Implementation of Learning

Fulfillment of Learning Characteristics

The PS and UPPS strategies ensure that the learning carried out by DTPS is in accordance with the RPS that has been prepared, and has an interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centered nature. PSPF organizes learning in accordance with SN Dikti. Learning uses a student-centered model and is oriented towards the development of knowledge, skills, abilities and attitudes that include hard skills, soft skills and life skills . PSPF discusses learning not only in the classroom, but also in the laboratory and in the field. Therefore, PSPF develops the knowledge, skills, abilities and attitudes of students through face-to-face, web-based, blended learning, distance learning, public lectures, discussions, practicums, field practices and other scientific activities. In addition, To fulfill the characteristics of PS and UPPS learning, implementing strategies in the form of: ensuring that the learning carried out by DTPS is in accordance with the RPS that has been prepared, is interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-focused. The learning methods and models applied at PSPF are: group discussions, case studies, collaborative learning, project-based learning, problem-based learning, or other learning methods that can effectively encourage the achievement of learning outcomes. The process of reciprocal interaction between lecturers and students to create learning that meets learning process standards, namely:

  1. Interactive: PSPF implements learning by lecturers through the selection of learning models that encourage students to engage in interactive activities. These learning models include team-based projects, problem-based learning, and the case study method. Furthermore, the learning media used are IT-based (vclass).
  2. Holistically, PSPF implements problem-based learning using the PBL and PjBL models. The products produced by students are intended to meet the needs of both learning and daily life, developing students who care about the environment.
  3. Integrative, PSPF structures the curriculum according to the level of difficulty and depth of the material, so that courses within the curriculum serve as prerequisites for other courses. For example, basic mechanics and thermodynamics are prerequisites for taking courses in mechanics and thermodynamics.
  4. Scientifically, PSPF uses case studies in learning by applying the PBL and PjBL models so that lecture activities use a scientific approach.
  5. Contextually, PSPF has unique studies related to STEM, technology-based assessment and media, and the use of sensor-coding systems as themes in learning, research, and community service to solve problems in the realm of physics education and science. [evidence] [evidence]
  6. Thematically, PSPF implements learning by addressing STEM-integrated issues, for example in courses on waves, optics, digital electronics, and STEM Education. This course is intended to facilitate students’ comprehensive understanding of various cognitive constructivist learning perspectives or theories in the STEM context and their implications for physics learning.
  7. Effectively, PSPF conducts lectures 16 times each semester, including Mid-Semester Exams (UTS) and Final Semester Exams (UAS) using methods, models, and learning media that are appropriate to the characteristics of the course to achieve the objectives that have been set optimally and even implemented efficiently. For example, the school physics course is intended to facilitate students in developing independent learning skills in terms of: (1) comprehensively mastering the fundamental concepts commonly studied in secondary education. (2) understanding the emergence of various difficulties that students commonly experience in learning physics, especially understanding concepts and solving physics problems; and (3) developing physics teaching modules in accordance with the characteristics and functions of physics lessons.
  8. Collaboratively, PSPF develops students’ attitudes, knowledge, and skills through a variety of interactions between lecturers and students, students with lecturers, and students with students in learning. For example, a digital measuring instrument production course is implemented collaboratively between students and lecturers. Students periodically submit progress reports for review by the lecturer in charge of the course, who then revise and consider the lecturer’s suggestions.
  9. Student-centered, PSPF implements student-centered learning to enable students’ potential to develop according to their needs. Student-centered lectures cover at least 80% of classroom learning, for example, KKN (Community Service Program), PLP (Project Project), and thesis courses, which are conducted independently under the supervision of a supervisor. Students are required to submit periodic progress reports on all planned activities.

For this reason, the depth and breadth of PSPF learning materials refer to CPL based on learning outcomes (LO), so that the RPS is routinely reviewed according to the development of science and technology carried out by the study program quality assurance team and the DTPS scientific group. In addition, the study program evaluates the suitability between the curriculum and the materials, methods, media and evaluations contained in the RPS document through learning monitoring and evaluation activities. The learning monitoring and evaluation assessment form instrument assesses the RPS document which contains: 1) formulation of objectives, 2) selection and organization of teaching materials, 3) selection of media and learning tools, 4) learning scenarios/activities, 5) selection of learning resources, and 6) assessment of learning outcomes. In implementing the MBKM program, PSPF supports students by providing opportunities to participate in the BKP-MBKM program. PSPF students actively participate in various BKP-MBKM programs, such as:

  1. Independent Student Exchange or Pertukaran Mahasiswa Merdeka (PMM). Students participated in PMM activities at the Indonesian Education University (UPI) [ evidence ], Tadaluko University [ evidence ][ evidence ], Jember University [ evidence ].
  2. Certified Independent Study Internship or Magang Studi Indepen Bersertifikat (MSIB). Students take MSIB at PT Amati Karya Indonesia [ evidence ] and PT Revolusi Cita Edukasi [ evidence ]
  3. Teaching Campus. Students attend teaching campuses in the districts/cities of Bekasi [ evidence ], Metro [ evidence ], Pesawaran [ evidence ][ evidence ], Bandar Lampung [ evidence ][ evidence ], Central Lampung [ evidence ][ evidence ], and Tulang Bawang [ evidence ].
  4. Teaching Assistance. Teaching Assistance was attended by students at SMA Kebangsaan Lampung Selatan [ evidence ] and was integrated with KKN-PLP [ evidence ]
  5. MBKM International. Students participate in International Community Service at INTI Malaysia [ evidence ][ evidence ]
  6. Sea Teacher. Students participate in Sea-Teacher activities in the Philippines [ evidence ][ evidence ]

Learning Activity Monitoring System and Implementation

UPPS and/or HEI strategy builds a reliable and tested system to monitor the implementation of learning (conducted by lecturers) periodically and consistently, both inside and outside of UPPS. Include relevant evidence. The implementation of monitoring (monitoring and evaluation) of learning activities is carried out by ensuring that it takes place with accountable, transparent, and objective principles involving various parties. These various parties are UPPS leaders, PSPF leaders, LP3M, Faculty Quality Assurance Team (TPMF), and Study Program Quality Assurance Team (TPMPS). Monitoring and Evaluation (M&E) is designed using a system that is very reliable, tested, and in accordance with the principles mentioned earlier. The implementation of M&E is carried out with 2 systems, the first is the Internal Quality Audit (AMI) and Monev Teaching (Monevjar). AMI is carried out every year and Monevjar is carried out every semester, this shows that the implementation of monitoring runs periodically and consistently. AMI is carried out with a system built through the website http://spm.unila.ac.id/ [evidence] and Monevjar is carried out based on Siakadu and Vclass. In addition to the results of monev, UPPS receives feedback from students through a questionnaire in Siakadu. The questionnaire contains student assessments regarding teaching methods, materials delivered, and interactions that occur during the learning process [evidence]. M&E results are delivered to various interested parties. The results of AMI are delivered by LP3M through the Quality Assurance Center to the leaders of the Faculty, PS, and TPMPS. The results of M&E are conveyed to PSPF lecturers at the beginning of each semester meeting.

Micro-Learning

Planning, implementation, evaluation, and follow-up of micro-learning that is able to develop teaching skills of students (prospective educators) as a provision for teaching practice in partner schools. The implementation of micro-learning in FSP is carried out in a planned manner and is carried out consistently in the FETT Microteaching Laboratory room. The FETT Microteaching Laboratory has very complete and well-maintained equipment including a soundproof room (observer room), practice room, LCD projector, camcorder, audio devices, props, and white boards to support the implementation of micro-practice.The process of implementing micro-learning at the FSP includes several stages, namely:

Planning

Micro-learning planning begins with analyzing the SLOs of the micro teaching course, then the RPS is prepared by the lecturer in charge of the course which refers to the SLOs and the vision of the PSPF. The learning design is discussed between lecturers and lecturers in the science clump so that the RPS is obtained which aims at the implementation of student-centered learning. In addition to preparing the RPS, the lecturers compile a micro practice assessment sheet and assessment rubric that will be delivered to students.

Implementation

The implementation of micro learning is carried out according to the schedule determined by the PSPF. PSPF in determining the schedule coordinates with the Head of the Lab and the Mircoteaching Lab laboratory so that the implementation of lectures in the Lab does not conflict with other study programs. The implementation of micro-learning was carried out for 16 meetings. Micro-learning is carried out student-centered, after students are given directions regarding implementation, students are given time to compile teaching modules and LKPDs that will be used in micro practice. Teaching modules and LKPD that have been approved by the teaching lecturer are then invited to prepare themselves to carry out micro practice. In micro learning at PSPF emphasizes the development of 8 basic teaching skills of students including 1) opening and closing learning, 2) explaining, 3) asking questions, 4) making variations, 5) providing reinforcement, 6) managing classes, 7) guiding discussions, and 8) teaching small groups and individuals [evidence].During micro practice, students prepare 15 people as students in micro learning. Other students who are not directly involved in micro learning become observers and assessors, using the rubric that has been prepared. After completing the implementation of micro-learning, student assessors provide suggestions so that the implementation of the next micro-learning can be better and as material for improving students who carry out practice.

Evaluation

Micro-learning evaluation is based on skills assessment that refers to 8 basic teaching skills. This assessment instrument is then used by lecturers, student assessors (peers), and practitioners (self-assessment) which will be conveyed to practicing students.The results of this assessment are used by students as material for reports on the implementation of micro-practice and improvement of the micro-learning process that has been carried out so that there is an increase.

Follow-up

Based on the results of the assessment of lecturers, peers, and themselves, students conduct a review of achievements and recommendations for improvement so that the next micro-learning implementation can be even better.Based on the existing assessment, the lecturer as the supervisor reviews the implementation of all students who have carried out practice as a teacher in micro-learning. From the review of dosendan and practitioners, an overview of the implementation of micro activities can be obtained shortcomings and strengths so that it can provide solutions and suggestions for improvement.

Integration of Research Results and PkM in the Learning Process

Title of research or PkM, name of lecturer, name of course, and form of integration of research and/or PkM results in teaching and learning.