pengakuan akan kebutuhan dan kemampuan untuk terlibat ... · • doing slowly and poorly on...
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Pengakuan akan kebutuhandan kemampuan untukterlibat dalam belajar seumurhidup
A recognition of the need for, and an ability to engage in life-long learning
Kuliah Kerja Praktek Semester II 1617Dosen : Effrina Yanti HamidBandung, 6 April 2017
Pendidikan seumur hidup
• Melanjutkan pendikan ke jenjang lebih tinggi (Continuing for higher education)
• Pengembangan keprofesian ( professional development) : on the job training
• Self directed learning
Pendidikan seumur hidup: – Pendidikan yang berlangsung terus menerus tanpa dibatasi oleh ruang
dan waktu
Prinsip dasar :• Learning to live together : belajar untuk menghargai dan memahami orang
lain, sejarah mereka dan nilai-nilai agamanya
• Learning to know : pembelajaran dengan penguasaan yang dalam dan luas akan bidang ilmu tertentu.
• Learning to do : belajar untuk mengenal ilmu dan mengaplikasikan ilmu, bekerjasama dalam team, belajar memecahkan masalah dalam berbagai situasi
• Learning to be : belajar untuk dapat mandiri, menjadi orang yang bertanggung jawab untuk mewujudkan tujuan bersama sehingga menjadi pembelajar sejati.
Belajar seumur hidup :
• Memaksimalkan potensi untuk mendapatkan karir dan pendapatan yang lebih baik
• Pengembangan diri (personal development) dan keprofesian (professional development)
• Mengikuti dan memahami perkembangan di sekeliling kita sehingga dapat memperbaiki kualitas hidup
A recognition of the need for, and an ability to engage in life-long learning
• “recognition of the need” requires skills in the affective domain,
• the “ability to engage” requires skills in the cognitive domain.
Metoda untuk mengassess life long learning skills
• “recognition of the need” requires skills in the affective domain,
• the “ability to engage” requires skills in the cognitive domain.
How can one distinguish a graduate who is a lifelong learner from
someone who is not? What are the attributes of lifelong learners?
Recognition of the Need In Bloom’s taxonomy of educational objectives there are five levels of competency in the affective domain . Mastery of each level can be demonstrated through certain actions, examples of which are given below:
Level 1: Receiving (a stimulus). Students go to class, participate in class activities.
Level 2: Responding (to a stimulus). Students study for their courses, carry out assignments.
Level 3: Valuing (an object or a behavior). Students are committed to their education, have positive attitudes about their coursework.
Level 4: Organization (of values into a system). Students balance their responsibilities effectively; begin to formulate a systematic approach to learning.
Level 5: Characterization (by a value complex). Students work independently and diligently, practice cooperation when working in teams, act ethically. Their value system reflects consistently in their behavior.
• It could be argued that level 4 (organization) represents the minimum level of mastery students must possess when they graduate, to develop as lifelong learners.
For curriculum design and assessment purposes, the following actions were selected as possible measures of students’ recognition of the need for lifelong learning:
• Willingness to learn new material on their own.
• Reflecting on their learning process.
• Participation in professional societies’ activities.
• Reading engineering articles / books outside of class.
• Attending extracurricular training or planning to attend graduate school.
In the cognitive domain, there are six levels of competency [7]. Again, mastery of each level can be demonstrated through certain actions, examples of which are given below:
• Level 1: Knowledge. Students recognize or recall information (ex. repeat verbatim definitions or principles).
• Level 2: Comprehension. Students understand the meaning of information, so they can explain it to others (ex. share their own examples of how a principle applies in certain situations).
• Level 3: Application. Students use information appropriately to solve well-defined problems.
• Level 4: Analysis. Students deal with ambiguity in new, ill-defined situations by formulating models and seeing relationships.
• Level 5: Synthesis. Students combine elements in novel ways to generate new products or ideas.
• Level 6: Evaluation. Students judge the worth of ideas, theories and opinions, choose among alternatives, and justify their choice based on specific criteria.
In the cognitive domain level 4 (analysis) represents the minimum level of mastery students must possess when they graduate, to develop as lifelong learners.
The following nine were selected as representative of the skills necessary to engage effectively in lifelong learning in engineering:
3i-6: Observe engineering artifacts carefully and critically, to reach an understanding of the reasons behind their design.
3i-7: Access information effectively and efficiently from a variety of sources.
3i-8: Read critically and assess the quality of information available (ex. question the validity of information, including that from textbooks or teachers).
3i-9: Categorize and classify information.
3i-10: Analyze new content by breaking it down, asking key questions, comparing and contrasting, recognizing patterns, and interpreting information.
3i-11: Synthesize new concepts by making connections, transferring prior knowledge, and generalizing.
3i-12: Model by estimating, simplifying, making assumptions and approximations.
3i-13: Visualize (ex. create pictures in their mind that help them “see” what the words in a book describe).
3i-14: Reason by predicting, inferring, using inductions, questioning assumptions, using lateral thinking, and inquiring.
DIMENSIONS OF LEARNING STYLEA student's learning style may be defined in part by the answers to five questions:
• What type of information does the student preferentially perceive: sensory---sights, sounds, physical sensations, or intuitive---memories, ideas, insights?
• Through which modality is sensory information most effectively perceived: visual---pictures, diagrams, graphs, demonstrations, or verbal---sounds, written and spoken words and formulas?
• With which organization of information is the student most comfortable: inductive---facts and observations are given, underlying principles are inferred, or deductive---principles are given, consequences and applications are deduced?
• How does the student prefer to process information: actively---through engagement in physical activity or discussion, or reflectively---through introspection?
• How does the student progress toward understanding: sequentially---in a logical progression of small incremental steps, or globally---in large jumps, holistically?
Sensing Learner Intuitive
Information comes in through senses Information arises internally through
memory, reflection, and imagination
Practical Imaginatif
Like facts and observations Like concepts and interpretation
Solve problems using well-established
procedures
Don’t mind detail work and don’t like
unexpected twists or complications
learn best when given facts and procedures
Like variety in work
Don’t mind complexity
Get bored with too much detail and
repetition
Careful and slow Careless and quick
Less comfortable than intuitors with symbols;
sensors tend to get lower grades than intuitors
in lecture courses
What type of information does the student preferentially perceive ?
Visual Learner Verbal Learner
visual images (pictures, diagrams,
graphs, schematics, demonstrations)verbal material (written and spoken
words and mathematical formulas)
Through which modality is sensory information most effectively
perceived ?
With which organization of information is the student most
comfortable ?
Inductive Learner Deductive Learner
• Learning a body of material by
seeing specific cases first
(observations, experimental
results, numerical examples)
and working up to governing
principles and theories by
inference
• Less structured presentation
• Deeper learning and longer
retention of information
• Greater confidence in their
problem-solving abilities
• Begining with general
principles and to deduce
consequences and
applications.
• Highly structured presentation
How does the student progress toward understanding ?
Sequential Learner Global learner
• absorb information and acquire
understanding of material in small
connected chunks
• take in information in seemingly
unconnected fragments and achieve
understanding in large holistic leaps
• solve problems with incomplete
understanding of the material and their
solutions are generally orderly and easy to
follow
• lack a grasp of the big picture---the broad
context of a body of knowledge and its
interrelationships with other subjects and
disciplines
• work in a more all-or-nothing fashion
• Doing slowly and poorly on homework
and tests until they grasp the total
picture, but once they have it they can
often see connections to other subjects
that escape sequential learners
• tend to learn while doing something
active---trying things out, bouncing ideas
off others
• do much more of their processing
introspectively, thinking things through
before trying them out
• work well in groups • prefer to work alone or in pairs
Reflecting the learning process
Explore your learning styles by taking the
• Learning Styles Inventory [9] http://www.engr.ncsu.edu/learningstyles/ilsweb.html
• Jung Typology Test [10]. http://www.humanmetrics.com/cgi-win/jtypes2.asp
These tests help students to identify strengths and weaknesses in their learning process.
Subsequently, the students develop strategies to help them overcome their weaknesses and become more balanced in their learning approach
Tugas :Mahasiswa diminta untuk melakukan test
1. Learning Styles Inventory http://www.engr.ncsu.edu/learningstyles/ilsweb.html
2. Jung Typology Test http://www.humanmetrics.com/cgi-win/jtypes2.asp
Selanjutnya buat laporan yang berkaitan dengan test yang telah dilakukan.
Jelaskan mengenai Identifikasi kekuatan dan kelemahan dari proses belajar serta strategi untuk mengatasi kelemahan sehingga terjadi keseimbangan.
Jelaskan tentang proses pembelajaran berdasarkan pengalaman anda melaksanakan kerja praktek di perusahaan.
Laporan dikirim ke [email protected] : Selasa, 13 April 2017 sebelum pukul 12.00
Keterlambatan menyebabkan pengurangan nilai 10% / jam.
Reference :REACHING THE SECOND TIERLEARNING AND TEACHING STYLES IN COLLEGE SCIENCE EDUCATIONRichard M. Felder