“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR” Disampaikan pada Seminar Pendidikan dalam rangka Open House Sekolah Dasar Islam Terpadu Hidayatullah, Yogyakarta

“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR”

Disampaikan pada Seminar Pendidikan dalam rangka Open House Sekolah

Dasar Islam Terpadu Hidayatullah, Yogyakarta

21 Maret 2004

Oleh : Drs Marsigit MA

Jurusan Pendidikan 

FMIPA UNY

Reviewed by : Wahyu Ramadhani Aji (09301241043)

Teaching is not easy activity. Some students feel difficult to understand the lesson meanwhile the teachers hard to develop the way their teach.   Teachers does not make any innovations in learning proses. Even, when teacher want to make innovation, there are no guarantee its will done. Based on teaching style there are two side point of view, such as tradisional vs progressive; otoriter vs democratice; classical vs individual; transfer of knowledge vs cognitive development; structural vs non structural; teacher centred vs student centred; teacher directed vs student initiative; dependent vs independent; and goal orientation dan prosses orientation.

In 2004, our government apply a news curriculum named KBK ( competence based curriculum). KBK can be one alternate of various of teaching. This  curriculum develop from the expand the standar competence inti basic competence. Basic competence include kognitif aspec, afectif aspec and psikomotoric aspec.

The essence of KBK learning experience improvement,  contextual teaching and  learning (CT &L), meaningful teaching, in which consider life skill and  generic skill. All of competence are develop and evaluated by authentic evaluating principle.

            There are some concept have to understanding in order to the teacher can improve their ways to teach dan lifting students’ enthusiasm. For example is is the nature of student. The First is about kognitif development. Kognitif includes  that the student will learn if they have good motivations, the student study in their own style, student can study well by self or with group, students need different situation and context to understanding the material.

The second is about afectif aspect. For example taxonomy by Krathwhol, dkk (1981) said that afectif aspect includes Receiving, responding, valuing, organization, and characterization.  Afectif aspect related with interesting student to certain subject. The last is pshycomotoric aspect, it related with ability to solve problem and students’ skills. In this part students are given oppoturnity to doing pshysic activity, such as draw an triangle or demonstrate   how to draw the circle in front of class.