“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM
BELAJAR”
By Dr. Marsigit, M.A.
Reviewed by Dwi Istanto(09301241030)
Reviewed by Dwi Istanto(09301241030)
http://dwi-istanto.blogspot.com
Managing the learning is not easy because we find that sometimes students have difficulty in learning (Jaworski, 1994: 83). Therefore, he stated that there is no right way
to teach. On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). while we prosecuted, as educators, to always adjust teaching methods us in accordance with the demands of changing times (Alexander, 1994: 20).
to teach. On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). while we prosecuted, as educators, to always adjust teaching methods us in accordance with the demands of changing times (Alexander, 1994: 20).
Characteristics of their students is very different. Hence the need forinnovation in the learning of educators. If teachers are required to innovate learning then he should
is part of a system that promotes innovation as well.
Given the teacher in learning the most frequent myelenggarakan
use the textbook as a reference, then so too can become
constraints for its innovation efforts (Schifter, 1993); then he
stated that even if the teacher had intended to innovate, it
thus not necessarily be realized when policymakers do not
provides an opportunity for it. Some of the views above show how
mejemuknya the concept of potential disagreement starting point (starting point)
for the commencement of educational innovation
is part of a system that promotes innovation as well.
Given the teacher in learning the most frequent myelenggarakan
use the textbook as a reference, then so too can become
constraints for its innovation efforts (Schifter, 1993); then he
stated that even if the teacher had intended to innovate, it
thus not necessarily be realized when policymakers do not
provides an opportunity for it. Some of the views above show how
mejemuknya the concept of potential disagreement starting point (starting point)
for the commencement of educational innovation
Changes in the learning paradigm necessary
In order for students to feel happy and motivated in their learning,teachers
need to realize the paradigm shift as follows:
Hijra, MOVE, CHANGE, INNOVATION, REFORM,CONTEMPLATE,
REFLECTIONS from the "traditional learning" to "progressivelearning"
1.Teacher to be Student Centered Centered
2. Transmission of knowledge into development of cognition
3. Authoritarian to democratic
4. Teacher becomes Student Initiatives Initiatives
5. Passive Students into Active Students
6. The obligation to Consciousness, the need
7. The orientation of the orientation process and outcome
8. Quickly and in a hurry to be patient and wait
9. Class service to individual Service
10. Order Student Prefers Learning of Mathematics
11.Uniformity to be differences Recognition
12. Expositions, lectures into discussions, the variation method
13. Mat. Pure / neutral to Mt. school
14. Abstract, Memory into Concrete, Understanding, Application
15. External motivation to internal motivation
16. Order Student Prefers Learning of Mathematics
17. Very little formal to informal
18. Sentralistic become Autonomy
19. Highly Structured to be flexible
20. Teachers become Educators, Facilitators, dynamist
21. Teacher-student contact within the contacts closer, Class is bound to be no bound class
22. Deductive to inductive, Deductive Teachers implementing the curriculum into the curriculum developerTeacher,Evaluation of a Asssesment, The role of the teacher's role becomes dominate serving
need to realize the paradigm shift as follows:
Hijra, MOVE, CHANGE, INNOVATION, REFORM,CONTEMPLATE,
REFLECTIONS from the "traditional learning" to "progressivelearning"
1.Teacher to be Student Centered Centered
2. Transmission of knowledge into development of cognition
3. Authoritarian to democratic
4. Teacher becomes Student Initiatives Initiatives
5. Passive Students into Active Students
6. The obligation to Consciousness, the need
7. The orientation of the orientation process and outcome
8. Quickly and in a hurry to be patient and wait
9. Class service to individual Service
10. Order Student Prefers Learning of Mathematics
11.Uniformity to be differences Recognition
12. Expositions, lectures into discussions, the variation method
13. Mat. Pure / neutral to Mt. school
14. Abstract, Memory into Concrete, Understanding, Application
15. External motivation to internal motivation
16. Order Student Prefers Learning of Mathematics
17. Very little formal to informal
18. Sentralistic become Autonomy
19. Highly Structured to be flexible
20. Teachers become Educators, Facilitators, dynamist
21. Teacher-student contact within the contacts closer, Class is bound to be no bound class
22. Deductive to inductive, Deductive Teachers implementing the curriculum into the curriculum developerTeacher,Evaluation of a Asssesment, The role of the teacher's role becomes dominate serving
With this new paradigm of learning may become more attractive and effective
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