P-ISSN: 2579-7158 E-ISSN: 2549-6050
Open Access: https://ejournal.undiksha.ac.id/index.php/IJEE
Superflex: Innovative Learning to Develop Social Attitude Competencies
Huriah Rachmah
1*, Rudi Gunawan
2, Jajang Hendar Hendrawan
31STKIP Pasundan, Cimahi, Indonesia
,2 University of Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia
,3 STKIP Pasundan, Cimahi, Indonesia
A B S T R A K
The 2013 curriculum aims to produce students to have three competencies: attitude, knowledge and skills.Competence of attitude is divided into two, namely spiritual and social. Competence of social attitude is done during the learning process and assessment. But not on all subjects, the process and attitude assessment is done by the teacher. Assessment of attitudes in primary schools is done by classroom teachers, teachers of religious instruction lessons, PJOK, and extracurricular coaches. Social attitude is an integral part of social thinking because attitude is the fruit of thought. Learning Superflex® is a model developed in 2008 in the United States and in this research is adapted to help address issues related to social attitudes. This research uses descriptive analysis method. Some of the data is taken from the results of research that the author did and still runs until this year. The data is collaborated with the data obtained from the literature to produce this study. The conclusion of this study that innovative learning model depends on the creativity of teachers in generating motivation learners.
The Superflex® learning model can be an inspiration for teachers as one of the innovative learning models that can build students' social attitudes.
Copyright © Universitas Pendidikan Ganesha. All rights reserved.
1. Introduction
Improvement Curriculum 2013 has been done by the Ministry of Education and Culture which aims to produce students who have three competencies of attitude, knowledge and skills (Jendela Pendidikan dan Kebudayaan, 2016). Anies Baswedan mentions:
"... the process of improving the curriculum is long, but worth doing. It's for the sake of our children.
Talking about the curriculum is like discussing the direction of future generations. A slight mistake will greatly affect the course of Indonesia's education ... We look to the previous application ... the most obvious is the rush. Because of the haste that finally the 2013 Curriculum handbook is not done properly.
Lots of things were missed ... This is all we did for the children's development to get better direction ...
(Jendela Pendidikan dan Kebudayaan, 2016)”.
The points corrected in the curriculum document throughout 2015 include problems with the complexity of learning and assessment on Spiritual Attitudes and Social Attitudes, alignment between Core Competencies (KI) and Basic Competencies (KD) with syllabus and books, the application of the 5M thinking process to the method of learning which is procedural and mechanistic as well as limiting the ability of students through the decapitation of taxonomic thinking processes between levels. The result of the improvement is competence arrangement of Spiritual Attitude and Social Attitude on all subjects, KI- KD coherence and document alignment, giving creative space to teachers in implementing curriculum and A R T I C L E I N F O
Article history:
Received 18 Desember 2017
Received in revised form 30 Desember 2017 Accepted 15 Januari 2018 Available online 20 Februari 2018 Kata Kunci:
Belajar Superflex, Kompetensi Sosial, Inovatif
Keywords:
Superflex Learning, Social Competencies, Innovative
structuring of competence which is not limited by decapitation of taxonomy of thinking process (Jendela Pendidikan dan Kebudayaan, 2016).
Structuring on students' social attitude competency is done in the learning process and assessment.
Initially all subject teachers are given the burden to do the learning and assessment of the students' social attitude competence, after the change of maha only two subject teachers namely Religious Education/Character and Civic Education teachers who provide direct assessment. Other teachers outside these subjects may undertake indirect learning and assessment. However, although indirectly, the teacher of each subject still has a moral obligation to educate students in social behavior as a hidden curriculum.Indirect learning requires teachers to innovate in learning. Innovative learning means teachers design new learning, not as they usually do with the aim of helping students build knowledge or attitudes.
Students will experience the process of behavior change in a better direction according to their potential.
In the context of learning, innovative learning can mean as an effort to find ways to solve problems, so that the program can be a program that has never been given at all or has been run but requires improvement (Suharmanto, 2008; Rachmah, 2012).
The learning program should be in line with the teacher's attitude and behavior, in accordance with the teacher's philosophy of being obeyed and imitated meaningful people who are trusted and followed, so that it is not only responsible for teaching but also educating morals, ethics, integrity and character (Husodo, 2015). The behavior and character of teachers related to social competence should be highlighted so that students' social attitude competencies can be built early on. Based on research results in some primary and secondary schools, social attitudes are influenced by respect, responsibility, communication and rules (Lestari, 2015). Other studies have shown that teachers should be able to use varied learning methods so that students' social attitudes can develop (Rufaida, 2013). Recommendations from other studies suggest that teachers in schools maintain social competence in the school environment, so that students can show good social attitudes and support learning comfort (Riyati, 2012). Assessment of attitudes affect student behavior so that students will always express a noble attitude and become a daily habit and form the desired character (Purwanto, 2016).
Social attitude is related to how students can think social (social thinking) well. Social thinking is how students use their knowledge to interact socially with others (Rachmah, Gunawan, & Mulyani, 2016).
It is also in social thinking, faced with how one thinks about the people who influence his behavior.
Someone will respond to the social attitudes of others so that it will affect his social attitude.
(http://www.socialthinking.com/what-is-social-thinking/introduction, 2011).
The results of research conducted by Winner (2014) show that social cognition can be trained with the Superflex® learning model. Learners are invited to become social detectives who are invited to do their own search for problems about their behavior so they can become social thinkers and solve social problems. Learners are shown behavior that is not good or does not make sense (unthinkables) to be a good behavior or thinkables (thinkables). Superflex® is a superhero man possessed in every child's mind to help oneself in self-improvement, social cognition and social skills. In addition, Superflex® learning of regular / general teachers can help learners explore their social cognitive abilities (Rachmah, Gunawan, &
Mulyani, 2016).
This paper is a continuation of research in 2016 in developing the Superflex® learning model. In this research, previous research results are elaborated with literature review of innovative learning and social attitude competence in line with the demands of the 2013 curriculum. The purpose of this study is to describe the competence of social attitudes, innovative learning, Superflex® learning and to know the impact of Superflex® learning in building attitudes social students.
2. Discussion
Competence of Social Attitude
Student self-development is tailored to the demands of the real world so that students must be equipped with learning in accordance with the 21st century. The necessary learning skills are expressed as follows: “In a nutshell, these are the skills that will help people be globally competitive in the 21st Century. Especially with our students, these are skills that include not only the curricular standards but also a host of other essential skills like communication, collaboration, and creativity. Literacy doesn’t merely refer to the ability to read and write but also the ability to evaluate and synthesize information, media, and other technology. At the heart of 21st Century Learning, in my opinion, is the piece on creating authentic projects and constructing knowledge… essentially making connections between learning and the real world!”(Lai, 2008; Rachmah, 2014).
In the 21st century, the required standard is in learners not just cognitive skills but other skills such as communication, collaboration and creativity so as to link theory in the classroom to real-world
conditions. In the Curriculum 2013, these three issues are contained in the Core Competition attitude consisting of spiritual attitudes and social attitudes. Social attitudes in the Curriculum 2013 with the formulation "show honest behavior, discipline, responsibility, courteous, caring and confident in interacting with family, friends, and teachers" (Lampiran Permendikbud No. 24, 2016). Explanations of social attitudes include: 1) Honest is the behavior based on the effort to make himself reliable in every word, action and deed. 2) Discipline is the act of the students who show the orderly behavior and obedient to the rules in force. 3) Responsibility is the attitude and behavior of learners in carrying out duties and obligations as self, citizens and religious people. 4) Compose, students have good behavior and language to others. 5) Caring is the attitude and act of wanting to give help to others who need or look need help. 6) Self-confidence is a belief in oneself in doing all the actions (Directorate of Elementary School Development, 2015). 7) Assessment of attitudes in primary schools is done by classroom teachers, teachers of religious instruction lessons, PJOK, and extracurricular coaches using observation techniques, interviews, anecdotes and certain events (Direktorat Pembinaan Sekolah Dasar, 2015).
Innovative Learning
Innovative learning usually considers the initial aspects of the process of creating, designing, and implementing the design in the classroom. Evaluation done to see whether the learning process is done really fit with the class faced and generate positive change/added value (Rachmah, 2012). Cross (2012) describes several aspects that must be considered in making learning innovation are: (1) For who is the innovation innovative? (2) Where is the innovation? (3) Innovation when in the business process?
The first aspect is deciding for whom this innovative learning is done. Elementary teachers can identify students to be explained about learning difficulties whether it is direct or indirect learning. After identification, teachers can discuss with students, other teachers, principals or anyone who can provide input on the right pattern of innovative learning for a particular class. Discussion results can help teachers to do more innovative learning. The second aspect is the teacher decides the implementation of innovative learning by looking at several factors. These factors include student learning difficulties, easily accessible learning resources, authentic assessment that can be done, student activities, as well as adequate classrooms. These factors can be discussed also with stakeholders, thus further strengthening the desire of teachers in conducting innovative learning. A third aspect to consider in innovative learning is when innovation will be applied. This should be noted because the development of learning occurs quite dynamically so that a slight change can affect the learning process as a whole.
Superflex Learning
The Superflex® learning curriculum was developed in 2008 in the United States. Superflex® is a superhero figure that is flexible and can help someone to find out their needs and wants and keep calm in waiting to turn to talk or play during socializing with others. Superflex® is a great troubleshooter and can cognize solutions to one problem (Madrigal & Winner, 2008). This model utilizes comic books as a learning medium and superhero handout called Superflex® and a group of opponents known as Unthinkables Team (Rachmah, Gunawan, & Mulyani, 2016).
Learning Superflex® aims to help children to adopt strategies for self-regulation, social thinking and social skills. Another goal is to help someone with social thought difficulties and help develop flexibility in thinking in any social setting. The main premise of this curriculum is that everyone can become a superhero not just a crew and everyone is faced with situations to tackle Unthinkables Team(Baker, 2011; Rachmah, Gunawan, & Mulyani, 2016).
The Superflex® curriculum can be used by psychologists, teachers and parents by learning the concepts of social cognition with reference to social thought books (Winner, 2014). Students who can benefit from elementary school students, students in the middle and upper middle class (Rachmah, Gunawan, & Mulyani, 2016). This curriculum can be developed into a comprehensive learning model.
According to Astati (2010) in Rachmah (2013)learning model is an activity that describes the process from start to finish and presented with approach, method, and certain learning technique. The Superflex®
learning model can help students in raising self-awareness of behavior and learn how to modify negative behavior using a super-flexible strategy.
Superflex Learning in Building the Competence of Social Attitude
The Superflex® learning model is a model that utilizes comics as a learning medium and handouts with superhero protagonist whose name is Superflex® vs. unthinkables team with 14 inflexible characters. The Superflex® character is described as a problem-solver and flexible thinking character that is expected to color the students themselves into Superflex®. Models made with cartoon characters with stories that fit the student's criteria. Imitation process conducted by students, is expected to build a good social attitude. Learning using the image media can attract attention and increase the concentration of learners. With the Learning Model Superflex® students can recognize themselves and how to overcome the social weaknesses that exist in themselves (Rachmah, Gunawan, & Mulyani, 2016).
Learning Superflex® can be an innovative alternative learning model and can be tailored to the student's development towards self-awareness and attention to the social environment (Linton, 2015). As one of the innovative learning, this model is developed in accordance with aspects that need to be addressed in the development of innovative learning. The process also refers to do and do not on Superflex® learning. Collaboration between innovative learning aspects and Superflex® can be seen in the table below:
Table 1. Collaboration of Superflex® Learning as a Learning Innovation
Aspect Do
1. For whom?
For students who have problems with social attitudes
Start teaching how to make social observations (social detective) before introducing learners to superheroes (Superflex®)
Emphasize to the child that Superflex® is itself not just a comic character
Allow children to explore whether they enter the Unthinkables Team or thinkables Team so that they have their own awareness of behavior change
2. Where is the
implementation?
At school, in class and at home
Gunakan detektif sosial dan strategi Superflex® pada sekolah umum jugaUse social detectives and Superflex® strategies in public schools and inclusion schools but not extraordinary schools
Associate Superflex® and Unthinkables in learning and taught material
3. When is it implemented?
When students are ready and parents are willing to be involved in it as well as teachers are able to think creatively
Do it carefully to younger learners
Link the Superflex concept with other concepts related to learning behavior and social behavior
Take plenty of time to teach from different angles
Involve the parent/caregiver and make sure all the parties know the vocabulary and the desired expectations clearly. Remember slow behavior changes
Have fun and be creative!
Source: (Cross, 2012; Crooke & Winner, 2015; Rachmah, Gunawan, & Mulyani, 2016)
After learning that Superflex® learning is developed based on aspects of innovative learning, teachers can determine that students can be said to be ready if they are able to distinguish between reality and role play. In addition, students are also able to connect between what is thought by the behavior performed by students. The success of this learning model will be different for each student, depending on the residual ability to build a social attitude.
The social attitude competence that students can build through the Superflex® learning model is in accordance with a five-step plan full of strength (Winner, 2015): 1) Strength 1: Decider (decision maker), by learning the first step, then the student will be more confident in deciding all things related to him. 2) Strength 2: Social Detective, becoming a social detective can help students by using all the senses and think more critically to determine what they will do. This strength can help students in building discipline and responsibility. 3) Strength 3: Brakester (negative thoughts breaker), this power can help students to think negative things and make their own rules. This can help students to get out of unexpected behavior.
This 3rd power can help students to behave in every situation. 4) Strength 4: Flex Do Body (flexible in managing social thinking strategies). The 4th power can help the student to choose the right attitude, be honest with yourself when will do bad thing. This strength will help students to plan actions to fight bad behavior. 5) Strength 5: Cranium Coach (brain protective coach). This power will bring students to always remind themselves if they will do a bad attitude. If this has become a habit in life, then students can resist negative attitudes associated with social interaction and can help other students to overcome the problem of social attitudes. With this 5th power the students will be more concerned about the people in the surrounding environment.
3. Conclusions and Recommendation
Competence of social attitudes that are taught as a hidden curriculum can be built since students are still at elementary school. Social attitudes can be built with examples of attitudes, actions of teachers and parents. It also can be developed innovative learning model so as to familiarize students have a good social attitude. Innovative learning requires teachers' creativity in developing learning models. An
interesting and new learning model, will make students eager in following the learning.The Superflex®
learning model is one of the innovative learning models that invites students to explore their own weaknesses in associating with others. The steps in learning Superflex® can help students in building the competence of social attitudes are: honest, caring, disciplined, confident, polite and responsible in accordance with the objectives of learning in Curriculum 2013.
Acknowledgments are given to the Ministry of Research and Higher Education of the Republic of Indonesia, which has provided assistance in the form of research funds from 2016 to 2017. The award is given to the Primary School Teachers / Fathers in Cimahi City, who are always eager to do this activity.
Thanks to STKIP Pasundan, Cimahi Municipal Government, and all those who can not be mentioned.
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