The Contribution of Internship Program 1 and 2 on

the Student’s Learning Commitment at Faculty of

Educational Unimed
Yasaratodo Wau1, Rahmatsyah2,Tri Andri Hutapea3
{yasaratodo@gmail.com}

Universitas Negeri Medan,Jl. Willem Iskandar / Pasar V, Medan, Indonesia1,2,3

Abstract. This research examines the issues of (1) how’s the perceptions of students
about the activities implementation policy on Internship program 1 and 2, at Unimed (2)
How’s the learning commitment of FIP college students of Unimed, and (3) contribution
analysis of implementation policy on Internship activities 1 and 2 against College
Student Learning Commitment FIP Unimed.This research was carried out in the Faculty
of Education (FIP) Unimed for 645 college students all over the 2016/2017 academic
year that have been doing Internship Program 1 and 2 in the sample unit of education as
research population, and the research has been specified using random sampling
technique as many as 141 students. This research data collected with the use of a
questionnaire instrument with Likert Scale patterns and student learning outcomes in the
form of Grade Point Average (GPA). This research data is processed by using the
descriptive correlation technique, by performing a test of its homogeneity and normality
of variables, test requirements analysis, and test the hypothesis by using t test. The
findings of this research are expected to be signaled that the internship activities 1 and 2
have a pretty mean benefits against the formation of student learning commitment so that
it can develop the right learning motivation in achieving maximal activity success on
lecture.

Keywords: Contribution, Internship Program, Commitment, Learning.

1 Introduction

Students as learners at the college level are always the concern of decision makers and/or
policies. Various policies are stipulated as guidelines in producing students while in college,
where they are always accompanied, guided, directed, and motivated to learn, learn, learn with
various approaches, methods, and techniques that are well designed by managers and their
education personnel.
Since the 2016/2017 academic year, Unimed has established policies in the curriculum field,
which is applying the Indonesian National Qualification Framework Curriculum model in
which academic activities refer to learning outcomes which are the internalization and
accumulation of knowledge, skills, attitudes and competencies that can be achieved through
structured education and training processes that cover certain fields of science or expertise.
This policy is in line with the spirit of Permenristekdikti No. 55 of 2017 which makes schools
as a place to practice acquiring teaching competencies, both for undergraduate education
programs through Introduction to School Fields and for teacher professional education through
Field Experience Practices.

AISTSSE 2018, October 18-19, Medan, Indonesia

Copyright © 2019 EAI
DOI 10.4108/eai.18-10-2018.2287321
 Field Experience Practice for students in previous years was held in the sixth semester.
Through the policy of the Unimed Leaders, all students in the 2016/2017 academic year are
required to attend the Internship Course, with three stages, namely (1) Internship 1, the stages
of observation of classroom practice and the management and implementation of school
curriculum, in the second semester; (2) Internship 2, which is Stages of reviewing the practical
aspects of the school curriculum and its application in the classroom that is associated with
Unimed lectures,in the fourth semester; and (3) Internship 3, namely the Teaching
Implementation Plan preparation phase and its implementation based on its relevance to
lectures in Unimed, on sixth semester.
This Unimed Leadership Policy has lasted 2 years and the 2017/208 academic year has
entered its second year (fourth semester) for students in 2016/2017 (Internship 2). How far the
impact on student learning commitment is a question that needs to be analyzed. Analysis can
be done in various ways, and among them are predicted to be more accurate by conducting
scientific research. Through research studies that have been carried out, it has obtained a
signal that Internship I has a relationship with the commitment of students to prepare
themselves to become Candidates for Educators and / or educational staff in FIP, especially in
the Unimed PLS FIP Study Program with a correlation coefficient of 0.49 and the amount of
contribution is 24.6 percent (Wau, 2017). About how can be the same thing achieved by other
study programs, so far no significant data has been obtained. The importance of the learning
experience of this apprenticeship program has also been investigated by several experts,
including (1) Ashland who’s in collaboration with universities and students (1996), (2) Deen
Lango (2018), (3) Luka bakar (2017), (4) Dove Terrence (2017), and (5) Lewis Anne C (2004)
in providing them with a number of learning experiences that are useful in the formation of
various learning skills including learning commitment building.
Learning commitment is the determination or promise of students to themselves to do all
the learning activities that have been determined by the institution that organizes the study
program in universities.
How far the results of internship courses 1 and 2 can realize or influence student learning
in preparation to become professional educator candidates and / or teaching staff will need to
be studied scientifically through research entitled "Analysis of the Contribution of Internship 1
and 2 Subjects to Learning Commitments of Unimed FIP Students ".

A. Formulation of the Problem

Based on the background of the problems raised above, the problem of this research can be
formulated as follows:
1. How is the student’s perception of the results of the Implementation of Internship 1
and 2 in FIP Unimed
2. How is the student's learning commitment in preparing themselves to become
Prospective Educators and / or educational staff in Unimed FIP
3. How is the Contribution of Perception to Internship Courses 1 and 2 to Student
Commitment in Unimed FIP
B. Literature Review

1. Student Learning Commitment

Learning commitment describes a situation in which students state their commitment or

motivation to do learning activities seriously. This is consistent with the concept of
organizational commitment proposed by Robbin (2006: 94-95) that organizational
commitment shows the involvement of members in an organization that describes the
willingness of members to side with certain work that has been determined. In a writing of a
student in Doctoral Program on the "Learning Commitment / My Ph.D Life" page,
Chrisphdlife with the title "we need more commitment than motivation"
(https://chrisphdlife.wordpress.com/tag/ commitment-learning /) revealed that "commitment
comes from within ourselves about how much consistency we do what is planned.
Commitment is not based on feelings (like it or not, enthusiasm, or not).
Prayitno (2009) states that commitment is the willpower, firmness of attitude, and
seriousness of determination, to do better, not to repeat the wrong actions or violate it; will not
do the same thing in the same place or elsewhere. likewise Luthans (2006) explains that
organizational commitment can be defined as (1) a strong desire to remain as a member of a
particular organization, (2) a desire to strive according to the desires of the organization, and
3) certain beliefs, and acceptance of organizational values and goals, so it can be synthesized
that student learning commitment is as (1) a strong desire to remain as a student in the chosen
department, (2) a desire to strive according to the study program's wishes, and 3) certain
beliefs, and acceptance of the values and objectives of the department or study program

2. The Nature of Internship Studies

Internships are generally defined as part of a job training system that is held in an
integrated manner between training in training institutions by working directly under the
guidance and supervision of instructors or workers who are more experienced in the
production process of goods and / or services in the company, in order to master skills or
certain expertise (Minister of Manpower and Transmigration Regulation No.
Per.22/Men/IX/2009 concerning Implementation of Internship in the Country).
Internships that are briefly stated above, at the tertiary level, especially at the State
University of Medan (Unimed) which have made fundamental changes in the implementation
of the Indonesian National Qualifications Framework (KKNI) curriculum, make it an
internship course for educational and non-education study programs. This internship program
is a compulsory subject for all students in Unimed, with three stages, namely (1) Internship 1,
(2) Internship 2, and (3) Internship 3 (Unimed, 2017)
The Internship program designed in the Unimed curriculum provides benefits to various
parties, especially students, which include (1) Students can apply and enhance the knowledge
gained in the lecture bench, (2) Improve the ability of students to master professional
competence in the field of gradual science (3) The opportunity to establish self-confidence and
improve professional skills and expertise, (4) Obtain understanding, appreciation, and
experience in the field of the education profession, (5) Gain experience through observation of
the process of forming competencies in the field of science in the field, (6) Obtain experience
about how to think and work interdisciplinaryly, and (7) Obtain reasoning ability in
conducting research, formulation and problem solving of professional fields in the business
world.
The objectives and benefits of the internship above, especially Internships 1 and 2, will be
achieved if students can cooperate with parties that are directly related to the study program
and the educational institution / unit where the Internship 1 is held. The learning activities that
students have to do in Internship 1 have been designed in such a way by universities and study
programs, which include observations of the Education Unit consisting of (1) management
unit education culture, (2) educator competence, and (3) students, (4 ) the learning process in
the classroom, a reflection of the results of the learning process, while the second internship
was given the experience of developing learning tools by (1) studying the curriculum, (2)
studying learning strategies, (3) reviewing the assessment system, (4) designing learning
preparation , (5) developing media, learning materials and devices.

2 Method

Learning commitment of students in Education Personnel of Education Institutions to

prepare as professional educators and/or education personnel can be determined by many
factors both from themselves and from outside themselves. If the encouragement from outside
is the chosen institution/study program in the form of providing various types and levels of
lecture activities as outlined in the curriculum, syllabus, learning implementation plan that
must be done by students, then the perception factor from within the student will determine
how to respond to and implement everything the type and level of activities programmed by
the study program.
The policy of applying for Internship Courses can also be predicted to provide
opportunities for students to reflect on activities while attending or doing the Eye of Internship
1 and 2. The results of these reflections can be decisive for students to think about, analyze,
and decide again on their learning commitments in their chosen study program. Students who
already have an understanding of the ins and outs of organizing education and learning
activities in schools and teachers who must be professional in teaching their students will
encourage themselves to have a high learning commitment to prepare themselves to become
professional education candidates in the field of science they conduct.
Based on the mindset above it can be synthesized that the policy of applying Internship
Courses for students at Unimed has encouraged the importance of being studied more deeply
the contribution of Internship Courses 1 and 2 to the learning commitment of students in
universities, especially in the Unimed Faculty of Education. with the research paradigm as
follows:

3 Conclusion

Based on the above framework, it can be concluded that the policy of applying Internship
Courses at Unimed has encouraged the importance of further study about how far the policy
contributes to student learning commitment and as a follow-up of this study, data collection
will be conducted to prove the following hypothesis. “There are significant contributions in 1
and 2 Internship Courses on Learning Commitments for Students in Unimed FIP ".
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