Model Pembelajaran Pada Sistem Kurikulum Berbasis Kompetensi

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					Model Pembelajaran Pada Sistem
 Kurikulum Berbasis Kompetensi

                    Disampaikan oleh :

                            SP Mursid
             •   Dosen (Guru)
             •   Belajar & Mengajar
             •   Kurikulum
             •   Kompetensi
             •   KBK (Kurikulum
                 Berbasis
TOPIK KITA       Kompetensi)
SIAPAKAH DOSEN ?
          Karakter/jatidiri
                Martabat
         kebanggaannya
           • I Jolo Jadi Berengon
   • I Tongah-tongah mangalean
                         semangat
• I Pudi Mangalean Dorongan tu
                           dongan
• Di Payun janten teladan
• Di tengah ngawangun karsa
• Ngiring di pengker
  ngarojong
        Belajar dari
Ki Hajar Dewantoro
Lalu apa Kompetensi ?
                TABLE OF TWO-DIMENSIONAL MODEL OF TEACHING
               (Modified Oct 2002 from Phillip C. Wankat e-al, 1993)


                                        Interpersonal Rapport
Intellectual
Excitement

                     Punishing             Low            Moderate          High



                    6’. Intellectual   6. Intellectual   8. Masterful    9. Complete
High                    Attacker          Authority        Lecturer         Master




                     3’. Adequate                                        7. Masterful
Moderate               Attacker
                                        3. Adequate      5. Competent
                                                                          Facilitator




                    1’. Inadequate
Low                     Attacker
                                       1. Inadequate      2. Marginal   4. “Warm fuzzy”
Hanna and McGill (1985) contend that the
   affective aspects of teaching are more
                 important than method.

Affective components which appear to be
   critical for effective teaching include :



 Valuing learning

 A student-centered orientation

 A belief that students can learn

 A need to help students learn
Bagaimanakah Dosen Mengajar pada
    sistem Kurikulum Berbasis
           Kompetensi




Lima Belas (15) Langkah Berikut Perlu
          Dipertimbangkan
1. Guide the learner.
   Be sure that students know the objectives. Tell them what
   will be next. Provide organization and structure appropriate
   for their developmental level.


2. Develop a structured hierarchy of content.
  Some organization in the material should be clear, but there
  should be opportunities for the student to do some
  structuring. Content needs to include concepts, applications
  and problem solving.


3. Use images and visual learning.
  Most people prefer visual learning and have better retention
  when this mode is used. Encourage students to generate
  their own visual learning aids
4. Ensure that the student is active.
  Students must actively grapple with the material. This
  can be done internally or externally by writing or
  speaking


5. Require practice.
  Learning complex concepts, tasks, or problem solving
  requires a chance to practice in a nonthreatening
  environment. Some repetition is required to become both
  quick and accurate at tasks.


6. Provide feedback.
  Feedback should be prompt and, if at all possible,
  positive. Reward works much better than punishment.
  Students need a second chance to practice after feedback
  in order to benefit fully from it.
7. Have positive expectations of students.
  Positive expectations by the lecturer and respect from the lecturer are
  highly motivating. Low expectations and disrespect are demotivating.
  This is a very important principle, but it cannot be learned as
  a”method”. A master teacher truly believes that her or his students
  are capable of great things.


8. Provide means for students to be challenged yet
   successful.
  Be sure students have the proper background. Provide sufficient time
  and tasks that everyone can do successfully but be sure that there is a
  challenge for everyone. Success is very motivating.


9. Individualize the teaching style.
  Use a variety of teaching styles and learning exercises so that each
  student can use his or her order favorite style and so that each
  student becomes more proficient at all style.
10. Make the class more cooperative.
   Use cooperative group exercises. Stop grading on a
   curve and either use mastery learning or grade against
   an absolute standard.


11. Ask thought-provoking questions.
   Thought-provoking questions do not have to have answers.
   Posing questions without answers can be particularly
   motivating for more mature students.


12. Be enthusiastic and demonstrate the joy of
    learning.
   Enthusiasm is motivating and will help students enjoy
   the class.
13. Encourage communication among students
    Students who tutor others learn more themselves and the
    students getting the tutor (What Work, 1986). In
    addition, students who tutor develop a sense of
    accomplishment and confidence in their ability.


14. Care about what you are doing.
    The lecturer who puts teaching “on automatic” cannot do
    an outstanding job

15. If possible, separate teaching from evaluation.
   If a different person does the evaluation, the teacher can
   become a coach and ally whose goal is to help the student
   learn.
              Principles for good Practices

    Encourages student/faculty communications
    Encourages cooperation among students
    Encourages active learning
    Gives prompt feedback
    Emphasizes time on tasks
    Communicates high expectations
    Respects diverse talents and ways of learning

-Chickering and Gamson, “Seven Principles for Good Practices in Undergraduate Education”.
       Two educational environments (1)
    Focus on faculty teaching           Focus on student learning

    Courses are, for the most          There are packages of where
     part, the only means for            students can learn in many
     faculty teaching and student        different ways and in many
     learning                            different arenas rather than
                                         through courses only

    Students are taught in             Students engage in
     twelve to sixteen week              “mastery learning” taking
     quarters or semesters               the time necessary to
                                         become proficient in an area

    Assessment is by grades at         Assessment is by proof of
     end of course                       competency, not limited on
                                         course and teacher
       Two educational environments (2)
    Focus on faculty teaching           Focus on student learning

    Emphasis on lecture-               Emphasis on small intense
     discussion teaching method :        faculty-student discussion
     very limited faculty-student        groups; one-on-one
     out-of-class communication          communication with faculty
                                         members; occasional
                                         lectures; independent
                                         learning

    Emphasis on faculty’s way of       Emphasis on student’s ways
     knowing; instruction is             of knowing, multiple focus
     focused on academic                 on learning academic
     disciplines                         material, interdisciplinary
                                         methods, problem-focused
                                         learning, skill competency,
                                         and so on
       Two educational environments (3)
    Focus on faculty teaching        Focus on student learning

    Faculty member is primary       Student is the primary agent
     agent responsible for            responsible for student
     student learning                 learning; student’s
                                      individual ability and
                                      motivation affects time and
                                      effort


    Graduation = accumulation       Graduation = demonstration
     of course credits                that required learning and
                                      competency has occurred
     Focusing on student learning
    improvement through changes :


 From faculty productivity to student productivity
 From faculty disciplinary interests to what
  students need to learn
 From faculty teaching styles to student learning
  styles
 From classroom teaching to student learning
Pendidikan Mencerahkan
        • Membangun
          Karakter (Jati diri)
        • Bermartabat
• Mengantar
  Pada
  Kehidupan yg
  Lebih baik
Bersama Membangun
 Intellectual Capital

  Menjadi Collective
    Intelligence

 Mutual Trust, Mutual
  Respect & Mutual
       Benefit
"This is the beginning of a
 new day. You have been
  given this day to use as
you will. You can waste it
  or use it for good. What
you do today is important
       because you are
 exchanging a day of your
life for it. When tomorrow
   comes, this day will be
 gone forever; in its place
    is something that you
have left behind . . . let it
     be something good"

         [Anonymous]