Pengakuan akan kebutuhan dan kemampuan untuk terlibat dalam belajar seumur hidup A recognition of the need for, and an ability to engage in life-long learning
Kuliah Kerja Praktek Semester II 1617 Dosen : Effrina Yanti Hamid Bandung, 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 STYLE A 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?
What type of information does the student preferentially perceive ? 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
Through which modality is sensory information most effectively perceived ? Visual Learner
Verbal Learner
visual images (pictures, diagrams, verbal material (written and spoken graphs, schematics, demonstrations) words and mathematical formulas)
With which organization of information is the student most comfortable ?
Inductive Learner
Deductive Learner
• Learning a body of material by • Begining with general seeing specific cases first principles and to deduce (observations, experimental consequences and results, numerical examples) applications. and working up to governing • Highly structured presentation principles and theories by inference • Less structured presentation • Deeper learning and longer retention of information • Greater confidence in their problem-solving abilities
How does the student progress toward understanding ? Sequential Learner
Global learner
•
absorb information and understanding of material connected chunks
acquire • in small
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/cgiwin/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 TIER LEARNING AND TEACHING STYLES IN COLLEGE SCIENCE EDUCATION Richard M. Felder
