Danaryanti 2 Elli Kusumawati 2
D. Conclusion and Suggestion
Using this strategy for the lecture, student could more active in discussion and enthusiasm in all lecture activity.
At the stage of do, the observers observed the activity of the lecture with the focus of observation is the activity of the students. The observation sheet used by the observer can make observations as an alternative observation. Namely the interaction between students with students or with lecturers, student interaction with the media of biak learning given by lecturers model in the form of interactive multimedia or media that they make. And the benefits that observers get in the implementation of lectures.
See
This is the important step of lesson study. Reflection stage is discussion between observer, team teaching of earth and space science and model after the lecturer and discuss about what happened during the learning implementation.
Learning reflection activities led by a moderator so that all observers can deliver the results of observation in an orderly manner. In addition, the observer can also share the learning experiences that have been obtained. This discussion is expected to provide input to the next learning process.
Some of the information obtained from the discussion is that the median utilization by the students can be increased again, especially in conformity with the given worksheet. In addition, student interaction with students in one group can be built with encouragement from lecturers. In general, lecture planning that has been made and implemented is good with workshop method. That way students can feel challenged in solving problems and also engage in group discussions.
References
Apriono,D.2013.Pembelajaran Kolaboratif Suatu landasan untuk membangun kebersamaan dan keterampilan kerjasama. Diklus Edisi XVII, Nomor 01, September 2013 (292-304)
OECD. (2015). PISA 2015 Assesment Framework: Key Competencies in Reading, Mathematics, and Science
Oktavianty, Erwina. 2011. Students Conception Of Earth And Space in FKIP Untan Physics Education. Proceeding of International Science Seminar, UPI Bandung Permendiknas nomor 41 tahun 2007. Standar Proses Untuk Jenjang Pendidikan Dasar
dan Menengah. Jakarta. Menteri Pendidikan Nasional.
Permendikbud Nomor 81A Tahun 2013 tentang Implementasi Kurikulum.
Sato, Manabu. 2013. Mereformasi Sekolah, Konsep dan Praktek Komunitas Belajar.
Jakarta: Pelita.
Sato, Masaaki. 2012. Dialog dan Kolaborasi di Sekolah Menengah Pertama, Praktek
“Learning Community”. Jakarta: Pelita.
Ueno, Masamichi. 2016. Pembelajaran Kolaboratif dan Pendidikan Demokrasi.
Makalah Disajikan pada Short-Term Training on Lesson study (STOLS) for Institute of Teacher Training and Education Personnel (ITTEP), Tokyo, 2 - 28 Oktober
Profiles of Contextual Teaching Material for Forest Prototype- BasedCollaborative Learning
Muhfahroyin1, Anak Agung Oka2
Biology Education Department of Muhammadiyah University of Metro [email protected]
Abstract
The objective of the research was to develop the contextualteachingmaterialfor the learning- forest prototypebasedcollaborativelearning model. The research was conducted by using research and development (R and D) adapted from Thiagarajan 4D model. Steps of the model are Define, Design, Develop, and Dissemination. Through the research was developed contextualteaching material in the plant morphology description. The result of the researchshowed that the contextualteachingmaterial for the forest prototypebased collaborative learning model was valid to implementing in the collaborative learning.The average score of teachingmaterialwas 85% suitable to use.Based on the research, the researcher gave suggestion to the teachers, that to fasilitate the students in the biology contextuallearning can implement the teachingmaterial for the forest prototypebased collaborative learning.
Keywords: Teaching Material, Contextual Learning, Learning-forest prototype A. Introduction
Contextual teaching materials are teaching materials oriented to everything related to natural phenomena, both qualitatively and quantitatively, and the problems related to its application to develop technologies to overcome public life problems (Depdiknas, 2007a). Therefore, through contextual teaching materials, students are expected to acquire knowledge to develop their process skills and academic achievements to overcome problems in real life (contextual) (Blanchard, 2001).
Science learning can facilitate students to have competences when it is conducted with meaningful learning. A meaningful learning is an active, creative, effective, and contextual learning. It provides meanings personally to the learners, by relating materials with students’ self-experiences in the past to anticipate the future. In a meaningful learning, students conduct learning actively and creatively (Silberman, 2001). In addition, a meaningful learning also demands linkages between learning in calssrooms and daily life problems. In this case the contextual learning will provide more productive meaning to learners. Depdiknas (2002) and Isjoni (2007) suggest that gaining a meaningful learning does not necessarily change existing curriculum and orders, but each aspect of basic competence can be integrated between its linkages to life realities.
Science linkages to daily life problems besides facilitate students to learn biology concepts and principles, it is also positive because students are more understanding science problems in daily life (Ausubel, 1968; National Department of Education
2002). Teaching materials which is developed contextually is very helpful for students to facilitate them learning higher science concepts and principles. Sufficient science understanding will help students to overcome problems related to science in daily life and to be able to make further development steps in form of science concepts use for daily life interests which are basics of thinking for students in overcoming daily life problems. When the meaningful property of science learning has reached aspects of attitude, moral, and care from the learners, then characterized personality will be formed along with the conducted learning. Moreover,Muhfaroyin (2007) explains that contextual learning in biology learning can form learners’ characters of faith and God- consciousness (taqwa) and at the same time train the science process skills. In addition, the usingforest-prototype-based contextual teaching materials will also be relevant to scientific approach (Muhfaroyin, 2013). Learning with forest-prototype-based teaching materials can be done collaboratively to create scaffolding; where students help each other to reach specific competence success in learning groups.
Collaborative learning demands learners to be responsible upon their own learning and make efforts to reach information related to their competences that they should understand. In collaborative learning, teachers asthe facilitators for all students in learning groups, so that all students are ensured to learn to form learning community (Rockwell, 2012; Saito et. al., 2015). To see this collaborative learning process results, assessments are made by respective students. Luzet (2013) suggests that collaborative learning is based on the Zone of Proximal Development (ZPD) and Scaffolding theories, where students help each other to reach success in specific competences in the learning groups.
Formed collaborative learning characteristic is that students learn in a group and they have dependence in the learning process where completing tasks requires members of the group to cooperate, interact directly, and each students is responsible to agreed tasks, students learn interpersonal communication skill, and teachers as facilitators, knowledge sharing between students, and heterogenic grouping (Brandt, 2004). In addition, Olivares (2005) states that in collaborative learning, students are trained to communicate and think creatively. Student togetherness in the critical thinking group produced higher understanding possessed by each of group member.
From this rationale, it is important to develop contextual teaching materials to facilitate and empower students’ potentials. Classical-and-textual-based teaching materials has been widely developed, but contextual teaching materials especially forest-learning-prototype-based contextual teaching material has not yet been optimal to develop.
B. Method
This was a research and development (R and D) research which was adapted from Thiagarajan (1985), with the following steps.
1. Define
Define stage is conducted by analyzing concept and need analysis about contextual teaching materials and learning-forest prototype has been used as the education vehicle.
2. Design
Design is conducted to produce contextual teaching materials based on learning-forest prototype, before continuing to development step.
3. Develop
Developstep is to conduct development of teaching materials based on learning-forest prototype. This activity is the manifestation of designing.
Development is conducted by composing and validating teaching materials based on learning-forest prototype. Validation is conducted by 3 biology education experts.
4. Disseminate
Disseminate is conducted to socialize the development results of contextual teaching materials based on learning-forest prototype to students and lectures of biology education, to find out, understand, and use learning model based on learning-forest prototype for collaborative learning.