Undang- Undang Nomor 19 Tahun 2002, tentang Hak...

ii

Undang- Undang Nomor 19 Tahun 2002, tentang Hak Cipta

PASAL2 (1) Hak Cipta merupakan hak eksklusif bagi Pencipta atau Pemegang Hak Cipta untuk

mengumumkan atau memperbanyak ciptaannya, yang timbul secara otomatis setelah suatu ciptaan dilahirkan tanpa mengurangi pembatasan menurut perundang-undangan yang berlaku.

PASAL 72 (1) Barang siapa dengan sengaja dan tanpa hak melakukan perbuatan sebagaimana

dimaksud dalam Pasal 2 ayat (1) atau Pasal 49 ayat (1) dan ayat (2) dipidana penjara masing-masing paling singkat 1 (satu) bulan dan/atau denda paling sedikit Rp 1.000.000.00 (Satu Juta Rupiah), atau paling lama 7 (tujuh) tahun dan atau denda paling banyak Rp5.000.000.000.00 (Lima Miliar Rupiah).

(2) Barang siapa dengan sengaja menyiarkan, memamerkan, mengedarkan, atau menjual kepada umum suatu Ciptaan atau barang hasil pelanggaran Hak Cipta atau Hak Terkait sebagaimana dimaksud pads ayat (1) dipidana dengan pidana penjara paling lama 5 (lima) tahun dan/atau denda paling banyak Rp 500.000.000.00 (lima ratus juta rupiah).

iv

Proceeding :

7th International Seminar on Regional Education

Educational Community and Cultural Diversity

November 5-7, 2015 Furaya Hotel, Pekanbaru City Riau Indonesia

Editor: Mahdum Said Suhil Achmad Daeng Ayub Natuna Suarman Abdul Razak Ahmad Mohd Hanafi Mohd Yasin

Sampul dan Tata Letak : Said Suhil Achmad Diterbitkan oleh : Universitas Riau Press Jalan Pattimura No. 9, Gobah Pekanbaru 28132 Riau, Indonesia Telp. (0761) 22961, Faks. (0761) 857397 e.mail: [email protected] ANGGOTA IKAPI

Hak Cipta dilindungi Undangp-Undang Dilarang mengutip atau memperbanyak sebagian atau seluruh isi buku ini tanpa izin tertulis dari penerbit.

Isi di luar tanggung jawab percetakan Cetakan Pertama: Nopember 2015

ISBN 978-979-792-634-2 Volume 1, 2 dan 3

mailto:[email protected]

v

Kata Pengantar Dekan FKIP Universitas Riau

Assalamu'alaikum Warahmatullahi Wabarokatuh. dan Saiam Sejahtera untuk kita

semua.

Pertama-tama marilah kita mengucapkan puji dan syukur kehadirat Allah SWT yang telah

memberikan kita kesehatan dan kekuatan sehingga kita dapat berjumpa dalam acara

Seminar Internasional Pendidikan Serantau ke 7. Salawat dan salam tidak lupa kita

haturkan kepada Muhammad Rasulullah SAW yang telah mengeluarkan umatnya dari

kegelapan kepada yang terang benderang. Seiring dengan itu izinkan saya menyampaikan

rasa bahagia atas kerjasama yang telah terjalin antara Universitas Riau dengan Universiti

Kebangsaan Malaysia, terutama dalam melaksanakan seminar kali ini yang berlansung

untuk ketujuh kalinya.

Kegiatan seminar ini merupakan kegiatan rutin - kerjasama antara Universitas

Riau Pekanbaru dan Universiti Kebangsaan Malaysia - yang dilaksanakan dalam dua

tahun sekali dengan tempat yang saling bergiliran antara Universitas Riau Pekanbaru

dan Universiti Kebangsaan Malaysia. Kerjasama yang dilakukan, terutama dalam

pelaksanaan seminar ini memberikan manfaat yang besar terhadap perkembangan

pendidikan bagi dosen-dosen atau pensyarah-pensyarah kedua belah pihak. Melalui

seminar ini kita dapat saling bertukar informasi terkini tentang hasil-hasil penelitian

yang dilakukan oleh para dosen maupun mahasiswa di kedua universitas.

Pelaksanaan Seminar Internasional Pendidikan Serantau ke 7 mengambil tema

Pendidikan Komunitas dan Keberagaman Budaya. Seiring dengan pelaksanaan seminar

ini, diterbitkan pula sebuah prosiding yang memuat hasil-hasil penelitian. Ini

merupakan suatu bukti bahwa kerjasama yang kita lakukan tidak hanya sebatas

pembicaraan yang berlansung didalam ruang seminar ini saja, melainkan kerjasama ini

mampu menghasilkan sesuatu yang dapat dibaca oleh masyarakat. Mudah-mudahan, ¡si

dari prosiding itu memberikan makna yang mendalam bagi masyarakat, termasuk dalam

menyelesikan masalah -masalah yang terjadi didalam masyarakat.

Saya selaku Dekan Fakultas Keguruan dan llmu Pendidikan - Universitas Riau

mengucapkan terima kasih kepada semua pihak yang telah bekerja keras demi

terlaksananya seminar ini serta semua pihak yang telah membantu terbitnya prosiding

ini. Namun tentu saja semuanya tidak berahir disini. Akan muncul lagi nanti karya-

karya lain yang lebih besar. Akhir kata, saya berharap kerja sama antara Universitas

Riau dengan Universiti Kebangsaan Malaysia akan terus berlanjut.

Wassalamualaikum Wr.Wb.

Prof. Dr. H. M. Nur Mustafa, M.Pd.

Dekan FKIP Universitas Riau

vi

Prakata Daripada Dekan Fakulti Pendidikan

Universiti Kebangsaan Malaysia

Bismillahirrahamanirrahim,

Assamualaikumwbtdan

Salam Sejahtera

Alhamdulillah dan syukur ke hadrat Allah SWT kerana dengan keizinan dan limpahrah

mat serta hidayah-Nya, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Riau berjaya

mengelolakan Seminar Internasional Pendidikan Serantau Ke 7. Tahun ini merupakan

giliran yang telah diberikan tanggungjawab untuk menganjurkannya.

Seminar ini yang bertemakan “Pendidikan Komunitas dan Keberagaman Budaya

Menuju” merupakan saluran terbaik untuk komuniti pendidikan berkongsi ilmu tentang

strategi-strategi transformasi, kreativiti dan inovasi dalam pengurusan pendidikan,

pengajaran dan pembelajaran bagi meningkatkan kapasiti kepimpinan, pengajaran dan

pembelajaran mereka ke arah merencanakan masa depan pendidikan yang lebih baik.

Cabaran global yang semakin rencam kini memerlukan para akademik yang mampu

berfikir dengan kreatif dan inovatif bagi menjana transformasi pendidikan negara

dengan berkesan ke arah melahirkan generasi masa depan yang memiliki keperibadian

yang positif dan bersedia mencapai kecemerlangan dalam persekitaran kompetitif secara

global. Sebagai peneraju utama organisasi, para akademik perlu menjadi contoh kepada

orang lain dalam membudayakan budaya kerja ini dan seterusnya dapat menyemarakkan

amalan ini dalam kalangan warganya, terutama sekali kepada guru-guru.

Fokus terhadap usaha membangunkan pemimpin dan guru-guru yang kreatif dan

inovatif menjadi keutamaan untuk memastikan para akademik dan guru-guru berprestasi

tinggi ditempatkan di setiap sekolah dapat direalisasikan dengan mengambil kira

keberagaman budaya setempat. Ini adalah merupakan tanggungjawab yang perlu dipikul

oleh para akademik dalam melahirkan pendidikan yang berkualiti.

Akhir kata, semoga usaha murni ini akan mendapat keredhaan dan keberkatan dari pada

Allah SWT.

PROFESOR DR. LILIA HALIM

Dekan Fakulti Pendidikan, Universiti Kebangsaan Malaysia

vii

Kata Pengantar Editor

Syukur Alhamdulilah, akhirnya makalah yang berjumlah 133 buah dapat diterbitkan

dalam buku proseding ini. Walapun hambatan utama adalah masalah waktu yang tidak

pasti karena masalah asap, sehingga kepastian penyelenggaraan baru dapat kami

tetapkan pada tanggal 1 Nopember 2016, tentunya dengan segala keterbatasan yang ada

pada kami.

Tim editing sepakat babwa buku proseding ini dibagi dalam tiga volume.

Volume 1 dan 2 dalam Bahasa Indonesia dan Bahasa Melayu, sedangkan Volume 3 dalam

Bahasa Inggris. Volume 1 terdiri dari 52 makalah, Volume 2 terdiri dari 52 makalah,

dan volume 3 berjumlah 29 makalah. Volume 1 mulai dari halaman 1 sampai

630, volume 2 dari halaman 631 sampai halaman 1171 halaman dan volume 3 dari

halaman 1172-1453

Volume 1 berisikan bidang: Kurikulum Pendidikan, Kebijakan dan Manajemen

Pendidikan, Pengelolaan Pembelajaran, Sains dan Teknologi Pendidikan; Volume 2

berisikan bidang: PLS, Pendidikan politik, Hukum dan Hak azazi manusia, pendidikan

jasmani dan kesehatan, Pendidikan kepelatihan, Pendidikan masyarakat adat dan orang

asli, Pendidikan komunitas dan budaya asean, Pendidikan dan peradaban dan Volume 3

berisikan bidang: Pendidikan bahasa dan sastra dan Pendidikan seni dan tari.

Tim editor memerlukan waktu yang banyak untuk menyamakan tata letak makalah

yang beragam, bahasa yang berbeda, outline yang berbeda, tanda baca yang tidak standar,

dan termasuk tata tulis bahasa karya ilmiah yang tidak taat azas.

Mengingat waktu yang singkat, kami tidak dapat banyak melakukan perubahan,

sehingga ada makalah yang tidak mengalami perubahan sama sekali.

Hal yang patut diambil pengalaman agar masalah yang sama tidak berulang di

masa datang, karena itu makalah harus diberikan acuan resmi dari penyelenggara

seminar agar tidak menyulitkan editing akhir.

Akhir kata, jika ada kesalahan dari kami, hal itu bukanlah kesengajaan, mudah-

mudahan dimasa datang akan lebih baik.

Pekanbaru, 6 Nopember 2015

Tim Editor

DAFTAR ISI

KATA PENGANTAR DEKAN FKIP UNIVERSITAS RIAU v

PRAKATA DARIPADA DEKAN FAKULTI PENDIDIKAN UNIVERSITI KEBANGSAAN MALAYSIA

vi

KATA PENGANTAR EDITOR vii 105 ENVIRONMENTAL AWARENESS THROUGH

ENVIRONMENTAL SELF-APPLICATION STUDY (KAKAS) Zanaton Haji Iksan, Sharifah Zarina Syed Zakaria dan Noor Azizah Samsuddin

1171-1183

106 IMPROVING HIGHER EDUCATION INVOLVEMENT IN EDUCATIONAL COMMUNITY: CREATING MEANINGFUL LEARNING EXPERIENCES

Alexon

1184-1195

107 THE MEDIA ROLE ON CHEMISTRY SCIENCE INSTRUCTION IN COLLEGE

Asmadi Muhammad Noer

1196-1202

108 THE INFLUENCE OF APPLYING THE PROBLEM BASED LEARNING BASED. SOFT SKILL TO ENCREASE STUDENTS’ CREATIVITY IN THE SUBJECT DEVELOPMENT OF HIGH SCHOOL MATHEMATICS CURRICULUM

Atma Murni dan Rini Dian Anggraini

1203-1212

109 INVESTIGATING THE RELATIONSHIP OF EMOTIONAL INTELLIGENCE TOWARDS ACADEMIC ACHIEVEMENT AMONG TESL TEACHER TRAINEES IN MALAYSIA INSTITUTE OF TEACHER EDUCATION

Azlinda Abd. Aziz

1213-1224

110 DEVELOPMENT OF BIOTECHNOLOGY TEACHING MATERIALS WITH ENVIRONMENTAL BIOTECHNOLOGY CONCEPT BASED ON BIOLOGICAL EDUCATION FKIP UR STUDENT RESEARCH

Darmawati

1225-1233

111 ENGLISH LANGUAGE TEACHING PROBLEMS IN INDONESIA 1234-1241

viii

Effendy Gultom

112 CONSTRUCTING RUBRICS FOR GENRES AND SHORT FUNCTIONAL TEXTS: (A NEW CHALLENGING TASK FOR ENGLISH LANGUAGE TEACHERS)

Fadly Azhar

1242-1248

113 IMPROVING AUTONOMOUS LEARNING AND LEARNING OUTCOMES OF STUDENT THROUGH GENERATIVE LEARNING ON LINEAR ALGEBRA SUBJECT

Zuhri D

1249-1259

114 HOOK ON TO THE FIGURE (A STRATEGY TO THE TEACHING OF NARRATIVE ESSAY WRITING)

Fawziyah Ali

1260-1270

115 THE EFFECTIVENESS OF WEB-BASED INSTRUCTIONS ON WRITING SKILL OF ENGLISH DEPARTMENT STUDENTS OF FKIP RIAU UNIVERSITY

Hadriana and Mahdum

1271-1280

116 APPLICATION OF ‘ DISCOVERY LEARNING’ LEARNING STRATEGY IN IMPLEMENTATION OF BASIC MICROBIOLOGY COURSE’S PRACTICE TO INCREASE 21ST CENTURY SKILL ON COLLEGE STUDENT OF BIOLOGY EDUCATION PROGRAM

Irda Sayuti

1281-1290

117 INCREASING PEDAGOGICAL COMPETENCE OF ELEMENTARY SCHOOL TEACHERS’ THROUGH LESSON STUDY IN TAMBUSAI DISTRICT ROKAN HULU REGENCY

Maria Erna, Susilawati, Abdullah dan Betty Holiwarni

1291-1297

118 THE CONTRIBUTION OF MOTIVATION LEVEL AND LANGUAGE LEARNING ENVIRONMENT TO THE SUCCESSFUL FOREIGN LANGUAGE LEARNING

Masyhur

1298-1310

119 THE USAGE OF E-BOOKS IN HIGHER EDUCATION LEARNING

Muhamad Alif Fathi b Md. Noor dan Suhaila Abdullah

1311-1315

ix

120 THE IMPLEMENTATION OF CURRICULUM 2013 IN EXPEREMENT OF OPTIC COURSE THROUGH THE DEVELOPMENT OF STUDENT WORKSHEETTO ESTABLISH SCIENTIFIC ATTITUDE IN PHYSICS EDUCATION PROGRAM

Muhammad Nor

1316-1324

121 IMPROVING CHILDREN READING SKILL THROUGH PICK AND PLAY VISUAL MEDIA

Ria Novianti dan Febrialismanto

1325-1332

122 THE RELATIONSHIP BETWEEN DEMOGRAPHIC FACTORS AND LECTURERS’ EFFICACY BELIEFS IN PROJECT-BASED LEARNING

Sakhiyyah A. Rahim

1333-1343

123 A META ANALYSIS STUDY ON THE EFFECTIVENESS OF HIGHER ORDER THINKING SKILLS BASED LEARNING IN SCIENCE AND MATHEMATICS SUBJECTS

Salbiah binti Mohamad Hasim, Ruhizan binti Mohamad Yasin, Roslinda binti Rosli

1344-1349

124 REVISION USING EXPLANATION AND RECALL (E&R ) AT KOLEJ MARA BANTING

Satinah Awang, dan Zanaton Binti Hj Iksan

1350-1357

125 THE PRINCIPAL’S SUSTAINABLE LEADERSHIP AND THE RELATION WITH TEACHERS’ ORGANIZATION COMMITMENT: A CASE STUDY OF GOVERNMENT ASSISTANCE RELIGIOUS SCHOOL

Shabita Md Hussian dan Azlin Norhaini Mansor

1358-1374

126 ANALISIS KEMAMPUAN MENGINTERPRETASI DAN MENULIS SYAIR SISWA KELAS X SMA KOTA LANGSA PROVINSI ACEH

Siti Habsari Pratiwi

1375-1384

127 USE OF LEARNING MODEL TRUE OR FALSE LEARNING TO IMPROVE RESULTS INDONESIA POLITICAL SYSTEM IN PRODI PPKN FKIP UNIVERSITY RIAU

Sri Erlinda

1385-1395

128 HOW 60: 40 POLICY AFFECTS THE DEVELOPMENT OF SCIENCE CURRICULUM IN MALAYSIA

1396-1405

x

Suhanna Zainudin, Lilia Halim dan Zanaton Iksan

129 EMPLOYEES’ ORGANIZATIONAL COMMITMENT OF PROVINCIAL EDUCATION BOARD OF PROLIFERATION OF REGENCIES/CITIES IN RIAU PROVINCE

Sumardi Ahmad

1406-1413

130 QUESTION LEVELS AND QUESTIONING SKILLS IN ELT

Supriusman

1414-1424

131 AN INDONESIAN LEARNER’S READING JOURNAL FOR EXTENSIVE READING

Syofia Delfi and Hamidah Yamat

1425-1435

132 THE ANALYSIS OF ERROR ON SOLVING GEOMETRY PROBLEM OF STUDENT AT CLASS IX JUNIOR HIGH SCHOOL ON TAMPAN SUBDISTRICT PEKANBARU

Titi Solfitri dan Yenita Roza

1436-1442

133 AN ANALYSIS OF SOCIAL AND INTERPERSONAL ATTITUDES TOWARDS DORMITORY-BASED EDUCATION OF TEACHER CANDIDATES

Yustina and Dahnilsyah

1443-1453

xi


133

AN ANALYSIS OF INTERPERSONAL ATTITUDES THROUGH DORMITORY-BASED EDUCATION OF TEACHER CANDIDATES:

(PARTICIPANTS OF TEACHERS PRE-SERVICE PROFESSIONAL TRAINING PROGRAM- BACHELORS DEGREE GRADUATES, TEACHING IN THE FRONTIER, OUTLYING AND

UNDERDEVELOPED REGIONS (PPG-SM3T), RIAU UNIVERSITY )

Yustina 1 and Dahnilsyah2

Email/Mobile: hj_yustin @ yahoo.com/ 082169834222 [email protected]/08117573657

Biology Education Laboratory1and The English Education Study Program2

Math and Science Education Department/Language and Art Education Department Education Faculty Riau University

Abstract: This study investigated interpersonal attitude through dormitory-based life of PPG- SM3T participants and was conducted from March to September, 2015. It had 2 periods. Each periods lasted for 3 months. Total sampling technique was applied: 64 participants. They represented Biology, Physics, Chemistry and Economics study programs and were divided in to 5 groups. Parameters in this study covered 9 items for interpersonal attitudes. The employed data analysis was descriptive: means and percentages. The findings demonstrated that the mean score was ≥ 3,6: In the 1st

period, the creative score reached 71,88% and improved to be 84,38% in the 2nd

period. Discipline attitude in the 1st period was 76,56% and improved 100% in the second period. The score for courtesy in the 1st period was 84,37% and increased 100% in the 2nd period. Disciplined, courteous and creative attitudes in the 1st period need guidance. After following guidance in the 2nd period, only creative attitude need guidance. This study concludes that such guidance is effective to build interpersonal attitudes.

Keywords: interpersonal attitude, Dormitory-based education, PPG-SM3T

INTRODUCTION One of the key issues that receive scholarly attention in education development, particularly in the frontier, outlying and underdeveloped regions (SM-3T) are the

shortage of teachers, below standar qualifications of teachers, unevenly distribution of

both school facilities and teaching personels, teachers’ low competence as well as the

mismatched between the work and educational background of teaching staff. Besides,

the number of school drop outs which arerelatively stillhigh and school participation

and attendance are also severely still low.

The policy of the ministry of education in accelerating education development in

these regions are realized ina program of the so called bachelors degree graduates teaching

at the frontier, outlying and underdeveloped regions. inindonesia is called SM-3T which

stand forSarjanaMengajar di daerahterdepan, terluar dan tertinggal. It is a community

service of the bachelors graduates in education to participate in accelerating

1443




the education development in the 3T regions for one year in their preparation before

pursuing for the pre-service teachers professional training program (PPG).

The objective of PPG as stipulated in the regulation of minister of education and

culture no.87, 2013 is to produce competent teachers in planning, acting and evaluating

the instruction; following up the evaluation;, conducting guidance and training for

learners; doing various research as well as developing sustainable professionalism

(Kemendikbud, 2013).

The instruction system of PPG-SM3T covering workshop, instructional materials

development and field experience program which are administered underan intensive

direct supervision of supervisor and mentoring teachers. The implementation of PPG-

SM3T-UR’s program in the form of non-block can be seen in picture-1below:

CYCLE-1(60%)

CYCLE-2

Picture-1.The cycles of non-block activity of PPG-SM3T UR.

The main orientation of PPG is to build the quality of knowledge competence

and pedagogics and acquire the ethic professions. In the ethic profession development

therefore does need an appropriate instruction climate in the form of dormitory-based

education.The objectives of this dormitory-based education program are: a) educating

the participants to be virtuous, outstanding, independent, disciplined, mentally and

physically healthy; b) producing teacher candidates whose empathy and enable to adapt

with the heteregenousenvinronments; c) creating professional, decisive, strong, intelligent,

democratic, honest, and care personalities.

Referring to the problem identification based on the field observation and suggestion

sheet distributed to the PPG-SM3T participants, which was administered in the first two

week of PPG-UR, it was discovered the following data:1) 60% of participants were not

satisfied with the limited facilities of the dorm; 2) lack of gratefulness and outspoken; 3)

less disciplined, i.e., breaching the regulations and agreements; 4) easily to make

complains, particularly to the dormitory atmosphere and workload; 5) often to ask for

their rights rather than do their responsibilities; 6) lack of courtesy in using oral

communication and manner to the interlocutor and the other inherited characters of the

participants. All of these weak traits may lead to the constraints in achieving the

e x t e r n a l c o m p e t e n c e t a r g e t s o f t h e p r o f e s i o n e t h i c s

1444


particularly the positive attitudes of the teacher candidates of PPG-SM3T, Riau

University.

Students of the pre-service teacher professional training program are adult

people who have significantly learnt compared with children who acquire new behaviours.

(Sweeney &Cromley, 2002). Learning activities of adult learners tend to select things

which are directly applied. Education for adults by nature is the capability improvements

in tackling life problems at present. Nevertheless, as learners, the participants of PPG-

SM3T still need guidances including building up the character values.

The character assessment is indicated by attitudes which are actualized in

opinions, feelings and beliefs towards certain stimuli. Regulation of Minister of

Education and Culture no. 81A, 2013 says that to measure attitudes, some techinuques

can be applied: observation, self evaluation, peer evaluation and journals.

The attitudes can be formed through social interaction (Gerungan, 2000). The

PPG-SM3T-UR program need well organized management that can be observed from

the periodical managerial. In this respect, periodical managerial expect comprehensive

evaluation as one of the cycles. Evaluation on a program can be administered to the

undergoing program.The evaluated components among others are contracts, contexts

input and processes (Stuffebeam, 2007). Evaluation towards these components allows to

design process that meet the preferred products.Referring to the recommended

modifications of Ridlo (2014), It describes how both condition and description of the

evaluation towards PPG SM3T-UR participants as illustrated in table 1.

Where is the current characters(al attitudes) of PPG SM3T -URparticipants?

Picture 2. The Need Conditions for Evaluative study

This study is aimed at analyzing the interpersonal attitudes of PPG-SM3T

participants of Riau University. The research contribution can be valuable input for the

improvement of PPG program in the future and to establish policies in accelerating the

quality development of teachers and ethic profesion in Riau province which in turn serves

as feedback in encountering the paradigms of teachersprofesional education.

1445


2. METHODS

This descriptive study was conducted during the pre-service teachers professional

training program, Riau University from March to Septermber, 2015. It describes how both

condition and description of the evaluation towards PPG SM3T-UR participants as

illustrated in table 1.

Table-1. The Matrics of the connection of input variable, parameter, sumber data/informasi dan

metode No Variabel Parameter Source of data/ information Methods

1 Students input components Interpersonal

atttitudes

Evaluation sheet, Peer

evaluation questionnaire Portpolio

2

Input Components of

Dormitory supervisor (PA)

and the program coordinator-

Penggerak Kegiatan (PK)

Interpersonal

attitudes

Evaluation sheets

observations, ,Jurnals Portpolio

3 Input Components of

facilities

Environment and

instructors

Evaluation sheets

observation Portpolio

The populations were PPG-SM3T participants using the total sampling techniques

which involved 48 females and 16 males.Technically, participants in the dormitory life

were divided in to 5 groups of neighbourhood (RT), and each of the neighbourhood

represented 4 study programs and six universities/Teacher training institutions (LPTK).

RTI, II, III and RTIV consisted of 12 person (led by female village head)), RTV had 16

persons (led by RT and male village head)

Each of RT led by a head of neighbourhood and village head. The village head is

accountable to : 1) Head district of dormitory (The dormitory security officer) and 2)

Program coordinator and 3) the dormitory supervisor. The distribution of each

neighbourhood is shown in table-2.

Table-2. The distribution of participants based on LPTK, Field of studies, Gender at each

of neighborhodd

No

LPTK/Teach

ing

Institutions

Fields of study

Jml

PA- Head district of the dorm-PK

1 2 3 4 Female village head ML

RT1 RT2 RT3 RT4 RT5

1 UR 1*-6 3*-2 2*-8 3*-11 9*-27 21,33,

24

11,12,

13, 34

21,33 ,

14

11,12,

33 , 24

11,32,23

,34

2 UNP - 4 6 - 10 22 22,13 33 23 -

3 UNSYIAH - 5*-2 - - 5*-2 12 - - 12 52

4 UNMUL - - 1 - 1 - 13 - - -

5 UNIMA 1* 3 - - - 1*-3 11 - 11 11 11

6 UPI 1*-5 - - - 1*-5 11 21 11 11 11

Total 3*-14 8*-8 2*-15 3*-11 16*-48 12 12 11 12 16*

Notes: * Sign (MALE). 1(BIOLOGY); 2(PHIYSICS); 3(CHEMSTRY); 4(ECONOMICS)

The parameter of this study composed of 9 items of interpersonal attitude

1446


indicators: 1.spirituality, 2. honesty, 3. responsibility 4. courtesy, 5. independence, 6.

creativeness, 7. discipline, 8. tidiness, 9. self confidence. The supporting parameters are

the available facilities in the dorm. Parameters, sources of data, instruments and collection

methods are shown in table-1.

The data collection instrument used the observation sheets and questionnaires

referring to the PPG-SM3T program (Diktendik, 2015). The evaluation was

administered by the participants, program coordinator and the dormitory supervisor. The

gathered data submitted by the participants (peer evaluation); 2) program coordinator (a.

scout, b. spirituality, c. cultural and social and 3) the dormitory officers (head district of

dormitory and dormitory supervisor) The data of dormitory facilities were provided in

the evaluation sheet using portpolio method.

The data collection was administered within 2 periods: 1st

period from March to

June 2015 and the 2nd

period from June to September 2015. The peer evaluation from

the participants was conducted once in a month; the program coordinator held

evaluation in the course of the program and was recapitulated at the end of the program

(within 3 months); evaluation from the dormitory supervisor was conducted everyday

through field observation and behaviour records gained from the participants journal/diary

and was recapitulated. The observation was conducted by referring to the available

descriptors for each of indicators of interpersonal attitudes.

The employed data analysis was descriptive, i.e. percentages and means, and were

presentedin both tables and graphics. The analysis of interpersonal attitudes in the 1st

period of each participants or RT whose mean scores (<3,5) would be followed up by

special guidance as the score of ethics weighs 40% from the total score in determining the

passing (Dikti, 2015).

3. FINDINGS AND DISCUSSION

3.1. Findings

a. Interpersonal Attitudes of Teacher candidates of PPG-SM3T URin the 1st

Period.

The results of interpersonal attitudes of this study consists of nine items which are shown in table 3 below:

The mean scores for interpersonal attitudes of the teacher candidates of PPG-SM3T

UR’s parcitipants in the 1st

period (March – Mei 2015) in table-2 sequentially from the

lowest to the highest scores: RT III, I, II, IV and RT V with each score 3,32; 3,42; 3,60;

3,63 and 3,6. Furthermore, the number of participants with the scores below 3,5 in each

of group of RT, in percentages are as follows: 5 persons from RT I (7,9%); 4 persons

from RT II (6,3%); 8 persons from RT III(12,6%); 3 persons from RT IV (4,8%); 5

persons from RT V (7,9%). Totally, 25 persons (38,9%) of the participants gain score

below 3,5 and based on the group, the lowest score is (<3,5) from RT III with the mean

scores is 3,32 and from RT I with the mean score is 3,42 which implies that these two RT need targeted guidances.

In accordance with the interpersonal attitude evaluation, 3 items are gained with

the mean scores below 3,5 sequentially from the lowest score and the number of

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5 4 8 3 5 7.9% 6,3% 12,6% 4,8% 7,9% 25(38,9%)

participants who need special guidance from each of items: item 6 (creativeness) there

are 18 participants with the score is 3,22 (28,12%); item 7 (discipline) there are 15

participants with the score is 3, 36 (23,43%) and item 4 (Courtesy) there are 10 people

with the score 3,47 (28,12%). In general, there are 25 participants (38,9%) need special

guidances of the 9 items of the interpersonal attitudes.

Two interpersonal attitudes are categorized into the passing score (3,50) and needs

to be taken into account to get guidance: item 3 (responsibility) and item 9 (self

confidence). Whereas, the other 4 items with the score > 3.5, i.e. devotion, honesty,

tidiness and self confidence are categorized in toexellent.

Table-3. Interpersonal Attitudes of Teachers candidates of PPG-SM3T-UR through

dormitory-based education in the 1st

period from March to Mei, 2015. No Items of Evaluation Group of RT

I II

III

IV

V Mean score

Remarks/ Guidance

Level 1 Spirituality 3.58 3.77 3.55 3.67 4.00 3.71 NSG 2 Honesty 3.75 3.83 3.64 3.83 3.94 3.80 NSG 3 Responsibility 3,50 3.58 3.23 3.78 3.42 3.50 CL 4 Courtesy 3.41 3.48 3.24 3.58 3.62 3.47 SG 10(15.8%) 5 Independence 3.42 3.75 3.27 3.58 3.73 3.55 CL 6 Creativeness 3.04 3.33 3.18 3.19 3.38 3.22 SG 18(28,12%) 7 Discipline 3.28 3.14 3.15 3.64 3.62 3.36 SG 15(23.43%) 8 tidiness 3.33 3.92 3.37 3.83 3.56 3.60 NSG 9 Self condifidence 3.50 3.58 3.27 3.58 3.63 3.51 CL

Mean score Per-RT 3.42 3,60 3.32 3.63 3.65 3,55

Number of participants

who need guidances

If the score < 3,5

Notes: CL: Consideration level SG: Special Guidance NSG: No Special Guidance

b.Interpersonal Attitudes of Teacher Candidates of PPG-SM3T UR in the 2nd

Period. After following guidances in improving the interpersonal attitudes of the

participants of PPG SM3T UR, in the next three monts, the evaluation was conducted again through field observation of the improvements of the positive attitudes in the dormitory-based life which was administered in the 2

nd period: from June to August

2015, as shown in table-4 below: The mean scores for interpersonal attitudes of the teacher candidates of PPG-

SM3T UR in the 2nd

period (Table-4), sequentially from the lowest to the highest score: RT III, I, II, IV and RT V, each of the score is: 3,41; 3,46; 3,63; 3,66 and 3,71. Furthermore, the number of participants with the score below 3,5 (below satisfaction category) from each of the group of RT in percentages (%) are as follows: there are 7

from RT III (11,1%); 5 persons from RT I (7,9%); 2 persons from RT II (3,2%); 3

persons from RT IV (4,8%); 4 persons from RT V (6,3%). Totally there are 21 persons

(33,3%) who gains score below 3,5 and in group, the identified lowest score (<3,5): RT

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III and RT I.

Table-4. Interpersonal Attitudes of Teacher Candidates of PPG-SM3T-UR through Dormitory-

based Education in the 2nd Period from June to August, 2015.

No Evaluation Items

Group of RT Mean

score

Remarks/

Guidance

Level I II III IV V

1 Spirituality 3.58 3.75 3.67 3.67 4.00 3.73 NSG

2 Honesty 3.75 3.83 3.64 3.83 3.94 3.80 NSG

3 Responsibility 3.50 3.58 3.39 3.81 3.50 3.56 CL

4 Courtesy 3.50 3.61 3.45 3.69 3.81 3.61 NSG

5 Independence 3.42 3.75 3.27 3.58 3.77 3.56 CL

6 Creativeness 3.14

3.33

3.18

3.19

3.40

3.25

SG

10(15.8%)

7 Discipline 3.44 3.31 3.48 3.78 3.75 3.55 CL

8 Tidiness 3.33 3.92 3.36 3.83 3.56 3.60 NSG

9 Self confidence 3.50 3.58 3.27 3.58 3.63 3.51 CL

Mean scores Per-RT 3,46 3,63 3,41 3,66 3,71 3,58

Number of participants

who need guidance

If the score i< 3,5

5

7,9%

2

3,2%

7

11,1%

3

4,8%

4

6,3%

21

33,3%

Notes: CL: Consideration level SG: Special Guidance NSG: No Special Guidance

Based on the items of interpersonal attitudes, 1 items is identified with the score

below 3,5 i.e. item 6 (creativeness) with 10 person obtain the score 3,25 (15,8%). In

general, 21 (33,3%) of participants needs especial guidance in improving the 9

interpersonal attitudes. Two interpersonal attitutudes are categorized into the passing

score (3,50) and are considered to follow the guidance: item 3 (responsibility),

independence, discipline, and item 9 (Self confidence). Whereas, the other 4 items with

the score > 3.5, i.e. devotion, honesty, tidiness, and courtesy are categorized into

execellent.

3.2Discussion

Based on the 9 items of interpersonal attitude indicators, the lowes score was in

the creativeness area. In the 1st

period, 18 person gained the score <3,5 after following

the counseling and guidance, in the 2nd

period, it decreased to be 10 persons. This indicates that in percentage, the gained score was 71,8% in the first period and

improved to be 84,38% in the 2nd

period. The score for creativeness area was ≥3,6 or equals to ≥ 90, it implies that 15,6% need guidance in this attitude.

Given the tight schedule of the pre-service teachers profesional training

(PPG):designing instruction materials for six semesters for senior high school level

from X to XII grades and peer teaching in to a limited space of time had contributed to

the less improvement of the interpersonal attitudes. Besides, when participating in the

SM3T service program, the participants were assigned the works which did not meet to

their profesional disciplines of their field study which had caused the neglection of their

professionalism. Consequently, at the beginning of the PPG program, the recalling of

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their real competence was urgently needed to reach the same perception and the

development of instructional material concepts. Furthermore, the participants were

usually accustomed to encountering the challenges and threats oriented of social

condition and fully support from the descion markers had triggered their creativeness

and capability to cope with the both challenges and needs in the local region. It was totally

different with the PPG program that only require their professionalism as teacher

candidates (Yustina and Dahnilsyah, 2015). Positive attitudes may automatically

improve when receiving positive responses and meet to the needs of the environment.

In accordance with the PPG program, both attitudes and capability will also change

to adapt with the demands of condition and needs. This had led to the low creativity due

to the lack of challenging and motivation because of a number of reasons:

1) little opportunity, 2) less initiative of every personality, 3) lack of support, i.e. the

limited availability of facitlites (illustrated in the appendix), 4) limited time to develop

new/unique ideas, 5) lack of appreciation to the participants’ personalities and 6) the

activites are only in a normative or normal standard.

These factors may cause the less initiative on the part of participants in tackling

the problems: instable of the WIFI, less innovative in creating works and ideas in the

wall magazines, less productive with the new/unique ideas in planning program

activities and less innovative in developing interactive instruction media

.The less optimization of creative attitude occurs because of the tight schedule and

limited facilities. Someone’s initiative is closely related with his/her scientific attitude

competence to produce creativities in problem solving. Jonathan, O (2013) furthermore

says the attitude competence effectively serves to identify problems which is the same

as the scientific attitudes on how a problem can be solved.

Cakici and Turkmen (2013) argueslearnes’ competence in developing new ideas

are usually obtained in the early experience. It may encourage to create more varied

creativities in the course of the instruction particularly related to providing opportunities

and initiatives to each of personality. Creativity will automatically exist when we

appreciate the learners’ personalities and support to the produced creativies and

innovations. This facts are as stated in Loveless et all (2006) who said that creativity

presents as a complex concept which is closely related with the role of environment,

psychomotoric and cognitive perspective and creativities as a reflection of individual

independency.

Sahim-Pekmez et all (2009); Jonatahn (2013) argue creativity is a state of

curiousity, thinking process and to be responsive to the previous experiences, in facing

the various stimuli (objects, symbols, wishes, ideas, persons) which in turn it may produce

a unique combination.

Munandar (1999) suggests in order to encourage creativities, learnes needs to be

given sufficient opportunities to get involved in a great deal of programs in creatively

expressing themselves.

Item seven (discipline) in the first period, there were 15 participants who

reached the score <3.5 (23,43%). It means that there were 76,56% of participants whose

discipline score ≥3,6= ≥ 90 and after the guidance, in the 2nd

period, it increased 100%

The application of discipline values was not optimum in the first period because

of it was only orally informed, the regulation book on life in the dormitory was distributed

two months after the PPG program had undergone. In addition, there was no anyone who

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monitored. The participants therefore did not have any guidelines in the form of signs of

regulation, sanctions and supervision.The role of instructor and relevant parties in the

dormitory management were required to comprehend and synergize to implement the

existing rules.

After the regulation book was distributed to the participants, it was disseminated

and was directly implemented. This implied that both instructors and dormitory

supervisor actively and sustainably should provide a good model to them on discipline

and implement all of the terms and conditions that had been agreed upon. In the 2nd

period,

all of the participants enable to apply the discipline in accordance with the existing rules.

Usman (2008), said that in the course of instruction, someone needs to be trained

to apply the discipline values for all of activites run well when being implemented

together based on the social principles. Developing discipline attitude can not occur in a

short time. It need the active role and participation of educators which were practiced in

stages.

According to Ridlo (2014), establishing discipline can be in the form of role model

to be directly implemented in the environment, i.e. in the course of instruction performed

by lectures. Students will learn everything what they have observed from the lectures.

(Phelp&Cherin Lee, 2003). Lectures can also guide his/her students to apply learning

strategies in studying. Learning strategies instruction focuses on making students to be

more active learners by teaching them how to learn and how to use what they have learned

to be successful. In this respect, it is emphasized that implementing the learning

strategies, providing good model, habituation and reinforcement, as well as reflective

thinking enabe to develop good characters.

Courtesy attitudes in the first period with the score <3,5 which was gained by 10

persons (15,8%) or 84,37% participants with the score >3,6= 90. In the 2nd

period,

participants gained the score ≥3,6 and improved 100%.

The courtesy attitudes in the first period was not optimum due to the inherited

character who tend to be cognitive oriented. It had caused the lack of development and

to be less attention in behaving everyday that lead to be habits and personality.

Such situation become worse because of the inconducive atmosphere both in the

dormitory and campus: lack of social sanction in the form of reminding from the

lectures, friends and relatives to improve the impolite manners; lack of examples that

can be a good model for the participants; there was no conditioning and sanction to the

participants when breaching the aspects of courtesy and manners in the campus, i.e. how

to dress neatly, expressing utterances, doing interaction, acting, etc. less sanction on the

courtesy attitude contribute to the neglection of this attitude in social life.Consequently,

impolite manners were observed and they became a habit. After implementing the stages of guidance and provided role model to the

participants which was begun by doing simple things in the course of active instruction:

greeting politely each other, being attentive and show good manner to the speaking

partner, responding politely, listening and appreciating different opinions, there had

been significant improvements of the participants’ interpersonal attitudes. This aa proof

that positive responsfrom surrounding environment enable to stimulize the realization of

positive attitudes of the participants. This had brought positive impact on the improvement

of the participants’ courtesy attitude. In the second period therefore, all of the participants

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enable to practice polite manners in behaving.

It is as stated in Yustinaet all (2015); Yustina (2015) who claimed that positive

attitude may develop when they meet to the needs and gain positive responses from the

environment. Yustinaet all (2010) further said that positive attitudes develop and to be

actualized when they provide benefits and good impacts on the participants and vice

versa.In addition, as stated in a study of Ridlo&Irsadi (2012) who argued that

development of character education values which is based on conservation can be

initiated by simple things occur in the course of the active and effective instruction.

Above all, this study demonstrates that the PPG-SM3T-UR program through the

dormitory-based education enable to build positive interpersonal attitudes after

commencing the stages of guidances. This is supported by Pranita et all (2004) who

argued that the PPG-SM3T program allow to form positive attitudes as part of character

building and professional ethic as a fundament of competence in behaving individually

and socially. In addition, Ridlo (2012) says through the input component evaluation, the

program coordinator of PPG SM3T serve the right to guide all of the lecturers in planning

and commencing the instruction process which is in accordance with the policy of

both department and university.

4. CONCLUSION Referring to the findings of this study, it concludes that interpersonal attitudes that

require guidance in the 1st

period: creative, discipline and courtesy. After commencing the

guidance in the 2nd

period, only creative attitude that require further counseling and guidances. Dormitory-based education in the form of active actions and establish good models and directly implement them by instructor, dormitory supervisor and environment appears to be effective to develop the interpersonal skills towards positive. The PPG-SM3T-UR program through the dormitory-based education allow to establish positive attitudes which are actualized in the teacher candidates’ manners and behaviours of PPG-SM3T UR.

5. BIBLIOGRAPHY Diktendik. 2015. PanduanPenilaianPelaksanaan PPG-SM3T. Jakarta.

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