PENYUSUNAN RANCANGAN PEMBELAJARAN

Presentasi berjudul: "PENYUSUNAN RANCANGAN PEMBELAJARAN"— Transcript presentasi:

1 PENYUSUNAN RANCANGAN PEMBELAJARAN
Punaji Setyosari

2 Perubahan Paradigma Learner-centered Teacher-center
Knowledge transmitted Passive Context in dependent Assessment separated Competitive Knowledge construction Active Context dependent Assessment integrated Cooperative

3 APAKAH RANCANGAN PEMBELAJARAN?
the systematic process of translating principles of learning and instruction into plans for instructional materials and activities (Smith and Ragan 1993)

4 APAKAH RANCANGAN PEMBELAJARAN?
Suatu sistem yang kompleks mencakup prosedur-prosedur Untuk mengembangkan program Proses yang kreatif, aktif dan berulang

5 Instructional Design is
Suatu proses atau prosedur secara sistematis untuk mengembangkan bahan-bahan pembelajaran (learning objects), mencakup: analisis (apa yang dipelajari), merancang (bagaimana belajar terjadi), mengembangkan (menghasilkan bahan ajar), Implementasi (strategi penyampaian), evaluasi (menentukan keberhasilan).

6 Tiga Unsur Mendasar Tujuan pembelajaran Strategi dan media pembelajaran Evaluasi dan perbaikan

7 Karakteristik Rancangan Pembelajaran
Learner centered orientation Goal-orientation Focus on real world performance Focus on outcomes Empirical A team effort

8 Keuntungan Rancangan Pembelajaran
1. Berfokus pada mahasiswa; 2. Mendukung efektivitas, efisiensi dan kemenarikan; 3. Mendukung terjadinya koordinasi antara perancang dan pelaksanaan; 4. Memudahkan diseminasi; 5. Mendukung sistem penyampaian; 6. Mendukung kesesuaian tujuan, aktivitas dan asesmen

9 Instructional Instructional Approach
Variables Teacher Centered Student Centered Learning Outcomes Discipline-specific verbal information. Lower order thinking skills (e.g., recall, identify, define) Memorization of abstract and isolated facts, figures and formulas Interdisciplinary information and knowledge Higher order thinking skills (e.g., problem solving) Information processing skills (e.g., search for, access, organize, interpret, communicate information)

10 goals and objectives based on prior experiences, past practices, and state and/or locally mandated standards. select learning goals and objectives based on authentic problems and students’ prior knowledge, interests and experience Goals & Objectives

11 Instructional Strategy
Teacher/Lecturer Group-paced, designed for “average” student Information organized and presented primarily by T/L S-T/L determine learning strategy Self-paced, designed to meet needs of individual student Student given direct access to multiple sources of information

12 Assessment Used to sort students integral part of learning
Performance based, Students work with teachers to define performance criteria Student develop self-assessment and peer assessment skills Paper & pencil exams T/L sets performance criteria

13 Teachers’/ Lecturers’ Role
organizes and presents information multiple means for accessing information acts as gatekeeper of knowledge, controlling students acts as facilitator directs learning Teacher facilitates learning

14 Students’ Role Environment teachers to teach
Students take responsibility Passive recipients Active knowledge seekers Reconstructs knowledge/ information Constructs knowledge and meaning Environment Students sit individually in rows Students work at stations via lectures and reading assignments individually and in small groups, with access to electronic resources.

15 MODEL-MODEL RANCANGAN SISTEM PEMBELAJARAN
Model Behavioristik Model Konstructivistik

16 Model IDI = Instructional Design Institute
Define Identify problem Analyse setting Organize management Design Identify objective Specify methods Consult prototype Develop Test prototype Analyze results Implement recycle

17 I - implement activities, and
ADDIE A - analyze needs, D - design instruction, D - develop materials, I - implement activities, and E - evaluate participant progress and instructional effectiveness (Hall, 1997; Powers, 1997).

18 Model Dick dan Carey & carey, 2001

19 Model Konstructivistik
Model R2D2 Recursive Reflective Design Development (Wiliis, 1996)

20 Model Konstructivistik
the Student-Centered, Technology-Rich Learning Environment (SCenTRLE) model Set Learning Challenge Negotiate Learning Goals and Objectives Negotiate Learning Strategy. Construct Knowledge

21 Negotiate Performance Criteria.
Conduct Self, Peer and Expert Assessments Monitor Performance and Provide Feedback Hirumi (2002)

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23 ICARE model Based on the Dick and Carey Model and pioneered by San Diego State University in 1997, the model has found a place in the higher education sector.

24 ICARE model I ntroduce learners to what is to be learned
C ontent of lesson is presented to learner involving active participation A pply new knowledge and skills with practical activities R eflect on what has been learned E xtend learning of lesson by providing alternative resources

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27 Model-model Makro Rancangan Pembelajaran

28 Hannafin & Peck Model

29 Model Knirk & Gustafson

30 Model Kemp

31 Model Gerlach-Ely