Name : Rivaldi Umara Batistuta NIM : 222320019
Class : 6C
Pembelajaran Mikro midterm
1. Teacher is an individual who has received training and education to become a professional who is dedicated to teach students knowledge, skills, and guiding students in a particular field. A good teacher is someone who is an expert in the subject matter they are teaching, in addition to having good teaching skills, cares to his/her students, paying attention to their students, being able to give them constructive criticism, being a good example for their pupils to follow, being able to communicate clearly, and having a positive relationship with the students.
2. Asking and giving questions to students play a crucial role in teaching and learning activity as it help to facilitate the students understanding about the material that is being taught. Gather (2008:4) asserts that one of the most significant aspects of teaching and learning is the use of questions strategy. It provides teachers the chance to learn what students already know and are able to understand, and it enables students to seek clarification and get assistance. It implies that teachers can find out what their students know and don't know by probing them with questions. Questions aid both educators and students in the teaching and learning process. Asking and giving questions can also help teachers as tool to force learners to interact more actively and encourage students to concentrate on a specific subject, According to Ellis (1992) in Sujariati (2016) there are two explanations for why teachers ask questions in the classroom. First of all, since questions call for answers, they compel students to participate in the conversations.
Additionally, student replies give teachers feedback that they can use to modify the language and substance of future teacher-led lessons. Second, questions operate as a tool for managing the flow of an engagement in which a lesson is presented. It has been shown that questions can also be used to manage behavior, investigate, explain, revise, control, test or assess, encourage pupils to focus on a particular topic, elicit information, and measure understanding.
3. B. Problem Based Learning and Project Based Learning
Similarities:
Both Problem Based Learning and Project Based Learning are learning models that use real problems as their topics. Students are equally obliged to analyze the problem and find a solution. This is in line with (Rusma, 2010) saying "Problem Based Learning is the use of various kinds of intelligence needed to confront real world challenges, the ability to deal with everything that is new and existing complexities", while PjBL according to Hosnan (in Nurjanah & Esa, 2019) states that project-based learning is a learning strategy that uses real projects/activities as a learning tool to achieve attitude, knowledge, and skill competencies.
In both learning processes, the primary focus is on the students (student-centered), who study in with the goal of enhancing their own knowledge. In accordance with [ CITATION Oth13 \l 1033 ] who states the Problem Based Learning (PBL) model is student-centered learning activities which can reduce the dominance of teachers in teaching in the classroom. This learning model can get students used to solving problems given to the teacher and increase students' understanding of what they are learning.
Differences:
PBL requires students to use critical thinking to solve existing problems, on the other hand, PjBL demand students to develop a project based on the information being taught. This is in accordance with the statement of (Hmelo-Silver, et al.2007) PBL is more structured and problem-oriented, while PrBL is more open and project-oriented. PBL uses defined problems to guide students in the problem-solving process, while PrBL provides opportunities for students to develop their own projects.
PBL expects the result to be a solution. This solution can be presented in theoretical form in written reports and be presented. Meanwhile in PjBL, the end result of learning is must a product. The products can be visual, written, or multimedia.
In a PBL, the teacher will give explanations and give students tasks to complete right away. While in PjBL, the lecturer will begin by providing an overview of the material and project that will be done.
According (Rusman, 2010) suggest that the PBL steps are as follows:
a. Orientation of students to problems explains learning objectives, explains the logistics needed, and motivates students to be involved in problem solving activities.
b. Organizing students to study. The teacher helps students define and organize learning tasks related to these problems.
c. Guiding individual/group experience. The teacher encourages students to collect appropriate information, carry out experiments to get explanations and solve problems.
d. Develop and present the work. The teacher assists students in planning and preparing appropriate works such as reports, and helps them to share assignments with their friends and,
e. Analyze and evaluate the problem solving process. Teachers help students to reflect or evaluate their investigations and the processes they carry out.
While the steps in implementing PjBL according to the Ministry of Education and Culture include:
a. Fundamental question determination b. Develop project planning
c. Setting schedule
d. Monitoring student and project progress e. Outcome assessment
f. Experience Evaluation 4.
Similarities:
- Technology Integration
All three of these methods integrate technology to facilitate teaching. Blended learning combines face-to-face learning with online learning, hybrid learning integrates traditional classroom instruction with virtual instruction, and distance learning takes place entirely online. This is in accordance with the definition of experts about each method. According to (Dwiyogo, 2012), blended learning is a form of education that mixes in-person instruction with online and off-line access to technology-based learning. (Bershin, 2004) states Hybrid learning as a combination of various learning media (technology, activities, types of events) to create optimal learning programs for specific students. The term (mixed) is a learning model that combines the strengths of traditional face-to-face learning with electronic learning formats. Abdul Barir Hakim (2016) defines E- learning/distance learning as teaching and learning activity that is supported and developed through technology and digital media, and is also a form of the concept of distance learning or distance learning.
- Flexibility
All three methods allow for flexibility in the times and places where students can learn. While distant learning is frequently self-paced and may be accessed from anywhere with an internet connection, blended learning and hybrid learning allow students to learn at their own pace and on their own schedule.
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