Corresponding Author: Aliya Izet Begovic Yahya
E-mail: [email protected]
INTRODUCTION
The
4.0 industrial revolution and the Disruptive Era became popular discourses from
2017 until mid-2018. On nearly all occasions, people talk about these two
things and what must and needs to be done to face or anticipate them (Iskandar, 2018). In
dealing with this, the University as an educational institution needs to make
improvements and updates in preparing graduates who can compete in the fast-changing
world of work because technology affects several aspects of life in this era.
As
stated earlier, today, technology is part of human life and is related to the
Industrial Revolution 4.0. The Industrial Revolution 4.0 is an automatic trend
and data changes in factory terms in this era (Piliang, 2019).
This term includes physical, cyber systems, the internet, etc. Current
technological advancements have had a significant impact on society, so experts
have launched the growth of this technology as the initial stage of the
industrial revolution 4.0. the significant implications of the industrial
revolution, like 4.0, are not only at the industrial level but also in
Education. Higher Education must be adapted to the advanced technology featured
in this fourth industrial revolution: literacy, Data Literacy, Technology
Literacy, and Human Literacy (Lase, 2019).
The reality
described above is a challenge, as well as the potential for universities as
educational management units to implement ICT in learning activities in the
classroom because the 4.0 industrial revolution is an era that must be passed.
This has been supported by UNESCO, which compiles ICT competencies specifically
for teachers with a strategic role in moulding future human beings (Midoro, 2013).
Information and communication technology (ICT) is a technology that makes
information a processed commodity (Tsvetkova, 2016).
Implementing Education in the form of learning in schools or colleges is full
of information that must be processed by students and instructors so that it
becomes something meaningful�viewed by the students how big, how important and
how interesting the information can be absorbed into something meaningful (Riandi & Si, 2013).
Judging from the instructor, how information is presented or conveyed so
students can easily accept it. This is where information technology will play a
vital role in processing teaching materials as a form of information so that it
is attractive, readily accepted, and each Student has the same opportunity to
get it. Therefore, every element of Education related to students, educators,
interactions between educators and the environment, and educational
infrastructure must be considered so that educational goals are achieved (Bararah, 2020).
One
of the challenges of Education in the modern era is to equip the generation
with 21st-century skills (Ahluwalia et al., 2016).
One of the skills that must be possessed is communication skills using
information and communication technology (ICT). In improving the quality of
learning, ICT applications are developed that can facilitate student-centred
learning and run multi-directions, teach critical thinking, can make decisions,
familiarize collaborative work and exchange information, active learning, shape
planned action, real-world context so that in the end, Student graduation is
not only determined by the completion of the curriculum but rather on the
achievement of standard competencies. Now in the era of ICT-based Education, the
teacher's role is not only as a teacher but also as a facilitator,
collaborator, guide, mentor, director and learning partner for students.
Therefore, teachers can provide choices and significant responsibility for
students to experience learning events. With the teacher's role as intended,
the student's role changes from passive participant to active participant who
produces and shares knowledge/skills and participates as much as possible as an
expert. On the other hand, students can also study individually and collaborate
with other students. They are supporting the process of integrating ICT into
learning.
Universities
with quality human resources can develop knowledge and contribute to national
development. Lecturers are instrumental in determining the success of the
educational process because lecturers act as direct implementations in
learning, as well as being a motivator, facilitators and evaluators for
students in obtaining and processing knowledge to meet the requirements for
themselves and the nation (Ishaq, 2015).
Significant changes due to the development of ICT in the world of Education
occur in the delivery paradigm of educational information delivery (Asmawi et al., 2019). In
the old concept, the model of information delivery was developed in the form of
educators (teachers) who acted as experts who conveyed information to students
(students). Through the use of communication and computer technology, this
paradigm then shifts towards a student-centred model.
One
way to use ICT in learning is to integrate it into subjects taught by teachers
by using e-learning both online and offline (Samsinar, 2021). As
a result of the information delivery paradigm that emphasizes students'
approaches to finding and processing their knowledge indirectly contributes to
changing the paradigm of learning management systems and methods from
conventional systems to modern ICT-based systems. Integrating ICT into the
scope of learning at the University is very important, primarily referring to
government policy on university education, which expects teaching based on ICT.
One important subject is a research course. Research is a component or an
essential part of the development of science and technology. Because with this
research and experimentation, scientific and verifiable findings (innovations)
will be emulated. So from this research and experiment, scientists can answer
and provide the right solution in providing the correct answers and solutions
for the various problems facing humanity on this earth.
According
to research from the British Association for Vedic Astrology (BHAVA) in the
United States (Rusman, 2018, p.95)
that: "If a teacher or educator who teaches only uses verbal symbols, the
material absorbed is only 13% and not that will last a long time, while those
who use multimedia can reach 64% to 84% and longer. "Learning activities
require a reduction in the lecture method and are replaced with much media use.
In addition, in current learning activities that emphasize process skills and
active learning, the role of instructional media is becoming increasingly
important. As the function of instructional media, the media is a tool to make
learning more effective, accelerate the learning process, improve the quality
of the learning process, and concrete the abstract to reduce verbalism.
As
educational providers, universities are expected to become a place for skills
training for their students. The campus can be developed into a modern
institution that can understand future needs and is expected to be a place to
equip students with 21st-century skills. Therefore, the quality of learning
needs to be improved. One strategy to improve the quality of learning that
needs to be optimized by modern campuses is to conduct ICT-based learning.
ICT-based learning is learning that integrates ICT into its management.
Therefore, we need a model for implementing ICT-based learning activities at
the University. Therefore, integrating ICT competencies into the course
syllabus is an essential and strategic matter in incorporating ICT into
learning activities.
The
syllabus, also known as the lesson plan, provides information and technical
guidance for teachers to carry out the teaching and learning process that will
occur in the classroom. Designing the syllabus is part of the routine
activities of the teacher/lecturer because the syllabus needs to be improved
all the time; as students, the context around the situation, as well as the
demand for student skills, is constantly changing. In other words, designing or
revising the current syllabus to direct students to be more effective in
learning subject matter is very much needed. In the syllabus, several
intellectual, scientific, cognitive, and linguistic resources are subject to
discussion and exchange in the teaching and learning process (Iskandar, 2018).
This is also supported by the educational paradigm that has changed from
teaching to learning by the Law on the National Education System (Law on the
National Education System) No. 20. 2003 for the amendment of Law No. 2 of 1989.
These changes occurred explicitly and implicitly, strengthening educators'
skills requirements. This aims to realize learning in line with the times in
realizing the goals of National Education. The development of science and
technology now has influenced various aspects of human life, one of which is
the field of Education. Education is a human and conscious effort relating to
students, educators, educational interactions, and the environment and
educational infrastructure (Dwi Siswoyo, 2011, p. 61).
The
Indonesian government has made government policy in the Republic of Indonesia
Government Regulation No. 74 of 2008 concerning teachers. This policy is stated
in Article 3, which outlines four competencies that must be possessed by a
teacher, namely pedagogical competence, personal competence, social competence,
and professional competence. The same thing is stated in Permendiknas No. 16 of
2017; based on ministerial regulations, teacher competency standards in
utilizing ICT in the classroom are pedagogical and professional competencies.
Pedagogical competence at No.5 states utilizing information and communication
technology for learning, while Professional Competence at No.24 states
utilizing information and communication technology to communicate and develop
themselves. In the world of Education, the Ministry of Education and Culture
has placed ICT as one of the prominent supporters of the availability of
educational services. The provision of competent educators operating throughout
Indonesia has been declared one of the strategic objectives in implementing
national Education. Providing educators who master ICT competencies is urgently
needed to achieve this goal. (Regulation of the Minister of National Education
of the Republic of Indonesia Number 16 Year 2007 concerning Academic
Qualification Standards and Teacher Competencies.
Information
and communication technology can be used as a solution to problems in the
learning process. It can also be an innovation in the world of Education.
Teachers must be able to use Information and Communication Technology media in
the learning process in class. Teacher mastery in information and communication
technology greatly influences mastery in instructional media (Wachida, 2017).
Because many ICT-based learning media are being developed, teachers' ability to
use ICT tools is essential. There are undoubtedly many ICT media that teachers
can use in learning, not just presentation media. Teachers can use many online
and offline media, software and hardware as learning media.
Research
methodology and English Language Research Methodology are essential parts of
other learning materials at the University (Meerah et al., 2012),
especially in the Department of English Language Education which cannot be
separated from the effects of ICT development because the process of data
collection and retrieval, searching scientific journals and books that can be
produced from modern devices, with a very varied shape and packaging. Research
methodology is an essential lesson in preparing students to conduct research
which will be used as the final requirement for graduation at the undergraduate
and postgraduate levels. Therefore, studying research methodology using
Information and Communication Technology (ICT) is expected to be one solution
to enhance further teachers' and students' understanding and motivation about
learning material and recognize and understand related modern technologies. To
avoid implementing learning that still uses the lecture method, learning is
less varied, interesting, or enjoyable for students. Using ICT tools can help
students to become able and quickly understand the material being taught. A
syllabus is a learning plan for a particular subject and group/theme that includes
competency standards, essential competencies, subject matter/learning, learning
activities, indicators of achievement of competencies for assessment,
assessment, time allocation, and learning resources. Syllabus Development
Foundation: Government Regulation of the Republic of Indonesia Number 19 of
2005 concerning National Education Standards article 17 paragraph (2) and
Government Regulation of the Republic of Indonesia Number 19 of 2005 concerning
National Education Standards article 20.
In
discussing the outline of the study program design in the research methodology,
the researcher has yet to find any relevant previous research to strengthen the
research to be conducted by the author. However, the authors raised several
studies as references in enriching study material in the author's research. The
following is a previous study in the form of several journals relating to
research conducted by the author. The first research was conducted by (Melor Md Yunus et al., 2013).
This study discusses using ICT to teach ESL writing skills in Malaysian secondary
schools. This study reports one part of the findings obtained from a large
project carried out in Malaysian secondary schools in five regions of Malaysia.
This study focuses on data collected from four English teachers in secondary
schools in Kuala Lumpur whom researchers interviewed. This study revealed that
using ICT in teaching ESL writing was shallow. The benefits of using ICTs are
reported to attract students' attention, facilitate student learning, help
improve student vocabulary and promote meaningful learning. This study
discusses Information Communication Technology (ICT) used in modern Education
to help teachers perform administrative tasks and students learn more
effectively.
In analyzing the data, this study also used the
European Profiling Grid (EPG) standard in preparing ICT competencies. That is
because, according to (Nugroho, 2017), his research results show that the competencies in
the current syllabus must meet the competency standards of EPG-based key
teaching competencies. The main teaching competencies are included in one
European Profiling Grid (EPG) category. In this study, researchers have pointed
to the methodology: knowledge and skills as one of the competencies to be the
object of syllabus design. The problem is that descriptors are only covered in
some subjects. The EPG standard is used in professional conduct and
administration (North et al., 2013).
METHOD
Based on the purpose of this study, the
research design is Research and Development (R&D). Research and Development
(R&D) design was implemented since it is in line with the purpose of the
study, which aimed at designing ICT-integrated research subject syllabuses for
ELESP.
Design and Development Research (DDR) is
included in one of the Design research models. According to (Nurwahida, 2017),
design research is a systematic study of designing, developing, and evaluating
the educational intervention (such as programs, strategies, materials learning,
product and system) as a solution to solving complex problems in educational
practice, which also aims to advance our knowledge of the interventions as well
as the design development. The study's design was used because it promoted the
creation of new knowledge and validation of existing practices.
RESULTS
AND DISCUSSION
The Analysis of Existing Syllabuses
This section will explain
the first sub-problem of this research, namely, "To what extent are ICT
competencies integrated into the existing syllabus component of the Research
Program and Professional Administrative Skills syllabus for ELESP". This
question is discussed to seek responses to the discussion in the syllabus.
Therefore, the analysis of this section is divided into four identification
sections: first, describing the syllabus and courses in the syllabus; second,
identifying the existing syllabus components; second, identifying Competencies
in Research Skills and Professional Administration and third, identifying ICT
competencies. This identification is explained in the following sections in the
explanation as follows;
Description of The Existing Syllabus
The findings discussed in
this chapter are based on this study's sub-questions and leading questions, as
stated in Chapter I of the research question. The syllabus was seven syllabuses
from various universities observed in the syllabus of their Research Skills and
Professional Administration Courses skills in this study. Each University has
the same course name in the research skills course. However, some universities
are different in naming courses, including Professional Administration Courses
and non-English majors. There are two research skills programs found at
University A (Introduction to Research Methodology and ELT Research
Methodology) and the Seminar on Professionalization of Educational Administration;
there are two research skills programs found at University B (Introduction to
Research Methodology and ELT Research Methodology) and Educational
Administration, There are two research skills programs found at the university
C (Introduction to Research Methodology and ELT Research Methodology), and
Profession and Teacher's Personality There are two research skills programs
found at universities D (Introduction to Research Methodology and ELT Research
Methodology), and Teacher Profession Seminar courses There are two research
skills programs found at E universities (Introduction to Research Methodology
and ELT Research Methodology), and Seminar courses. Educational Professionals,
two research skills programs are found at universities F (Introduction to
Research Methodology and ELT Research Methodology), and Education Management,
two research skills programs found at University G (Introduction to Research
Methodology and ELT Research Methodology), and Professionalization of
Educational Administration. In total, the syllabus analyzed in this study was
21 syllabuses.
The Analysis of The Syllabus Component
The components found in the
syllabus from several universities will be discussed in this discussion. In the
identification and analysis process, some components appeared in the syllabus.
The components found are then compared with the syllabus components proposed by
experts. It was discussed in the literature review that some experts such as
Davis (2009), Altman and Cashin (1992), Wolf, Czekansku and Dillon (2013), and
Permendikti (2016) suggested various components be included in the syllabus.
From the experts, 15 components were taken, which will be used as an outline to
be included in the syllabus, including; Basic
Information Course, Course Description, Learning Outcome, Learning Objective,
Schedule, Materials/ Content, Assignments, Time Allocation, Methods, Learning
Indicators, Assessment, Learning Activities, Instructor Information, Resources,
Policies. �An explanation of the
analysis of the syllabus component is attached in Appendix 4, while a summary of the analysis results is shown in Table
1. Below:
Table 1. The Component of the syllabus in existing
|
Syllabus Elements
|
ITRM
|
ELERM
|
PAC
|
|
Course
Basic Information
|
7
|
7
|
7
|
|
Course
Description
|
4
|
4
|
7
|
|
Course
Learning Outcomes
|
4
|
7
|
3
|
|
Schedule
|
5
|
5
|
7
|
|
Learning
Objectives
|
6
|
7
|
7
|
|
Content/Materials
|
7
|
7
|
7
|
|
Teaching
Method
|
4
|
4
|
5
|
|
Learning
Activities
|
4
|
5
|
5
|
|
Time
allocation
|
7
|
7
|
7
|
|
Indicators
|
3
|
3
|
3
|
|
Resources
|
7
|
7
|
7
|
|
Assessment
|
6
|
7
|
6
|
|
Assignment
|
2
|
4
|
0
|
|
Course
policy
|
2
|
1
|
0
|
|
Instructor
Information
|
-
|
1
|
0
|
From the
explanation of the table above, the components determined by experts are not
fully included in the syllabus of 7 universities. In addition, the syllabus
found the composition of the components is different even though there are only
two universities with the same components from the same University.
Researchers
also found some components in the syllabus that need to be proposed by experts,
such as media or tools. As a result, researchers in designing the new syllabus
use all of these components and add other components, such as learning media,
to be included in the syllabus intended for the Research Skill and Professional
Administration Courses.
In addition,
researchers also analyzed the content of syllabus components from Syllabuses in
various universities. The analysis is carried out to determine whether the
contents of the syllabus components are the same and appropriate. The content
of the syllabus components is discussed as follows: Basic Information Course, Course Description, Learning Outcome,
Learning Objective, Schedule, Materials/Content, Assignments, Time Allocation,
Methods, Learning Indicators, Assessment, Learning Activities, Instructor
Information, Resources, Policies. From the components mentioned above, it
is found that the content is almost the same. However, there are differences in
the aspects mentioned.
There are
gaps based on the discussion of the components and contents of the syllabus
above. There is additional information found in the syllabus, both in
mentioning the terms of the existing components and the contents of one of the
components. The above findings, both Gaps and the existence of additional
information, form the basis for formulating a new syllabus and proposed by
following the integration process of ICT competencies. The new design will be
explained in the following process.
The Analysis of Research
Skills and Professional Administration Course Competences
Table
2. EPG Level in the existing syllabuses
|
University
|
Course Name
|
Level EPG
|
|
A
|
Introduction to Research
|
1.2-2.2
|
|
Language
education research methodology
|
1.2-2.2
|
|
Seminar
Profesionalisasi Administrasi Pendidikan
|
1.2
|
|
B
|
Research Methodology
|
1.1-2.2
|
|
Research in ELT
|
1.2-2.2
|
|
Administrasi Pendidikan
|
1.2
|
|
C
|
Introduction to Research
|
1.2-2.1
|
|
ELT Research Methodology
|
1.2-2.2
|
|
Profesi dan kepribadian guru
|
1.2
|
|
D
|
Research on ELT
|
1.2
|
|
Introduction to research on ELT
|
1.2-2.2
|
|
Profesi Keguruan
|
1.2
|
|
E
|
Research Methodology
|
1.2-2.2
|
|
Qualitative
Research Method in ELT
|
1.2-2.2
|
|
Profesi Kependidikan,
|
1.2
|
|
F
|
Introduction to research methods
|
1.2-2.2
|
|
Language teaching learning research
|
1.2-2.2
|
|
Manajemen Pendidikan
|
1.2
|
|
G
|
Introduction to research methods
|
1.2-2.2
|
|
Metodologi Penelitian Pendidikan
Bahasa Inggris
|
1.2-2.2
|
|
Profesionalisasi Administasi
Pendidikan
|
1.2
|
The Analysis of ICT Competences
ICT
competencies in the existing syllabus from the Research Skills and Professional
Administration courses are found in the schedule component's Learning Outcome,
Teaching Method, Assessment, and Learning Media components. Future analysis is
about the involvement of ICT competencies in the existing speech syllabus. The
researcher identifies ICT competencies in the syllabus elements: Material/Content,
Learning Objectives, Teaching Methods and Assessment. After identifying
competencies, researchers then compare competencies in the existing syllabus
with the ideal situation of how ICT can be integrated, as explained in the ICT
framework described in Chapter 2, which explains the flow of how ICT is
integrated. The analysis found that ICT was mainly mentioned in the Learning
Objective among the 15 syllabus elements selected in this study.
The Procedures of Integrating
ICT Competences in the Syllabuses of Research Skills and Professional
Administration for ELESP.
University
teachers who will carry out effective and efficient learning tasks must be
distinct from the need to prepare supporters in front of the class. Many things
must be done, including making syllabi and semester learning plans (RPS).
Designing a syllabus is a systematic writing activity and follows a
predetermined procedure; thus, designing a syllabus can be learned as a
scientific process in preparing a learning design. The syllabus integrating ICT
competencies is a Task-Based Syllabus for Research Skills courses, while for
Professional Administration Courses, courses are Content Based Syllabus.
Syllabus components integrated into ICT competencies are basic information,
course descriptions, learning outcomes, learning objectives, materials,
learning indicators, teaching methods, assignments, assessments, time
allocation and learning schedules, policies, and references/resources. In
designing ICT competencies integrated into the Research Skills and Professional
Administration Courses syllabus for ELESP, several steps must be followed.
First,
compile the syllabus by the guidance book to compile syllabus in determining
appropriate steps by standards (Dikti, 2016); using EPG helps students progress through the
level. The EPG is beneficial because it applies the same levels to all caries
sub-skills and competence areas. Understanding Research and Professional
Administration Courses is included in the professionalism aspect. It looks at
the EPG level in the Methodology: Knowledge and Skills and Professionalism
aspect at the EPG level 1.1-2.2. This analysis uses the EPG level scale to see
ICT competencies integrated into the Research Skills and Professional
Administration Courses syllabus. In integrating ICT competencies, the author
also considers Tomei's book in chapter 10 on Technology Integration(Nafiati, 2021). Lecturers are professional educators and
scientists with the main task of transforming, developing, and disseminating
science, technology, and art through Education, research, and community
service. Core steps such as Planning, Implementing, Controlling, Assessing and
Evaluating are needed in compiling the syllabus.
CONCLUSION
The use of EPG (European et al.) in
designing new Syllabuses in the aspects of professional conduct and
administration and adding in the aspect of methodology: Skill and Knowledge
have become guidelines for language teaching and have been used as reference
points to help improve the quality and effectiveness of language training by
providing instruments which will improve competence and help the provision and
mobility of language teachers. This is used to encourage learning in language
education programs to improve competence in ICT, streamline evaluations and
have ongoing qualifications. This framework is standardized to formulate
objectives, teaching materials and assessments for courses that include
Research Skills and Professional Administration Courses in Syllabuses design. So
the procedure that is passed in this stage is through the stages of research
Need Analysis, Stating Objectives, Developing Preliminary Syllabuseses,
Evaluation, and Syllabuses Prototype.
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