•  
  •  
 

Jurnal Penelitian dan Evaluasi Pendidikan

Document Type

Article

Abstract

This study aims to reveal the interaction patterns and inhibiting factors for the final project guidance in the Mathematics and Natural Sciences Education Department, Universitas Lampung, to develop the six main parameters of the Indonesian National Qualifications Framework (INQF). The study employed a mixed method involving 67 students who composed the final project for the 2021/2022 academic year selected from 314 final project students using the cluster random sampling technique. The data in this study were primary and secondary data obtained by questionnaires, interviews, and documents, analyzed qualitatively, quantitatively, and descriptively. The closed-response questionnaire was used regarding the interaction pattern, the INQF parameters achievement, and perceptions of the achievement of students' core competencies. An open-response questionnaire regarding the inhibiting factors for the final project guidance was used to provide the qualitative data. Descriptive analysis was conducted to determine the profile and interaction pattern of the final project guidance, while the qualitative analysis using Miles and Huberman model was to reveal the inhibiting factors of the final project. The results show that: (1) the dominant interaction pattern that occurred was an associative pattern originating from the factors of suggestion, identification, and sympathy; (2) the INQF parameter with the best score is the science parameter with an average parameter achievement of 9.97 from the lowest score 3.00 until the highest score 12.38; and (3) the perception of achieving the highest core competency of students is the aspect of soft skills, both personal and interpersonal, with the highest average perception of achieving core competency being 59.71 out of 80.

First Page

105

Last Page

119

Issue

1

Volume

27

Digital Object Identifier (DOI)

10.21831/pep.v27i1.52867

References

Anderson, C. M., & Martin, M. M. (1995). The effects of communication motives, interaction involvement, and loneliness on satisfaction: A model of small groups. Small Group Research, 26(1), 118-137. https://doi.org/10.1177/1046496495261007

Armstrong, S. J., Allinson, C. W., & Hayes, J. (2004). The effects of cognitive style on research supervision: A study of student-supervisor dyads in management education. Academy of Management Learning & Education, 3(1), 41-63. https://www.jstor.org/stable/40214230

Beck, K. (2020). Ensuring content validity of psychological and educational tests--The role of experts. Frontline Learning Research, 8(6), 1-37. https://doi.org/10.14786/flr.v8i6.517

Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive learning online at public universities: Evidence from a six-campus randomized trial. Journal of Policy Analysis & Management, 33(1), 94-111. https://doi.org/10.1002/pam.21728

Directorate General of Learning and Student Affairs. (2015). Kerangka Kualifikasi Nasional Indonesia: Dokumen 001. Ministry of Research, Technology, and Higher Education.

Duncan, S., & Fiske, D. W. (2015). Face-to-face interaction: Research, methods, and theory. Routledge.

Gilbert, B. (2015). Online learning revealing the benefits and challenges. Thesis, St. John Fisher University, Rochester. https://fisherpub.sjf.edu/education_ETD_masters/303/

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. https://www.tandfonline.com/doi/full/10.3109/0142159X.2016.1173661

Harfiyanto, D., Utomo, C. B., & Budi, T. (2015). Pola interaksi sosisal siswa pengguna gadget di SMA N 1 Semarang. Journal of Educational Social Studies, 4(1), 1-5. https://journal.unnes.ac.id/sju/index.php/jess/article/view/6859

Kemmer, D. (2011). Blended learning and the development of student responsibility for learning: A case study of a 'widening access' university. Widening Participation and Lifelong Learning, 13(3), 60-73. https://doi.org/10.5456/WPLL.13.3.60

Larkin, M. J. (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34(1), 30-34. https://doi.org/10.1177/004005990103400104

Newcomb, T. M., Turner, R. H., & Converse, P. E. (2015). Social psychology: The study of human interaction. Psychology Press.

Rosidin, U., Kadaritna, N., Asnawati, R., & Maulina, D. (2020). Evaluasi pelaksanaan pembelajaran dan penilaian serta pembimbingan skripsi mahasiswa di jurusan Pendidikan MIPA FKIP Unila pada masa pandemi Covid-19. Universitas Lampung.

Sudrajat, D. (2008). Program pengembangan self-efficacy bagi konselor di SMA negeri se-Kota Bandung. Thesis, Universitas Pendidikan Indonesia, Bandung.

Sugiyono, S. (2012). Metode penelitian pendidikan. Alfabeta.

You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. https://doi.org/10.1016/j.compedu.2014.04.018

Download

Share

COinS