scholarly journals MODEL PEMBELAJARAN TERINTEGRASI DALAM RPP UNTUK MENINGKATKAN PROSES PEMBELAJARAN KIMIA DI SMA WILAYAH KEPENGAWASAN KABUPATEN LOMBOK BARAT

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Sumardiyanto Sumardiyanto ◽  
Yayuk Andayani ◽  
Muntari Muntari
Keyword(s):  
High School ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Model ◽  
Integrated Learning ◽  
High School Chemistry ◽  
Student Centered ◽  
Process Chemistry ◽  
Kurt Lewin ◽  
Teacher Centered

Abstrak: Tugas pengawas sekolah adalah melakukan pengawasan akademik dan manajerial, melakukan pembimbingan dan pelatihan profesional guru, dan evaluasi hasil pelaksanaan program pengawasan. Guru memiliki peranan penting dalam pembelajaran di kelas, sebagai agen pembelajar, guru harus mampu menyajikan proses pembelajaran dengan melibatkan langsung peran serta peserta didik secara aktif (student centre), untuk itulah guru harus menguasai dan mampu memanfaatkan berbagai model pembelajaran dalam implementasinya di kelas guna menerapkan pendekatan PAIKEM. Pada umumnya pembelajaran sudah mulai bergeser kearah student centered, tetapi sebagian besar guru SMA di wilayah kepengawasan Kabupaten Lombok Barat belum memahami bahwa model pembelajaran sangat berpengaruh terhadap kualitas pembelajaran sehingga belum mengembangkan model-model pembelajaran yang inovatif. Hasil observasi awal terhadap RPP dan proses pembelajaran/kegiatan belajar mengajar (KBM) menunjukkan bahwa pembelajaran masih berlangsung secara konvensional/cenderung menggunakan metode ceramah serta berpusat pada guru/teacher centered dan belum menunjukkan digunakannya model pembelajaran. Oleh karena itu dalam pelaksanaan tugasnya perlu pembinaan oleh pengawas sekolah/supervisor melalui supervisi akademik yang difokuskan terhadap materi tersebut, guna perbaikan dan peningkatan mutu pembelajaran yang pada gilirannya nanti berdampak terhadap peningkatan hasil belajar siswa. Penelitian ini bertujuan untuk menjajaki: (1) Apakah model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Bagaimana tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. Metode penelitian ini adalah metode Penelitian Tindakan Sekolah (PTS) yang mengacu pada model Kurt Lewin. Prosedur penelitiannya dilakukan secara siklikal, yakni satu siklus dimulai dari perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. PTS ini dilaksanakan dalam 2 (dua) siklus, yang ditujukan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan, bertujuan untuk mencari pemecahan permasalahan nyata yang terjadi di sekolah-sekolah, sekaligus mencari jawaban ilmiah bagaimana masalah-masalah tersebut bisa dipecahkan melalui suatu tindakan perbaikan. Data hasil penelitian dikumpulkan melalui teknik observasi. Data dianalisis menggunakan teknik analisis deskriptif, sedangkan untuk menjelaskan fenomena hasil penelitian yang bersifat hitungan dan persentase digunakan teknik statistik deskriptif. Hasil penelitian menunjukkan: (1) Model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat, yakni terjadi peningkatan persentase terhadap observasi awal sebesar: (a) Rata-rata hasil penilaian RPP pada siklus I = 16,27% dan pada siklus II = 22,90%; (b) Rata-rata hasil penilaian KBM pada siklus I = 22,17% dan pada siklus II = 30,32%; (c) Rata-rata Hasil Belajar Siswa pada siklus I = 11,06% dan pada siklus II = 29,37%.Kata kunci: Model Pembelajaran, RPP, Proses Pembelajaran Kimia. Abstract: The task is to supervise the superintendent of academic and managerial, coaching and professional training of teachers, and the evaluation of the results of the implementation of the monitoring program. Teachers have an important role in classroom learning, as an agent of learners, teachers must be able to serve the learning process by involving the direct participation of active learners (student center), for which teachers must master and be able to utilize a variety of learning models for their implementation in the classroom to apply PAIKEM approach. In general, the learning has begun to shift towards student centered, but the majority of high school teachers in the area of supervisory West Lombok do not understand that the learning model affects the quality of learning so as not to develop models of innovative learning. The results of preliminary observations of the Lesson Plan and the process of learning/teaching activity show that learning is still going on in the conventional/tend to use this method as well as teacher-centered lecture/teacher centered and have demonstrated the use of learning models. Therefore, in the performance of its duties necessary guidance by school inspectors/supervisors through academic supervision was focused on the material, in order to repair and improve the quality of learning which in turn have an impact on improving student learning outcomes. This study aims to explore: (1) Is the Lesson Plan integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) How is the effectiveness of applying the RPP integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. This research method is a method of Action Research School (ARS), which refers to the model of Kurt Lewin. Research procedures performed cyclical, ie, one cycle starting from planning, action, observation, and reflection. ARS was implemented in 2 (two) cycles, which aimed to improve the learning process chemistry in high school supervisory area, aiming to find solutions to real problems that occur in schools, as well as find a scientific answer to how these problems can be solved by a corrective action. The data were collected through observation techniques. Data were analyzed using descriptive analysis techniques, whereas to explain the phenomenon that is a matter of research results and the percentage used descriptive statistical techniques. The results showed: (1) learning model integrated in the lesson plan can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) The effectiveness of applying the Lesson Plan integrated learning model is used to enhance the learning process chemistry in high school supervisory areas of West Lombok regency, namely an increase in the percentage of the initial observations of: (a) Average Lesson Plan assessment cycle I = 16.27 % and on the second cycle = 22.90%, (b) Average of Learning Activity assessment cycle I = 22.17% and on the second cycle = 30.32%, (c) Average of Student Learning Results on the first cycle = 11.06% and on the second cycle = 29.37%.Keywords: Model of Learning, Lesson Plans, Learning Process of Chemistry.

Pengembangan Model Pembelajaran Outdoor Study Berbasis Keunggulan Lokal pada Siswa Sekolah Menengah Kejuruan

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Bejo Sulasih ◽  
Rodia Syamwil ◽  
Saratri Wilonoyudho
Keyword(s):  
Research And Development ◽  
Learning Process ◽  
School Environment ◽  
Learning Model ◽  
Learning Ability ◽  
Student Centered ◽  
Learning Group ◽  
Wide Range ◽  
Device Validation ◽  
Teacher Centered

Pelaksanaan pembelajaran yang selama ini hanya sering dilaksanakan didalam kelas dengan sistem pembelajaran teacher centered dengan berbagai macam kompetensi yang harus dimiliki oleh siswa tanpa melihat perkembangan dan kemampuan siswa dalam mengikuti pembelajaran. Maka diperlukan pembelajaran yang menarik berpusat pada siswa atau student centered sehingga siswa tidak merasa bosan dan jenuh. Penelitian ini bertujuan untuk menganalisis keterlaksanaan model pembelajaran dalam upaya peningkatan kreativitas siswa. Metode yang digunakan dalan penelitian ini adalah research and development (R&D). Subyek uji coba dengan skala terbatas pada 1 kelompok pembelajaran OSBKL. Instrumen pengumpulan data berupa angket pada guru dan siswa, lembar validasi perangkat pembelajaran, lembar observasi sikap, lembar soal kognitif, lembar ketrampilan siswa. Teknik analisis data digunakan pada validasi perangkat pembelajaran (silabus, RPP, Bahan ajar), dan model pembelajaran. Hasil penelitian menunjukkan keterlaksanaan model pembelajaran dapat meningkatkan hasil belajar siswa. Hasil penelitian diperoleh bahwa hasil pre test sebelum diberikan model dengan rata-rata 2,73 dengan ktriteria cukup. Setelah dilaksanakan pembelajaran dengan model terjadi peningkatan yang signifikan dimana rata-rata kelas menjadi 3,57 dengan tingkat ketuntasan klasikal dengan kriteria baik. Pengenalan lingkungan sekolah dengan melihat keunggulan lokal yang ada untuk dijadikan sumber belajar yang nyata kepada peserta didik sehingga peserta didik dapat melestarikan keunggulan lokal daerahnya. Model pembelajaran OSBKL juga dapat dijadikan salah satu alternatif untuk mengurangi tingkat kejenuhan dalam pembelajaran terutama pembelajaran praktik di sekolah menengah kejuruan.Nowadays learning implementation tends to be conducted insidethe class through teacher centered learning activities with a wide range of competencies that must be mastered by the students without seeing the students development and learning ability during the learning process Therefore, it is necessary to construct the lessons to be more interactive that implement student-centered activities so that students will not feel bored. The objectives of this study are to analizy effectiveness of outdoor study learning model implementation. This research implemented Research and Development (R&D). The try out was conducted in a limited scale of subjects on one learning group. The instrumentsto collect thedata were conducted in the forms of questionnaire for teachers and students, learning device validation sheets, observation sheets of students attitudes, cognitive tests, and students skills worksheet. Data analysis techniques were used in the validation of the learning device OSBKL (syllabus, lesson plans, teaching materials), and OSBKL learning model. The results showed that the implementation of learning model could improve the students achievement. The results of pre-test before implementing learning model showed the average of 2.73 with enough criteria level. After OSBKL learning model implementation, there was a significant increase in which the average grade reached 3.57 with classical completeness level of good criteria. The introduction of the school environment can be conducted byobserving the local excellence as the learning source so that students can preserve their local advantages. OSBKL learning model can also be used as an alternative to reduce the level of students saturation during the learning process, especially for learning practice in secondary vocational schools.

scholarly journals Penerapan Pembelajaran Melalui Model POE2WE Sebagai Upaya Melatih Literasi Saintifik Dalam Domain Kompetensi Pada Pembelajaran Fisika di SMA

2020 ◽  
Author(s):  
Suci Rizki Lestari ◽  
Nana
Keyword(s):  
High School ◽  
Learning Process ◽  
Scientific Literacy ◽  
Learning Model ◽  
Learning Activities ◽  
Current Generation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Learning ◽  
High School Writing

Abstract: The purpose of this paper is to describe the application of the POE2WE model as an effort to practice scientific literacy in the domain of competence in physics learning in high school. Writing this in the background by the lack of ability to apply mastery of science to be able to solve the problem at hand. For this reason, it is necessary to have a relevant learning model in order to prepare the current generation to be ready to face it later, namely by applying the POE2WE model as a learning process that emphasizes the activeness of students in conducting learning activities. The method used in this paper is the study of literature by studying some literature to be analyzed and made conclusions. The results of this paper indicate that the application of learning through the POE2WE model can practice scientific literacy. This is because the POE2WE model is student-centered learning so that students are not only given information but are lured to participate in finding information with the knowledge they have. The syntax of this learning model is also compatible with learning physics in high school. In addition, with the POE2WE model, all competencies in scientific literacy can be achieved.Abstrak: Tujuan penulisan ini untuk mendeskripsikan penerapan model POE2WE sebagai upaya melatih literasi saintifik dalam domain kompetensi pada pembelajaran fisika di SMA. Penulisan ini di latar belakang oleh masih kurangnya kemampuan menerapkan penguasaan sains untuk dapat menyelesaikan masalah yang dihadapi. Untuk itu perlu adanya model pembelajaran yang relevan agar dapat mempersiapkan generasi saat ini untuk siap menghadapi saat nanti, yaitu dengan menerapkan model POE2WE sebagai proses pembelajaran yang menekankan pada keaktifan dari peserta didik dalam melakukan kegiatan pembelajaran. Metode yang digunakan dalam penulisan ini yaitu dengan studi kepustakaan dengan mengkaji beberapa literatur untuk dianalisis dan dibuat kesimpulan. Hasil penulisan ini menunjukkan bahwa penerapan pembelajaran melalui model POE2WE dapat melatih literasi saintifik. Hal ini dikarenakan model POE2WE merupakan pembelajaran yang berpusat pada siswa sehingga siswa tidak hanya diberi informasi melainkan dipancing agar ikut serta mencari informasi dengan bekal pengetahuan yang telah dimiliki. Sintaks model pembelajaran ini juga cocok dengan pembelajaran fisika di SMA. Selain itu dengan model POE2WE, semua kompetensi pada literasi saintifik dapat dicapai.

scholarly journals Pengaruh Model Pembelajaran Kuantum Tipe TANDUR terhadap Minat Belajar Siswa Kelas X

2019 ◽  
Vol 4 (9) ◽  
pp. 1229
Author(s):  
Dya Fatkhiyatur Rohimah ◽  
Blasius Suprapta ◽  
Dewa Agung Gede Agung
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning Model ◽  
Learning Theories ◽  
Learning Material ◽  
Student Centered ◽  
Quantum Learning ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Teacher Centered

<p><strong>Abstract:</strong> Education in this globalization era is no longer teacher-centered, but student-centered. Students must be more active in the learning process, as constructivistic learning theories. This theory bases the learning process on students who construct their own knowledge. So the teacher's role is not too dominant but still provides guidance during the learning process. Through the TANDUR type quantum learning model students, besides building their own knowledge, also explore learning material and associate it with real life. So the learning process will be more fun, interesting, and arouse students' interest in learning.</p><strong>Abstrak:</strong><em> </em>Pendidikan di era globalisasi saat ini bukan lagi berorientasi pada guru, namun berfokus kepada siswa. Siswa harus lebih aktif dalam proses pembelajaran, sebagaimana terdapat dalam teori belajar konstruktivistik. Teori ini mendasarkan proses pembelajaran pada siswa yang mengonstruk sendiri pengetahuannya. Sehingga peran guru tidak terlalu dominan tapi tetap memberikan bimbingan selama proses pembelajaran. Melalui model pembelajaran kuantum tipe TANDUR, siswa dapat membangun sendiri pengetahuannya juga mengeksplorasi materi pembelajaran dan mengaitkannya dengan kehidupan sebenarnya. Dengan demikian, proses belajar mengajar akan semakin menyenangkan, menarik serta membangkitkan minat belajar siswa.

scholarly journals IMPLEMENTASI PENDEKATAN PEMBELAJARAN BERBASIS STUDENT CENTERED LEARNING

2019 ◽  
Vol 2 (1) ◽  
pp. 59-71
Author(s):  
Febrian Alwan Bahrudin
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Dominant Role ◽  
Lesson Plan ◽  
Active Role ◽  
Main Subject ◽  
Student Centered ◽  
Student Centered Learning ◽  
Planning Stage ◽  
Teacher Centered

This research is about the Learning Implementation using  The ‘Student Centered Learning’ Base in the Pancasila and Citizenship Education Department, the learning process activity can be divided into two types of approaches, such as the learning approach with ‘Teacher Centered Learning’ (TCL) base, and with the ‘Student Centered Learning’ (SCL) base. The approach of learning using the ‘Teacher Centered Learning’(TCL) base is an activity in which the lecturer becomes the main subject in the process of learning, and within the learning process using the ‘Teacher Centered Learning’ (TCL) the lecturer will be a lot more active than the students and thus have a much more important role in this method when it comes to giving the materials for learning. In the ‘Teacher Centered Learning’ (TCL) base method, students tend to be much less active in the learning process, whereas the ‘Student Centered Learning’ (SCL) is a method that gives the students the chance to be active in the process, or in this case, the students are now the main subject of the learning process. The approach of this research is based on qualitative approach and also using descriptive study method. The implementation of learning using the ‘Student Centered Learning’ (SCL) is done through several stages, beginning with planning, execution, and ends with evaluation. In the planning stage the lecturer prepares the administrative part of learning, in which includes making lesson plan, and preparing things that support the learning process, such as media, learning resources, or other innovations that supports learning. This stage of the learning process aims to determine the initial steps so that the learning process can run effectively and efficiently, the making of the lesson plan which positions the students to have a much more dominant role than lecturers is a form of learning using the ‘Student Centered Learning’ (SCL) method, in this stage the implementation of learning makes the students take more part in the learning process compared to lecturers, students are required to be active and creative in the learning process, in this activity the use of learning media is very helpful to be able to implement student centered learning. Student's active role can be applied through class presentations about the material being discussed, besides that the use of electronic-based learning or e-learning has been applied in the Department of Pancasila and Citizenship Education. The last stage is the closing stage where the usual thing to do is to reflect on the learning that has been done with the intent to evaluate so students and lecturers can determine learning improvements at the next meeting.

scholarly journals Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Affective Competence in Learning Natural Science

2019 ◽  
Author(s):  
Amrianto Amrianto ◽  
Lufri
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Model ◽  
Discovery Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Written Test

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) &lt; 0.05.

scholarly journals ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA MATERI GARIS DAN SUDUT

2020 ◽  
Vol 8 (3) ◽  
pp. 147-152
Author(s):  
SARAH SRI RAHAYU
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Contextual Learning ◽  
Time Constraints ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Plan ◽  
Descriptive Method

This study aims to find out an overview of how the mathematics learning process on lines and angles in class VII SMP YPK 2 Manokwari, the level of teacher readiness, and to obtain an overview of the implementation of student-centered learning through the contextual learning model that takes place at SMP YPK 2. Manokwari on lines and angles. The method used in this research is descriptive method with a qualitative approach. The results showed that (1) The learning process of mathematics at SMP YPK 2, especially in the material of lines and angles, has gone well in accordance with the learning plan that has been made and in accordance with the learning steps, namely introduction, core activities, closing, and evaluation (2 ) The readiness of the teacher in preparing for learning is good (3) The implementation of learning that is centered on students through the contextual learning model has not been fully carried out due to time constraints and differences in the abilities of each student which are not the same as the lack of existing facilities and infrastructure

scholarly journals Implementation of ARCS Learning Model to Improve Students Learning Activities and Outcomes in Vocational High School

2021 ◽  
Vol 17 (2) ◽  
pp. 137-144
Author(s):  
Dwi Jatmoko ◽  
Arif Susanto ◽  
Riawan Yudi Purwoko ◽  
Zainal Arifin ◽  
Purnawan Purnawan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Process ◽  
Action Observation ◽  
Learning Model ◽  
Learning Activities ◽  
Vocational High School ◽  
Student Activities ◽  
Study Results ◽  
Basic Work

Current learning is needed to emphasize student activities to be more constructive. However, learning emphasizes more on the target material and focuses on the final result. This study aims to improve student learning activities and outcomes in Automotive Engineering Basic Work subjects by implementing the ARCS learning model. This type of research is classroom action research, each cycle consisting of stages of planning, action, observation, and reflection. The research subjects were 40 students of tenth grade State Vocational High School in Purworejo, Indonesia. Data were collected through observation to determine the description of student activities during the learning process. Then the evaluation test was used to determine the final results of student learning after being given the ARCS learning model in the classroom. The study results indicate that the implementation of ARCS learning in the process provides progress on student learning activities and outcomes during the learning process. The results showed that the implementation of the ARCS model increased student learning activities by 74% and increased learning outcomes by 82%. Thus, it can be concluded that the ARCS learning model, in general, can have a potential effect because students are more constructive in learning so that it can be used as a learning reference in vocational high school.

scholarly journals The Effect of Learning Model Multimedia-Based toward The Students’ English Ability at Senior High School of Kolaka Regency

2017 ◽  
Vol 2 (2) ◽  
pp. 249
Author(s):  
Kadaruddin Kadaruddin
Keyword(s):  
High School ◽  
Experimental Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Senior High School ◽  
English Teacher ◽  
Post Test ◽  
The Mean ◽  
Test Result

This research was design to know the effect of learning model multimedia-based toward the students’ English ablility at senior high school of Kolaka Regency. The question of the research was “Is there an effect of learning model multimedia-based toward the students’ English ablility at senior high school of Kolaka Regency? The objective of the research was to find out the data whether the learning model multimedia-based has an effect toward the students’ English ablility at senior high school of Kolaka Regency. The significant of the research was expected the model can be used as reference learning model to improve the students’ English ablility.<strong> </strong>The design of the research was pre-experimental design. The research was conducted at the first-class students of Senior High School 1 Wundulako in Kolaka District. The data were collected by using English test which given at the pre-test and the post-test.<strong> </strong>In analysed the students’ test result, which the mean score of pre-test was 33,8806 and the mean score of post-test was 69,4058, while the t-table 18,55&gt;2,042 t-test. Its mean that the learning model multimedia-based has an effect toward the students’ English ablility. Refering to the findings and discussions of the research, it can be concluded that the learning model multimedia-based has an effect toward the students’ English ablility at senior high school of Kolaka Regency. It was based on the mean score in pre-test and post-test.Based on the conclusion of the research, the researcher suggests to the teacher, especially English teacher in Kolaka Regency to use learning model multimedia-based in teaching and learning process to improve the students’ English ability.

scholarly journals Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era

2019 ◽  
Vol 6 (2) ◽  
pp. 351-370
Author(s):  
Sufirmansyah Sufirmansyah
Keyword(s):  
Higher Education ◽  
College Students ◽  
Adult Learners ◽  
Learning Strategies ◽  
Learning Process ◽  
Student Centered ◽  
Tertiary Institutions ◽  
Library Research ◽  
Readiness To Learn ◽  
Teacher Centered

This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies. تبحث هذه المقالة في تفعيل استراتيجيات التعلم الاندروجرافية للتعليم العالي في عصر الاضطراب. إن عصر الاضطراب كأثر للعولمة يتطلب سلامة مثالية للفرد حتى يتمكنوا من عيش حياتهم بشكل جيد. من المتوقع أن يتمكن الطلاب والمتعلمون فى الجامعة من التأويل والعمل حتى يتمكنوا من التعلم بفعالية من أجل مستقبلهم. يتم اختيار نهج نوعية البحث المكتبية من أجل تجميع مختلف المراجع ذات الصلة المتعلقة باستراتيجيات التعلم الاندروجرافية andragogical بطريقة شاملة. استنادًا إلى دراسات من عدة مراجع ، يمكن استنتاج أن الاندروجرافية وثيقة الصلة باحتياجات الطلاب كمتعلمين بالغين. الرغبة في التعلم ، والقدرة على التعلم ، ووسائل التعلم ، والحاجة إلى التعلم تصبح النظر في أهمية مفهوم الاندروجرافية andragogy لاحتياجات الطلاب. من ناحية أخرى ، فإن مبدأ الاندروجرافية هو أيضا تآزري للغاية مع تطوير استقلالية التعلم من المتعلم. أدى تطور عصر سريع للغاية من الاضطراب إلى تغييرات في أنماط التعلم ، من المعلم الذي يركز على الطلاب. يجب أن تؤخذ عملية التعلم الاندروجرافية بعين الاعتبار عن احتياجات المتعلم وبعض جوانب الفردية كالتفرد والإمكانات التي يجب تطويرها. إن الافتراضات التي تكمن وراء استراتيجيات التعلم الاندروجرافية في مؤسسات التعليم العالي هي أن الطلاب يجب أن يفهموا توجههم التعلمي ، وأن يكون لديهم مفهوم ذاتي عن المسؤول ، وأن يتعلموا خبرات حياتهم ، وأن يدركوا استعدادهم للتعلم ، والتعلم بشكل ملموس ، وتعزيز دافعهم الداخلي. يمكن تعظيم الاستفادة من استراتيجيات التعلم الاندروجرافية من خلال دراسة عملية التعلم في السياق ، وزيادة المشاركة في التعلم ، والاستفادة من تقدم العلوم والتكنولوجيا. يجب تحسين الإنترنت كمساعدات تعليمية حتى يتمكن الطلاب من فهم الظروف الحالية للبيئة التي سيواجهونها في العالم الحقيقي. وبالتالي ، يمكن التغلب على متطلبات عصر الاضطراب من خلال تفعيل استراتيجيات التعلم الاندروجرافية. Artikel ini mengkaji aktualisasi strategi pembelajaran andragogis bagi pendidikan tinggi di era disrupsi. Era disrupsi sebagai efek globalisasi menuntut integritas optimal dari seorang individu agar mereka dapat menjalani kehidupan dengan baik. Mahasiswa sebagai pembelajar dewasa diharapkan mampu memaknai sekaligus menyiasati agar pembelajaran yang mereka lakukan dapat berjalan secara efektif demi masa depan mereka. Pendekatan kualitatif berjenis library research dipilih dalam rangka merangkai berbagai referensi yang relevan terkait dengan strategi pembelajaran andragogis secara holistik. Berdasarkan kajian dari beberapa referensi, dapat disimpulkan bahwa andragogi sangat relevan dengan kebutuhan mahasiswa sebagai pembelajar dewasa. Desire to learn, ability to learn, means to learn, serta need to learn menjadi pertimbangan relevansi konsep andragogi dengan kebutuhan mahasiswa. Di sisi lain, prinsip andragogi juga sangat sinergis dengan pengembangan kemandirian belajar dari seorang pembelajar. Perkembangan era disrupsi yang sangat pesat mendorong perubahan pola pembelajaran, dari teacher centered menju student centered. Proses pembelajaran andragogis harus mempertimbangkan kebutuhan pembelajar serta beberapa aspek individualitasnya sebagai keunikan dan potensi yang harus dikembangkan. Asumsi yang mendasari strategi pembelajaran andragoogis di perguruan tinggi diantaranaya yaitu mahasiswa harus memahami orientasi belajarnya, memiliki konsep diri yang bertanggung jawab, mempelajari pengalaman hidupnya, menyadari kesiapan belajarnya, belajar secara konkret, serta menguatkan motivasi intrinsiknya. Adapun aktualisasi strategi pembelajaran andragogis dapat dimaksimalkan dengan cara mengkaji proses pembelajaran secara kontekstual, meningkatkan partisipasi dalam pembelajaran, serta memanfaatkan kemajuan ilmu pengetahuan dan teknologi. Internet harus dioptimalkan sebagai alat bantu pembelajaran agar mahasiswa dapat memahami kondisi terkini dari lingkungan yang ia akan hadapi di dunia nyata. Dengan demikian, tuntutan era disrupsi dapat diatasi melalui aktualisasi strategi pembelajaran andragogis.

scholarly journals Desain Pengembangan Kurikulum Madrasah Inklusif Dengan Pendekatan Humanisme Religius

2018 ◽  
Vol 9 (1) ◽  
pp. 91-119
Author(s):  
Uswatun Chasanah
Keyword(s):  
Curriculum Development ◽  
Special Needs ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Model ◽  
Educational Environment ◽  
Individual Learning ◽  
Learning Program ◽  
Model Modification ◽  
Curriculum Models

Discrimination in education should be abolished. Every child is entitled to a proper education in accordance with the type of needs and talents of interest as mandated. Through an inclusive madrasah model with its learning model bringing together regular and special needs learners in an educational environment, the educator can realize the values ​​of humanism in the learning process. The manifestation of humanism values ​​can be set forth in the design of inclusive madrasah curriculum development with the approach of religious humanism consisting of four models of curriculum development is duplication model, modification, substitution, and omission. The four curriculum models are described in the Lesson Plan and Individual Learning Program (PPI) designed by internalizing the values ​​of religious humanism through modeling, modeling and habituation activities in the learning process in the classroom or outside the classroom.

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