Proceedings of the 1st International Conference on ...

Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015

Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 ©Copyright – STAI Sultan Abdurrahman Tanjung Pinang Indonesia – 2015 Copyright Conditions All rights are reserved. No part of this publication may be reproducedstored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the express and prior written permission of the STAI Sultan Abdurrahman.

Edited and compiled by: Alpino Susanto and Hazriyanto Date: 1st August 2015 Publish by: International Conference on Character Education and STAI Sultan Abdurrahman, Tanjung Pinang. Jl. Lintas Barat KM. 19 Toapaya Bintan Kepulauan Riau http://www.stai-sar.ac.id, contact person: Faisal 62 813 6473 6432. International Conference on Character Education Website: http://icce.web.id

ICCE-Batam | ©Copyright – STAI Sultan Abdurrahman Tanjung Pinang Indonesia – 2015

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FOREWORD It is our great pleasure to welcome you to 1st International Conference on Character Education (ICCE) 2015. The ICCE is an international conference, organized by PHD Students of Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia and STAI Sultan Abdurrahman Tanjung Pinang as the host in Batam. The theme for ICCE 2015 is "Character Education Prepares Human Excellence’s character: Nationality, Universality and Challenges". This conference is the 1st International Conference in Riau Archipelago Province of Indonesia. It is to increase understanding and knowledge of concepts and practices of moral, values, citizenship and character education, and their application and development, national and universal. Promote and provide a forum for regional, national and global networking, collaboration and the exchange of ideas and perspectives in relation to character education through interdisciplinary and intercultural discussion. Disseminate research findings on character education approaches, projects and practices in various countries. Provide participants a glimpse of the practice of character education in Indonesia and other countries in South East Asia, and the challenges. We would like to express our sincere gratitude to all the authors who submitted contribution for inclusion. We hope that you will find this program interesting and thought-provoking and that the conference will provide you with a valuable opportunity to share ideas with other researchers and practitioners from institutions among the participants. Editors Alpino Susanto & Hazriyanto

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Message from Dean of Faculty of Technical and Vocational Education (UTHM) I wish to express my heartiest gratitude to the ICCE team as part of UTHM Ph. D students of FPTV for organizing the 1st International Conference on Character Education. I would like to thank our strategic partners, STAI Sultan Abdurrahman, Universitas Riau Kepulauan, Universitas Batam, Universitas Putera Batam, Indonesian Government and all individual contributions towards the realization of this conference. The theme for the 1st ICCE is “Character Education prepares Human’s Excellent Character: Nationality, Universality, and Challenges “ The highlight of this even is to increase understanding and knowledge of concepts and practices of moral, values, citizenship and character education, and their application and development, national and universal. Promote and provide a forum for regional, national and global networking, collaboration and the exchange of ideas and perspectives in relation to character education through interdisciplinary and intercultural discussion. Disseminate research findings on character education approaches, projects and practices in various countries. Provide participants a glimpse of the practice of character education. I incerely hope that everyone will play an active role in dicusing, disseminating and sharing their insights and experiences on International conference on Character Education. Regards, ASSOC. PROF DR. RAZALI BIN HASSAN Dean, Faculty of Technical and Vocational Education

ICCE-Batam | Message from Dean of Faculty of Technical and Vocational Education (UTHM)

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Message from Chairman of International Conference on Character Education Assalamualaikum Warahmatullahi Wabarakatuh. It gives me great pleasure to invite you to the 1st International Conference on Character Education which held on 23 August 2015. Education has been considered as the centre of excellence in preparing human’s excellent characters. This belief drives every single person to be ready to face the global challenges. Now days, education is considered to be the best place to prepare the agent of change of the nation that will bring prosperous to others. Education institution is no longer a place to transfer knowledge only, but it is also a place to form youth’s attitude, behaviour, character, and leadership. Thus, it is justifiable to reflect some basic value and character of one country and cultivate them to all young generation in the form of national character building through education. Different countries may have its’ own identity to build their nations character. In Indonesia context, Indonesia’s president JokoWidodo and his Vice President JusufKalla designed a nine priorities agenda called “NawaCita” for his presidency in 2014 to 2019. The priority of the agenda for Indonesia’s political sovereignty and independence in economy and culture. One of his nine priorities agenda is to revolutionize the nation’s character through a policy of restructuring the national education curriculum with advanced civic education; to teach the history of the nation, the values of patriotism and to love the country, as well as to build the passion and character to defend the state through national education. We look forward to welcoming researchers, academics, practitioners, leaders, educators and policy makers from all parts of Indonesia, and Malaysia to participate on this event. We look forward to opening our doors to everyone to participate in the 1st ice 2015. Regards DR. CHABLULLAH WIBISONO Chairman of International Conference on Character Education 2015

ICCE-Batam | Message from Chairman of International Conference on Character Education

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REVIEWERS Prof. Madya Dr Kamarolzaman Bin Mohd Jidi (Universiti Tun Hussein Onn Malaysia) PM Dr. Razali Bin Hassan (Universiti Tun Hussein Onn Malaysia) PM Dr. Mohd Arif Bin Agam (Universiti Tun Hussein Onn Malaysia) Dr. Mimi Mohaffyza Binti Mohamad (Universiti Tun Hussein Onn Malaysia) Dr. Fazlinda Binti Ab Halim (Universiti Tun Hussein Onn Malaysia) Dr. Badaruddin Bin Ibrahim (Universiti Tun Hussein Onn Malaysia) Dr. Md Akbal bin Abdullah (Universiti Tun Hussein Onn Malaysia) Dr. Rafiuddin Afkari (Universiti Tun Hussein Onn Malaysia) Puan Robijah Binti Kamarulzaman (Universiti Tun Hussein Onn Malaysia)

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CONTENTS FOREWORD ........................................................................................................................................... iii Message from Dean of Faculty of Technical and Vocational Education (UTHM) ....... iv Message from Chairman of International Conference on Character Education. ......... v REVIEWERS .......................................................................................................................................... vi CONTENTS ............................................................................................................................................ vii

TRACK 1: EDUCATION Competency of Integrated Living Skills Teachers in Inculcating Critical Thinking Skill in Learning and Teaching Process ..................................................... 1 Rasidayanty Saion¹, Siti Salwa Ab. Manap², Jamil Abd Baser³ Student’s Cognitive Level at Advanced Technology Center Batu Pahat on Development of Creativity & Innovation ................................................................... 10 Abdul Rahim Bin Md Tahir¹, Jamil Bin Abd. Baser² The Competence Of The Integrated Living Skill Subject Teacher In Applying Communication Skill In The Process In The Process Of Learning And Teaching.............................................................................................................................. 19 Siti Salwa binti Ab. Manap¹,Rasidayanty binti Saion², Jamil bin Abd. Baser³ An Analysis of Positive Politeness Strategies In Teaching................................... 28 Dahrul Aman Harahap1, Suswnato Ismadi Megah S2 The Profile of Teaching Skill Readiness Of Candidate Teachers Through Micro Teaching Practice in Unrika Batam ............................................................... 33 Sri Sugiharti Aplications Moving Average Methods to Forecast the Number of Student SMPN 11 Batam Academic Years 2016-2020........................................................... 38 Tubagus Pamungkas1, Umi Rofiqoh2 A Review of Selected Theories and Their Applications to Encourage Higher Order Thinking Skills Using the Questioning Method by Teachers .................. 43 Nelly Ezatul Fazlina binti Md Sah ¹, Siti Mizarina binti Ghazali², Abdul Rashid bin Abdullah³,Halizah binti Awang´, Effectiveness of Teaching and Learning Science in Higher Order Thinking Skills 21st Century: A Review Literature ................................................................... 54 Nor Hayati binti Ismail¹, Kamarolzaman bin Hj Mohd Jidi²

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Empowering Novice Teacher Professionalism through Effective Mentoring ........................................................................................................................... 65 Rosmizana Binti Yahya ¹, Hamidah Binti Mohamed²,Shamsiah Binti Sidek³, Yusof Bin Boon´ The Influence Factors of Teachers’ Attitude When Using Computers in the Classroom: A Review........................................................................................................ 76 Shamsiah binti Sidek¹, Muhammad Amin bin Simon², Rosmizana binti Yahya³,Nor Hayati binti Ismail´, Azman bin Hasanµ Approaches in The Implementation Of Character Education ............................. 85 Erni Munastiwi

Character Education Philosophy ................................................................................. 91 Istiningsih

School Based Management in Improving The Quality Of Education ................ 97 Said Maskur¹, Sudirman Anwar², Syarifah Normawati3, Hardi Selamat Hood4 Cultural Distortion When the Character Education Incessantly Towards Children of Civilized Nation Which Is Uncivilized Nation................................... 101 Yunisa Oktavia Developing tolerant attitude through character education in family environment..................................................................................................................... 106 Sri Sumarni The Implementation of Problem Posing Approach in Mathematic Learning on Improving Students’ Logical Mathematical Thinking and Problem Solving Ability in High School ..................................................................................... 106 Dahrul Aman Harahap1, Fauzan Jafri2, Dwi Afrini Risma3 School Model Development Enterprise Techno to Produce Entrepreneurs among Vocational College Graduates ...................................................................... 121 Hamidah Binti Mohamed1, Dr Badarudin Bin Ibrahim2, Nur Bahiyah Binti Abdul Wahab3,Rosmizana Binti Yahya4 Improving Learning Motivation by Employing Library ..................................... 129 Shabri Saleh Anwar1, Said maskur2, Alpino Susanto3, Sudirman Anwar4 A Review on Moral Values in Education and the Impact of Student Discipline .......................................................................................................................... 132 Siti Mizarina Binti Ghazali1,Nelly Ezatul Fhazlina binti Md Sa2, Dr Yusmarwati Binti Yusof3


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 How Does University Student’s Language Anxiety in Final Thesis Defense Influence Their English Speaking Ability? .............................................................. 142 Alpino Susanto, Rafiuddin Afkari, Mukmin, Amir Daus Social factors and English achievement of junior high school students ....... 152 Alpino Susanto¹, Kamarolzaman Bin Mohd Jidi², Rafiuddin Afkari³, Khairudin Said4 Evaluation On The Indonesian Language Instruction In Higher Education .......................................................................................................................... 167 Sri Yuliawati¹, Jamil, P, Razali bin Hasan2, Rafiuddin Afkari3, Noraini binti Kaprawi4 Excellent Character Education of Students Lecturing a Concept and its Implementary .................................................................................................................. 179 Na’imah

The Handling of Juvenile Delinquency Through the Arrangement of Senior Secondary School (SMA) Islamic Education Curriculum”, aimed at formulating the Lesson Plan ....................................................................................... 186 Pudjo Sumedi ¹,Ihsana El Khuluqo ², Jamil³, Rogayah4, Syarifah5 Socio-Educational in Students’ English Language Achievement ..................... 195 Alpino Susanto¹, Fazlinda Binti Ab Halim², Rafiuddin Afkari³, Syarifah´ Monitoring Education Problem on Coastal Society in the Small Islands Region ................................................................................................................................ 205 Rianto1, Azman bin Hasan2, Md. Akbal bin Abdullah3 Character Education and Its Implementation in Guidance Counseling Services .............................................................................................................................. 210 Tohirin

TRACK 2: ISLAMIC STUDY Shalat Determination Toward Employees Performance ................................... 218 Chablullah Wibisono1, Hardi Selamat Hood2 Educational Characteristics of Sufi Brotherhoods ............................................... 234 Muhammad Faisal1, Pauzi2, Rafiuddin Afkari3

An Islamic education guidance in prison: improvsing women prisoner’s faith .................................................................................................................................... 242 Siti Marfuah1 , Rafiuddin Afkari2, Razali Hassan3, Alpino Susanto4


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Transformation of sufi teachings in the Malay literature sufism: effort to strengthening the character education based on local wisdom in Kepulauan Riau .............................................................................................................. 253 Muhammad Faisal1, Rafiuddin Afkari2, Sudanto3 Determination of faith to book of Allah towards religious performance ..... 261 Chablullah Wibisono1, Hardi Selamat Hood2 The Idea of Neo-Sufism and its Contribution for Humanity : A Brief Analysis ............................................................................................................................. 276 Muhammad Faisal1, Rafiuddin Afkari2, Pauzi3

TRACK 3:SOCIAL SCIENCES The Locating Pictures on a Map Activity: Developing the Young Children’s Spatial Ability and Spatial Reasoning ..................................................................... 285 Dahrul Aman Harahap1, Dwi Afrini Risma2

Effect of Investment, Labor Against the Gross Domestic Product of Riau Islands Province.............................................................................................................. 295 Albert Gamot Malau

The Effect of Commitment and Motivation Toward Teacher’s Performance at Tanjung Balai Karimun in Indonesia ................................................................. 303 Hazriyanto1, DR. Badaruddin Bin Ibrahim2, Franky3, Mu’min4, Amir Daus5

The Effect of Inventory Turnover to Operating Profit Case Study at PT Astra Agro Lestari Tbk Listed on The Indonesia Stock Exchange for the Period of 2012-2014 ........................................................................................................................ 317 Hazriyanto1, Mohd Arif Agam2, Abd. Basith3, Rafiuddin Afkari4, Amir Daus5

The Role of Information Communication & Technology as enabler of Knowledge Management Process to Bring Innovation in Creative Industries (Batam Case) .............................................................................................. 329 Cosmas Eko Suharyantoa , Fergyanto E Gunawanb, Syarifah Normawatic, Rogayahd

The Role Of Parliaments In Strengthening The National System Of Public Health ................................................................................................................................. 338 Hardi Selamat Hood1, Alpino Susanto2, Hazriyanto3

Act of analysis Number 40 In 2007 about Response Company Seen from difference listing Response Company Citizen of Indonesian toward Financial Capital Construct by Citizen of foreign (Study Case at Notary Office Andri Yuko, S.H., M.Kn) ..................................................................................... 343 Irene Svinarky


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 TRACK 4: MANAGEMENT & LEADERSHIP The Development Model of K-Workers among Technical Graduates in Batam Universities ........................................................................................................ 352 Teguh Iman Santoso,1Razali Bin Hassan2 Incentives, Discipline, and Work Unit Performance at SMP Negeri 1 Moro on Tanjung Balai Karimun in Riau Islands Province, Indonesia..................... 359 Hazriyanto ¹,Badaruddin Bin Ibrahim ², Mu’min3, Frangky Silitonga, 4

The Effect Of Organizational Culture, Teaching Experience And Education Level Towardslecturer Professionalism At Riau Kepulauan University Academic Year 2012/2013 .......................................................................................... 373 Fitri Yanti

Moral Education through wearing Ihram cloth during Hajj season .............. 386 Erizal1, Halimi Bt. Md. Khalid2, Azita Bt Ali 3

Effect of Application Services of Customer Service, SMS Banking and Customer Relationship on Customer Satisfaction at PT Bank Mestika Dharma.............................................................................................................................. 393 Hendi Sama

Implication of Problem-Based Learning Model Learning toward Mathematical Problem Solving Skills and Self-Regulation of SMPN 20 Students in Pekanbaru ................................................................................................. 401 Risnawati

Organizational Climate and Job Motivation to Job Satisfaction for PNS Province the Archipelago of Riau .............................................................................. 409 Hazriyanto ¹, Khairudin Said², Sadi Maskur³, Syarifah Normawati4, Hardi Selamat Hood5

User Perspective Analysis DPACK-R System Yamaha ......................................... 420 Heri Nuryanto, Syaifullah

Waste management environmental in Batam City.............................................. 427 Timbul Dompak1, Ul Qadri2, Ganda Sirait3


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TRACK 1 EDUCATION

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Competency of Integrated Living Skills Teachers in Inculcating Critical Thinking Skill in Learning and Teaching Process Rasidayanty Saion¹, Siti Salwa Ab. Manap², Jamil Abd Baser³ Faculty of Technical and Vocational Education Universiti Tun Hussein Onn Malaysia ¹[email protected]²,[email protected] ³[email protected] ABSTRACT Critical thinking skill assists individual in solving problems and making meaningful decision. The accomplishment of applying this skill in learning and teaching process generates justification, decision, and valid achievement in knowledge context. Before making evaluation about something or a phenomenon it is crucial for an individual to think in depth or critically and creatively. Hence, this study is carried out to identify the constructs and elements of critical thinking skill in learning and teaching process. This study is qualitative with the application of critical document analysis method. Based on document analysis, researcher identifies six constructs namely interpretation, analysis, evaluation, inference, synthesis and self-reflection/self-regulation. Meanwhile for the elements, all sub-skills related to constructs are identified as elements for critical thinking skill. Therefore, all Integrated Living Skills teachers need to acquire knowledge, aptitude and positive attitude in inculcating this skill based on the constructs and elements of critical thinking skill in learning and teaching process to increase students’ cognitive ability. Keywords: Critical thinking skill, Integrated Living Skills, learning and teaching process 1. INTRODUCTION Critical thinking skill (CTS) is a skill that requires students to analyze, evaluate idea and later synthesize something to make a decision (Paul & Elder, 2008). Mulnix (2010) explained that CTS is ability to master, form and exhibit capability to see the relationship between multiple information available in the surroundings. Students are trained to increase critical thinking ability and take into consideration all information and input existing in the surroundings before making decision or solving a certain problem. Reynolds (2011) affirmed that it is imperative for an individual to think in depth or critically and creatively before making an assessment about something or a phenomenon. The person should consider all criteria in order to make advantageous choice before making a decision. 2. BACKGROUND OF STUDY More complex teachers’ role and students‟ quality in future depend on teachers‟ role today (Slameto, 2014). Knowledge level and teachers‟ perception on the teaching of thinking skill will affect practice in teaching. Teachers are transformation agents who play vital role in bringing out positive changes in students who will later contribute to the development of the country. Teachers lead students to be critical thinkers through effective teaching and learning strategies. Application of CTS in teaching and learning enable students to venture their ability in managing new information (Marin & ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Halperns, 2011). Nevertheless, literature studies discovered that teachers meet challenges in applying CTS in their learning and teaching process. Teachers‟ ability to overcome the hurdles in applying CTS in their learning and teaching process reveal their competency in the teaching profession. Shaari (2008) claimed that teachers should always be ready to cope with the pressures of mastering content knowledge for the subjects that they teach. Teachers are agents who guide students to be critical thinkers through effective teaching and learning strategies. Students ability in manipulating effective method of problem solving, evaluating, synthesizing facts and making assumption is essential (Szymoniak, 2013). Lauer (2005) found that teachers lack knowledge to interweave critical thinking into their lessons. Teachers are very much dependent on traditional teaching and learning technique thus having difficulty to interweave critical thinking into the subjects they teach. Moreover, they are unfamiliar on how to teach CTS and unable to choose teaching and learning strategies at a higher level (Jacob, 2010). Teachers’ expertise is a necessity to determine teaching and learning strategy (Chew & Shashipriya, 2014). In each learning and teaching session, a teacher will be interacting with different students with multiple intelligences. The teacher determines the approach, chooses the method and selects certain techniques that suit students‟ level and ability. Appropriate learning and teaching strategy and technique can capture students‟ interest to be actively involved and apply CTS. Aliakbari and Sadeghdaghighi (2013), discovered that students ‟attitude and perception towards CTS are the main hurdles in instilling this skill in learning and teaching. Among students attitude that hinder the inculcating of CTS in earning and teaching are lack of motivation to think, focus of obtaining better grades in examination and reluctance to be actively involved in classroom activities. Mohd. Mohsin and Yunus (2008) thought that among the obstacles to implement CTS in learning and teaching in school is the education system itself. Examination-oriented education system brings about teacher-oriented learning and teaching process and less emphasis is given to the task of expanding student’s cognitive ability. Kamrin and Nordin (2008) found that examination-oriented education system produces students who have academic skills but none other. More focus is given in preparing students for examination and completing the designated syllabus (Chew, 2006). Therefore, researchers think that teachers still do not fully comprehend the constructs and elements in CTS to be implemented in learning and teaching process. 3. OBJECTIVE OF STUDY The objectives of this study is to: i) Identify the constructs of CTS in teaching and learning; and ii) Identify the elements of CTS in teaching and learning 4. LITERATURE STUDY Glaser (1942) a psychologist, defined critical thinking as attitude and logical application in problem-solving skill. According to Ennis (1962) critical skill construct as a logical process and a product-based oriented phenomenon, thus defining it as an appropriate evaluation for a statement. Brookfield, (1987); Ennis, (1989); Paul, (1992) and Sternberg, (1986) suggested that CTS is a meaningful reflection process and much needed in making decision. Cederblom & Paulsen (2011) elaborated on how a person can acquire critical and creative thinking skill. They said that to think critically and creatively, we should first ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 develop analytical skill and ability to analyze. They suggested cooperative approach in attaining critical thinking. Furthermore, critical and creative thinking skill is only meaningful and beneficial when a person can apply the acquired skill in real life problem solving. Cottrell (2011) explained that among the advantages of CTS is to increase attention and observation, more focused reading, to improve ability in identifying main ideas in texts, ability to react accordingly to a situation and analyzing skill in various situations. CTS can definitely increase one’s confidence; make communication more effective and advancement of emotional intelligence. Besides helping a person to use more convincing language, critical thinking also enhances clarity of language. CTS elevate emotional intelligence as one characteristic of a critical thinker is self-realization. Critical thinker knows when and how to involve their emotion such as empathy, in making decision. A person who applies more of critical and creative thinking skill is more efficient in identifying, understanding and managing his emotion. CTS is the most crucial in problem-solving, enquiries and findings. It is a systematic approach to evaluate information and find apt solutions for various problems (Laxman, 2010; Shah, 2010 & Winch 2006). The inculcating of CTS needs a shift from focus in learning to thinking (Chun, 2010) and drilling based on learning difficulties (Savery, 2009). CTS is always the aim in teaching and learning and evaluation. The change in education system requires teachers to make a paradigm shift towards better perception, attitude and diligence in completing oneself with sound knowledge and professional teaching skill in order to improve his performance and capability in the more challenging career. For Living Skills teachers, they need to fully master the technical field to enable them carrying out effective learning and teaching process whilst instilling thinking skill aspects to their students. Stapleton (2013) emphasized that CTS is much needed in shaping students‟ cognitive development pertaining perception, problem-solving, social skills and motivation attainment. Nowadays, thinking skill has become the main aim in education system globally and is highlighted in Malaysian Education Development Plan (PPPM) 2013-2025. Critical thinking and problem-solving skill a r e c o n s t i t u e n t s o f 2 1 s t century s ki l l s ( Bahagian Teknologi Pendidikan, 2012). Transformation of the education curriculum accentuates higher order thinking skill which helps to bring out generation with critical and creative thinking skill. In order to realize the transformation in education, teachers‟ competency should continuously be improved. According to Blandford (2009), teachers with exceptional pedagogical skill and outstanding knowledge in the subjects they teach will be able to carry out the duty of teaching perfectly. Hussin (2004) believed that excellent teacher training programmed is able to produce competent and adept teachers who are professionally skillful, knowledgeable and of exemplar attitude. Combined competency in term of knowledge, skill and attitude should be internalized by every teacher to deal with competition and generate effective teaching. Nik Pa and Idris (2008) declared that teachers in Malaysia should acquire as many possible aspects pertaining skills and technology to execute changes in curriculum from time to time. Therefore, teachers need to be self-equipped with professional needs through professional development programme to maintain competency in line with the development of education world today.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 5. METHODOLOGY This study applies qualitative method with critical analysis relevant document content approach. Document content analysis approach evolved since early 50‟s staring from literature, social science and then progressed to other various fields (Krippendorff 2004). Document content analysis is a study method besides ethnography, grounded theory, phenomenology, and history study being applied to analysis document data and interview in the form of texts (Hsieh & Shannon 2007). Krippendorff (2004) and White & Marsh (2006) defined document content analysis as a study technique used to draw repeated conclusion and valid from texts or other meaningful sources in a particular context. Document content analysis is a scientific tool involving specified procedure in order to give a new outlook, increase researcher’s understanding concerning a certain phenomenon or justify a practical action. Creswell (2009) described document content analysis as a distinct technique for qualitative study. Qualitative study is a method which normally emphasizes on words rather than collected and analyzed data calculation (Bryman, 2008) and is about issues or statements, not hypothesis. Creswell (2012) claimed that there are five methods in qualitative research namely case study, biography, phenomenology, grounded theory and ethnography. 6. FINDINGS THROUGH DOCUMENT ANALYSIS Qualitative literature study findings have identified constructs and elements of CTS in learning and teaching. Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective. Within the cognitive domain, he identified six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation (Table 1). These domains and levels are still useful today as you develop the critical thinking skills of the students. Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Knowledge collect

Table 1: Cognitive Domain (Bloom, 1956) Comprehensio Application Analysis Synthesis n Associate Apply analyze combine

describe

Compare

identify list show tell tabulate define examine label name retell state quote enumerate match

Distinguish Extend Interpret Predict Differentiate Contrast Describe Discuss Estimate Group Summarize Order Cite Convert

Classify

arrange

compose

Change connect generalize Illustrate divide modify Solve infer invent Demonstrat separate Plan Calculate classify substitute e Complete compare create Solve contrast formulate Modify explain integrate Show select rearrange experiment order design Relate breakdown speculate Discover correlate rewrite Act diagram Adapt Administer discriminate anticipate

Evaluation assess compare decide discriminate measure rank test convince conclude explain grade judge summarize support appraise criticize


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 read record reproduce copy select

Explain Paraphrase Restate Trace

Articulate Chart Collect compute Determine Develop construct Establish Prepare Produce Report Teach Transfer Use

focus illustrate infer outline subdivide points out prioritize prioritize

collaborate compile devise express reinforce structure facilitate substitute intervene negotiate reorganize validate

defend Persuade justify reframe

Facione (1990) listed six constructs in CTS namely interpretation, analysis, evaluation, inference, synthesis and self-regulation. Element for each construct is as in Table 2. Table 2: Concensus List of Critical Thinking (Facione, 1990) Cognitive Skills Sub-Skills Interpretation Categorization Decoding significance Clarifying meaning Analysis Examining ideas Identifying arguments Analyzing arguments Evaluation Assessing claims Assessing arguments Inference Querying Evidence Conjecturing Alternatives Drawing Conclusions Explanation Stating results Justifying procedures Presenting argument Self-Regulation Self-Examination Self-Correction Cambridge Assessment had executed a research programme focusing on CTS. The task started with the development of definition and taxonomy. Cambridge Assessment captured the interest of experts in the field to find the definition of CTS. Researches were done on the effect of CTS in schools including teachers’ experiences and perceptions. CTS research programme ended with the publication of a list of terms. It serves as a reference source for regular terms used in CTS domain to be used by students, teachers, academicians and professionals. Table 3 shows CTS domain as the outcome of Cambridge Assessment.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Table 3: Skills and Sub skills of Critical Thinking (Cambridge Assessment, 2006) Taxonomy in brief Skill/process 1 Analysis

2 Evaluation

3 Inference

4 Synthesis/construction

5 Self‐reflection and self-correction

Sub skill/sub‐process A Recognizing and using the basic terminology of reasoning B Recognizing arguments and explanations C Recognizing different types of reasoning D Dissecting an argument E Categorizing the component parts of an argument and identifying its structure F Identifying unstated assumptions G Clarifying meaning A Judging relevance B Judging sufficiency C Judging significance D Assessing credibility E Assessing plausibility F Assessing analogies G Detecting errors in reasoning H Assessing the soundness of reasoning within an argument I Considering the impact of further evidence upon an argument A Considering the implications of claims, points of view, principles, hypotheses and supposition B Drawing appropriate conclusions A Selecting material relevant to an argument B Constructing a coherent and relevant argument or counter‐arguments C Taking arguments further D Forming well‐reasoned judgments E Responding to dilemmas F Making and justifying rational decisions A Questioning one’s own pre‐conceptions B Careful and persistent evaluation of one’s own reasoning

Based on document analysis done, there are six constructs that explain CTS i.e. interpretation, analysis, evaluation, inference, synthesis and self-reflection/selfregulation. Whilst for the elements, researchers consider elements in the stated constructs. 7. CONCLUSION Each teacher teaching Living Skills needs to improve professional competency especially in higher order thinking skills theoretically and practically. Sound knowledge of constructs and elements of CTS should be mastered to enable them choosing apt ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 teaching and learning strategies to instill thinking skills among students. Thus, the implementation of learning and teaching process fulfills the objective outlined hence inculcating of CTS can be executed. Shift in education system requires teachers to selftransform towards positive views, attitude and effort to be self-equipped with knowledge and impressive teaching skills especially CTS, pedagogy and ICT towards enhanced ability and competency in the ever challenging teaching career. Teachers need to be optimistic and think of arising problems as tests and trials to be resolved and the solution chosen is the most beneficial for both students‟ education and teaching profession. REFERENCES 1.

Aliakbari, M. & Sadeghdaghighi, A. (2013). Teachers‟ Perception of The Barriers to Critical Thinking. Procedia – Social and Behavioral Sciences, 70, 1-5.

2.

Bahagian Teknologi Pendidikan. (2012). Pengurusan sumber pendidikan. Retrieved from http://bibliografi.moe.edu.my/SumberPendidikan/index.php/faqs/21kemahiranabad- ke-21.html

3.

Blandford, S. (2009). Managing Professional Development in School (Institut Terjemahan Negara Malaysia Berhad, Trans). London: Tylor and Francis Books Ltd.

4.

Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).Taxonomy of educational objectives-handbook 1: Cognitive domain. New York: David McKay.

5.

Brookfield, S. (1987). Developing critical thinkers. San Francisco, CA: Jossey-Bass Publishers.

6.

Cambridge Assessment. (2006). Critical thinking deriving the definition. Retrieved from http://www.cambridgeassessment.org.uk/Images/126126-critical-thinkingfactsheet-1.pdf

7.

Cederblom, J. & Paulsen, D. (2011). Critical reasoning: understanding and criticizing arguments and theories, 6th edition. Belmont, CA: Wadsworth Publishing.

8.

Chew, F. P & Shashipriya, N. (2014). Pelaksanaan Kemahiran Berfikir Kreatif dan Kritis dalam Pengajaran dan Pembelajaran KOMSAS di Sekolah Menegah. Journal Pendidikan Bahasa Melayu, 4(2), 10-24.

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Chew, F. P. (2006). Pendidikan Kesusasteraan Melayu di Malaysia dan permasalahannya. Jurnal Masalah Pendidikan, 29 (1), 143-157.

10. Chun, M. (2010). Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices, Change 42(2), 22-29. 11. Cottrell, S. (2011). Critical thinking skills: Developing effective analysis and argument. Basingstroke, UK: Palgrave Macmillan. 12. Creswell, John W. (2012). Educational Research: Planning, Conducting and Evaluating Quantative and Qualitative Research. 4th Edition. Pearson Education Inc. USA. 13. Creswell, J. W. (2009). Research design quantitave, and mixed methods approaches 3th Edition. Los Angeles: Sage. 14. Ennis, R. R. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4–10. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 15. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. Retrieved from http://files.eric.ed.gov/fulltext/ED315423.pdf 16. Glaser, E. (1942). An Experiment in the Development of Critical Thinking. Teachers College Record 43(5), 409-410. 17. Hsieh, H. F. & Shannon S. E. (2007). Three approaches to qualitative content analysis. Qualitative research 2(4), 110-124. 18. Hussin, S. (2004). Pendidikan di Malaysia: Sejarah, Sistem dan Falsafah. Lumpur: Dewan Bahasa dan Pustaka.

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19. Jacob, P. (2010). Intentionality. Stanford Encyclopedia of Philosophy. Retrieved from http://plato.Standford.edu. 20. Kamrin, S. & Noordin, S. (2008). Tahap penguasaan kemahiran berfikir kritis pelajar sains tingkatan empat. Jurnal Pendidikan Universiti Teknologi Malaysia, 13, 58-72. 21. Krippendorff, K. 2004. Content analysis: An introduction to it methodology. California:Sage Publications. 22. Lauer, T. (2005). Teaching critical-thinking skills using course content material. Journal of College Science Teaching 34(6), 34-44. 23. Laxman, K. (2010). A conceptual framework mapping the application of information search strategies to sell and ill-structured problem-solving. Computers & Education, 55(2), 513-526. 24. Likert, R. (1932). A Technique for the Measurement of Attitudes. Achieves of Psychology, 140, 1-55. Retrieved from http://www.psychology.about.com/od/lindex/g/likert-scale.htm 25. Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13. 26. Mohd. Mohsin & Yunus, N. (2008). Halangan-halangan kepada usaha memupuk kreativiti di kalangan pelajar. Prosiding Seminar Kebangsaan Kemahiran Insaniah dan Kesejahteraan Sosial (SKKIKS 08), 89-96. Universiti Kebangsaan Malaysia. 27. Mulnix, J. (2010). Educational philosophy and theory. Oxford: Blackwell Publishing. 28. Nik Pa, N. A. & Idris, N. (2008). Perjuangan memperkasakan pendidikan di Malaysia: Pengalaman 50 tahun merdeka. Kuala Lumpur: Utusan Publications Sdn. Bhd. 29. Paul, R. W. & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Tomales, CA: Foundation for Critical Thinking. 30. Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 1992(77), 3–24. 31. Reynolds, M. (2011). Critical Thinking and Systems Thinking: Towards A Critical Literacy for Systems Thinking in Practice. New York: Nova Science Publishers. 32. Savery J. R. (2009). Problem-based approach to instruction. In Reigeluth, C.M. & CarrChellman (Eds.), Instructional-Design theories and models (pp. 143-165). New York: Routledge. 33. Shaari, A. S. (2008). Guru berkesan: Petua dan panduan. Sintok: Penerbit Universiti ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Utara Malaysia. 34. Shah, C. G. (2010). Critical Thinking. What it is and why it matters to emerging professionals? Advanced Materials and Processes, 168(5), 66-66. 35. Slameto. (2014). Developing critical thinking skills through school training ‘Training and development personnel’ model and their determinants of success. International Journal of Information and Education Technology, 4(2), 161-166. 36. Stapleton, M. (2013). Steps to a ‘ Properly Embodied’ Cognitive Science. Cognitive Systems Research, 22-23, 1-11. 37. Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement. National Institute of Education. Retrieved from http://eric.ed.gov/PDFS/ED272882.pdf. 38. Szymoniak, S. (2013). Implementing critical thinking in the curriculum at Texas State Technical College: An action research approach. Retrieved from ProQuest Digital Dissertations. (UMI 3591122). 39. White, M.D. & Marsh, E.E. 2006. Content analysis: A flexible methodology. Library Trend, 55(1), 22-45. 40. Winch, C. (2006). Education, autonomy and critical thinking. London: Rouledge.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Student’s Cognitive Level at Advanced Technology Center Batu Pahat on Development of Creativity & Innovation Abdul Rahim Bin Md Tahir¹, Jamil Bin Abd. Baser² Fakulti Pendidikan Teknikal dan Vokasional Universiti Tun Hussein Onn Malaysia ¹[email protected]² [email protected] ABSTRACT This research study aims to assess the level of each variable and the cognitive level of development of creativity and innovation among students in the final year of ADTEC Batu Pahat . A total of 142 questionnaires were distributed to students in the final year of ADTEC Batu Pahat representing seven other of them in Malaysia. This is a quantitative study using a Likert scale questionnaire five points. Data were analyzed using Statistical Package for Social Science (SPSS) version 20.0. Descriptive statistics with mean scores shows that most respondents have a perception of high cognitive elements, namely 3.83 compared with the characteristics of creative personnel and personnel innovative characteristics of 3:52 and 3.69 Pearson correlation analysis were used for statistical inference to assess the relevance and the relationship between each variable change the characteristics of creative personnel with features innovative personnel. The result shows that there is a significant relationship between both with significant value 0.00 (two tail). Mean while the ANOVA analysis was to determine the difference between the variable characteristics of Creative Personnel, Personnel Innovative features and cognitive elements in creativity and innovation. The findings showed mean values is the mean squared 0.142, 1.216 and the value of F 0305 is significantly higher than in the significant value of 0.265 min innovative personnel. Next the mean number of creative personnel have the most significant low at 0.118 and value is exceeded by the level of 0:05 was found no difference between the variables. Thus it showed cognitive elements in creativity and innovation have a positive significant relationship in the development of students' final year project. Keywords: Cognitive Level, Characteristics of Creative Personnel and Features Innovative Personnel

1. INTRODUCTION Based on Piaget and Vygotsky's theory, cognitive development of students through different methods of teaching and learning in the form of discovery learning seeks to generate development of creativity, innovation, and social skills ( Zakaria, 2010). Creativity can be defined as an 'idea generation'. A person's ability to generate new ideas or gather ideas is creative abilities. These new ideas can be simple or complex idea. When a child thinks of an idea, even if it's naughty idea, the child is a creative. When a scientist did, he defined as the train creativity. Thus, creativity is a process of thinking. Creativity in English is derived from the word create. What are 'created' or 'produced' is the idea. While innovation can be defined as the application of creativity. Innovation is practicing the ideas generated. Creativity is a process of thinking and innovations is a process productive. Innovation adds value to the ideas generated, and if the ideas generated not through the innovation process, then it is a mere idea. If the ideas are the seeds, innovation also is a plant or tree that was born as a result of crops and rearing (Malaysian Innovation Foundation, 2010). ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Creativity and innovation are the most important element in doing things or invent a product. Creativity is a gift of God to all. While creativity is considered a natural ability, there is also a view that it can be trained on the nature and potential of the individual. Creativity and innovation occurring unintentional and nobody can predict or control of an individual to be creative, what form of creativity in the future or when it will happen. Creativity is often associated with a person's ability to use existing skills in him (Mohammed, 2004). According to Ismail (2012) concept of an Islamic state in some aspects creativity and innovation as the development of certain cognitive level of students in the process of teaching and learning in educational institutions or in training institutions. Various examples are given and displayed so that people continue to think, contemplate, look, see and distinguish all events, inventions and good human behavior and human disobedience. Six terms of creative thinking methods, explaining the Qur'an about the various styles of thinking, the concept of ijtihad as Muslim creativity, and making a bit of creative thinking methods of integration between Islam and the West. From the aspect of the social, nature of human creativity and innovation, the possibility of using these features in an effort to locate the student in the ADTEC Batu Pahat Johor Malaysia has been able to develop into a more advanced stage. Among the characteristics of students' creative and innovative in Malaysia, the first is creative students have the privilege to coach her and other students among themselves. Second things are creative students have the ability to organize the debate and consultation on matters of life and social. 1.1 Problem Statement Our challenges either internally or externally to produce students with the technical skills and employability. Among the challenges that need to be addressed to some industry employers when dealing with problems in delivering the latest technology in the workplace because many workers who lack the knowledge and skills creativity and innovation to learn new experiences. New technologies to be mastered quickly and fast, employee training costs for producing creative and innovative and has become increasingly high workability skills. In addition, students should be exposed features creative personnel and the characteristics of innovative ideas with real working environment during their studies in ADTEC Batu Pahat and also during industrial training. According to Industry Management, they feels that applying the elements of creativity and innovation skills among employees is the responsibility of the training institutions, namely the process of applying technical skills and creativity and innovation skills that happens when a person graduates were in the training institutions again. They argue that most institutions produce graduates who excel but their skills, creativity and innovation are low. This can be seen when many outstanding graduates who cannot venture into the working environment better. They are also confronted with various problems of graduates currently work as a low acceptance master communication in English, punctuality, social skills, teamwork, and personal attitudes unsatisfactory employer. The personal quality of graduates should be the responsibility of the lecturer to ensure their students have pure personality and appearance by the knowledge and skills of their existing. At present there are number of workers in the industry who was dismissed due to their unfavorable personality is larger than the number of workers dismissed due to lack of knowledge or skills in their respective fields. Therefore existing industries provide tutoring or teaching workshops stabilization of merchantability skills to ensure the quality of their work is perfect. But if an employee is having problems in attitude and behavior is ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 not good enough to be a problem for the industry because they will lose the trust to an individual whos problematic in terms of susceptibility merchantability skills. ADTEC Batu Pahat currently a one of the High Technology Skills Training Centre under the Ministry of Manpower most widely participated and won the competition Creativity and innovation at the departmental level and also at the national level compared to other. In addition, ADTEC Batu Pahat also has patterned the creativity and innovation as intellectual property, which is a scope for further research studies. Thus, selection of ADTEC Batu Pahat answered the research questions for all ADTEC. However, no studies have been conducted to examine the issue of how to apply creativity and innovation through activities such as classroom theory, practical technical, final projects and industry training and assessment as practiced in ADTEC. Then a related study was conducted to identify the level of development of cognitive skills in creativity and innovation among students in their final year at ADTEC Batu Pahat. 1.2 Objectives of the study Among the objectives of this study are as follows: (i)

Identify the characteristics of creative personnel among final year students ADTEC Batu Pahat.

(ii)

Identify the characteristics of innovative personnel among students n the ADTEC Batu Pahat.

(iii)

Identify the level of cognitive elements of creativity and innovation skills of students of final year ADTEC Batu Pahat. 1.3 Research Questions

According to a study published a few problems following research questions can be answered through research hopefully this: (i) What are the characteristics of creative personnel among final year students ADTEC Batu Pahat (ii) What are the characteristics of innovative personnel among final year students ADTEC Batu Pahat. (iii) What does the level of cognitive elements in creativity and innovation among students in their final year ADTEC Batu Pahat. 1.4 Aim of research In the era, Malaysia also received its impact in terms of economic development abroad. The role of the people in contributing to economic growth is very important .Thus, the importance of this study is to help awaken students to correct a tendency, behavior and self-confidence by improving cognitive skills and creativity and innovation in the field of like-minded and compliance with the industry before entering the working world. This study will hopefully attract graduates who work in the industrial sector in strengthening the skills of self in order to produce quality work and excellent. In addition, this study can provide an initial overview and guide to future graduates on the marketability of skills required by the industry. This study is expected to provide information to the public good and the benefits that can be obtained in the field of creativity and innovation, cultivate interest, applying the characteristics of creative and innovative personnel to the community and encourage people to pursue and develop the field of creativity and hopefully with innovation input.By ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 obtained from the individuals involved in the field of creativity and innovation on their views on the importance of education and innovation creativity then educational institutions can create an appropriate curriculum to train people to understand the culture of creativity and innovation as well as its importance. From the results, it is expected that it will encourage those students who wish to venture into the world of culture, creativity and invention. They can also increase the interest and abilities in the field of creativity. Therefore, it will increase the number of inventors who are resilient, competitive and viable in the field of creativity and innovation as well as provide knowledge to lecturers who will be involved in implementing a culture of creativity in order to make a more thorough preparation. For example, they feel it is important to engage directly and attended the convention and seminar and course of development of the field of creativity and innovation. Along with meeting the government's desire to cultivate creativity and innovation to build the country's economy drew and generally turn allows Institution skills such as Advanced Technology Training Center took the initiative to create the subject of creativity and innovation as extra lessons in final year’s course. 1.5 Operational framework This will explain graphically or in the form of a flow chart of a study on the run. Theoretical framework is the key to the correlation between variables, factors affecting research and studies that will form the building on the run (Miles and Huberman, 1994). Studies conducted as shown in Figure 1.1. Beginning in the process of teaching and learning with theory and practical engineering modules. This study is to identify cognitive elements that affect the creative personnel and innovative personnel to final year students. From there, researchers can acquire the characteristics of creative personnel and personnel of innovative features. The results of the study findings demonstrated that issued the final year students who have creative skills and innovation skills, as required by the industry for their future work.

ELEMEN KOGNITIF Model Pembelajaran & Kemahiran

1 2 3 4

Teori Amali Projek Inovasi Projek Akhir

5

Penilaian

Ciri-Ciri Personel Kreatif

Ciri-Ciri Personel Inovatif

Pelajar Tahun Akhir memilik kemahiran Kreativiti dan Inovasi

Figure 1.1: DraftFramework forCognitiveStudyTowardsCreativityApplication Innovation andFinal Year StudentsADTECBatuPahat.

2. SCOPE OF STUDY The study was conducted only at ADTEC Batu Pahat. Respondents consist of final year students of these institutions. Method study questionnaire was designed to focus on the elements of cognitive creativity and innovative students. Observing the characteristics of ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 students personel in creative thinking and innovative. Researchers conducted a study on the topic only Level Cognitive Skills in Application of Creativity and Innovation Final Year Students ADTEC Batu Pahat only. Other than that no attention even on the assumption that every student in any other ADTEC have similarities in terms of early education received about creativity and innovation that has been studied during three to five tiers only. 2.1 Literature review Various elements have been used by previous researchers. Researchers claimed epistemology of science in the fields studied by making a literature review theoretical aspects, issues, methodology, sampling, data analysis, findings, strengths and weaknesses and suggestions for improvement from previous studies. Its the method of how human cognitive thinking. This cognitive genre founded by Max Wertheimer (1880-1943) in Germany. Synonymous with the genre gestalt perception. Perceptions about the present situation mean in other words that have gone through an experience. From psychology, cognitive science is the study of how humans think. With that cognitive psychology is the study of how humans understand, learn, remember and think in relation to such information. Cognitive theory is the process of human thought. Determine the human process of understanding the things that need to be obtained or sought. Results obtained or sought items may be presented in the eyes of the world ( Azizi , Noordin, Zakaria, 2005). According to Tan Sri Mohd Dom Alimudin (2012) argue that creativity and innovation can be taught by a teacher-centered teaching approach to the student or the student center. Meaning student-centered teaching to teaching and learning is done on a bilateral basis, teachers teach and students learn. Teachers are required to constantly challenge the thinking ability of students to use a variety of teaching techniques and teaching aids that attract students. Creativity and innovation can be viewed as a process and a description that can be understood by oneself. An overview of the process and is a shape object. The assessment was conducted to determine the appropriate elements featured in the artwork, when presenting ideas, emotions, feelings and beliefs in the most effective form. Cognitive psychology is a branch of psychology with a cognitive approach to understanding human behavior (Baichao. Robby D, 2003). Creativity feature a few of meaning and understanding has been given to the meaning of creativity. According Jaro (1992) creativity as a thought process that led to generalize new ideas. Oldham and Cumming (1196) stated that creativity is original, relevant, useful products or procedures generate new ideas. Nystrom (1979) states creativity as new discoveries where it is headed towards a more reality. Mumford and Gustafson (1998) mentions creativity is the production of products and valued by society. Innovation means to renewal or amendment. This notion is considered somewhat loose and not so obvious. Innovation is an idea, practice or object that is considered by someone new. It is something that is considered a new and much better than the old one. With the Glossary of Educational Technology refers innovation as ideas, concepts or new strategies that can enhance a practice (SifooSidee, 2009). Problem solving method is the application of an element of creativity and innovation in teaching methods used in the classroom. It is a process of teaching and learning based on experience and requires students to think creatively and innovatively. Troubleshooting is a practical method that aims to generate cognitive sound to develop creativity and innovation are effective. In this method, the problem solving process is done according to certain measures in a systematic and orderly. The aim of the research was to determine ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 whether the application of problem-solving approach is implemented in creativity and innovation theory and practical teaching in the faculty of education. The study was conducted in a qualitative and instruments used are the interview protocol. Data were obtained through interview sessions transcribed and then analyzed using coding. Number of respondents who were interviewed seven people and findings have shown that the seven respondents apply problem-solving approach in the application of creativity and innovation in teaching technical subjects. They also agree that this is a problem solving approach brings many advantages and advantages to students ( Ismail & Abreza , 2011).

3. DATA COLLECTION Questionnaires were distributed to students at the end of the year for the six main areas of Welding Technology, Manufacturing Technology, Production Technology, Computer Technology and Mechatronics Technology, Electronic Technology. Based on the sample size determination table Krejcie & Morgan (1970), have determined if the population of 600 people, the number of sample is 234 people. The actual sample chosen by the researcher only the actual number of final year students ADTEC Batu Pahat is only about 150 people in various fields contained in ADTEC Batu Pahat.Before the questionnaire was distributed, brief the students concerned with the study and the questionnaire. The best time period given to students so that they can answer the questionnaire with good quality. Next, the researchers set a date for collecting the questionnaires, so that students are better prepared. On the appointed date, researchers collected questionnaires and researched every form so that the forms are complete.

4. RESULTS Refer to Table 4.1 shows the analysis of mean scores and standard deviation of the characteristics of creative personnel. The overall average was 3:52 and the standard deviation is 0.90 where it belongs in moderately agree. Item Q22 has a high average and Q9 item has a low average. Followed by average and standard deviation of the elements characteristic of innovative personnel. The overall average is 3.69 and the standard deviation is 1:02 where it belongs in moderately agree. Item Q40 has a high average and item Q28 has an average moderate. There are averages and standard deviation of the cognitive elements in creativity and innovation. The overall average is 3.83 and the standard deviation is 0.81 where it belongs in the level agreed. Item Q45 has a high average and average item Q49 has a medium. Table 4.1: Mean and standard deviation for each element No

Element

Mean

Standard Deviation

1

Creative Personnel

3.52

0.90

Agree

2

Innovative Personnel

3.58

0.87

Agree

3

Cognitive element in creativity and innovation among students 3.83 in their final year ADTEC Batu

0.81

Agree

Remarks

Pahat. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Relevance and relationship between creative personnel and innovative personnel. Referring to Table 4.2 below is the correlation of the position of the min number of creative personnel in 0421 is equivalent to the mean number of innovative personnel showed the same ie 0.421. With significant value 0.000 at 2 Tail. The conclusion is both have a significant relationship. Table 4.2: Correlation shows the relationship between creative personnel and innovative personnel Min number of creative personnel Min number creative personnel Min number of innovative personnel

Correlation Pearson

1

Min number of Innovative ideas .421**

Significant. (2-Tail)

.000

Total

142

142

Correlation Pearson

.421**

1

Significant . (2-Tail)

.000

Total

142

142

**. Correlation is significant at 0.01 levels (2 - Tail) Table 4.3: ANOVA showed differences between the variables Min Personnel Creative, Innovative and Min Min personnel cognitive element in creativity and innovation.

Min number of creative personnel

Min²

F

Sig.

Between Group

.142

1.216

.305

In Group

.117 1.305

.265

1.797

.118

Total Min number of innovative idea

Min number of cognitive elements in creativity and innovation

Between Group

.230

In Group

.176

Total Between Group

.304

In Group

.169

Total

5. DISCUSSIONS Based on the above table, overall, In general, this section is a discussion of whether significant or not significant differences between the characteristics of creative personnel with features innovative personnel and cognitive elements in creativity and innovation. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Refer to Table 3 in connection with the analysis of the hypotheses of the variables were significant differences between the characteristics of creative personnel and personnel of innovative features with cognitive element of final year students ADTEC Batu Pahat data show that in one-way ANOVA found the comparison between The graying of variables such as the mean number of creative personnel in between the two groups have the double min 0.142, 1.216 and F value 0.305 is significant value in value significantly higher than the mean value of the innovative idea of 0265, and also the significant value of 0.118 min creative ideas . As the mean values were exceeded by the level of 0.05 was found no difference between the variable-variable in the ANOVA table, there was no significant difference between the three variables. It shows Ho (2) in receivables. Therefore there is no significant relationship between creative personnel with creative ideas and innovative ideas.

6. RECOMMENDATIONS FOR FURTHER STUDY The study was conducted only involves students of ADTEC Batu Pahat. Therefore, researchers suggest future studies that look at the relationship of cause and effect for elements and cognitive factors that influence in addition to conducting research in the form of qualitative research by interviewing the student, reviews the activities of students during their final year projects that can generate value greater legitimacy good and steady and member understanding of the cognitive abilities of students in the final ADTEC Stone Pahat.Other than supporting factors such as infrastructure, finance, time, family background, social influence and cultural environment and the need to study in detail which can be anticipated member huge impact. This study can be expanded further with larger populations which involves other skills training institutions in Malaysia today. REFERENCES 1. 2.

Abstract ‘An Invitation to a jurney of innovator’Yayasan Inovasi Malaysia March 2010 (www.YIM.my). Azizi, Noordin dan Zakaria.(2005). “Psikologi Kognitif” Skudai. Johor:Universiti Teknologi Malaysia.

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Gunarsa, Singgih D. 2003, Konseling dan Psikoterapi, Jakarta: Gunung Mulia.

4.

Gustafson, P. E. (1998). Gender differences in risk perception: theoretical and methodological perspectives. Rockville Pike, BethesdaMD, 20894USA

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Ismail, A.(2012). Kreativiti dan Inovasi: Sifat Sosial Manusia Kreatif. Dicapai pada 25 Mei 2014, http://drisbah-consultation.blogspot.com/2012/06/sifat-sosial-manusiakreatif_15.html

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Krejeie, R.V and Morgan, D.W. Determining Sample Size For Research, Educational and Psychological measurement. (1970), 30, 607-610.

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Mohd Azhar Abd Hamid (2004). Kreativiti Konsep Teori & Praktis. Johor : Universiti Teknologi Malaysia.

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Miles, M. B., & A. M. Huberman. (1994). Qualitative Data Analysis. Carlifornia: SAGE Publication Inc.

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Max Wertheimer. (1880-1943). Gestalt Learning Theory Productive Thinking. Retrieved on 23 April 2014. http://www.lifecirclesinc.com/Learningtheories/gestalt/wertheimer.html. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 10.

Majaro, S (1992). The Creative Gap – Managing Ideas For Profit. London; New York: McGraw-Hill Book Co

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Nystrom, H. (1979). Creativity and Innovation. London: Wiley & Sons, Incorporated, John

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Oldham, G. R., & Cummings, A. (1996). Employee Creativity: Personal And Contextual Factors At Work. Academy of Management Journal, 39, 607–634.

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Ismail. & Abreza, (2011). Aplikasi Pendekatan Penyelesaian Masalah Dalam pengajaran Mata Pelajaran Teknikal dan Vokasional di Fakulti Pendidikan UTM. Journal of Educational Psychology and Counseling,volume 2, Jun 2011, Pages 113144/ISSN: 2231-735X.

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SifooSidee (2009). Inovasi Dan Kreativiti Dalam Pendidikan. Mudah Belajar .Com. Dicapai pada 5 Mei 2014, http://www.mudahbelajar.com/.

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Tan Sri Alimudin Mohd Dom (2012), Kreativit, Inovasi dalam Pendidikan. Rencana Arkib Utusan online. Dicapai http://www.utusan.com.my/utusan/Rencana/ /2012121/Kreativiti-inovasi.

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Zakaria, Z. (2010). Kreativiti Dan Pembelajaran Kanak-Kanak. Dicapai pada 2 Jun 2014, http://ml.scribd.com/doc/42276382/ Tugasan-HBPS4103-1-Kreativiti-Pemb


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The Competence of The Integrated Living Skill Subject Teacher in Applying Communication Skill in The Process in The Process of Learning and Teaching Siti Salwa binti Ab. Manap¹,Rasidayanty binti Saion², Jamil bin Abd. Baser³ Universiti Tun Hussein Onn Malaysia ¹[email protected]²[email protected]³[email protected] ABSTRACT Generic skill is very important in order to be applied into the teaching and learning of Integrated Living Skill subject. Among the generic skills that need to be applied during the process of learning and teaching are the communication skill, thinking skill and the skill of working in a group. A competent teacher should possess the skill in applying the generic skill to ensure the effectiveness of the teaching and learning as well as providing students with the learning skill to enter the working environment. Therefore, this qualitative research through document analysis is conducted to identify the constructs and elements that is found in one of the generic skills which is the communication skills. There are a few constructs and elements of communication skill that has been submitted by other researchers. This shows that the communication skill is an important element that needs to be applied by each teacher for the teacher is the determinants to the quality of education of the teaching institution.

Keywords: Generic Skill, Communication Skill, Living Skill 1. INTRODUCTION Communication skill is one of the element of the generic skill. According to Nik Ismail (2010) generic skill is a behavior that is acknowledged as the mind fitness that can adapt to the situations of the environment, individual needs and also the strength of emotion and spiritual fitness of a person to the consistent action. An experience teacher are able to use the combination of different suitable ways of teaching to apply the generic skill that is essential to students for more effectiveness of teaching and learning activities (Zamri et. al. 2008). According to Lizzio and Wilson (2004) the generic skill that a students need to master include the communication skill, group working skill and also the problem solving skill. Generic skill should be mastered by the teacher for the execution of the intelligence pedagogy like the communication skill because generic skill seemed to be related to the individual and his carrer. Oral communication (Othman & Ahmad, 2006) is said to be able to strengthen an information that is conveyed when it needed to be stressed, Communication skill has become an important aspect that needed to be mastered by each individual to face the current globalization wave (M. Dazali & Awang, 2014). 1.1 Background of problem Communication provides the biggest impact in human’s life. In the social process, this skill helps the sociology expert to create a social institution and thereafter influenced the cultural and social structure (Hassan, 2008). Each student in the technical sector needs to prepare oneself with the skills needed to fulfill what the industrial market needs today. Besides that, Quick & Lindsay (2005) and Gibbs (2006) viewed that, graduates today not only needed knowledge but the skill in fulfilling the market needs that the employer wanted. The aspects of mature thinking, social development, leadership ability, cultural ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 intellectual, humanity skill which embodied the generic skill in the student that should be embraced in education, is sometimes not portrayed during the learning in the university. Mahmod and Mohamad Noor (2011) said that the multimedia open the door to all educators to apply various technic of teaching while students are given the control power in a learning session. According to Buckley and Smith, usage of multimedia stimulator in the process of learning enable the increase of student’s skills to solve a problem. Cheng (2008) stated that teaching based on multimedia technology enable the enhancement of student’s comprehension with the aid of text, pictures and sound in the content presentation. This finding is similar to the findings of Jamaludin (2005) where the comprehension of students can be enhance with the multimedia method compared the conventional method. According to him, the multimedia techinic is more of entertainment concept learning easily attracted the interest of students as well as increase the motivation of their learning. The frequent use of technology caused less application of oral communication during the learning and teaching process. Amir’s (2007) research, found that students have the perfunctory perception and always assumed that the use of technology following the current development is the best way in the process of learning and teaching. Lemaire (2009) thought that teachers are burdened with to many tasks that is irrelevant to teaching like cocuricular activities, attending meetings, carrying out student’s programmes, handling and taking care of student’s affairs and also the administration work. Butt dan Lance’s research (2005) found that 96% of teachers work in the evening after work and 90% of teachers work during the weekend. Gunter’s et al., (2005) research found that 95% teachers work in the evening after work and during the weekend. Teachers involved with the Secondary School Standard Curriculum are facing the challenge to finish the syllabus in the allocated period as well as doing administration work that is burdening. Besides that, the packed activities of the school caused the teacher’s packed duty roster (Lachs 2006). The insystematic and unscheduled activities cause teachers to rush to finish the syllabus. Due to this the teacher has less time to plan their teaching more critical and creative. This statement is supported by Alghazo’s (2006) research. Mahamod dan Mohamad Noor (2011) also stated that teachers are buedened with other tasks outside the classroom like the student’s programme. Due to the unsystematic schedule of teacher’s activities, teachers rushed to complete the syllabus. Therefore application of the generic skill is somehow vagued during the process of teaching because of the time contraints faced by the teachers. To ensure the well application of generic skill, teachers have to coordinate the suitable timing and smoothing the teaching process of the generic skill like the communication skill. Therefore the communication skill can be applied into the learning and teaching where the completion of the syllabus are done as planned. Teachers should possess all the suitable generic skill required for the current education as well as the knowledge of the subjects taught. According to Murwatiningsih & Wahyuningsih (2009), teachers should master the content the subject they are teaching beside mastering the emotion intelligence in teaching. Mastering a certain knowledge or skill is very important to a teacher. This is because, teachers are said to have the competency when they are able to balance between the pedagogy, social and professionalism (Suyanto & Abbas, 2001). Teachers who can’t mastered certain skill will affect many things that can’t be explain clearly and correctly. Self confident shown during teaching is very important. Methods of conveying, techniques and strategy used will influence the reception of certain skill of students. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Communication plays an important role in learning and teaching process. The communication process occurred in almost every type of activities in the learning and teaching. Teachers who have the ability to communicate effectively will be able to create an effective learning and teaching. This research is conducted to give a depth exposure to the Living Skill teachers about the construct and element that is in the communication skill. Teachers may not be informed and do not understand the construct content in the communication skill. Critique done by researcher includes communication skill that is carried out all over the world. 1.2 Research Objective Research objective is: (i)

Identify oral communication construct for Intergrated Living Skill teachers.

(ii)

Identify oral communication elements Intergrated Living Skill teachers. 2. LITERATURE REVIEW

Generic skill (Musa, 2009) is defined as a quality human modal indicator in the context to fulfill the needs of the client or those of importance. The generic skill that wished to be applied to students have to be relevant, useful and long lasting and also can strengthen the education system that can afford to be the base for the education support for the whole life. (Nordin & Md. Tahir 2004). The skill is needed by all sectors to make students and workers more effective and successful (Idris et. al., 2008). Based on Kearns (2001), generic skills on individual can be classified into four groups which includes; 1) readiness of working and individual working behavior, 2) knowledge in entrepreneurship, 3) creative and innovative, possess interpersonal and thinking skills and 4) willingness to learn. Kearns also stated that within the first group of generic skills which is the readiness of working was based on the basic individual knowledge on certain area and skillful in technology application, working habits, have great interest in business and can manage oneself and planning in organization. Within the second group, a worker must possess an interpersonal skill which means good in communication either verbally or well written. In the third group, which is the generic skill in thinking and learning concept, an individual must be able to apply good thinking in solving problems critically, data analyzing and eager to learn in self-developing. Besides that, Kearns also mentioned that the fourth group involved company organization, entrepreneurship, innovation, creativity which shows that an individual is knowledgeable in company organization, have innovation and creative in the making of a product. Kamsah & Jaafar (2006) stated that fluency is a gift itself but the communication skill needs to be learnt According to Hassan and Mohd (2005) communications are skill to listen, skill of asking, skill of questioning, skill of speaking, skill of responding, language element, change of behavior, appearances and non verbal communication. In the process of socializing, communication helps sociologist to create a social institution and further on influence the culture and social structure (Hassan, 2008). Hashim (2011) stated that to deliver an information, communication skill is an important aspect that need to be emphasize. This is because certain information can be wrongly deciphered by the recipient due to the mistake of the informant and recipient in communication. According to Md. Yassin et al. (2010), the communication process is the anchor and cannot be evaded for a person to go through the routine of each day. Whether it may be verbally or non verbal, communication involves exchanging of information, meanings or feelings shared through the message delivered. (Fenstermacher & Richardson, 2005). In verbal ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 communication, it comprises the skill of writing, reading, arguing, listening, ethics in communication and also involves the usage of technology (Nussabaum & Williams, 2007). Language skill is an important aspect as a medium in daily life (Ahmad et al., 2012). With this interaction is generated and communication process existed. Effective communication not only helps in problem solving but also fixes relationship. Experts in the field of communication believe that weak communication is the cause of many problems and effective communication resolves most problems (Pearson & Nelson, 2000). According to Gardner (1993), interpersonal communication is defined as an ability to interact with others and understanding them. There are six categories in interpersonal skill and communication is one of them. As stated by Gardner, communication skill can be mastered through the process of learning. The task, responsibility and role of a teacher in Malaysia today not only differ from the past but have become a heavy weight and complex (Mok, 2007). The findings of Singh (2007), learning skill consists of ways teachers receive and understand signs and also planned the learning strategies. To ensure an effective learning and teaching, teachers should take the initiative to practice, enforcement and mastered the skill perfectly (Tay, 2013). He also stated that each teacher needs to master the interpersonal skill well which is one of the features in the generic skill to be a competent teacher. Therefore, the Intergrated Living Skill teacher should be competent in applying the generic skill like the communication skill among students during the learning and teaching process. It will be a great impact that will influence the future of the students. Mohd Nor & Sahimin (2010) research, found that employers nowadays not only look for technical skill but also valuing other skill to enhance the company’s production and viability. This is supported by the findings of Awang (2007) who said that generic skill like the communication skill is a skill needed to be applied in the teaching of engineering in the secondary technical schools in Kelantan and Terengganu. Result of the research of Rusmin (2010) stated that the obvious weakness of graduates are lacked of practical skill which included the communication skill, entrepreneur skill, inability of self reliant in the society and also immature thinking as well as no motivation to excel in their career. This indicates mastering of generic skill among the university students show lacked of effectiveness including the engineering graduates. Besides that, graduates are also not able to master the language and the communication skill. The problems arise due to not be able to master the generic skill during their school days. Hence, the teacher’s role is very important in the application of generic skill in school. Hussin (2004) viewed that qualitative teachers teaching programme should be able to produce qualify teachers where they are professionals in their skills, knowledge and attitude. According to Abdul Ghafar (2004) competency is the main factor that indicates the facing of competition and challenges heading towards the world of globalization. He also stated that combination of competency from the aspect of knowledge, skill and attitude should be possess by each teacher to face the competition and challenges in order to produce an effective teaching. 3. RESEARCH METHODOLOGY Within this research, researcher made a document analysis in relation to teacher’s communication skills. The rational of using this method is to ensure the construct and element within the communication skills is fully identified. Based on Bryman and Alan (2008), qualitative research process start with presenting the research problem statement in general, followed by in relate subject and topic selection. Qualitative findings (Creswell ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 & Clark, 2011) are divided into five which includes biography, phenomenology, ethnography, grounded theory and case study. 4. APPENDIX Based on the researches that have been done, researcher determined that there were several construct involved in the communication skills. Based on table 1.1, Gardner (1983) stated that, there were three construct in communication skills which includes interpersonal communication skills, intrapersonal communication skills and nonverbal communication skills. According to Stewart and D’Angelo (1993), verbal communication is divided into two main group which includes vocal and non-vocal. Research on the communication satisfaction was done on 178 lower rank police officers by Brunetto and Wharton (2003) and communication skills was separated into several construct which were communication frequency, non-formal communication, customer interaction, career related interaction and ethical situation interaction. Hearing and speaking skills is an important construct that should be available in communication (Hazya, 2006). Table 1.1: Construct available within Communication Skills Researcher Construct

Gardner (1983) -Interpersonal Communication Skills -Intrapersonal Communication Skills -Non-verbal communication skills

Stewart & D’Angelo (1993)

Brunetto & Wharton (2003)

-Vocally verbal communication

-Communication frequency

-Non-vocally verbal communication

-Non-formal communication

Hazya (2006) -Hearing skills -Speaking skills

-Customer interaction -Career related interaction -Ethical situation interaction

From the research, it was also determined that there were several researches founded involving the elements within the communication skills. Based on table 1.2, element of communication skills (DeVito, 2007) is divided into ten different criteria which includes receiver and sender, encoding-decoding, massages, feedback, feed forward, communication channels, environment, disorder, ethic and interpersonal competence. Besides that, Pederson, Miloch and Laucella (2007) stated that the element of interpersonal communication was divided into six which includes receiver and sender, massages, feedback, communication channels, environment and disorder. The element of communication is also divided into five based on statement from Lasswell model. The element stated were receiver, sender, massages, feedback and communication channels (Lasswell, 1984). Based on Schramm (1954), within the Schramm Model, basic elements in communication process includes sources, massages and receiver. The element of communication is also divided into information source, spreader, disorder, receiver and destination in the Linear Communication Model (Shannon & Weaver, 1949). Besides that, element that affect communication (Hassan & Mohd, 2002) divided into six sections which includes massages, communication channels, communication disorder such as technical disorder and ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 meaning disorder, hearing, feedback and time. Othman and Ahmad (2006) stated that the element of communication consists of receiver and sender, massages, feedback, communication channels, environment, disorder and sources. Table 1.2 : Elements within Communication Skills Resea rcher

DeVito (2007)

Eleme nt

-Sender and receiver -Encoding decoding -Massages

Pederson, Miloch & Laucella (2007) -Sender and receiver -Massages -Feedback

-Feedback

-Communication channels

-Feedforward

-Environment

-

-Disorder

Communicati on channels

Lasswell (1984)

Schramm (1954)

-Sender

-Sources

-Receiver

-Massages

Shannon & Weaver (1949) Informatio n Sources

-Massages

-Receiver

-Spreader

-Feedback -

Communica tion channels

-Disorder -Receiver Destinatio n

Hassan & Mohd (2002) -Massages Communic ation channels Communi cation Disorder -Listening -Feedback

-Environment

Destinatio n

-Disorder -Ethics

Othman & Ahmad (2006) -Sender and receiver -Massages -Feedback Communic ation channels Environme nt -Sources Disorder

-Interpersonal competence

5. ACKNOWLEDGEMENTS Communication is very important and vital within the teaching process. A teacher should know the level in mastering the communication skills so that it can be imposed within the ongoing teaching and learning process. By learning and knowing the construct within communication, KHB teachers will be able to go deep into learning communication effectively. In conclusion, the communication skills bring a huge impact to the life of the teacher and the students.

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Pembangunan Manusia. 25. Jamaludin, R. (2005). Multimedia Dalam Pendidikan. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd. 26. Kamsah, M. F.& Jaafar, A. N. (2006). Tip Menjadi Individu Menarik. Selangor: PTS Millennia Sdn. Bhd. 27. Kearns, P (2001), Generic Skills For The New Economy – Review of Research, NCVER, Adelaide. 28. Lachs, V. (2006). Making mltimedia in the classroom. Dlm. Muhammad Asyraf Mustaffa. (Terj). Kuala Lumpur: Institut Terjemahan Negara Malaysia Berhad. 29. Lasswell, H. (1948). Bryson, L., ed. The Structure and Function of Communication in Society. The Communication of Ideas. New York: Institute for Religious and Social Studies. p. 117. 30. Lemaire, J. (2009). Addressing Teacher Workload. Education, pp. 6. 31. Lizzio, A. & Wilson, K. (2004). First year students’ perception of capability. Research in Higher Education, 29: 109-126. 32. M. Dazali, N. S. & Awang, M. I. (2014). Tahap Kemahiran Komunikasi Dalam Kalangan Pelajar Sarjana Muda Pendidikan IPTA di Utara Semenanjung Malaysia. Jurnal Pendidikan Bahasa Melayu. 4: 44-56. 33. Mahamod, Z. & Mohamad Noor, N. A. (2011). Persepsi Guru Tentang Penggunaan Aplikasi Multimedia Dalam Pengajaran Komponen Sastera Bahasa Melayu. GEMA Online Journal of Language Studies, 11 (3): 163-177. 34. Mahamod, Z., Othman, N & Ibrahim, M.S. (2008). Profesionalisme Guru Novis: Model Latihan. Cetakan kedua. Bangi: Fakulti Pendidikan, Universiti Kebangsaan Malaysia. 35. McQuic2k, R.W. & C. Lindsay. (2005). “The Concept of Employability” dalam Journal of Urban Study, 42:2, ms.197-219 [versi elektronik]. Tersedia [online] juga dalam http://strathclyde.academia.edu/ColinLindsay/ papers/207712 [dilayari di Batu Pahat, Johor, Malaysia: 12hb Januari 2015]. 36. Md. Yassin, S., Lebar, M. S. & Azlina Abu Bakar @ Mohd, A. (2010). Komunikasi Dalam Pengajaran dan Kepimpinan Pendidikan. Kuala Lumpur: Karisma Publications Sdn Bhd. 37. Mok, S. S. (2007). Pengantar Pendidikan Teras. Subang Jaya: Kumpulan Budiman Sdn. Bhd. 38. Mohd Noor, N. & S. Sahimin. (2010). Penerapan Kemahiran Generik dalam Proses Pengajaran dan Pembelajaran di Kolej Yayasan Sabah. Tersedia [online]juga dalam http://eprints.utm.my/10527/1 [dilayari diBatu Pahat, Johor, Malaysia: 10hb Januari 2015]. 39. Murwatiningsih & Wahyuningsih. (2009). Pengaruh Kecerdasan Emotional Dan Penguasaan Ketrampilan Pembelajaran Tahap Produktivitas Guru Mata Pelajaran Akuntasi. Jurnal Pendidikan Ekonomi. Vol. 4, No. 2 Juli. 40. Musa, M. (2009). Tahap Penguasaan Kemahiran Generik Dalam Kalangan Pelajar Tahun Akhir Diploma Kejuruteraan Elektrik Serta Pendidikan, UTHM. Journal of Techno Social. m.s. 77-94 ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 41. Nik Ismail, N.S. (2010). Soft Skills: The What, the Why, and the How. Bangi, Selangor: Penerbit UKM. 42. Nordin, M. S. & Md. Tahir, K. (2004). Kemahiran Generik: Kepentingan Dalam Memenuhi Keperluan Majikan Masa Kini. Kertas Kerja Seminar Pendidikan. Universiti Teknologi Malaysia. 43. Nussabaum, J.F. & Williams, A. (2007). Intergenerational Ccommunication Across The Life Span. New York: Lawrence Erlbaum Assoc. Inc. 44. Othman, M. B. & Ahmad, M. K. (2006). Pengantar Komunikasi. Sintok: Penerbit Universiti Utara Malaysia. 45. Pearson. J.C & Nelson P. E (2000). “An Introduction to Human Communication Understanding dan Sharing”. AmerikaSyarikat: McGraw-Hill Higher. 46. Pederson, P. M., Miloch, K. S. & Laucella, P. C. (2007) Strategic Sport Communication, United States: Human Kinetics. 47. Rusmin, R. (2010). Graduan ‘Ulat Buku’ Tak ke Mana: Tiga Kelemahan Nyata Siswa ialah Kurang Kemahiran Berkomunikasi, Tidak Pandai Bawa Diri, dan Pemikiran Kurang Kritikal dalam akhbar Harian Metro. Kuala Lumpur, Malaysia: 6hb Disember, ms.v4 dan v7. 48. Schramm, W. (ed.) (1954). The Process and Effect of Mass Communication. Urbana, IL: University of Illionois Press. 49. Shannon, C. E. & Weaver, W. (1949). The Mathematical Theory of Communication. Urbana,University of Illinois Press. 50. Singh, J. R. K. (2007). Panduan Ulangkaji Ilmu Pendidikan Untuk Kursus Perguruan Lepasan Ijazah (KPLI). Kuala Lumpur: Kumpulan Budiman Sdn. Bhd. 51. Stewart, J & G. D’Angelo. 1980. Together: Communication Interpersonally. Edisi Ke-2. Reading: Addison-Wesley. 52. Suyanto dan Abbas, M. S. (2001). Wajah dan Dinamika Pendidikan Anak Bangsa. Yogyakarta: Adicita Karya Nusa. 53. Tay, M. G. (2013). Komunikasi Interpersonal Dalam Kalangan Pelajar Institut Pendidikan Guru Semasa Praktikum. Jurnal Penyelidikan IPG KBL. Jilid 11.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 An Analysis of Positive Politeness Strategies in Teaching at English Department UNRIKA Dahrul Aman Harahap1, Suswnato Ismadi Megah S2 Faculty of Teacher Training and Education (FKIP), Universitas Riau Kepulauan Batam, Kepri, Indonesia [email protected], [email protected] ABSTRACT This study is aim to identify positive politeness strategy used English lecturer when he is teaching in front of the classroom of the English Department of Unrika. This study used universal politeness of the Theory of Brown and Levinson (1987). The writers used descriptive qualitative to analyze data. This study was conducted in front the classroom during the lecturer gave lecture (teaching), particularly course of pragmatics. Data found that positive strategies used by English lecturer when he is teaching in front of the classroom. The writer took notes, then the data obtained to be classified based on the strategies used the data mostly found is Strategy 1 which consists of a, compliment there are 11 data found. This strategy mostly used the compliment. This used to make the students’ face preserved due to the theory is positive politeness which considers positive face because to give compliment to the students. This is aimed to avoid FTAs. It is make the students more enjoyable and comfortable to study in the classroom. This study can be concluded that this positive politeness strategies used by English Lecturer of English Department of Unrika that the lecturer employs positive politeness strategy the speaker can get any advantages. The speaker can minimize the FTA by assuring the hearer that the speaker considers himself to be the same kind, that he likes the hearer and wants to fulfill the hearer wants. Another possible payoff is that the speaker can avoid or minimize the debt implications of FTA such as compliment, request and offer. Those data found mostly used strategy 1. Keywords: Positive politeness strategies and teaching 1. INTRODUCTION 1.1 Background of the study Politeness is a must of consideration in communication among human being. Brown and Levinson (1987: 60) state politeness strategies used by speakers to avoid the threatened action against the other person's face. Face threatening acts are by Brown and Levinson (1987: 60) called FTA (Face Threatening Act). the language can be used to do any communication function; they agree to take assumption that the function of language is to communicate. As human beings, the lecturer commonly communicates with other people in a way that is different as through face to face ,meeting, in teaching, in which aspect is politeness strategies that used by human being. In different social situation the human being must be able to use language appropriate to each context. Thus, to use appropriate language use is very useful. Therefore, the lecturer does not live in the objective world of social activity as ordinary understood, but are very much at the particular language which has become the medium of expression for the society. Actually, verbal communication or language is used by the lecturer as a medium to exchange a few words with other people. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 In addition, According to Goffman (1995) observed that an important source of inspiration in the study of politeness phenomena is the work done. Thus, face is very important in communication, particularly in teaching in the classroom because to keep ‘face’ is a polite way to make good relationship. Furthermore, Brown and Levinson (1987:61) state that face is the public self-image that every member wants to claim for himself, consisting in two related aspects: negative face and positive face. Therefore, they introduce the term of FTA (Face Threatening Acts). Face divided two types. They are negative face and positive face. Negative face is the wants of every competent adult member that his actions can be unimpeded by the others. Positive face is the wants of every member that his wants be desirable to at least some others. It is based on the explanation above, the writer is interested doing of the study of lecturer’s utterances in the classroom based on Brown and Levinson’s theory due to this theory is newest and more considerable in politeness theory, particularly at English Department of Unrika. Therefore, the writers entitled this study is AN ANALYSIS OF POSITIVE POLITENESS STRATEGIES IN TEACHING AT ENGLISH DEPRATMENT UNRIKA 1.2 Question of the Study The research question is what are positive politeness strategies of Brown and Levinson’s theory used by the lecturer who teaches in English Department of Unrika Batam? 1.3 Objective of the Study The objective of the is to identify the positive politeness strategies used in the classroom especially English Department of Unrika Batam? 2. REVIEW OF RELATED LITERATURE 2.1 Politeness Theory Politeness in this sense is not a ‘natural’ phenomenon which existed before mankind but one which has been socio-culturally and historically construct. Brown and Levinson (1987) propose the Universal Politeness Theory as an improvement of the ideas from Grice’s and Leech’s Maxims. The Universal Politeness Theory is based on conversational practices of three ethnic communities. Within this Universal Politeness Theory, Brown and Levinson (1987:58) make reference to the Model Person (MP) who is a fluent speaker of a natural language and who possesses two special properties. In other words, politeness strategies are used during conversation to keep face safe, and to avoid the risk of the loss of face. Therefore, each speaker should use appropriate strategies which are able to lessen the Face Threatening Acts (FTAs). 2.4 Positive politeness Brown and Levinson (1987) explain that the 15 strategies where relevant as well as the FTAs associated with some of them are described next. a. b. c. d. e. f.

Strategy 1: Notice, attend to H (his interest, wants, needs, goods) Strategy 2: Exaggerate (interest, approval, sympathy with H) Strategy 3: Intensity interest to H Strategy 4: Use in-group identity markers Strategy 5: Seek agreement Strategy 6: Avoid disagreement ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 g. h. i. j. k. l. m. n. o.

Strategy 7: Presuppose/raise/assert common ground. Strategy 8: Joke Strategy 9: Asserts or presupposes S’s knowledge of and concern for H’s wants. Strategy 10: Offer, promise Strategy 11: Be optimistic Strategy 12: Include both S and H in the activity. Strategy 13: Give (or ask for) reasons Strategy 14: Assume or assert reciprocity Strategy 15: Give gifts to H (goods, sympathy, understanding, cooperation) 3. RESEARCH METHODOLOGY

In carrying out this study, the subject of this study is a lecturer of English Department of Unrika., Batam.The research took notes when they attended the classroom of pragmatics class during March-April 2015. The data analyzed descriptively-qualitative method based on Brown and Levinson’s theory of positive politeness. 4. DATA FINDING AND DISCUSSION This part will explain the data found and discussion of the data. This is positive strategies used by English lecturer when he is teaching in front of the classroom. The writer took notes, and then the data obtained to be classified based on the positive politeness strategies used. a. STRATEGY 1 1) Compliment The compliment of the strategy 1 can be stated by using word “great and good”. 2) An offer The offer of the strategy 1 can be stated by using word “could and would” (modal auxilarries). 3) A request The request of the strategy 1 can be stated by using word by using word “ please” in request This means that the teacher requests to students to do something. This word is very polite.. b. STRATEGY 2 The lecturer gave a exaggerated intention by using word “ really” and “exactly. This means that the lecturer gave a exaggerated intention to students this considered as polite way due to the face of the students preserved. c. STRATEGY 3 This strategy is improve of the interest in the opponent's speech with insertthe expressionof interest tothe opponentsays. In this study, the writers did not find it d. STRATEGY 4 ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 This strategy uses address forms, in-group language, dialect or slang, ellipsis. The lecturer used address forms by using word mbak (older sister) and bang (older brother). This means that the lecturer used address forms to student based on their ethnic background, “ mas’ used to Javanese ethnic while band refers mostly from Sumatra Island people. e. STRATEGY 5 For this strategy, safe topics were used to allow speaker to stress agreement with hearer. Thus a safe topic is used to precede FTA or a repetition is used to stress emotional agreement or to stress interest and surprise. This was shown that by repeating, ‘What is your answer?’ the lecturer stressed emotional agreement with student’s utterance. f. STRATEGY 6 This was shown that the ‘Token’ agreement to convey disagreement by using word “ but” and “no”. This means that the lecturer gave a exaggerated intention to students. g. STRATEGY 7 This strategy is intended to soften request for a favour. The lecturer to put students at ease by using word “ about”. This means that the lecturer was intended to soften request for a favour. h. STRATEGY 8 This strategy is used to make students feel at ease and may minimize an FTA of requesting. ”Ricky…Why … you like a ‘ladyboy’ today, you dance sik asyik sing a song in front of the classroom”. The lecturer may use jokes in sharing his or her background knowledge and values with students mutually. i. STRATEGY 9 This strategy is presupposesthat thespeakerunderstandsthe desireopponent with statingthat thespeakersandyour opponentsaid is acooperator. In this study, the writers did not find it . j. STRATEGY 10 The lecturer may use is used in order to redress the potential threat of some FTAs. This means that the lecturer will help students to obtain his or her satisfaction by using “if you”. k. STRATEGY 11 The lecturer and students wants (or for lectuere and students) and will help lecturer to obtain them. To simplify, students makes a tacit claim that students will cooperate with teacher and it will be done with mutual shared interest by using “ok” and mutual shared interest by using “that is right”. l. STRATEGY 12 This strategy is trying to engage your opponent in a speech and speaker certain activities. In this study, the researcher did not find it m. STRATEGY 13 ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The lecturer and the students testifies and sees if students is cooperative or not. If students wants to be cooperative to lecturer, lecturer uses on record request or offer. The FTAs are: offers, request, or criticisms by using “why”. n. STRATEGY 14 This strategy requires cooperation between Lecturer and students. This can be seen as lecturer and wants students to do as like “If you understand about this meaning this meaning you can speak English fluently”. o. STRATEGY 15 This strategy is to give an award not only objects but also real desire to interact, the desire to be liked, admired, cared about, understood, listen to, and so on. In this study, the writers did not find it. 5. CONCLUSION Data found that positive strategies used by English lecturer when he is teaching pragmatics of the course in front of the classroom. The writer took notes, then the data obtained to be classified based on the strategies used.Strategy 1 a, Compliment there are 11 data found, mostly used the compliment of the strategy 1 can be stated by using word “great and good”, b. offer 2 data found, b. Request 5 data found, c. Order 2 data found. And then Strategy 2 in this study found 2 data. Strategy 4 in this study just found single data. Strategy 5 in this study just found single data. Strategy 6 in this study found 2 data. Strategy 7 in this study only found single data. Strategy 8 in this study only found single data. Strategy 9 in this study is not found. Strategy 10 in this study only found single data. Strategy 11 in this study found 3 data. Strategy 12 in this study found 2 data. Strategy 14 in this study found 2 data. The last is Strategy 15 in this study found 3 data. Therefore, the result it can be concluded that this positive politeness strategies used by English Lecturer of English Department of Unrika that positive politeness strategies is redress directed to the hearer’s positive face. It usually tries to minimize the distance between them by expressing friendliness and solid interest in the hearer’s need to be respected (minimize the FTA). In addition, the lecturer employs positive politeness strategy the speaker can get any advantages. The speaker can minimize the FTA by assuring the hearer that the speaker considers himself to be the same kind, that he likes the hearer and wants to fulfill the hearer wants. Another possible payoff is that the speaker can avoid or minimize the debt implications of FTA such as compliment, request and offer. Those data found mostly used strategy 1. REFERENCES 1. Brown, Penelope and Levinson, C. Stephen.1987. Politeness: Some Universals in Language Usage. United Kingdom: Cambridge University Press. 2. Goffman, Erving.1967. Interactional Ritual. Chicago: Aldine Publishing Company. 3. Goffman, Erving.1981. On Face-Work: An Analysis of Ritual Elements in Social Interaction.Psychiatry,18: 213-31. In lever and Hutcheson (1972). 4. Lakoff, Robin.1975. Language and Women’s Place. New York: Harper and Row. 5. Levinson, Stephen c. 1983. Pragmatics. London: Cambridge University Press. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The Profile of Teaching Skill Readiness of Candidate Teachers Through Micro Teaching Practice in Unrika Batam Sri Sugiharti Riau Kepulauan University of Batam (UNRIKA) [email protected] ABSTRACT The research objectives are to describe The Profile of Teaching Skill Readiness of Candidate Teachers through Micro Teaching Practice in UNRIKA Batam. In teaching skill readiness of candidate teachers here we can see from the result of strength and weaknesses of teaching learning activity in micro teaching practice. If the candidate teacher able to conduct an instructional procedure designed relate to the objective of teaching and material available. The result of this research can be used by all of parties, both internal and external stakeholder to improve teaching leaning readiness in micro teaching practice. The researcher gets the total of 154 data items which are categorized into two groups, namely strength (S) category which consists of 73 data items and weaknesses category which consist of 81 data items. Teaching are divided into two categorizations, they are ‘Strength’(S) and ‘Weaknesses’ (W). Keywords: Profile, Teaching, Readiness, Candidate Teacher 1. INTRODUCTION In teaching skill readiness of candidate teachers here we can see from the result of strength and weaknesses of teaching learning activity in micro teaching practice. If the candidate teacher able to conduct an instructional procedure designed relate to the objective of teaching and material available. The result of this research can be used by all of parties, both internal and external stakeholder to improve teaching leaning readiness in micro teaching practice. 2. RESEARCH METHODS This research approach is naturalistic. The data is observing subjects in environment naturally. In this research, researcher tries to script the fact students’ practicing in teaching learning process of micro teaching between candidate teachers and peers students. The setting of research is Riau Kepulauan University of Batam which located in Jl. Batuaji Baru No.9 Batuaji Kota Batam Kepulauan Riau. The instruments of the research is sixth semester students of English Department of Riau Kepulauan University of Batam. The topic of conversation depended on the subject they discussed, emphasizing on the Sixth semester students rather than students. The language used by the Sixth semester students is English, although their daily languages are Indonesian and English. Therefore, the Sixth semester students frequently inserted Indonesian and English into their speech in the form of words or phrases when they were practicing. According to Wendelien (2002) A methodological way to collect knowledge is ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 the precise description of reality. The subject of description can relate to facts and wishes, to people and material objects. 3. FINDINGS AND DISCUSSIONS All data categorization, the researcher gets the total of 154 data items which are categorized into two groups, namely strength (S) category which consists of 73 data items and weaknesses category which consist of 81 data items. Strength means lectures are efficient ways of delivering information. Good lectures can introduce new material or synthesize concepts students have through text-, web-, or field-based activities. Weaknesses (W) mean lectures are not as effective as small group sessions when it comes to stimulating thinking, inspiring interest in a subject, teaching behavioral skills, or changing attitudes. Most often, lectures will only address part of the learning cycle and appeal most to students who are primarily auditory learners or have an assimilating learning style, while others may disengage from the presentation of the material. Students will need other opportunities to apply and reflect on the content for deep learning to occur. The first Strength (S) item is Linguistics. Linguistics (L) is divided into three items, they are Grammar (G) contains of 15 data items, Structure (Stc) contains of 23 data items, and Vocabulary (V) contains of 2 data items. Grammar is broken down into Word (Wrd) and Sentence (Stn). But the researcher will not discuss about Sentence (Stn) here because it is less than 10 items, the researcher will discuss the categorization if it is more than 10 items. So the researcher discuss about Word directly. Word is broken down into Verb (Vb) consists of 6 data items, Noun (Nn) consists of 4 data items and Auxiliary (Aux) consist of 5 data items. Structure (Strc) consist of 23 data items and broken down into 2 categories, they are Verbal (Vbl) contains of 8 data items and Nominal (Nom) contains of 15 data items. And it is break down into 3 categories, they are Affirmative (Aff) contains 7 data items, Negative (Ng) consist of 2 data items and Interrogative (Int) contains 6 data items. Vocabulary (V) consist of 2 data items and cannot to be broken down into smaller items because of only consist of 2 data items. The second Strength (S) item is Non-Linguistics (NL) contains of 23 data items, and it can be broken down into four data items, they are Class Management (CM) contains of 9 data items, Media (Md) contains of 6 data items, Method (Mtd) contains of 2 data items and Material (Mtr) contains of 13 data items. For Material (Mtr) contains of 13 data items and can be broken down into two categories, they are Easy (Esy) contains of 8 data items and Difficult (Dif) contains of 5 data items. The first Weaknesses (W) side contains of 81 data items and can be broken down into two categories data items. They are Linguistics (L) contains of 59 data item and Non Linguistics (NL) contains of 22 data items. Linguistics (L) is broken down into three categories. They are Grammar (G) contains of 20 data items. Structure (Stc) contains of 34 data items and Vocabulary (V) contains of 24 data items. The first Linguistics is Grammar (G) is broken down into Word (Wd) contains of 14 data items and Sentence (Stn) contains of 6 data items. Word (Wd) broken down into four categories, they are Verb (Vb) contains of 5 data items, Noun (Nn) contains of 3 data items, Pronoun (Pro) contains of 3 data items, and Preposition (Pre) contains of 2 data item. Sentence (Stn) contains of 7 data items. The Second Linguistics is Structure (Stc) contains 34 data items. It is broken down into two categories, they are Verbal (Vbl) contains of 14 data items, and Nominal (Nom) contains of 20 data items. Verbal (Vbl) broken down into three categories, ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 they are Gerund (Gr) contains 2 data items, Infinitive (Inf) contains 9 data items, and Participle (Par) contains 3 data items. Nominal (Nom) broken down into 3 categories, they are Affirmative (Aff) contains 9 data items, Negative (Neg) contains 2 data items and Interrogative (Int) contains 3 data items. The second one of category of weaknesses is Non-Linguistics (NL) consists 22 data analysis. It is broken down into four categories, they are Class Management (CM) contains 2 data items, Media (Md) contains 2 data items, Method (Mtd) contains 3 data items and Material (Mtr) contains 17 data items. Furthermore, Material (Mtr) divided into two categories, they are Easy (Esy) contains 9 data items and Difficult (Dif) contains 6 data items. 4. CONCLUSIONS The researcher gets the total of 154 data items which are categorized into two groups, namely strength (S) category which consists of 73 data items and weaknesses category which consist of 81 data items. Strength. Weaknesses (W) Candidate teachers needs other opportunities to apply and reflect on the content for deep learning to occur, which are divided into two categorizations, they are ‘Strength’(S) and ‘Weaknesses’(W). The first category is ‘strength’(S) consist of 73 data items that are broken down into two categories, they are ‘Linguistics’(L) that contains 40 data items and ‘Non-Linguistics’(NL) that contains of 33 data items. 5. IMPLICATIONS A lecture activity, especially at English Department of Riau Kepulauan University, is a type of direct communication between lecturer and sixth semester students. Since, the researcher gets the total of 154 data items which are categorized into two groups, namely strength (S) category which consists of 73 data items and weaknesses category which consist of 81 data items. Teaching are divided into two categorizations, they are ‘Strength’(S) and ‘Weaknesses’ (W). The first category is ‘strength’(S) consist of 73 data items that are broken down into two categories, they are ‘Linguistics’ (L) that contains 40 data items and ‘Non-Linguistics’ (NL) that contains of 33 data items. The first Strength (S) item is Linguistics. Linguistics (L) is divided into three items, they are Grammar (G) contains of 15 data items, Structure (Stc) contains of 23 data items, and Vocabulary (V) contains of 2 data items. Grammar is broken down into Word (Wrd) and Sentence (Stn). But the researcher will not discuss about Sentence (Stn) here because it is less than 10 items, the researcher will discuss the categorization if it is more than 10 items. So the researcher discuss about Word directly. Word is broken down into Verb (Vb) consists of 6 data items, Noun (Nn) consists of 4 data items and Auxiliary (Aux) consist of 5 data items. Structure (Strc) consist of 23 data items and broken down into 2 categories, they are Verbal (Vbl) contains of 8 data items and Nominal (Nom) contains of 15 data items. And it is break down into 3 categories, they are Affirmative (Aff) contains 7 data items, Negative (Ng) consist of 2 data items and Interrogative (Int) contains 6 data items. Vocabulary (V) consist of 2 data items and cannot to be broken down into smaller items because of only consist of 2 data items. The second Strength (S) item is Non-Linguistics (NL) contains of 23 data items, and it can be broken down into four data items, they are Class Management (CM) contains of 9 data items, Media (Md) contains of 6 data items, Method (Mtd) contains of 2 data items and ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Material (Mtr) contains of 13 data items. For Material (Mtr) contains of 13 data items and can be broken down into two categories, they are Easy (Esy) contains of 8 data items and Difficult (Dif) contains of 5 data items The first Weaknesses (W) side contains of 81 data items and can be broken down into two categories data items. They are Linguistics (L) contains of 59 data item and Non Linguistics (NL) contains of 22 data items. The second one of category of weaknesses is Non-Linguistics (NL) consists 22 data analysis. It is broken down into four categories, they are Class Management (CM) contains 2 data items, Media (Md) contains 2 data items, Method (Mtd) contains 3 data items and Material (Mtr) contains 17 data items. Furthermore, Material (Mtr) divided into two categories, they are Easy (Esy) contains 9 data items and Difficult (Dif) contains 6 data items. 6. SUGGESTIONS On the one hand, languages sometimes becomes a proper way considering that sixth semester students need to serve some purposes those that as giving clear explanation, example in their language ability or non-language ability, and etc. It gives advantage for some students, especially who lack of English in language skill and teaching media. On the other hand, as sixth semester students of the English Department, ideally they apply English in the lecturing activities since they teach foreign language learning. Therefore, it would be better of the sixth semester students to minimize the occurrence of English use that are considered as language and non language. 7. ACKNOWLEDGEMENTS First of all, I would like to express my gratitude and foremost to Lao Mu who has given strength and only by Lao Mus’s blessing the writer could accomplish this journal. Let me say Nan Wu Er Me Shi Fo Tian Yuan. May all creatures are happy together. This journal is one of the requirements to fulfill lecture in “Tri Dharma Perguruan Tinggi” in the university of education area and to develop the education ability into wider education. This journal comes into existence as required guidance and suggestions from several people. In relation to that, I would like to express my sincere thanks to these honorable people who had helped in finishing this journal. REFERENCES 1. Adi, H. (1999). The Analysis of Conversation English use in Dialogue Liputan 6 SCTV. 2. Alwasilah, A. C. (1986). Sosiologi Bahasa. Bandung: Penerbit Angkasa. 3. Chaika, E. (1982). Language The Social Mirror. Rowley, Massachussetts USA: Newbury House Publishers, Inc. 4. Chaika, E. (1994). Language The Social Mirror. Boston, Massachusetts USA: Heinle & Heinle Publishers. 5. Chacklader, S. (1991). Sociolinguistics: A Guide to Language Problems in India New Delhi: Mittal Publications. 6. Coulhard, M. (1985). An Introduction to Discourse Analysis. London and New York: Longman. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 7. Downes, W. (1984). Language and Society. London: Fontana Paperbacks. 8. Fasold, R. W. (1984). The Sociolinguistics of Society. Oxford: Basil Blackwell Publishers Limited. 9. Fasold, R. (1990). The Sociolinguistics of Language. Oxford: Blackwell Publishers Limited. 10. Fishman, J. A. (1972). The Sociology of Language. Rowley Massachusetts: Newbury House Publisher. 11. Gardner-Chloros, P. (1991). Language Selection and Switching in Strasburg. New York: Oxford University Press. 12. Gumperz, J.J. (1982). Discourse Strategies. Cambridge: Cambridge University Press. 13. Gunarwan, A. (1999). Some Social Meanings of Code-Switching Among IndonesianBahasa Gaul Bilinguals. Paper presented at the Second 14. International Symposium on Bilingualism, Newcastle Upon Tyne, UK, 14-17 April 1999 15. Hudson, R.A. (1996). Sociolinguistics. Cambridge University Press 16. Lyons, J. (1981). Language and Linguistics: An Introduction. Cambridge: Cambridge University Press. 17. Myers-Scotton, C. (1993). Social Motivation for English use: Evidence from Africa. New York: Oxford University Press. 18. Suratno. (2002). The Study of English use by Singaporean English-Malay Bilinguals. 19. Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press. 20. Trudgill, P. (1992). Introducing Language And Society. English: Penguin English 21. Umar, A. & Napitupulu, D. (1994). Sosiolinguistik dan Psikolinguistik (Suatu Pengantar). Medan PT. Pustaka Widyasarana.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Aplications Moving Average Methods to Forecast the Number of Student SMPN 11 Batam Academic Years 2016-2020 Tubagus Pamungkas1,, Umi Rofiqoh2 UTHM, UNRIKA

ABSTRACT Based on the first observation, studying in SMPN 11 Batam are not effective, aproximate there is the problem come from minimal facilities and infrastructure, especially classrooms The purpose of this study is to predict the number of students of SMPN 11 Batam next 5 years. This study was conducted using the method of moving average orders 3 to the type of quantitative forecasting research. This research work by using three types of methods of moving average orders 3: A) a single moving average, b) a double moving average and c) a combination of moving average. Based on the results of this study concluded that the results of forecasting the number of students of SMPN 11 Batam of years (2016-2020) are: a) For the academic year (2015-2016) is 1379 students, b) For the academic year (20162017) is 1492 students c) for the academic year (2017-2018) is 1605 students, d) for the academic year (2018 2019) is 1717 students and e) for the academic year 2019-2020 is 1830 students with the most appropriate method to predict the number of students of SMPN 11 Batam 2016-2020 school year is a method of moving average double order of 3 which has an error rate of 186 mean Absolute error, mean Squared error of 56590 and mean Absolute Percentage error (MAPE) is 18. the method of combination of moving average orders 3 is not effective for predicting the number of students of SMPN 11 Batam due to too high adrift forecasting results of actual data. Keywords: Method of Moving Average, Order, Forecasting, Number of Students 1. INTRODUCTION Education requires a plan and attempt to realize active learning and can develop their potential, it is probably already running on education in Indonesia, ranging from making lesson plan (RPP) to a curriculum that continues to follow its development, but this does not guarantee the development of learning outcomes students be increased, especially in the field of mathematics studies. According to a report issued by the Trends In International Mathematics And Science Study (TIMSS), the assessment conducted by the International Association for the Evaluation of Educational Achievement Study Center, Boston College, followed by 600,000 students from 63 countries published by the end of 2011 to report student achievement Indonesia in Mathematics, Indonesia ranks 38th with a score of 386 from 42 countries. Indonesia's scores dropped 11 points from the 2007 assessment (Sindonews.com, 2013). The low quality of education in Indonesia is caused by many factors. For example, lack of infrastructure, lack of interest and motivation of student learning, the lack of creativity of teachers in presenting the teaching materials especially in the field of mathematics studies. Lack of school facilities and infrastructure into something that should be considered as one of the factors causing low quality of education in Indonesia. But basically the most important learning is the process of learning itself. If the learning process goes well, then the most likely outcome would be a good learning. With this learning process can also be seen in the students' interest and motivation to learn, especially in the field of mathematics studies (Syafril, 2012: 141). ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Observations from SMPN 11 Batam noted that the number of students of SMPN11 Batam each year has fluctuated namely increasing and decreasing, so that the data can be seen in Table 1. Table 1. Number of students of SMPN 11 Batam each school year No

Academic year

All Number of student

classroom

student

Number of Classroom student

1

1997-1998

41

1

41

1

2

1998-1999

211

5

43

5

3

1999-2000

387

9

43

9

4

2000-2001

765

17

45

17

5

2001-2002

971

21

45

21

6

2002-2003

1204

26

46

21

7

2003-2004

1360

29

46

21

8

2004-2005

1241

26

46

21

9

2005-2006

1103

23

46

21

10

2006-2007

830

21

40

21

11

2007-2008

948

21

45

21

12

2008-2009

995

21

46

21

13

2009-2010

894

21

43

21

14

2010-2011

869

21

42

21

15

2011-2012

903

21

43

21

16

2012-2013

1010

24

42

24

17

2013-2014

1218

29

42

29

18

2014-2015

1235

31

40

29

(Source: AdministrationSMPN 11 Batam) Based on the above data shows there are 2 (two) rombel who have not obtained a study room, so the alternative of 2 (two) rombel must learn on the clock in the afternoon. Based on the results of interviews with students at SMPN 11 Batam, an average of less students like mathematics because the teacher in the learning process less creative in presenting teaching materials especially on incoming daylight hours. Especially in the afternoon hours of admission to the study room hot conditions, the condition of teachers who have ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 exhausted plus the large number of students reached 40 people Smaller more, causing learning to walk less effective and efficient. It is therefore necessary to have an optimal planning in the management of school organization so that the incident did not disrupt the teaching-learning process. Planning may be approximate estimates, for example in the number of students per year, while estimates of something that has not happened often referred to as forecasting. Forecasting is an objective calculation by using past data to obtain data in the future (Ken, 1991: 603). With the forecast, then the school can achieve goals and making the right decision in learning. But in forecasting activities require the application of certain methods, it is intended that could minimize the forecasting error. One of the forecasting method in accordance with the type of data is the Moving Average method. Moving Average is a forecasting method introduced by Box-Jenkins for analyzing and modeling of time series data. Moving Average can be built in three phases, including: (1) identification of the model, (2) the estimation model and (3) validation of the model, so that the error rate of the resulting model is very low (Box, et al in Makridakis, 1980: 83). According to Ken (1991: 609) one of the methods used to identify the moving average method is to use the order Moving Average (MA). In general, the order MA which is often used in time series of data is T = 1 and T = 2 or symbolized by the MA (1) and MA (2). 2. RESEARCH METHODS This study was included in the study, namely in the field of applied statistical forecasting (forecast) long-term, whereas the type of forecasting is forecasting quantitative data pattern in the form of seasonal patterns. The population in this study were all data on the number of students of SMPN 11 Batam from school year 1997-1998 to 2014-2015 school year. As for how sampling is done using saturated sample. So samples in this study were all members of the population itself which is 18 (eighteen) data. The data used in this research is secondary data originating from documents or records that are owned by the SMP 11 Batam, ie data on the number of students of SMPN 11 Batam from 1997 to 2015. This research through The hypothesis of this study is Which gives a more accurate forecasting results based on the smallest error between the moving average method single order of 3, the method of moving average double order of 3 or method of moving average combination of order 3. 3. RESEARCH RESULT Data analysis consisted of the prediction by the method of moving average single order of 3, the method of moving average double order of 3 or combination of methods moving average orders 3. Having obtained the results of forecasting error is then calculated from the three kinds of methods of moving average orders 3 is. From the results obtained forecasting and calculation error it can be concluded that the method of moving average double order of 3 more effectively to predict the number of students of SMPN 11 Batam because it has the smallest forecasting error Mean Absolute Error of 186, amounting to 56590 Mean Squared Error and Mean Absolute Percentage error (MAPE) is 18 instead of the two types of methods of moving average orders 3. REFERENCE ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 [1] Akbar, A.S. (2009). ”Penerapan Metode Single Moving Average dan Exponential Smoothing dalam Peramalan Permintaan Produk Meubel Jenis Coffee Table Pada Java Furniture Klaten”. “Skripsi”. Tidak diterbitkan, Universitas Sebelas Maret Surakarta. [2] Beny mulyadi. (2008) “Analisis Peramalan Penjualan Bahan Bakar Minyak Jenis Premium di SPBU Pahlawan Asri Bandung”. “Skripsi”. Tidak diterbitkan, Universitas Widyatama Bandung. [3] Depdiknas. (2003). Undang-Undang RI Nomor 20, Tahun 2003, Tentang Sistem Pendidikan Nasional. [4] Djarwanto. (Eds 3). (2001). Statistik Sosial Ekonomi. BPFEE: Yogyakarta. [5] Eka, F.I. (2009). “Peramalan Jumlah Penumpang Kereta Api Dengan Menggunakan Metode Box-Jenkins di PT Kereta Api (Persero) DAOP VI Yogyakarta”. Skripsi. Tidak diterbitkan, Universitas Islam Negeri Sunan Kalijaga Yogyakarta. [6] EL Qodri, Zainal Mustafa & Supardi. (2006). Alat-alat Analisa Perencanaan dan Pengawasan Produksi. Graha Ilmu: Yogyakarta. [7] Gaspersz. (2005). Production Planning and Inventory Control. Gramedia Pustaka Utama: Jakarta. [8] Gunawan & Marwan. (2004). Anggaran Perusahaan. BPFE Yogyakarta. [9] Ken Black. (1991). Apllied Business Statistics. Jhon Wiley & Son. Inc. [10] Makridakis. et al. (1991). Metode dan Aplikasi Peramalan. (Terjemahan Untung Sur A & Abdul Besith). Erlangga : Jakarta. (buku asli diterbitkan tahun 1980). Nasution & Prasetyawan. (2008). Perencanaan dan Pengendalian Produksi. Graha Ilmu: Yogyakarta. [11] Nur, C.H. (2007). “Peramalan Jumlah Penumpang dan Barang PT Kereta Api DAOP VI Yogyakarta tahun 2007 di PT Kereta Api DAOP VI Yogyakarta” (Studi Kasus pada Departemen Perhubungan dan PT Kereta Api DAOP VI Yogyakarta). “Skripsi”. Tidak diterbitkan, Universitas Islam Indonesia Yogyakarta. [12] Pangestu Subagyo. (2002). Forecasting Konsep dan Aplikasi. BPFE: Jakarta [13] Render & Hizer. (2005). Prinsip-Prinsip Manajemen Operasi. Salemba Empat: Jakarta. [14] Sugiyono. (2003). Statistika untuk Penelitian. Alfabeta: Bandung. [15] Suharsimi Arikunto. (2007). Prosedur Penelitian Suatu Pendekatan Praktek. Rhineka Cipta: Jakarta.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 [16] Sumayang. (2003). Dasar-Dasar Manajemen Produksi dan Operasi. Salemba Empat: Jakarta. [17] Syafril, Zelhendri, dkk. (2012). Pengantar Pendidikan. Sukabina: Padang. [18] Trends In International Mathematics And Science Sindonews.com, Senin, 11 November 2013 − 02:40 WIB.

Study

(TIMSS).


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 A Review of Selected Theories and Their Applications to Encourage Higher Order Thinking Skills Using the Questioning Method by Teachers Nelly Ezatul Fazlina binti Md Sah¹, Siti Mizarina binti Ghazali², Abdul Rashid bin Abdullah³,Halizah binti Awang´, 1,², 4 Faculty of Technical and Vocational Education Universiti Tun Hussein Onn Malaysia, 3 Faculty of Economics and Management, Universiti Putra Malaysia ABSTRACT This paper discusses the application of selected theories to explain the assessment of higher order thinking skills by teachers. The paper begins with a brief description of these selected theories which are the Socratic Questioning, theory of Question Circles and Depth of Knowledge. Following the brief description, the application of each of these theories to promote higher order thinking skills were discussed. Therefore, the paper recommends that in order to promote higher order questioning in teacher practices, school administrators, staff development officers and policy makers should adopt the principles in each of these theories to enhance teachers knowledge and implementation on questioning that promotes higher order thinking skills. Keywords: Educational theory, higher order thinking skills, questioning, teaching, pedagogy 1. INTRODUCTION Our ever changing and challenging world requires students to go beyond the building of their knowledge; they need to develop their higher-order thinking skills (HOTS), such as systematic critical thinking, decision making, and problem solving. Zohar and Dori (2003) attempted to describe the higher-level thinking and suggested explicit examples with patterns of thinking according to which these types of thinking are characterized: non algorithmic, complexity, production of multiple solutions to a problem, applicability, more criteria and common uncertainty develop their HOTS as they synthesize information and apply it to either address real-world problems or complete relevant tasks. In order to develop students who has the capability of HOTS, teachers need to ask students higher order questions (Aizikovitsh-Udi&Star, 2011). Higher order questioning techniques that best prepare students to meet these objectives come from the high end of Bloom’s (1956) taxonomy - questions that encourage inferential thinking, problem solving, elaboration, representation, application, synthesis, analysis, and evaluation. Learning takes place for students when they actively incorporate new information and experiences and construct their own meanings. A powerful way for achieving these goals lies in the teachers’ ability to ask questions (Sahin&Kulm, 2008). Zoller & Tsaparlis (1997) defined higher order questions as quantitative problems or qualitative conceptual questions, unfamiliar to the students, that is required for their solution more than knowledge and application of knowing algorithms such an application may further require (partially or fully) the abilities of reasoning, decision making, analysis, synthesis and critical thinking. Research on questioning in education reported that teacher’s questions are an important device in teacher’s pedagogy (Chin and Osborne, 2008). Indeed, teacher’s questions can be used for many purposes such as to make students listen carefully (Sahin&Kulm, 2008), to initiate a discussion, to review material or to organise specific learning tasks (Watts and Pedrosa-de-Jesus, 2006). By using questions, the teacher might encourage students to help ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 shift the complexity of learning from surface to deep thinking. Higher order questioning is useful not only in enabling the child to demonstrate more sophisticated skills, but also in providing an opportunity for further developing and cultivating intellectual thinking (Walsh&Kemp, 2012; Laxman, 2013). This paper examines selected theories dealing with teachers questioning that can promote higher order thinking, reviewing the attributes and principle of each of them to be applied in the classroom. The main theories examine are the Socratic Questioning, theory of Questioning Circles and Depth of Knowledge. All of which are associated with classroom questioning activity. This paper has significant policy implications, especially for teachers questioning practices to promote HOTS in the classroom. Prior research has provided commentaries on the value of Socratic Questioning (SQ) in developing these critical thinking skills and enriching thinking through a dialectical approach of dialogue in the classroom (Robinson&Lai, 2006). Central to Socratic questioning is the provision of a thought-provoking, open-ended question, which promotes inquiry and allows ideas to be probed, grappled with and tested (Philgren, 2008). Socratic questioning focus purely on the importance of questioning to enhance teaching and learning and the name derives from Socrates, who believed that questioning was the only defensible form of teaching. In Socratic questioning, the teacher uses a range of questions to create active, independent learners. It is not about arriving at a ‘right answer’ but rather having students focus explicitly on the process of thinking and, in turn, examine their own thinking processes. Vlatos (1994) described that SQ helps to shift the complexity of the discussions from surface to deep thinking. Examples of SQ which probe students to provide reasons and evidence such as ‘What do you mean by?’; questions which probe reasons and evidence such as ‘Could you explain your reasons?’; and questions which probe to provide implications and consequences, such as ‘What are you implying by that?. It compasses 5 types of questions which influence the intention to perform a given thinking process. Socratic questioning are formed by 5 kinds of questions, namely factual, convergent, divergent, evaluative and combination. Factual questions use a reasonably simple and straight forward answer based on obvious facts. Lowest level of cognitive or affective process and answer are frequently right or wrong. Convergence questions need an answer within a very finite range of acceptable accuracy. It maybe includes comprehension, application, analysis or make influences or conjectures based on personal awareness or on material read or presented. Divergent questions allow students to explore different avenues and create many different variations and alternative answers or views. Lam (2011) found these questions often require student to analyse, synthesis or evaluate a knowledge or predict different outcomes. Evaluative questions are a type of questions that require higher level of cognitive and emotional judgment. Students may be combining multiple logical and affective thinking processes (Yang et. al, 2005). Answers can form different perspective and synthesize information or conclusion. Combine questions blend the combination of above type of questions. Application of Socratic Questioning to Promote Higher Order Thinking Skills. When teachers use SQ in teaching, they can probe student thinking, to determine the extent of student knowledge on a given topic, issue and subject, to model SQ for students or to help students analyse concept or line of reasoning (Sutter, 2001). During SQ, the teacher is a model of critical thinking who respects the students' viewpoints, probes their understanding, and shows genuine interest in their thinking. The teacher poses questions that are more meaningful than those a novice of a given topic might develop on his or her own. The teacher creates and sustains an intellectually stimulating classroom ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 environment and acknowledges the value of the student in that environment. Lam (2011) explored that in an intellectually open, safe, and demanding learning environment, students will be challenged, yet comfortable in answering questions honestly and fully in front of their peers. It is suggested that students should learn the discipline of SQ so that they begin to use it in reasoning through complex issues, in understanding and assessing the thinking of others. The Socratic Questioning technique is an effective way to explore ideas in depth. It can be used at different points within the project (Willen, 1991). By using Socratic Questioning, teachers promote independent thinking and give them ownership of what they learning. Higher level thinking skills are present while students think, discuss, debate, evaluate and analyse content through their own thinking and the thinking of those around them (Gabrieltos, 1997). The essential components of the SQ are; 1. The SQ uses questions to examine the values, principles, and beliefs of students. 2. The SQ focuses on moral education, on how one ought to live. 3. The SQ demands a classroom environment characterized by “productive discomfort.” 4. The SQ is better used to demonstrate complexity, difficulty, and uncertainty than at eliciting facts about the world. SQ helps students to think critically by focusing explicitly on the process of thinking. During disciplined, carefully structured questioning, students must slow down and examine their own thinking processes. This method is effective in teaching and learning because it promotes more active learning (Paul&Elder, 2008); it focuses on what students are doing and asks them to engage in their own learning and thinking (Lam, 2011), rather than treating them as passive receivers of knowledge; it takes some of the pressure off the lecturer or tutor to have ‘all the answers’ and asks students to take responsibility for coming up with the answers; and it develops graduate attributes that speak being inquiryfocused and knowledgeable, being skilled communicators and having a critical attitude towards knowledge. Teachers can use the SQ in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modelling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics. Teachers can use SQ for two purposes which is to deeply probe student thinking, to help students begin, to distinguish what they know or understand and help them develop intellectual knowledge in the process. Scoot (2012) reported that it also helps to foster students’ abilities to ask Socratic questions, to help students acquire the powerful tools of Socratic dialogue, so that they can use these tools in everyday life. To this end, teachers can model the questioning strategies they want students to emulate and employ. Moreover, teachers need to directly teach students how to construct and ask deep questions (Laxman, 2013). Beyond that, students need practice to improve their questioning abilities. Another powerful benefit of SQ is the impact it can have on students’ answers if they start using Socratic questioning themselves when completing units of work within the classroom or at home. By using SQ themselves, they can often analyse and evaluate at a much higher level. The goal of the SQ is to help students process information and engage in deeper understanding of topics. Most importantly, it engages students in dialogue and discussion that is collaborative and open-minded as opposed to debate, which is often competitive and individualized (Norman&Patnode, 2002). SQ illuminates the importance of questioning in learning. It illuminates the difference between systematic and fragmented thinking. It allows the students to dig beneath the surface of the ideas. It ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 teaches them to dig beneath the surface of their ideas and developing questioning minds in cultivating deep learning. Integrating SQ in the classroom helps to develop active and high thinking skills students (Yang et. al., 2005). Questioning Circles (QC) The Questioning Circles (QC) found by Christenbury and Kelly (1983) provides a structure for educators to develop questions about a topic. It provides a framework for developing questions that are interesting and engaging to students. It helps students to think more critically about a text and to see how the subject content connects to the personal experience. It is comprised of 3 distinct areas of knowledge that overlap.  Single question: Non-Intergrated question from one category only (no overlap in circles)  Double question: Intergrated questions using two of the categories (overlap of 2 circles)  Dense question: Intergrated questions using all three of the categories (overlap of all 3 circles) The three intersecting circles represent domains of cognition, and rather than presenting a hierarchical approach to classifying questions, it presents an overlapping model with a high degree of flexibility. The 3 areas included in this model are Text (knowledge of the text/ subject matter), Reader (personal response to the text), and World (knowledge of the world and other texts). Instruction using the QC technique should include not only question from 3 separate circles (Text, Reader and World) but important, questions in the areas where the circles overlap. The areas where the 2 circles overlap (Text/Reader, Text/World and Reader/World) allow the individual components to collide and enrich each other. Any circles that overlap can be filled with questions that cross over into two circles. Finally,there is an area of Dense Questions in which all 3 circles must be considered. The centre part can be filled with questions that overlap into every circle. These Dense Questions represent the most important questions and whose answers provide the deepest consideration of the subject matter. The dense centre contains the most significant and represents the highest order thinking about the content discuss. Students need to inquire into and reflect upon these complex questions (Cardiello, 1998).

Text (Subject Matter)

Enriched Dense

Enriched

Reader

(Personel Response)

Enriched

World (External Environment )

Figure 1: Questioning Circles (QC). Source adapted from Christenbury & Kelly, 1983. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Application of Questioning Circles to Promote Higher Order Thinking Skills. Research shows that only 5% of teachers directed questions are higher order, the research indicates that teachers consistently revert to asking lower level questions far more often than any other type of question. The QC framework helps teachers to pose HOT questions. The Text circle should be questioned about the actual text you are reading. The Reader circle should be questions that are related to the actual text, but could be asked and answered to students who hasn’t read the text and the World circle is questions that are related to the text but discuss wider or more universal questions about external reality. Christenbury and Kelly (1983) explored although teachers may frame the questions, a more powerful strategy is to encourage students to work collaboratively to devise questions using the framework. One aspect of the QC strategies that was especially useful for teacher was the Reader’s. This elicits the learner’s own thoughts and feelings about the particular topic, and brings meaning and relevance (Tienkien et. al., 2005). Learning about a topic that is relevant to them and having a teacher that makes the topic relatable to their student’s world view is among the most effective means of learning. Further, this questions strategy encourages the teacher to relate the material to the World, and puts the subject matter into a larger context than perhaps the learner initially imagined. QC is a useful teaching tool for both new and experienced educators and can be applied to many different learning settings. Question circles is a strategy that leads students from superficial responses to deeper discussions of the subject matter. Walsh (2011) posed that it originally conceptualized as a process to explore students’ understanding of written texts, QC can be easily adapted to discuss a wide range of learning materials (e.g., case studies, videos) or experiences (e.g., laboratory exercises, advanced practice experiences). Using this model, questions are posed in 3 different domains: subject matter, personal response, and external reality. The subject matter includes the factual, conceptual, and procedural knowledge derived directly from the reading, learning materials, or experience. The personal response is the learner’s reaction to, perceptions of, and direct experiences related to the subject matter.With this model of questioning students can develop questions during the reading process for one or more of the purposes listed below: 1. to pose questions for a partner, small group or class discussion 2. to interact with each of the chapters in a text as a way to gain multiple perspectives 3. to develop topics for writing assignments (for example: the dense question can be reworked as a thesis statement for a formative or summative assessment on the text) Depth of Knowledge (DoK) Norman Webb’s Depth of Knowledge (DoK) schema has become one of the key tools educators can employ to analyse the cognitive demand (complexity) intended by the standards, curricular activities, and assessment tasks. Webb (1997) developed a process and criteria for systematically analysing the alignment between standards and test items in standardized assessments. The model categorizes questions by different levels of cognitive expectation, or depth of knowledge, required to successfully complete the task. DoK questioning are formed by 4 levels of questions, namely recall/reproduction, skill/concept, strategic thinking/reasoning, and extended thinking. Level 1 is recalling /reproduction. Questions that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills. The subject matter content at this level usually involves working with facts, terms, details, calculations, principles, and/or ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 properties. It may also involve the use of simple procedures or formulas (Walsh, 2011). There is little or no transformation of the target knowledge or skill required by the questions that fall into this category. A student answering on this level question either knows the answer or does not and that it. Level 2 is about using skill and concept. It includes the engagement of mental processing beyond recalling, reproducing, or locating an answer. This level of question generally requires students to compare or differentiate among people, places, events, objects, text types, etc.; apply multiple concepts when responding; classify or sort items into meaningful categories; describe or explain relationships, such as cause and effect, character relationships; and provide and explain examples and non-examples (Paige, Sizemore &Neace, 2013). A level 2 describe or explain the question that requires students to go beyond a basic description or definition to predict a possible result or explain why something might happen. The student makes use of information provided in context to determine intended word meanings, which tools or approach is appropriate to find a solution (e.g., in a math word problem), or what characteristics to pay attention to when making observations. Heiss (2013) described at this level, students are asked to transform/process target knowledge before responding. Example mental processes that often denote this particular level include: summarize, estimate, organize, classify, extend, and make basic inferences. Level 3 requires strategic thinking/reasoning. Questions and classroom tasks falling into this category demand the use of planning, reasoning, and higher order thinking processes, such as analysis and evaluation, to solve real-world problems or explore questions with multiple possible outcomes. Stating one’s reasoning and providing relevant supporting evidence is key markers of level 3 questions. According to Wyse and Viger (2011) the expectation established for tasks at this level requires an in-depth integration of conceptual knowledge and multiple skills to reach a solution or produce a final product. It focuses on in-depth understanding of one text, one data set, one investigation, or one key source, whereas level 4 tasks expand the breadth of the task using multiple texts or sources, or multiple concepts/disciplines to reach a solution or create a final product (Ikuenobe, 2001). Level 4 requires extended thinking where questions assigned to this level demand extended and integrated use of higher order thinking processes such as critical and creative-productive thinking, reflection, and adjustment of plans over time. Webb (1997) maintained that students are engaged in conducting multi-faceted investigations to solve real-world problems with unpredictable solutions. Employing and sustaining strategic thinking processes over a longer period of time to solve the problem or produce an authentic product is a key feature of curricular objectives assigned to level 4. Key aspects that denote this particular level of questions typically include authentic problems and audiences, and collaboration within a project-based setting. Application of Depth of Knowledge to Promote Higher Order Thinking Skill Using DoK where students deal with the significant concepts or central ideas of a discipline, students use knowledge to understand the arguments, solve problems, or construct explanations. This theory can be used for students to combine facts and ideas in order to synthesize, generalize, explain, hypothesize, or arrive at some conclusion or interpretation (Fulmer, 2011). The relation of this theory and HOTS is explained in Level 3 and Level 4 as follows: Level 3: Deep knowledge becomes more of a focus at this level. Students are encouraged to go beyond the text; however, they are still required to show an understanding of the ideas ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 in the text. Students may be encouraged to explain, generalize, or connect ideas. Wyse and Viger (2011) supported that standards and items at Level 3 involve reasoning and planning. Students must be able to support their thinking. Questions may involve abstract theme identification or students’ application of prior knowledge. Level 3 requires some higher level mental processing. These compositions may include complex sentence structure and may demonstrate some synthesis and analysis. Students show awareness of their audience and purpose through focus, organization and the use of appropriate compositional elements. The use of appropriate compositional elements includes such things as addressing chronological order in a narrative or including supporting facts and details in an informational report (Paige et. al., 2013). Level 3 also requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain their thinking. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are complex and abstract. The complexity does not result from the fact that there are multiple answers, a possibility for both Levels 1 and 2, but because the task requires more demanding reasoning (Petrovskaa&Veselinovska, 2013). Students would go beyond explaining or describing “how and why” to justifying the “how and why” through application and evidence. An activity, however, that has more than one possible answer and requires students to justify the response they give (Ikuenobe, 2001). Other Level 3 questions include drawing conclusions from observations, citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts, and using concepts to solve problems. This also includes drawing conclusions from observations, citing evidence and developing a logical argument for concepts, explaining phenomena in terms of concepts; and using concepts to solve non-routine problems (van Zee et. al., 2001). Erdogan and Campbell (2008) identified that teachers can promote HOTS by giving questions such as: Identify research questions and design investigations for a scientific problem, solve non-routine problems or develop a scientific model for a complex situation. An example of questioning at this level also drawing conclusions, citing evidence, applying concepts to new situations, using concepts to solve problems, analysing similarities and differences in issues and problems, proposing and evaluating solutions to problems, recognizing and explaining misconceptions or making connections across time and place to explain a concept or big idea (Brookhart, 2010). Level 4: Higher order thinking is central and knowledge is deep on this level. The questioning at this level will probably be an extended activity, with extended time provided. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher order thinking. According to Rodriguez (2005) students take information from at least one source and are asked to apply this information to a new task. They may also be asked to develop hypotheses and perform complex analyses of the connections among texts. Tasks at Level 4 have high cognitive demands and are very complex. Students are required to make several connections such as relate ideas within the content area or among content areas and have to select or devise one approach among many alternatives on how the situation can be solved (Higgins et.al., 2005). Level 4 requires complex reasoning, experimental design and planning, and probably will require an extended period of time either for the scientific investigation required by an objective, or for carrying out the multiple steps of an assessment item. A Level 4 performance will require students to analyse and synthesize information from multiple sources, examine and explain alternative perspectives across a variety of sources and/or describe and illustrate how common themes and concepts are found across time and place. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 In some Level 4 questions students will make predictions with evidence as support, develop a logical argument, or plan and develop solutions to problems. However Fulmer (2011) proposed standards, goals, and objectives can be stated so as to expect students to perform thinking at this level. On demand questions that do include tasks, products, or extended responses would be classified as Level 4 when the task or response requires evidence that the cognitive requirements have been met (Paige et. al., 2013). Some examples that represent but do not constitute all of Level 4 performance are analysed and synthesize information from multiple sources, examine and explain alternative perspectives across a variety of sources, describe and illustrate how common themes are found across texts from different cultures, and write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both (Hess et. al., 2009). Level 4 questionings also include designing and conducting experiments, making connections between a finding and related concepts and phenomena, combining and synthesizing ideas into new concepts, and critiquing experimental designs. 2. SUMMARY Questioning theories and its applications offer valuable schemas for understanding and, in some cases, changing the questioning patterns between teachers and students. Teachers can examine their own practices about why students succeed or fail at mastering higher order thinking skills. Based upon these reviews, teachers can make changes, if necessary, in the questions they assign, the learning environments they create, and their verbal interactions with their students. Teachers can work together to develop school communities that will promote higher order thinking skills among students. Teachers in the classroom frequently use lower-order, recall-type questions, and the overuse of this type of question hampers efforts to promote deeper, higher-order, critical thinking in students. Understanding the taxonomy of questions and best practice strategies may help educators formulate a wider range of questions that not only stimulate the recall of important factual, conceptual, and procedural knowledge but also requires learners to analyse, evaluate, and create. Greater attention to metacognition and the learner’s personal responses through effective questions can lead students to deep insights. The clarity, sequencing, and delivery of questions, and the psychological safety of the learning environment influence student higher order thinking skills. Questions are among the most powerful teaching tools and adopting best practices can significantly enhance the quality of instruction. REFERENCES 1. Adam, M. (2010). Action Learning and Its Applications, Present and Future. Boshyk, Y., & Dilworth, L. (Eds.) Palgrave Macmillan Publishers. 2. Aizikovitsh-Udi, E., & Ami, M.(2011) Developing the skills of critical and creative thinking by probability teaching. Procedia Social and Behavioral Sciences. 15 (2011) 1087–1091 WCES-2011 3. Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (Eds) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman, Inc. 4. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook 1: Cognitive Domain. New York: David McKay Co Inc. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 37. Tienken, C., Goldberg, S. & DiRocco, D. (2009). "Questioning the Questions." Kappa Delta Pi Record. Kappa Delta Pivan Zee, E., Iwasyk, M., Kurose, A., Simpson D., & Wild, J. (2001). Student and teacher questioning during conversations in science. Journal of Research in Science Teaching, 38(2), 159–190 38. Vlatos, G. (1994). Socratic Studies. Cambridge:Cambridge University Press 39. Walsh, R. L., Kemp, C. R., Hodge, K. J., & Bowes, J. M. (2012). Searching for evidencebased practice: A review of the research on educational interventions for intellectually gifted children in the early childhood years. Journal for the Education of the Gifted, 35, 103-128. doi:10.1177/0162353212440610 40. Walsh, J. & States, B. (2011). Thinking through Quality Questioning: Deepening Student Engagement. Thousand Oaks, CA: Corwin. 41. Webb, N. (1997). Research Monograph Number 6: “Criteria for alignment of expectations and assessments on mathematics and science education. Washington, D.C.: CCSSO. 42. Wilen W.W.(1991). Questioning Skills for Teachers, 3rd ed. Washington DC: NEA Professional Library, National Education Association: 5-32 43. Wyse A.E., Viger S.G.(2011). How item writers understand depth of knowledge. Educ Assess 16, 185–206 44. Yang Y.C., Newby T.J., Bill R.L. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. Am J Distance Educ.19(3):163–181. 45. Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusive? Journal of the Learning Sciences, 12,145-181 46. Zoller, U. & Tsaparlis, G. H.(1997). and lower-order cognitive skills: The case of chemistry. Research in Science Education, 27, 117-130


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Effectiveness of Teaching and Learning Science in Higher Order Thinking Skills 21st Century: A Review Literature Nor Hayati binti Ismail¹, Kamarolzaman bin Hj Mohd Jidi², Universiti Tun Hussein Onn Malaysia (UTHM) ¹[email protected], [email protected] ABSTRACT This article presents a review of literature on effective teaching and learning 21st Century in Higher Order Thinking skills HOTS) for science students. It tries to explore what constitutes effective teaching in science. The imperative in recent years about improving student outcomes is also about improving the quality of the teaching workforce. However, recruiting and retaining quality teachers has become a challenge among some of countries. The teaching of Higher Order Thinking Skills (HOTS) has its own challenges and these challenges deserve due attention. In the 21st century, one critical aspect in discussing effective teaching and learning is examining the effectiveness of teachers in developing students’ capability to think while ensuring content mastery at the same time. As a matter of fulfilling a national aspiration in education, the role of teachers in inculcating HOTS is another important aspect of teaching HOTS effectively. According to the literature reviewed, there are six main domain of affecting teaching and learning of science of the 21st century could be identified. There were: teachers quality , curriculum, assessment, students, environment and teaching aids. The paper discusses how these domain contribute to effectiveness of teaching science in 21st century in detail. Keywords: Higher Order Thinking Skill (HOTS), effectiveness of teaching and learning, 21st century, science. 1. INTRODUCTION Almost ten years into the 21st century, schools try to promote new ways of teaching and learning and then evaluate how well their efforts have led to results.(Solomon, n.d.) Now days preparing students for work, citizenship, and life in the 21st century is complicated. Globalization, technology, migration, international competition, changing markets, and transnational environmental and political challenges add a new urgency to develop the skills and knowledge students need for success in the 21st century context. Educators, education ministries and governments, foundations, employers, and researchers refer to these abilities with terms that include “21st century skills,” “higher-order thinking skills,” “deeper learning outcomes,” and “complex thinking and communication skills.” Interest in these skills is not new (Rosefsky, Net, & Report, 2012). Nevertheless, accustomed by conventional type of education, many students are receiving and accepting information passively. They tend to memorize and restate information only. Many of them are weak in connecting information. They are unable to make valid evaluation and generalization of facts. (Abdul, Rafiza, Chun, Razak, & Lee, 2012). It is currently understood that, in order for students to be considered “fully proficient in science” (Duschl, Schweingruber, & Shouse, 2007), they must be able to (a) know, use, and interpret scientific explanations; (b) generate and evaluate scientific evidence and explanations; (c) understand the nature and development of scientific knowledge; and (d) participate productively in scientific practices and discourse (Duschl et al., 2007). There is a growing understanding of the role that early childhood education can play in building ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 science literacy. Infinitely curious about the world around them, children constantly observe and explore, take in new information, and generate their own ideas about how the world works. It is now widely known that cognitive stimulation in the early years is critical for brain development and that young children have cognitive capacities far beyond what was previously believed (Shonkoff & Phillips, 2000). This paper presents a review of literature on effective teaching in science. It tries to explore what constitutes effective teaching in science based on Higher order thinking skills in 21st century. 2. RESULT First the download article were analyzed on definition of Higher Order Thinking Skills, teaching and learning science 21st century. Second, there were on various factors affecting of teaching and learning science in 21st century. 2.1 Definition of higher Order Thinking Skills Higher order thinking skills(HOTS) is an important aspect in teaching and learning especially at higher education institutions. Thinking skills practices are part of the generic skills that should be infused in all technical subjects. (Heong et al., 2011). Higher‐order thinking basically means thinking that is taking place in the higher‐levels of the hierarchy of cognitive processing. The most widely accepted hierarchical arrangement of this sort in education is Bloom’s Taxonomy, viewing a continuum of thinking skills starting with knowledge‐level thinking to evaluation‐level of thinking. (Ramos, Dolipas, & Villamor, 2013). Higher order thinking skills also can define include critical, logical, reflective, meta cognitive, and creative thinking. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful applications of the skills result in explanations, decisions, performances, and products that are valid within the context of available knowledge and experience and that promote continued growth in these and other intellectual skills. Higher order thinking skills are grounded in lower order skills such as discriminations, simple application and analysis, and cognitive strategies and are linked to prior knowledge of subject matter content. Appropriate teaching strategies and learning environments facilitate their growth as do student persistence, self-monitoring, and open-minded, flexible attitudes.(Goodson & Rohani, 1998). 2.2 Definition of 2st century learning 21st century learning, or "21st Century Skills" is a movement, it is commonly known, it refers to the growing global movement to redefine the goals of education, learning how to change practiced every day, and to develop various student. The step in achieving an effort to meet the new demands of the 21st century. Asia Society in Teaching Learning 21st century skills 2012 defining the 21st century skills organizes that 21st century skills, knowledge, and attitudes, values, and ethics into the following four categories: • Ways of Thinking: creativity and innovation, critical thinking, problem solving, decision making, and learning to learn (or metacognition) • Ways of Working: communication and teamwork • Tools for Working: general knowledge and information communication technology (ICT) literacy • Living in the World: citizenship, life and career, and personal and social responsibility, including cultural awareness and competence. (Rosefsky et al., 2012). These 21st century skill definitions (and others not listed) are cross-disciplinary and relevant to many aspects of contemporary life in a complex world. They do not currently have a specific place in most curricula. And most lists of 21st century skills are not entirely ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 composed of skills, by any means. They involve aspects of skill and understanding, but many of them emphasize inclinations, such as curiosity, creativity, and collaboration, that are not, strictly speaking, skills. Some lists emphasize technology, and others stress attitudes and values more. However, most focus on similar types of complex thinking, learning, and communication skills, and all are more demanding to teach and learn than memorization and other types of rote skills.(Rosefsky et al., 2012). 3. THE TEACHING OF HIGHER-ORDER THINKING SKILLS (HOTS) Higher order thinking skills is an important aspect in teaching and learning especially at higher education institutions. The teaching of Higher-Order Thinking (HOT) Over the decades, the aim of developing and enhancing students’ HOT has been a major educational goal (Fisher, 1999; Marzano, 1993; Supon, n.d.; Zohar & Schwarter, 2005). According to Yee ( 2011 ) Higher order thinking skills (HOTS) is one component of the creative thinking skills and critical thinking. In and a primary glance at teachers’ perspective tells us that most teachers agree that it is crucial to teach students HOT, primarily to guide their idea generation (Yee et al., 2012). HOTS have been defined in the literature as “occurring when a person takes new information and information stored in memory and interrelates and/or rearranges and extends this information to achieve a purpose or find possible answers in perplexing situations. (Polly & Ausband, 2009). Using Bloom’s Taxonomy, we can identify HOTS as working at the levels of application, analysis, synthesis, and evaluation (Heisserer, 2006). Using the North Carolina Levels of thinking that were adopted from Marzano (Houghton, 2008), applying, analyzing, generating, integrating, and evaluating would be considered higher-level thinking skills . HOTS According to the study Edward de Bono (1976), explains that this thinking skills enable people to see different perspectives to solve the problem in a given situation. Thinking skills that involve mental control involves certain in the mind of an individual. In the process of thinking can be categorized into two types involving cognitive and metacognitive. Activities that involve cognitive thinking skills are often people use every day in various activities such as welding, compare, create order and others. For activities involving cognitive meta is like driving and guiding the activities of human thought in component think. Thinking skills is essential that involves using the mind to assess the fairness to evaluate an idea, examine the accuracy, advantages and disadvantages of using sound judgment while using reason and reasonable. (Faizzatul, Binti, & Mohsin, 2011). Once again, all articles reviewed point to the importance of teaching HOT effectively as a matter of fulfilling a national aspiration in education. And this noble responsibility descends upon the shoulders of none other than our fellow teachers. Teachers have to realize that the effectiveness of teaching HOT will materialize only when the traditional view of transmitting information becomes secondary to a more constructivist view which affords students active learning that harnesses meaning-making in the learning process.(Yen & Halili, 2015).


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Figure 1: Levels in the cognitive domain of the taxonomy While Bloom’s Taxonomy is not the only framework for teaching thinking, it is the most widely used, and subsequent frameworks tend to be closely linked to Bloom’s work. A committee under the leadership of Dr Benjamin Bloom created the Taxonomy in 1956. Bloom’s aim was to promote higher forms of thinking in education, such as analysing and evaluating, rather than just teaching students to remember facts (rote learning). Based on Bloom’s Taxnomy above, Learning was divided into three domains of educational activity: Cognitive: mental skills (Knowledge), Affective: growth in feelings or emotional areas (Attitude or self) and Psychomotor: manual or physical skills (Skills). 4. EFFECTIVENESS OF TEACHING AND LEARNING SCIENCE Teachers of the 21st century needs to have the knowledge content of the curriculum is good. Recent developments in the education curriculum as natural as it is known by every teacher. This article I try to explain the effectiveness based on teachers quality , curriculum, assessment, students, environment and teaching aids. 4.1 Teacher factors According to the study conducted by Mark Windschitl there are four skills and understandings needs to teach science well are crucial to reform-based teaching 21st Century skills. 4.1.1 Selected features of reform-based science teaching a) Teacher identifies in curriculum the most fundamentally important scientific ideas; treats these as the basis of instruction. b) Teacher elicits students’ initial conceptions of focal phenomena; guides students to represent what they know, then adapts further instruction based on these understandings. c) Teacher co-constructs with students hypotheses and problems related to scientific phenomenon. Focuses these with an essential question that organizes both instructional flow and students’ intellectual work. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 d) Teacher provides students with resources, experiences relevant to answering essential question. These could be readings, technology, other tools, hands-on work. Also supports students in deciding what other kinds of resources and experiences needed. e) Teacher supports students in monitoring their own progress toward defined goals. f) Teacher monitors student understanding of science ideas and engagement in authentic scientific discourse and practice. g) Teacher presses students to compare and integrate ideas across different representations, use secondary data and primary data as evidence to support explanatory models and arguments relevant to essential question. h) Teacher asks students to critique the intellectual work of others in ways consistent with scientific practice and in ways that advance the thinking of others.(Windschitl, 2009). 4.1.2 Teachers as Learning Specialists We view teaching as a knowledge-rich profession with teachers as ‘learning specialists.’ As professionals in their field, teachers can be expected to process and evaluate new knowledge relevant for their core professional practice and to regularly update their knowledge base to improve their practice and to meet new teaching demands.(Guerriero, 2012) By investigating the knowledge underlying effective teaching and learning, we are studying how to improve teacher quality. Teacher quality itself is an important factor in determining gains in student achievement. In fact, the main motive for investigating teacher knowledge is to improve student outcomes. On the other hand, to improve teacher quality, it is crucial to understand what teacher professionalism involves. Thus, this study focuses on teacher knowledge as a key factor in teacher professionalism. In other words, the two main themes underlying the study of teacher knowledge are improving (Guerriero, 2012) Several studies stress the importance of the knowledge teachers hold, highlighting that in addition to assimilating academic knowledge, student teachers also need to incorporate knowledge derived from experiential and practical experiences in the classroom. Research also shows that variations in ‘opportunities to learn’ in teacher preparation are related to differences in student achievement: teachers from countries that are top performers in PISA and TIMSS tend to have more opportunities to learn content, pedagogical content and general pedagogy.(Guerriero, 2012) 4.1.3 Teachers’ Knowledge Base To improve classroom teaching in a steady, lasting way, the teaching profession needs a knowledge base that grows and improves. In spite of the continuing efforts of researchers, archived research knowledge has had little effect on the improvement of practice in the average classroom.(Hiebert & Gallimore, 2002). The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. (Corrigan, 2011) Conceptualising teacher knowledge is a complex issue that involves understanding key underlying phenomena such as the process of teaching and learning, the concept of knowledge, as well as the way teachers’ knowledge is put into action in the classroom. The following is a short overview of these issues.(Guerriero, 2012) ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 4.1.4 Teacher quality Among education’s many stakeholders, one point of agreement remains constant. As reported in the U.S. Department of Education’s research including the 2003 report Teacher Quality: Understanding the Effects of Teacher Attributes shows that “high quality teachers are the most important factor in a child’s education.”(Pence, 2010) As a teacher they need various criteria example teacher need to master a subject, particularly for the content of the curriculum, expert and skilled in current pedagogy of teaching and learning, understanding development of pupils and students love, understanding the psychology of learning, need counseling skills, expert using the latest technology in teaching and learning and follow the development of education policies and issues. 4.2 Curriculum To be effective, any curriculum must be relevant to students’ practices derived from the lives. Transmission and rote memorization of factual science of learning. Those two knowledge can make any subject matter seem irrelevant. In sites correspondingly achieved response to that model, students memorize information for a the highest scores in the 2009 Programmer for International test, quickly forget it after the test and then simply look up what Student Assessment (PISA), they need to know on the Internet when they actually need it. To make curriculum relevant, teachers need to begin with generative topics, ones that have an important place in the disciplinary or interdisciplinary study at hand and resonate with learners and teachers. Though there are endless measurement topic possibilities, broad examples might include climate change, statistics, and justice. Students and teachers might study implications of climate change for their local area and other areas with effect to the environment. 4.3 Assessment Malaysia has performed less brilliantly the participation in the TIMSS science since 1999. Question in TIMSS contains approximately 60% of the application questions and reasoning that involves higher-order thinking skills. Analysis of science achievement in TIMSS show that school children in Malaysia weak in answering questions require higher-order thinking skills. Assessment for learning turns the classroom assessment process and its results into an instructional intervention designed to increase, not merely monitor, student learning. Research evidence gathered in hundreds of studies conducted literally around the world over the past decade (detailed below) shows that the consistent application of principles of assessment for learning can give rise to unprecedented gains in student achievement, especially for perennial low achievers. The implications for such gains for achieving adequately yearly progress goals and closing achievement score gaps are profound Simultaneously Develop Lower and Higher Order Thinking Skills.(Stiggins, 2005) At intervals during, and especially at the end of, a science curriculum, summative assessment takes place in order to evaluate what has been learnt and to provide guidance on future choices. Summative assessment has a strong influence on the curriculum and on classroom teaching and learning. Students experience summative assessment conducted by teachers for internal school purposes, and in external tests, such as National Curriculum tests and Certificate examinations. These external assessments have much greater impact than internal ones because of the high stakes attached to the results and ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 because of their influence on teachers’ own assessments. There is ample evidence that internal assessment tends to mimic external summative assessment.(Diamond, 2006) A research by Robyn Collins has shown that student motivation increases when teachers hold them accountable for higher-order thinking. This seems to be so, because teaching students higher-order thinking tasks forces them to engage in thinking about particular things, and undertaking assessment that requires intellectual work and critical thinking. (Abell, 1998). Exams that include cooperative components help align the assessments with the educational strategies, and these also provide opportunities to exercise critical thinking.(Yureti, 2000). 4.4 Students Excellence of a student depends on various factors. Student success factor not only depend on themselves or internal factors (internal), but also external factors (external). (Zhar, Farouk, Razli, & Salleh, 2006). Students must apply the skills and knowledge they gain in one discipline to another. They must also apply what they learn in school to other areas of their lives. This application or transfer can be challenging for students (and for adults as well). Scientific attention to this challenge began in the early 1900s with the work of Thorndike and Woodworth and has led to a large literature and ongoing debate about transfer and the extent to which people can learn to do it. A common theme is that ordinary instruction does not prepare learners well to transfer what they learn, but explicit attention to the challenges of transfer can cultivate it. There is a limit to the skills, attitudes, and dispositions that students can learn through their formal schooling. Therefore, educating them for the 21st century requires teaching them how to learn on their building meta cognition own. To do so, students need to be aware of how they learn. (Rosefsky et al. 2012). Some students (even the good ones) have the mentality of taking the easy way out; they do not see the necessity to go through the hassle if there are easier ways to complete their tasks in/out of the classroom (Sparapani, 1998). In other words, they do not like and have no motivation to think. For them, it will be easier and faster to be given a direct answer instead of being asked to think out of the box and to provide rationales afterwards.(Yen & Halili, 2015). Che Halimah and Abd Latif (2005) proved that autonomous motivation High will show high competence and their responses will demonstrate excellent academic achievement. In other words, students who rated power (or space) to make decisions and do things their own way will have results that are better than students who prefer ordered or closely monitored to make something. There are some specific ways in which teachers can encourage pupils in higher order thinking skills in science learning . To encourage low-road transfer, teachers can use such methods as the following:     

Design learning experiences that are similar to situations in which the students might need to apply the knowledge and skills. Set expectations by telling students that they will need to structure their historical argument homework essay in the same way that they are practicing in class. Ask students to practice debating a topic privately in pairs before holding a largescale debate in front of the class. Organize mock trials, mock congressional deliberations, or other role-playing exercises as a way for students to practice civic engagement. Talk through solving a particular science problem so that students understand the thinking process they might apply to a similar problem. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015        

Practice finding and using science evidence from a primary source and then ask students to do the same with a different primary source. The purpose of each of these activities is to develop students’ familiarity and comfort with a learning situation that is very similar to a new learning situation to which they will need to transfer skills and concepts. Teachers can use other methods to encourage high road transfer, such as the following: Explicitly ask students to brainstorm about ways in which they might apply a particular skill, attitude, or concept to another situation. Ask students to generalize broad principles from a specific piece of information, such as a law of science or a political action. Ask students to make analogies between a topic and something different, such as between ecosystems and financial markets. Ask students to study the same problem at home and at school, to practice drawing parallels between contextual similarities and differences. Ask students to think explicitly about their own thinking (a process known as metacognition, which we discuss below).

Transfer is hard, and students need support from teachers and practice at school to ensure that it happens. Fortunately, we know enough about how to develop students’ ability to transfer, and we have a common sense understanding of its power. For example, Shanghai university entrance examinations ask students to apply knowledge and skills addressed through their secondary syllabus based courses to problems not covered in their courses. Shanghai education experts believe that training students to transfer their knowledge and skills to real problems contributed to their success on the 2009 PISA. The importance of transfer brings us back to the fundamental rationale for learning 21st century skills in the first place so that students can transfer them to the economic, civic, and global 21st century contexts that demand them.

Figure 1: six critical skills for 21st century student success in science 4.5 Environment and cooperate Understanding that collaboration or teamwork can be improved learning outcomes Learning environment is one of the requirements in ensuring excellence in all areas of academic achievement . The ability to collaborate with others is an important in 21st century learning. Science Learning Environment (SLE) is defined as an environment for ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 teaching and learning science created either at school or at home to create the interest and motivation of students to study science subjects has been assiduously and diligently with the objective of eventually achieving good results.(Zahri & Abad, n.d.) Science Learning environments such as convenience Corner Science, Science Park, Science Resource Center, Discovery Center Science Self (Self Learning Acess), Clinical Science, History and Science Talk Science Question Bank is of less concern in rural schools. Teaching learning focused on teaching methods based on textbooks without taking into account the overall learning environment.(Muda, 2011) There are many ways in which teachers can design instruction to promote learning with others. Students can discuss concepts in pairs or groups and share what they understand with the rest of the class. They can develop arguments and debate them. They can roleplay. They can divide up materials about a given topic and then teach others about their piece. Together, students and the teacher can use a studio format in which several students work through a given issue, talking through their thinking process while the others comment. Because the studio approach is so dominant in Asian countries, teachers express concern about class sizes getting too small to find enough different solutions to a problem to have an effective lesson. Another way to promote learning with others is to have senior students tutor junior students, which provides the younger students with individualized attention and the older students with the motivation to deepen their understanding of the topic they are tutoring, as well as develop noncognitive characteristics, such as responsibility and empathy. There are many ways in which teachers can design instruction so that students learn from and with others, developing both their ability to work in teams and their other 21st century skills. 4.6 Teaching Aids Teaching aids are very important in the process of teaching and learning. Use of teaching and learning tools can provide information to students related with subjects taught more clearly and systematically.(Elyani, Musa, Hadzira, & Mohamad, 2013). Technology offers the potential to provide students with new ways to develop their problem solving, critical thinking, and communication skills; transfer them to different contexts; reflect on their thinking and that of their peers; practice addressing their misunderstandings; and collaborate with peers all on topics relevant to their lives and using engaging tools.(Windschitl, 2009). According to a study conducted by Christopher (2012) on the three-year science students found clear changes in students. Their attitude and behavior has changed to become more active when compared to last year. Students have shown improvement after visual teaching aids are used.(Lu, 2012) 21st century learning emphasizes the use of ICT as a major source of information at the fingertips of students explore them and enable them to communicate with colleagues from abroad. The Internet itself also provides a forum for students’ development of 21st century skills and knowledge. It gives them an opportunity to practice filtering out information from unreliable sources and synthesizing information from legitimate ones. Once they know where to look for legitimate information, students can use the Internet as a reference source in countless ways.(Windschitl, 2009) Beyond its pedagogical potential, there are many other ways in which technology can affect education. Teachers can use it to develop and share best practices. For example, the Ontario Ministry of Education created the e-Learning Ontario website to host instructional and professional development resources in an interactive platform. Similarly, Singapore teachers use the Networked Learning Communities and Shanghai student teachers use Teaching and Learning e-Portfolios to develop their pedagogical, content, and experienceICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 based understanding. Technology also provides greater opportunities to use student data for formative and summative purposes and to assess students’. 5. CONCLUSIONS In this paper, I have presented a review of literature on effective teaching in science. I have also tried to explore what constitutes effective teaching in science. I focused on the following six common principles of effective teaching. These are: teacher factors, curriculum, assessment, students , environment and cooperate and teaching aids. Recent literature on effective teaching in science strongly suggests that teachers should determine students’ existing ideas or conceptions in order to help them construct their own understanding and knowledge. This requires teachers to help students to activate their existing ideas and conceptions, be aware of them and in the light of scientifically accepted knowledge, modify or change them. Therefore, appropriate teaching for this purpose should include such teaching methods and activities as question-and-answer, discussions either small group or whole class, small group activities, practical work, and using ICT facilities. REFERENCES 1. Abdul, Rafiza, Chun, Razak, & Lee, M. (2012). Promoting Higher Order Thinking In Chinese Language Literary Text via Online Social Network.prnt, 3(16), 199–210. 2. Abell, a. (1998). Skills for the 21st Century. Journal of Librarianship and Information Science. doi:10.1177/096100069803000401 3. Diamond, I. (2006). Science education in schools Issues , evidence and proposals. A Commentary by the Teaching and Learning Research Programme. The Association for Science Education. 4. Elyani, N., Musa, B., Hadzira, M., & Mohamad, B. (2013). Keberkesanan Penggunaan Alat Bahan Bantu Mengajar Dalam Pelaksanaan Kursus Sains Kejuruteraan di Kalangan Pelajar Diploma Kejuruteraan di Politeknik Tuanku Sultanah Bahiyah, 223–230. 5. Faizzatul, S., Binti, A., & Mohsin, M. (2011). Pengajaran dan Pembelajaran berasaskan “ Streaming Video ” bagi meningkatkan tahap kefahaman pelajar Abad ke-21. 6. Goodson, L., & Rohani, F. (1998). Higher Order http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf

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7. Guerriero, S. (2012). Teachers ’ Pedagogical Knowledge and the Teaching Profession 8. A Journal of Scholarly Teaching, 1, 6–9. Retrieved from http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com/login.aspx? direct=true&db=ehh&AN=32917494&site=ehost-live&scope=site 9. Heong, Y. M., Othman, W. B., Yunos, J. Bin, Kiong, T. T., Hassan, R. Bin, Mohaffyza, M., & Mohamad, B. (2011). The Level of Marzano Higher Order Thinking Skills among Technical Education Students, 1(2) 10. Hiebert, J., & Gallimore, R. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15. 11. Lu, C. W. W. (2012). Kesan penggunaan bahan bantu mengajar visual dalam pengajaran subjek Sains tahun tiga. Seminar Penyelidikan Tindakan IPG KBL, (September), 87–101. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 12. Muda, Z. (2011). PERSEKITARAN PEMBELAJARAN SAINS MEMUPUK PENCAPAIAN DALAM BIDANG SAINS PELAJAR PRIBUMI: KAJIAN KES DI SK ORANG ASLI GUA MUSANG, KELANTAN 13. Pence, H. E. (2010). Teaching in the 21st Century. Journal of Educational Technology Systems, 38(2), 103–110. doi:10.2190/ET.38.2. 14. Polly, D., & Ausband, L. (2009). Developing Higher-Order Thinking Skills through WebQuests. Journal of Computing in Teacher Education, 26, 29–34. 15. Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2013). Higher Order Thinking Skills and Academic Performance in Physics of College Students : A Regression Analysis, (4), 48– 60. 16. Rosefsky, A., Net, E., & Report, W. (2012). Teaching and Learning 21st Century Skills Lessons from the Learning Sciences A GLOBAL CITIES EDUCATION NET WORK REPORT TEACHING AND LEARNING 21 ST CENTURY SKILLS : Lessons from the Learning Sciences. 17. Solomon, G. (n.d.). Education for the 21 st Century : The Basics Introduction : Elements of 21st Century Learning Framework for 21st Century Learning. 18. Stiggins, R. J. (2005). Assessment for Learning Defined. United States at the ETS/Assessment Training Institute’s International Conference: Promoting Sound Assessment in Every Classroom, (September), 1–3. 19. Windschitl, M. (2009). Cultivating 21 st Century Skills in Science Learners : How Systems of Teacher Preparation and Professional Development Will Have to Evolve, 1– 23. Retrieved from http://sites.nationalacademies.org/dbasse/bose/dbasse_071087 20. Yen, T. S., & Halili, S. H. (2015). Effective Teaching Of Higher-Order Thinking ( Hot ) In, 3(2), 41–47. 21. Yureti. (2000). Assessing Higher-Order Thinking In Large Introductory Science Classes. 22. Zahri, & Abad, P. (n.d.). Guru Berkualiti Penjana Dr Hj Zahri Bin Aziz. 23. Zhar, M., Farouk, Razli, A., & Salleh, M. S. (2006). Faktor-faktor Mempengaruhi Pencapaian Pelajar Cemerlang di Universiti Teknologi MARA ( UiTM ), 1–12.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Empowering Novice Teacher Professionalism through Effective Mentoring Rosmizana Binti Yahya ¹, Hamidah Binti Mohamed², Shamsiah Binti Sidek, Shamsiah Binti Sidek³, Yusof Bin Boon´, 1,4 Faculty of Education, Universiti Teknologi Malaysia, 2,3 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia ¹[email protected], [email protected], [email protected], [email protected] ABSTRACT This concept paper discusses on the challenges of professionalism among novice teachers during their early years of teaching. Teaching in the first and second years always gives valuable experience and serves as a critical transition period to these teachers. They often face a lot of problems especially when dealing with the real learning process in classrooms. The problems of professionalism among novice teachers can be tackled with effective mentoring approach. Mentors in schools such as the principals, assistant principals and senior teachers should play a pivotal role to empower the novice teachers‘ competencies, knowledge and experience in a more professional way. Effective mentoring is a very significant approach and able to be the catalyst for the transition towards professionalism development among novice teachers and school mentors, generally. This article will detail out the concept of effective mentoring in depth. Keyword: Professionalism Development, Novice Teachers, School Mentors, Effective Mentoring 1. INTRODUCTION In previous research, it was suggested that novice teachers are given continuous professionalism development trainings to ensure that they are able to face the challenges during the first years of their career (Hudson, 2013). Professionalism issue has always been associated with them. This issue has been identified as the main deterrent to produce effective and quality teachers (Rosli & Wan, 2006). The challenges that are faced by the novice teachers are the ability to be part of the surrounding and culture in schools as well as the ability to teach and perform co-curriculum activities in schools effectively (Chee, 2008). In 2006, a group of researchers from 12 public institutions of higher learning performed studies on 910 novice teachers in Malaysia. The study found 10 main challenges that were faced by these novice teachers, according to the seriousness of the problems, namely; 1) Obtaining subject syllabus 2) limited resources 3) teaching preparedness 4) teaching problems in classrooms 5) managing and control the classrooms 6) interpersonal skills 7) assessment and measurement 8) school policy, administration and service 9)co-curriculum management and 10) others (Mohammed Sani, 2007). Moreover, findings from an Irish study (Aitken & Harford, 2011) included that novice teachers handling discipline problems; working with colleagues; negotiating a new school culture; and dealing with management. Yet research shows that a well-structured effective mentoring program can assist novice teachers in the professional development especially in their practices (Hudson, 2012). According to the above challenges faced by the novice teachers, the question one should be aware of is that : educators are the school mentors which plays a dominant role to increase the novice teachers professional level (Hudson, 2013). School mentors also need to be informed that they are the role model and a community that are responsible to assist novice teachers to retain their teaching career in schools. Before any further discussion, it is wise to think about the ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 followings: in theory, how can the challenges of novice teachers‘ professionalism be solved through effective mentoring? Is it relevant for novice teachers receive effective mentoring in schools? If the answer is relevant, to what extent effective mentoring can contributes towards novice teacher professionalism development? In order to answer the above questions, we need to understand deeply the main attributes in the effective mentoring concept. RELATIONSHIP BETWEEN LEARNING THEORY AND EFFECTIVE MENTORING Social learning theory (Vygotsky, 1978) is a theory that is very relevant to effective mentoring of novice teachers. According to Vygotsky, an individual‘s learning occurs during social interaction. The individuals would develop knowledge through interactions with his surrounding and through the process; the individuals and his surrounding would change. In Berliner (1988) Teachers Development Theory, novice teachers were considered as new workforce who do not have teaching experience and were still on a learning mode to understand their career as teachers. These teachers would definitely need mentoring and support from the experienced teachers to tackle the classroom management and understand the schools‘ policy and culture professionally. In effective mentoring phase, it is the school mentor teachers‘ role to share knowledge and experience to mentor the novice teachers in their early years of career as teachers. In this paper, the term social interaction is related to the effective mentoring phase. According to Vygotsky, the knowledge of the novice teachers upon receiving the mentoring support and their preexisting knowledge is called the Proximal Development Zone and that the kind of mentoring support given to them is called scaffolding. The assistance rendered to the novice teachers poses a huge impact to the early years of working and subsides as they move towards becoming expert teachers in their later years of career. Communication skills play an important role in the scaffolding process. Thus, a lot of skills need to be learned by the school mentors in the effective mentoring phase. Their commitment in mentoring the novice teachers is crucial as they also have to be the role model for the novice teachers (Hudson, 2013b), which will motivate and heighten their self efficacy. In addition, it will also determine the success or failure of the effective mentoring phase. This study will detail out the relationship between constructivism learning theory and effective mentoring phase based on the definition of effective mentoring as described by Anderson (1987): ―a nurturing process in which a more skilled or more experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter‘s professional and/or personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and protégé‖. Important attributes in the definition are the process of mentoring and nurturing, role modelling, five mentoring skills (teaching, sponsoring, encouraging, counselling and being nice and close), focusing of professional and personal development and continuous good rapport (Salleh et al., 2006). Nurturing and mentoring by the school mentors‘ in the effective mentoring phase will ensure knowledge enrichment process among the novice teachers will enhance their teaching professionalism development. Moreover, by sharing and combining the school mentors knowledge of teaching practices with the knowledge of effective mentoring school mentors can provide the novice teacher with valuable directions for advancing their pedagogical development (Hudson, 2013).


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The process of mentoring and nurturing – The Learning by Doing Theory, Theory of Change and Theory Andragogy According to the theory of constructivism, the learning process is a dynamic and active which refer to effective mentoring phase (Bozeman & Feeney, 2007; Hudson, 2004). The learning expands subtly throughout a person‘s life time. In other words, anything that is experienced in his/her daily lives would be a collection of experiences that have been felt by everybody. The development of knowledge is a natural process. According to constructivism, when novice teachers face with unforeseen new information, they would seek to understand. Their heart would relate the new information with existing knowledge so that the information would become an important reference (Jonassen, 1996; Jones et al., 1993). Knowledge is the product of minds, constructed and built with new experience and new input that can be received through senses (the result of effective mentoring) as the result of perception and thoughts. These individuals would create the meaning of each phenomenon and situation that happens around them through reflection (Hudson, 2004). They will generate procedures; mental guidance and personal cognitive to understand their surroundings (Schon, 1983). With that, constructivism assumes that human learning process is affected by a meaningful learning process which is the knowledge given by mentors during the mentoring phase, the pre-existing knowledge and experience as well as self-reflection (Greene & Campbell, 1993). It is clear here that the three elements of learning process that were highlighted by the constructivism theory exist in the support phase of effective mentoring between the schools mentors and the novice teachers. The learning process that occurs between the novice teachers and the school mentors is an approach mentioned in the Andragogy Theory and Learning By Doing and the expertise and actions that happen in the mentoring process were described by the Theory of Change. Role model – Role Model Theory and Commitment Steers Theory According to the learning process theory, reliable knowledge cannot happen only in the mind, but instead there should be a transfer of knowledge based on the experience of an individual with his socio cultural environment. The learning process involves language where it can easily affect an individual‘s learning process. The relationship between school mentors and novice teachers involve effective communication. The school mentors need to be the role models to the novice teachers by showing their interpersonal and communication skills (Hudson, 2013).The next principle is learning as many social activities as possible. According to constructivism, individuals gain knowledge through the interaction with other people (Hudson, 2004). In the context of mentoring, novice teachers learn through examples shown by the school mentors. In this case the school mentors need to show willingness to allow themselves to become the role models to these novice teachers. The willingness will allow school mentors to mentor the novice teachers in order to increase their knowledge and perform their duties with commitment and trust. Mentoring skills – Teacher Development Theory, Self-Efficacy Theory and Reinforcement Theory According to the constructivism learning Theory, knowledge is needed to allow an individual to learn. Logically, there is no way that a person can assimilate new knowledge without the help of previous experiences. Effective mentoring is an effective agent for change (Hudson, 2004) either conducted formally or informally (Bozeman & Feeney, 2007). Thus, in the context of mentoring, school mentors should reconstruct their knowledge practically in classrooms (Little, 1990 ; Looney, 1997). In other words, a school mentor should learn the skills to be an effective mentor. The skills needed as an effective mentor as mentioned by Acheson (1987), are the skills to teach and mentor the novice teachers. Sponsor in the context of mentoring is a set of attitudes that involves controlling, supporting and promoting (Salleh et al., 2006) the decisions made by the novice teachers in the classrooms and others . Encouraging means the behaviour of the ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 school mentors in agreeing, inspiring and challenging the novice teachers under their supervision. Counselling is a problem solving process that involves listening, observing, investigating, explaining and giving advice. Being good and close to the novice teachers by the school mentors can be done to ensure that their relationship is in harmony, supportive where mentors are seen as friends. The skills of school mentors as explained above are the roles played in the effective mentoring phase (Looney, 1997). Focusing on the needs of individual novice teacher is a characteristic of constructivism theory (Hudson, 2004). Focus on the Professional and Personal Development – Constructivism Learning Theory The next principle of constructivism learning is motivation, one of the important components in learning process. Motivation does not only promote learning, but it is also important in the learning process. In the context of effective mentoring, the school mentors and novice teachers must truly understand the objectives, vision and mission and share the mandate and responsibilities to conduct the effective mentoring activities. To obtain the commitment towards these responsibilities, motivation has to be catalyst in each of them. In other words, if the teachers understand the objectives of effective mentoring towards the development of their teaching professionalism, they will be more motivated and committed to conduct the effective mentoring phase. Besides that, activities and skills obtained from the effective mentoring process focus a lot on the effectiveness of personal development and interpersonal skills (Hudson, 2013) of the teachers such as communication, tolerance, teamwork and others. Continuous Good Rapport – Role Model Theory and Theory of Change The theory of social constructivism learning argues that learning process is not only a social but also a contextual activity. The contextual learning in effective mentoring, called peer mentoring (Bozionelos, 2004), would affect the belief, perception and the anxiety (Hudson, 2004). It is clear that the idea of learning is active and social in nature. Since effective mentoring involves meaningful rapport between school mentors and novice teachers, continuous good relationship and closeness will develop (Levinson et al., 1978). This good relationship is expected to happen during supervision process where mentors supervise the novice teachers on techniques and teaching and learning pedagogy. From the constructivism theory, the positive relationship exists because learning takes time where the learning process does not happen immediately. The relationship between school mentors and novice teachers (Hudson, 2004 ; Hairon & Tan, 2013) will become closer due to effective mentoring that they have to go through, repeat advices and problem solving activities, giving a valuable experience to the novice teachers to continue facing the career challenges in classrooms. Based on the above, it is confirmed that the theory of constructivism is highly correlated with the concept of effective mentoring. Concept and Definition of Effective Mentoring According to Crawford (2010) effective mentoring is a relationship in the form of mentoring and support between an experienced teachers who has vast knowledge and teachers who lacks experience and little knowledge. Zachary (2005) defined effective mentoring as collaborative learning that involves two or more individuals who assume responsibilities and accountability in helping novice teachers to perform their duties. Keller (2007) in Kaswan (2012) defined effective mentoring as a unique relationship between two individuals, the process of learning of an individual, the types of support and supervision rendered by school mentors to the novice teachers, a relationship that is interrelated between school mentors and novice teachers and effective mentoring as a relationship that is dynamic and keeps changing with time. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 In general, effective mentoring is seen to have the following principles: i) ii) iii) iv) v) vi) vii) viii)

Serves as a place to share problems and a critical friend (Allan, 2007; Hobson & Sharp, 2005; Robins, 2006; Simkins et al., 2006); A learner-centered process of teaching and learning (Jones et al., 2005; Renshaw, 2008; Simkins et al., 2006); Provides services on information and mentoring, beyond advice (NIESR, 2005; Robins, 2006); Challenge in conducive environment (Allan, 2007; Robins, 2006; Chappell, 2007); Problem solving process (Hafford-Letchfield et al., 2007; Hobson & Sharp, 2005; Robins, 2006); Reflective (Hafford-Letchfield et al., 2007; Robins, 2006); Provides scaffolding process (Hobson & Sharp, 2005; Robins, 2006); and Builds partnership that allows communication between school mentors and novice teachers and motivate each other (Simkins et al., 2006).

The following quote summarizes the meaning of effective mentoring of this article: “Learning and development is fundamentally what effective mentoring are about, and perhaps the strongest philosophy behind effective mentoring is that everyone has some potential to learn, grow and develop” (Hafford-Letchfield et al., 2007).

School Mentors

Effective Mentoring

Novice Teachers

Figure 1: Relationship between Effective Mentoring, School Mentors and Novice Teachers Source: Peter Hudson (2010) Rationale of Effective Mentoring To Novice Teachers In the implementation of the phase of effective mentoring process, there is a lot of teaching and learning skills been planned such as listening skills, giving instructions and professionalism to novice teachers, as examples of development of self efficacy, confidence and self-esteem (Fletcher, 2000, 2012, Bozeman & Feeney, 2007). Effective mentoring does not only able to enhance teaching quality and novice teachers‘ professional development in teaching (Hudson, 2013b), it also have the same outcomes for other teachers (Washburn-Moses, 2010). Effective mentoring also serves as a dominant support system towards teachers‘ education and professional development (Paine & Ma, 1993;Wang & Paine, 2001; Wang, 2001, 2002; Wu, Zhang & Tian, 2009; Zhang, 2008). The results of the studies done by Virginia Polytechnic Institute and a State University titled Teacher Mentoring: An Analysis of Roles, Activities and Conditions (Salhah & Ainon 2007), ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 can conclude that there are eight categories of effective mentoring to assist the novice teachers in their teaching career where they will be encouraged to reflect, direct and support the action plans, give direct support in the development of policy or other teaching and learning materials, prepare information that can be useful in modification process, give idea that will enable the novice teachers to solve problems, give emotional boost and support, contribution of the novice teachers to the school mentors and reduce the stress when dealing with dilemmas in school. The level of quality and effectiveness of the mentoring program can be measured by the number of activities that are planned and the planned knowledge in the mentoring phase (Hairon & Tan, 2013). As an example, the collaboration activities between school mentors and novice teachers (Garet et al., 2001; Huberman, 2001; Lester, 2003; Villegas-Reimers, 2003) to create a professional learning community for the teaching and learning studies (Hudson et al., 2015), giving great benefits towards development of their teaching professionalism (Paine & Ma,1993; Wang & Paine, 2001; Wang, 2001, 2002) and the development of psychosocial such as friendship, counseling and emotional support (Fagenson-Eland et al., 1997; Kram, 1985; Noe, 1988; Scandura, 1992, 1997; Scandura &Viator, 1994). The mentoring sessions that are conducted between school mentors and novice teachers are very beneficial and give positive impression towards the novice teachers‘ career as educators (Hobson et al., 2009). The effective mentoring program consists of activities that can assist these teachers to continue with their teaching career (Huling & Resta, 2007). A case study done by Moskowitz and Stephens (1997) in Japan, New Zealand and Australia found that when an experienced teacher coaches a novice teacher in effective mentoring sessions, the novice teacher would feel more at ease in facing his career challenges. The studies on effective mentoring in Sweden (Lindgren, 2005), Australia (Carter & Francis, 2001), Canada (Fantilli & McDougall, 2009) and Estonia (Lofstrom & Eisenschmidt, 2009) also found that effective mentoring is really beneficial and needed by novice teachers in their early teaching years. A study by Carter and Francis (2001) stated that during the phase of effective mentoring, the novice teachers had already received social support (Clark & Brynes, 2012) which involved friendship, friends who are always there, friends who promote the environment of collaboration and his teaching pedagogy in classrooms. The statement is supported by a study done by Marable and Raimondi (2007) who reported that novice teachers appreciate school mentors who are willing to be good listeners, always meet the novice teachers, the school mentors‘ frequent mentoring meetings, school mentors who always give hope to be confident and share teaching ideas and teaching kits. A study done by Lofstrom and Eisenschmidt (2009) also found out that novice teachers agreed that they feel comfortable with the school mentors who voluntarily receive invitations to be part of the professional learning community besides sharing experience in teaching and learning as well as providing advices to the novice teachers. The effective mentoring program that is conducted in schools has successfully increased teachers‘ quality of teaching and the academic performance of students (Cherubini, 2007; Fletcher & Barrett, 2004; Maciejewski, 2007; Wong et al, 2005; Hudson et al., 2015). Mentoring is also seen as a unique interpersonal relationship between school mentors and novice teachers (Janasz et al., 2013). The unique relationship played by the mentors in effective mentoring is through identification of novice teachers‘ potentials; collaborate in facing personal issues and their career objectives (Connor & Pokora, 2007). In short, effective school mentors draw upon both personal and interpersonal skills to engage with novice teachers in the effective mentoring phase (Hudson et al., 2015). The studies done by Young and Perrewe (2004) showed that the phase of effective mentoring had increased the psychosocial support not only towards novice teachers but also to schools mentors. The effective mentoring is also regarded as individual learning process that involves in transfer of knowledge, expertise and competency to fulfill individual development needs (Kram, ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 1996). A study done by Hale (2000) in United Kingdom found that the learning process that occurred in novice teachers went through four main processes during the effective mentoring. The four processes were during experience and opinion sharing by school mentors, during sessions in school to discuss about information received from the superior, during discussion between mentors and school administrations and during announcement made by schools on novice teachers‘ feedbacks and reflection sessions. A study done by Kilcullen (2007) found out that effective mentoring towards novice teachers would expand knowledge, expertise and competency through reflection support given (Hudson, 2013c), where the school mentors are expected to act as role models, agent of socialization for novice teachers who would also act as assessors. Meanwhile, in effective mentoring phase, relationship were built and sustained through trust and respect, which included the school mentors and novice teachers‘ professionalism, open communication, attentive listening and friendly dispositions. CONCLUSION In general, the rationale of effective mentoring to novice teachers is significant to their professional development. This approach involves interaction activities, transfer of personal and professional expertise to the novice teachers within a predefined timeline. The school mentors will be used as role models among the peers and will prove the relevance that novice teachers are in need of support in personal development, career expansion and enhancements as well as adapting it to their teaching career. REFERENCES 1. Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350-356. 2. Allan, P. (2007). Devon LA Headteacher Coaching Pilot 2007. Unpublished report. 3. Anderson, E. (1987). Definitions of mentoring. Unpublished manuscript. 4. Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher Education, 39, 38–42. doi: 10.1177/002248718803900109 5. Berliner, D. (1988). The Development of Expertise in Pedagogy. Paper presented at the meeting of the American Association of Colleges for Teacher Education, New Orleans, LA. 6. Bozeman B., & Feeney M.K. (2007). Toward a Useful Theory of Mentoring: A Conceptual Analysis and Critique. Administration & Society. 39, 719 7. Bozionelos, N. (2004). Mentoring provided: Relation to mentor‘s career success, personality, and mentoring received. Journal of Vocational Behaviour. 64 (1), 24-46. 8. Briscoe, C., & Peters, J. (1997). Teacher Collaboration Across and Within Schools: Supporting Individual Change in Elementary Science Teaching. Science Teacher Education. 81 (1), 51-64. 9. Carter, M., and R. Francis. (2001). Mentoring and beginning teachers‘ workplace learning. Asia-Pacific Journal of Teacher Education. 29 (3), 249–62. 10. Chappell, K. (2007). ‗Three‘s a crowd - or is it? Self study of the research mentor role within teacher-external partner researching partnerships.‘ Paper presented at the British


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 64. Scandura, T. A. (1997). Mentoring and organizational justice: An empirical investigation. Journal of Vocational Behavior. 51 (1), 58-69. 65. Scandura, T. A., & Viator, R. E. (1994). Mentoring in public accounting firms—An analysis of mentor protégé relationship, mentorship functions, and protégé turnover intentions. Accounting Organizations and Society. 19 (8), 717-734. 66. Simkins, T., Coldwell, M., Caillau, I., Finlayson, H. and Morgan, A. (2006). Coaching as an in-school leadership development strategy: experiences from Leading from the Middle. Journal of In-Service Education. 32 (3) 321-340. 67. Villegas-Reimers, E. (2003). Teacher Professional Development: An International Review of the Literature. Paris: UNESCO. 68. Vygotsky, L.S. (1978) Mind and Society: The development of Higher Psychological Processes. Edited by M. Cole et al., Cambridge: Harvard University Press. 69. Wang, J. & Paine, L.W. (2001). Mentoring as assisted performance: A pair of Chinese teachers working together. The Elementary School Journal. 102 (2), 157-181. 70. Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach in a comparative study of mentoring practice. Teaching and Teacher Education. 17, 51-73. 71. Wang, J. (2002). Learning to teach with mentors in contrived contexts of curriculum and teaching organisation: Experiences of two Chinese novice teachers and their mentors. Journal of In-Service Education. 28 (2), 339-374. 72. Washburn-Moses, L. (2010). Rethinking mentoring: Comparing policy and practice in special and general education. Education Policy Analysis Archives. 18 (32), 1-21. 73. Wong, H.K., T. Britton, and T. Ganser. (2005). What the world can teach us about new teacher induction. Phi Delta Kappan. 86, 379–84. 74. Wu, G., Zhang, C. & Tian, L. (eds.) (2009). Kecheng lingdao yu xiaoben chuangxing: jiedu shanghaishi jinganqu xueyuan fushu xuexiao [Curriculum Leadership and School-based Innovation: Interpreting Shanghai Jingan Education College Affiliated School]. Shanghai: East China Normal University Press. 75. Young, A. M., and P. L. Perrewe. (2004). The Role of Expectations in the Mentoring Exchange: An Analysis of Mentor and Protégé Expectations in Relation to Perceived Support. Journal of Managerial Issues. 16 (1), 103–126. 76. Zachary, L.J. (2005). Creating a Mentoring Culture: An Organization‘s Guide. San Francisco: Jossey-Bass. 77. Zhang, X. (2008). The Role of Teacher Appraisal in Teacher Professional Development: A Case Study in Schools in Shanghai. Doctoral dissertation. University of Hong Kong.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The Influence Factors of Teachers’ Attitude When Using Computers in the Classroom: A Review Shamsiah binti Sidek¹, Muhammad Amin bin Simon², Rosmizana binti Yahya³,Nor Hayati binti Ismail´, Azman bin Hasanµ, ¹,4,5Faculty of Technical and Vocation, Universiti Tun Hussein Onn Malaysia, 2 Teachers' Training College Tun Hussein Onn Malaysia, 3 Faculty of Education, Universiti Teknologi Malaysia, ¹[email protected], [email protected], [email protected], [email protected], [email protected] ABSTRACT We aimed to systematically review studies that examine the factors of influence of teachers’ attitude when using computers in the classroom.ICT is an acronym that stands for Information Communications Technology. Conditions which can leverage on attitude to reaction are classified as cognitive action (a belief on particular object). The decision to utilize Influence is influenced by teacher's trust on ICT usage. The influence in attitude could be categorized into two, namely attitude on technology and attitude towards ICT usage in education. Motivation can also leverage on teacher’s attitude towards the use of ICT. ICT usage shows a link between self-effectiveness and attitude to ICT usage and experience. Self-effectiveness theory has been used in research related to individual intensity in using information technology. Diffusion of Innovations theory refers to ICT integration towards the use of new technologies. Our key factor in integrating ICT in teaching and learning is the nature of the technology itself. Teachers in school are prepared and highly enthusiastic in using ICT for educational purposes. I propose an ICT competency standard for teachers is developed so that teachers’ ability level can be identified and ICT usage in the classroom can be increased. Keywords: ICT, attitude, technology integration, diffusion of innovations 1. INTRODUCTION In Malaysia, ICT was first introduced in the education field in the early 1990s. The Ministry of Education, Malaysia (KPM ) has also implemented various information and communication technology (TMK) or information and communication technology (ICT) in schools by providing physical and non-physical necessities and to enable ICT usage as a tool used in teaching and learning and and also in school management according to (Andin, Abdullah & Ali 2009; Raman & Mohamed 2013). According to Player Koro (2012), in the education field, computer usage during teaching activity and learning among teachers has become a priority. Continuous effort by the goverrment has encouraged computer usage among teachers (Ismail Gani et al. 2006;Mat Saad 2007;Salleh al et. 2011). Computer term in teaching and learning has been taken from the original term in yhe English Language, namely `Computer Based Instruction (CBI) which means computer- based planned lesson, according to Amirudin (2009). Teachers in schools should be creative and innovative in diversifying teaching methods especially by using computers in daily teaching and learningRaman & Mohamed (2013). According to Al Zaidiyeenal.et (2012) teacher's view should be dynamic and proactive and responsive towards any current educational development.Computer usage can enrich technical instruction and complementary to effective lesson delivery. Creative and ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 innovative teachers need to diversify presentation method when teaching with students (Romanielo 2009 & Şahin-Kızıl 2011). Indirectly, it can help to boost students’ motivation to learn. Ismail Gani al.et (2006) defines teaching and learning by the help of computers as computer usage in delivering instructional materials and involving students actively in teacher’s learning in the classroom. The effectiveness of the teaching and learning process using information technology depends on teachers' capability to implement the learning process with students. There are several factors that influence teachers in using information technology in the classrooms. Observant factors like knowledge, attitude, personality, innovative qualities, organisation support and other factors like demography, gender and teachers’ age according to Alazam A.O al.et. (2012. Generally, it can be summarized that knowledge, attitude, innovative qualities, teacher personality, and organisation support factors really influence acceptance and usage of computers in teaching and learning among teachers. 2. MATERIAL AND METHODS 2.1 Material There were at least 25 articles reviewed. Of 25 articles, there were 13 articles on factors affecting marital adjustments. The articles were empirical, critical, skeptical and metaanalysis review on the factors that influence teachers’ attitude when using computers in class room. 2.2 Procedure The articles were mainly downloaded using University Tun Hussein Onn Malaysia subscribed data-based. Scopus, Springer and Ebscohost were among the frequently used. In addition, Google scholar was also employed. The related journal articles on the factors that influence teachers’ attitude to use computers in the classroom were downloaded with cut off limit from 2005 to 2013 only. The downloaded articles were then summarized and organized in the following sections. 3. RESULTS Firstly, matters that were downloaded were analysed and defined on factors which influenced teachers to use computers in the classrooms. Secondly, other factors which influenced teachers to use computer in the classrooms like education, teachers' ability themselves, attitude and belief on ICT. It is said that effective ICT professional development for teachers must take into consideration teachers’ value, attitude, belief and perception on the teachers’ ICT itself. 3.1 Definition of Attitude to Use Computers Attitude or personal view on a particular object or certain condition which influenced someone's action on a matter, according to Al Zaidiyeen al.et (2010). Attitude can be evaluated from reaction that is classified as cognition (belief in particular object), effect (feeling about a particular object) and connation (action in particular object) according to Cartwrigh & Hammond (2007). The decision to use ICT is influenced by teacher's trust related to ICT usage. Belief in ICT usage causes the change of teachers’ attitude to integrate their teaching and learning process with ICT in the classrooms. Based on the study, teachers’ attitude will determine behaviour and decision made by them to use ICT. Teachers who teach using minimum ICT techniques in the classrooms will not give positive teaching and learning effects to school. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 This research in education is unable to see precisely teachers’ attitude which directly influence teachers’ technology usage in classrooms. Attitude influence could be categorised into two: attitude on technology and attitude to ICT usage in educationAlZaidiyeen al. et. (2010). Player Koro (2012) stated that teachers’ motivation was one of the factors that directly influence teachers to use ICT. Attitude is also a factor which can encourage teachers’ to use ICT, according to Alazam.al.et (2012) . Many research said other factors that influence teachers to use computers in the classrooms like knowledge, personality, support from organisation and computer innovation are considered (progress, compatibility, complexity, triability and observability). However, it was proven by a lot of evidence that showed computers were used in teaching and learning in schools. 3.2 Theories Which Can Influence Attitude According to Bandura (1989), human control their behaviour based on the belief system, especially self-potential belief (the power to make desired decision and prevent those which are undesired) and self-effectiveness (one's belief in his ability to implement specific directive successfully). Self-effectiveness theory has been used in research related to individual intensity in using information technology. According to Compeau & Higgins (1995) through Ismail Gani (2006), self-effectiveness on computers did not refer to component skills like using specific software feature or booting up the computers, but to the capacity to consider one's skills when using technology for a wider range of duties. In Diffusion of Innovations theory, most of the researches referred this theory in studies related to ICT integration. According to Player Karo (2012), this was a special emphasis in attitude towards a new technology. In this theory, innovation and technology used were interchangeable, which proved to besuitable framework for ICT diffusion study, according to Raman & Mohamed (2006). According to this theory, a person agreed to state their acceptance (or rejection) towards innovation: (1) Knowledge, (2) Persuasion, (3) Decision, (4) Implementation and (5) Confirmation. According to Al-Zaidiyeen (2010), these stages followed each other in organised sequence. Alazam al.et (2010) noted that state of an individual’s knowledge in technology is a key determinant for using technologies. Knowledge in integrating technology with lessons actually emphasied both "knowledge" and usage. Knowledge level was followed by persuasion level which was related to consumer attitude towards ICT. An individual’s state of knowledge affect his attitude whether to accept or reject technology. Stage four and five occur in acceptance case. The innovation decision process was mainly based on idea of accepted attitude leading to direct or indirect behaviour. Knowledge and teacher attitude function act as major predictor in ICT usage in education context, according to (Adoh 2012; Adin, Abdullah & Ali 2006). Attitude that was thought of consists of three elements: jeopardy, cognition and behaviour, according to Şahin-Kızıl (2011). Affective element is related to individual emotional case; cognitive element referred to individual knowledge; and behaviour element was overt behaviour. To have an accurate understanding on attitude of a person, all these elements should be taken into consideration. In ICT integration context, teacher attitude comprehension towards work was not easy as it depended on various factors that could affect a person’s attitude in their career. 3.3 Attitude-Behaviour- Relation Factors There are two comprehension lines on attitude, behaviour and relationship and what makes attitude expects behaviour, according to Player Koro C. (2012). Human attitude can also influence behaviour when the factors convince them. Many studies showed high belief ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 from mind will change a person’s attitude by giving confidence to them. The condition that strengthen behaviour with relationship and attitude was based on two approaches, namely direct experience and motivation that thought about an object or issue. Relevant information about something enable one to believe that one’s attitude was correct or wrong. The research on ICT usage by teachers in education viewed attitude as direct or indirect influence on teachers’ ICT usage in classrooms. Direct attitude influence control could be categorised into two groups: attitude on technology (Amiruddin 2009; Al-zaidiyeen N.J 2010; Şahin-Kızıl 2011 and Alazam al.et (2012); attitude towards ICT usage in education, according to Al Zaaidiyeen J.( 2010) N. It was as if attitude influenced teachers’ motivation to use ICT. Teacher motivation, according to Şahin-Kızıl (2011), was a direct factor. Another example that showed attitude as a factor which would encourage ICT's innovative usage, according to Amiruddin ( 2009). Positive attitude towards ICT or the ICT usage in education was able overcome negative attitude (Ismail Gani 2006; Şahin-Kızıl 2012;Alshawareb 2012 and Player Koro 2012). However, positive attitude to ICT usage was quite low in schools. Positive attitude to ICT in education, including using ICT in daily work and its usage with students in the classrooms. In several studies, it was found that ICT usage showed a link between both selfeffectiveness and positive attitude to ICT usage associated with experience. In this matter, the habit using technology made people consider ICT usage in more positive view , that also resulted in a better feeling on self-effectiveness. 3.4 Attitude and Knowledge Other than belief factor and knowledge, teachers also need to know how to integrate ICT in teaching and learning ( Andin al et. 2007; Raman & Mohamed 2013; Alazam al.et 2012. Many researchers see the problems on ICT usage in education and ICT integration into the current level of teaching and learning. There is teacher difficulty in integrating ICT tools into teaching and learning in their classrooms (Ismail Gani 2006; Ş ahin-Kızıl; 2012 Alshawareb and Player Koro 2012). Researches showed the teachers distanced themselves from ICT and this is a major obstacle in implementing ICT in schools. Some teachers claimed that using ICT in education was inconvenient. Researcher was interested to get factors that can explain why some teachers benefit from ICT in education while the majority did not implement ICT in the classrooms, according to Amirudin (2009). The research on ICT usage by teachers in classrooms identified one pattern that was complex on factors that were related to the successful determinant on ICT implementation in education. Factors that influenced ICT usage by teachers in schools were due to external environment or teacher personal qualities, including belief, value and attitude that might influence them to use ICT in classrooms (Adoh 2012; Adin.& Abdullah & Ali 2006).Other reasons wjich influence attitude on ICT including technical factors like lack of technology and software in schools and low expertise on ICT usage. Other factors why some teachers implement the use of technology with students in the classrooms and others were usually associated with teachers’ attitude towards technology. For example, teachers gave their focus on attitude and effectiveness of ICT. 3.5 Attitude and ICT Integration On ICT integration, one of the core factors form human attitude, which is the technology’s nature. Andoh (2012) had identified five main technology features which contribute to its acceptance: ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 • comparative benefit (for example targetted technology should have a advantage because comparative advantage (for example targetted technology should have an advantage based on previous comparative benefits) • compatibility (for example, it should be compatible with existing teaching practice) • observability (for example, it must produce decisions that can be seen) • complexity (for example, it should easy to understand and use) • trialibility (for example, it should be tried before acceptance) Computer qualities and attitude as "innovation that offers advantages, compatibility with present practice and belief, low complexity, potential to try (trialiblity), and observability will have one quick broad diffusion" according to Andoh (2012 ) Attitude has a powerful influence on how people integrate ICT when interacting in organisationsl. According to Andoh (2012 ), Diffusion of Innovation Theory was suitable to be used. It regards that people who take and choose to use new innovations like technology are those who have positive attitude and they have applied it in various disciplines, including education. If ICT is viewed as workplace innovation, therefore innovation framework diffusion apparently will be related because it explains the process which make teachers accept and use ICT in their classrooms as support to their classroom teaching. The Influence Factors of Teachers’ Using Computers in the Classroom: No

Authour (Year)

Source

Types of articles

Attitude is the Factor of Influence ICT Teachers

Finding

1

Ismail Gani, A.W., Hj. Siarap, K., & Mustaf, H. (2006).

Kajian Malaysia, Vol. XXIV, No. 1 & 2

Critical, skeptical

knowledge, attitude and personality.

support

2

Renata,P., & Carrie. M.(2008).

Australasian Journal of Educational Technology

Critical, skeptical

Teachers’ values, attitudes, beliefs and perceptions

support

3

Şahin-Kızıl, Aysel

ICT

Critical, skeptical

computer attitudes and extension of ICT

support

(2012 4

Alshawareb, A., & Abu Jaber, M. (2012).

International Journal of Instructional Media

Critical, skeptical

teachers' attitudes toward the use of ICT

support

5

Romaniello, A., Carlos, U.R.J., & Dawn, M. (2010 ).

Bulletin of Applied Computing and Information

Critical, skeptical

ICT satisfaction, ICT attitude, ICT use, ICT culture and ICT directions and routines.

support


80

Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Technology 6

Player-Koro, C.( 2012

Education Inquiry

Critical, skeptical

Self-efficacy and attitudes

support

7

Alazam, A.O., Bakar, A R., Hamzah, R., & Asmiran,S. (2012).

Creative Education

Emperical

a function of demographic factors: gender, age, years of teaching experience.

Did not

8

Sife, A. S., Lwoga E.T., & Sanga, C. (2007

International Journal of Education and Development using Information and Communication Technology

Emperical

learning and training technologies considering their pedagogical, cost and technical implication

9

Kirkwood, A., & Price, L. (2006

International Review of Research in Open and Distance Learning

Emperical

skills in using ICT and continuing professional development for using ICT in teaching and learning.

Did not support

10

Al.-Zaidiyeen, N. J.al.et. (2010 ).

Internasional Education Studies

Critical, skeptical

positive attitudes towards the use of ICT, and a significant positive

support

Did not support

correlation between teachers’ level of ICT. 11

Mat Saad, M.Y. (2007).

Masters thesis

Emperical

compentency and ability to use and also able to use computers.

support

12

Renata,P., & Carrie. M.(2008).

English Language Teaching

Meta Analysis Review

teachers have positive views about the integration of ICT in teaching English.

support

13

Amiruddin, M.H. (2009).

Masters thesis

Emperical

Teacher Attitude In Use ICT's During Lesson And Skill Level In Lesson Use And Learning

support

4. CONCLUSION In conclusion, factors in knowledge, attitude, innovation qualities, teacher personality, and organisation support really influence acceptance and computer usage in teaching and learning among teachesr. Other factors like gender, demography, age and subject taught were found not to influence computer usage in teaching and learning. Relationship between teachers’ attitude and factors influenced them and ICT integration was identified ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 in several studies. (Al.et A.S.Sife 2007;A Romanillo 2010; H. Lateh & V. Muniandy 2011), most researchers found that teachers came from various disclpline expertise. Şahin-Kızıl (2012) study looked into the attitude of teachers in Turkey towards ICT with the focus on computer qualities, cultural perception, computer efficiency and computer access. It was found that teachers have positive attitude with the intention to learn about computers and to use ICT in teaching practice. Other studies regarding teachers’ attitude to ICT integration according to A.S.Safe al.et (2007) in Tanzania and Andoh C. B. (2012) in Ghana University found out that attitude was a factor which influences their ICT usage. Researches showed that teachers had a positive attitude towards ICT. Computer qualities actually influence the highest attitude and the lowest was observability, comparative benefits, complexity and compatibility. It was also found that personal qualities like age and teaching experience had a negative corelation with attitude while qualification positively was co-related. Gender and teaching method were discovered unimportant in causing teachers’ attitude towards ICT. 5. SUGGESTIONS Based on the review of ICT usage by teachers in school, it showed positive attitude towards ICT usage. Teachers in school were prepared, enthusiastic and curious about ICT for educational purposes. Therefore, ICT teacher training needs to be organized in education policy so that ICT can be integrated in education. In-service trainings also give opportunity to teachers to absorb ICT usage in their lessons. I propose that a standard ICT competency for teachers need to be established so that it can be coordinated. The ministry can hold courses or trainings to teachers in training or in service, so that their integrated ICT in the classrooms can be effectively carried out. 6. ACKNOWLEDGEMENTS We would like to thank UTHM, Dr.Azman bin Hasan . He is my PhD research supervisor. REFERENCES 1. Alazam, A.O., Bakar, A R., Hamzah, R., & Asmiran,S. (2012). Teachers’ ICT Skills and ICT Integration in the Classroom: The Case of Vocational and Technical Teachers in Malaysia. Creative Education. Vol.3Facult y of Educatonal Studies, Universiti Putra Malaysia. Selangor. Malaysia.ms 70-76. 2. Alshawareb, A., & Abu Jaber, M. (2012). Teacher's Attitudes Towards Using Interactive Whiteboards In The Teaching And Learning Process In Jordan. International Journal of Instructional Media. Jordan. Vol 39(4) pg319-330. 3. Al.-Zaidiyeen, N. J.al.et. (2010 ). Teacher`S Attitudes And Level Of Technology Use In Classroom. Internasiona Eduation Studies..Vol 3.N02.Pg 211-218 4. Amiruddin, M.H. (2009). Kemudahan ,Sikap dan Kemahiran Teknologi Maklumat dan Pendidikan Khas Sekolah Menengah Teknik Di Malaysia.UPM: Projek Sarjana 5. Andin, C. Abdullah, N.Q., & Ali, H. (2006).Penggunaan Teknologi Maklumat Dan Komunikasi (ICT) Dalam Kalangan Guru-Guru Sekolah Kebangsaan. Universiti Teknologi Malaysia:Tesis Sarjana 6. Andoh, C.B. (2012).Factors Influencing Teachers ’ Adoption And Integration Of Information And Communication Technology Into Teaching : A Review Of The Literature ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Communication Technology (IJEDICT), Vol. 3, Issue 2, pp. 57-67. 23. Şahin-Kızıl, A. ( 2011). EFL Teachers Attitudes Towards Information And Communication Technologies (ICT). 5th International Computer & Instructional Technologies Symposium. Fırat University, Elaziğ- Turkeyms 22-24. 24. Salleh, S. M., Jack,S.,Bohari, Z., & Jusoff, .K.(2011). Use of Information and Communication Technology in Enhancing Teaching and Learning. International Education Studies.. Vol. 4, No. 2. 25. Tay, L.Y., Lim S.K., & Lim, C.P. (2012). Pedagogical Approaches For ICT Integration Into Primary School English And Mathematics: A Singapore Case Study. Australasian Journal of Educational Technology. 28(4), 740-754.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Approaches in The Implementation of Character Education Erni Munastiwi Sunan Kalijaga State Islamic University Yogyakarta Indonesia [email protected] ABSTRACT In solving the country's problem, an appropriate way or strategy is required. The strategy can be done through the paths of family, school, community and government. Family path is the first and foremost in the realm of education and upbringing in character building. Likewise, school path is the strategic place to develop the character, because children spend more time in school. In addition to the two paths, there is community path or also reffered as the environmental path. Last but not least is the government path because govlernment is the decision maker in the implementation of character education. The government executes it through its policies. Each of these four paths has its own role. However, they have to be be in synergy in order to achieve the goals of the character education. Of the four paths, the education path is the most important one. Teachers, the educators have to choose the appropriate approach in implementing character education. There are five approaches namely values inculcation approach, cognitive moral development approach, values analysis approach, values clarification approach, and action learning approach. Keywords: approaches, character education, implementation. 1. INTRODUCTION "The Quality of a country is strongly influenced by its morale" said Megawangi (2007) which further states that a civilization will decrease if there is demoralization in society. Many experts are of the opinion that morale is the first factor that should be built, in order to build an orderly, safe and prosperous society. One of the obligations of parents and educators (teachers) is to preserve and teach moral values. Moral values instill moral character that will form an important foundation of the formation of the order of a civilized and prosperous society. Thus the high quality of the nation's character will form a great nation. Instilling character requires a long process, it should be done as soon as a country gains its independence. Similarly in Indonesia, since its independence on August 17, 1945,the country has proclaimed a superior nation building. The first President of the Republic of Indonesia, Ir. Sukarno, declared that in building a nation the nation needs nation and character building. National character has an immense role in the development of the nation. This is evidenced by the Chinese. With hard work and discipline, for approximately 30 years, the Chinese have managed to set its production machine. The industrious character is reflected on the spirit of the Chinese people who work 7 days a week. Meanwhile, high discipline can be seen from the success of the Chinese government in suppressing corruption problems among the bureaucrats. Currently China is the largest exporter and producer in the world. Thus, the issue of character is very important. So with the issues of national character ; the combination of hard work, discipline, and perseverance. If these three things cannot be realized properly, they will cause various problems. Problems of nation building cannot be separated from moral issues such as delinquency, crime, corruption, and other violations. Therefore, morale is very important for the ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 country, because the quality of a nation is determined by the quality of the nation's morale. Thus the morale is a global problem that must be taken seriously. Some countries have attempted to resolve this problem through a variety of strategies and policies. So with Indonesia. The era of globalization which is happening today can affect the morale of the nation. The impact can be either positive or negative. Positive influences can give us an advantage, on the other hand negative influences can be detrimental to a person or group. The negative effect of globalization becomes one of the causes of the problems that occur. Those problems, are due to the strong influence of the information that came rapidly through the electronic or print media. The negative impact affects the morale so the moral issues become a topic of conversation and concern of various parties, especially parents, educators, community and government. The demoralization in society is characterized by the occurrence of various aberrations on norms, rules, laws, religion and ethics. Demoralization is caused by socialization process of moral education that occurs in the family, school, and society does not have a positive impact. This condition can is termed as moral decadence. This situation brings people to forget about character education. Likewise, the education has not been encouraging character education optimally. This is due to national education has not been able to enlighten the nation. Education loses its noble values. Though education is supposed to enlighten the noble values. National education has lost its spirit. Because it is subjected to market, it pays less attention to the enlightenment of the learners / students. Market without character will be destroyed because of the loss of character. The phenomenon is supported by the United Nations Educational, Scientific and Cultural Organization / UNESCO (2012), based on the assessment on Education Development Index (EDI) or Education Development Index, Indonesia ranked 64th out of 120. The total value of EDI obtained from the acquisition of the four categories of assessment summary , namely primary education enrollment rate, literacy rate at age 15 years and above, participation rates according to gender equality, and the number of students up to grade V Elementary School. In addition, the United Nations Development Programme / UNDP (2011) reported that the Human Development Index (HDI) or Human Development Index (HDI) Inodonesia's rank decreased from 108 in 2010 to124 in 2012 from 180 countries. And on March 14, 2013 reported rose three ranks, become rank 121 of the 185 countries. These data include aspects of labor, health, and education. Judging from the rough ranking, there was an increase, but when seen from the number of participating countries, the result stayed the same. Problem of decline in character, due to various factors, including the education factor. Education is an institutional mechanism that can accelerate the development of the nation's character. Of the same opinion with Rajasa (2007) that there are three principles of character building of the nation. First, education as an arena for the re-activation of the noble character of Indonesia. Historically Indonesia is a country that has the character of heroism, nationalism, heroic nature, the spirit of hard work, as well as overcoming the challenges boldly. Nusantara kingdoms in the past are the evidence of the success of the development of character who scored advanced, cultured and influential society. In the era of the 40s Indonesia gained its independence. Then in the 50s held Asian-African Conference in Bandung. In the 70s became a place of study for numerous studied foreign students and intellectuals. We should not be complacent with past glories, but making the necessary motivation and spirit to foster a positive mentality that must be resurrected. Second, education as a means to generate a national character that can accelerate the development as well as mobilizing domestic potencies to improve the nation's competitiveness. For the latter mentioned, allow me to convey two important characters, namely competitive character and innovative character. Competitive character has the ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 essence of a mentality and character that encourage high learning spirit. Familiarization of this character will encourage interest to continue learning to understand and overcome the problems faced. Innovative character has the essence of a mentality and character that encourage people making new innovations in various ways. Third, education as a means to internalize the above aspects, the successful re-activation of ancient culture and innovative and competitive character, into all aspects of life of the nation and development programs. This internalization should be a concerted effort from the entire community and the government. Thus the character issues must be addressed immediately. To overcome these problems, the Indonesian government issued Law No. 20 of 2003 on National Education System, article 3 of the national objectives stated that the national education serves to develop the ability and character development and a dignified civilization in order to educate the nation, aimed at the development of learning participant's potencies / students to become a man of faith and fear of God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen. In addition, in article 4, paragraph 4 states that education is held by giving exemplary, building willingness, and developing the creativity of learners / students in the learning process. Education has the role to build character by preparing learners / students who excel in character. Character building for learners / students is done through character education. Indicators of success can be measured by the character of the learners / students who can maintain the existence and personality amid the plurality of values and cultures of other nations. Therefore, it is expected that, when entering the global, era our nation can have an attitude of resiliance. Thus the world of education is increasingly being challenged. All stakeholders in education path are responsible for overcoming the problems of character. Although the responsibility of characters is a shared responsibility. Character in this case becomes a very important issue and a measure of success and quality of a nation. This is line with Syauki Bik (1984) who states that a nation is sustained by its morale, if the morale is damaged then the nation will break. Thus, characters include many values such as religiousity, honesty, tolerance, discipline, hard work,creative, and other values which will determine the success of nation building. Therefore, the most appropriate solution to solve the problem of the nation is through character education. 2. PROBLEMS Every country faces challenges in building the nation. Likewise, Indonesia faces challenges. Severe challenges are faced in this globalization era. Indonesia must work hard in order to succeed. Success in facing the challenges is largely determined by the quality of cultured and reliable human resources . Therefore, improving the quality of human resources must be taken seriously. The character of a nation is an important aspect of the quality of human resources because it can determine the progress of the nation. Qualified character should be formed from early childhood. Early age is the critical age of character formation. Low charactered child is a child who has a low level of emotional and social development. The impact is children may experience difficulty in learning, cannot control themselves and difficulty in socializing. In the event of a failure in instilling values at an early age, it will cause problems as adults. This failure is very closely linked to the development of the nation. Failure of a nation has to be kept an eye out for. According to Thomas (1987) there are ten signs of the destruction of a nation. First, the increasing violence in the neighborhood teens. Second, the use of language and words that are bad. Third, the influence of strong ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 peer-group concerning violence. Fourth, the increasing self-destructive behaviors, such as drug abuse, alcoholism and promiscuity. Fifth, the blurring of moral guidelines of good and bad. Sixth, the declining work ethic. Seventh, the lack of respect for parents and teachers. Eighth, the low sense of responsibility of individuals and citizens. Ninth, widspreaded dishonesty. Tenth, the mistrust and hatred between fellows. To anticipate the decline of national character, the role of parents, schools, communities and governments must be in synergy. Therefore, family serves as the basis for character education. According to Munir (2010) there are values that must to be instilled by parents. Man yazra ', yahshud. 'As you sow, so shall you reap'. This is what we must uphold. If we want to get something, there must be an effort that we do to get it. Let us not allow ourselves to be just filled with wishful thinking and desire. Let us not allow ourselves to not getting anything we dream of it. Because the universe was created by God to us for our own sustainability. It depends on how we make an effort for the nature to support our wishes. Therefore, to dream big is the main capital, but the real action is the determinant of success. Parents who want their children to have good characters must make an effort to build them. Parents should take the time, energy, mind and resources to do so. Thus, the role of the family is very important in preparing the young generation. Education in the family can be in the form of value instilment carried out continuously. In addition to family factors, in the opinion of Megawangi (2007) the family is instrumental in shaping the character of children. But social emotional maturity is strongly influenced by the school environment from pre-school age through adolescence. School is a very strategic place for character education. Children will spend most of their time in school, so that what is acquired at school will affect the formation of character. A successful education is an education which can shape human character indispensable in establishing an honorable country. As desired by Socrates 2400 years ago, the nature of educational goals is to make someone becomes a good and smart person. Educated people should Humans are supposed to be intelligent and wise, that is, those who can use their knowledge to do good and be able to live in harmony with the environment. No doubt, that the role of education is enormous in determining a person's character. The influence of the school environment is immense. This is because of socializing time with friends. Teachers also play an important role. There are a lot of public complaints concerning about the decline of manners, ethics, and creativity of learners of elementary, middle school, and high school levels of education. These are due to the weakening of the culture and character education implementation of character education is uneven. There are some schools that implement character education well, able to integrate in the learning process and social life. But there are others that do not implement character education seriously. Some examples of declining character education are a breach of discipline, honesty (cheating), ethics, and violence (bulliying).So with the community. Lots of fighting going between learners (students). In addition, there are many traffic violations. Another example of this condotion is teenage promiscuity. 3. TYPES OF CHARACTER EDUCATION In the opinion of Superka (1976) there are five approaches of character education, namely values inculcation approach, cognitive moral development approach, values analysis approach, values clarification approach, and action learning approach which are illustrated on the diagram below: ICCE-Batam | TRACK 1

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VALUES INCULCATION

ACTION LEARNING

COGNITIVE MORAL DEVELOPMENT

APPROACHES OF CHARACTER EDUCATION

VALUES CLARIFICATIO N

VALUES ANALYSIS

Values inculcation Approach: In addition to so-called value instilment approach, it is known as the traditional approach. This approach is widely used by the community, especially in instilling culture and religion. In culture instilment, people tend to strongly obey the rules or norms that have been established. Likewise religious believers tend to follow as well, because religious education contains the ideal values which are absolute and global. The embedded value must be credible and acceptable so that the educational process should be based on these values. Cognitive Moral Development Approach: An approach that has the characteristics of the aspects of cognitive development. The approach that encourages liveliness of thinking about moral. According to Superka (1976) the purpose of this approach are: first to help students make more complex moral consideration based on the higher value, and second to encourage students to discuss reasons when choosing value and its position within a moral issue. Values Analysis Approach: The approach gives a boost to students' ability to think logically by analyzing the problems related with the social value associated with certain moral values. This approach is easy to apply and has a systematic step. Values Clarification Approach: It is the approach which helps students in assessing the feelings and actions in order to raise awareness about the value. Action Learning Approach: The approach provides the opportunity for students to implement positive values or morals. The Implementation can be implemented independently or by group. 4. CONCLUSION The most appropriate solution for nation building is through character education. The character education began early on to the end. Implementation of education is done through family, school and community paths. The most important path is education. In implementing the character education in schools, the appropriate approach is needed. The approaches are values inculcation approach, cognitive moral development approach, values analysis approach, values clarification approach, and action learning approach. In addition, the learning process should be packed in a fun way, and conducted continuously. The role of teachers is crucial, because the teacher must act as the role ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 model, an idol, and an inspiration for learners. If the character education can be implemented effectively and successfully, the problems in society can be overcome. Thus, character education is the right solution in the development of the nation. REFERENCES 1. Departemen Agama Republik Indonesia, Akhlak Tauhid, Jakarta: Direktorat Jenderal Bimbingan Islam Bagian Proyek Peningkatan Mutu Pendidikan Guru Agama, 1984. 2. Lickona, Thomas. (1987). Character Development in The Family. Dalam Ryan, K. & Mc Lean, G.F. Character Development in Schools and Beyond. New York: Praeger. 3. Megawangi, Ratna. (2007). Pendidikan Karakter. Jakarta: Fiscom Pratama (p.1, p.74, p 83). 4. Munir, Abdullah. (2010). Pendidikan Karakter. Membangun Karakter Anak Sejak Dari Rumah. Yogyakarta: Pedagogia (p. 14). 5. Rajasa, Hatta M. (2007). Memaknai Kemerdekaan dari Perspektif Pembinaan Karakter. htthp://www.setneg.go.id/index.php?option=com_content&task=view&id=738&Item id=135(19 Maret 2008). 6. Undang-Undang Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, pasal 3 dan asal 4 7. Superka, D.P., Ahrens, C., Hedstrom, J.E., Ford, L.J.& Johnson,P.L. (1976). Values Education Sourcebook. Colorado: Social Science Education Consortium, Inc.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Character Education Philosophy Istiningsih Sunan Kalijaga State Islamic University Yogyakarta Indonesia ABSTRACT Character education is needed specially in Indonesia. Why it is needed? Because nowdays Indonesia has moral crisis. Sometimes, experts make differencies between character and moral. This paper doen’t want to differ them. This paper assumes that character and moral have same essential meaning that is about behavior. Character education means an education that makes students happy, no pressure, and meaningful. A characteristic of character education is that students do not lose freedom and independence. Character education can also mean education that builds character. The paper explored the phylosophy of character education. The findings of the research as hyphotesis. Why the findings as hypothesis? Because this research was categorized as theoritical research. One charateristics of theoritical research is to find out the hyphotesis. The findings of the research as follows: defining the character education, finding out indicators of character: universality and nationality, environment as contributor in character building, and environment as arena in performing character. Because the findings of this research were as hyphotesis, so it is necessary to do empirical research based on this findings. Keywords: Character Education Phylosophy, Ecology Education. 1. INTRODUCTION Character education means an education that makes students happy, no pressure, and meaningful.1 A characteristic of character education is that students do not lose freedom and independence. Character education can also mean education that builds character. A person's character is formed through education that happen at home, school, and community. During this time, most people assume that the definition of education is a learning process that occurs at school. In fact education can happen anywhere. According Ki Hadjar Dewantara there are three center of education namely family, school, and community education. Education is the responsibility of all citizens. A person's character is formed through the process and is influenced by various factors that exist in the environment. It is known that the entire human education can take place in three center of education. Due to criticism in this paper concerns about the essentials of human behavior, then this article is packed with title Character Education Philosophy. Furthermore, this paper also peel the personal character of a person in the context of social life and state. In other words, how the manifestation of one's personal character within the context of society and state. In general, a variety of character references are not contextualized in the life of society and state. Outlines the personal character alone is not complete, because it is assumed there is not necessarily a correlation between personal character with the character of society and state. Although this time the author has conducted research related to the third correlation characters already mentioned.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Human character is not always good, like a continuum line, from negative or bad to positive or good character. Character is built by environment where a person was grown and educated. Related to the environment that affects the character of a person, in this paper is called Ecology of Character Education. According to Djohar (2000), there are eight character education ecological constituent elements, namely: (1) the family, (2) schools, (3) community, (4) history, (5) geography, (6) political, (7) technology, and (8) globally. Someone responds to the existing environment, and the state of the environment, which in turn affect the future impact on the human character (see figure below). 2. CHARACTER: UNIVERSALITY AND NATIONALITY The research classifies character into two kinds, namely personal character or universal character, and state or nationality character. The characteristics of personal or universal characters: (1) honest-upright, not cheating, low profile, an open, not a lie; (2) discipline: obey the rules, timely, precise work, (3) orderly, polite, obedient; (4) be kind, loyal, humble, tolerant, caving; (5) good-minded, intelligent, mastering, having ability in problem solving, visionary; (6) Well behave, not oblique, polite; (7) hard working: work withaout count the time, work completed, work without considering the wages, happy working, persevering; (8) independent, think and do without helping from other one, full of confident; (9) creative: can create, innovative, generating alternatives, generate updates, visionary; (10) democracy: happy deliberation, not make decisions alone, happy to listen to others, not authoritarian; (11) want to know or curious: always ask, not easily satisfied, conduct continuous studies; (12) patient: accept what is, not quick to anger, longsuffering, act calm, unhurried, resistance to temptation, high EQM (emotion quetion management), not emotional; (13) open: anyone can know, is not closed, there is no secret; (14) impersonal: has the identity, self-esteem, have a value of its own, has a clear attitude; (15) sense of responsibility: bear the risk of his work, does not involve others to his task, accountability borne alone, independently; (16) religiosity strong: taste powerful deity, discipline to do pillars of religion, good thinking, good-hearted, well-behaved, surrender; (17) likes to read and write: love reading new books, spend time to read and write, happy to make paper (writing quality). The character of nationality: (1) strong togetherness: likes to hang out with anyone, regardless, likes discussion with his friend, like meetings, likes to listen to people's opinions; (2) good with anyone, polite, courteous, do not distinguish, appreciate others; (3) like to help and likes to give: loyal, sad to see the misery, sympathize to poor man; (4) siding to the people: to side with the public, siding with the hard, pro-poor, pro-business appropriate; (5) the responsibility to humanity: not willing to occurrence of suffering, violations of human rights, fair; (6) rewarding achievement / success: appreciate the effort to excel, dare to sacrifice for the purposes of achievement, dare to use the time to gain achievements; (7) love peace: not happy about the ongoing conflict, please do not face problems emotionally, doing good with others, not happy at the split; (8) care: do good with others, was not happy to see the suffering, happy to help, ang giving, happy to stay in touch; (9) respect the red and white flag: Feeling sank when kissing red and white flag, was suffering treating see the red and white flag with the unnatural (tear, burn), feel sad to see people using the red and white flag is not in right place; (10) has the behavior of Pancasila and the Constitution ‘45: feel concerned about the students at the time did not participate in ceremony of Pancasila, was concerned about the public has forgotten Pancasila, was concerned about efforts to restore Pancasila not broadcasting community responded with enthusiasm, and feel concerned Constitution ‘45 has already lost the essence; (11) respect the national anthem: concerned for the students at the ceremony ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 many who do not join in singing the national anthem, was concerned to see the students in a lackluster sing the national anthem, was concerned to see the students do not feel guilty in singing the national anthem with their own wishes; (12) against disintegration: a divisive motion condemning the nation, condemned the acts of violence that occurs between the citizens of the nation that can menibulkan fading cohesive national unity, concerned about the government's attitude is not the same in the treatment of citizens of the nation in urban and border; (13) love homeland: condemned all movements which lead to the outbreak of the homeland, uphold the unity and integrity anah water, deplored the government's actions against the slow development of border area; (14) love nations: to support national unity, feel comfortable associating with citizens of different nations ethic, language, and religion, supporting young oath; (15) respect all religious: not do not limitation the associate with other religion, respect the beliefs of other, every religion invites to goodness. 3. ECOLOGY OF CHARACTER EDUCATION As has been described above, Djohar (2000) stated that the development of a student or the student's character is influenced by various factors. Educational environment affects the human character. The hope through education, character students can form good character. To clarify the ecological impact of education on character can be visualized in the figure below.

Figure. Ecology Education Each element of ecological education has contributed in building individual character. This means that there is an interaction between the student and his environment. Family environment has contributed to the development of personal character. The school ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 environment and the community have contributed to the personal character and the character of society. History has contributed to the character of a society. Geography has contributed to personal character, the character of the society and the character of the state. Politics has contributed to the character of the state. Technology has contributed to personal character, community, and state. While the latter is ecology global environment has contributed to personal character, society and state. 4. CONTRIBUTORS OF ELEMENTS OF EDUCATION ECOLOGY IN CHARACTER BUILDING Humans are basically human nature or nature is composed of all sorts of things that inborn, including the character, which is the nature of "human nature" them. According to Hjelle & Ziegler (1981: 1), within the limits of each culture, the appearance of human nature that vary in terms of value, aspirations and human lifestyles. Humans have tried to explain "human nature" that is Astrology, Theology and Philosophy. Scientifically personalities over value charged Psychology, was charged Psychology character other than liver expression was also charged. Both the potential to establish one's attitude that the impact of the implementation shown in a person's behavior. Individualiti being more coloring someone's identity, so much color as an expression of one's self or personal appearance. So the charge behavior in individualiti more prominent. Although the third looks symptoms in a person's social behavior. To build the nation, according to Djohar (2011), the expected character education are: For the realization of the nation's generation that is ready to change the role of previous generations, so that we expect is a character og nation generation ready to build our nation towards a nation that has civilization, which has a high degree of humanity, by itself the embodiment of the noble generation of nations. Means meaningful as the human development goals. Through education efforts in a way that character, is expected to be a generation of people with the potential to be a virtuous man, intelligent and skilled in life activities. According to Kak Seto, and Sri Lestari (in Arismantoro, 2011: 2, 101) the relationship between students and teachers is good potential occurrence of character formation of students. In addition, many writers who noted the importance of the role of parents and family members to the character formation of students (Probosuseno, Mukti Amini, Nova Indriati,) in Arismantoro, (2008: 56.108 to 123). While the community's role in building the character of students appointed by Farida Hanum, in Arismantoro, (2011: 132) Based on the information raised by Mulyana (2011: 15), according to "Heritage Foundation" in America there are nine basic characters that can be used as an indicator of human civilization, is: (1) love to God and the universe and its contents; (2) responsibility, discipline and self-contained; (3) honest; (4) respect and courtesy; (5) affection caring, and hard work; (6) confident, creative, hard work and unyielding; (7) justice and leadership; (8) good and humble, and (9) tolerance, love peace and unity. According to the Character Counts http://charactercounts.org/sixpillars.html (Anonymous, 2012b), proposed the existence of "The Six Pillars of Character": (1) trustworthiness (trustworthy); (2) respect; (3) responsibility; (4) fairness (honest); (5) caring; (6) citizenship (nationality).


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 5. INTERACTION OF ELEMENTS CHARACTER BUILDER A person's character can be seen from its environment, both within the family, school and community, including the look of (1) how one presents itself, and (2) the reaction of the way in addressing the environment. The way a person presents itself can be identified by the indicator "Human Normative Behavior". In addressing the environment, someone did the mechanism of interaction between the response and impact. The environmental impact of such symptoms that can affect the value of a person. The strong influence of the environmental impact on a person, it is determined by the magnitude of the response of the person. The response itself is essentially mirrors the basic character of the person. So the impact of the transaction between resposn an interaction as follows. Strong impact - strong response, a tug of war between the impact and the response are equally strong, so the appearance of the characters are equally strong, looks good both color and color effects response to situations that favor its appearance. Strong impact weak response, occurs appearance of the characters that are dominated by the influence of the impact, so the color impact defeating response. Weak impact - strong response, the characters appear more colored by the basic character of the man. Weak impact - weak response, a tug of war between the impact and the response is weak, the character color is determined by the momentary situation that person, small color the character of the impact and the response, so that the character color is not clear from the influence of impact or response. How well the environmental impacts families, communities and schools can be declared to have contributed to the formation of one's character. Response and the innate character of the results of the environmental conditions of education, is a real character of a person. The character is a character that is otherwise effective person to the environment. This process results in education that will build a person's character. 6. CONCLUSION (1) According to the perspective that it is essential, human character is formed by nature and ecological education. (2) There are many elements that build ecological pillars of character education. (3) Character Indonesian man can basically be categorized into personal character, community, and state. Indonesian human character means not sterile but contextual. (4) Interaction with the human nature of ecological education is the interaction of the impact and response mechanisms. (5) Viewing profile human characters as mentioned above, then build a good human character can be pursued. REFERENCES 1. Arismantoro, 2008. Penyunting. Tinjauan Berbagai Aspek “Character Building”. Tiara Wacana Yogyakarta. 2. Character Counts. 2012. The Six Pilars of Character. Diambil dari http://charactercounts.org/sixpilars.html. Dikutip tgl 27 Maret 2012, pukul 18. 3. Djohar, 2000. Gambar “Ekologi Pendidikan”. Arsip ada pada penulis


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 4. _____. 2011. Paradigma Baru dalam Membangun Karakter. Makalah dipresentasikan di Yayasan Budi Mulia 5. _____, 2011a. Membangun Bangsa Melalui Pendidikan Karakter. Paper Dipresentasikan pada Seminar Nasional Pendidikan Karakter, Diselenggarakan oleh Yayasan Budimulia Yogyakrata. Paper ada pada penulis. 6. _____, 2011b. Pengembangan Pendidikan Karakter Kebangsaan. Paper Dipresntasikan pada Seminar Nasional Pendidikan Karakter. Diselenggarakan oleh Majelis Luhur Tamansiswa Yogyakarta. Paper ada pada penulis 7. ______. 2011c. Strategi Revitalisai Karakter Bangsa dan Kontribusinya dalam Pembangunan. Paper diucapkan di Seminar Nasioan, yang diselenggarakan oleh UAD 2011, di Yogyakarta. 8. Etymology, Diambil dari internet http://en.wiktionary.org/wiki/karakter. Dikutip tanggal 9 Maret 2012, pukul 16,23 9. Farida Hanum. 2008. Learning Society sebagai Sarana Mencapai Generasi Penerus yang Memiliki Jati Diri Bangsa Indonesia. In: Arismantoro. Tinjauan Berbagai Aspek Character Building, hal: 132-141 10. Hornby. A.S, W. Garenby, & H. Wakefield. 1963. Advance Learner’s Dictionary of Current English. Oxford University Press. 11. Hurlock, E, B,. Personality Development. Tata McGraw-Hill Publishing Co LTD. New Delhi 12. Hjelle, L. A. & D. J. Ziegler. Personality Theories. McGraw-Hill International Book Co. Tokyo 13. Kak Seto, 2008. Peranan Pendidikan dalam Membangun Karakter Siswa. Dalam Arismantoro. Penyunting, Tinjauan Berbagai Aspek Character Building: hal 2-12 14. Mulyasa, 2011. Manajemen Pendidikan Karakter. PT Bumi Antara. Jakarta 15. Mukti Amini. 2008 Pengasuhan Ayah-Ibu yang Patut: Kunci Sukmses Mengembangkan Karakter Siswa . Dalam Arismantoro, Tinjauan Berbagai Aspek Character Builoding, hal:108-122 16. Nova Indriati. 2008. Pola Hubungan Ideal antara Siswa dengan Ayah-Ibu untuk Pengembangan Karaker Siswa. Dalam Arismantoro, Tinjauan Berbagai Aspek Character Building, hl:123-131 17. Probosuseno, 2008. Meretas Pola Hubungan Kakek-Nenek dan Cucu dalam mengembangkan Karakter Siswa. Dalam Arismantoro. Penyunting, Tinjauan Berbagai Aspek Character Building, hal: 56-76 18. Sri Lestari Linawati. 2008. Pola Hubungan Ideal Siswa-Pendidik untuk Pengembangan Karakter Siswa. Dalam Tinjaun Berbagai Aspek Character Building, hal:101-10


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 School Based Management in Improving The Quality of Education Said Maskur¹, Sudirman Anwar², Syarifah Normawati3, Hardi Selamat Hood4 STIT Ar-Risalah Sungai Guntung ¹[email protected], [email protected] ABSTRACT The purpose of this study is to see how the role of school -based management in improving the quality of education and the factors that influence it. The research methodology used is inference statistical analysis approach, the model calculations using Quantitative Descriptive Percent, figures by analyzing the results obtained by using technic file collection questionnaires and observation . The results showed that the presence of school -based management has a very good role in improving the quality of education. Keywords: School based management, quality and education. 1. INTRODUCTION According to Howard M. Management Carlisle stated : Management is the process by which the element of a group are integrated, coordinated, and efficiently achieve objective (Suyanto, 2008 ) Thus the School Based Management (SBM) is the process of integrating, coordinating and utilizing thoroughly involving elements that exist in the school to achieve the goal of quality education are expected to be efficient . Or it can mean that the School Based Management (SBM) is a management model that provides authority to larger schools and encouraging participatory decision making that involves all school community based on mutual agreement. With the authority expected larger schools have independent authority to manage school and choose a strategy to improve the quality of education as well as be able to choose a more suitable development program with the potential needs of the area where the graduates will be projected . Improving the quality of education is stressed the important role of schools as the primary basis of autonomous actors, and the role of parents and communities in developing education. Schools need to be given the trust to govern and manage itself according to the environment conditions and customer needs . Schools as autonomous institutions are given the opportunity to manage the coordination process to achieve educational goals. The concept of thinking has encouraged the emergence of a new approach , namely the management of school -based quality improvement . Approach for this is based on improving the quality of schools (school based quality management/school based quality improvement) (Subagio Admodiwiro, 2000:5-6). The concept of improving the quality of school-based education emerged within the framework of school -based management approach. In essence MBS will bring progress in the two areas are interdependent, namely : "First, the advancement of education programs and services to students-parents, students and the community. Second, the quality of the work environment for all members of the organization" (Suryosubroto B , 2004:204-205). This research is to see how the role of school -based management in improving the quality of education in Junior High School (SMP) Negeri 1 Tempuling Indragiri Hilir Riau Indonesia and the factors that influence it. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 2. LITERATURE RIVIEW In the independence era and the era of school School-Based Management (SBM), the duties and responsibilities of the first and foremost of the leaders of the school is to create schools that they lead to more effective , in the sense of being more beneficial to the school itself and for its wide society. School -Based Management (SBM) is derived from three words, namely , management , based , and school. Management is the process of using resources effectively to achieve targets. Based has said that basic means or principle. School is an institution for learning and teaching as well as a place to receive and give lessons. Management is essentially an effort to set everything (resources) to achieve a goal, so management is "the process of integrating the sources that are not related to the totality of the system to accomplish the goal". (www.travelingdog.net). Malay S.P. Hasibuan said management is "the science and art of the utilization process seumber organize human and other resources effectively and efficiently to achieve a certain goal" (Malayu S.P Hasibuan, 1991:2). Improving the quality of education is stressed the important role of schools as the primary basis of autonomous actors and the role of parents and communities in developing education . Schools need to be given the trust to manage and take care of himself according to the conditions and needs of the customer and the environment. Schools as autonomous institutions are given the opportunity to manage the coordination process to achieve educational goals. The concept of thinking has encouraged the emergence of a new approach , namely the management of school -based quality improvement. Approach for this is based on improving the quality of schools (schoolbased quality management/quality improvement based school) (Soebagio Admodiwirio, 2000:5-6). The concept of improving the quality of school-based education emerged within the framework of school-based management approach. In essence MBS will bring progress in the two areas are interdependent, that is first, the advancement of education programs and services to students-parents , students and the community. Second, the quality of the work environment for all members of the organization (Nurkholis, 2003:81) Wohlstetter in Watson (1999) provide a comprehensive guide to the key elements of the reform MBS consisting of : (1) clearly define the vision and results that expected , (2) creating a focus on national goals that require improvement , (3) the policy guidance from central which contains standards for schools , (4) the level of strong leadership and political support as well as support from the top leadership, (5) institutional building (capacity building) through training and support to principals , teachers , and school board members , and (6) the fairness in funding or financing education (Nurkholis , 2003:82) . School management is the management and performance of functions of school management. Implementation of school management functions should be integrated and continuous running. The functions include planning, implementation, supervision and coaching . This element must be implemented properly to get a good quality education in accordance with the vision and mission that has been set by the school. 3. METHODOLOGY This study uses a model-based approach to quantitative analysis of inferential statistics, which are used to see how to increase motivation to learn by using the library and factors that influence it. Statistical models used is the Percentace of Quantitative Descriptive ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 analyzes. The number of respondents who used as the primary data source of this study as many as 50 people with the principal classification Headmaster 1, Teacher 26 people , officials 6, School Committee 1 and students 12 were taken by random sampling system. 4.RESULT AND DISCUSSION In this study all respondents do analysis each with operational variables measured from the implementation of the provisions of : (1) said to be good if 81 % -100 % indicator implemented , (2) be quite good if 61 % -80 % indicator executed, (3) said to be less good if 41 % -60 % done indicators , (4) is said to be good if 21 % -40 % done indicators , and (5) is said to be not good when the 0 % -20 % indicator implemented. Role of Principals and Teachers in School-Based Management in Improving the Quality of Education in Junior High School (SMP) Negeri 1 Tempuling Indragiri Hilir, measured from the implementation of the operational variables with the results of 88.07 % , so it can be concluded that it is in the category of “good”. Role –Based Administration in the School of Management in Improving the Quality of Education in Junior High School (SMP) Negeri 1Tempuling Indragiri Hilir, measured from the implementation of the operational variables with 98.88 % results , It can be concluded that in the category of “good”. Role of the School Committee in the School-Based Management in Improving the Quality of Education in Junior High School (SMP) Negeri 1 Tempuling Indragiri Hilir, measured from the implementation of the operational variables with 86.66 % result So it can be concluded that in the category of “good”. The Role of Students in School Based Management in Improving the Quality of Education in Junior High School (SMP) Negeri 1 Tempuling Indragiri Hilir, measured from the implementation of the operational variables with 86.66 % results. It can be concluded that in the category of “good”. 5. CONCLUSION The head master successfully mobilized school resources and becomes a characterized leader and has character and responsible leadership soul. The role of teachers in the School-Based Management as facilitators, motivators, mediators and others performing well. The role of administrative as executor in the School-Based Management is also performing well. Role of the School Committee is also performing well with the school, although sometimes due to something else so that the committee cannot control the school at any time, but the committee will be able to control even through communication. Students as well as implementing school-based management have also implemented a high role well. REFERENCES 1. Suyanto, Perumusan Manajemen Berbasis Sekolah, www.pdf-search-engine.com. Diakses 29 Desember 2008. 2. Soebagio Admodiwirio, Ardadizyajaya.

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 3. Suryosubroto, B, 2004. Manajemen Pendidikan di Sekolah. Jakarta: PT. Rineka Cipta. 4. Hasibuan, Malayu S.P., 1991. Manajemen Sumber Daya Manusia. Jakarta: Bumi Aksara. 5. Nurkholis, 2003. Manajemen Berbasis Sekolah, Teori, Model dan Aplikasi. Jakarta: PT. Gramedia Widiasarana Indonesia. 6. www.travelingdog.net


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Cultural Distortion When the Character Education Incessantly Towards Children of Civilized Nation Which Is Uncivilized Nation Yunisa Oktavia Universitas Putera Batam [email protected], ABSTRACT Cultural distortion when the character education incessantly towards children of civilized nation which uncivilized nation becomes a lancet so it will not occur by intervals of time. It is aimed in order to not grind the culture that has been created, agreed, nurtured, and preserved by our ancestor become fade of engulfed time. Especially nowadays, there are many things that can eradicate the cultural image of civilized nation’s children in the eye of international later. Hence, the personality is required in building civil culture. It seems that culture and personality has relationship that cannot be separated. Moreover, the personality also has close relation with character education. Actually, the purpose of character education is to improve the quality of organization and its performance whichaims in achieving of character building and as a whole, integrated, and stable of good morals character. Cultural distortion means victimization of sspublic, falsification of data and truth, perversion the facts with new things that can destroy part or the whole of system value. Based on the elucidation above, it is required to reform and character education of civilized nation’s children becomes civilized. This research is aimed to describe and investigate the cultural distortion when character education incessantly toward the civilized nation’s children which is uncivilized. Keywords: distortion cultural; character education. 1. INTRODUCTION In the world of national education, all related party must be involved in educating children of nation. The intelligence of children is very urgent and demanded not only from academically and theoretically, but also from their ethic and character. Neither character from how they behave, speak, have their self-esteem, respect toward the others, or even on the rules and norms that prevail in the society life and nation. Moreover, each individual in conducting how they act and well behaved must be aligned with culture, which becomes their foundations later. All of these things are considered by the practitioner education to revive the importance of character education toward the children. Cultural distortion when the character education incessantly towards children of civilized nation which uncivilized notion becomes a lancet so it will not occur by intervals of time It is aimed in order to not grind the culture that has been created, agreed, nurtured, and preserved by our ancestor become fade of engulfed time. Especially nowadays, there are many things that can eradicate the cultural image of civilized nation’s children in the eye of international later. Hence, the strengthening foundation is required in order to prohibit the fade of national or regional culture in this country. In that case, it will revoke the image of our nation into cultural civilized nation. Besides that, it is also required personality in building the civil culture. In the principle, the personality as a character that seen since birth, consistent, and consequence in his ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 behavior. Overallit appears that the individual has special identity which is different from the others. The elements of personality involve the knowledge, feeling, and encouragement instinct of the related individual. The knowledge will establish the cultural completely and integrated. As well as the feeling and encouragement instinct of each individual is subjective. Based on the elucidation, it seems that cultural and personality has relationship that cannot be separated. The relationship is connected between the cultural and personality because both of them influence to each another. For example, cultural can influence a person’s personality in how she or he thinks, acts, and makes decision. Someone who since childhood is taught a good manner, he or she will habitually use it until he reaches maturity. On the contrary, if they used to not act with a good manner, they habitually will act like that. So, it can be concluded that one of the building of personality is the cultural itself. Furthermore, this personality also has a very close relation with character education. Actually, the purpose of character education is to improve the quality of organization and its performance whichaims in achievement of character building and as a whole, integrated, and stable good morals character. Through character education is expected to the person independently can increase and use his knowledge, review, internalize, and personalize the character values and good moral character to be manifested in their everyday behavior. Therefore, if the character of the nation is not accordance with the order, it will happen distortion among the culture of a region and the nation generally. Distortion was originally known as a term in the world of electronic. Broadcast which is captured with neat voice, dirty, and not clear on the radio called distortion. Then, this term is used in the term of culture. Cultural distortion is perversion the facts, blurring the rules, laws, and values to obtain a profit of particular group or individual. Distortion can be explained as the changing of form as the result of some unexpected external factor. In the wide meaning, cultural distortion means victimization of public, falsification of data and truth, perversion the facts with new things that can destroy part or the whole of system value. All of the things need to be followed up and carried out new innovations to improve and repair the character of the nation in order to be civilized in the eyes of the world and particularly on his own nation. This thing is important to be done in order to prohibit the problems of cultural sssswhich might be a distortion in future. So, the problem will not spread up and not to be dragged by other people into the political problems which will damage the social life. This research is aimed to describe and investigate the cultural distortion when character education incessantly toward the civilized nation’s children which is uncivilized. 2. DISCUSSION Cultural distortion actually is a process disintegration of values, and finally it will overthrow the existence of systems. Then it will eventually defeat the culture itself. There are some factors of cultural distortion in Indonesia as follows: (a) The Indonesian local cultures are regarded as the asset of nation that still exist and continuously growing up. All of these things is completing, embedding, and strengthening its values.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 (b) Nowadays, cultural is continuously effort to be a clear form of Indonesian culture, and also it is expected to be a national identity. In addition, it also becomes a tool of unifying the nation as mention in bhinneka tunggal ika. (c) Global cultural continuously cut down and obscure the state boundaries, local boundaries or even national boundaries which in turn will likely occur a world of uniformity. . Global cultural which is adapted by developing countries or super power country which has a forces science and technology will affect the lead in managing the earth as the inhabitation together. So, it is required a strong cultural. According to Koentraninggrat (2009:146), the word culture is derived from Sanskrit buddhayah, is the plural from the word buddhi yang which mean character dan intelligence. While Manan (1989:33) said that human create the culture. Culture makes civilizes human being. Culture establishes us intellectually, emotionally, and physically. He adds that culture can acquitted and limit human beings at once. Culture limits in how to act externally (through laws and sanction) and internally (through habit and awareness) to create social order which need by human life. Culture also restrict human by allowing them in developing a portion of its whole potential. Honigmann (in Koentjaraningrat, 2009:150) establishes culture into three forms that is (1) ideas, (2) activities, and (3) artifacts. Koentjaraningrat (2009:150) also explains that culture has three forms, that is (1) the forms of culture as a complex of ideas, opinions, norms, values and etc. (2) the forms of culture as a complex activities and patterns of acts from human in society, (3) the forms of culture as things created by human being. Character education in implementation guidance of character education is as a value education, attitude, moral values, and character education which aims to develop ability of students to give the good or bad decisions, preserves all of the good things and actualize that kindness in daily life seriously ( Curriculum center and Books: 2011). Character education is aimed to develop of values that establish the character of nation that is Pancasila, includes: (1) developing a student’s ability in order to become a good person, positive thinking, and good manner, (2) establishing the nation with Pancasila as the character, (3) developing ability of citizen in order to have self-confident, proud of his nation and country, and loving all of the human beings. Character education has function to: (1) build multicultural life of nation, (2) establish civilization intelligence, noble of civilization, and able to contribute toward the development of human life, develop the basic potential in order to be a good person, positive thinking, and good manner, (3) establish the attitude of citizen that love peace, creative, independent, and able to socialize with the other countries harmonically. Character education is doing through many media such as family, united of education, society, government, entrepreneur, and mass media. Goelman (in Adisusilo, 2012:79-80) said that character education is educated value that covers nine basics that related with another, that is responsibility, respect, fairness, courage, honesty, citizenship, selfdisciplien, caring and perseverance. 2.1 Cultural Distortion in the Various Areas of Culture As a case in the context of cultural distortion, we should see for a while in the cultural problematic that attacks Minang, West Sumatra Province. As well as the other provinces, West Sumatra is an administrative region of the Republic of Indonesia that the existence, authority, rights, and obligations are arranged by legal legislation. This area is inhabited by majority of population that supports Minangkabau culture. There is an assumption that only have Minangkabau culture, they do not look and touch the other cultures or ethnic ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 from the others culture. This assumption makes them should continuously maintain and develop the Minangkabau culture. When they discuss about problematic cultures in West Sumatera, it refers to a kind form of development like only developing Minangkabau culture. The other case of Minangkabau culture is a product of habit and tradition with the strong Muslim background. It is known with term adat basandi syarak, syarak basandi kitabullah. This case causes the moral values of Islam unite as tradition and their culture that has run in a long period with its dynamics history. In this context, the case about differences of cultural diversity in West Sumatra must be placed in prominent priority in effort to prohibit occurrence of the other distortions. This cultural case of West Sumatra can also occur in others region or provinces. Distortion will occur if the leader and people are not keen to see it as a “ time bomb” from the various flaming that might occur in several areas of culture in Indonesia. This is importance to remember this cultural problem which might be happened in future can be a distortion. Hence, it can be prohibited as soon as possible. So, people must prohibit this problems do not spread up and be dragged by other people into the political problems which will create civilized nation which is uncivilized because of their character. All of these will lead to the various social problems that is unexpected. Furthermore, It also found that the position of national language distortion is Indonesia language as the adhesive nation. Indonesia language as a national language becomes famous since the day of Sumpah Pemuda on 28 October, 1928. By the time, Indonesian language is declared in Proclamation Independence of Republic of Indonesia. So Indonesia language needs to be preserved in order to not lose in our country, even though Indonesian use their mother tongue or regional language when they communicate with the others. Isn’t our state motto is Bhinneka Tunggal Ika? Walaupun berbeda-beda bahasa, tetapi tetap satu, yaitu bahasa Indonesia. ( Even though have differences language, but we are still unite, that is Indonesia Language). Indonesia language is one of identities of our nation as official language in Republic of Indonesia and as unity language of Indonesia. In the globalization era, this nation identity begins to disappear and less attention, like being discriminated by their nation itself and the other countries. Look and listen! If someone or student wrong in using English or the other foreign languages, people will respect to repair it. Moreover, if someone is wrong in counting or using something, all of the people will give solution. In contrary, if someone is wrong in pronouncing Indonesian language, all of people are quite and less attention with their own language, even they laugh without giving solution to repair it. How Indonesian as civilized nation will be regarded in the eye of the world? Ironically, in system education from many school and university, generally Indonesian Language never been regarded by student as difficult lesson but only a simple lesson in their school. In university, majority of students more interest study foreign language, science, mathematics, and other subject than study their national language. The character of Indonesian people who not confidence in using their own language is very embarrassing, even they ignore their prestige as Indonesian people. It is seen of the lack ability of citizen that cannot use Indonesian pronunciation good and right. Furthermore, it also proves that nowadays Indonesian has less awareness toward their own language, even they feel not confident and not proud in using their own language. It’s like that they are not proud in wearing their woven cloth.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 3. CONCLUSION Culture as a whole of society life can bond social life. Culture can be achieved from the result of study and has been arranged in society life. Culture is related to personality as that seen since birth, consistent, and consequence in his behavior. Furthermore, personality also has a very close relation with character education. Actually, the purpose of character education is to improve the quality of organization and its performance whichaims in achievement of character building and as a whole, integrated, and stable good morals character. Through character education is expected to the person independently can improve and use his knowledge, review, internalize, and personalize the character values and good moral character to be manifested in their everyday behavior. Moreover, it will also establish the nation civilized. REFERENCES 1. Adisusilo, Sutarjo. 2012. Pembelajaran Nilai-Karakter Konstrukvisme dan VCT sebagai Inovasi Pendekatan Pembelajaran Afektif. Jakarta: Rajawali Pers.Jalaluddin dan Usman Said. 1996. Filsafat Pendidikan Islam. Jakarta: PT. Grafindo Persada. 2. Fathoni, Abdurrahmat. 2006. Antropologi Sosial Budaya: Suatu Pengantar. Jakarta: PT Rineka Cipta. 3. Koentjaraninggrat. 2009. Pengantar Ilmu Antropologi. Jakarta:PT. Rineka Cipta. 4. Manan, Imran. 1989. Antropologi Pendidikan:Sutu Pengantar. Jakarta:Direktorat Jenderal Perguruan Tinggi. 5. Muslich, Masnur. 2011. Pendidikan Multidimensional. Jakarta: Bumi Aksara.

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Developing tolerant attitude through character education in family environment Sri Sumarni Sunan Kalijaga State Islamic University Yogyakarta Indonesia ABSTRACT Indonesia has diverse society in various aspects; ethnic, religion, race and groups, and these require tolerance to maintain integrity and peace. It is undeniable that conflicts in many regions are as a result of those differences. It is being a signal of the importance of teaching a tolerant attitude since early childhood. Tolerance is an attitude of openness and respect differences in any cases, not merely in ethnic and religious differences. Tolerance also means to respect and care about others, respect for differences, bridge cultural gaps, reject unfair stereotypes, in order to achieve equality, attitude, and behavior. Therefore, character education need to be designed to foster tolerance since early childhood in a family environment, by: (1) giving affection, (2) giving exemplary of tolerance from parents and other family members, (3) creating a pleasant and democratic atmosphere, (4) understanding talents, interests, and uniqueness of each child, and (5) habituating mutual respect, care and help each other, do not discriminate race, religion, ethnic, and groups. Keywords: tolerance, character education, early childhood A. INTRODUCTION Entering the era of ASEAN Economic Community (AEC), respect for diversity is highly important since all parties will enter a multicultural era where various cultures will intersect even interact with one another. It is due to the AEC does not only emphasize on the establishment of a single market in terms of economic merely, but also pay attention to the social aspects of cultural unification. The existence of numerous acts of violence in the name of religion, from fundamentalism, radicalism, to terrorism, including ISIS lately are extremely counter-productive to the readiness of the Indonesian people to enter the era of AEC. Similarly, the existence of conflicts in many regions such as Ambon, Papua, and Poso, can be like "fire in the husk", which may explode anytime, even though it can be muted many times. These events not only have claimed many lives, but also have destroyed hundred places of worship (either mosques or churches), so that human civilization has suffered into decline. Therefore, inculcating tolerance against differences is important since childhood as early as possible. The values of tolerance should be taught wisely. Even though children have not able to speak, they typically see and imitate their parents’ behavior. Hence, educating the values of tolerance on children, should be started from their parents who appreciate the differences by being themselves, with no made-up attitude. If parent can appreciate the differences in the environment, their children can also understand and appreciate the differences well, because children learn a lot from the habits they face everyday. Lot of parents live in diverse communities and have friends with different origins, gender, religion, and so on. These can be a good medium for parents to appreciate the differences. In the future, children are exposed to free market era, starting from AEC, AFTA, and so on, that require them to be able to get along with people with different background of ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 cultures, so that an understanding of diversity will be an important thing to be noted as early as possible. In a modern context, education is constantly placed in the framework of activities and tasks which is intended for generation at the period of growth and transition. Therefore, education more orients itself on its efforts to establish mature personality for each individual as a social being in overcoming the challenge of the progress of time. This forming process of personal continues over time in terms of space and time which is constantly changing. Thus, education should be designed to always be able to adjust the times and establish mature personality in a personal and social. B. EDUCATION FOR EARLY CHILDHOOD According to data retrieved in 2002, it has been stated that approximately 7.343.240 or 28% from 26.172.763 children of 0-6 years old in Indonesia who get educational services from early childhood education programs. As for the preschool age, 4-6 years, there are still about 10,2 million or about 83,8% of children who have not served well (Mansur, 2009: 95). One of the efforts of early childhood education is to prepare children to face further education. Early childhood is often referred to as a golden age, the most excellent and brilliant period for education. Based on a research, approximately 50% of adults intelligence capability have occurred at the age of 4 years old, 80% of them have occurred rapid development of brain tissue at the age of 8 years old and reached its peak at the age of 18 years old, and after that, it will not affect the child's development even though their nutrition are improved. This means that the developments occur within the first 4 years is equal to the developments occur during the period of the next 14 years. Thus, this period is a critical period for children, where the developments obtained in this period is very influential on the development of the next period until adulthood. While this golden period only comes once, so if it is missed, it will not come again (http://anakusiaemas.blogspot.com/: page 1). Education for early childhood is granting an effort to stimulate, guide, nurture and granting of learning activities that will generate the character, abilities, and skills of children. Early childhood education is one form of organization of education that focuses on laying the foundation toward the growth and physical development (fine and rude motor coordination), intelligence, creativity, emotional intelligence and spiritual intelligence. In addition, it is also to prepare the child how to establish a good relationship with their environment. How children related to their parents, family, friends, and larger society, can be well prepared since early childhood. Therefore, early childhood education is essential to be designed to prepare children to live their lives in society, and it is also important to be noted about what the aspirations and needs of the community. As children will live the real life in society. Herein lies the importance of tolerance is introduced and even internalized since early childhood. The diversity of society becomes a very important thing to consider in early childhood education, in order that children do not get stress in facing real life in the future. Basically, society are compilation of groups with a variety of character, both in terms of livelihood, religion with its diversity of commentary, social status, even political aspirations and so on. In other words, an attitude supposed to underlie multicultural society is a humble attitude (= to accept the fact), that no one who is able to have the absolute truth, for absolute truth ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 beyond time and space, whereas humans are bound by space and time. We walk together to the absolute truth. Therefore we need to develop an attitude of respect for the uniqueness of each individual or group without distinction, either on the basis of gender, religion or ethnicities (Yakin, 2005). That is why, character education since early childhood is important, to grow mannered citizens, respectful, and caring, that will create a harmonious atmosphere, peaceful, and able to minimize conflict in society. In turn, Indonesia is also easy to make friends with other nations around the world, particularly in facing free market era, both in ASEAN (AEC) and AFTA. C. THE ESSENCE OF CHARACTER EDUCATION On his book Character Matter (2004), Thomas Lickona explains Jacques Maritain’s statement: ”The aim of education is to guide students in the process through which they shape themselves as human persons armed with knowledge, strength of judgment, and moral virtues-while at the same time conveying to them the spiritual heritage of the nation and the civilization in which they are involved”. Also a statement from Martin Luther King, JR. that: “Intelligence plus character-that is the goal of true education”. In Indonesia, character education is not something new actually. Since the beginning of independence, Old Order, New Order era, and reform period, it is already conducted with different names and forms. However, the results are not optimal yet, proven from the social phenomenon that shows inappropriate behavior. Term of character education which is becoming nomenclature of educational value in the last decade actually has been known as moral education. Zuchdi (2011: 13) states that for about ten to twenty years ago, the term of moral education is more popular than character education in America, while in Asian countries moral education is more popular, in the United Kingdom, the term value of education is preferred. Berkovitz explains that the use of concept of character is related to conservative, traditional, and behavioral approach. Moral concepts are related to the liberal, constructivist, and cognitive approach. Typically the use of value of education related to the tendency of theoretical, involving attitudes, and empirical approaches. A Moslem thinker, Imam Ghazali called it as a moral education, referring to hadiths of Prophet Muhammad such as: "Verily, I was sent only to enhance morals" (Abdullah, 2010: 296). In Zuchdi (2013: 17), The word akhlak (moral) is derived from the Arabic "alakhlaq" the plural form of the word "al-khuluq" which means manner, temperament, behavior, or character (Jacob, 1988 in Zuchdi , 2013: 17). Terminologically, al-Ghazali defines akhlak (moral) as a character remains on the soul which thereof arising acts easily, with no need to mind (Djatmiko, 1996 in Zuchdi, 2013: 17). Furthermore, Imam Ghazali says: "to change human manners is quite possible, to develop someone in good manner can be carried out by eliminating his evil character. As a reason, he argued Hadith which mean: "Improve your akhlak" and he added his explanation that if akhlak is not possibly changed, of course, the Prophet Muhammad does not command as the hadith. People who have character, often called: "akhlakul karimah". So substantially, character education is same with akhlak education, moral education, and value education. Character education is moral education plus, which involves aspects of knowledge (cognitive), feeling, and action. Character is not only established by individual actions, but also influenced by social interaction in which individual lived. Therefore, character education is a whole educational process, so that everyone do not only knows the norms and standards of virtue, but also feel and have the desire and are encouraged to practice it. This is consistent with character education according to the concept developed by Lickona ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 which includes three elements, namely: moral knowing, moral feeling, and moral acting (Lickona, 1991).

Moral Knowing

Moral Acting

The Coverage of Character Education

Moral feeling

The Coverage of Character Education according to Lickona A great educator of Switzerland, Pestalozzi gives term of character education as moral education. He considers that moral education is the most important for children because without that, education on other aspects will lose direction. He lays intellectual education under moral education because the basic of it is goodness of the human being. Man will feel safe if he is doing a favor. If there is a person who misbehaves, the path to goodness as if it closed (as if there are obstacles). The closing of goodness path is actually a very sad thing. Humans with evil character are actually feeling sad. He believes that all the time at any place in the hearts of every human being are basically good (Heafford, 1967: 60). According to him, education is not just giving technical knowledge and skills to children to do the job in life, but to do good education. Good education starts from birth, so the development of the personality and character of the child also starts since the birth. He also admitted the influence of the first years of a child's life to the development of a healthy and balanced personality. Interaction between a child with his mother in the first years of life greatly affects the development of children's personality and character. Furthermore, the influence of environment in school has a great influence on the development of children's character (Kuntoro & Risti: 2014: 2). Pestalozzi recognizes that moral education is not only more important, but also began earlier than intellectual education. He says that a child loves and believes first before he thinks and acts. Indeed moral education for a child began when he was born and is centered on his relationship with his mother. At first, the feeling of trust is formed by dint of satisfaction of physical needs given by his mother through breastfeeding and physical caresses with full feelings of affection. By means of relationship between mother and child in a way of love and affection, then it will foster the child with a feeling of love to his mother, as a part of the development of children's character. Even more if a person realizes the role of pregnant mother up to give birth a child, he/she will realize role of the mother is highly great for the survival of children. In accordance with the teachings of Islam, Prophet Muhammad was once asked about who is to be respected? He answered "your mother", after answer it for three times, then He declared your father. Religious values that teach appreciation, respect, and devotion to mothers as a part of moral or character education is foundational to a dignified social life (Kuntoro & Risti: 2014: 2-3). ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Family environment characterized by the values of love, affection, respect, cooperation, tolerance, warmth, and honesty is a good medium for the development of well attitudes, behaviors and habits for children. Therefore, reconstruction of educational environment in the family can be a good medium to create an atmosphere that is full of love, respect, and cooperation. D. CHARACTER EDUCATION TO DEVELOP TOLERANT ATTITUDE ON EARLY CHILDHOOD IN FAMILY ENVIRONMENT Tolerance is an attitude of openness and respect differences in any cases, not merely in ethnic and religious differences. Tolerance also means to respect and care about others, respect for differences, bridge cultural gaps, reject unfair stereotypes, in order to achieve equality, attitude, and behavior. Tolerance strongly supports the making of comfortable, safe, and peaceful atmosphere, so that it is conducive for solid cooperation in order to achieve progress and civilization. Conversely, no tolerance may cause no respect atmosphere, hostility, conflict, even destruction of civilization. Therefore, tolerance should be imparted to children as early as possible. Since the age of one year, child’s subconscious can absorb examples performed by his parents and people around him. But at the age of two, most children still tend to have a self-centered character. This means that a child thinks that he is everything. Here parents have an important role in instilling values of tolerance to their children. Primarily, to stimulate their children to be ready to accept the existence of others. Simultaneously, also to instill tolerant character to others. Considering the importance of understanding the environmental diversity of people's lives as already mentioned above, it needs the right strategy in order that tolerance on children can be fostered and promoted since early childhood. One of them is to provide character education since the beginning of early childhood so that it can be a solid foundation for mental development of children. From an early age, children are expected to have an understanding that a country or area where they live is "a shady home for all." There should be no longer children, ethnic, religion, or certain individual who should be evicted from their homes, or have to evacuate because of differences in beliefs, gender, race, or ethnicity. Education as a social engineering should be able to direct and put the values of the plurality of Indonesia on the functions and roles of each individual. Children need to get used to acknowledge and appreciate the differences of religion, belief, ideology, culture, and all other differences. At home, in teaching their children, parents have an important role, particularly in terms of how to give affection, love, and peace, and provide examples on how to interact with other people well. Parents also play a major role in educating their children how to behave when there are any divergences with their friends and wider society. When attitudes such social behavior has become the basic character of a family, a child will be able to accept the differences as a natural thing. Compiled from Pestalozzi’s opinion in Heafford (1967) and Hidayati (2011), it can be described that there are at least five (5) steps of approaches that can be applied to instill tolerance of children at an early age. First, giving full affection. It has been acknowledged that a good education in the first years of a child's life influence the development of a healthy and balanced personality. Interaction between a child with his mother in the first years of life greatly affect the development of child's personality and character. At the beginning of birth of a child, a feeling of trust is formed within the child due to the satisfaction of physical needs given by ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 his mother through breastfeeding and physical caresses with full feelings of affection. By means of relationship between a mother and a child with love and affection, it will grow a feeling of loving his mother and fellow human beings. It is understandable that one of the causes of psychopath children is the lack of parental affection. Second, creating a pleasant atmosphere. Children are accustomed to always feel happy and comfortable with himself, so he is able to treat others/friends well. Therefore, since the child is waking up in the morning up to going to school, parents should not create a situation in angry, sad, or feeling disappointed conditions, because such a psychological situation unwittingly be carried away in the form of how the child socialize at school. If parents want their children to be able to be affectionate and care to his friend, they should also give more love and takes great care over it, because children who are lack of affection, are usually difficult to give affection. Third, parents need to understand and appreciate the uniqueness of each child. There is no same person in this world, even they are twin, so parents need to be aware of this, for example, when parents praise their children's work – whether a painting or narrative – they should not compare it with other children’s work. Yet, give them rewards, and show that parents are proud of their work. Similarly, when parents give responsibility to their children, it is need to be adapted to their abilities, talents, and interests, especially which are related to their ideals. Children are also accustomed to understand the fact that every person believes that his religion is the truest religion. This is correct, while the incorrect one is to blame other religion. Fourth, habituation of help each other by providing activities which gives responsibilities for a child to help other child wihtout placing himself in upper and lower position than other child he has helped for. Parents understanding that everyone has strengths and weaknesses as already mentioned above, is important to train children to cooperate with others so that they can coexist each other. Fifth, an exemplary, it means parents should always be aware that their action and behavior will always be imitated by their children. Giving an example or role model for parents is a very fundamental thing to child’s tolerance. The basic character of a child is tendency to imitate behavior of parents or siblings in a family environment. Therefore, parents need to give examples on how to be respect others, mutual care, and cooperation. Avoid any actions or speeches that are disparaging or harassing others, including a burst of word jokes that are indiscriminate and lack of respect for others which is actually counter-productive to the efforts of developing a tolerant attitude toward children. Parents also need to be able to see themselves/their family in the context of equality with other people's families. When such behavior can be developed, children would be able to behave, how to admire the greatness of others without having to humble themselves. This is the essence of tolerant behavior. Children understand that there is no higher and no lower in social life. E. CONCLUSION From the above description, it can be conclude as the following: 1. Children in early childhood are often called golden age; it is a best period for developing character education. Therefore, this is a critical period for children in which the development obtained is highly influencial against the development of the next period up to adulthood. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 2. Golden age only comes once in a person’s life. So, it is necessary to apply appropriate education and significant impact for child growth and development, in order that it is not in vain. Character education in early childhood is expected to provide an alternative solution to build character and national character in order to form, familiarize, to instill tolerant behavior, that is mutual respect, mutual trust, mutual care, and mutual cooperation between the groups in society to create a comfortable, safe, and peaceful and conducive atmosphere to the profress of human civilization. 3. In family environment, parents can apply character education through: (1) giving affection, (2) giving exemplary of tolerance from parents and other family members, (3) creating a pleasant and democratic atmosphere, (4) understanding talents, interests, and uniqueness of each child, and (5) habituating mutual respect, care and help each other, do not discriminate race, religion, ethnic, and groups. REFERENCES 1. Abdullah, B. (2010). Reformasi pendidikan di Indonesia dalam perspektif pendidikan Islam. Millah: Jurnal Studi Agama (Menggugat Pendidikan Nirketeladanan) Vol. IX, No. 2, February 2010, Yogyakarta: Master Program, Islamic Science Faculty, Magister of Islamic Studies, Islamic University Indonesia. 2. Indasah (2012). Membangun Karakter Sejak Pendidikan Anak Usia Dini. http://anakusiaemas.blogspot.com/2012/12/membangun-karaktersejakpendidikan.html. 3. Heafford, M.R. (1967). Pestalozzi. His thought and Its Relevan Today. London: Methuen & Co. Ltd. 4. Hidayati, Eni. (2011). Mengajarkan Sikap Toleransi pada Anak Sejak Dini. http://paudshinta.blogspot.com/2011/04/mengajarkan-sikap-toleransi-pada-anak.html. Downloaded on May 2nd, 2014. 5. http://www.kompas.com/kompas-cetak/0609/01/opini/2921517.htm. 6. http://anakusiaemas.blogspot.com/: page 1 7. Kuntoro, S.A. & Risti, A.V. (2014). Membangun karakter anak melalui rekonstruksi lingkungan rumah dan sekolah bebas budaya kekerasan. Paper presented at National Seminar of PGPAUD UAD on September 6th, 2014. 8. Lickona, T. (1991). Educating for Character: How Our School Can Teach Respect and Responsibility. New York, Toronto, London, Sydney, Aucland: Bantam books. 9. ______. (2004). Character matters. How to help our children develop good judgment, integrity, and other essential virtues. New York: Touchstone Rockefeller Center 1230 Avenue of The Americas. 10. Madjid, Nurcholis. (2004). Indonesia Kita. Jakarta: Gramedia Pustaka Utama. 11. Muhadjir, Noeng. (2003). Ilmu Pendiidkan dan Perubahan Sosial: Teori Pendidikan Pelaku Sosial Kreatif, Edisi V. Yogyakarta: Penerbit Rake Sarasin. 12. Yaqin, M. Ainul. (2005). Pendidikan Multikultural: Cross-Cultural Understanding untuk Demokrasi dan Keadilan. Yogyakarta: Pilar Media. 13. Zuchdi, Darmiyati., dkk. (2009). Pendidikan karakter grand design dan nilai-nilai target. Yogyakarta: UNY Press. 14. Zuchdi, Darmiyati dkk. (2013). Pendidikan karakter: Konsep dasar dan implementasi di Perguruan Tinggi. Yogyakarta: UNY Press.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The Implementation of Problem Posing Approach in Mathematic Learning on Improving Students’ Logical Mathematical Thinking and Problem Solving Ability in High School Dahrul Aman Harahap1, Fauzan Jafri2, Dwi Afrini Risma3 1Departement of Biology Education, Universitas Riau Kepulauan 2,3Department of Mathematics Education, Universitas Riau Kepulauan [email protected], [email protected], [email protected] ABSTRACT This study aimed to assess the improvement students’the logical mathematical thinking and problem solving ability who experienced learning process by problem posing approach and conventional learning, this study also assess differences instudents' attitudes toward mathematics after obtaining learning approach to the problem posing and conventional learning. This study is aquasi-experimental research with a Non equivalen Control Group Design. This study involved students of senior high school in Padang on Academic Year of 2013/2014, and students of science program on XI grade of senior high scool in Padang on academic year of 2013/2014 as the sample. The instrument used in this study is test and questionnaire. Test is used to assess students’ logicalmathemathical thinking and students’ problem solving. Meanwhile, the questionaure is used to asses students’ toward mathematics. Data analysis was performed using independent sample t-test. The results of this study indicate that, (1) the improvement in logical mathematical thinking ability of students who experienced learning prosess by problem posing approach is significantly better than students who received conventional teaching approach, (2) the improvement in mathematical problem-solving ability of students who experienced learning by prosess by problem posing approach is significantly better than students who received conventional teaching approach, (3) student attitudes towards mathematics in students who experienced learning process by problem posing approach is significantly better than the students who received learning with conventional approaches. Keywords: Problem posingapproach, mathematical-logical thinking, problem-solvingability, andstudents’ attitudestowards mathematics. 1. INTRODUCTION The importance of learningof mathematics, cannot be separated from its role in a variety of life. As suggested by Ruseffendi(1991),thatmathematics was goodas a tool, as a science(for scientists), as well as mentors mindset forming attitudes. Expressly PermendiknasNo. 22 of 2006in KTSP Socialization (Depdiknas, 2009)explains that mathematics should be given toall students ranging from elementary school to equipstudents with the ability to think logically, analytically, systematicly, critically, creatively, ability to cooperate. Furthermore mathematic alsodevelop the ability touse mathematics insolving problems and communicating ideas or ideas using symbols, tables, diagrams, andothermedia. Ifwe look at the mathematics goals described above, we will realize that the learning is not the primary focus ofl earning mathematics but learning outcomes will increase by itself when the mathematical skills of students has been increased. One of the mathematic alability that need to be improve dislogical thinking and problem solving ability. Devlin(Kurniawan, 2010)explains that the mathematical problemICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 solving ability is an important elementin every subject at alllevels of education, and is one of the strengthsis the goal of learning mathematics at the secondary school level, mathematical problem solving ability alsoprovides a great opportunity for students to be able to solve problems related to everyday life, the workplace and other sciences. The abilityto think logically also have an important role in helping students solve a problem, whether the problem in mathematical disciplines, other disciplines, and problems in daily life. Students' ability touse thelogicof thinking will help students in understanding the problem and will help students to solve the problem. Therefore, problem-solving ability and logical-mathematical thinking ability are related to each other in helping students in solvinga problem. Effort to enhance the ability of logical- mathematical thinking and problem solving needs serious attention from educators and researchers, because they facts that occurred in the field explain that the problem solving and logical thinking needs to get more attention and students indicated a weak point, as shown by IMSTEP survey conducted by JICA in 1999 in the city (AlHadad, 2010), problem solving is one of the math activities that is difficult to be studied by studentsas well as it is difficult to teach the teachers. So also with the results ofthe international survey report relating to the ability of junior high school students in Indonesia and the Trends International Mathematics Study (TIMSS) and the Programfor International Student Assessment (PISA) (Ward andRumiati, 2011) indicate that the weakability of junior high school students in Indonesia in solving non-routine problems (mathematical problem) as well as logical-mathematical thinking ability of students in mathematics cannot be developed optimally. We frequently found that a learning activities is conducted based on conventional approach (kurniawan, 2010). In conventional classroom teaching activities students is just as a receiver who record, listen, memorize, and practice solving the problems as the examples given. This is also in line with what Mulyana (2009) found in his study. Mulyana (2009) found that in classroom teaching practice, the teacher is “the master” who start the learning activity by explaining pattern of a concept or demonstrating a lecture about a material. The learning activity is usually continued by doing some exercises in the test book. This conventional teaching approach is no longer appropriate and at the same time it does not give more space for students to elaborate their thinking. Based onthe above explanation, it is necessary to use an innovative approach to learning that involvesstudentsin an optimal activity and by itself can improve problem-solving skills Furthermore, we expect that this approach enables to increase students'mathematical ability to think logically and to provide acclimate conducive tothe development ofthose skills. One of the solutions isto use problem posing approach. Problem posing approach his learning approach that emphasizes learner to formmatter, wherethe information is processed in the mind, after understanding learners will beable toform aproblem(makes about) and planthe process of solvingthe problem. According to Brown and Walter (Akay, etal, 2010) problem posing help students to gain control of others (e.g. teachers) and at the same time this encourages them to create new ideasby giving thema more expanded view of aproblems and understand what can be done to solve a problem. The importance of posing problems in terms of mathematical explorati on that specifically looked at the relationship between performance problem posing and problem solving which has beenextensively studied in recent years. Even theEnglish(1997) noted that theapproach toproblem posing and problem solving skills are intimately connected, in which problem posing in factvery interesting in the problem solving process. In addition, ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 the NCTM(Akay, etal, 2010) also supports the activities of problem posingand recommendsit to be used in the classroom; they believe that the problem posing activities can provide insight to students about mathematical concepts, processes and their attitude towards problem solving. The abilityto think logically is also possible to be developed with this problem posing activities. According Presseisen (Gulo, 2009) thinking is a process of cognitive and mental activity to acquire knowledge or anactivity that resulted in the discoveryof the human person directed through to a destination. In the process of problem posing, thinking skills especially the ability to think logically is required of students ranging from process understanding to establish a mathematical problemand solve the problemas to forma problem solving process planning and problem students will been courage and guided to think more deeply by using logic good thinking. In addition to the above view cognitive aspects(logical thinking and mathematical problem solving), researchers also wanted to see theaffective aspects of students' attitudes towards learning mathematics usingproblem posingapproach. Through the use of attitude scalesand observations of students who are following thestudy, researchers will obtain complete information about the attitudes. The attitude of the students during the learning by problem posing approach is one of the aims to be achieved in the learning of mathematics which are described in Permendiknasno.22in 2006, as well as theattitude ofthe student isseen as a reflection of the learning process. According toIrwan(2011)the learning process that provides an opportunity for students to actively raise the issueand resolve the problemas well as the opportunity to interact with both fellow students and teachers, will allow students to feel excited and motivated tolearn, and when learning is really happening in learning, we hypothesize that by this approach positive attitude towards learning mathematics students who attendedwill increase. 2. RESEARCH QUESTIONS Referring to theabove background, the issues to beexamined in this studyare: a) Is the increase in mathematical problem-solving ability of students who got problem posing learning approach is better than the students who received conventional learning? b) Is the increase in logical thinking ability of students who received learning by problem posing approach is better than the students who received conventional learning? c) Dostudents' attitudes towards mathematics in studentswho received learning problem posing approach better than students who received conventional learning? 3. RESEARCH METHODS This study is a quasi-experimental research. The designused is NonequivalenControlGroup Design. This design uses pre-test and post-test with a non-randomized group (Ruseffendi, 2005). The population usedin this study werestudents of classXI Senior High Schoolin the city ofPadangin the academic year2012/2013,whilethe sample usedis classXI1andXI2in oneSenior High School in the city of Padang. The samples are chosen by cluster random sampling technique. The are 28 students of XI1 whoacquirelearning byproblem posing ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 approach and 30 students of XI2 who acquirelearning by using conventional approaches. The instrument used is a test of logical-mathematical thinking ability, problem solving, and students' attitudes toward mathematics questionnaire. 4. RESULTS AND DATA ANALYSIS 4.1 Increasing Student Mathematical Logical Thinking and Problem Solving Ability Increased ability to think logically and problem solving student views of the value of the average score of N-Gain data from the two groups as follows: Table 1.Descriptive Statistics N-Gain Ability Logical Thinking and Problem Solving Ability

Groups

N

Min

Maks

Mean NGain

Std. Dev

Classification

Logical Thinking

Experiment

28

0.25

1

0,65

0,24

Medium

Control

30

0.00

0.89

0,35

0,25

Medium

Problem Solving

Experimen

28

0.13

1

0,53

0,246

Medium

Control

30

0.00

0.63

0,39

0,158

Medium

Research hypotheses to be tested in this study was formulated prior to statistical hypothesis as follows: MathematicalLogicalThinking Ability H0: μkble =μkblk: The Improvement of student’s ability in thinking mathematics logically who experience learning activity with problem posing approach is not better than the improvement of students who received conventional learning. H1: μkble >μkblk: The Improvement of student’s ability in thinking mathematics logically who experience learning activity with problemposing approach is better than the improvement of students who received conventional learning.. MathematicalProblem SolvingAbility H0: μkpme=μkpmk: The Improvementof student’s ability in problem solving who experience learning activity with problem posing approach is not better than the improvement of students who received conventional learning. H1: μkpme >μkpmk: The Improvementof student’s ability in problem solving who experience learning activity with problem posing approach is better than the improvement of students who received conventional learning. Description: μkble: averagescore ofN-Gain logicalmathematical thinking abilityof students who received learning using problem posingapproach(experimental group). μkblk: averagescore ofN-Gain logical mathematical thinking abilityof students who receivedconventional teaching(control group). μkpme: averagescore ofN-Gain mathematical problem-solving skills of students who received learning by problem posing approach(experimental group).


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 μkpmk: averagescore ofN-Gain mathematical receivedconventional teaching(control group).

problem-solvingskillsof

studentswho

Statistical tests are conducted tosee the difference inthe averageability of logical thinking using the t test, because the data are normally distributed and have homogeneous variance, where as to measure theability ofsolvingmathematical problems using the t test assuming the variances are nothomogeneous or knownby t’ test because the data are normally distributed and variances are nothomogeneous. Criteria testing H0isrejectedif thep-valueorSig. (1-tailed) ≤ α= 0.05Here'sa summary of the differences in average test scoresN-Gain at significance levelα=0.05. Table 2. MeanDifferenceTestScoreN-Gain MathematicalLogicalThinking Ability t-test for Equality of Means (Variances assumed) T

df

4,565

56

Sig. (1-tailed) 0,000

Table 3. MeanDifferenceTestScoreN-Gain MathematicalProblem Solving Ability t-test for Equality of Means (Variances not assumed) T

df

2,670

45,588

Sig. (1-tailed) 0,005

According toTable 2, the value of Sig. (1-tailed) forlogicalmathematicalthinking skillsi.e.0.000 μsk: Student attitude stowards mathematics among students who received learning by problem posing approach better than students who received conventional learning Description: μse: average scales core of students' attitudes towards mathematicsin studentswho received learning using problem posing approach(experimental group). μsk: average scalescore ofstudents' attitudes towards mathematics in students who receivedconventional teaching(control group). Statistical tests are conducted to see the difference inthe average score of the attitudes of students using the t test, since the data are normally distributed and have homogeneous variance. Criteria testing H0 is rejected if th ep-valueorSig. (1-tailed) ≤ α= 0.05. The summary of the differences in average test scores of students attitude at significance levelα=0.05 (can be seen in table 5). Table 5.Testing Differences Mean Scale Score StudentAttitudestowardMath t-test for Equality of Means (Variances assumed) t

df

Sig. (2-tailed)

Sig.(1-tailed)

2,373

56

0,021

0,0105


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Based onTable 5, the value of Sig. (1-tailed) forstudents' attitudes toward mathematicsis 0.0105Cross Loading, c. AVE > 0,50, and d.composite reliability ≥0,70. Inner Model (Uji Hipotesis), Output: a. R² untuk variabel latennya endogen, and b. Koefisien parameter andt- Statistic. For those, the criteria are: a. R ² sebesar 0,67; 0,30; 0,19 indicate model " good", " Moderat", " weak", and b.Estimation Path must be siginificant, through bootsraping. Wiyono (2011: 403). The reliability reference on this research is reliability limitCronbach’s Alpha. Score < 0,50 means reliability low, score 0,50 – 0,60, means reliability moderate. Score 0,70 – 0,80, means high. Jogiyanto, (2008 : 142) 4.RESEARCH FINDING AND DESCRIPTION 4.1 Respondent profile The respondent of the questionnaire are per below detail. Age: 13 year-old= 48 students, 55.8%, 14 year-old= 38 students, 44.2%. Sex: Male= 40 students, 46.5%, and Female = 46 students, 53.5%. 4.2 Measurement model / Outer Model Outer model is a specification that correlate between variables toward the indicators. In this research there are 30 indicators to measure 7 variables. 5 Independent variables, 1 meadiator variable and 1 dependent variable. The picture of the variables that measured in PLS 2.0 model as per below:

Figure 4.1 First Algoritma PLS measurement result The explanation of the picture as below: Due to the limited space on the picture portion, the variable names are in abbreviation. X1. SSE = Student Self esteem, X2. CP = Classroom Process, X3. SS= Socio-curricular ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 structure, X4, SBV= Student Beliefs and value, X5.SC= Student Climate, Y.SA= Student Attitudes, Z. SEA= Student English Achievement. For the measurement model, indicator is considered valid if the loading factor measurement minimum 0.50. In the measurement above there are 16 indicators are not valid as the measurement below 0.50. They are X1.1, X1.2, X1.3, X1.4, X1.7, X2.3, X2.4, X2.5, X2.6, X2.7, X3.3, X3.4, X4.2, X4.3, X4.4, and Y2. Therefore retesting needs to be done by depleting the invalid indicators. After depleting the invalid indicators, the picture as per below:

Figure 4.2 Algoritma PLS after depleting invalid indicators From the second measurement, the loading factor of each indicator is valid due to >0.50. The explanation is stated below. Then the Bootstraping to measure the t- value is as below.

Figure 4.3. Bootsraping measurement after depleting invalid indicators The data that shows on the bootstrapping picture is t-statistic. The value is to explain the hypothesis in this research. All the effect of exogenous variables and endogenous variable is considered significant if the t-statistic above t-tabel.(t–tabel in 5% significance and DF = 86, is 1.663). For the detail explanation of each measurements from the two figure above, can be in table to ease the description of each items. Indicator measurement after depleting invalid indicators of all effect below are valid: Validity and reliability of Outer Loading (Convergent Validity) upon X1.5 X1, X1.6 X1, X2.1 X2, X2.2 X2, X3.1 X3, X3.2 X3, X4.1 X4, X5.1 X5, X5.2 X5, Y1 Y, Y2 Y, and Y3 Y. The original sample each the data mentioned sequentially are 0.875, 0.893, 0.929, 0.903, 0.968, 0.782, 1, 0.862, 0.839, 0.833, 0.839, and 0.742. All the data are valid. Table 4.1 Cross Loadings, AVE(Average Variance Extracted), and Composite reliability ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Cross Loadings X1 SSE

X2 CRP

X3 SS

X4 SBU

Status

X1.5

0.874622

0.294766

-0.058132

-0.389013

Valid

X1.6

0.893017

0.474147

-0.057759

-0.413744

Valid

X2.1

0.460662

0.928788

-0.000295

-0.323818

Valid

X2.2

0.333924

0.90253

-0.175545

-0.283559

Valid

X3.1

-0.075322

-0.097212

0.967573

-0.090076

Valid

X3.2

-0.021895

-0.041502

0.782461

-0.214983

Valid

X4.1

-0.454486

-0.332951

-0.137965

1

Valid

X5 SC

Y SA

Z SEA

Status

X5.1

0.861793

0.322199

-0.12201

Valid

X5.2

0.839058

0.318841

-0.043592

Valid

Y1

0.326293

0.832579

-0.092365

Valid

Y3

0.445616

0.838813

-0.149427

Valid

Y4

0.085387

0.742182

-0.161719

Valid

Z

-0.098931

-0.163587

1

Valid

X1 SSE

0.781222

Valid

X1 SSE

0.877163

Valid

X2 CRP

0.838604

Valid

X2 CRP

0.912202

Valid

X3 SS

0.774222

Valid

X3 SS

0.871504

Valid

X4 SBU

1

Valid

X4 SBU

1

Valid

X5 SC

0.723353

Valid

X5 SC

0.839447

Valid

Y SA

0.64921

Valid

Y SA

0.846988

Valid

Z SEA

1

Valid

Z SEA

1

Valid

Cross Loadings

From the table above, all indicators are considered valid a the loading factor >0.5 and composite reliability of all variables is reliable as loading factor >0.7. Table 4.2 AVE, Composite Reliability, R-Square, Cronbach’s Alpha Indikator AVE

Status

Composite Reliability

Status

X1 SSE

0.78

Valid

0.87

X2 CRP

0.83

Valid

X3 SS

0.77

X4 SBU X5 SC

R sq

Cronbach’ s Alpha

Status

Valid

0.72

Reliable

0.91

Valid

0.80

Reliable

Valid

0.87

Valid

0.749

Reliable

1

Valid

1

Valid

1

Reliable

0.72

Valid

0.83

Valid

0.61

Reliable

0.56

Status

Moderate


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Y SA

0.64

Valid

0.84

Valid

0.28

Moderate

0.73

Reliable

The further explanation of the above table is as below: 1. The AVE variable measurement is above 0.5 means valid. 2. The composite reliability measurement of all variables is valid as the value is > 0.70. 3. The R-square of the variables is moderate. 4. Cronbach’s alpha for all variables is Reliable as the measurement is > 0.60. Structural Measurement ( Hypothesis) Inner model for either exogenus or endogenus. Structural measurement ( Hypothesis measurement after indicator measurement. Koefisien Determinasi Achievement, result

R², Y Student Attitudes, result 0.56, Z 0.28,

Student English

T- Statistik. X1.student self esteem→Y student attitudes, result 0.688, X2.class room process→Y Student attitudes, result 0.683, X3.Socio-curricular Structure→Y Student attitudes, result 0.978, X4. student beliefs and values → Y. student attitudes, result 8.8, X5. student climate → Y. student attitudes, result 4.265, Y. student attitudes → Z. student English achievement, result 1.354, X1.student self esteem → Z. student English achievement, result 1.077, X2.class room Process → Z. student English achievement, re sult 8.316, X3.Socio-curricular structure → Z. student English achievement, result 8.884, X4. student beliefs and values → Z. student English achievement, result 0.753, X5. student climate → Z. student English achievement, result 0.10. Coefficient Parameter. X1.student self esteem → Y student Attitudes, result 0.051, X2.Class room process → Y student attitudes, result 0.062, X3.socio-curricular structure → Y student attitudes, result -0.069, X4. Student Beliefs and values → Y. Student Attitudes, result -0.611, X5. Student Climate → Y. Student Attitudes, result 0.487, Y. Student Attitudes → Z. Student English Achievement, result -0.154, X1.Student self esteem → Z. Student English Achievement, result 0.095, X2.Class room Process → Z. Student English Achievement, result 0.130, X3.Sociocurricular Structure → Z. Student English Achievement, result 0.509, X4. Student Beliefs and values → Z. Student English Achievement, result 0.099, X5. Student Climate → Z. Student English Achievement, result 0.012. The explanation as below: Structural model measurement (Hypothesis) Coefficient determination R². Variable Y Student Attitudes is influenced by 5 independent variables in the number 56%. That means there are 44% influenced by other factors that are not included on this research. Variable Z Student English Achievement is influenced by 5 independent variables and 1 variable Y in the number 28%. That means there are 72% influenced by other factors are not included in this research. T-statistik. There are 7 items of Endogenus variables to exogenous considered not significant as the t-statistic below t-table (t–tabel significancy 5%, DF = 86, is 1.663). Meanwhile other items are considered influence significantly. Coefficien Parameter. Positive influence means the higher the endogenus variable the higher exogenous variable. Negative influence means the higher endogenus variable, the ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 lower the exogenous variable. From the model measured, there are 3 variable relation that considered as negative influence they are Y. Student Attitudes → Z. Student English Achievement, X4. Student Beliefs and values → Y. Student Attitudes and X3.Sociocurricular Structure → Y Student Attitudes, others are considered as positive. 4.3 General Discussion In this study the researcher proposed a model summarizing several variables thought to represent aspects of organizational culture and their effects on performance. As the researcher is interested in determining whether the model of George previously tested with a variety of Self esteem toward Academic Achievement in Science and Mathematics could describe relationships in data collected within secondary schools in the similar condition but toward English as the academic achievement. In the study the this research combine with other variables as to contest with the effect to the English academic Achievement. This is to identify variables in the school's cultural environment that contribute to student performance, because policymakers, administrators, or others promoting school improvement may be interested in their effect on learning/achievement. As some experts argued, school improvement is an organizational process, with all this ideal entails both within the school and in relation to the external environment. Serious reform involves changing the culture and structure of the school. Hence The researcher offer several conclusions and implications from the study in this final section. 4. CONCLUSION AND RECOMMENDATION 4.1 Conclusion The proposed model was tested using PLC 2.0, these are the conclusion of the research in answering the problem of the research: The independent Variables (Endogenus) contribute 56% toward student positive attitude. This means the involved parties in Kecamatan Sagulung that intend to increase the Junior High School second grade students positive attitude may consider those factors as this research full prove the factors may answer 56% of the Students attitude. From tmeasurement of the 5 independent variables toward Student Attitudes, the Student beliefs is the highest score (8.8) then followed by socio-curricular Structure (0.978), Student self esteem (0.688) and the last class room process (0.683).This means from the 5 variables, if the priority need to be considered, the increasing of student beliefs would increase the student attitude as the intervening variable toward student English academic achievement based on theory have the impact and relationship point of view. The independent Variables (Endogenus) and intervening variables contribute 28% toward student English Achievement. This means the involved parties that intend to increase the students English Achievement may consider those factors as this research full prove the factors may answer 28% of the Students English Achievement. 4.2 Recommendation For the next researcher who is interested to mirror the model, is recommended to include other attributes than student academic English achievement, such as International standard English achievement TOEIC, IELTS, TOEFL and upward the population of the study to Senior High school or University student level. This would measure the extensive English achievement locally as in international standard in relation with those social factors measurement. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 This model of research is expected to be a reference for the future researcher and the researcher himself in the arena of the quantitative research of how the factors influence English achievement other than teaching and English ability achievement process. This research is only one-step, far from a so-called perfect study, some improvements are widely welcomed for the future enhancement. REFERENCE 1 2

Adams, A. (1996). Even basic needs of young are not met. Retrieved from http://tc.education. pitt.edu/library/SelfEsteem Allaire, Y. and Firsirotu, M.E. (1984). Theories of Organizational Culture. Organizational Studies, 5 (3), pp. 193-226.

3

Ballatine, J. H. (1993). Thesociology of education: A systematic analysis.Englwood Cliffs: Prentice Hall.

4

Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty, 6(2), 2135.

5

Chambers, E. A., & Schreiber, J. B. (2004). Girls’ academic achievement: Varying associations of extracurricular activities. Gender and Education, 16(3), 327-346.

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Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). School size and the interpersonal side of education: An examination of race/ethnicity and organizational context. Social Science Quarterly, 85(5), 1259- 1274.

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Eitle, T. M. (2005). Do gender and race matter? Explaining the relationship between sports participation and achievement. Sociological Spectrum, 25(2), 177-195.

8

Fantuzzo, J., & Tighe, E. (2000). A family involvement questionnaire. Journal of Educational Psychology, 92(2), 367-376.

9

Friedkin, N. & Thomas, S. L. (1997). Social positions in schooling. Sociology of Education, 70, 239-255.

10 Furstenberg, F. F., & Hughes, M. E.(1995). Social capital and successful development among at-risk youth. Journal of Marriage and the Family, 57, 580-592. 11 Gendro Wiyono. (2011). Merancang Penelitian Bisnis dengan Alat Analisis SPSS 17.0 & SmartPLS 2.0. Yogyakarta: STIM YKPN. 12 Goddard, R. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students' chances of academic success. Educational Evaluations & Policy Analysis, 25, 59-74. 13 Ghozali, I. (2004). Aplikasi analisis multivariate dengan program SPSS.Semarang: Badan Penerbit Universitas Diponegoro. 14 Jogiyanto. (2011). Konsep dan Aplikasi Structural Equation Modeling (SEM) Berbasis Varian dalam Penelitian Bisnis. Yogyakarta: STIM YKPN. 15 Heck, R.H., Larsen, T.J., and Marcoulides, G.A. (1990). Instructional Leadership and School Achievement: Validation of a Causal Model. Educational Administration Quarterly, 25 (2), pp. 94-125.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 16 Heck, R. & Marcoulides, G. (1996). School culture and performance: Testing the invariance of an organizational model. School Effectiveness and School Improvement, 7(1), 76-95. 17 Krashen, S. (2005). The hard work hypothesis: Is doing your homework enough to overcome the effects of poverty? Multicultural Education, 12(4), 16-19. 18 Lee, V. E. & Croninger, R. G. (1994). The relative importance of home and school in the development of literacy skills for middle-grade students. American Journal of Education, 102(3), 286-329. 19 Marcoulides, G. & Heck, R. (1993a). Organizational culture and performance: Proposing and testing a model. Organization Science, 4(2), 209-225. 20 Ma, X., & Klinger, D. A. (2000). Hierarchical linear modeling of student and school effects on academic achievement. Canadian Journal of Education, 25(1), 41-55. 21 Mann, M. (1985). Macmilan students encyclopedia of sociology. England: Anchor Brendon Ltd. 22 Macoulides, G., HEk, R. H., Papanastasiou,C. (2012). Student perceptions of school culture and achievement: Testing the invariance model. California State University at Fullerton, USA. 23 McCoy, L. P. (2005). Effect of demographic and personal variables on achievement in eighth grade algebra. Journal of Educational Research, 98 (3), 131-135. 24 Mitchell, D. E., & Collom, E. (2001). The determinants of student achievement at the academy for Academic Excellence. CA: School of Education University of California. Parelius, R. J., & Parelius, A. N. (1987). Sociology of education. USA: Prentice Hall International. 25 Mortimore, P. (1991). The nature and findings of research on school effectiveness in the primary sector. In S. Riddell and S. Brown (Eds.) School effectiveness research: Its messages for school improvement. Edinburgh: HMSO. 26 Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4(4), 290-310. 27 Okoko, W.D.(2012). SELF ESTEEM AND ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN NDHIWA DISTRICT, KENYA 28 Price, C. L. (2001). Tracks as emergent structures: A network analysis of student differentiation in a high school. Unpublished doctoral dissertation. University of Hawaii at Manoa. 29 Reynolds, D. & Packer, A. (1992). School effectiveness and school improvement in the 1990s. In D. Reynolds and P. Cuttance (Eds.) School effectiveness: Research, policy, and practice. London: Cassell. 30 Roberts, G. A. (2007). The effect of extracurricular activity participation in the relationship between parent involvement and academic performance in a sample of third grade children. Retrieved from https://www.lib.utexas.edu/etd/d/2007/ robertsg11186/Robert. 31 Saxton, J. (2000). Investment in education: Private and public returns.Retrieved from http://www.house.gov/jec/educ.pdf.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 32 Schein, E. H. (1990). Organizational Culture. American Psychologist, 45(2), pp. 109119. 33 Tsinidou, M., Gerogiannis, V., & Fitsilis, P. (2010). Evaluation of the factors that determine quality in higher education: an empirical study. Quality Assurance in Education, 18(3), 227-244. 34 US Department of Education. (2003). Confidence: Helping your child through early adolescence. Retrieved from http://www.ed.gov/parents/academic/help/adolesce nce/part 8.html

35 Walberg, H. J. (1981). A psychological theory of educational productivity. In F. H. Farley & N. U. Gordon (Eds.), Psychology and education.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Evaluation on The Indonesian Language Instruction in Higher Education Sri Yuliawati¹, Jamil, P, Razali bin Hasan2, Rafiuddin Afkari3, Noraini binti Kaprawi4 ¹UHAMKA Graduate School , UTHM ¹[email protected] ABSTRACT Evaluation of the Indonesian Language Instruction Program in higher education aims at measuring the achievement of learning implementation program for Indonesian Language subject in higher education. The method used is a survey method by observing 8 (eight) higher schools in Jakarta. The instruments used are documents, interviews and observation guidances. Data is collected for about one semester, commenced as of March 2012 until July 2013. Based on the phenomenon which is founded in 8 (eight) higher schools in Jakarta, it transpired the following findings: (1) In the contextual evalution component, there is the disjunction between the vision and mission of the Indonesian Language program implementation; (2) In the input evaluation component, are founded the following facts: (a) The procedure and selection system for the admission is not referred to the quality standard; (b) Lack of resources on lecturers of Indonesian Language subject; (c) the quality of the Indonesian Language lectures do not meet the qualification and competency as the lecturers in higher schools; (d) Many Indonesian Language lecturers do not have educational background in Indonesian Language subject; (e) Many Indonesian Language lectures do not have the academic title as the lecturers; (f) Most of Indonesian Language Lecturers do not obtain the teaching certificate; (g) No standard learning implemenation of Indonesian Language subject; (h) Many higher schools do not have the required infrastructures; (i) The operational fund of all higher schools is mostly acquired from the students and only small amount of which is subsidized by the government. (3) In the process evaluation component there are found the following facts: (a) Nearly all lecturers met the total of meeting hours; (b) Most of lecturers are on time schedule; (c) Many lecturers have no capability in composing the learning material; (d) No similarity or standarization in delivering the learning material. (4) In the product evaluation components are found that the obtained grade average from the Semester Final Examination in Indonesian Language subject is 86.75 meanwhile the minimum grade is 70 and the maximum grade is 95. Keywords: Program Evaluation, Indonesian Language Learning, Higher Education I.

INTRODUCTION

Indonesian language subject in higher education is the key to the success to learn all subjects because through the Indonesian subject the students may practice listening, speaking, reading, and writing skills that are needed in any learning process. With regards to the condition, the Directorate General of Higher Education issued a Decree no 43/DIKTI/Kep/2006 on the explanation that Indonesian Language subject is compulsory that must be taken by all students in all departments. With regards to the decree, it is necessary to know the achievement process of Indonesian language learning through evaluation of the implementation of Indonesian language instruction. From the exposition, it can be formulated the main problem that is how the implementation of evaluation program of Indonesian language in higher education is. The ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 students are expected to be competent in using the correct and good use of Indonesian language orally, or in writing. II. STUDY ON THEORIES There are some theories applied in the evaluation implementation of the Indonesian language instruction in higher educations. 1. The Decree no. 20/2003 about National Education System Chapter XVI part one on evaluation, then it is explained at article no 57:1 and 2, no 58:1 and 2, and no 59:1 and 2. Article no 57:1 explains that evaluation is done to control the quality of national education, and to show an accountability of the doers of the education to the stake holders. While at no 2, it is explained that the evaluations are for the students, institutions, and formal and informal educational programs for all levels, units, and kinds of education. In article no 58:1, it explains that the evaluation of the students’ learning results is done for the sake of controlling the process, the progress, and the remedial of the students’ learning results continuously. While at no 2, it explains that the evaluation of the students’, units, and programs which is done by an independent institution frequently, comprehensively, transparently, and systematically and for the sake of gaining the national education standard. Article no 59:1 explains the government and the local governments do evaluation to the management, units, levels, and kinds of education. While no 2 explains that community may set up an independent institution to evaluate the educational processes as meant by article no 58. And, no 3 explains the decision on evaluation as meant at verses (1) and (2) as elaborated further by the government regulations. 3. The Bill no 14 of 2005 on Teachers and Lecturers. Article no. 20 explains that in implementing professional missions, teachers are obliged to: (a) plan a good lesson plan, qualified instructional process, and evaluation. (b) improve and develop academic qualification and competencies continuously in line with the development of science, technology, and arts. (c) act objectively and non-discriminatively on the gender, religion, clan, physical condition, family, social and economical background of the students. (d) highly appreciate regulations, bills, laws, teachers ethics and religious values. (e) maintain and strengthen the unity of Indonesia. 4. Bills no 19, 2005 on National Education Standard explained by chapter XII on evaluation atarticles 78 and 79. At article no 78, it is explained that educational evaluation includes: (a) Evaluation on the education performance which is done by educational units to show the accountability of the educational implementation to the stakeholders, (b) Evaluation on the educational work by the government, (c) Evaluation on the local government working performance, (d) Evaluation on the district/city working performance,


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 (e) Evaluation by an independent evaluation board set up by community or professional organization to gain the national education standard. Article no. 79 explains that: (a) Evaluation as written in article 78 no. a is done by educational units after every semester. (b) Evaluation as written in the verse (1) at least includes: (1) the attendance rate of the students, teachers, and supporting administration staff. (2) the implementation of level-based-curriculum and its extra curricular activities. (3) the students’ learning results. (4) the budget realization 5. The decision of the Ministry of National Education no 232/U/2000 on the guide for higher education curriculum and the learning results of the students. 6. The decision letter from Director General of Higher Education, Ministry of National Education, no 43/DIKTI/KEP/2006 of 6 September 2006 on the guide of the implementation of the subject cluster of personality development subject (MPK) emphasizing the importance of the correct Indonesian language mastery. III. RESEARCH METHODOLOGY The location of the research on the evaluation of Indonesian language instruction is at eight higher education institutions in Jakarta. Evaluation model used in this research was ‘Context, Input, Process, Product’ (CIPP) developed by Stufflebeam et al. CIPP evaluation model consists of four components: context, input, process, and product. The four components are in one intact sequence. The techniques of data collection are interview, observation, and document data. The checking or the validity evaluation (triangulation) is done by: (1) triangulation method that is done to collect data through deep interview and the result is verified using observation and documentation techniques. (2) thelengthen of the researchers’ participation. The length of the researchers participation will increase the level of the trust to the data collected. So, the researchers involve in the research activity thoroughly. IV. THE RESULT OF RESEARCH AND DISCUSSION Based on the empirical data the phenomena of the implementation of the Indonesian language learning process in the eight higher educations can be explained as follow: CIPP evaluation model for Indonesian language program can be identified as follow: 4.1 Context (Focus) Evaluation on the contextual components by analyzing Indonesian language learning program analysis consists of: (a) Vision Subject on personality development (Mata Kuliah Pengembangan Kepribadian, MPK) in higher education is as a value and guidance in subject development and implementation in the conduct of the subject implementation to carry the students enforcing their personalities as the intact Indonesian people (Article no. 1 SK Dirjen Dikti No. 43/DIKTI/Kep/2006). (b) Mission ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 MPK group in higher education help students strengthen their personalities to be consistent and able to perform basic values of religion and culture, nationality, and love the country forever in acquiring, applying and developing knowledge, technology and art with the sense of responsibility (Article no. 1 SK Dirjen Dikti No. 43/DIKTI/Kep/2006). Based on the survey result, the data documented and the interview with some Indonesian language lecturers, it can be concluded that the context evaluation of the Indonesian language subject towards the vision and mission still has a barrier between vision and mission and the implementation of Indonesian language learning process. 4.2 Input Input component has the orientation with an achievable and wanted program. The input component uses studies on documents, interview observation, and inventory checklist. The sub-inputs of evaluation programs of Indonesian language program consist of: (a) Students Evaluation on the student by seeing who the samples are, the number of the samples, how the samples were recruited, how the learning process took place, and how the learning result was evaluated. Sample on Indonesian learning program consist of eight universities in Jakarta, (1) 40 students of general subjects or ‘Mata Kuliah Umum’ (MKU) Jakarta State University (UNJ), (2) 40 students of Purnama Higher school of Education and Pedagogy (STKIP), (3) 40 students of Jakarta Polytechnique of Health II Politeknik for Radio Therapy and Radiology (4) 40 students of ‘Veteran’ National Development University (5) 40 students of University of Satya Negara Indonesia (USNI), (6) 40 students of Pertamedika Pertamina Higher School of Health (7) 40 students of Manggala Husada Nursing Academy (8) 40 students of Trisakti Tourism higher education. Sample selection was based on purposive way. Based on the survey result, data, and interview with some registration and admission staff, it can be verified that in general there are phases on the system of new students recruitment. There are (1) Registration form filling (2) completed forms were evaluated by the committee, or verification (3) The selected students were given ID for student selection test. (4) The implementation of the selection test. The Indonesian test items of Entrance Test (Penmaru) and the key were made by Indonesian lecturers team. The test was of 50 multiple choice problems. The answer sheets were then corrected by the Penmaru team. The score result on Indonesian language selection test for academic year 2012/2013 theoretically it ranges from 0 to 100. Empirically, it was gained from 58 to 70. Based on the data analysis, it can be concluded that contextual evaluation components towards the student candidate recruitment procedure have not met the quality standard. (b) Educator With reference to Decision Letter from Directorate General of Higher Education Ministry of National Education no 43/DIKTI/Kep/2006 article 10 stated that the qualification for lecturers of Bahasa Indonesia are: (1) At least Master degree in language and art of Bahasa Indonesia, and having teaching competency. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 (2) When lecturers with the Master degrees have not been available yet, it can be recruited from Under Graduate degree in language and art of Bahasa Indonesia or pedagogy of language and art of Bahasa Indonesia regarded having appropriate competency as a lecturer in the higher education. (3) Indonesian experts who master Bahasa Indonesia, and acknowledged to possess competency as a lecturer by their higher education. The results of the data evaluation, interview, and observation based on lecturer’s characteristic phenomenon who teaches Bahasa Indonesia in some universities in Jakarta are: (1) Minimum number of Bahasa Indonesia lecturers in universities in Jakarta. (2) Some of the lecturers possess only under graduate degree, and they do not have academic rank and certificate of lecturer. (3) Some of Bahasa Indonesia lecturers are of non-Bahasa Indonesia subject. (4) Most of lecturers are not able to produce learning material or modules on Bahasa Indonesia. (5) Some of Bahasa Indonesia lecturers do not have sets of teaching preparation: Learning Process Standard (SPP), Instructional Program Outline (GBPP), and Instructional Unit (SAP). (6) Some lecturers use traditional teaching method. (7) Most of the lecturers are not able to write papers for journals. Based on the data analysis above, it can be concluded that there are still some weaknesses in evaluation components for the lecturers so that it needs more serious attention. (c) Curriculum The curriculum development of Bahasa Indonesia subject refers to the decision letter from the Director General of Higher Education of the Ministry of National Education of Indonesia no 43/DIKTI/Kep 2006, on 6 September 2006 on guidance for the implementation of the personality development subject in universities. Bahasa Indonesia subject belongs to the subject of personality development (MPK) that emphasizes the students to use Bahasa Indonesia correctly and well. The content of the decision letter becomes references for: MPK is compulsory for the core curriculum of every study program with 3 credits (SKS) stated at article 6. Article no. 3 consists of: (1) Subjects on personality development (MPK) of bahasa Indonesia that is compulsory for the students to master as the cover knowledge in cultural values, the ability to apply the values, possess good personality, think critically, rational, etiquette, esthetical, dynamic, and well culturally democratic (2) Basic competency is formulated as follow: Being professional academicians that have knowledge and positive attitude to Bahasa Indonesia as the national language and able to use it accurately for expressing understanding, national minded, love nation, and for various needs in sciences, technology, arts, and their own professions. In article no. 4, it is clarified the learning materials including: ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 (1) The subject of bahasa Indonesia as the MPK emphasizes the competencies in using bahasa Indonesia well, as the state and nation language to master, apply and develop knowledge, technology, and art as the implementation of the love and proudness of bahasa Indonesia. (2) The learning material is integrated in the activity of using Bahasa Indonesia through listening, speaking, reading and writing emphasizing in academic writing. (3) The learning material of Bahasa Indonesia is focused on academic writing, the structure of learning consists of: (a) The position of Bahasa Indonesia includes: (1) The history of bahasa Indonesia; (2) as the state language;(3) as the language of unity; (4) the language of science, technology, and arts; (5) the function and role of bahasa Indonesia in nation development. (b) Writing includes: (1) Papers; (2) Summaries (3) Book overview (c) Reading for writing includes: (1) reading academic articles; (2) writing popular essays; (3) accessing information through internet. (d) Academic speaking includes: (1)Presentation; (2) Seminar; and (3) formal speech. With reference to the decision letter from Director General for Higher Education, the universities have to arrange learning process standard (SPP), Instructional program outlines (GBPP) and instructional program unit (SAP) Based on the document of higher education, it is gained as follow: (1) The value of credit semester in each study program in universities varies. Some give two-credit semester units (SKS) in every study program, and some have the value accordance with the Decision Letter from Director General of Higher Education No 43/DIKTI/Kep/2006 that is three-credit semester unit. (2) The time of SKS in every study program in universities varies too. Some allocate it for 50 minutes, and some allocate it for 60 minutes. (3) The curriculum contents given by the lecturers of Bahasa Indonesia in a university that possess many programs also still vary. Based on the above data analysis, the evaluation on the curriculum indicates there is no same way of curriculum development for Bahasa Indonesia subject so that learning materials given by the lecturer to their students in every subject study vary. This needs serious attention from university executives such as dean, or vice dean or head of study program. (d) Educational Calendar Educational calendar covers the instructional schedule in one semester and regarded as a guidance to see the effectiveness of the teaching and learning activity. Based on the data, it can be explained that: (1) Educational calendar is made for even and uneven semester. Uneven semester is arranged starting from September to January. While, even semester starts in February up to June. (2) In the beginning of the academic year, the successful students are received in the first day of study should follow the campus orientation day (OKK) for several days in order the students get information on campus programs. Regarding the educational schedule, the patterns of instructional implementation is based on the schedule prepared by the Vice Dean I. Based on the study it can be concluded that the implementation of educational calendar can make sure that the scheduled activity is done accordingly, except for some lecturers ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 who have problems with unfulfilled teaching hours for the holidays or other matters. Therefore, some universities apply a regulation that when the teachings days come across with public holidays, the lectures should replace them on other days under their agreement with the students. So, the evaluation program for the teaching schedule can be in a high category. (e) Facility Articleno. 11 in the Decision Letter of Dirjen Dikti explains that instructional facility in a subject group is meant for characteristic development as follow: (1) fulfilling the minimum requirements for learning completion and other academic activities to support the implementation of competency based curriculum. (2) physical facility needed in the learning process and other academic activities such as library, language laboratory, and multi-purpose hall that meet the needs of learning workgroups. Based on the result of survey, document and interview there is a data on the facilities for a university as follow: (1) Some of the universities still have non-AC classrooms. (2) All universities already have libraries although they still differ in the quantity and different references. (3) Only some of the universities have language laboratories. (4) Almost all the universities have multi-purpose rooms. (5) Only some of the universities have used the information technology (IT) in their instructional process. (6) Only some of the universities do not have university cars or buses. Therefore, it can be concluded that the evaluation indicates the educational facilities of universities in Jakarta are not adequate for the teaching and learning process. (f) Funding Based on the document and interview result shows that most of the operational funding for universities is available from the students and supported by government subsidy. So, the evaluation on the education fund must be studied carefully as the unrich students can study in universities. Education fund should be fair in policy. 4.3 Process (a) Instructional System In general, instructional system in universities uses semester-block system which is implemented for 16 face-to-face classroom mode including mid-semester test in the 8th session and the final test in the last session. Lecturers instructed as the subject teacher are obliged to prepare instructional plan of the implementation of learning activity (RPKPS) for one semester. RPKPS includes (1) teaching and learning process standard (SPP), (2). Teaching and learning program outlines (GBPP), and Lesson Plan (SAP). Based on the data and interview and survey results it can be concluded that the process of evaluation component for the teaching and learning process in universities in Jakarta has possessed sufficient academic program for the sake of successful instructional process. (b) Instructional Process Evaluation on instructional activity program includes: (1) The attendance of lecturers and students


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The attendance average of lecturers is high (99,9%), while the average attendance of students is lower than the lecturers (88%). The attendance of lecturers who came late to class is relatively very low when compared with the students. (2) Seeing the lecturers’ teaching preparation like instructional plan of the implementation of learning activity (RPKPS) for one semester. RPKPS includes (1) teaching and learning process (SPP), (2). Teaching and learning program outlines (GBPP), Lesson Plan (SAP), teaching material and modules. The implementation of instruction Based on the data it can be explained that only few lecturers have teaching preparation, teaching materials, and modules. (3) Approach Placing the students as subject of education, and partner in learning process. (4) Methodology The teaching methodology used is preaching (one-way communication), interactive, creative, and participatory, case study, self-task and group works, and discussion. (5) Media Instructional Media used in teaching and learning process is: white board, LCD, computer, and references like Modules of bahasa Indonesia, magazines, newspaper, browsing through internet. (6) Evaluation System Evaluation system used in universities consists of 4 components, they are attendance, tasks, mid-semester tests, and final exams. Based on the survey, the attendance average of lecturers is high (99,9%), while the average attendance of students is lower than the lecturers (88%). The attendance of lecturers who came late to class is relatively very low when compared with the students. The teaching attendance of lecturers category is high, so is the students’ attendance. The comparison of lecturers’ attendance is higher when compared with the students’. It can be concluded the evaluation of the lecturers’ attendance and students is very high. Whereas in teaching preparation, only few lecturers have the teaching materials or modules. So, the evaluation on the preparation of the instructional preparation is weak. While in the teaching preparation, only a small number of lecturers who have teaching preparation and teaching materials or modules. Therefore, the evaluation on the preparation of teaching implementation is still weak. Based on the result of survey and interview from some students, it is obtained information on the lecturer’s teaching approach can make the students more motivated. The subject lecturer can utilize all available facility and method used according to the presented teaching materials. Therefore, the evaluation on the teaching approach and method is good. The evaluation on the students learning result is not only available from mid-semester test (UTS) and final test (UAS) but also individual task and group work.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The data available also shows most of the students passed the UAS and only some of them failed. It can be concluded that evaluation on the students learning results belongs to satisfaction. It also shows that the evaluation on the teaching and learning process of Bahasa Indonesia is good, this condition should be maintained and even improved. However, in the procurement of sets of the preparation for teaching activity, teaching material writing, or modules needs to have more serious attention. (c) Product The learning result of Bahasa Indonesia can be measured from the competency that the students gain from the learning process. Most of the students passed UAS and only a few failed for their minimum attendance. The learning results average of bahasa Indonesia obtained by the students is 86.75, with the lowest score is 70 and the highest is 95. The data available also shows the evaluation product on the teaching and learning process of Bahasa Indonesia is very good. Therefore, this condition should be maintained and even improved for maximum results. V. CONCLUSION AND RECOMMENDATION 5.1 Conclusion 1. Based on the evaluation result of contextual component program, there is a gap between the vision and mission with the implementation of instructional process. 2. Based on the evaluation result on the input of component program, it is found as follow: (a) The procedure and the recruitment system for the new students implemented has not met the quality standard. (b) The lecturers quality has not fully met the qualification and competency of a lecturer of higher education. (c) There is no instructional process standard so that the development of instructional outline (GBPP) is based on their own perception. (d) Some lecturers have not had their Teaching Unit (SAP) (e) The availability of education calendar helps academic activity very much so that it can be a measure for time of learning process implementation. (f) Not all universities have standard facility. (g) Almost all university budget for the implementation of educational activity is obtained from students and only some is obtained from the government subsidy. 3. Based on the evaluation result of process of component program (Process), it is found that: (a) In general, the implementation of instructional process in universities is done for 14 times or sessions plus one session for UTS and one session for UAS. Almost all lecturers can fulfill the allocated sessions although only few of them cannot reach the full sessions for many reasons like holidays. (b) Some universities do not have a five-day working system, so they use Saturdays as their substitute days. Some universities oblige their lecturers to conduct 7 sessions ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 before UTS and 14 sessions before UAS. These universities do not have Saturday session. This policy makes the lecturers difficult to find time to replace the lack session. (c) Most of the lecturers are punctual. (d) Most of the subject lecturers do not have the standard of instructional process (SPP), instructional program outlines (GBPP), and Lesson Unit (SAP) (e) Some lecturers are not able to prepare learning materials or modules. (f) The materials presentation still varies in university level and in faculty level as well. (g) Based on evaluation result of product component program, it is found that the average of learning result for Bahasa Indonesia is 86.75 with the lowest score is 70 and the highest score is 95. Facility Based on the survey result, it is recommended that: 1. Contextual component evaluation needs to be improved to make the vision and mission into being. 2. The input of component evaluation (Input) (a) The selection procedure and system for new students need improvement; the criteria for passing grade, the quality of new students selection, the quality of the proctor, etc. (b) The improvement of the lecturers’ quality and competency through: (1) The bachelor lecturers are advised to go on their studies to master level. (2) the conduct of training for making sets of lesson units or modules (3) the conduct of socialization of teaching materials or modules writing in the level of study program to university. (c) It is necessary to standardize the instrcutional process so that there will be coherent development of instructional outlines (GBPP). (d) It is necessary to make Lesson Units (SAP) so that the aim of instructional process can be achieved according to the planned program. (e) The availability of educational calendar is very important as it is a guide for the academics society in academic implementation. (f) Universities are expected to serve learning facility according to their own needs. (g) Universities are suggested to spend the operational budget efficiently to assist the needy students. (h) Universities are suggested to find fund aid from MoNE or from overseas to make the operational fund is not burdened fully by the students. 3. The process of evaluation component (Process) (a) For lecturers who cannot fulfill 7 sessions by the UTS and 14 sessions by UAS, the study program staff may ask him/her to complete their sessions. They may find the missing session by arranging it with the study program staff and the students. (b) In universities that conduct Saturday class, lecturers may use it to cover the incomplete sessions. ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 (c) It is expected that universities with no Saturday-class to give chance to lecturers to use Saturday to cover the incomplete sessions. (d) The non-punctual lecturers are suggested not to teach in the first session. (e) In order to make the lecturers able to write instructional process standard (SPP), instructional outline (GBPP), it is suggested the universities to conduct training for instructional development. (f) It is suggested universities to conduct trainings for teaching materials or module writing. (g) For perception uniform in presenting materials to students, it is expected universities, faculties, or study programs to socialize it to all lecturers. 4. Based on the evaluation results of the component product, it is suggested the subject lecturers of Bahasa Indonesia to give motivation for their students’ learning interests through: (1) The use of various methods; (2) Up-to-date teaching materials; (3) maximum use of instructional media. REFERENCES 1. 2.

Arikunto, Suharsimi. 2001.Dasar-dasar Evaluasi Pendidikan.Yogyakarta:BumiAksara. Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap TahunAkademik 2012/2013 MKU Universitas Negeri Jakarta.

3.

Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2012/2013 Politeknik Kesehatan Jakarta II Jurusan Teknik Radiodiagnostik dan Radioterapi Jakarta. Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2012/2013 Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Purnama Jakarta. Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2012/2013 Fakultas Ekonomi Universitas Pembangunan Nasional (UPN) “VETERAN” Jakarta. Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2011/2013 Universitas Satya Negara Indonesia (USNI) Jakarta. Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2011/2013 STIKES Pertamedika Pertamina Jakarta.

4. 5. 6. 7. 8.

[8] Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2012/2013 Akademi Keperawatan Manggala Husada Jakarta.

9.

[9] Daftar Nilai Ujian Akhir Semester (UAS) Bahasa Indonesia Semester Genap Tahun Akademik 2011/2013 Sekolah Tinggi Pariwisata (STP) Trisakti Jakarta.

10. [10] Departemen Pendidikan Nasional. 2006. Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Biro Hukum Organisasi Sekretariat Jenderal Departemen Pendidikan Nasional. 11. [11] Departemen Pendidikan Nasional. 2006. Undang-undang Nomor 14 Tahun 2005 tentang Guru dan Dosen. Jakarta: Biro Hukum Organisasi Sekretariat Jenderal Departemen Pendidikan Nasional.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 12. [12] Departemen Pendidikan Nasional. 2009. Undang-undang Nomor 19 tahun 2005 tentang Standar Nasional Pendidian Jakarta: Biro Hukum Organisasi Sekretariat Jenderal Departemen Pendidikan Nasional. 13. [13] Keputusan Menteri Pendidikan Nasional Nomor 232/U/2000 tentang Pedoman Penyusunan Kurikulum Pendidikan Tinggi dan Penilaian Hasil Belajar Mahasiswa. 14. Surat Keputusan Direktur Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional Republik Indonesia Nomor 43/DIKTI/Kep/2006, tanggal 6 Sepetember 2006 tentang rambu-rambu Pelaksanaan Kelompok Mata Kuliah Pengembangan Kepribadian di Perguruan Tinggi. 15. Tayibnapis, Farida Yusuf. 2008. Evaluasi Program dan Instrumen Evaluasi Untuk Program Pendidikan dan Penelitian. Jakarta: Rineka Cipta.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Excellent Character Education of Students Lecturing a Concept and its Implementary Na’imah Sunan Kalijaga State Islamic University Yogyakarta Indonesia ABSTRACT This study is abuat excellent character education, what methods should appropriate be used and how to achieve the aims of education. The findings are that the character building education needs specific methods, systems, and attention of professional lectures.Those methods that can be implemented are role model method, habitual method, and rewards or punishment.Religious education and civic education have been aimed to real strengtening. Religious education is directed to the formation of excellent character or manners, and civic education is directed to the formation of personality or citizenship. If the two subjects can be implemented in real lectures and focus by the appropriate approach to the formation of excellent character and personality, it must be able to be a far better hope for improving the student excellent characters. A.

INTRODUCTION

Strengthening educational characteris relevant to address the moral crisis that has engulfed students of Sunan Kalijaga State Islamic University Yogyakarta now todays. The crisis is in the forms of undisciplined attitudes, cheating habits, disrespectful attitude toward friends/ staff/ lecturers, and increasing promiscuity. This has become a social problem that until now has not been able to be completely resolved. The crisis that looks at the students is based on bad culture /bad habit, lack knowledge of religiou, and bad ideology. The conditions are because of their lack of education about them. Factually, the moral crisis that attack violently people in the world is much more dangerous and apprehensive about killing, butchering, raping, robbery, violence, corruption, and so on. Demoralization also occurs at University because the learning process tends to teach moral education and character to the point of texts. Therefore, students do not get enough material about how to solve their problems well, how to have good attitutes in facing their contradictory lives. In the context of formal education on campus is that one of the reasons why it also happens because the education is emphasized more only on the development of intellectual or cognitive. Whereas, soft skills aspects that is the main element of moral education is not considered optimal. In fact, the achievement of student learning outcomes can not only be seen from the cognitive and psychomotor aspects,but also the affective aspect, as long as this happens in the practice of education at campus. The three aspects are related to each other reciprocally, although the strength of relationship varies from one case to another. Some research findings indicate that the effectiveness of cognitive achievement occurred in accordance to the effectiveness of affective aspect achievement.2 At the Ministry of National Strategic Plan 2010-2014 has been proclaimed the vision of the application of character education, it would require hard work by all parties, 2

Zubaidi, 2011. Desain Pendidikan Karakter, (Jakarta: Prenada Media Group, 2011), pg. 2.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 especially about programs to be contributed to civilization to be completely optimized. However, the implementation of character education in this campus needs to be understood of the concepts, theories, methodologies, and applications which arerelevant to the formation of character building and character education. Furthermore, it is said that there is no single script for effective character education, but there aresome important basic principles. The following eleven principles serve as criteria that schools and other groups can use to plan a character education effort and to evaluate available character education programs, books, and curriculum resource. 3 1. Character education promotes core ethical values as the basis of good character. 2. "Character" must be comprehensively defined to include thinking, feeling,and behavior 3. Effective character education requires anintentional, proactive, and comprehensive approach that promotes the core values in all phases of school life. 4. The school must be acaring community. 5. To develop character, students need opportunities for moral action. 6. Effective character education includes a meaningful and challenging academi ccurriculum that respects all learners and helps them succeed. 7. Character education should strive to develop students'intrinsic motivation. 8. The school staff must become a learning and moral community in which all share responsibility for character education and attempt to ad here to the same core values that guide the education of students. 9. Character education requires moral leadership from both staff and students. 10. The school must recruit parents and community members as full partners in the character-building effort. 11. Evaluation of character education should assess the character of the school, the school staffs functioning as character educators, and the extent to which students manifest good character. Based on the above issues, it is discussed about Excellent Character Education in this paper: Concepts and Implementation in Learning. B.

CONCEPT OF CHARACTER EDUCATION

Character education has become a concern to some countries in order to prepare better quality of the next generation. In this case, the benefit in improving the character education is not only for the individu or a citizen but also for the citizens as a whole. Character education can be defined as our deliberate efforts of all life dimensions to help the formation of our next generation character optimally.

3

Lickona at. All.,Eleven Principles of Effective Character Education,http:// digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1065&context=slcestgen, on June 30th 2015.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 According to Lickona, related to the concept of moral character, it is among the moral knowing (moral concept), moral attitudes, and moral behavior. Based on the three components, it can be clarified that good character is supported by knowledge of kindness, the desire to do well, and do deeds of kindness. The ideas can be described below, notice the framework of their connection.

Moral Attitud

Moral Concept Moral Character

es

Moral Behavio

r Picture 1: Good Character, by Lickona Based on national education aims, character education is a program of education that is designedand based on psychological considerations for educational considerations. The aim of character education is to teach certain traditional values that are widely accepted as the basis of good behavior and responsible. These values are also described as moral behavior.4 Really, the character education has been being impemented since (preschool education) or at least from primary school level to University. But,it looks that the curriculum in Indonesia still does not contain aspect of excellent character optimally, although there have been the subject matter of Pancasila and Citizenshipalready. Whereas if the Indonesian people want to improve the quality of human resources and immediately rose fromits remainder, Indonesian people must directly improvethe education system, and strengthen excellent character education. According to Unessco (2000 in Mursidin: 2011) that education makes good world and it has four pillars. They are learning to know, learning to do, learning to be, and learning to life together. Furthermore, all the ideas of education makes learning to be morally.5 In this case a good education should have five pillars, they are learning to know, learning to do, learning to be, learning to life together, and learning to be morally. The learning outcome is the formation of thinking habit in terms of students have good knowledge, will, and skill in doing goodness. Through a comprehensive understanding, it is expected to prepare a learning management pattern, which produces strong character graduates, who have toughness in science, faith and excellent behavior, both personally and socially. C. THE CONCEPT OF SYLLABUS Syllabus is a written good planning that contains excellent ideas which are formulated by professional scientists of syllabus. It is as a planning document that contains some aims to 4

Zuchdi, Humanisasi Pendidikan, (Jakarta: PT Bumi Aksara, 2009), pg. 39. . Mursidin, Moral Sumber Pendidikan, (Bandung:Ghalia Indonesia, 2011), pg.12.

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 be achieved. It contains materials and learning experiences that students should do, strategies and techniques can be developed, evaluations that are designed to obtain information about the achievement of objectives, as well as the implementations that have been designed in tecahing learning process. The components of the syllabus are interrelated and influenced to each other. Syllabus consists of the educational aims, experiential learning component, aim achievement strategies, and evaluation components. Syllabus is function as a guideline of educational aims. Religious education and civic education have been aimed to real strengtening. Religious education is directed to the formation of excellent character or manners, and civic education is directed to the formation of personality or citizenship. If the two subjects can be implemented in real lectures and focus bythe appropriate approach to the formation of excellent character and personality, it must be able to be a far better hope for improving the student excellent characters. However, what happens to the students at this University is that almost all students who get good scores of their exams are evaluated asonly their academic achievement. It does not mean that they are good students who have excellent character. Character education syllabus design rather can either be taught differently from othersor integrated with all subjects by raising moral education or moral life. So, the whole process of education is a process of moralization learners / students. It does not mean that the lecturing process of moral knowledge, but a process of moral integration of knowledge. Character education is understood as an effort to embed intelligence in thinking, appreciation in the form of attitudes, and experiences in the form of behavior that is in accordance with the noble values of the identity. In embeding the excellent character education is not like transfering knowledge or practicing a particular skill. Character education needs process, role models, habituation or familiarization within the students in a campus environment, families, or community environment. Based on research, there are two approaches to character education, namely: (1) The character is positioned as a separate subject; and (2) Characters are built-in in every subject. In fact, the first approach is more effective than the second one. One of the reasons is that the lecturers/ professors give lectures still about theories and concepts. It means that character education has not been to the realm of methodology and its application in life. Ideally, each lecture covers aspects of the concept (nature), theory (syare'at), methods (tharekat) and applications (ma'rifat). If the lecturers have taught all lessons in a comprehensive manner through concept, theory, methodology, and applications of each subject, the significance of which is taught to be more effective in supporting excellent character education. Peterson & Seligman said that they used for identifying character strengths into six core virtues; they are wisdom, courage, humanity, justice, temperance, and transcendence. 6Character values are: (1) Love to God and the universe and its contents; (2) responsibility, discipline and self-contained; (3) to be honest; (4) respect and courtesy; (5) affection, caring, and cooperation; (6) confident, creative, hard work and unyielding; (7) justice and leadership, kind and humble, and tolerance, love peace, and unity. In its implementation, it needs study and application of the values that are embodied in the 6Peterson

&Seligman, Character Strengths and Virtues, A Handbook and Classification ,

New York: Oxfort university Press, 2004.pg.53.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 excellent character of the nation in lecturing activities at campus. Integration of national character value in learning activities can be done through the stages of planning, implementation, and evaluation. D.

IMPLEMENTATION

The lecture in an integrated character education can be justified by the belief that students can be excellent characterized if they are naturally involved in the lecturing process. The term of integrated in the learning means learning emphasizes learning experience in a meaningful context. Integrated lecture can be defined as a concept of learning approach that involves several subjects to be given a meaningful experience of students. It is said to be significant because the integrated lecture, students will understand the concepts that are learnt through the direct experience and connect them with other concepts that have been understood by the opportunity to learn what is related to the theme or authentic events (naturally). Thus, the characteristics of integrated education are: (1) focused to students; (2) given direct experience to students (3) presented the concept of the various subjects in a lecture; (5) flexible disposition, and (6) the results of the lecture can be improved accordingly to the students’interests and needs. Integration of the lectures can be done in a matter of substance, approaches, methods, and evaluation models that are developed. It does not mean that all substances of lecture materials are suitable for all characters to be developed, because there are materials/lessons need be selected and synchronized withthe excellent characters that should be developed. In principle, all subjects can be used as a model for the development of the excellent characters of students. In order not to be overlap and neglect of one of the characters to be developed, it is necessary to do the mapping based on the proximity of material with the character to be developed. The basic approaches and methods are included inculcation, modeling (modeling, qudwah), facilitation, and skills development (skill building). Inculcation (planting) has value characteristics: (1) use good communication; (2) treating people fairly; (3) respect the ideas of others; (4) expressed doubts with reasons, and with respect; (5) does not completely control the environment to increase the likelihood of delivering the desired values; (6) creating a social and emotional experience about the desired values unextremely; (7) make correct rules, provide rewards and consequences with also correct reasons; (8) to keep open communication with those who disagree, and (9) provide freedom for their different behavior. Excellent character education should not be used inductrination method which has characteristics which contrast with inculcation In excellent character education, modeling or providing of excellent exemples/ models is used as an excellent strategy. To use this strategy, there are two requirements must be fulfilled. Firstly, lecturers should serve as a good model for their students and children. Secondly, students must imitate famous people who noble, for example; the Prophet Muhammad; lecturers solve some problems fairly; respect students’ opinions and and criticize others politely. Moral learning for students would be more effective if it is presented in the form of images, such as film, so that students do not only capture the meaning of a verbal message mono - messages, but they can capture multi-messages of some pictures, the relationship among pictures and events in the storyline presented. Example: delivering a message that drugs should be avoided, then the impression of suffering people imprisoned for drug ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 addicts is much more meaningful than delivered orally, through a lecture. However, if you want more in-depth level of their acceptance, it can be continewed by reflectional method (al-muhasabah) after it has been well conditioned through the story in a movie that has just been watched.Methods of punishment is used to inspire and educate rabbaniyah feeling, that feeling Khauf (fear) and humble before Allah (deeply absorbed in Allah) when remembering Allah and reading the Qur'an. Moral behavior (moral action) can be evaluated accurately by observation in a relatively long period of time and continuously. Observers must be people who have practices. 7They are also well known by people who are observed, so that the interpretation of the behavior that appears is appropriate or absolutely right.A code of honor, strict work moral, responsibility for and devotion to the quality of work, pride in one’s metter other morally and spiritual precepts associated with work, developed through such organiz. Furthermore, it was said by Knight (1982:27) abaut ethics, it is the study of moral values and conduct. It seeks to answer such questions as “What should I do?, what is the the good life for all people?, and what is the good conduct?”. Moral theory is concerned with providing right values as the foundation for right actions8. Character — and any particular virtue — must also be defined in terms of its essential psychological components: knowing the good, desiring the good, and doing the good.9 To possess the virtue of justice, for example, one must understand justice — what it demands of him in anysituation (the cognitive side of character). Second, one must care about justice — want to be a just person, admire fairness in others, feel constructive guilt when he falls short of that standard, and havethe capacity for moral indignation in the face of injustice (the emotional side of character). Third, he must practice justice — behave justly in his personal relationships and try to contribute as a citizento building a more just society and world (the behavioral side of character).What, then, is character education? It is the deliberate effort to cultivate virtue in its cognitive, emotional, andbehavioral dimensions. It does so intentionally through every phase of school life, from the teacher's example to the handling of rules and discipline to the content of the curriculum to the conduct of sports. Furthermore, it is said that moral authority, once vested firmly in both schools/ campus and teachers/ lecturers, receded dramatically.10 Lecturers distanced themselves from students’ moral development andattempted to become neutral facilitators, leaving students free to arrive at theirown values and to figure out some of life’s toughest questions without guidance. They were encouraged to view society’s traditions of civility and ideals with skepticism and even scorn. As a result, civic and moral education were severed from one another – a severance that largely continues to the present day.11Athough there is no intrinsic relationship between religiosity andmorality, the way people process religious contents is predictive of the way they deal with moralissues. 7

Nasr, H. Seyyed, Traditional Islam in the Modern World, London: Kegan Paul International Ltd., 1994. Pg.41. 8 Knight & George, Issues and Alternatives n Educational Philosophy, Michigan, Andrews University Pess, 1982.Pg:27. 9 Linckona, What is Effective Character Education?http://www.athenaeum.edu /pdf/What%20is%20Effective%20Character%20Education.pdf, June 30th 2015. 10 Athur, Education with CharacterThe moral economy of schooling, http://samples.sainsburysebooks. co.uk/9781134471843_sample_524556.pdf,on June 30th 2015. 11

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 E.

CONCLUSION

1. Excellent character education needs special methods in achieving the aimsof education. Among the appropriate learning method is exemplary method (al-qudwah), habituation methods, and methods of praise and punishment. 2.

Education is essential to obtain the value of life, not a numerical value as usual at this time, but produces the meaning of any knowledge they have acquired. Acquisition means to be the size of any learning process. There's no learning process, when the reconstruction has not been produced a new meaning that can be provided enlightenment for the learner.

3. The education looks like to use more competent tests to measure knowledge than to measure good moral/ excellent character of students as the affective domain. The national exam is more focused on measuring cognitive abilities, than affective domain, consequently education products, outputs or outcomes, lack of good morality. 4. To use this strategy, there are two requirements must be fulfilled. Firstly, lecturers should serve as a good model for their students and children. Secondly, students must imitate famous people who noble, for example the Prophet Muhammad (lecturers solve some problems fairly; respect students’ opinions and and criticize others politely). BIBLIOGRAPHY 1.

Athur,

Education

with

Character

The

moral

economy

of

schooling,

http://samples.sainsburysebooks.co.uk/9781134471843_sample_524556.pdf, on June 30th, 2015 2.

Duriez & Soenens, Religiosity, moral attitudes and moral competence: A critical investigation of the religiosity–morality relation http://bartduriez.com/documents/PDF/2006_DuriezSoenens_IJBD.pdfon June 30th, 2015

3. Knight & George, Issues and Alternatives n Educational Philosophy, Michigan, Andrews University Pess, 1982. 4.

Linckona, What is Effective Character Education?,http://www.athenaeum.edu/pdf/What%20is%20Effective%20Character%20Edu cation.pdf, on June 30th, 2015

5. Mursidin, Moral Sumber Pendidikan, Bandung:Ghalia Indonesia, 2011 6. Nasr, H. Seyyed, Traditional Islam in the Modern World, London: Kegan Paul International Ltd., 1994. 7. Peterson &Seligman, Character Strengths and Virtues, A Handbook and Classification, New York: Oxfort university Press, 2004 8. Zuchdi, Humanisasi Pendidikan, Jakarta: PT Bumi Aksara, 2009.

http://bartduriez.com/documents/PDF/2006_DuriezSoenens_IJBD.pdf. June 30th 2015.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The Handling of Juvenile Delinquency Through the Arrangement of Senior Secondary School ( SMA) Islamic Education Curriculum”, aimed at formulating the Lesson Plan Pudjo Sumedi ¹, Ihsana El Khuluqo ², Jamil³, Rogayah4, Syarifah5 ¹²³) Universitas Prof Dr. Hamka, ¹[email protected] ABSTRACT The research on juvenile delinquency with the theme “The Handling of Juvenile Delinquency Through the Arrangement of Senior Secondary School ( SMA) Islamic Education Curriculum”, aimed at formulating the Lesson Plan (RencanaPelaksanaanPembelajaran /RPP) which is one of learning tools of the materials for handling juvenile delinquency in SMA, that is implemented through the integration of 6 subjects (Civics, Social Science, Indonesian Language, Sports, Health and Arts Education, Sciences Education and Mathematics) in the schools encountered South Jakarta of DKI Jakarta. The special targets intended to achieve are 1) Identifying the factors supporting the societies’ involvement in actively taking a role in the process of formulating the sets of SMA curriculum development, 2) Improving, empowering, and developing the schools’ attention by involving the societies’ roles in the formulation of sets of curriculum for SMA in handling the juvenile delinquency through the six subjects.. The plan of the research will be directed to the formulating of program, formula, and implementation of curriculum sets in the form of Lesson Plan (RPP) for grade I in the first year and grade II, III for the second year through the integration of six subjects with the Islamic education. Keywords-curriculum, religious education, juvenile delinquency I.

INTRODUCTION

The educational process is the most important part of the educational implementation that is realized through the Lesson Plan (RencanaPelaksanaanPembelajaran /RPP) as the sets of Islamic education curriculum which is implemented to handle the juvenile delinquency through six subjects in school. Therefore, the formulation of Lesson Plan as the sets of Islamic education needs the steady plan and involves many parts in the implementation, such as teachers and students ( Widoyoko, 2009), the students’ parents, figures in society, organization and institution in society around the school environment , Central and Regional Government. In line with the 1945 Indonesian Law which says: “Every citizen has the same right for getting the qualified education. Citizens with physical, emotional, mental, intellectual, and or social disorders have rights for getting special education. The involvement of many parts is needed in the effort of supporting the achievement of subjects competence which is in the end can support the achievement of graduate competence, and related to the religious education as the science at school, the competence wants to achieve is shaping the pious student in the social live and students’ individual piety It needs the religious revitalization in the process of formulating sets of curriculum through the development of Lesson Plan which is implementing the handling of juvenile delinquency through six subjects, by increasing the societies’ active participation in the process of formulating in the educational institution (schools). ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 1.1 Statement of the Problem 1. What are the findings in the relevance of the societies’ active participationin handling the juvenile delinquency? 2. How to formulate Lesson Plan as set of Islamic Education curriculum as the effort of shaping the students individual and social piety and avoid them from doing the delinquent behaviors? 1.2 Research Methodology The design of this research is descriptive, in which descriptive research is a method that is used to find the knowledge widely as possible from the research object at a particular time. The use of descriptive method makes the use of model building. According to Erna Widodo and Mukhtar (2000:18) that the implementation of this model to empirical field is a certain problem solution model which is called action research. The technique of Data Collection and Analysis is done by using data collection technique in the form of library research and field study. Library research is used to gain data about theoretical background and concepts about teaching and learning program. 1.3 Definition of Terms These are the terminologies that are used in this study. Juvenile delinquency:also known as "juvenile offending", is participation in illegal behavior by minors (juveniles, i.e. individuals younger than the statutory age of majority under the age of 17). Most legal systems prescribe specific procedures for dealing with juveniles, such as juvenile detention centers, and courts. Lesson Plan: A lesson plan is a teacher's detailed description of the course of instruction, or 'learning trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. akhlakulkarimah: repeated good deed Syirik: believing the existence of another strength than Allah Kufur: is an Arabic term (from the root K-F-R "to cover") used in an Islamic doctrinal sense, usually translated as "unbeliever," "disbeliever," or "infidel." The term refers to a person who rejects or disbelieves in God and the religious truth revealed through the mission of the Islamic Prophet Muhammad, and thus demonstrates ingratitude towards God. Nifaq: is showing something that is assumed as good in front of people , but hiding the vile mood, evil, and degenerate standard of behaviors. riya: bad habit, that is doing such activity for getting profit/reward, showing-off, or intentionally getting people’s impression II. RESEARCH METHODOLOGY This study uses a qualitative approach method. The design of this research is descriptive, in which descriptive research is a method that is used to find the knowledge widely as ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 possible from the research object at a particular time.The technique of Data Collection and Analysis is done by using data collection technique in the form of library research and field study. III. RESEARCH FINDING AND DESCRIPTION Every citizen in the age of seven till fifteen years is obligated to follow the primary education. Every citizen is responsible to the continuity of the operation of education. Students’ parents have rights to take a role in choosing the educational institution. The societies have duties to give the support to the educational resources. The central and regional governments have rights to direct, guide, help, and control the operation of education. Empirically, the need of Islamic educational institution which can support the shaping of individual piety has risen the groups of inclusive societies in the form of ‘pengajin’ society, as cited by Ahmad Amir Aziz in his research about “Individual Piety vs Social Piety” that “ The phenomenon of shaping the individual piety and social piety has been the TareketQadariyyahwaNaqsyabandiyah in Pagutan and Praja Lombok, having significant role, in creating the individual piety in religiousness and closeness to Allah. The improvement of educational quality needs attempts in improving the quality of teaching and learning program entirely, because the essence of educational quality is the implementation quality of the teaching and learning having formulated before.”( S.EkoPutroWidoyoko, that : “The Optimalization the Teachers Roles in the Evaluation of Teaching and Learning program.” However, nowadays, it is recognized that Religion Subjects at school is still less, especially for its very limited time/duration, that makes the goal of Religion Subjects at school is difficult to achieve. Another thing is also seen in the low quality of behaviors in religious living between students in the daily lives. In order to solve those weaknesses, it needs to hold school activities at the certain time outside the school-hour that focus on improving the faith and piety, and also the good deed/morals (national character) in the form of habits actualization of religious living. The activities being discussed for example through direction/course for teachers in formulating the Lesson Plan (RencanaPelaksanaanPembelajaran /RPP) specially for handling the juvenile delinquency which nowadays is deliberately needed in educational institution. In facing globalized era and in line with the plan of the Ministry of Education and Culture and the Ministry of Religious Affair to legitimate the 2013 curriculum, intentionally by developing Science and Technology to handle the serious juvenile delinquency. In order to face the various moral deviances, it needs the modal of sturdy science. The low quality of religious behaviors between students as shown above can raise the actions which not only harm their personal lives, but also may disturb the safety of the wide society. The great quantities of gang-fights, drugs abuse, and the amount of amoral behaviors happen in students circle. The disharmony factors in family circle or in another term which is called broken home or quasi broken home, the society environment which has limited capability in facing the rapid modernization and globalization, industrial influence, entertainment,till the existence problems formal education (school) (B.Simanjuntak, Emotional Juvenile Delinguency, (Jakarta : Fak Psikologi UI, 1987), schools factors have the second influence, is it not argued that the interaction process between its members and between teachers and students happen at school. Unfortunately, the interactions they do at school often give ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 negative consequences for the mental development so that the students become delinquent (doing criminality). Therefore, Abdurrahman al-Nahlawi proposes that the faith is the base and target in Islamic education. If somebody’s faith is sturdy, every his/her behavior will be based to his/her justified thoughts and their hearts are also becoming peaceful.( David Jacobson, Methods for Teaching a Skill Approach, (London: London Book Company, 1991). The right faith is the strong base for the educational concepts. With the modal of faith, mukminperson has extraordinary attitudes because his/her life is full equipped with system, law, order, and harmony. According to that view, it is assumed as correct and normal if the values being applied in the formulation of Lesson Plan of Juvenile Delinquency in SMA involves: 1. The instillation of moral value especially faith and piety, and also akhlakulkarimah(good deed). 2. The integration of students lives in family, school, and society environments. 3. The kinship between teachers and students. 4. The application of discipline togetherness creativities in developing creativities. 5. The more effective and efficient way through both formal and non formal meetings.( Team of Planners, formulaters of Juvenile Delinquency RPP, 2014) In Indonesia, the juvenile delinquency problems has reached the critical point that rise the societies’ anxieties. This condition strongly pushes the parts who are responsible to the problems, such as the educational groups in the schools, the judges and public prosecutor in the maintenance and illuminations sectors, the government as the general policy maker in guiding, creating, and maintining the societies security, peacefulness, and orderliness. Another factor that can not be neglected is the role of socity and family in supporting the handling of those problems (Sudarsono, Kenakalan Remaja: Prevensi, Rehabilitasi dan Resosialisasi, (Jakarta: Publisher Rineka Cipta, Cet.Ke-2, 1991). The delinquency or mental-health disorder (psikopatologi) in Islam can be divided in two categories. The first is characteristically secular/wordly (duniawi). Kinds of psichopatology in this category in the form of symptoms or mental-illness that have been formulated in contemporer psychology discourse. The second is characteristically eschatologic matters (ukhrowi), in the form of mental illness as the effects of deviance to norms or moral, spiritual, and religious values.( The allotment of this Psychopatology dues to the allotment of psychoteraphy which is formulated by Muhammad Mahmud, Ilm al-Naf al-Ma’ashir fi Ghaw’l al-Islam, (Jeddah: Dar al-Syuruq, 1984). Al-Ghazali mentions that there are six categories belong to destructive behaviors (almuhlikat) which cause the psychopatology, they are:1) the danger of stomach and sex lusts, like eating subhator haram (prohibited to eat) and doing forbidden sexual intercourse; 2) the danger of mouth, such as , mocking others, doing meaningless debate, telling a lie, bringing others to compete, telling anothers’ weaknessess; 3)the danger of anger, jealousy, and envy; 4) the danger of world loving; 5) the danger of arrogance and conceit; 6) cheating. IbnuQayyim al-Jauziyah (Ibnu Qayyim al-Jauziyah, al-Shalikhin bayn Manazil Iyyaka Na’budu wa Iyyaka Nasta’in, (Cairo: Dar al-Fikr, 1992) proposes five kinds of aspects which cause psychopatology, they are 1) involving ourseleves to anothers’ business; 2) having illusion of something impossible to happen, hence causing lazyness and negative whispers; 3) relying to other than Allah that causes somebody has no freedom and independent; 4) over eating, moreover for eating food prohibited by religion (haram) that ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 can cause to lazyness in doing praying activities ; 5) over-sleeping that reduce the time for tafakkur andtadakkur, making body fat only and spending time uselessly. Eventhoughal-Qur’an andSunnah have more and detail explained about kinds of psychopatology, basicallly they can be devided into three parts, they are 1) psychopatology related to akidahor relationship to the God (ilahiyah), such as believing another power than Allah’s (syirik),being ungrateful to Allah’s gifts (kufur), being heretic/ doing bid’ah(zindiq), and so on; 2 ) psychopatology related to humanity (insaniyah), like hasud,ujub,ghadab,su’al-zhan, ans so on; 3) psychopatology related to akidah and human relationships, like riya’, nifaq, and so on. Those students who have mental disorders (amradh al-qulb) result on the attitudes and behaviors which break the religious, moral, and social norms in the form of violent actions. Qualitatively, juvenile delinquency includes, the first is criminals like murder, illtreatment, and so forth. The second is stealing which includes the ordinary stealing and serious stealing. The third is the embezzlement, deceitfullness, extortion, vagrants, and being narcotics and drugs consumers and dealers of which all the actors will be given the determined punishments.( Sudarsono, Kenakalan Remaja ). Students can be categorised delinquent if, (M. Jamaluddin Mahfudz, Psikologi Anak dan Remaja Muslim, (Jakarta: Publisher Pustaka Al Kaustar, 2000), constantly coming late to school, running off from school before the learning hour is over, being absent from school, rebelled againts the school rules, lying to friends and teachers, acting in the nature with opponent sex, smooking, telling lie in communication with peers, reluctant to do assignments, being over in every action that harms the health, breaking the peers’ rights, creating noisy situation in the middle of learning hour, acting with only own intention, no hearing the correct suggestion and difficult to direct, trifling the peers’ feelings, regarding peers as enemies or frequently being engaged in a gang fights, making such association which often creating strained situation between gangs, and being rebellious to parents.( Result of Research and Development (Litbang) Study: The Department of National Education year 1998). As the effort of shaping the students’ individual and social piety. Improving and empowering as well as developing the schools’ attention in involving the societies’ roles in the formulating the curriculum sets for grade I, II, and III of SMA has characteristic as thePendaismaterial development in handling the juvenile delinquency through six subjects at school. The government plans the teaching and learning program for SMA that is The Handling of Juvenile Delinquency (Islamic Education). The description of learning materials for handling the juvenile delinquency is the cause factor and hopefully there will be improvement after being implemented and there are positive effects as improvement in belief (akidah) as well as daily attitudes for handling the juvenile delinquency. The description of the handling juvenile delinquency program can be seen as follow: First, believing the existence of another strength than Allah (syirik).Syirikis literally meant believing another thing as Allah. While psychologically, it means belief, atitude, and behavior of having one or more faith to very fundamental problems in human lives. The symptom of being syirikis that man has beliefs that Allah SWT is no longer the most powerful one. Second, the refuse (kufr).Kufuris closet attitudes and behaviors (al-Sitr) and refuse the real fact. If students get an influence of syirik, like being kufurto Allah’s gifts, they tend to do delinquent acts for they do not have self-awarenes and they are not aware or thank for ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Allah’s gifts. Moreover, if it happens to kafirpeople, like kufurto the divinity of Allah SWT their souls are categorised died not only sick (Abd. Latif Muhammad al-‘Abd, Al-Insan fiy Fikr Ikhwan al-Shafa, (Cairo: Maktabat al-Anjaluw al-Misyriyah, tt). Third, having differernt thinking in heart and in the fact (nifaq).Nifaqis showing something that is assumed as good in front of people , but hiding the vile mood, evil, and degenerate standard of behaviors. Nifaqis a character of liar (munafiq) people that constitutes delinquent attitudes. It is such a acccumulation of varios internal conflicts and mental illness. Nifaqbad habit personally has less impact to the actors than having syirik and kufurbad habit, but socially this mental ilness is very dangerous for citizens (umat) , hence the people whose having this feeling finally will be the crust of hell (QS.An-Nisa’ (04) verse : 145). Fourth, riya’ bad habit, that is doing such activity for getting profit/reward, showing-off, or intentionally getting people’s impression. Spiritually, riya’ is categorized as mental illness, because the doers disobey the divinity agreement in the world of departed spirit to pray or do religious service to Allah. One who does riya’ means that he/she is not able to realize his/herself well. In addition, psychologically, riya’ is categorized phatology, because the doers are doing an act just only to look for people’s impression, without considering the productivity and the quality of the deed. The doers of riya’ will work well if being inspected, if not, they will ignore all the duties and tasks (Abdul Mudjib, NuansaNuansa Psikologi Islam ). Fifth, angry (ghadhab). Being angry shows the degree of somebody’s unstability because he/she can not control his/her anger.When the anger emerges, the inner awareness is hindranced which is breaking one’s heart. The tendency is overthrowing another through provocation, competition, and destruction. Nevertheless if ghadhabis influenced by desire and satanic whispers, it will cause the destructive actions ( Ibnu Qayyim Al-Jauziyyah, AlShalikhin Bayn ). Sixth, forgetful (ghaflahor nisyan), which is consciously vanishing or ignoring (inattention) a thing that should not be separated form the one’s life essence. Naturally, human beings have probability of being forgetfull and this forgetfullness is not categorised as delinquency or psychopatology, eventhough this forgetfullness belongs to amnestic category, moreover this forgetfullness can free somebody from claims and duties till he/she gets his/her consciousness back. The forgetfullness that belongs to delinquency is the intentionally forgetfullness to certain beliefs, fundamental live values, and someone’s view/way of life. Someone who forgets his/her belief, faith, life values, and view of life, his/her actions are not in the regular orders, causes great lost, and can lead to destruction.( Ibnu Qayyim Al-Jauziyyah, Al-Shalikhin Bayn ). Seventh, aspect that may causes delinquency or psychopatology is following the satan’s whispers (waswas). Waswas is satanic soft whisper which persuates humans to do actions in violence in God’s law and sin which finally can break their self-images and self-esteems, which trying to mislead them and always disobey the Allah’s orders. Humans who follow the satan’s whispers may temporarily upgrade their passion in lives, but they will get destruction in the future. Therefore, following the satan’s whispers belongs to delinquency for students. Eighth, losing the spirit/enthusiasm/hope. (al-ya’iswaqanut). Losing spirit means the lost of desire/enthusiasm, morale, synergy, and live motivation after ones fail to reach/gain something wished (Robert M.Guion, Some Definition of Morale, in Edwin A.Fleishman, Studies in Personel and Industrial Psychology, (Homewood, Illionis; The Dorsy Press, 1961). Because of the failure ones do not eager to struggle, even retrying the same action, indeed ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 the losing spirit often causing ones killing himself .Losing spirit is regarded as mental illness disorder and cause the rise of criminality because somebody ignoring the true human potentials, disbelieving the fate sunnahAllah and losing enthusiasm of Allah’s gifts and bless (Noah Webster, Webster’s New Twentieth Century: Dictionary Unabridged (USA: William Collins Publisher, 1979. Ninth, greedy (thama’). Greediness is mental illness in which the humans are constantly feeling less or minus to what have been owned, even what they own have fulfilled the standardized lives. Greediness is not only about materials/wealth/property, but also about man/women, throne or authority/power or another live pleasure. The greedy person is called a man having mental illness, because he/she can not control his/herself, even does not have independent live.Humans should be able to control their wealth, but because of their greediness, they are fettered and slaved by their own wealth. Tenth, cheated (ghurur). Al-Ghurur is believing or convincing a thing that is not true or substantive. Ghurur has higher grade of pathology than illusion, delusion, or hallucination merely, because ghurur has spiritual and transcendental dimension with the wider scope. Eleventh, conceit (‘ujub) and arrogant (takabbur).Ujuband takabbur are snooty attitude, so that feeling herself great, but actually the case is minor or inconsiderated. Although one is having stregth that is proper/suitable to be proud or compared to others, it is not permitted to be treated arrogantly, because it is not exact/guarantee that he/she is having strength in other aspects, when the strengths is merely the gifts of Allah SWT. The life of arrogant person will not peaceful because he/she will not be willing if another man having strength, while he himself doesn’t attempt to improve his quality (QS.Al-Baqarah: 34). Twelveth, jealousy and envy (hasudand hiqid).Hasudadalah jealousy to other persons’ gifts and pleasant. While hiqid is envy to others and managing any act so that those people being hated do not get chance to achieve prosperity and comfort (Ibnu Manzur, Lisan al‘Arab, in CD program, entri hasud and hiqid ). Based on that definition, hasud has the grade of pathologys heavier than hiqid. Although those both characteristics emphasize on jealousy. Hiqid focuses more on attempt to make hindrance and close anothers’ chances in achieveing prosperity and pleasant, while hasud focuses on imagination which hoping anothers’ pleasure move to him. Thirteenth, telling anothers’ weaknesses or bad sides (al-ghibah) and confront one to another (al-namimah). Ghibah is regarded as mental illlness, because the actors is not able to make adaptation to his social environment. He is busy talking anothers’ bad sides, whereas he himself having weaknesses which is more or less not different with theirs, even worse. Ones who are able to adjust themselves to their social environment well, will not tell the weaknessess of people surround them, because they honestly becoming unseparated part of them. even the bad sides being talked is due to the fact, those weaknessess is prohibited to share/tell, moreover something unreal which can be slander, while the sin of making slander is bigger than murder (QS.Al-Baqarah: 191, 217). Fourteenth, world loving (hubb al-dunya), stingy (al-bakhil), and extravagant are wasful the properties (al-israf or al-tadbir). World loving is making the world and its substance as the final goals and not as the medium of lives. This kind of love belongs to mental illness disorders, because the doers are not aware of the true goals of lives. The characteristics of this mental illness is the doers owning the behavior and attitude of hedonism, materialism, and egoism. Fifteenth, narrow-minded or coward (al-jubn). Narrow-minded and coward are behaviors or attitudes owned by someone who are not brave to face the real fact. The characteristics of the doers is if they are faced to a certain problem, they will think of the negative effects ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 first, without considering even a little the grade of its benefits. As the consequence, they are not courageous to do what is ought to do. This narrow-minded usually is caused by the faith in struggling for Allah SWT, because of afraid of death, not feeling like to spend for zakat because afraid of poor, not fighting against the bad-deed for afraid of being hated or for losing the chance getting a position in certain function, and not telling the truth or justice for afraid of something threatening(QS.Muhammad (047) verse 20). Hopefully, the program of handling the juvenile delinquency in SMA, having competence that is by understanding the verses of Al Qur’an, it is expected the improvement and change on students’ attitudes so that creating the respectful and well mannered as the model and having tight solidarity/brotherhood and tolerant and there is no juvenile delinquency in SMA later. By understanding the Al Qur’an verses the deviant behaviors (syirik) will be prevented. The sin of doing syirikis an internal conflict sources and so forth. IV. CONCLUSION AND RECOMMENDATION 4.1 Conclusion Essentially, the juvenile delinquency is not the real characteristics brought by adults/students since birth. However, because of the influence from environment, family, and their social interaction, they feel their rights are being neglected, so that they do the deviant, because they want to get the more attention by breaking the norms, doing thing freely which are not suited to the norms accepted in societies. The juvenile delinquency is not a strange/new case in this globalized era, which suffering adults themselves, country, and also the nation. The juvenile delinquency will not be worse if there is serious involvement from students families, societies, as well as the closest people in anticipating the worse juvenile delinquency, because the societies’ awareness in developing the young generation is strongly needed, and hopefully there is related and continuing participation in building the adults’/students’ identities to the better future, in order to create the generation for nation continuity who have morality and noble characteristics. 4.2 Recommendation In teaching religion to adults, it needs various methods. The method of teaching religion to adults have been modeled by Rasulullah SAW, they are: Modeling Method, Demonstrative Method, and Giving Assignments Method. According Abudinata, this suggestion is suited for adults because by using good expressions/sentences can determine their heart to direct to the desired ideas. Later he says that the target of suggestion method is raising the awareness of somebody being suggested, in order to be aware of doing the determined commands ordered to them. The roles of parents are very important. It is necessary for them to give model about living harmoniously, honestly, in well-mannered, and democratic. Parents should be the sources of motivation for their children. Schools are the place of giving instruction which are built with the basic values from family. Schools receive the responsibility of teaching education based on parents’ trusts. In schools, under the leadership/direction of the educators, the students get education and instruction. Students learn many sciences and skills which will be used as the modal for their future lives in societies. Therefore, the teachers and educators resources need to be improved continually, following the development era, for instance, should have the knowledge of psychology development, mental hygiene, assessment and measurement., having the respect, sympathy, and understanding to ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 students as individuals, having balanced personality, and respected by the teachers’ colleagues, having accurate/precise views on noting the students’ needs and problems, and should be happy , cheered and spiritful persons. REFERENCE [1]

Al Quran. Abd. Latif Muhammad al-‘Abd, Al-Insan fiy Fikr Ikhwan al-Shafa, (Cairo: Maktabat al-Anjaluw al-Misyriyah, tt), page.231.

[2]

Abdul Majid, Nuansa-Nuansa Psikologi Islam, page.175-180.

[3]

B.Simanjuntak, Emotional Juvenile Delinguency, (Jakarta: Psychology Faculty UI, 1987)

[4]

David Jacobson, Methods for Teaching a Skill Approach, (London: London Book Company, 1991)

[5]

Hanna Djumhana, Integrasi Psikologi dengan Islam Menuju Psikologi Islami, (Yogyakarta: Pustaka Pelajar, 1995).

[6]

Ibnu Manzur, Lisan al-‘Arab, in CD program, entri hasud and hiqid.

[7]

Ibnu Qayyim Al-Jauziyyah, Al-Shalikhin Bayn, page.239

[8]

Jumhur & Moh Surya, Bimbingan dan Penyuluhan. Bandung: PT. C.V. Ilmu

[9]

M. Jamaluddin Mahfudz, Psikologi Anak dan Remaja Muslim, (Jakarta: Penerbit Pustaka Al Kaustar, 2000)

[10] Noah Webster, Webster’s New Twentieth Century: Dictionary Unabridged (USA: William Collins Publisher, 1979) [11] Result of Research and Development (Litbang) Study: The Department of National Education year 1998 [12] Robert M.Guion, Some Definition of Morale, dalam Edwin A.Fleishman, Studies in Personel and Industrial Psychology, (Homewood, Illionis; The Dorsy Press, 1961) [13] Sudarsono, Kenakalan Remaja: Prevensi, Rehabilitasi dan Resosialisasi, (Jakarta: Publisher Rineka Cipta, second edition of printing, 1991), page.2. [14] The 1945 Republlic of Indonesia Law [15] The allotment of this Psychopatology dues to the allotment of psychoteraphy which is formulated by Muhammad Mahmud, Ilm al-Naf al-Ma’ashir fi Ghaw’l al-Islam, (Jeddah: Dar al-Syuruq, 1984), page.402. [16] The team of Planners, Formulators of Juvenile Delinquency RPP, 2014 [17] Adams, A. (1996). Even basic needs of young are not met. Retrieved from http://tc.education. pitt.edu/library/SelfEsteem.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Socio-Educational in Students’ English Language Achievement Alpino Susanto¹, Fazlinda Binti Ab Halim², Rafiuddin Afkari³, Syarifah⁴ ¹Universitas Putera Batam, ²³4Universiti Tun Hussein Onn Malaysia ¹[email protected], ²[email protected] ABSTRACT This study aimed to reveal the English language achievement level of Senior Secondary vocational school students influenced by socio-educational factors. Gardner has initiated the theory of the study used is inferential quantitative method. The sample, consisting of 97 students, was taken by using the geographical clusters sampling technique. The data, collected using a questionnaire and documentation, were analyzed using the descriptive and inferential analyses. The study found that the socio-educational factors that quoted from Gardner’s theory (2005) really influence the students English language achievement. The measurement of motivation in the socio-educational model through attitude toward learning situation, integrativeness, instrumentally, and language anxiety are valid. The next endeavours could explore a bigger population and sample. Keywords: Attitude toward learning situation, integrativeness, instrumentality, language anxiety, motivation and English language achievement. 1. INTRODUCTION In Indonesia, Sekolah Menengah Kejuruan (SMK) or Senior Secondary Vocational School is one level of education to prepare students to become skillful and ready to use graduates in the workforce (Indonesian National Education Law, no 13, Chapter 3). This type of school has recently been given special attention by the government to reduce the number of bluecollar unemployment. Vocational school students are prepared to become experts who can compete in the international world, and for this purpose the ability to communicate in English is an absolute requirement. Inasmuch as the writer have seen, few of them continued to the university or college, but as a worker of local, national or even multinational company. Although English has been taught in senior Secondary Vocational Students as subject from first grade to the third grade, there is so little information of how the Senior Secondary Vocational school having the English as their communication skill once they graduated, and how they are motivated to use it. The process of how the students’ motivation and reaction upon the subject during the teaching and learning process is the one thing that this research identifies. A language is probably the most difficult set of skills a person could ever struggle to acquire. There is no easy way to master a language, particularly a language which is not as the first language such as English in Indonesia. This scenario can be seen especially in countries where English is learned as a second or even as foreign language. In order to be a successful language learner, someone must strive and search for new experiences as well as challenges, to develop a feel upon the language they are learning and to find opportunities for constant practice. As of now days, in a fast-moving-world, most of vocational school students as English Language learners are eager to learn the language as they are driven by their inborn curiosity to explore the world and the learning job experience, therefore it is a constant ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 source of intrinsic pleasure for them. In reality, however, it is rarely to live up to the ideals. Dornyei (2001) claims “if students could freely choose what to do, academic learning for many would be most likely features low on their agenda”. Motivation research has received much attention in the past decade. The trend towards motivational theories related to classroom learning has generated more interest in the topic among language teachers and researchers of second language. As most researchers agree that motivation plays a vital role in the learner’s language acquisition; so it is often attributed with the capacity to override other factors, such as language aptitude, to affect acquisition in both negative and positive ways. Although its importance is widely recognized, its meaning is elusive. In the process of learning, there are many variables that determine the success of an English language learner. English language learning success is associated with a range of factors including, motivation, intelligence, anxiety level, learning strategies and language learning styles, as in (Sharp, 2004). Motivation encourages somebody doing something to attain goals that want to rise. Motivation determines the rate of successfully learning activity or failures of the students. Learning without motivation is a difficult context to achieve success optimally, as of Oemar (2005) Gardner (2005) stated that motivated individuals display many characteristics. They are goal-directed. But many of Senior secondary vocational school students have goals-things they would like to have, but might never achieve, because they lack many other characteristics of the motivated individual that would aid in their obtaining the goals. Motivated students express effort in attaining the goal, they show persistence, and they attend to the tasks necessary to achieve the goals. They have a strong desire to attain their goal, and they enjoy the activities necessary to achieve their goal. They are aroused in seeking their goals, they have expectancies about their successes and failures, and when they are achieving some degree of success they demonstrate self-efficacy; they are selfconfident about their achievements. Finally, they have reasons for their behavior action, and these reasons are often called motives. Some of these characteristics reflect cognitions, some reflect affect, and some reflect behavior intentions. Motivation to learn a second language is not a simple construct. It cannot be measured by one scale; perhaps the whole range of motivation cannot be assessed by even three or four scales. It definitely cannot be assessed by asking individuals to give reasons for why they think learning a language is important to the students. This research is referring to the Attitude Motivation Test Battery (AMTB) by Garner et al., as inGardner (2000),(2005) focuses on a brief review of some empirical findings based on Socio educational model. As Gardner concerned in motivation which specified, the terminology of the motivation was built from integrative, instrumentation, attitude toward the language which is now known as socio-educational model. Through this model, Gardner measured the students motivation toward the target language achievement. Language anxiety is measured as direct effect to the achievement. Through this model, the tool to measure the motivation named the Attitude Motivation Test Battery (AMTB). Gardner had been developing this model since 1970’s in various research of countries, and toward French, English and other languages as the second or foreign language, and seems this is now still be developed toward various factors and culture setting . As of its origin source Canada, then the output of this research could be as the new information for the further similar research. A related research of Indonesia setting is as in [30], explored teachers’ and learners’ perceptions of motivational teaching strategies. The data were obtained from two schools ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 in a small town in West Sumatra, Indonesia. The study was underpinned by Dornyei's (2001) work on motivational teaching practice which consists of four phases on how a teacher motivates students in a language learning classroom, namely: creating motivational components, generating students’ motivation, maintaining motivation, and encouraging positive retrospective self-evaluation. This qualitative case study is intended to contextualize the research within the real life environment of an Indonesian secondary class room. The findings indicated that there are two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teachers’ planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. 2. LITERATURE REVIEW 2.1. Attitude toward learning situation The main purpose of the English Subject in school such as Senior Secondary Vocational School is to develop some knowledge of, and skill in the target language, though many researchers express concern for non –linguistic objectives such as attitude change. One of them is Smith (1971), argued that on the first day a student walking through the language classroom, arrives with set of attitudes most of which are negatives. They may feel that the course is irrelevant, boring, or difficult. Depending upon the student’s experiences, such attitudes must either change or reinforced. A social significant interpretation as in Turner (1974) argued the language requirement, in USA presented many students with particular conflict situation and they have difficulty learning a second language because of a number of attitudinal factors. The various attitudes negate the importance of the language they are to learn. The case of English as a subject in Senior Secondary Vocational School may vary. Attitudes toward the learning situation refer to the individual's reaction to anything associated with the immediate context in which the language is taught, as inMasgoret (2002). As conceived in the socio-educational model, attitudes are considered relative to students in class. Apparently, there could be differences in attitudes among students because of the nature of the particular classroom environment. As in Gardner et al (1972), (1981), which then be developed in (2005) there are two scales in the AMTB that assess attitudes toward the learning situation.One is evaluation of the course, and the other is evaluation of the teacher.Other features of the course could have been considered as well, such as evaluation of the text and associated learning materials and evaluation of the teaching environment and classmates, but it was decided that much of the important variation in attitudes toward the learning situation would be captured if attention were directed to assessing the individual's evaluation of the course and the teacher. 2.2. Integrativeness The concept of integrativeness refers to an openness to identify, at least in part, with another language community.Gardner (1985) stated learning a second language requires the adoption of word sounds, pronunciations, word orders, and other behavioral and cognitive features that are part of another culture. Integrativeness implies an openness on the part of individuals that would facilitate their motivation to learn the material. Individuals who want (or are willing) to identify with the other language group will be more motivated to learn the language than individuals who do not. Three scales have been included in the AMTB to measure integrativeness. One is Attitudes toward the Target Language Group, because it was expected that favorable attitudes toward the group would facilitate such openness, whereas negative attitudes would impede it.A second scale is ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Integrative Orientation. It was hypothesized that individuals who expressed an interest in learning the language in order to interact, meet, socialize, become friends, etc., with members of the other community would be more open than individuals who did not express such reasons. The third scale is Interest in Foreign Languages. It was possible that some individuals may not have a particular interest in the target language group, but may simply be open to all groups. It is to assess openness by focusing attention on an interest in foreign languages in general as in Gardner (1985). 2.3. Instrumentality The notion of instrumentality refers to conditions where the language is being studied for practical or utilitarian purposes as in (Gardner 2005). In some situations, individuals may well want to learn a language for purely practical reasons, and to the extent that this orientation is related to achievement. It is reasonable to expect that the relationship could be mediated by motivation. The notion of instrumentality refers to conditions where the language is being studied for practical or utilitarian purposes. 2.4. Language Anxiety Reference Macintyre (2010) , advocates that language anxiety can play a significant causal role in creating individual differences in both language learning andcommunication. Gardner (2005). anxiety about the language could be aroused in many situations (i.e., interpersonal communication, language drills, examinations, etc.). Such anxiety could result from more general forms of anxiety such as trait anxiety, previous unnerving experiences in language classes, or because of concern about deficiencies in language knowledge and skill. That is, language anxiety could have deleterious effects on learning, and inadequate skill could give rise to feelings of anxiety. For the purposes of the socioeducational model, we distinguished between two broad situations, the language class, and contexts outside of the classroom situation where the language might be used. Two measures are employed: Language Class Anxiety and Language Use Anxiety. 2.5. Motivation Gardner. (2005). The fundamentals of many facets of motivation are best identified by three measures that assess effort and persistence, the desire to learn the language, and affective reactions to learning the language. Any one, in and of itself, does not properly encompass the many features of the motivated individual, but it is felt that these three doan adequate job in this regard. In the socio-educational model, it is assumed that attitudes toward the learning situation and integrativeness serve as the major supports for motivation, though it is recognized that under some circumstances instrumentality could also serve the same purpose. Other factors such as, for example, scholastic motivation or even some personality characteristics could also have an influence on levels of motivation, but it is unlikely that the effects would be as long standing. The three scales in the AMTB used to assess motivation are: Motivational Intensity, Desire to Learn the Language, and Attitudes toward learning the language. 2.6 English Acquisition Ellis (2003),stated second language acquisition can be defined as the way in which people learn a language other than their mother tongue, inside or outside of a classroom. In this context ‘second’ can refer to any language that is learned subsequent to the mother tongue. Thus, it can refer to the learning of a third or fourth language. For the research purpose, an approach that is used can be on the analysis of the language learner produce in sppech or writing. How learner build up their vocabulary. However, min many cases, most often the focus has been in grammar of the target language, English. The acquisition is to measure ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 the ability of the student to produce the structure. One of the goals of second language acquisition is the description of second language acquisition. Identifying the external and internal factors that account for why learner acquire a second language in the way they do. This research is to measure the factors influence the Student’s English acquisition, and get the knowledge, how the level of the social-educational factors is toward their English language ability. 3.THEORITICAL FRAMEWORK AND HYPOTHESES DEVELOPMENT The in-depth review of the literature related to this subject leads the authors to propose that the Students’ English language achievement can be related to their motivation level. Gardner (2005) has developed some theories related to the motivation level. The measurement of motivation through the level of attitude to learning situation, integrativeness, instrumentality and language anxiety. The proposed theoretical framework for the study is depicted in Figure 1, then the development of related hypotheses to the proposed model are discussed next.

Figure 1.1 The theoretical framework 3.1. Attitude toward Learning situationand Motivation Masgoret (2002). one avenue of research on the role of motivation in secondlanguage acquisition is that conducted by Gardner (1985) and(2000) , socio-educational model of second language acquisition and generally makes use of the Attitude/Motivation Test Battery(AMTB) to measure the major components of the model.In thesocio-educational model, a distinction is made between twoclasses of attitudes,integrativenessandattitudes towardthe learning situation, and a third component,motivation.Themodel proposes that integrativeness and attitudes towardthe learning situation are two correlated variables that support Attitudes,Motivation,and Second Language the individual's motivation to learn a second language, but thatmotivation is responsible for language acquisition in the second language.This conceptualization implies that integrativeness andattitudes toward the learning situation are related to acquisition in the second language, but that their effect is indirect,acting through motivation.This leads to the following hypothesis:H₁, There is an effect of attitude toward learning situation toward motivation. 3.2. Integrativenessand Motivation Reference Gardner (2005). integrativeness refers to a constellation of attributes. It is not something that some people have and others don’t., but from the research proved that if an individual is highly motivated to learn another language, has an open and accepting approach to other cultural groups and/or a strong emotional interest in the target ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 language group, and has a positive evaluation of the learning situation, then we might describe that person as being integratively motivated to learn the language. We would probably also find that the person is very successful in learning and using the language. In the socio-educational model, it is one parsimonious way of accounting for individual differences in second language acquisition. The research suggested the concept of the AMTB to other cultural settings, the results obtained will be consistent with those obtained mostly in Canada and provide further support for the validity of the socio-educational model.This leads to the following hypothesis: H₂, There is an effect of Integrativeness toward motivation. 3.3. Intrumentalityand Motivation Masgoret (2002).The Instrumentality presents practical reasons for learning the language, without implying any interest in getting closer socially to the language community. Orientations do not necessarily reflect motivation.Noels and CleÂment (1989), for example, demonstrated that some orientations are associated with motivation and some are not.That is, one might profess an integrative orientation in language study but still may or may not be motivated to learn the language. Similarly, one might profess an instrumental orientation and either be motivated or not to learn the language.In the socio-educational model of second language acquisition, the factor most directly linked to achievement is motivation.Thus, it is conceivable that an individual who is instrumentally oriented could be more motivated than one who is integratively oriented and because of the differences in motivation may experience more success at learning the language. This leads to the following hypothesis: H₃: There is an effect of Instrumentality toward motivation. 3.4. Students’ Motivation and the English acquisition Liauliene (2006) stated that students’ ability to study independently has a positive influence on their higher EFL achievements. Students’ wishes and needs to work independently depend on their motivation, as motivation is of great significance in foreign language learning. Bakar 2014, studied the Senior Secondary Vocational School students motivation either intrinsic or extrinsic. There is a positive influence motivation to learn the competence of students earning SMK West Sumatra. This means that if the motivation to learn increased, the tendency of students to increase productive competence.This leads to the following hypothesis: H₄, There is an effect of motivation toward English acquisition. 3.5. Language Anxiety and English acquisition Macintyre (2010), a number of empirical studiesdemonstrate a relation between anxiety andachievement. Reference Sparks et al (1993), have dis-counted anxiety and other affective variables as possible causes of individual differences in language achievement. English language learning is a cognitive activity that relies on encoding, storage, and retrieval processes, and anxiety can interfere with each of these by creating a divided attention scenario for anxious students. Anxious students are focused on both the task at hand and their reactions to it. For example, when responding to a question in class, the anxious student is focused on answering the teacher's question and evaluating the social implications of the answer while giving it. To the extent that self-related cognition increases, task-related cognition is restricted, and performance suffers. Anxious students therefore will not learn as quickly as relaxed students. It is conceivable that with increased ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 effort, anxious students could reach the same level of language acquisition as relaxed students, as in Macintyre (1994). This leads to the following hypothesis: H₅, There is effect of motivation toward English language acquisition. 4. METHODOLOGY 4.1. Population and sample selection In selecting the respondents, area sampling (Kothari 2004) was followed. Based on this method it is used when the total geographical area of interest happens to be big one. Under area sampling the researcher first divide the total area into a number of smaller nonoverlapping areas, generally called geographical clusters, in this research the grade level (second grade level of vocational high school), then a number of these smaller areas are randomly selected, and all units in these small areas are included in the sample. In this research there are three classes were selected for the research from 335 total students of the SMK 3 Batam (Seniovr secondary vocational school batam). The sample are Electrical (37 students), Automotive (35 students) and Computer (24 students). Area sampling is treated as helpful where a researcher does not have the list of the population concerned. It also makes the field interviewing more efficient since interviewer can do many interviews at each location, in the same school. 4.2. Instrument The questionnaire used in the survey was developed and administrated following (Gardner, R. C. 1985, 2007) guidelines and comprised of two major parts; the first part consisted of item measuring the learners’ attitudes, motivation, instrumentation, integrativeness, and anxiety concerning English learning; the second part consisted of questions about English achievement of the latest scored by the English teacher. The main variables were selected on the basis of Gardner, R. C. (1985, 2007) Canadian studies of France as second language in Canada, Attitude/Motivation Test Battery. The variables: Attitude toward the learning situation, Integrativeness, Instrumentation, Anxiety and Motivation. 4.3 Procedure After choosing the target school (usually on the basis of personal contact), the researrcher first approached the selected personal, providing information about the purpose of the questionnaire and the details of the actual administration procedure. Once informed permission was granted, he arranged the schedule with the teacher of the selected classes individually as per the sample and asked for their cooperation. 4.4. Measures Measurement means assigning numbers or other symbols to characteristics of objects according to certain pre-specified rules,as in Kothari (2004). There are four measurement scale: nominal, ordinal, interval, and ratio. Kothari (2004) stated that to measure research variable, by using scale that will be used as benchmark to determine its intervals whether high lot, big or small as a measuring instrument. This research is considered as quantitative research. Data collection was performed by using closed questionnaire, that measures the customer’s response. There were 25 questions, and each variables has number of questions as: Attitude toward learning situation (7 questions), Integrativeness (6 questions), Instrumentality (4 questions), Language anxiety (4 questions), Motivation (4 ICCE-Batam | TRACK 1

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 questions). The scale measurement is 5-point Likert scale, they are 1 for very disagree, 2 for disagree, 3 for neutral, 4 for agree and 5 for very agree. The questionnaire to the students were translated into Bahasa Indonesia. SPSS version 20 is used to help the researcher to measure reliability, validity, F-test, and ttest.F-test is basically used to measure if all independent variables included to the model all-together influence the independent variable. Therefore the F-test needs to be used to know the degree of influence from independent variables to dependent variables. Linear regression is analysis model to know how far the influence of one variable to another variable. There is one dependant variable (English language achievement), one intervening variable (motivation) and more than one independent variable (Attitude toward learning situation, Integrativeness, Instrumentality, and Language Anxiety). To test constant significance, t-test is used, whether each independent variable individually has effect toward the dependent variable. The significant level (á) = 0.05. If ttest result is 0.7, (they are: Attitude toward learning situation=0.704, Integrativeness=0.799, Intrumentality=0.768, Language Anxiety=0.824, Motivation=0.822) therefore all variables considered reliable. The test was done to all 96 respondents. Validity test, n= 97, r table of n 97 = 0.19, corrected item total correlation of all indicators per variable > 0.19. Therefore, it can be concluded that all items of indicators is valid. 5.2. f-test Through the SPSS calculation, the ANOVA or F test, the F-value is 10.425, level of significant is 0.000, as the probability (0.000) is smaller than 0.05. It can be concluded that the 4 independent variables have a level of influence toward students’ motivation. This regression model can be used as students’ motivation variable. And then the F-value of motivation toward Students’ English language achievement is 29.216. The level of significant is 0.000, as the probability (0.000) is smaller than 0.05, it can be concluded that the motivation variable has a level of influence toward students’ English language achievement. 5.3. Regression Analysis To measure the regression analysis of the dependent variable is motivation, the standardized coefficients-beta is measured. The value of attitude toward learning situation is as 0.246, integrativeness 0.020, instrumentality 0.366, and language anxiety 0.098. Meanwhile if the dependent variable is English language achievement, the value of standardized coefficients-beta is 0.485. These mean, if the level of independent variables increase one point, the level of dependent varibale would increase as such a high point as well. 5.4. Coefficient of determination


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The R² of the four independent variables (attitude toward learning situation, integrativeness, instrumentality, and language anxiety) are 0.312. This means 31.2% of motivation variable can be explained by those variables. Yet the rest, about 68.8% due to other factors. Meanwhile the R² of the motivation toward dependent variable English language achievement in this research is 0.235. 23.5% of English language achievement can be measured from motivation, there is 76.5% due to other factor. 5.5. t test The t test value >1.98 and significant level F table, or 45.53 > 3:09 then was significant. The test-F indicates that there is significant influence of the independent variable X towards the dependent variable Y, which means there is a significant contribution to the culture of the organization, teaching experience and level of education and professionalism of the lecturers at University of Riau Kepulauan Batam. In line with the findings of the studies between the dependent variable and independent variable; that are the organizational culture, teaching experience and education level towards the professionalism of the lecturers, so the professionalism is strongly supported by the organizational culture, teaching experience and educational level of teachers.It can be concluded that three components combined simultaneously will support the professionalism of the lecturer in performing their duties and functions as lecturers in higher education. The mindset of the culture of the organization will build teaching experience, which is applied in the process of daily activities as a lecturer, then supported by balanced education, so all capabilities gained from the organization and teaching experience supported by the mindset of the balanced education will contribute significantly towards the professional of the lecturers. This finding researchis consistent with McLagan (1989) which identified 25 competencies that must be owned by the lecturers in the 'Models for HRD Practice'.This competence is then classified into 4 groups: technical competence, business competence, interpersonal competence, and intellectual competence. Soft skill ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 becomes part of the HRD professional competencies contained in interpersonal competence. Leach (1999) reexamined the model developed by McLagan and found the 23 competencies that are relevant for setting up the professional lecturers. 25 lecturers competencies developed in Models for HRD Practice are: (1) writing skills, (2) presentation skills, (3) computer competence, (4) competenceof preparing goals, (5) competence of searching information, (6) team work competence, (7) competence of asking, (8) competence of giving feedback, (9) understanding the adult learning, (10) relationship competence, (11) evaluation competence, (12) competence of realizing the vision, (13) competence of data reduction, (14) training competence, (15) competence of selecting media, (16) competence of identifying competence, (17) researching competence, (18) negotiation competence, (19) organization behavior, (20) theory of career development, (21 ) theory of development and training, (22) competence of electronic systems, (23) theory of organizational development, (24) budgeting competence of managing resources and budgeting, and (25) understanding the business. Among the 25 components of professional lecturers mentioned above clearly has been demonstrated in this study. CONCLUSSIONS AND SUGGESTIONS A. Conclussions From the results of data analysis and discussion of the lecturers at University of Riau Kepulauan, it can be concluded as follows: 1. Organizational culture, teaching experience and educational level simultaneously give positive and significant impact towards professionalism of the lecturers at University of Riau Kepulauan Batam. It can be stated that if the culture of the organization, teaching experience and education level are improved simultaneously, it will give positive and significant impact towards the professionalism lecturer at the University of Riau Kepulauan with the effective contribution 62.25%. Thus there is 37.75% which can not be described in this study because it comes from other factors. 2. Organizational culture gives positive and significant impact towards professionalism of the lecturers at the University of Riau Kepulauan. This means that if an effective organizational culture is built among lecturers, between lecturers and the the official managements and between lecturers and students, then it will give positive and significant impact towards professionalism of the lecturers at University of Riau Kepulauan with the effective contribution 62.25%. 3. Although it showed positive points, teaching experience did not give significantimpact towards professionalism of the lecturers at University of Riau Kepulauan. This means that the effect of teaching experience towardslecturers professionalism of University of Riau Kepulauanis relatively small with the effective contribution 2.01%. 4. Despite the level of education towards professionalism at University of Riau Kepulauan Batam showing positive points, it did not give significant impacttowards professionalism of the lecturers and contributed only 1.46%. Those three components, organizational culture, teaching experience and educational levels when combined simultaneously will support the professionalism of the lecturers at the University of Riau Kepulauan in running their duties and functions as a lecturer. However, based on the statistical analysis of the variable teaching experience and ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 education level, they did not give significant impacttowards professionalism of the lecturers at the University of Riau Kepulauan, so the taking a part of the lecturers actively in learning process and movitation to add experience and further studies should be improved in order to participate in the professionalism of the lecturers. Based on the research results obtained, then it was suggested as following: 1. For University of Riau Kepulauan Batam.Increasing the professionalism of the lecturers continuously and simultaneously through great strategy and supporting policies towards professionalism of the lecturers is indeed suggested. 2. Giving greater opportunities to the lecturers for self-development in the learning process in order they have more experience by taking a part in some training, seminars, workshops related to professionalism and giving lecturers an oppurtunity to have higher education are indeed suggested. 3. For the lecturers. Lecturers should keep creating a conducive organizational culture and consistent in doing the duties. 4. The lecturers should be wise and always have a great effort to increase their competence by continuing the level of education, increasing the teaching experiences and other activities supported the professionalism of the lecturers. REFERENCES 1. Arikunto Suharsimi, (1997), Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta: PT Rineka Cipta. 2. Arsyad, A. (1997). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada 3. Davis, Keith dan John W. Newstrom, (1995), Perilaku dalam Organisasi, (Terjemahan Agus Darma), Jakarta: Erlangga. 4. Depdiknas, (2002), Kebijaksanaan Teknis dan Program pengembangan pendidikan menengah umum di masa depan. Jakarta: Depdiknas. 5. E. Mulyasa, (2009), Menjadi Kepala organisasi Profesional, Bandung: PT Remaja Rosdakarya. 6. E.Mulyasa, (2007), Menjadi Pendidik Profesional, Bandung : PT Remaja Rosdakarya. 7. Fachruddin Saudagar,2009. Pengembangan profesionalitas pendidik, Gaung persada (GP Press); Jakarta. 8. Fathoni Abdurrahmat, (2006), Organisasi dan Manajemen Sumber Daya Manusia, Jakarta : PT Rineka Cipta 9. Gomez Meija, D.B. Balkin dan R.L. Cardy, (2001) Managing Human Resources, USA: Prentice Hall. 10. Hoy, W.K. & Woolfolk, A.E. 1993. Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal 93(4): 356-372. 11. Husen, Umar, (2004), Riset Sumber Daya Manusia, Jakarta: Gramedia Pustaka Utama. 12. Istijanto, (2005), Riset Sumber Daya Manusia, Yogyakarta : STIE YPKN. 13. Kerlinger, Fred. N. ( 2004), Asas-Asas Penelitian Behavioral, Yogyakarta:Gajah Mada University Press. 14. Komariah, Aan. (2006). Visionary Leadership menuju sekolah dasar efektif. Jakarta: Bumi Aksara 15. Leach, J. A. (1999). Preparing tomorrow’s HRD profesionals: Perceived relevance of the 1989 competency model. Journal of Vocational and Technical Education. 15(2). Spring, 1999. Di akses dari http://scholar.lib.vt.edu/ejournals/JVTE pada tanggal 1 Oktober 2013. ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 16. Looney, L. 2003. Understanding Teachers’ Efficacy Beliefs: The Role of Profesional Community. Doctoral Dissertation. University of Maryland. 17. Mangkunegara, Anwar Prabu, (2005), Manajemen Sumber Daya Manusia, Bandung : PT Remaja Rosdakarya. 18. McLagan, P. A. (1989). Model for HRD practice, Alexandria, VA: American Society for Training and Development. 19. McKenna, Eugene, (2000), How to built a corporate culture. Harvard Business school Publishing. 20. Miftah Toha, (2003), Kepemimpinan dalam Manajemen, Jakarta: PT Raja Grapindo. 21. Moeljono, Djokosantoso. (2003), Budaya Koorporat dan Keuggulan Korporasi, Jakarta: PT Elex Media Komputindo Gramedia. 22. Nawawi, Hadari, (2005), Manajemen Sumber Daya Manusia, Yogyakarta: Gajah Mada University Press. 23. Permenpan No.17 Tahun 2013.Jabatan Fungsional Dosen dan Angka Kreditnya. Diakses dari http://luk.staff.ugm.ac.id/atur/Permenpan17-2013JafungDosen.pdf. pada tanggal 1 Oktober 2013 24. Rivai, Veithzal, (2004), Kepemimpinan dan Prilaku Organisasi, Jakarta: PT Raja Grafindo Persada. 25. Robbin Stephen P, (2001), Organizational Behavior, New Jersey: Prentice Hall International. 26. Ruki, Ahmad S. (2001). Sistem Manajemen Kinerja. Jakarta: Penerbit Gramedia Pustaka Utama. 27. Sedarmayanti, (2009), Sumber Daya Manusia dan Produktivitas Kerja, Bandung: CV Mandar Maju. 28. Sidik Priadana, (2005), Panduan Penyusunan Skripsi dan Tesis, Bandung: STIE Pasundan. 29. Siagian, Sondang P. (2002), Kiat Meningkatkan Produktivitas Kerja, Jakarta: Rineka Jaya. 30. ---------------- ( 2009 ) Metode Penelitiaan Pendidikan Bandung Alfabeta. 31. Sillalahi, Bennet. (2004). Corporate Culture and Performance Appraisal, Budaya Perusahaan dan Penilaian Unjuk Kerja, Jakarta: Yayasan Pendidikan Al-Hambra. 32. Sujana, (2005), Metode Statistika, bandung : CV Tarsito. 33. Sukardi, (2007), Metodologi Penelitian Pendidikan, Jakarta: PT Bumi Aksara. 34. Supriadi, (1999), mengangkat citra dan martabat guru. Jakarta: Adicitra Karya Nusa 35. Timple, Dale A, (2000), Seri Kepemimpinan Manajemen Sumber Daya Manusia, Jakarta: PT Elex Media Komputindo. 36. Yulk Garry, (2005), Kepemimpinan dalam Organisasi, Jakarta: PT Yudeks.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Moral Education through wearing Ihram cloth during Hajj season Erizal1, Halimi Bt. Md. Khalid2, Azita Bt Ali 3 Fakulti Pendidikan Teknikal Dan Vakasional Universitas Tun Hussein Onn Malaysia [email protected],[email protected], [email protected] ABSTRACT Surely knowing the intention that contained in every set of pilgrimage is very importance as the supply of knowledge and mental in order to achieve the meaning of syara' (Maqaashid al-Syariah) for reaching Hajj Mabrur predicate by paying attention to every step and pillar of hajj, both formally and spiritually. By the recognition, it is expected pilgrimage not only performed physically,but also perfected through imbueding his or her spiritual meaning so it will characterized with whole body and soul. Keywords : Pilgrimage, pillar of hajj, and hajj mabrur. 1. INTRODUCTION 1.1 Background of Research A.

Definition of Hajj

Etymologically the word hajj come from Arabic “hajjun” means visiting a sacred place, visiting and intending (DJamaludin Dimjati, Panduan Ibadah haji dan Umroh disertai rahasia dan Hikmahnya (Solo, Era of Intermedia, 2006: 3). However in usage, Muslim scholars agree that the word hajj used to visiting Kaba in order to finish manasik of Hajj. While according to syara’ among Moslem scholars, there are some opinions about the meaning of Hajj which has equal meaning. According to Sayyid Sabiq; Hajj is doing on purpose (visiting) Mecca to perform religious service thawab, sa’i, wukuf in Arafat and the whole religious steps (hajj) in order to fulfill Allah command and expect His Mercy (Sayyid Sabiq, ’Fiqih Sunnah Juz 5 (Quait Darul Bayan, 1 969:20). While Wahbah al-Zuhaily states: Hajj is doing purpose visiting Kaaba to perform particular acts or visiting certain place in particular time (Wahbahal-Zuhaily , ’Al-Fiqih al-Islam wa Adilatuhu juz III (Damaskus, Dar Al-Fikr, 1996:8. ) Encyclopedia of Islam (1997) states that hajj means intend or go andvisit. It word derived from Arabic etymology where the word hajj means purpose, intention, intentionally. While according to the term of syarak, Hajj is going to Baitullah (Mecca) and certain places to perform certain religious deeds. From some definitions above, it can be conclude that hajj is an activity of visiting Mecca that completed in certain time to perform particular deeds as thawab, sa’i, wukuf in Arafat and the whole religious set of hajj in order to fulfill Allah command and expect His Mercy. Hajj (pilgrimage) is more mentioned in Al-Qur’an, until it was made as the name of separated surah named surah Al-Hajj. Even discussing hajj is not only in surah Al-Hajj, discussion of hajj (pilgrimage) precisely exist in many other surah in Al-Qur’an, among other as mentioned in Surah Al-Imran : 97 :


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Meaning: Performance of Hajj (pilgrimage) to this House is a duty to Allah for all who can afford the journey to it; and the one who disobeys this commandment should know that Allah is Self-sufficient, beyond the need of anyone from the worlds. There is also mentioned in hadith of Prophet of Allah (peace be upon him) said:  From Umar bin Al-Khatthab, he says: “I intend to delegate some people going to this region to observe who possess sufficient provision and yet do not do so, so it is obligated for them to pay [for] Jizya. They are not Muslim. They are not Muslim”. (HR Al Baihaqi and Said in his-Sunan )  Prophet of Allah (peace be upon him) said: “He who not endured by an urgent requirement, or pain that holding back its, or prohibition from zhalim leader, then do not performing hajj, so let him to die the death of Jewish if he wants, and if he wants as a Christian”. (HR Ahmad, Dusty Ya’la and Al-Baihaqi. This Hadith is dhaif but have strengthener) . B. Understanding education and moral 1. Education The term of education come from the word “educate” by giving a suffix “ion” that has meaning “deed” (thing, way and etc.) The term education originally derived from Greek, that is “pedagogy” means guidance that is given to child. Then, this term translated in English word “education” that meaning development or guidance (Ramayulis,Ilmu pendidikan Islam(Jakarta: Kalam Is August, 1994:1). The word “education” derived from other word of “educare” means inserting something or knowledge to other people head. In Arabic, there are some terms ordinarily used in education definition namely, Taaleem Tarbiyah and Ta’dib’’. However, according to educationist these three terms have differences. Taaleem means teaching in narrower from education, while tarbiyah often used in country that speaking in Arabic, it’s too wide because the word tarbiyah is also used for fauna, flora that means take care or look after or livestock. While education that derived from the term “education” is used for human only (Hasan Langgulung, Azas-Azas pendidikan Islam (Jakarta:Pustaka Al-Husna Baru 2003:2), while the termsof at-tadib was interpreted in recognition and confession that continuously built into human self (learner) about appropriate places of the everything in creation order. So education will function as guide of recognition and confession to appropriate places of God in shape and personality order (Muhammad Naquib al -Atas, Konsep pendidikan dalam Islam, terj, Haidar Bagir (Bandung: Mizan 1994:61). Education in ta’dib concept is more leading to refinement of behavior to noble personality. In Educational Psychologybook mentioned that “Education is a process or an activity which is directed at producing desirable changes in the behavior of human beings”.(Frederick J. Mc. Donald, Educational Psychology, First Printing (Asian Text Edition, California: Wadsworth Publishing Company, INC, 1995:4) 2. Morals (Akhlak) ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The word morals (Akhlak) comes from Arabic, plural of the form of mufrad “khalaqa” that means ethic, attitude, behavior or character (Jalaludin, Teologi Pendidikan, (Jakarta: Pt Raja Grafindo Persada, 2001 : 73) While terminologically there is behavior formula that is seen from the appearing of that morals. In briefer, the definition of moral (akhlak) can be seen from the experts explanation as follow:  According to Ahmad Amen “Sementara orang mengetahui bahwa yang disebut akhlak ialah kehendak yang dibiasakan, artinya kehendak itu bila membiasakan sesuatu, kebiasaan itu dinamakan akhlak”. It means that people know morals is accustomed will, that means will when accustoming something, the habit named as behavior (Zahrudin AR and Hasanudin Sinaga, Pengantar Studi Akhlak (Jakarta:Raja Grafindo It's Is Strong And Heroic 2004:11)  Ibnu Maskawaih defines morals as souls movement that pushing to perform deed without intention mind (Rahmat DJatnika (Jakarta:Pustaka Panjimas ,1996 : 27)  Syaikh Muhammad bin Ali asy Syarif al Jurjani defines morals as souls stability that engendering behaviour easily without through a process. (Ali Abul Halim Mahmud, Tarbiyah Khuluqiyah (Solo: Insani Pres, 2003 : 37) The term of morals also has match meaning with few terms like morale, ethics and character. Based on explanation above, it can be concluded that morals education is an aware effort which performed by human in order to shift, instill mind, knowledge and also his experience in value norm especially the Islam value and how to well behave or act so he can do his function of his or her life to achieve happiness the world or hereafter. If we correlate with this study in entitle “Morals Education in Wearing Ihram during Performing Hajj”so this studytries to reveal that in fact the process of religious pilgrimage (hajj) that performed by pilgrims contains the extraordinary education start from moral education, leadership, the meaning of life, coordination and compliance of rules and the most important is morals education. If pilgrims understand the contained meaning in performing hajj, so there are so many morals education element that can form character of pilgrims during performing hajj or when they come back to their motherland. Behind ritual symbolizing of putting on ihram clothes apparently contains very deep meaning. C. Problem In Akhbar Haluan Kepri that published on September, 20th 2014 pages 11 reports that there is a hajj that doing violation to his nephew during four years. Many social and religious observers see the cause of shifting nation morale at this moment especially in Indonesia is incidence that involves many factor. The factors have been occurred by decreasing the value of religion faith, family, community, globalization, information technology, economic, politic and etc. However, because of some of the violator is a person who has ever performed hajj, so it is necessary to be studied the cause from other factor. The factor is point of view in understanding process of performing hajj that has been done. Bymeans, Have hajj been performed in appropriate with the guidance of our Prophet Rasulul SAW(peace be upon him)? Are lesson and ethics that taught in pilgrimage hajj has been performed well? Are wisdom, value or philosophy from every deed of pilgrimage hajj that performed has been understood well? This thing is require, because it is only one that will be studied which related with morals education specifically ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 in wearing ihram. D. Morals Education in Wearing Ihram There are many moral message and lesson which contained in set activity of pilgrimage hajj. In this paper, it will be studied one problem that related with morals education specifically in wearing ihram. Ihram clothing for men ihram consists of two un-hemmed sheets. Color is not principle, but un-hemmed sheet is the principle. This thing means that men who wear it to secede from bad characters that sticking on his self, such as feel proud of him, show-off, arrogant or boastful. How expensive the material of clothes is, if he only shawls it on its body, it will not have luxury value, but if it has been sewed to be a coat, so it will have meaning of luxury value. The farther purpose is in order to make sense of demeaning and contemptible in the front of his God, and sense not having anything and power like a baby who only worn un-hemmed clothes, except lampin clothes. Ihram clothing also reminds men that when he was born, there were no no wisp yarn that sticking on his body and later when he passes away, clothe that sticking on his body is only white un-hemmed cloth as his packer. Basically wearing ihram clothing is putting off the world decoration which full of shimmer and temptation. Allah says:

Meaning: “Beautified for people is the love of that which they desire - of women and sons, heaped-up sums of gold and silver, fine branded horses, and cattle and tilled land. That is the enjoyment of worldly life, but Allah has with Him the best return.”(QS. Ali Imran: 14) Wearing ihram clothes is a state that must be obeyed by people who perform pilgrimage hajj and umrah also have spiritual education that is man reality. Allah SWT sees them only from their faith, charity and Allah fearing without distinguishing their identity and strata social.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Meaning: “O mankind, indeed We have created you from male and female and made you peoples and tribes that you may know one another. Indeed, the most noble of you in the sight of Allah is the most righteous of you. Indeed, Allah is Knowing and Acquainted.”.(Al-Hujurat; 13) In hadith of Prophet of Allah (peace be upon him ) explained : “Indeed Allah SWT does not see you from the identity (social) and not also to your wealth, but Allah SWT only you’re your heart and charitable “HR. Musli ). People who wear ihram actually purify themselves from many forbidden things. This holy demeanor must be owned by people who will visit Allah SWT in Haram land. Heathen is not allowed to enter that region. Mulyadi Kartanegara in the book ofDinamika dan perspektif haji Indonesia, (2010) mention that Dressing ihram or white clothes without stitching indicate first ritual in hajj pilgrimage was begun. Ihram was performed in one of miqat (the borderof The Holy Land) preceded with cleanliness (bath and wudhu ) and build salat two rakaats. Dressing ihram indicate the existence of certain prohibition (ihram) that not be done by someone who performing pilgrimage hajj. Tahalul is required tofinish prohibitions. The prohibition is not ordinary prohibition prohibitted, but prohibition that occurred in deed of daily life is likely not permitted to cut nail or hair. Not permitted to use fragrance, not permitted to kill insect, included mosquito and fly until not permitted to do intimate relationship of husband-and-wife (sexual). Wisdom from ihram or obligated of the prohibition above is to show at that day, that only Allah who hold the power fully, moreover Allah has prohibited something that He has permitting in usualydays. Atlike this moment that remind us in final day later. Only Allah who the only one who powerfull and sovereign. Allah does not care who performing ihram is poor or rich people, functionary or President. All in that day must obedient to Allah Swt. Discussing ihram clothing and talbiyah Imam Al-Ghazaly says “Ihram and talbiyah from miqat, it means to fulfill Allah calling, because of that, hope Allah will accept it and you must fear if Allah says to you, “You do not fulfill call and you do not achieve happiness”. So you always stay among hope and fear (curiosity), secede from surrounding you and your power, and hold on to gift and bless of Allah SWT. Indeed talbiyah is beginning from this religious and place of talbiyah is important place. If someone who perform hajj buy two ihram clothing, so he ought to remember about winding sheet and also remember that he will be wrapped with its. Ali Syari'Ati in his book aI-Hajji says thatwearing ihram is like fading all masks which usually we used in daily lives. Whether, the mask named merchant, entrepreneur, rector or our profile line that we have. As long as we use the masks, so we want to be treated as appropriate with that masks. We ignore the true nature of our identity that exist in the opposite of that mask. So, by ihram, the mask is removed without leftover, so we will realize who we truly are in the presence of Allah SWT. It is likely Allah strips ourselves of these masks. When we put off our daily clothes, the most suited to show up humanity attributesflike wealth and status false, by dressing whiteihram as replaced our daily clothes, Allah makes us truly feel our self-identity indeed in the presence of the creator. Pilgrimage hajj only takes in some days and after that Ihram clothing can be put off. During performing hajj, we have succeeded to avoid prohibitions. Then when finished, we wear our daily clothes again and are allowed to do what it was originally prohibited in the context of ihram. ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Ability to control ourselves in facing obligation and prohibition of Allah, in everyday-life context should be continued, because of that "Ihram” spiritually along our existence in this earth stage. We will able to do it, by the help of Allah SWT., if we want and intend. Don’t we during ihram in the hajj and umrah arena have been trained not to fight, trained not speak filth and dirty word, our souls always trained on how to free of malicious, envy, always expect remuneration for all work and so on? Don’t we have been not drowning even in mubah lust and have been trained also to woke up in the middle of night to have thawaf or tahajjud, as we are also trained to shalat on time and so on? Well, so, we should be constantly in the state of eternal ihram. (Haji and Umrah with M.Quraish Shihab, Lentera Hati 2012, 521-522) 2. CONCLUSION From the explanation above, it can be concluded as follow: 1. Hajj is an activity of visiting Mecca that completed in certain time to perform particular deeds as thawab, sa’i, wukuf in Arafat and the whole religious set of hajj in order to fulfill Allah command and expect His Mercy. 2. Education is a process or an activity aims to produce expected change in human behavior. 3. Morals education is an aware effort which performed by human in order to shift, instill mind, knowledge and also his experience in value norm especially the Islam value and how to well behave or act so he can do his function of his or her life to achieve happiness the world or hereafter. 4. Morals education in wearing ihram during performing hajj as follow: a. So that men who wear it to secede from bad characters that sticking on his self, such as feel proud of him, show-off, arrogant or boastful. b. Ihram clothing also reminds men that when he was born, there were no no wisp yarn that sticking on his body and later when he passes away, clothe that sticking on his body is only white un-hemmed cloth as his packer. c. Wearing ihram clothes is a state that must be obeyed by people who perform pilgrimage hajj and umrah also have spiritual education that is man reality. Allah SWT sees them only from their faith, charity and Allah fearing without distinguishing their identity and strata social. REFERENCES 1. 2.

Ali Abul Halim Mahmud, Tarbiyah Khuluqiyah (Solo: Insani Pres, 2003 :37) Al-Ghazali, Ihya ‘Ulumuddin, (Mesir – Masyahad Al-Husain, tt) Ali Syariati, Al-hajj, tt Dinamika dan perspektif haji Indonesia,(2010).

3.

DJamaludin Dimjati, Panduan Ibadah haji dan Umroh disertai rahasia dan hikmahnya, (Solo, Era Intermedia, 2006: 3)

4.

Frederick J.Mc. Donald, Educational Psicology, First Printing (Asia Text Edition, California: Wadsworth Publishing Company, INC, 1995:4)

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Hasan Langgulung, Azas-Azas pendidikan Islam (Jakarta:Pustaka Al-Husna Baru, 2003:2)

6.

Jalaludin, TeologiPendidikan, (Jakarta:PT Raja Grafindo Persada, 2001 :73) ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 7.

Kementerian Agama Republik Indonesia, Al-Qur’an dan Terjemahannya (Bandung, Diponegoro, 2013)

8.

M. Quraish Shihab, Haji dan Umrah bersama M.Quraish Shihab, Lentera Hati 2012, 521-522)

9.

Muhammad Naquib al -Atas, Konsep pendidikan dalam Islam, terj, Haidar Bagir (Bandung: Mizan 1994:61)

10. Ramayulis, Ilmu pendidikan Islam (Jakarta: Kalam Mulia, 1994:1). 11. Rahmat DJatnika (Jakarta:Pustaka Panjimas, 1996 :27) 12. Sayyid Sabiq, Fiqih sunnah juz 5 (Kuwait Darul Bayan, 1969:20) 13. Wahbahal-Zuhaily ,Al-Fiqih al-Islam wa Adilatuhu juz III (Damaskus, Dar al-Fikr, 1996:8) 14. Zahrudin AR dan Hasanudin Sinaga, Pengantar Studi Akhlak (Jakarta:Raja Grafindo Perkasa 2004:11


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Effect of Application Services of Customer Service, SMS Banking and Customer Relationship on Customer Satisfaction at PT Bank Mestika Dharma Hendi Sama, Universitas Putera Batam, [email protected] ABSTRACT This research is about applying customer service and SMS banking to accommodate and serve all services that needed by customers, also about implementing these two factors in speeding up the process of transaction quicker, more accurate, effective and efficient in order to meet the satisfaction of the customers. Specifically, this research studied PT. Bank Mestika Dharma. The method used is multiple regressions. This study showed significant positive result; whereby if there is an increase in the quality of customer service and SMS Banking, the level of the customer satisfaction will also increase. In the partial t- test of customer service, it showed the significant value of 0.013. The significant value is less than 0.05 significant levels which partially proved customer service and SMS Banking affect the level of customer satisfaction. Simultaneous testing F test showed the value of significant 0.000, the significant valus is less then 0.05 significant levels which proved together or simultaneously the customer service and SMS banking; affect the level of customer satisfaction. We can conclude that effect of implementation of customer service, SMS Banking and customer relationship against customer satisfaction in PT. Bank Mestika Dharma is very influential and correlates strongly. Keywords: Customer Service, SMS Banking and Customer Satisfaction 1.

INTRODUCTION Generally, bank is known as financial institution which has main activity in saving, giro, and depositing. Later, bank is also accepting credit for individual and institution, besides bank is doing added value activities like exchanging money, and accepting all payment services, like electricity payment, phone bill, taxes, school fee and all sort of services required by customers. Bank’s main business function is collecting funds from societies and channeling funding to societies and also servicing payment and money transfer activities. In summary, there are three function of bank: a) bank as entity who collects fund from societies in the form of saving; b) Bank as institution who is channeling fund to societies, either individual or group, in the form of credits or others; c) Bank as institution which clearing all trades and money distribution. Banking sectors hold important roles in business development in economics, and also plays in improving equitable development and its outcome, along with economic growth and national stability towards improvement of people's living standard. Banking sectors as intermediary, require trust from communities, especially their customers, so the continuity of banking sector will be continues to run.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 In gaining trust from communities, banking sectors should be managed by professional, start from excellent services in customer services, good marketing strategy, good corporate finance with circumspection, and it should be supported by innovation in composing interesting products needed by societies. Increasing the intensity of competition and number of competitors requires each bank to pay attention to the needs and desires of its customers and trying to meet what they expect in a more superior and more satisfying than those carried out by the bank and other competitors. So that the bank's attention is not only limited to the goods and services produced, but also on aspects of the process, human resources, and the environment As a first step in efforts to define the customers' demands, then the things that must be considered and can not be separated is the availability of information concerning customer perceptions and expectations of the services offered by the bank. For that reason it is necessary to analyze the extent to which customers are satisfied with the services that have been received. In a large dictionary Indonesian “servis” or serve is helping prepare anything that takes a person or minister, while the service is a way of serving. To gauge how accurate a banking service quality, articles by Parasuraman in Tjiptono (2008) consists of five dimensions, those are tangible (Physical Evidence), Reliability (Reliability), Responsiveness (Responsiveness), Assurance (Security), and Empathy (Empathy). Services provided to customers can not be greatest if the bank's management does not know the behavior of customers. Without knowing the behavior of customers, the banks will have difficulty in making predictions about things like what the customer needs and what is desired by the customer, then by knowing the behavior of customers, slightly raised many questions can be answered. Bank Mestika Dharma also need to pay attention to and study the behavior of customers as well as possible. Many banks focus on high satisfaction for customers only feel satisfied and easy to change minds if they are given a better offer. Once they were very satisfied, it is more difficult to change their mind; High satisfaction or pleasure creates an emotional attachment to a brand, the result is the strong and high customer loyalty. Day (1984) states that satisfaction or dissatisfaction is the customer response to the evaluation of nonconformity (discrimination) are perceived between previous expectations (or normal performance of the other) and the actual performance of products perceived. Meanwhile, according to Wilkie (1990), these loyal customers are as a partner in developing new products, and always supported special service given to him. Seeing the condition of the increasingly fierce competition, especially to get the maximum customers both in quality and quantity, it is felt necessary to undertake a study of the level of customer satisfaction in the service of Customer Service that has been given by the Bank Mestika Dharma. The rapid development of technology requires businesses to optimize information technology facilities in order to win the global competition, despite the investment required is quite expensive. Advances in information technology are increasing the challenges faced by banks. Developments in information technology led to more rapid development of the type and complexity of the products and services of the bank. Currently in Indonesia, banks are competing to offer products that can support the banking activities to its customers. ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 Updates in economics refers to the goal to revive and maintain the stability field of the economy, through a series of monetary policy. Government policies on the banking sector is also considered, which includes restructuring and recapitulation. This brings serious consequences for the banking sector in Indonesia, with more and more new banks liquidated by the government. All these conditions spur banks to get survive and develop their business, thereby encouraging an increasingly fierce competition. Bank Mestika Dharma is one bank of 31 commercial banks located in Indonesia which should have a rapid response in the face of increasingly fierce banking competition, so the Bank Mestika Dharma should be quick in utilizing their existing information technology. Based on the things mentioned above, Bank Mestika Dharma provide a specialized service through mobile banking (mBanking) which is based banking applications Short Message Service (SMS) where customers can make transactions anywhere and anytime. This is according to Achraf Ayadi (2005), in his article on mobile banking, mobile banking that is treated as one of the services of the banking information system capable of generating financial information, which includes check balances, transfer funds, pay bills and so on through a technological tool such as internet-wireless based. These are very important for customers to get the ease of obtaining financial information and perform transactions on line without having to visit the bank and a customer. When customers feel satisfied by two things; the speed in obtaining financial information as well as the accuracy and ease of implementation of transaction activity mBanking; the goals of SMS banking services as a value-added banking information will be achieved. Type of transactions offered in this service vary among the banks and money transfer to other banks, check balances, information exchange, interest rate on deposits, and credit purchase. The way of operation is very easy, simply by typing the appropriate standard messages using SMS in general. Customer who wants to check the balance of the account simply typing the first SAL PIN number to send SMS Banking. After that, the customer will receive an SMS reply containing the remaining balance available. Some of the benefits that can be gained customers SMS Banking service users, namely: a) Transactions can be done at any time and in any place, as long as the customer telephone device connected to the mobile phone network operator; b) No need to queue at the bank or at an ATM machine to perform banking transactions of non-cash, so it saves time, cost and effort; c) Practical and avoid the risk of loss of property, due to bring cash for the purposes of payment transactions in large amounts; d) Rates are relatively affordable and relatively easy to use; and e) Obtain confirmation of any transaction. We can see also apart from the benefits received by SMS Banking service users; there are also some disadvantages that can be experienced by customers, namely: a) Data rates when making a transaction that can be fairly slow at peak hours and where the traffic is quite high; b) Can be a threat to the survival of a business activity, for example a business selling prepaid electronic pulses; and c) The danger of security that comes from nontechnical aspects when there was a third party who knows the PIN SMS banking users. Efforts should be made to reduce that risk, namely: a) using the SMS banking services carefully, not at any place and to secure the data well. After completion of the transaction then delete the text message in the outbox, so that no third party knows the PIN SMS banking; b) To check the balance before or after the transaction using SMS banking; and c) Do not make transactions when traffic is high enough, for example when the bank will close the office which led to the bank server perform daily closing processes. ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 But in reality these innovative services still face an obstacle, this is evidenced by the many customers still prefer other services in addition to mobile banking. Until now there are many customers who prefer to come alone to the Bank to carry out a transaction instead of using the mobile banking service of Bank Mestika Dharma more flexible. As a result there are many customers who do not know the benefits of the products and services of Bank Mestika Dharma, so choose another bank that already has a mobile banking service. Mobile banking facility is quite new for the Indonesian people, especially the customers of Bank Mestika Dharma; therefore, the researchers need to know what factors that could affect customers using the facilities that have been provided Bank. It is expected to provide the maximum added value for consumers, which in turn gives a competitive advantage for banks. Besides the previous discussion, we also can see the customer relationship factor is also a very important factor that affects the customer. Customer always wants to get in touch, not only formally but also informally through discussion, conversation and even chatting. In referring from the above problems, the researchers raised the title of "The Effect of Application Services Customer Service, SMS Banking and Customer Relationship on Customer Satisfaction at PT Bank Mestika Dharma" Based on the background research that has been described, we can identify some of the problems encountered in customer satisfaction, namely: whether the Customer Service serving with friendly, courteous; whether to have the mobile banking facilities to facilitate customers to conduct transactions; how to use Service Information System (Mobile Banking) by the customers of Bank Mestika Dharma; how the level of customer satisfaction with the Bank Mestika Dharma; how to use Mobile Banking is offered to the clients' satisfaction in Bank Mestika Dharma; how the relationship between the customer and the bank in the form of relationship will influence customers; and how to examine it’s level of influence on customer satisfaction. Based on this study, researchers only limit on the issue of the implementation of the Customer Care Service, SMS Banking and Customer Relationship on customer satisfaction. Based on the above research background, then the problem can be formulated as follows: a) is there any influence between the applications of the Service to the Customer satisfaction? b) Are there any influence between the implementation of the SMS Banking Customer satisfaction? c) Is there any influence between the applications of the Client Relationship to Customer satisfaction? And d) Are there any influence between the application service Customer Service, SMS Banking and Customer relationship to Customer satisfaction? This research was conducted to obtain data, process and analyze everything related to the Services and SMS Banking services for customer loyalty. Structured, the objectives of this research are: a) To analyze the influence of implementation services against Customer satisfaction; b) To analyze the effect there between SMS Banking application; against Customer satisfaction; c) To analyze the effect of the application there Customer relationship; against Customer satisfaction; d) To analyze the effect of the application of the service there Customer Service, SMS Banking and customer relationships; against Customer satisfaction


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 LITERATURE REVIEW In today's modern world, the role of banks in promoting the economy of a country is enormous. Almost all sectors related to financial activities always require the services of a bank. Therefore, now and the future, we will not be able to escape from the world of banking, if you want to run a financial activity, both individuals and institutions, whether social or company. The importance of the banking world is quite vital, so there is a presumption that the bank is "soul" to drive the economy of a country. This assumption is certainly not wrong, because it is correlates to the function of the bank as a financial institution, it is vital, for example in terms of the creation of money, circulate money, providing money to support business activities, where securing money, a place to invest and other financial services. References cited below, is fundamentally different from one another. Even if there are differences tha only appear in a task or in a business. Some says a bank as a body whose primary task to collect money from a third party. While others say, the bank is an entity whose primary task as intermediaries to channel credit supply and demand at a specific time and is also stated that the bank is an entity whose primary task creates credit. The meaning of bank refer mostly to financial institutions where individuals and companies engaged in the financial sector where the activities related to the collection of funds or only the distribution of funds or both the collection and distribution of funds. Referring to Customer Service Quality itself; Rangkuti’s statement (2011) said that there are ten common criterias or standards determine the service quality: a) Reliability; b) Responsiveness; c) Competence; d) Access; e) Courtesy; f) Communication; g) Credibility; h) Security; i) Understanding; j) Tangibles With the rapid advancement of information technology, banking institutions must follow the advancement of technology and use this technology as part of its service system, known as electronic banking technology. Banking transactions are no longer using the application in paper form filled out by customers at bank counters, but the entire banking transactions can be accessed through electronic banking. With the increasing number of the development of electronic banking, the bank counter function will be reduced. On the development of e-banking technology, banking transactions will use information technology system so that it will result in transactions through bank counters. Activities formerly carried out by the bank branch, now fairly represented by ATM machines and other means of commands, such as phone banking, SMS banking, internet banking, and so forth. SMS banking is part of the electronic banking channel and also an innovation of the kind of savings account or checking account dollars. As the principal system services sourced on both these accounts, then one of the conditions for customers who want the SMS banking service is they must have a savings account or checking account, as well as supporting facilities such as having phones. Account owners may register through a network of ATM machines or registering via the customer service at the parent bank branch where the account was opened. Registration is necessary to gain acces code in the form of a PIN (Personal Identification Number) which is a secret code to perform a number of transactions.


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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 If customers registered through a bank counter, then the PIN provided in accordance with the applicable standards in the bank, if customers register through an ATM card, the access code is the numbers specified by the customer. SMS banking service features that can be done through these services, among others are: a) Balance information; b) Information of last transactions; c) Information on a wide range of bills, such as credit cards, home phone, mobile post-paid, and so forth; d) Transfers between accounts; e) Payment of credit card bills, home phone, mobile postpaid and so forth; f) Recharge phone voucher; g) Changing SMS banking PIN. Bank is one of the locomotives of development. With the dynamics of an economy, the existence of the banking sector has a strategic role in business. The factors of customer relationship for the bank according to Hapzi (2011), are as follows: a) Communicate with customers in order to remain desirous of saving (retention); b) In touch with the customer to remain committed to saving in banks although faced with the appeal or the influence of competitors; c) Maintaining the quality of the products, so that customers still wish to save in spite of lower interest from other banks; d) Keep the contents of the agreement with the customer on the applicable provisions; e) Build customer confidence in the banking (trust-worthineess); f) Build customer confidence in the honesty and integrity of Banking; g) Build customer confidence in the Bank's reputation; h) Build customer confidence in the bank than its competitors. From customer relationship, we can see that commonly it will generate satisfaction. Kotler, 1994 in Tjiptono (2008) stated that as the level of satisfaction of one's feelings after comparing the performance (results) which is perceived by the expectations. So it can be stated that the expectations and perceived performance is a central component of customer satisfaction / customer. Richard and Oliver, 1997 in James G.Barnes (2003) revealed that customer satisfaction is the response on the fulfillment of needs. It means that a form of privilege assessment of an item or service or goods / services itself, provide a level of comfort associated with the fulfillment of needs, including meeting the needs below expectations or fulfilling the needs exceed customer expectations. According to Susan and David Glen Mick Fourner in James G. Barnes (2003); customer satisfaction can be described in five (5) important factors: a) Customer satisfaction is an active and dynamic process; b) The satisfaction often have a strong social dimension; c) The meaning and emotion is an integral component of satisfaction; d) The process of satisfaction depends on the context and interconnected covers paradigms, models and fashion; and e) Satisfaction of the product is always related to life satisfaction and quality of life itself. Satisfaction will be met if the process of delivering services of the provider of services to the customer in accordance with customer perception. This factor is influenced by the subjective factor that can make a difference in the perception of the customers and the service providers. There are five (5) gap in the quality of services proposed by Parasuraman (1988) in Tjiptono (2000), namely:a) The gap between consumer expectations and perception management; b) The gap between the perceptions of the management of customer expectations and service quality specifications c) The gap between the specifications of the quality of services with the services that are presented; d) The gap between the actual service delivery and external communications to consumers; and e) The gap between the expected services and services received by consumers. ICCE-Batam | TRACK 4

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Proceedings of the 1st International Conference on Character Education Batam, 22-23 August 2015 The goal of mobile banking is to facilitate banking customers in making transactions wherever they are, at any time and under any circumstances. Applied communication technologies using radio network (LAN) such as GSM, CDMA, or TDMA and local network of banks with the TCP/IP protocol. The previous analysis assumed customer loyalty can help companies to find which parts of a product or service needs to be improved, it can also help evaluate the company's current position compared with other competitors. Bank is one form of business engaged in the service. Customer loyalty in services can be traced through common criteria or standards that determine the quality of a service. The quality of these services consists of five dimensions of services, namely: a) Responsiveness; b) Reliability; c) Emphaty; d) Assurance; and e) Tangibles.Measuring the level of quality of service through the fifth dimension such services will generate a level of customer loyalty. And with the increase of technology in banking competition intensifies, so Bank Mestika Dharma provide a specialized service through mobile banking services (mBanking) which is a banking application based Short Message Service (SMS) where customers can make transactions anywhere and anytime.Here is the framework: Figure 2: Framework

2.

RESULTS AND DISCUSSION

Based on the test results significant t test, variable Customer Care Service, SMS Banking and Customer Kerelasian significance