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THEORIES AND MODELS OF INSTRUCTION
P U N A J I S E T Y O S A R I
T E K N O L O G I P E M B E L A J A R A N
P A S C A S A R J A N AU N I V E R S I T A S N E G E R I M A L A N G
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TEORI DAN MODEL INSTRUKSI
P U N A J I S E T Y O S A R I
T E K N O L O G I P E M B E L A J A R A N
P A S C A S A R J A N AU N I V E R S I T A S N E G E R I M A L A N G
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The Instructional Framework
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Instructional Models
•Models represent the broadest level of
instructional practices and present a
philosophical orientation to instruction.
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Instructional Model
•Model mewakili tingkat luas praktik
pembelajaran dan menyajikan orientasi
filosofis instruksi.
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Models are used:
•
to select and• to structure
teaching
strategies,
methods, skills,
and studentactivities for a
particular
instructional
emphasis.
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Model yang
digunakan:
•
untukmemilih
• untuk
struktur
strategi pengajaran,
metode, keterampilan,
dan aktivitas siswa
untuk penekanan
pembelajaran tertentu.
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(Joyce and Weil (1996)
Instructional models
behaviourial i n f o r m a t i o n p r o c e s s i n g
personal
s o c i a l i n
t e r a c t i o n
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(Joyce and Weil (1996)
model
pembelajaran
kebiasaan p en g ol ah a
ni nf or m a s i
pribadi
i n t er ak
s i s o s i al
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Instructional
Strategies
Within each model several
strategies can be used
Strategies determine the
approach a teacher may
take to achieve learning
objectives
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Strategi
instruksional
Dalam masing-masing
model beberapa strategi
dapat digunakan
Strategi menentukan
pendekatan guru
mungkin diperlukan
untuk mencapai tujuanpembelajaran
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Strategies
direct
indirect
e x p e r i e n t i a l ,
i n d
e p e n d e n t
i n t e r a c t i v e
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strategi
langsung
tidak
langsung
p en
g al am an ,
i n d e
p en d en
i n t er ak t i f
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Interactiveinstruction
Directinstruction
Indirectinstruction
Experiencelearning
Independentstudy
Gb . Hubungan Strategi-strategi Pembelajaran
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instruksiinteraktif
instruksilangsung
instruksi taklangsung
pengalamanbelajar
studiindependen
Gb . Hubungan Strategi-strategi Pembelajaran
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I n s t r u c t i o n a l
M e t h o d s
particularmethods are
often ssociated
with certain
strategies
Methods
are used byteachers
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M e t o
d e
p e m b e
l a j a r
a n metode tertentusering dikaitkan
dengan strategi
tertentu
Metode
yangdigunakan
oleh guru
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InstructionalSkills
Skills are the mostspecific
instructionalbehaviours
Techniques as questioning,
discussing, direction-giving, explaining, and
demonstrating.
Actions as planning,structuring,
focusing, andmanaging
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Keterampilaninstruksional
Keterampilanadalah perilakupembelajaranyang paling
spesifik
Teknik sepertimempertanyakan,membahas, arah
pemberian, menjelaskan,dan berdemonstrasi.
Tindakanperencanaan,
penataan, fokus,dan mengelola
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Skills
Methods
Strategies
Models
Gb. Hubungan antara models, strategies, metode dan keterampilan
BROADER
SPECIFIC
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InformationProcessing
emphasizes the acquisition, mastery,and processing of information
the cognitive functioning of the studentis the focus
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InformationProcessing
menekankan akuisisi, penguasaan,dan pemrosesan informasi
fungsi kognitif siswa adalah fokus
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Personal
to emphasize on the development of theindividual's self concept
the focus on a strong, realistic self concept
to involves development of the processes an
individual uses to build and organize his or herunique self
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Personal
menekankan pada pengembangan konsepdiri individu
fokus pada kekuatan, konsep diri yangrealistis
untuk melibatkan pengembangan proses
individu digunakan untuk membangun danmengatur diri yang unik nya
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Social Interaction
to emphasizes the personal andsocietal relationships among people
the focus is on improving thestudent's ability
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Social Interaction
untuk menekankan hubunganpribadi dan sosial antara orang-
orang
fokusnya adalah padapeningkatan kemampuan siswa
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to relate to others
improving the student's ability
to engage in democratic
processesto work productively in
society
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untuk berhubungandengan orang lain
meningkatkan kemampuan siswa
untuk terlibat dalam
proses demokrasiuntuk bekerja secara
produktif dalammasyarakat
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Behavioral
to emphasizes changing the visiblebehaviourof the learner to beconsistent with self concept
Its basis in the stimuluscontrol/reinforcement theories
to stresses that learning tasks should be
brokeninto a series of small, sequencedtasks and behaviours
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perilaku
untuk menekankan perubahanterlihat behaviourof pelajar untuk
konsisten dengan konsep diri
Dasar dalam teori kontrol stimulus /penguatan
untuk menekankan bahwa tugas-tugas belajar harus dipecah menjadi
serangkaian kecil, tugas berpayetdan perilaku
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D i r e c t
I n s
t r u c t i o n
direct instruction is
usually deductive
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D i r e c t
I n s
t r u c t i o n
instruksi langsungbiasanya deduktif
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D i r e c t I n s t r u c t i o n
lecture
demonstrations
practice and drill
didactic questioning
explicit teaching
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D i r e c t I n s t r u c t i o n
Dosen
demonstrasi
praktek dan drill
pertanyaan
didaktik
pengajaran eksplisit
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Indirect
Instruction
It is mainly a student-centred interation
reflective discussion, concept
formation, concept attainment,
cloze procedure, problem
solving, and guided inquiry
frees students to explore
diverse possibilities
fosters creativity and the
development of inter-personal
skills and abilities.
the role of the teacher: facilitator, supporter, and
resource person.
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Indirect
Instruction
Hal ini terutama interaksi yang
berpusat pada siswa
diskusi reflektif,
pembentukan konsep,konsep pencapaian,
prosedur cloze, pemecahan
masalah, dan inkuiri
terbimbing membebaskan siswa untuk
mengeksplorasi kemungkinan
beragam
menumbuhkan kreativitas dan
pengembangan keterampilan
interpersonal dan
kemampuan.
peran guru: fasilitator, dukungan, dan
narasumber.
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Indirect
instruction
inquiry
Induction
problem
solving
decision
making
discovery
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instruksilangsung
penyelidikan
induksi
pemecahan masalah
pengambila
nkeputusan
penemuan
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The teacher:
• arranges the learning environment,
• provides opportunity for student
• involvement, and, when appropriate,
• provides feedback to students while
they conduct the inquiry
(Martin, 1983).
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Guru:
mengatur lingkungan belajar, memberikankesempatan bagi keterlibatan siswa, dan, bila
perlu, memberikan umpan balik kepada siswa
ketika mereka melakukan penyelidikan
(Martin, 1983).
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The indirect instruction strategy is most appropriate:
• thinking outcomes are desired;
• attitudes, values, or interpersonal outcomes are
desired;
•
process is as important as product;• students need to investigate or discover something
in order to benefit from later instruction;
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Strategi instruksi langsung adalah yang paling
tepat:
•hasil pemikiran yang diinginkan, sikap, nilai, atau
•hasil antarpribadi yang diinginkan,
•
proses sama pentingnya dengan produk,•siswa perlu menyelidiki atau menemukan sesuatu
dalam rangka memperoleh manfaat dari instruksi
selanjutnya;
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• there is more than one appropriate answer;
• the focus is personalized understanding and
long term retention of concepts or
generalizations;
•
ego involvement and intrinsic motivation aredesirable;
• decisions need to be made or problems need to
be solved; and,
• life-long learning capability is desired.
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•ada lebih dari satu jawaban yang tepat;
•fokus dipersonalisasi pemahaman dan retensi jangka panjang dari konsep
atau generalisasi;•Keterlibatan ego dan motivasi intrinsik yang diinginkan;
•keputusan perlu dibuat atau masalah yang perlu dipecahkan, dan,
•kemampuan belajar seumur hidup yang diinginkan.
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Interactive instruction
relies heavily on
• discussion and
• sharing among participants;
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discussion and sharing provide opportunities:
• to react to
• the ideas,• experience,
• insights, and
• knowledge of the teacher or of peer
learners and• to generate alternative ways of thinking and
feeling
(Seaman and Fellenz, 1989)
diskusi dan berbagi memberikan kesempatan:
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diskusi dan berbagi memberikan kesempatan:
•untuk bereaksi terhadap
ide-ide,pengalaman,
wawasan, dan
pengetahuan guru atau peer peserta didik
dan• untuk menghasilkan cara-cara alternatif
berpikir dan perasaan
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important for the teacher to outline ;
• the topic,
• the amount of discussion time,
• the composition and size of the groups, and
• reporting or sharing techniques.
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penting bagi guru untuk menguraikan;
topik,
jumlah waktu diskusi,
komposisi dan ukuran kelompok, dan
pelaporan atau teknik berbagi.
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Interactive instruction, requires:
• the refinement of observation,
•
listening,• interpersonal, and
• intervention skills and abilities by both
teacher and students.
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Instruksi Interaktif, membutuhkan:
penyempurnaan observasi,
mendengarkan,
interpersonal, danketerampilan dan kemampuan intervensi
oleh guru dan siswa.
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experiential learning
induktif, pembelajar berpusat, dan
aktivitas berorientasi.
faktor penting adalah:
refleksi pribadi
perumusan rencana
untuk menerapkan pembelajaranke dalam konteks lain
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Experiential learning occurs when learners;
• participate in an activity;
• critically look back on the activity to clarify
[earnings and feelings;
• draw useful insights from such analysis;
• put [earnings to work in new situations.
(Pfeiffer & Jones, 1979)
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The emphasis in experiential learning is on
the process of learning;
Experiential learning as an instructional
strategy both in and outside the classroom;
direct or "hands-on" experience is needed
Experiential learning greatly increasesunderstanding and retention (McNeil & Wiles,
1990).
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Penekanan dalam pengalaman belajar pada
proses pembelajaran;
Experiential learning sebagai pembelajaran
strategi baik di dalam maupun di luar kelas;
langsung atau "hands-on" pengalaman yang diperlukan
Experiential learning sangat meningkat
pemahaman dan retensi (McNeil & Wiles,
1990).
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Five phases, are:
experiencing (an activity occurs); sharing or publishing (reactions and
observations are shared);
analyzing or processing (patterns and
dynamics are determined);
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Lima fase, yaitu:
mengalami (suatu kegiatan terjadi);berbagi atau penerbitan (reaksi dan
pengamatan dibagi);
menganalisis atau pengolahan (pola
dan
dinamika ditentukan);
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inferring or generalizing (principles are
derived); and,
applying (plans are made to use [earnings
in new situations).
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menyimpulkan atau generalisasi (prinsip-prinsip yangberasal), dan,
menerapkan (rencana yang dibuat menggunakan [laba
dalam situasi baru).
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Independent Study
refers to the range of instructional methods
which are purposefully provided to foster the
development of
individual student initiative,self-reliance, and
self-improvement..
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Studi independen
mengacu pada berbagai metode
pembelajaran
yang sengaja disediakan untuk
mendorongpengembangan
inisiatif individu siswa,
kemandirian, dan
perbaikan diri ..
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may be initiated by student or teacher,
can include learning in partnership with
another individual or as part of a small
group
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dapat dimulai oleh siswa atau guru,
dapat mencakup belajar dalam
kemitraan dengan
lain individu atau sebagai bagiandari kecil
kelompok
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Why independent study ?
A primary educational goal is to help students
become self-sufficient and responsible citizens by
enhancing individual potential.
Schools can help students to grow as independent
learners. Independent learning are to be acquired, they must
be taught and enough time must be for students
practice.
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Mengapa studi independen?
Tujuan pendidikan dasar adalah untuk
membantu siswa
menjadi mandiri dan warga negara yang
bertanggung jawab dengan
meningkatkan potensi individu.Sekolah dapat membantu siswa untuk tumbuh
sebagai independen
peserta didik.
Belajar mandiri yang harus diperoleh, merekaharus
diajarkan dan cukup waktu harus bagi siswa
praktek.
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Use of independ provide study methods may
begin as early as kindergarten and should continue
to be used through all the grades.
Students should be able to continue to learn afterthey have left the structured learning environment
of the school.
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Penggunaan kemerdekaan menyediakan metode penelitian dapatdimulai sedini TK dan harus terus digunakan melalui semua nilai.
Siswa harus mampu untuk terus belajar setelah mereka
meninggalkan lingkungan belajar terstruktur sekolah.
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Independent study encourages students
to take responsibility for planning and
pacing their own learning.
Independent study can be used in
conjunction with other methods, or it can
be used as the single instructional
strategy for an entire unit.
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Belajar mandiri mendorong siswa untuk
mengambil tanggung jawab untuk
perencanaan dan mondar-mandir belajar
mereka sendiri.
Belajar mandiri dapat digunakan bersama
dengan metode lain, atau dapat digunakan
sebagai strategi pembelajaran tunggal untuk
seluruh unit.
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Independent study is very flexible.
It can be used as the major instructional
strategy with the whole class,
It can be used with one or more
individuals while another strategy is used
with the rest of the class.
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Belajar mandiri sangat fleksibel.
Hal ini dapat digunakan sebagai
strategi pembelajaran utama dengan
seluruh kelas,
Hal ini dapat digunakan dengan satu
atau lebih individu, sementara strategi
lain digunakan dengan seluruh kelas.
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Instructional Methods
After deciding on appropriate instructional
strategies, a teacher must make decisions
regarding instructional methods.
As is the case with strategies, the distinctionbetween methods are not always clear cut
although they are categorized for the purposes of
this document.
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Metode pembelajaran
Setelah memutuskan pada strategi
instruksional yang tepat, seorang guru harus
membuat keputusan mengenai metode
pembelajaran.
Seperti halnya dengan strategi, perbedaan
antara metode tidak selalu jelas dipotong
meskipun mereka dikategorikan untuk tujuan
dokumen ini.
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