The following ideas are a product of a faculty seminar at Jefferson Community College, Kentucky. Sixty-three ideas are presented for faculty use in dealing with retention/attrition. The 63 ideas are subdivided into four general categories.
Faculty/Student Interaction
This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework.
1. Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create:
a. Call on students by their first names.
b. Call on students by using Mr., Mrs., Miss, Ms.
2. Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name).
3. At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.).
4. Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students.
5. Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc.
6. Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc.
7. Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc.
8. Conduct a personal interview with all students sometime during the semester.
9. Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.
10. Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile.
11. Be aware of the difference between students' classroom mistakes and their personal successes/failures.
12. Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences.
13. Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?"
14. Give your telephone number to students and the location of your office.
15. A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes.
16. Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.
General Classroom Management
This section focuses literally on the day-to-day operations of your classes. The items as a group emphasize planning, orderliness, and general good sense.
1. Circulate around the class as you talk or ask questions. This movement creates a physical closeness to the students. Avoid standing behind the lectern or sitting behind the desk for the entire period. Do not allow the classroom to set up artificial barriers between you and the students.
2. Give each student a mid-term grade and indicate what each student must do to improve.
3. Tell the students (orally and in writing) what your attendance policy is. Make them aware of your deep concern for attendance and remind them periodically of the policy and the concern.
4. Conduct a full instructional period on the first day of classes. This activity sets a positive tone for the learning environment you want to set. Engage in some of the interpersonal activities listed elsewhere.
5. List and discuss your course objectives on the first day. Let students know how your course can fit in with their personal/career goals. Discuss some of the fears, apprehensions that both you and the students have. Tell them what they should expect of you and how you will contribute to their learning.
6. Let students know that the learning resources you use in class (slides, tapes, films) are available to them outside of class. Explain the procedures to secure the material, and take them to the area.
7. Have students fill out an index card with name, address, telephone number, goals, and other personal information you think is important.
8. If the subject matter is appropriate, use a pre-test to determine their knowledge, background, expertise, etc.
9. Return tests, quizzes, and papers as soon as possible. Write comments (+ and -) when appropriate.
10. Vary your instructional techniques (lecture, discussion, debate, small groups, films, etc.).
11. When you answer a student's question, be sure he/she understands your answer. Make the student repeat the answer in his/her own words.
12. Get to class before the students arrive; be the last one to leave.
13. Use familiar examples in presenting materials. If you teach rules, principles, definitions, and theorems, explicate these with concrete examples that students can understand.
14. If you had to miss a class, explain why and what you will do to make up the time and/or materials.
15. Clarify and have students understand what is acceptable and unacceptable behavior in a classroom. Be consistent in enforcing your rules.
16. Good eye contact with students is extremely important both in and out of class.
17. Allow students to switch classes if work schedules changes or other salient reasons develop. Cooperate with colleague if he/she makes such a request.
18. Be prepared to use an alternate approach if the one you've chosen seems to bog down. You should be confident enough with your own material so that student interests and concerns, not lecture notes, determine the format of instruction.
19. Throughout the course, but particularly during the crucial first class sessions:
a. stress a positive "you can handle it" attitude
b. emphasize your willingness to give individual help
c. point out the relevancy of your subject matter to the concerns and goals of your students
d. capitalize on opportunities to praise the abilities and contributions of students whose status in the course is in doubt; well-timed encouragement could mean the difference between retention and attrition
e. utilize a variety of instructional methods, drawing on appropriate audio-visual aids as much as possible
f. urge students to talk to you about problems, such as changes in work schedule, before dropping your course. Alternate arrangements can often be made.
20. Distribute an outline of your lecture notes before class starts. This approach assists students in organizing the material you are presenting.
21. If you require a term paper or research paper, you should take the responsibility of arranging a library orientation. Librarians would be happy to cooperate.
22. Have the counselors visit your classes to foster an awareness of counseling.
Student-Initiated Activities
This category is based on the premise that peer influence can play a substantial role in student success. Age differences, personality differences, and skill differences can be utilized to produce positive results if you can get the students to work with one another.
1. Have students read one another's papers before they turn them in. This activity could help them locate one another's errors before being graded.
2. If the class lends itself to a field trip, have the students plan it and make some or all of the arrangements.
3. Ask students to submit sample test questions (objective or subjective) prior to a test. The class itself can compose a test or quiz based on your objectives.
4. Create opportunities for student leaders to emerge in class. Use their leadership skills to improve student performance.
5. If students are receiving tutoring help, ask them to report the content and results of their tutoring.
6. Have students set specific goals for themselves throughout the semester in terms of their learning and what responsibilities they will undertake.
Faculty-Initiated Activities
This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them.
1. Utilize small group discussions in class whenever feasible.
2. Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc.
3. Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course.
4. Ask the Reading faculty to do a "readability study" of the texts you use in your classroom.
5. Develop library/supplementary reading lists which complement course content. Select books at various reading levels.
6. Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines.
7. Throughout the semester, have students submit topics that they would like to cover or discuss.
8. Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him/her, TAKE him/her.
9. Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc.
10. Use your imagination to devise ways to reinforce positively student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.
11. Create situations in which students can help you (get a book for you from library, look up some reference material, conduct a class research project).
12. Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly.
13. Confer with other faculty members who have the same students in class. Help reinforce one another.
14. Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades.
15. Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class.
16. Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test.
17. Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react?
At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the division counselor.
Tampilkan postingan dengan label Pendidikan. Tampilkan semua postingan
Tampilkan postingan dengan label Pendidikan. Tampilkan semua postingan
17 Januari 2009
14 Januari 2009
GENERAL PRINCIPLES OF MOTIVATION
by Matthew Weller, Los Angeles Business Journal, March 14, 2005
Basic principles of motivation exist that are applicable to learning in any situation.
1. The environment can be used to focus the student's attention on what needs to be learned.
Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
2. Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.
3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.
4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.
5. Motivation is enhanced by the way in which the instructional material is organized.
In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.
1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.
This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.
2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.
Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.
3. Both affiliation and approval are strong motivators.
People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.
4. Many behaviors result from a combination of motives.
It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.
Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.
MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING
TIME
BEGINNING: When learner enters and starts learning
MOTIVATIONAL FACTORS
ATTITUDES: Toward the environment, teacher, subject matter, and self
NEEDS: The basic need within the learner at the time of learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
TIME
During: When learner is involved in the body or main content of the learning process.
MOTIVATIONAL FACTORS
STIMULATION: The stimulation processes affecting learner during the learning experience.
AFFECT: The emotional experience of the learner while learning.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and sharing.
TIME
ENDING: When learner is completing the learning process.
MOTIVATIONAL FACTORS
COMPETENCE: The competence value for the learner that is a result of the learning behaviors.
REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.
MOTIVATIONAL STRATEGIES
-- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the learning task.
-- When learning has natural consequences, allow them to be congruently evident.
-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.
Basic principles of motivation exist that are applicable to learning in any situation.
1. The environment can be used to focus the student's attention on what needs to be learned.
Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity.
2. Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things.
3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.
Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation.
4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the instructor's role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.
5. Motivation is enhanced by the way in which the instructional material is organized.
In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.
None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student's readiness or a student's progress toward goals.
1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety.
This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual's perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them.
2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals.
Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student's activities toward the goal and offers an opportunity to experience success.
3. Both affiliation and approval are strong motivators.
People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative.
4. Many behaviors result from a combination of motives.
It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously.
Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.
MOTIVATION FACTORS AND STRATEGIES, BY TIME PERIOD
BEGINNING, DURING, AND ENDING
TIME
BEGINNING: When learner enters and starts learning
MOTIVATIONAL FACTORS
ATTITUDES: Toward the environment, teacher, subject matter, and self
NEEDS: The basic need within the learner at the time of learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
TIME
During: When learner is involved in the body or main content of the learning process.
MOTIVATIONAL FACTORS
STIMULATION: The stimulation processes affecting learner during the learning experience.
AFFECT: The emotional experience of the learner while learning.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and sharing.
TIME
ENDING: When learner is completing the learning process.
MOTIVATIONAL FACTORS
COMPETENCE: The competence value for the learner that is a result of the learning behaviors.
REINFORCEMENT: The reinforcement value attached to the learning experience, for the learner.
MOTIVATIONAL STRATEGIES
-- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the learning task.
-- When learning has natural consequences, allow them to be congruently evident.
-- Provide artificial reinforcement when it contributes to successful learning, and provide closure with a positive ending.
Pudarnya Pesona Bahasa Indonesia
Agus M Irkham
Apa jadinya jika anak-anak muda anonim pencetus sumpah pemuda bangkit dari kubur dan mendapati anak-anak muda sekarang saat bicara dan menulis lebih suka nginggris ketimbang menggunakan bahasa Indonesia yang baik dan benar.
Siswa sekolah pun kini menempatkan bahasa Indonesia pada nomor urut sepatu, tidak lagi menjadi pelajaran favorit. Tidak favorit berarti tidak penting untuk dipelajari. Ini terbukti dari hasil ujian nasional (UN) tiga tahun terakhir terus menurun.
Untuk SMP, nilai rata-rata UN Bahasa Indonesia tahun 2006 adalah 7,46, tahun 2007 menjadi 7,39, dan tahun 2008 menjadi 7,00. Untuk tingkat SMA Jurusan Bahasa, nilai rata-rata Bahasa Indonesia tahun 2006 adalah 7,40, kemudian 2007 turun 7,08, dan tahun 2008 menjadi 6,56. Hal yang sama terjadi untuk SMA Jurusan IPA dan IPS (Kompas, 1/11/2008).
Tak hanya itu, kurang favoritnya bahasa Indonesia juga menyebabkan rendahnya minat siswa memilih jurusan Bahasa Indonesia di perguruan tinggi. Akibatnya, jurusan Bahasa Indonesia di sejumlah perguruan tinggi kekurangan mahasiswa, bahkan ada yang terancam ditutup.
Menekuni beberapa perangkaan di atas barangkali benar kalau ada yang mengatakan bahwa pesona bahasa Indonesia telah memudar dan tak lagi sakti. Kalah dengan bahasa asing, terutama Inggris dan Mandarin.
Guru bahasa dadakan
Beberapa asnad (bukti) di atas juga memunculkan pertanyaan penting: faktor-faktor apa saja yang menyebabkan pesona bahasa Indonesia pudar. Dan, upaya seperti apa yang harus dilakukan agar pesona itu hadir kembali.
Berdasarkan pembacaan saya, ada tiga sebab. Pertama, tidak semua siswa mendapatkan pelajaran Bahasa Indonesia dari guru (sarjana) Bahasa Indonesia. Karena kurangnya jumlah pengajar, guru berkompetensi di luar rumpun bahasa, misalnya guru Olahraga, Fisika, atau Matematika terpaksa (dipaksa?) mengajar Bahasa Indonesia.
Tak masalah jika guru dadakan itu tergolong seorang munsyi—komprehensi ganda antara seorang dan inklanasi kesukacitaan berbahasa Indonesia, dan karena itu terpanggil untuk menguasainya, dan seorang yang tertantang menghasilkan bentuk bahasa tulis kreatif dalam identitas kepujanggaan di atas sifat-sifat kedibyaan budaya (Alif Danya Munsyi, 2005). Jika gurunya guru dadakan, hitung sendiri risiko ”kekacauan” (kognisi, afeksi, psikomotorik) keberbahasaan yang akan timbul.
Oleh sebab itu, kalau memang secara kuantitas dan kualitas guru Bahasa Indonesia sudah mentok, menurut hemat saya, salah satu cara untuk mengatasi persoalan itu adalah dengan meminta para munsyi turun gelanggang, mengajar siswa dan guru.
Kedua, tujuan penilaian kurang dipahami banyak pihak. Yang dikejar sekadar nilai akhir yang bersifat kuantitatif. Berbicara tentang bahasa tentu akan berkaitan dengan ekspresi/praktik bahasa (aspek kualitatif).
Dari segi praktik, bahasa mempunyai empat ranah penguasaan. Sesuai urutan tumbuh kembang manusia, yaitu aspek mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing).
Mestinya siswa didorong mengaitkan apa yang mereka dapat dengan pengalaman mereka sendiri saat menghabiskan jejulur waktu kehidupan; di sekolah, rumah, maupun lingkungan pergaulan.
”Ketika siswa dapat mengaitkan dengan pengalaman sendiri, mereka menemukan makna dan makna memberi mereka alasan untuk belajar,” tulis ELaine B Johnson dalam Contextual Teaching and Learning.
Ketiga, bahasa Indonesia, ibarat produk, ia lebih sering ditawarkan secara inferior. Tidak dikemas bagus, tetapi ala kadarnya, monoton. Guru sebagai pemasar tidak mampu meyakinkan calon pembeli bahwa produk yang dibawanya itu penting dan penuh manfaat.
Maka dari itu, perlu satu terobosan tentang bagaimana mengemas pembelajaran bahasa Indonesia agar menarik sehingga menerbitkan rasa cinta dan semangat belajar. Kalau cinta, para siswa akan memberikan perhatian tinggi.
Terobosan baru, misalnya, dari aspek writing dapat memanfaatkan blog sebagai ruang kreatif siswa. Tabiat asli blog yang bersifat personal akan memampukan mereka menulis tentang apa pun yang mereka suka, sepanjang apa pun yang mereka mampu. Dalam ranah listening, reading, dan speaking, siswa juga secara langsung dapat dikenal dan sentuhkan pada dunia yang sangat erat kaitannya dengan bahasa Indonesia, yaitu dunia literasi (keberaksaraan). Lebih spesifik lagi adalah dunia perbukuan dan jurnalistik.
Secara periodik pembelajaran dapat dilakukan di luar kelas melalui kunjungan ke pameran buku, ke rumah para pengarang dan penulis, melibatkan diri dalam diskusi perbukuan, kunjungan ke media massa dan penerbit buku (wisata baca), dan lain sebagainya. Dengan begitu, pembelajaran bahasa Indonesia menjadi hidup, dinamis, dan penuh kejutan-kejutan baru.
AGUS M IRKHAM Editor Paruh Waktu; Instruktur Literasi Forum Indonesia Membaca!
Apa jadinya jika anak-anak muda anonim pencetus sumpah pemuda bangkit dari kubur dan mendapati anak-anak muda sekarang saat bicara dan menulis lebih suka nginggris ketimbang menggunakan bahasa Indonesia yang baik dan benar.
Siswa sekolah pun kini menempatkan bahasa Indonesia pada nomor urut sepatu, tidak lagi menjadi pelajaran favorit. Tidak favorit berarti tidak penting untuk dipelajari. Ini terbukti dari hasil ujian nasional (UN) tiga tahun terakhir terus menurun.
Untuk SMP, nilai rata-rata UN Bahasa Indonesia tahun 2006 adalah 7,46, tahun 2007 menjadi 7,39, dan tahun 2008 menjadi 7,00. Untuk tingkat SMA Jurusan Bahasa, nilai rata-rata Bahasa Indonesia tahun 2006 adalah 7,40, kemudian 2007 turun 7,08, dan tahun 2008 menjadi 6,56. Hal yang sama terjadi untuk SMA Jurusan IPA dan IPS (Kompas, 1/11/2008).
Tak hanya itu, kurang favoritnya bahasa Indonesia juga menyebabkan rendahnya minat siswa memilih jurusan Bahasa Indonesia di perguruan tinggi. Akibatnya, jurusan Bahasa Indonesia di sejumlah perguruan tinggi kekurangan mahasiswa, bahkan ada yang terancam ditutup.
Menekuni beberapa perangkaan di atas barangkali benar kalau ada yang mengatakan bahwa pesona bahasa Indonesia telah memudar dan tak lagi sakti. Kalah dengan bahasa asing, terutama Inggris dan Mandarin.
Guru bahasa dadakan
Beberapa asnad (bukti) di atas juga memunculkan pertanyaan penting: faktor-faktor apa saja yang menyebabkan pesona bahasa Indonesia pudar. Dan, upaya seperti apa yang harus dilakukan agar pesona itu hadir kembali.
Berdasarkan pembacaan saya, ada tiga sebab. Pertama, tidak semua siswa mendapatkan pelajaran Bahasa Indonesia dari guru (sarjana) Bahasa Indonesia. Karena kurangnya jumlah pengajar, guru berkompetensi di luar rumpun bahasa, misalnya guru Olahraga, Fisika, atau Matematika terpaksa (dipaksa?) mengajar Bahasa Indonesia.
Tak masalah jika guru dadakan itu tergolong seorang munsyi—komprehensi ganda antara seorang dan inklanasi kesukacitaan berbahasa Indonesia, dan karena itu terpanggil untuk menguasainya, dan seorang yang tertantang menghasilkan bentuk bahasa tulis kreatif dalam identitas kepujanggaan di atas sifat-sifat kedibyaan budaya (Alif Danya Munsyi, 2005). Jika gurunya guru dadakan, hitung sendiri risiko ”kekacauan” (kognisi, afeksi, psikomotorik) keberbahasaan yang akan timbul.
Oleh sebab itu, kalau memang secara kuantitas dan kualitas guru Bahasa Indonesia sudah mentok, menurut hemat saya, salah satu cara untuk mengatasi persoalan itu adalah dengan meminta para munsyi turun gelanggang, mengajar siswa dan guru.
Kedua, tujuan penilaian kurang dipahami banyak pihak. Yang dikejar sekadar nilai akhir yang bersifat kuantitatif. Berbicara tentang bahasa tentu akan berkaitan dengan ekspresi/praktik bahasa (aspek kualitatif).
Dari segi praktik, bahasa mempunyai empat ranah penguasaan. Sesuai urutan tumbuh kembang manusia, yaitu aspek mendengarkan (listening), berbicara (speaking), membaca (reading), dan menulis (writing).
Mestinya siswa didorong mengaitkan apa yang mereka dapat dengan pengalaman mereka sendiri saat menghabiskan jejulur waktu kehidupan; di sekolah, rumah, maupun lingkungan pergaulan.
”Ketika siswa dapat mengaitkan dengan pengalaman sendiri, mereka menemukan makna dan makna memberi mereka alasan untuk belajar,” tulis ELaine B Johnson dalam Contextual Teaching and Learning.
Ketiga, bahasa Indonesia, ibarat produk, ia lebih sering ditawarkan secara inferior. Tidak dikemas bagus, tetapi ala kadarnya, monoton. Guru sebagai pemasar tidak mampu meyakinkan calon pembeli bahwa produk yang dibawanya itu penting dan penuh manfaat.
Maka dari itu, perlu satu terobosan tentang bagaimana mengemas pembelajaran bahasa Indonesia agar menarik sehingga menerbitkan rasa cinta dan semangat belajar. Kalau cinta, para siswa akan memberikan perhatian tinggi.
Terobosan baru, misalnya, dari aspek writing dapat memanfaatkan blog sebagai ruang kreatif siswa. Tabiat asli blog yang bersifat personal akan memampukan mereka menulis tentang apa pun yang mereka suka, sepanjang apa pun yang mereka mampu. Dalam ranah listening, reading, dan speaking, siswa juga secara langsung dapat dikenal dan sentuhkan pada dunia yang sangat erat kaitannya dengan bahasa Indonesia, yaitu dunia literasi (keberaksaraan). Lebih spesifik lagi adalah dunia perbukuan dan jurnalistik.
Secara periodik pembelajaran dapat dilakukan di luar kelas melalui kunjungan ke pameran buku, ke rumah para pengarang dan penulis, melibatkan diri dalam diskusi perbukuan, kunjungan ke media massa dan penerbit buku (wisata baca), dan lain sebagainya. Dengan begitu, pembelajaran bahasa Indonesia menjadi hidup, dinamis, dan penuh kejutan-kejutan baru.
AGUS M IRKHAM Editor Paruh Waktu; Instruktur Literasi Forum Indonesia Membaca!
10 Januari 2009
SIX WAYS TO IMPROVE YOUR NONVERBAL COMMUNICATIONS
Source: Career Solutions Training Group, Aaoli, PA.
The School-to-Work Series is a copyrighted publication and cannot be reproduced here in whole or in part. Below are brief descriptions and content outlines of the ten packages that compose the series. Each package consists of fifteen identical 8-page pamphlets ("In Touch Bulletins").
Package 1, Customer Service
A resource for instructors teaching students about the workplace, workplace attitudes, and dealing with people. Also for the instructor in meeting the needs of students of as "customers."
Contents:
Everyone is a customer
You are a customer, too
What do you know about customer service? (activity)
Business or serice I buy from oftem: (activity)
Knock-your-socks-off customer service skills
All customers are different
But what if you are the one who is different? (activity)
The double bagger theory: going the extra mile ...
Becoming a double bagger (activity)
Calming the angry customer
Calming the angry customer's problem (activity)
Most people don't listen -- they just wait ... to talk
Close-up: the customer comes first
How good is your service?
Coping with information
Speaking, writing, doing
Package 2, Self-Esteem
Greater self-esteem for greater happiness, productiveness, and success. Learn what it is, how to develop it, and how to use it.
Contents:
Self-esteem is how you feel inside
Understanding self-esteem (activity)
How to get and keep high self-esteem
Your recommendations, please (activity)
Don't try too hard
What a turn-off (activity)
Positive self-talk
Pass it on
Point of view (activity)
Self-esteem at work
Close-up: Dominick's dilemma
Coping with information
Speaking, writing, doing
Package 3, Setting Priorities
Working more efficiently, getting more done, and reducing stress by setting priorities. Identifying degrees of urgency, using daily schedules, and more.
Contents:
Putting first things first
How to juggle multiple tasks
Set priorities (activity)
Juggling at work: a story on setting priorities
Help! Tell Josh what to do! (activity)
Whose priority is this?
Name that priority (activity)
Is it urgent or important?
Urgent or important? (activity)
How do you know you're on the right track?
Staying on track (activity)
Setting personal priorities
Nonessentials
What are your priorities? (activity)
My daily schedule (activity)
Close-up: long-term goals
Coping with information
Speaking, writing, doing
Package 4, Organize Yourself
Saving time and finding time, reducing procrastination and frustration, accomplishing more, and sleeping better. Good tips for counseling students about study skills, and good ideas for instructors about organization to improve teaching.
Contents:
Getting it together
Control your environment
How organized are you? (activity)
A little organization will do it! (activity)
Procrastination: are you burning the midnight oil?
A bit of philosophy (activity)
Get yourself in gear
Why did I procrastinate? (activity)
Are you an early bird or a night owl?
When am I the most productive? (activity)
Balancing long- and short-term goals
I'm a goal setter (activity)
Solving time management problems
Finding time
Time estimates
How much time? (activity)
Time wasters
My time wasters (activity)
Close-up: friends tell friends to organize
Organizing is a management function
Coping with information
Speaking, writing, doing
Package 5, Workplace Writing
Writing in some form is a required part of most jobs, and it is becoming more important in the "information age." This package discusses overcoming writing fears, writing for different audiences, elements of good writing, the interconnection of writing and reading, and business letters.
Contents:
What is workplace writing?
How much do you know about writing . . ? (activity)
Take charge of your writing improvement
Find out more about your writing (activity)
Consider your reader
Main point, where are you? (activity)
Plan and write a business letter
Finish this letter, please
Say what you mean
Plain English, please
Close-up: less is more
Words business writers need to know
Coping with information
Speaking, writing, doing
Package 6, Telephone Skills
Tips on using the telephone to make good first impressions, conduct business, and make the most out of calls.
Contents:
Why learn telephone skills?
You can learn good telephone skills
Test your telephone knowledge (activity)
You get one chance to make a first impression (activity)
Phoning on the job
How do you sound? (activity)
Your feeling show
Talk with a smile
Act out your mood (activity)
Making the negative positive (activity)
Quicksand calls
I wish I hadn't said that (activity)
Take a message, please
What you need near the telephone
Close-up: telephone talk
Coping with information
Speaking, writing, doing
Package 7, Learning to Listen
"Most people like to hear themselves talk, but when it comes to listening, they tune out." Learn how to be a better listener to be a more effective teacher, to foster teamwork, to be a better learner, and to engage others. Good listening is a very important indication to students that you care.
Contents:
Listening bring success
How well do you listen? (activity)
Keep the speaker talking until you understand
Obtaining feedback (activity)
Listen with your eyes
Body language communicates (activity)
Be the best listener you can be
The best listeners (activity)
Good listeners are good communicators
Rate yourself as a listener (activity)
When you talk to yourself, is anybody listening?
Why bother to listen? (activity)
Good listening at work -- it works
Listen up! (activity)
Close-up: the customer comes first
Coping with information
Name the filters (activity)
Speaking, writing, doing
Package 8, Presenting Yourself
Developing speaking skills for effective communication and success on the job. Controlling anxiety, preparing a presentation, adjusting to audiences, using notes, and more.
Contents:
Speak out
Everyday presentations (activity)
What, me worry?
What signs of anxiety do you experience . . ? (activity)
Subdue your stage fright: meet the fear fighters
Adjust your presentation to the audience
What my audience needs (activity)
Change the words to suit your listeners
Choose the words (activity)
It's all in the delivery
Check your delivery (activity)
Use notes that work
Close-up: who is this person?
Coping with information
Speaking, writing, doing
Package 9, Criticism: Giving and Receiving
Criticism is frequently considered to be destructive and undesirable. But it may be constructive as well. Presented appropriately, it may be an important form of feedback and a very good communication technique. Read this to learn more about how to criticize and receive criticism constructively.
Contents:
Criticism is not a four-letter word
It's a skill
Measure your criticism knowledge (activity)
Accepting criticism
Shiva's story is positive
What's your response? (activity)
Take it on the chin
How do I handle criticism? (activity)
Giving criticism is a talent
Well, excu-u-u-se me! (activity)
Close-up: describe her as calm
Coping with information
Speaking, writing, doing
Package 10, Team Work
In working with others on a job, team work is essential. Good team work enables the team to accomplish much more than the members could accomplish with the same amount of effort on their own. In this case, "one plus one equals three." More and more, employers want their people to have team skills, and increasingly they are looking specifically for team skills in their job applicants. As teachers, we need to teach team work, we need to model it for our students, and we need to practice it for the benefit of the college and the community.
Contents:
The spirit of team work
My team quotient (activity)
What's so new about team building?
Is it a group or a team?
Is it a team? (activity)
Solve a problem, make a decision
What does it mean? (activity)
Healthy disagreement, what's that?
We're not disagreeing (activity)
No risk taking without trust
Take risk? No way (activity)
Close-up: self-directed teams
Coping with information
Speaking, writing, doing
The School-to-Work Series is a copyrighted publication and cannot be reproduced here in whole or in part. Below are brief descriptions and content outlines of the ten packages that compose the series. Each package consists of fifteen identical 8-page pamphlets ("In Touch Bulletins").
Package 1, Customer Service
A resource for instructors teaching students about the workplace, workplace attitudes, and dealing with people. Also for the instructor in meeting the needs of students of as "customers."
Contents:
Everyone is a customer
You are a customer, too
What do you know about customer service? (activity)
Business or serice I buy from oftem: (activity)
Knock-your-socks-off customer service skills
All customers are different
But what if you are the one who is different? (activity)
The double bagger theory: going the extra mile ...
Becoming a double bagger (activity)
Calming the angry customer
Calming the angry customer's problem (activity)
Most people don't listen -- they just wait ... to talk
Close-up: the customer comes first
How good is your service?
Coping with information
Speaking, writing, doing
Package 2, Self-Esteem
Greater self-esteem for greater happiness, productiveness, and success. Learn what it is, how to develop it, and how to use it.
Contents:
Self-esteem is how you feel inside
Understanding self-esteem (activity)
How to get and keep high self-esteem
Your recommendations, please (activity)
Don't try too hard
What a turn-off (activity)
Positive self-talk
Pass it on
Point of view (activity)
Self-esteem at work
Close-up: Dominick's dilemma
Coping with information
Speaking, writing, doing
Package 3, Setting Priorities
Working more efficiently, getting more done, and reducing stress by setting priorities. Identifying degrees of urgency, using daily schedules, and more.
Contents:
Putting first things first
How to juggle multiple tasks
Set priorities (activity)
Juggling at work: a story on setting priorities
Help! Tell Josh what to do! (activity)
Whose priority is this?
Name that priority (activity)
Is it urgent or important?
Urgent or important? (activity)
How do you know you're on the right track?
Staying on track (activity)
Setting personal priorities
Nonessentials
What are your priorities? (activity)
My daily schedule (activity)
Close-up: long-term goals
Coping with information
Speaking, writing, doing
Package 4, Organize Yourself
Saving time and finding time, reducing procrastination and frustration, accomplishing more, and sleeping better. Good tips for counseling students about study skills, and good ideas for instructors about organization to improve teaching.
Contents:
Getting it together
Control your environment
How organized are you? (activity)
A little organization will do it! (activity)
Procrastination: are you burning the midnight oil?
A bit of philosophy (activity)
Get yourself in gear
Why did I procrastinate? (activity)
Are you an early bird or a night owl?
When am I the most productive? (activity)
Balancing long- and short-term goals
I'm a goal setter (activity)
Solving time management problems
Finding time
Time estimates
How much time? (activity)
Time wasters
My time wasters (activity)
Close-up: friends tell friends to organize
Organizing is a management function
Coping with information
Speaking, writing, doing
Package 5, Workplace Writing
Writing in some form is a required part of most jobs, and it is becoming more important in the "information age." This package discusses overcoming writing fears, writing for different audiences, elements of good writing, the interconnection of writing and reading, and business letters.
Contents:
What is workplace writing?
How much do you know about writing . . ? (activity)
Take charge of your writing improvement
Find out more about your writing (activity)
Consider your reader
Main point, where are you? (activity)
Plan and write a business letter
Finish this letter, please
Say what you mean
Plain English, please
Close-up: less is more
Words business writers need to know
Coping with information
Speaking, writing, doing
Package 6, Telephone Skills
Tips on using the telephone to make good first impressions, conduct business, and make the most out of calls.
Contents:
Why learn telephone skills?
You can learn good telephone skills
Test your telephone knowledge (activity)
You get one chance to make a first impression (activity)
Phoning on the job
How do you sound? (activity)
Your feeling show
Talk with a smile
Act out your mood (activity)
Making the negative positive (activity)
Quicksand calls
I wish I hadn't said that (activity)
Take a message, please
What you need near the telephone
Close-up: telephone talk
Coping with information
Speaking, writing, doing
Package 7, Learning to Listen
"Most people like to hear themselves talk, but when it comes to listening, they tune out." Learn how to be a better listener to be a more effective teacher, to foster teamwork, to be a better learner, and to engage others. Good listening is a very important indication to students that you care.
Contents:
Listening bring success
How well do you listen? (activity)
Keep the speaker talking until you understand
Obtaining feedback (activity)
Listen with your eyes
Body language communicates (activity)
Be the best listener you can be
The best listeners (activity)
Good listeners are good communicators
Rate yourself as a listener (activity)
When you talk to yourself, is anybody listening?
Why bother to listen? (activity)
Good listening at work -- it works
Listen up! (activity)
Close-up: the customer comes first
Coping with information
Name the filters (activity)
Speaking, writing, doing
Package 8, Presenting Yourself
Developing speaking skills for effective communication and success on the job. Controlling anxiety, preparing a presentation, adjusting to audiences, using notes, and more.
Contents:
Speak out
Everyday presentations (activity)
What, me worry?
What signs of anxiety do you experience . . ? (activity)
Subdue your stage fright: meet the fear fighters
Adjust your presentation to the audience
What my audience needs (activity)
Change the words to suit your listeners
Choose the words (activity)
It's all in the delivery
Check your delivery (activity)
Use notes that work
Close-up: who is this person?
Coping with information
Speaking, writing, doing
Package 9, Criticism: Giving and Receiving
Criticism is frequently considered to be destructive and undesirable. But it may be constructive as well. Presented appropriately, it may be an important form of feedback and a very good communication technique. Read this to learn more about how to criticize and receive criticism constructively.
Contents:
Criticism is not a four-letter word
It's a skill
Measure your criticism knowledge (activity)
Accepting criticism
Shiva's story is positive
What's your response? (activity)
Take it on the chin
How do I handle criticism? (activity)
Giving criticism is a talent
Well, excu-u-u-se me! (activity)
Close-up: describe her as calm
Coping with information
Speaking, writing, doing
Package 10, Team Work
In working with others on a job, team work is essential. Good team work enables the team to accomplish much more than the members could accomplish with the same amount of effort on their own. In this case, "one plus one equals three." More and more, employers want their people to have team skills, and increasingly they are looking specifically for team skills in their job applicants. As teachers, we need to teach team work, we need to model it for our students, and we need to practice it for the benefit of the college and the community.
Contents:
The spirit of team work
My team quotient (activity)
What's so new about team building?
Is it a group or a team?
Is it a team? (activity)
Solve a problem, make a decision
What does it mean? (activity)
Healthy disagreement, what's that?
We're not disagreeing (activity)
No risk taking without trust
Take risk? No way (activity)
Close-up: self-directed teams
Coping with information
Speaking, writing, doing
THE TEACHER AS AN ORGANIZER
From:
The Center for Teaching Excellence at the United States Military Academy
Introduction
Teaching may best be defined as the organization of learning. So the problem of successful teaching is to organize learning for authentic results. Teaching may be thought of as the establishment of a situation in which it is hoped and believed that effective learning will take place. This situation is complicated and made up of many parts.
1. There must be a learner, or more usually a group of learners.
2. There must be facilities; a stated place and time for meeting, and books and other printed materials for learning.
3. There must be an orderly and understood procedure (routine and regular, or highly varied) for presenting, discussing and evaluating.
4. There must be some way of grading so that the teacher and more importantly the pupil, will know how the learning is coming along.
5. There must be an organizer who brings these parts into a whole -- in other words, the teacher.
Teaching is the organization of learning. Thus it follows that a teacher is essentially an organizer. The task of any organizer is to enable a group and the individuals in it to function effectively together for the achievement of a common purpose. This is precisely your proper role as a teacher.
Characteristics of a Teacher as an Organizer
1. A good organizer is not an autocrat. He or she does not make all the decisions or try to tell everybody in detail what to do and how and when to do it.
2. A good organizer, however, does not simply behave like any other member of the group, without any special rights, privileges, or powers. The group needs positive leadership in order to function effectively, clarify its purpose and achieve its desired results.
3. A good organizer helps the group and the individuals in it to discover, to formulate, and to clarify their own purposes. He or she will not merely tell the learners that they must learn and do this and do that.
4. A good organizer delegates and distributes responsibility as widely as possible. He or she will try to educate the group to manage its own affairs just as far as it can. With an immature and inexperienced group a good organizer will function to a considerable extent as a director, because he must function this way for the class to get anywhere. As the class learns how to work together, and as individuals in it learn to steer their own course, the function of the organizer merges more and more into guidance.
5. A good organizer encourages and values initiative. But the initiative is not just drifting and getting off the path. It is initiative that is always within in the framework of the purpose of the class.
6. A good organizer builds on strengths rather that emphasizing weakness. He or she goes on the constant assumption that everyone is capable of some achievement, some contribution, even though that achievement may be very modest, and perhaps very different from what the organizer expected or intended.
7. A good organizer fosters self-criticism and self-evaluation within the group. As leader, as director, as guide, the organizer must often take it upon himself or herself to reveal to the group where they have succeeded and where they have failed. However, he must develop the ability to hold a mirror up to the group do they can see and judge their own accomplishments and failings.
8. A good organizer maintains control, because without control and as controller, and constantly strives to develop within the class its own self-control in terms of its common purpose.
These are some of the operating characteristics of any good organizer. They are the operating characteristics of a first-rate teacher. A teacher organizes learning. Thus, a teacher's work is different in many important specific and detailed respects from the work of a factory manager, the head of a business department, or the administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.
The Center for Teaching Excellence at the United States Military Academy
Introduction
Teaching may best be defined as the organization of learning. So the problem of successful teaching is to organize learning for authentic results. Teaching may be thought of as the establishment of a situation in which it is hoped and believed that effective learning will take place. This situation is complicated and made up of many parts.
1. There must be a learner, or more usually a group of learners.
2. There must be facilities; a stated place and time for meeting, and books and other printed materials for learning.
3. There must be an orderly and understood procedure (routine and regular, or highly varied) for presenting, discussing and evaluating.
4. There must be some way of grading so that the teacher and more importantly the pupil, will know how the learning is coming along.
5. There must be an organizer who brings these parts into a whole -- in other words, the teacher.
Teaching is the organization of learning. Thus it follows that a teacher is essentially an organizer. The task of any organizer is to enable a group and the individuals in it to function effectively together for the achievement of a common purpose. This is precisely your proper role as a teacher.
Characteristics of a Teacher as an Organizer
1. A good organizer is not an autocrat. He or she does not make all the decisions or try to tell everybody in detail what to do and how and when to do it.
2. A good organizer, however, does not simply behave like any other member of the group, without any special rights, privileges, or powers. The group needs positive leadership in order to function effectively, clarify its purpose and achieve its desired results.
3. A good organizer helps the group and the individuals in it to discover, to formulate, and to clarify their own purposes. He or she will not merely tell the learners that they must learn and do this and do that.
4. A good organizer delegates and distributes responsibility as widely as possible. He or she will try to educate the group to manage its own affairs just as far as it can. With an immature and inexperienced group a good organizer will function to a considerable extent as a director, because he must function this way for the class to get anywhere. As the class learns how to work together, and as individuals in it learn to steer their own course, the function of the organizer merges more and more into guidance.
5. A good organizer encourages and values initiative. But the initiative is not just drifting and getting off the path. It is initiative that is always within in the framework of the purpose of the class.
6. A good organizer builds on strengths rather that emphasizing weakness. He or she goes on the constant assumption that everyone is capable of some achievement, some contribution, even though that achievement may be very modest, and perhaps very different from what the organizer expected or intended.
7. A good organizer fosters self-criticism and self-evaluation within the group. As leader, as director, as guide, the organizer must often take it upon himself or herself to reveal to the group where they have succeeded and where they have failed. However, he must develop the ability to hold a mirror up to the group do they can see and judge their own accomplishments and failings.
8. A good organizer maintains control, because without control and as controller, and constantly strives to develop within the class its own self-control in terms of its common purpose.
These are some of the operating characteristics of any good organizer. They are the operating characteristics of a first-rate teacher. A teacher organizes learning. Thus, a teacher's work is different in many important specific and detailed respects from the work of a factory manager, the head of a business department, or the administrator of a school system. But the teacher, like any other organizer, works primarily with people, and his task and responsibility are to create situations in which people can do their best and achieve their best.
09 Januari 2009
CLASSROOM ASSESSMENT TECHNIQUES
Thomas A. Angelo and K. Patricia Cross
In the 1990's, educational reformers are seeking answers to two fundamental questions: (1) How well are students learning? and (2) How effectively are teachers teaching? Classroom Research and Classroom Assessment respond directly to concerns about better learning and more effective teaching. Classroom Research was developed to encourage college teachers to become more systematic and sensitive observers of learning as it takes place every day in their classrooms. Faculty have an exceptional opportunity to use their classrooms as laboratories for the study of learning and through such study to develop a better understanding of the learning process and the impact of their teaching upon it. Classroom Assessment, a major component of Classroom Research, involves student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhances.
Through close observation of students in the process of learning, the collection of frequent feedback on students' learning, and the design of modest classroom experiments, teachers can learn much about how students learn and, more specifically, how students respond to particular teaching approaches. Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective.
College instructors who have assumed that their students were learning what they were trying to teach them are regularly faced with disappointing evidence to the contrary when they grade tests and term papers. Too often, students have not learned as much or as well as was expected. There are gaps, sometimes considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems.
To avoid such unhappy surprises, faculty and students need better ways to monitor learning throughout the semester. Specifically, teachers need a continuous flow of accurate information on student learning. For example, if a teacher's goal is to help students learn points "A" through "Z" during the course, then that teacher needs first to know whether all students are really starting at point "A" and, as the course proceeds, whether they have reached intermediate points "B," "G," "L," "R," "W," and so on. To ensure high-quality learning, it is not enough to test students when the syllabus has arrived at points "M" and "Z." Classroom Assessment is particularly useful for checking how well students are learning at those initial and intermediate points, and for providing information for improvement when learning is less than satisfactory.
Through practice in Classroom Assessment, faculty become better able to understand and promote learning, and increase their ability to help the students themselves become more effective, self-assessing, self-directed learners. Simply put, the central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom.
Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach has the following characteristics:
* Learner-Centered
Classroom Assessment focuses the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching. Classroom Assessment can provide information to guide teachers and students in making adjustments to improve learning.
* Teacher-Directed
Classroom Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacher is not obliged to share the result of Classroom Assessment with anyone outside the classroom.
* Mutually Beneficial
Because it is focused on learning, Classroom Assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increased when they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to Teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer these questions, they improve their teaching skills and gain new insights.
* Formative
Classroom Assessment's purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and are almost always anonymous.
* Context-Specific
Classroom Assessments have to respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
* Ongoing
Classroom Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loop connecting faculty and students -- and teaching and learning -- becomes more efficient and more effective.
* Rooted in Good Teaching Practice
Classroom Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor body language and facial expressions, read homework and tests, and so on. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process
As they are teaching, faculty monitor and react to student questions, comments, body language, and facial expressions in an almost automatic fashion. This "automatic" information gathering and impression formation is a subconscious and implicit process. Teachers depend heavily on their impressions of student learning and make important judgments based on them, but they rarely make those informal assessments explicit or check them against the students' own impressions or ability to perform. In the course of teaching, college faculty assume a great deal about their students' learning, but most of their assumptions remain untested.
Even when college teachers routinely gather potentially useful information on student learning through questions, quizzes, homework, and exams, it is often collected too late -- at least from the students' perspective - to affect their learning. In practice, it is very difficult to "de-program" students who are used to thinking of anything they have been tested and graded on as being "over and done with." Consequently, the most effective times to assess and provide feedback are before the chapter tests or the midterm an final examinations. Classroom Assessment aims at providing that early feedback.
Classroom Assessment is based on seven assumptions:
1. The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.
6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.
To begin Classroom Assessment it is recommended that only one or two of the simplest Classroom Assessment Techniques are tried in only one class. In this way very little planning or preparation time and energy of the teacher and students is risked. In most cases, trying out a simple Classroom Assessment Technique will require only five to ten minutes of class time and less than an hour of time out of class. After trying one or two quick assessments, the decision as to whether this approach is worth further investments of time and energy can be made. This process of starting small involves three steps:
Step 1: Planning
Select one, and only one, of your classes in which to try out the Classroom Assessment. Decide on the class meeting and select a Classroom Assessment Technique. Choose a simple and quick one.
Step 2: Implementing
Make sure the students know what you are doing and that they clearly understand the procedure. Collect the responses and analyze them as soon as possible.
Step 3: Responding
To capitalize on time spent assessing, and to motivate students to become actively involved, "close the feedback loop" by letting them know what you learned from the assessments and what difference that information will make.
Five suggestions for a successful start:
1. If a Classroom Assessment Techniques does not appeal to your intuition and professional judgement as a teacher, don't use it.
2. Don't make Classroom Assessment into a self-inflicted chore or burden.
3. Don't ask your students to use any Classroom Assessment Technique you haven't previously tried on yourself.
4. Allow for more time than you think you will need to carry out and respond to the assessment.
5. Make sure to "close the loop." Let students know what you learn from their feedback and how you and they can use that information to improve learning.
In the 1990's, educational reformers are seeking answers to two fundamental questions: (1) How well are students learning? and (2) How effectively are teachers teaching? Classroom Research and Classroom Assessment respond directly to concerns about better learning and more effective teaching. Classroom Research was developed to encourage college teachers to become more systematic and sensitive observers of learning as it takes place every day in their classrooms. Faculty have an exceptional opportunity to use their classrooms as laboratories for the study of learning and through such study to develop a better understanding of the learning process and the impact of their teaching upon it. Classroom Assessment, a major component of Classroom Research, involves student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on questions of teaching and learning that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhances.
Through close observation of students in the process of learning, the collection of frequent feedback on students' learning, and the design of modest classroom experiments, teachers can learn much about how students learn and, more specifically, how students respond to particular teaching approaches. Classroom Assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty can then use this information to refocus their teaching to help students make their learning more efficient and more effective.
College instructors who have assumed that their students were learning what they were trying to teach them are regularly faced with disappointing evidence to the contrary when they grade tests and term papers. Too often, students have not learned as much or as well as was expected. There are gaps, sometimes considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems.
To avoid such unhappy surprises, faculty and students need better ways to monitor learning throughout the semester. Specifically, teachers need a continuous flow of accurate information on student learning. For example, if a teacher's goal is to help students learn points "A" through "Z" during the course, then that teacher needs first to know whether all students are really starting at point "A" and, as the course proceeds, whether they have reached intermediate points "B," "G," "L," "R," "W," and so on. To ensure high-quality learning, it is not enough to test students when the syllabus has arrived at points "M" and "Z." Classroom Assessment is particularly useful for checking how well students are learning at those initial and intermediate points, and for providing information for improvement when learning is less than satisfactory.
Through practice in Classroom Assessment, faculty become better able to understand and promote learning, and increase their ability to help the students themselves become more effective, self-assessing, self-directed learners. Simply put, the central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom.
Classroom Assessment is an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. This approach has the following characteristics:
* Learner-Centered
Classroom Assessment focuses the primary attention of teachers and students on observing and improving learning, rather than on observing and improving teaching. Classroom Assessment can provide information to guide teachers and students in making adjustments to improve learning.
* Teacher-Directed
Classroom Assessment respects the autonomy, academic freedom, and professional judgement of college faculty. The individual teacher decides what to assess, how to assess, and how to respond to the information gained through the assessment. Also, the teacher is not obliged to share the result of Classroom Assessment with anyone outside the classroom.
* Mutually Beneficial
Because it is focused on learning, Classroom Assessment requires the active participation of students. By cooperating in assessment, students reinforce their grasp of the course content and strengthen their own skills at self-assessment. Their motivation is increased when they realize that faculty are interested and invested in their success as learners. Faculty also sharpen their teaching focus by continually asking themselves three questions: "What are the essential skills and knowledge I am trying to Teach?" "How can I find out whether students are learning them?" "How can I help students learn better?" As teachers work closely with students to answer these questions, they improve their teaching skills and gain new insights.
* Formative
Classroom Assessment's purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. The assessment is almost never graded and are almost always anonymous.
* Context-Specific
Classroom Assessments have to respond to the particular needs and characteristics of the teachers, students, and disciplines to which they are applied. What works well in one class will not necessary work in another.
* Ongoing
Classroom Assessment is an ongoing process, best thought of as the creating and maintenance of a classroom "feedback loop." By using a number of simple Classroom Assessment Techniques that are quick and easy to use, teachers get feedback from students on their learning. Faculty then complete the loop by providing students with feedback on the results of the assessment and suggestions for improving learning. To check on the usefulness of their suggestions, faculty use Classroom Assessment again, continuing the "feedback loop." As the approach becomes integrated into everyday classroom activities, the communications loop connecting faculty and students -- and teaching and learning -- becomes more efficient and more effective.
* Rooted in Good Teaching Practice
Classroom Assessment is an attempt to build on existing good practice by making feedback on students' learning more systematic, more flexible, and more effective. Teachers already ask questions, react to students' questions, monitor body language and facial expressions, read homework and tests, and so on. Classroom Assessment provides a way to integrate assessment systematically and seamlessly into the traditional classroom teaching and learning process
As they are teaching, faculty monitor and react to student questions, comments, body language, and facial expressions in an almost automatic fashion. This "automatic" information gathering and impression formation is a subconscious and implicit process. Teachers depend heavily on their impressions of student learning and make important judgments based on them, but they rarely make those informal assessments explicit or check them against the students' own impressions or ability to perform. In the course of teaching, college faculty assume a great deal about their students' learning, but most of their assumptions remain untested.
Even when college teachers routinely gather potentially useful information on student learning through questions, quizzes, homework, and exams, it is often collected too late -- at least from the students' perspective - to affect their learning. In practice, it is very difficult to "de-program" students who are used to thinking of anything they have been tested and graded on as being "over and done with." Consequently, the most effective times to assess and provide feedback are before the chapter tests or the midterm an final examinations. Classroom Assessment aims at providing that early feedback.
Classroom Assessment is based on seven assumptions:
1. The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.
2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.
4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.
6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.
7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.
To begin Classroom Assessment it is recommended that only one or two of the simplest Classroom Assessment Techniques are tried in only one class. In this way very little planning or preparation time and energy of the teacher and students is risked. In most cases, trying out a simple Classroom Assessment Technique will require only five to ten minutes of class time and less than an hour of time out of class. After trying one or two quick assessments, the decision as to whether this approach is worth further investments of time and energy can be made. This process of starting small involves three steps:
Step 1: Planning
Select one, and only one, of your classes in which to try out the Classroom Assessment. Decide on the class meeting and select a Classroom Assessment Technique. Choose a simple and quick one.
Step 2: Implementing
Make sure the students know what you are doing and that they clearly understand the procedure. Collect the responses and analyze them as soon as possible.
Step 3: Responding
To capitalize on time spent assessing, and to motivate students to become actively involved, "close the feedback loop" by letting them know what you learned from the assessments and what difference that information will make.
Five suggestions for a successful start:
1. If a Classroom Assessment Techniques does not appeal to your intuition and professional judgement as a teacher, don't use it.
2. Don't make Classroom Assessment into a self-inflicted chore or burden.
3. Don't ask your students to use any Classroom Assessment Technique you haven't previously tried on yourself.
4. Allow for more time than you think you will need to carry out and respond to the assessment.
5. Make sure to "close the loop." Let students know what you learn from their feedback and how you and they can use that information to improve learning.
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES
Thomas A. Angelo and K. Patricia Cross
Background Knowledge Probe
Description:
At the first class meeting, many college teachers ask students for general information on their level of preparation, often requesting that students list courses they have already taken in the relevant field. This technique is designed to collect much more specific, and more useful, feedback on students' prior learning. Background Knowledge Probes are short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic. A given Background Knowledge Probe may require students to write short answers, to circle the correct response to multiple-choice questions, or both.
Step-by-Step Procedure:
1. Before introducing an important new concept, subject, or topic in the course syllabus, consider what the students may already know about it. Recognizing that their knowledge may be partial, fragmentary, simplistic, or even incorrect, try to find at lease one point that most students are likely to know, and use that point to lead into others, less familiar points.
2. Prepare two or three open-ended questions, a handful of short-answer questions, or ten to twenty multiple-choice questions that will probe the students' existing knowledge of that concept, subject, or topic. These questions need to be carefully phrased, since a vocabulary that may not be familiar to the students can obscure your assessment of how well they know the facts or concepts.
3. Write your open-ended questions on the chalkboard, or hand out short questionnaires. Direct student to answer open-ended questions succinctly, in two or three sentences if possible. Make a point of announcing that these Background Knowledge Probes are not tests or quizzes and will not be graded. Encourage students to give thoughtful answers that will help you make effective instructional decisions.
4. At the next class meeting, or as soon as possible, let students know the results, and tell them how that information will affect what you do as the teacher and how it should affect what they do as learners.
Minute Paper
Description:
No other technique has been used more often or by more college teachers than the Minute Paper. This technique -- also known as the One-Minute Paper and the Half-Sheet Response -- provides a quick and extremely simple way to collect written feedback on student learning. To use the Minute Paper, an instructor stops class two or three minutes early and asks students to respond briefly to some variation on the following two questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?" Students they write their responses on index cards or half-sheets of scrap paper and hand them in.
Step-by-Step Procedure:
1. Decide first what you want to focus on and, as a consequence, when to administer the Minute Paper. If you want to focus on students' understanding of a lecture, the last few minutes of class may be the best time. If your focus is on a prior homework assignment, however, the first few minutes may be more appropriate.
2. Using the two basic questions from the "Description" above as starting points, write Minute Paper prompts that fit your course and students. Try out your Minute Paper on a colleague or teaching assistant before using it in class.
3. Plan to set aside five to ten minutes of your next class to use the technique, as well as time later to discuss the results.
4. Before class, write one or, at the most, two Minute Paper questions on the chalkboard or prepare an overhead transparency.
5. At a convenient time, hand out index cards or half-sheets of scrap paper.
6. Unless there is a very good reason to know who wrote what, direct students to leave their names off the papers or cards.
7. Let the students know how much time they will have (two to five minutes per question is usually enough), what kinds of answers you want (words, phrases, or short sentences), and when they can expect your feedback.
Muddiest Point
Description:
The Muddiest Point is just about the simplest technique one can use. It is also remarkable efficient, since it provides a high information return for a very low investment of time and energy. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in ........?" The focus of the Muddiest Point assessment might be a lecture, a discussion, a homework assignment, a play, or a film.
Step-by-Step Procedure:
1. Determine what you want feedback on: the entire class session or one self-contained segment? A lecture, a discussion, a presentation?
2. If you are using the technique in class, reserve a few minutes at the end of the class session. Leave enough time to ask the question, to allow students to respond, and to collect their responses by the usual ending time.
3. Let students know beforehand how much time they will have to respond and what use you will make of their responses.
4. Pass out slips of paper or index cards for students to write on.
5. Collect the responses as or before students leave. Stationing yourself at the door and collecting "muddy points" as students file out is one way; leaving a "muddy point" collection box by the exit is another.
6. Respond to the students' feedback during the next class meeting or as soon as possible afterward.
One-Sentence Summary
Description:
This simple technique challenges students to answer the questions "Who does what to whom, when, where, how, and why?" (represented by the letters WDWWWWHW) about a given topic, and then to synthesize those answers into a simple informative, grammatical, and long summary sentence.
Step-by-Step Procedure:
1. Select an important topic or work that your students have recently studied in your course and that you expect them to learn to summarize.
2. Working as quickly as you can, answer the questions "Who Did/Does What to Whom, When, Where, How and Why?" in relation to that topic. Note how long this first step takes you.
3. Next, turn your answers into a grammatical sentence that follows WDWWWWHS pattern. Not how long this second step takes.
4. Allow your students up to twice as much time as it took you to carry out the task and give them clear direction on the One-Sentence Summary technique before you announce the topic to be summarized.
What's the Principle?
Description:
After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem. This technique focuses on this step in problem solving. It provides students with a few problems and asks them to state the principle that best applies to each problem.
Step-by-Step Procedure:
1. Identify the basic principles that you expect students to learn in your course. Make sure focus only on those that students have been taught.
2. Find or create sample problems or short examples that illustrate each of these principles. Each example should illustrate only one principle.
3. Create a What's the Principle? form that includes a listing of the relevant principles and specific examples or problems for students to match to those principles.
4. Try out your assessment on a graduate student or colleague to make certain it is not too difficult or too time-consuming to use in class.
5. After you have make any necessary revisions to the form, apply the assessment.
Background Knowledge Probe
Description:
At the first class meeting, many college teachers ask students for general information on their level of preparation, often requesting that students list courses they have already taken in the relevant field. This technique is designed to collect much more specific, and more useful, feedback on students' prior learning. Background Knowledge Probes are short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic. A given Background Knowledge Probe may require students to write short answers, to circle the correct response to multiple-choice questions, or both.
Step-by-Step Procedure:
1. Before introducing an important new concept, subject, or topic in the course syllabus, consider what the students may already know about it. Recognizing that their knowledge may be partial, fragmentary, simplistic, or even incorrect, try to find at lease one point that most students are likely to know, and use that point to lead into others, less familiar points.
2. Prepare two or three open-ended questions, a handful of short-answer questions, or ten to twenty multiple-choice questions that will probe the students' existing knowledge of that concept, subject, or topic. These questions need to be carefully phrased, since a vocabulary that may not be familiar to the students can obscure your assessment of how well they know the facts or concepts.
3. Write your open-ended questions on the chalkboard, or hand out short questionnaires. Direct student to answer open-ended questions succinctly, in two or three sentences if possible. Make a point of announcing that these Background Knowledge Probes are not tests or quizzes and will not be graded. Encourage students to give thoughtful answers that will help you make effective instructional decisions.
4. At the next class meeting, or as soon as possible, let students know the results, and tell them how that information will affect what you do as the teacher and how it should affect what they do as learners.
Minute Paper
Description:
No other technique has been used more often or by more college teachers than the Minute Paper. This technique -- also known as the One-Minute Paper and the Half-Sheet Response -- provides a quick and extremely simple way to collect written feedback on student learning. To use the Minute Paper, an instructor stops class two or three minutes early and asks students to respond briefly to some variation on the following two questions: "What was the most important thing you learned during this class?" and "What important question remains unanswered?" Students they write their responses on index cards or half-sheets of scrap paper and hand them in.
Step-by-Step Procedure:
1. Decide first what you want to focus on and, as a consequence, when to administer the Minute Paper. If you want to focus on students' understanding of a lecture, the last few minutes of class may be the best time. If your focus is on a prior homework assignment, however, the first few minutes may be more appropriate.
2. Using the two basic questions from the "Description" above as starting points, write Minute Paper prompts that fit your course and students. Try out your Minute Paper on a colleague or teaching assistant before using it in class.
3. Plan to set aside five to ten minutes of your next class to use the technique, as well as time later to discuss the results.
4. Before class, write one or, at the most, two Minute Paper questions on the chalkboard or prepare an overhead transparency.
5. At a convenient time, hand out index cards or half-sheets of scrap paper.
6. Unless there is a very good reason to know who wrote what, direct students to leave their names off the papers or cards.
7. Let the students know how much time they will have (two to five minutes per question is usually enough), what kinds of answers you want (words, phrases, or short sentences), and when they can expect your feedback.
Muddiest Point
Description:
The Muddiest Point is just about the simplest technique one can use. It is also remarkable efficient, since it provides a high information return for a very low investment of time and energy. The technique consists of asking students to jot down a quick response to one question: "What was the muddiest point in ........?" The focus of the Muddiest Point assessment might be a lecture, a discussion, a homework assignment, a play, or a film.
Step-by-Step Procedure:
1. Determine what you want feedback on: the entire class session or one self-contained segment? A lecture, a discussion, a presentation?
2. If you are using the technique in class, reserve a few minutes at the end of the class session. Leave enough time to ask the question, to allow students to respond, and to collect their responses by the usual ending time.
3. Let students know beforehand how much time they will have to respond and what use you will make of their responses.
4. Pass out slips of paper or index cards for students to write on.
5. Collect the responses as or before students leave. Stationing yourself at the door and collecting "muddy points" as students file out is one way; leaving a "muddy point" collection box by the exit is another.
6. Respond to the students' feedback during the next class meeting or as soon as possible afterward.
One-Sentence Summary
Description:
This simple technique challenges students to answer the questions "Who does what to whom, when, where, how, and why?" (represented by the letters WDWWWWHW) about a given topic, and then to synthesize those answers into a simple informative, grammatical, and long summary sentence.
Step-by-Step Procedure:
1. Select an important topic or work that your students have recently studied in your course and that you expect them to learn to summarize.
2. Working as quickly as you can, answer the questions "Who Did/Does What to Whom, When, Where, How and Why?" in relation to that topic. Note how long this first step takes you.
3. Next, turn your answers into a grammatical sentence that follows WDWWWWHS pattern. Not how long this second step takes.
4. Allow your students up to twice as much time as it took you to carry out the task and give them clear direction on the One-Sentence Summary technique before you announce the topic to be summarized.
What's the Principle?
Description:
After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem. This technique focuses on this step in problem solving. It provides students with a few problems and asks them to state the principle that best applies to each problem.
Step-by-Step Procedure:
1. Identify the basic principles that you expect students to learn in your course. Make sure focus only on those that students have been taught.
2. Find or create sample problems or short examples that illustrate each of these principles. Each example should illustrate only one principle.
3. Create a What's the Principle? form that includes a listing of the relevant principles and specific examples or problems for students to match to those principles.
4. Try out your assessment on a graduate student or colleague to make certain it is not too difficult or too time-consuming to use in class.
5. After you have make any necessary revisions to the form, apply the assessment.
23 Desember 2008
The Art and Craft of Motivating Students
The educational equivalent to "location, location, location," is "motivation, motivation, motivation," for motivation is probably the most significant factor educators can target in order to improve learning.
Teachers routinely attest to the importance of motivating students, lamenting how easily students memorize unending rap songs despite their needing a truckload of teaching tricks to remember directions for a simple assignment.
Considering its importance, surprisingly little advice about how to motivate students is available on the Internet. The most helpful site reviews motivational research. In it Barbara McCombs states that "almost everything [teachers] do in the classroom has a motivational influence on students--either positive or negative. This includes the way information is presented, the kinds of activities teachers use, the ways teachers interact with students, the amount of choice and control given to students, and opportunities for students to work alone or in groups. Students react to who teachers are, what they do, and how comfortable they feel in the classroom." 2
Based on research findings, we now know that motivation depends on the extent to which teachers are able to satisfy students' needs:
• to feel in control of their learning
• to feel competent, and
• to feel connected with others.
How to Give Students More Control
Being in control of their learning means having significant input into the selection of learning goals and activities and of classroom policies and procedures. Knowing that students need to have significant input into decisions about their learning situation does not, however, simplify the task of meshing what, when, how, and where students want to learn with mandated content and objectives, the school's schedule, and the teacher's room assignment.
Fortunately, research suggests that students feel some ownership of a decision if they agree with it, so getting students to accept the reasons some aspects of a course are not negotiable is probably a worthwhile endeavor. Then, whenever possible, students should be allowed to determine class rules and procedures, set learning goals, select learning activities and assignments, and decide whether to work in groups or independently.
In addition, while inconsistent with best practice in cooperative learning, allowing students to select learning partners has been shown to improve their motivation to learn. With this, as with other instructional issues, the teacher must continually weigh the benefits of making the "preferred" instructional decision against the motivational benefits of giving students choices among appropriate alternatives.
Teachers routinely attest to the importance of motivating students, lamenting how easily students memorize unending rap songs despite their needing a truckload of teaching tricks to remember directions for a simple assignment.
Considering its importance, surprisingly little advice about how to motivate students is available on the Internet. The most helpful site reviews motivational research. In it Barbara McCombs states that "almost everything [teachers] do in the classroom has a motivational influence on students--either positive or negative. This includes the way information is presented, the kinds of activities teachers use, the ways teachers interact with students, the amount of choice and control given to students, and opportunities for students to work alone or in groups. Students react to who teachers are, what they do, and how comfortable they feel in the classroom." 2
Based on research findings, we now know that motivation depends on the extent to which teachers are able to satisfy students' needs:
• to feel in control of their learning
• to feel competent, and
• to feel connected with others.
How to Give Students More Control
Being in control of their learning means having significant input into the selection of learning goals and activities and of classroom policies and procedures. Knowing that students need to have significant input into decisions about their learning situation does not, however, simplify the task of meshing what, when, how, and where students want to learn with mandated content and objectives, the school's schedule, and the teacher's room assignment.
Fortunately, research suggests that students feel some ownership of a decision if they agree with it, so getting students to accept the reasons some aspects of a course are not negotiable is probably a worthwhile endeavor. Then, whenever possible, students should be allowed to determine class rules and procedures, set learning goals, select learning activities and assignments, and decide whether to work in groups or independently.
In addition, while inconsistent with best practice in cooperative learning, allowing students to select learning partners has been shown to improve their motivation to learn. With this, as with other instructional issues, the teacher must continually weigh the benefits of making the "preferred" instructional decision against the motivational benefits of giving students choices among appropriate alternatives.
Top 10 Tips for Student Teachers
Student teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation.
2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher.
4. Follow the School Rules
This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions.
5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time.
6. Befriend the Office Staff
This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth.
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators.
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future.
9. Be Professional With Fellow Teachers
Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your coordinating teacher or other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that you are genuinely interested in them and their experiences.
10. Don't Wait to the Last Minute to Call in Sick
You will probably get sick at some point during your student teaching and will need stay home for the day. You must remember that the regular teacher will have to take over the class during your absence. If you wait until the last minute to call in, this could leave them in an awkward bind making them look bad to the students. Call as soon as you believe you will not be able to make it to class.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward situation.
2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this as your chance to get even further experience while impressing your dedication to your coordinating teacher.
4. Follow the School Rules
This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class, then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitely not professional and would be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions.
5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look unprofessional at the same time.
6. Befriend the Office Staff
This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching. These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much easier to handle. Don't underestimate their worth.
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and coordinators.
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future.
9. Be Professional With Fellow Teachers
Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your coordinating teacher or other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that you are genuinely interested in them and their experiences.
10. Don't Wait to the Last Minute to Call in Sick
You will probably get sick at some point during your student teaching and will need stay home for the day. You must remember that the regular teacher will have to take over the class during your absence. If you wait until the last minute to call in, this could leave them in an awkward bind making them look bad to the students. Call as soon as you believe you will not be able to make it to class.
Creating an Academic Environment
Have you ever walked into a classroom expecting students to be prepared and begin learning and instead found them looking at you like you are an alien from another planet for even expecting their rapt attention? Unfortunately, low expectations have become the norm for both teachers and students. Many teachers do not want to fight against the expectations that students have because realigning their thinking is both time consuming and difficult.
However, it can be done!
Students might come into your classroom with expectations of how you are going to act and what they will be expected to do. However, just because they harbor these beliefs does not mean that you have to conform to the mediocracy that has become much of teaching.
How do you do this you ask? By setting up an academic environment from the first day and ALWAYS keeping high expectations. What this means is that you as a teacher have to make a committed effort to be consistent, fair, and firm.
Consistency means that you come into class on the first day of school and assume that learning begins that day. You let students know right away that they might play in other classrooms but not yours. And then you follow through! You do not come to class unprepared (you wouldn't expect your students to!) You instead come with a lesson that begins at the beginning of class and ends at the end. (Believe it or not, this seems foreign to some students and teachers). Further, you act the same every day. You might not feel the best or you might be having a bad day because of something going on at home or at work, but you do not change your demeanor or, more importantly, they way you handle discipline problems. If you are not consistent, you will lose all credibility with students and the atmosphere you are trying to create will quickly disintegrate.
Fairness goes hand in hand with consistency. Do not treat kids differently. Sure, you will have personal likes and dislikes for different students, however, never let this bleed into your classroom. If you are unfair, you will quickly lose students who will not trust you. And trust is paramount for an effective academic classroom.
What this means is that you need to help the students understand that what you say is what you mean. And you must also help the students see that you believe in their abilities. Tell the students you know that they can learn what you are teaching, show them by your rapt attention, and then reinforce this by praising authentic achievements.
Which brings up the point: do you really believe that your students can learn? Many teachers have become cynical over time, believing that their students just can't do it or that their lives get in the way. Hogwash! We are wired so that we can learn! With that said, obviously students need to have completed the prerequisites for a course. You can't teach calculus to someone who has just finished Consumer Math. My point here, however, is that you need to examine your attitudes because they bleed through into class. Try not to say phrases like," This is just too advanced," or "We just won't spend the time trying to learn this." While these might sound innocuous, instead they are just off putting.
Finally, this brings up to the term firm. Discipline in your classroom should never be about raised voices and confrontations. It should be about consistent application of established rules. Further, learning will occur in a safe environment if the teacher establishes from the beginning that they will be fair but firm.
We are representatives of our discipline. It is our responsibility to commit ourselves to teaching an academic course of study. It is a sad state that students are surprised when teachers come in and actually expect their students to learn - not just to regurgitate the facts that they read in a text. However, if we fail to create an academic environment, we leave students with the implicit knowledge that school and therefore learning is not that important or it is for the 'brains' of the school and not them.
However, it can be done!
Students might come into your classroom with expectations of how you are going to act and what they will be expected to do. However, just because they harbor these beliefs does not mean that you have to conform to the mediocracy that has become much of teaching.
How do you do this you ask? By setting up an academic environment from the first day and ALWAYS keeping high expectations. What this means is that you as a teacher have to make a committed effort to be consistent, fair, and firm.
Consistency means that you come into class on the first day of school and assume that learning begins that day. You let students know right away that they might play in other classrooms but not yours. And then you follow through! You do not come to class unprepared (you wouldn't expect your students to!) You instead come with a lesson that begins at the beginning of class and ends at the end. (Believe it or not, this seems foreign to some students and teachers). Further, you act the same every day. You might not feel the best or you might be having a bad day because of something going on at home or at work, but you do not change your demeanor or, more importantly, they way you handle discipline problems. If you are not consistent, you will lose all credibility with students and the atmosphere you are trying to create will quickly disintegrate.
Fairness goes hand in hand with consistency. Do not treat kids differently. Sure, you will have personal likes and dislikes for different students, however, never let this bleed into your classroom. If you are unfair, you will quickly lose students who will not trust you. And trust is paramount for an effective academic classroom.
What this means is that you need to help the students understand that what you say is what you mean. And you must also help the students see that you believe in their abilities. Tell the students you know that they can learn what you are teaching, show them by your rapt attention, and then reinforce this by praising authentic achievements.
Which brings up the point: do you really believe that your students can learn? Many teachers have become cynical over time, believing that their students just can't do it or that their lives get in the way. Hogwash! We are wired so that we can learn! With that said, obviously students need to have completed the prerequisites for a course. You can't teach calculus to someone who has just finished Consumer Math. My point here, however, is that you need to examine your attitudes because they bleed through into class. Try not to say phrases like," This is just too advanced," or "We just won't spend the time trying to learn this." While these might sound innocuous, instead they are just off putting.
Finally, this brings up to the term firm. Discipline in your classroom should never be about raised voices and confrontations. It should be about consistent application of established rules. Further, learning will occur in a safe environment if the teacher establishes from the beginning that they will be fair but firm.
We are representatives of our discipline. It is our responsibility to commit ourselves to teaching an academic course of study. It is a sad state that students are surprised when teachers come in and actually expect their students to learn - not just to regurgitate the facts that they read in a text. However, if we fail to create an academic environment, we leave students with the implicit knowledge that school and therefore learning is not that important or it is for the 'brains' of the school and not them.
18 Desember 2008
What's the Difference between Assessment, Evaluation and Final Marks or Report Card Grades?
The overall goal of assessment is to improve student learning. Assessment provides students, parents/guardians, and teachers with valid information concerning student progress and their attainment of the expected curriculum/IEP. Assessment should always be viewed as information to improve student achievement. Assessments are based on the levels of achievement and standards developed for those curricular goals appropriate for the grade or those listed in the IEP. Assessment and evaluation measure whether or not learning and/or learning objectives are being met. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). Assessment requires the gathering of evidence of student performance over a period of time to measure learning and understanding. Evidence of learning could take the form of dialogue, journals, written work, portfolios, tests along with many other learning tasks. Evaluation on the other hand occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity. A mark on a spelling test will determine if the child can spell the given words and would be seen as an evaluation. Assessment would be a review of journal entries, written work, presentation, research papers, essays, story writing, tests, exams etc. and will demonstrate a sense of more permanent learning and clearer picture of a student's ability. Although a child may receive high marks in spelling test, if he/she can't apply correct spelling in every day work, the high spelling test marks (evaluations) matter little.
Effective teachers will use both assessment and evaluation techniques regularly and on a daily basis to improve student learning and to guide instruction.
Assessment, Evaluation, and Report Card Marks or Final Grades
Ongoing assessment and certain evaluations will make up final marks and/or report card grades. For instance, let's say I am ready to give a final/report card mark for language/English. Here is one example on how I would come up with that mark:
• 15% for notes done in class
• 10% for participation in group work
• 5% for homework completion
• 20% for a book report which was marked for content, conventions, grammar, process, understanding and spelling
• 20% which reflects the mean average of 3 quizzes given
• 20% for an oral presentation for which I was evaluating reasoning, oral communication and organization
• 10% Weekly spelling and grammar quizzes
The most important element of assessment and evaluation is to provide information for improved student performance. When one looks at a mark of 65% or a C in Language/English, it is important to know how the student can improve to receive a 75% or a B next time. Look at the evidence and work with the teacher to determine the areas of strength and the areas of weakness to improve overall learning.
Effective teachers will use both assessment and evaluation techniques regularly and on a daily basis to improve student learning and to guide instruction.
Assessment, Evaluation, and Report Card Marks or Final Grades
Ongoing assessment and certain evaluations will make up final marks and/or report card grades. For instance, let's say I am ready to give a final/report card mark for language/English. Here is one example on how I would come up with that mark:
• 15% for notes done in class
• 10% for participation in group work
• 5% for homework completion
• 20% for a book report which was marked for content, conventions, grammar, process, understanding and spelling
• 20% which reflects the mean average of 3 quizzes given
• 20% for an oral presentation for which I was evaluating reasoning, oral communication and organization
• 10% Weekly spelling and grammar quizzes
The most important element of assessment and evaluation is to provide information for improved student performance. When one looks at a mark of 65% or a C in Language/English, it is important to know how the student can improve to receive a 75% or a B next time. Look at the evidence and work with the teacher to determine the areas of strength and the areas of weakness to improve overall learning.
25 Oktober 2008
KONSEP BELAJAR E-LEARNING
Pendahuluan
Pada masa sekarang ini, penggunaan teknologi dalam bidang pendidikan sangat meningkat. Selain itu, pandangan tentang belajar seumur hidup (long-life learning) juga semakin umum. Akibatnya, motivasi hakiki (intrinsic motivation) dari pelajar menjadi sangat penting, karena dalam dunia pendidikan yang semakin kehilangan struktur formalnya, institusi pendidikan semakin bergantung pada motivasi hakiki dari pelajar.
Motivasi hakiki didefinisikan sebagai kecenderungan untuk ikut serta dalam suatu tugas/kegiatan untuk memperoleh upah/penghargaan dari tugas tersebut. Banyak riset yang telah mempelajari hubungan antara motivasi hakiki dengan prestasi akademik pelajar. Banyak juga riset yang mendukung bahwa motivasi hakiki adalah hal yang dapat membuat seseorang bertahan dalam suatu
aktivitas.
Pada masa sekarang ini, teknologi telah memainkan peran yang nyata dalam dunia pendidikan melalui sistem pembelajaran e-learning. Namun, belum diketahui secara pasti efek dari sistem elearning pada motivasi hakiki pelajar. Untuk itu, paper ini akan membahas bagaimana aktivitas belajar dan teknologi mempengaruhi motivasi hakiki pelajar dalam lingkungan pendidikan online.
Konsep mengenai Motivasi Hakiki (Intrinsic Motivation Literature)
Konsep mengenai motivasi hakiki pada awalnya berasal dari William James. Ia menggunakan istilah minat (interest) dan naluri untuk membangun (instinct of constructiveness) untuk menjelaskan tipe-tipe perilaku manusia. Minat dan naluri untuk membangun tersebut menggambarkan konsep selfdetermination (kemampuan individu untuk memutuskan sesuatu tanpa pengaruh dari luar) dan
competence (kemampuan individu untuk melakukan sesuatu dengan baik), dan pada akhirnya kedua hal inilah yang pada awalnya mendefinisikan motivasi hakiki.
Setelah meneliti banyak teori, konsep, dan pandangan mengenai motivasi hakiki, penulis paper menentukan 4 isu yang dirasa sangat mempengaruhi motivasi hakiki dalam melakukan suatu
aktivitas, yaitu:
1. Tantangan (Challenge)
2. Keingintahuan (Curiosity)
3. Keikutsertaan (Engagement)
4. Kontrol (Control)
Penelitian yang sebelumnya telah dilakukan menunjukkan bahwa keempat hal ini dapat meningkatkan motivasi pelajar dalam lingkungan pendidikan berbasis web. Selain itu, juga diperoleh kesimpulan bahwa tingkat motivasi hakiki dari seorang pelajar memiliki pengaruh yang besar terhadap prestasi dan kompetensi akademik tanpa terpengaruh pada kemampuan akademik pelajar tersebut.
Metode Penelitian
Analisis yang akan dilakukan dalam paper ini banyak mengikutsertakan pembelajaran yang berbasis masalah (problem based learning). Subjek penelitian adalah peserta program studi online pada City University's Interactive Master of Business Administration (iMBA). Perlu diperhatikan bahwa penekanan dari program studi online ini adalah sebagai interactive learning, bukan sebagai distance learning karena kebanyakan aktivitas pembelajaran menggunakan interaksi yang lebih kaya daripada sekedar program berbasis teks.
Program studi ini dipilih karena beberapa pertimbangan. Pertama, program studi ini menyediakan dukungan teknologi yang kuat pada lingkungan pendidikan. Kedua, aktivitas pembelajaran telah terstruktur ke dalam disain dan organisasi dari program studi. Ketiga, aktivitas pembelajaran yang didukung oleh teknologi ini dapat dimanfaatkan untuk meneliti efeknya terhadap motivasi hakiki.
Program studi yang akan menjadi subjek penelitian terdiri dari 6 aktivitas pembelajaran, yaitu:
1. Video Lectures (menonton video pelajaran)
2. Online Tutorials (mengikuti tutorial online)
3. Face-to-Face Tutorials (mengikuti tutorial tatap muka di kampus)
4. Web board discussions (berdiskusi pada wadah diskusi online Web board)
5. Individual project (mengajukan proyek individu)
6. Final Examination (mengikuti ujian akhir)
Dari keenam aktivitas tersebut, video lectures, online tutorials dan Web board discussions akan menjadi fokus utama sesuai dengan tujuan utama dari penelitian ini, sementara aktivitas lain turut disertakan dalam penelitian sebagai perbandingan dengan aktivitas yang menjadi fokus utama.
Penelitian akan menggunakan metode wawancara (interview). Masing-masing peserta interview akan diminta untuk memberikan pendapatnya terhadap beberapa pertanyaan yang telah tersusun dalam format semi-structured. Dari hasil wawancara ini akan dilakukan analisa untuk menjawab pertanyaan dari penelitian ini, yaitu: “Bagaimana aktivitas belajar dan teknologi mempengaruhi motivasi hakiki dalam lingkungan pembelajaran online ?”
Ukuran dalam Analisis Kasus (Case Study Measures)
Dalam interview yang dilakukan, dikembangkan beberapa ukuran untuk masing-masing isu, yaitu:
1. Tantangan
Pencapaian sasaran (goal attainment)
Kompetensi pelajar (competency)
Kapabilitas pelajar (capability)
Tingkat kesulitan (difficulty)
2. Keingintahuan
Menyenangkan (interesting)
Menarik (attractive)
Mengeksplorasi (exploratory)
Memotivasi (motivating)
Mendorong (encouraging)
3. Keikutsertaan
Partisipasi (participation)
Keterlibatan (involvement)
Kerjasama (collaboration)
Berbagi pengetahuan (sharing)
4. Kontrol
Pemilihan (selection)
Efisiensi (efficiency)
Efektivitas (effectiveness)
Preferensi (preference)
Hasil Penelitian
Dari hasil penelitian berbasis interview yang dilakukan, diperoleh hasil-hasil sebagai berikut:
1. Keingintahuan
Tingkat keingintahuan secara relatif sama pada keenam aktivitas pembelajaran.
Online tutorial dapat merangsang rasa keingintahuan karena pola interaksi dan dialog yang berbeda antar online tutorial.
2. Keikutsertaan
Tingkat keikutsertaan pada umumnya tercermin dalam bentuk kerja sama.
Online tutorial mendorong keikutsertaan dari peserta karena memungkinkan partisipasi
yang lebih besar dari peserta dan meningkatkan kontribusi informasi dari peserta.
Online tutorial menghilangkan kesulitan seorang peserta untuk menanggapi pendapat peserta lain yang pada umumnya menjadi masalah utama dalam face-to-face tutorial.
3. Kontrol
Kontrol sangat terlihat dalam video lectures dan online tutorials.
Pada video lectures, peserta dapat memilih secara bebas bagian video mana yang harus dilihat, berapa lama bagian tersebut dilihat, dan sebagainya.
Pada online tutorial, lingkungan belajar yang interaktif memberikan kesempatan bagi peserta untuk memilih dan menentukan seberapa jauh ia berpartisipasi dalam topik yang ia pilih untuk diikuti.
4. Tantangan
Tantangan sangat terlihat dalam individual project, examination, dan juga face-to-face tutorial, dan tidak begitu terlihat dalam aktivitas yang lain.
Pada online discussion, tantangan terletak pada sifat interaktif dari diskusi yang terjadi, di mana peserta bebas untuk menulis dan membalas pesan, membuat thread diskusi baru, dan menyesuaikan lingkungan diskusi online.
Pada online tutorial, peserta merasa mendapat tantangan untuk menyeimbangkan kemampuannya dalam melakukan tugas yang terdapat pada suatu tutorial.
Penelitian kemudian dilanjutkan dengan meminta pendapat kepada para peserta program studi mengenai perbandingan secara kontras antara keenam aktivitas pembelajaran dalam kaitannya dengan efek pada motivasi hakiki. Pendapat-pendapat yang muncul sangat beragam, namun secara
keseluruhan dapat disimpulkan sebagai berikut:
1. Menonton video lecture dianggap memberikan tingkat kontrol yang paling tinggi, sementara tutorial dan online discussion dianggap memberikan tingkat kontrol yang paling rendah.
2. Online tutorial dan face-to-face tutorial dianggap membangkitkan rasa keingintahuan yang lebih tinggi dibandingkan aktivitas-aktivitas yang lain.
3. Peserta program studi berpendapat bahwa tingkat keikutsertaan lebih terasa pada face-to-face tutorial, di mana pada aktivitas ini para peserta diberi level partisipasi yang tertinggi karena tidak adanya batasan bandwidth maupun hambatan teknologi.
4. Examination memiliki tingkat tantangan yang paling tinggi, dan karena itu dianggap memberikan pengaruh yang paling minimal pada motivasi hakiki.
Pembahasan
Hasil dari penelitian yang dilakukan sangat kompleks. Masing-masing aktivitas pembelajaran memilki kelebihan pada satu atau lebih isu dan kekurangan pada isu lain. Sebagai contoh, video lectures memperoleh tingkat kontrol yang tinggi, tetapi tidak mengandung tantangan sama sekali. Face-toface tutorial meningkatkan rasa keingintahuan, tetapi dianggap memiliki tingkat kontrol yang rendah. Pada sisi lain, online tutorial memberikan tingkat kontrol dan keikutsertaan yang tinggi, sedangkan online discussion memberikan tingkat keikutsertaan yang lumayan. Sementara itu, individual project dan examination memberikan tingkat tantangan yang tinggi dan meningkatkan rasa keingintahuan, tetapi kurang memberi kontrol kepada peserta.
Pada kenyataannya, face-to-face tutorial masih menjadi aktivitas yang paling matang dan diterima secara umum sebagai bentuk interaksi. Kesuksesan face-to-face tutorial ini diakibatkan karena banyaknya kekurangan/kelemahan yang masih terdapat pada penggunaan teknologi dalam lingkungan pendidikan. Kelemahan-kelemahan tersebut diharapkan semakin berkurang di masa depan dengan berkembangnya teknologi, dan pada akhirnya mempersempit gap yang terdapat antar face-to-face tutorial dengan online learning.
Kesimpulan
Kesimpulan dari penelitian ini adalah tidak satupun dari keenam bentuk interaksi pembelajaran yang sebelumnya dibahas merupakan solusi utama untuk meningkatkan motivasi hakiki pelajar.Untuk menciptakan lingkungan pembelajaran yang efektif, diperlukan pemerataan (balancing) antara keinginan (desire) dari pelajar dengan batasan (constraint) yang muncul karena tujuan dari program studi. Penggunaan teknologi memungkinkan untuk membuat berbagai jenis aktivitas pembelajaran untuk berbagai jenis tipe pelajar, sehingga membebaskan pelajar untuk memilih aktivitas belajar yang paling sesuai dengan dirinya.
Pada masa sekarang ini, penggunaan teknologi dalam bidang pendidikan sangat meningkat. Selain itu, pandangan tentang belajar seumur hidup (long-life learning) juga semakin umum. Akibatnya, motivasi hakiki (intrinsic motivation) dari pelajar menjadi sangat penting, karena dalam dunia pendidikan yang semakin kehilangan struktur formalnya, institusi pendidikan semakin bergantung pada motivasi hakiki dari pelajar.
Motivasi hakiki didefinisikan sebagai kecenderungan untuk ikut serta dalam suatu tugas/kegiatan untuk memperoleh upah/penghargaan dari tugas tersebut. Banyak riset yang telah mempelajari hubungan antara motivasi hakiki dengan prestasi akademik pelajar. Banyak juga riset yang mendukung bahwa motivasi hakiki adalah hal yang dapat membuat seseorang bertahan dalam suatu
aktivitas.
Pada masa sekarang ini, teknologi telah memainkan peran yang nyata dalam dunia pendidikan melalui sistem pembelajaran e-learning. Namun, belum diketahui secara pasti efek dari sistem elearning pada motivasi hakiki pelajar. Untuk itu, paper ini akan membahas bagaimana aktivitas belajar dan teknologi mempengaruhi motivasi hakiki pelajar dalam lingkungan pendidikan online.
Konsep mengenai Motivasi Hakiki (Intrinsic Motivation Literature)
Konsep mengenai motivasi hakiki pada awalnya berasal dari William James. Ia menggunakan istilah minat (interest) dan naluri untuk membangun (instinct of constructiveness) untuk menjelaskan tipe-tipe perilaku manusia. Minat dan naluri untuk membangun tersebut menggambarkan konsep selfdetermination (kemampuan individu untuk memutuskan sesuatu tanpa pengaruh dari luar) dan
competence (kemampuan individu untuk melakukan sesuatu dengan baik), dan pada akhirnya kedua hal inilah yang pada awalnya mendefinisikan motivasi hakiki.
Setelah meneliti banyak teori, konsep, dan pandangan mengenai motivasi hakiki, penulis paper menentukan 4 isu yang dirasa sangat mempengaruhi motivasi hakiki dalam melakukan suatu
aktivitas, yaitu:
1. Tantangan (Challenge)
2. Keingintahuan (Curiosity)
3. Keikutsertaan (Engagement)
4. Kontrol (Control)
Penelitian yang sebelumnya telah dilakukan menunjukkan bahwa keempat hal ini dapat meningkatkan motivasi pelajar dalam lingkungan pendidikan berbasis web. Selain itu, juga diperoleh kesimpulan bahwa tingkat motivasi hakiki dari seorang pelajar memiliki pengaruh yang besar terhadap prestasi dan kompetensi akademik tanpa terpengaruh pada kemampuan akademik pelajar tersebut.
Metode Penelitian
Analisis yang akan dilakukan dalam paper ini banyak mengikutsertakan pembelajaran yang berbasis masalah (problem based learning). Subjek penelitian adalah peserta program studi online pada City University's Interactive Master of Business Administration (iMBA). Perlu diperhatikan bahwa penekanan dari program studi online ini adalah sebagai interactive learning, bukan sebagai distance learning karena kebanyakan aktivitas pembelajaran menggunakan interaksi yang lebih kaya daripada sekedar program berbasis teks.
Program studi ini dipilih karena beberapa pertimbangan. Pertama, program studi ini menyediakan dukungan teknologi yang kuat pada lingkungan pendidikan. Kedua, aktivitas pembelajaran telah terstruktur ke dalam disain dan organisasi dari program studi. Ketiga, aktivitas pembelajaran yang didukung oleh teknologi ini dapat dimanfaatkan untuk meneliti efeknya terhadap motivasi hakiki.
Program studi yang akan menjadi subjek penelitian terdiri dari 6 aktivitas pembelajaran, yaitu:
1. Video Lectures (menonton video pelajaran)
2. Online Tutorials (mengikuti tutorial online)
3. Face-to-Face Tutorials (mengikuti tutorial tatap muka di kampus)
4. Web board discussions (berdiskusi pada wadah diskusi online Web board)
5. Individual project (mengajukan proyek individu)
6. Final Examination (mengikuti ujian akhir)
Dari keenam aktivitas tersebut, video lectures, online tutorials dan Web board discussions akan menjadi fokus utama sesuai dengan tujuan utama dari penelitian ini, sementara aktivitas lain turut disertakan dalam penelitian sebagai perbandingan dengan aktivitas yang menjadi fokus utama.
Penelitian akan menggunakan metode wawancara (interview). Masing-masing peserta interview akan diminta untuk memberikan pendapatnya terhadap beberapa pertanyaan yang telah tersusun dalam format semi-structured. Dari hasil wawancara ini akan dilakukan analisa untuk menjawab pertanyaan dari penelitian ini, yaitu: “Bagaimana aktivitas belajar dan teknologi mempengaruhi motivasi hakiki dalam lingkungan pembelajaran online ?”
Ukuran dalam Analisis Kasus (Case Study Measures)
Dalam interview yang dilakukan, dikembangkan beberapa ukuran untuk masing-masing isu, yaitu:
1. Tantangan
Pencapaian sasaran (goal attainment)
Kompetensi pelajar (competency)
Kapabilitas pelajar (capability)
Tingkat kesulitan (difficulty)
2. Keingintahuan
Menyenangkan (interesting)
Menarik (attractive)
Mengeksplorasi (exploratory)
Memotivasi (motivating)
Mendorong (encouraging)
3. Keikutsertaan
Partisipasi (participation)
Keterlibatan (involvement)
Kerjasama (collaboration)
Berbagi pengetahuan (sharing)
4. Kontrol
Pemilihan (selection)
Efisiensi (efficiency)
Efektivitas (effectiveness)
Preferensi (preference)
Hasil Penelitian
Dari hasil penelitian berbasis interview yang dilakukan, diperoleh hasil-hasil sebagai berikut:
1. Keingintahuan
Tingkat keingintahuan secara relatif sama pada keenam aktivitas pembelajaran.
Online tutorial dapat merangsang rasa keingintahuan karena pola interaksi dan dialog yang berbeda antar online tutorial.
2. Keikutsertaan
Tingkat keikutsertaan pada umumnya tercermin dalam bentuk kerja sama.
Online tutorial mendorong keikutsertaan dari peserta karena memungkinkan partisipasi
yang lebih besar dari peserta dan meningkatkan kontribusi informasi dari peserta.
Online tutorial menghilangkan kesulitan seorang peserta untuk menanggapi pendapat peserta lain yang pada umumnya menjadi masalah utama dalam face-to-face tutorial.
3. Kontrol
Kontrol sangat terlihat dalam video lectures dan online tutorials.
Pada video lectures, peserta dapat memilih secara bebas bagian video mana yang harus dilihat, berapa lama bagian tersebut dilihat, dan sebagainya.
Pada online tutorial, lingkungan belajar yang interaktif memberikan kesempatan bagi peserta untuk memilih dan menentukan seberapa jauh ia berpartisipasi dalam topik yang ia pilih untuk diikuti.
4. Tantangan
Tantangan sangat terlihat dalam individual project, examination, dan juga face-to-face tutorial, dan tidak begitu terlihat dalam aktivitas yang lain.
Pada online discussion, tantangan terletak pada sifat interaktif dari diskusi yang terjadi, di mana peserta bebas untuk menulis dan membalas pesan, membuat thread diskusi baru, dan menyesuaikan lingkungan diskusi online.
Pada online tutorial, peserta merasa mendapat tantangan untuk menyeimbangkan kemampuannya dalam melakukan tugas yang terdapat pada suatu tutorial.
Penelitian kemudian dilanjutkan dengan meminta pendapat kepada para peserta program studi mengenai perbandingan secara kontras antara keenam aktivitas pembelajaran dalam kaitannya dengan efek pada motivasi hakiki. Pendapat-pendapat yang muncul sangat beragam, namun secara
keseluruhan dapat disimpulkan sebagai berikut:
1. Menonton video lecture dianggap memberikan tingkat kontrol yang paling tinggi, sementara tutorial dan online discussion dianggap memberikan tingkat kontrol yang paling rendah.
2. Online tutorial dan face-to-face tutorial dianggap membangkitkan rasa keingintahuan yang lebih tinggi dibandingkan aktivitas-aktivitas yang lain.
3. Peserta program studi berpendapat bahwa tingkat keikutsertaan lebih terasa pada face-to-face tutorial, di mana pada aktivitas ini para peserta diberi level partisipasi yang tertinggi karena tidak adanya batasan bandwidth maupun hambatan teknologi.
4. Examination memiliki tingkat tantangan yang paling tinggi, dan karena itu dianggap memberikan pengaruh yang paling minimal pada motivasi hakiki.
Pembahasan
Hasil dari penelitian yang dilakukan sangat kompleks. Masing-masing aktivitas pembelajaran memilki kelebihan pada satu atau lebih isu dan kekurangan pada isu lain. Sebagai contoh, video lectures memperoleh tingkat kontrol yang tinggi, tetapi tidak mengandung tantangan sama sekali. Face-toface tutorial meningkatkan rasa keingintahuan, tetapi dianggap memiliki tingkat kontrol yang rendah. Pada sisi lain, online tutorial memberikan tingkat kontrol dan keikutsertaan yang tinggi, sedangkan online discussion memberikan tingkat keikutsertaan yang lumayan. Sementara itu, individual project dan examination memberikan tingkat tantangan yang tinggi dan meningkatkan rasa keingintahuan, tetapi kurang memberi kontrol kepada peserta.
Pada kenyataannya, face-to-face tutorial masih menjadi aktivitas yang paling matang dan diterima secara umum sebagai bentuk interaksi. Kesuksesan face-to-face tutorial ini diakibatkan karena banyaknya kekurangan/kelemahan yang masih terdapat pada penggunaan teknologi dalam lingkungan pendidikan. Kelemahan-kelemahan tersebut diharapkan semakin berkurang di masa depan dengan berkembangnya teknologi, dan pada akhirnya mempersempit gap yang terdapat antar face-to-face tutorial dengan online learning.
Kesimpulan
Kesimpulan dari penelitian ini adalah tidak satupun dari keenam bentuk interaksi pembelajaran yang sebelumnya dibahas merupakan solusi utama untuk meningkatkan motivasi hakiki pelajar.Untuk menciptakan lingkungan pembelajaran yang efektif, diperlukan pemerataan (balancing) antara keinginan (desire) dari pelajar dengan batasan (constraint) yang muncul karena tujuan dari program studi. Penggunaan teknologi memungkinkan untuk membuat berbagai jenis aktivitas pembelajaran untuk berbagai jenis tipe pelajar, sehingga membebaskan pelajar untuk memilih aktivitas belajar yang paling sesuai dengan dirinya.
29 Agustus 2008
Membangun Motivasi Belajar Siswa
SALAH satu indikator keberhasilan pendidikan secara mikro di tataran pembelajaran level kelas adalah tatkala seorang guru mampu membangun motivasi belajar para siswanya. Jika siswa-siswa itu dapat ditumbuhkan motivasi belajarnya, maka sesulit apapun materi pelajaran atau proses pembelajaran yang diikutinya niscaya mereka akan menjalaninya dengan "enjoy" dan "pede".
Tulisan ini mencoba mengangkat apa itu motivasi, belajar, dan pentingnya motivasi belajar siswa dalam proses pembelajaran.
A. Pengertian Motivasi
Banyak pakar yang merumuskan definisi motivasi sesuai dengan kajian yang diperdalamnya. Rumusannya beraneka ragam, sesuai dengan sudut pandang dan kajian perspektif bidang telaahnya. Namun demikian, ragam definisi tersebut memiliki ciri dan kesamaan. Di bawah ini dideskripsikan beberapa kutipan pengertian 'motivasi'.
Michel J. Jucius (Onong Uchjana Effendy, 1993: 69-70) menyebutkan 'motivasi' sebagai "kegiatan memberikan dorongan kepada seseorang atau diri sendiri untuk mengambil suatu tindakan yang dikehendaki". Menurut Dadi Permadi (2000: 72) 'motivasi' adalah "dorongan dari dalam untuk berbuat sesuatu, baik yang positif maupun yang negatif". Sedangkan menurut Ngalim Purwanto (2004: 64-65), apa saja yang diperbuat manusia, yang penting maupun kurang penting, yang berbahaya maupun yang tidak mengandung resiko, selalu ada motivasinya. Ini berarti, apapun tindakan yang dilakukan seseorang selalu ada motif tertentu sebagai dorongan ia melakukan tindakannya itu. Jadi, setiap kegiatan yang dilakukan individu selalu ada motivasinya.
Lantas, Nasution (2002: 58), membedakan antara 'motif' dan 'motivasi'. Motif adalah segala daya yang mendorong seseorang untuk melakukan sesuatu, sedangkan motivasi adalah usaha-usaha untuk menyediakan kondisi-kondisi, sehingga orang itu mau atau ingin melakukannya.
Berdasarkan deskripsi di atas, 'motivasi' dapat dirumuskan sebagai sesuatu kekuatan atau energi yang menggerakkan tingkah laku seseorang untuk beraktivitas.
Motivasi dapat diklasifikasikan menjadi dua: (1) motivasi intrinsik, yaitu motivasi internal yang timbul dari dalam diri pribadi seseorang itu sendiri, seperti sistem nilai yang dianut, harapan, minat, cita-cita, dan aspek lain yang secara internal melekat pada seseorang; dan (2) motivasi ekstrinsik, yaitu motivasi eksternal yang muncul dari luar diri pribadi seseorang, seperti kondisi lingkungan kelas-sekolah, adanya ganjaran berupa hadiah (reward) bahkan karena merasa takut oleh hukuman (punishment) merupakan salah satu faktor yang mempengaruhi motivasi)
B. Pengertian Belajar
Banyak definisi yang diberikan tentang 'belajar'. Misalnya Gage (1984), mengartikan 'belajar' sebagai suatu proses dimana organisma berubah perilakunya. Cronbach mendefinisikan belajar: "learning is shown by a change in behavior as a result of experience." (Belajar ditunjukkan oleh suatu perubahan dalam perilaku individu sebagai hasil pengalamannya). Harold Spears mengatakan bahwa: learning is to observe, to read, to imitate, to try something themselves, to listen, to follow direction" (belajar adalah untuk mengamati, membaca, meniru, mencoba sendiri sesuatu, mendengarkan, mengikuti arahan). Adapun Geoch, menegaskan bahwa: "learning is a change in performance as result of practice." (Belajar adalah suatu perubahan di dalam unjuk kerja sebagai hasil praktik).
Kemudian, menurut Ratna Willis Dahar (1988: 25-26), "belajar didefinisikan sebagai perubahan perilaku yang diakibatkan oleh pengalaman". Paling sedikit ada lima macam perilaku perubahan pengalaman dan dianggap sebagai faktor-faktor penyebab dasar dalam belajar:
Pertama, pada tingkat emosional yang paling primitif, terjadi perubahan perilaku diakibatkan dari perpasangan suatu stimulus tak terkondisi dengan suatu stimulus terkondisi. Sebagai suatu fungsi pengalaman, stimulus terkondisi itu pada suatu waktu memeroleh kemampuan untuk mengeluarkan respons terkondisi. Bentuk semacam ini disebut responden, dan menolong kita untuk memahami bagaimana para siswa menyenangi atau tidak menyenangi sekolah atau bidang-bidang studi.
Kedua, belajar kontiguitas, yaitu bagaimana dua peristiwa dipasangkan satu dengan yang lain pada suatu waktu, dan hal ini banyak kali kita alami. Kita melihat bagaimana asosiasi ini dapat menyebabkan belajar dari 'drill' dan belajar stereotipe-stereotipe.
Ketiga, kita belajar bahwa konsekuensi-konsekuensi perilaku memengaruhi apakah perilaku itu akan diulangi atau tidak, dan berapa besar pengulangan itu. Belajar semacam ini disebut belajar operant.
Keempat, pengalaman belajar sebagai hasil observasi manusia dan kejadian-kejadian. Kita belajar dari model-model dan masing-masing kita mungkin menjadi suatu model bagi orang lain dalam belajar observasional.
Kelima, belajar kognitif terjadi dalam kepala kita, bila kita melihat dan memahami peristiwa-peristiwa di sekitar kita, dan dengan insight, belajar menyelami pengertian.
Akhirnya, Depdiknas (2003) mendefinisikan 'belajar' sebagai proses membangun makna/pemahaman terhadap informasi dan/atau pengalaman. Proses membangun makna tersebut dapat dilakukan sendiri oleh siswa atau bersama orang lain.
Proses itu disaring dengan persepsi, pikiran (pengetahuan awal), dan perasaan siswa. Belajar bukanlah proses menyerap pengetahuan yang sudah jadi bentukan guru. Hal ini terbukti, yakni hasil ulangan para siswa berbeda-beda padahal mendapat pengajaran yang sama, dari guru yang sama, dan pada saat yang sama. Mengingat belajar adalah kegiatan aktif siswa, yaitu membangun pemahaman, maka partisipasi guru jangan sampai merebut otoritas atau hak siswa dalam membangun gagasannya.
Dengan kata lain, partisipasi guru harus selalu menempatkan pembangunan pemahaman itu adalah tanggung jawab siswa itu sendiri, bukan guru. Misal, bila siswa bertanya tentang sesuatu, maka pertanyaan itu harus selalu dikembalikan dulu kepada siswa itu atau siswa lain, sebelum guru memberikan bantuan untuk menjawabnya. Seorang siswa bertanya, "Pak/Bu, apakah tumbuhan punya perasaan?" Guru yang baik akan mengajukan balik pertanyaan itu kepada siswa lain sampai tidak ada seorang pun siswa dapat menjawabnya. Guru kemudian berkata, "Saya sendiri tidak tahu, tetapi bagaimana jika kita melakukan percobaan?”
Jadi, berdasarkan deskripsi di atas, 'belajar' dapat dirumuskan sebagai proses siswa membangun gagasan/pemahaman sendiri untuk berbuat, berpikir, berinteraksi sendiri secara lancar dan termotivasi tanpa hambatan guru; baik melalui pengalaman mental, pengalaman fisik, maupun pengalaman sosial.
C. Pentingnya Motivasi Belajar Siswa
Dalam kegiatan pembelajaran, 'perhatian' berperan amat penting sebagai langkah awal yang akan memacu aktivitas-aktivitas berikutnya. Dengan 'perhatian', seseorang berupaya memusatkan pikiran, perasaan emosional atau segi fisik dan unsur psikisnya kepada sesuatu yang menjadi tumpuan perhatiannya.
Gage dan Berliner (1984) mengungkapkan, tanpa adanya perhatian tidak mungkin terjadi belajar. Jadi, seseorang siswa yang menaruh minat terhadap materi pelajaran, biasanya perhatiannya akan lebih intensif dan kemudian timbul motivasi dalam dirinya untuk mempelajari materi pelajaran tersebut.
Di sini, motivasi belajar dapat didefinisikan sebagai usaha-usaha seseorang (siswa) untuk menyediakan segala daya (kondisi-kondisi) untuk belajar sehingga ia mau atau ingin melakukan proses pembelajaran.
Dengan demikian, motivasi belajar dapat berasal dari diri pribadi siswa itu sendiri (motivasi intrinsik/motivasi internal) dan/atau berasal dari luar diri pribadi siswa (motivasi ekstrinsik/motivasi eksternal). Kedua jenis motivasi ini jalin-menjalin atau kait mengait menjadi satu membentuk satu sistem motivasi yang menggerakkan siswa untuk belajar.
Jelaslah sudah pentingnya motivasi belajar bagi siswa. Ibarat seseorang menjalani hidup dan kehidupannya, tanpa dilandasi motivasi maka hanya kehampaanlah yang diterimanya dari hari ke hari. Tapi dengan adanya motivasi yang tumbuh kuat dalam diri seseorang maka hal itu akan merupakan modal penggerak utama dalam melakoni dunia ini hingga nyawa seseorang berhenti berdetak. Begitu pula dengan siswa, selama ia menjadi pembelajar selama itu pula membutuhkan motivasi belajar guna keberhasilan proses pembelajarannya.
Tulisan ini mencoba mengangkat apa itu motivasi, belajar, dan pentingnya motivasi belajar siswa dalam proses pembelajaran.
A. Pengertian Motivasi
Banyak pakar yang merumuskan definisi motivasi sesuai dengan kajian yang diperdalamnya. Rumusannya beraneka ragam, sesuai dengan sudut pandang dan kajian perspektif bidang telaahnya. Namun demikian, ragam definisi tersebut memiliki ciri dan kesamaan. Di bawah ini dideskripsikan beberapa kutipan pengertian 'motivasi'.
Michel J. Jucius (Onong Uchjana Effendy, 1993: 69-70) menyebutkan 'motivasi' sebagai "kegiatan memberikan dorongan kepada seseorang atau diri sendiri untuk mengambil suatu tindakan yang dikehendaki". Menurut Dadi Permadi (2000: 72) 'motivasi' adalah "dorongan dari dalam untuk berbuat sesuatu, baik yang positif maupun yang negatif". Sedangkan menurut Ngalim Purwanto (2004: 64-65), apa saja yang diperbuat manusia, yang penting maupun kurang penting, yang berbahaya maupun yang tidak mengandung resiko, selalu ada motivasinya. Ini berarti, apapun tindakan yang dilakukan seseorang selalu ada motif tertentu sebagai dorongan ia melakukan tindakannya itu. Jadi, setiap kegiatan yang dilakukan individu selalu ada motivasinya.
Lantas, Nasution (2002: 58), membedakan antara 'motif' dan 'motivasi'. Motif adalah segala daya yang mendorong seseorang untuk melakukan sesuatu, sedangkan motivasi adalah usaha-usaha untuk menyediakan kondisi-kondisi, sehingga orang itu mau atau ingin melakukannya.
Berdasarkan deskripsi di atas, 'motivasi' dapat dirumuskan sebagai sesuatu kekuatan atau energi yang menggerakkan tingkah laku seseorang untuk beraktivitas.
Motivasi dapat diklasifikasikan menjadi dua: (1) motivasi intrinsik, yaitu motivasi internal yang timbul dari dalam diri pribadi seseorang itu sendiri, seperti sistem nilai yang dianut, harapan, minat, cita-cita, dan aspek lain yang secara internal melekat pada seseorang; dan (2) motivasi ekstrinsik, yaitu motivasi eksternal yang muncul dari luar diri pribadi seseorang, seperti kondisi lingkungan kelas-sekolah, adanya ganjaran berupa hadiah (reward) bahkan karena merasa takut oleh hukuman (punishment) merupakan salah satu faktor yang mempengaruhi motivasi)
B. Pengertian Belajar
Banyak definisi yang diberikan tentang 'belajar'. Misalnya Gage (1984), mengartikan 'belajar' sebagai suatu proses dimana organisma berubah perilakunya. Cronbach mendefinisikan belajar: "learning is shown by a change in behavior as a result of experience." (Belajar ditunjukkan oleh suatu perubahan dalam perilaku individu sebagai hasil pengalamannya). Harold Spears mengatakan bahwa: learning is to observe, to read, to imitate, to try something themselves, to listen, to follow direction" (belajar adalah untuk mengamati, membaca, meniru, mencoba sendiri sesuatu, mendengarkan, mengikuti arahan). Adapun Geoch, menegaskan bahwa: "learning is a change in performance as result of practice." (Belajar adalah suatu perubahan di dalam unjuk kerja sebagai hasil praktik).
Kemudian, menurut Ratna Willis Dahar (1988: 25-26), "belajar didefinisikan sebagai perubahan perilaku yang diakibatkan oleh pengalaman". Paling sedikit ada lima macam perilaku perubahan pengalaman dan dianggap sebagai faktor-faktor penyebab dasar dalam belajar:
Pertama, pada tingkat emosional yang paling primitif, terjadi perubahan perilaku diakibatkan dari perpasangan suatu stimulus tak terkondisi dengan suatu stimulus terkondisi. Sebagai suatu fungsi pengalaman, stimulus terkondisi itu pada suatu waktu memeroleh kemampuan untuk mengeluarkan respons terkondisi. Bentuk semacam ini disebut responden, dan menolong kita untuk memahami bagaimana para siswa menyenangi atau tidak menyenangi sekolah atau bidang-bidang studi.
Kedua, belajar kontiguitas, yaitu bagaimana dua peristiwa dipasangkan satu dengan yang lain pada suatu waktu, dan hal ini banyak kali kita alami. Kita melihat bagaimana asosiasi ini dapat menyebabkan belajar dari 'drill' dan belajar stereotipe-stereotipe.
Ketiga, kita belajar bahwa konsekuensi-konsekuensi perilaku memengaruhi apakah perilaku itu akan diulangi atau tidak, dan berapa besar pengulangan itu. Belajar semacam ini disebut belajar operant.
Keempat, pengalaman belajar sebagai hasil observasi manusia dan kejadian-kejadian. Kita belajar dari model-model dan masing-masing kita mungkin menjadi suatu model bagi orang lain dalam belajar observasional.
Kelima, belajar kognitif terjadi dalam kepala kita, bila kita melihat dan memahami peristiwa-peristiwa di sekitar kita, dan dengan insight, belajar menyelami pengertian.
Akhirnya, Depdiknas (2003) mendefinisikan 'belajar' sebagai proses membangun makna/pemahaman terhadap informasi dan/atau pengalaman. Proses membangun makna tersebut dapat dilakukan sendiri oleh siswa atau bersama orang lain.
Proses itu disaring dengan persepsi, pikiran (pengetahuan awal), dan perasaan siswa. Belajar bukanlah proses menyerap pengetahuan yang sudah jadi bentukan guru. Hal ini terbukti, yakni hasil ulangan para siswa berbeda-beda padahal mendapat pengajaran yang sama, dari guru yang sama, dan pada saat yang sama. Mengingat belajar adalah kegiatan aktif siswa, yaitu membangun pemahaman, maka partisipasi guru jangan sampai merebut otoritas atau hak siswa dalam membangun gagasannya.
Dengan kata lain, partisipasi guru harus selalu menempatkan pembangunan pemahaman itu adalah tanggung jawab siswa itu sendiri, bukan guru. Misal, bila siswa bertanya tentang sesuatu, maka pertanyaan itu harus selalu dikembalikan dulu kepada siswa itu atau siswa lain, sebelum guru memberikan bantuan untuk menjawabnya. Seorang siswa bertanya, "Pak/Bu, apakah tumbuhan punya perasaan?" Guru yang baik akan mengajukan balik pertanyaan itu kepada siswa lain sampai tidak ada seorang pun siswa dapat menjawabnya. Guru kemudian berkata, "Saya sendiri tidak tahu, tetapi bagaimana jika kita melakukan percobaan?”
Jadi, berdasarkan deskripsi di atas, 'belajar' dapat dirumuskan sebagai proses siswa membangun gagasan/pemahaman sendiri untuk berbuat, berpikir, berinteraksi sendiri secara lancar dan termotivasi tanpa hambatan guru; baik melalui pengalaman mental, pengalaman fisik, maupun pengalaman sosial.
C. Pentingnya Motivasi Belajar Siswa
Dalam kegiatan pembelajaran, 'perhatian' berperan amat penting sebagai langkah awal yang akan memacu aktivitas-aktivitas berikutnya. Dengan 'perhatian', seseorang berupaya memusatkan pikiran, perasaan emosional atau segi fisik dan unsur psikisnya kepada sesuatu yang menjadi tumpuan perhatiannya.
Gage dan Berliner (1984) mengungkapkan, tanpa adanya perhatian tidak mungkin terjadi belajar. Jadi, seseorang siswa yang menaruh minat terhadap materi pelajaran, biasanya perhatiannya akan lebih intensif dan kemudian timbul motivasi dalam dirinya untuk mempelajari materi pelajaran tersebut.
Di sini, motivasi belajar dapat didefinisikan sebagai usaha-usaha seseorang (siswa) untuk menyediakan segala daya (kondisi-kondisi) untuk belajar sehingga ia mau atau ingin melakukan proses pembelajaran.
Dengan demikian, motivasi belajar dapat berasal dari diri pribadi siswa itu sendiri (motivasi intrinsik/motivasi internal) dan/atau berasal dari luar diri pribadi siswa (motivasi ekstrinsik/motivasi eksternal). Kedua jenis motivasi ini jalin-menjalin atau kait mengait menjadi satu membentuk satu sistem motivasi yang menggerakkan siswa untuk belajar.
Jelaslah sudah pentingnya motivasi belajar bagi siswa. Ibarat seseorang menjalani hidup dan kehidupannya, tanpa dilandasi motivasi maka hanya kehampaanlah yang diterimanya dari hari ke hari. Tapi dengan adanya motivasi yang tumbuh kuat dalam diri seseorang maka hal itu akan merupakan modal penggerak utama dalam melakoni dunia ini hingga nyawa seseorang berhenti berdetak. Begitu pula dengan siswa, selama ia menjadi pembelajar selama itu pula membutuhkan motivasi belajar guna keberhasilan proses pembelajarannya.
25 Agustus 2008
PENINGKATAN MUTU PENDIDIKAN MELALUI PENERAPAN TEKNOLOGI BELAJAR JARAK JAUH
PENDAHULUAN
Tuntutan akan lulusan lembaga pendidikan yang bermutu semakin mendesak karena semakin ketatnya persaingan dalam lapangan kerja. Salah satu implikasi globalisasi dalam pendidikan yaitu adanya deregulasi yang membuka peluang lembaga pendidikan (termasuk perguruan tinggi asing) membuka sekolahnya di Indonesia. Oleh karena itu persaingan dipasar kerja akan semakin berat.
Mengantisipasi perubahan-perubahan yang begitu cepat serta tantangan yang semakin besar dan kompleks, tiada jalan lain bagi lembaga pendidikan untuk mengupayakan segala cara untuk meningkatkan daya saing lulusan serta produk-produk akademik lainnya, yang antara lain dicapai melalui peningkatan mutu pendidikan. Dalam tulisan ini dibahas tentang paradigma baru dalam pendidikan, bagaimana menghasilkan mutu bisa berlangsung dalam pendidikan, dan bagaimana peran teknologi serta sistem manajemen untuk mendukung berlangsungnya pencapaian mutu pendidikan tersebut.
PARADIGMA BARU
Untuk mencapai terselenggaranya pendidikan bermutu, dikenal dengan perlunya paradigma baru pendidikan yang difokuskan pada otonomi, akuntabilitas, akreditasi dan evaluasi. Keempat pilar manajemen ini diharapkan pada akhirnya mampu menghasilkan pendidikan bermutu (Wirakartakusumah, 1998).
Mutu
Mutu adalah suatu terminologi subjektif dan relatif yang dapat diartikan dengan berbagai cara dimana setiap definisi bisa didukung oleh argumentasi yang sama baiknya. Secara luas mutu dapat diartikan sebagai agregat karakteristik dari produk atau jasa yang memuaskan kebutuhan konsumen/pelanggan. Karakteristik mutu dapat diukur secara kuantitatif dan kualitatif. Dalam pendidikan, mutu adalah suatu keberhasilan proses belajar yang menyenangkan dan memberikan kenikmatan. Pelanggan bisa berupa mereka yang langsung menjadi penerima produk dan jasa tersebut atau mereka yang nantinya akan merasakan manfaat produk dan jasa tersebut.
Otonomi
Pengertian otonomi dalam pendidikan belum sepenuhnya mendapatkan kesepakatan pengertian dan implementasinya. Tetapi paling tidak, dapat dimengerti sebagai bentuk pendelegasian kewenangan seperti dalam penerimaan dan pengelolaan peserta didik dan staf pengajar/staf non akademik, pengembangan kurikulum dan materi ajar, serta penentuan standar akademik. Dalam penerapannya di sekolah, misalnya, paling tidak bahwa guru/pengajar semestinya diberikan hak-hak profesi yang mempunyai otoritas di kelas, dan tak sekedar sebagai bagian kepanjangan tangan birokrasi di atasnya.
Akuntabilitas
Akuntabilitas diartikan sebagai kemampuan untuk menghasilkan output dan outcome yang memuaskan pelanggan. Akuntabilitas menuntut kesepadanan antara tujuan lembaga pendidikan tersebut dengan kenyataan dalam hal norma, etika dan nilai (values) termasuk semua program dan kegiatan yang dilaksanakannya. Hal ini memerlukan transparansi (keterbukaan) dari semua pihak yang terlibat dan akuntabilitas untuk penggunaan semua sumberdayanya.
Akreditasi
Suatu pengendalian dari luar melalui proses evaluasi tentang pengembangan mutu lembaga pendidikan tersebut. Hasil akreditasi tersebut perlu diketahui oleh masyarakat yang menunjukkan posisi lembaga pendidikan yang bersangkutan dalam menghasilkan produk atau jasa yang bermutu. Pelaksanaan akreditasi dilakukan oleh suatu badan yang berwenang.
Evaluasi
Evaluasi adalah suatu upaya sistematis untuk mengumpulkan dan memproses informasi yang menghasilkan kesimpulan tentang nilai, manfaat, serta kinerja dari lembaga pendidikan atau unit kerja yang dievaluasi, kemudian menggunakan hasil evaluasi tersebut dalam proses pengambilan keputusan dan perencanaan. Evaluasi bisa dilakukan secara internal atau eksternal.
BAGAIMANA MENGHASILKAN MUTU PENDIDIKAN
Untuk bisa menghasilkan mutu, menurut Slamet (1999) terdapat empat usaha mendasar yang harus dilakukan dalam suatu lembaga pendidikan, yaitu :
1. Menciptakan situasi “menang-menang” (win-win solution) dan bukan situasi “kalah menang” diantara fihak yang berkepentingan dengan lembaga pendidikan (stakeholders). Dalam hal ini terutama antara pimpinan lembaga dengan staf lembaga harus terjadi kondisi yang saling menguntungkan satu sama lain dalam meraih mutu produk/jasa yang dihasilkan oleh lembaga pendidikan tersebut.
2. Perlunya ditumbuhkembangkan adanya motivasi instrinsik pada setiap orang yang terlibat dalam proses meraih mutu. Setiap orang dalam lembaga pendidikan harus tumbuh motivasi bahwa hasil kegiatannya mencapai mutu tertentu yang meningkat terus menerus, terutama sesuai dengan kebutuhan dan harapan pengguna/langganan.
3. Setiap pimpinan harus berorientasi pada proses dan hasil jangka panjang. Penerapan manajemen mutu terpadu dalam pendidikan bukanlah suatu proses perubahan jangka pendek, tetapi usaha jangka panjang yang konsisten dan terus menerus.
4. Dalam menggerakkan segala kemampuan lembaga pendidikan untuk mencapai mutu yang ditetapkan, harus dikembangkan adanya kerjasama antar unsur-unsur pelaku proses mencapai hasil mutu. Janganlah diantara mereka terjadi persaingan yang mengganggu proses mencapai hasil mutu tersebut. Mereka adalah satu kesatuan yang harus bekerjasama dan tidak dapat dipisahkan satu sama lain untuk menghasilkan mutu sesuai yang diharapkan.
Dalam kerangka manajemen pengembangan mutu terpadu, usaha pendidikan tidak lain adalah merupakan usaha “jasa” yang memberikan pelayanan kepada pelangggannya, yaitu mereka yang belajar dalam lembaga pendidikan tersebut (Karsidi, 2000).
Para pelanggan layanan pendidikan terdiri dari berbagai unsur paling tidak empat kelompok (Sallis, 1993). Mereka itu adalah pertama yang belajar, bisa merupakan mahasiswa/pelajar/murid/peserta belajar yang biasa disebut klien/pelanggan primer (primary external customers). Mereka inilah yang langsung menerima manfaat layanan pendidikan dari lembaga tersebut. Kedua, para klien terkait dengan orang yang mengirimnya ke lembaga pendidikan, yaitu orang tua atau lembaga tempat klien tersebut bekerja, dan mereka ini kita sebut sebagai pelanggan sekunder (secondary external customers). Pelanggan lainnya yang ketiga bersifat tersier adalah lapangan kerja bisa pemerintah maupun masyarakat pengguna output pendidikan (tertiary external customers). Selain itu, yang keempat, dalam hubungan kelembagaan masih terdapat pelanggan lainnya yaitu yang berasal dari intern lembaga; mereka itu adalah para guru/dosen/tutor dan tenaga administrasi lembaga pendidikan, serta pimpinan lembaga pendidikan (internal customers). Walaupun para guru/dosen/tutor dan tenaga administrasi, serta pimpinan lembaga pendidikan tersebut terlibat dalam proses pelayanan jasa, tetapi mereka termasuk juga pelanggan jika dilihat dari hubungan manajemen. Mereka berkepentingan dengan lembaga tersebut untuk maju, karena semakin maju dan berkualitas dari suatu lembaga pendidikan mereka akan diuntungkan, baik kebanggaan maupun finansial.
Seperti disebut diatas bahwa program peningkatan mutu harus berorientasi kepada kebutuhan/harapan pelanggan, maka layanan pendidikan suatu lembaga haruslah memperhatikan masing-masing pelanggan diatas. Kepuasan dan kebanggaan dari mereka sebagai penerima manfaat layanan pendidikan harus menjadi acuan bagi program peningkatan mutu layanan pendidikan.
Potensi perkembangan, dan keaktifan murid tentu saja merupakan yang paling utama dalam peningkatan mutu pendidikan. Perkembangan fisik yang baik, baik jasmani maupun otak, menentukan kemajuannya. Demikian pula dengan lainnya, misalnya bakat, perkembangan mental, emosional, pibadi, sosial, sikap mental, nilai-nilai, minat, pengertian, umur, dan kesehatan; kesemuanya akan mempengaruhi hasil belajar dan mutu seseorang. Untuk itu, maka perhatian terhadap paserta didik menjadi sangat penting.
PENERAPAN TEKNOLOGI DALAM PENDIDIKAN
Aplikasi teknologi pada pendidikan secara langsung akan mempengaruhi keputusan-keputusan tentang proses pendidikan yang spesifik. Umpama: aplikasi itu mempunyai dampak penting terhadap isi (content) yang akan diajarkan, tingkat standarisasi dan pemilihan isi, jumlah dan kualitas sumber-sumber yang tersedia.
Masalah-masalah pokok yang dihadapi pendidikan di Indonesia yang terpenting adalah mengenai : peningkatan mutu, pemerataan kesempatan pendidikan, dan relevansi pendidikan dengan pembangunan nasional. Demikian luas dan jauhnya jangkauan yang hendak dicapai oleh program pembangunan pendidikan kita, padahal di lain pihak sumber-sumber yang tersedia bertambah terbatas dan langka.
Kenyataan-kenyataan yang dikemukakan di atas menunjukkan bahwa pemecahan masalah-masalah pendidikan kita membutuhkan alternatif-alternatif lain disamping cara-cara penyelesaian yang konvensional yang dikenal selama ini. Berbagai potensi yang dimiliki oleh teknologi dalam pendidikan lantas memungkinkannya diajukan sebagai suatu alternatif untuk memecahkan masalah-masalah tadi. Secara umum aplikasi teknologi dalam pendidikan akan mampu :
1. menyebarkan informasi secara meluas, seragam dan cepat.
2. membantu, melengkapi dan (dalam hal tertentu) menggantikan tugas guru.
3. dipakai untuk melakukan kegiatan instruksional baik secara langsung maupun sebagai produk sampingan.
4. menunjang kegiatan belajar masyarakat serta mengundang partisipasi masyarakat.
5. menambah keanekaragaman sumber maupun kesempatan belajar.
6. menambah daya tarik untuk belajar.
7. membantu mengubah sikap pemakai.
8. mempengaruhi pandangan pemakai terhadap bahan dan proses.
9. mempunyai keuntungan rasio efektivitas biaya, bila dibandingkan dengan sistem tradisional. (Miarso, 1981)
Jika semula teknologi pendidikan (dalam arti yang sangat terbatas) dipandang hanya berperan pada taraf pelaksanaan kurikulum di kelas, konsepsi baru menghendaki teknologi pendidikan sebagai masukan (input) bahkan sejak tahap perencanaan kurikulum. Dengan demikian sudah sejak perencanaan kurikulum harus pula dikaji dan ditentukan bentuk teknologi pendidikan yang akan diterapkan.
Pemilihan teknologi dalam pendidikan akan membuka kemungkinan untuk lahirnya berbagai alternatif bentuk kelembagaan baru yang menyediakan fasilitas belajar, disamping dapat melayani segala bentuk lembaga pendidikan yang telah ada Misalnya kemungkinan bagi suatu bentuk sekolah terbuka yang fasilitas dan tata belajarnya berbeda sekali dengan sekolah konvensional, tetapi dengan hasil (output) yang sama.
Serangkaian kriteria pemanfaatan teknologi dalam pendidikan, antara lain harus dijaga kesesuaiannya (kompatibilitas) dengan sarana dan teknologi yang sudah ada, dapat menstimulasikan perkembangan teknologi dan ilmu pengetahuan, serta mampu memacu
usaha peningkatan mutu pendidikan itu sendiri.
Dengan demikian, adanya penerapan suatu teknologi dalam pendidikan akan sangat mungkin terjadi perubahan besar-besaran dalam interaksi belajar mengajar antara sumber-sumber belajar dengan pelaku belajar. Salah satu kemungkinan perubahan tersebut adalah penerapan dan perubahan teknologi informasi dalam pendidikan melalui penyelenggaraan belajar jarak jauh.
PERANAN INFORMASI DAN REVOLUSI TEKNOLOGI INFORAMSI
Salah satu esensi dari proses pendidikan tidak lain adalah penyajian informasi. Dalam menyajikan informasi, haruslah komunikatif. Dalam komunikasi pada umumnya, demikian pula dalam pendidikan, informasi yang tepat disajikan adalah informasi yang dibutuhkan , yakni yang bermakna, dalam arti : (1) secara ekonomis menguntungkan. (2) secara teknis memungkinkan dapat dilaksanakan, (3) secara sosial-psikologis dapat diterima sesuai dengan norma dan nilai-nilai yang ada, dan (4) sesuai atau sejalan dengan kebijaksanaan/tuntutan perkembangan yang ada.
Konsep “bermakna” ini penting bagi keberhasilan penyebarluasan informasi yang dapat diserap dan dilaksanakan sasaran/peserta didik. Karena itu, Williams (1984) menyebutkan bahwa komunikasi adalah saling pertukaran simbol-simbol yang bermakna. Williams menekankan bahwa : (1) kita tidak dapat saling bertukar makna, (2) kita hanya secara fisik bertukar simbol, dan (3) komunikasi tidak akan terjadi, kecuali kita berbagi makna untuk simbol-simbol tertentu.
Dalam memberikan/menyampaikan informasi kepada orang lain (misalnya kepada peserta didik), maka informasi tersebut haruslah informasi yang bermakna bagi orang yang bersangkutan. Untuk dapat mengetahui dan memahami informasi yang benar-benar dibutuhkan, bahkan prioritas informasi yang dibutuhkan perlu kita pahami, komunikator perlu bertindak sebagai pengamat dan pendengar yang baik. Jadi bukan informasi yang kita ketahui yang disampaikan, tetapi yang kita sampaikan adalah informasi yang benar-benar bermakna dan dibutuhkan sasaran. Informasi yang dibutuhkan dan bermakna adalah informasi yang mampu membantu/mempercepat pengambilan keputusan untuk terjadinya perubahan, dan yang bermanfaat untuk mendorong terjadinya perubahan tersebut. Untuk itulah maka, pemilihan informasi harus benar-benar selektif dengan mempertimbangkan jenis teknologi mana yang tepat dipilih sebagai medianya.
Sejarah, kini dengan berkembangnya komputer dan sistim informasi modern, kembali menawarkan pencerahan baru. Revolusi teknologi informasi menjanjikan struktur interaksi kemanusiaan yang lebih baik, lebih adil, dan lebih efisien. Revolusi informasi global adalah keberhasilannya menyatukan kemampuan komputasi, televisi, radio dan telefoni menjadi terintegrasi. Hal ini merupakan hasil dari suatu kombinasi revolusi di bidang komputer personal, transmisi data, lebar pita (bandwitdh), teknologi penyimpanan data (data storage) dan penyampaian data (data access), integrasi multimedia dan jaringan komputer. Konvergensi dari revolusi teknologi tersebut telah menyatukan berbagai media, yaitu suara (voice, audio), video, citra (image), grafik, dan teks (Sasono, 1999).
Akibat adanya revolusi teknologi informasi telah, sedang dan akan merubah kehidupan umat manusia dengan menjanjikan cara kerja dan cara hidup yang lebih efektif, lebih bermanfaat, dan lebih kreatif. Sebagaimana dua sisi, baik dan buruk, dari suatu teknologi, teknologi informasi juga memiliki hal yang demikian. Kemana seharusnya teknologi ini diarahkan dan ditempatkan dan dimanfaatkan dengan sebenar-benarnya haruslah diperhitungkan, karena apabila keliru, suatu bangsa akan mengalami akibatnya
secara fatal.
Dalam dunia pendidikan, revolusi informasi akan mempengaruhi jenis pilihan teknologi dalam pendidikan, bahkan, revolusi ini secara pasti akan merasuki semua aspek kehidupan, (termasuk pendidikan), segala sudut usaha, kesehatan, entertainment, pemerintahan, pola kerja, perdagangan, pola produksi, bahkan pola relasi antar masyarakat dan antar individu. Inilah yang merupakan tantangan bagi semua bangsa, masyarakat dan individu. Siapkah lembaga pendidikan kita menyambutnya?
Perkembangan teknologi (terutama teknologi informasi) menyebabkan peranan sekolah sebagai lembaga pendidikan akan mulai bergeser. Sekolah tidak lagi akan menjadi satu-satunya pusat pembelajaran karena aktivitas belajar tidak lagi terbatasi oleh ruang dan waktu. Peran guru juga tidak akan menjadi satu-satunya sumber belajar karena banyak sumber belajar dan sumber informasi yang mampu memfasilitasi seseorang untuk belajar.
Wen (2003) seorang usahawan teknologi mempunyai gagasan mereformasi sistem pendidikan masa depan. Menurutnya, apabila anak diajarkan untuk mampu belajar sendiri, mencipta, dan menjalani kehidupannya dengan berani dan percaya diri atas fasilitasi lingkungannya (keluarga dan masyarakat) serta peran sekolah tidak hanya menekankan untuk mendapatkan nilai-nilai ujian yang baik saja, maka akan jauh lebih baik dapat menghasilkan generasi masa depan. Orientasi pendidikan yang terlupakan adalah bagaimana agar lulusan suatu sekolah dapat cukup pengetahuannya dan kompeten dalam bidangnya, tapi juga matang dan sehat kepribadiannya. Bahkan konsep tentang sekolah di masa yang akan datang, menurutnya akan berubah secara drastis. Secara fisik, sekolah tidak perlu lagi menyediakan sumber-sumber daya yang secara tradisional berisi bangunanbangunan besar, tenaga yang banyak dan perangkat lainnya. Sekolah harus bekerja sama secara komplementer dengan sumber belajar lain terutama fasilitas internet yang telah menjadi “sekolah maya”.
Bagaimanapun kemajuan teknologi informasi di masa yang akan datang, keberadaan sekolah tetap akan diperlukan oleh masyarakat. Kita tidak dapat menghapus sekolah, karena dengan alasan telah ada teknologi informasi yang maju. Ada sisi-sisi tertentu dari fungsi dan peranan sekolah yang tidak dapat tergantikan, misalnya hubungan guru-murid dalam fungsi mengembangkan kepribadian atau membina hubungan sosial, rasa kebersamaan, kohesi sosial, dan lain-lain. Teknologi informasi hanya mungkin menjadi pengganti fungsi penyebaran informasi dan sumber belajar atau sumber bahan ajar. Bahan ajar yang semula disampaikan di sekolah secara klasikal, lalu dapat diubah menjadi pembelajaran yang diindividualisasikan melalui jaringan internet yang dapat diakses oleh siapapun dari manapun secara individu.
Dunia pendidikan harus menyiapkan seluruh unsur dalam sistim pendidikan agar tidak tertinggal atau ditinggalkan oleh perkembangan tersebut. Melalui penerapan dan pemilihan yang tepat teknologi informasi (sebagai bagian dari teknologi pendidikan), maka perbaikan mutu yang berkelanjutan dapat diharapkan termasuk belajar jarak jauh seperti Universitas Terbuka (UT). Perbaikan yang berlangsung terus menerus secara konsisten/konstan akan mendorong untuk berorientasi pada perubahan untuk memperbaiki secara terus menerus dunia pendidikan. Adanya revolusi informasi dapat menjadi tantangan bagi lembaga pendidikan seperti UT karena mungkin kita belum siap menyesuaikan. Sebaliknya, juga akan menjadi peluang yang baik bila lembaga pendidikan seperti UT mampu menyikapi dengan penuh keterbukaan dan berusaha memilih jenis teknologi informasi yang tepat, sebagai penunjang pencapaian mutu pendidikan.
PENUTUP
Penerapan teknologi dalam pendidikan seperti belajar jarak jauh di era global informasi tidak lain adalah bentuk aplikasi jenis-jenis teknologi informasi mutakhir sekaligus usaha memenuhi kebutuhan masyarakat dalam pendidikan. Proses belajar mengajar yang menerapkan teknologi dalam pendidikan dapat berupa penggunaan modul, media belajar cetak, dan media elektronik seperti radio, TV, internet dan sistim jaringan komputer, serta bentuk-bentuk teledukasi lainnya. Pemilihan jenis media sebagai bentuk aplikasi teknologi dalam pendidikan harus dipilih secara tepat, cermat dan sesuai kebutuhan, serta bermakna bagi peningkatan mutu pendidikan kita
Tuntutan akan lulusan lembaga pendidikan yang bermutu semakin mendesak karena semakin ketatnya persaingan dalam lapangan kerja. Salah satu implikasi globalisasi dalam pendidikan yaitu adanya deregulasi yang membuka peluang lembaga pendidikan (termasuk perguruan tinggi asing) membuka sekolahnya di Indonesia. Oleh karena itu persaingan dipasar kerja akan semakin berat.
Mengantisipasi perubahan-perubahan yang begitu cepat serta tantangan yang semakin besar dan kompleks, tiada jalan lain bagi lembaga pendidikan untuk mengupayakan segala cara untuk meningkatkan daya saing lulusan serta produk-produk akademik lainnya, yang antara lain dicapai melalui peningkatan mutu pendidikan. Dalam tulisan ini dibahas tentang paradigma baru dalam pendidikan, bagaimana menghasilkan mutu bisa berlangsung dalam pendidikan, dan bagaimana peran teknologi serta sistem manajemen untuk mendukung berlangsungnya pencapaian mutu pendidikan tersebut.
PARADIGMA BARU
Untuk mencapai terselenggaranya pendidikan bermutu, dikenal dengan perlunya paradigma baru pendidikan yang difokuskan pada otonomi, akuntabilitas, akreditasi dan evaluasi. Keempat pilar manajemen ini diharapkan pada akhirnya mampu menghasilkan pendidikan bermutu (Wirakartakusumah, 1998).
Mutu
Mutu adalah suatu terminologi subjektif dan relatif yang dapat diartikan dengan berbagai cara dimana setiap definisi bisa didukung oleh argumentasi yang sama baiknya. Secara luas mutu dapat diartikan sebagai agregat karakteristik dari produk atau jasa yang memuaskan kebutuhan konsumen/pelanggan. Karakteristik mutu dapat diukur secara kuantitatif dan kualitatif. Dalam pendidikan, mutu adalah suatu keberhasilan proses belajar yang menyenangkan dan memberikan kenikmatan. Pelanggan bisa berupa mereka yang langsung menjadi penerima produk dan jasa tersebut atau mereka yang nantinya akan merasakan manfaat produk dan jasa tersebut.
Otonomi
Pengertian otonomi dalam pendidikan belum sepenuhnya mendapatkan kesepakatan pengertian dan implementasinya. Tetapi paling tidak, dapat dimengerti sebagai bentuk pendelegasian kewenangan seperti dalam penerimaan dan pengelolaan peserta didik dan staf pengajar/staf non akademik, pengembangan kurikulum dan materi ajar, serta penentuan standar akademik. Dalam penerapannya di sekolah, misalnya, paling tidak bahwa guru/pengajar semestinya diberikan hak-hak profesi yang mempunyai otoritas di kelas, dan tak sekedar sebagai bagian kepanjangan tangan birokrasi di atasnya.
Akuntabilitas
Akuntabilitas diartikan sebagai kemampuan untuk menghasilkan output dan outcome yang memuaskan pelanggan. Akuntabilitas menuntut kesepadanan antara tujuan lembaga pendidikan tersebut dengan kenyataan dalam hal norma, etika dan nilai (values) termasuk semua program dan kegiatan yang dilaksanakannya. Hal ini memerlukan transparansi (keterbukaan) dari semua pihak yang terlibat dan akuntabilitas untuk penggunaan semua sumberdayanya.
Akreditasi
Suatu pengendalian dari luar melalui proses evaluasi tentang pengembangan mutu lembaga pendidikan tersebut. Hasil akreditasi tersebut perlu diketahui oleh masyarakat yang menunjukkan posisi lembaga pendidikan yang bersangkutan dalam menghasilkan produk atau jasa yang bermutu. Pelaksanaan akreditasi dilakukan oleh suatu badan yang berwenang.
Evaluasi
Evaluasi adalah suatu upaya sistematis untuk mengumpulkan dan memproses informasi yang menghasilkan kesimpulan tentang nilai, manfaat, serta kinerja dari lembaga pendidikan atau unit kerja yang dievaluasi, kemudian menggunakan hasil evaluasi tersebut dalam proses pengambilan keputusan dan perencanaan. Evaluasi bisa dilakukan secara internal atau eksternal.
BAGAIMANA MENGHASILKAN MUTU PENDIDIKAN
Untuk bisa menghasilkan mutu, menurut Slamet (1999) terdapat empat usaha mendasar yang harus dilakukan dalam suatu lembaga pendidikan, yaitu :
1. Menciptakan situasi “menang-menang” (win-win solution) dan bukan situasi “kalah menang” diantara fihak yang berkepentingan dengan lembaga pendidikan (stakeholders). Dalam hal ini terutama antara pimpinan lembaga dengan staf lembaga harus terjadi kondisi yang saling menguntungkan satu sama lain dalam meraih mutu produk/jasa yang dihasilkan oleh lembaga pendidikan tersebut.
2. Perlunya ditumbuhkembangkan adanya motivasi instrinsik pada setiap orang yang terlibat dalam proses meraih mutu. Setiap orang dalam lembaga pendidikan harus tumbuh motivasi bahwa hasil kegiatannya mencapai mutu tertentu yang meningkat terus menerus, terutama sesuai dengan kebutuhan dan harapan pengguna/langganan.
3. Setiap pimpinan harus berorientasi pada proses dan hasil jangka panjang. Penerapan manajemen mutu terpadu dalam pendidikan bukanlah suatu proses perubahan jangka pendek, tetapi usaha jangka panjang yang konsisten dan terus menerus.
4. Dalam menggerakkan segala kemampuan lembaga pendidikan untuk mencapai mutu yang ditetapkan, harus dikembangkan adanya kerjasama antar unsur-unsur pelaku proses mencapai hasil mutu. Janganlah diantara mereka terjadi persaingan yang mengganggu proses mencapai hasil mutu tersebut. Mereka adalah satu kesatuan yang harus bekerjasama dan tidak dapat dipisahkan satu sama lain untuk menghasilkan mutu sesuai yang diharapkan.
Dalam kerangka manajemen pengembangan mutu terpadu, usaha pendidikan tidak lain adalah merupakan usaha “jasa” yang memberikan pelayanan kepada pelangggannya, yaitu mereka yang belajar dalam lembaga pendidikan tersebut (Karsidi, 2000).
Para pelanggan layanan pendidikan terdiri dari berbagai unsur paling tidak empat kelompok (Sallis, 1993). Mereka itu adalah pertama yang belajar, bisa merupakan mahasiswa/pelajar/murid/peserta belajar yang biasa disebut klien/pelanggan primer (primary external customers). Mereka inilah yang langsung menerima manfaat layanan pendidikan dari lembaga tersebut. Kedua, para klien terkait dengan orang yang mengirimnya ke lembaga pendidikan, yaitu orang tua atau lembaga tempat klien tersebut bekerja, dan mereka ini kita sebut sebagai pelanggan sekunder (secondary external customers). Pelanggan lainnya yang ketiga bersifat tersier adalah lapangan kerja bisa pemerintah maupun masyarakat pengguna output pendidikan (tertiary external customers). Selain itu, yang keempat, dalam hubungan kelembagaan masih terdapat pelanggan lainnya yaitu yang berasal dari intern lembaga; mereka itu adalah para guru/dosen/tutor dan tenaga administrasi lembaga pendidikan, serta pimpinan lembaga pendidikan (internal customers). Walaupun para guru/dosen/tutor dan tenaga administrasi, serta pimpinan lembaga pendidikan tersebut terlibat dalam proses pelayanan jasa, tetapi mereka termasuk juga pelanggan jika dilihat dari hubungan manajemen. Mereka berkepentingan dengan lembaga tersebut untuk maju, karena semakin maju dan berkualitas dari suatu lembaga pendidikan mereka akan diuntungkan, baik kebanggaan maupun finansial.
Seperti disebut diatas bahwa program peningkatan mutu harus berorientasi kepada kebutuhan/harapan pelanggan, maka layanan pendidikan suatu lembaga haruslah memperhatikan masing-masing pelanggan diatas. Kepuasan dan kebanggaan dari mereka sebagai penerima manfaat layanan pendidikan harus menjadi acuan bagi program peningkatan mutu layanan pendidikan.
Potensi perkembangan, dan keaktifan murid tentu saja merupakan yang paling utama dalam peningkatan mutu pendidikan. Perkembangan fisik yang baik, baik jasmani maupun otak, menentukan kemajuannya. Demikian pula dengan lainnya, misalnya bakat, perkembangan mental, emosional, pibadi, sosial, sikap mental, nilai-nilai, minat, pengertian, umur, dan kesehatan; kesemuanya akan mempengaruhi hasil belajar dan mutu seseorang. Untuk itu, maka perhatian terhadap paserta didik menjadi sangat penting.
PENERAPAN TEKNOLOGI DALAM PENDIDIKAN
Aplikasi teknologi pada pendidikan secara langsung akan mempengaruhi keputusan-keputusan tentang proses pendidikan yang spesifik. Umpama: aplikasi itu mempunyai dampak penting terhadap isi (content) yang akan diajarkan, tingkat standarisasi dan pemilihan isi, jumlah dan kualitas sumber-sumber yang tersedia.
Masalah-masalah pokok yang dihadapi pendidikan di Indonesia yang terpenting adalah mengenai : peningkatan mutu, pemerataan kesempatan pendidikan, dan relevansi pendidikan dengan pembangunan nasional. Demikian luas dan jauhnya jangkauan yang hendak dicapai oleh program pembangunan pendidikan kita, padahal di lain pihak sumber-sumber yang tersedia bertambah terbatas dan langka.
Kenyataan-kenyataan yang dikemukakan di atas menunjukkan bahwa pemecahan masalah-masalah pendidikan kita membutuhkan alternatif-alternatif lain disamping cara-cara penyelesaian yang konvensional yang dikenal selama ini. Berbagai potensi yang dimiliki oleh teknologi dalam pendidikan lantas memungkinkannya diajukan sebagai suatu alternatif untuk memecahkan masalah-masalah tadi. Secara umum aplikasi teknologi dalam pendidikan akan mampu :
1. menyebarkan informasi secara meluas, seragam dan cepat.
2. membantu, melengkapi dan (dalam hal tertentu) menggantikan tugas guru.
3. dipakai untuk melakukan kegiatan instruksional baik secara langsung maupun sebagai produk sampingan.
4. menunjang kegiatan belajar masyarakat serta mengundang partisipasi masyarakat.
5. menambah keanekaragaman sumber maupun kesempatan belajar.
6. menambah daya tarik untuk belajar.
7. membantu mengubah sikap pemakai.
8. mempengaruhi pandangan pemakai terhadap bahan dan proses.
9. mempunyai keuntungan rasio efektivitas biaya, bila dibandingkan dengan sistem tradisional. (Miarso, 1981)
Jika semula teknologi pendidikan (dalam arti yang sangat terbatas) dipandang hanya berperan pada taraf pelaksanaan kurikulum di kelas, konsepsi baru menghendaki teknologi pendidikan sebagai masukan (input) bahkan sejak tahap perencanaan kurikulum. Dengan demikian sudah sejak perencanaan kurikulum harus pula dikaji dan ditentukan bentuk teknologi pendidikan yang akan diterapkan.
Pemilihan teknologi dalam pendidikan akan membuka kemungkinan untuk lahirnya berbagai alternatif bentuk kelembagaan baru yang menyediakan fasilitas belajar, disamping dapat melayani segala bentuk lembaga pendidikan yang telah ada Misalnya kemungkinan bagi suatu bentuk sekolah terbuka yang fasilitas dan tata belajarnya berbeda sekali dengan sekolah konvensional, tetapi dengan hasil (output) yang sama.
Serangkaian kriteria pemanfaatan teknologi dalam pendidikan, antara lain harus dijaga kesesuaiannya (kompatibilitas) dengan sarana dan teknologi yang sudah ada, dapat menstimulasikan perkembangan teknologi dan ilmu pengetahuan, serta mampu memacu
usaha peningkatan mutu pendidikan itu sendiri.
Dengan demikian, adanya penerapan suatu teknologi dalam pendidikan akan sangat mungkin terjadi perubahan besar-besaran dalam interaksi belajar mengajar antara sumber-sumber belajar dengan pelaku belajar. Salah satu kemungkinan perubahan tersebut adalah penerapan dan perubahan teknologi informasi dalam pendidikan melalui penyelenggaraan belajar jarak jauh.
PERANAN INFORMASI DAN REVOLUSI TEKNOLOGI INFORAMSI
Salah satu esensi dari proses pendidikan tidak lain adalah penyajian informasi. Dalam menyajikan informasi, haruslah komunikatif. Dalam komunikasi pada umumnya, demikian pula dalam pendidikan, informasi yang tepat disajikan adalah informasi yang dibutuhkan , yakni yang bermakna, dalam arti : (1) secara ekonomis menguntungkan. (2) secara teknis memungkinkan dapat dilaksanakan, (3) secara sosial-psikologis dapat diterima sesuai dengan norma dan nilai-nilai yang ada, dan (4) sesuai atau sejalan dengan kebijaksanaan/tuntutan perkembangan yang ada.
Konsep “bermakna” ini penting bagi keberhasilan penyebarluasan informasi yang dapat diserap dan dilaksanakan sasaran/peserta didik. Karena itu, Williams (1984) menyebutkan bahwa komunikasi adalah saling pertukaran simbol-simbol yang bermakna. Williams menekankan bahwa : (1) kita tidak dapat saling bertukar makna, (2) kita hanya secara fisik bertukar simbol, dan (3) komunikasi tidak akan terjadi, kecuali kita berbagi makna untuk simbol-simbol tertentu.
Dalam memberikan/menyampaikan informasi kepada orang lain (misalnya kepada peserta didik), maka informasi tersebut haruslah informasi yang bermakna bagi orang yang bersangkutan. Untuk dapat mengetahui dan memahami informasi yang benar-benar dibutuhkan, bahkan prioritas informasi yang dibutuhkan perlu kita pahami, komunikator perlu bertindak sebagai pengamat dan pendengar yang baik. Jadi bukan informasi yang kita ketahui yang disampaikan, tetapi yang kita sampaikan adalah informasi yang benar-benar bermakna dan dibutuhkan sasaran. Informasi yang dibutuhkan dan bermakna adalah informasi yang mampu membantu/mempercepat pengambilan keputusan untuk terjadinya perubahan, dan yang bermanfaat untuk mendorong terjadinya perubahan tersebut. Untuk itulah maka, pemilihan informasi harus benar-benar selektif dengan mempertimbangkan jenis teknologi mana yang tepat dipilih sebagai medianya.
Sejarah, kini dengan berkembangnya komputer dan sistim informasi modern, kembali menawarkan pencerahan baru. Revolusi teknologi informasi menjanjikan struktur interaksi kemanusiaan yang lebih baik, lebih adil, dan lebih efisien. Revolusi informasi global adalah keberhasilannya menyatukan kemampuan komputasi, televisi, radio dan telefoni menjadi terintegrasi. Hal ini merupakan hasil dari suatu kombinasi revolusi di bidang komputer personal, transmisi data, lebar pita (bandwitdh), teknologi penyimpanan data (data storage) dan penyampaian data (data access), integrasi multimedia dan jaringan komputer. Konvergensi dari revolusi teknologi tersebut telah menyatukan berbagai media, yaitu suara (voice, audio), video, citra (image), grafik, dan teks (Sasono, 1999).
Akibat adanya revolusi teknologi informasi telah, sedang dan akan merubah kehidupan umat manusia dengan menjanjikan cara kerja dan cara hidup yang lebih efektif, lebih bermanfaat, dan lebih kreatif. Sebagaimana dua sisi, baik dan buruk, dari suatu teknologi, teknologi informasi juga memiliki hal yang demikian. Kemana seharusnya teknologi ini diarahkan dan ditempatkan dan dimanfaatkan dengan sebenar-benarnya haruslah diperhitungkan, karena apabila keliru, suatu bangsa akan mengalami akibatnya
secara fatal.
Dalam dunia pendidikan, revolusi informasi akan mempengaruhi jenis pilihan teknologi dalam pendidikan, bahkan, revolusi ini secara pasti akan merasuki semua aspek kehidupan, (termasuk pendidikan), segala sudut usaha, kesehatan, entertainment, pemerintahan, pola kerja, perdagangan, pola produksi, bahkan pola relasi antar masyarakat dan antar individu. Inilah yang merupakan tantangan bagi semua bangsa, masyarakat dan individu. Siapkah lembaga pendidikan kita menyambutnya?
Perkembangan teknologi (terutama teknologi informasi) menyebabkan peranan sekolah sebagai lembaga pendidikan akan mulai bergeser. Sekolah tidak lagi akan menjadi satu-satunya pusat pembelajaran karena aktivitas belajar tidak lagi terbatasi oleh ruang dan waktu. Peran guru juga tidak akan menjadi satu-satunya sumber belajar karena banyak sumber belajar dan sumber informasi yang mampu memfasilitasi seseorang untuk belajar.
Wen (2003) seorang usahawan teknologi mempunyai gagasan mereformasi sistem pendidikan masa depan. Menurutnya, apabila anak diajarkan untuk mampu belajar sendiri, mencipta, dan menjalani kehidupannya dengan berani dan percaya diri atas fasilitasi lingkungannya (keluarga dan masyarakat) serta peran sekolah tidak hanya menekankan untuk mendapatkan nilai-nilai ujian yang baik saja, maka akan jauh lebih baik dapat menghasilkan generasi masa depan. Orientasi pendidikan yang terlupakan adalah bagaimana agar lulusan suatu sekolah dapat cukup pengetahuannya dan kompeten dalam bidangnya, tapi juga matang dan sehat kepribadiannya. Bahkan konsep tentang sekolah di masa yang akan datang, menurutnya akan berubah secara drastis. Secara fisik, sekolah tidak perlu lagi menyediakan sumber-sumber daya yang secara tradisional berisi bangunanbangunan besar, tenaga yang banyak dan perangkat lainnya. Sekolah harus bekerja sama secara komplementer dengan sumber belajar lain terutama fasilitas internet yang telah menjadi “sekolah maya”.
Bagaimanapun kemajuan teknologi informasi di masa yang akan datang, keberadaan sekolah tetap akan diperlukan oleh masyarakat. Kita tidak dapat menghapus sekolah, karena dengan alasan telah ada teknologi informasi yang maju. Ada sisi-sisi tertentu dari fungsi dan peranan sekolah yang tidak dapat tergantikan, misalnya hubungan guru-murid dalam fungsi mengembangkan kepribadian atau membina hubungan sosial, rasa kebersamaan, kohesi sosial, dan lain-lain. Teknologi informasi hanya mungkin menjadi pengganti fungsi penyebaran informasi dan sumber belajar atau sumber bahan ajar. Bahan ajar yang semula disampaikan di sekolah secara klasikal, lalu dapat diubah menjadi pembelajaran yang diindividualisasikan melalui jaringan internet yang dapat diakses oleh siapapun dari manapun secara individu.
Dunia pendidikan harus menyiapkan seluruh unsur dalam sistim pendidikan agar tidak tertinggal atau ditinggalkan oleh perkembangan tersebut. Melalui penerapan dan pemilihan yang tepat teknologi informasi (sebagai bagian dari teknologi pendidikan), maka perbaikan mutu yang berkelanjutan dapat diharapkan termasuk belajar jarak jauh seperti Universitas Terbuka (UT). Perbaikan yang berlangsung terus menerus secara konsisten/konstan akan mendorong untuk berorientasi pada perubahan untuk memperbaiki secara terus menerus dunia pendidikan. Adanya revolusi informasi dapat menjadi tantangan bagi lembaga pendidikan seperti UT karena mungkin kita belum siap menyesuaikan. Sebaliknya, juga akan menjadi peluang yang baik bila lembaga pendidikan seperti UT mampu menyikapi dengan penuh keterbukaan dan berusaha memilih jenis teknologi informasi yang tepat, sebagai penunjang pencapaian mutu pendidikan.
PENUTUP
Penerapan teknologi dalam pendidikan seperti belajar jarak jauh di era global informasi tidak lain adalah bentuk aplikasi jenis-jenis teknologi informasi mutakhir sekaligus usaha memenuhi kebutuhan masyarakat dalam pendidikan. Proses belajar mengajar yang menerapkan teknologi dalam pendidikan dapat berupa penggunaan modul, media belajar cetak, dan media elektronik seperti radio, TV, internet dan sistim jaringan komputer, serta bentuk-bentuk teledukasi lainnya. Pemilihan jenis media sebagai bentuk aplikasi teknologi dalam pendidikan harus dipilih secara tepat, cermat dan sesuai kebutuhan, serta bermakna bagi peningkatan mutu pendidikan kita
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