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SPADA (Sistem Pembelajaran Dalam Jaringan)
The document discusses Indonesia's open and integrated online learning system (SPADA Sistem Pembelajaran Daring Dalam Jaringan Indonesia Terbuka dan Terpadu). It outlines the criteria of the system being integrated and open. It also discusses the needs for online learning including modules, applications, infrastructure, and regulations. It provides announcements regarding open online learning programs and funding. It explains design principles for quality online courses and discusses concepts like didactics, media, communication, tasks, and evaluation. National and ASEAN qualification frameworks are also referenced.
SPADA (Sistem Pembelajaran Dalam Jaringan)
- 1. SPADA SISTEM PEMBELAJARAN DALAMJARINGAN (DARING) PEMBELAJARAN DARING INDONESIA TERBUKA DAN TERPADU KDITT Oktober 2014, Direktorat Pembelajaran dan Kemahasiswaan Dirjen Dikti PDITT KULIAH DARING INDONESIA TERBUKA DAN TERPADU
- 2. Kriteria Sistem TERPADU Sistem KDITTbersifat terpadu dengan maksud keterpaduan materi kuliah daring dilihat dari sisi capaian pembelajaran maupun isinya secara Nasional sehingga memungkinkan sistem transfer kredit antar perguruan tinggi di Indonesia. TERBUKA Sistem KDITT bersifat terbuka dalam artian terbuka aksesnya bagi kalangan pendidikan tinggi se-Indonesia, kalangan industri, kalangan usaha, dan khalayak masyarakat umum.
- 3. Kebutuhan Daring 1. Modul,materi pada system e-pembelajaran. 2. Aplikasi, sistem administrasi dan manajemen pembelajaran atau sistem epembelajaran. 3. Infrastruktur: server dan jejaring serta perangkat untuk keperluan penyimpanan, komputasi, dan komunikasi. 4. Regulasi: peraturan menteri pendidikan & kebudayaan dan peraturan direktur jenderal pendidikan tinggi yang mengatur kewenangan menyelenggarakan kuliah terbuka bagi perguruan tinggi yang memenuhi syarat
- 5. Regulasi Permendikbud 109Tahun 2013
- 11. Regulasi Permenristek 44Tahun 2014
- 15. Pengumuman Terbuka PDITT 1. Berasaldari program studi yang telah terakreditasi minimal B 2. Mata kuliah daring difokuskan pada bidang Pendidikan (S1 & S2), Pariwisata (S2), Keperawatan (S2), Kebidanan (S2), dan TIK (S2).
- 16. Pengumuman Terbuka PDITT 1. BlendedLearning 2. Jadwal pelaksanaan tentative 3. Nilai anggaran hibah 4. Tujuan dana hibah
- 17. Prinsip Desain KDITT Untukmenghasilkan KDITT yang baik dan bermutu ada beberapa prinsip desain utama yang harus dipenuhi, yaitu: 1. Identifikasi capaian pembelajaran bagi mahasiswa, mencakup aspek pengetahuan, keterampilan dan sikap. 2. Menjamin strategi asesmen selaras dengan capaian pembelajaran. 3. Menyusun aktivitas dan tugas pembelajaran secara progresif agar mahasiswa dapat mematok target pengetahuan, keterampilan dan sikap yang dibangun dalam proses belajarnya. ◦ menyajikan materi yg mendukung belajar aktif; ◦ dalam durasi perkuliahan, pengetahuan dibangun mulai dari yg mendasar ◦ meningkat menuju keterampilan pd tingkat yg lebih tinggi seperti aplikasi, integrasi dan analisis. 4. Menjamin keseimbangan antara kehadiran dosen memberi materi, interaksi sosial, tantangan atau beban kognitif.
- 23. Anatomi OP menyertakanpengantar dan ringkasan ke dalam objek pembelajaran ibaratnya sebagai pembungkus. Bagian awal atau pengantar mempersiapkan mahasiswa untuk memperoleh pengetahuan baru, dan bagian akhir atau ringkasan membantu mahasiswa merefleksikan pelajaran yang baru saja mereka selesaikan.
- 25. Konsep Didaktik 1. TeoriBehaviourisme, 2. Teori Kognitivisme, dan 3. Teori Konstruktivisme. Menurut Ertmer & Newby (1993), *selanjutnya dibahas dalam Buku Panduan Pengembangan Kuliah Daring Hal.41 atau E57 Konsep Media *dibahas dalam Buku Panduan Pengembangan Kuliah Daring Hal.47 atau E64 Konsep Komunikasi/Diskusi *Hal.50 atau E66 Konsep Tugas * Hal.51 atau E67 Konsep Evaluasi *Hal.52 atau E68 Konsep Metadata *Hal.55 atau E71 Konsep Aktivitas *Hal.57 atau E73 Konsep Pemeliharaan * Hal.58 atau E74
- 26. dibahas dalam BukuPanduan Pengembangan Kuliah Daring Hal.61 atau E77
- 27. dibahas dalam PanduanHibah PDITT UI 2015 Hal.5 STANDAR MATERI dibahas dalam Panduan Pengembangan Kuliah Daring Hal.95 atau E111
- 29.
- 30. AQRF ASEAN Qualification Reference Frameworks NQF National Qualification Frameworks AEC ASEANEconomy Community MRA Mutual Recognition Arrangements engineering, nursing, tourism, architecture, land surveying, medical practitioners, dental practitioners, and accountancy IQF Indonesian Qualification Frameworks KKNI Kerangka Kulifikasi Nasional Indonesia RPL Recognition Prior Learning Rekognisi Pembelajaran Lampau A number of ASEAN countries and individual agencies noted that agreements or MOUs have been negotiated, such as Indonesia, Philippines, Thailand, and Vietnam.SKPI Recognition Prior Learning Rekognisi Pembelajaran Lampau
- 31. The current realityis that little is known about implementation and governance of these agreements, including how they interrelate with NQFs and AQRF, which has not yet been articulated. MRA Mutual Recognition Arrangements engineering, nursing, tourism, architecture, land surveying, medical practitioners, dental practitioners, and accountancy
- 32. AQRF The AQRF, asendorsed, is a common reference framework that will function as a device to enable comparisons of qualifications across ASEAN Member States. 1 The scope of the framework is all education and training sectors and a key objective is the promotion of lifelong learning. For many ASEAN countries, it is too early for referencing their NQF to the ASEAN Qualifications Reference Framework. However, at the Fifth Meeting of the Task Force on ASEAN Qualifications Reference Framework (5th TF-AQRF), the ASEAN Member States agreed that the latest date for referencing is 2018.
- 33. NQF = IQF= KKNI The Indonesian Qualification Framework (IQF) is a reflection of a continuing development of human resources quality in Indonesia. In the national scope, IQF acts as a national reference to match and harmonize learning outcomes resulted from formal and non-formal education, or acquired through job experiences. At the international level, IQF serves as a device to translate international workforce and students qualifications to meet the Indonesian qualification system.
- 34. Government Level Ministry ofResearch, Technology and Higher Education 3 - 9 Directorate General of Primary and Secondary Education – Ministry of Education and Culture 1 - 2 Directorate General of Early Childhood, Non- Formal and Informal Education - Ministry of Education and Culture 1 - 5 Ministry of Man Power 1 National Professional Certification Board and various professional bodies are responsible for issuing certificates of competencies and/or certificates of profession in accordance with IQF levels; National Board of Accreditation and private accreditation boards are responsible for the quality assurance of all education providers based on qualifications; National Standard of Education Board is mandated to set up various standards. Graduate outcome standards are derived from IQF descriptors; and Other technical ministries have the responsibility of mapping the professional and human capital planning for supporting the ministries according to IQF levels.
- 35. Jenjang-jenjang kualifikasi padaKKNI merupakan jembatan untuk menyetarakan capaian pembelajaran yang diperoleh melalui pendidikan formal, informal, dan nonformal dengan kompetensi kerja yang dicapai di dunia kerja, melalui pelatihan berbasis kompetensi (Competence Based Training = CBT) atau program peningkatan jenjang karir
- 36. The Law 20/2003on the National Education System stipulates that accreditation is mandatory for all education providers. Currently the accreditation process is carried out by the following agencies: In addition to government accreditation, some study programs in more established universities also acquire international accreditation, mostly from international professional associations such as the Accreditation Board for Engineering and Technology (ABET). In ASEAN, the ASEAN University Network (AUN) provides services to assess the quality of an education provider. Some university study programs have benefitted from such optional external services. All qualifications included in the IQF must meet an agreed standard established by all relevant stakeholders.
- 38. RPL RPL(Rekognisi Pembelajaran Lampau) adalahproses pengakuan atas capaian pembelajaran seseorang yang dilakukan secara otodidak dari pengalaman hidupnya, pendidikan nonformal, atau pendidikan informal ke dalam sektor pendidikan formal.