The team members consisted of faculty members and students of the Biology Education Program, Early Childhood Education Program (PG PAUD), and Fine Art Education Program. The involvement of diverse education backgrounds aims to provide an appropriate education for parents in teaching science to their children.

The webinar was implemented in four series; science education for early childhood, skills in science process and preparing simple science activities at home, arts and science, and sharing of science activities at-home experiences. This program was initiated due to the inappropriate perception of science for early childhood and aims to educate parents on how to deliver the concept of science and assist children in studying at home.

“Because the perception of science is a complicated knowledge and is not appropriate for early childhood,” Vera Sholeha, the first speaker in the webinar, explained the misperception of science for early childhood.

To counter the misperception, she provided examples of science that are close to children’s daily life, such as children playing with sands and filtering the grains of sand as an application of physics, seeing a rainbow, the sound of frog, making tea, and ball pitching play. “The concept of science could be understood by children when explained using simple language,” she added.

Kristiana Elok Mumpuni, S.Pd., M.Pd., shared material on preparing simple science activities at home. She stated that science comprehension could be achieved through observation and practice on science. Parents need to consider their children’s age, the theme of science program, learning method, tools and equipment, and parents’ ability.

“Science does not have to be learned in the laboratory with advanced tools, but could be learned at home with surrounding tools and materials,” she added.

The third speaker, Endri Sintiana Murni, S.Pd., M.Pd., shared the relationship between arts and science and how to use arts to introduce science to children. She explained that children could express themselves freely, connecting what is in their thoughts into artworks, and even science reports can be provided in the form of artworks and examples.

“For example, the sound created from taps on glass that could form musical arrangement. This is a combination of physics and arts,” she said.

The last series was concluded with sharing of experiences on science activities at home with children. Humas UNS

Reporter: Zalfaa Azalia Pursita
Editor: Dwi Hastuti

The post FKIP UNS Science Team Held Webinar on Science Education for Early Childhood appeared first on Universitas Sebelas Maret.

In his remark, Dr. Mardiyana, M.Si., as the Dean of FKIP UNS, stated that PLP evaluation needs to be conducted to improve the program quality. The evaluation also identifies challenges and issues during its implementation, so that appropriate measures can be proposed. The Dean also explains that the PLP program has gone through a planning process that involves the UP2KT team, school headmasters, head of programs, and supervisors. Therefore, evaluation is necessary to determine if the plan was implemented appropriately. “If there is deviation, control is needed to find an improvement,” Dr. Mardiyana stated.

At the end of his remark, Dr. Mardiyana hoped that the PLP evaluation could solve the weakness and shortcomings in the future period to improve the quality of the next teachers. He emphasized that quality improvements of teachers are not merely a responsibility of the university but also headmasters, teachers, and the community. Suggestions from diverse stakeholders could improve the weaknesses, mistakes, and shortcomings.

The workshop was held under a discussion forum. Headmasters of target schools had the opportunity to ask, provide suggestions, and critics on the implementation of PLP FKIP UNS 2021. Questions, suggestions, and critics were answered by UP2KT FKIP UNS Team represented by Prof. Leo. All questions, suggestions, and critics were used as an evaluation for next year’s PLP.

At the end of the discussion session, Prof. Leo thanked the collaboration from all involved parties in the implementation of PLP 2021. He also thanked all the questions, suggestions, and critics from workshop participants and hoped that the evaluation would improve the planning for the next PLP.

“Thank you to all parties involved in PLP FKIP UNS 2021. Thank you to all workshop participants for evaluating the implementation of PLP this year. In the future, we will use these evaluations as a source of planning so that the following PLP will be better,” Prof. Leo concluded. Humas UNS

Reporter: Zalfaa Azalia Pursita
Editor: Dwi Hastuti

The post UP2KT FKIP UNS Held Workshop of PLP Implementation Evaluation 2020 appeared first on Universitas Sebelas Maret.

The MoU was signed directly by Vice-Rector for Planning, Partnership, Business, and Information Affairs UNS Prof. Sajidan and General Manager PT. Nihon Seiki Indonesia Widodo Bodro Husodo, S.E. The ceremony was witnessed by the Dean of Faculty of Engineering (FT) UNS Dr. Techn. Ir. Sholihin As’ad and the Dean of Faculty of Mathematics and Natural Science (FMIPA) UNS Harjana, Ph.D.

This MoU aims to synergize the potentials and resources from both institutions in achieving collaboration in education, research, community service, and development of the Merdeka Belajar Kampus Merdeka (MBKM) program in UNS. In his opening remark, Prof. Sajidan stated that the MoU covers three agreements with PT. Nihon Seiki Indonesia.

“This Memorandum of Understanding covers education, research and community services, MBKM implementation, and opens possibilities for other collaborations agreed by both institutions in a written agreement,” Prof. Sajidan mentioned.

Representing the Rector of UNS Prof. Jamal Wiwoho, who could not attend the ceremony, Prof. Sajidan hoped that the signed MoU could be implemented well. He also hoped that the agreement would not stop as a ceremonial occasion and emphasized the importance of commitment in implementing the agreement, especially in supporting the MBKM program in UNS.

“As always mentioned by the Rector, MoU should not stop at signing. It needs to be implemented. Besides, now, we need a link and match between industry and university,” Prof. Sajidan added.

General Manager PT. Nihon Seiki Indonesia Widodo Bodro Husodo, S.E., shared his thanks to UNS for the ceremony. Representing PT. Nihon Seiki Indonesia, he stated that his party would fully support the development of students’ skills, especially in industrial practice, because students are demanded to master the material and understand the implementation of knowledge they learn in the university.

“This is vital. Maybe later, UNS could send their students to learn at our place. And UNS research finding could be useful for what we are doing and for students,” Widodo stated. Humas UNS

Reporter: Yefta C.
Editor: Dwi Hastuti

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The government of Indonesia, through its Coordinating Minister for Maritime Affairs and Investment, Luhut Binsar Pandjaitan, extends the implementation of leveled Restriction on Community Activity Policy (PPKM), effective from 5-18 October 2021. At the same time, the education sector can taste the relaxation with the implementation application permits for conducting a Face-to-Face Learning Simulation and Limited Face-to-Face Learning (Limited PTM). As reported on the https://jatengprov.go.id/ webpage, the Secretary of the Education and Culture Office in Central Java Province, Suyanta, states that the PTM policy is based on the Instruction of the Minister of Home Affairs (Inmendagri), and the Instruction of the Governor of Central Java Number 10 of 2021 on the Implementation of Level 4, Level 3, and Level 2 Community Activities Restrictions (PPKM) for Corona Virus Disease Handling in Central Java Province. In term of education, schools located at districts/cities with level 4 restriction will not be allowed to hold PTM (learning activities remains conducted virtually), while for those located in districts/cities with level 2 and level 3 restriction, are welcome to implement a limited PTM.

The threat of Covid-19 variants is still haunting the community, requiring limited schools to directly initiates a limited PTM. However, a school must go through the licensing and simulation process to assess its readiness, requirements that must be met, and final evaluation following the PTM simulation. The school must obtain permits from students’ parents, Health Center permission, letter of permission from the District Covid Task Force, and recommendations letter submission from the District/City Education Office, as well as verification from the Regional Education Office.

If all permits have been approved, then the education unit can conduct a PTM Simulation that lasts for two weeks under the following provisions, (1) the Education Unit is only allowed to hold a PTM Simulation with a maximum of four student groups with a maximum number of students per group of 18 people. (2) Maximum learning period of 30 minutes within 1 hour of learning, or 4 hours of learning in a day. (3) Minimum distancing set in 1 classroom is set at least 1.5 meters. (4) After finishing the lecture, the student must directly go home with no extra activities, and break periods are allowed. (5) Students must be in good health. (6) Students must get permission from their parents. (7) Face-to-face meeting is recommended to students who are live around the school area, within a maximum distance of 7 Km from school, or have the ability to use their own transportation vehicle to travel to school.

School’s readiness in conducting PTM simulation and PTM is limited because of facilities and infrastructure conditions that must be fulfilled by the school. Each Education Unit must be ready to implement PTM Simulation Standard Operation and Procedure (SOP). Schools must prepare facilities and infrastructure in accordance with the 5M health protocol standards.

Moreover, aside from the facilities and infrastructure preparation within the health protocol standards, the school needs to prepare innovative learning methods that allow students to join the lecture from school or home. The initiative in hybrid learning and blended learning systems were put forward in every Education Unit. Indeed, each Education Unit strives to implement and accommodate these two learning systems to familiarize students in adapting to new habits during this ongoing pandemic situation.

As quoted from Sevima.com, hybrid learning is a learning system that combines various approaches, namely face-to-face, computer-based, and online-based learning (internet and mobile). Meanwhile, blended learning is basically achieved by combining the advantages of two learning methods, face-to-face and virtual learning. Blended learning can also be defined as a combination of face-to-face and online learning but more focused on the social interaction element. Hybrid learning and blended learning can be an alternative in combining the face-to-face learning modes in school and online learning.

This trending learning system is indeed proven to be a powerful solution for continuous control on students learning activities, which can also reduce student boredom and learning loss. This method is considered more effective and efficient while at the same time can enhance students’ and educators’ digital skills.

Technically, this hybrid learning method allows 50 percent of students to attend a face-to-face lecture. For example, if there are 36 students in the class, then only 18 students are allowed to participate in the face-to-face study. The rest (the other 18 students) are required to join the lecture virtually from their homes, at the same time as the scheduled face-to-face lecture, in accordance with the schedule given by the school.

Similar to a normal lecture, teachers are also obliged to prepare syllabuses and lesson plans. This syllabus and lesson can be designed in blended patterns to accommodate both learning channels. The material delivered in the face-to-face lecture can also be accessed by students through various distance learning platforms available. Through these methods, students are expected to understand the material delivered by the teacher easily and are not bounded by the media and time. Educational units or teachers can take advantage of online interaction facilities with learning management systems (LMS), for instance, Google Meet, Zoom Meeting, Microsoft Teams, Free Conference Call (FCC), and other learning media. Active interaction between teachers and students is expected to re-establish effective and efficient teaching and learning processes.

This hybrid learning model does offer solutions and has become a new trend in the education sector. However, there are still risks that must be considered. The interaction between students in school is one of the main concerns. Therefore, each of the teachers or education personnel must strictly enforce the 5M health protocols to the students. After joining a face-to-face lecture at school, students must go straight home and immediately take care of their cleanliness. Meanwhile, teachers can monitor students’ location by asking students to share location through WhatsApp messaging service.

Students who are joining the virtual lecture session from their home according to the schedule set along with the face-to-face lecture at school will still encounter obstacles related to internet quotas or less stable internet networks. Therefore, the hybrid method is may not be possible, as the number of students who are expected to join the online learning is not in accordance with the expected condition.

However, all the risks and obstacles will only become a small area of improvement if the system is implemented with high awareness and strict health protocol discipline. The hybrid method can be the effort to control students’ learning loss, thus, students will not lose certain knowledge and skills that will certainly lead to the decline of the academic process. Distance Learning (PJJ) is, indeed, not fully effective yet, and it creates a learning-lost for the students. Good cooperation by involving parents, teachers, and the education unit environment becomes an important part of the success of student education because education is a shared responsibility. (***)

The post Hybrid Learning Trend Throughout Different Level of Community Activity Restriction Policy in the Education Sector appeared first on Universitas Sebelas Maret.

Alongside the two speakers, the workshop participants were invited to know the basics of AR and VR technology-based education media, as well as learning how to create digital education media using paint 3D, Sketchfab, and Canva.

Dr. Triana Rejekiningsih, M.Pd., as the Head of Study Program, reveals the objective of the event. Firstly to improve learning quality using the Technological Pedagogical Content Knowledge (TPACK) approach. Secondly, it is to increase the skills and competencies of the lecturers and students in mastering various media to improve the quality of learning. Thirdly, to create relevant Augmented and Virtual Reality education media according to the current learning need.

The AR and VR technology is chosen in this exchange because the two media is gaining more popularity at various level of education. On the other hand, AR and VR are very useful to establish a more interesting and real learning activity. These objectives are in line with the emerging demand during the ongoing Covid-19 pandemic, which requires online learning along with the limited availability of learning methods and the ability to provide various learning experiences for students. “This specifically related to a ‘real’ learning experience such as practice activities in the laboratory, project-based or team-based project, problem-based learning using the case method, inquiries, and cooperative learning,” Dr. Triana stated.

Considering these conditions, it can be concluded that one of the challenges in the current education sector is related to how to increase learning interest amid all the limitations. Dr. Triana added that the lack of various digital education media mastery could lead to lower interest and the lack of students’ understanding of study material. Therefore, this workshop is important and needed.

“Various technology that currently available aims to bring convenience, flexibility, and efficiency so that it can be completed and available at any time, anywhere, anyone,” Dr. Triana added.

Dr. Mardiyana, M.Si., as the Dean of FKIP UNS, and Dr. Dewi Kusuma Wardani, M.Si., as the Vice-Dean for Human Resources, Finance, and Logistics Affairs, were also attending and showing their support to the event. The appreciation was given by Dr. Mardiyana, M.Si., was expressed during the opening remark. In which he states that 21^st-century education requires various skills for teachers and lecturers.

“This workshop will bring various digital learning media to facilitate project-based learning. I greatly appreciate the collaboration between the Master Study Program in Education Technology UNS with SEAMEO SEAMOLEC, which was established in 2019,” he admitted. Humas UNS

Reporter: Kaffa hidayati
Editor: Dwi Hastuti

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