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Universitas Negeri Padang
in conlaborationwith
IPG Kampus llmu Khas Cheras
supported by: Union of Faculty of EducationlDeparbnentof Education, Indonesia, and Union of Faculty of Education, Malaysia
ADANG,
r a \ r r n r n r n
n a n d =-
n4th
nn- r
PROCEEDING
2014 EDUCATION INTERNATIONAL SEMINAR
"Strengthening Teaclzers and Edzication
Personnel Competence in Sco~irChange"
DITER BITKAN OLE11 :
FAKULTAS ILMU PENDIDIKAN
UNIVERSITAS NEGERI PADANG
PROCEEDING
2014 EDUCATION INTERNATIONAL SEMINAR
"Stret~gtlre~ling
Teachers and Edlrca tior1
Persot~rlelCorrrpete~rceit1 Scolrr Chatlge"
Editor :
Dr. SyaFruddin Wahid, M.Pd.
Dr. Yeni Karneli, M.Pd., Kons
Dra. Syur'aini, M.Pd.
Elsa Efrina, S.Pd., M.Pd.
Dr. Nenny Mahyuddin, M.Pd.
(satu) jilid; A4
1306 Hal
I
ISBN :978-602-17125-6-6
-
Hak c i p t a B 2014 p d a Fakulras Ilmu Pendidikan Universitns Negeri Padang
Dilarang mengutip sebagian atau seluruh isi buku ini dengan cara apapun,
termasuk dengan cara penggunaan mesin mesin fotocopp, tanpa izin sah
dari penerbit
Percetakan
Penyusun
Layout
Desain Sampul
: Sukabina
: Fakultas
llrnu Pendidikan Universitas Negeri Padang
: Sari Jumiatti
: Zadrian Ardi
Hak Cipta dilindungi Undang-undang
Isi diluar tanggung jawab Penerbit dan Percetakan
Foreword
Developments in science and technology in many developed and developing countries trigger
changes in areas directly related to the provision o f education. such as curriculum and learning. teachers
and education personnel, facilities and infrastructure, finance. and organizational structures.
These changes need to be assessed. anticipated and addressed by proactive measures. so that they
had a positive impact on the development o f nation. Assesslnent of changes in the scientific side. is a
positive step that can be done by scientists, experts in the field of education to make the provision of
education and scientific development to be more grounded in accordance with the facts and practices of
education.
The International seminar conducted at Universitas Neglxi Padang has collected thoughts. positive
ideas that have extraordinary usefulness to the development o f science and technology in a practical or
implementation of education in many countries. All those positive thoughts need to be documented in the
form of proceedings.
On this occasion. we would like to thank Rectors and Deans o f the colleges who have supponed
the scientific tradition through the International Seminar on Education, fi-om the Universitas Negeri of
Padang. lnstitut Pendidikan Guru Kampus llmu Khas Cheras, Malaysia, Union of Faculty of
Education!Department of Education. Indonesia. and Union o f Faculty of Education. Malaysia.
We would like to thank all the writers who have contributed positively to writing allicles. Let us
also highly appreciate to the seminar organizers, in particular to the proceedins team at the Univel-sitas
Negeri Padang and at IPG Khas Cheras Malaysia who have worked estra hard so that the proceeding be
realized as it is toda). May all that we d o get a reward deserving o f Allah. the results collected in the
proceeding of the seminar are beneficial for all. Amien.
Padang, 22" November 70 14
Committee Leader,
dto
S A M BUTAN
DEKAN FAKULTAS ILMU PPENDlDlKAN
UNlVERSlTAS NECERI PADANC
Assalaamu'alaikum warahrnatullaahi wabarakaatuh.
Bidang pendidikan merupakan sektor utama dalam pengembangan sumber daya manusia (SDM) di
era globalisasi. Perubahan pendidikan mencakup segi kuantitas (Ian kualitas. sejalan dengan pertumbuhan
ekonomi menuju kesejahteraan umat rnanusia. Keberlangsungan pelaksanaan pendidikan di lndonesia
sangat ditentukan oleh pendidik dan tenaga kependidikan sebagai ujung tombak di Sekolahl Lembaga
Pelatihanl Masyarakat. Peningkatan dan pemantapan kernarnpuan profesional pendidik dan tenaga
kependidikan merupakan jaminan bahwa penyediaan sumberdaya manusia yanp dibutuhkan masyarakat
dapat berlangsung dengan baik.
Peranan pendidik dan tenaga kependidikan sanpat penting artinya dan rnerupakan salah satu kunci
utaina keberhasilan pembangunan pendidikan. Sejalan dengan era globalisasi. ilmu pengetahuan dan
teknologi berkembang sangat cepat dan makin can~@iIi.
dengan peran ?.an: makin luas maka diperlukan
pendidik dan tenaga kependidikan yans profesional. Tantangan pendidik dan tenaga kependidikan delvasa
ini tidak ringan. Di sisi lain, tugasnya tidak sederhana tetapi se~nakinkompleks d a l a ~ nmenghadapi
tantangan yang semakin berat dan kompleks sehingga profesionalisme pendidik dan tenaga kependidikan
harus dapat ditingkatkan dari yang sudah ada selatna ini.
Fakultas !Irnu Pendidikan Universitas Neperi Padang (FIP UNP) Indonesia bekerjasama dengan
lnstitut Guru Pendidikan Khas (IPGK) Kualalumpur Malaysia bekerjasama melaksanakan Seminar
lnternasional Pendidikan, dengan tema - P e n p a t a n Kompetensi Pendidik dan Tenaga Kependidikan
dalam rnenyelusuri Perubahan. Melalui seminar ini diharapkan para peserta memperoleh wawasan baru
dalam pengembangan Quru serta tenaga kependidikan lainnya di kedua negara. Seminar ini merupakaii
realisasi dari nota kesepahaman antara Rektor UNP dengan Ketua IPGK Kualumpur yang dilakukan
beberapa waktu yang lalu.
Kami mengharapkan kerjasama ini dapat dilanjutkan dengan berbagai kegiatan. diantaranya:
penelitian. pertukaran dosenlpensyarah. penulisan buku bersama sena kegiatan Tridharma Perguruan
Tinggi lainnya. Kerjasama UNP dengan IPGK diharapkan dapat ~ ~ ~ e n i n g k a t kkualitas
an
pelayanan kedua
Perguruan T i n z i dalarn menyiapkan guru sena tenaga kependidikan lainnya di kedua negara.
Terima kasih atas perhatian sena sumbangan pikiran dari berbagai pihak. denii terselenparanya
pertelnuan dan seminar ini. Semoga kerjasama ini bermanfaat hendaknya dalam peningkatan kualitas
pendidikan di Indonesia dan Malaysia.
Wasalaamu alaikurn warah~natullaahiwabarakaatuli.
Padang, 73- November 20 14
Dekan FIP Universitas Neseri Padang
dto
Prof. Dr. Firman. MS. Kons
S A M BUTAN
R E K T O R UNIVERSTAS N E G E R I PADANG
Bismillahirrahmaanirrahiim
Assalaamu'alaikurn warahniatullaahi wabarakaatuh,
Di era globalisasi. kondisi sosial budaya yang sebelurnnya bersifat lokal berkenibang menjadi
global dan pendidikan bangsa rnerupakan faktor utama penggerak perubahan tersebut. Pembaharuan
bidang pendidikan menjadi salah satir ciri dunia modem, dan ukuran perkenibangannya dewasa ini
rnengikuti standar internasional.
Perubahan dalarn bidang pendidikan di lndonesia dan Malaysia rnencakup segi kuantitas dan
kualitas seiring dengan pertumbuhan dalarn bidang ekonomi, sosial dan budaya nienuju kese-iahteraan
masyarakat. Kami menyarnbut baik pelaksanaan seminar ini, qang diselenggarakan oleh Fakultas llmu
Pendidikan Universitas Negeri Padang bekerjasama dengan lnstitut Pendidikan Guru Khas (IPGK)
Kualalumpur. sebagai lvujud kerjasama dan tindak lanjut nota kesepaharnan yang sudah ditanda tanggani
oleh Rektor UNP dengan Ketua IPGK. Seminar ini tentunya berguna bagi kernajuan pendidikan guru di
Malaysia dan Indonesia. karena rnelalui seminar inilah para Pendidik/Dosen/Pensyarah di Perguruan
Tinggi dan para guru serta praktisi pendidikan lainnya dapat bertukar pikiran dengan berbagai
pennasalahan pendidikan beserta solusinya yang telah diperoleh rnelalui hasil-hasil penelitian di Malaysia
dan Indonesia.
Pendidik dan renaga kependidikan sebagai aktor utama perbaikan kualitas SDM lndonesia dan
Malaysia. ditunrut nieiaksanakan tugas pendidikan dan pembelajaran dengan rnenguasai dan rnenerapkan
ilniu pendidikan.Kendala utarna yang sering mendapat kritikan dewasa ini berhubungan dengan kualitas
dan profesionalisasi pendidik dan tenaga kependidikan dalarn men-jalankan tugasnya. UNP sebagai
Universitas yang sudah lebih setengah Abad menyiapkan guru dan tenaga pendidik lainnya. tentu punya
pengalaman tersendiri. begitu juga sebaliknya IPGK dalam penyiapan guru di Malaysia. Kedua Perguruan
Tinggi diharapkan dapat berbagi pengalaman yang berbeda untuk rnemperkaya kemarnpuan dalam
penyiapan guru dan trnaga kependidikan di rnasing-masingnegara. Kerjasama UNP dengan IPGK untuk
masa datang. diharapkari tidak hanya rnelalui seminar saja. tetapi rnelalui kegiatan penelitian. pertukaran
pelajaridosenlpensyarah. publikasi ilmiah serta penulisan buku bersama untuk saling menimba
pengalaman berbeda antara dua perguruan tinggi tersebut.
Upaya peningkatan kualitas pendidikan di lndonesia dan Malaysia, UNP dan IPGK bekerjasama
~nelaksanakanSeminar 1n;ernasional Pendidikan, dengan tema 'Penguatan Kornpetensi Pendidik dan
Tenaga Kependidikan dalarn menyelusuri Perubahan.' mendatangkan nara sumber dari lndonesia dan
Malaysia yang akan lnernbentangkan kertas kerja. Peserta yang rnengikuti seminar diperkirakan berasal
dari Indonesia. Malaysia serta Negara lainnya. Kami mengharapkan peserta seminar ~nernanfaatkan
seminar ini untuk memperoleh wa\vasan dalarn menernukan pola serta arah pengembangan pendidikan di
masing-masing negara.
Terima kasih atas partisipasi dan dukungan pakar pendidiknn serta peserta seminar lainnya. baik
berasal dari lndonesia maupun Malaysia serta negera lain yang senga.ja datang membahas perniasalahan
pendidikan tersebut. Diharapkan pertemuan ini rnenzhasilkan solusi untuk peningkatan profesionalisasi
guru dan tenaga kependidikan dalarn menghadapi persaingan global.
Wassalaarnu alaikum warahmatullaahi wa barakaatuh.
Padang.. 22 November 20 14
Rektor Universitas Negeri Padang
dto
Prof. Dr.Phil. Yariuar Kirarn
Foreword
Kata Sambutan Dekan f i ~ k u l t a sllmu Pendidikan Universitas Negeri
Padang
Kata Alu-aluan
Pengarah institut Pendidikan Guru Kampus ilmu Khas, Kuala Lumpur,
Malaysia
Kata Sambutan Rektor Universitas Negeri Padang
Transforming Education and Improving Outcome: Change Management
Perspective
Sirnin Ghavifekr
Profesionalisme Perguruan Malaysia
Abdzrl Rashid Mohar~ied
Cabaran Pendidikan Alaf 21: Perancangan Pembangunan Pendidikan
Untuk Menyelusuri Pembangunan Modal lnsan
Roriah biriti Ahdz~lloh
~ e v o l u s Pembelajaran
i
Bermuatan Karakter - Cerdas
Prqitno
Pendidikan Multikultural dalani Perkembangan Teknologi Informasi dan
Komunikasi di Lingkungan Masyarakat Majemuk Indonesia
Firnlon
Model Program Bimbingan Karir Bagi Siswa Berkebutuhan Khusus Di
Smkn Kota Padang
Asep Ahrnad Sopandi dun h~rrhusrllri
The Role of Teachers to Prepare Children With Hearing Impairment for
Success in lnclusive Education
Elsu Efiina
Preventing Students With Behavioral Disorder Toward Succees in inclusive
Education Setting
G ~ n d S~~rnekar
a
implementation of Training Model Professional Competence to Improve
Held i n Primary Teacher inclusive Education
Irdumzirtli
Operation Management lnclusive SDN 06 Padang City
h'as~ari
Increasing Social Skills Through Peer-Mediated Interventions at The
Children With Learning Disabilities a t Inclusive Elementary Schools
Iot-/it70
V
vii
Developing Social Competence Held In Primary Teacher Inclusive
Education
A4ega /s,t~ctt-i
Tahap Efikasi Guru Pelatih jQAF Pendidikan Khas dan Hubungannya
dengan Kualiti Penycliaan Pengajaran dan Pernbelajaran Guru
Pem birn bing
~\"orleln,3/i don dlohtl i\.ll{17rtitrihlc1/7t111id
Psychological Approach for Children Learning [)isabilities Read and Write
in School Inclusion
Zltlm~~~e/ri
Pengembangan Model Bahan Ajar Sastra Berbasis Cerita Rakyat dengan
Pendekatan Contextual Teaching & Learning untuk Pendidikan Karakter
(Penelitian Pengembangan di SD Kota Bengkulu)
Abdirl hlirkradir
Role of Citizenship Education Teacher Coaching and Developing Character
in Students in School
Carerina Lo
Character-Based Education Through Storytelling
Dornoi~t~r~g.
R~I.
Inovasi Pendidiknn dalarn Pernbentuklian Karakter
Demir~cr
Chsracter Ednc;~tionfor Environmental Awareness at Minangkabau
Natural School in Padang
Erncnr-nri
Changing Character Through School Management
Had~.u~iro
Model of The Character Education in Civic Education Subject at The
Primary School in Padang
Jltriuidi Indru~codi
Membangun Karakter Sistva SD Melalui Pembelajaran Matematika
hlelvu Ziiinil
Peran Pendidik Anak Usia Dini dalam Mengembangkan Karakter Anak
rl'a.n-iuh
The Impacts of Classroom Interaction to Students' Learning Attitude
Ramianidu
Science Learning Tool Developmmt Using Integrated Model Based on
Characters in State Elementary School 15 Subdistrict Lubuk Begalung
Padang City
Ri.vdu At~iiti~
xiv
Student's Problems and Developing Materials of Guidance Sr Couriselir~g
Based on Building Character
Risko Ahtnud
Innovation i n Building Character for Early Childhood Through Language
and Literature
Ristnareni Pronsisko
Collaboration o f Formal Education, Nonformal Education, and Informal
Education to National Character Building
S J J I'oini
I~
Developing Thematic Learning Using Multiple Intelligences as an Attempt
to Form Students' Dimensions of Strength at The Lower Grade o f
Elementary
Tuz~fitta
The Role o f PAUD Teachers i n Character Building o f Disaster Preparedness
i n the Context o f Disaster Mitigation
k v i .Tzmarti
Model Konseling Kelompok Adlerian untuk Meningliatkan Karakter Siswa
Sekolah Dasar
Wit-duHu:7im
Developing Character Building Learning Model for Students o f Education
Equality Program (Paket C) at Learning Activity Community Centre
(PKBM)
~~'irc/u/z11
..4if7i
Development Text-Based Learning of Indonesian Language in Formation o f
Character Students
Yudi Szrlikno
Penerapan Pendidikan Karakter Melalui Kurikulum Muatan Lokal
Zrtn.irr7a
d u L - k 3: ~WL-
and
p&hzmLhn
+-den-
PC-
Ta&n9
and SkfUl of
tjlC
CILCULFe
Readiness Teacher Competence in Implementation Curriculum 2013 i n
Padang
Aht7a Hidqari
Peningkatan Kompetensi Pendidik dalam Menghadapi Perubalian Melalui
Pcndekatan Kepemimpinan Transformasional Kepala Sekolali
Arnan Sirnuremar-e
Perencanaan Pengembangan Sekolah
Anisah dun Rifn7a
Hubungan Antara Perlakuan Proalitif dan Suara Pelajar Guru disalsh
Sebuah I P C Zon Utara
Ar1pulukati A/L l'adiappat7
Lo~:otlc~es~.crr-i
A/P A4atlogar-at1
Hubungan A n t a r a Kepimpinan Transformasior~alG u r u Besar dengan
Komitr~lcnOrganisasi G u r u Pendidikan K h a s lntegrasi d i Kedah
rI\z:nng Bit1 Lokc). ciun Tan Cheng lm
Improvement of Principals' Transformational Leadership Competency
T r o u g h lmplemcntation of Action Learning Based Training Model
Bun~btrrlgBrrdi IV(vono
T h e Use of T h i n k i n g M a p s in Teaching Practice
Clhiang EL. Fong. Pj7. D,
Teh C'hir~cL L I I ~Ph.
. 0,
C'hari Fun Ho. M. Mgr71/.
:\'g IVet?,q T I / / / ,A4 Ed
Lee Slri S I I I I ~hf.
, Ed.
Entrepreneurship Training In Increasing T h e Independence of Learners of
Independent Entrepreneurial Literacy (IEL) at PlKBM H a r a p a n Sukamulya
Village District of Cilamaya Kulon Regency of K a r a w a n g
Dc<~:cr/
Hiduyrrt
Model Rancangan d a n lmplementasi Pengukuran Kinerja J u r u s a n dengan
~MengganakanIntegrated Performance Measurement System (IPMS) pada
SIMK N 1 Painan
D e s r ~ Ir.iunti
~i
llmu Pendidikan d a n Profesionalisasi Pendidik
Elt.klrtii
Pelatihan Penelitian T i n d a k a n Kelas Bagi G u r u pada Sekolah Dasar Negeri
Kccamatan G u n u n g T a l a n g Solok
Eii-ur Rm~lli
Interpersonal Communication a n d Employee Performance of Staff a t T h e
Office of Education, Youth a n d Sports Solok District
Ertniru
Keterikatan Siswa pada Pelajaran Matematika ditinjau d a r i Persepsi Siswa
tentang Kompetensi Pedagogik C u r u d a n Efikasi Diri Akademik
Furi111 A irlicr
S i k a p G u r u Pelatih j-QAF Bahasa A r a b T e r h a d a p Penggunaan Lughatul
Fasli dalam P D P
Firdu~rsb/ Ahdzrl Fatoh
Hubungan G a y a Pembelajaran dengan Pencapaian Akademik dalam
Kalangan Pelajar P l S M P T a h u n 3 d i lnstitut Pendidikan G u r u K a m p u s
Ipoh, Perak
fluhihtrh hinri A.lohd.7untin
Isa-lsu Peribadi Pelajar Bermasalah Pembelajaran d:tripada Perspektif
C u r u Bimbingan d a n Kaunseling. G u r u Pendidikan K h a s d a n I b u Bapa
Honcrni H N ~ I I IRusi~.
?
PhD
Hnsnol~T o r ~ r iPhD
,
Sullch / I r ~ ~ aPhD
r,
Rolllntrli A,lohd ~Lk~rrlo/
xvi
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-- - - -- - -
- - - - - - - - - - - - -
U j i Efcktififas M o d e l Pernbelajaran KalkulusR
I nerdasarkan Teori APOS
(MPK-A POS)
Ifunfc~h
Kondisi Ernpati Dasar Mahasiswa Birnbingsn dan Konseling Se-DKI
Jakarta
Happy Korlinci Murjo
Pentingnya Konsep Sekolah Ramah A n a k Ragi Rlahasiswa Calon G u r u
Irsun
Keberkesanan Team Teaching dalam Pembelajaran dan Pengajaran
daripada Perspektif Pelajar
Ismnil H j Rudzian
Rumesh ROOPhD.
A,llrniru .iZ-Iol~.~in
PIID,
G a ~ ~ o n u ~ lM.
i o nNadurujah
Efforts I n Developing Independence Teachers i n Early Childhood
ti'(lti~tini
Merarnu Pembelajaran Ternatik Melalui Kecerdasan M a j e m u k
h4asnilndei.i dun )'ull~..sHelso
Pengembangan Strategi Pembelajaran A k h l a k M u l i a pada M a t a Pelajaran
Pendidikan Agarna Islam d i S M P Kota Padangsidirnpuan
:2i11hu~1111iud
Du1-1i.i~
DLI.SU/XI~,~
Pelalisanaan Pengajaran dan Pernbelajaran Tarnadun Islam dan Tarnadun
Asia d i Institut Pendidilian G u r u Kampus llrnu Kh.as: K a j i a n Terhadap
Kaedah dan Masalah
h.lustaphu Kumul Bin Ahmud Kmsini
Zuhioh Binri Huri.7 r$ Horitk PhD
Peningkatan Kernarnpuan G u r u Mengunakan Pendekatan Pembelajaran
Praktek Langsung M a t e r i dalam Pembelajaran Melalui Pernbinaan
Berkelanjutan d i Sekolah Binaan
,LIIIz~I,~I-/o
Pernbangunan dan Pengesahan lnstrumen 2P2S U n t u k Mengenal Pasti
Persepsi G u r u Maternatik dalam K o m u n i t i Pernbelajaran Prolesional:
Lesson Study
h'ancj .Vg YIIIKzrnn
Pengaruh Kepernimpinan Kepala Sekolah Terhadap Motivasi K e r j a dan
K i n e r j a G u r u d i S M A Negeri Kota Medan
A'asrltn
Hubungan Kepernirnpinan Kepala Sekolah Dengan Kompetensi Pedagogik
G u r u D i S M K Segeri 2 Padang
!L'ellitnit~utidun )'lrso/'Bin Boo17
Peningkatan Aktivitas Mahasiswa pada M a t a K ~ r l i a hII'A Melalni
Pendekatari Problem Based Learning
KP/(I.Asrit~~co
Kajian Bimbingan dan Konseling dalam Penguatan Penyelenggaraan
Pendidikan
Nevbarni S
64 1 -65 1
Pengembangan Soft Skill Melalui Pembelajaran Sastra Anak
Nzrr Azmi .411ti
Meningkatkan Kompetensi Guru Dalam Membentuk Karakter Peserta
Didik Melalui lmplementasi lnovasi Pendidikan
Prrspo Dj~/u.i/cr
66 1-666
Model 3 D dan Warna Dengan 'Faux Cupcake'
Ruhrnoh binti 1\4ohd A4ulrlot
Rosnxnt~ufiHornzuh, PhD.
Suruya Harii Zlrkui-ia
Hanuni Hurzm Rmit. PhD.
Meneroka Elemen-Elemen Kecerdasan Emosi dalam Kalangan Tiga
Kumpulan Pendidik di Wialayah Persekutuan Ku:~laLumpur
Rajagopal Por71~1rstimj.
T h e Early Childhood Development of Creativity in T h e Creativity Center at
Nibras Islamic Kindergarten, Padang-West Sumatera
Rakimah~rlari
688-692
Model Guidance Material Pedagogical Competence Primary Teacher
Rifma dun A17isall
693-70 1
'Paint With Homemade Colours'
R o s m m . ~ /Hnrnroh
i
(Pk4
Szrrqc~Hani Zakrrria
Rakrnoh A4ohd Mrrulor
Wind97 SiniG$Sia17i
Parenting Style Contribution Toward Learning Achievement of Package B
Students
Solfema
7 15-72 1
Peningkatan Kompetensi Kepala Sekolah Menengah Kejuruan Untuk
Menghadapi Perubahan Kebutuhantenaga Kerja
Srrfiarmu A4
722-735
Kefahaman Terhadap Tajuk Geometri Dalam Kalangan Pelajar Sekolah
Rendah Di Bandar Padang
Syafri Ahmad
736-715
Lembaga Pendidikan Tenaga Kependidikan (Lptk) As Educator lnstitr~tion
Of Educators And Professional Educational Personnel
Syafruddin Wuhid
746-755
Commitment of Principal In Implementing Tasks In High School First State
In Padang
Syahril
756-761
Effectiveness of Problem Based Learning to Reduce Stress ant1 Improve
Student's Achievement in Statistics
Tuti Ruhmi
762-768
xviii
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- - - - - - - -
- - - - - -
- - - - - - - - - -
Hubungan Amalan Pemakanan Dengan A k t i v i t i Masa Lapang Dalarn
Kalangan M u r i t l Obes Sekolah Rendah Daerah Kota Kinabalu, Sabah
H'indq\! Binti Sini '(1; Sitrrii
Ronilee h~zrs~ciphu.
PhD
Dnlil(rh AIohd R~thi,
Rostnmvoti Binri Har~lrcth.P/?D
Social Studies: Global Issues on Elenientary Schools Learning Process
Yu/vet~~(r
Milt:
780-787
Important Role Pedagogical Content Knowledge (Pck) O f Teacher Quality
Learning I n The M a k i n g
j'unri Fitria
788-794
1%: . : q
Peningkatan Kompetensi Konselor Dalam Pelaksar~aanKonselino,
Perorangan Berdasarkan L i m a Fokus Layanan
)irrnlis .?~.lrkltr
Pengaruh Caya Kepemimpinan, Lingkungan Kerja,Motivasi Kerjadan
Kepuaszn K e r j a Terhadap Kinerja Dosen (Studi D i PTS Kota Padang)
1 ~ 1 7 1 'M
Development O f The Child's Independence I n Kindengarden Sandhy Putra
Padang
l'rrl.~~~~fd
i ;ie~tn.VOI.(J
i ~ / .jfii/iu
8 I8-827
Narrative W r i t i n g Learning Model F o r Elementary Schools
Durni,s.-ft-i?/'
Pengembangan Model Pembelajaran lnteraktif Berbaris Web: Sebr~ahStudi
Pendahuluan D i Jurusan Teknik Elektro Fakultas Telinik Universitas
Negeri Padang
Honsi EJfintli
844-853
Terapan Teknologi Pendidikan dalam Praksis K u r i k u l u m 2013:
Optirnalisasi Peran Jabatan Fungsional Pengembang Teknologi
Pembelajaran
H(~t?;ono
854-863
Penerapan Pendekatan Tematik Melalui Penggunaan hledia Audio Visual
Untuk Meningkatkan Proses Dan Hasil Belajar Siswa Kelas ISDN 4
Batiknau Bengkulu Utara
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Ida ,ZIltr.tii .S~rtrn
Caris 4 - 1 J a r i
Kasriimi Br Jltrt Sc~rr~crti
Kajian Delphi Terhadap Memperkenalkan Homeschoolirig Sebagai
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Kal~irhuSrth~~r~r~itrrt~iorl
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IMOBILE - LEARNING : An Overview for Foreign Language Teachers
11ielvinu
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Pendidikan Dan Pernbelajaran Pada Kurikulum 2013 ( f i n t a r a Peluang Dan
Tantangan)
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Pembangunan Aplikasi Matrik Kompetensi Pensgarah Dalarn
Meningkatkan Kualiti Pengajaran Dan Pembelajaran Di Politeknik Sultan
Mizan Zainal Abidin (PSIMZA)
Shafini Mohamcrd .4li (e Rflja lnran Sariuh Raja Mahr~ioocl
Optimalisasi Penggr~naanWebsite Sekolah SebagaiSarana Partisipasi
Masyarakat Dalam Peningkatan Mutu Pendidikan di SMK Wilayah DKI
Jakarta
Sili Zlrluikhu
A Perception of Social Networking Technologies on Teaching And Learning:
A Case Study
Teh Chiew Lun. Ph. D
Penggunaan Media Sosial ; Facebook Dalam Pengajaran Bahasa lnggris
Di Sekolah Menengah Di Malaysia
I,'. 1,'ijln.u Fas~~dtrven
Kuvirha S~rbranianiian
Pembelajaran Materi Bangun Datar Berbasis IT Pacla Siswa Kelas IV
Sekolah Dasar
Yetti Ariurii
Developnlent of Online Learning Model in the Dasar-dasar llmu Pendidikan
Course
Zelhentlt-i Zeti
U@a Ruh~ni
Optimalisasi Akreditasi Sekolah Untuk Menjamin Mutu Pembelajaran Di
Sekolah Menengah Pertama lnklusif
Daniri
Studi Perbandingan Hasil Belajar antara Kelompok hlodel PBL dan lnkuiri
dalam Pernbelajaran Tematik Terpadu bagi Siswa SD
Feri ~Vopernrcrnrlun Endung Ll'icli Winurt7i
Pemetaan Materi Sulit Ujian Nasional Ekonomi SMA
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Optimalisasi Hasil Belajar dan Pemahaman Konsep Kecerdasan Emosional
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Humimrrl~
Studi Tentang Akuntabilitas Kinerja "Rcscarch" di U~iiversitasNegeri
Padang - Sumatera Barat
Hunifil I Ktrdri, S.Ptl, iM.Pcl.
Evaluasi untuk Penjaminan M u t u Pendidikan
Ike .5j~lviu
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Evaluation in Organizing Course Program
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1143-1 154
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Development Of Integrated Learning Model Basetl On Local C u l t u r e In
Enhancing T h e Competence And C h a r a c t e r Education Of Kindergarten
Children
Suriana lllc~rhlm
Kajian Keberkesanan P r o g r a m Diploma Pengurusan Peruncitan Dalam
Kalangan Lepasan Latihan lndustri Sesi Disember 2013 Politeknik Sultan
Azlan S h a h (PSAS)
Shnreaha Biriri Din d ~ m
F~rizcr~rrl
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Sosial Budaya Di E r a Clobalisasi
Siri FacIjur.r~;nni
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Keluarga
Ycrrniis Hcrsrrn
Konseling Modifikasi Kognitif Perilaku Dengan L a t a r Budaya
Minangkabau Untuk Meningkatkan Motivasi Belajar Sislva
Ycni Kcirtieli
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instructional Management in Implementing Curriculum 2013
Few; Yeiii .I
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Negeri Kecamatan C u n u n g T a l a n g Solok
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Pemberdayaan Pusat Pembelajaran Masyaraliat Dalam Pengembangan
Pendidikan Untuk P e m b a n g u n a n Berkelanjutan
Iirsncrdi
C a d a n g a n Pensyarah Pendidikan Islam Untuk Meningkatkan Kualiti
Pengajaran Dan Pembelajaran Kurikulum Pendidikan Islam Di lnstitut
Pendidikan G u r u Malaysia
Zcrhioh Binri Haris 'i<; Hori~ll
Slw.srapha Kon~crlBin ..lhnlcrd Krr.~sini
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Ahi~criBeri~ri
llmu Pendidikan K o n t e m p o r e r Terlupakan, Dan Dibutuhkan H a d i r k a n
Generasi
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xxii
129.
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Lozrise Sirrwbessy dun Gatitina Kornalmuri
130.
Persepsi Pelajar Terhadap Elemen Carnpuran Peruncitan Dalarn
Penggunaan Kiosk Sebagai Tempat Sirnulasi
Shcrreaha b/ Din
xxiii
1284-1293
SOCIAL STUDIES: GLOBAL ISSUES ON ELEMENTARY
SCHOOLS LEARNING PROCESS
Yalvema hliaz
yalrniaz@yahoo.com
Faculty of Education State University of Padang (UNP)
Sociul Stzrdies is uble lo teach rhe J ~ L I L ~ C I ~toI J recognize
~
many aspects in I i f i , and to
hu1.e logicul and criticcrl skills to have csrcihlishmenrs on current condition of local,
nutionul, and global constellation. A glob~ilec/z~cu/ionis an attemp to instill some
yer.yxcti~.e about the world to the stzrdents, b-y focusing on a fact that there is a
coni7ection brnveen cultures, mankind, crnd !he state of being on earth. Also
e~nphcr~iiing
on student S skills to think criticai on variorrs worldwide subjecrs and
characrerizing on pluralism. Today, rhe ~vorldis circulated wirh global problems and
isslres through rapid informafion and commzmication. In Social Studies, ihe stzrdents is
demundetl not only to be familiar about the previozcs problems and issues, bur also on
holi. they can be a parr of that isstres and to be able to give contribution on the
resolving process as well.
Keyword: Global issues, critical capabilities, and student analysis
INTRODUCTION
Learning is a process of activities undertaken in implementing the curriculum in
an educational institution. To achieve it7 teachers played 'an important role to affect the
students in order to achieve educational goals.
Based on National Education Goals as stated in the legislation of the Republic of
Indonesia Number 20 of 2003, Chapter 11, Section 3.,which reads:
National education serves to develop the ability and character development
and dignity civilization in the context of the intellectual life of the nation,
aims to develop the potential of students to become a man of faith and
.
..
devoted to God Almighty, noble. healthy, knowledge,b!e, capable, creative, -.
and being a good citizen
M. Sobry (2009:88) revealed that learning is all efforts made by educators to
enable the learning process on students. Learning in this case is a business or activity
that is both deliberate and unconscious in obtaining an issue. Therefore, learning is a
process of change induced behavior of individuals in response to environmental conduct
School is a place where students would gain formal knowledge. More than that,
schooi is aiso a place where the students can gather, play and share various cheerfulness
among their peers so they can create a healthy interaction. School is also where
interaction between teachers and students take place.
Learning outcomes will be obtained fiom s~udentslearning proccss in schoul th;il
carried out both formally and informally. I11 the process of learning, changes in behavior
are expected in terms of cognitive, affective. and psycho~ilotorof students. As stated
Benjamin (in Sri, 2008: 2.19).
According to Dimyati (2002), the result of learning can be viewed in two sides of
student and teacher. In student's side, the learning result constitutes a better developed
mentality compared to before IeamingThose mentality development materialized in
cognitif, affective and psychomotor sphere. Whereas in teacher's side, the completion of
learning materials.
Based on the above presentation, learning outcomes are the changes that
experienced by the students after activities that involves cognitive, affective and
psychomotor. This should includes in every subject at school as well as having an
understanding and application of knowledge and skills that are useful for the rest of his
life. Attitudes, critical and creative thinking is very useful in order to achieve high
quality human that responsible for themselves, their community, state and nation as well
is responsible to God Almighty.
Learning IPS is essentially reviewing a set of events, facts, concepts
~ndgeneralizationswhich related to social issues. At primary school level, social studies
:ontain material such as geography, history, sociology: and economics. Through social
tudies, students are directed to become a democratic and responsible, as well as the
~eace-lovingcitizens of the world. Social studies also connects the interaction between
.umans, humans and their environment, and also with the Creator.
When viewed on its territory. scope,
.
including what happens to the local situation,
ational, and global regiaonal. In regard to the progress of science and technology with
le broad dissemination of information are events and issues of public life. I n this
mtext students need to be given sufficient knowledge in the era of globalization.
In addition, the purpose of Social Studies is also to educate and to give provision
f basic skills for the students so they can develop themselves accordance with their
Yvn flair, interest, ability and environtment. and also as provision to continue to higher
vel of education. Gross (in Etin, 2005: 14) explained to develop student's ability using
asoning in decision making on every problems they faced. Moreover, Social Studies
)als explained more spesifically (Department of National Education 2006: 575) is to:
Know th-e concepts relatesi.to people's lives and the environmcnt
Have the basic ability to think logically and critically, curiosity, inqui?, exemplifies
the problems and social life skills
Have the skills and awareness of social and human values
Having the ability to communicate. work together and to be competent in a
pluralistic society wether at local or global levels
Human beings was created by God with original nature as an independent
:ature, and also has rights and freedoms [ l i t have been automatically attached to him/
-. I-Iumans have the right to life, right to vote, freedom of expression and other rights
long as those rights does not conflict with religious social norms.
And so on a. well in the teaching and learning activities. in which the student has
the right and freedom of speech, thought or giving argument related to the subject
matter in the classi-oom. Therefore, in the coui-se of teaching and learning. besides the
theacher. students should be encourage to be active. Sudents should not considered as a
object. which only listen and obey what is delivered by the teacher.
A jointly established and active interaction should be created among teacher and
students. These circumstance will leads to a creative creative, innovative and fun
learning process among students so they can have a maximunl collective learning
experiences.
. i pocial studies in elementarys chool. zccording to Sumaa!mad~~(2000), to develop
skills,particularly social skills and intellectual skills. Social skills are related to the
interests of community life, such as working together, helping others in need and to act
quickly to solve social problems in society. Intellectual skills related to dexterity and
speed when utilizing the mind, quick response in dealing with social problems in
society.
Social Studies as an education serve to develop students' attention to life in the
community and how to be in a society. Therefore Social Studies serve to equip students
with useful social knowledge, social and intellectual skills, in fostering student's social
concerns as they are the nation's next in charge, and also to realize national goals. Based
on this, social studies would teach students to recognize the various aspects of life. and
have the zbility to logically and critically addressing the current situation of local.
national and global constellation.
In the curriculum of 201 3, the purpose of social studies in elementary education
described so that students as learners have the following abilities:
a. Know the concepts related to people's lives and the environment.
b. Have the basic ability to think logically and critically, curiosity, inquiry, problem
solving, and skills in life
c. Having the commitment and awareness of social and humanity values. Has the
ability to communicate, cooperate and compete in a pluralistic society, locally,
nationally, and globally.
Furthermore, the scope of Social Studies in Elementary School includes the
following aspects: a) Persons, Places, and Environment, b) Time, Sustainability, and
Change, c) Social and Cultural Systems, and d) Economic Behavior and Welfare.
Therefore, Social Stzdics educatioil i11 elemeiitary school is intended to
foster the next generation of young age in order to understand their own potential and
their role in life, appreciate the importance of social relationships with togetherness, and
proficient when participate in the social environment as a human being and a good
citizen.
By studying Social Studies in social / community issues, students can directly
observe and learn the norms / regulations and good practices prevailing in the society:
so by that students get hands-on experience of the reciprocal relationship of mutual
influence between private and public life. Thus, the benefits derived after studying
social studies not only to preparing the students ~vhenthey have to join the public life,
but also to established itself'as a good member- of society by obeying the rules.
Social studies early education (Elementary School age) should to be introduced to
the students froni the smallest things in the environment, ;from the closest to the broader,
to local, regional and international level. In the globalization era. where the information
and communication technology are rapidly developed, students can follow various
events in a transparent nianner through increasingly sophisticated information network.
In the dissemination of such information, a variety of information about worldwide
problems and issues appears. Those problems and issues would influence of the world
community directiy or indirectly, including to the students. Therefcre, every stcdent
should be equipped with a global education.
Global education is an attempt to provide an understanding of the views
(perpective) of the world to the students by the focusing to the fact that cultures,
humanity and earth conditions are interwoven. Instructional emphasis on students'
ability to think critically in matters that increasingly characterize global and pluralism.
The purpose of global education is to develop knowledge, skills and attitudes to
effectively live in a world of dwindling natural resources and is characterized by ethnic
diversity, cultural pluralism, the mutual dependence.
The discussion on global issues in teaching social studies should be able to
provide knowledge and understanding to students in the context of them as a citizens of
the world community. Students are expected to think critically and find solutions to the
problems of the world are very precisely related to environmental issues and the nation
in which it is located. Furthermore, the discussions of thc following promote some
important issues that could be use as subject of discussion for the students in school
ISUES AND GLOBAL PROBLEMS
Today's world is filled with problems and global issues that broadcasted through
rapid information and communication, the students certainly know what is going on in
the world where they lived. In social studies the students are required not just to know
the problems and issues mentioned before, but also how they can be.part of the issues
and contribute as a solution in the process of completion.
According to Sapriya (2009: 133) the characteristics of global issues are,firsi: are
transnational in scope, origins and consequences of the problem.-acrossmore than one
country. Second: issues and problems can only be resolved t h r ~ u g hmultilateral action.
Completion and improvement can not be achieved only by a single country. Third: the
conflict comes from disagreements about the nature and causes of distinguishing values
and goals on how to find the appropriate and necessary measure to ensure the expected
results. Fourtl~,the problem and the issue has continuous nature, problems and issues
have evolved as ongoing problems arid issues. Fifrh, the contents and the problems
associated with other things. Completion of an issue will affect on several other factors.
The most important issue of'global education (Kniep, Sapriya 2009: 135), there are four
,
peace and security, development, environment and issues of human
. ace
.
, .
1
and Securities
keen declared that the world we live in is inhabited by 7 billion people
. . . L iattered in diffeient continents. The number world population moving
year. And every year, the countries in world also spend $ 750 billion.
,;% of the world GNP's to pay for arsenal or weaponry. This amount is
30 per person that is on earth. Since the World War 11. there has been
d~illictsand as rrsny 2s ! 6 n?i!!ion people lost their lives. It's not even
:it.re would be a bigger collflict later the world, since now many nations
:.lponsthat can be used as a mass killing instrument.
:ha1 issues that we faced ioday, ranging from international security a ~ d
issues that concerning human rights. Those emerged issues demanded
,;mediatelyresponse in their foreign policy.
A o n knows the importance of a sense of security. World interest to
inged from" the protection of hurnan rights and national autonomy to
omic freedom. Creating and maintaining the security of the peace has
1s.thought throughout history, since the international system has no central
#ltplementthe law and resolve conflicts with the sovereignty of nations.
I Studies studies, this issue can be raised through a discussion about
,:ace in the context security issues. What is a security? Are there any
: lions? Can the security of the state affect.other problems? And how a
.,sues would impact on the environment, and how can an individual would
~;.,n'ssecurity policy.
.
n L i
'
.
.
Issues
A
ins about development issues in the Social Studies aimed to invite
-;. .,.rstand how people and the nation tries to provide their basic necessities,
.i$;ljnaleconomic growth, expanding political, economic and social freedom.
1
:. . : . .:. naterials mainly focused on a number of issues and problems on the gaps
.i.i
;
i
dthe poor and the injustices and sufferings. In elementary social studies,
. ,,.; .;pi..
.In be embedded on a number of dimensions cbout life gap between thc rich
.. .
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. . .:. I . .
' solding the richest and poorest in the world.
, . : . , !l.tys can be related to the problems of hunger, infectious disease and
:
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tvould include threat to global securitly and the environment. It is also
; to the cause of high debt on third world countries. A country's state debt
( n be a burden if not managed properly, in fact it can be a cause for
i>:!c'h
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dudies, discussions about development could begin with questioning
. bcen successful or not. By reviewing these topics students required to be
,nd solutions to the world's problems sr.lch as over-population, hunger,
i
deforestation. en\~ironmentaldegradation. the north-south and the west-east relations. In
the discussion. it should also discussed the problems of technology, the global economic
crisis and a third country debt. Therefore: students can be involved to solve the
problems with a sense of' responsibility as citizens of their country. and as citizens of the
world at the same time.
Environmental Issues
Environmental issues starting from the consequences of human resource
exploitation and utilization of Earth's resources. As a result of world's population rapid
development, in the year 201 1 has been announced that the world population has
reached 7 billion. By reviewing the population explosion problem, hunger,
deforestation, environmental degradation resulting in disaster everywhere, floods,
landslides, global warming, the advent of the global economic crisis, the use of
technology in defiance and followed by coverage by the media.
In the environmental issues learning context, students are stimulated to associate
the development with the environment. Due to errors of development planning, it can
cause harm to a nation. Here students are involved in the search for solutions to these
problems. Global education will provide the opportunity for them to see their role in
global issues and problems, as well as the role of other people and other systems
Human Rights Issues
In post World War 11. there seems appears a great attention to human rights
around the world. This issue is originated by concerns on human atrocities committed
against another human being during the war. Similarly, the cruelty of the invaders
against the colonies were already beyond humanity. UN Declaration on human rights
issued as a direct reaction to all these events. The existence of a large great care and
modem country where there is a kind of awareness about the issues of human rights
through a global communications network and they feel responsible as a member of the
world community and reject the neglect of human rights. The emergence of attention on
this issues from large and modem countries, where there is a kind of awareness about
the issues of human rights through a global communications network. and they feel
responsible as a member of the world community and reject the neglect of human rights.
In addition to the declaration and other efforts, the international agency has seen
so many izcidects on the earth's mass murderers case, for example, the case of the
Moammar Gaddafi government in Libya, in Myamar, and in some African countries in
conflict. There is still exist persistence of political repression. detention. torture of
residents. Social Studies as a global education can discuss how human rights were
guaranteed in the face of the earth, so there are no more act of violation to the human
rights.
In learning process, a good method that can used is constructivist. because it can
be performed on all topics and sub-ject matter. Teachers can use this approach while
discussing and reviewing the topics raised by both teachers or students when learning
process tzkes ptacc. Therefore: the discussion s mater~alcovered in class should not
always the same as in the lesson plans, or other programs that have been previously
developed.
I'he constnlctivist app1-oach can also be used in developing teaching materials in
the classroom. All these times, social studies teaching still using the traditional
approach and just put more emphasis on the cognitive aspects and ignore social skills.
Similarly, the evaluation stage is not only to be done at the end of the activity, but
also needs to be implemented in the process. Portfolio models need to be developed,
considering this model is one of many effec~ivetools for assessing the success of a
t aspects of
comprehensive student learning, and it also can be used to record a l m o ~ all
teaching and learning activities. Besides all that, Social Studies teachers can use an
objective test tool and compiled it in the form of Student Worksheet. However, we must
remember, this tool is sometimes in some ways unsatisfactory because students are only
required to memorize and recall facts with a low cognitive domain.
Conclusions
1. Social studies essentially examine a set of events, facts, concepts and generalizations
related to social issues. The implementation of those issues and problems sho.uld start
from a small scope (environment) and leads to regional and international.
2. Social studies also associate human relations with other humans, the environment, as
well as the Creator in order to become a complete human beings.
3. Global education is an attempt to instill a view (perpective) of the world to the
students by focusing that there are interconnections between culture, humanity and
planet Earth conditions. The learning process should emphasis on students' ability to
think critically in global matters and pluralism
.
4. Discussions about global problems and issues will make the students think critically
and find solutions to the problems of the world, which actually very precisely related
to environmental issues that near around us.
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