protect, the principal's function maximally, learning facilities are underutilized, and teachers are less disciplined and less committed to carrying out the tasks entrusted to them. references asmani, j. m. (2012). buku panduan internalisasi pendidikan karakter di. sekolah. yogyakarta: diva press. bredeson, paul v., & johansson, olof. (2013). the school principal’s role in teacher professional development. journal of in service education, usa. depdiknas. (2007). peraturan menteri pendidikan nasional ri nomor 13 tahun 2007, tentang standar kepala sekolah/madrasah. priansa, dj & somad. r. (2014). manajemen supervisi dan kepemimpinan kepala sekolah. bandung: cv. alfabeta sugiyono. (2015). metode penelitian kombinasi (mixed methods). bandung: penerbit alfabeta sutopo, h. b. (2002). metodologi penelitian kualitatif. surakarta: uns press. wahyosumidjo. (2013). kepemimpinan kepala sekolah: tinjauan teoritik dan permasalahannya. depok: rajawali press. isc paper template in a4 (v1) journal of education, teaching, and learning volume 6 number 1 march 2021. page 24-30 p-issn: 2477-5924 e-issn: 2477-8478 24 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. investigating literary terminologies to accomplish literary research and enjoyment: a corpus study agista nidya wardani1), adityo2) 1) university muhammadiyah malang, indonesia e-mail: agista@umm.ac.id 2) university of muhammadiyah malang, indonesia e-mail: adityo@umm.ac.id abstract. in relation to producing, enjoying, and especially criticizing literature, some literary terminologies are used frequently. thus, corpus in the field of literature is urgently needed to compile. this study aims to compile literary terminologies found in literature and language teaching by gillian lazar and literary movements for students by ira mark milne books. in addition, it also tries to find the frequency, meaning (in context), and examples of the use of the terminologies. the method used in this research was document analysis, the data of which was obtained from predetermined documents, such as books of general literature, and books of theory and literary criticism. while the stages carried out were data collection, data selection, and presentation. from the books studied, it is found that the terminologies that appear could be categorized into terminologies related to (1) authors, (2) readers of literary works, (3) literary work itself, and (4) literary theory and criticism. additionally, there is an interesting fact from the data found that the books have different frequencies of literary terminologies. the terminologies that appeared in literary movements for students are more frequent. keywords: corpus; glossary; literary terminologies; literature i. introduction literary works, both fiction and non-fiction, always accompany human routines, such as television series shows, advertisements, and even essay assignments. humans have to produce and enjoy literary works by themselves. aside from being an author and readers, humans are also literary critics. in relation to producing, enjoying, and especially criticizing literature, some literary terminologies are used frequently. according to bara (2012), studying terminologies is very important as each discourse needs different terminologies. thereto, terminologies become a prescriptive discipline, as opposed to the descriptive one, and slowly become parts of general linguistics (siqueira, m. et al., 2009). in literature, some terminologies of other disciplines are borrowed. in other words, literature is an interdisciplinary field. according to zepetnek (1998), the interdisciplinary nature of literature makes literature can be examined by using concepts in psychology, history, or other fields of art. in addition, the principles and methods of these other fields can also be applied to the field of literature. a literary researcher requires some literary terminologies, while there are few corpora available in the field of literature. meanwhile, online, it is found a dictionary in the field of literature in the form of a website, the website address of which is kamuslengkap.com. in addition, there are electronic and printed dictionaries that contain literary terminologies in the title dictionary of literary terms compiled by abdul rozak zaidan, anita k. rustapa, and hanrah. this dictionary is published by balai pustaka. further, the shakespearean dictionary has been made. they are arden shakespeare dictionary and shakespeare’s plants and gardens (karpova, 2018). regarding these corpora, the number of corpora on literary terminologies is still very minimal. from the minimum number of dictionaries, it can be assumed that the tools to compile dictionaries are also minimal in number, including the literary corpus. one of previous studies found is written by cuadradoesclapez, et al. (2016), which tries to make a corpus of metaphors and metonimies found in some books in different fields, like engineering architecture, physical activity, and sports sciences. additionally, malekzadeh (2020) tries to find out the rhetorical structure used in translation and english literature abstracts. other than that, in oktavianti (2019), a corpus is made to find out modals used in corpus of contemporary american english and other academic http://creativecommons.org/licenses/by-nc/4.0/ mailto:agista@umm.ac.id mailto:adityo@umm.ac.id journal of education, teaching, and learning volume 6 number 1 march 2021. page 24-30 p-issn: 2477-5924 e-issn: 2477-8478 25 texts. it focuses on discussing the frequency of modals and the kinds of modals. this study aims to compile literary terminologies found in literature and language teaching by gillian lazar and literary movements for students by ira mark milne books. in addition, it also tries to find the frequency, meaning (in context), and examples of the use of the terminologies. the terminologies compiled are not too broad, like hybrid dictionaries, and not too specific, like shakespearean dictionaries. additionally, glossary, one form of the corpora, has some advantages, one of them is to increase students’ vocabulary mastery (sari, 2016). thus, in the hope of increasing the students’ vocabulary or helping students understand the literary terminologies when doing a research on literature, the glossary is made. besides, a corpus of certain terminologies or words is functional to research, like literary or linguistics research. a research by andor (2016) does a corpus-based investigation of the word “unicorn” to strengthen the interpretation of this word in iris murdoch’s novel, the unicorn. a. literature literature is the imagination of the author. because literature is the author's imagination, literature can have an unlimited world because imagination is also unlimited. vygotsky (1930/2004) says that the way imagination operates is important to individual as it involves individual’s experiences supplied by reality. further, this experience is not only formed by personal feelings but also individual’s time and environment. b. literary theory and criticism literary theory is a theory used to examine or commonly referred to as literary criticism. in literary research, there are four approaches used, namely mimetic approach, pragmatic approach, expressive approach, and objective approach (abrams, 1953). a mimetic approach is an approach that focuses on the relationship between literature and the world outside it. this is because, based on the mimetic approach, literary work is the world outside the literary work itself. then, what is meant by a pragmatic approach is an approach that focuses on the relationship between literary works and the reader. in the pragmatic approach, it is believed that literary works are deliberately made to give effect to the reader. while, an expressive approach is an approach that focuses on the relationship of literary works and their authors. in an expressive approach, it is believed that literary works are the thoughts of their authors. lastly, an objective approach is an approach that focuses on the relationship of literary works with the things presented in them. this objective approach believes that literary work is for the literary work itself. literary work has nothing to do with things outside it, such as the author, the background, and other external matters (abrams, 1953). c. literary work and its author the creation of a literary work cannot be separated from its author. therefore, one of the approaches to literary research is an expressive approach, which is an approach that focuses on the relationship of literary works with their authors (abrams, 1953). in addition, it is also believed that literary works are the author’s imagination. on the other hand, there is a debate that the author is dead or better known as 'the death of author.' in this perspective, the author is no longer a reference when someone examines literature. the author's imagination or thought is rejected. literary works exist only because of the background of the literary work itself, which is presented to the reader. literary works exist as if there is no purpose (compagno, 2012). the purpose of the author, however, cannot be rejected just like that. the creator remains a reference when researchers want to know the meaning of a literary work. the author must be a reference because if he/she is not, the researcher will only look for meaning by just guessing and falling on the discovery of meaning that is not in accordance with the origin (compagno, 2012). d. literary work and its reader according to hans robert jauss (1982 there is a dialectic between the literary work and its reader. according to him, literary works are read through the creativity process possessed by the readers. for this reason, readers have an important place in literature. literary work is believed to be a combination of text and reader subjectivity. it is not only the text or not only the reader’s subjectivity. added by wolfgang iser (1974), the text could only exist if there is awareness. the awareness appears by readers’ subjectivity or thoughts. in relation to the subjectivity of readers of literature, according to hans-georg gadamer (in hasanah, 2017), the meaning of literary works in the past is very dependent on the present. this is because the readers’ thoughts of the present are closely related to the things that happen in the present, which are certainly different from the things that happened in the past. e. corpus a corpus is a collection of words that are naturally arranged or not made up. it is arranged by following a certain extralinguistic system (budiwiyanto, 2014). the history of corpus development is quite long. data collection for the corpus was carried out in the late 1950s by randolph quirk, and in the mid-1980s, computerized data was carried out. this program is called international corpus of english (ice). in the 1960s, nelson francis and henry kucera developed brown corpus. brown corpus has very few errors because it has been through proofread several times. next, in 1963, english lexical studies was compiled. this corpus specifically discusses lexical research. in the mid-1970s, the first corpus used for dictionaries was made (budiwiyanto, 2014). journal of education, teaching, and learning volume 6 number 1 march 2021. page 24-30 p-issn: 2477-5924 e-issn: 2477-8478 26 there are various types of the corpora, namely general corpus, historical corpus, regional corpus, learning corpus, multilingual corpus, and oral corpus. a general corpus is a corpus that describes a whole language. a historical corpus is a corpus that contains the origin of a language. a regional corpus is a corpus that describes a language that is used in a particular region. a learning corpus is a corpus that describes a language used by learners. a multilingual corpus is a corpus that explains a certain thing using more than one language. an oral corpus is a corpus that explains spoken language (budiwiyanto, 2014). hartmann (2005) says that we enter a trend in which a dictionary tends to be more specific, not a hybrid, like a dictionary of terminologies in a certain field, bilingual dictionary (thematic dictionary), technical glossary, and many others. a specific dictionary responds some puzzlements that are not answered by the hybrid dictionary. additionally, dictionaries or glossaries for learners become high in demand as its function to provide information (karpova, 2019). to conduct a linguistic corpus study, a researcher should consider some items to sort: “the key strength of corpus linguistics is its ability to find, sort, and count items as a basis for linguistic description…specialists, report that monolingual corpus-based lexicography is well-suited to addressing six research questions: word meanings, word frequencies, association and connotation patterns, collocation, word sense, and use, and use and distribution of synonyms” (munday in zemke, 2017: p. 227) ii. methodology this research used a document analysis method. it means that the researcher collected documents, such as general literature and literary theory and criticism books. this step is to take the terminologies contained therein as data. the material objects of this research were a book of literature in english language teaching, namely literature and language teaching by gillian lazar, and a book of literary theory and criticism, namely literary movements for students by ira mark milne. the formal objects of this research were terminologies related to literature presented in the books. the stages of data collection were: (1)listing the books with titles, authors, and publishers which would be used as material objects of the research; (2) collecting books that had been listed; (3) reading the books that had been obtained to find the literary terminologies; (4) marking on the terminologies that had been found; and (5) tabulating the terminologies that had been marked collecting the data, the next steps to analyze the data were: (1) counting the frequency of the terminologies that appeared in the books; (2) looking for meanings and examples of the use of terminologies in dictionaries and books that became the material object; (3) arranging the terminologies based on the order of the initial alphabet letters; and (4) presenting the terminologies, their meanings, and examples of their use in a mini corpus. iii. results and discussion f. literary terminologies in english and bahasa indonesia the terminologies found in literature and language teaching by gillian lazar and literary movements for students by ira mark milne are as follows: table i literary terminologies in english ter min olog ies source: lazar, g. (2002). literature and language teaching. cambridge: cambridge university press. part of speech frequency meaning (in context) example of usage allit erati on n 8 repetition of consonant sound at the beginning of words positioned near to each other assonance and alliteration can be found in children's rhymes and advertising jingles. asso nanc e n 9 repetition of a vowel sound in the middle or in the last words positioned near to each other assonance and alliteration can be found in children's rhymes and advertising jingles. chro nolo gical sequ ence adj 2 order of events based on the time it is common in both short stories and novels for the chronological sequence of events to be disrupted, for example, through the use of flashback. criti cal adj 24 of or relating to analyzing, appreciating, or evaluating literary works literature itself has been greatly enriched by recent developments in the field of critical theory. criti cism n 9 the act of analyzing, appreciating, and evaluating literary works in the teaching of literature, traditional practical criticism has relied on the intuitions of the reader to form critical judgements. journal of education, teaching, and learning volume 6 number 1 march 2021. page 24-30 p-issn: 2477-5924 e-issn: 2477-8478 27 termi nologies source: milne, i.m. (2009). literary movements for students. detroit: gale cengage learning. part of speech fre que ncy meaning (in context) example of usage absurdist n/adj 4 8 one believing that human’s life will always be in vain like the surrealists, the absurdists valued dreamlike images over logical, rational thought. unlike the surrealists, however, who attempted to create a positive and constructive reaction to the horror, the absurdists believed that human life was meaningless and that humans were helpless creatures, having fallen into a state of absurdity. canon n 3 8 literary works considered to have high values scholars overwhelmingly acknowledge the debt the western canon owes to the ancient greeks and romans, for their contributions not only to western literature but to western culture as a whole. canonical adj 2 of, relating to, literary works considered to have a high value in the 10th and 11th centuries several famous canonical abbeys were founded in saxony, which developed a tradition of female scholarship, resulting in literary figures like hrosvitha. classicis m n 2 2 3 theory focusing on the appreciation of classical period and classical antiquity of western civilization classicism both as an art style and as the first theory of art was defined by the ancient greeks, emulated by the romans, and then continued to appear in various forms across the centuries. classicist n/adj 4 0 one appreciating classical period and classical antiquity of western civilization the publication of the aeneid ensured vergil’s fame as a poet and classicist. table 2 literary terminologies in bahasa indonesia daf tar istil ah sumber: milne, i.m. (2009). literary movements for students. detroit: gale cengage learning. kelas kata frekuensi makna (dalam konteks) contoh penggunaan abs urdi s n/adj 48 seseorang yang percaya bahwa kehidupan manusia selalu dalam kegagalan seperti halnya surealis, absurdis lebih menghargai penggambaran yang tidak masuk akal, alih-alih pemikiran logis yang rasional. namun, tidak seperti surealis yang mencoba menciptakan reaksi daft ar istila h sumber: lazar, g. (2002). literature and language teaching. united kingdom: cambridge university press. kelas kata frekuensi makna (dalam konteks) contoh penggunaan alite rasi nomina 8 pengulangan suara konsonan pada awal kata yag dimulai di dekat satu sama lain asonansi dan aliterasi dapat ditemukan dalam lagu anak-anak dan lagu iklan. ason ansi nomina 9 pengulangan suara vokal di bagian tengah atau belakang kata yang diposisikan di dekat satu sama lain asonansi dan aliterasi dapat ditemukan dalam sajak anak-anak dan lagu iklan. kriti k n 9 tindakan menganalisis, menilai, dan mengevaluasi karya sastra dalam mengajarkan sastra, kritik praktistradisional banyak mengandalkan intuisi pembaca untuk merangkai pemikiran kritis. kriti kus n 4 seseorang yang terlibat dalam menganalisis, menilai, dan mengevaluasi karya sastra. kritikus sastra, di sisi lain, berkenaan dengan interpretasi dan evaluasi terhadap karya sastra. kriti s adj 24 terkait atau berhubungan dengan proses menganalisis, menilai, dan mengevaluasi karya sastra ranah sastra semakin berkembang dengan perkembangan terkini dalam bidang teori kritis. urut an kron ologi s adjektiv a 2 urutan peristiwa secara kronologis urutan kronologis peristiwa, dalam cerita pendek dan novel, biasanya dapat dikacaukan, sebagai contoh melalui penggunaan kilas balik. journal of education, teaching, and learning volume 6 number 1 march 2021. page 24-30 p-issn: 2477-5924 e-issn: 2477-8478 28 positif dan konstruktif terhadap horor, absurdis meyakini bahwa kehidupan manusia tidak bermakan dan bahwa manusia adalah makhluk tanpa harapan yang telah jatuh dalam jurang absurditas. kan on nomina 38 karya sastra adi luhung cendekiawan begitu meyakini besarnya pengaruh yunani dan romawi kuno terhadap karya kanon barat, karena kontribusi mereka tidak terbatas pada karya sastra barat, namun pada budaya barat secara utuh. kan onis adjektiva 2 berkaitan dengan karya sastra adi luhung pada abad ke-10 dan ke-11, beberapa biara kanonis terkemuka didirikan di saxon yang mengembangkan tradisi cendekiawan wanita, yang menjadi latar lahirnya tokoh sastra, seperti hrosvitha. kla sisi s n/adj 40 seseorang yang mengapresias i periode klasik dan peninggalan sejarah periode klasik peradaban barat terbitnya aeneid mengukuhkan nama besar vergil sebagai penyair dan klasisis. kla sisi sme nomina 223 teori yang berfokus pada apresiasi periode klasik dan peninggalan sejarah periode klasik peradaban barat klasisisme, sebagai aliran seni dan teori seni pertama yang dicetuskan oleh masyarakat yunani kuno, diadaptasi oleh romawi, dan kemudian terus muncul dalam beragam bentuk sepanjang abad. fig. 1 the total frequency of literary terminology in literature and language teaching and literary movements for students from the data obtained, it is shown that the terminologies of literature that appeared in the books were related to authors, readers, literary work itself, and literary theory and criticism. additionally, the frequency of appearance of literary terminologies found in literature and language teaching by gillian lazar was not as much as that found in literary movements for students by ira mark milne. for example, the word "poetry" in literature and language teaching appeared 150 times, while in literary movements for students appeared 936 times. as another example, the word "modernism" in the literature and language teaching only appeared one time, while in the literary movements for students, there are 467 words. in literary movements for students book, several literary terminologies related to the authors were found, such as "playwright" with 140 words, "absurdist" with 48 words, and "classicist" with 40 words. these words refer directly to the author, or they mean the authors themselves. "playwright" means one writing a play or drama, "absurdist" means one believing that human life will always be in vain, and "classicist" means one appreciating classical period and classical antiquity of western civilization. this terminology is very useful for researchers in researching because one of the approaches used in research is an approach that focuses on the relationship of literary works with their authors, namely an expressive approach (abrams, 1953). in addition, there were other terms related to the authors, which were 227 "humanists" and 235 "imagists." in this case, the terminologies do not refer directly to the author, or they do not mean as the author themselves, but they are adjectives attributed to the author. the word "humanist" means one regarding the human's value and dignity, and the word "imagist" means characteristic owned by a poet focusing on precision use of imagery and language. in addition to the terminologies related to the author, the terminologies found in these two books are also related to the reader of literature. the terminologies were "readerresponse" with one word and "response" with 23 words contained in the book literature and language teaching. "reader-response" means the theory focuses on the reader experiencing the literary work and "response" means the reader acts to a literary work. the reader-related terminology is very useful for literary researchers because reader is one of the focuses in researching literary works. this is as related to what is expressed by hans robert jauss (1982), which is in literary works there is a dialectic between the literary work itself and its reader. in addition to the terminologies related to the authors and readers of literature, it was found the terminologies related to the literary work itself, such as "assonance" as many as 9 words, "point of view" as many as 7 words, and "fable" as many as 1 word in the book literature and language teaching. "assonance" means repetition of a vowel sound in the middle or in the last words positioned near to each other. "point of view" means angle in which a narrator in a literary work describes the whole things, and "fable" means fiction telling about animals, plants, or inanimate objects acting like humans. while in literary journal of education, teaching, and learning volume 6 number 1 march 2021. page 24-30 p-issn: 2477-5924 e-issn: 2477-8478 29 movements for students book, it was found terminologies related to literary works, which are "canon" with 38 words and "canonical" with 2 words. "canon" means literary works considered to have high values, and "canonical" means of, relating to, literary works considered to have high values. these terminologies are useful for literary researchers because in literary research, literary works have a place in an objective approach. an objective approach is an approach that focuses on the relationship of literary works with the things presented inside the literary works themselves. this objective approach believes that literary work is for the literary work itself. literary work has nothing to do with things outside it, such as the author, the background that gave rise to it, and other external matters (abrams, 1953). then, the terminologies that appeared are related to the theory and literary criticism. in literature and language teaching book, the literary theory and criticism-related terminologies found are "criticism" as many as 9 words, "structuralism" as much as 1 word, and "deconstructionism" as much as 1 word. "criticism" means the act of analyzing, appreciating, and evaluating literary works. "structuralism" means theory focusing on belief that language is a system of signs and that literary work is related to another literary work, and "deconstructionsim" means theory focusing on looking for any possible meaning as there is no single truth or absolute meaning. while in literary movements for students book, it was found several words related to theory and criticism, including 223 words of "classicism", 96 words of "postcolonialism", and 207 words of "postmodernism". "classicism" means theory focusing on the appreciation of the classical period and classical antiquity of western civilization, "postcolonialism" means theory focusing on a state of revival after being colonized, and "postmodernism" means movement or theory focusing on the continuation of the modern age. iv. conclusion from this study, it could be said that the terminologies of literature that arise in literature and language teaching by gillian lazar are related to the authors of literary works, readers of literary works, literary works themselves, and literary theories and criticism. besides, the terminologies that appear in literary movements for students by ira mark milne are also related to the authors of literary works, readers of literary works, literary works themselves, and literary theories and criticism. interestingly, it could be concluded that the literary terminologies appeared in the two books studied are different infrequency. literary terminologies in literary movements for students had more frequent occurrence. acknowledgment the writers would like to send gratitude to faculty teacher training and education, university of muhammadiyah malang, for the block grant given. references abrams, m.h. 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(2017). units of measurement: oral tradition, translation studies, and corpus linguistics. sefad, (37): 225-238. https://pdfs.semanticscholar.org/35a9/da0054efc2e3 f0bf084ff84198111fcd4d69.pdf?_ga=2.191097577. 2141887280.1599383557-480929288.1599383557 http://ijeltal.org/index.php/ijeltal/article/view/312/pdf http://ijeltal.org/index.php/ijeltal/article/view/312/pdf https://journal.uhamka.ac.id/index.php/jer/article/view/54/72 https://journal.uhamka.ac.id/index.php/jer/article/view/54/72 http://www.aelfe.org/documents/10_17_siqueira.pdf http://www.aelfe.org/documents/10_17_siqueira.pdf https://www.marxists.org/archive/vygotsky/works/1927/imagination.pdf https://www.marxists.org/archive/vygotsky/works/1927/imagination.pdf https://pdfs.semanticscholar.org/35a9/da0054efc2e3f0bf084ff84198111fcd4d69.pdf?_ga=2.191097577.2141887280.1599383557-480929288.1599383557 https://pdfs.semanticscholar.org/35a9/da0054efc2e3f0bf084ff84198111fcd4d69.pdf?_ga=2.191097577.2141887280.1599383557-480929288.1599383557 https://pdfs.semanticscholar.org/35a9/da0054efc2e3f0bf084ff84198111fcd4d69.pdf?_ga=2.191097577.2141887280.1599383557-480929288.1599383557 journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 432 journal of education, teaching, and learning is licensed under a creative commons attribution-non commercial 4.0 international license. internal quality assurance system (case study of model school in state junior high school sambas 1 (smpn 1 sambas)) sri kurnia, sukmawati, muhammad chiar universitas tanjungpura, pontianak, indonesia e-mail: srikurnia031@gmail.com abstract. the model school is considered to be a great school, even though in reality, the word "model" in the model school is the system, namely theinternal quality assurance system (spmi) being modeled at the school. the purpose of this study is to describe the internal quality assurance system (case study at the smpn 1 sambas. research conducted by using a qualitative approach with a type of case study research. the stages in this study consist of the stages of preparation, implementation, and reporting. based on the research that has been done, the following results are obtained. (1) all components in implementing the school's internal quality assurance system model at smpn 1 sambas have been fulfilled by the head of smpn 1 sambas with an average score of 84.34 from a maximum/100 score ; (2) in the process of the school's internal quality assurance system the model in smpn 1 sambas has gone through the stages of planning, implementation and supervision in accordance with the provisions and carried out appropriately; (3) output of the school's internal quality assurance system in smpn 1 sambas works well; and (4) barriers to the model school's internal quality assurance system in smpn 1 sambas, among others, a complete and correct lack of understanding of teachers and education personnel on the internal quality assurance system, the assumption that principals are responsible for guaranteeing, improving, and civilizing quality and funds inadequate. the conclusion obtained from this research is that the internal quality assurance system at smpn 1 sambas has been running well even though there are some obstacles, but it can be handled well. keywords:internal; quality assurance; system i. introduction a quality education system must be built on solid principles with a clear paradigm, and must also be put in line with the demands and changes of the times. law number 20 of 2003 concerning the national education system states that education is carried out through a national education system, namely to develop capabilities and improve the quality of life and dignity of indonesian people. the implication of the enactment of this law includes the need for an educational quality standard that is national in nature. among the efforts to determine education quality standards nationally is the existence of national education standards (government regulation number 19 of 2005 concerning national education standards) for various types and levels of education units. in an effort to improve the quality of national education, on september 25, 2009, the government through the minister of national education issued a national education minister regulation number 63 of 2009 concerning the education quality assurance system. in this regulation, it is stated that "educational quality assurance is a systemic and integrated activity by educational units or programs, organizers of units or educational programs, local governments, governments, and communities to increase the intelligence level of the nation's life through education." the education quality assurance system hereinafter referred to as spmp, is a "subsystem of the national education system whose main function is to improve the quality of education." every education unit and all its components have responsibilities in improving and quality assurance. quality improvement in education units cannot run well without a quality culture in all components of the education unit. to improve the quality of schools as a whole, an approach that involves all components of the education unit is needed to have a quality culture jointly. quality assurance can work well in all levels of education management by developing an education quality assurance system consisting of an internal quality assurance system (spmi) and an external quality assurance system (spme). http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 433 the internal quality assurance system (spmi) is a quality assurance system carried out by all components in an education unit that covers all aspects of the implementation of education by utilizing various resources to achieve the national education standards. the components of internal quality assurance are within the scope of the three main dimensions, namely inputs (input), process (process) and output (output), where each component has detailed subcomponents that describe the totality of the organization (program fund or educational unit), namely: a. input: identity, integrity, vision, mission, goals and objectives, students, educators, and education staff, curriculum, infrastructure and facilities, financing, governance, academic management, partnerships, information systems, quality assurance systems. b. process: learning process, learning content, and learning assessment. c. output: graduate. the internal quality assurance system is very important to be implemented so that quality fulfillment can be planned, implemented, and evaluated internally by the education unit. however, the implementation of guarantee and improvement in the quality of education is still facing various kinds of problems, among others: schools do not have the same perception of various aspects and indicators of assessment of the national education standards as a reference for quality education, implementation of guarantees and improvement in education quality are still limited to monitoring components quality in education units, quality mapping is still in the form of data collection on the achievement of education quality that has not been integrated from various education providers, and follow-up on the results of educational quality data that have not been utilized for the need for continuous quality improvement. the education unit is expected to be able to implement the entire cycle in the quality assurance system independently and continuously so that the quality culture in the education unit can be formed. the quality assurance system that runs on the education unit and is carried out by all components in the education unit is referred to as spmi. spmi covers all aspects of implementing education by utilizing various resources to achieve snp. this quality assurance system is evaluated and developed continuously by the education unit and also determined by the education unit to be included in the guidelines for managing the education unit and socialized to the education unit stakeholders. in order for the implementation of spmi to be carried out by all educational units optimally, it is necessary to develop an education unit that will become a model for the implementation of independent education quality assurance, hereinafter referred to as model schools, as a direct illustration to other education units that will implement education quality assurance implementation of quality assurance to all education units in indonesia. in 2016 a model school program was carried out. model school is a school based on national education standards, which includes 8 national education standards namely graduate competency standards, process standards, content standards, assessment standards, ptk standards, management standards, financing standards, facilities, and infrastructure standards. the model school is a school that has been established and fostered by the education quality assurance agency (lpmp) to become a reference school for other schools around it in implementing independent education quality assurance. the model school applies the entire education quality assurance cycle in a systemic, holistic, and sustainable manner so that the quality culture grows and develops independently of the school. the model school was selected from schools that did not meet the snp to be fostered by lpmp together with local governments to be able to implement education quality assurance in their schools in an effort to meet the snp. coaching by lpmp and local government is carried out until the school has been able to carry out education quality assurance independently. model schools serve as pilot schools for other schools that will implement education quality assurance independently. the model school has the responsibility to induce good practice in the implementation of education quality assurance to the five schools in the vicinity, the school that is being explained, hereinafter referred to as the impact school. the model school will be fostered by lpmp assisted by district facilitators. coaching received by the school in the form of training, mentoring, supervision and monitoring and evaluation. the training was carried out by lpmp until the school was able to carry out education quality assurance independently. school independence is measured by lpmp in monitoring and evaluation activities according to the instruments provided. model schools are schools that seek to implement the internal quality assurance system (spmi) model. some education actors think that the model school is a great school, even though what is meant by the word "model" in the model school is the system that is the spmi being modeled at the school. based on the above background, in sambas sub-district, sambas district, smpn 1 sambas has been used as a model school in the context of the internal education quality assurance system which will have the responsibility to counteract the practice of implementing education quality assurance to the five surrounding schools. so the researchers felt interested in researching and revealing the implementation of the model school's internal quality assurance system in smpn 1 sambas. the reason researchers will conduct research at smpn 1 sambas is as follows: a. researchers want to know in depth about model schools. b. the researcher wants to reveal the perceptions of the model school according to principals, teachers, school committees, and students of smpn 1 sambas. c. model school is a new program in the education quality assurance system. d. no research has been conducted on the same problem at the school. journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 434 ii. methodology the adequacy of information from informants related to the focus of this research was determined based on the depth, depth and saturation of information obtained through interviews with informants. until this research was completed and the researchers considered the data had met the adequacy according to the research objectives. in interviews, the researcher will establish relationships with participants and conduct interviews regarding the activities for which the data is collected. the interview technique will be used to collect data in the form of words by asking questions to informants relating to the focus of the research. questions are asked repeatedly until all information is revealed, and data is obtained through the informant's narrative according to the research objectives. the data or information that will be collected through interviews are matters related to the questions that have been determined in the focus of the research. observations that will be carried out at smpn 1 sambas in the form of collecting data in the form of action by looking at the daily activities at the location will be carried out on certain days, which are estimated to be december 2018 to march 2019. activities that will be seen directly by researchers were the teaching and learning process, the activities of teachers and administrative staff, the activities of the principal, and student activities. researchers do this activity while observing and recording what, how, and why the natural setting. other results obtained from observations in the form of data on the physical and environmental conditions of the two schools studied. to achieve the desired goal is carried out through steps; (a) identify the informant who fits the focus of the study, then determine the time and place, (b) prepare the interview in the form of introduction to the characteristics of the informant, outlines and the sequence of questions that refer to the research focus, (c) initiate interviews with general questions, ( d) conduct core interviews with questions that lead to the topic of research, (e) stop the interview conducted by paying attention to several things, among others, if information is felt to be sufficient, or the situation is indeed not possible. for the validity of the data obtained from the results of the interview, the researcher will conduct verification with the informant regarding the information provided by putting a signature on the interview note sheet. in this study, school documents used as a source of data in the form of data on the acquisition of student academic and non-academic achievements, quarterly report documents, and school program documents. the data collection techniques and tools are adjusted to the focus and purpose of the study. the next step will be to systematically search and compile the data obtained from interviews, field notes, and documentation, by organizing data into categories, describing into units synthesizing, arranging into patterns, choosing which ones are important and which will studied, and made conclusions so that it is easily understood by researchers or other people (sugiyono, 2016: 89). the activities of collection and processing in this research are basically researchers doing together at the time of the data retrieval process considering the two things are interrelated and not separate (sugiyono, 2016: 90). activities in data analysis include: a. data reduction. the amount of data obtained in the field is quite large, so it needs to be careful and detailed. reducing data means: summarizing, choosing the main things, focusing on the important things, looking for themes and patterns, and removing unnecessary ones. data that has been reduced will provide a clear picture and make it easier for researchers to carry out further data collection, and look for it if needed. b. presentation of data. after the data has been reduced, the next step is to display the data. display data in qualitative research can be done in the form of brief descriptions, charts, relationships between categories, flowcharts, and so on. miles and huberman (1984) state: "the most frequent form of display data for qualitative research data in the past has been narrative text" meaning: the most frequently used to present data in qualitative research with narrative texts. in addition to being narrative, display data can also be in the form of graphs, matrices, networks (networks). c. verification (conclusion drawing / verification). the third step is drawing conclusions and verification. the initial conclusions put forward are still temporary and will change if no strong evidence is found to support the next stage of data collection. however, if conclusions have indeed been supported by valid and consistent evidence when the researcher returns to the field to collect data, then the conclusions put forward are credible conclusions. data obtained from various sources and informants will be sorted out and selected according to the group so that the analysis is easy and then grouped. the data to be grouped are then analyzed by interpreting or interpreting data that is appropriate and relevant to the focus of the study. activities in qualitative research use data analysis and take place continuously until complete, so that the data is saturated (sugiyono, 2016: 91). in this research plan, data reduction conducted by researchers will simplify the data obtained from interview data. thus the data that has been reduced will provide a clearer picture, and make it easier for researchers to carry out further data collection, search if needed, and the data is coded. data to be simplified will be coded and then presented in the form of data exposure. then from the exposure of the data, some conclusions were taken, which were the findings of the study. data or information obtained in the field is transcribed and arranged systematically and presented in descriptive verbal form. the quotations from the interviewer's findings present little in the data and overall data from the interview in the attachment to the report. data validity check researchers will do this by means of purposive sampling to ensure the reliability and accuracy of the data, namely selecting informants whose accuracy and relevance are journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 435 appropriate between the data needed and the focus of the research. for the validity of the data, the researcher will check the correctness of the data through source triangulation, technique, then the member checks until the data are saturated. the researcher will also conduct interviews and observations to test the truth of the data that will be obtained. in this case, the researcher triangulated data disclosure techniques. when the researcher will compare and check back the degree of trust in information about matters related to the question in the focus of the study, the researcher conducted an interview related to the information with other resource persons. the researcher will draw conclusions then ask for an agreement (member check) to the informant earlier. in this case, the researcher conducted a triangulation with the data source. then the researcher will hold a triangulation of time that is testing the consistency of the data from the informant in order to obtain the credibility of the data that will be done more than once. research stages this research is scheduled in three stages, namely preparation, implementation, and reporting. this is done in the hope that satisfying results can be obtained. iii. results and discussion a. results according to the exposure to the research data that has been described, the following will be presented in the research findings. the findings of this study are adjusted to the focus and research questions that have been developed, then the researchers present systematically into four parts. the four sections will be described by researchers in the third section below. 1. the input of the model school internal quality assurance system in smpn 1 sambas. in implementing the school's internal quality assurance system model in smpn 1 sambas, inputs (inputs) have 16 (sixteen) components namely school work planning program, implementation of school work plans, curriculum, student affairs, finance, inventory, staffing, intra-school student organizations (osis), library, principal as supervisor, public relations, laboratory. complete classes, school committees, 7k, and management information systems. based on the recapitulation of managerial supervision by supervisors in 2018, all these components have been fulfilled by the head of smpn 1 sambas with an average score of 84.34 from the maximum / perfect score of 100 2. the process of the model school internal quality assurance system in smpn 1 sambas. in the process of the model school's internal quality assurance system in smpn 1 sambas, data were found that the following matters; the school plans the learning process according to the provisions, the learning process is carried out correctly, supervises the learning process activities, authentic assessment is carried out in the learning process. 3. output (model) of the model school's internal quality assurance system in smpn 1 sambas the process of the school's internal quality assurance system model in smpn 1 sambas concerns the competencies of graduates of smpn 1 sambas, and educational units are able to run the entire internal quality assurance cycle and the functioning of the education quality assurance organization in smpn 1 sambas. 4. obstacles to the model school's internal quality assurance system in smpn 1 sambas. barriers to the school's internal quality assurance system model in smpn 1 sambas, among others, are the tendency of teachers and education staff to lack an understanding of the internal education quality assurance system (spmi) as a whole and correct, difficult to accept changes, and behave and opinion that responsibility for guaranteeing, improving, and civilizing quality lies only with the principal not at every individual in the school. inadequate funding factors also influence the smooth implementation of the model school's internal education quality assurance system program at smpn 1 sambas. b. discussion 1. input (input) of the model school internal quality assurance system in smpn 1 sambas in implementing the school's internal quality assurance system model in smpn 1 sambas, inputs have 16 (sixteen) components namely school work planning program, implementation of school work plans, curriculum, student affairs, finance, inventory, staffing, intra-school student organizations (osis), library, principal as supervisor, public relations, laboratory. complete classes, school committees, 7k, and management information systems. based on the recapitulation of the results of managerial supervision of supervisor supervisors in 2018, all these components have been met by the head of smpn 1 sambas with an average score of 84.34 from the maximum / perfect value of 100 in 2016 smpn 1 sambas and keramat teluk 2 middle school were proposed by the education and culture office of sambas regency to west kalimantan lpmp to become a model school in sambas district. the proposal was approved by the west kalimantan lpmp. from 2016 to 2018 as a model school, smpn 1 sambas received various training from lpmp and received assistance from the regional facilitator (fasda) in developing quality with the internal education quality assurance system, the basis of which was the school quality report card the previous year. it was recognized that smpn 1 sambas had facilities and infrastructure in accordance with the national education standards. the results of the observations conducted by the researchers at smpn 1 sambas were adequate and adequate journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 436 facilities and infrastructure for learning activities and were very supportive for the implementation of the model school's internal education quality assurance system. the environment is clean, well organized, ornamental plants and medicinal plants meet every corner of the yard. very beautiful, comfortable, and comfortable in that location. this means that from the ownership of facilities and infrastructure of smpn 1 sambas, they have no difficulty in implementing the model school's internal education quality assurance system. the standard of facilities and infrastructure owned must certainly be in accordance with the quality data of the education unit results of the quality report of smpn 1 sambas in 2018. the achievement of standard facilities and infrastructure for the quality of the smpn 1 sambas in 2018 is 4.36 3 star categories. the details of the indicators and sub-indicators are as follows; "the capacity to accommodate the school is adequate; its value is 4.59 in the 3-star category. this means that this component indicator of smpn 1 sambas is headed for snp 3. for school snps, it must be able to reach a 5-star value, and the value for snp is 7 stars. the capacity of the school's sub-indicators is as follows ; having the capacity of an appropriate study group and adequate values of 0 stars 1. the ratio of the land area according to the number of students of 7 stars 5. the ratio of building area according to the number of students is 3.5 stars 2. school land conditions meet the requirements of a 7-star 4. the condition of school buildings meets the requirements of the value of 6.12 stars 4. has a variety of infrastructure in accordance with the provisions of the value of 2.15 2 stars. schools have complete and feasible learning facilities and infrastructure with a value of 4.46 3 star categories. for snp schools must be able to reach the value of 7 5 star categories. the school sub-institution has complete and decent learning facilities and infrastructure, namely having classrooms according to the standard value of 6.21 star 4. have a science laboratory according to the standard value of 4.66 stars 3. has a library space according to the 4.55 star 3 standards. have a playground / field according to the standard value of 0 stars 1. the condition of the classroom is feasible to use the value of 5.62 4 stars. the laboratory conditions of the ipa are worth the value of 4.66 3 stars (library). the condition of the library space is worth using a value of 1 star for the 5-star category. the school has supporting facilities and infrastructure that are complete and worthy of the value of 2.42 2 stars. for snps, the school must be able to reach a 5-star value. the school sub-institution has complete and feasible supporting facilities and infrastructure, namely having a leadership room according to the standard value of 2.64 stars 2. it has a teacher's room according to the standard value of 0 stars, uks space according to the standard 3.06 star 2, a place of worship according to the standard value of 1 star, a toilet according to the standard value of 3.32 stars 2, a warehouse according to the standard value of 0 stars 1, a circulation space according to the standard value of 0 stars 1, administrative room according to the standard value of 0. 1, a counseling room according to the standard value of 0 stars 1, a student organization room according to the standard value of 0 stars. it also provides a decent canteen a value of 7 stars 5 and an adequate parking space with a value of 6.99 5 stars. the condition of the leadership room is worth using a value of 0 stars 1. condition of the teacher's room is worth using a value of 0 stars 1. personal conditions the uks is worth using a value of 5.6 4 stars. condition of a place of worship is worth using a value of 3.5 stars 2. latrine conditions are in accordance with the standard value of 4.66 3 stars and 5 stars. condition of the administrative room is worth using a value of 1.4 stars 1. condition of the counseling room is worth using a value of 1 star. condition of student organization room is worth 2.33 stars 2. (source: achievement of quality report card for sambas 1 public high school in 2018) from the report card quality components and infrastructure components of smpn 1 sambas in 2018, it can be seen that there are sub-components that need to be addressed whose value is under the 4-star category. there is a contradiction between the results of observations of public middle school facilities and infrastructure with the results of report card quality and infrastructure component quality at smpn 1 sambas in 2018. these differences, among others, according to the results of the researcher's observations of the facilities and infrastructure of smpn 1 sambas school sub-indicators have the appropriate and adequate capacity of study groups, which is 32 maxims according to spm, but the pmp smpn 1 sambas report card shows that the school has the capacity of study groups according to an adequate value of 0 stars 1. according to the results of observation of the researcher the condition of the library space is feasible, clean, neatly arranged and the documents are complete, and the books are adequate, but the data are shown by the achievement of the 2018 smpn 1 sambas report card shows the condition of the library space is worth using a value of 0 stars 1. likewise with other sub-indicators such as places of worship, circulation rooms, administrative space, counseling rooms, student organization space, conditions of leadership rooms, and conditions of the teacher's room all achievements according to the 2018 smpn 1 sambas report card data show a value of 1-star category. according to the researcher's observations that all the sub-indicators of the room have good and proper conditions to support the implementation of internal quality assurance system in the model school (smpn 1 sambas). the difference between the results of the observations researchers with data on the results of the pmp report at smpn 1 sambas in 2018 after being confirmed by the head of smpn 1 sambas, school teachers and operators there are bright points. the problem is in the differences in viewpoints in assessing the relevant sub-indicators. the researcher looked at the sub-indicator from the point of view of the existence when the researcher was in the location of the research while the data was mostly carried out by the operator as the impostor of the data of pmp smpn 1 sambas. journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 437 this difference was also triggered by the different perceptions in understanding the pmp instrument for those who were given the task by the school to fill in the pmp instruments prepared by lpmp. pmp instruments that are given a number of questions are quite a lot, which is around 581 questions that must be filled by the principal, teacher representatives of at least 8-10 teachers, student representatives of at least 15 students per school, at least 1 representative of the committee leader, at least 2 parents and supervisor supervisors smpn 1 sambas. the types of questions in the instrument are the same and there are questions in the instrument that concern students and teachers which in fact the situation and conditions are only known by the teacher and headmaster but the questions in the instrument also apply to committee representatives, parents' representatives and supervisors who do not rule out know exactly the conditions asked. furthermore, from the findings of the input research (input) the school internal quality assurance system model in smpn 1 sambas, there are 16 (sixteen) components that have been met by the head of smpn 1 sambas with an average score of 84.34 from the maximum / perfect value of 100 . the data obtained from the results of managerial supervision of supervisors supervisor of smpn 1 sambas in 2018. data from the managerial supervision of supervisors of the smpn 1 sambas 2018 states that; "school work planning program scores 97.22, implementation of school work plans values 90.91, curriculum scores 86.36, student grades 76.04, finance scores 91.07, inventory values 75.00, staffing scores 79.41, student grades 80.00, library values 89.06, principals as academic supervisors value 80.00, public relations value 72.50, laboratory value 77.27, class completion value 90.63, school committee score 77.27, 7k value 95.00, management information system value 91.67 value average score 84.34 (source: managerial supervision instrument for supervisors of smpn 1 sambas in 2018). based on data from the managerial supervision supervisory instrument of smpn 1 sambas in 2018 and narrative from the head of smpn 1 sambas there was a tendency for input the school's internal education quality assurance system model in smpn 1 sambas was suitable and very adequate not only as a model school but increased to a referral school. in smpn 1 sambas, the input factors of the model school internal education quality assurance system are well managed and all cooperative stockholders. if this condition can be created, it does not rule out the possibility of making smpn 1 sambas a culturally quality school that will become a reality. the steps were taken by principals to improve school quality in smpn 1 sambas by implementing participatory and cooperative management in managing input factors of the internal education quality assurance system be a must. in order for the program to be effective, it must be supported by teachers, employees, parents, school committees, and other stockholders and adjusted to the real conditions in smpn 1 sambas. in line with the above opinion in document 04.4 school development models and patterns for induction (2016: 10) said that the implementation of education quality assurance requires the involvement of all school components. coaching will be carried out with a participatory approach involving all components of school stakeholders, namely school supervisors, principals, teachers, education staff, school committees, parents, and students. schools will be fostered to involve stakeholders outside the school, such as village heads, companies, ngos, and others. 2. the process of the model school internal quality assurance system in smpn 1 sambas in the process of the model school's internal quality assurance system in smpn 1 sambas, the school plans the learning process according to the provisions, the learning process is carried out appropriately, supervises the learning process activities, authentic assessment is carried out in the learning process. the planning of the learning process by each teacher at smpn 1 sambas is outlined in the learning implementation plan (rpp). every year, the learning implementation plan (rpp) should be revised and developed in accordance with applicable regulations and current. or updated udin syaefudin sa'ud and abin syamsudin makmun (2009: 33) states that planning is seen as important and necessary for an organization, among others: (a) it is expected that the growth of direction and the guidance for the implementation of activities aimed at achieving goals, (b ) with the planning, an estimate (forecasting) can be carried out on things during the implementation period, (c) planning provides an opportunity to choose various alternatives on the best alternative or the opportunity to choose the best combination (the best combination), (d) with planning for prioritizing, and (e) with planning, there will be a measuring device or standard for conducting monitoring or performance evaluation. mulyono (2008: 25-26) says that planning means: first, managers think carefully about the target (goal) and action based on several methods, plans, or logic and not based on feelings. second, plan to aim at the organization and establish the best procedures for achieving it. third, the plan is a guideline for (a) the organization obtains and uses the resources needed to achieve the objectives, (b) the members of the organization carry out activities that are consistent with the stated objectives and procedures, and (c) monitor and measure progress to achieve goals so that corrective action can be taken if progress is not satisfactory. the planning of the learning process in the school internal quality assurance system model in smpn 1 sambas by the principal and the teacher contains elements, principles and planning steps in accordance with mulyono's opinion (2008: 25-26) and in line with syaefudin sa'ud and abin syamsudin makmun’s view (2009: 33) about the importance of making a plan as a process to follow up on a policy that is both vertical and horizontal. the implementation of the learning process is carried out appropriately according to the time allocation and planning journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 438 that has been made and the applicable curriculum, namely the curriculum 2013. lessons and time allocations for the curriculum of the smpn 1 sambas are guided by the curriculum structure listed in the standard content. subjects consist of general group a subjects and group b general subjects. learning loads are all activities that students must follow in one week, one semester, and one learning year of at least 38 lesson hours, one semester at least 18 weeks effective. the data in document i of smpn 1 sambas must be the attention of the teacher in planning learning. the implementation of the learning process is carried out precisely according to the schedule prepared by the curriculum section. the arrangement of the schedule usually takes into account the educational calendar that has been prepared by the education and culture office of sambas regency and adjusted to the conditions of the school, environment, and local culture. this means that there is an agreement between various parties in the implementation of the learning process. in line with the description above, fathurrohman and sutikno (2010: 10) state that, the teaching and learning process is a series of activities agreed upon and carried out by the teacher-student to achieve educational goals optimally. furthermore, fathurrohman and sutikno (2010: 111) state that the ability to manage a good teaching and learning process will create a situation that allows children to learn, so that is the starting point for the success of teaching. students can learn in a reasonable atmosphere, without pressure and in conditions that stimulate learning. there is a similarity between the concept of the implementation of the learning process carried out by smpn 1 sambas with the opinions of the two experts above. supervision of the learning process activities is carried out by the principal as an academic supervisor. the principal supervises the teacher as a coaching effort through the provision of services and assistance which is directed and encourages the teacher to develop and improve themselves so that they can improve their abilities, managing their main tasks in managing learning, so that the learning process is more qualified. according to muslim (2009: 37), supervision is more likely to service efforts and provide assistance in order to advance and improve the process and results of teaching and learning. in essence, supervision is an improvement in terms of learning and teaching by conducting stimulation, coordination, and guidance continuously to improve the growth of individual and group teacher positions (sagala: 2010.92). furthermore, herabudin (2009: 196) said that supervision is the guidance given to all school staff so that they can improve their ability to develop better teaching and learning situations. substantially, the meaning of supervision contains elements; goals, teaching and learning situations, supervision, guidance and direction, critical assessment, and supervising duties. related to the supervision of the learning process activities carried out by the principal as an academic supervisor has a tendency to mean the same as what is said by muslim (2009: 37), sagala (2010: 92) and herabudin (2009: 196). an authentic assessment carried out in the learning process is competency-based assessment, that is, part of the learning activities carried out to find out the achievements of student competencies, which include knowledge, skills, and attitudes. assessment is carried out during the learning process and / or at the end of learning. the focus of educational assessment is the success of student learning in achieving specified competency standards. at the subject level, competencies that must be achieved in the form of competency standards (sk) for the next subject are described in basic competencies (kd). for the education unit level, the competencies that must be achieved by students are the graduate competency standards (skl). assessment of learning outcomes students must pay attention to the principles as follows valid, objective, fair, integrated, open, comprehensive and continuous, systematic, and accountable, namely the assessment can be accounted for, both in terms of techniques, procedures, and results. various types of valuation techniques can be done complementary in accordance with the competencies assessed. the assessment techniques referred to include, among others, tests, observation, assignments, inventory, journals, self-assessments, and interpersonal assessments that are in accordance with the characteristics of competencies and the level of student development. reference criteria for assessment are based on measures of achievement of specified competencies, for example, minimal learning completeness (kkm) determined by the education unit by considering the characteristics of the basic competencies to be achieved, the carrying capacity (means and teachers), and characteristics of students. increase in minimum completeness criteria (kkm) to achieve the expected ideal completeness criteria. in line with the concept of authentic assessment conducted at smpn 1 sambas above, majid (2008: 186-187) states that authentic assessment is the process of collecting information by teachers about the development and achievement of students' learning through various techniques that are able to express, prove or show precisely that the learning objectives and abilities (competencies) have been truly mastered and achieved. continued by majid (2008: 187) that authentic assessment of the principles is as follows: first the assessment process must be an integral part of the learning process; both assessments must reflect real-world problems, not the problems of the school world; all three assessments must use various sizes, methods, and criteria that are in accordance with the characteristics and essence of the learning experience; and all four assessments must be holistic, covering all aspects of learning objectives (cognitive, affective and sensory-motor). looking at the explanation of authentic assessment according to the informant's narrative in smpn 1 sambas there is a tendency to show its orientation as the explanation of authentic assessment according to majid (2008: 186-187). journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 439 3. output (model) of the model school's internal quality assurance system in smpn 1 sambas the process of the school's internal quality assurance system model in smpn 1 sambas concerns the competencies of graduates of smpn 1 sambas. the education unit is able to run the entire cycle of internal quality assurance and the functioning of the education quality assurance organization in smpn 1 sambas. regarding the competencies of graduates of smpn 1 sambas as the findings above are in accordance with jenkins' opinion in (widodo, 2011: 13) saying "schools that have good criteria are schools that are able to produce fewer graduates who are not ready, few do not graduate, and many graduates continue their education to a higher chosen level. " if the data provided by smpn 1 sambas in filling out the pmp instrument in 2018 and the results in the form of quality report card for the smpn 1 sambas in 2018 which came out early in 2019 it is valid then quality in fact (actual quality) and quality in perception (quality according to perception) will be fulfilled as according to sallis (2010.7) who said that in the implementation of quality in fact is the profile of graduates of educational institutions that are in accordance with the qualifications of educational goals, in the form of basic ability standards in the form of minimal academic qualifications controlled by students while quality in perception education is satisfaction and the increasing interest of external customers towards graduates of educational institutions. moving on from these factors by the principal is still felt to be less optimal in its implementation, it is good that sallis's opinion (2010.7-10) is made into consideration, namely; first continuous improvement, second determine quality standards, third culture change (change of culture), fourth organizational change (upside-down organization), and fifth maintain customer relations (keeping close to the customer ) related to the factors that affect school quality, widodo (2011: 12) said that the quality of graduates could not be separated from a cycle flow starting from contact, input, process, output, and outcome. for this reason, widodo said that the quality of graduates who are in accordance with the wishes of the education customers is the output that has the criteria as outgoing, that is, can continue to higher school and can prepare students to continue to higher levels and work. with regard to the quality of graduates as meant by the quality of graduates according to the model school's internal quality assurance system in smpn 1 sambas, the school has not been able to fully realize the concept of school quality as expressed by the principal. even though this school has the power of having 8 snp fulfillment performance, most of them have fulfilled the snp and accreditation results a. based on the findings above, if it is associated with the results achieved by the school in graduating students, it means that the teacher has not been able to provide services fully. this is evidenced by the acquisition of graduations that are still unable to reach the top 5 scores at district level examinations. whereas the strategic position of teachers to improve the quality of education outcomes is strongly influenced by competence and quality of performance, and in general, the quality of good education is a benchmark for the success of the performance shown by the teacher. as stated by mulyasa (2009.5) that teachers are the most decisive component to improve the quality of education. because in the hands of teachers, the curriculum, learning resources, facilities and infrastructure, and the learning climate become meaningful to the lives of students. in line with the quality of the school graduates above, kosasih (2010: 16) said that "quality schools are schools whose conditions or conditions have characteristics that match the ideal demands and expectations of the principal, teachers, employees, students, parents, funders, and users school graduate." in order for these ideal demands and expectations to be realized, there are several requirements that must be fulfilled by the school to go in that direction, as said by sukmadinata (2010: 9-11). a. improving the quality of education demands professional leadership in the field of education. b. the difficulty faced by leadership professionals is their inability to deal with "system failure" that prevents them from developing or implementing new methods or processes to improve the quality of existing education. c. improving the quality of education must make leaps and bounds that are able to compete in the global world. d. money is not the main key in efforts to improve quality. e. the main key to improving quality is a commitment to change. f. many education professionals lack the knowledge and expertise to prepare students to enter the global labor market. fear of change or fear of making changes will result in ignorance of how to deal with new demands. g. quality improvement programs in the commercial field cannot be used directly in the field of education, but require adjustments and improvements. h. one key component in a quality program is a measurement system. i. communities and management of education must distance themselves from the habit of using "short programs" because quality improvement can be achieved through sustainable change, not with short programs. thus the concept of quality of school graduates as stated above if implemented as intended by speakers will certainly produce quality education as stated by mulyasa (2009.5) that teachers are the most decisive component to improve the quality of education. because in the hands of teachers, the curriculum, learning resources, facilities and infrastructure, and the learning climate become meaningful to the lives of students. regarding the education unit capable of carrying out the entire cycle of international quality assurance as to the findings above was in line with the basic concept of model school. model schools are schools that are established and nurtured by the education quality assurance agency (lpmp) to become a reference school for other schools in the vicinity in the implementation of independent education quality assurance. the model school applies the entire journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 440 education cycle in a systematic, holistic, and sustainable manner, so the quality culture grows and developing independently in the school. the model school is used as a pilot school for other schools that will implement education quality assurance independently. furthermore, according to document 02 general guidelines for primary and secondary education quality assurance system (dirjendikdasmen, 2016: 15-16) that the primary and secondary education quality assurance system is an integrated unit consisting of organizations, policies, and integrated processes that regulate all activities to improve quality primary and secondary education in a systematic, planned and sustainable manner. the aim is to ensure compliance with basic and secondary education units systemically, holistically, and sustainably, so as to grow and develop a quality culture in independent education units. in its implementation, primary and secondary education quality assurance systems follow the activity cycle in accordance with their respective components. the internal quality assurance system cycle consists of first mapping the quality of education carried out by educational units based on the national education standards; the second plan for increasing the amount outlined in the school work plan; the third is the implementation of quality fulfillment both in the management of the education unit and the learning process; fourth, monitoring and evaluating the process of implementing quality fulfillment that has been carried out; and fifth, setting new standards and developing quality improvement strategies based on the results of monitoring and evaluation. there are conformity trends between the opinions of informants and the opinions of experts as the researchers quoted in document 02 of the general guidelines for primary and secondary education quality assurance systems (dirjendikdasmen, 2016: 15-16) about the education quality assurance cycle applied in the model school internal quality assurance system process in middle school negeri 1 sambas. next is the discussion about the functioning of the educational quality assurance organization in smpn 1 sambas. the existing teacher has academic feasibility to carry out the learning process in the model school internal quality assurance system process in smpn 1 sambas. the demands of the development of time require a teacher to be professional. to become professional teachers are required to meet the minimum academic quality (minimum junior high school teacher) and certified educators. these teachers who meet the professional criteria are expected to be able to carry out education and learning to achieve national education goals, able to carry out the functions of the educational quality assurance organization in smpn 1 sambas. this quality human resource if managed properly is a force that can be utilized to achieve the vision, mission, and goals planned by the school. it all depends on whether or not the organization is in school. if the organization in the school is running and functioning properly, the planned education goals will be easy to achieve. conversely, if the existing organization does not run and function properly, it will disrupt the process of achieving the objectives planned by the school. as stated in the document 03 educational quality assurance by the education unit (dirjendikdasmen, 2016: 16-17) stated that the quality assurance system could run well in the education unit if there are elements of quality assurance in its management. the elements of quality assurance can be in the form of the school education quality assurance team (tpmps) which is an independent team outside of school management that contains at least representatives of the leadership of the education unit, educators, and other education personnel and committees in the education unit. if the resources of the education unit are insufficient, the quality assurance function is the task of the management team that already exists in the education unit. the education unit in carrying out tasks in the education quality assurance system can coordinate and cooperate with the regional education quality assurance team (tpmpd) formed by the regional government. further stated in the document 03 educational quality assurance by the education unit (dirjendikdasmen, 2016: 18-19) that the measure of the success of quality assurance by the education unit consists of; a. process indicators, namely the increase in the capacity of the education unit in carrying out the closed education guarantee cycle that can be identified from the change in management of the education unit, the existence of policies and implementation of policies that refer to the snp; increased ability to plan and implement quality management plans prepared; and increased ability to monitor and evaluate the mechanisms that have been carried out. b. output indicators, namely the realization of improving the quality of education in the education unit, which is indicated by the increasing competence of educators in carrying out the learning process ranging from planning to assessment, development of extracurricular activities, improvement of infrastructure and financial management, cooperation and involvement of all stakeholders. c. outcome indicators; an increase in student learning outcomes; competency test and performance assessment of educators and education authorities; educational unit achievements along with members; the realization of a pleasant learning environment; an award and financial support from stakeholders. d. impact indicators; namely the establishment of a quality culture with the implementation of quality assurance that is continuous and sustainable in the education unit. furthermore, stated in the education unit quality document 03 quality assurance (dirjendikdasmen, 2016: 19-20) that the successful implementation of quality assurance in education units is influenced by: a. central government support in the form of national policies that regulate the national education guarantee system. journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 441 b. local government support in the form of policies that regulate the education quality assurance system in the area where it is responsible for. c. the policy of the education unit that is manifested in the vision, mission, strategy, and program in carrying out the management of education and learning units in accordance with the educational reference. d. the leadership of an effective education unit. e. participation, commitment, and consistency of all stakeholders in supporting guarantees and improving the quality of education units. f. accountability, transparency, and integrity that are the organizational culture (educational units, government, and other stakeholders involved in administering education). related to this, mulyasa (2009.5) said, "teachers are the most influential component in creating quality education processes and outcomes. therefore, any efforts to improve the quality of education will not contribute significantly without being supported by professional and quality teachers. improving the quality of education must originate from the teacher and lead to the teacher as well". 4. obstacles to the model school's internal quality assurance system in smpn 1 sambas barriers to the model school's internal quality assurance system in smpn 1 sambas include the tendency of teachers and education staff to lack an understanding of the internal education quality assurance system (spmi) as a whole and correctly, it is difficult to accept changes, and the attitude and opinion to guarantee , improving, and cultivating quality lies only with the principal rather than for every individual in the school. inadequate funding factors also influence the smooth implementation of the model school internal quality assurance system program at smpn 1 sambas. in implementing a policy or program, it is possible that there will be obstacles that will hinder its implementation. likewise, the implementation of the model school internal quality assurance system in smpn 1 sambas. the head of smpn 1 sambas said that during the smpn 1 sambas was designated as a model school, the implementation of the internal quality assurance system did have obstacles, for example, the limited number and competence of human resources who understood the internal quality assurance system (spmi) in its entirety, thus reducing involvement in the process of implementing internal quality assurance in schools. this is because most of the teachers in smpn 1 sambas are approaching retirement (01/inspmi/w-ks/2019) the principal as the leader of smpn 1 sambas formed a solid, loyal and committed work team starting from preparing the design, preparation and implementation of the model school internal quality assurance system at smpn 1 sambas. when the spmi model school team started working on policy formulation, the strategy and the standards should refer to the model school internal quality assurance system documents that have been issued by the directorate general of primary and secondary education of the ministry of education and culture. the cooperation of all elements of stakeholders, both internal and external, must support real and full in the context of the successful implementation of the model school internal quality assurance system in smpn 1 sambas. for all devices or work units and all human resources of smpn 1 sambas which consistently, loyally and committedly implement and implement the school's internal quality assurance system model in smpn 1 sambas in daily routine activities a reward and punishment system is provided in order to stimulate and giving enthusiasm in implementing the model school internal quality assurance system in smpn 1 sambas. the hope is that they become more motivated. iv. conclusions and suggestions a. conclusions after discussion of the research can be concluded several conclusions as follows; 1. in implementing the school's internal quality assurance system model in smpn 1 sambas, the input (input) has 16 (sixteen) components. 2. in the process of the school's internal quality assurance system, smpn 1 sambas has gone through the stages of planning, implementation, and supervision in accordance with the provisions and carried out appropriately. 3. the output of the school's internal quality assurance system model in smpn 1 sambas which includes the competencies of graduates of smpn 1 sambas, the ability of schools to carry out the entire cycle of internal quality assurance and educational quality assurance organizations in smpn 1 sambas to function well. 4. obstacles to the school's internal quality assurance system the model in smpn 1 sambas felt by the school includes the tendency of some teachers and education staff to lack an understanding of the internal quality assurance system (spmi) as a whole and correctly, as well as the attitude and responsibility for guaranteeing, improving, and civilizing quality lies only with the principal not at every individual in the school. inadequate funding factors also influence the smooth implementation of the model school internal quality assurance system program at smpn 1 sambas. b. suggestions from the conclusions that the researchers have stated above, there are several suggestions that the researchers convey, namely; 1. specifically, this suggestion is directed to smpn 1 sambas 1 that the school's internal quality assurance system model in smpn 1 sambas is very much determined by the collaboration of all components and human resources both in smpn 1 sambas and related institutions both vertically and horizontally , then it is recommended: journal of education, teaching, and learning volume 4 number 2 september 2019. page 432-442 p-issn: 2477-5924 e-issn: 2477-8478 442 2. to those who make policies related to teacher development through training, upgrading, mgmp, mkks, workshops, or seminars so that the internal education quality assurance system material will also receive a portion in training. 3. to the principal, so that participatory and cooperative management has been implemented so that it is intensified, especially in establishing harmonious relations with parents of students by empowering public relations and school committee members. 4. to the teacher and tu that the internal quality assurance system should not be assessed as if the burden of carrying out the task either as an educator or as an educational staff, but it is better to place the condition as our additional charity in providing educational services to students. hopefully, with this action, the quality culture becomes something we usually carry out wherever and whenever. references direktorat jenderal pendidikan dasar dan menengah (dirjendikdasmen). (2016). pedoman umum “sistem penjaminan mutu pendidikan dasar dan menengah” (dokumen 02). jakarta: kementerian pendidikan dan kebudayaan. direktorat jenderal pendidikan dasar dan menengah (dirjendikdasmen). (2016). petunjuk pelaksanaan “penjaminan mutu pendidikan oleh satuan pendidikan”. (dokumen 03). jakarta: kementerian pendidikan dan kebudayaan. fathurrohman, p. & sutikno, m s. (2010). strategi belajar mengajar. melalui penanaman konsep umum dan konsep islami. bandung: pt.rafika aditama. herabudin. (2009). administrasi dan supervisi pendidikan. bandung: cv.pustaka setia. kosasih, engkos. (2010). implementasi manajemen strategis. di tingkat satuan pendidikan menengah. bandung: pt setia purna invest. majid, a. (2008). perencanaan pembelajaran mengembangkan. standar kompetensi guru. bandung: pt. remaja rosda karya. mulyasa. (2009). praktik penelitian tindakan kelas. bandung: rosda karya. mulyono. (2008). manajemen administrasi & organisasi pendidikan. yogjakarta: ar-ruzz media. muslim, sri banun. (2009). supervisi pendidikan meningkatkan kualitas profesionalisme guru. bandung: alfabeta. peraturan menteri pendidikan nasional nomor 63 tahun 2009 tentang sistem penjaminan mutu pendidikan. peraturan pemerintah nomor 19 tahun 2005 tentang standar nasional pendidikan. sagala, s. (2010). supervisi pembelajaran dalam profesi pendidikan. bandung:alfa beta. sallis, edward. (2011). total quality management in education. mutu manajemen pendidikan. transleted by: riadi.a.a & fahrurrozi. jogjakarta: ircisod. sugiyono. (2016). metode penelitian pendidikan. pendekatan kuantitatif, kualitatif dan r&d. bandung: cv.alfabeta. sukmadinata n,s. (2010). metode penelitian pendidikan. bandung: pt.remaja rosdakarya. undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional (lembaran negara tahun 2003 nomor 78 tambahan lembaran negara nomor 4301). widodo, e.s. (2011). manajemen mutu pendidikan: untuk guru dan kepala sekolah. jakarta: pt. ardadizya jaya. isc paper template in a4 (v1) journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 332 journal of education, teaching, and learning is licensed under a creative commons attribution-noncommercial 4.0 international license. narrative structure of the ne’ baruakng kulup story oral literature of dayak kanayatn: a study of actantial a.j. greimas sesilia seli 1) , antonius totok priyadi 2) , sisilya saman 3) , laurensius salem 4) 1) universitas tanjungpura, pontianak, indonesia e-mail: sesilia.seli@fkip.untan.ac.id 2) universitas tanjungpura, pontianak, indonesia e-mail: antonius.totok.priyadi@fkip.untan.ac.id 3) universitas tanjungpura, pontianak, indonesia e-mail: sisilya.saman.madeten@fkip.untan.ac.id 4) universitas tanjungpura, pontianak, indonesia e-mail: laurensius.salem@fkip.untan.ac.id abstract. this study is based on the importance of conducting an in-depth study of the characters of ne’ baruakng kulup story of dayak kanayatn’s oral literature. this story narrates an attempt made by baruakng to bring paddy into the earth which was full of obstacles so that he was named ne’ baruakng kulup. the aims of this study to describe the actantial schemes and functional structures in the ne’ baruakng kulup story. the life dynamic of baruakng is interesting to study more in-depth by using the study of narrative structure based on the thinking of a.j. greimas. this qualitative study was focused on two important elements, namely: (1) the actantial scheme in the story of ne’ baruakng kulup; and (2) the functional structure in the story of ne’ baruakng kulup. the techniques of collecting data in this study were a documentary study and analyzed using structural approaches. the results of this study indicate that there are 14 actantial schemes and 14 functional structures. four actant schemes and 4 perfect functional structures and 10 actant ial schemes, and 10 imperfect functional structures. the main actantial scheme lies in the sixth actant scheme. there is a correlational relationship between the actant scheme and the functional structure. the character of ne’ baruakng kulup is a hero in the story analyzed. keywords: narrative structure; actantial study; oral literature; dayak kanayatn i. introduction this research is based on the importance of conducting an in-depth study of the character of ne’ baruakng kulup, a story of dayak kanayatn oral literature. this story is about the descent of paddy to earth brought by a baruakng from kayangan, a land of heaven, due to his concern for humans. as a result of his action, he finally settled on earth. it is said that his life journey was full of adventure with various obstacles he faced, including his marriage to three wives who came from three different types of creatures such as a human, a fairy and a ghost. as a legend, this tale is believed by the dayak kanayatn community as a life story based on a true story. in the story of ne' baruakng kulup, some traditional practices can be found such as agricultural tradition, traditional medicine or healing, traditional ceremonies, circumcision tradition, and bapangka tradition or the tradition of playing spinning top, pengayau or cutting off enemy heads in war. not to mention, methods to use nature universe that is rich with biodiversity resources wisely. the story of ne’ baruakng kulup which was initially in oral form has been documented, and there have been many writings and research conducted by writers on this story. http://creativecommons.org/licenses/by-nc/4.0/ journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 333 nevertheless, for the authors, the tale of ne' baruakng kulup remains interesting to study further, so that there will be a wide variety of study findings resulted from study models which are different from the previous studies. in this time research, the focus was on the main character of the story, namely baruakng. besides being known as a legendary figure who is kind and generous, baruakng has a historical connection with the origin of paddy and the tradition of agriculture in the dayak kanayatn community. to be able to grasp the essential meaning and to understand the structure of the story well, the authors chose an actantial study that more exploits the existence of the character and his involvement in various events. as stated by greimas (luxemburg et al., 2009), the relationship that occurs between actors (actans) in a story can explain the existing functional relationships. to well understand the functional relationships and to provide a more detailed understanding, actantial theory and functional models developed by greimas were used in this study. in addition to analysing the narrative structure of the ne’ baruakng kulup story, this research was also intended to prepare a lecture plan for the prose study course based on the results of this research. the preparation of the lecture plan is intended to aid lecturers as well as students to implement various approaches in studying local literature, especially by using the structural (objective) approach based on the theory of a.j. greimas. thus, the results of this study can be used as an example in analyzing folklore as a product of regional literature. problems in this study include (1) what are the actant schemes in the story of ne’ baruakng kulup? and (2) what are functional models in the story of ne’ baruakng kulup?. the objectives of this study are as follows: (1) to describe the results of analysis and interpretation of the actantial schemes in the ne’ baruakng kulup story and (2) to describe the results of analysis and interpretation of the functional structures in the ne’ baruakng kulup story. ii. literature review theoretically, this research is useful for implementing the theory of the narrative structure of a.j. greimas as well as enriching the knowledge of the elements contained in the actant schemes and functional structures in folklore. therefore, practically the benefits of this study are as follows. 1. the analysis model of a.j. greimas can be used to analyze folklore. 2. the texts of ne’ baruakng kulup can be used as a study corpus for other researchers interested in researching it from different aspects both in the field of linguistics and literature. 3. the texts of ne' baruakng kulup can function as a data source in the practice of analyzing folklore. 4. the texts of ne’ baruakng kulup can be used as localcontent texts related to local/regional literature. 5. the theories used include folklore, structuralism, narratology, and actantial of a.j. greimas. folklore is generally in the form of oral literature and is part of oral tradition. francis lee utley (dundes, 1965) calls this term literature transmitted orally or unwritten literature. according to hutomo (1991), oral literature is literature that includes the expression of literary works in a culture that is spread and passed down orally (word of mouth). as part of oral literature, folklore is seen as a social document because it contains various social problems that occur in the community of its owner. damono also reveals that literature is the crystallization of beliefs, values, and norms agreed upon by society. that is what happened in the past that oral literature was shared by the community (escarpit, 2005). besides, literature displays images of life and life itself is the social reality. in this sense, life encompasses the relationship between society and society, between society and individuals, between humans and humans, and between events and events that occur within one's inner mind of selfhood. literature must be seen as something related to and inseparable from people's lives, background elements of history and social elements that influence it (escarpit, 2005). folktale is part of folklore. brundvand (1968) differentiates the folklore genre into three major groups, namely: (1) verbal folklore; (2) partly-verbal folklore; and (3) nonverbal folklore. verbal folklore is a folktale in an oral form and is descended orally by word of mouth. the folk tale is included in verbal folklore. as part of verbal folklore, the spread of folktales is done orally by word of mouth. dayak kanayatn folktales can be grouped into myths, legends, and fables. according to eliade (1964), myth narrates a sacred history; it relates an event that took place in primordial times the fabled time of the ―beginnings‖. in other words, the myth tells how, through the deeds of supernatural beings, a reality come into existence, be it the whole of reality, the cosmos, or only a fragment of reality— an island, a species of plant, a particular kind of human behaviour, an institution. legend is one of the genres of folklore that is seen as an ancient legacy that can be used to convey a more genuine superstition and attitude towards us (krohn, 1971). stories categorized into legend include things that are extraordinary and considered true by their supporters (dorson, 1968), even legends are seen as historical events said by hutomo (1991) as the folk history so that they are believed to be true. legend serves to educate and equip humans, especially the owner community to avoid danger. in contrast to myths and legends, fairy tales are folk tales that describe people's lives or people's dreams of a better life. fairy tales are not considered to be truly happening, they are mere fiction, but are very useful to educate people and lead them in a better direction. myth, legend, and fairy tale are still existing today in the dayak kanayatn community, where some of their inheritance is still carried out verbally. folk stories are not just stories, but stories that contain moral teachings, describe the culture of the community in the past, reflect the customs adhered to by the dayak kanayatn community. they are journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 334 also used to educate, inherit and validate the enactment of cultural values and customs, and it functions to entertain. according to emzir and rohman (2016), narratology is the science of stories. narration comes from latin, meaning stories, words, stories, saga, and logos means knowledge. in the story are natural elements found and called events. the events connected are called a plot. sehandi (2014) says that the purpose of narrative theory is to analyze or examine literary works in the form of narration or discourse. in general, the theory of narratology cannot be separated from other literary theories, because other literary theories, both those included in the groups of structuralism and poststructuralism groups, are basically in the form of narration or discourse. according to suwondo (2011), a.j. greimas is a french researcher who is adhered to structural theories. like propp, levi-strauss, bremond, and todorov, greimas also developed his theory based on structural analogies in linguistics originating from saussure. by looking for a structural analogy in linguistics greimas applied his theory in fairy tales or russian folk tales. the narratology theory of a.j. greimas is a refinement of vladimir propp's structuralism theory (selden, 1991). suwondo (2011) stated that the one who initially developed a structural theory based on fairy tale research was vladimir propp as seen in his book morphology of the folk tale (in russian). which was later translated by noriah taslim into the morphology of folk stories (1987). in the book, vladimir propp examined the structures of the story by assuming that the story structures are analogous to the syntactic structures that have the basic construction of the subject and predicate. algirdas julien greimas is a follower of structural flow from france who later developed the narrative theory of vladimir propp. based on this theory greimas then developed the narrative structuralism theory. greimas introduced the concept of actant as the smallest narrative unit in literary works (rokhmansyah, 2014). according to greimas actant is something abstract like love, freedom, or a group of characters who have certain functions (jabrohim, 1996). a function is interpreted as a basic unit of the story that explains logical and meaningful actions in the form of narrations. therefore, an actant scheme maintains the emphasis on the storyline as the most important energy that moves the story into the storyline with the most important episodes consisting of the beginning, complications, and completion (ratna, 2006). greimas then offered three binary oppositions (three spheres of opposed) which consist of six functions that are known as an actant. actants are abstract roles that can be performed by someone or some actors. furthermore, jabrohim (1996) said that the notion of actant is associated with a unit of narrative syntax. which is a syntax element that has a function—certain functions. the function in question is a basic unit of the story that explains action, which is meaningful and forms a narration. susanto (2012) explained that the actant and character are not similar, the actant can be in non-human form. the same idea is expressed by eriyanto (2015: 98) that actant does not mean in a form of a human, actant can be an act. actant which serves as binary opposition put into schemes as displayed in fig. 1 (suwondo, 2011; jabrohim, 1996). the scheme formated analysis can be seen in fig. 1. fig. 1 actantial scheme of a.j. greimas ii a sender is someone or something that is the source of ideas and functions as a driver of the story. this sender creates the desire for the subject to get the object. the object is someone or something that is desired, sought, or hunted by a hero on the sender's idea. subject or hero is someone or something assigned by the sender to get the object wanted by the subject. helper 'helper' is someone or something that helps or facilitates the efforts of the hero or subject in reaching the object. opponent 'the challenger' is someone or something that hinders the efforts of a hero in searching for objects. receivers someone or something that accepts the object hunted by the subject. in this regard, there is communication between the sender and the receiver. while there is a goal between the sender and the object there is a goal, and there is an agreement between the sender and the subject. there is an effort between the subject and the object, and there are a challenge and aids between the helper or opponent and subject. it is necessary to know that the actants in certain structures can occupy multiple functions depending on who occupies the function of the subject. greimas (susanto, 2012) explained the meaning of six actants characters as follows: the sender is someone or something who desires the object. the subject is someone or something that the sender uses as a tool to get the object. while an object is someone or something wanted or desired by the sender through the subject. a helper is someone or something that comes to help the subject in carrying out his duties in achieving the object. the opponent is someone or something that comes in the way of obstructing the activities of the subject in reaching the object. the recipient is someone or something that receives the work of the subject in getting an object, sometimes the recipient is the sender himself. a character can occupy several functions and roles in an actant scheme. in one actant scheme, sometimes not all of the actan functions are filled. sometimes the helper act or opposing actant does not appear in the story structure (busyrah, 2012). the other four actants, namely the sender, receiver, subject, and object are always found in the structure of a story. zaimar (suwondo, 2011) explained that in addition to showing an actant scheme as a concept of the epistemology of structuralism, greimas also suggests a story model that remained as a plot. the model is built by various acts called object receiver sender helper opponent subject journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 335 functions. the model which is then called a functional model, according to him, has a fixed way of working because indeed a story always moves from the initial situation to the final situation. the functional model has a task to describe the task of the subject to carry out the tasks assigned by the sender or sender found in actant. as mentioned previously that the functional model has a fixed working way because indeed a story always moves from the initial situation to the final situation. while the functional operation is divided into three stages as shown in table i. table i functional model operational a.j. greimas i ii iii transformation initial situation test stage main stage glory stage final situation the first part is called the initial situation. in this section, the story begins with the statement that there is a desire to get something. in here there are calls, orders, or approvals. according to busyrah (2012: 11), the initial situation is the initial part of the story that contains a statement about someone or something who is wanted or desired or as the purpose of the subject. this stage is usually characterized by the occurrence of the sender who becomes the intention or the power in the story. the second part is the trans-formation section which includes: (1) the skill stage, that is the departure of the subject or hero, the emergence of opponents and helpers, and if the hero is unable to overcome the challenges he will be disqualified as a hero; (2) the main stage, namely the shift of space and time, in the sense that the hero has succeeded in overcoming challenges and travelling again. according to busyrah (2012: 12), the main stage is the stage where the subject is successful in getting the target object. the transformation will stop at the main stage if there is no second challenge in the next event which hinders the process of submitting the subject's searched object to the receiver. if the submission process encounters obstacles, but succeeds in overcoming them, the glory stage is achieved. (3) the glory stage is the arrival of a hero. the same thought was raised by zaimar (2011: 79) that the stage of glory is the stage of the arrival of heroes, the existence of original heroes, the uncovering of fake heroes, punishments for fake heroes, and services for genuine heroes. the third part is the final part of the situation. in this part, the object has been obtained and received by the receiver. the balance has occurred, the end of a desire for something at the same time ends the story. iii. methodology the method used in this research was descriptive. this research data was obtained through an in-depth study of documents available in the form of folk tales. data in descriptive research according to moleong (2014: 11) are in the forms of words, images, and not numbers. the form of this research was qualitative, which is the form of research that prioritizes the process or procedure carried out, while the results depend on the research process itself. the approach used in this study was structural (objective) which is based on an actantial study of a.j. greimas. the techniques of collecting data in this study were the documentary study technique. the use of the technique was based on the utilization of documents in a form of a story text of ne' baruakng kulup which has been recorded and has been already in a form of a printed document. tools for collecting data in this study were the researchers themselves. this is based on a belief that in a qualitative study the one who serves as the instrument is the researcher himself or herself. the qualitative study makes humans as the tools (instruments), meaning in the qualitative research (the researcher or with the help of other parties) acts as the instrument or main tool in both collecting data, recording the data, and interpreting the data by pouring all intellectual capability and knowledge, as well as the skills owned regarding the existing the phenomena (bogdan and biklen, lincoln guba in moleong, 2014: 4−8). to facilitate data collection the researchers used equipment namely cards to record data. the tools used by researchers are intended to facilitate researchers to collect data so that the data taken is complete and based on facts. therefore, the card used to record data is called a tool. the data source in this study was the story-texts of ne' baruakng kulup, dayak kanayatn oral literature edited and translated into indonesian and already in document form. the data of this study was in a form of a series of events which were in the forms of actants and functional structures that built the narrative structure of the story of ne' baruakng kulup. the validity of the data testing technique used in this study was the persistence of observation and the investigator's triangulation. which is a technique of checking the accuracy of data by maximizing the sharpness of the research team in conducting data analysis. the researchers used structural approaches to analyze the narrative structures that built the story-text of ne’ baruakng kulup. the implementation of the structural study work procedure was carried out through these following stages. 1. carefully read the text of ne' baruakng kulup story which was set as the object of the study. 2. identifying and classifying the actants that build the narrative structure of ne' baruakng kulup story text. 3. identifying and classifying the functions that build the narrative structure of ne' baruakng kulup story text. 4. analyzing and interpreting the actants that build the structure of the narrative text of ne’ baruakng kulup story based on a.j. greimas' actantial scheme. 5. analyzing and interpreting the functions that build the structure of the narrative text of ne’ baruakng kulup story based on a.j. greimas' actantial scheme. 6. concluding the results of the analysis and the results of the interpretation of the narrative structure of ne’ baruakng kulup story based on the a.j. greimas actantial scheme. journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 336 iv. results and discussion a. results 1) the analysis of actantial scheme fig. 2 is an analysis of the sixth actantial scheme in the story of ne' baruakng kulup. fig. 2 the sixth actantial scheme in the ne' baruakng kulup story the idea of the story (sender) in the sixth actantial scheme is an attitude of caring for others based on the spirit of sharing. various ways were done by ne’ baruakng kulup (subject) to be able to bring paddy seeds to earth. however, he was always failed because it was known by both parents. ne' ja’ek and ne' pangingu (opponent) did not allow ne’ baruakng kulup to bring paddy seeds to earth because of the resentment felt by ne’ ja’ek towards his ex-wife who had expelled him and humiliated himself when he migrated to earth. this was because ne' ja’ek preferred to save two stalks of paddy from rats and sparrows rather than mengayau, hunting a head of enemies. the feeling of heartache caused a grudge in ne’ ja’ek's heart so that he did not want to share paddy with humans. please, take a look at these following quotes. "okay, you can go down but don't bring paddy seeds. your ancestors also forbade us carrying the paddy seeds. we don't want that paddy seedlings go down to the earth, "said ne' ja'ek (nbk, lines 246−248). "hah! look at that, baruakng! are you bringing paddy seeds? i (father) have said no. do not! if you dare to bring it, i (father) will kill you. come on, return the paddy seedlings to the barn, "said ne' ja’ek angrily (nbk, lines 409−411). at the end of baruakng (subject) found a way to bring paddy seeds to earth after three failures because his father knew his plans. baruakng at the end managed to bring the paddy seeds (object) by hiding the rice seedlings at the tip of his genital or kulup (foreskin). in this case, the kulup or foreskin acts as a helper. his new effort was not in vain, he then handed over the paddy seeds to dara amutn and his half-brothers. consider the following quote. the next day, baruakng cautiously took his provision and favourite gasing or spinning-top toy. the paddy seeds that he had taken from the paddy dango or barn were hidden in the chamber. then slowly put it into the hole of his genital. after entering seven rice seeds, which consisted of four-morning seeds (sunguh) and three padd seeds (pulut) into the folds of his genitals, baruakng then met his father and mother to tell them that he was really departing to earth. seeing that his child only brought supplies and a top, his parents were not suspicious at all (nbk, lines 494−501). the spirit of sharing and caring for humans is the basic thing that encourages baruakng to put himself at risk for bringing paddy seeds to the earth so that humans have basic food like those of kayangan (heaven) humans. 2) the analysis of the functional model a. initial situation the sixth actant scheme begins with the desire of dara amutn to meet with her children's playmates named baruakng. after meeting, dara amutn later realized that baruakng was the child of her ex-husband, ne' jaek, who had been expelled because of not being able to get a kayau head. dara amutn then told baruakng that she was a former wife of ne' jaek and baruakng's playmates are baruakng's half-brothers. this situation made baruakng got closer to them and considered them his family, as illustrated in these following quotes. ―son, who are you actually, and where are you from? who are your parents?‖ asked the mother of four. ―i am from kayangan, ma’am. my father is ja’ek, and my mother is pangingu,‖ said ne’baruakng. ―who? your father is ja’ek?‖asked the mother of four children in surprise. ―right, ma’am!‖ responded ne’ baruakng. if so, this boy is the son of my exhusband, the woman muttered to herself (nbk, lines 377−385). "thank goodness, you do not disagree with each other while playing gasikng or top. these are your brothers and sisters. "tumbak lasok, tungu ano, gantang timah and you are buruk batakng, this baruakng is the son of your missing father," dara amutn explained to her four children. "baruakng, now, these four siblings are your brothers and sisters from your father when your father was still my husband" continued dara amutn to ne’ baruakng. ne’ baruakng and the four siblings were shocked. they never expected that they are actually halfsiblings. dara amutn then recounted the incident happening to her when she was still with her husband, ne' ja'ek in the past. she did not feel tears run down her cheeks. dara amutn wept bitterly (nbk, lines 391-400). b. transformation 1) skills stage baruakng's heart was moved when dara amutn asked him to bring paddy seeds to earth. a sense of solidarity and kinship were growing. he at the end intended to bring his stepmother and half-brothers to paddy seeds. the intention was so strong that he ignored his father's message forbidding care for others (sender) bringing paddy to earth (object) dara amutn, tumbak lasok, gantang timah, tungu ano, buruk batakng (reciever) kulup (helper) ne’ baruakng kulup (subject) ne’ panitah and ne’ pangingu (oppenent)) journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 337 him to bring paddy seeds to earth. baruakng agreed with dara amutn's request. please consider the following quote. "baruakng, bring us paddy seeds, just like what i just ate," asked dara amutn. ne’ baruakng just nodded showing an agreement (nbk, lines 401–402). 2) main stage baruakng tried various ways to be able to bring rice seeds to earth. initially, he put all the rice seeds in his grasp, but when bidding farewell to his father, the glow of paddy in his grasp was seen by his father. baruakng was scolded by his father right away. his father threatened to kill him if he dared to bring paddy seeds to earth. consider the following quote. the day after tomorrow when ne’ baruakng was going to go back down to earth, he did not forget to grasp a handful of paddy seeds to bring along with him. however, when he was about to say goodbye, the paddy seeds inside his grasp was blinking. begging the truth from his father, the paddy seeds in his grip blinked in yellowish light and seen by his father "hah! look at that! how come baruakng! do you want to bring paddy seeds? i have said no. do not! if you dare to take it, i will kill you. come on, put the rice seedlings back in the barn", said ne' ja'ek. seeing his father angry, then ne 'baruakng hurried to return the paddy to the barn. ne' baruakng felt sad because he had not managed to bring the paddy to his brothers on earth. sadly, ne’ baruakng cancelled his intention that day to go down to earth (nbk, lines 404−414). because the effort was unsuccessful, baruakng tried to hide the paddy seeds inside the folds of his pants. that was also known by his father. once again, his father threatened baruakng if he dared to bring paddy seeds to earth. see the following quote. on the fourth morning, as he promised to his big brothers ne’ baruakng intended to go down to the earth. he prepared his supply and his top-toy. he hid the paddy he stole from the barn inside the folds of his kapoa’. ne’ baruakng met his parents to ask their permission to leave. however, before he left, his father had found out how baruakng hid the paddy seeds. ―open the folds of your kapoa’!‖ commanded his father. with no choice, ne’ baruakng opens the folds of his kapoa’. ―see, i have warned you, but still you wanted to bring the paddy seeds to the earth,‖ said ne’ ja’ek angrily. ―they asked me to bring them paddy seeds.‖ ne’ baruakng responded softly. ―no!,‖ banned ne’ ja’ek harshly. ―but...but they are also your children!‖ ne’ baruakng said in shuttered. ne’ ja’ek and ne’ pangingu were shocked. ―even if your father's children, never let them know paddy, "said ne’ pangingu after relieving her surprise. ne’ baruakng just looked down silently, he did not want to answer again. he then passed and his parents were still angry (nbk, lines 451−465) baruakng did not feel despairement, he then put the paddy seeds into his mouth. when saying goodbye, the seeds in his mouth scattered out when his father asked him. consider the following quote. ―baruakng, come here! what is inside your mouth?‖ asked his father harshly.―paaaaaddy!‖ responded ne’ baruakng stammering. he then released the paddy from his mouth. ―i want to feed chicken, daddy,‖ ne’baruakng dodged. the paddy inside his mouth was dissipated to the chickens nearby. ―uhhh i failed again,‖ he thought (nbk, lines 466−474). 3) glory stage after failing to bring paddy to the earth many times, baruakng finally found a way so that the paddy he brought was invisible to his father. it also happened that baruakng had not been circumcised, so the rice seeds were inserted into the hole of his genital and covered by his foreskin. in this way, finally, baruakng can bring seven paddy seeds to earth. consider the following quote. the next day, baruakng cautiously took his supply and favourite top toy. the paddy seeds that he had taken from the paddy barn or dango were hidden in the chamber. then slowly he put it into the hole of his genital, hiding inside his genital foreskin. after entering seven rice seeds, consisting of four morning of sunguh paddy seeds into the hole of his genital, and three pulut paddy seeds inside the folds of his genital skin. baruakng met his parents and asked for permission to depart. seeing their son only brought his food supply and a top toy, his parents were not suspicious at all. the paddy that usually looked glittering was not seen at all in baruakng's folds, especially they were protected by his kapoa' cloth. with confident steps, baruakng ascended the earth. his face looked happy as he was able to trick the eyes of his both parents (nbk, line 493-503). c. final situation the success of baruakng to bring paddy to the earth made dara amutn and her children happy. in the actant 6 scheme, it is shown that baruakng (subject) succeeded in defeating the holder, namely his mother and father. consider the following quote. arriving on earth, tumbak lasok and his younger siblings, who had been waiting for his arrival, approached baruakng. ―how is it little brother baruakng, successful?‖ asked tumbak lasok anxiously. ―it’s here!‖ said baruakng smilingly. ―here you are!‖ said he while taking out the seeds from his genital with no feeling of embarrassment he then gave the seeds to tumbak lasok. seeing the way ne’ baruakng hid the paddy seeds, his four big brothers smiled at him. once they got the seeds, they asked promptly to meet their mother. ―mom, mom!‖ tumbak lasok called his mother, dara amutn. ―what’s up? oh, you baruakng!‖ said dara amutn in surprised realizing baruakng was there. ―he successfully brought us the paddy seeds, mom‖ said tumbak lasok while handing the paddy seeds to his mom. dara amutn was so happy when seeing journal of education, teaching, and learning volume 5 number 2 september 2020. page 332-339 p-issn: 2477-5924 e-issn: 2477-8478 338 baruakng success although she did not know yet how he did it. (nbk, lines 504−515). b. discussion referring to previous research conducted by salahuddin and nensilianti (2017) conclude that maryamah karpov novel has 11 actantial schemes and 11 functional models caused by 11 conflicts. in the novel's storyline, ikal is the dominant figure acting as a subject or hero is shown in actant schemes in conflicts ii, ix, x, and xi. thus, the researchers suggest that more research be conducted using the narratology theory of a.j greimas since such kind of research is still very limited in number. likewise, the analysis of the ne’ baruakng kulup story resulted in 14 actan schemes and 14 functional models. in the story, baruakng kulup is the dominant figure and a hero in the storyline. he is as subject in the actant scheme of the fifth, sixth, eighth, ninth, tenth, and fourteenth actan. suwondo (1994) stated that the storyline of danawa sari putri raja giant (1963) is very complex because it found four patterns structures in which each elemental function can be traced separately. however, although there are four structural patterns, which form the framework the main story is pattern ii structure, while the other three patterns are only is a side plot. in this study, the main actant of the 14 actant schemes is the sixth actant scheme because the main core of ne' baruakng kulup story recounts the process of his ascending the earth. in the sixth scheme, it is told how baruakng has managed to bring seven paddy seeds to the earth, namely 4 ordinary paddy seeds, and 3 pulut or sticky paddy seeds. this was done for his solidarity with his stepbrothers. the paddy seeds were then handed over to dara amutn, tumbak lasok, gantang timah, buruk batakng, and tungu ano. this action caused baruakng to lose the opportunity to be circumcised. this condition caused him to be called the baruakng kulup (foreskin). the first to fifth actantial scheme tells the story of the events before paddy seeds were brought to the earth, while from the seventh to fourteenth of actantial scheme tells the life of baruakng kulup after taking the paddy to earth. januarsyah (2017) concluded that the actant scheme in the folk tales of roro jonggrang can be produced based on four perspectives of characters who occupy the role of subject actors, namely: (1) roro jonggrang; (2) bandung bondowoso; (3) prambanan society; and (4) jin. then, the tradition of hitting a pestle on a mortar is a myth found in the folk tale of roro jonggrang. referring to the article, the scheme of the actant in the story ne 'baruakng kulup. referring to the article, the actant scheme of the ne’ baruakng kulup story can be generated based on the six perspectives of the characters who occupy the role of the subject, namely: (1) baruakng kulup; (2) ne’ jaek; (3) ne’ panitah and ne’ pangadu; (4) jumawar patih ampor gayokng; (5) shaman baliatn; and (6) beautiful ghost. the origin of the paddy descent to the earth brought by ne’ baruakng kulup is still commemorated as a tradition called naik dango which is interpreted as a thanksgiving for the paddy harvest they got while farming that year. the subject of the hero in the ne’ baruakng kulup story is baruakng kulup who occurs in the sixth actantial scheme and sixth functional structures, namely 5 th , 6 th , 8 th , 9 th , 10 th , 14 th . from the 14 actantial schemes and 14 functional structures, there are 10 actantial schemes and 10 functional structure that are not perfect since they do not have an opponent element. they are actantial schemes and functional structures 1 st ,2 nd ,4 th , 8 th , 9 th ,10 th , 11 th , 12 th , 13 th , and 14 th . there are 4 actantial schemes and functional structures that are perfect, such as 3 rd , 5 th , 6 th , and 7 th . actant schemes and functional structures correlate to each other following their order or sequence. each component existing in the actant has a clear role in stages found in the functional structures. v. conclusions a. conclusions based on the results of the analysis, the following conclusions can be drawn. 14 actant schemes and 14 functional structures are found in the story of ne ’baruakng kulup. interpretation of the correlation scheme of actant and functional structure produces the followings: the subject or hero in the story being analyzed is the figure of ne’ baruakng kulup; the main actant scheme is in the sixth actantial scheme; and there are 4 actant schemes and 4 perfect functional structures, namely the actant schemes and functional structures number 3 rd , 5 th , 6 th , 7 th . while imperfect numbers are 1 st ,2 nd ,4 th , 8 th , 9 th ,10 th , 11 th , 12 th , 13 th , and 14 th . actant schemes and functional structures are interrelated with each other following their sequences. each commissioner in the actant scheme is increasingly clear in its role in the stages existing in the functional structures. b. suggestions 1. actantial study based on a.j. greimas can be used to analyze other prose texts such as romance, novels, and short story collections. 2. this study model can be used to foster and develop research workshops for students taking courses in literature research methodology, regional literature, literature sociology, comparative literature, and prose studies. 3. further studies on other dayak kanayatn folktales are open to being conducted by utilizing a variety of sources available in the community. references brundvand, jan harold. 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