Kamis, 17 November 2011


By : Dr. Marsigit, M. A.
Reviewed by: Resti Safitri (09301241012)
Managing the learning is not easy because we find that students sometimes have difficulty in learning. As educators, we are required to always adjust our teaching methods in accordance with the demands of changing times. In \ learning innovation Cocroft Report (1982: 132) recommends that at every level of education, learning should provide opportunities for teachers to use the choice of teaching methods that are tailored to student ability level as follows: method of exposition by the teacher; method of discussion, between teachers and students and between pupils and students; method of problem solving (problem solving); method of discovery (investigation), methods of practice basic skills and principles; method of application.
If teachers are required to innovate learning then he must be part of a system that promotes innovation as well. Given the teacher in learning myelenggarakan most often used as a reference text book, then so too can become an obstacle for its innovation efforts (Schifter, 1993): later he claimed that even if the teacher is mean to do innovation, so it may not be realized when policymakers did not give a chance for it. Some of the views above show how potential disagreement will  concept starting point (starting point) for the commencement of educational innovation.
Competency-based education (Curriculum 2004) has now become an alternative to organized learning that emphasizes the skills that should be possessed by the graduates; curriculum was developed based on the elaboration of a basic skills competency standards. Standards of competence is an ability that can be performed or displayed in the learning, while basic skills are minimal ability in the subject which should be owned by students. Basic skills may include the ability of affective, cognitive and psychomotor.
So that teachers can bring innovation to stimulate student learning, there are some concepts that need to be understood about the nature of science includes understanding each field, the nature of the subject students, and changes in attitude and implementation associated with the change of paradigm.
In order for students to feel happy and motivated in their learning, teachers need to realize the paradigm shift as follows:

  • Centralized Student à Centralized Teacher
  • Transmission of knowledge à Development of cognition
  •   Authoritarian à Democratic 
  •  Initiatives Student à Initiatives Teachers

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