Tengku Hartati, S.Pd., M.Pd
Tentang Saya (About Me)
Saya adalah Dosen FKIP Sendratasik Bidang Seni Tari. Saya bertugas mulai tahun 2006 sampai sekarang. I attended Art D-III at Syiah Kuala University in 1993, and continued with S-1 at FKIP Unsyiah in 2005, and then I continued my Master's Degree in Education Program at Syiah Kuala University. I teach courses in Aceh Traditional Dance, Art Management, Art Performance, Performing Engineering, Dramaturgy, Choreography, Makeup, Body and Dance Composition. I am also active in Unsyiah Art Center. My research results are Dance Learning Technique at Cut Nyak Dhien Studio, Serune Kalee Making Process, and Drum Making Technique of Aceh.Recently, the lecturers who teach the badminton game course does not take into account the level of initial ability of students. This way can lead to students having difficulty in learning badminton skills because each student has different levels of initial ability. Joyce and Well (1996:385) state that individual differences should be taken into consideration as this will express the unique things of a person's personality. This explanation is in line with the principle of individualization learning, namely the provision of materials in accordance with the ability of each child. Similarly, in the process of learning to teach badminton, the treatment should vary according to the level of initial ability possessed. If all students are given the same treatment, it is difficult to expect to develop their maximum potential. Thus, it is necessary to design a teaching style by considering the student's initial ability level which is one way to improve the learning outcomes of badminton skills. Based on the above explanation, it is interesting to examine the influence of teaching style of inclusion and teaching style of exercise by involving the level of students' initial ability to the learning outcome of badminton skills. Referring to the background of the above problem, the problems in this study can be formulated as follows: (1) in whole, is there any difference in the learning outcome of badminton skills between the teaching style of inclusion and the style of teaching practice? (2) Is there any difference in the learning outcome of badminton skills between the teaching style of inclusion and the practice teaching style for the students who have high initial ability? (3) Is there any difference in the learning outcome of badminton skills between the teaching style of inclusion and the practice teaching style for the students who have low initial ability? And (4) is there an interaction between teaching style and initial ability to badminton learning outcomes?In line with the formulation of the above problem, the purpose of the research is to know: (1) the difference of learning outcome of badminton skills between teaching style of inclusion and teaching style of practice, (2) difference of learning outcome of badminton skill between teaching style of inclusion with teaching style of training for (3) differences in learning outcomes of badminton skills between teaching styles of inclusion and teaching style of training for students with low initial skills, and (4) interaction between teaching styles with initial ability to learn badminton skills.
Tengku Hartati, S.Pd, M.Pd, 2017, The Teaching of Angklung in the Kindergraten of Yayasan Kesejahteraan Anak-Anak Banda Aceh, Seni Budaya, Nomor , 113-119, ISSN : 2355-4002.
Tengku Hartati, 2015, Teknik Membuat Geundrang Aceh, Seni Budaya, Volume, 207-222, 2355-4002.
Tengku Hartati, 2014, Proses Pembuatan Instrumen Seurune Kale, Seni Budaya, Volume, 19-38, 2355-4002.
Tengku Hartati, 2013, Pengelolaan Sanggar Cut Nyak Dhien dalam Mengembangkan Kebudayaan Aceh, Mentari, 3/16, 459-471, 1411-2620.
Tengku Hartati, 2010, Teknik Pembelajaran Tari pada Sanggar Cut Nyak Dhien Banda Aceh, Wacana Kependidikan, 2/11, 103-110, 1412-0607.