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WORKING PAPER INTERNATIONAL CONTRIBUTION PROCEEDINGSInternational Coference in Education and Training (ICET) Faculty of Education, State University of Malang

November 6th – 8th 2015, Malang

Reviewer Saida Ulfa (Universitas Negeri Malang, Indonesia) Burhanuddin (Universitas Negeri Malang, Indonesia) Kazuhiro Sumi (Saga university, Japan) Makiko Kishi (Meiji University, Japan) Sebastiao Pereira (Instituto Superior Cristal DIli, Timor Leste) Qi Xiao He (Guangxi Normal University, China) Mirjam Anugerahwati (State University of Malang, Indonesia)

Steering Committee Sopingi (Universitas Negeri Malang, Indonesia) Juharyanto (Universitas Negeri Malang, Indonesia) Agustinho dos Santos Goncalves (Instituto Superior Cristal Dili, Timor Leste) Viengdavong Luangsithideth (Ministry of Education and Sports, Laos PDR) Wang Hui (Guangxi Normal University, China)

Secretariat ICET FIP UMUNIVERSITAS NEGERI MALANG, FAKULTAS ILMU PENDIDIKAN Gedung D2 Lantai 1,Jl Semarang 5 Malang, 65145 IndonesiaPhone. +62341551213, fax +62341566962CP: Sopingi 082231606363

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PREFACE

The International Conference on Education and Training (ICET), Faculty of Education, State University of Malang, 2015 took place in Malang, Indonesia, between 6 and 8 November, 2015. ICET is an international conference covering research and development in the field of education and training. The conference aims at creating a forum for further discussion for an education and training field incorporating a series of issues and/or related to quality improvement in education and training. Therefore, the call for papers was addressed to scholars and/or professionals of the field of eduaction and training. Driven by the fast-paced advances in the education field, this change is characterized in term of its impact on the education implementation.

During the conference, 4 keynotes speakers were held in order to advance and contribute to specific research areas in the filed of education. More than 130 pre-registered authors submitted their work in the conference. The ICET 2015 finally accepted and hosted 94 original research papers. All papers submitted to the conference were reviewed using a double-blind peer review process. The conference commite decided about the acceptance or not of the submitted papers, with the contribution of competence and expertised reviewers. Collaborate with International Journal in Innovation in Edition (IJIIE), the selected papers will be published at IJIIE as the Special Issues Edition under theme “Quality Improvement in Education and Training”.

We would like to thank all members that participated in any way in the ICET 2015, especially: (a) the Inderscience Publisher for supporting and receiving the selected papers to be published as the Special Issues Edition of the International Journal of Innovation in Education; (b) the Co-organizing Universities and Institutes for their support and development of a high-quality conference; (c) the members of the scientific committee that honored the conference with their presence and provided a significant contribution to the reviewer of papers as well as for their indications for the improvement of the conference; and (d) all members of the organizing committee for their willing to organize the conferenece as good as possible.

Dean,

Prof. Dr. Bambang Budi Wiyono, M.Pd

TABLE OF CONTENT

PREFACE .................................................................................................................................. iTABLE OF CONTENTS ........................................................................................................... ii1 The Development of Portuguese Language Teaching Materials to Improve Learning

Quality In Timor Leste

2

Agostinho dos Santos Gonçalves .......................................................................................

The Effectiveness of Papua Peace Education (PAPEDA) in the Primary Schools Agustinus

1

Hermino ............................................................................................................ 93 Strengthening the Role of Family for Reduction Students Problem through School -

Based Family TherapyArbin Janu Setiyowati ....................................................................................................... 17

4 Quality Culture in Higher Education Toward a Leading UniversityArifin .................................................................................................................................. 23

5 Exploring of School AssetAsep Sunandar; Djum-djum Noor Benti; R Bambang Sumarsono ................................... 29

6 Review of Centralization and Decentralization Approaches to CurriculumDevelopment in IndonesiaDesi Eri Kusumaningrum; Teguh Triwiyanto.................................................................... 35

7 Optimalizing Teacher’s “God-Spot” in Promoting the Learning Effectiveness inElementary SchoolDiah Saptorini ................................................................................................................... 45

8 Digital Image-Based Analysis of Cognitive Function and Visual Perception in LearningPhotographyDody Dorjanto........................................................................................................... ........ 53

9 The Development of Thematic Learning Based on Lesson Study with Orientation onRegion Diversity for Teachers of Elementary Grade in the City of Malang, Province ofEast Java, IndonesiaEndang Setyo Winanrni; Sehkabuden; Sri Harmini ..........................................................

65

10 Conservation Values of Local Wisdom Traditional Ceremony Rambu Solo Toraja’sTribe South Sulawesi as Efforts the Establishment of Character EducationErman Syarif; Hasriyanti .................................................................................................. 71

11 Dream and Fact of Education in the “3T” KupangGalang Surya Gemilang ................................................................................................... 75

12 Training on Peer Review: an Effort to Develop EFL Students’ Writing Skills,Cooperation, and Autonomous LearningJumariati ........................................................................................................................... 83

13 The Assessment and Recommendation for the Principal Preparation ProgramMuhammad Ardiansyah..................................................................................................... 91

14 Junior High School Students in Remote Area: Learn and Help Parent DilemmaNurul Ulfatin ..................................................................................................................... 97

15 Women's Reproductive Health Improvement through Understanding ProblemSolving Approach in Aisyiah SugioRatna Nurdiana; Yayuk Chayatun Machsunah ................................................................ 101

16 The Development of Roro Jonggrang Literature Story Books for the Alternative Basic Foundation to Integrate Thematic Instructional for the First Grade of Elemantary StudentsRatna Trieka Agustina............................................................................................................ 105

17 The Development of Tutorial Methode Based on Web Facilitated in the Lecturing ofDance Art Study of Primary School LevelRetno Tri Wulandari............................................................................................................... 111

18 Improving the Quality of Learning Sociology in Timor Leste by Using TeachingMaterials Based on the Context of Social EnvironmentSebastiao Periera ................................................................................................................... 119

19 Implementation of the Supervision of the Principal in Improving CompetencePaedagogik Teacher Catholic High School (SMAK) St. Albertus in MalangSri Wening Rahayu................................................................................................................. 133

20 Increasing Capacity Market Analysis and Government Intervention Failure EconomicApproach through Learning Portfolio PublicSukisno; Hadi Suryanto.......................................................................................................... 139

21 The Model of Quality Assurance Implementation as a Form of Control forOrganizationsSunarni ................................................................................................................................... 145

22 A Knowledge Management Model for Primary School ManagementSunaryo................................................................................................................................... 157

23 English Adjective Clause Construction: Using Corpus in Structure Analysis ClassTantri Refa Indhiarti; Iis Nur Rodliyah ................................................................................. 167

24 The Implementation of Educational Management Audit to Measure the Principals’Managerial Performance in IndonesiaTeguh Triwiyanto; Ahmad Nurabadi ..................................................................................... 181

25 The Development of an Integrated Thematic Model through Scientific Approach BasedValue of Inquiry in Blitar East Java IndonesiaWidayati ................................................................................................................................. 193

26 Orientation Communication Style Students in ClassWildan Zulkarnain.................................................................................................................. 203

27 Relationship of Self Efficacy and Cognitive Learning Outcomes Improving RadioReceiver Subject for Students of SMK Negeri 2 KupangYetursance Y. Manafe............................................................................................................. 209

28 Reducing Negative Effects of Biases, Stereotypes and Prejudices in the Context ofMulticultural Society of Indonesia by Experiential LearningYohanes Yupilustanaji Apgrianto........................................................................................... 215

29 Uniqueness of Pesantren to Solve the Problem of SantriYuliati Hotifah ........................................................................................................................ 221

30 Higher Education and High School in Promoting Super Science High School ProjectMurni Ramli; Danar Praseptiangga; Teguh E. Saraswati; Kusumandari; Yudi Rinanto 227

31 Implementation of Principal’s Transformational Leadership to Build Students’Character in SMKN 1 MojokertoDiah Puji Nali Brata .............................................................................................................. 235

32 The Impact of Differences Student’s Independent Base on Learning Approach andIntrapersonal IntelligenceEny Nur Aisyah....................................................................................................................... 243

33 Supply Side Mapping and Analysis Based Dimensional Quantity, Quality, Location, and Time in DenpasarHarti Kartini; Sri Estu Winahyu; Lilik Bintartik ................................................................... 255

34 Meaning of Yoga Learning Through TravelI Wayan Suyanta..................................................................................................................... 261

35 Quality Management for Open Distance LearningArafah Husna......................................................................................................................... 269

36 Curriculum Based Blended Learning Model to Improve Student Softskill in HigherEducation 275Nisaul Barokati Selirowangi .............................................................................................

37 Study Implementation of Nonformal Education Based Economic Community in RuralAreasZulkarnain .............................................................................................................................. 270

38 Learning Social Network: An Inovative System Provides New Learning Experiences for Students in Higher EducationDeka Dyah Utami................................................................................................................... 281

39 Strategic Planning for the Developement of Integrated Early Childhood EducationInstitutionSri Wahyuni ............................................................................................................................ 291

40 The Implementation of Humanist LeadershipIfit Novita Sari ........................................................................................................................ 301

41 The Effectiveness of Creativity Teaching Training for Elementary School Teachers inEast JavaMoh. Irtadji; Tutu Chusniyah; Rumidjan............................................................................... 307

42 Enhancing Learning Quality Via Innovative TechnologyPunaji Setyosari ..................................................................................................................... 313

43 The Innovation of Complete Class Sustainable System in Improving the Quality ofEducation in Gowa RegencyAbdul Kadir ............................................................................................................................ 321

44 Informal Education: What is Taught? What is Problem? What is Solution?Hajjah Rafiah; Nur Aida Endah Pratama; Yudha Adrian ..................................................... 327

45 Students’ Awareness of Gender Differences in Language Use as Depicted in the MediaMirjam Anugerahwati ............................................................................................................ 331

46 Teacher-Students Positive RelationshipDurrotunnisa .......................................................................................................................... 339

47 Insight from Analytical Chemistry in Building Scientific Method in EducationSuryani Wonorahardjo ........................................................................................................... 345

48 The Effects of Multiple Intelligences Learning Strategies towards IntrapersonalIntelligence of Underachiever Students

351Weni Sri Utami ..................................................................................................................

49 An Understanding of Teachers of Early Childhood Education on EmotionImanuel Hitipeuw .............................................................................................................. 357

50 The Cultivation of the Religious Values as Forming Character StudentsNur Aisyah; Suratno .......................................................................................................... 361

51 Designing Saintific Learning Models Application of Primary School Based on 2013CurriculumM. Zainuddin ..................................................................................................................... 367

52 Development and Implementation of Temathic Teaching Instrument to ImproveQuality of Process and Result of Learning in Elementary SchoolSa’dun Akbar ..................................................................................................................... 375

53 The Historical Significance Instructional Strategy: A Way to facilitate SMA Students’Historical ThinkingSusanto Yunus Alfian ......................................................................................................... 385

54 Education Quality Improvement Efforts in Primary and Madrasah throughParent Student ParticipationR Bambang Sumarsono...................................................................................................... 391

55 Improving the Students’ Learning Mastery on Social Subject through GroupInvestigation Method for the Students’ Creative Character Building of Kardina MassaIslamic Elementary School BlitarHadi Mustofa .................................................................................................................... 399

56 On-Line Editing Application for Writing Colaboration in Educator Community withDifferent CharacteristicsEko Pramono Adi; Henry Praherdiono ............................................................................. 405

57 The Effectiveness of Simulation Game-Based Counseling to Improve Students’Emotional IntelligenceM Ramli ............................................................................................................................. 411

58 Instructional Management Strategy in Thematic Approach in Order to Improve theQuality Instruction in Elementary SchoolAgus Wedi .......................................................................................................................... 417

59 Strengthening Empathy of Educational Counselor Candidates with Presentation of theVideo Fact on Demand in Learning Partnership ModelHenny Indreswari; Henry Praherdhiono .......................................................................... 425

60 Developing an Integrated Model of Physical Activities and Mental Character Building as an Alternative Intervention towards Students with Juvenile DelinquencyMardianto; Kurniati Rahayuni; Febrita Heynoek ............................................................ 431

61 Education and Training Evaluation, CIPP ApproachAch Rasyad ........................................................................................................... 437

62 Facilitative Learning Model Based on Alih Belajar ............Hardika .............................................................................................................................. 443

63 Psychosocial Factors Affecting Self Regulated Learning for Gifted StudentsNur Eva ..............................................................................................................................

64 Development of Integrated Moral Education Model in Primary SchoolSulthoni ..............................................................................................................................

65 Role of Informal, Formal, Non-Formal Education in Forming Adaptive Behavior and Development of Curriculum for Slow Learner Children in SD InklusifRuminiati ........................................................................................................... ...............

66 Protreptics Stategy: A Learning Model to Encourage the Students’ CreativitiesSopingi ........................................................................................................... ...................

67 Analysis Model of the Indonesian Content as a Haul of Integrated Thematic BasedLearning in Elementary SchoolAlif Mudiono.......................................................................................................................

68 Innovative Teaching Models for Gifted Children at Inclusive Primary SchoolMoh Effendi; Rina Rifqie Mariana ....................................................................................

69 Build Staff Commitment through the Empowerment Using the ParticipativeManagement SystemBurhanuddin ......................................................................................................................

70 Indonesian Traditional Game “Gobak Sodor” as a Teaching Model for a HolisticLearning in Primary EducationNur Amalia ........................................................................................................... ............

71 Effectiveness of Stress Self- Learning Management Module Due to Work on SpecialEducation TeacherAbdul Huda; Agung Kurniawan; Moh. Efendi .................................................................

72 Principal Leadership on Improving Learning QualityAhmad Yusuf Sobri ............................................................................................................

73 The Roles of Principals in the Implementations of Collegial SupervisionMaisyaroh ..........................................................................................................................

74 Parents’ Participation towards the Implementation of Education at SchoolBambang Budi Wiyono ......................................................................................................

JUNIOR HIGH SCHOOL STUDENTS IN REMOTE AREA: LEARN AND HELP PARENT DILEMMA

Nurul UlfatinState University of Malang

Email:nurul.ulfatin.fip@um.ac.id

Abstract: More than half of Indonesia‟s state schools are located in rural areas and some of them in remote areas. The Department of Education and Culture is committed to ensuring that all students, no matter where they live, haveaccess to a range of high quality education and training programs delivered by a well-prepared and professionalteaching workforce. Efforts through compulsory basic education program to one roof junior high school (JHS). However, to improve the quality of education services in many remote areas many challenge. A tough challenge is the culture of parents who claim their children to help them to work, while their children have an obligation to learn to school. Through case studies in one roof JHS in a remote area, concluded that students faced with two difficult choices that go to school to learn and help their parents. Both should be executed, so that the learning outcomes in schools can not maximally. Therefore, the task of the teacher is not enough just to teach in schools, but also to change the culture of parents in seeing and perceiving the child.

Key words: junior high school, students, remote areas, learn, help parent

However, improving the quality of education for one roof JHS in remote areas that many obstacles. Barriers can be seen as a challenge because of its many related to external factors. The challenge that is considered the weight comes from the culture and the demands of parents caused by poverty. Poverty is characterized by low economic status of parents make their perception of less considers it important to education, and on the contrary the most important works. This was concluded based on the results of a number of studies showing that improving the quality of education in remote areas face many obstacles and challenges, including: (1) the parents financial and economically weak / poor, (2) social and cultural lack of support, (3) lack of educational facilities, (4) qualified teachers are reluctant to teach in rural areas, (5) the geographic location is difficult to reach, (6) lack of information, and (7) the aspiration towards education is less because of the perception of the community / parents who think education is less important (Atchoarena and Gasperini, 2003; Ulfatin, et al, 2010; VAGO, 2014).

This paper contains a description of the profile of one roof JHS students in remote areas that face challenges in learning. The challenge comes from the many neighborhood parents who have two effects: first the students become dilemma in making decisions priorities between learning and help parents and two teachers are required to make learning appropriate to the needs of students.

RESEARCH METHODOLOGYThis study is qualitative research by case study that refer to Yin (2003). Through study was explore

how to sociocultural factors, such as students' background, social interactions, and classroom structures, the environmental impact identity and behavior of students. With a qualitative approach (Berg, 2004), researcher can be revealed portrait of everyday student life, especially showing the customs, values that are believed and perceived in every action. This study starting from a meeting of researcher with a teacher in one roof JHS in a remote area, about 25 km from the city of Malang, East Java, precisely in Karangploso district. Based on an initial interview, it was revealed that all students in one roof JHS come from economically disadvantaged families, so for their parents to be part of the backbone of the family. An initial meeting with the teacher happens to the early 2013's, then continued with subsequent meetings intensively to principals, teachers, students, parents and the surrounding community.

Through in-depth interviews and observations to participate in the school environment and residence of a student for several months, found a pattern of life that is interesting to discuss. The informant are involving a student in grade 7 as the subject, the family members, especially parents and brother. In addition, teachers and peers are also involved in an attempt to triangulate checking the validity of the data (N = 8). Strengthened by direct observation of the daily life of students when at home and at school, then their profile can be understood more clearly. With interactive analysis, it can be described

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98 Proceedings – International Conference on Education and Tarining (ICET) 2015

how students face two choices equal weight, namely on the one hand they have to go to school to learn and on the other hand they must help parents to work.

RESULTS AND DISCUSSIONThe following findings are focused on the experiences of a student at home and school

environment. The results are organized around two themes. The first theme focuses on the external challenges that must be face a student, including the environmental identity and background at the beginning and after of the study at school are shown in the form of students' everyday. The second theme for describing the role and duties of teachers in the face of these challenges.Two options in students everyday

How heavy the burden of life should be lived student named Pipit (P). P was 13 years old. At the time of this study, she was in the 7th grade one roof JHS in remote area. Born as the first child of three sisters farm worker families, P become part of the backbone of the family. "Before going to school, I had to take care of and clean the chicken coop", P said in an interview (I. 11.21.2013). P was given the responsibility of keeping the 14 chickens at home. In addition to caring for livestock, P also had to cleaning the home environment and occasionally she help cook rice before going to school. That morning activities undertaken by P. It should help parents work as laborers on the sidelines of his daily duties in school. She attended an average of about 6 hours (a fairly short time for learning activities in schools). Other time (18 hours/a day) is widely used to help their parents, even very little time to play with peers. In an interview P revealed the following:

... I have very little time to play with friends. Poor mother, she should "woman," sister while working. I have to help him clean the house, take care of chickens and sometimes cooking. I also helped my father graze in the fields. Before I went to school, my father had already left for rice (mountain slope) to search for cattle fodder grasses belonging to W (neighbors who have wealth). Mother takes care of smaller kids (age 2 years old) before he was invited to a garden on the slopes of the mountain to pluck coffee (also someone else's) (I. 12.14.2013).

P average waking up early in the morning (around 4:00 am). Peliaraan animal care routine tasks had to be carried out the morning before going to school. According to P, the average peers always have the responsibility of keeping livestock. So also their parents always have chickens and / or goats. Some parents take care of cow or buffalo belonging to their richer neighbor villages and living in the not remote area. If the schedule for school in the morning, usually P goes to school after taking care of livestock. She has go to school through distance of 0-2 km on foot. With road terrain up and down, winding and unpaved, she often comes late at school. The average delay students came at school a quarter to half an hour late from the schedule at 7:00 am, even some students more than an hour late.

From the description above we can say that P (including peers) have a lot to learn at home. Through the hard work that must be done every day at home, she learned a lot affective and psychomotor domains. Even if the reference view of Pellegrino (2012), P learned three broad domains: cognitive, affective, and psychomotor 1956 called Bloom's taxonomy of learning objectives. According to Pellegrino, reviews these represent three distinct domains facets of human thinking and build on previous efforts to identify and organize dimensions of human behavior. For example, our intrapersonal domain, like Bloom's affective domain, involves emotions and feelings and includes self-regulation-the ability to manage one's emotions and set and achieve one's goals. Pellegrino said that the measurements it can more specific domains focusing on work-related content.

However, agreed with Pellegrino, that demands to be met by P and peers in the present era, it is not enough if the study on the type of work-related content. We see that reviews these three domains that can be transferred or applied in new situations. This latter dimension of transferable (knowledge) is often referred to in terms of “skills.” Therefore, learning to new situations, the school is to be preferred.

Nurul Ulfatin, Junior High School Students in Remote Area... 99

Based on observations at school (O.16 / 12/2013), P goes to class at 7:30 am. She and her classmates instantly receive lessons from teachers. Learning in a class scheduled at 7:00 am, but because almost every day there are students who are late, the class begins at 7:30 am. However, the school still calculating load study hours begin at 7:00 am. In conditions of fatigue of having to walk quite a distance to the difficult terrain and are not accustomed to ate breakfast, P receives lessons with the main source of learning is her teacher. In anecdotal record, some P‟s friends in the class seemed sleepy before breaks at9:00 am (O.16 / 12/2013). At the break, P and her friends buy food at the school shop. They buy food at school with the kind of food potluck, so it is not enough to fulfill the nutritional needs required.

School lesson ends at 13:00 pm. After the lesson, P goes to home and arrived at 14:00 pm. According to P, she have to cook first to eat lunch at 15:00 pm (I.16 / 12/2013). After that, she wents back to work to help their parents, sorting coffee beans that have been dried in the sun. According to P, peers others generally help parents to graze in the fields to feed livestock, hoeing (for boys), and pick vegetables, coupled with other home activities, such as sweeping, cooking and washing (for girls). That kind of work usually done routinely every day until late in the afternoon, even until nightfall. At night, P do her homeworks that is assigned by the teacher. If there is no assignment of teachers she doesn‟t learn. Or if there is task of helping parents until late at night, so she doesn‟t learn. Therefore, teachers are generally always give homework to students, although not all students always done.

From the description that must be done P and peers at home (before and after go to school), that agreed with Pellegrino, they learned a lot affective and psychomotor domains,

Kemmis et al (2014) said learning as an initiation into other practices occurs without any „teacher‟ being present: a person simply „learns‟ by participating in and often by reflecting on the practice they are learning. In such cases, the distinction between learning and practising may be blurred: the part we call„learning‟ seems rather like an early stage in a progress towards facility in practising this or that particular practice. How the student (P) make choices of two options everyday is illustrated in Figure 1.

TASKS FROM HOME

cleaning the animal coop keeping livestock looking for grass/animal's food cooking washing clothes helping other tasks etc.

TASKS FROM SCHOOL

1. attending classes for lesson2. joining in extracurricular3. doing homeworks4. playing with peers5. etc.

STUDENT TEACHERFigure 1 Challenge Dilemma faced by the students that must be attention by teachers

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The teacher's role in the face of environmental challenges studentsNoting the description of the state of P and her friends in remote areas, teachers in schools should be

able to integrated both experience students learned from school and home. Ulfatin et al (2013) mentions that experience students learned from school and home contains a special curriculum-based local content. If the return on the profile P, who is called a good teacher? Referring to the views Pellegrino (2012), a good teacher should be able to make the home environment and the school as a place for learning transfer of knowledge for students. Another case when referring to the school of thought Meier (2013), then the good teachers in this context is the teacher was an extension of a good childhood in the which the young are surrounded by powerful, lively, and interesting experts (for children, adulthood itself qualifies as expertise). Inside the classroom, rarely young people are faced with opportunities to explore options, attend to trade- offs, express opinions, argue over the evidence, weigh priorities, speak persuasively, and persist in tasks and projects that require self-monitoring and collaboration.

The another role and task of teacher who is a motivator that prevents students to not drop out before graduation. This task is very important because the level of truant students is relatively high, averaging 25% of the total attendance (Ulfatin et al, 2013), and even lead to some students to drop out of school. Student‟s absences at school generally caused helping parents to work. This happens especially when the harvest season arrives. Another, because they are accustomed to skipping by her parents, although there is no activity that is essential at home. In these circumstances, the teachers visit student‟s house to encourage them to return to school. If the teacher doesn‟t visit them, the students will be constantly lazy to go to school, and eventually drop out of school.

CONCLUSIONOne roof JHS in remote areas has specificity that needs attention. All students in one roof JHS come

from families who can‟t afford economically. Therefore, students generally become the backbone of the family and do the work with hea vy loads every day. In fact, students are adolescence who should receive adequate educations in schools, even the occasional need to play with peers. Those two circumstances make the most out of students not doing both maximally. Therefore, the task of the teacher is to combine the two sources of experience, the experience that comes from the home and experience from school. In addition, another task of the teacher is to motivate students and parents so that students can go to school until graduation JHS.

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