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

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Introducing Total Mind Learning™

Created & Presented By:

Yovan P. Putra

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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

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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 -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

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On June 17th_{, 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

CKNOLEDGEMENTS

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.

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On September 27th_{, 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.

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On December 12th_{, 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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TOTAL MIND LEARNING

R & D NETWORK

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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

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

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LEARNING COMPETENCY MAPPING :

1. ASPEK AFEKTIF SISWA (KECENDERUNGAN

DAN POTENSI SISWA)

2. ASPEK KOGNITIF, MELIPUTI:

- DAYA KONSENTRASI

- DAYA INGAT

- DAYA BACA

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AGENDA :

1. KONDISI PERSEKOLAHAN SAAT INI

2. IMPLIKASINYA BAGI SISWA

3. FAKTOR PENYEBAB

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KONDISI PERSEKOLAHAN

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Refleksi dari Hasil PISA 2009

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Below Level 1

Matematika

_IPA

Below Level 1 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% S in g a p o re S h a n g h a i-C h in a Ja p a n H o n g K o n g -C h in a K o re a C h in e se T a ip e i T h a il a n d In d o n e si a 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.

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Very Low Low Intermediate High Advance

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Results of Mathematics (8

th

_Grade)

2007

2011

0% C h in e se T a ip e i S in g a p o re K o re a , R e p . o f Ja p a n Tu rk e y M a la y si a T h a il a n d Ir a n S a u d i A ra b ia M o ro cc o In d o n e si a 0% C h in e se T a ip e i K o re a , R e p . o f S in g a p o re Ja p a n Tu rk e y T h a il a n d M a la y si a Ir a n In d o n e si a M o ro cc o S a u d i A ra b ia

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

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Results of Science(8

th

_Grade)

2007

2011

0% S in g a p o re C h in e se T a ip e i Ja p a n K o re a , R e p . o f M a la y si a T h a il a n d Tu rk e y Ir a n In d o n e si a M o ro cc o S a u d i A ra b ia 0% S in g a p o re C h in e se T a ip e i K o re a , R e p . o f Ja p a n Tu rk e y Ir a n M a la y si a T h a il a n d S a u d i A ra b ia In d o n e si a M o ro cc o

menengah, sementara hampir 40% siswa Taiwan mampu mencapai level

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Results of Reading (4

th

_Grade)

2006

2011

0% S in g a p o re C h in e se T a ip e i Ir a n S a u d i A ra b ia In d o n e si a M o ro cc o 0% S in g a p o re C h in e se T a ip e i Ir a n In d o n e si a M o ro cc o

menengah, sementara lebih dari 50% siswa Taiwan mampu mencapai level

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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

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TIMSS 2011 International Benchmarks of Mathematics Achievement (Kelas 8)

Refleksi Hasil TIMSS-Matematika 2011:

Perspektif Internasional

Source: Trend in International Mathematics and Science Studies (TIMSS) 2011 International Results in Mathematics

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Refleksi Hasil PIRLS 2011:

Perspektif Internasional

Source: Progress in International Reading and Literacy Studies (PIRLS) 2011 International Results in Reading.

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Tahun Mulai Selesai Durasi

Keterangan

Tahun Mulai Selesai Durasi

Keterangan

Tahun Mulai Selesai Durasi

Keterangan

1996 07.00 12.30

5½ jam

Dalam kurun waku 15 tahun terjadi penambahan

durasi belajar 4 jam

2011 06.30 16.00

9½ jam

2026 06.30 20.00 13½ jam

Prediksi kondisi persekolahan 15 tahun dari

sekarang

Tahun Mulai Selesai Durasi

Keterangan

1996 07.00 12.30

5½ jam

Dalam kurun waku 15 tahun terjadi penambahan

durasi belajar 4 jam

2011 06.30 16.00

9½ jam

2026 06.30 20.00 13½ jam

Prediksi kondisi persekolahan 15 tahun dari

sekarang

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Durasi sekolah SMA 1996

Durasi Sekolah 5½ Jam

Durasi Bebas 18½ Jam

Total waktu 24 Jam

12.30

7.00

6.30

16.00

Durasi Sekolah 9½ Jam Durasi Bebas 14½ Jam

Total waktu 24 Jam Durasi sekolah SMA 2011

6.30

16.00

Durasi Sekolah 15½ Jam

Durasi Bebas 8½ Jam

Total waktu 24 Jam Durasi sekolah SMA 2026

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Proses Belajar Ideal

Kondisi 1

PEMAHAMAN

Durasi Ideal Sampah belajar Sampah belajar Sampah belajar Durasi Bimbel Kondisi 2 Sampah belajar Sampah belajar Durasi Ideal

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IMPLIKASINYA BAGI

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IMPLIKASI :

1. BURNT OUT

2. FALSE BELIEFS

3. PRODUKTIFITAS RENDAH

4. PRESTASI BURUK

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FAKTOR PENYEBAB

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FAKTOR PENYEBAB :

1. SIKAP BELAJAR BELUM OPTIMAL

2. DAYA BELAJAR RENDAH

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SOLUSI EFEKTIF

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SOLUSI EFEKTIF :

1. LAKUKAN PEMETAAN BELAJAR

2. TINGKATKAN DAYA BELAJAR

3. OPTIMALISASI SIKAP BELAJAR

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PEMETAAN PROSES BELAJAR

MENYELURUH :

1. MENGETAHUI KEKUATAN / POTENSI

2. MENGETAHUI KELEMAHAN

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Durasi Ideal Pemahaman Ideal

Durasi Ideal

Durasi lebih singkat

PROSES BELAJAR EFEKTIF

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Coaching TML dapat

meningkatkan performa

belajar siswa, dengan meningkatkan aspek :

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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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