Student Perceptions of the Implementation of the Concept of Organizer Teacher and Freedom in Learning in Earth and Space Science (ESS) Lectures

: The research was conducted to collect student s’ perceptions about lecturers' competence in implementing the course, student activity, and atmosphere of course, students' ability to hold material of learning in earth and space science. The research method used was quasi-experimental. The research was carried out in 2 steps where the first step was the control stage carried out using the discussion method. The next step was the treatment stage carried out using innovative discussion methods. The final step gave students the freedom to ask questions about the material earth and space science that they want to know. Student perceptions were obtained using a questionnaire instrument. The results of data analysis in this study show that the quality of lecturers' abilities in managing lectures is in the good category for the control stage and very good for the treatment stage, the lecture atmosphere is pleasant (control) and very pleasant (treatment), students feel active (control), and very active (treatment) in lectures, students' ability to hold a lot of course material (control) and very much (treatment). It was concluded that the innovative discussion method in earth and space science course was able to improve the quality of the lecture process.


Introduction
In efforts to prepare students to face changes, social, cultural, the world of work and technological advances in the 4.0 era, student competencies are prepared according to the needs of the times.Link and match not only with the world of industry and the world of work but also with a rapidly changing future.Universities have been expected to design and implement the learning that includes knowledge, skills, and skills optimally as well as relevant to the times.Therefore, innovations in the learning process are needed, both in terms of media and models or methods (Nulhakim et al., 2020;Setiawan et al., 2023).The Freedom of Learning Policy is expected to be the answer to the development of the era which is increasingly developing and giving birth to Indonesian people who are experts and independent in their respective fields (Kompasnia, 2019;Setiawan et al., 2023).An independent campus is a form of learning in higher education that is autonomous and flexible to create a learning culture that is innovative, unfettered, and following the developments and needs of the times (Mauizdati, 2020;Pakpahan et al., 2023;Yamin & Syahrir, 2020).
The implementation of the concept of driving teacher which is discoursed as the idea of "Freedom of Learning" is a pragmatic hypothetical concept to authorize independence in designing (independent learning) and carrying out an independent learning process that is controlled (autonomous learning) by utilizing one's own potential following the means and available infrastructure and also self-directed learning (Alawi et al., 2022;Apriliyani et al., 2022).The implementation of the concept of "Active Teacher" can be done by making small changes and optimizing the existing infrastructure, facilities, and potential in carrying out their duties, without waiting for instructions (Marjan Fuadi, 2022;Prodjo, 2019).Lecturers, according to their scope of authority, can implement the concept of "moving teacher" as part of the "Independent Learning" policy to improve the learning process in their classrooms (Baharuddin, 2021;Mariati, 2021;Zulfiani et al., 2009).The implementation of this concept makes it possible to update or adjust the learning process, both related to models, methods, and other learning aspects according to the available potential (Prawitasari & Suharto, 2020;Yamin & Syahrir, 2020).
Based on this understanding, in the Earth and Space Sciences (ESS) lecture, the course lecturer makes small changes to the discussion method.The innovation of the discussion method is done by giving students the freedom to ask questions and discuss them.The topic of discussion is determined by the students.Lecturers do not limit students to asking about anything they want to know from the latest developments related to the scope of ESS material (Farhan, 2019;Fauziah et al., 2021;Zulfiani et al., 2009).Lecturers only act as facilitators to condition learning with high diversity (authentic and challenging tasks) (Putri et al., 2023;Yuliati et al., 2021).
It is hoped that the broad freedom given can create a sense of independence for students to take control of the knowledge they want to learn, so that sovereign and responsible characters are formed.The lecture process can take place more centered on students-centered learning (Doyan et al., 2017;Pakpahan et al., 2023).This modification provides a freedom that opens up opportunities for all students to play an active role in the learning process, so that more active interactions are formed between fellow students and between students and lecturers in the learning process (Hardini & Puspitasari, 2012;Prodjo, 2019).The various concepts and literature that have been presented in this section encourage this research to understand further about students' perceptions of the implementation of the concept of teacher organizers and freedom in learning in Earth and Space Science (ESS) Lectures.Therefore, this research will reveal students' perceptions about the ability of lecturers to manage lectures, student activity, the learning atmosphere, and students' ability to absorb lecture material.The results of the research are used as input for evaluation and improvement of the lecture process for the next academic year.

Method
The research method used was quasi-experimental.The population of this study was all students who took ESS courses in the fall semester of the 2019/2020 academic year at the Physics Education Department, FKIP, Syiah Kuala University (USK).The population is student stand in three different classes so that the sample determination was carried out by random selection as the research class.A total of 22 students in the research class were used as respondents.Because randomization was carried out in sample groups (classes), the sample for this study was obtained through imperfect randomization.The research was carried out in two steps where the first step was the control stage carried out using the discussion method.The next step was the treatment stage carried out using innovative discussion methods.The final step gave students the freedom to ask questions about the materials earth and space science that they want to know.
The research data is in the form of student perceptions obtained through student response questionnaires.These questions are structured in the form of positive questions.This response questionnaire uses a Likert scale with 4 scores where the score for the statement strongly agree is 4 in descending order until the lowest statement, namely strongly disagree, has a score of 1.The scores obtained from each student's questionnaire answers are calculated as an average.Based on the average score, the qualitative criteria for each student are stated for each aspect of the research, guided by

Result and Discussion
Research data is the perception of students who are respondents to this study.The average score for each aspect of the study was calculated and the qualitative criteria determined, guided by Table 1.Student perceptions and criteria for each aspect of the study are listed in Table 2, Table 3, Table 4, and Table 5.
Table 2 student perceptions of the ability of lecturers in managing lectures.Judging from the average score of student perceptions, improving the quality of lecturers' abilities in lectures.The quality of ability increased from good criteria in lectures with discussion methods to very good in lectures with innovative discussion methods.
The increase in student perceptions of the quality of lecturers in carrying out lectures is due to their independence in expressing and discussing problems they want to know (Jufri et al., 2019).They become more responsible, and independent and share information to discuss the problems they raise themselves (Sumiati, 2009).Lecturers, as learning facilitators, provide reinforcement to the discussion material and/or correct erroneous understandings in the process.This condition gives higher satisfaction to students.The same results were also obtained in lectures with innovative discussion methods in Thermodynamics lectures; it was reported that the ability of lecturers to manage lectures gave better satisfaction to students (Farhan et al., 2021;Hilmi et al., 2017;Yuliana et al., 2021).Students' freedom in innovative discussions affects their activity.Scores and qualitative criteria from the aspect of student activity in lectures with control and treatment methods are listed in Table 3.The criteria for student activity increased from the active category in lectures with the discussion method to being very active in lectures with innovative discussion methods.
In lectures using the discussion method, 15 students (68.19%) felt active and 7 students (31.81%) felt very active.Students' perceptions of lectures conducted with innovative discussion methods, 5 students (22.73%) felt active and 17 students (77.27%) were very active (Figure 2).The criteria for student activity in lectures in both discussion methods are relatively high.This is because the discussion method is one of the active learning methods, which is based on the theory of constructivist learning (Farhan et al., 2021;Rajagukguk et al., 2023).Modification of the discussion method causes the learning process to be more student-centered (Akbar, 2017;Widianingtiyas et al., 2015).As a result, student activity in lectures becomes higher.Students feel pleasant in a very pleasant atmosphere during the lecture process (Table 4).Based on the average score, there was an increase in the learning atmosphere.Students feel a more pleasant learning atmosphere in lectures with innovative discussion methods, compared to discussion methods.In lectures with the discussion method, 7 students (31.82%) felt the lecture atmosphere was fun and 15 students (68.18%) experienced a very pleasant lecture atmosphere.Only 1 student (4.55%) felt that the lecture atmosphere was pleasant and the remaining 21 students (95.45%) felt that the lecture atmosphere was very pleasant in lectures with innovative discussion methods (Figure 3).
The improvement in the learning atmosphere experienced by students is an indication that the lecturer's ability to manage lectures can increase interest and motivation in learning.A pleasant and very pleasant learning atmosphere will be created if the interest and motivation of students have improved.Modification of the discussion method gives students independence in learning.This presents a conducive, calm, comfortable learning atmosphere.Interest and motivation to learn also increase, so that the learning atmosphere becomes better.In the innovative discussion process, students can ask and answer questions to share knowledge with their friends.This affects the absorption of lecture material (Table 5).Innovative discussion lecture methods can increase the ability to absorb lecture material by students from many categories (control) to very many (treatment).In lectures using the control method, 17 students (77.27%) felt the ability to absorb lecture material in many criteria.6 students (22.73%) felt their ability to absorb lecture material in a very large category.In lectures using the treatment method, 5 students (22.73%) perceived that they were able to absorb lecture material in many categories and 16 students (72.73%) were very much (Figure 4).
The absorption of lecture material is the impact of a process in interrelated learning.If the lecturer's ability in lectures is good, the active aspects and learning atmosphere will also be good.These learning aspects affect the absorption of learning materials (Rahmati et al., 2018;Serevina & Muliyati, 2015).The modification of the discussion method carried out, creates a positive perception of students toward the ability of lecturers, increases learning activity, presents a pleasant atmosphere, and ultimately increases the ability to absorb lecture material students (Ermi, 2015;Nulhakim et al., 2020).A summary of the four aspects of the study is listed in Table 6.

Conclusion
Based on the data and analysis obtained an increase in the quality of the four aspects of this research study.The quality of the lecturer's ability to manage lectures increased from good criteria (control) to very good (experimental).Student activity in lectures increased from active criteria (control) to very active (experimental).The atmosphere of the lecture increased from fun (control) to very pleasant (experimental).The ability to absorb lecture material students increased from a lot category (control) to a lot (experimental).So, the innovation of the discussion method in ESS lectures in the fall semester of the 2019/2020 academic year for students of the Department of Physics Education FKIP USK, improved the ability of lecturers, increase student activity, provide a fun learning atmosphere, and increase students' ability to absorb material in the lecture process.
community Syiah Kuala University, and the research team and parties who have assisted in the implementation of this research.

Figure 3 .
Figure 3.The atmosphere of the lecture was felt by students in the control and experimental methods in percentage

Figure 4 .
Figure 4. Percentage of students' perceptions of aspects of absorption of lecture material on the control and treatment method.

Table 1 .
Qualitative Criteria for Analysis of Research Data Score

Table 2 .
The Average Score of Student Perceptions and Their Qualitative Criteria on the Ability of Lecturers to Manage Lectures Using Discussion Methods (Control) and Innovative Discussion Methods (Treatment) Figure 1.Percentage of students' perceptions of the quality of lecturers' abilities in managing lectures on control and experimental methods

Table 3 .
The Average Score of Student Perceptions and Their Qualitative Criteria for Activity in Lectures with Discussion Methods (Control) and Innovative Discussion Methods (Treatment) Figure 2. Percentage of students' qualitative perceptions of lecturers' abilities in managing lectures on control and experimental methods

Table 4 .
The Average score of Student Perceptions and Qualitative Criteria for Learning Atmosphere in Lectures with Discussion Methods and Innovative Discussion Methods

Table 5 .
The Average Score of Student Perceptions and Qualitative Criteria on Aspects of the Ability to Absorb Material in Lectures with Discussion Methods and Innovative Discussion Methods

Table 6 .
Summary of the Average Score of the Questionnaire Answers from the Research Respondents and their Qualification Criteria from the Four Aspects of the Study