2020. 1. 23. 20:23ㆍ카테고리 없음
Melalui Katalog Program Pascasarjana UT ini, para mahasiswa PPs UT, calon mahasiswa, atau masyarakat luas yang ingin mengenal lebih jauh tentang PPs UT diharapkan dapat mempelajari dan mengetahui tentang program-program yang ditawarkan, sistem registrasi, sistem pembelajaran dan bantuan belajar, bahan ajar, evaluasi hasil belajar, Tugas Akhir Program Magister (TAPM/Tesis), peraturan akademik.
Read the case of teaching learning process, and then answer the questions that follow! The bell rings, and all students and Mr. Indra, the English teacher at SMP, enter the classroom. The teacher greets the students in English, and calls roll.
He asks the students if there is any homework, and the students answer in chorus: “yes.” Mr. Indra reviews the homework of yesterday on countable and uncountable nouns. The teacher calls on several students to write down the sentences on the blackboard. After the students have finished writing the sentences, Mr. Indra commends and gives feedback to students.
After discussing the homework, Mr. Indra explains that in today’s lesson students will continue their study of nouns. They will learn how to distinguish between proper and common nouns and they will learn how to change from one noun type to the other. He tells the students, “Knowing the difference is important because you must always capitalize proper nouns.
Being able to change from one to the other will help you recognize which is which. ”He then explains proper nouns, reads the definition, and says, “The key word in this is. Indra then illustrates proper and common nouns and presents numerous examples to students, asking them to make the correct classification. He also states, “On your notebooks on the parts of speech page, let’s copy these definitions for common noun and proper noun”.
Contoh Tugas Akhir Teknik Informatika
Indra gives instructions, “Underline the word that is being defined in your notebooks so that you can find it easily.” The teacher goes around the room checking as the class works on copying the definitions. Next, students are directed to get out paper, draw a line down the middle, and copy the proper and the common nouns into the columns from an exercise in the textbook. Students work on the assignment as the teacher circulates and checks progress.
After several minutes, Mr. Indra stops the class and goes through the first part of the list, asking students how they classified each noun. He then summarizes what they have done to this point and says, “Let’s turn the page.” Mr. Indra then describes how proper nouns can be converted to common nouns, and vice versa. He provides several examples and converts them.
He then presents more examples and solicits students’ response and analysis. Indra then gives each row a different sentence to work on, and he calls on different students to read their sentences with the nouns converted.
When the students read the sentences, the teacher repeats the answer to the class and comments on the sentence. Students are then given a homework assignment to be started in class providing further practice distinguishing proper and common nouns and transforming one to the other.
Indra monitors students during the remainder of the period, and provides assistance as needed. 1.What are the problems you analyze from the teaching learning process held by Mr. 2.What skills of language does Mr. Indra try to develop?
Explain your answer by referring to the case. 3.D o you thi nk tha t the exe rc ise s giv en in the cla ss on lan gua ge com pon ent s wil l im pro ve the stu den ts’ com mun ica tiv e competence? Explain your answer by referring to the case. 4.If you were Mr. Indra, you would have a different teaching learning activity. Write your own teaching learning activity to improve Mr. Please do not forget to refer to the description of the case.
Panduan Tugas Akhir Program Fkip Ut 10
Universitas Terbuka amongst the National Framework for Teachers’ Professional Development Program Presented in the International Conference on Teacher Education Udan Kusmawan, FKIP-UT, Abstract Efforts to increase teacher professionalism has been obliged by Law of Teacher No. 14/2005 signifying necessities in continuous supports and strong commitment from all parties and communities. In addition to national routine programs, the Government has made several efforts to improve quality of education, including allocating foreign loan programs and coordinating international partnerships. In the meantime, Universitas Terbuka (UT) has long been committed to strengthening teacher competence and qualification through distance and online programs.
As a nation-wide university, UT implements its programs through 38 Regional Offices (RO) and one RO to serving students domicile abroad. Since 1984, UT has promoted 1,315,009 professional teachers, serving over 45% of the total number of teachers in Indonesia. To corroborate with current governmental educational policy, UT was challenged to assure its programs to be aligned with current issues of national quality development. Likewise, UT promotes efficiency in leading educational quality development through open and online teacher training programs. These programs foster teachers’ continuous professional development and expertise.
Partnership and collaboration with other education-related institutions constitute apparently the key issues to succeed the programs. To conclude, it is obvious that all the programs are dully dedicated to strengthen the professionalism of teachers to be capable of meeting the national goals for nation and character building and development. Keywords:Teacher, professionalism, quality, education, qualification, competences, distance and online systems, and government education policyIntroduction to Professionalism of teacher as an educator Law 20/2003 on National education system, article 42, paragraph 1, states that teachers must have a minimum qualification and certification authority in accordance with the level of teaching, physical and spiritual health, as well as having the ability to achieve national education goals. Its Article 43, paragraph 1 specifies that promotions and rewards for teachers are conducted based on educational background, experience, ability, and job performance in the field of education. Therefore, schools need to continuously strive to empower and enhance their competences and professionalism as educators qualified by the Law. As for terminological definition, the terms of professionalism has the meaning of (1) intellectual abilities acquired through academic education, (2) owns specific knowledge, (3) has a practical knowledge that can be directly used by others, (4) owns teaching technique that can be communicated, (5) has capacity to organize the works independently, (6) altruism, and (7) ethics. A professional worker should be supported by specific knowledge and deep expertise gained from legitimate educational institutions as required by teaching profession, and therefore be accountable for wider communities (see PP No.74/2008, Article 5 and Permendikbud No.5/2012, chapter 3).