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Advances in Social Sciences Research Journal – Vol.7, No.6

Publication Date: June 25, 2020

DOI:10.14738/assrj.76.8392.

Budiastra, A. A. K., Kusmawan, U., & Hanafi. (2020) Effectiveness of Organizing a Non-Face to Face Tutorial Package System in Distance

Education. Advances in Social Sciences Research Journal, 7(6) 280-297.

Effectiveness of Organizing a Non-Face to Face Tutorial

Package System in Distance Education

A. A. Ketut Budiastra

Universitas Terbuka, Indonesia

Udan Kusmawan

Universitas Terbuka, Indonesia

Hanafi

Universitas Terbuka, Indonesia

ABSTRACT

At this time, the number of students of elementary school teacher

programs at the Universitas Terbuka (UT) in one study group as many

as 20-30 people in some places there is a tendency challenging to be

fulfilled. This challenge because most elementary school teachers

already have a bachelor's degree. Meanwhile, the location of students at

this time tends to be increasingly scattered with distant geographical

areas, so it is necessary to provide a particular service called the Non- Face to Face Tutorial Package System (NFFTPS) for Practical/Practicum

courses. The sample in this study was the undergraduate students of

elementary school teacher programs in the regional office of

Pangkalpinang, Serang, Bandung, Denpasar, Ambon, amounting to 75

respondents. This research is categorized as a qualitative descriptive

study. From the results of this study, it can be concluded that the NFFTPS

program has been implemented quite well. However, in its

implementation, there are still many obstacles encountered and need to

be refined in the future. Besides, there is a need for a synergy of

academic guidance services for NFFTPS programs in regional office and

UT central so that they can provide quality, appropriate, timely, and

targeted services.

Key words: elementary school teacher programs, distance education, quality

of service, non-face to face tutorial

INTRODUCTION

The elementary school teacher programs at the Universitas Terbuka (UT) are educational in

positions aimed at improving the competency and qualifications of elementary school classroom

teachers to achieve undergraduate requirements. The program aims to: (1) Improve teacher

qualifications and skills in primary schools; (2) Developing innovative abilities and attitudes to

update education in elementary schools continually, and (3) Help improve the quality of education

in elementary schools. The formulation of the UT program objectives refers to the Statuta UT dan

Renstra UT 2010-2021 dan Renop UT 2014-2017. Elementary school teacher programs at the UT,

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Budiastra, A. A. K., Kusmawan, U., & Hanafi. (2020) Effectiveness of Organizing a Non-Face to Face Tutorial Package System in Distance Education. Advances

in Social Sciences Research Journal, 7(6) 280-297.

URL: http://dx.doi.org/10.14738/assrj.76.8392 282

assignments, to managing the implementation involving regional tutors state universities/private

universities or other agencies and regional office. Face to face tutorials is designed and focused on

specific subjects that have high substance complexity and have solid/practicum substance (Stoesz

& Los, 2019). In implementing the mandatory tutorial and tutorial at the request of students, the

value of the tutorial contributes to the final grade of the course. Given the large number and extent

of student distribution, program specificities, and the elements involved in face-to-face tutorials, for

example, undergraduate primary school teacher program input, cost assistance for the outermost,

frontier, and disadvantaged regions, and other primary school teacher education programs, special

efforts are needed so that governance can be carried out effectively and efficiently (Paramita,

Anderson & Sharma, 2020).

At this time, students who can be served face-to-face tutorial activities are students who are

enrolled in study groups with a minimum number of 20-30 people in a group. However, at this time,

the number of students in a group as many as 20 people in several places is difficult to fulfill. This

happens because most elementary school teachers already have a bachelor's degree, both those

who have a bachelor's degree from a UT teacher education program and a bachelor's degree from

another tertiary institution. The location of UT students at present tends to be increasingly

scattered with distant geographical areas, so it needs to be provided an exceptional service called

the Non-Face-to-Face Tutorial Package System (NFFTPS), which is in the form of online guidance

for Science and Practicum courses. However, they still practice, or practicum in the number of small

group members varies between 5-7 people in the group, some even less, if conditions are not

possible, with the guidance of the instructor appointed. Based on these problems, the purpose of

this study is to analyze the effectiveness of the NFFTPS for Practical Course / Practicum for

undergraduate elementary school teacher education programs at UT.

PERSPECTIVE

Curriculum Undergraduate program of elementary school teacher education at UT

Following Indonesian regulation on UU No. 20 tahun 2003 concerning the National Education

System, PP No. 19 tahun 2005 concerning National Education Standards, and UU No. 14 tahun 2005

concerning Teachers and Lecturers, as well as the division of authority in the implementation of

government and education decentralization, the objectives of the education of elementary school

teachers are set by the Central Government, namely the Directorate General of Higher Education.

According to the Directorate General of Higher Education, the aim of implementing an

undergraduate education program for primary school teacher programs is to prepare prospective

elementary school teachers who meet national standards, so that the qualifications, the right

quality, the right amount, and the exact distribution. Meanwhile, the implementation of the

undergraduate program of the primary school teacher education in the office aims to provide access

to primary school teachers to improve their abilities to meet national standards so that they are

precisely qualified and appropriate in quality.

The competency profile of graduates of the undergraduate distance education program for

elementary school teacher education with the pattern of graduates of the primary school teacher

education program is the same face to face. The development of the competency profile of the two

graduates was developed concerning the Primary School Class Teacher Competency Standards

established by the Directorate General of Higher Education in 2006. Primary school classroom

teacher competencies are grouped into four core competencies. The four skills include: (1) in-depth