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Action Research on the implementation of teaching for Active Learning in Two Elementary Madrasahs in Aceh Journal article by Syah S. M., et al (2011)Discussion By Group 4:- Benyamin Solle - Mahmudin- Bernardus Dhanga - Nur Kholis- Joni - M. Dwi Hardani
AbstractContent of abstract: Objectives of studyTo identify the challenges faced by teachersattempting to teach for active learning (AL) as wellas strategies that might assist them in that effort. Research designAction researchData are collected by using interviews, classroomobservation, and documentation The resultWhile the initial training provided to teachersheightened their consciousness of teaching for ALand inspired some to experiment with the newteaching methodology, teachers‟ understandingand acceptance of AL was still tentative and couldbe undermined without effective leadership andlong term mentoring
Content of Journal Introduction, Method, Findings, Discussion, Conclusion
IntroductionA. Why active learning? Active learning strategies emphasize the significance of the learner‟s involvement in the learning process and may involve independent inquiry, collaborative learning, self-awareness of individual‟s own learning process, and purposeful adaptation of new knowledge to the learner‟s prior experience. Currently, there is an extensive body of empirical research that testifies to the importance of teaching for active learning in improving the academic performance of students at all levels. Active learning has become a common feature of educational reform efforts around the world from Europe to Central America. In Indonesia, active learning has promoted since at least the 1980s through reform initiative such as The Way of Active Learning, Educational Unit Level Curriculum
B. Purpose of the StudyThe researchers wanted to find about: How teaching for active learning is being implemented in Aceh. What the challenges are educators facing as teaching for active learning in Aceh‟s elementary schools? The successful implementations of teaching for active learning in Aceh‟s elementary school. Identify the successful strategies that might assist teachers in other school for active learning.
Statement of problems:The research project focused on the followingquestions: What do teachers do when they teach for active learning in the classroom? What are teacher perceptions of what supports are necessary for successful active learning? What are teacher perceptions of difficulties in implementing teaching for active learning? What are teacher perceptions of the effects of teaching for active learning with students? What are the principal‟s and school committee members‟ understandings of teaching for active learning?
C. Research siteThe action research team selected twoMIN in the city of Banda Aceh – MINMasjid Raya and MIN Rukoh – toinvestigate whether the specificallyreligious mission of the madrasah hadany impact on teaching for activelearning. The teams also investigate theimplementation of teaching for activelearning in two SD in Banda Aceh.
MIN Masjid Raya, established in MIN Rukoh1959• 925 students in 2009 • 20 teachers are• 16 classrooms women, 1 man• 1 library coaches sport• 1 canteen • 13 permanent• 42 – 45 students per teachers classroom • 8 temporary teachers• 28 staff, 12 temporary • 18 participated in teachers, 3 administrative BDE2 training 2007 staff. None bachelor‟s and 2008 degree teacher. 2 hold • 400 students certificates • 40 students per• 65% between 35 – 55 classroom years old, 10% nearly retirement• All the teachers participated DBE2
MethodA. Data collection Interviews: principals and teachers Classroom observation : group discussion Documentation : lesson plan and class assessmentB. Data analysis Collect the data Analyze holistically to identify the themes Analyze categorically to identify patterns within different themes
Findings Teacher awareness of AL Teachers from MIN Masjid Raya and MIN Rukoh participated in the AL Teachers both school got training from DBE2 or other NGO Provincial level office of MORA support teaching for AL Principals, teachers and school committee members to visit other school which had been successfully using active learning strategies Both schools had significant exposure to the practice of teaching for AL
Implementation According to the teacher, both school have made progress in implementing teaching for AL Both school teachers appeared to believe that active learning strategies were most feasible Islamic studies teachers also describes theirs efforts to teach for AL
Doubts about Active Learning Students became bored with attempts to conduct experiments inside the classroom (neither school has dedicated laboratories). Teachers worried about noise that came and classroom management issues associated with group activity and teaching for AL. Teachers concerned about the needs to meet annual curriculum benchmark. Teacher expressed that AL made the teacher busier and complicated their lives.
The role of school leaders Principal appreciated AL and asked teachers to implement it. Principal felt they did not have capacity to guide teacher in AL, so they invited experts to teach the teachers. Teachers felt motivated and supported in their efforts to teach for AL by the example of their principal.
The role of school committee The committee had participated in AL training conducted by DBE2 and other NGOs, but they did not see their role to be involved in promoting teaching for AL in the classroom. School committee members saw their job as working with principal in budget planning and expenditure (rehabilitation of school, teacher welfare, honoraria for non-permanent teachers, extracurricular activities, etc. A teacher thought that the contribution of the school committee was to focus on developing infrastructures. They did not focus on supporting teachers to implement AL.
Discussion is a high level of awareness of teaching for The result show that there active learning in both schools; All school‟s stakeholders are familiar with the term „ active learning‟ and show evidence of varying degrees. A real intention to implement teaching for “AL” shown by an improvement. The reseracher can not confirm the data that show the affect to students behavior. Teachers/ understanding about „AL‟ is still developing. They are suggested to associate the comprehension physically or practice rather than cognitive or psychology Teaching for „AL‟ is heavily associated with group work, classroom management, There are different perception between teachers and principal about „AL‟ One social studies teacher said could not teach for „AL‟ because the training she attended not specifically focus on teaching of „AL‟ in social studies.
A. Intervention In MIN Masjid Raya, teacher seems confusing, undermining, and frustrating their willingness to use „AL‟ in teaching. MIN Rukoh was having success in implementing „AL‟ rather than MIN Masjid Raya The data suggested for MIN Masjid Raya: The school stakeholders have misinterpretation of teaching „AL‟; The students not support the implementation of „AL‟ The school committee activities do not focus on implementation of „AL‟ Lack of communication between teachers and parents Lack of mentoring of teachers to teach for „AL‟
Intervention Activities: Workshop for teachers, school principals, local supervisors, and school committee, held in MIN Rukoh. MIN Rukoh‟s teachers demonstrated their teaching practice of „AL‟ in their classroom, while the other participants observed the teaching activities. Teacher‟s Teaching Activities, includes: Introducing objectives Arranging the students into groups Distributing students‟ worksheet. Asking one of the students to describe and discuss a picture in each group. The teacher demonstrated classroom management, reinforcing and clarifying the involvement of each student in their group. Helping student to perform their assign task. Monitoring students‟ progress Demonstrating their appreciation of students work. Concluding and summarizing the lesson. Asking the students to reflect their own lesson. Describing follow up activities. Closing the lesson by expressing the regard to student‟s parent.
B. Result of the InterventionMIN Mesjid Raya Parent Interview showed that oneof parents still doubt that workshop will changeteacher‟s attitude toward teaching for AL and that ALapproach is an effective teaching. Why??? One of a parent found a teacher who said that she was teaching for AL, but actually she just gave an assignment to the students and then walked out of the classroom to have coffee and chat with other teachers. Workshop is just a play, not a real classroom activity. It is set up to show that AL is an effective approach Unlike in MIN Rukoh, AL in MIN Mesjid Raya is not well implemented because school principals are often changed by the local MORA office before they finish their contract. There was not much change in teaching. Teaching was still traditional (teacher speaks a lot while students are passive). E.g. Social science teacher.
Conclusion Teachers in MIN Mesjid Raya have improved their teaching strategy in comparison with their previous performance. Workshops can be effective in raising the awareness of teachers about the advantages of teaching for AL and may lead teachers to experiment with new teaching strategies. School-wide adaptation of AL requires a change in school culture; and cultural change is not easy and needs more time. Workshops are not enough if it is not supported by effective leadership, continuity of effort, and long term mentoring and support of teachers.