Debriefing Program for Prospective Elementary School Teachers in Developing Learning Aids

Abstract

Abstract. This research was conducted to develop a debriefing program for prospective elementary school teachers in order to develop contextbased learning aids and its assessment. Reeves Design Based Research (DBR) model was employed as a research design, and its data were processed descriptively. A field needs analysis was conducted to students who have taught at school through an analysis of common learning aids and questionnaires. Early debriefing programs were developed based on field needs analysis. The trial of the debriefing program was conducted in two phases, i.e. to final year students through conventional lectures and alumni who have taught in elementary school. Trials with different subjects aim at providing an alternative form of debriefing activities that could be used for prospective elementary school teachers. Reflection was done to evaluate the developed debriefing program. The result of this program was in the form of the stages of debriefing implementation, debriefing materials, and the procedures of debriefing program implementation.

The contributions of computer facility, test preparation, and learning motivation against the results of computer-based final examination result of VHS students of software engineering expertise package in Malang city

“…The research conducted by Mappeasse [16], Nelasari [7], Wahyudi [17], and Hamdu [18] concluded that there was a contribution between student's motivation variables to student learning outcomes. From the previous research can be concluded that the students who have high learning motivation will get good learning outcomes.…”

Desain Lembar Kerja Siswa Pada Pembelajaran Stem Untuk Siswa Sekolah Dasar

“…3) Setiap isian siswa dalam LKS alangkah baiknya diberi semacam refleksi atau kesimpulan. 4) penulisan kesimpulan tidak harus dituliskan "kesimpulan", namun bermakna pernyataan tersirat (Hamdu dan Sopandi, 2018).…”

Educative Curriculum Material and Its Impact on the Teachers’ Instructional Performance and Learners’Achievement

“…Even this ATK model encourages an increase in teacher academic performance through the mechanism of "Absorbing, Doing, Interacting, and Reflecting" (ADIR), as an educational process that opens opportunities for the growth of learning independence, so that the increase in professionality of chemistry teachers can run continuously. Because of that, a program to improve the professional competence of teachers is vital to be conducted (Hamdu, Sopandi, & Nahadi, 2018). Teachers' and learners' empowerment also can be improved through connecting the Use of Educative Curriculum Materials to Students' Engagement in Science Argumentation (Arias, Smith, Davis, Marino, Palincsar, 2017) or use of multimedia (Loper, Katherine, McNeill, González-Howard, 2017).…”