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Pembelajaran Kreatif di Perguruan Tinggi

Pembelajaran Kreatif di Perguruan Tinggi. Oleh : Dr. Moh . Mahfud Effendi Pelatihan PEKERTI Bagi Dosen Universitas Muhammadiyah Malang BKMA, 22 -23 Februari 2013. Kompetensi Lulusan. KREATIF ??. Rencana Pembelajaran SKL SI/SP Sumber Cara Evaluasi. Implementasi. Sumber. SI.

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Pembelajaran Kreatif di Perguruan Tinggi

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  1. PembelajaranKreatifdiPerguruanTinggi Oleh: Dr. Moh. Mahfud Effendi Pelatihan PEKERTI BagiDosen Universitas Muhammadiyah Malang BKMA, 22-23Februari 2013

  2. KompetensiLulusan KREATIF ?? RencanaPembelajaran SKL SI/SP Sumber Cara Evaluasi Implementasi Sumber SI Mhs Dosen Evaluasi

  3. Inovasi, Rutin, danKreatif Frustrated Novice Adaptive Expert • Expertise padadimensi efficiency: (1)kemampuanmengajartanpabanyakmelibatkansumberdaya, (2) bersifat rutin, tidak suka perubahan dan inovasi. • Dosen yang inovatif tapi tidak efisien: frustrated novice. Sangat efisien tanpa inovasi: routine expert. Efisiensi dan inovasi bersifat antagonis, bersifatkomplemenjikaadakreatifitas. Dosen yangadaptive expertadalahdosen yang kreatif. (Linda, 2005) • The creative process is collaborative (Mary RJ, 2003) Innovation Optimal Adaptability Corridor Routine Expert Efficiency The Dimension of Adaptive Expert

  4. A Framework for Teacher Learning Learning Community Understanding Content, pedagogy, students, and social contexts (the knowledge, methods, purposes, and learning and development) Practices Developing, practicing, and enacting (how to engage in instructional activities such as discussions, debates, explanation, feedback) Vision Images of the possible (a set of images of good practice that inspire and guide practice) Dispositions Habits of thinking and action (reflection, inquiry, persistence in working) Tools Conceptual and practical resources for use (theoretical tools such as learning theory; practical tools)

  5. Aspect of individual differences:Sprinthall and Sprinthall,1974

  6. Taksonomi Anderson, 2001

  7. Creative

  8. Prinsippembelajaran Chinese proverb: • Tell me and I will forget • Showme and I will remember • Involveme and I will understand

  9. TeoriBelajar • Behavorism: perubahantingkahlaku S-R • Cognitivism: PerubahanPersepsidanPemahaman proses, interaksi • ConstructivismPemaknaanpengetahuan proseshasilkonstruksi., interaksi Pendekatan • Sudutpandang guru terhadapprosespembelajaran • Teacher-centered approach, student-centered approach, dan material -centered approach. Model • Representasirealitas yang disajikandenganstruktur & urutantertentu • Blue print bentukpembelajaran Strategi • Rencanakegiatanuntukmencapaisesuatu Metode • Cara untukmelaksaanakanstrategidalammencapaisesuatu (prosedural) Teknik • Jalanataualatuntukmencapaisesuatu (Implementatif)

  10. Segala sesuatu yang dapat digunakan sebagai sumber informasi pembelajaran SumberBelajar Sarana/perantara komunikasi Media Alatvisualisasikonseptertentu, hardware AlatPeraga SumberBelajarKreatif??

  11. Mana yang mempenga-ruhidandipengaruhi? • Bagaimanamemanfaat-kannya? • Apakahefektif? Teknologi di tangan guru yang buruk bisa lebih berbahaya

  12. Penggunaan TIK dalamPengajaran • Computer Assisted Interaction (CAI) • Computer Managed Learning (CML) • Computer Mediated Communication (CMC) • e-learning berbasisjaringan

  13. Model PembelajaranygMemanfaatkan TIK

  14. Proses… Content Hardware: computer Software Interaction Strategies Infrastructure/ network

  15. Skenario

  16. Prospek • Interaktif • Pembelajarindependen • Sumberbelajarmendunia • Penilaiandanumpanbalikdapatdilakukankapandandimanasaja • Kolaborasiuntukmeningkatkankomunitasbelajar

  17. Strategi • TIK sebagai tempatbelajar • TIK sebagai media pembelajaran • TIK sebagai sumberpembelajaran • TIK sebagai pengembangan profesional

  18. TahapanPemanfaatan Aktif Pasif

  19. Plus Minus

  20. DaftarPustaka • Linda Darling-Hammond et.al,.2005, Preparing Teachers For A Changing World: What teachers should learn and be able to do?. John Wiley & Sons, Inc. San Fancisco • Mary RenckJalongo. 2003. The Child’s Right to Creative Throught and Expression. Indiana Unversity of Pennsylvania • ShuChing Yang and WenChaun Lin. The Relationship Among Creative, Critical Thinking and Thinking Styles in Taiwan High School Student. Journal of Intructional Psychology Vol.31 No.1 2006 • Anderson, at al., 2001, Taxonomi for Learning, Teaching, and Assessing, San Francisco. • Sprinthall, RC and Sprinthall, NA. (1974). Educational Psychology: A Development Approach. USA: Addison-Wesley

  21. SemogaBermanfaat…, TerimaKasih.

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