Contoh Kreativitas dan Inovasi Putri Ariani

 

Channel YouTube Putri Ariani

Portfolio's Jejak Digital Putri Ariani

Link 🔗 https://www.youtube.com/@putriarianiofficial/videos 

Karakteristik Peserta Didik

Tujuan:

1. Menganalisis karektristik peserta didik
2. Mengevaluasi karakteristik peserta didik
3. Menciptakan proses kegiatan belajar mengajar yang efektif

Referensi:

Sutirna. 2013. “Perkembangan & Pertumbuhan Peserta Didik” Yogyakarta: Penerbit Andi.

Syamsu Yusuf LN. 2010. “Psikologi Perkembangan Anak dan Remaja”. Bandung: PT. Remaja Rosdakarya.

Desmita, M.Si. 2010. “Psikologi Perkembangan Peserta Didik”. Bandung: PT. Remaja Rosdakarya.

Yahya Khan. 2010. “Pendidikan Karakter Berbasis Potensi Diri”. Yogyakarta: Pelangi Publishing.

Bahan Belajar:

1. Deskripsi - klik
2. Presentasi - klik
3. Video - klik

Latihan:

1. Membaca bahan belajar - klik
2. Menjawab Pertanyaan - klik
3. Diskusi bahan belajar - klik
4. Presentasi bahan belajar - klik

Tugas:

1. Menulis laporan
2. Menyajikan laporan
3. Mensimulasikan

Penilaian:

Tabel Penilaian Sikap Pengetahuan dan Keterampilan

Refleksi

Siapa, kapan, apa, mengapa, dimana, bagaimana  yang telah dipelajari,

Sumber: http://coe.jmu.edu/learningtoolbox/images/main-5wh1.gif 28052017

PENGUATAN DAN PENGEMBANGAN KOMPETENSI GURU

Tujuan:
Penguatan dan pengembangan kompetensi guru untuk meningkatkan kualitas peserta didik di abad 21

Tujuan Khusus:

1. Penguatan kompetensi guru yang telah dimiliki
2. Pengembangan kompetensi guru dengan aktual isu lokal, nasional, regional dan global

Materi:

1. Pemahaman Konsep Kurikulum 2013 ppt1
2. Analisis SKL, KI, KD dalam Perancangan Pembelajaran ppt2
3. Penjabaran KI dan KD ke dalam Indikator Pencapaian Kompetensi ppt3
4. Penerapan Pendekatan Saintifik dan Model Pembelajaran ppt4
5. Perancangan Penilaian Autentik dan Non Autentik dalam Pembelajaran ppt5
6. Penyusunan Rancana Pelaksanaan Pembelajaran (RPP) ppt6
7. Peer Teaching ppt7

Modul Belajar 01

Blended Learning di Indonesia

Pengembangan Masa depan

Pendidikan Sumber Daya Insani (SDI) Indonesia

Melalui Pendekatan Blended Learning di SD SMP SMA dan PT

Edih Supardi

Peserta Kursus MOOCs Universitas Terbuka Jakarta

Kontek Yuridis

Berdasarkan Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. (Pasal 1 Ayat 1)

Pendidikan nasional adalah pendidikan yang berdasarkan Pancasila dan Undang - Undang Dasar Negara Republik Indonesia Tahun 1945 yang berakar pada nilai-nilai agama, kebudayaan nasional Indonesia dan tanggap terhadap tuntutan perubahan zaman. (Pasal 1 Ayat 2)

Amanat undang-undang tersebut di atas sangat jelas dalam mengembangkan potensi sumber daya insani Indonesia terutama pada pasal 1 ayat 2, pendidikan nasional harus tanggap terhadap tuntutan perubahan zaman. Dan saat ini akibat kemajuan di bidang Teknologi Informasi dan Komunikasi (TIK) jarak antara manusia dengan manusia lainnya terasa dekat melalui media telepon cerdas (smartphone) dan juga jaringan international (internet).

Kondisi Indonesia

Pendidikan di Indonesia terdiri dari jenjang SD/MI, SMP/MTs, SMA/MA dan SMK/MAK serta Perguruan Tinggi. Letak sekolah-sekolah yang sangat berbeda-beda jaraknya, ada di pusat kota, pinggiran dan yang terjauh dari pusat kota provinsi/kabupaten/kota. Infrastruktur yang lengkap, sampai yang kurang/minim, sumber daya pendidik dari yang berkualitas dan yang belum berkualitas. Sumber dana yang mencukupi dan yang belum mencukupi. Inilah kondisi pendidikan di Indoensia saat ini.

Dengan kondisi tersebut di atas maka perlu mencari alternatif pengembangan pendidikan sumber daya insani Indonesia.

http://en.wikipedia.org/wiki/Indonesia

Sumber Daya di Internet terkini

Internet dijaga oleh perjanjian bilateral atau multilateral dan spesifikasi teknikal (protokol yang menerangkan tentang perpindahan data antara rangkaian). Protokol-protokol ini dibentuk berdasarkan perbincanganInternet Engineering Task Force (IETF), yang terbuka kepada umum. Badan ini mengeluarkan dokumen yang dikenali sebagai RFC (Request for Comments). Sebagian dari RFC dijadikan Standar Internet (Internet Standard), oleh Badan Arsitektur Internet (Internet Architecture Board - IAB). Protokol-protokol Internet yang sering digunakan adalah seperti,IP, TCP, UDP, DNS, PPP, SLIP, ICMP, POP3, IMAP, SMTP, HTTP,HTTPS, SSH, Telnet, FTP, LDAP, dan SSL.

Beberapa layanan populer di Internet yang menggunakan protokol di atas, ialah email/surat elektronik, Usenet, Newsgroup, berbagi berkas (File Sharing), WWW (World Wide Web), Gopher, akses sesi (Session Access), WAIS, finger, IRC, MUD, dan MUSH. Di antara semua ini, email/surat elektronik dan World Wide Web lebih kerap digunakan, dan lebih banyak servis yang dibangun berdasarkannya, seperti milis (Mailing List) dan Weblog. Internet memungkinkan adanya servis terkini (Real-time service), seperti web radio, dan webcast, yang dapat diakses di seluruh dunia. Selain itu melalui Internet dimungkinkan untuk berkomunikasi secara langsung antara dua pengguna atau lebih melalui program pengirim pesan instan seperti Camfrog, Pidgin (Gaim), Trilian, Kopete, Yahoo! Messenger, MSN MessengerWindows Live Messenger, Twitter,Facebook dan lain sebagainya.

Beberapa servis Internet populer yang berdasarkan sistem tertutup (Proprietary System), adalah seperti IRC, ICQ, AIM,CDDB, dan Gnutella.

(http://id.wikipedia.org/wiki/Internet diunduh 26 Mei 2014)

Sumber: http://id.wikipedia.org/wiki/Berkas:WorldWideWebAroundWikipedia.png

Meningkatkan Mutu SDI Indonesia dengan Blended Learning

Dalam meningkatkan mutu SDI Indonesia melalui pendekatan Blended Learning perlu adanya

1.    sistem pengelolaan mutunya, mulai adanya kebijakan, pengelola pendidikan di provinsi/kabupaten/kota harus memiliki komitment tinggi dan bertanggungjawab terhadap SDI di daerahnya, pemantauan berbasis data untuk selalu melakukan perbaikan mutu, merealisasikan komitmen mutu.

2.    Infrastruktur untuk mendukung proses Blended Learning seperti gambar di bawah ini.

http://www.cognitivedesignsolutions.com/ELearning/BlendedLearning.htm

http://centres.smu.edu.sg/cte/blended-learning-programme/resources/

Penerapan Blended Learning yang cocok di Indonesia

Penerapan yang paling pas dengan kondisi Indonesia adalah tatap muka – on-line – tatap muka dengan catatan tatap muka tidak harus dating tetapi SDI tersebut sudah terverifikasi dan tervalidasi datanya.

Dan juga dapat mengadopsi model-model dibawah ini.

http://www.onlineprogramhowto.org/wp-content/uploads/2011/05/KP10-definedimen-BlendedLearning.jpg

http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/06/Blended-learning-taxonomy1.jpg

Kesimpulan

Pengembangan masa depan pendidikan SDI bermutu di Indonesia melalui pendekatan Blended Learning di level SD/MI, SMP/MTs, SMA/MA , SMK/MAK dan PT dapat dilakukan sesuai dengan amanat undang-undang tersebut bahwa pendidikan nasional harus tanggap terhadap tuntutan perubahan zaman, saat ini dan masa depan merupakan era digital maka kita harus berada apa arus utama tersebut dengan tidak meninggalkan budaya dan karakter Indonesia.

Teaching the Digital Generation

Pic. From http://openeducation.net

Teaching the Digital Generation: 

No More Cookie Cutter High Schools 

By Frank S. Kelly, Ted McCain, Ian Jukes 

Guiding principles for creating a new vision of schooling 

1) Start by looking at kids and learning
This is a critical point. Traditionally, creating new schools has focused on teachers and
instruction instead of kids and learning. But if we want to create schools that tailor
instruction for maximum effect for digital learners, we must begin by looking at modern
kids and how they learn. There is a growing body of research concerning digital learning
styles and preferences as well as research on how the brains of today’s young people
function. This mounting body of work indicates that if we want to be effective in teaching
modern students, then we need to look at different approaches to instruction.

2) Learning must prepare students for a world of constant change 

Today’s students will graduate into a world unlike anything we have ever seen before. 

21st century life will be fundamentally different from the experiences most of us had 

growing up and exponentially different than life today. Astounding technological 

development is driving continual and ever increasing rates of change. In this environment 

we cannot look at the world of today, but must envision the world of tomorrow and the 

skills and knowledge students will need for success in that future world. Students must be 

provided with strategies for handling a world that is always on the move. 

detail:

http://www.boerne-isd.net/uploaded/administration/facilities/Principles_for_Schooling_(2).pdf

9 Ways to Assess without Standardized Tests

  

Lisa Neilsen - Bloger

Caine's Arcade
You don't assess innovation with bubbletests

 









9 Ways to Assess Students without Standardized Tests

1. Look at student’s school work -Students are doing work across the year. Let's assess that, rather than a bubbletest. For instance, we can look at a piece of writing and use a standardized rubric to measure that. We can listen to a recording of a student's reading and retelling and use a standardized measure to assess their readIng and comprehension level. The great thing is that teachers already do this. No need to fork over millions to a publisher and grading staff.
2. Games -More and more games are being created that allow us to determine a student’s level mastery by their ability to progress in a game. Simulation games/contests and games like Tabula Digita, Manga High are examples.  
3. Challenges -In real life we’re assessed by how well we do, not how well we fill in bubbles. Instead of bubble tests, support young people in in tackling real challenges to demonstrate their capabilities and get scouted for awesome apprenticeship/internship/career opportunities.  This is exactly what companies like Rad Matter (life is rad, make it matter) do.  
4. Badges and Points -Folks like Tom Vander Ark (Author, Getting Smart) predict badges will be big in education and I agree. A badge (think boy/girl scouts) is an award for demonstrated mastery of a skill that has become popular as a reward mechanism in games and social networks like foursquare.com. In education a badge could be awarded for successful completion of an activity. An example of this is Code Academy co-founded by Columbia U dropout (school got in the way of learning) Zach Sims. Code Academy is a site where you learn to program by actually coding and as you do you receive points and badges as you complete each exercise. I'm a newbie learning Java and html. I have 22 points and 2 badges.
5. Real World Work -Encourage students to get out of the classroom and into the world doing work in an area of interest. The iSchool is an example of a school that does this well with their Areas of focus Program. Staff supports students in figuring out what it is that interest them and them helps them go out into the world and do it via an internship, apprenticeship, job. Just like in the real world, their work is assessed by their supervisor.
6. Real World Projects -I talk to so many students who are doing amazing work...just not in school. They're making viral videos, writing for publications or publishing their own blogs, engaging in public speaking, etc. The problem is, in today's paradigm of school, when we do work worthy of the world, this just doesn't matter. Let's change that! When kids are doing amazing things in the world, let's give them credit for it.
7. Real World Accomplishments Why is it that in most cases, school will only provide credit for that which is done during their hours on their terms. Why can't students get credit for accomplishments achieved outside of school if they provide evidence. For example, complete a marathon, win a dance contest or volleyball tournament, get physical education credit. Compete in a pig competition, get science credit. Write a travel review, get social studies credit. Perform in a recital, get music credit. In these cases, the assessment doesn't come from the school, it comes from the real world, and that's a good thing.
8. Personal Success Plans -Assessment should be customized to the student, not standardized to the system. This is exactly what happens with a personalized success plan with measurable goals. Teachers work with students to help them identify their goals then develop a real plan to achieve them. This involves input from teachers, mentors, family, friends, and community. The teacher, students, family. mentors, etc. can see at any time the student’s progress at anytime and provide scaffolded support as necessary.
9. ePortfolios -ePortfolios provide a great way to capture, document, make meaning, and share with others what we learn. They are a wonderful assessment tool that tells much more about a child than a letter or number on a piece of paper.  Not only that, they form the basis of what can lead to academic and career success.  There are numerous ways to create free, student-owned ePortfolios. Knowit App is a new site that is helping students do this work, but as ePortfolio guru Helen Barrett explains, Google Sites and Wikispaces are also great resources.
   

This isn't that hard and it's better for everyone (students, parents, teachers, school leaders) except the mega-billion dollar testing industry. Now that we've saved millions of dollars and saved countless hours wasted on testing and prepping, how do you think we can better serve students? I have my ideas!

Ref:
http://theinnovativeeducator.blogspot.com/2012/04/8-ways-to-assess-without-standardized.html 6/12/2013