Active Teaching

Active teaching refer not only to a category of teaching behaviors but also a philosophical orientation of teaching. An active teacher is directed involved in student learning through the process of providing examples and other representations, asking questions, that requires more than mere recall, providing explanations, and monitoring students progress.

Active teaching can be summarized as follow. Active teachers:
- identify clear learning goals for their students
- select teaching strategies that will most effectively reach the learning goals.
- Provide examples and representations that help student acquire a deep understandig.
- Require that student are actively involve in learning process.
- Guide students as they construct their understanding
- Carefully monitor student for evidence of learning

Components of Teaching

Teaching can be viewed as a task in hich someone (the teacher) attemps to help one or more persons (the students) acquire understanding, skills, or attitudes (the subject matter). Each of this components influences the form of the teaching act. The models approach to teaching recognizes the importance of this components and integrates them into a decicion-making framework based on three factor. Theses factors are:
- the teacher
- the students
- the content

Achievement Test

Achievement testing plays a prominent role in all types of intructional programs. It is the most widely used method of assessing pupils achievement in classroom instruction, and it is an indespensable procedure in individualized and programmed instruction.

Despite the widespread use of achievement testing and its importance in evaluating and guiding student learning, many teacher recieve little or no training in how to construct good achievement test.

An achievement test is a systematic procedure for determining the ammount of student has learned. Although the emphasis is on learning outcomes, it should not be implied that testing is to be done only at the end of instruction. All too frequently, achievement test viewed as an end unit or end of course activity that is used primarily for assigning course grades. Although this is a necessary and usefull function of testing, it is just one of many. As with teaching, the main porpuse of testing is to improve learning, and within this larger context there are a number of specific contribution it can make.

Instructional Objectives

When first planning for instruction, teachers typically focus on the selection of centent, teaching method, and instructional materials. These are all important elements of instructional planning, but the entire process is more effective if attention is first directed toward instructional objectives.

In the past, instructional objectives have been stated in many different ways and have focused on various aspects of instruction (e.g. teaching procedures, learning process, instructional content, student performance).

Here we shall describe instructional objectives as intended learning outcomes, that is, in terms of the type of performance students are able to demonstrate at the end of instruction to show that they have learned what was expected of them. Well-stated objectives clarify these expectations in terms of measureable or observable student performance.

In addition to focusing on the intended outcomes of instruction, instructional objectives must be at an appropriate level of generality for the the type of instruction to be used.

For classroom instruction they should be not be stated so narrowly and detailed that instruction is reduced to a lockstep type of trainning program. Neither should they be in such generalized from that they provide inadequate guidance for instruction.
Ideally, statements of instructional objectives should fall in the middle position on the generality continuum. That is, the statements should be specific enough to provide focus for both teaching and tehe assesment of learning without limiting the teacher’s flexibility in selecting instructional methods and materials.

Upaya Meningkatkan Aktivitas Belajar Ipa Fisika Melalui Pembelajaran Berbasis Demokrasi Dengan Membentuk Dynamic Group Pada SMPN 1 Pare

Oleh: Dra Wiwik Suharti

Abstrak

Pada saat proses belajar mengajar berlangsung, seorang guru tidaklah mudah menciptakan kondisi yang kondusif bagi semua siswa. Ada siswa yang proaktif, ada siswa yang tidak banyak bicara (pendiam) tetapi memiliki kemampuan akademik di atas temannya, dan terdapat pula siswa yang banyak bicara tetapi meiliki kemampuan rendah. Bahkan, ada siswa dengan kemampuan akademik menengah-ke bawah merasa tertekan sebab materi pelajaran IPA Fisika sarat dengan teori, konsep, rumus-rumus, dan praktikum yang rumit bahkan sulit dipahami. Untuk itu, melalui penelitian ini dirumuskan suatu masalah: Bagaimana cara meningkatkan aktivitas belajar IPA Fisika melalui pembelajaran berbasis demokrasi dengan membentuk dynamic group pada siswa kelas VIID di SMPN 1 Pare. Tujuan penelitian adalah: (1) meningkatkan keaktifan, daya kreativitas, dan ide-ide serta inspirasi siswa dalam pembelajaran IPA Fisika; (2) mengembangkan pembentukan atmosfir kelas yang lebih nyaman dan pembelajaran menjadi tidak menjenuhkan; (3) menghargai perbedaan gaya belajar siswa sehingga pembelajaran menjadi lebih optimal; dan tujuan khusus penelitian ini adalah: (1) menggunakan hasil penelitian sebagai variasi model pembelajaran; (2) melatih berpikir bagi siswa; (3) menumbuhkan rasa percaya diri bagi siswa. Penelitian tindakan kelas ini dilaksanakan pada siswa kelas VIID SMPN 1 Pare Jawa Timur pada tahun pelajaran 2005/2006 dengan jumlah siswa 44 orang terdiri dari 20 laki-laki dan 24 perempuan. Menggunakan 2 siklus dengan instrumen penyajian problem, catatan lapangan, instrumen pembelajaran berbasis demokrasi dengan membentuk dynamic group, dan pedoman wawancara. Hasil penelitian ternyata terdapat peningkatan aktivitas siswa dalam pembelajaran IPA Fisika. Dengan demikian, melalui pembelajaran berbasis demokrasi dengan membentuk dynamic group, dapat dijadikan variasi model pembelajaran di kelas.

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