The Implementation of Situational Accompaniment

The research is financed by Margono’s Foundation Abstract The terminology of accompaniment is very popular in the community, especially in the education sector. However, specific assistance is still rare. Likewise, the implementation of ideal accompaniment is rarely done. Thus the terminology of accompaniment is only like rhetoric without a tangible existence. This study combines accompaniment with situational leadership. The research method is a mix method with sequential exploratory techniques. The results of the research on 16 students were the types of delegating, participating, motivating and instructing. Delegating is implemented for the students who are strong for their learning motivation and academic capabilty. Participating is implemented for the students who are strong for their learning motivation but weak for academic capabilty. Motivating is implemented for the students who are weak for their learning motivation but strong for academic capabilty. Instructing is implemented for the students who are weak for their learning motivation and academic capabilty.

b. Tenacity faces difficulties. c. Show interest in a wide range of issues. d. Prefer to work independently. e. Get bored of routine tasks quickly. f. Can defend his opinion. g. It is not easy to let go of what he believes. h. It's good to find and solve questions. In addition to the above indicators, Schwtzgebel and Kalb explained and quoted by (Djaali, 2009) that a person with high learning motivation can be seen from the following indicators: a. Like situations or tasks that claim personal responsibility for the results and not on the basis of profit, fate, or coincidence. b. Choose goals that are realistic, but challenging from goals that are too easily achieved or too big a risk. c. Look for situations or jobs where he or she obtains immediate and tangible feedback to determine whether or not his work is done. d. It's nice to work alone and compete to outperform others. e. Able to suspend the fulfillment of his wishes for a better future. Unable to simply earn money, status, or other benefits, he will look for it if these things are emblematic of achievement or a measure of success.

Research Methods Types of research
This research is a mix method, which integrates qualitative and qualitative approaches (Wisdom and Creswell, 2013). To answer question number 1 qualitatively and for questions 2 and 3 using quantitative, thus the technique used is sequential exploratory (Sugiono, 2013).

Data collection
Research is conducted during one semester (from the beginning of the lecture to the end of the lecture), for 14 weeks. This research was conducted to 16 students who after the initial test were on four characteristics namely students with characteristics (1) "high ability -high motivation", (2) students with characteristics of "high ability -low motivation", (3) students with characteristics of "low ability -high motivation", (4) students with characteristics of "low ability -low motivation Table 1 The It's nice to work alone and compete to outperform others 4 Show interest in various problems 5 Prefer to work independently

Data analysis
Qualitative data is analyzed by pattern (Miles and Huberman, 1984). with data collection, data reduction, display data, and conclusion stages. While quantitative data is analyzed using trend analysis.

Results and Discussions
Based on the data obtained results: the condition of the student's academic capability about his understanding of the science of leadership of the education with the average score of each student which can be seen in table 3 below. For minimum scores are 1. 95 and maximum scores are 3. 37. The average score of 16 students is 1. 87 Based on the data obtained results: the motivational condition of students about the science of leadership education with the average score of each student can be seen in table 3 below. Minimum scores are 1. 90 and Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.27, 2020 maximum scores are 3. 27. for further answers to research question number 2, the situational accompaniment process is described in detail and discussed thoroughly in the section below.
The trend of changes in academic capability and motivation of student after being accompanied shows an increase althougt the in increasing is not signfican. The first point is 52. 29 % and the last point is 53. 95 % for academic capability. The first point is 53. 75 % and the last point is 53. 75 % for learning motivation.
The are on the some category. The detil result of analisys effectiveness of accompaniment by lecturers with this situational pattern of achieving. detail and in accordance with the purpose of the research is presented as follows.

Mapping academic skills and student learning motivation
The academic ability of the student as well as his learning motivation is presented in the table below. The two variables were observed and subsequently replaced with scores of 1 -4. Scores of 1 to 2.5 are categorized at low positions, while scores of 2.6 to 4 are categorized at high positions.
Observations were made six times. The first observation is carried out before the assistance is made, while the second to sixth observations are carried out in hand with the mentoring process. The time distance of each observation ranges from 10 to 15 days. Although time is not done analysis, it needs to be conveyed in this study to maintain data objectivity.

Description of situational accompaniment process
In accordance with the theory put forward by Harsey and Blanchard (1977) and used as a platform for data retrieval and analysis, the following data is obtained.

Delegating pattern
This delegating pattern is applied to students with characteristics of "high academic ability as well as high learning motivation". Delegating means that lecturers give problems to students and students to solve them only with consultation if necessary. Because students have high academic ability and high motivation, learning problems are also carried out based on joint deliberation. Students find their own problems or learning objects. In this case as many as 4 students accompanied by this delegating pattern. In table 3 above students in the order of numbers 1 through 4. To facilitate understanding, deliberately table 3 in the student number order according to the accompanying pattern.
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.27, 2020 Motivating pattern This motivating pattern is applied to students with characteristics of "high academic ability but low learning motivation". Motivating means that lecturers motivate students to solve the learning problems that lecturers give. Learning problems can be offered and found together between students and lecturers, but can be purely derived from lecturers. In this case as many as 4 students accompanied by this motivating pattern. In table 3 above students in the order of numbers 5 through 8. To facilitate understanding, deliberately table 3 in the student number order according to the accompanying pattern.
In generating the motivation of student learning is done various ways that Masni (2015) said that in lesson maps ways to increase learning motivation into two, namely: developing learning materials and maximizing the way educators teach. Meanwhile, (Syaparuddin et al 2020), namely: providing a new stimulus, providing opportunities for students to channel their learning desires, using various media.

Participating pattern
This participating pattern is applied to students with characteristics of "low academic ability but high learning motivation". Participating means that lecturers involve students fully in the learning process. Students are invited together to find the object of learning problems. Students are accompanied intensely in the process of the finding the problems. Lecturers assist students in completing tasks in detail, even every step in completing the assignment, the student accompanied him. In this case as many as 4 students accompanied by this motivating pattern. In table 3 above students in the order of numbers 9 through 12. To facilitate understanding, deliberately table 3 in the student number order according to the accompanying pattern.

Instructing pattern
This instructing pattern is applied to students with characteristics of "low academic ability and low learning motivation". Instructing means that lecturers provide learning objects to students and accompany students intensely in the sedation of the learning objects. This instructing pattern is a combination of motivating and participating. In this case as many as 4 students accompanied by this motivating pattern. In table 3 above students with the order of numbers 13 through 16. To facilitate understanding, deliberately table 3 in the student number order according to the accompanying pattern. In the implementation of mentoring to students who are in this category, lecturers control the motivation of student learning as well as control students in the completion of learning objects given to them. Thus more comprehensive capabilities are needed for lecturers.
Since this pattern is a combination of two mitavating and participating patterns, it is not repeated in this section how technical the implementation is, certainly the same as the one described in the section above. In applying the pattern of mentoring is required special requirements for lecturers. For lecturers who apply the delegating pattern that students want to solve the learning problems that lecturers give to them. Learning problems can be offered and found together between students and lecturers, but can be purely derived from lecturers. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.27, 2020 Tendency to change academic capability and motivation of student learning after accompanied by situational pattern Changes in academic ability and motivation of student learning were measured by collecting data as much as 6 observations which followed data from the results of the anticipated observations. The collected data is listed in table 3 above. Next the data is processed and described to obtain the minumum, maximum, and average values in the table below.

Tendency of academic capaability of students after accompanied by situational type
Observations were made 6 times. The first observations were made before the assistance was carried out. Further observation after the assistance is made that each observation takes approximately 2-3 weeks. Based on the table below, the acdemic capability before being accompanied as 2. 57, next on the 2-5 accomponiment were 2. 54; 2. 51; 2. 59; 2.63; for observations to the 6th or last average score was 2. 62.

Motivational tendencies of learning students after accompanied by situational type
Observations were made 6 times. The first observations were made before the accomponiment was carried out. Further observation after the accomponiment is made that each observation takes approximately 2-3 weeks. Based on the table below the learning motivation of the students before accomponiment as 2 .61, then on the 2-5 accomponiment were 2. 57; 2. 41; 2. 72; 2.51; for observations to the 6th or last average score of 2. 62.
The above scores are in one category, namely the moderate category. Thus it can be interpreted that this situational mentoring model has not been able to move the high category towards the motivation of student learning. When observed through percentage statistics then the position before accompanied is at the number 53. 75 % and the end of the observation is at 53. 96%.
Based on the from the graph below, on the linear line, it can be stated that the increase in student learning motivation tends to increase althought but his line of disingena did not increase drastically. When compared to the linearity line variable academic capaability of students tends to be lower Furthermore, it can be pared down why the motivational position of learning before and after the accompanying is in the same category. It can be stated that students unaccompanied by lecturers have the ability to increase their own learning motivation. This is in accordance with the opinion (Muhammad, 2016) that students who are in the age of approximately 20-26 years have high intrinsic motivational abilities. He is able to motivate himself because students are personnel who have ideals and a future.
According to (Salam and Efendi, 2008) goals are variables that can trigger the growth of a motivation. Nevertheless, the presence of lecturers to accompany students is still required. The seizure of lecturers is a variable called extrinsic motivation. However, the amount of mentoring from lecturers still contributes to the improvement of student learning motivation.
To clarify the above description both the data description and the analysis of the results of the data below is displayed the line of changes in academic capability of black line, while the green line is a trend line graph Graph 1. The Trend Of Academic Capability Change Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.27, 2020  16 The above scores are in one category, namely the moderate category. Thus it can be interpreted that this situational accompaniment model has not been able to move the high category towards the academic capaability of students. When observed through percentage statistics then the position before accompanied is at the number 52. 29 % and the end of the observation is at 52. 57%.
From the graph below linear lines can be stated that the improvement in the students' academic caability tends to increase, althougt but his line of disingena did not increase drastically. When compared to the linearity line variable motivation of students tends to be higher.
It can then be pared down as to why academic capability positions before and after being accompanied are in the same category. It can be stated that unaccompanied students by lecturers have the ability to improve their own academic abilities. This is in accordance with the opinion (Ernawati, 2011) that students in today's era of advanced technology are simply searching for material without having to be accompanied by lecturers. But that doesn't mean the presence of lecturers isn't necessary. Lecturers are still obliged to outline lectures and demonstrate the skills that students will achieve.
To clarify the above description both the data description and the analysis of the results of the data below is displayed the line of changes in learning motivation of black line, while the green line is a trend line (graph 2).