Disajikan dalam Lokakarya Peningkatan Kemampuan Dosen dalam Menggunakan Metode/Pendekatan/Media Pembelajaran yang diselenggarakan oleh Fakultas

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1 IMPROVING TEACHING AND LEARNING: Menciptakan n suatu tupembel pembelajaran yang mendidik Disajikan dalam Lokakarya Peningkatan Kemampuan Dosen dalam Menggunakan Metode/Pendekatan/Media Pembelajaran yang diselenggarakan oleh Fakultas Keguruan dan Ilmu Pendidikan Universitas Pasundan Bandung pada tanggal 21 Nopember 2007 Adi Rahmat Jurusan Pendidikan Biologi FPMIPA Universitas Pendidikan Indonesia

2 Menciptakan masyarakat Indonesia yang kompetitif dan berperan aktif di era global: masyarakat yang gdapat menggunakan pengetahuannya secara bermakna (knowledge based society) Pengetahuan Pengetahuan Masyarakat Sekarang Pendidikan Knowledge based society: Sikap positif, arif, dan bijak dalam menghadapi berbagai perubahan t Masa datang (era global)

3 MASYARAKAT Dimension of knowledge based society: unsur sains dan teknologi sama penting dengan unsur etika, agama, budaya dan filsafat

4 UPAYA YANG DAPAT DILAKUKAN: Melalui pendidikan, khususnya melalui proses pembelajaran mulai jenjang pendidikan dasar, menengah sampai dengan jenjang perguruan tinggi.

5 Classrooms Todays Subject Matter: Art, Science, Technology, etc. Education Teaching Models Global era Knowledge Based Society Teaching Methods and Strategy

6 Is Teaching Art or Science? Art Teaching as intuitive solving Intuition Creativity Inspiration Tl Talent Science Teaching as the application of law and principles Based on observed and validated patterns of behavior Application of patterns of behavior and principles Scientific basis for the art of teaching

7 Teaching Effects: Instructional effects Nurturant effects To which effects our teaching has to be focused on?

8 Dimensions of Teaching A comprehensive instructional framework yang digunakan dalam merencanakan pengalaman belajar yang akan disajikan kepada peserta didiknya Mentranslasikan dimensions i of thinking ke dalam suatu practical teaching and learning framework sehingga dapat digunakan untuk meningkatkan kualitas pembelajarannya

9 Enam asumsi dalam pembelajaran: Sistem instruksional harus merefleksikan bagaimana belajar itu terjadi. Belajar melibatkan suatu proses interaksi berbagai tipe berpikir Tema pembelajaran yang luas dan interdisiplin (contextual) dapat merangsang siswa belajar. Kurikulum secara eksplisit harus mencakup sikap dan persepsi siswa pada level yang lebih tinggi serta kebiasaan mental yang dapat memfasilitasi siswa belajar. Dua tipe instruksional: teacher-directed dan student- directed. Assesmen difokuskan pada student knowledge and complex reasoning dari pada recall.

10 Lima Dimensi Belajar

11 Teaching based on learning dimensions

12 Model of teaching Definition: An instructional design which describes the process of specifying and producing particular environmental situations which cause the students to interact in such a way that a specific change occurs in their behavior. Characteristics: ti Functions: Elements: Scientific procedure Specification of learning outcome Guidance Developing curriculum Focus Syntax Social system Specification of Specification of environmental instructional Support system Criterion of performance Specification of material Teaching improvement operation

13 Orientasi dan Sosok Model Pembelajaran a. Orientasi - Tujuan -Asumsi b. Sosok Model - Sintaks ( tahapan dan langkah-langkah pembelajaran ) - Peran Pendidikan dan Peserta didik - Cara pendidik memperlakukan peserta didik - Sistem Pendukung (Tipe Guru dan Fasilitas)

14 Model Pembelajaran Information Processing Models: Pengembangan kemampuan intektual, pemecahan masalah, dan berfikir produktif. Personal Models: Pengembangan aspek kepribadian, seperti nilai-nilai nilai, sikap, dan emosi. Social Models: Pengembangan kemampuan hubungan sosial dan proses demokrasi. Behavioral Models: Pengembangan perilaku melalui cara sistematis.

15 Information Processing Models Contoh model: Inductive thinking: : to improve the ability to analyze information and create concepts. Concept attainment: : to teach concepts and help the students become more effective at learning concept. Scientific inquiry: : to introduce science and the nature of knowledge construction. Inquiry training: : to improve the ability to engage in causal reasoning and to become more fluent and precise in asking questions, building concepts and hypotheses, and testing them.

16 Instructional and Nurturant Effect of fc Concept tatt Attainment t Instructional Nature of concepts Concepts, Conceptual system and their application Concepts-learning strategies Concept attainment Conceptual flexibility Inductive reasoning Tolerance of ambiguity Nurturant

17 Personal Models Contoh model: Nondirective teaching: : to build the partnership between a teacher and students and to provide the help needed as the students try to work out their problems. Enhancing Self-esteem: : to guide the student to ensure that their personal image functions as well as possible.

18 Social Models (Cooperative) Contoh model: Group investigation: : to develop communities of learner and to preparation for rigorous, active, and integrative collective action of learner Role playing: : leads students to understand social behavior, their role in social interactions, and ways of solving problems.

19 Behavioral Models Contoh model: Mastery learning and programmed instructions: provides a compact and interesting way of increasing the likelihood that more students will attain a satisfactory level of performance. Direct instruction: ti : refer to a pattern of teaching that t consist of the teacher s explaining a new concept or skill to a large group of student, having them test their understanding di by practicing i under teacher direction and encouraging them to continue to practice under teacher guidance.

20 Should teaching use only one models? Teaching models can be created in any ways, based on the goal of teaching.

21 Terima kasih