Research Article
The Role of Teacher-Lecturer Collaboration In Learning Method Development
@INPROCEEDINGS{10.4108/eai.28-9-2019.2291001, author={Eny Winaryati and Fitria Fatichatul Hidayah and Eko Andy Purnomo and Muhimmatul Ifadah and Bambang Hermanto and Dwi Anggraeni Ristanti}, title={The Role of Teacher-Lecturer Collaboration In Learning Method Development}, proceedings={Proceedings of the 2nd International Conference on Education, ICE 2019, 27-28 September 2019, Universitas Muhammadiyah Purworejo, Indonesia}, publisher={EAI}, proceedings_a={ICE}, year={2020}, month={2}, keywords={the role collaboration development learning method}, doi={10.4108/eai.28-9-2019.2291001} }- Eny Winaryati
Fitria Fatichatul Hidayah
Eko Andy Purnomo
Muhimmatul Ifadah
Bambang Hermanto
Dwi Anggraeni Ristanti
Year: 2020
The Role of Teacher-Lecturer Collaboration In Learning Method Development
ICE
EAI
DOI: 10.4108/eai.28-9-2019.2291001
Abstract
The theme of this article is collaborative learning.. The purposes of this article were: (1) to identify the extent to which the collaborative role of teacher-lecturer can improve the quality of learning, and (2) to find out how the process of learning method development is carried out. This research methodology: the teacher-lecturer collaboration in the development of learning methods was carried out in the High Schools of SMA Negeri 15 and SMA Muhammadiyah 1 Semarang in the subject of Chemistry. The research method developed was qualitative with qualitative-descriptive analysis technique. The data collection technique used interviews and discussions, documentation and field notes, and Data Triangulation approach. The conclusion are: (1) The Teacher-Lecturer Collaboration was carried out in the planning; learning in each class as both teachers and observers; and conducting reflexion together. This collaboration had provided many benefits that led to the improvement of learning quality. (2) The process of learning method development was carried out in several stages. The R&D stages consisted of: (a) Analysis, (b) Design, (c) Demonstration, and (d) Implementation. These activities resulted in an activity analysis used as the basis for compiling and establishing learning methods and trying them before they were implemented.
