The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths

Penulis

  • Parmin Universitas Negeri Semarang, Semarang, Indonesia
  • Agus Yulianto Universitas Negeri Semarang, Semarang, Indonesia
  • Eling Purwantoyo Universitas Negeri Semarang, Semarang, Indonesia
  • Ibnul Mubarok Universitas Negeri Semarang, Semarang, Indonesia
  • Iwan Junaedi Universitas Negeri Semarang, Semarang, Indonesia

DOI:

https://doi.org/10.23887/mi.v27i2.51340

Kata Kunci:

productivity, Students, achievement, indonesian smart card

Abstrak

Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.

Referensi

Alinier, G., Hunt, B., Gordon, R., & Harwood, C. (2006). Effectiveness of intermediate‐fidelity simulation training technology in undergraduate nursing education. Journal of Advanced Nursing, 54(3), 359–369. DOI: https://doi.org/10.1111/j.1365-2648.2006.03810.x

Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2), 4. https://doi.org/10.7771/1541-5015.1349 DOI: https://doi.org/10.7771/1541-5015.1349

Beaudoin, M. (1990). The instructor’s changing role in distance education. American Journal of Distance Education, 4(2), 21–29. https://doi.org/10.1080/08923649009526701 DOI: https://doi.org/10.1080/08923649009526701

Chen, D. S., Batson, R. G., & Dang, Y. (2011). Applied integer programming: modeling and solution. John Wiley & Sons.

Coté, J., Saimela, J., Trudel, P., Baria, A., & Russell, S. (1995). The coaching model: A grounded assessment of expert gymnastic coaches’ knowledge. Journal of Sport and Exercise Psychology, 17(1), 1–17. https://doi.org/10.1123/jsep.17.1.1 DOI: https://doi.org/10.1123/jsep.17.1.1

Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1997). Talented teenagers: The roots of success and failure. Cambridge University Press.

García-Carmona, A., Criado, A. M., &, & Cruz-Guzmán, M. (2018). Prospective primary teachers’ prior experiences, conceptions, and pedagogical valuations of experimental activities in science education. International Journal of Science and Mathematics Education, 16(2), 237–253. https://doi.org/10.1007/s10763-016-9773-3 DOI: https://doi.org/10.1007/s10763-016-9773-3

Gist, C. D. (2018). Black educators fight back: Facing and navigating vulnerability and stress in teacher development. The Urban Review, 50(2), 197–217. https://doi.org/10.1007/s11256-018-0446-0 DOI: https://doi.org/10.1007/s11256-018-0446-0

Gotwals, A. W., & Birmingham, D. (2016). Eliciting, identifying, interpreting, and responding to students’ ideas: Teacher candidates’ growth in formative assessment practices. Research in Science Education, 46(3), 365–388. https://doi.org/10.1007/s11165-015-9461-2 DOI: https://doi.org/10.1007/s11165-015-9461-2

Habibi, B. (2018). Peranan Mata Kuliah Pengembangan Kepribadian bagi Lulusan Perguruan Tinggi yang Berkarakter. Cakrawala: Jurnal Pendidikan, 12(1), 104–111. https://cakrawala.upstegal.ac.id/index.php/cakrawala/article/download/139/117 DOI: https://doi.org/10.24905/cakrawala.v12i1.970

Hahn, V. C., Binnewies, C., Sonnentag, S., & Mojza, E. J. (2011). Learning how to recover from job stress: effects of a recovery training program on recovery, recovery-related self-efficacy, and well-being. Journal of Occupational Health Psychology, 16(2), 202. DOI: https://doi.org/10.1037/a0022169

Huang, R., Peng, S., Wang, L., & Li, Y. (2010). Secondary mathematics teacher professional development in China. Reforms and Issues in School Mathematics in East Asia, 129–152. DOI: https://doi.org/10.1163/9789460912283_009

Khusniati, M. (2012). Pendidikan karakter melalui pembelajaran IPA. Jurnal Pendidikan IPA Indonesia, 1(2). https://doi.org/10.15294/jpii.v1i2.2140

Kim, G., Ko, Y., & Lee, H. (2020). The effects of community-based socioscientific issues program (SSI-COMM) on promoting students’ sense of place and character as citizens. International Journal of Science and Mathematics Education, 18(3), 399–418. https://doi.org/10.1007/s10763-019-09976-1 DOI: https://doi.org/10.1007/s10763-019-09976-1

Klusemann, M. J., Pyne, D. B., Hopkins, W. G., & Drinkwater, E. J. (2013). Activity profiles and demands of seasonal and tournament basketball competition. International Journal of Sports Physiology and Performance, 8(6), 623–629. https://doi.org/10.1123/ijspp.8.6.623 DOI: https://doi.org/10.1123/ijspp.8.6.623

Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005 DOI: https://doi.org/10.1016/j.lindif.2013.01.005

Lee, J. (2016). Implementing college and career standards in math methods course for early childhood and elementary education teacher candidates. International Journal of Science and Mathematics Education, 14(1), 177–192. https://doi.org/10.1007/s10763-014-9551-z DOI: https://doi.org/10.1007/s10763-014-9551-z

Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2009). Designing professional development for teachers of science and mathematics. Corwin Press. DOI: https://doi.org/10.4135/9781452219103

Mensah, F. M. (2022). Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students. Cultural Studies of Science Education, 17(1), 9–29. https://doi.org/10.1007/s11422-022-10111-w DOI: https://doi.org/10.1007/s11422-022-10111-w

Muhson, A., Wahyuni, D., Supriyanto, S., & Mulyani, E. (2012). Analisis relevansi lulusan perguruan tinggi dengan dunia kerja. Jurnal Economia, 8(1), 42–52. https://doi.org/10.21831/economia.v8i1.800

Naidoo, K. (2017). Capturing the transformation and dynamic nature of an elementary teacher candidate’s identity development as a teacher of science. Research in Science Education, 47(6), 1331–1355. https://doi.org/10.1007/s11165-016-9550-x DOI: https://doi.org/10.1007/s11165-016-9550-x

Nasution, S. H. (2018). Pentingnya literasi teknologi bagi mahasiswa calon guru matematika. Jurnal Kajian Pembelajaran Matematika, 2(1), 14–18. https://doi.org/10.17977/um076v2i12018p14-18

Nayantaka, J. (2017). Motivasi berprestasi mahasiswa yang berasal dari pulau Mandangin. Character: Jurnal Penelitian Psikologi, 4(1).

Qurbani, D., Pamungkas, I. B., & Sewaka, S. (2020). Faktor-Faktor yang Mempengaruhi Prestasi Belajar Mahasiswa Tingkat 1 Universitas Pamulang Fakultas Ekonomi Program Studi Manajemen Reguler A. JIMF (Jurnal Ilmiah Manajemen Forkamma), 3(3). https://doi.org/10.32493/frkm.v3i3.3588 DOI: https://doi.org/10.32493/frkm.v3i3.3588

Retnowati, D. R., Fatchan, A., & Astina, I. K. (2016). Prestasi akademik dan motivasi berprestasi mahasiswa S1 pendidikan geografi universitas negeri malang. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(3), 521–525. https://doi.org/10.17977/jp.v1i3.6181

Sulistiyono, E., Missriani, M., & Fitriani, Y. (2021). Constructivism and contextual based learning in improving indonesian language learning outcomes in elementary school using online learning techniques in the middle of the covid 19 pandemi. JPGI (Jurnal Penelitian Guru Indonesia), 6(1), 304–309. https://doi.org/10.29210/021037jpgi0005 DOI: https://doi.org/10.29210/021037jpgi0005

Sumartini, T. S. (2020). Self Efficacy Calon Guru Matematika. Mosharafa: Jurnal Pendidikan Matematika, 9(3), 419–428. https://doi.org/10.31980/mosharafa.v9i3.797 DOI: https://doi.org/10.31980/mosharafa.v9i3.797

Superfine, A. C., & Pitvorec, K. (2021). Using community artifacts to support novice math teacher educators in teaching prospective teachers. International Journal of Science and Mathematics Education, 19(1), 59–75. https://doi.org/10.1007/s10763-021-10152-7 DOI: https://doi.org/10.1007/s10763-021-10152-7

Swars Auslander, S., Smith, S. Z., Smith, M. E., & Myers, K. (2020). A case study of elementary teacher candidates’ preparation for a high stakes teacher performance assessment. Journal of Mathematics Teacher Education, 23(3), 269–291. https://doi.org/10.1007/s10857-018-09422-z DOI: https://doi.org/10.1007/s10857-018-09422-z

Zakiyatunufus, R. A. (2019). Layanan Bimbingan Akademik dalam Meningkatkan Prestasi Akademik Mahasiswa. Irsyad: Jurnal Bimbingan, Penyuluhan, Konseling, Dan Psikoterapi Islam, 7(2), 191–210. https://doi.org/10.15575/IRSYAD.V7I2.879 DOI: https://doi.org/10.15575/irsyad.v7i2.879

Diterbitkan

2022-08-23

Cara Mengutip

Parmin, Yulianto, A., Purwantoyo, E., Mubarok, I., & Junaedi, I. (2022). The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths. Mimbar Ilmu, 27(2), 183–187. https://doi.org/10.23887/mi.v27i2.51340

Terbitan

Bagian

Articles