“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH

SISWA DALAM BELAJAR”

Oleh : Drs. Marsigit MA

(FMIPA UNY)

Summary by: Aris Kartikasari (09313244005)

Managing teaching learning is not a simple problem. At least four point of view what we should do to manage teaching learning process ( Kuhs and Ball, 1986 in Grouws, 1992) :

1.      The group that believes that learning should be emphasized on understanding the material (content focused – conceptual understanding);

2.      Groups who argue that learning needs give priority to the learning outcomes (content focus - performance);

3.      The group that believes that learning should learner-centric subjects, so that they can develop and build knowledge (learner focus - construction);

4.       The group that believes that learning should starting from the planning of classroom management that is conducive to learning (classroom focused - effective classroom)

To promote the innovation of learning, Cocroft Report (1982: 132) recommends that for every level of education, learning should provide opportunities for teachers to using the choice of teaching methods are adjusted with the level of students abilities such as: method of exposition by the teacher, discussion method, problem solving method, discovery metdod, basic training skill and principles, and also application method.

 There are three aspects that the teacher have to pay attention, cognitive aspect, affective aspect, and psycomotor aspect.

Development of Cognitive Aspects Ebbutt and Straker (1995: 60-75), gave his view that in order potential students can be optimally developed, assumptions about the characteristics of students and implications for learning is given as follows:

·         The students will learn if they have the motivation

·         The students studying in their own way

·         The students learn both independently and through cooperation with friend

·         The students need the context and circumstances that vary in their study

There are several classifications (taxonomy) affective aspects, such as taxonomy
by krathwhol, et al (1981) and taxonomy by Wilson (1971). According to Krathwhol affective aspects include receiveing, responding, formating of values, the organization and characterization.

In addition to aspects of cognitive and affective aspects, aspects of psycomotor skills (Performance) also have an equally important role for know the student's skills in solving problems.