Inovasi Pembelajaran Untuk Meningkatkan Gairah Siswa dalam Belajar

Inovasi Pembelajaran Untuk Meningkatkan Gairah Siswa dalam Belajar

Oleh: Marsigit

Summary by : Fatikha Akfini Anantaputri (09313244012)

There are four different ideas about how should a teaching learning process run (Kuhs and Ball, 1986 on Grouws, 1992):

1. Teaching learning should be stressed on the understanding of content (content focused-conceptual understanding)

2. Teaching learning need to be priority on the result of learning (content focused-performance)

3. Teaching learning should be centered at the student, in order to developing and construct their knowledge (learner focus-construction)

4. Teaching learning should be started from the planning of class managing (classroom focus-effective classroom).

On the promoting of teaching innovation Concroft Report (1982:132) have recommended on the every stage of education should be a teaching learning process which is giving a chance for a teacher to using different option of teaching method and it should appropriate with the ability of student such: exposition method by a teacher, discussion method by developing teacher-student interaction and student-student interaction, problem solving method, base skill and principal exercise method applied method.

The base on competence education (2004 curriculum) becomes an alternative to organize teaching learning which is stressed on the ability student should have. This curriculum has been developed base on the break down of standard competence to base competence like an affective, cognitive, and skill. The breath of base on competence curriculum is the development of first hand learning experience, contextual teaching and learning, meaningful teaching which pay attention on the life skill including generic skill (personal ability, social ability, academic ability and skill ability).

In order to create a teaching learning innovation which is could motivated a student to learn a teacher should understand about the nature of science, the nature of student learning including their cognitive aspect development, the hierarchy of affective and the development of skill aspect, and then the movement of attitude and their implementation which is interrelated with paradigm movement.