Micro Scale Practicum as a Media to Increase The Basic School Teacher Competence In The Era of Education 4.0
Oding Sunardi (a), Yudhie Suchyadi (a*), Nita Karmila (a), Fitri Siti Sundari (a)

Universitas Pakuan, Bogor, Indonesia

Abstract

The issue of teachers will be more complex entering the era of Education 4.0, where teachers must have competence in facing technological developments. Answering the challenges of the era of education 4.0, technology has become the basis in human life. Prepare quality students who are able to compete globally, and master technology. The research objective is to improve the pedagogical competence of elementary school teachers through Micro Scale Practicum training. The activities in this study consisted of diagnosis, action planning, action taking and action evaluation. Data collection techniques using observation techniques. The observation instrument used was a teachers ability assessment tool in the form of: 1) learning media development instrument, 2) teachers ability assessment instrument in preparing learning plans. Analysis of the data used is a comparative descriptive analysis technique. Quantitative data obtained is described in the form of words or explanations. Data comparison is then continued to ensure whether there is an increase in the ability of teachers in improving the ability of teachers to develop learning media and compile learning plans. The results showed that the Micro Scale Practicum can improve a) the ability of elementary school teachers to develop learning media by 27.8%. b) improve the ability of of elementary school teachers in compiling learning plans by 34.2%. Then the results of the observations of each cycle are evaluated as reflection material in the next cycle to improve the teachers skills and interests in accordance with the set targets. Data analysis was performed descriptively quantitative. The practicum material that is worn is material on science-based subjects with a micro scale. From the results of the T-test, there are significant differences. This means that the understanding of concepts and Science Process Skills increases after the teacher undergoes a micro-scale science practicum training process. From the results of the average value of understanding the concept, increased from 52.63 to 84.72 and science process skills increased the average value from 46.75 to 89.47. 94% of teachers responded positively, namely agreed and strongly agreed that the science-based learning process with the existence of micro-scale practicum can improve science process skills and understanding of materials in the study subjects in students.

Keywords: micro-scale practicum, pedagogical competence

Topic: Adult Education