THE ROLE OF ACADEMIC ADVISORY LECTURERS: FACULTY OF

TARBIAH AND TEACHER TRAINING AT UIN DATOKARAMA

PALU; PERCEPTIONS OF STUDENTS AND LECTURERS

A PROPOSAL

Submitted to Fulfil one of the Requirements to Follow the Proposal Seminar

on Islamic Education Department Faculty of Tarbiah and Teacher Training
of State Institute for Islamic Studies Palu

Oleh:
SITTI AZIZA RIBERZA
NIM: 16.1.01.0030

ISLAMIC EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND

TEACHER TRAINING STATE INSTITUTE FOR ISLAMIC STUDIES
PALU 2020
 SUPERVISOR’S AGREEMENT

Thes is proposal entitled “The role of academic advisory lecturers: Faculty

of Tarbiah and Teacher Training at UIN datokarama Palu; Perceptions of Students

and Lecturers “by the Student on behalf of SITTI AZIZA RIBERZA Nim

16.1.01.0030, Department of Islamic Education, Faculty of Tarbiyah and Teacher

Training, Palu State Islamic Institute, after carefully researching and correcting

the proposal concerned, each supervisor looked at that the proposal has scientific

requirements and can be submitted for the seminar.

Palu, 2020 M
21 Muharram 1443 H

Advisor I. Advisor II

Hamka S.Ag.,M.Ag. Yuni Amelia, S.Pd., M.Pd

NIP. 197303082001121003 NIP. 199006292018012001

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 TABLE OF CONTENTS

COVER............................................................................................................ i
SUPERVISORS AGREEMENT .................................................................. ii
TABLE OF CONTENTS .............................................................................. iii
BAB I INTRODUCTION .............................................................................. 1
A. Background of Study .......................................................................... 1
B. Identification of Problems .................................................................. 5
C. Restricting The Problem ..................................................................... 6
D. Formulation of The Problem ............................................................... 6
E. Research Purposes and Uses................................................................. 6
BAB II THEORY BASIS AND HYPOTHESES ..................................... 8
A. Theory Description ............................................................................ 8
B. Framework of Thinking ..................................................................... 20
C. Hypothesis............................................................................................ 21
BAB III RESEARCH PROCEDURE ........................................................ 23

A. Research Procedures (Quantitative and Qualitative) ........................... 23

B. Quantitative Approach ........................................................................ 25
C. Qualitative Research Method ............................................................... 28

REFERENCES

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 CHAPTER I

INTRODUCTION

A. Background of Study

Based on the Law of the Republic of Indonesia Number 20 of 2003

concerning the National Education System:

Education is a conscious and planned effort to create a learning

atmosphere and learning process so that children actively develop their potential

to have religious-spiritual competence, self-control, personality, intelligence,

noble character, and skills needed for themselves, society, nation, and state.1

Education is an important aspect to improve the quality of human

resources. One of the providers of formal education in universities, both

government and private. Every university, both public and private, has

components that play an important role in the implementation of education at the

university concerned. These components include the head of the university, the

student service department, the finance department, the academic service

department, and the lecture facilities section. Each component must carry out its

function properly in order to create a balance between one component and another

in carrying out the mission to achieve the goals of a university. Lecturers are

professional educators and scientists with the main task of transforming,

developing, and disseminating knowledge. technology and the arts through

education, research, and community service.2

In the hands of lecturers, the quality of education can lead to a better

direction. This forces the lecturers to be able to prepare their competencies

1
UU RI No. 20 Tahun 2003, Tentang Sistem Pendidikan Nasional (Cet. XI; Jakarta:
Media Wacana Press, 2003), 9.
2
Syaiful Bahri Djamarah, Guru dan Anak Didik dalam Interaksi Edukatif(Jakarta: PT.
Rineka Cipta, 2000), 1.

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optimally because after all, the lecturer's competence reflects the lecturer's

performance or the lecturer's ability to provide academic guidance. As a role

model, the lecturer is someone who is on a higher level than the teacher in terms

of reading, dedication, and experience.3

Lecturers have an important role in the occurrence of learning. This

important role is related to the task of lecturers as teachers and educators who

prepare conducive learning conditions. This role can be carried out properly if the

lecturer can master good learning materials, understand the characteristics and

needs of students, manage teacher learning, and develop personal and professional

abilities. In addition to these obligations, lecturers must also guide their students

to achieve maximum performance.

Lecturers and students as subjects and objects of education need to work

together, along and in line with the desired goals. Guidance, motivation, advice

and others must continue to be instilled in the student so that he has a strong

personality, disciplined in learning and diligent in exploring knowledge. In this

case, the university appoints certain educators to provide guidance, motivation

and academic advice to students. The teaching staff in question are academic

supervisors.4

Universities bear the responsibility of fostering students to achieve

success, namely by encouraging students to carry out learning activities optimally,

both in lectures and in student life during their studies. The fact shows that not

many students are open to themselves. It is difficult for students to make the right

policies for themselves, especially those related to their studies. This condition

3
Rahmat, Pendidikan Agama Islam Multidisipliner (Telaah Teori dan Praktik
Pengembangan PAI di Sekolah dan Perguruan Tinggi) (Yogyakarta: LKIS, 2017), 98.

4
Nur’aini Agung Wijaya, Singgah di Gerbang Kuliah, (Sukoharjo: Panembahan
Senopati, 2015), 83.

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shows that service assistance to students is needed by making academic guidance

effective through academic supervisors.

The roles and functions of academic supervisors are:

1. Directing students in choosing courses to be taken at the beginning of the

semester.

2. Considering students in determining the number of credits to be taken.

3. Validate the validity of the Student Study Program (PSM) form by

affixing his signature on the form.

4. Encourage and instill awareness to work hard and study hard on a regular,

continuous, and disciplined basis. Encourage and instill awareness to work

hard and study hard on a regular, continuous, and disciplined basis.

5. Cultivate the spirit of devotion in the field of work.

6. Following the development of the study of students who are mentored

during the study period by (among others):

a. Hold regular meetings, both individually and in groups to address

student difficulties.

b. Request regular reports on student progress and progress and learning.

c. Monitor student activities as deemed necessary.

7. Provide recommendations and other information regarding student

guidance to those in need, both orally and in writing.

Sending verbal or written warnings to underachieving students. The

Advisory Lecturer is responsible to the Dean of the Faculty and reports his duties

to the Dean concerned.5

5
Buku konsultasi akademik, Fakultas Tarbiah dan Ilmu Keguruan Institut Agama Islam
Negeri (IAIN) Palu, 6.

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 Realizing the importance of academic supervisors in supporting students'

success in attending lectures, academic supervisors who have been given the

responsibility must prepare themselves as well as possible so that they can play a

role by optimally functioning the role of academic supervisors. Through this role,

lecturers are expected to be able to encourage students to always learn in various

opportunities through various sources and media. Lecturers must help each

student to make effective use of various learning opportunities and learning

resources. However, sometimes academic guidance has not been carried out

optimally by the duties and functions of academic supervisors, giving rise to

different perceptions for students. This causes the academic problems faced by

students to interfere with the study completion process. In the end, the potential to

be achieved is not optimal.

Based on the results of pre-research interviews with several students of the

Islamic religious education study program, UIN datrokarama Palu class 2017,

said that some academic supervisors have not carried out their duties

optimally, the roles and functions of academic supervisors are only limited to

endorsement, which is limited to signing study plan cards and academic

consulting books without continuous guidance in the lecture process, difficulties

in meeting academic advisors so that the meeting between students and academic

supervisors is still low and the effectiveness of their roles and functions is not

optimal.

However, the results of a pre-research interview with one of the academic

supervisors of PAI in 2017 said that there must be two-way communication

between the supervisor and students so that good communication can be

established and there are no misunderstandings. However, the fact is that students

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are less active in conducting academic guidance, and when conducting guidance

they are only limited to signing a study plan card without students providing

information about the problems they face so that they can be directed so that the

lecture process runs smoothly, and on time.

Based on the problems above, the researchers are interested in raising the

title of the research, "The role of academic advisory lecturers: Faculty of Tarbiah

and Teacher Training at UIN datokarama Palu; Perceptions of Students and

Lecturers"

B. Identification of Problems

From some of the descriptions presented in the background, the following

problems can be identified:

1. Sometimes, academic guidance has not been carried out optimally by the

duties and functions of academic supervisors, causing different

perceptions for students. This causes the academic problems faced by

students to interfere with the study completion process.

2. Academic supervisors have not carried out their duties optimally the roles

and functions of academic supervisors are only limited to ratification,

which is limited to signing study plan cards and academic consultation

books without continuous guidance in the lecture process,\

3. Students have difficulty meeting academic supervisors so that, meetings

between students and academic supervisors are still low, and the

effectiveness of their roles and functions is not optimal.

4. Lack of student attention to academic advisory lecturers.

C. Restricting the Problem

From complex problems, researchers limit the problem so that the

problems studied can be directed, according to the expected goals and objectives.

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 The limitations of the problem in this study are:

1. Perceptions of students and lecturers on the role of academic advisory

lecturers

2. The effectiveness of lecturers in conducting academic guidance

3. Students' awareness of their study.

D. Formulation of the problem

Based on the background described above, the researcher can formulate

the problem, namely:

1. What is the Student Perceptions of the Role of Academic Advisory at the

UIN Datokarama Palu?

2. What is the lecturer's perception of his role as an Academic Advisory at

the UIN Datokarama palu.?

E. Research Purposes and Uses

1. Research objectives

The purpose of this study was to determine The role of academic advisory

lecturers: Faculty of Tarbiah and Teacher Training at UIN Datokarama Palu;

Perceptions of Students and Lecturers

2. Research benefits

a. Scientific uses, namely, the results of this research, are expected to contribute

to the development of the world of education, especially regarding The role of

academic advisory lecturers: Faculty of Tarbiah and Teacher Training at UIN

Datokarama Palu; Perceptions of Students and Lecturers.

b. Practical Uses, namely:

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1) The results of this study are expected to contribute to related institutions,

especially UIN Datokarama Palu so that it can be a barometer for making

changes for the better regarding The role of academic supervisors: Faculty

of Tarbiah and Teacher Training at UIN Datokarama Palu; Perceptions of

Students and Lecturers

2) The results of the research are also expected to provide an overview and

paradigm of thinking for the development of further research especially

regarding academic supervisors: The role of academic supervisors: Faculty

of Tarbiah and Teacher Training at UIN Datokarama Palu; Perceptions of

Students and Lecturers

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 xi

CHAPTER II

THEORY BASIS AND HYPOTHESES

A. Theory Description

1. Previous Research

Here the researcher wants to show some relevant research that has been

done by other researchers, namely as follows:

First, the research conducted by Tri Kurniawati, Finny Anita, Desi Sri

Astuti, and Dian Sinta Sari with the title Student Perceptions of the Role of

Academic Supervisors at the 2016 IKP PGRI Pontianak English Study Program

concluded that Student Perceptions of the Academic Supervisor Role for the

program English education studies are quite good. In particular, the perception of

the role of the academic supervisor as a supervisor is good, the role of the

counselor is sufficient, and the role as a role model is very good. In general, the

perception of lecturers about their role as academic supervisors is good. This can

be seen from the responses given that lecturers play a role in helping students

complete their studies on time. The reason why this research is used as one of the

previous studies is to be a comparison material and reference for students' and

lecturers' perceptions about the role of academic supervisors, thus helping in

positioning this research.6

The results of this study found that the academic consultation process at

the medical faculty of the University of Lampung was still not running optimally.

The similarity of this research is that both of them use descriptive qualitative

research methods and explain the perceptions of students and lecturers about the

6
Tri Kurnia Wati, Finny Anita, Desi Sri Astuti,dan Dian Sinta Sari,”Persepsi Mahasiswa
Terhadap Peran Dosen Pembimbing Akademik: Program Studi Bahasa Inggris ontianak,” Jurnal
Edukasi, https://journal.ikippgriptk.ac.id/index.php/edukasi/article/view/362/351. di akses 18
februari 2021.

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role of Academic Advisors. The difference lies in the research location. Hanif

Abdurrahman Latif researched the medical faculty of the University of Lampung

while the researchers examined the Institute of Islamic Studies on the Palu

campus, Jalan Diponegoro no. 23 Lere, West Palu District.7

2. Perception

In general, the term perception is used in the field of psychology.

Terminologically, the notion of perception is a direct response to the absorption or

process of someone knowing things through sensation. Whereas in the big

psychology dictionary, perception is defined as a process of observing one's

environment by using his senses so that he becomes aware of everything that is in

his environment. Perception is a cognitive process experienced by everyone in

understanding information about their environment, either through sight, hearing,

feeling, and smell.8

According to mardina :
Perception is a process that occurs in a person with the aim of knowing,
interpreting, and evaluating other people who are perceived, both
regarding the nature, quality, and other conditions that exist in the
perceived person so as to form a picture of other people. as the object of
that perception.9
Desiderato also suggested :

7
Hanif AbdurrachmanLatif, “Persepsi Mahasiswa dan Dosen Terhadap Peran Dosen
Pembimbing Akademik di Fakultas Kedokteran Universitas Lampung”
http://repository.lppm.unila.ac.id/8557/1/Medula%20Vol%207%20No%204%20Nov
%202017%201.pdf Di akses 18 februari 2021.
8
Miftah Thoha, Perilaku Organisasi: Konsep Dasar dan Aplikasinya (Jakarta: Raja
Grafindo, 2010), 141.
9
Mardhiah Rubani, Psikologi Komunikasi (Pekanbaru: UR Press, 2008), 115.

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Perception is the experience of objects, events, or relationships obtained

by inferring information and interpreting messages obtained through the

human senses.10

Sugihartono:

" Perception is a process for translating or interpreting stimuli that enter

the senses "11

From some of the opinions above, the author concludes that perception is a

process for translating, interpreting, all information obtained from the

environment, or responses from absorption so that we understand information

through the senses, both sight, hearing, appreciation, and feeling.

3. Perception Forming Process

According to Parek :
Perception is influenced by internal factors related to oneself ( eg
educational background, differences in experience, motivation,
personality, and needs) and external factors related to the intensity and
magnitude of stimulation, movement, repetition, and something new.
Thus, talking about perception is related to the process of treating a person
with information about an object that enters him through the process of
observation using his five senses.12

Walgito stated that the formation of perception through a process, where

the flow of the perception process can be stated as follows: starting from the

object that causes stimulation and stimulation of the senses or receptors. This

process is called a natural (physical) process then the stimuli received by the sense

10
Jalaludin Rakhmat, Psikologi Komunikasi (Bandung: PT. Remaja Rosdakarya, 2008),
51.
11
Sugihartono dkk, Psikologi Pendidikan (Yogyakarta: UNY Press, 2007), 8.

12
Asrori, Psikologi Pendidikan Pendekatan Multidisipliner (Semarang: CV. Pena
Persada, 2020), 51.

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organs are continued by the sensory nerves to the brain. This process is called a

physiological process.

Then a process occurs in the brain so that the individual can realize what

he received with the receptor as the stimulus he received the process that occurs in

the brain or the center of consciousness is called a psychological process.13

So the last stage of the perception process is that the individual becomes

aware of what is received through the sense organs (receptors). Perception is part

of the overall process that produces a response or response after a stimulus is

applied to humans. The subprocesses are recognition, feeling, and reasoning.

Perception and cognition are required in all psychological activities. Feelings and

reasoning are not an important part of every stimulus-response situation, although

most of the individual's conscious and independent response to a stimulus is

thought to be influenced by reason or emotion, or both.

In the process of perception, there are the following three main

components:

a. Selection is the process of filtering the senses against external stimuli, the

intensity and type can be a lot or a little.

b. Interpretation, namely the process of organizing information so that it has

meaning for someone. Interpretation is influenced by various factors, such

as past experience, value system adopted, motivation, personality, and

intelligence.

13
Asrori, Psikologi Pendidikan Pendekatan Multidisipliner,51.

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 xv

c. Interpretation and perception are then translated into behavior as a

reaction. So, the process of perception is doing selection and

interpretation. And rounding the information received.14

4. Factors Affecting Perception

Every human perception of a stimulus is different because of the factors

that influence it. Miftah Toha states that the factors that influence a person's

perception are as follows:

a. Internal factors

Individual feelings, attitudes, and personality, prejudices, desires or

expectations, attention (focus), learning processes, physical conditions, mental

disorders, values and needs, interests, and motivations.

b. External factors

family history, obtained information, knowledge and needs, intensity, size,

interlocutor, repetition of motion, new and familiar things, or alienation from an

object.15

Stephen explained that several factors influence a person's perception as

follows:

1) The individual concerned (perception)

When someone sees something and tries to give an interpretation of what

he sees, he will be influenced by his characteristics such as attitudes, motives,

interests, experiences, knowledge, and expectations.

2) perception goals.
14
Ibid, 54.

15
Miftah Thoha, Perilaku Organisasi Konsep Dasar dan Aplikasinya (Jakarta: Grafindo
Persada, 1999), 154.

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Perception can be of a person, object, or event. Nature usually affects one's

perception of seeing it. The perception of suggestion is not something that is seen

in theory, but rather about the people involved.

This causes a person to tend to group similar people, things, or events and

separate them from other dissimilar groups.

3) The situation

Perceptions must be viewed contextually, meaning that the situation in

which these perceptions arise must receive attention. The situation is a factor that

plays a role in the process of forming one's perception.16

5. Observed Objects

These objects cause stimuli that affect the sense organs or receptors.

Stimuli can come from outside the perceiving individual, but they can also come

from within the individual who directly hits the receiving nerve, which acts as a

receptor. Sensory organs, nerves, and the nervous system Sensory devices, or

receptors, are tools to receive a stimulus. Besides that, there must also be sensory

nerves as a tool to channel the stimuli received by the receptor to the central

nervous system, namely the brain as the center of consciousness. As a tool to

create a response, a motor is needed that can shape one's perception.

Attention Manifesting or creating a perception requires attention, which is

the main step in preparation for making a perception. Attention is the

concentration or concentration of all individual activities aimed at a set of

objects.17

These factors make individual perceptions different from each other and

will affect individuals' perceptions of an object or stimulus, even if the object is

the same. Even when the situation is the same, a person's or group's perception
16
Robbins, Pengantar Psikologi Umum, 125-126.

17
Bimo Walgito, Pengantar Psikologi Umum, 1989, 70.

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can be very different from that of another person's or group's. Differences in

perception can be traced to individual differences, personality differences,

differences in attitudes, or differences in motivations. Perceptions are formed

within a person, but perceptions are also influenced by experience, learning, and

knowledge.

6. Academic Advisory Lecturer

Academic Advisory Lecturers are assigned by the faculty to assist and

guide academic problems and are on duty continuously while students are still in

college.
Budiani explained that:
An "academic supervisor" is a lecturer or permanent teaching staff
assigned by the Dean for academic guidance, direction, and consultation
activities between 20–50 students to achieve optimal learning achievement
through guidance and interpersonal relationships between academic
supervisors and students who have been determined.
Academic Advisor Lecturers come from lecturers who have certain

qualifications based on the requirements to become academic supervisors. The

qualifications that must be met to become an academic supervising lecturer are :

(a)permanent teaching staff (b) appointed through a Dean's Decree at the

suggestion of the Head of the Department and responsible to the Dean through the

Head of the Department (c) mastering the teaching and learning process based on

the semester credit system (d) mastering and understanding the ins and outs of the

field of science developed by the faculty (e) knowing the curriculum of the

departments in the faculty (f) having been teaching staff for at least two years and

holding the rank of expert assistant.18

The formation and assignment of a lecturer to become an academic

supervisor has a purpose, as summarized in the 2016 Syraif Hidayatullah

18
Nora Saifa Jannah,”Peranan penasehat akademik (PA) dalam meningkatkan hasil
belajar mahasiswa program studi pendidikan administrasi perkantoran universitas negeri
Yogyakarta tahun 2012” (skripsi,diakses 17 agustus 2020)

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 xviii

University academic supervisor guidebook, which states that academic

supervisors are formed with the following objectives:

a. First, helping individual students in the success of their studies, such as

forming and guiding students' identities to be independent in the teaching

and learning process,

b. Second, helping students solve the academic problems they face is

important.

c. Third, monitor the progress of the students' teaching and learning

processes.

d. Fourth, create a relationship between lecturers and students to support the

teaching and learning process.

Each lecturer acts as a teacher and student supervisor. Academic Advisory

Lecturers are expected to always improve their guidance services to students.

According to Hamalik, ways that can be done to improve guidance

services are as follows:

a. Make notes about students carefully and continuously to complete the

notes that already exist in the faculty so that a more complete and

comprehensive picture can be obtained of the individuals being mentored.

b. Observing the activities and behavior of students, especially in campus

activities

c. Studying documents at the faculty regarding matters relating to the

academic activities of the students concerned.

d. Fostering collaboration with lecturers or other teaching staff to obtain a

more complete picture of student guidance, such as challenges, interests,

needs, and problems they face.

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 xix

e. Considering the condition of students in teaching and learning activities by

conducting interviews or sharing to find out the progress of learning and

learning outcomes

f. If possible, you should often provide reciprocal information with families

or parents of students so that they can increase calm understanding and

foster educational interactions with the students concerned.

g. Lecturers are expected to be willing to act as sponsors of academic

activities, as members of the guidance committee, and for other mentoring

tasks that are beneficial for students.

h. Fostering cooperation with guidance and counseling experts and other

staff in the campus environment who may be able to assist efforts to

improve guidance services for students.

Lecturers or teachers need to make an effort to adapt lessons, activities,

and learning procedures to the interests, needs, and problems of students. This is a

common misunderstanding.19

Academic supervisors' duties and responsibilities include the following:

a. Directing students in choosing courses to be taken at the beginning of the

semester

b. Consider students in determining the number of credits to be taken.

c. Validate the validity of the Student Study Program (PSM) form by

affixing his signature on the form.

d. Encouraging and instilling awareness to work hard and learn to take part

regularly, continuously, and with discipline.

e. Cultivate the spirit of devotion in the field of work.

f. Following the development of the studies of students who are mentored

during the study period by (among others):

19
Ibid,

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 xx

1) Hold regular meetings, both individually and in groups, to address

students' difficulties.

2) Request regular progress and learning reports from students.

3) As needed, monitor student activities.

g. Provide recommendations and other information regarding the students he

is mentoring to parties in need, both orally and in writing.

h. Deliver verbal and written warnings to underachieving students.

Academic Advisory Lecturers are accountable to the Dean of the Faculty

and must submit task reports to the Dean in question.20

7. Academic Advisory Authorities

Academic authority is to provide academic assistance and guidance

services to students for a predetermined period or until they complete their

studies. In detail, the academic supervisor's authority is:

a. Provide academic guidance services to students.

b. Provide recommendations regarding students under his guidance to the

faculty.

c. Academic supervisor performance credits will be awarded by applicable

regulations.

Academic supervisors are given incentives by applicable regulations.21

8. Student

a. Student definition

Students are people who are in the process of gaining knowledge or

studying and are currently enrolled in one form of higher education consisting of

academics, polytechnics, academies, institutes, and universities.

20
Fakultas tarbiah dan ilmu keguruan Institut Agama Islam Negeri: buku Konsultasi
Akademik (Palu:2016), 6.
21
Dr. H. Yusra, M.Pd, Buku Pedoman Akademik dan Kode Etik Mahasiswa, (Fakultas
Tarbiyah dan Ilmu Keguruan IAIN Plau 2016), 92-93

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 xxi

According to the Big Indonesian Dictionary, Students are those who are

currently studying in college. Students can be defined as individuals who are

currently studying at the tertiary level, both public and private, or other

institutions at the higher education level. According to Siswoyo, students can be

defined as individuals who are currently studying at the tertiary level, both public

and private, or other institutions that are at the level of higher education.

Students are considered to have a high level of intelligence in thinking and

planning actions. Critical thinking and acting quickly and appropriately are traits

that tend to be inherent in students, which are complementary principles.

According to Kartono, the characteristics of students are:

1) Students have the ability and opportunity to study in higher education so

that they can be classified as intelligentsia.

2) Students are expected to act as community leaders or in the world of work.

3) Students are expected to enter the workforce as qualified and professional

workers.

4) Students are expected to be the driving force behind the modernization

process in people's lives.

But broadly speaking, there are at least three roles and functions that are

very important for students, namely:

1) Moral role: the campus world is a world where every student is free to

choose the life they want. This is where moral responsibility is needed

from each individual for an individual to be able to live a responsible life

in accordance with the morals that live in society.

2) Social Roles: In addition to individual responsibility, students also have a

social role, namely that their existence and actions are not only beneficial

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 xxii

for themselves but also must bring benefits to the surrounding

environment.

3) Intellectual Role: Students, as intellectuals, must be able to realize this

status in the realm of real life. In the sense of being fully aware that the

basic function of students is to wrestle with science and provide

improvements for the better with the intelligence they have acquired

during their education,

b. Students' Duties and Responsibilities to Academic Advisors

Everyone has duties and responsibilities that must be carried out in a

certain environment. In student life, they have duties and responsibilities that have

been regulated by the ethical and ethical rules set by the university.

The duties and responsibilities of the Palu State Islamic Institute students

have been regulated in the academic consultation manual, namely:

1) Hold consultations at least once a month.

2) Report and ask for approval from the academic supervisor about the

number of courses to be scheduled for one semester.

3) Reporting the achievement index (IP) every semester to the academic

supervisor

4) Reporting lecture attendance data every month to the academic supervisor

Report the activities of writing scientific papers or theses when the time

has come.22

B. Framework For Thinking

Academic advisory lecturers are teaching and educational staff at tertiary

institutions who are the most appropriate sources of academic advice and

assistance so that students can complete their duties as students. The assistance

22
Aris kurniawan, pengertian mahasiswa menurut para ahli beserta peran dan fungsinya,
(02 februari 2021)

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 xxiii

provided by academic advisory lecturers to individuals is intended so that students

can develop views, make decisions, and deal with the consequences themselves.

Academic advisory lecturers have the role of guiding and nurturing university

students. Academic advisory lecturers help students achieve optimal performance

until their studies are completed.

One of the duties of academic advisory lecturers at UIN Datokarama Palu

is to provide student academic guidance. This usually involves programming

courses at the beginning of each semester, determining the number of credits to be

programmed, giving approval and signing the study plan card (KRS), monitoring

the progress of the students who are mentored during the study period, and

providing recommendations on things that can encourage student academics.

Academic guidance is carried out by academic advisors at the beginning of

the semester and at certain times by mutual agreement between the lecturers and

their students.

The function of the framework of thinking in this study is to serve as a

basic reference so that it is more focused and does not deviate from the research

desired by the researcher.

Thinking framework diagram

Academic advisory lecturer Student

Perception

Advisor/guide

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Constraint

Solution

C. Hypothesis

According to Arikunto Suharsimi, "a hypothesis is a basic assumption

about a temporary theory whose truth still needs to be tested to be able to prove

whether or not researchers are conducting research."

In this study, the authors propose a hypothesis that:

1. There is a significant effect of student perceptions regarding the role of

academic advisory lecturers on student efficiency in conducting academic

guidance.

2. There are obstacles faced by students in meeting academic advisory

lecturers.

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CHAPTER III

RESEARCH PROCEDURE

A. Research Procedures (Quantitative and Qualitative)

This study uses a mixed-methods approach. That is a method that

combines quantitative and qualitative methods. This research method aims to

obtain more comprehensive, valid, reliable, and objective data.

According to Creswell :
Mixed methods research is useful when the quantitative or qualitative
methods are not accurate enough to be used individually in the research
problem, or when using a combination of quantitative and qualitative
methods, the best understanding is obtained (when compared to one
method).

Meanwhile, according to Johnson and Christiansen,

The Mix method, or combination research method, is an approach in
research that combines or combines qualitative and quantitative research
methods (covering philosophical foundations, using approaches, and
combining both approaches in research).23

The conclusion is that this mixed methods research is a combination of

quantitative and qualitative research conducted simultaneously. While the design

used in this research is sequential explanatory, In this design, the steps of the

combination of explanatory and sequential design research are:

23
Hilda Dwi, “Metode Penelitian Mix Methode,” Blog HildaDwi. http://hilda-
dwi.blogspot.com/2016/12/metode-penelitian-mix-method.html (30 desember 2016), di akses pada
3 maret 2021

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Problem,/ Theoretical Data collection

Hypothesis
potential Foundations and and quantitative test results
problem Hypotheses data analysis:
formulation

Qualitative methods are used to complete it.

improved accuracy and new findings.

Determination Qualitative data Quantitative Conclusions

of research collection and and and
data sources analysis qualitative suggestions
data analysis:

Creswell argues, among other things:

1. Time is something to consider when collecting qualitative and quantitative

data.

2. Weighting is the priority given between quantitative and qualitative

methods.

3. Mixing, which means the mixing of qualitative and quantitative data is

merged into one end of the continuum, kept separate at the other end of the

continuum, or combined in some other way.

4. It is this theoretical and transformational perspective that will form the

basis for the entire research process/stage.

Mixed methods research was used to collect valid data needed about The

role of academic advisory lecturers: Faculty of Tarbiah and Teacher Training at

UIN datokarama Palu; Perceptions of Students and Lecturers.

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B. Quantitative Approach

Based on the chart above, it can be seen that the steps in the quantitative

method are: determining the problem or hypothesis; formulating the problem;

conducting theoretical studies and formulating hypotheses; collecting and

analyzing data to test hypotheses, and then conclusions can be made based on the

results of hypothesis testing.

1. The Population And The Sample

a. Population

According to Sugiyono, "population" is a generalization area consisting of

objects or subjects that have certain qualities and characteristics determined by

researchers to be studied and then drawn conclusions from. 24 The population in

this study were students majoring in Islamic religious education.

b. Sample

The sample is part of the number and characteristics of the population. If

the population is large and it is impossible for the researcher to study everything

in the population, for example, due to limited funds, manpower, and time, the

researcher can use samples taken from that population. What is learned from the

sample, the conclusions will apply to the population. For this reason, samples

taken from the population must be truly representative.25

2. Data Collection Techniques

Data collection is carried out on a particular population or sample. Data

collection on the sample uses an instrument that has been tested for validity and

reliability. The instrument is used to collect data by distributing it to sample

members who have been randomly selected from a population. After all items on
24
Sugiyono, Metode Penelitian pendidikan Kuantitatif Kualitatif dan R & D, (Bandung:
Alfabeta, 2014), 297
25
Sugiono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R n d ),
Bandung penerbit Alfabet, 2011), 80

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all instruments were answered by the respondent and returned to the researcher,

data tabulation and quantitative data analysis were carried out. The steps for data

collection techniques are:

a. Observation

Observation is a data collection technique that has special characteristics

when compared to interview and questionnaire techniques. Observational data

collection techniques are used when the research involves human behavior, work

processes, natural phenomena, or when the respondents being observed are not

too large. This observation method is used to obtain an overview of the condition

of students and lecturers when conducting academic guidance.

b. Questionnaire

A questionnaire is a data collection technique that is done by giving a set

of questions or written statements to respondents to answer. The questionnaire is

an efficient data collection technique if the researcher knows exactly what

variables will be measured and what is expected of the respondents.

Questionnaires were used to obtain information about the intensity of academic

guidance for students and lecturers, as well as the obstacles faced in conducting

academic guidance.

c. Interview

Interviews are used as a data collection technique if the researcher wants

to conduct a preliminary study to find a problem that must be investigated, and

also if the researcher wants to know more in-depth things from the respondents

and the large number of respondents.

small or small. The interview technique was used by researchers to obtain

in-depth information and confirm information about the intensity of academic

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guidance and the obstacles faced in conducting academic guidance to academic

supervisors and students.

d. Documentation

Documentation is a technique for finding data about things or variables in

the form of transcripts, books, newspapers, magazines, or achievements such as

minutes of meetings, agendas, etc. Documentation in this study includes the

results of interviews.

3. Research Instruments

A research instrument is a tool for researchers used to collect data or

information relevant to the research problem. The questions are made on a Likert

scale. The Likert scale is a scale used to measure the attitudes, opinions, and

perceptions of a person or group of people about social phenomena. In research,

this social phenomenon has been specifically determined by researchers, which

can then be referred to as research variables.26

Examples of question categories with answers from strongly disagree to

strongly agree:

Definition of Research Instruments

Strongly Agree (SS) : Weighted / Score 4

Agree (S) : Weighted / Score 3

Disagree (TS) : Weighted / Score 2

Strongly Disagree (STS) : Weighted / Score 1

4. Quantitative data analysis

Data analysis is the process of systematically searching and compiling data

obtained from instrument items, interviews, field notes, and documentation, by

organizing data into categories, describing them into units, implementing systems,
26
Sugiyono, Metode Penelitian Kuantitatif, (Bandung: Alfabeta 2018 ),134

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compiling them into categories. patterns, choosing which ones are important and

which will be studied, and making conclusions so that they are easily understood

by themselves and others.27

The steps of data analysis in this study are: Quantitative Data Analysis

Quantitative data collection was done by observation. Observations were made

using observation guidelines, namely the inclusive index, in the form of aspects of

an inclusive culture, inclusive practices, and inclusive policies. Then the results of

these observations are calculated on average, analyzed, and used as percentages

using graphs.

C. Qualitative research method

Qualitative methods are used with the aim of obtaining qualitative data in

order to test, expand, and deepen the results of quantitative research. The steps in

the qualitative method are: determining the source of research data, collecting data

and analyzing qualitative data, analyzing quantitative and qualitative data, and

making a research report in which there are conclusions and suggestions.

1. Data collection techniques

Data collection techniques This study used various techniques, some of

which were interviews, observation, and documentation. These three techniques

are used to obtain mutually supportive, complementary data and information

about The role of academic advisory lecturers: Faculty of Tarbiah and Teacher

Training at UIN datokarama Palu; Perceptions of Students and Lecturers. The

qualitative data collection techniques are:

a. Observation

27
Sugiyono, Metode Penelitian Kuantitatif, (Bandung: Alfabeta 2018 ), 333

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Observation as a data collection technique has physical characteristics

when compared to other techniques, namely interviews and questionnaires. If

interviews and questionnaires always communicate with people, then observation

is not limited to people but also other natural objects. Observations of this study

were carried out by means of participants and non-participants. For data

collection, it was carried out and they saw firsthand the spaciousness of the object

being studied.

b. Interview

Interviews are direct conversations carried out by two parties with

predetermined goals. In essence, the interview method is identical to the

interview; in simple terms, it can be interpreted as a dialogue carried out by the

interviewer to obtain information from the interviewee.

c. Documentation

Documentation comes from the word "document," which means written

items, so the documentation method means looking for data about things or

variables such as notes, transcripts, books, newspapers, magazines, inscriptions,

minutes.28

2. Qualitative Data Analysis

Qualitative data was collected after quantitative data was obtained.

Qualitative data collection is done through interviews and documentation studies,

such as guidance programs, photos, and others related to the implementation of

academic guidance. The interview guide is seen from the results of the inclusive

index obtained. The results of the inclusive index obtained are relatively low, so

the researcher will conduct interviews with related parties, such as lecturers or

28
file:///C:/Users/ACER/Documents/Bab_III%20tekhnik.pdf

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students. The qualitative data was reduced after the qualitative data was obtained

through interviews.

Data reduction is the activity of summarizing or selecting the main and

important things from the data needed by the facts of the problem. Then, after the

data is reduced, the data is coded or given a symbol.

There are several stages of data reduction steps, including:

a. The first stage involves the steps of editing, grouping, and summarizing

the data.

b. In the second stage, the researcher compiled codes and notes about various

things, including those related to activities and processes, so that

researchers could find themes, groups, and data patterns. The notes

referred to here are nothing but ideas or expressions that lead to theorizing

about the data encountered. Notes about certain data or phenomena can be

made in one sentence, one paragraph, or perhaps several paragraphs.

c. In the last stage of data reduction, the researcher prepares concepts and

explanations regarding the theme, pattern, or group of data in question. In

this data reduction component, it is seen that researchers will get data that

is very difficult to identify patterns and themes, or maybe less relevant for

research purposes, so that relevant data must be stored (reduced) and not

included for analysis.29

The design used to conduct research on The role of academic advisory

lecturers: Faculty of Tarbiah and Teacher Training at UIN datokarama Palu;

Perceptions of Students and Lecturers. is an explanatory sequential explanatory

29
“Langkah-langkah reduksi data” http://digilib.uinsby.ac.id/9823/6/BAB%20III.pdf
diakses pada 23 maret 2021.

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strategy. In this design, the data to be collected is first quantitative and analyzed,

followed by the collection and analysis of qualitative data.

Quantitative data in the form of questionnaire results was obtained from

Islamic religious education students, while qualitative data was obtained from

interviews and documents at UIN Datokarama Palu.

3. Test the validity of the data.

One of the requirements for data analysis is to have valid and reliable data.

With regard to this approach, in the activities of the qualitative approach, data

validation efforts were also carried out. Objectivity and validity of research data

are determined by looking at the reliability and validity of the data obtained.

According to Idrus, in order to fulfill the validity of qualitative research data, it

can be done in other ways:

a. Extend observation

b. Continuous observation

c. Triangulation

d. Discuss findings with others

e. Analyze negative cases

f. Using reference materials

In this study, the validity of the data was tested by data triangulation,

which involves checking data from various sources in various ways and times.

According to satori and komariah, there are several kinds of triangulation,

namely:

a. Triangulation of sources

The way to increase research trust is to look for data from various sources

that are still related to each other. Researchers need to do exploration to check the

truth of data from various sources. The data obtained from the interviews and

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analyzed by the researcher resulted in the conclusion that an agreement was

requested with all data sources in the study.

b. Triangulation of technical information

Technical triangulation is the use of various data disclosure techniques

carried out on data sources. Testing the credibility of the data with triangulation

techniques, namely checking the data against the same source with different

techniques, for example, by interviewing, observation, and documentation.

c. Triangulation of time

Through time triangulation, consistency, depth, and accuracy/truth of

research data can be analyzed. The credibility of the data can be tested by

collecting data at different times, for example, in the afternoon and then again in

the morning, and again in the afternoon, or vice versa.

In this study, triangulation of sources and triangulation of techniques were

carried out. Source triangulation by comparing the results of interviews between

one data source and another. The triangulation technique is to compare the results

of interviews with the data from the documentation. If the results of the

triangulation of sources and techniques are substantially the same, the research

data is considered credible.

d. Analysis of quantitative and qualitative research data.

Analysis of quantitative and qualitative research data was carried out by

comparing the quantitative data from the quantitative research conducted in the

first stage and the qualitative data from the second stage qualitative research.

Through this data analysis, information will be obtained whether the two datasets

complement, expand, deepen or even contradict each other. If it is found that the

two groups of data are contradictory, then the data from qualitative research must

be tested for credibility again until the truth of the data is found, by extending

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observations, increasing persistence, conducting triangulation, negative special

analysis, and member checks. Furthermore, the results of the research used are the

results of qualitative research that has been confirmed to be correct and whose

credibility has been tested.30

30
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan Kombinasi (Mixed Methods)
(Bandung : Alfabeta, 2020)

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