Contoh Merdeka Belajar dalam Pembelajaran Daring
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Dua contoh model pembelajaran Lee & Hannafin (2016), dan Sugata Mitra (2010). Model ini mendorong pengembangan generasi Indonesia kedepan yang mandiri.
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Contoh Merdeka Belajar dalam Pembelajaran Daring
- 1. MELAWAN COVID-19 MEMFASILITASI PEMBELAJARAN DARING Contoh Merdeka BelajarDaring BELAJAR DARI RUMAH Uwes Anis Chaeruman Free picture taken from: https://burst.shopify.com/
- 3. LEARNING TECH- NOLOGIES & TOOLS 24/7
- 4. TECHNOLOGY IS NOT THE END IT IS A MEAN TO MEET THE END Dryden & Voss,1999
- 5. OWN IT LEARN IT SHARE IT QUESTION ENQUIRY REVIEW & [Sugata Mitra,2012][Lee & Hannafin, 2016]
- 6. Theoretical Framework Design Assumptions Design Guidelines Self-determination theory Autonomy Locus of control Endorsment Personal goals Choices Constuctivism theory Constuctionism theory Personal meaning making Scaffolding Representation of emerging understanding Sharing Design and development Multiple perspectives Discussion Reflection Own it Internalize the rational Endorse the value Personally meaningful choice Goal setting Learn it Individual needs Prompting, modeling Progress monitoring Tools and resources Share it Artifact generation Authentic audiences Peer review Web publication 1. Facilitate endorsement of external goals 2. Provide opportunities to set specific personal goals 3. Provide choices that matter 4. Provide explicit direction on initiating engagement 5. Support the selection and use of tools and resources 6. Prompt to support varying needs 7. Integrate the terminology use in discipline 8. Support student as the monitor progress 9. Promote dialogue among students and audience 10. Facilitate helpful peer review
- 7. Steps Own it Internalize the rational Endorse the value Personally meaningful choice Goal setting Learn it Individual needs Prompting, modeling Progress monitoring Tools and resources Share it Artifact generation Authentic audiences Peer review Web publication Steps Question Pose an enquiry question Explain the rule Nominate student to take a responsibility Enquiry Let students work Intervene minimally Try not to give answer Record situation Review Organize students Facilitate Discussion No judgement [Sugata Mitra,2012] [Lee & Hannafin, 2016] OWN IT LEARN IT SHARE IT QUESTION ENQUIRY REVIEW &
- 8. 1 2 3 4 UNIVERSE ORIGINS siswa dapat membedakan antar teori penciptaan alam semesta ? BIG BANG NEBULA KONSTAN BINTANG KEMBAR
- 9. Step #1 Own it Internalize the rational Endorse the value Personally meaningful choice Goal setting Step 1 Question Pose an enquiry question Explain the rule Nominate student to take a responsibility [Sugata Mitra,2012] [Lee & Hannafin, 2016] CONTOH PEMBELAJARAN LOW-technology Memberi gambaran besar (big picture), tapi kontekstual dengan yang dialami siswa. Memberi pertanyaan besar: bagaimana alam semesta ini terjadi? Mengapa ada banyak teori? Apa yang mendasari teori A? Apa yang membedakan teori A dan teori B? Meminta siswa memilih dua dari sekian banyak teori yang akan ia pelajari. Memastikan aspek apa saja yang ingin ia jelaskan. Menggunakan WAG, chat forum pada 04.04.20 10:00 – 10.20
- 10. Step #2 Step 2 CONTOH PEMBELAJARAN LOW-technology Memantau selama 40’ melaluiWAG Memberi clue tidak intervensi Memberi pertanyaan elaborasi Memberikan link sumber belajar relevan sesuai kebutuhan individu/kelompok Membuat catatan terhadap perkembangan yang terjadi Memberi otonomi kepada siswa untuk menyajikan hasil dengan cara masing-masing (slide presentasi, mindmap, voice record, gambar, meme, dll) Menggunakan WAG, chat forum pada 04.04.20 10:20 – 11.00 Learn it Individual needs Prompting, modeling Progress monitoring Tools and resources Enquiry Let students work Intervene minimally Try not to give answer Record situation [Sugata Mitra,2012] [Lee & Hannafin, 2016]
- 11. Step #3 Step 3 CONTOH PEMBELAJARAN LOW-technology Meminta menjelaskan Meminta sebayanya memberi komentar Memberikan konfirmasi Memberikan apresiasi Jangan ada satupun yang tidak dibahas dan apresiasi Share hasil final ke media social masing-masing Minta teman dan orang tua memberi komentar, bukan hanya sekedar like Menggunakan WAG, chat forum pada 04.04.20 11:00 – 10.30 Share it Artifact generation Authentic audiences Peer review Web publication Review Organize students Facilitate Discussion No judgement [Sugata Mitra,2012] [Lee & Hannafin, 2016]
- 12. Step #1 Own it Internalize the rational Endorse the value Personally meaningful choice Goal setting Step 1 Question Pose an enquiry question Explain the rule Nominate student to take a responsibility CONTOH PEMBELAJARANHIGH-technology Memberi gambaran besar (big picture), tapi kontekstual dengan yang dialami siswa. Memberi pertanyaan besar: bagaimana alam semesta ini terjadi? Mengapa ada banyak teori? Apa yang mendasari teori A? Apa yang membedakan teori A dan teori B? Meminta siswa memilih dua dari sekian banyak teori yang akan ia pelajari. Memastikan aspek apa saja yang ingin ia jelaskan. [Sugata Mitra,2012] [Lee & Hannafin, 2016]
- 13. Step #2 Step 2 CONTOH PEMBELAJARAN HIGH-technology Memantau dan berkomunikasi melaluiWAG atau sejenis Memberi clue tidak intervensi Memberi pertanyaan elaborasi Memberikan link sumber belajar relevan sesuai kebutuhan individu/kelompok Membuat catatan terhadap perkembangan yang terjadi Memberi otonomi kepada siswa untuk menyajikan hasil dengan cara masing-masing (slide presentasi, mindmap, voice record, gambar, meme, dll) Asyncronous dalam jangka waktu tertentu. Pemantauan dapat dilakukan melalui WAG, dll. Learn it Individual needs Prompting, modeling Progress monitoring Tools and resources Enquiry Let students work Intervene minimally Try not to give answer Record situation [Sugata Mitra,2012] [Lee & Hannafin, 2016]
- 14. Step #3 Step 3 CONTOH PEMBELAJARAN HIGH-technology Meminta menjelaskan Meminta sebayanya memberi komentar Memberikan konfirmasi Memberikan apresiasi Jangan ada satupun yang tidak dibahas dan apresiasi Share hasil final ke media social masing-masing Minta teman dan orang tua memberi komentar, bukan hanya sekedar like Tatap Maya menggunakan aplikasi synchronous technology seperti zoom, hang out, webex, dll Share it Artifact generation Authentic audiences Peer review Web publication Review Organize students Facilitate Discussion No judgement [Sugata Mitra,2012] [Lee & Hannafin, 2016]
- 16. IT IS NOT ABOUT TECHNOLOGY. IT IS ABOUT CREATING LEARNING EXPERIENCES WITH TECHNOLOGY. Uwes A. Chaeruman, 2019