PENGEMBANGAN PRAKTIK PENGALAMAN LAPANGAN BILINGUALPENGALAMAN LAPANGAN BILINGUAL

Dipresentasikan pada Lokakarya Penyususnan InstrumenPenilaian Kemampuan Mengajar dalam Bahasa Inggris padamata kuliah PPL UNIVERSITAS SRIWIJAYA Pelembangmata kuliah PPL, UNIVERSITAS SRIWIJAYA Pelembang

25 Nopember 2010

Oleh: Marsigit

UNIVERSITAS NEGERI YOGYAKARTAUNIVERSITAS NEGERI YOGYAKARTA2010

POKOK PIKIRANO O N1. Mencerminkan Visi Inovatif dan Perubahan (Good

Practice of Teaching)Practice of Teaching)

2. Sesuai dengan Kriteria Internasional dan Nasional

3. Sesuai dengan Hakekat Pendidikan, Hakekat Sain Sekolah dan Hakekat Siswa Belajar Sain

4. Selaras dengan Socio-constructivist, Cognitive Developmentp

5. Berbasis Pengembangan Riset Pembelajaran Sain

i e CAR Lesson Study Case Studiesi.e CAR, Lesson Study, Case Studies

Hermenitika PPL BilingualPOKOK PIKIRAN

Univ/Jur/Prodi

PIKIRAN

ProgramUniv/Jur/Prodi/Unit PPL

Sekolah

Program

Sekolah PartnerPedomanPedoman

?

Masalah

PPL BILINGUAL Persepsi KompetensiPPL-BILINGUAL Persepsi, Kompetensi, Pendukung Guru dan

Sekolah

CONCEPTUAL PROBLEMSCONCEPTUAL PROBLEMS

1. Philosophical Ground of Science pEducation?

2. Good Practice and Research of Science Teaching?

Problem TeachingProblem Teaching

Traditional Innovative

TeacherTeacher

3/6/2011 Marsigit, IndonesiaStudents Constructive Teaching

Problem of TeachingProblem of Teaching

FORMAL SCHOOLSCIENCE SCIENCE

Teacher

3/6/2011 Marsigit, IndonesiaStudents Constructive Learning

Hermeneutics of Teaching Practice Hermeneutics of Teaching Practice gg

N A h f L iN A h f L iNew Approach of LearningNew Approach of Learning

1. Learning is a search for PATTERN and RELATIONSHIP

2 Learning is PROBLEM SOLVING activity2. Learning is PROBLEM SOLVING activity3. Learning means of INVESTIGATION4 L i f COMMUNICATION4. Learning means of COMMUNICATION

3/6/2011 Marsigit, Indonesia

FUNDAMENTAL PROBLEMSIdentify

Critical Phil hC c

Examine

Validate

Philosophy d Id lValidate

Reflectand Ideology f T hiRevitalize

Developof Teaching

Recommend

Model/Initiation

Industrial Trainer

Technological Pragmatist

Old Humanist

Progressive Educator

Public Educator

P litiPolitics Radical right

Conservative

Conservative/liberal

Liberal Democra-cy

Science Body of Knowle

Science of truth

Structu-re of

Process ofThinking

Social Activi-Knowle

dge truth re of

truthThinking Activi

ties

Moral Value

Good vsBad

Pragmatism

HierarkhiesPaternali

i

Humani-ty

Justice, Freedom

stics

Industrial Technologica Old Progressive Public Trainer

gl Pragmatist Humanist

gEducator Educator

Theory ofSociety

Hierarchy,Market Orientati-on

Hierarchy Hierarchy Well-fare Un-justice need a reform

Genesis ofStudents

Empty Vessel

Empty Vessel Character Building

Student Orientation

To develop/grow Stude ts Vesse u d g O e o deve op/g owseed plant

Theory of Talent and Talent Talent Need Aspect of Students’Ability

Effort Develop-ment

culture,Relatives

Industrial Technologic Old Progressive Public Trainer al

PragmatistHumanist Educator Educator

Aim of Back to Certification Transfer of Creativity To develop fScienceEducation

Basic knowledgey p

people comprehensively through math.

Theory ofLearning

Work Hard,Exercises,Drill

ThinkingAnd practice

Understanding and Application

Exploration Discussion,Autonomy,Self,

Drill,Memorize

Theory Transfer External Expository Construction, Discussion,yOf Teaching

of knowledge (transmi-tion)

Motivationp y ,

Development,

Investigation

)

Industrial Technologica Old Progressive PublicIndustrial Trainer

Technological Pragmatist

Old Humanist

Progressive Educator

Public Educator

Resour-ces

White Board, Chalk,Anti

Teaching Aid Visual Teaching Aid for motivation

Various resources/environment

SocialEnviront-ment

Calcula-tor

l i f i f iEvaluati-on

External Test

ExternalTest

ExternalTest

Porto-folio,Assessment

Porto folio,Social Context

Diversity Monoculture

Desentrali-sation

Competent Based Curricu-lum

Multiple Solution,Local Culture

Heterogonomous

lum

SYSTEMIC PROBLEMSIdentify

Critical Norm and Standard (International)

C c

Examine

Validate

Norm and Standard (National)

P d f L /DValidate

ReflectProduct of Law/Decree

Policy (National Local)Revitalize

Develop

Policy (National – Local)

Critical Issues:Recommend

Model/InitiationUN, Certification, PPG, PLPG, Internationalization, Benchmarking, Teaching Practice (PPL)

DEVELOPINGIdentify

Critical C c

Examine

Validate TeachingValidate

Reflect

Teaching PracticeRevitalize

DevelopPractice (PPL)Recommend

Model/Initiation(PPL)

DEVELOPINGIdentify

Critical C c

Examine

Validate InstrumentValidate

Reflect

InstrumentTeachingRevitalize

DevelopTeaching P tiRecommend

Model/InitiationPractice

Instrument for EvaluationIdentify

Critical C c

Examine

ValidateLesson Plan

Validate

ReflectTeaching LearningRevitalize

Develop

Teaching Learning Process

Recommend

Model/Initiation

Alternative Instrument Teaching PracticeAlternative Instrument Teaching Practice1.Apperception (Belong to students/Preparation by individual student)

2. Works Group Discussion (Form and Substances)3. Developing Teaching Media/Aids (Various)4. Developing Teaching Methods (Various/To Facilitate/Constructive/Flexible)

5.Developing Interaction (Various/Flexible)

6. Students’ Presentation (Report and Explain)( p p )

7. Developing Students’ Worksheet (Constructive)

8. Developing Lesson Plan (Students Centered)p g ( )

9. Conclusion by the students10 Scheme of competencies achievement (Cognitive10. Scheme of competencies achievement (Cognitive Schema)

PERMASALAHAN LAPANGAN

• Bagaimana Persepsi Guru dan Sekolah (KS)

terhadapPPL?

• Jenis Kerjasama dengan SekolahJenis Kerjasama dengan Sekolah

• Jenis Program dan Kegiatan PPL

• Syarat danFaktor Pendukung

• Kaitan dengan Pengembangan Profesi Dosen dan g g gGuru

• Kedudukan dan kontribusi untuk level Nasional• Kedudukan dan kontribusi untuk level Nasional

T i k ihT i k ihTerimakasihTerimakasih