Introducing Total Mind Learning. Created & Presented By: Yovan P. Putra. Chief Master Coach

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1 Introducing Total Mind Learning Created & Presented By: Yovan P. Putra Chief Master Coach

2 OUR FACILITATOR YOVAN P. PUTRA -Chief Master Coach Total Mind Learning - Training & Consultancy -Psychometrician (Universitas Indonesia) -Chief Learning Facilitator for Thinking Skills, LIPI -Certified Master Practitioner NLP, Advance Neuro Dynamics, Hawaii -Board of Expert Institute of Authentic Leadership, Jakarta -Member of Indonesia Young Entrepreneurs Association (HIPMI) -Commissioner at PT. AH International -Member of Toastmaster International -Published Author

3 ML Total Mind Learning (TML), focuses itself in developing and utilizing all mind potentials - conscious and unconscious - improving optimum learning process to get more satisfying results in one s life. Established in 2004, TML has made several different products and services to support its main purposes. TML is affiliated with several international institutions in learning: -SEAL (Society of Effective and Affective Learning), London, UK -IAL (International Alliance for Learning), Colorado Springs, USA -IACT (International Association of Counselors and Therapist) Florida, USA -NFNLP (National Federation of Neuro Linguistic Programming) Florida, USA -IANRE (Institute for Advanced Neuro-Research and Education) New York, USA

4 CKNOLEDGEMENTS On June 17 th, 2005 TML represented by Yovan P. Putra explaining the concept of Total Mind Learning to members of Brighten Institute in Bogor. Brighten Institute is a non-profit organization intended to evaluate theories and application of policies and development in order to increase the quality of continuous national development policies. Founded by DR. Susilo Bambang Yudhono while still acted as Menko Polkam in President Megawati era.

5 On September 27 th, 2005, Yovan P. Putra acted as a keynote speaker in Persuasive Teaching seminar for members of Lembaga Administrasi Negara (LAN). The presentation was oriented to give input on more effective learning methods, to promote better quality of education.

6 On December 12 th, 2007 located in Gedung Pusat Pembinaan, Pendidikan dan Pelatihan Peneliti (Pusbindiklat Peneliti) LIPI, Jl. Raya Bogor Km. 46 Kompleks Cibinong Science Center, TML, in cooperation with LIPI (Lembaga Ilmu Pengetahuan Indonesia) held a seminar and workshop Total Mind Learning. This program specifically designed for researchers from various departments under LIPI coordination.

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8 TOTAL MIND LEARNING R & D NETWORK

9 HAT S TML? An attitude characterized by a sense of curiosity and adventure and a desire to learn how to find out what kinds of learning influences somebody and the kinds of things related to learning. To look at life as a rare and unprecedented opportunity to learn. A methodology based on the overall operating presupposition that all behavior is the result of learning and has a structure. That structure can be modeled, learned, taught, and changed. The way to know what will be useful and effective are the perceptual skills. A breakthrough technology enabling the practitioner to organize information and perceptions in ways that allow them to achieve maximum results out of learning experience

10 LEARNING COMPETENCY MAPPING : 1. ASPEK AFEKTIF SISWA (KECENDERUNGAN DAN POTENSI SISWA) 2. ASPEK KOGNITIF, MELIPUTI: - DAYA KONSENTRASI - DAYA INGAT - DAYA BACA - DAYA MATEMATIS

11 AGENDA : 1. KONDISI PERSEKOLAHAN SAAT INI 2. IMPLIKASINYA BAGI SISWA 3. FAKTOR PENYEBAB 4. SOLUSI EFEKTIF

12 KONDISI PERSEKOLAHAN SAAT INI

13 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Refleksi dari Hasil PISA % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Matematika IPA Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Below Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Singapore Shanghai-China Japan Bahasa Hong Kong-China Korea Chinese Taipei Thailand Indonesia Level 6 Level 5 Level 4 Level 3 Level 2 Level 1b Level 1a Hampir semua siswa Indonesia hanya menguasai pelajaran sampai level 3 saja, sementara negara lain banyak yang sampai level 4, 5, bahkan 6.

14 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Results of Mathematics (8 th Grade) Very Low Low Intermediate High Advance 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Very Low Low Intermediate High Advance Chinese Taipei Korea, Rep. of Singapore Japan Turkey Thailand Malaysia Iran Indonesia Morocco Saudi Arabia Chinese Taipei Singapore Korea, Rep. of Japan Turkey Malaysia Thailand Iran Saudi Arabia Morocco Indonesia Lebih dari 95% siswa Indonesia hanya mampu sampai level menengah, sementara hampir 50% siswa Taiwan mampu mencapai level tinggi dan advance. Dengan keyakinan bahwa semua anak dilahirkan sama, kesimpulan dari hasil ini adalah yang diajarkan di Indonesia berbeda dengan yang diujikan [yang distandarkan] internasional

15 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Results of Science(8 th Grade) Very Low Low Intermediate High Advance Very Low Low Intermediate High Advance 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Singapore Chinese Taipei Japan Korea, Rep. of Malaysia Thailand Turkey Iran Indonesia Morocco Saudi Arabia Singapore Chinese Taipei Korea, Rep. of Japan Turkey Iran Malaysia Thailand Saudi Arabia Indonesia Morocco Lebih dari 95% siswa Indonesia hanya mampu sampai level menengah, sementara hampir 40% siswa Taiwan mampu mencapai level tinggi dan advance.

16 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Very Low Low Intermediate High Advance Results of Reading (4 th Grade) % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Very Low Low Intermediate High Advance Singapore Chinese Taipei Iran Indonesia Morocco Singapore Chinese Taipei Iran Saudi Arabia Indonesia Morocco Lebih dari 95% siswa Indonesia hanya mampu sampai level menengah, sementara lebih dari 50% siswa Taiwan mampu mencapai level tinggi dan advance.

17 Refleksi Hasil TIMSS-Sains 2011: Perspektif Internasional Countries are ranked in descending order according to the percentage of students reaching the Advanced International Benchmark. Source: Trend in International Mathematics and Science Studies (TIMSS) 2011 International Results Science Catatan: Nilai Rata-rata Siswa Indonesia untuk TIMSS-Sains: 406 (2011) dan 427 (2007)

18 Refleksi Hasil TIMSS-Matematika 2011: Perspektif Internasional TIMSS 2011 International Benchmarks of Mathematics Achievement (Kelas 8) Countries are ranked in descending order according to the percentage of students reaching the Advanced International Benchmark. Source: Trend in International Mathematics and Science Studies (TIMSS) 2011 International Results in Mathematics Catatan: Nilai Rata-rata Siswa Indonesia untuk TIMSS-Matematika : 386 (2011) dan 397 (2007)

19 Refleksi Hasil PIRLS 2011: Perspektif Internasional Countries are ranked in descending order according to the percentage of students reaching the Advanced International Benchmark. Source: Progress in International Reading and Literacy Studies (PIRLS) 2011 International Results in Reading. Catatan: Nilai Rata-rata Siswa Indonesia untuk PIRLS : 431 (2011) dan 410 (2006)

20 Tahun Mulai Selesai Durasi Keterangan ½jam Dalamkurun waku 15 tahun terjadi penambahan ½jam durasi belajar 4 jam ½jam Prediksi kondisi persekolahan 15 tahun dari sekarang

21 Durasi sekolah SMA 1996 Total waktu 24 Jam Durasi Sekolah 5½ Jam Durasi Bebas 18½ Jam Durasi sekolah SMA 2011 Total waktu 24 Jam Durasi Sekolah 9½ Jam Durasi Bebas 14½ Jam Durasi sekolah SMA 2026 Total waktu 24 Jam Durasi Sekolah 15½ Jam Durasi Bebas 8½ Jam

22 Proses Belajar Ideal PEMAHAMAN Kondisi 1 Durasi Ideal Proses Belajar Ideal Kondisi 2 Sampah belajar Sampah belajar Sampah belajar Sampah belajar Sampah belajar Durasi Ideal Durasi Bimbel

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24 IMPLIKASINYA BAGI SISWA

25 IMPLIKASI : 1. BURNT OUT 2. FALSE BELIEFS 3. PRODUKTIFITAS RENDAH 4. PRESTASI BURUK

26 FAKTOR PENYEBAB

27 FAKTOR PENYEBAB : 1. SIKAP BELAJAR BELUM OPTIMAL 2. DAYA BELAJAR RENDAH

28 SOLUSI EFEKTIF

29 SOLUSI EFEKTIF : 1. LAKUKAN PEMETAAN BELAJAR 2. TINGKATKAN DAYA BELAJAR 3. OPTIMALISASI SIKAP BELAJAR

30 PEMETAAN PROSES BELAJAR MENYELURUH : 1. MENGETAHUI KEKUATAN / POTENSI 2. MENGETAHUI KELEMAHAN 3. MENGIDENTIFIKASI HAMBATAN

31 Proses Belajar Ideal Pemahaman Ideal Durasi Ideal PROSES BELAJAR EFEKTIF Pemahaman Ideal Durasi lebih singkat

32 Coaching TML dapat meningkatkan performa belajar siswa, dengan meningkatkan aspek :

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42 TOTAL MIND LEARNING R & D NETWORK Research Mathematician National Institute of Standards and Technology Gaithersburg, MD Education: B.A. - Mathematics, University of Maryland M.S. - Computational and Applied Mathematics, Rice University Ph.D. - Computation and Applied Mathematics, Rice University Job Description: Research Mathematician, providing mathematical research support to scientists.

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