Blended Learning In Teacher Professionalism Training Program (PPG): A Case Study

Blended Learning In Teacher Professionalism

Training Program (PPG): A Case Study

Suyatmini, Dhany Efita Sari, Surya Jatmika

Abstract: Blended learning is a combination of traditional models (face-to-face learning) and computer-based learning. This system has been implemented in Teacher Professionalism Program (PPG) for in-service teachers. Blended learning implemented in PPG is done using Learning Management System (LMS) called the SPADA. This is a case study aims to provide a description of the learning process with ble nded learning conducted in the in-service teacher professionalism program in the Accounting Education Program, FKIP UMS. Data collection was done by interview using the interview guide instrument. Data analysis techniques using interactive analysis techniques. The findings of this st udy indicated the ppgspada module meets the criteria of a good module, even though this PPG module is an online module. However, it is necessary to improve this online module related to the need for a glossary, illustrated images that need to be added as well as the improvement of sample problems on the module content. In addition, discussion of formative and summative tests also needs to be added to make it easier for PPG participants to take the Performance Test (UKin) and Knowledge Test (UP).

Index Terms: blended learning, teacher professionalism training

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1

INTRODUCTION

In line with the growing development of Science and Technology in the current era, as well as the increasingly globalized flow of globalization in every line of life, the use of technology becomes very important especially in the field of education. Through the use of technology, access to information has become easier and faster, in the form of high-speed internet, Wi-Fi, and smartphone technology that has considerable implications for education. This is in line with the ever-increasing needs in an effort to prepare young people to live with technology and change lives that are fast and more advanced (Prensky, 2010). One example of the use of technology in education is the existence of blended learning or hybrid learning based learning. blended learning is a learning that combines classroom learning with face to face traditionally between teachers and students with additional computer-based learning media (Lander, 2015; Sharma & Barrett, 2007; Williams, 2002). Blended learning can be applied at every level of education, especially for higher education. Blended learning in higher education is commonly called hybrid learning. For example, the application of hybrid learning or blended learning at the University of Wisconsin, US, 80% of students who have participated in learning with blended learning state that this method is very useful and is able to provide flexible time for them to learn (Vaughan, 2007). The Director General of Learning and Student Affairs (Ditjen Belmawa) of the Ministry of Research, Technology and Higher Education (Kemenristekdikti) in 2018 is in the context of developing a learning system for Teacher Profesionalism Program (PPG) in the Office. The application of blended learning aims to produce graduates (Teachers in Position) who are superior and have character and nationality values that are relevant to the development of the industrial era 4.0 so that quality students can be produced.

The PPG In Position program was launched to replace the Teacher Professionalism and Training (PLPG) program which was officially dismissed by the Ministry of Education and Culture in 2016. Therefore, the right step to obtain recognition as a professional teacher is through Pre-service Teacher Profesionalism Program (PPG) and In position. PPG in Position is specifically for teachers who have taught or teachers in positions. Hybrid learning that is applied in learning for PPG in Position is carried out using the Online Learning System (SPADA). SPADA Indonesia has course programs that can be used online or online. Currently SPADA provides 4,829 modules for Online Courses and Open Courses for 776 Courses offered by 51 Organizing Colleges which are attended by 14,931 students from 176 Partner Colleges throughout Indonesia. Furthermore, SPADA Indonesia has collaborated with the Directorate General of Teachers and Education Personnel, Ministry of Education and Culture, in the development of 1,268 modules for 53 PPG In-Position e-learning / hybrid e-learning courses. This module can be accessed by university students and lecturers in Indonesia so that it can be used as an online course or material (Ristekdikti, 2018). Teacher Professionalism Program (PPG) is an educational program held for students who have graduated from Undergraduate Education and Non-Education S-1 / D-IV bachelor who have the talent and interest to become teachers in order to become professional teachers in accordance with national standards education and obtaining educator certificates (Anita & Rahman, 2013). PPG is an educational program that is held after an undergraduate or applied undergraduate program to get an educator certificate on early childhood education through formal education, basic education, and / or secondary education (Permenristekdikti No.55 of 2017). Based on these definitions, it can be concluded that PPG is a professional program for both educational and non-educational scholars to become professional teachers according to their level of education and expertise as evidenced by the issuance of educator certificates. Related to the implementation of the PPG In Position program, the Ministry of Education and Culture currently appoints 51 (fifty one) universities that will conduct the PPG process. This is based on the Director General of Teachers and Education Personnel Letter No. 12290 / B4.2 / GT / 2018 Regarding the Coordination of PPG Implementation in Position dated 30 April 2018. Faculty of Teacher Training ________________________________

• Suyatmini is currently associate professor in accounting education department in Universitas Muhammadiyah Surakarta, Indonesia, PH-+6281329027297. E-mail: [email protected]

• Dhany Efita Sari is currently lecturer in accounting education department in Universitas Muhammadiyah Surakarta, Indonesia, PH-+6287836972980. E-mail: [email protected]

2268 and Education Muhammadiyah University of Surakarta (UMS)

is one of the Development Institutions Educational Personnel (LPTK) appointed by the Ministry of Education and Culture to organize PPG in Position. There are 5 (five) study programs in Faculty of Teacher Training and Education UMS designated in organizing the PPG Daljab, namely Accounting Education Study Program, Mathematics Education Study Program, English Education Study Program, Primary School Teacher Education (PGSD), Early Childhood Education (PAUD). The process of organizing PPG Daljab in Faculty of Teacher Training and Education UMS, specifically in the Accounting Education Study Program, is carried out in 3 (three) stages, namely the stage of material deepening, workshops, and the Field Experience Program (PPL). Based on a number of considerations, including teaching assignments for teachers in schools and the ability of LPTK in general, the deepening of the material is done online with the brightspace online learning

system which can be accessed via

http://ppgspada.brightspace.com. Deepening of the material made by teachers participating in the PPG Daljab through SPADA Brightpace includes a deepening of pedagogical and professional academic. While the workshops and PPL are still conducted face-to-face in the LPTK (PPL is conducted in schools around the LPTK location) (Ristekdikti, 2018). Hybrid learning or blended learning in the process of organizing the PPG Daljab Accounting Education Study Program, FKIP UMS is conducted during the material and PPL deepening phase, the workshop is conducted with face-to-face learning (face to face) between PPG Daljab participating teachers and instructors. At the material learning stage, teachers participating in the PPG Daljab can access 2 (two) types of modules, namely modules for pedagogical competencies and modules for professional competencies (financial-accounting) through http://ppgspada.brightspace.com. the deepening phase of this material is carried out for approximately 10 weeks, which is divided into 2 stages, the first 5 weeks to work on questions in the pedagogical competency module, and the next 5 weeks to complete the professional competency module. Documents or real pictures in this module can be in the form of illustrations and diagrams, the presence of diagrams and illustrations makes it easy for PPG participants to build knowledge and learning experiences, although it takes time to understand the material (Davenport, Yaron, Klahr, & Koedinger, 2007; Gates, 2018). (2) the material presented in the module needs to be updated with the latest developments in both theory and practice in the field. The updated material is an indicator of the achievement of learning objectives (Kennedy, 2016; Timperley, Wilson, Barrar, & Fung, 2007). (3) there are a number of questions given in learning activities that are not in accordance with the subject matter. (4) There are materials or learning activities which the discussion is incomplete. During the process of deepening this material, the teacher participating in the PPG Daljab can use an adequate laptop or smartphone to be able to upload each assignment contained in each module and each Learning Activity (KB). The Pedagogy Competency Module consists of 6 (six) Modules, each 1 Module contains 2 to 4 KB. Similar to the Pedagogy Competency Module, the Professional Accounting and Finance Competency Module consists of 6 Modules, each 1 Module contains 3 s.d. 4 KB. The material contained in each module both the Pedagogical Competency Module and the Accounting and Financial Competency Module contains MindMap Materials, Learning Outcomes, Learning Materials

and Learning Videos along with Tasks that can be downloaded and worked, to be re-uploaded the results of the process through http: //ppgspada.brightspace .com using each participant's account. The process of evaluating the SPADA brightspace learning is also done online by the instructor via the page http://ppgspada.brightspace.com by clicking on the Course Tools >> Grades menu. Instructors who have been tasked with guiding Dalgab PPG participants on an ongoing basis will evaluate the work or assignments of Dalgab PPG participants who have been uploaded into the system. In addition to providing assessments, instructors can also upload announcements, create discussion forums, and provide comments / responses related to the results of work on the SPADA brightspace. This online learning process will still continue after participants hold a workshop for 4 weeks and then conduct Field Experience Practices (PPL) in schools. Learning Implementation Plans (RPP), learning videos, and learning media created and used by teachers during the PPL process, uploaded by participants and assessed by instructors via the brightspace page. In this study, we focus on examining the learning process with blended learning through the SPADA brightspace system in the Accounting Education Study Program FKIP UMS, Daljab 1 and Daljab 2, at the stage of the pedagogical and financial-accounting competency (prior to the workshop stage). It aims to provide a description / description of the learning process with blended learning that is carried out in the PPG In Position Program, Accounting Education Study Program FKIP UMS, Phase 1 and Phase 2.

2

METHODS

This research is a case study research with a qualitative approach. This study aims to systematically and accurately describe the data and characteristics of the process of applying online-based learning in the Teacher Profesionalism Program (PPG) program in the field of accounting and finance expertise for teachers in positions 1 and 2 of Muhammadiyah University of Surakarta. In addition, this study also aims to obtain information related to obstacles that exist in the implementation of learning. The research will be conducted at

the teacher training and education faculty (FKIP),

Muhammadiyah University of Surakarta. Subjects or

respondents from this study consisted of teachers who participated in PPG daljab 1 and 2 in the accounting and finance sector as well as several PPG instructors in pedagogical competence and professional competence in accounting and finance expertise. The object of this research is online learning based on the Teacher Professionalism Program (PPG) in the area of expertise in accounting and finance. Data collection techniques using interviews and data collection instruments used in this study were interview guidelines. Checking the validity and accuracy of research data will be carried out using member checking and peer de-briefing methods (Cresswell, 2009). The member checking method is carried out by bringing back research reports or specific data descriptions to the participants to check whether the reports / data descriptions are accurate. The procedure of qualitative data analysis for the results of interviews conducted in this study refers to the interactive model of (Denzin &

Lincoln, 2009) which consists of three interrelated

3 FINDINGS

AND

DISCUSSIONS

3.1 Findings

3.1.1 Aspects of Systematic Conformity Module

Based on the results of interviews with 13 respondents participating in the Teacher Professionalism Program (PPG) representatives from the PPG program in the Position Period 1 and 2 areas of expertise in Accounting and Financial Institutions shows that in general the display of the modules provided on the ppgspada online network is in accordance with systematics good module. Sungkono (2009) stated that there are eight main components that need to be in the module, namely subject review, introduction, learning activities, exercises, practice answers, summaries, formative tests, and formative test answers. Ministry of National Education (2008) states that the module structure consists of three main parts namely the opening section, the content section and the closing section. The opening part includes the cover, table of contents, concept map, learning objectives. The contents section includes an introduction (rational brief description, relevance, learning instructions) and a description of the material listed in the learning activities (learning outcomes, sub-achievements of learning, subject matter, description of material, summary, assignments, formative tests). The concluding part consists of a glossary / glossary, final project / final test, bibliography, and answer key. The ppgspada module complies with the criteria for good module preparation. In the online module ppgspada the systematic module consists of cover, introduction (rational brief description, relevance, learning instructions), learning activities (learning achievements, learning sub-achievements, material points, material description, summary, assignments, formative tests), assignments end, final / summative test, and bibliography. This is consistent with what was said by the respondent. However, according to respondents there are a number of notes regarding the online ppgspada module including (1) in the professional module, it is necessary to add documents or images that are real in the company, not just illustrations in the form of statements including examples of professional module problems. Documents or real pictures in this module can be in the form of illustrations and diagrams, the presence of diagrams and illustrations makes it easy for PPG participants to build knowledge and learning experiences, although it takes time to understand the material (Davenport et al., 2007; Gates, 2018). (2) the material presented in the module needs to be updated with the latest developments in both theory and practice in the field. The updated material is one indicator of achieving learning goals (Kennedy, 2016; Timperley et al., 2007). (3) there are a number of questions given in learning activities that are not in accordance with the subject matter. (4) There are materials or learning activities which the discussion is incomplete. Relating to the opinions of respondents regarding the introduction, learning activities, and language suitability of the ppgspada online module. In the introduction, the respondents stated their satisfaction and tended to say that in the introduction in the modules available in ppgspada, it was explained in detail how participants should carry out and carry out activities during online learning. the material presented therein covers the relevance of the material, and learning instructions so that participants can easily understand the material. In the learning activities section, respondents argued that the explanation of the

learning activities (KB) section had included learning achievements, sub learning outcomes, material points as well as material descriptions available in the ppgspada online module. In the aspect of appropriateness and clarity of language use in the module, respondents generally stated that the language used in the ppgspada online module was in accordance with good and clear Indonesian language rules in writing the material so that participants could easily understand the material. However, there were respondents who stated that there were some new terms in the material that were difficult to understand, therefore in the future there should be a glossary / glossary of terms in the module to make it easier to understand. This is consistent with the results of research by Wijayanti and Hartati that the glossary needs to be included in the module so that students can understand terms that are not well understood (2018). The glossary is also one of the module indicators that is easy to use, in line with this, Sururoh highlights that clear usage instructions and glossary will make it easier for module users to learn the material in it (Sururoh, 2018).

3.1.2 Aspects of Conformity with Learning Objectives/ Learning Outcomes

In the aspect of module compatibility with learning outcomes, there are three indicators that are asked of respondents, namely the suitability of module material description with learning achievements, the suitability of module tasks with learning outcomes, and the suitability of formative and summative tests with learning outcomes. According to the respondents the level of suitability of the module's material description with the learning outcomes is already good. Some respondents stated that the material was difficult to understand such as a professional manufacturing module. In addition, the material needs to be adjusted back to the knowledge test questions. In connection with the suitability of the tasks with the learning achievements, the respondents stated that the assignments in the ppgspada online module were in accordance with the existing learning achievements. In relation to the suitability of formative-summative tests with learning outcomes, according to respondents in general the formative tests and summative tests are in accordance with learning outcomes. Nonetheless, there were notes from several respondents stating the lack of information on the discussion of key formative and summative answers so that participants had difficulty determining definitive answers from formative and summative tests. In addition, the key to formative and summative answers must be verified again. This needs to be done because formative and summative tests are one of the determinants of academic achievement of PPG participants and are one way to improve the learning process in higher education (Clark, 2011; Magno & Lizada, 2015; Muthukumar, 2015).

3.1.3 Depth of Material

2270 respondents the description of ppgspada online module

material is in accordance with learning outcomes. However, there are notes related to questions / cases in the discussion forum between lecturers (instructors) and PPG participants when there are online learning that is not in accordance with learning achievements. Discussion forums must be adapted to the learning objectives because through discussion forums,

mainly conducted online, can increase interaction,

collaboration, and communication between teacher and students as well as students and students (Alzahrani, 2017; Mcdonald, 2007; Seethamraju, 2014). The teacher in PPG in question is a lecturer or instructor, and students in this context are PPG participants who are teachers in the office. Regarding the depth of the material in terms of the ability of the module to help complete the task and the knowledge test of the Teacher Professionalism Program (UP PPG), the respondents stated that the ppgspada online module was very helpful for completing the existing tasks. In addition, the online ppgspada module is also very helpful for doing knowledge testing (UP PPG), but there are notes that there are still some questions in the field of pedagogy that have not been widely discussed in the ppgspada pedagogy module. In addition, there were input from several respondents to make adjustments to the questions available on the online ppgspada module, which were adjusted to the variation of questions / tests that appeared in UP PPG.

3.1.4 Extent of Material

In the aspect of the breadth of the material, the indicators asked of the respondents were the breadth of the description of the learning material in terms of learning outcomes and experience following the Knowledge Test, the suitability of the scope of the examples (including learning videos) with the learning material, clarity of the examples (including videos learning), the weaknesses and strengths of the available material, constraints in understanding the material, and input for improvement of ppgspada online module material. The first indicator, related to the broad scope of the description of learning material in terms of learning achievements and experience following the Knowledge Test, the respondents stated the breadth of the scope of learning material with the achievement of learning objectives and related experiences to attend UP PPG felt quite extensive and deep, but there is a note the need for additional material about the field of pedagogy. The second and third indicators related to the clarity and appropriateness of the scope of the examples (including learning videos) with the learning material, according to respondents the examples (including learning videos) that exist in the learning material during online learning ppgspada are very helpful in understanding the material being studied. Learning videos and examples of material are clear and sufficient to increase understanding of learning material. The fourth indicator of the weaknesses and strengths of the available material, according to the respondents the learning material in the module is good, however there is a need for examples of real questions that often occur in daily life, not just illustrative statements. Real questions that occur in daily life are one of the characteristics of authentic assessment, where this type of assessment will provide many benefits for students to increase learning participation, develop higher-order thinking skills, improve problem solving skills and critical thinking, in order to improve the process and learning outcomes (Barber, 2014; Kinay & Bağçeci2, 2016). In addition,

modules need to be designed more up-to-date to be interesting and the material needs to be kept up to date on the latest knowledge developments. In line with this, Huntley-moore and Panther describe the design of modules to also be adapted to the learning context, student learning styles, student needs, backgrounds, and resources and supported by attractive displays to increase enthusiasm in learning (2015). Regarding the excess material on the online ppgspada module, the respondents stated that the excess material presented like the material has been presented in detail and is clear, the material is very broad and deep, there are many examples of questions and learning videos that greatly facilitate PPG participants in doing their assignments. Assigned job. In line with this, it cannot be denied, that learning videos are one of the effective learning media used in higher education (Brame, 2015; Smaldino, Lowther, & Mims, 2019). In addition to learning videos, existing material can also be used when implementing Field Introductory Practices (PPL) as well as existing questions can be used for learning activities and discussions with students at school. The fifth indicator is related to obstacles in understanding the material in the online ppgspada module, the respondents stated that in general there are no significant obstacles when understanding the material in the module because the introduction has been clearly explained related to how to use the module and explanation of the subject matter in accordance with learning outcomes. There were several respondents who stated that there were modules which were not appropriate in presenting journal entries, one of which was in the professional (manufacturing) module which was wrong in recording calculations in the case examples of cost of processing methods. This is indeed often the case in the learning process, but the instructor can certainly provide feedback and make corrections to material errors or problems in ppgspada, which aim to improve learning outcomes (Oliver & Reschly, 2007). The sixth indicator related to input to improve the module, the respondents stated that in general to complete the existing material should be supplemented with examples of questions, PowerPoint material and video in each learning material, because if in each learning material there is a video then the learning module there are increasingly interesting and easier to understand. For the field of accounting, examples of cases can be given the latest cases in accordance with current conditions. The pedagogical module needs to be clarified more with regard to the learning steps, models and methods of learning and examples in accordance with 21st century learning. In line with this, the results of Boholano's research show that teaching materials, instructional media, and learning steps are applied to the present generation. , namely generation Z, must always be updated with the use of the latest digital technology in accordance with 21st century learning (2017).

3.2 Discussions

will make it easier for module users to learn the sources (Sururoh, 2018). Secondly, the answer key to formative and summative test on ppgspada online module must be verified again. It needed to be done because formative and summative tests are one of the determinants of academic achievement of PPG participants and a way to improve the learning process in tertiary institutions (Clark, 2011; Magno & Lizada, 2015; Muthukumar, 2015). In addition, discussion forums must be adjusted to the learning objectives because through the discussion forums, mainly conducted online, can increase interaction, collaboration, and communication between teacher and students as well as students and students (Alzahrani, 2017; Mcdonald, 2007; Seethamraju, 2014). The teacher in PPG contexts is a lecturer or instructor, and students in this are PPG participants who are in-service teachers. Moreover, one illustration on the professional (manufacturing) module which was wrong in recording calculations in the case examples of cost of processing methods. This is indeed often the case in the learning process, but the instructor certainly can provide feedback and make corrections there are material errors or problems in ppgspada, which aim to improve learning outcomes (Oliver & Reschly, 2007). For the field of accounting, examples of cases can be given the latest cases in accordance with current conditions. The pedagogical module needs to be clarified more with regard to the learning steps, models and methods of learning and examples in accordance with 21st century learning. In line with this, the results of Boholano showed that teaching materials, instructional media, and learning steps are applied to the present generation, namely Z generations, must always be updated with the use of the latest digital technology in accordance with 21st century learning (2017).

4 CONCLUSION

Based on the results of the research that has been described, it can be concluded that the implementation of blended learning in the Teacher Professionalism Program (PPG) has been assessed based on four aspects of online learning through the ppgspada system. In general, the blended learning applied to the PPG program has been running well and smoothly like in terms of content and technical use of the LMS ppgspada online module. Suggestions for improvement by users as in-service teachers are more related to material content problems and no one complained technically about the use of online-based teaching materials. The PPG program is not only conducted at the Muhammadiyah University of Surakarta, but this study is a case study at the Muhammadiyah University of Surakarta. Therefore, further research can be recommended to discuss aspects related to online learning evaluation systems, technical operations of the Learning Management System brigthspace, LMS display aspects and ppgspada modules, which are not only done at UMS but can also be done at other educational institutions PPG organizer. This study does not provide an overview of learning outcomes according to class, group, university, or specific field through online learning programs on PPG. Although, the evaluation related to determining graduation through online ppg spada needs to also be examined as a reference and basis for making improvements related to online learning content and techniques on PPG. Further research is needed to provide an overview of the relationships in online learning and workshop aspects so that evaluation can be done to improve the quality and learning outcomes both online,

workshop, UP and Performance Test (UKin).

5

ACKNOWLEDGMENT

We thank to Institute of Research and Community Service (LPPM), Universitas Muhammadiyah Surakarta that supported this research.

6

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