tag:blogger.com,1999:blog-32947176477296913462024-03-14T06:51:44.355-07:00Keep Learning & Be different!!!Let's talk about education, learning, belajar, pembelajaran and anything related.Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-3294717647729691346.post-37411241953102599522013-05-06T19:58:00.001-07:002014-09-15T22:54:57.494-07:00Menciptakan Inovator - inovator baru<div dir="ltr" style="text-align: left;" trbidi="on">
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Para orang tua dan pendidik pada umumnya berusaha untuk membuat siswa atau anaknya untuk siap memasuki universitas terbaik minimal di negrinya. Pada umumnya (termasuk orang tua saya dulu) akan sangat bangga bila anaknya mengambil jurusan ilmu pengetahuan, teknik dan matematika. Ada anggapan bahwa jurusan-jurusan tersebut "lebih bergengsi". Namun bagi Wagner (penulis buku <i>creating innovators</i>), tujuan yang paling penting adalah seluruh siswa baik lulusan sekolah menengah atau perguruan tinggi harus "siap berinovasi" atau "<i>innovation-ready</i>". untuk mencapai tujuan ini, orang tua dan para pendidik harus mengembangkan rasa ingin tahu siswa, mengembangkan imaginasi, dan yang paling penting mengajarkan keterampilan-keterampilan.</div>
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Memasukkan anak ke sekolah yang "tepat" dan memperoleh nilai yang bagus tidak lagi menjadi jaminan keberhasilan. Seperti kita ketahui, banyak lulusan perguruan tinggi yang setelah lulus tetapi tidak berhasil memperoleh pekerjaan. Sehingga menurut Wagner anak-anak muda yang telah mengembangkan kapasitasnya untuk menjadi inovatif dan memiliki enterprenership adalah mereka yang tertarik dalamam menciptakan lapangan kerja bagi diri mereka sendiri, sehingga akan memiliki kehidupan yang memuaskan dan karir yang lebih menjanjikan di masa depan. Inovasi adalah keterampilan yang dituntut lebih banyak pada dunia kerja saat ini dan sesuatu yang tidak dapat diperoleh secara otomatis atau di <i>outsourcing</i>-kan.</div>
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Hasil interview Wagner dengan para orang tua yang memiliki pemikiran inovatif, diketahui bahwa bagi para orang tua tersebut mengembangkan motivasi intrinsik anak adalah tujuan utama mereka. Mereka melakukannya dengan mendorong anak-anak untuk bermain, punya <i>passion</i> dan juga tujuan.</div>
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Wagner juga menemukan bahwa para orang tua tersebut mendorong jenis permainan yang tidak terstruktur dan mendorong motivasi anak. Anak-anak diberikan permainan yang mendorong kreatifitas seperti Lego dan bukan video game. Para orang tua tersebut juga hanya mengizinkan anak untuk menonton dalam waktu terbatas dan komputer diletakkan di ruang keluarga dan bukan di kamar anak sehingga penggunaanya bisa dimonitor.</div>
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Para orang tua memberikan kesempatan bagi anak nya untuk meng-<i>eksplore</i> berbagai macam kegiatan aktivitas diluar rumah, olah raga dan alat musik. Hal ini dilakukan untuk mengembangkan ketertarikan anak dan bukan untuk menjadikan anak menjadi atlit hebat atau musisi hebat. Orang tua dari seorang inovator memahami bahwa daya tahan (<i>preserverance</i>) dan disiplin untuk dapat berkembang dengan dengan baik bila anak sudah memiliki <i>passion</i>. </div>
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Wagner juga mengadakan interview dengan guru-guru yang luar biasa, dia menemukan bahwa guru-guru tersebut menekankan pentingnya motivasi intrinsik, <i>passion</i> dan tujuan. Disaat bersamaan mengajarkan siswa untuk bekerja dalam kelompok, berani mengambil resiko (<i>take risks</i>) dan belajar dari kegagalan. Kirk Phelps, seorang pengembang produk iPhone pertama, mengajarkan para siswanya untuk memecahkan masalah dalam tim melalui projek yang menggabungkan beberapa mata pelajaran (dalam kurikulum international, dikenal dengan nama <i>interdiciplinary project</i>). </div>
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Tidak semua anak muda akan menjadi Steve Jobs baru, namun kebanyakan para generasi muda dapat belajar keterampilan-keterampilan yang dapat menghasilkan pendekatan inovatif yang lebih banyak terhadap apa yang mereka lakukan. Bagaimana cara para orang tua dan pendidik membesarkan dan mengajarkan generasi berikutnya pastinya akan membuat perbedaan.</div>
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sumber : www.tonywagner.com</div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-55937506793331752662013-05-06T00:40:00.002-07:002013-05-06T22:30:32.150-07:00Menciptakan Siswa Yang Ber-inovasi<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: 'Times New Roman', serif; text-align: justify;">Saat
ini banyak lembaga pendidikan yang meng-</span><i style="font-family: 'Times New Roman', serif; text-align: justify;">claim</i><span style="font-family: 'Times New Roman', serif; text-align: justify;">
sebagai lembaga pendidikan yang terbaik dengan menawarkan berbagai bentuk
pembelajaran. Ada yang menawarkan program persiapan memasuki universitas,
bentuk pembelajaran online, e-texts, dsb. Namun, pada dasarnya mereka hanya
mengubah sifat bagaimana pembelajaran disampaikan kepada pembelajar. Fokus utamanya biasanya adalah bagaimana
untuk memperoleh nilai dengan baik. Padahal untuk sukses di abad ke-21 ini,
diperlukan tidak sekedar seberapa banyak pengetahuan yang dimiliki siswa namun
lebih kepada bagaimana siswa tersebut menggunakan pengetahuan yang dimilikinya.</span><br />
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<span style="font-family: "Times New Roman","serif";"><br /></span>
<span style="font-family: "Times New Roman","serif";">Saat
ini, pengetahuan merupakan <i>free commodity</i>. Kesempatan untuk belajar lebih terbuka dan terjangkau misalnya dengan program
pembelajaran gratis (meskipun belum 100%), pendidikan universitas (misalnya UT)
yang terjangkau, ditunjang dengan kemudahan mendapatkan informasi, misalnya
dengan mengakses internet, hal ini membuat pengetahuan bisa dimiliki oleh
siapa saja dan tidak lagi menjadi nilai saing bagi pemiliknya.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif";"><br /></span></div>
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<span style="font-family: "Times New Roman","serif";">Menurut
Wagner (pakar pendidikan dari Harvard university) yang paling penting dalam
tantangan dunia pendidikan saat ini adalah bagaimana meluluskan siswa-siswa
yang siap berinovasi atau <i>innovation-ready.
</i>Hal ini didukung oleh Thomas L. Friedman (<em><span style="background: white; color: #200b00;">New</span></em><span class="apple-converted-space"><i><span style="background: white; color: #200b00;"> </span></i></span><em><span style="background: white; color: #200b00;">York</span></em><span class="apple-converted-space"><i><span style="background: white; color: #200b00;"> </span></i></span><em><span style="background: white; color: #200b00;">Times</span></em><span class="apple-converted-space"><i><span style="background: white; color: #200b00;"> </span></i></span><span style="background: white; color: #200b00;">columnist) yang menyatakan bahwa saat
ini, untuk mendapatkan pekerjaan, para lulusan bersaing dengan siswa-siswa dari
seluruh dunia, sehingga mereka yang akan mendapatkan pekerjaan dan terus dapat
bekerja dalam perekonomian global adalah mereka yang memiliki keterampilan
dalam memecahkan masalah (<i>problem solving</i>).
Mereka yang memiliki keterampilan untuk memecahkan masalah akan mampu untuk
memperbaiki produk, proses dan layanan yang ada bahkan menciptakan yang baru.<o:p></o:p></span></span><br />
<span style="font-family: "Times New Roman","serif";"><span style="background: white; color: #200b00;"><br /></span></span></div>
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<span style="background: white; color: #200b00; font-family: "Times New Roman","serif";">Meskipun banyak perdebatan yang mengemukakan
bahwa seseorang yang hebat (misalnya pemimpin) karena memang sudah terlahir demikian,
namun ada teori yang mengemukakan bahwa seorang pemimpin juga bisa diciptakan. Sehingga, dapat disimpulkan bahwa generasi muda juga bisa diajarkan untuk
berinovasi meskipun mereka tidak dilahirkan sebagai <i>inovator</i>. Wagner memberikan contoh sekolah bernama High Tech atau the New
Technology High Schools di San Diego, California yang memiliki reputasi dalam menghasilkan lulusan yang
inovatif. Sekolah tersebut mengajarkan cara yang sangat berbeda dengan
pendidikan konvensional.<o:p></o:p></span><br />
<span style="background: white; color: #200b00; font-family: "Times New Roman","serif";"><br /></span></div>
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<span style="background: white; color: #200b00; font-family: "Times New Roman","serif";">Sekolah-sekolah tersebut fokus pada
pembelajaran keterampilan dan bukan pada konten akademis, termasuk keterampilan
berpikir kritis dan <i>problem-solving</i>, mereka mengajarkan cara berkomunikasi efektif baik lisan
maupun tulisan dan juga keterampilan untuk bertahan seperti kolaborasi dan
inisiatif. Mereka membuat siswa terlibat dan tertantang dengan konten akademis
meskipun penguasaan konten (<i>content mastery</i>) bukan merupakan tujuan
pembelajaran utama mereka. Dalam seluruh kelas, siswa harus menggunakan konten
akademis untuk memecahkan masalah dan menghasilkan atau menjawab pertanyaan
kompleks. Siswa diminta untuk mengaplikasikan apa yang telah mereka pelajari
dan menunjukkan apa yang mereka ketahui. Siswa juga lebih sering melakukan nya
dalam kerja kelompok.<o:p></o:p></span></div>
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<span style="background: white; color: #200b00; font-family: "Times New Roman","serif"; font-size: 10.0pt; line-height: 115%;"><o:p>sumber : www. tonywagner.com</o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-89129525530759374112013-05-01T17:18:00.002-07:002013-05-05T23:42:23.920-07:00Penelitian Tindakan Kelas (Action Research)<div dir="ltr" style="text-align: left;" trbidi="on">
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Penelitian Tindakan Kelas (Action Research)</div>
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Menurut Carr & Kemmis dalam (Wardhani,2007) penelitian tindakan kelas (PTK) adalah bentuk refleksi sendiri yang dilakukan oleh guru, siswa atau kepala sekolah dalam situasi sosial atau pendidikan untuk meningkatkan rasionalitas dan kepantasan pada praktek sosial mereka sendiri atau praktek pendidikan berlangsung. Sedangkan Fraenkel(2008) mendefinisikan PTK sebagai penelitian yang dilakukan oleh satu atau lebih individu atau kelompok dengan tujuan untuk memecahkan masalah atau memperoleh informasi untuk dibagikan ke lingkungan. Kemudian Igak Wardani(2007) mendefinisikannya sebagai penelitian yang dilakukan oleh guru di dalam kelasnya sendiri melalui refleksi diri, dengan tujuan untuk memperbaiki kinerjanya sebagai guru, sehingga hasil belajar siswa menjadi meningkat. Dengan demikian, dapat disimpulkan bahwa PTK adalah suatu usaha dari individu/kelompok untuk meningkatkan atau menyelesaikan keadaan/situasi yang tidak memuaskan. </div>
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Tujuan PTK adalah untuk memecahkan masalah yang terjadi dalam lingkungan sosial atau pendidikan. PTK juga bertujuan untuk memperbaiki kinerja seseorang misalnya kinerja guru di kelasnya. Lebih jauh lagi PTK bertujuan untuk memperbaiki dasar pemikiran dan kepantasan dari praktik-praktik, pemahaman terhadap praktik tersebut, serta situasi atau lembaga praktik tersebut dilaksanakan. </div>
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PTK dapat dilaksanakan oleh individu atau kelompok, guru, guru BP, kepala sekolah juga lembaga kesiswaan. Pada dasarnya PTK dapat dilakukan oleh siapa saja yang berkomitment melakukan peningkatan baik pada performanya juga pada lembaga di mana seseorang terlibat.</div>
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Adapun ciri-ciri PTK menurut Wardhani (2007) adalah:</div>
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1. adanya masalah </div>
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guru menyadari bahwa ada masalah yang terjadi dalam pembelajaran yang selama ini berlangsung sehingga guru merasa perlu memperbaikinya. Dengan kata lain, guru memiliki kepedulian yang tinggi dengan kualitas pendidikan yang berlangsung. Hal inilah yang membedakan masalah dalam PTK dengan penelitian lain.</div>
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Beberapa contoh masalah yang terjadi misalnya pertanyaan guru yang tidak pernah terjawab oleh siswa, pekerjaan rumah yang tidak pernah diselesaikan oleh siswa atau sekelompok siswa yang selalu berusaha menentang perintah guru.</div>
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2. refleksi diri</div>
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refleksi diri merupakan ciri PTK yang paling esensial karena PTK mempersyaratkan guru mengumpulkan data dari praktiknya sendiri melalui refleksi diri. Dari hasil refleksi tersebut , guru mencoba menemukan kelemahan dan kekuatan dari tindakan yang dilakukannya dan kemudian mencoba memperbaiki kelemahan dan mengulangi bahkan menyempurnakan tindakan yang dianggap sudah baik. Jadi, data dikumpulkan dari praktek sendiri bukan dari sumber data yang lain. Beberapa contoh refleksi diri : apakah penjelasan saya terlampau cepat? apakah saya sudah memberikan contoh yang memadai? apakah siswa memahami penjelasan saya? dll.</div>
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3. dilakukan di dalam kelas </div>
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Fokus PTK adalah kegiatan pembelajaran berupa perilaku guru dan siswa dalam melakukan interaksi</div>
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4. bertujuan untuk memperbaiki pembelajaran</div>
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Perbaikan dilakukan secara bertahap dan terus-menerus, selama kegiatan penelitian dilakukan. Karena kegiatan yang berulang-ulang, dalam PTK dikenal adalanya siklus pelaksanaa yaitu perencanaan-pelaksanaan-observasi-refleksi-revisi (perencanaan ulang).</div>
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Langkah-langkah dalam melakukan PTK menurut Fraenkel (2008) adalah sebagai berikut:</div>
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1. Identifikasi masalah</div>
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Langkah pertama dalam PTK adalah mengklarifikasi masalah yang menjadi <i>concern. </i>PTK biasanya menyelesaikan masalah yang sangat sempit. namun juka PTK dilakukan oleh sekelompok guru yang memutuskan untuk bekerja bersama dalam proyek jangka panjang, penelitian bisa lebih panjang. Sehingga, pertanyaan penelitian seperti " Bagaimana cara terbaik untuk mengajar sebuah topik?" lebih tepat dibandingkan dengan pertanyaan penelitian " apakah model pembelajaran A lebih baik daripada model pembelajara B?".</div>
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2. Mengumpulkan informasi</div>
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Setelah masalah diidentifikasi, langkah berikutnya adalah memutuskan data-data apa saja yang dibutuhkan dan bagaimana memperolehnya. Misalnya saja data akan diperoleh dengan cara survey, observasi, interview, dsb.</div>
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3. Menganalisa dan menginterpretasi</div>
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Setelah data dikumpulkan, data-data yang diperoleh harus dianalisa sehingga fakta dapat terungkap.</div>
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4. Mengembangkan perencanaan</div>
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langkah berikutnya adalah membuat perencanaan untuk mengimplementasikan perubahan berdasarkan penemuan pada langkah 3.</div>
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Lebih detail Wardhani(2007) mengemukakan bahwa PTK dilaksanakan melalui proses pengkajian berdaur, yang terdiri dari 4 tahap, yaitu merencanakan, melakukan tindakan, mengamati, dan melakukan refleksi.</div>
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keempat tahap tersebut merupakan satu siklus atau daur, sehingga setiap tahap akan berulang kembali. setiap tahap dapat terdiri dari atau didahului oleh beberapa langkah, misalnya langkah merencanakan didahului oleh munculnya masalah yang diidentifikasi oleh guru. Tahap merencanakan dan melakukan dikaji dengan empat langkah utama yaitu: </div>
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1. mengidentifikasi masalah</div>
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masalah berasal dari guru sebagai pengelola pembelajaran. Guru perlu merenung atau melakukan refleksi untuk mengetahui masalah dengan jelas. Bila seorang guru bingung untuk mengidentifikasi maslah, guru dapat mulai dengan suatu gagasan untuk melakukan perbaikan, kemudian mencoba memfokuskan gagasan tersebut. </div>
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2. menganalisis dan merumuskan masalah</div>
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setelah masalah teridentifikasi, analisis perlu dilakukan agar dapat merumuskan maslah dengan jelas. misalanya, jika masalah yang kita identifikasi adlah rendahnya motivasi belajar siswa, maka yang perlu dianalisi adlah dokumen tentang hasil belajar siswa, catatan harian kita tentang respons siswa dlam pembelajaran, dan yang paling penting melakukan refleksi, agar diperoleh gambaran yang jelas tentang perilaku mengajar kita.</div>
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3. merencanakan PTK<br />
langkah-langkah dalam menyusus rencana adalah sebagai berikut:<br />
a. rumuskan cara perbaikan yang akan ditempuh dalam bentuk hipotesis tindakan<br />
b. analisis kelayakan hipotesis tindakan<br />
4. melaksanakan PTK<br />
Setelah meyakini bahwa hipotesis tindakan atau rencana perbaikan sudah cukup layak, maka langkah selanjutnya adalah persiapan pelaksanaan, yang sebenarnya dapat merupakan bagian dari perencanaan, tetapi dapat pula kita tempatkan sebagai bagian awal dari pelaksanaan. setelah persiapan ini mantap, barulah kita mulai dengan pelaksanaannya di kelas</div>
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keempat langkah di atas merupakan langkah yang berurutan yang berarti langkah pertama harus dikerjakan lebih dahulu sebelum langkah kedua dilaksanakan, demikian seterusnya.</div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-66360455401384750562013-05-01T06:17:00.003-07:002013-05-01T22:07:12.721-07:00Fitur Kelas Berpikir Kritis (features of critical thinking classroom)<div dir="ltr" style="text-align: left;" trbidi="on">
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Review Artikel </span></b></div>
<br />
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: IN;">Ringkasan Isi Artikel</span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Membedakan
Fitur Kelas Berpikir Kritis</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"></span></b><br />
<span style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 150%;">(Artikel asli berjudul Distinguishing Features of Critical Thinking Classroom)</span></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 54.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">Berpikir kritis muncul dalam berbagai
bentuk tapi semua memiliki satu inti fitur. Berpikir kritis berfokus pada </span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">sejumlah</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";"> keterampilan
dan sikap yang memungkinkan pendengar atau pembaca untuk menerapkan kriteria
rasional terhadap penalaran</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">
</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">pembicara dan penulis
(Browne & Keeley, 1998). Sikap dan keterampilan ini merupakan materi
kurikulum dan teks berpikir kritis yang signifikan. </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">Sering
Mengevaluasi pertanyaan.</span></b><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"></span></div>
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<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 54.0pt;">
<span style="background-color: #f3f3f3;"><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">Berpikir kritis </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">benar-benar </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">merupakan aktifitas peserta. </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Disini kita fokus pada apa yang nampak bagi kita sebagai k</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">arakteristik utama dari </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">kelas </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">berpikir kritis, yaitu, </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">kelas </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">yang penuh dengan pertanyaan. Guru bertanya beberapa dari mereka dan mereka bertanya kepada yang lain. Setiap pernyataan deklaratif disambut sebagai sebuah kesempatan untuk bergerak ke arah pertanyaan tambahan (Meyer, 1994). </span></span><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"><br /></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">S</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">ecara tidak langsung </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Meyer </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">menyoroti percakapan penting tentang mengajukan serangkaian pertanyaan</span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">-pertanyaan</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"> kritis.</span></span></span></div>
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<span style="background-color: #f3f3f3;"><span class="longtext"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">B</span></span><span class="longtext"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">erpikir</span></span><span class="longtext"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"> </span></span><span class="longtext"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">kritis membutuhkan pemahaman.</span></span><span class="longtext"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"> </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">Untuk </span></span><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"><span class="longtext">mengevaluasi penalaran, seseorang harus </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">memahaminya terlebih dulu</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">. Akibatnya, pertanyaan-pertanyaan yang menggali kesimpulan dan alasan dalam sebuah argumen </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">merupakan </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">titik awal yang </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">penting</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"> untuk berpikir</span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"> kritis</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"> (Shaw, 1996). Guru dapat memberikan </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">bantuan bagi siswanya dengan </span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">bertanya `mengapa?" dan </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">memberikan penguatan</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"> ketika </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">siswa</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;"> juga </span></span><span class="longtext"><span style="background: white; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">melakukan pencarian untuk alasan-alasan</span></span><span class="longtext"><span lang="EN-US" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 24px;">.</span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;"></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 2.0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Pengetahuan tentang kapan dan bagaimana untuk mengajukan pertanyaan kritis harus dilengkapi dengan penciptaan iklim emosional yang konsisten dengan mencari keyakinan kuat serta memerlukan bimbingan dari guru yang terlatih.</span></div>
</div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Dorongan
Belajar Aktif</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Mendorong bertanya dan menjawab
pertanyaan-pertanyaan kritis adalah salah satu aspek dari `pembelajaran aktif
'yang dalam situasi tertentu menunjukkan sebagai kelas dimana berpikir kritis
didorong. Namun, belajar aktif hadir dalam banyak varian, hanya beberapa yang konsisten
dengan berpikir kritis. </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 2.0cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Guru-guru
adalah ahli tentang badan pengetahuan, siswa mencari pengetahuan itu. Jadi, yang berpengetahuan berbicara, yang mencari pengetahuan mendengarkan. Kejelasan dari model ini, seharusnya tidak membingungkan
dengan efektifitasnya. Metode ceramah memiliki kekurangan utama, yaitu., mereka gagal untuk memberikan pelajar kesempatan
untuk berlatih menggunakan pengetahuan di bawah bimbingan seorang mentor terampil. Dosen,
dapat memberikan semacam bimbingan khusus dengan pemodelan berpikir kritis
dengan memberikan tugas-tugas yang membutuhkan pemikiran kritis. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Mayer (1986)
menyatakan, `Kunci untuk mengembangkan pemikiran kritis terletak pada penciptaan
kondisi bagi partisipan bukan kepasif-an, dan memberikan peluang bagi
keterlibatan secara emosional dengan materi '(dikutip dalam Garside 1996).
Lebih lanjut Mayer mencatat, penonton pasif tidak terlalu rentan terhadap
kritik sosial kreatif (1986). Mayer mengamati dengan benar bahwa komponen psikologis yang mendorong kepasifan
dalam seorang pelajar mungkin akan menghambat berpikir kritis juga.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Pengembangan
bakat untuk evaluasi kritis tergantung pada motivasi peserta didik (Keeley et
al., 1995). Belajar aktif bukan hanya tentang instruktur memprovokasi siswa
untuk terlibat dengan materi.<span style="mso-spacerun: yes;"> </span>Pengalaman
siswa belajar aktif memaksa dirinya untuk mempertimbangkan dan mengevaluasi
secara hati-hati argumen dari gurunya dan teman-temannya, dan akhirnya,
membangun argumennya sendiri. </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Pembangunan
Ketegangan</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Sebuah kelas
dengan berpikir kritis sebagai tujuan utama mendorong perubahan tentang sesuatu;
semua disiplin ilmu mengandung <i style="mso-bidi-font-style: normal;">open ended
questions</i> tentang orang yang tidak setuju tapi masuk akal, kepemilikan
pengetahuan digunakan dalam cara yang kontroversial dan melaporkan bukti-bukti
yang diperdebatkan. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Segala cara
untuk mendorong pemikiran kritis harus meningkatkan keinginan seseorang untuk
mengevaluasi perselisihan. Untuk belajar aktif, berpikir kritis memiliki
Kelebihan khusus meningkatkan probabilitas bahwa perilaku evaluatif akan
terjadi. Satu segi keunggulan komparatif kontroversi menciptakan keadaan tidak nyamanan
bagi pembaca. Ketidak nyamanan ini dapat menyebabkan kegelisahan intelektual
yang sehat di antara peserta didik yang membawa epistemologi ke ruang kelas dengan
melihat tugas mereka sebagai menyerap kebijaksanaan para ahli. Model pembelajaran
seperti spons pada akhirnya mengganggu ketika pelajar berhadapan dengan
berbagai ahli, setiap jawaban untuk pertanyaan yang sama nampaknya unik dan
tampak masuk akal.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Berpikir
dimulai hanya ketika ada keraguan tentang apa yang harus dilakukan atau
dipercayai; semua pikiran sadar lahir pada ketidakpastian (Baron, 1985).
Keraguan memotivasi berpikir terjadi dan kontroversi menghasilkan situasi dimana keraguan muncul secara alami. Rokeah menyimpulkan bahwa proses perubahan nilainya
tergantung pada kesadaran peserta didik<span style="mso-spacerun: yes;">
</span>tentang kontradiksi, ketegangan dan kebingungan dalam sistem kepercayaan
mereka saat ini (Rokeach 1968, hlm 167, 1973, hal 286).<br />
Wawasan Nya adalah satu yang meliputi suasana ruang kelas adalah mendorong<br />
berpikir kritis. </span>Perspektif
konflik akademik menantang pelajar untuk mendamaikan atau mengevaluasi (Makau,
1985). Dengan merangsang kontroversi secara sengaja, seorang profesor dapat
terlibat dalam bentuk tindakan afirmatif intelektual dimana posisi minoritas
secara sungguh-sungguh diberikan perlakuan yang adil (Brod, 1986). Siswa lebih bersedia untuk ditantang dan diuji ketika mereka dapat melihat kebiasaan
para ahli mempertanyaan formulasi ahli lainnya (Resnick, 1987, hlm 41). Pendapat bahwa
ketegangan terkait dengan kontroversi di dalam kelas merupakan strategi efektif untuk mengembangkan keterampilan berpikir kritis menimbulkan
masalah serius bagi banyak guru.</div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Daya Tarik Dengan Kemungkinan Kesimpulan</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;"></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Mencari
berbagai perspektif sebelum membuat komitmen kognitif adalah bijaksana. Sangat mudah untuk berkomitmen argumen tertentu ketika kita hanya mendekati
masalah ini dari satu arah. (Gilbert, 1979; Rudinow & Barry, 1994; Damer,1995)
menyatakan bahwa argumen dan ide dapat didekati dari banyak sudut pandang.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Berpikir kritis
dapat memperluas cakrawala intelektual seseorang jika didekati dengan<br />
`Semangat keterbukaan '(Browne & Kubasek, 1993; Taube, 1997) yang mencakup
kesediaan<br />
untuk mempertimbangkan pendekatan baru untuk masalah. Memahami pentingnya berbagai
perspektif dan konteks adalah kewajiban bagi pemikir kritis karena mencegah tindakan
yang terburu-buru.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Terkontrolnya
keragu-raguan diperlukan saat mencari alasan dan bukti yang cukup dalam mendukung
ide adalah komponen kunci dari pemikiran kritis (Garside,1996) karena memungkinkan
peserta didik untuk menghadapi kemungkinan alternatif tentang makna.<br />
Saat mencari pembuktian klaim, pelajar akan datang dengan bukti yang
bertentangan, beberapa di antaranya mungkin lebih kuat dari <span style="mso-spacerun: yes;"> </span>bukti yang mendukung kesimpulan aslinya.
Dengan cara ini, pendekatan skeptis terhadap argumen menimbulkan pencarian yang
berharga untuk berbagai perspektif. Belajar mendekati semua intelektual
komitmen dengan skeptis meminta siswa untuk menerima kemungkinan kesimpulan pribadi<br />
dan memungkinkan informasi lebih lanjut untuk membentuk opini mereka secara
terus menerus. Browne & Kubasek (1993) mencatat bahwa itu adalah sangat
wajar bagi individu untuk memegang teguh kepercayaan pribadi mereka sebagai
peta kognitif yang harus dilindungi dari klaim yang bertentangan.</span></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Ulasan</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Tulisan
ini ditujukan bagi guru, dosen atau pengajar lainnya dimana penulis artikel
mengemukakan </span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">sejumlah atribut yang membedakan
kelas-kelas</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"> yang secara reguler</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">
mendorong berpikir kritis dengan </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">kelas
</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">yang tidak.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">
Tujuan penulis adalah </span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">untuk menyediakan dorongan
bagi anggota kelompok yang mencoba </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">mempraktekkan
lebih banyak kegiatan </span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">berpikir kritis</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"> di dalam kelas</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">.<span style="mso-spacerun: yes;"> </span>Dengan menyebutkan satu persatu dan
mendiskusikan karakteristik tertentu dari kelas berpikir kritis, </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">penulis</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> ingin membantu
guru-guru</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;"> dan pengajar lainnya</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">
untuk menentukan ciri-ciri tertentu yang membutuhkan peningkatan dalam
ketertarikan yang lebih kritis. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Penulis
mengemukakan empat fitur berpikir kritis yaitu: sering mengevaluasi pertanyaan(<i style="mso-bidi-font-style: normal;">frequent evaluative questions</i>), dorongan
belajar aktif (<i style="mso-bidi-font-style: normal;">the encouragement of
active learning</i>), Pembangunan ketegangan (<i style="mso-bidi-font-style: normal;">Developmental of tension</i>) dan daya tarik dengan kemungkinan
kesimpulan (<i style="mso-bidi-font-style: normal;">facination with the
contigency of conclusion</i>).</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Dengan
berdasar pada teori (Shaw,1996) penulis mengemukakan bahwa berpikir kritis
membutuhkan pemahaman dan kunci untuk berpikir kritis adalah
pertanyaan-pertanyaan yang menggali kesimpulan dan alasan sebuah argumen. Saya
setuju dengan penulis. Namun, perlu diingat bahwa guru, dosen atau pengajar
memegang peranan yang sangat penting dalam hal ini. Guru perlu menciptakan
suasana yang memicu siswa untuk lebih dari sekedar bertanya. Misalnya dengan
mempertanyakan kembali pertanyaan yang diajukan siswa. Disini dibutuhkan
seorang guru yang siap merangsang siswa untuk bertanya. Untuk dapat mewujudkan
hal ini dibutuhkan guru atau pengajar yang berpengetahuan yang luas, siap dan
dapat mengantisipasi setiap perubahan yang terjadi, karena dengan memberi
kebebasan bagi siswa untuk bertanya dan bereksplorasi mungkin yang dipikirkan
dan ditemukan akan berbeda dengan apa yang menjadi pemahaman guru.<span style="mso-spacerun: yes;"> </span>Sehingga guru harus terus menerus
mengaktualisasikan dirinya, belajar memperluas dan memperdalam pengetahuannya
agar dapat menjadi fasilitator bagi siswa-siswinya dalam proses pembelajaran.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN;">Selanjutnya
penulis mengemukakan bahwa untuk berpikir kritis harus adanya peluang keterlibatan
secara emosional dengan materi ajar serta adanya motivasi dari diri siswa. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Dosen, dapat memberikan semacam bimbingan khusus dengan pemodelan berpikir
kritis dengan memberikan tugas-tugas yang membutuhkan pemikiran kritis. Menurut
saya untuk mempraktekkan ini, guru atau dosen perlu memahami berbagai metode
pembelajaran dengan baik agar dapat menentukan metode mana yang paling baik
untuk mencapai tujuan spesifik suatu pembelajaran. Guru diharapkan
memberdayakan siswanya dalam proses pembelajaran sehingga siswa benar-benar
memperoleh pengalaman belajar melalui metode pembelajaran yang tepat. Diantara
berbagai metode pembelajaran, metode ceramah banyak dipergunakan oleh guru
dalam berbagai situasi dan tujuan. Metode mengajar seperti ini kurang
mengaktifkan siswa untuk memperoleh ilmu pengetahuan. Ada banyak metode
pembelajaran yang dapat digunakan belajar aktif. Misalnya dengan diskusi
kelompok, bermain peran, audio visual yang penting prosesnya bukan satu arah.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Selanjutnya
penulis mengemukakan tentang pengembangan ketegangan. Disini penulis
mengemukakan bagaimana kontroversi di dalam kelas merupakan<br />
strategi efektif untuk mengembangkan keterampilan berpikir kritis. kontroversi
menciptakan keadaan tidak nyamanan. Ketidaknyamanan ini dapat menyebabkan kegelisahan
intelektual yang sehat di antara peserta didik. Saya sangat setuju dengan
pendapat ini dan kembali saya akan mengemukakan pendapat bahwa metode
pembelajaran yang tepat menjadi salah satu kunci keberhasilan keterampilan
berpikir kritis. Guru sebaiknya menciptakan diskusi kelas. Guru dapat memulai
dengan mengajukan pertanyaan yang dapat menciptakan suasana antisipasi dan
inkuiri. Guru juga dapat memulai setiap pembelajaran dengan masalah atau
kontroversi. </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 35.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Atribut yang
terakhir yang ditulis oleh penulis adalah daya tarik dengan kemukinan
kesimpulan. Disini penulis mengemukakan bahwa pemikir kritis perlu memahami
pentingnya berbagai perspektif dan konteks. Saya juga sangat setuju dengan hal
ini. Pembelajar sebaiknya tidak terburu-buru menyimpulkan, siswa hendaknya
mencoba menemukan landasan atas argumennya, dan fakta-fakta yang mendukung
alasan. Sehingga pembelajar dilatih untuk lebih dari sekedar tahu.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-indent: 35.45pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN;">Kemudian penulis
menyimpulkan bahwa berpikir kritis dapat diajarkan dengan bantuan aktif dari
siswa-siswi kita. Untuk hal ini saya tidak sepenuhnya setuju. Saya setuju dalam
hal bahwa dalam belajar harus ada kerjasama yaitu adanya kemauan kedua belah
pihak yaitu guru dan siswa untuk terlibat dalam pembelajaran, namun kreatifitas
seorang guru diperlukan untuk membuat siswa benar-benar terlibat dalam
pembelajaran.</span></div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-60722812445377862972013-04-29T17:59:00.001-07:002013-04-29T18:09:55.548-07:00Hermeneutik: Metoda untuk memahami keluarga<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span lang="NL" style="font-family: "Arial","sans-serif"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: NL;">Hermeneutik:
Metoda untuk memahami keluarga<o:p></o:p></span></b></div>
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<b style="line-height: 150%;"><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Abstrak</span></b></div>
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<i><span lang="IN" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 150%; mso-ansi-language: IN;">Pengetahuan dan pemahaman akan keluarga tidak dapat kita peroleh dengan
sikap berjarak. Bidang ini hanya bisa disentuh dengan pemahaman(verstehen) dan
interpretasi (hermeneutik).</span></i><span lang="IN" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 150%; mso-ansi-language: IN;"> </span><i><span lang="NL" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 150%; mso-ansi-language: NL;">Hermeneutik,
sebuah pendekatan yang diperoleh dari filosofi Heidegger menawarkan
kemungkinan-kemungkinan positi</span></i><i><span lang="IN" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 150%; mso-ansi-language: IN;">f</span></i><i><span lang="NL" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 150%; mso-ansi-language: NL;"> untuk memeriksa persamaan arti dan keprihatinan keluarga.
Hermeneutik merupakan teori dan praktek pengertian dan pemahaman (verstehen)
dalam konteks manusia yang berbeda jenis.</span></i><span lang="NL" style="font-family: "Arial","sans-serif"; font-size: 10.0pt; line-height: 150%; mso-ansi-language: NL;"> <i>Heidegger
mengemukakan empat hal yang mempengaruhi pendekatan seseorang dalam memahami
keluarga: Bagaimana manusia disituasikan dalam dunianya, dikonstitusikan oleh
dunianya, terlibat dalam aktifitas sehari-hari dan bergerak oleh
keprihatinan-keprihatinan dalam hidup dari hari ke hari.<o:p></o:p></i></span></div>
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<b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Kata Kunci: </span></b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">hermeneutik, metode ilmu, keluarga<o:p></o:p></span></div>
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<b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Pendahuluan<o:p></o:p></span></b></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Keluarga adalah sistem dimana individu saling berhubungan
dan saling ketergantungan satu sama lain. Pengetahuan dan pemahaman akan
keluarga tidak dapat kita peroleh dengan sikap berjarak. Bidang ini tidak bisa
disentuh dengan penjelasan (<i>erklaren</i>)
sebagai model metodis dalam ilmu kealaman. Bidang ini hanya bisa disentuh
dengan pemahaman (<i>verstehen</i>) dan
interpretasi (hermeneutik). Dengan kata lain, ilmu kealaman memerlukan metode <i>erklaren</i>, penjelasan atau eksplanasi,
sementara ilmu kemanusiaan memerlukan metode <i>verstehen</i>, pemahaman dan interpretasi (hermeneutik).<o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Bagi Dilthey, dinamika kehidupan jiwa manusia merupakan
susunan kompleks terdiri atas pengetahuan, perasan dan kehendak. Hal ini tidak
bisa ditundukkan ke dalam norma-norma kausalitas-mekanistik seperti dalam
pola-pola kuantitatif</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.</span><a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[1]</span></span><!--[endif]--></span></span></a><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">
Heidegger mengemukakan empat hal yang mempengaruhi metode yang seseorang
gunakan dalam mempelajari manusia: bagaimana manusia disituasikan dalam
dunianya, dikonstitusikan oleh dunianya, terlibat dalam aktifitas sehari-hari
dan bergerak oleh keprihatinan-keprihatinan dalam hidup dari hari ke hari.</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[2]</span></span><!--[endif]--></span></span></a><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">D</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">alam hal ini hermeneutik adalah metodenya.<o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Paper ini
akan membahas tentang mengapa hermenetik adalah sebuah metoda dan hermeneutik
untuk memahami keluarga. Namun untuk dapat memahaminya, penulis menguraikan secara
singkat apa itu hermeneutik, hermeneutik menurut beberapa filsuf</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> dan</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">bahasa
sebagai sarana untuk memahami</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.<o:p></o:p></span></div>
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<b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Sekilas Hermeneutik<o:p></o:p></span></b></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Salah
satu arus besar dari filsafat kontinental adalah hermeneutik. Kata hermeneutik
atau hermeneutik berasal dari kata kerja Yunani <i>hermeneuo </i>yang artinya mengungkapkan pikiran-pikiran seseorang
dalam kata-kata. Kata kerja itu juga bisa berarti menerjemahkan dan juga
bertindak sebagai penafsir. Ketiga pengertian ini sebenarnya mau mengungkapkan
bahwa hermeneutik merupakan usaha untuk beralih dari sesuatu yang relatif gelap
ke sesuatu yang lebih terang.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[3]</span></span><!--[endif]--></span></a>
</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Di dalam
mitologi Yunani ada tokoh yang namanya dikaitkan dengan <i>hermeneuin</i>, yaitu Hermes. Menurut mitos itu, Hermes bertugas
menafsirkan kehendak dewata (<i>orakel)</i>
dengan bantuan kata-kata manuasia. Pengertian dari mitologi ini kerap kali
dapat menjelaskan pengertian hermeneutik teks-teks kitab suci, yaitu menafsikan
kehendak Tuhan sebagaimana terkandung di dalam ayat-ayat kitab-kitab suci.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[4]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Hermeneutik,
bersama-sama dengan fenomenologi dan eksistensialisme mengeksplorasi kekayaan
dari pengalaman, dengan segala kompleksitasnya. Hermeneutik menunjukkan bahwa
pengalaman lebih kaya dari pada yang digambarkan oleh para teoritikus yang
mencoba menggambarkannya dengan segala abstraksi dan reduksinya. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Hermeneutik sendiri memberikan
sumbangan dalam menggambarkan pengalaman ini dengan mengajukan dua hal:
historisitas dan temporalitas. Manusia sebagai makhluk temporal selalu berubah,
menyesuaikan diri dengan tantangan yang sedang dihadapinya, memodifikasi
tujuannya di masa depan, serta memberi makna baru pada masa lalunya.</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Hermeneutik juga memperkenalkan apa
yang disebut dengan lingkaran hermeneutik. Lingkaran hermeneutik adalah sesuatu
yang tidak bisa dihindari dalam setiap proses interprestasi. Untuk bisa
memahami satu bagian dari teks yang diinterpretasi, kita harus memahami teks
secara keseluruhan supaya bisa menempatkan bagian teks tersebut ke dalam
konteksnya. Namun untuk memahami keseluruhan isi teks tentu saja dibutuhkan
pemahaman dari seluruh bagian-bagiannya. <a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn5" name="_ftnref5" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[5]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Beberapa pemikir hermeneutik mulai
melihat bahwa ilmu-ilmu manusia atau sosial berbeda dengan ilmu-ilmu alam.
Ilmu-ilmu sosial tidak dapat diturunkan metologinya dari ilmu-ilmu alam.
Hermeneutik melihat bahwa ilmu-ilmu sosial tidak dapat seperti ilmu alam yang
dapat mereduksi gejala-gejala alam menjadi sebuah hukum umum yang dapat menerangkannya
(<i>erklären</i>). Ilmu sosial hanya boleh melihat gejala dan mencoba
memahaminya (<i>verstehen</i>).</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Beberapa pemikir hermeneutik juga
percaya bahwa manusia memiliki sifat yang sama sehingga dimungkinkan untuk
saling memahami antara manusia yang berbeda era maupun kulturnya. Hermeneutik
mengakui pentingnya sejarah dengan menekankan pentingnya akar seseorang pada
tradisi sejarahnya. Hermeneutik juga mengakui pentingnya pengetahuan sosial
dalam melakukan interpretasi. Kesemuanya ini disebut sebagai sebuah prapemahaman
atau hori</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">s</span><span style="font-family: "Arial","sans-serif";">on
pemahaman. Tanpa latar belakang ini sulit untuk melakukan sebuah proses
interpretasi.</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span style="font-family: "Arial","sans-serif";">Di dalam perkembangan hermeneutik
modern, terdapat dua tradisi hermeneutik. Yang pertama adalah hermeneutik
tradisional, yang dimulai dengan mengamati objek interpretasi tertentu seperti
teks, hukum, maupun karya seni, dan mencoba memformulasikan hukum-hukum untuk
melakukan interpretasi. Yang kedua adalah hermeneutik filosofis, yang dimulai
dengan menganalisis apa yang dimaksud dengan pemahaman dan menentukan implikasi
dari bermacam-macam cara interpretasi. Kedua tradisi ini bisa dilihat dari
beberapa tokoh hermeneutik yang dipaparkan berikut ini. Schleiermacher, Dilthey
dan Betti mewakili kelompok yang pertama, Heidegger dan Gadamer mewakili
kelompok yang kedua. <a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn6" name="_ftnref6" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[6]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Friedrich Ernst Schleiermacher adalah
orang yang memulai tradisi hermeneutik modern. Ia sendiri dipengaruhi oleh dua
pemikir pendahulunya yaitu Friedrich Ast </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">dan</span><span style="font-family: "Arial","sans-serif";"> Friedrich August Wolf. Bagi Schleiermacher, tujuan utama
dari interpretasi adalah apa yang ada di belakang motivasi penulis untuk
menuliskan teks tersebut. Yang dicari adalah apa ide di belakang yang
mengorganisasi seluruh isi teks.</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span style="font-family: "Arial","sans-serif";">Wilhelm Dilthey membedakan ilmu-ilmu
alam dengan ilmu-ilmu manusia. Ia mengatakan bahwa untuk mendalami ilmu manusia
diperlukan cara yang berbeda dengan metode yang dikembangkan ilmu-ilmu alam.
Cara tersebut ia sebut dengan “memahami”, yang dikontraskan dengan “menjelaskan<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Martin Heidegger mengubah hermeneutik
tradisional menjadi sebuah filsafat, sebuah hermeneutik ontologis. Interpretasi
bagi Heidegger adalah salah satu dari cara mengada manusia (yang lain adalah
mood dan diskursus).<o:p></o:p></span></div>
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<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Menurut </span><span style="font-family: "Arial","sans-serif";">Heidegger </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">memahami </span><span style="font-family: "Arial","sans-serif";">adalah bagaimana manusia mengalami
sebuah situasi dan bagaimana ia siap untuk menghadapi situasi tersebut. Semakin
seseorang bisa menghadapi sebuah situasi, semakin ia “memahami” situasi
tersebut, semakin ia mampu bertindak, dan ia semakin bereksistensi.</span><span style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span style="font-family: "Arial","sans-serif";">Interpretasi adalah salah satu cara
untuk mengartikulasikan pemahaman ini. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Heidegger juga memperkenalkan
lingkaran hermeneutik yang baru: sebuah pertanyaan selalu dibentuk oleh
ekspektasi sebelumnya yang akan menentukan jawaban yang metode yang akan
didapatkan. Hal ini seperti halnya pada lingkaran hermeneutik tradisional
terlihat seperti sebuah paradoks. Namun Heidegger tidak menutup kemungkinan
untuk melakukan interpretasi. Yang dibutuhkan adalah dialog antara teks dan
sang penafsir sehingga teks semakin membuka dirinya untuk ditafsirkan.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Hans Georg Gadamer </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">ya</span><span style="font-family: "Arial","sans-serif";">ng </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">adalah </span><span style="font-family: "Arial","sans-serif";">murid dari Heidegger meneruskan
tradisi hermeneutik ontologis yang telah dimulai oleh Heidegger. </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Menurut </span><span style="font-family: "Arial","sans-serif";">Gadamer</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">,</span><span style="font-family: "Arial","sans-serif";"> teks dan penafsir memiliki otoritas
yang sama atas interpretasi, tidak satu pun bisa mendominasi yang lain. Ia
ingin penafsir tetap terbuka terhadap teks. Ketika sang penafsir tidak
memaksakan keinginan mereka untuk mendapatkan tafsir yang objektif ia dapat
mengalami teks secara lebih penuh. Diubah oleh teks adalah tujuan dari seorang
penafsir yang sejati.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn7" name="_ftnref7" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[7]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span style="font-family: "Arial","sans-serif";">Proses penafsiran adalah fusi horizon
dari kedua eleman ini, penafsir dan teks yang akan ditafsirkan. Keduanya
bergantian saling menginterogasi. Gadamer melihat ini sebagai sebuah proses
tanpa akhir, yang ada hanya pengertian baru yang diperoleh.</span><span style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span style="font-family: "Arial","sans-serif";">Di dalam teori Gadamer, dialog dipakai
di dalam seluruh proses interpretasi. Di dalam dialog inilah selubung makna
menjadi terbuka. Gadamer melihat bahwa hukum-hukum interpretasi yang kaku akan
menghilangkan dialog ini. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Emilio Betti mengkritik pendekatan
Gadamer dan ingin kembali kepada tradisi yang telah dibangun oleh
Schleiermacher. Kritik Betti adalah Gadamer telah mengabaikan perbedaan antara
teks dengan signifikansi dari teks bagi penafsir. Kritik Betti yang kedua
adalah pendekatan Gadamer tidak mengijinkan teks untuk berbeda dengan
kepercayaan sang penafsir, karena ia menekankan pada integrasi antara penafsir
dan teks. Baginya Gadamer dengan demikian memaksakan posisi sang penafsir
kepada teks. Teks baginya harus tetap terpisah dari sang penafsir, supaya
tafsir tetap dapat objektif.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span style="font-family: "Arial","sans-serif";">Betti juga melihat faktor historis dan
kontekstual perlu dipisahkan satu sama lain. Faktor kontekstual bisa
mengkondisikan makna historis, namun ia bisa jadi tidak relevan. Sebuah
interpretasi historis hendaknya menemukan makna pada konteks dirinya sendiri,
lepas dari makna kontekstual.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Betti sepakat dengan Gadamer bahwa
sang penafsir harus bersikap terbuka terhadap teks, namun ia tetap bersikukuh
bahwa penafsir mesti mengalaminya dari teks itu sendiri, bukan mengalami fantasi
yang direkonstruksi diri sendiri. Betti sebenarnya ingin mengintegrasikan
pemikiran Gadamer dengan Dilthey, dengan mempertahankan subjektivisme Gadamer
dan objektivisme Dilthey.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn8" name="_ftnref8" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 12pt;">[8]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span style="font-family: "Arial","sans-serif";">Hermeneutik telah menawarkan sebuah
pendekatan dalam memahami karya-karya manusia. Di dalam prakteknya, hermeneutik
adalah sesuatu yang memang rumit dan terus berkembang.</span><span style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> <span lang="IN"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify;">
<b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Bahasa sebagai sarana untuk memahami
hermeneutik<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Pada hakikatnya bahasa mempunyai dua fungsi utama yakni,
pertama, sebagai sarana komunikasi antarmanusia dan kedua, sebagai sarana
budaya yang mempersatukan kelompok manusia yang mempergunakan bahasa tersebut.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn9" name="_ftnref9" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[9]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Filsafat hermeneutik menguak seluruh realitas bahasa
sebagai ungkapan hakikat manusia sebagai makhluk yang ber</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">b</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">udaya dan
menjadikan bahasa sebagai pusat berawal dan berakhirnya segala persoalan
manusia, melalui analisis bahasa dapat dijelaskan berbagai persoalan konseptual
yang terkandung dalam teks.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn10" name="_ftnref10" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[10]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Ketika sebuah teks dibaca seseorang, disadari atau tidak
akan memunculkan interpretasi terhadap teks tersebut. Membicarakan teks tidak
pernah terlepas dari unsur bahasa, Heidegger menyebutkan bahasa adalah dimensi
kehidupan yang bergerak yang memungkinkan terciptanya dunia sejak awal, bahasa mempunyai
eksistensi sendiri yang di dalamnya manusia turut berpartisipasi</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn11" name="_ftnref11" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[11]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Dengan
demikian, bahasa merupakan sarana yang sangat penting bagi terjadinya dialog.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Sebagai metoda tafsir, hermeneutik menjadikan bahasa
sebagai tema sentral, kendati di kalangan para fisuf hermeneutik sendiri
terdapat perbedaan dalam memandang hakikat dan fungsi bahasa.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify;">
<b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Hermeneutik sebagai Metoda <o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Pada awalnya metode hermeneutik digunakan untuk
menafsirkan kitab suci saja, namun semenjak Dilthey (1833-1911) metode ini
mulai dipergunakan untuk ilmu-ilmu kemanusiaan seperti bidang sejarah,
psikologi, hukum, sastra, seni dan sebagainya. </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Dilthey berambisi untuk menyusun sebuah dasar
epistemologis bagi ilmu kemanusiaan, terutama ilmu sejarah. Tantangan yang
dihadapi Dilthey adalah bagaimana menempatkan penyelidikan sejarah supaya
sejajar dengan penelitian ilmiah dalam bidang ilmu alam. Perbedaan objek kedua
ilmu ini cukup mencolok. Bila ilmu kemanusiaan mengenal dua dimensi eksterior
dan interior bagi objeknya, maka ilmu alam hanya mengenal dimensi eksterior. <a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn12" name="_ftnref12" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[12]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Dilthey manganjurkan penggunaan hermeneutik, sebab
baginya, hermeneutik adalah dasar dari <i>Geisteswissenschaften</i>.
Berkenaan dengan keterlibatan individu dalam kehidupan masyarakat yang hendak
dipahaminya, diperlukan bentuk pemahaman yang khusus. Hermeneutiknya Dilthey
berkisar pada tiga unsur yaitu <i>Verstehen</i>
(memahami), <i>erlebnis</i> (dunia
pengalaman batin) dan <i>Ausdruck</i>
(ekspresi hidup). Ketiga unsur ini saling bekaitan dan saling mengandalkan.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn13" name="_ftnref13" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[13]</span></span><!--[endif]--></span></a>
</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Ilmu kemanusiaan, khususnya sejarah, tidak akan
memperoleh pengetahuan yang dicari tanpa mempergunakan <i>verstehen </i>atau pemahaman yang membedakannya dari ilmu alam </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">m</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">anusia
sebagai objek pengertian dalam ilmu kemanusiaan memiliki kesadaran, dan ini
memungkinkan bagi penyelidikan tentang alasan-alasan tersembunyi dibalik
perbuatannya yang dapat diamati. Kita dapat memahami perbuatan dengan
mengungkap pikiran, perasaan dan keinginannya. Ilmu kemanusian tidak hanya
mampu mengetahui apa yang telah diperbuat manusia tetapi juga pengalaman batin
(<i>erlebnis</i>), pikiran, ingatan,
keputusan nilai dan tujuan yang mendorongnya berbuat.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn14" name="_ftnref14" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[14]</span></span><!--[endif]--></span></a>
</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Peneliti ilmu kemanusiaan harus berusaha seperti hidup
dalam objeknya, atau membuat objek hidup dalam dirinya. Dengan penghayatan
tersebut akan memudahkan munculnya <i>verstehen</i>
atau pemahaman.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn15" name="_ftnref15" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[15]</span></span><!--[endif]--></span></a> <o:p></o:p></span></div>
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<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Verstehen atau memahami adalah kegiatan memecahkan arti
tanda-tanda ekspresi yang merupakan manifestasi hidup atau hasil kegiatan jiwa.
Verstehen adalah proses dimana kehidupan mental diketahui melalui ekspresinya
yang ditangkap oleh panca indera. Walaupun demikian ekspresi tersebut lebih
dari sekedar kenyataan fisik, karena ia dihasilkan oleh kegiatan jiwa</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn16" name="_ftnref16" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[16]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Jadi, tujuan dari metode hermeneutik adalah kemampuan
memahami penulis melebihi pemahaman terhadap diri kita sendiri. Sebagai sebuah
metode tafsir, hermeneutik harus berusaha menyelami kandungan makna di dalam
teks sehingga diperlukan partisipasi dan keterbukaan. Dalam menggali makna,
horison-horison yang melingkupi teks harus dipertimbangkan yaitu horison teks,
pengarang dan pembaca. Dengan demikian upaya pemahaman akan menjadi kegiatan
rekonstruksi.<o:p></o:p></span></div>
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<br /></div>
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<b><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Hermeneutik untuk memahami keluarga<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Dalam mempelajari keluarga, persoalan-persoalan dan
keprihatinan yang dibagi oleh anggota keluarga atau proses-proses yang terjadi
antara anggota keluarga harus dimengerti.</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> Mempelajari keluarga, lebih dari
sekedar mempelajari </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">ikatan antar individu. Ketertarikan dalam</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">
mempelajari</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> apa yang sedang terjadi </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">antar</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> anggota
keluarga membutuhkan ontologi yang mengenali apa yang disebut sebagai <i>intersubjective</i> yang mungkin lebih tepat
disebut berbagi atau persamaan pengertian. </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Keanggotaan
dalam keluarga hanya dapat diputuskan oleh setiap anggota dalam keluarga
tersebut. Beberapa faktor yang mempengaruhi keluarga adalah kebudayaan, ras,
peranan jenis kelamin, keagamaan dan geografic regionalisme.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Hermeneutik, sebuah pendekatan yang diperoleh dari
filosofi Heidegger menawarkan kemungkinan-kemungkinan positi</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">f</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> untuk
memeriksa persamaan arti dan keprihatinan keluarga. Hermeneutik merupakan teori
dan praktek pengertian dan pemahaman (<i>verstehen</i>)
dalam konteks manusia yang berbeda jenis. Evolusi dari hermeneutik sebagai
sebuah pendekatan untuk mempelajari keprihatinan </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">dan kebiasaan
manusia</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> telah dibentuk oleh banyak filsuf termasuk Schleiermacher, Dilthey,
Heidegger, Gadamer dan Ricoeur.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn17" name="_ftnref17" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[17]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Heidegger mengemukakan empat hal yang mempengaruhi
pendekatan seseorang dalam memahami keluarga: Bagaimana manusia disituasikan
dalam dunianya, dikonstitusikan oleh dunianya, terlibat dalam aktifitas
sehari-hari dan bergerak oleh keprihatinan-keprihatinan dalam hidup dari hari
ke hari.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 4.5pt; text-align: justify; text-indent: 31.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Menurut Heidegger, manusia hidup disituasikan dalam
aktifitas, hubungan, <i>commitment</i> dan
keterlibatan yang berarti yang membentuk kemungkinan-kemungkinan dan
paksaan-paksaan untuk hidup. Manusia disituasikan dalam dunianya dengan cara
dibesarkan dan hidup dalam pemahaman yang rumit tentang dunia dan sebagai
manusia dan beraksi di dunia yang ada dalam waktu tertentu dalam sejarah,
kebudayaan dan dalam keluarga dimana mereka menemukan diri mereka. <a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn18" name="_ftnref18" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[18]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Disituasikan
berarti kita telah memahami siapa kita. Pengertian ini bukan kognitive tetapi
hidup. Pengertian tentang siapa kita secara berbeda ditrasmisikan dalam
kebiasaan dan praktek sehari-hari tentang hal disekitar kita. Aspek pemahaman
ini adalah umum untuk semua manusia, aspek lain adalah kebudayaan atau regional
secara spesifik yang bahkan sangat spesifik untuk keluarga tertentu. Persamaan
pengertian adalah dasar kita memahami satu dengan yang lainnya dalam kehidupan
sehari-hari.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn19" name="_ftnref19" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[19]</span></span><!--[endif]--></span></a></span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Disituasikan
berarti disituasikan di suatu zaman tertentu. Misalnya, saya yang dibesarkan di
tahun 80-an tidak akan mengalami situasi seperti di zaman orang tua saya
dibesarkan di tahun 40-an. Tekanan yang saya terima lebih kepada tekanan dari kecemasan
orang tua akan tindak kriminal yang mungkin mengancam saya dan bukan ancaman
perang. Disituasikan berarti memahami arti dan kebiasaan dunia dimana seseorang
disituasikan.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">A</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">rti dan </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">kebiasaan</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">
kebudayaan mengkonstitusikan keluarga dan anggota keluarga. Kebudayaan
merupakan kumpulan aturan untuk berperilaku. Esensi kebudayaan adalah dalam
aturan-aturan yang menghasilkan perilaku-perilaku bukan perilaku-perilaku itu
sendiri. Sehingga, kebudayaan merupakan pengaruh pada perilaku tetapi perilaku
sendiri bukan kebudayaan. Perilaku secara umum dipengaruhi oleh kebudayaan
termasuk tipe pakaian dan rasa makanan. </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Keluarga </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">dikonstitusikan</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> dalam
kebudayaan yang ada di suatu waktu bukan sebagai kumpulan sifat atau bakat yang
bebas dipilih, diubah atau ditrasformasikan. Dikonstitusikan berarti bahwa bagaimana
kita memahami dunia dan </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">kebiasaa</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">nnya ke tempat kita berada membentuk siapa kita dan
bagaimana kita memahami kita sendiri dan kemungkinan-kemungkitan yang kita
miliki. Pembentukan tadi tidak secara keseluruhan menentukan siapa kita tetapi
menempatkan paksaan tertentu pada bagaimana cara kita bertindak. Kita tidak
secara radikal bebas untuk menjadi apa saja yang kita pilih. Misalnya,
seseorang yang dibesarkan dalam keluarga katolik, membuat orang tersebut
mengerti tempatnya dalam keluarga, hubungannya dengan agama dan akan sangat
berbeda dengan orang lain yang dibesarkan dalam agama yang lain. Pada saat
dewasa, orang tersebut punya kemungkinan untuk menjadi seorang yang aktif
sebagai praktisi katolik.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn20" name="_ftnref20" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[20]</span></span><!--[endif]--></span></a>
Memahami bahwa keluarga dikonstitusikan dan mengkonstitusikan kebudayaan mereka
dan anggota keluarga secara dramatis mengubah bagaimana kita memandang (a)
intervensi dengan keluarga (b) dasar pengetahuan yang harus kita bangun untuk
menyusun intervensi yang berarti di tingkat keluarga. Jika kita memahami bahwa
manusia dapat diubah tapi tidak sedemikan radikal, maka keluarga dan sejarah
kebudayaannya semakin penting karena mereka dikenal terdiri dari pribadi dalam
keluarga dan cara dasar keluarga yang ada.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn21" name="_ftnref21" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[21]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Dikonstitusikan
berarti setiap individu mempelajari kebudayaannya melalui kebiasaan hidup
sehari-hari dimana dia dibesarkan. Hal ini akan mempengaruhi pola hidup, cara
pandang dan cara bertindak seseorang dimasa depan. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Manusia
terlibat dalam aktifitas sehari-hari. Pandangan ketiga dari Heidegger adalah
cara dasar manusia hidup di dunia adalah terlibat dalam praktek
aktivitas-aktivitas. Terlibat penuh dalam kegiatan sehari-hari dan tidak
merefleksikan keterlibatan digambarkan sebagai</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> keberadaan</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> </span><i><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">ready-to-hand mode</span></i><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> atau siap
mengulurkan tangan.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn22" name="_ftnref22" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[22]</span></span><!--[endif]--></span></a></span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Terlibat
dalam praktek aktifitas adalah cara halus seseorang untuk bergerak sepanjang
hari, memasak sarapan, memakaikan pakaian anak-anak, menyetir ke tempat kerja,
semuanya tanpa pertimbangan atau refleksi tentang tindakan-tindakan ini. Cara
kedua bahwa manusia terlibat dalam situasi dan aktifitas sehari-hari adalah saat
berdiri mundur dan berpikir tentang aktifitas sehari-hari, ini hal yang
abstrak, merefleksikan keterlibatan. Sebagai contoh duduk dan merefleksikan
peran sebagai orang tua setelah anak-anak tidur. Contoh lain bentuk
keterlibatan adalah saat orang tua menemukan sepatu anaknya yang kotor dan
basah. Segera, memikirkan kemungkinan, memutuskan alternatifnya dan memakaikannya
pada anak.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn23" name="_ftnref23" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[23]</span></span><!--[endif]--></span></a></span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Observasi
dan diskusi dengan keluarga tentang aksi memungkinkan pemahaman secara penuh
tentang kebiasaan siap mengulurkan tangan dalam keluarga. Anggota keluarga
berada dalam situasi bertindak atas keprihatinan-keprihatinannya dan pada saat
yang sama menyediakan situasi untuk mengkomentari aksi tersebut. Observasi
penting bagi peneliti untuk memahami penuh kebiasaan pemahaman sendiri dalam
keluarga yang hidup tapi tidak secara sadar atau diartikulasi. Aksi narative
merupakan pendekatan kedua untuk mengakses aktifitas keterlibatan. Narrative
tentang situasi yang terjadi dalam kehidupan keluarga termasuk konteks dan
episode sejarah, bagaimana situasi dipersembahkan dan berkembang seiring waktu,
keprihatinan dan aksi keluarga sepanjang episode dan pemikiran masa lalu
tentang situasi. Bentuk narrative mengekspresikan kecocokan struktur kehidupan
sehari-hari dan dengan demikian merupakan sebuah kendaraan yang bagus bagi ekspresi
keterlibatan sehari-hari.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn24" name="_ftnref24" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[24]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Jika cara
dasar keluarga ada di dunia adalah dengan terlibat dalam aktifitas kebiasaan
sehari-hari, maka metode untuk mempelajari keluarga harus mencoba mengakses
struktur keterlibatan tersebut. Dua pendekatan untuk memahami aktifitas siap
mengulurkan tangan adalah observasi yang hati-hati terfokus pada fenomena
ketertarikan dalam keterlibatan keluarga dalam aktifitas yang berarti dan
interview narrative yang terperinci dimana keluarga atau anggota keluarga
menggambarkan pengalaman konkrit yang spesifik yang telah terjadi dalam
keluarga.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn25" name="_ftnref25" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[25]</span></span></span></a></span>Sehingga
untuk memahami keluarga diperlukan tingkat intelegensi yang tinggi, keterlibatan
emosi dan keterlibatan kebiasaan dengan keluarga yang dipelajari</div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Asumsi
terakhir adalah cara bahwa manusia terlibat di dunianya dibentuk dan diikat
oleh </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">apa yang menjadi masalah bagi </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">mereka. Keprihatinan atau masalah membentuk bagaimana
kita memasuki sebuah situasi, apa yang kita lihat dan tidak, dan bagaimana kita
bertindak.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn26" name="_ftnref26" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[26]</span></span><!--[endif]--></span></a> Misalnya, seorang orang
tua yang prihatin terutama dengan kebersihan yang berlawanan dengan kreativitas
mungkin akan merespon </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">tidak senang </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">daripada senang ketika melihat
anaknya aktif mewarnai dengan jari-jarinya.</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">seringkali,
keprihatinan tidak dapat diekspresikan secara langsung karena tidak disadari
dan ditunjukkan dalam aksi dan respon dari individu dan keluarga dalam situasi
yang mereka gambarkan. Keprihatinan muncul sangat jelas dalam tindakan-tindakan
yang diambil oleh individu atau keluarga dalam situasi tertentu. Keprihatinan
dapat dijelaskan dengan detail hanya sebagian oleh kebanyakan narator setelah
mereka merefleksikan pada pengalaman mereka. Sehingga anggota keluarga diminta
untuk menggambarkan keprihatinan yang paling penting disituasi yang mereka
persembahkan dalam narative dan saat
mereka diobservasi.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn27" name="_ftnref27" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="IN" style="font-size: 12pt;">[27]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Memahami
keprihatinan individu dan keluarga adalah penting demi kepentingan tindakan keluarga.
</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Untuk mengakses masalah keluarga kita harus memasuki konteks kehidupan
keluarga sehari-hari. </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Dengan
demikian, untuk memahami keluarga, peneliti harus membiasakan diri dengan
proses-proses psikis yang memungkinkan suatu makna. Kemudian, peneliti harus
mempunyai pengetahuan tentang konteks. Untuk mengerti suatu kata hanya bisa
dimengerti dalam konteks yang lebih luas, begitu juga dengan tindakan manusia
hanya bisa dipahami melalui konteks yang lebih luas.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<b style="line-height: 150%; text-indent: 0.5in;"><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<b style="line-height: 150%; text-indent: 0.5in;"><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<b style="line-height: 150%; text-indent: 0.5in;"><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: .5in;">
<b style="line-height: 150%; text-indent: 0.5in;"><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Kesimpulan</span></b></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: -4.5pt; text-align: justify; text-indent: 40.5pt;">
<span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Pemahaman akan keluarga tidak dapat kita peroleh dengan
sikap mengambil jarak. ini hanya bisa
disentuh dengan pemahaman (<i>verstehen</i>)
dan interpretasi (hermeneutik). </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: -4.5pt; text-align: justify; text-indent: 40.5pt;">
<span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Menurut </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Heidegger </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">ada</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;"> empat hal yang mempengaruhi metode yang seseorang
gunakan dalam mempelajari manusia: bagaimana manusia disituasikan dalam
dunianya, dikonstitusikan oleh dunianya, terlibat dalam aktifitas sehari-hari
dan bergerak oleh keprihatinan-keprihatinan dalam hidup dari hari ke hari.<a href="file:///D:/tima's/Personal/kuliah/Semester%201/filsafat%20paper/filsafat%200036.docx#_ftn28" name="_ftnref28" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span lang="NL" style="font-size: 12pt;">[28]</span></span><!--[endif]--></span></a></span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">Heidegger
menawarkan tentang bagaimana anggota keluarga dapat mempunyai arti dan
kebiasaan yang dibagikan. </span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: NL;">Kesan tentang berbagi dunia memungkinkan sebuah keluarga
sebagai sebuah unit yang berarti. Hermeneutik menyediakan cara pendekatan untuk
memahami fenomena keluarga yaitu sentral kebiasaan kita dengan keluarga.</span><span lang="NL" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"> </span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;"><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-30314036842019397162013-04-29T17:48:00.002-07:002013-04-29T18:18:50.258-07:00Peta Konsep (Mind Map)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="line-height: 18px;"><b><br /></b></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">A.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Apa
yang dimaksud dengan peta konsep?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Konsep
adalah ide atau gagasan yang memungkinkan kita untuk mengelompokkan benda atau
objek ke dalam contoh dan yang bukan contoh (Robert M. Gagne dalam Sartono,
1992). Konsep merupakan dasar untuk berpikir, untuk belajar aturan-aturan dan
akhirnya untuk memecahkan masalah (</span><a href="http://haritsah.ifastnet.com/"><span style="font-family: "Times New Roman","serif";">http://haritsah.ifastnet.com</span></a><span style="font-family: "Times New Roman","serif";">). Dapat disimpulkan bahwa konsep
adalah ide dasar suatu topik.<o:p></o:p></span></div>
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Pemetaan Pikiran
(<i>Mind Mapping</i>) adalah suatu metode untuk memaksimalkan potensi
pikiran manusia dengan menggunakan otak kanan dan otak kirinya secara simultan.
Metode ini diperkenalkan oleh Tony buzan pada tahun 1974, seorang ahli
pengembangan potensi manusia dari
Inggris (http://wikipedia.org). <span style="font-family: "Times New Roman","serif";">Peta
konsep merupakan hasil perkembangan psikologi pendidikan kognitif yang
mementingkan adanya pengulangan (Sartono, 1992). Peta konsep adalah skema yang
dilukiskan untuk menunjukkan sederetan arti konsep dalam proposisi-proposisi.
Peta Konsep merupakan visualisasi dari konsep-konsep dan proporsi(Sri Mursiti,
2007). George Posner dan Alan
Rudnitsky ( dalam </span><a href="http://haritsah.ifastnet.com/"><span style="font-family: "Times New Roman","serif";">http://haritsah.ifastnet.com</span></a><span style="font-family: "Times New Roman","serif";">) menyatakan bahwa peta konsep
mirip peta jalan, namun peta konsep menaruh perhatian pada hubungan antar ide-ide,
bukan hubungan antar tempat. Sehingga saya dapat menyimpulkan bahwa peta konsep
merupakan penggambaran ide-ide dasar tentang suatu topik serta hubungan antar
ide-ide tersebut dalam pola yang logis.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Ciri-ciri
peta konsep (Dahar, 1988:15 dalam </span><a href="http://haritsah.ifastnet.com/"><span style="font-family: "Times New Roman","serif";">http://haritsah.ifastnet.com</span></a><span style="font-family: "Times New Roman","serif";">):<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Memperlihatkan
konsep-konsep dan proposisi-proposisi suatu bidang studi<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Merupakan
suatu gambar dua dimensi dari suatu bidang studi<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">hirarki<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Peta konsep (Nur, 2000 dan Erman,
2003 dalam http://haritsah.ifastnet.com) ada empat macam yaitu: <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Pohon
jaringan<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Ide-ide pokok dibuat dalam persegi
empat, sedangkan beberapa kata lain dihubungkan oleh garis penghubung.
Kata-kata pada garis penghubung memberikan hubungan antara konsep-konsep. Pada
saat mengkonstruksi suatu pohon jaringan, tulislah topik itu dan daftar
konsep-konsep utama yang berkaitan dengan topik itu. Daftar dan mulailah dengan
menempatkan ide-ide atau konsep-konsep dalam suatu susunan dari umum ke khusus.
Cabangkan konsep-konsep yang berkaitan itu dari konsep utama dan berikan<br />
hubungannya pada garis-garis itu<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Pohon jaringan cocok digunakan untuk
memvisualisasikan hal-hal:<br />
</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">a. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Menunjukan
informasi sebab-akibat<br />
</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">b. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Suatu
hirarki<br />
</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">c. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Prosedur
yang bercabang<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Istilah-istilah yang berkaitan yang
dapat digunakan untuk menjelaskan hubungan-hubungan.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Rantai
Kejadian<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Nur dalam
Erman (2003:26) dalam <a href="http://haritsah.ifastnet.com/">http://haritsah.ifastnet.com</a> mengemukakan
bahwa peta konsep rantai kejadian dapat digunakan untuk memerikan suatu urutan
kejadian, langkah-langkah dalam suatu prosedur, atau tahap-tahap dalam suatu
proses. Misalnya dalam melakukan eksperimen.<br />
Rantai kejadian cocok digunakan untuk memvisualisasikan hal-hal:<br />
</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN;">a. </span><span style="font-family: "Times New Roman","serif";">Memerikan
tahap-tahap suatu proses<br />
</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN;">b. </span><span style="font-family: "Times New Roman","serif";">Langkah-langkah
dalam suatu prosedur<br />
</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN;">c. </span><span style="font-family: "Times New Roman","serif";">Suatu urutan
kejadian<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Peta
Konsep siklus<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Dalam peta konsep siklus,
rangkaian kejadian tidak menghasilkan suatu hasil akhir. Kejadian akhir pada
rantai itu menghubungkan kembali ke kejadian awal. Seterusnya kejadian akhir
itu menhubungkan kembali ke kejadian awal siklus itu berulang dengan sendirinya
dan tidak ada akhirnya. Peta konsep siklus cocok diterapkan untuk menunjukan
hubungan bagaimana suatu rangkaian kejadian berinteraksi untuk menghasilkan
suatu kelompok hasil yang berulang-ulang.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">4.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Peta
konsep laba-laba<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Peta
konsep laba-laba dapat digunakan untuk curah pendapat. Dalam melakukan curah
pendapat ide-ide berasal dari suatu ide sentral, sehingga dapat memperoleh
sejumlah besar ide yang bercampur aduk. Banyak dari ide-ide tersebut berkaitan
dengan ide sentral namun belum tentu jelas hubungannya satu sama lain. Kita
dapat memulainya dengan memisah-misahkan dan mengelompokkan istilah-istilah
menurut kaitan tertentu sehingga istilah itu menjadi lebih berguna dengan
menuliskannya di luar konsep utama. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">Peta konsep
laba-laba cocok digunakan untuk memvisualisasikan hal-hal:<br />
a</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.</span><span style="font-family: "Arial","sans-serif";"> Tidak menurut
hirarki, kecuali berada dalam suatu kategori<br />
b</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.</span><span style="font-family: "Arial","sans-serif";"> Kategori yang tidak
paralel<br />
c</span><span lang="IN" style="font-family: "Arial","sans-serif"; mso-ansi-language: IN;">.</span><span style="font-family: "Arial","sans-serif";"> Hasil curah pendapat</span><span style="font-family: "Times New Roman","serif";"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">B.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Mengapa
peta konsep penting?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Peta
konsep digunakan untuk menyatakan hubungan yang bermakna antara konsep-konsep
dalam bentuk proposisi-proposisi. Peta
konsep yang dibuat siswa dapat membantu guru untuk mengetahui perbedaan
pemahaman konsep yang dimiliki siswa dan untuk memperkuat pemahaman konseptual
guru sendiri dan disiplin ilmunya. Peta konsep merupakan suatu cara yang baik
bagi siswa untuk memahami dan mengingat sejumlah informasi baru (dalam </span><a href="http://haritsah.ifastnet.com/"><span style="font-family: "Times New Roman","serif";">http://haritsah.ifastnet.com</span></a>)<span style="font-family: "Times New Roman","serif";">. Jadi saya dapat menyimpulkan
bahwa peta konsep dapat dipergunakan untuk mempermudah konsep sulit dalam
pembelajaran. Peta konsep dapat digunakan sebagai alat ukur alternatif yaitu salah
satu bentuk penilaian kinerja yang dapat mengukur siswa dari sisi yang berbeda.
Penilaian kinerja dapat digunakan
terutama untuk mengukur tujuan pembelajaran yang tidak dapat diukur dengan baik
bila menggunakan tes obyektif (dalam </span><a href="http://haritsah.ifastnet.com/"><span style="font-family: "Times New Roman","serif";">http://haritsah.ifastnet.com</span></a>)<span style="font-family: "Times New Roman","serif";">. Penilaian kinerja adalah
penilaian yang meliputi hasil dan proses.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">C.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif";">Bagaimana
cara membuat peta konsep?<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif";">Menurut
Dahar(1988) dalam </span><a href="http://haritsah.ifastnet.com/"><span style="font-family: "Times New Roman","serif";">http://haritsah.ifastnet.com</span></a><span style="font-family: "Times New Roman","serif";">, langkah-langkah berikut dapat
diikuti untuk menciptakan suatu peta konsep.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Langkah 1: mengidentifikasi ide
pokok atau prinsip yang melingkupi sejumlah konsep.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Langkah 2: mengidentifikasi ide-ide
atau konsep-konsep sekunder yang menunjang ide utama<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Langkah 3: menempatkan ide utama di
tengah atau di puncak peta tersebut<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Langkah 4: mengelompokkan ide-ide
sekunder di sekeliling ide utama yang secara visual menunjukan hubungan ide-ide
tersebut dengan ide utama.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Berdasarkan pendapat di atas dapat
dikemukakan langkah-langkah menyusun peta konsep sebagai berikut:<br />
1</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Memilih suatu bahan bacaan<br />
2</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Menentukan konsep-konsep yang
relevan<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">3</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Mengelompokkan (mengurutkan )
konsep-konsep dari yang paling inklusif ke yang paling tidak inklusif<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">4</span><span lang="IN" style="font-family: "Times New Roman","serif"; mso-ansi-language: IN; mso-fareast-font-family: "Times New Roman";">. </span><span style="font-family: "Times New Roman","serif"; mso-fareast-font-family: "Times New Roman";">Menyusun konsep-konsep tersebut
dalam suatu bagan, konsep-konsep yang paling inklusif diletakkan di bagian atas
atau di pusat bagan tersebut.<br />
Dalam menghubungkan konsep-konsep tersebut dihubungkan dengan kata hubung.
Misalnya “merupakan”, “dengan”, “diperoleh”, dan lain-lain.<o:p></o:p></span></div>
</div>
Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-80800127820089903422013-04-25T20:22:00.001-07:002013-04-29T20:19:02.740-07:0025 cara menarik perhatian siswa yang tidak fokus dalam proses pembelajaran<div dir="ltr" style="text-align: left;" trbidi="on">
Pada saat siswa merasa bosan atau bahkan tidak fokus dalam proses pembelajaran, seorang pendidik harus berusaha sehingga lingkungan kelas dan proses pembelajaran menjadi lebih baik. Berikut ini ada 25 cara menarik perhatian atau melibatkan siswa yang sedang bosan atau tidak fokus, sehingga siswa terlibat dalam proses pembelajaran :<br />
1. Mengulang<br />
mintalah siswa untuk mengulangi apa yang baru saja Anda kemukakan dengan bahasa mereka sendiri.<br />
2. Berdiri<br />
berdirilah di samping siswa yang merasa bosan atau tidak fokus.<br />
3. Berikan <em>marker </em><br />
berikan <em>marker</em> pada siswa yang merasa bosan atau tidak fokus tersebut untuk menjadi pencatat rekor. Hal ini bisa dilakukan jika guru membuat semacam permainan.<br />
4. Tayangkan film pendek<br />
Anda bisa menampilkan sebuah film pendek sebagai selingan di kelas.<br />
5. Beridiri dan berjalan <br />
Anda sebaiknya menghindari duduk di kursi guru. Berdiri dan berjalanlah di dalam kelas.<br />
6. Berikan masalah<br />
berikan masalah untuk dipecahkan oleh siswa<br />
7. Tanyakan pertanyaan sulit<br />
berikan pertanyaan sulit yang membutuhkan beberapa langkah untuk menjawabnya.<br />
8. Membuat sesuatu<br />
Mintalah siswa untuk membuat sesuatu yang berhubungan dengan topik.<br />
9. Cari tahu<br />
Cari tahu apa yang menjadi minat siswa dan berikan analogi yang berhubungan.<br />
10. Hilangkan<br />
sebisa mungkin hilangkan hal-hal yang mengganggu proses pembelajaran.<br />
11. Kelompokkan<br />
kelompokkan siswa dalam kelompok-kelompok kecil.<br />
12. Aturan dalam kelompok<br />
terapkan aturan dalam kelompok.<br />
13. Kontrol<br />
tugaskan siswa untuk mengontrol pelaksanaan aturan.<br />
14. Bergerak<br />
Biarkan siswa bergerak.<br />
15. Bermain<br />
Mainkan sebuah permainan.<br />
16. Insentive<br />
Berikan insentif bagi siswa yang memperhatikan pembelajaran<br />
17. <em>Field trip</em><br />
Adakan <em>Field trip </em>yang berhubungan dengan topik misalnya mengunjungi musiem, lautan, dsb.<br />
18. <em>Research </em><br />
tugaskan siswa untuk melakukan <em>research</em> untuk memperoleh informasi.<br />
19. Mengajar<br />
tugaskan siswa untuk mengajar teman lainnya.<br />
20. Membantu<br />
Mintalah siswa untuk membantu Anda.<br />
21. Musik<br />
Mintalah siswa untuk mencari musik yang relevan dengan topik, kemudian memainkannya.<br />
22. <em>Quiz</em><br />
Berikan <em>Quiz </em>di akhir pembelajaran. Pastikan bahwa siswa mengetahui Quiz tersebut. Dengan demikian siswa akan lebih memperhatikan.<br />
23. Pindahkan<br />
Pindahkan siswa ke tempat yang berbeda dari biasanya. misalnya dari kelas ke ruang perpustakaan. Hal ini untuk menghindari rasa bosan.<br />
24. <em>Reward</em><br />
berikan <em>reward</em> bagi siswa yang memperhatikan.<br />
25. Tanyakan<br />
Tanyakan alasan mengapa siswa tersebut tidak memperhatikan.<br />
<br />
Untuk mengadopsi cara-cara tersebut di atas sebaiknya disesuaikan dengan topik, situasi, keadaan siswa dan keadaan kelas.<br />
<br />
Sumber : Anethicallyisland.wordpress.com ( disesuaikan dengan pemahaman penulis)</div>
Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-54732362477983151802013-04-24T21:56:00.001-07:002013-04-25T05:01:09.470-07:00Motivasi siswa<div dir="ltr" style="text-align: left;" trbidi="on">
Motivasi adalah elemen penting dalam proses pembelajaran karena akan berdampak pada kualitas pendidikan. Ada banyak cara yang dapat dilakukan oleh pendidik untuk memberikan motivasi bagi siswa nya selama pembelajaran dikelas berlangsung. <br />
<br />
Tulisan saya sebelumya dalam <em>action research 1</em> membahas tentang bagaimana meningkatkan motivasi siswa, sehingga tujuan pembelajaran tercapai. Pada umumnya, motivasi siswa hanya sekedar untuk mendapatkan nilai yang baik atau bahkan ada yang hanya sekedar untuk mendapatkan nilai <em>pass</em> atau lulus. Namun, banyak juga siswa yang termotivasi karena guru memberikan <em>reward</em> saat pembelajaran berlangsung.<br />
<br />
Saya tertarik dengan <em>reward. Reward </em>adalah sesuatu yang diberikan sebagai penghargaan atas usaha, keberhasilan seseorang dalam melakukan suatu pekerjaan. Ada berbagai macam <em>reward </em>misalnya nilai (biasanya, selalu menjadi tujuan utama siswa), hadiah dalam bentuk sticker, alat tulis, dsb.<br />
<br />
Namun demikian, <em>reward</em> tidak selalu harus berupa barang. Penghargaan atas usaha dan keberhasilan siswa juga bisa diberikan dengan cara menampilkan pekerjaan/project siswa di halaman depan <em>website</em> sekolah, di koran sekolah, menempelkan pekerjaan siswa di dinding-dinding kelas atau bahkan dengan membuat pameran kecil. Dalam pameran, pekerjaan siswa ditampilkan sedemikian rupa, kemudian, guru mengundang siswa-siswa lain untuk berkunjung ke kelas pameran. lebih jauh lagi, orang tua siswa bisa dilibatkan dengan diundang untuk datang ke pameran. <br />
<br />
Dengan demikian, mudah-mudahan :) siswa bisa termotivasi bukan sekedar untuk mendapatkan nilai saja tetapi juga dengan proses pembelajaran secara keseluruhan.</div>
Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-17811874512833115112013-04-24T06:29:00.004-07:002013-05-06T18:11:26.304-07:00Action Research 1 (Penelitian Tindakan Kelas / PTK)<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Application
of Component Motivation To Improve Students’ Motivation<o:p></o:p></span></b></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This
research is done as an action to improve students’ motivation in technology
class. Subject of the research is 10-1 technology class that consist of 23
students. The topic of discussion is Database. The following is the process of action research has done in the class:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Problem
Identification<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Problem
analysis<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Hypothesis<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Planning
for the action<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">5.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Application
of the action<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">6.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Process
the data<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">7.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Write
the report<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><br /></span>
<br />
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<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Problem
Identification<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">30
July 2012 <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">After 2 weeks teaching 10-1, I found out
that this class has problems that need to be solved immediately. The problems observed in two weeks teaching
10-1 technology are as follows: many students come late to the class (Ad,
Ar, ir, fr, Kv, Mh, Is, Rgn and sls), many students
did not pay attention during the lecture (cd, irsyad, fr, Kv, Mh,
Hlm, Is, Rg and Ss) and very few students participated in the
discussion of the topic.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1
August 2012 <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Another
problem that I have found out as a big issue in this class is many students did
not really do the exercises (cd, ir, fr, Kv, Mh, Is,
Rgn and Ss). Many students copied
the formula on how to solve the exercises instead of trying to find out by
him/her self through the internet or other resources. There are very little
number of students asking questions related to the topic. This situation makes me hard to
know if the students really understand the topic I delivered.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><br /></span></div>
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<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Problem
analysis<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Self
reflection - 7 August 2012 <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In the class, I thought I had done my
work well as I have shown enthusiasm about the topic when I was teaching the
students, I have involved the students in the learning process by giving them
chances to ask questions during the learning process and if there is no one
asked question I questioned their understanding about the topic I delivered. However, after doing the reflection, I found
out that I was too much lecturing (talking), My explanation was too fast, I was
too serious and stiff in facilitating the learning process, and the students might not
be able to see the purpose of learning the skills in their daily life as I did
not discuss the relation of the skills they learnt to their daily life. Another
mistake that I found out is I asked the students to investigate on how to solve
the exercises without giving them enough examples prior to the exercises. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">29 August 2012<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Today is the last day for the student to
work on their investigation task. in fact, I will not meet them tomorrow and the following day after tomorrow is the submission date.
However, many students have not finished 80-90% of their task. Is, Ad, Rgn,
Ss, Ar, Fr and Hl have not yet finished 50% of their work while
Cd, Kevin, Mh and Ir only finished up to the research questions.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">07 September 2012<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Now, it’s getting obvious that this
class needs an action to take as many students submit their task late. The due date of the first task was on
31 August 2012. The following are the evidence that this class really needs
help : Rgn submitted on 3<sup>rd</sup> September, Ss submitted on 4<sup>th</sup>
September, Ir submitted on 4 September, Cd, Kv and Mh have not
submitted up to 5<sup>th</sup> September 2012. Parents had been informed
regarding the late submission but even after the parents had been informed, it
does not reduce the number of students submitting task late in the second stage
which is the design stage. So, there were about 11 students submitted their task
late in the first two stages of the task. Based on this fact, I have to take an
action to at least reduce the problem.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Research questions –</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">What might be a better way to improve
students’ motivation? (How do I do my teaching practice to improve students’
motivation?)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">09 September 2012 – Theoretical
Basis<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Motivation<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">According to Mitchell(1982)
motivation is concerned with action and the internal and the external forces
that influence one’s choice of action. According to Merriam-Webster(1997)
motivation is the act or process of motivating; the condition of being
motivating; a motivating force, stimulus, or influence; incentive; drive;
something (such as a need or desire) that causes a person or student to act.
G.R. Terry in (Malayu Hasibuan ; 2007:105) gives similar definition by defining
motivation as a need that causes someone to act. Not much different from Park and Mittal (1985)
in (Maclnnis and friends,1991) that define motivation as goal-directed arousal.
Therefore, can be concluded that motivation is a need that makes student
willing to act.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Motivation is an
essential element in learning process as it will impact the quality education. According
to Shabait(2010) motivation is of paramount importance to student success.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">According to Palmer(2007)
in Williams() there are five key ingredients impacting student motivation :
student, teacher, content, method/process, and environment. Student motivation
is enhanced when these factors pertinent to students are present:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Intrinsic and extrinsic motivation.
Intrinsic motivational factor found to be at work with most students include
involvement, curiosity, challenge, and social interaction. Extrinsic
motivational factors include compliance, recognition, competition and work
avoidance. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Various individual and social factors:
overall academic motivation is affected by various individual and social
factors. For example, intrinsic motivation is affected by the reason for
preferring the school, the probability of finding a job after graduation, the
future expectation, etc.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher
contributions to student motivation:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Subject knowledge and motivational
level: The professor’s knowledge of the subject matter and the motivational
level of the professor are most important to motivate college students to do
well in college.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher skills: one important extrinsic
factor in the educational environment is the instructor. Teacher skills include
staying calm, eliminating negative thoughts or feelings, disengaging stress,
remembering that students have their own realities and are doing their best,
not taking students’ actions personally, remembering that students are not bad
rather just in the process of development, and maintaining a sense of humor.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher qualifications: Qualifications
of the teacher employed in universities should be questioned and improved. Educators
need to acquire new qualities and continue to grow and evolve as they are role
models for the students.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Know your students and build on their
strengths: Use the strengths that students bring to the classroom. For example,
the learner-centered classroom is effective with group of students like group
activities. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">content
also should be relevant and useful to the student in his or her life. That is,
content needs to be developed and improved with awareness of the factors listed
below:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">•
Students experience success and achievement: Ensuring that students experience success
is an extremely important strategy for motivation. Success creates self confidence
which in turn makes students more inclined to engage in learning. This requires
that tasks be moderate and have an achievable level of difficulty. The goal is
to have student experience success in their understanding. Some techniques for ensuring
this success include: state the goal for the lesson; provide simple and clear explanations;
ask the students to express their comments, questions, and ideas; question the
students; provide hand-on activities as often as possible; and assessment tasks
should be flexible. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 63.0pt; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: -9.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">•
Student ownership: Students feel some ownership of a decision if they agree to
it. 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. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 63.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; text-align: justify; text-autospace: none; text-indent: -9.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Timely
and relevant to real life: Making the content relevant to real life can
increase student’s motivation. As such, teachers should emphasize the links
between real life and school subjects, design assignments, and experiments that
use everyday<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">the
method/process contributions to student motivation are:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Incentives: Educators could experiment
with monetary incentives but budgets usually do not allow this possibility.
Another option is to help the student get a scholarship/job/work study or
participate in a sponsored competition featuring financial awards.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Encouragement and praise: Positive
verbal statements of encouragement and praise can strongly influence student
motivation. Praise for effort and for improvement can build a student’s
self-confidence. Esteem can be boosted by emphasizing his or her performance
relative to personal goals. (Palmer, 2007) It is important that the student
feel seen and “gotten.”<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Positive social interactions: When
students have positive social interactions with their peers or teacher, they
will become more engaged in learning. Social interaction can occur when
students work in groups, have group discussions, group projects, and group
presentations.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Environment is the fifth key ingredient
of student motivation. Suggestion for creating environment conducive to student
motivation are as follows:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo4; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Create an effective environment.
Examples coming before and after detailed discussions of the concepts, the use
of engaging classroom activities, the use of real-life exercises throughout
that are varied in scope and field of application, motivating by example.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level1 lfo4; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Engagement and considering student and
teacher opinions: The learning environment should take into consideration the
intrinsic and extrinsic student motivations and the opinions of students and
teachers in arranging the environment. Materials, tools, and equipment that are
needed in the educational process should be determined, obtained, and
modernized so that active learning is promoted. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level1 lfo4; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teamwork: An environment of teamwork can
contribute to learning. All teams need four competencies: generate and refine
ideas, organize and integrate work, sustain group spirit, and manage
boundaries. “Smart teams” are built by having the entire team look at what
competencies are needed to be effective. For example, generational work/life
balance, and technology.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level1 lfo4; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Emotionally literate environment: The
more comfortable individuals feel in themselves and with others, the easier it
is to concentrate and achieve. Creating an emotionally literate environment
includes equipping students with essential life skills and learning behaviors
including self-awareness, empathy, managing feelings, motivation, and social
skills. These skills can be taught and modeled.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">According to
Kumar(2007) </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">The most
important aspect of classroom climate is the relationship between teacher and
students. There must be elements of caring, trust and respect in the
interpersonal relationships between teachers and students. An effective
classroom climate is one in which the teachers' authority to organize and
manage the learning activities is accepted by the students, there is mutual
respect and good rapport, and the atmosphere is one of purposefulness and
confidence in learning. A key consideration is the extent to which the teacher
is able to foster favorable perceptions towards learning among students, by
establishing in students self-respect and self-esteem regarding themselves as
learners. Kumar also mentioned that the students must feel that the teacher is
interested in them as individuals as well as students. Hence it is better to
address students by names as often as possible. Another important component of
classroom climate according to Kumar(2007) is the enthusiasm shown by the
teacher. Teachers who enjoy teaching and their subject, and teach with
enthusiasm are more likely to motivate their students.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Classroom climate is also affected by the type of leadership
exhibited by a teacher (authoritarian, democratic and laissez-faire)
Kumar(2007). In an autocratic classroom, the teacher decides on and attempts to
impose the goals of learning activities; the students do not participate in
either the selection of learning activities or the goals of these activities.
Hostile and aggressive behavior occurs more frequently under autocratic
leadership than under democratic leadership. Under autocratic leadership, the
students are often frustrated, and they resolve their frustration by aggressive
acts of one kind or another. It has been found that an aggressive, hostile,
punitive leader stimulates aggressive, punitive, and hostile behavior in
students. If the students cannot express their hostility to the teacher, they
may direct it toward impersonal objects or their companions. In a democratic
leadership, all policies are a matter of group discussion and decision,
encouraged and assisted by the leader. Democratic leadership produces more task
orientation and more socially acceptable behavior than does autocratic
leadership. In a laissez-faire leadership, complete freedom is given to the
group or individual decision, without any leader participation. Giving the
students, authority in the classroom can improve classroom climate and
encourage students to take responsibility for their environment. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">According to Davis(1999) To encourage students to become
self-motivated independent learners, instructors can do the following: <o:p></o:p></span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l5 level1 lfo5; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Give frequent, early, positive feedback that supports
students' beliefs that they can do well. <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l5 level1 lfo5; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Ensure opportunities for students' success by assigning
tasks that are neither too easy nor too difficult. <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l5 level1 lfo5; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Help students find personal meaning and value in the
material. <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l5 level1 lfo5; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Create an atmosphere that is open and positive. <o:p></o:p></span></li>
<li class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l5 level1 lfo5; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Help students feel that they are valued members of a
learning community. <o:p></o:p></span></li>
</ul>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Palmer(2007) in
William() mentioned that students are motivated when they pay attention, they
begin working on tasks immediately, they ask questions and volunteer answers,
they appear to be happy and eager. Callahan() mentioned two things about the
degree to which a student is motivated to engage in an academic task is jointly
determined by his/her expectancy for success and by the value that he/she has
attached to a specific task. This theory suggests that students can be
successful if they apply reasonable effort and appreciate the value of the
learning activities.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Indicators of motivation in this research
refer to indicator according to Palmer(2007) in William() as follows: Students
pay attention, students working on tasks immediately, students ask questions
and volunteer answers, students appear to be happy and eager.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><br /></span>
<br />
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 13.5pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l1 level1 lfo3; text-align: justify; text-autospace: none; text-indent: -13.5pt;">
<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Hypothesis<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">To improve students’
motivation, hypothesis used in this research is “if I apply the component of
motivation, then students’ motivation will improve therefore the number of
students submit the task on time will also improve” <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;">
<br /></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">01 October 2012<o:p></o:p></span></div>
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<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Planning
for the action<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
following are the strategies will be used to improve students’ motivation:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Student
: make the student to have desire to be involved and to have curiosity.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher
: show enthusiasm, vary the teaching method, encourage the student, provide
constructive and timely feedback.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Content
: make the lesson relevant to real life<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Method/process
: positive social interaction with their peers and the teacher.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">5.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Environment
: encourage the student to engage and to participate<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: -13.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Instrumentation<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: -13.5pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The following are the instruments used
to collect data from students:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 4.5pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">An
observation sheet. This instrument will
be used to record data about student’s motivation during the technology
session. The instrument is designed by the researcher with the help of the
colleague from technology department. The following is the observation sheet
used in this research:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; margin-left: 4.5pt; margin-right: 0in; margin-top: 0in;">
<br /></div>
<div align="center" class="MsoListParagraphCxSpMiddle" style="margin-bottom: 0.0001pt; margin-left: 4.3pt; margin-right: 0in; margin-top: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Table 1
Observation sheet<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: 0.0001pt; margin-left: 4.3pt; margin-right: 0in; margin-top: 0in; text-align: justify;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1184; width: 589px;">
<tbody>
<tr style="height: 22.9pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid black 1.0pt; height: 22.9pt; mso-border-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b><span lang="SV">No<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 22.9pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<b><span lang="SV">Component<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 22.9pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV" style="font-size: 10.0pt; line-height: 150%; mso-ansi-language: SV; mso-bidi-font-weight: bold;">Always<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 22.9pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV" style="font-size: 10.0pt; line-height: 150%; mso-ansi-language: SV; mso-bidi-font-weight: bold;">Frequently<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 22.9pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV" style="font-size: 10.0pt; line-height: 150%; mso-ansi-language: SV; mso-bidi-font-weight: bold;">Rarely<o:p></o:p></span></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; height: 22.9pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV" style="font-size: 10.0pt; line-height: 150%; mso-ansi-language: SV; mso-bidi-font-weight: bold;">Never<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">1<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I feel excited
entering technology class?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">2<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I feel
interested to learn about technology?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">3<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I pay
attention in technology class?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">4<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I begin
working on task immediately?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">5<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I ask
questions?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">6<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I
volunteer to answer questions?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 27.65pt;" valign="top" width="37"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">7<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 229.75pt;" valign="top" width="306"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="SV">How often do I
contribute to the class discussion?<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 58.5pt;" valign="top" width="78"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 45.0pt;" valign="top" width="60"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .5in;" valign="top" width="48"><div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
</td>
</tr>
</tbody></table>
<div class="MsoListParagraph" style="margin-bottom: 0.0001pt; margin-left: 0.75in; margin-right: 0in; margin-top: 0in; text-align: justify;">
<br /></div>
<br />
<br />
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 4.5pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
design cycle report(s) will also be used as one of the instruments in this research as
to know how many students submit their report on time.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 4.5pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Apart from the above instruments,
lesson plan is also designed prior to the action research as well as teaching
tools are planned to make sure that the learning process is done properly.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Target of the research at the end of the
research are as follows:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Motivation
has improved to minimum 90 % shows by the result of the observation sheet.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There
are minimum 90 % of the students are able to submit the task on time.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">5.
Application of the action research<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a. Treatment as planned is done as an
action to improve student’s motivation. At this stage, subject teacher with the
help of level head applied all the strategies planned prior to the action
research.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b. Observation is done to record the
process as well as the impact of the strategies.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">c. reflection <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">at this stage, the researcher figured out the result of the
learning process that is continued by discussing the finding with the
supervisor. The result from before and after strategies applied, then compared.
This activity is used to find out the implementation of component of motivation
to improve students’ motivation. The result from reflection and evaluation in the
first cycle is used as a plan for the second cycle and so on until the 4<sup>th</sup>
cycle is done.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This research is done
in 4 cycles. Each cycle consist of more than one session (min 3x80 minutes). In
each cycle, more than one component of motivation are applied as can be seen in
the following table.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 10.0pt;">Table 2 Strategy of Motivation and the topic<o:p></o:p></span></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Strategy<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-themecolor: text1; mso-border-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Topic<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";"> Teacher vary the
teaching method, teacher show enthusiasm by expressing facial expressions,
putting energy into lesson preparation and using humor, giving examples
relevant to real life, positive social interaction by allowing the students
to work in group <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Database<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">What
is database, hierarchy of database, data dictionary, primary key,
introduction to relational database.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Teacher
vary the teaching method (an audio, a video and exercises will be used in
this cycle), discussion, encouragement and praise.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">MS.
Access<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Table,
form, query and report<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Teacher
vary the teaching method(students will present their report, a small group
discussion), include encouragement and praise and apply democratic leadership
in teaching (allowing the students to set up their own target each session).
This is done to avoid confrontation between the student and the teacher.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Investigate
Stage<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid black 1.0pt; mso-border-alt: solid black .5pt; mso-border-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Teacher
vary the teaching method (teacher will ask students initiative to get feedback for
their first design, teacher make use of student’s work as an example in the
lecturing of the design), include encouragement and praise and apply
democratic leadership in teaching (allowing the students to set up their own
target each session as long as they will make it to submit on the due date)
but this time I have to make sure that I supervise them closely to avoid
students do everything in the last minute, additional strategy to 5 students
is to give frequent, early, positive feedback that supports students' beliefs
that they can do well (teacher will approach the student and feedback their
work as often as possible). To make it easier, I arrange the five students
sitting near to my sitting. <b><o:p></o:p></b></span></div>
</td>
<td style="border-bottom: solid black 1.0pt; border-left: none; border-right: solid black 1.0pt; border-top: none; mso-border-alt: solid black .5pt; mso-border-bottom-themecolor: text1; mso-border-left-alt: solid black .5pt; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: solid black .5pt; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="319"><div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">Design
Stage<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The strategies above
are applied in this research in four cycles. Each cycle consist of four stages:
planning, action, observation and reflection. The following is the detail of
the application of motivation component in every cycle:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Cycle
1:</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">
3x80 minutes (08 October – 10 October)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Plan<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the first evaluation about
motivation, the following will be applied:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the strategies to improve
students’ motivation: Teacher vary the
teaching method, teacher show enthusiasm by expressing facial expressions,
putting energy into lesson preparation and using humor, giving examples
relevant to real life, positive social interaction by allowing the students to
work in group <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the lesson objective:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">At
the end of the lesson students should be able to define database, Identify
examples of database, explain the function of database, explain why is it important
to learn database, and explain the hierarchy database.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Design the lesson plan and tests <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
lesson plan in brief : <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Opening:
check the students’ readiness, communicate the lesson objective, benefit of the
topic and activity for 80 minutes<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Main
:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Students
will “play” with pictures and 4 pieces of paper, they will find an information
from unorganized stack of paper. Work in group to “play” with directories book.
Work individually to “play” with search engine. Discuss the definition and
function of database as well as the hierarchy of database<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Closing:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher
will help the students summarize the lesson<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Prepare the teaching tools blank papers
(working paper), book directory and search engine<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Action<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The action is done by
applying the following: vary the teaching method, teacher design three
different activities to make the students learn about the theory of database,
teacher show enthusiasm by expressing facial expressions, body language,
putting energy into lesson preparation and using humor. Student will work in
pair to talk about how database will help him/her in his/her daily life. After
each activity, teacher helped the students to find out the meaning of the
activity (lesson learn from the activity). To Encourage the students, their
participation is recorded and displayed on the white board. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In this cycle, each
session of the lessons is begun by communicating the objective of the lesson as
well as the activity during the session. When it comes to the second meeting of
the lesson, the previous participation result is displayed in the beginning of
the session.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In the first meeting, Instead
of using traditional teaching method to deliver (lecturing) the theory, teacher
design three different activities to make the students learn about database. The
activity are as follows: teacher displayed three pictures (a man, books and a
dog). Each student is given four pieces of paper to record information about
each picture on different piece of paper. the last paper is used to write their
favorite information they wrote on the other three papers. Students make a
group (consist of five), then combine their three pieces of papers and shuffle
them. Each student took turn to find an information written on the fourth paper
from stack of papers, other students count how much time the student spend to
find a certain information. The second
activity is students work with directory books to find an information given by
the teacher then count how much time spend to find the information. The third
activity is to work with search engine. Every time an activity is done, the
teacher helped the students to make conclusion about lesson learn. I asked the
students (volunteer) to express their opinion regarding the activity. Some of
the students begin to understand the purpose of the activity. The sign nodding (understand)
showed by many students (Bryan, Yohannes, Viola, Regina, Natasha, Emilio and
Salsa). Danastry was able to make conclusion of the lesson nicely by conveying the
purpose of the database in her own words. The learning activity looks run
smoothly. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In the second meeting,
the same strategies are applied in the learning process. This time the students
are asked to investigate data type on a form on the Yahoo mail as if they are about
to sign up for a new account. Then, they are also asked to investigate data
type on a form of an e-commerce. Every time an activity is done, the teacher and
students discussed the data type based on students finding. Each participation
is recorded on the white board and combined with their previous participation
number. The students’ participation in the learning activity is increased
especially when the students know that their participation is recorded and
displayed on the white board. Students competed to get the most number of
participation. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Not much different from
the second activity, the same strategies are also applied in the learning
process during the third meeting for relational operator and type of database
topics. A quiz is given every end of the meeting to evaluate the students’
understanding regarding the topic of the day.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><br /></span>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Observation<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on my observation
and discussion with my supervisor there are many interesting findings. Encouraging the students to participate and
engage in the learning process by displaying their name on the white board work
well. This can be seen from the number of students participated in asking
questions and answered questions during the learning process. However, it is
too tiring and too hard for the teacher to record each student’s participation
on the white board especially when most of the students participated. A sense of humor
seemed working with Is when I addressed how I felt when he did not pay
attention. “Is, suppose you are talking to your girl friend but your
beloved girl friend look at the other guy. How do you feel? I felt it just now.
I was talking to you and you did not even look at me . . . I felt neglected”.
The class was laughing for a while but after that every time I look at Is during the lecturing, he tried to show me that he was paying attention. I was
surprised seeing Kv asked me a question about “the purpose of database” as
it is his first time to ask a question related to the content. He showed happy
face when I praise him by saying : “ I am so happy to see you engage in the
lesson today”. However, there are still several students need help to engage
with the activity as they are more interested in sharing own conversation with
friends. Ar talked too much with Ad, it makes him not able to answer a question
about the record. Cd sometimes pay attention but very often silent (like has
something in his mind). <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">I spend too much time
in the first activity of first meeting as the class enjoyed the activity. It almost 20 minutes waste for the first
activity as the students curios (some compete with others) to know how much time they spent to find a certain
information from the stack of information. I have to rush in discussing the last part of
the lesson to make sure that the evaluation is done at the end of the class. Many
students did not engage in the lesson showed by low result in the test 1. The class
average is only 58%. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In the second meeting
of the theory, I can see that the students’ participation in the learning
activity is increased especially when the students know that their
participation is recorded and displayed on the white board. Students seem to
compete to get the most number of participation. Out of 23 students present
only 2 students seems just sitting in the class (Ir and Cd). Students
engagement in the class proved by the average of the test2 result increased
from 58% to 91%. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In the third meeting of
the theory many students still engage in the learning process. However,
students who (used to be passive) just showed improvement in their engagement
back to their own habit (become passive). The pattern on how to motivate them has
become familiar to them. They start to question about the activity as one of the
students asked where all these participation would be recorded in the design
cycle. I thanked the students for being critical and I tried to make sure the
students that all they have been doing in the learning process are counted
especially in criteria F (attitude to technology). I spend too much time in
gathering feedback to know their understanding about the topic. This caused the
time left is very limited to do the lesson evaluation (test 3). Questionnaire
result showed that the students motivation has increased from 65% to 76% in the
first cycle. 11% improvement showed that
the strategy helps to improve students motivation even though the target has
not yet achieved. Although there is 11% improvement on students’ motivation,
there is decrement average in the test result from 9.9 down to 6.3. The
difficulty level of the topic contributed to this result as it might need more
time to spend to discuss such kind of topic.</span><br />
<br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%;">Reflection</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the observation, My supervisor
and I concluded that the strategies have applied still need to be improved. The
previous strategy will still be using and add another strategy to it to improve
students’ motivation. The following are the strategies will be applied based on
the first reflection:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo20; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">a.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher must pay attention to the time management
so that there is enough time to do the evaluation at the end of the lesson.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo20; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">b.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher must vary the teaching method.
This time an audio video will be used to boost their motivation in learning
technology, exercises are also will be applied as it is very suitable to help the students to understand about MS. Access.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo20; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">c.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Encouragement and praise still need to
be kept so that students can keep their motivation. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo20; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">d.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Giving examples relevant to a real life is
also need to be kept as it will be easier for the students to understand the topic.<o:p></o:p></span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><br /></span>
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Cycle
2</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 150%;">
: 3X80 minutes (15 October 2012 – 17 October)</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Plan<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the first reflection about
motivation, the following will be applied:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l20 level1 lfo19; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the strategies to improve
students’ motivation: Teacher vary the
teaching method (an audio, a video and exercises will be used in this cycle), discussion,
encouragement and praise.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l20 level1 lfo19; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the lesson objective:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">At
the end of the lesson students should be able to know how to use MS. Access to
create a database.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l20 level1 lfo19; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Design the lesson plan <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l20 level1 lfo19; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Prepare the teaching tools : examples of
video about database<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Action<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The action is done by
applying : vary the teaching method (an audio, video, exercises), discussion, encouragement
and praise. Before giving an exercise, teacher showed a video related to the
topic. Once the video done, students are asked to comment on it, teacher then comment
on students’ comment, discusses and continued with exercises for each meeting. The
question and answer session is held every end of the meeting to evaluate
students’ understanding about the topic for the day. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In this cycle, each
session is begun by displaying students’ contribution in the previous session
to motivate the students. The objective of the lesson then communicated as well
as the activity during the session. The teacher displayed a video related to
the database. Teacher asked students’ opinion regarding the video and discussed
it. Every contribution to the discussion is recorded and displayed on the white
board. The activity continued with lecturing the topic, then do exercises and
end the session with questions and answers. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Observation<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on my observation
there are many interesting finding. An audio and video are able to attract
students’ attention. Students’ interest showed by many comments and questions came
from the students related to the video. Joshua related the video with privacy
issue while other students like Danastry more concern in the difficulty level
of the task as expressed by her question: “how to make a database like that”.
Emilio said that it must be very difficult to do so while other students said
that this is a university task. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">During the exercise, I
received questions from Farrel and Kevin. In front of the class, I praised the
students’ effort. I expressed my feeling to Farrel and Kevin by saying how I
appreciated their effort to participate in the class discussion as it getting
often for them to ask question as well as answer question without being asked.
As the class clapped for them I can heared Kevin thanked me and smiled. Both of
them more confidence in asking more questions during the exercise. Students who
are interested in the task tend to ask more questions but I can see some
students just do browsing instead of doing the exercise. Reminding them to keep
focus on task only work for a while as they will go back to it after that. It
made me shock when a student raised his voice to answer me back as I reminded
him for the second time to be more focus on doing his task. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There is no test done
on this cycle. However, questions and answers related to the topic is done
every end of the session. Many students can answer the questions about the
function of data dictionary, a form, a query and a report on MS. Access but
still many students are still confused. The questionnaire result showed that
the students motivation more or less similar to the first cycle. Only very
little improvement from cycle1 to cycle 2 which is from 76.02% to 76.95%.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
</div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<div style="text-align: -webkit-auto;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: left;"><br /></span></div>
<div style="text-align: -webkit-auto;">
<span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: left;">Reflection</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the second
cycle of the action research, it’s clear that the strategies still need to be
improved. Strategies must be thoroughly plan to make sure it suits for the
following topic as the following topic will be investigation stage report which
has no theory to deliver as well as no exercise to give. The following are the strategies will be
applied on the third cycle:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l1 level1 lfo21; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Vary
the teaching method (students will present their report, a small group
discussion). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l1 level1 lfo21; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Encouragement
and praise still need to be kept so that students can keep their motivation.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l1 level1 lfo21; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Environment
(classroom climate): apply democratic leadership in teaching. What happened
last time (a student raised his voice to answer me back) make me think to consider the importance of the element of
motivation which is environment. Therefore, the teacher will allow students to
discuss and decide how to do they work on their investigation report e.g. they
allow to set their own target of each session and make sure they will be able
to submit it on the due date.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Cycle
3 </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">:
6x80 minutes (22 October 2012 – 31 October 2012)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Plan<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the second reflection about
motivation, my supervisor and I concluded the following will be applied:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the strategies to improve
students’ motivation: Teacher vary the
teaching (students will present their report, a small group discussion),
include encouragement and praise and apply democratic leadership in teaching
(allowing the students to set up their own target each session as long as they
will make it to submit the task on the due date). This is done to avoid
confrontation between the student and the teacher.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the lesson objective:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">At
the end of the lesson students should be able to submit investigation report.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Design the lesson plan <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Prepare the teaching tools : power point<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Action<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
action is done by applying the following: Teacher vary the teaching (student’s
presentation, a small group discussion), include encouragement and praise and
apply democratic leadership in teaching.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
the beginning of the lesson (teacher applied democratic leadership) the teacher
and students discussed about how do they do
the investigation report. Teacher and students discussed on how to set
up the target for the investigation so that students will be able to submit it on
time. Teacher allowed each student has his/her own target for each day or
session different from other student and make sure that the report will be done
on time. Once the agreement has made, student must follow the agreement and
achieve their target every end of the session. The students must save their
progress in the local network to be checked and compare to their target by the
teacher. Feedback from the teacher will be given the following meeting. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Every
end of each session, teacher will always give feedback regarding students’
progress. Positive comment to praise and encourage students’ effort as well as
comment how to improve is given the following session straight on students’
report. Students are encouraged to read the comment before continuing the task
in the following session.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Starting
from third session up to sixth session of the investigation, students are asked
to present (2-3 minutes) the main point of their investigation report. The
audience are encourage to pay attention, asking questions as well as feedback.
Every contribution to the discussion is recorded and displayed on the white
board. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Observation<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based
on my observation, there are many interesting finding. Students were so happy
when I allowed them to set up their own target of the investigation report
rather than the teacher set up the target for them. Positive comment comes from
Danastry, Emilio, Ismael, Randy, Jeremy and the comment “yayy” from the girls. They can finish their planning target for
investigation in 5 minutes and saved it on the school network for me to be
checked. Allowing the students to work based on the target they set up, make
the students feel like they can work according to their pace as each student
work at a different pace every session. However, some students use it in
different way as Mahesa and Ismael said
“it’s better this way, thank you ms.” they misused this strategy by not starting
to work on their task immediately but do browsing unrelated topic first then
use the remaining of the time to do their daily target. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; tab-stops: .5in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">It surprised me to see the progress in the investigation
report made by Kevin, Farrel, Hannif and Puti. It is very unusual (when compare
to term 1) to see these students work by following the target has been set up.
Perhaps the method ” set up their own target “ work well with these students.
However, Salsa and Ismael made very little progress for their report. I asked
Ismael and Mahesa to display their own target and their progress report. When I
challenged Ismael and Mahesa for not following the target they made, they said
sorry and promise to follow the target the following session. It looks easier
to ask them to follow their own target rather than asking them to stop talking
and back to work. This strategy has help me to avoid confrontation happen in
the classroom.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: 31.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">During
the investigation presentation, students follow the order easily as it had been
informed a week prior to the technology session. Teacher asked the other
students to comment and ask question regarding the presentation. Teacher then
gave feedback on students’ presentation as well as on students’ questions. I
praised Cody for the good job in explaining problem of the company he visited
during the presentation. As the class clapped for him, he said “so. . actually
I am smart” I can see he is motivated by the praise I gave. Not many students
asking questions during the presentation. However, as soon as all the
presentation done many students asked questions in person to make sure if the
problem they wrote in their report is correct.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: 31.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Last
meeting observation before the due date (while students were working on their
investigation report) I could see very good progress on many students reports
especially students with late submission habit. Kevin, Ismail, Mahesa, Arya
convinced me that they can submitted it on time. However, there are about three
students asked for one day extention. I responded to their request by reminding
about the agreement they made and the target they set up. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
observation sheet result showed that students’ motivation has improved from the
previous cycle which is from 76.95% to 79.35%. The evidence for this
improvement also showed by less number of students submit the task late. Last
Friday was the time for the students to submit their investigation report. With
proud Ismael and Mahesa said that he could finally submit his task on time as
it is their first time to submit the task on time. Other students also mention
that they feel relief that they did not submit it late. Out of
23 students there are only 5 students has not yet submitted the task. So, it is
about 21 % of the students did not submit their task on time. I expressed my
appreciation to students that able to make it and asked the students to clap
for their class for this improvement. Many students tried to remind their
friends to submit their task on time as I mentioned “if the five more students
able to submit their task on time for the following task it will make this
class the best class in technology”.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: 'Times New Roman', serif;"><span style="line-height: 24px;"><br /></span></span>
<span style="font-family: 'Times New Roman', serif;"><span style="line-height: 24px;"><br /></span></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<br />
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Reflection<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There were 48%
of the students submitted their task late last term. This time, there are only
21% of the students submitted their task late. From the increased number of
students submit their task on time, it can be concluded that the strategies
applied work well to improve students’ motivation in doing the task as well as
submit it on time. Therefore, the same strategies applied in cycle 3 will still
be applied in cycle 4 to confirm this successful. Additional strategy will also
be needed to approach five students who did not able to submit the task on
time. However, I need to supervise the students more closely to make sure that
the students follow their plan. For this reason I have to make sure that I walk
around in the class and make sure to check each individual activity every
session. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Cycle
4 : </span></b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 150%;">3x80
minutes (5 November 2012 – 7 November 2012)</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Plan<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the third reflection about
motivation, my supervisor and I concluded that the following strategies will be
applied: <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the strategies to improve
students’ motivation: Teacher vary the
teaching (teacher will ask students initiative to get feedback for their first
design, teacher make use of student’s work as an example in the lecturing of
the design), include encouragement and praise and apply democratic leadership
in teaching (allowing the students to set up their own target each session as
long as they will make it to submit on the due date) but this time I have to
make sure that I supervise them closely to avoid students do everything in the
last minute, additional strategy to 5 students is to g</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">ive frequent, early, positive
feedback that supports students' beliefs that they can do well (teacher will
approach the student and feedback their work as often as possible). To make it
easier, I arrange the five students sitting near to my sitting. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Determine the lesson objective:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">At
the end of the lesson students should be able to generate a range of feasible
designs.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Design the lesson plan <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Prepare
the teaching tools: power point<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Action<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
action is done by applying the following: Teacher vary the teaching (teacher
will ask students initiative to get feedback for their first design, teacher
make use of student’s work as an example in the lecturing of the design),
include encouragement and praise and apply democratic leadership in teaching.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
the beginning of the lesson (teacher applied democratic leadership) the teacher
and students discussed about how do they do
the design report (like applied in cycle 3). Teacher and students
discussed on how to set up the target for the design so that students will be
able to submit it on time. Once the agreement has made, students must follow
the agreement or the consequence will be applied, students will show their
progress every end of the session. Feedback from the teacher will be given the
following meeting.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Teacher
will always give feedback regarding students’ progress. Positive comment to
praise and encourage students’ effort as well as comment how to improve is
given the following session straight on students’ report. Students are
encouraged to read the comment before continuing the task.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: 76.5pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Observation<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based
on my observation, The students were able to start immediately as soon as the
objective of the lesson was explained to them. Like in the previous cycle, they
immediately plan the target of each day for the design stage. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> From my observation, I can see that the
students eager to finish the target faster (as per agreement as long as they
can finish the target of the day, they can do “whatever they like”). However,
when they found that the design stage regarding database is a lot of job (as
they have to design data dictionary, forms, queries and reports for each design
as well as evaluate each design), some of the students start to bargain by
saying :” miss, if I do half of my today target here and half at home, it’s the
same right ?”. I found that the students able to understand my explanation when
I reminded them about the agreement that had been set up. One more time, I
found that this strategy work well and make us come to no confrontation.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> In
the first and second session, most of the students were able to reach their
planning target. However, when it came to session three, many students ask for
an extension from Friday (09 November 2012) to Monday (12 November 2012) as
Friday is PD day for teacher which is holiday for the students. I encouraged
the students to make use of the time wisely as well as offer a solution when it
come to worst. Worst case scenario I offered is that they are allowed to submit
the soft copy by Friday as an evidence they follow their planning target and submit the hard copy on Monday in case
they don’t want to come to school during their holiday. I assumed that the
students accepted the decision as they clapped and said: “thank you miss”.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
observation sheet result showed that students’ motivation has improved from the
previous cycle which is from 79.35% to 81.37%. The evidence for this
improvement also showed by very few number of students submit the task late.
Out of 24 students (one student move from10-2), there are only 2 students has
not yet submitted the task. So, it is about 8.3% of the students did not submit
their task on time. Again, to encourage the students, I expressed my
appreciation and asked the students to clap for their class for this huge
improvement. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Two
students who did not make it are Regina and Mahesa. From a casual interview
with Mahesa, I found out that Mahesa tend to take it easy for everything. He
even say :” I know how to do the task and I find it very easy. However, the
criteria of technology task is little, so I prefer to do other task first that
require harder criteria”. A conversation with Regina made me understand the
reason why Regina has not submitted her task. She said that she doesn’t know
why but she really forgot to submit the task, in fact she has done with the
task. She even convinced me that it will be her last time to submit the task
late.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 150%;"><o:p><br /></o:p></span>
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 150%;"><o:p> </o:p></span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-indent: 0.5in;"> </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 150%; text-align: justify;">Reflection</span></div>
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<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-align: justify; text-indent: 67.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based
on the observation sheet result, I found out that the strategies applied are
work to improve students’ motivation. However, the students are able to
recognize the pattern of teacher to motivate them. Therefore, some of the
students very easy to go back to their habit (passive and not engage in the
learning process). Teacher is required to be more creative in designing class
activity as well as make the students keep engaging in the learning process.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
strategies applied were able to improve students’ motivation from cycle 1 up to
cycle 4. Prior to the cycle 1, the average of students’ motivation was 65,14 %.
After the strategies applied, the average improved to 76.02% in cycle 1, 76.95%
in cycle 2, 79.35% in cycle 3 and 81.37% in cycle 4. In addition, there were
48% of the students submitted their task late last term, there were only 21% of
the students submitted their investigation stage late in the cycle 3 and there were
only 8.3% of the students submitted their task design stage late (in cycle 4). In other word, after the component of
motivation has applied there is improvement from 52% to 91.7% of students submit their task on
time.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Conclusion<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">From the result of the observations,
especially at the end of cycle four, can be concluded that the application of component
of motivations are able to improve students’ motivation therefore the number of
students submit the task on time are also improved.<o:p></o:p></span></div>
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<br /></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Suggestions<o:p></o:p></span></b></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There
is a need for the teacher to extend more cycles to the action research as well
as more strategies to apply so that improvement to students’ motivation to
minimum 90% can be achieved. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
students are very easy to recognize the pattern of the treatment and caused to slow
down in the improvement of their motivation. Therefore, Teacher’s creativity in
designing class activities as well as keeping the students engagement during
the learning process are really needed.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-24117389506618492592012-09-06T22:43:00.000-07:002013-04-24T17:23:33.325-07:00Keterampilan Berpikir Kritis (Critical Thinking skill)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">John Dewey dalam Fisher (2007: 2) </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">mengemukakan bahwa berpikir kritis merupakan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">‘berpikir reflektif’ dan mendefinisikannya sebagai:</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Pertimbangan yang aktif, <i style="mso-bidi-font-style: normal;">persistent</i> (terus-menerus), dan teliti mengenai sebuah keyakinan atau bentuk pengetahuan yang diterima begitu saja dipandang dari sudut alasan-alasan yang mendukungnya dan kesimpulan-kesimpulan lanjutan yang menjadi kecenderungannya.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Kemudian, </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Glaser dalam Fisher (2007:3) mendefinisikan kriteria berpikir kritis sebagai:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0in 0in 0pt 74.55pt; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: 14.2pt 21.3pt; text-align: justify; text-indent: -17.85pt;">
<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;">(1)<span style="font: 7pt 'Times New Roman';"> </span></span></span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Suatu sikap mau berpikir secara mendalam tentang masalah-masalah dan hal-hal yang berada dalam jangkauan pengalaman seseorang; (2) pengetahuan tentang metode-metode pemeriksaan dan penalaran yang logis dan (3) semacam suatu keterampilan untuk menerapkan metode-metode tersebut. Berpikir kritis menuntut upaya keras untuk memeriksa setiap keyakinan atau pengetahuan asumtif berdasarkan bukti pendukungnya dan kesimpulan-kesimpulan lanjutan yang diakibatkannya.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Sedangkan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Scriven dalam Fisher (2007) berpendapat bahwa berpikir kritis merupakan pemahaman dan evaluasi yang terampil pada observasi, komunikasi, informasi dan argumentasi. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Lebih lanjut </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Paul and Elder (2005) mengemukakan bahwa berpikir kritis adalah proses menganalisa dan menilai berpikir dengan pandangan untuk meningkatkannya, merupakan standar intelektual paling dasar untuk berpikir dimana sisi kreatifnya adalah pembangunan berpikir sebagai hasil dari menganalisa dan menilai secara efektif. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Kemudian, Ennis(1985) dalam Kuswana (2011) mendefinisikan berpikir kritis sebagai berpikir wajar dan reflektif yang fo</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">k</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">us dalam menentukan apa yang harus dipercaya atau dilakukan.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> <span lang="IN">Berdasarkan definisi-definisi tersebut, dapat disimpulkan bahwa berpikir kritis adalah proses berpikir mendalam tentang suatu informasi melalui kegiatan penyelidikan, explorasi, eksperimen dan lain-lain untuk memperoleh kesimpulan yang akurat agar terjadi pengkonstruksian pengetahuan secara bermakna.</span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">B</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">erpikir kritis bertujuan untuk membuat siswa mampu mentransfer prinsip-prinsip abst</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">r</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">ak dengan menerapkannya dalam kehidupan sehari-hari. Artinya siswa yang dapat berpikir kritis akan mampu mengumpulkan dan menilai informasi yang relevan, menghasilkan kesimpulan dan pemecahan masalah dengan alasan yang baik (Paul & Elder, 2005). </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Lebih lanjut (Paul & Elder) mengemukakan bahwa berpikir kritis diperlukan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">agar siswa mampu</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">membuat keputusan yang rasional dan bertanggung jawab, mampu menyelesaikan masalah, kritis dalam berpikir dan memiliki kreatifitas tinggi</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> sehingga d</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">engan melatih keterampilan berpikir kritis, siswa tidak hanya akan menguasai kontent yang diajarkan, tetapi menjadi warga negara yang berkualitas yang mampu menalar secara efektif dan bertindak untuk kepentingan publik.</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Keterampilan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">berpikir </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">kritis tidak terjadi begitu saja. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Keterampilan</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> ini </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-spacerun: yes;"> </span>hendaknya dilatih setiap saat dan di</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">mana saja Kuswana</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">(2011). </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Artinya ke</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">terampilan berpikir kritis hendaknya diintegrasikan di</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">setiap mata pelajaran</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> dalam proses belajar mengajar</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Namun kenyataan yang ada, keterampilan ini sering sekali diabaikan dalam proses pembelajaran. Dalam proses pembelajaran guru terkadang memandang kurikulum sebagai objek penerapan materi saja. Dengan berfokus pada peng-<i style="mso-bidi-font-style: normal;">cover</i>-an konten saj</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">a,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">s</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">ehingga siswa dijadikan objek pasif dalam proses pembelajaran.<span style="mso-spacerun: yes;"> </span>Hal ini membuat keterampilan berpikir kritis tidak berkembang.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Keterampilan berpikir kritis dapat dilakukan dengan mencari tahu apa yang harus dipercaya atau apa yang harus dilakukan dan melakukannya dengan cara yang wajar dan reflektif Kuswana (2011). Untuk melakukannya di dalam kelas, diperlukan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">kerjasama yaitu berupa kemauan kedua belah pihak baik guru maupun siswa yang <span style="mso-spacerun: yes;"> </span>terlibat dalam proses pembelajaran. Artinya keterlibatan siswa dalam proses belajar merupakan kunci utama dalam mencapai tujuan belajar</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Menurut Paul and Elder (2005) keterampilan berpikir kritis terdiri dari 25 standard yaitu: standar 1: mengenali makna, tujuan dan sasaran, standard2: pertanyaan, masalah dan masalah besar, standar 3:<span style="mso-spacerun: yes;"> </span>informasi, data, bukti dan pengalaman, standar 4 : dugaan dan penafsiran, standar 5: asumsi dan perkiraan, standar 6: konsep, teori, prinsip, definisi, hokum dan aksioma, standar 7: implikasi dan konsekuensi, standar 8 : pandangan dan kerangka acuan, standar 9 : menilai pemikiran, standar 10 : berpikiran adil, standar 11: berpikiran rendah hati, standar 12: berpikiran berani, standar 13: berpikiran empati, standar 14 : berpikiran integritas, standar 15: berpikiran tidak gampang menyerah, standar 16: yakin dalam beralasan, standar 17 : berpikir otonomi, standar 18 : tidak berwawasan egosent</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">r</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">is, standar 19 : tidak berwawasan sosiosentris, standar 20 : terampil dalam seni belajar ( <i style="mso-bidi-font-style: normal;">self-directed, self-monitored</i>), standar 21 : terampil dalam seni bertanya, standar 22 : terampil dalam seni membaca, standar 23 : terampil dalam menulis, standar 24 : kemampuan mengidentifikasi dan memberi alasan tentang masalah yang berhubungan dengan etik, standar 25 : terampil dalam mengenali <i style="mso-bidi-font-style: normal;">media bias</i> dan propaganda. Masing-masing standar terdiri dari beberapa indikator. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Beberapa indikator dari beberapa standar yang dikemukakan Paul and Elder tersebut adalah sebagai berikut: standar 1</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">, </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-spacerun: yes;"> </span>yaitu siswa dapat mengenali makna, tujuan dan sasaran dengan dua indikator yaitu s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa mampu menjelaskan dalam bahasa sendiri tujuan pembelajaran, siswa mampu memilih tujuan yang masuk akal dalam bekerja untuk mencapai tujuan akhir.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> S</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">tandar 2</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">, </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">yaitu siswa mencari tahu pemahaman yang jelas tentang pertanyaan yang mereka sedang jawab dan masalah yang sedang diselesaikan dengan dua indikator yaitu siswa dapat dengan jelas dan tepat<span style="mso-spacerun: yes;"> </span>mengungkapkan sendiri<span style="mso-spacerun: yes;"> </span>pertanyaan yang sesuai dengan masalah, siswa mengelompokkan pertanyaan yang relevant dan<span style="mso-spacerun: yes;"> </span>yang tidak.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> S</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">tandar 3</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> yaitu </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">siswa mencari informasi yang relevan untuk menjawab pertanyaan atau masalah dengan empat indikator yaitu</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa dapat dengan jelas dan tepat mengemukakan informasi dengan menggunakan kata-kata sendiri </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">, s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa dapat dengan jelas menyebutkan bukti<span style="mso-spacerun: yes;"> </span>untuk sebuah pandangan, </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa mampu menggunakan hanya informasi yang relevant dan mengabaikan informasi yang tidak relevan, </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa<span style="mso-spacerun: yes;"> </span>menunjukkan kemampuan untuk menilai informasi.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> S</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">tandar </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">6,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> yaitu siswa mencari pemahaman yang jelas tentang konsep dan ide yang membentuk alasan mereka dan orang lain dengan dua indikator yaitu </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa mampu menunjukkan pemahaman teori dan konsep (mereka dapat menyebutkan, mengelaborasi dan memberikan contoh), </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">iswa menggunakan bahasa dengan baik & tepat. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-spacerun: yes;"> </span>S</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">tandar 7</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> yaitu siswa memahami implikasi dan konsekuensi dengan satu indikator yaitu siswa mempertimbangkan dampak positif dan negati</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">f</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">. Sementara Ennis (1985) </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">mengemukakan indikator berpikir kritis adalah</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> memfokuskan pertanyaan, menganalisis argument, bertanya dan menjawab pertanyaan klarifikasi dan pertanyaan yang menantang, menyesuaikan dengan sumber, mengobservasi dan mempertimbangkan, membuat deduksi dan mempertimbangkan hasil deduksi, membuat induksi dan mempertimbangkan hasil induksi, membuat dan mempertimbangkan hasil keputusan. Kemudian, Fisher (2007)</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> mengemukakan indikator berpikir kritis adalah </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">mengidentifikasi alasan dan kesimpulan, memahami penalaran, mengklarifikasi dan menginterpretasi pernyataan dan gagasan, akseptibilitas alasan, menilai kredibilitas sumber dengan terampil, mengevaluasi inverensi. Lebih lanjut Glaser dalam Fisher (2007) mengemukakan bahwa indikator berpikir kritis meliputi: mengenal masalah, menemukan cara-cara yang dapat dipakai untuk menagani masalah-masalah itu, menentukan dan menyusun informasi yang diperlukan, mengenal asumsi-asumsi dan nilai-nilai yang tidak dinyatakan, memahami dan menggunakan bahasa yang tepat, jelas dan has, menganalisis data, menilai fakta dan mengevaluasi pernyataan-pernyataan, mengenal adanya hubungan yang logis antara masalah-masalah, menarik kesimpulan-kesimpulan dan kesamaan-kesamaan yang diperlukan, menguji kesamaan-kesamaan dan kesimpulan-kesimpulan yang seseorang ambil, menyusun kembali pola-pola keyakinan seseorang berdasarkan pengalaman yang lebih luas dan membuat penilain yang tepat tentang hal-hal dan kuantitas-kuantitas tertentu dalam kehidupan sehari-hari.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> <span lang="IN"><o:p></o:p></span></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Dari uraian beberapa ahli di atas dapatlah diketahui bahwa para ahli mempunyai pendapat yang berbeda-beda tentang indikator keterampilan berpikir kritis. Namun demikian, ada beberapa persamaan indikator dari indikator-indikator yang telah dikemukakan. Matriks persamaan indikator dari beberapa ahli di atas adalah sebagai berikut:<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Tabel 2.2 Persamaan Indikator Keterampilan Berpikir Kritis<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Paul & Elder <o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Ennis<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Fisher<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Glaser <o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Memahami dengan jelas pertanyaan yang sedang dijawab: siswa dapat dengan jelas mengungkapkan sendiri pertanyaan yang sesuai dengan masalah; mengelompokkan pertanyaan yang relevan dan yang tidak.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Bertanya, memfokuskan pertanyaan<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Mengklarifikasi pertanyaan<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Mencari informasi yang relevan: mengemukakan informasi dengan kata-kata sendiri, menyebutkan bukti untuk sebuah pandangan, menggunakan hanya informasi yang relevan, menilai informasi.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Menyesuaikan dengan sumber, mengobservasi dan mempertimbangkan.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Mengklarifikasi pernyataan, menilai kredibilitas sumber<span style="mso-spacerun: yes;"> </span>dengan terampil.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Menentukan dan menyusun informasi yang diperlukan, menilai fakta.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Mencari pemahaman yang jelas tentang konsep dan ide: menunjukkan pemahaman teori dan konsep (mereka dapat menyebutkan, mengelaborasi dan memberikan contoh), siswa menggunakan bahasa dengan baik dan tepat.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Membuat deduksi dan memperitimbangkan hasil deduksi; membuat induksi dan mempertimbangkan hasil induksi.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Memahami penalaran<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Mengevaluasi pernyataan-pernyataan, menarik kesimpulan-kesimpulan<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Memahami implikasi dan konsekuensi<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN;">Mempertimbangkan hasil keputusan <o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-64301162282434814892012-09-06T22:40:00.001-07:002013-04-24T17:23:49.884-07:00Penguasaan Konsep (Concept Mastery)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Konsep adalah suatu satuan arti yang mewakili sejumlah objek yang mempunyai ciri-ciri yang sama Winkel (1991). Sementara Dahar (1989) mendefinisikan konsep sebagai batu-batu landasan berpikir, yang diperoleh melalui fakta-fakta dan dapat digunakan untuk memecahkan masalah. Wollfold & Nicolish (2004) dalam Juliana (2009) mendefinisikan konsep sebagai kategori yang digunakan untuk mengelompokkan peristiwa, ide</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> atau obyek yang serupa atau merupakan abstraksi, kreasi pikiran untuk mengorgani</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">sa</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">si pengalaman </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Adapun yang dimaksud dengan penguasaan konsep menurut Winkel (1991) adalah pemahaman dengan menggunakan konsep, kaidah dan prinsip. Dahar (2003) mendefinisikan penguasaan konsep sebagai kemampuan siswa dalam memahami makna secara ilmiah baik teori maupun penerapannya dalam kehidupan sehari-hari. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Sedangkan d</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">efinisi penguasaan konsep yang lebih komprehensif dikemukakan oleh Bloom (dalam Rustaman et al., 2005) yaitu kemampuan menangkap pengertian-pengertian seperti mampu mengungkapkan suatu materi yang disajikan ke dalam bentuk yang lebih dipahami, mampu memberikan interpretasi dan mampu mengaplikasikannya. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Lebih lanjut, </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Wollfold & Nicolish (2004) dalam Juliana (2009) mengemukakan bahwa penguasaan konsep adalah kemampuan siswa yang bukan hanya sekedar memahami, tetapi juga dapat menerapkan konsep yang diberikan dalam memecahkan suatu permasalahan, bahkan untuk memahami konsep yang baru.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> <span lang="IN">Berdasarkan </span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">pendapat-pendapat tersebut dapat disimpulkan bahwa penguasaan konsep adalah kemampuan siswa dalam memahami makna pembelajaran dan mengaplikasikannya dalam kehidupan sehari-hari. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">D</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">alam proses pembelajaran, penguasaan konsep sangatlah penting. Dengan penguasaan konsep </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">menurut Winkel (1991) dan Anderson dalam Rustaman (2005) siswa </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">dapat meningkatkan kemahiran intelektual</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">nya dan </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">membantu dalam memecahkan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">persoalan yang dihadapinya se</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">rta menimbulkan pembelajaran bermakna.</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Menurut Winkel (1991) penguasaan konsep dapat </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">diperoleh</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> melalui: benda-benda, gambar-gambar dan penjelasan verbal serta menuntut kemampuan untuk menemukan ciri-ciri yang sama pada sejumlah obyek. Penguasaan konsep diperoleh dari proses belajar</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">. Ausubel (Dahar, 1989) mengemukakan bahwa konsep dapat diperoleh melalui formasi konsep (<i style="mso-bidi-font-style: normal;">concept formation</i>) dan asimilasi konsep (<i style="mso-bidi-font-style: normal;">concept assimilation</i>). </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Formasi konsep erat kaitannya dengan perolehan pengetahuan melalui proses induktif. Dalam proses induktif anak dilibatkan belajar penemuan (<i style="mso-bidi-font-style: normal;">discovery learning</i>). Belajar melalui penemuan akan membuat apa yang dipelajari siswa bertahan lebih lama dibandingkan dengan belajar cara hafalan. Sedangkan perolehan konsep melalui asimilasi erat kaitannya dengan proses deduktif. Dalam proses deduktif, siswa memperoleh konsep dengan cara menghubungkan atribut konsep yang sudah dimilikinya dengan gagasan yang relevan yang sudah ada dalam struktur kognitifnya.</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Indikator penguasaan konsep menurut </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Sumaya(2004)</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">yaitu</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">eseorang dapat dikatakan menguasai konsep </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">j</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">i</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">k</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">a orang tersebut benar-benar memahami konsep yang dipelajarinya sehingga mampu menjelaskan dengan menggunakan kata-kata sendiri sesuai dengan pengetahuan yang dimilikinya, tetapi tidak mengubah makna yang ada di dalamnya</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Sedangkan,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Winkel (1991)</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"> mengatakan</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> adanya skema konseptual yaitu suatu keseluruhan kognitif, yang mencakup semua ciri khas yang terkandung dalam suatu pengertian. Indikator yang lebih komprehensif dikemukakan oleh Bloom dalam (Rustaman et al., 2005) sebagai berikut: Mengingat (C1) yakni kemampuan menarik kembali informasi yang tersimpan; Memahami (C2) yakni kemampuan mengkonstruk makna atau pengertian berdasarkan pengetahuan awal yang dimiliki; Mengaplikasikan (C3) yakni kemampuan menggunakan suatu prosedur guna menyelesaikan masalah atau mengerjakan tugas; Menganalisis (C4) yakni kemampuan menguraikan suatu permasalah</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">an</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> atau objek ke unsur-unsurnya dan menentukan bagaimana keterkaitan antar unsur-unsur tersebut; Mengevaluasi (C5) yakni kemampuan membuat suatu pertimbangan berdasarkan criteria dan standar yang ada serta; Membuat (C6) yakni kemampuan menggabungkan beberapa unsur menjadi suatu bentuk kesatuan.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/05368694508000331612noreply@blogger.com0tag:blogger.com,1999:blog-3294717647729691346.post-64491295834612495752012-09-06T22:39:00.002-07:002013-04-24T17:24:20.397-07:00Problem-based Learning (Pembelajaran Berbasis Masalah)<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Pembelajaran berbasis masalah (<i style="mso-bidi-font-style: normal;">Problem-based learning</i>), selanjutnya disingkat PBL merupakan salah satu metode yang banyak digunakan (Amir, 2009).<span style="mso-spacerun: yes;"> </span></span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Beberapa teori PBL mengatakan sebagai berikut :</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> PBL merupakan pendekatan berpusat pada siswa dan pembelajaran aktif progresif dimana masalah yang tidak terstruktur digunakan sebagai titik awal dan pengait dalam proses pembelajaran (Tan, 2004). Savin-Badin (2004) mendefinisikan PBL sebagai suatu pendekatan yang terdiri dari beberapa aspek yaitu <i style="mso-bidi-font-style: normal;">self-directed</i> and <i style="mso-bidi-font-style: normal;">life-long learning</i>, dengan <i style="mso-bidi-font-style: normal;">problem solving</i> dan keterampilan berpikir kritis dikembangkan dengan difasilitasinya kelompok pembelajar. Barak, 2006 (dalam Tan, 2009) mendefinisikan PBL sebagai alternatif pendekatan yang lebih progresif dalam pembelajaran dan salah satu yang didasarkan pada kesempatan untuk melatih kreativitas dan pengembangannya. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Definisi-</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">definisi </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">lain </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">PBL yang cukup mewakili, seperti yang diungkapkan </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">oleh: Prof. Howard Barrows dan Kelson ( dalam Amir, 2009</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">: 21</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">) yaitu bahwa PBL merupakan kurikulum dan pembelajaran. Dalam kurikulumnya, dirancang masalah-masalah yang menuntut mahasiswa mendapatkan pengetahuan yang penting, membuat mereka mahir dalam memecahkan masalah, dan memiliki strategi belajar sendiri serta memiliki kecakapan berpartisipasi dalam tim. Proses pembelajarannya menggunakan pendekatan yang sistemik untuk memecahkan masalah atau menghadapi tantangan yang nanti diperlukan dalam karier dan kehidupan sehari-hari. Kemudian Dutch,1994</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">( dalam Amir, 2009</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> :21</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">) menyatakan bahwa PBL merupakan metode instruksional yang menantang mahasiswa agar “belajar untuk belajar,” bekerja sama dalam kelompok untuk mencari solusi bagi masalah yang nyata. PBL mempersiapkan mahasiswa untuk berpikir kritis dan analitis, dan untuk mencari serta menggunakan sumber pembelajaran yang sesuai. Kemudian, Amir (2009:12) mengemukakan bahwa PBL adalah s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">uatu metode untuk menunjang pendekatan <i style="mso-bidi-font-style: normal;">learner centre</i> dan memberdayakan pembelajar. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">Berdasarkan </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">pendapat-pendapat tersebut dapat disimpulkan bahwa PBL adalah pendekatan p</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">embelajaran yang memfasilitasi terjadinya <i style="mso-bidi-font-style: normal;">learner centre</i> dengan menggunakan masalah sebagai pemicu rasa ingin tahu siswa. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Salah satu manfaat PBL menurut Amir</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">(2009) adalah memberdayakan pembelajar. Hal yang ingin dicapai dalam pemberdayaan pembelajar adalah siswa mem</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">p</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">eroleh pengetahuan yang relevan (<i style="mso-bidi-font-style: normal;">knowledge</i>), siswa berpikir untuk dapat memahami (<i style="mso-bidi-font-style: normal;">thinking</i>), siswa melakukan (<i style="mso-bidi-font-style: normal;">doing</i>) serta perubahan perilaku dan cara pikir atas sesuatu. Dengan demikian pembelajar bukan lagi penerima pasif atas pemikiran-pemikiran pendidiknya namun harus dapat memastikan bahwa mereka </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">dapat</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> melihat dengan jelas pemikirannya</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">(Amir, 2009). </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Manfaat lain dari PBL menurut Amir (2009) adalah merangsang rasa ingin tahu, keinginan untuk mengamati, motivasi serta keterlibatan seseorang atas satu hal. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Norman and Schmidt (1992) dalam Tan (2004)</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> mengemukakan bahwa PBL </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">meningkatkan pemindahan konsep ke masalah baru, pengintegrasian konsep, ketertarikan dalam belajar, dan belajar keterampilan-keterampilan</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">. Pendapat tersebut didukung oleh </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">(Albanese and Mitchell (1993) dalam Tan, 2004)</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> yang mengemukakan bahwa PBL </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">membantu siswa dalam membangun pengetahuan dan keterampi</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">l</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">an penalaran</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Sedangkan </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">menurut Lynda wee (2002) dalam Amir (2009) </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">mengatakan manfaat PBL </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">adalah </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">untuk</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> menunjang pembangunan kecakapan mengatur diri sendiri (<i style="mso-bidi-font-style: normal;">self-directed</i>), kolaboratif, berpikir secara metakognitif, cakap menggali informasi, yang semuanya relatif </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">di</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">perlu</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">kan </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-spacerun: yes;"> </span></span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">dalam</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> dunia kerja. Pendapat senada dikemukakan oleh Donald woods (2000) dalam Amir (2009) yang mengemukakan bahwa PBL </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">membantu pembelajar membangun kecakapan sepanjang hidupnya dalam memecahkan masalah, kerja sama tim dan komunikasi. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Hal </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">tersebut</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> selaras dengan pendapat Tan (2004) yang mengemukakan bahwa dibandingkan dengan metode konvensional, PBL membantu siswa dalam pembentukan pengetahuan dan keterampilan berargumen (<i style="mso-bidi-font-style: normal;">reasoning skills</i>). Lebih lanjut Duch, Groh, and Allen (2001 dalam Savery, 2006) mengemukakan bahwa metode yang digunakan dalam PBL dapat mengembangkan keterampilan khusus, termasuk keterampilan berpikir kritis. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><span style="mso-spacerun: yes;"> </span><span lang="IN"><o:p></o:p></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Menurut Tan(2004) hal tersebut dimungkinkan terjadi karena siswa diberikan kesempatan untuk memperoleh keterampilan yang berhubungan dengan informasi dalam ruang lingkup masalah dan belajar strategi umum pemecahan masalah. </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Dutch,1994</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">(dalam Amir, 2009) menyatakan bahwa ketertarikan pada masalah akan menjadi awal untuk mengembangkan aktifitas belajar yang lebih menarik</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">. Selain itu, dapat</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> menyediakan lebih banyak pilihan dan me</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">mberikan tantangan dalam proses berpikir siswa</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">.</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Melalui diskusi dalam kelompok kecil seperti dalam proses pembelajaran PBL, siswa akan memperoleh pemahaman dari interaksi dengan masalah dan lingkungan pembelajaran. Interaksi dengan masalah berarti keterlibatan dengan masalah. Menurut Tan (2004) keterlibatan dengan masalah dan proses <i style="mso-bidi-font-style: normal;">inquiry</i> dengan masalah menciptakan disonansi kognitif yang me</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">n</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">stimulasi pembelajaran, dan pengetahuan berkembang melalui proses kolaborasi dari negosiasi sosial dan evaluasi terhadap kelayakan pandangan seseorang. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;">s</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">ehingga</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">diperlukan lingkungan pembelajaran yang mendukung ketertarikan dan keterlibatan siswa agar menghasilkan kualitas belajar yang lebih baik (Savin-Badin, 2004). </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN;"><o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">C</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">iri-ciri PBL menurut Tan, 2004: </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">m</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">asalah merupakan titik awal pembelajaran, masalah merupakan masalah dunia nyata, masalah menuntut perspektif majemuk, masalah membuat siswa tertantang untuk mendapatkan pembelajaran</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">.</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Masalah dalam PBL berbeda dengan masalah dalam penugasan (<i style="mso-bidi-font-style: normal;">assignment</i>) karena penugasan digunakan saat individu anggota kelompok harus mendalami materi tertentu yang ditugaskan untuknya (Amir, 2009). Masalah dapat disajikan dalam berbagai bentuk, seperti kegagalan untuk melakukan sesuatu, situasi yang membutuhkan penanganan segera, kebutuhan untuk mencari cara yang lebih baik, </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">feno</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">mena yang tidak dapat dijelaskan, situasi pembuatan keputusan atau kebutuhan akan innovasi (Tan, 2009). </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Dengan kata lain, p</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">erumusan masalah yang dekat dengan konteks nyata merupakan syarat PBL dan ini merupakan satu keunggulan metode ini. <o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Perbedaan utama antara model </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">PBL dengan model konvensional</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"> adalah terletak pada masalah</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">. Perbedaan-perbedaan lainnya dituangkan dalam table berikut:</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Tabel 2.</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">1</span><span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';"> Perbedaan Model Konvensional dan Model PBL<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Model konvensional<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Model PBL<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Informasi dipresentasikan dan didiskusikan oleh pendidik.<o:p></o:p></span></div>
</td><td style="background-color: transparent; border-bottom: black 1pt solid; border-left: #d4d0c8; border-right: black 1pt solid; border-top: #d4d0c8; mso-border-alt: solid black .5pt; mso-border-left-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding-bottom: 0in; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0in; width: 279.9pt;" valign="top" width="373"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: justify;">
<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Informasi tertulis yang berupa masalah diberikan sebelum kelas dimulai. Fokusnya adalah bagaimana pembelajar mengidentifikasikan isu pembelajaran sendiri untuk mememcahkan masalah. Materi dan konsep yang relevan ditemukan oleh pembelajar sendiri.<o:p></o:p></span></div>
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<tr style="mso-yfti-irow: 2;"><td style="background-color: transparent; border-bottom: black 1pt solid; border-left: black 1pt solid; border-right: black 1pt solid; border-top: #d4d0c8; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding-bottom: 0in; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0in; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: justify;">
<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pengetahuan dipindahkan dari pengajar ke pembelajar.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pembelajar membangun pengetahuan.<o:p></o:p></span></div>
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<tr style="mso-yfti-irow: 3;"><td style="background-color: transparent; border-bottom: black 1pt solid; border-left: black 1pt solid; border-right: black 1pt solid; border-top: #d4d0c8; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding-bottom: 0in; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0in; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: justify;">
<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pembelajar menerima informasi secara pasif.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pembelajar terlibat secara aktif.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Belajar dan penilaian adalah hal yang terpisah.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Belajar dan penilaian adalah hal yang sangat terkait.<o:p></o:p></span></div>
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<tr style="mso-yfti-irow: 5;"><td style="background-color: transparent; border-bottom: black 1pt solid; border-left: black 1pt solid; border-right: black 1pt solid; border-top: #d4d0c8; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding-bottom: 0in; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0in; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: justify;">
<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Penekanan pada pengetahuan di luar konteks aplikasinya.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Penekananan pada penguasaan dan penggunaan pengetahuan yang merefleksikan isu baru dan lama serta menyelesaikan masalah konteks kehidupan nyata.<o:p></o:p></span></div>
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<tr style="mso-yfti-irow: 6;"><td style="background-color: transparent; border-bottom: black 1pt solid; border-left: black 1pt solid; border-right: black 1pt solid; border-top: #d4d0c8; mso-border-alt: solid black .5pt; mso-border-top-alt: solid black .5pt; padding-bottom: 0in; padding-left: 5.4pt; padding-right: 5.4pt; padding-top: 0in; width: 2.7in;" valign="top" width="259"><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: justify;">
<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pengajar perannya sebagai pemberi informasi dan penilai.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pengajar sebagai pendorong dan pemberi fasilitas pembelajaran.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Fokus pada satu bidang disiplin.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pengajar dan pembelajar mengevaluasi pembelajaran bersama-sama.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Pendekatan pada integrasi antardisiplin.<o:p></o:p></span></div>
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<span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Beberapa kelemahan PBL menurut Sagala (2009) adalah sebagai berikut siswa dapat melakukan penipuan diri, dimana mereka hanya meniru hasil pekerjaan orang lain tanpa mengalami belajar, tugas bisa saja dikerjakan orang lain apabila tanpa pengawasan dan bila tugas diberikan secara umum mungkin seorang anak didik akan mengalami kesulitan karena kesulitan dengan adanya perbedaan pendapat individual. Menurut Sagala (2009) Kelemahan-kelemahan tersebut dapat diatasi dengan: pemberian tugas yang jelas dan dapat dimengerti, tugas yang diberikan memperhatikan perbedaan individu, waktu yang diberikan cukup, adanya kontrol dan pengawasan secara sistematis dan bahan pelajaran yang ditugaskan diambil dari hal-hal yang dikenal siswa.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">Langkah-langkah PBL menurut Tan (2004) adalah pemberian masalah, analisis awal, perolehan masalah, iterasi independent dan kolaboratif <i style="mso-bidi-font-style: normal;">problem solving</i>, pengintegrasian pengetahuan baru, solusi, presentasi dan evaluasi. </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">Sedangkan<span style="mso-spacerun: yes;"> </span>langkah</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">-langkah </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">dalam menjalankan PBL menurut<span style="mso-spacerun: yes;"> </span>Amir</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">(</span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">2009</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';">) </span><span lang="IN" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-ansi-language: IN; mso-fareast-font-family: 'Times New Roman';">adalah: Langkah 1: Siswa diberikan masalah kemudian mengklarifikasi istilah dan konsep yang belum jelas dari masalah yang diberikan, Langkah 2: Merumuskan masalah (melihat inti masalahnya apa), Langkah 3: Menganalisis masalah (merumuskan penjelasan yang mungkin dengan nalar, kemudian meninjau dari berbagai sudut pandang), Langkah 4: Menata gagasan dan menganalisnya lebih dalam, Langkah 5: Memformulasikan tujan pembelajaran, Langkah 6: Mencari informasi tambahan dari sumber lain, Langkah 7: Mensintesis (menggabungkan) dan menguji informasi baru, dan membuat laporan. Ketujuh langkah tersebut dapat dilakukan dalam beberapa kali pertemuan. Siswa harus bekerja dalam kelompok untuk menyukseskan proses PBL sehingga siswa akan belajar tentang bagaimana seharusnya berperilaku dan bertindak antar sesama anggota kelompok. <o:p></o:p></span></div>
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