scholarly journals Model Adaptive Blended Curriculum (ABC) sebagai Inovasi Kurikulum dalam Upaya Mendukung Pemerataan Pendidikan

Jurnal Kiprah ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 91-104
Author(s):  
Zahid Zufar At Thaariq ◽  
Agus Wedi
Keyword(s):  
Human Resource ◽  
Curriculum Innovation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Curriculum Model ◽  
Innovation Model ◽  
Itu Model ◽  
The Times ◽  
Innovative Curriculum ◽  
Teacher Centered

Indonesia merupakan negara yang luas baik dari segi geografis maupun budaya. Dengan melihat perbedaan tersebut, tentunya tiap-tiap sumber daya manusia pada tiap-tiap wilayah menjadi lebih beragam. Oleh karena itu, kajian ini bertujuan untuk mengajukan suatu inovasi model kurikulum yang dianggap tepat untuk diterapkan. Kurikulum yang baik di era sekarang tentunya tidak mengedepankan teacher centered learning, namun memprioritaskan student centered learning. Kurikulum secara adaptif sangat berpotensi untuk mewujudkan student centered learning. Maka dari itu, model semacam ini sangat tepat untuk diterapkan karena memenuhi unsur prinsip-prinsip dalam kurikulum, terutama prinsip relevansi dengan perkembangan zaman. Adaptive Blended Curriculum (ABC) merupakan suatu model inovasi kurikulum yang menekankan pada kurikulum secara blended (campuran) antara langsung dengan tidak langsung. Hasil dari kajian ini diharapkan dapat menjadi suatu referensi alternatif dalam penerapan kurikulum yang layak di Indonesia.   Indonesia is a vast country both geographically and culturally. By looking at these differences, of course, it makes each potential human resource in each region more diverse. So, this study aims to propose an innovative curriculum model that is considered appropriate to be applied. A good curriculum in the current era certainly does not prioritize teacher centered learning, but prioritizes student centered learning. Adaptive curriculum has the potential to realize student centered learning. Therefore, this kind of model is very appropriate to be applied because it fulfills the elements of the principles in the curriculum, especially the principle of relevance to the times. Adaptive Blended Curriculum (ABC) is a curriculum innovation model that emphasizes the curriculum blended direct and indirect. The results of this study are expected to become an alternative reference in implementing a proper curriculum in Indonesia.

scholarly journals Teachers' Profesionalism and Challenges in Industrial Revolution Era 4.0

2019 ◽  
Vol 2 (1) ◽  
pp. 195
Author(s):  
Supriyono Supriyono
Keyword(s):  
Human Resource ◽  
Management System ◽  
Industrial Revolution ◽  
Competence Development ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Centered

This paper discusses the concept of teachers' profesaionalism and challenges in facing the industrial revolution era 4.0. In this case, teachers have a very important role at schools in utilizing various learning approaches. The traditional learning (teacher-centered) approach long implemented for years has now been considered out of date that student-centered learning replaces the approach. The teachers' role has recently shifted that teachers now become the facilitators for their learners. These shifting learning approach has become an inevitabity to anticipate that a concret action is greatly required. Educational world should be able to manage itself by making some renewals and innovations related to the management system, curriculum, Human Resource Competence Development, culture, working ethics, and facilities. This study uses references related to the nature of teachers' profesionalism, industrial revolution 4.0, and various challenges. Concrete actions need to be well prepared as well as creatively, dynamically, and innovatively made. Thus, it can be concluded that teachers should be able to maintain their professionalism in performing their daily duties and obligations.

scholarly journals The Transformational Paradigm of The Pesantren Curriculum Innovation

2021 ◽  
Vol 1 (1) ◽  
pp. 109-125
Author(s):  
Fata Asyrofi Yahya
Keyword(s):  
Phenomenological Approach ◽  
Learning Material ◽  
Curriculum Management ◽  
Curriculum Innovation ◽  
Student Centered ◽  
Institutional Goals ◽  
Learning Evaluation ◽  
Learning Programs ◽  
Innovative Curriculum ◽  
Teacher Centered

Abstract: This research begins from the problems faced in pesantren. They include curriculum management and learning, such as the implementation of teacher-centered learning and poorly planned learning evaluation. Thus, the researcher is interested in studying Pesantren Nurul Iman Garum Blitar, which applies an innovative curriculum using a transformative paradigm. The research method was qualitative research - a phenomenological approach. The findings were; first, there were three curriculum objectives: national goals, institutional goals, and learning objectives. Second, the learning material was reconstructing several books in the pesantren, such as the nahwu, shorof, and fiqh books. Third, the learning method was student-centred which encourage students to be active. In addition, it was also supported by some learning programs, including takror sughro, takror kubro, and syawir. Fourth, the learning evaluation employed formative and summative evaluation. Abstrak: Penelitian ini berawal dari kegelisahan akademik peneliti melihat beberapa problematika yang terjadi di pondok pesantren, diantaranya problem pengelolaan kurikulum dan pembelajaran, seperti metode pembelajaran yang cenderung teacher centered dan juga evaluasi pembelajaran yang tidak terencana dengan baik. Dari situ peneliti tertarik meneliti Pondok Pesantren Nurul Iman Garum Blitar yang membuat inovasi dalam kurikulumnya dengan menggunakan paradigma transformatif. Metode penelitian ini menggunakan pendekatan fenomenologis dan jenis penelitian kualitatif. Diantara hasil penelitiannya sebagai berikut: pertama, desain tujuan kurikulumnya terdiri dari tiga macam; yaitu tujuan nasional, tujuan institusional dan tujuan pembelajaran. Kedua, desain materi pembelajarannya berupa rekonstruksi ulang beberapa kitab di pesantren, seperti kitab nahwu, shorof dan fikih. Ketiga, desain metode pembelajarannya menggunakan paradigma student centered dengan metode yang mendorong siswa aktif. Selain itu didukung dengan beberapa program pembelajaran, diantaranya takror sughro, takror kubro dan syawir. Keempat, bentuk evaluasi pembelajarannya menggunakan evaluasi formatif dan sumatif.

scholarly journals Contemporary Teaching-Learning Practices: Implementation and Challenges of Student-Centered Learning Approach in Higher Education of Ethiopia

2019 ◽  
pp. 1-16
Author(s):  
Birhanu Moges
Keyword(s):  
Classroom Environment ◽  
Sampling Technique ◽  
Well Being ◽  
Best Interests ◽  
Learning Approach ◽  
Structured Interviews ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Teacher Centered

Student-centered learning approach is a key factor which focuses on students’ learning experiences and development, well-being and retention so that higher educational learning is delivered in ways that are demonstrably in the students’ best interests. In the teacher-centered approach to teaching, most of the class time is spent with the teacher lecturing and the student watching, listening and taking notes. The present study aimed to explore students’ and instructors’ perception, practices and challenges in implementing SCL. The study employed descriptive survey design by combining quantitative and qualitative approach to collect, process, analyzes and presents the data. A total of 12 instructors and 66 students of the second and third year psychology students have participated in the study through availability and purposive sampling technique. The instruments were questionnaire, classroom observation and un-structured interviews were conducted. Accordingly, the findings indicated that the teaching practices in implementing student-centered learning approach were not as expected. The result also showed that instructors had positive attitude toward the SCL, regarding several aspects such as providing the benefits to both students and instructors, being effective for teaching, creating close relationship and establishing active classroom environment. In the end, instructors also agreed that student-centered instruction will improve the ability of the students to learn the courses. Due to different challenges, most of the students were less interested to learn by SCL, such as sense of fear, lack of interest and confidence. The study further found that the lack of classroom facilities and conditions, large class size, inadequate teachers training, tendency of focusing on teacher-centered approach and limited ability to implement were the challenges of implementing. Finally, it is recommended that responsible bodies rearrange the facilities and conditions necessary inputs for the effective implantation of SCL. To minimize the challenges, instructors should create different techniques to make students participants in teaching-learning process.

scholarly journals Directions To Modernize Teaching Methodology

2015 ◽  
Vol 21 (2) ◽  
pp. 560-564
Author(s):  
Nicolae Căpăţînă
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Learning ◽  
Society Today ◽  
Teacher Centered

Abstract Article presents the main directions of modernization of teaching methods, factor for modernization of education. Modernization of teaching methods is required by changes taking place in society today latter directly influencing the conduct of education. Shift from teacher-centered education to student-centered learning and changing paradigms instructional, teaching methods require modernization and transformation of his conception of education. Classical paradigm of teaching and learning profound changes, transforming the teaching learning, resulting in the need to change teacher.

scholarly journals BSN graduates’ preferred learning styles: implications for student-centered learning

2017 ◽  
Vol 7 (10) ◽  
pp. 56
Author(s):  
Judith C. Bruce ◽  
Evelyn B. Chilemba
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Independent Learning ◽  
Nursing Graduates ◽  
Paradigm Shifts ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Educational Paradigm ◽  
Teacher Centered

Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.

scholarly journals PERBEDAAN TINGKAT PROKASTINASI PADA MAHASISWA DITINJAU DARI METODOLOGI PEMBELAJARAN

2017 ◽  
Vol 6 (2) ◽  
pp. 75-81
Author(s):  
Aliffia Ananta
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Academic Procrastination ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Purposive Sampling ◽  
Teacher Centered

Abstract                  Procrastination is a deliberate deliberate postponement and does other unnecessary work. Prokrastinya many experienced by students and influential on learning outcomes so it is important to be studied. This study aims to determine the level of student academic procrastination in terms of learning methods used by lecturers. Learning method in this research is Teacher Centered Learning (TCL) and Student CenteredLlearning (SCL). Subjects in this study as many as 150 students taken by purposive sampling, 75 subjects were students who got TCL method and 75 subjects were students who got SCL method. Data collection is done by using procrastination scale. Procrastination Scale consists of 16 items that have the validity of ≥ 0.03 with reliability of 0.805. The result of the research shows that there is no difference of academic procrastination between students who get TCL learning method with students who get SCL learning method.Key Words: Procrastination, Teacher Centered Learning, Student Centered Learning

scholarly journals PENGARUH EXPERIENTIAL LEARNING PADA MOTIVASI BELAJAR (STUDI PADA MAHASISWA KELAS OPERATIONS RESEARCH, FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN, UNIVERSITAS ISLAM MALANG)

2015 ◽  
Vol 1 (1) ◽  
pp. 58
Author(s):  
Surya Sari Faradiba
Keyword(s):  
Experiential Learning ◽  
Operations Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
The One ◽  
Teacher Centered

Perubahan paradigma dalam pembelajaran dari metode Teacher  Centered Learning (TCL) menjadi Student Centered Learning (SCL) merupakan salah satu cara dalam meningkatkan kompetensi lulusan yang mampu bersaing dalam AEC 2015. Salah satu metode pembelajaran dalam SCL adalah metode pembelajaran berbasis pengalaman (experiential learning), yaitu suatu metode pembelajaran dengan cara mengkonstruksi pengetahuan melalui transformasi pengalaman. Ketika individu terlibat aktif dalam proses belajarnya maka individu tersebut akan belajar jauh lebih baik. Penelitian ini adalah penelitian eksperimen dengan menggunakan desain The One Group Pretest-Posttest. Teknik pengambilan sampel yang digunakan adalah teknik sampel acak stratifikasi proporsional dengan melibatkan sampel sebanyak 60 mahasiswa. Hal ini dilakukan mengingat kemampuan akademis mahasiswa sangat beragam. Teknik pengambilan data dilakukan melalui alat ukur berupa kuesioner, observasi, dan wawancara langsung. Berdasarkan hasil uji validitas dan reliabilitas pada alat ukur motivasi belajar diperoleh 30 aitem valid, dengan tingkat alpha (α) sebesar = 0,933. Berdasarkan hasil uji-t diperoleh hasil bahwa terdapat perbedaan motivasi belajar pada mahasiswa setelah dilakukan intervensi metode pembelajaran berbasis pengalaman  (. Metode pembelajaran berbasis pengalaman dalam penelitian ini dapat menjadi acuan untuk meningkatkan motivasi belajar pada mata kuliah lain yang sejenis.

scholarly journals Perbedaan Motivasi Belajar Siswa yang Mendapatkan Teacher Centered Learning (TCL) Dengan Student Centered Learning (SCL)

2019 ◽  
Author(s):  
Rahila Salay
Keyword(s):  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Centered

UU Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional dan UU Nomor 12 Tahun 2012 tentang Pendidikan Tinggi dinyatakan bahwa pembelajaran adalah interaksi antara pendidik, peserta didik, dan sumber belajar di dalam lingkungan belajar tertentu. Dengan demikian, pengembangan kurikulum pembelajaran disusun berdasarkan pada elemen-elemen kompetensi yang dapat mengantarkan peserta didik untuk mencapai kompetensi lainnya yang diharapkan melalui metode-metode pembelajaran. Metode pembelajaran yang menumbuhkan hasrat besar untuk ingin tahu, meningkatkan kemampuan untuk menggunakan atribut kompetensi, guna menentukan pilihan, jalan berkehidupan di masyarakat, meningkatkan cara belajar sepanjang hayat. Student Centered Learning (SCL) adalah pola pembelajaran yang sangat cocok digunakan dalam (KBK) karena pada pola ini, pembelajaran berpusat pada siswa, sehingga untuk mencapai hasil pembelajaran tersebut, siswa harus melalui proses pembelajaran yang mengutamakan pengembangan kreativitas, kapasitas, kepribadian dan kebutuhannya serta mengembangkan kemandirian dalam mencari dan menemukan pengetahuan. Namun, tidak sedikit kita jumpai guru masih tetap menjadi sentral atau masih pada pola TCL (Teacher Centered Learning) di mana pengetahuan dipandang sebagai sesuatu yang sudah jadi, yang tinggal ditransformasi dari guru ke siswa sehingga siswa pasif dalam menerima pembelajaran di kelas. Paradigma seperti ini harus diubah, karena tantangan dunia pendidikan pada era globalisasi adalah menghasilkan Sumber Daya Manusia (SDM) yang mampu berperan secara global. Oleh karena itu, siswa sebaiknya dilatih sejak awal secara aktif belajar secara mandiri.

Reflection on Contradictory Learning Methods and Identity Formation in a New Academic Life Setting

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Aishah Rosli ◽  
Mohamed Yusuf Shahul Hamid
Keyword(s):  
Identity Formation ◽  
Teaching Method ◽  
Academic Careers ◽  
Academic Life ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Student ◽  
Future Improvement ◽  
Teacher Centered

Lecturers new to the academic life setting normally face similar types of challenges. These challenges were intensified for new lecturers starting their careers in the academic setting during the COVID-19 pandemic, when classes were conducted online. Student-centered learning has been the focus in engineering education recently, but many of the current lecturers have never experienced this method of learning as students, resulting in unfamiliarity and inexperience in conducting classes using this method of teaching. Our experiences as two new lecturers starting our academic careers during the pandemic using both the student-centered learning method and teacher-centered learning method in different classes are reported through collaborative autoethnographic methods. Both of our reflections revealed that stark differences can be seen as an effect of the teaching method, concluding that the student-centered learning method is superior to the traditional teacher-centered learning method. However, applying the former method also has some challenges. To overcome these challenges faced by new lecturers, some action plans have been listed for future improvement, which could be very meaningful and useful to other new lecturers as well as educators new to applying the student-centered learning method.

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING ) DALAM MATA KULIAH MANAJEMEN LIMBAH B3

2018 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
Hans Kristianto ◽  
Tedi Hudaya
Keyword(s):  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Centered

Perubahan metode pembelajaran yang sebelumnya berpusat pada pengajar (teacher-centered learning) menjadi berpusat pada siswa (student-centered learning), menuntut penggunaan berbagai model pembelajaran yang inovatif. Dalam penelitian ini dipaparkan penerapan model pembelajaran berbasis masalah (problem based learning; PBL) dalam mata kuliah Manajemen Limbah Bahan Beracun dan Berbahaya (B3) di Program Studi Teknik Kimia UNPAR pada semester genap 2016/2017, dengan tujuan mengamati  perubahan gaya belajar mahasiswa sebelum dan setelah pembelajaran dengan model PBL dengan menggunakan kuesioner Grasha. Selain itu mahasiswa diminta untuk mengisi kuesioner evaluasi pelaksanaan kegiatan pembelajaran. Teramati perubahan gaya belajar mahasiswa, yaitu pada menurunnya gaya belajar avoidant, kenaikan pada gaya belajar competitive dan collaborative. Sekalipun terlihat perubahan, hasil tersebut belum signifikan secara statistik. Hasil umpan balik dari mahasiswa peserta kuliah pun cukup positif, karena mahasiswa merasa lebih aktif, belajar bekerja dalam tim, dan berkomunikasi. Hasil-hasil positif yang ditunjukkan dalam penerapan model PBL pada mata kuliah ini membuka peluang untuk menerapkan model pembelajaran serupa pada berbagai mata kuliah lain.

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