Jumaida Saputri, Annisa Meliana, Fharisa Nabila Rizvi, Okta Rizal Karsih, Ronal Kurniawan

Pelaksanaan Asistensi Mengajar di SMAS YLPI

Introduction

Pelaksanaan asistensi mengajar di smas ylpi. Mahasiswa FKIP UIR melaksanakan asistensi mengajar (KPLP) di SMAS YLPI Pekanbaru (Juli-Sept 2024). Mengaplikasikan ilmu, mengembangkan diri, serta memahami karakter siswa melalui metode kualitatif.

Abstract

Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dalam proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan pengendalian diri, kepribadian kecerdasan, akhlak mulia serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Pelaksanaan Kuliah Praktek Lapangan Pendidikan (KPLP) untuk mahasiswa kependidikan FKIP UIR yang dilaksanakan mulai Juli s.d. September 2024. Kuliah Praktik Lapangan Pendidikan di SMAS YLPI Pekanbaru Hal ini bertujuan memberikan kesempatan kepada mahasiswa yang memiliki minat dalam bidang pendidikan untuk turut serta mengaplikasikan ilmunya di sekolah serta memberikan peluang kepada mahasiswa belajar dan mengembangkan diri melalui aktivitas di luar kelas perkuliahan. Metode yang digunakan kualitatif dimana pada teknik kualitatif ini tidak menggunakan perhitungan, maksudnya data-data yang dihasilkan berupa kata-kata bukan berbentuk angka. Mahasiswa dapat menambah pengetahuan, pengalaman, wawasan serta menjadikannya sebagai ajang bermasyarakat di lungkungan sekolah. Mahasiswa dapat mengenal berbagai karakter serta kepribadian dari lingkungan sekolah baik guru karyawan dan siwa serta dapat menjalin kerjasama dan hubungan baik dengan komponen sekolah. Dengan kegiatan asistensi mahasiswa dapat mengetahui bahwa karakter setiap siswa berbeda maka, butuh perlakuan yang berbeda pula. Hubungan yang baik antara pihak sekolah,mahasiswa dan pihak UIR sangat mempengaruhi kelancaran kegiatan asistensi mengajar

Review

This paper presents a descriptive account of the "Kuliah Praktek Lapangan Pendidikan (KPLP)" or teaching assistance program implemented by FKIP UIR students at SMAS YLPI Pekanbaru. The initiative is laudable, aiming to provide education students with invaluable hands-on experience, apply theoretical knowledge in a real-world setting, and foster personal development outside the conventional classroom. The abstract highlights the fundamental importance of practical exposure in teacher training, emphasizing the development of spiritual, intellectual, and ethical competencies, which aligns well with the broader goals of holistic education. Documenting the implementation of such programs is essential for understanding their impact and identifying areas for improvement. However, the abstract presents significant methodological and evidentiary gaps that need addressing. While it states that a "qualitative method" was used, the description of this method is exceedingly basic, merely defining qualitative data as words rather than numbers. There is no mention of specific data collection techniques (e.g., observations, interviews, student reflections, surveys) or how the "words" were systematically analyzed to arrive at the presented outcomes. The "findings," such as students gaining knowledge, experience, developing social skills, understanding diverse student characters, and fostering good relationships, appear to be general expected benefits of such an internship rather than rigorously derived conclusions supported by specific evidence. Without details on data collection and analysis, these statements remain assertions rather than empirically supported findings. For this work to be considered a robust academic contribution, the full paper must elaborate extensively on its methodology. This includes clearly defined research questions, a detailed explanation of the qualitative design, specific data sources and collection procedures, and a transparent account of the analytical framework used to process and interpret the "words" or qualitative data. Furthermore, presenting specific examples, anecdotes, or categorized thematic findings would significantly strengthen the claims made in the abstract. While the initiative itself is commendable and the stated benefits are plausible, the abstract, as it stands, outlines a program description more than a research study, leaving a strong need for empirical substantiation of its reported outcomes.

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