Asmuni Asmuni

Street kid as well as children in common have the rights wich should be protected, moreover Indonesia has ratified the Convention of Children Rights which obligate the state, society and family to fulfil and protect it. Therefore all sides are intended to concern on their destiny. There are four alternatives strategy that proposed to promote the emergence of Public movement. First, build new paradigm that street kids have the human rights. They are not 'city scum' or 'pariah' that should be removed, but they need a good handling (humanism). Second, construct society consiousness that child is God's appropriation which have rights that need to be kept and covered. Therefore theory of " child is parents ownership " need to precedence, because it is susceptible toward children rights distortion. Third, build alternative education which involves all sides in the society including children it self without losing their job in the street. Fourth, build enterpreneurship to provide economy sector for street kids who wants to be better in their future. Abstrak Anak-anak jalanan sebagaimana anak-anak pada umumnya mempunyai hak-hak yang harus dilindungi, terlebih lagi Indonesia telah meratifikasi Konvensi Hak-Hak Anak, yang mewajibkan kepada negara, masyarakat dan keluarga untuk memenuhi dan melindunginya. Namun jika semua pihak tidak ada kepeduliannya terhadap nasib mereka maka tiada jalan lain kecuali mendorong munculnya gerakan rakyat. Ada empat alternatif strategi yang diusulkan untuk mendorong munculnya gerakan rakyat ini, yaitu: Pertama, membangun paradigma baru bahwa anak-anak jalanan mempunyai hak azasi manusia. Mereka bukanlah 'sampah kota' atau 'sampah masyarakat' yang harus disingkirkan tetapi perlu penanganan yang arif (manusiawi). Kedua, membangun kesadaran masyarakat bahwa anak adalah amanah Tuhan yang harus dipelihara dan dilindungi hak-haknya. Oleh karena itu rumusan bahwa " anak adalah milik orang tua " perlu dipertimbangkan kembali, karena sangat rentan terhadap penyimpangan atas hak-hak anak. Ketiga, membangun pendidikan alternatif yang melibatkan banyak pihak di masyarakat, termasuk anak-anak sendiri dengan tanpa meninggalkan pekerjaannya di jalanan. Keempat, membangun kewirausahaan untuk menyediakan lapangan ekonomi bagi anak-anak jalanan yang menginginkan perbaikan nasib di masa depannya. Kata kunci: gerakan rakyat, perlindungan, hak anak, anak jalanan Pendahuluan Di tengah-tengah hiruk pikuk elite politik berebut kuasa, setiap hari rakyat yang mestinya tidak ikut bertanggungjawab atas kondisi anak-anak bangsa terpaksa menerima suguhan yang memprihatinkan, baik mendengar berita tentang kasus-kasus kekerasan dan pelecehan hak-hak anak, ataupun melihat langsung kesengsaraan anak-anak yang harus berjuang sendiri mempertahankan hidupnya di jalanan. Mereka terserak di stasiun dan gerbong-gerbong kereta api, di terminal-terminal bus/angkot, dan di jalan-jalan berdebu, sebagai pengamen, pemulung, penjual koran, penjual asongan, tukang semir, pengemis, dan bahkan sebagai pekerja seks anak, yang jumlahnya semakin hari semakin banyak. Belum lagi menengok soal kondisi kesehatan, pendidikan dan masa depan mereka.

Ki Hadjar Dewantara, pendidik asli Indonesia, mempunyai pemikiran cerdas dalam memberikan solusi atas kegelisahan rakyat terhadap kondisi pendidikan yang terjadi saat itu, sebagaimana digambarkan dalam azas-azas pendidikan yang diterapkan pada sekolah Taman Siswa yang didirikannya jauh sebelum Indonesia mengenal kemerdekaan. Sistem pendidikan Ki Hadjar Dewantara terangkum dalam tujuh azas Taman Siswa 1922 dan lima dasar Taman Siswa 1947 yang dipraktikkan dengan “Sistem Pendidikan Among” atau “Among Metode”. Pemikiran pendidikan Ki Hajar layak dijadikan pijakan untuk merekonstruksi pendidikan di negeri ini. Di mulai dari diri sendiri sebagai pendidik maupun sebagai pengambil kebijakan di lingkungan lembaga pendidikannya masing-masing. Paling tidak, merubah paradigma pembelajaran menjadi humanis, konstruktivistik, dan sinergis antara pengajaran dan pendidikan, yang kemudian dilaksanakan dengan penuh keikhlasan lahir dan batin, sudah merupakan usaha luhur untuk membangun bangsa.

This research investigated the gaps of the cultural and the social contexts in the process of teaching and learning English as a foreign language in Indonesia. It was focused on describing how the social and cultural gaps in teaching English as a foreign language in Indonesia were understood and performed appropriately. It was also aimed at investigating the problems of teaching English as a foreign language within social and cultural gaps, and the solutions as well. In other words, what the problems are and what the solutions are.

Penelitian ini bertujuan untuk memperoleh bukti empiris tentang: (1) pengaruh penggunaan media jejaring sosial Edmodo terhadap partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis dan praktis; (2) hubungan antara penggunaan media jejaring sosial Edmodo dengan partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis; (3) hubungan antara penggunaan media jejaring sosial Edmodo dengan partisipasi mahasiswa dalam diskusi kelas pada materi ajar praktis. Penelitian ini merupakan jenis penelitian eksperimen dengan menggunakan desain faktorial. Variabel penelitian terdiri dari dua variabel independen, yaitu penggunaan media jejaring sosial Edmodo (x1) dan tanpa penggunaan media jejaring sosial Edmodo (x2). Variabel dependen  terdiri dua variabel, yaitu partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis (y1), dan praktis (y2). Penelitian dilaksanakan di STKIP PGRI Jombang, Jawa Timur, Indonesia. Populasi penelitian adalah mahasiswa peserta matakuliah Filsafat Pendidikan pada program studi Pendidikan Matematika semester gasal tahun akademik 2014/2015 yang berjumlah 186 mahasiswa. Sampel diambil dengan teknik random sampling sebanyak 174 mahasiswa. Teknik pengumpulan data menggunakan teknik assesment otentik dalam bentuk laporan proses diskusi kelas. Adapun teknik analisis data menggunakan analisis varian multivariat (MANOVA) dengan menggunakan aplikasi SPSS v.16.0 for windows. Hasil penelitian membuktikan bahwa (1) terdapat pengaruh penggunaan media jejaring sosial Edmodo terhadap partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis dan praktis; (2) terdapat hubungan antara penggunaan media jejaring sosial Edmodo dengan partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis; (3) terdapat hubungan antara penggunaan media jejaring sosial Edmodo dengan partisipasi mahasiswa dalam diskusi kelas pada materi ajar praktis.

This study examined group discussion in problem based learning strategy aided authentic material on students’ learning outcome. The focus of the study was to know the influence of group discussion which used authentic material in developing the learning outcome and students’ critical thinking. The topic of the discussion was taken from the students’ ability to analysis and solve English semantic phenomena. The positive hypothesis of the study was the group discussion on problem based learning strategy aided authentic material influenced the students’ learning outcome and developed student’s critical thinking.
This study was done by analyzing empirical data which was gained by using quasiexperimental based on quantitative and qualitative analysis. Quantitative analysis was applied to analyze the influence of the students’ learning outcome, while qualitative analysis was applied to describe students’ critical thinking which was gained by problem solving instrument descriptor. As the sample, two classes of English semantics class of Teacher Training and Science Education PGRI Jombang College, East Java, republic of Indonesia were chosen as the subject of the study. Experimental and control class was chosen by using purposive sampling technique. The study was done by following steps (1)preliminary study, (2)drafting learning model, (3)developing and validating research instrument, (4) completing the draft of learning model, (5)pre-test, (6)implementing the learning model, (7)post-test, (8)analyzing the data by using SPPSS 16.0 for windows. 
The data finding showed that learning strategy by applying group discussion was significant in gaining the students’ learning outcome. Moreover, the result of problem solving data analysis in problem based learning aided authentic material was able to develop students’ critical thinking skills. The consideration of the number of the group discussion member and the choosing of authentic material which is aided should be relevant to the students’ ability and also their daily life in order to gain the maximal learning outcome.

This study aims to examines result of peer teaching in enhancing the students’ teaching skills components in the real teaching practice program. The positive hypothesis of this study is that
peer teaching is effective in preparing the students’ teaching skills on their real teaching program. The study also examines social and personality skills of the student teacher in the real teaching practice program. 
This study is experimental. The sample of this study is 40 students who was divided into four groups and placed in four different schools. Two groups of peer teaching consist of 20 student teacher are taken as the experiment group, while the control group is the two groups of micro teaching consist of 20 practitioner students. The data is the teaching performance of the practitioner student score given by teacher as the supervisor and analyzed by using independent-sample t-test of SPPSS 16.0 for windows.
The result of the study shows that there is significant value between the experimental group and the control group which shown by the independent sample test, it is 7,527 > 0.05. The t-test value is bigger than t-table, means that there is significance in the use of peer teaching technique toward practitioner student’s teaching skills. The significance t-test score of the practitioner students between peer teaching groups and micro teaching groups shows that the positive hypothesis is received. It also shows that peer teaching is effective in preparing the students of teacher training college in performing their teaching skills on real teaching program.

Abstract:  This research investigated the gaps of the cultural and the social contexts in the process of teaching and learning English as a foreign language in Indonesia. It was focused on describing how the social and cultural gaps in teaching English as a foreign language in Indonesia were understood and performed appropriately. It was also aimed at investigating the problems of teaching English as a foreign language within social and cultural gaps, and the solutions as well. In other words, what the problems are and what the solutions are. The qualitative research was done at STKIP PGRI, College of Education, in Jombang, East Java, Indonesia. The object was the teaching English as a foreign language performed at the English Department of the College. The data were the utterances produced by the students who joined English Speaking Class and those who had already got English Speaking Class and the teachers’ responses to the open interview on the problems and the solutions related to the social and cultural gaps in teaching English as a foreign language. The instruments employed in collecting the data are Discourse Completion Test (DCT) developed by Hudson, Detmer, & Brown, 1995), and an open interview. In analysing the data, the model developed by Yin (2001) was employed covering five phases, such as 1) compiling, 2) disassembling, 3) reassembling, 4) interpreting, and 5) concluding.  The results revealed that there were 80 students of one hundred of English Department  of the College completed the DCT. Most of the students (90%) were suffered from pragmatic failures in ten situations given in the test. The social and cultural contexts were not identified
and understood in communicating to foreigners (native speakers). The problems were the less of pragmatic competence due to the absence of pragmatics in teaching and learning process. The subject of ‘cross-cultural understanding’ was taught to them but the effectiveness was questionable. It was proved by the less knowledge and poor performance in using language in the target language contexts, such as social and cultural contexts. The solutions were pragmatics was a must for them and should be taught with sufficient time and well-designed materials, and the teaching of ‘cross-cultural understanding should be well reviewed. Because of the difference of teaching English as a foreign language (EFL) and as a second language (ESL), the EFL was much more challenging due to the environment did not support it. The teacher was required to be able to create the real life situations of the target language contexts.
Keywords: social-cultural gaps, teaching EFL, pragmatics, pragmatic failure, pragmatic competence.

Abstract: This study aimed to analyze the conceptual design of teacher profession education program as a model of organization of teacher education policies which has goal to prepare professional teachers. The study raised questions: (1) how is the coherency of the conceptual design of professional teacher profession education program, (2) how is the accomplishment model of the teacher profession education program, (3) how is the impact of the use of the professional teacher profession education model.  The library research design was used in this study by applying meta-analysis. The data which examined were law and legislation of education and national education standard of Indonesia.  The data were analyzed by comparing teacher education program and also the history of its in Indonesia. The result of the study showed that the coherency of conceptual design of the teacher profession education program is low in both professional teacher concept and also toward the
law and the legislation of national education. The model of teacher profession education program was accomplished by using consecutive model which oriented on subject matter. As the effect of model in the teacher profession education program, the competence of the teacher was more dominant on subject matter than the pedagogic, social and personality competency.
Keywords: meta-analysis, policy, professionalism, teacher

Abstract:  This study examined group discussion in problem based learning strategy aided authentic material on students’ learning outcome. The focus of the study was to know the influence of group discussion which used authentic material in developing the learning outcome and students’ critical thinking. The topic of the discussion was taken from the students’ ability to analysis and solve English semantic phenomena. The positive hypothesis of the study was the group discussion on problem based learning strategy aided authentic material influenced the students’ learning outcome and developed student’s critical thinking. This study was done by analyzing empirical data which was gained by using quasiexperimental based on quantitative and qualitative analysis. Quantitative analysis was applied to analyze the influence of the students’ learning outcome, while qualitative analysis was applied to describe students’ critical thinking which was gained by problem solving instrument descriptor. As the sample, two classes of English semantics class of Teacher Training and Science Education PGRI Jombang College, East Java, republic of Indonesia were chosen as the subject of the study. Experimental and control class was chosen by using purposive sampling technique. The study was done by following steps (1)preliminary study, (2)drafting learning model, (3)developing and validating research instrument, (4) completing the draft of learning model, (5)pre-test, (6)implementing the learning model, (7)post-test, (8)analyzing the data by using SPPSS 16.0 for windows.  The data finding showed that learning strategy by applying group discussion was significant in gaining the students’ learning outcome. Moreover, the result of problem solving data analysis in problem based learning aided authentic material was able to develop students’ critical thinking skills. The consideration of the number of the group discussion member and the choosing of authentic material which is aided should be relevant to the students’ ability and also their daily life in order to gain the maximal learning outcome.
Keywords: authentic material, critical thinking, group discussion, problem based learning

Abstract: This study aims to (1) obtain an empirical overview of the application of learning soft skillsbased andragogy to improve student’s social and personal comptencies teacher training program on undergraduate of education program in Jombang, East Java, Indonesia; and (2) describe the constrains which is faced by the lecturer in implementing the model. This study is a descriptive reserch, which was done on two private universities in Jombang, East Java, Indonesia, which has the educational program, they are STKIP PGRI Jombang (6 departments), and Universitas Pesantren Tinggi Darul Ulum (2 departments). The sample was taken in purposive cluster sampling. Questionnaire in the form of self evaluation was used as data collection technique. Meanwhile, statistical descriptive analysis was used as the technique of analysis. The result of the study shows that the majority of lecturers have not yet applied the soft skills learning model based andragogy to improve the students’ social and personal competencies. But most of them were applying SCL (Student Centre Learning). It can be seen from he result of analysis that the lecturers apply Self-Directed Learning (39%), Problem-Based learning (40%), Project-Based Learning (41), Case Study (51%), Contextual learning (67%), Collaborative Learning (76%), and Cooperative Learning (79%). Whereas the constraint which appear was the culture of learning/atmosphere of learning (36%), students’ learning motivation factor (37%), students autonomy factor (39%), Students’ creativity factor (40%), and the lecturer’s perception toward students’ maturity factor (42%).
Keywrods: application, learning model, soft skills, andragogy, personal competencies.

Abstract: The research was done to examine the teacher candidate’s academic honesty and responsibility. Self-report was being the strategy which developed as an alternative assessment. This research raised questions as follows: (1) how is the teacher candidate’s academic honesty, and (2) how the teacher candidate’s academic responsibility is. The topic of this research was developed to gain more values of the teaching and learning toward students’ capacity building. The mix-method based on quantitative and qualitative analysis was used in this research. The quantitative data analysis was used to determine the range of the teacher candidate’s academic honesty and responsibility, while the qualitative analysis was used to examine the causal factor of the level of it. A number of 180 students of teacher candidate was chosen as the sampling by applying purposive sampling technique. The triangulation method of data analysis was used to determine the value level of both academic honesty and responsibility.  The data finding showed that the level of academic honesty was good (27.78 percent), fair (37.78 percent), moderate (28.89 percent), and less (5.56 percent), while the level of academic responsibility was good (34.44 percent), fair (42.22 percent), moderate (20.00
percent), and less (3.33 percent). The percentage of both academic honesty and responsibility was gained from the self-report of students’ participation on class presentation and the rubric of presenter respond to the students’ questions. The following instrument was the presenter’s report of the class discussion process, and also timeliness in submitting reports (self and group report) which was submitted via email.
Keywords: academic, alternative assessment, honesty, responsibility, self-report.

Pendekatan pembelajaran; peranan guru dalam kelas; perbedaan pengelolaan kelas dan pengelolaan pembelajaran dan sistem pembelajaran; dimensi pengelolaan kelas; pengertian dan tujuan mengelola kelas; prinsip-prinsip pengelolaan kelas; sumber-sumber gangguang kelas; Mengembalikan Kondisi kelas yang Optimal; penciptaan dan pemeliharaan kondisi kelas yang optimal; dan hal-hal yang harus diperhatikan dalam mengelola kelas.

The learning process in the classroom should be able to bring learner to the real world, the world outside the classroom. Recognizing the existence of one self in the environment and to be able to understand all the individual’s limitations will bring the learner to higher-order thinking skills, so that they can find a meaningful relationship of their learning process. Having a deep understanding in how to think, how to act, and how to feel the response of the environment have become important factors in growing self-awareness. One of the efforts to achieve this goal is through portfolio assessment. Assessment based portfolio provides a record of the development of a person's ability in order to know the results of their learning outcomes. Furthermore, portfolio assessment stimulate learners to be able to evaluate anything they have attempted to obtain good learning outcome. This study examines students' perceptions on portfolio assessment in developing pedagogical self-awareness. This research is a descriptive study. The object of this research are students who are taking semantic course by using portfolio-based assessment. The data collection technique uses a survey method. The data analysis technique uses Likert scale to measure student’s attitudes and perceptions related to self-awareness. The results shows that portfolio-based assessment is able to stimulate student’s pedagogical self-awareness. In the process, having a high self-awareness, students understand their learning behavior in optimizing their learning. Moreover, they are able to recognize their strengths and weaknesses that are affected their learning outcome.
Keywords: pedagogical self-awareness, portfolio, assessment

Ki Hadjar Dewantara, pendidik asli Indonesia, mempunyai pemikiran cerdas dalam memberikan solusi atas kegelisahan rakyat terhadap kondisi pendidikan yang terjadi saat itu, sebagaimana digambarkan dalam azas-azas pendidikan yang diterapkan pada sekolah Taman Siswa yang didirikannya jauh sebelum Indonesia mengenal kemerdekaan. Saat ini kegelisahan rakyat terhadap kondisi pendidikan muncul kembali. Indikasinya terlihat pada kegagalan membangun manusia yang utuh. Terbukti adanya kebijakan pendidikan karakter yang menunjukkan bahwa pendidikan hanya mampu membangun manusia ‘pinter’ yang tidak cerdas lahir dan batin. Belum lagi bicara kualitas pendidikan. Maka perlu rekonstruksi pendidikan dengan berguru pada ajaran Ki hajar Dewantara.

Penelitian ini bertujuan untuk memperoleh bukti empiris tentang: (1) pengaruh penggunaan media
jejaring sosial Edmodo terhadap partisipasi mahasiswa dalam diskusi kelas pada materi ajar
teoretis dan praktis; (2) hubungan antara penggunaan media jejaring sosial Edmodo dengan
partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis; (3) hubungan antara
penggunaan media jejaring sosial Edmodo dengan partisipasi mahasiswa dalam diskusi kelas pada
materi ajar praktis.
Penelitian ini adalah jenis penelitian eksperimen dengan desain faktorial. Variabel penelitian
terdiri dari dua variabel independen, yaitu penggunaan media jejaring sosial Edmodo (x1) dan
tanpa Edmodo (x2). Variabel dependen  terdiri dua variabel, yaitu partisipasi mahasiswa dalam
diskusi kelas pada materi ajar teoretis (y1), dan praktis (y2). Penelitian dilaksanakan di STKIP
PGRI Jombang, Jawa Timur. Populasi penelitian adalah mahasiswa peserta matakuliah Filsafat
Pendidikan pada semester gasal tahun akademik 2014/2015 yang berjumlah 186 mahasiswa.
Sampel diambil dengan teknik random sampling sebanyak 174 mahasiswa. Teknik pengumpulan
data menggunakan teknik assesment otentik. Teknik analisis data menggunakan analisis varian
multivariat (MANOVA) dengan aplikasi SPSS v.16.0 for windows.
Hasil penelitian membuktikan bahwa (1) terdapat pengaruh penggunaan media jejaring sosial
Edmodo terhadap partisipasi mahasiswa dalam diskusi kelas pada materi ajar teoretis dan praktis;
(2) terdapat hubungan antara penggunaan media jejaring sosial Edmodo dengan partisipasi
mahasiswa dalam diskusi kelas pada materi ajar teoretis; dan (3) terdapat hubungan antara
penggunaan media jejaring sosial Edmodo dengan partisipasi mahasiswa dalam diskusi kelas pada
materi ajar praktis.
Kata Kunci: edmodo, partisipasi, diskusi, teoretis, praktis.

This study aimed to analyze the conceptual design of teacher profession education
program as a model of organization of teacher education policies which has goal to prepare
professional teachers. The study raised questions: (1) how is the coherency of the conceptual
design of professional teacher profession education program, (2) how is the accomplishment
model of the teacher profession education program, (3) how is the impact of the use of the
professional teacher profession education model. 
The library research design was used in this study by applying meta-analysis. The
data which examined were law and legislation of education and national education standard
of Indonesia.  The data were analyzed by comparing teacher education program and also the
history of its in Indonesia.   
The result of the study showed that the coherency of conceptual design of the teacher
profession education program is low in both professional teacher concept and also toward the
law and the legislation of national education. The model of teacher profession education
program was accomplished by using consecutive model which oriented on subject matter. As
the effect of model in the teacher profession education program, the competence of the
teacher was more dominant on subject matter than the pedagogic, social and personality
competency.

Keywords: meta-analysis, policy, professionalism, teacher

Abstract

The research was done to examine the teacher candidate’s academic honesty and
responsibility. Self-report was being the strategy which developed as an alternative
assessment. This research raised questions as follows: (1) how is the teacher candidate’s
academic honesty, and (2) how the teacher candidate’s academic responsibility is. The topic
of this research was developed to gain more values of the teaching and learning toward
students’ capacity building. 
The mix-method based on quantitative and qualitative analysis was used in this
research. The quantitative data analysis was used to determine the range of the teacher
candidate’s academic honesty and responsibility, while the qualitative analysis was used to
examine the causal factor of the level of it. A number of 180 students of teacher candidate
was chosen as the sampling by applying purposive sampling technique. The triangulation
method of data analysis was used to determine the value level of both academic honesty and
responsibility. 
The data finding showed that the level of academic honesty was good (27.78 percent),
fair (37.78 percent), moderate (28.89 percent), and less (5.56 percent), while the level of
academic responsibility was good (34.44 percent), fair (42.22 percent), moderate (20.00
percent), and less (3.33 percent). The percentage of both academic honesty and responsibility
was gained from the self-report of students’ participation on class presentation and the rubric
of presenter respond to the students’ questions. The following instrument was the presenter’s
report of the class discussion process, and also timeliness in submitting reports (self and
group report) which was submitted via email.

Keywords: academic, alternative assessment, honesty, responsibility, self-report.