Effectiveness of Service Training Based on Education and Training Model On-In-On-In for Dual Skills Program
DOI:
https://doi.org/10.28926/briliant.v6i4.838Abstract
The focus in this article is to reveal: (1) The purpose of participating in dual skills programs; (2) Effectiveness of In Service Training 1 (In-1); (3) Effectiveness of In Service Training 2 (In-2); (4) Competence Pedagogic and Dual Professional Teacher Skills. Dual Skills Program is the addition of assignments and functions of teachers from normative and adaptive teachers plus the task of teaching productive expertise competencies, carried out for 12 months using the On-In-On-In learning model. Type of case study research with multi-case study design. The results of this study (1) Motivation of teachers to participate in dual skills programs to obtain educator certificates and anticipate shortages of hours; (2) Implementation of In-Service Training 1 is quite effective; (3) Implementation of In Service Training 2 (In-2) is quite effective;Â (4) In general On-In-On-In training is quite effective; (5) Teacher competency after training is quite good. Constraints that occur are difficult to divide the teaching time and tasks from training dual skills programs which are quite a lot. To the development of science, especially vocational education, the results of this study are expected to be used as one of the comparative studies on the theory of the effectiveness of On-In-On-In training in obtaining dual related skills: (a) The purpose of participating in a dual expertise program (b) Effectiveness of In Service Training 1 (In-1), (c) Effectiveness of In Service Training 2 (In-2), (d) Competence of Dual Skills Teachers Post-On-In-On-In Training.
References
Badlihisham, M. N, Zamri, A. et.al. 2012. Industrial training: a survey on its effectiveness among undergraduates from the Faculty of the Islamic Studies. UKM Teaching and Learning Congress 2011. Procedia - Social and Behavioral Sciences. 59 (2012) 349 – 356.
BlaÅ¡ková, M., BlaÅ¡ko, R., & KucharÄÃková, A. (2014). Competences and competence model of university teachers. Procedia-Social and Behavioral Sciences, 159, 457-467.
Bourke,Terry, Ryan Mary, Ould Paul. 2018. How do teacher educators use professional standards in their practice?. Journal Teaching and Teacher Education. 75 (2018) 83-92.
Crowley, C. B. 2017. Professional development as product implementation training. Journal Teaching and Teacher Education. 67 (2017) 477-486
Darmawan, D. 2016. Kompetensi Instruktur dan Efeknya terhadap Kecakapan Vokasional Peserta Pelatihan. Jurnal Untirta. Vol. 1. No 2 Hlm. 107 - 120 Agustus 2016
Doležalová, J. (2015). Competencies of teachers and student teachers for the development of reading literacy. Procedia-Social and Behavioral Sciences, 171, 519-525.
Evens, M., dkk. 2018. Promoting the development of teacher professional knowledge:Integrating content and pedagogy in teacher education. Teaching and Teacher Education. 75 (2018) 244-258
Harris, D. N., Sass, T. R. 2011. Teacher training, teacher quality and student achievement. Journal of Public Economics, 95 (2011) 798-812.
Hatimah, Ihat. 2014. Metode Pembelajaran. Bandung: Rizqi Press
Holbrook, J.B. 1987. Education, Industry and Technology. United Kingdom: Pergamon Press
Hutabarat, R. 2016. Pengaruh Pelatihan, Motivasi dan Disiplin Kerja terhadap kinerja Guru di SMP Negeri 3 Sibolga. Tesis. Jakarta. Program Pasca Sarjana Universitas Terbuka
Julia, J. (2018). Orientasi Estetik Gaya Pirigan Kacapi Indung dalam Kesenian Tembang Sunda Cianjuran di Jawa Barat. UPI Sumedang Press.
Kementerian Pendidikan dan Kebudayaan. 2016. Petunjuk Teknis Pengenalan Kompetensi Guru Produktif (ON-1) dan Penguatan Pengalaman Lapangan (ON-2) Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan.
Kementerian Pendidikan dan Kebudayaan. 2017. Petunjuk Teknis Pelaksanaan In Service Training (IN-1) dan In Service Training 2 (In-2). Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan.
Kusumawati, R., dkk. 2015. Faktor – Faktor Yang Mempengaruhi Rendahnya Nilai Pada Uji Kompetensi Guru (UKG). Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 1 Nomor 1.
Klug, J., Schultes, M. T., Spiel, C. 2017. Assessment at school e Teachers' diary-supported implementation of a training program. Journal Teaching and Teacher Education. xxx (2017) 1-11
Marienda, W. 2015. Kompetensi dan Profesionalisme Guru. Jurnal Unpad Prosiding KS: RISET&PKM. Vol.2 No.2 147-300.
Maclean, R. & Wilson, D. N. 2009. International Handbook of Education for the Canging World of Work: Bridging Academic and Vocational Learning. German: Springer.
Moleong. J. Lexy. 2016. Metode Penelitian Kualitaif Edisi Revisi. Bandung: Rosdakarya.
Msangya, B.W., Mkoma, S.L., & Yihuan, W. 2016. Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania. Journal of Education and Practice, 7 (14): 113-118.
Nasir, M. 2012. A Survey on its effectiveness among Undergraduates. Procedia - Social and Behavioral Sciences. 59 (2012) 349 – 356
Nasution, K. M. 2017. Penggunaan Metode Pembelajaran Dalam Peningkatan Hasil Belajar Siswa. Jurnal Ilmiah Bidang Pendidikan. Vol. 11, No. 1, 2017
Nordin, Rosdiadee., dkk. 2012. Preliminary Study on the Impact of Industrial Talks and Visits towards the Outcome Based Education of Engineering Students. Procedia - Social and Behavioral Sciences. 60 (2012) 271 – 276
Nousiainen, Tuula, dkk. 2018. Teacher competencies in game-based pedagogy. Journal Teaching and Teacher Education. 74 (2018) 85-97
Phin, C. 2014. Teacher Competence and Teacher Quality in Cambodia’s Educational Context Linked to In-Service Teacher Traininhg: An Examination Based on A Questionnaire Survey. International Journal of Educational Administration and Policy Studies, 6 (4);62-69.
Prasertcharoensuk, Thanomwan, dkk. 2015. Influence of Teacher Competency Factors and Students’ Life Skills on Learning Achievement. Procedia - Social and Behavioral Sciences. 186 (2015) 566 – 572
Purnomo, Slamet and Soenarto (2017). A supply and demand analysis of engineering teachers. World Transactions on Engineering and Technology Education, 15 (4).
Risdiani. 2013. Peningkatan Kompetensi Guru dalam Penggunaan Alat Peraga Pembelajaran PAI Melalui In House Training di SD Muhammadiyah 01 Wuled Kecamatan Tirto Kabupaten Pekalongan Tahun Pelajaran 2012/2013.Tesis. Semarang:PPs IAIN Walisongo Semarang
Saputro, N. E., Purnomo, P., & Tuwoso, T. (2019). Knowledge, Mechanical Aptitude, and Age on Double-Expertise Teacher Competence: A Correlational Study. Jurnal Pendidikan Sains, 7(4).
Shawer, S. F. 2017. Teacher-driven curriculum development at the classroom level:Implications for curriculum, pedagogy and teacher training. Journal Teaching and Teacher Education. 63 (2017) 296-313
Suharno, S., & Fatimah, T. (2015). MANAJEMEN SUMBER DAYA GURU (Studi Kasus Di Madrasah Aliyah Negeri 2 Model Palu). Istiqra: Jurnal Hasil Penelitian, 3(1), 179-196.
Sugiyono. (2006). Statisktika Untuk Penelitian. Bandung: CV. Alfabeta.
Sutopo, E. Y., & Slamet, A. (2017). Statistik Inferensial. Penerbit Andi.
Ulfatin, N. (2015). Metode Penelitian Kualitatif di Bidang Pendidikan: Teori dan Aplikasinya: Studi Kasus, Etnografi, Interaksi Simbolik, dan Penelitian Tindakan Pada Konteks Manajemen Pendidikan. Malang: Media Nusa Creative.
Wardhani, N. S., Farida, E., & Yudha, E. S. (2019). Profil kompetensi pedagogik dan profesional guru bimbingan dan konseling SMA di Kota Bandung. Indonesian Journal of Educational Counseling, 3(2), 147-154.
Wijayanto, D. (2017). Pengaruh Motivasi Dan Kualitas Sumber Daya Manusia Terhadap Kinerja Pendamping Program Keluarga Harapan Kementrian Sosial Kabupaten Lampung Timur. e-JKPP, 2(2), 12-18.
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and teacher education, 61, 47-59.