Innovative Learning

In the process of learning, a new paradigm of learning as more product innovation should provide a process for returning students to the nature of human nature as having the potential to experience the whole process in developing Becoming human. Therefore, any facility that created to facilitate students and anyone facilitators who will accompany the students to learn, should start from and oriented on what the objectives of student learning.
Learning objectives that emerged from the original impulse (mode = intrinsic motivation). Learning paradigm that is able to disturb the hearts of students to generate their mode should be the focus of the first to develop learning facilities. Paradigm hearts will generate a positive attitude towards learning, so students are ready to process to think, feel, and live sports in ivent learning.
Marzano et al (1993), formulating learning dimension into five levels, (1) positive attitudes and perceptions toward learning, (2) acquisition and integration of new knowledge, (3) expansion and improvement of knowledge, (4) using knowledge meaningfully, and (5) usually ¬†effective and productive thinking. Five dimensions of learning will be internalized by the students if they can do by thinking, feeling, and exercise in learning all of which originated from the deepest impulses. The principle of quantum teaching (Bobbi De Porter et al., 2001; Bobbi De Porter, 2000) which states: “bring their world into our world and the world sent us into their world,” may need to be interpreted by teachers in developing learning facilities capable stirred the hearts of students to take more responsibility for learning. Competence is one of the responsibilities of the attitude of potential competence in developing other competencies, such as creative-productive thinking, decision making, problem solving, learning how to learn, collaboration, management and / or restraint. Competency is absolutely needed by the student to be able to become a man who adatable, flexible, and versatil in all aspects of life that always changes. Success in learning practices have properties that are supported by a number of reasons. First, the active participation of students. Effective learning occurs when students are actively engaged in meaningful tasks and actively involved in interacting with the content of lessons. Second, practice. In varying contexts, the practice can improve retention and ability to apply new knowledge, skills and attitudes. Third, individual differences. Learning method is effective if it can overcome Difference of individuals in terms of personality, general aptitude, prior knowledge of students. Fourth, feedback. Feedback is needed to determine students’ own self-positioning of a task that was done. Fifth, realistic contexts. Students are most easily remember and apply the knowledge represented in a real world context. Sixth, social interaction. Serve humanity as a tutor or a member of the peer group can provide a number of pedagogical and social supports.
Collaborative learning can provide opportunities to go on a successful learning practices. As the technology for learning (technology for instruction), collaborative learning involves the active participation of students and minimize differences among individuals. Has added momentum for collaborative learning, formal and informal education of the two forces met, namely: (1) the realization of practice, that life outside the classroom requires collaborative activity in the life in the real world, (2) raising the awareness of social interaction in an effort to achieve meaningful learning.
Project Based Learning
One of the innovative learning model is project-based learning (PBP). PBP focuses on core concepts and principles of a discipline, facilitating students to investigating, problem solving, and other meaningful tasks, students’centered, and produce tangible products. There are four characteristics of PBL, ie the content, condition, activity, and results. Description PBP characteristics are presented below.
The main characteristics of project-based learning
I. CONTENTS: includes an original idea
1. Complex problem
2. Students discover the relationship between the ideas proposed
3. Students are confronted on an ill-defined problems
4. Questions tend to question the real-world problems
II. CONDITIONS: prioritizing student autonomy
1. Conduct inquiry in the context of society
2. Students are able to manage time effectively and efficiently
3. Students studying full of self-control
4. Simulate a professional work
III. ACTIVITIES: investigating collaborative groups
1. Students conduct investigations for a certain period
2. Students perform complex problem solving
3. Students formulate a relationship between the original idea for constructing a new skill
4. Students use technology to solve authentic problems
5. Students perform feedback on their ideas based on responses from experts or test results
IV. RESULTS: real products
1. Pupils show a real product based on the results of their investigations
2. Students conduct self-evaluation
3. Students are responsive to all the implications of its competence
4. Students demonstrate social competence, personal management, regulation of learning.
In the PBL, the project carried out collaboratively and innovative, unique, focusing on solving problems related to student life or the needs of the community or local industry. PBP has a huge potential to make the learning experience more interesting and meaningful to adult age: high school students, college students, or traditional training to build job skills (Gaer, 1998). In PBP, encouraged students to become more active in learning, teachers as facilitators, teachers evaluate students’ performance products include outcomes that can be displayed from the project.
In working on the project, students can collaborate with teachers one or two people, but the students conduct an investigation in collaborative groups between 4-5 people. Skills required and developed by students in the team is to plan, organize, negotiate, and build consensus about the tasks done, who’s doing what, and how to gather the information needed in berinvestigasi. Skills required and that will be developed by students is an essential skill as the foundation for the success of his life. In addition, essential skills are very supportive of them when the waterfall in the world of work. Because of the nature of work is a collaborative project, the development of these skills should be addressed to all teams.
PBP can be applied to all areas of study. PBP model implementation to follow five main steps, as follows.
(1) Define the project theme. The theme of the project should meet the following indicators: (a) contains the general idea and srisinil, (b) important and interesting, (c) to describe complex problems, (d) reflects the relations of ideas, (e) give priority to solving the problem ill defined.
(2) Establish the context of learning. Context of learning should meet the following indicators: (a) The questions concerned the project real-world problems, (b) give priority to student autonomy, (c) conducting inquiry in the context of society, (d) Students are able to manage time effectively and efficiently, (e) Students studying full of self-control, (f) Simulate in professional work
(3) Plan activities. Learning experience associated with the project plan are as follows: (a) reading, (b) research, (3) observation, (4) interviews, (5) record, (5) visited the object associated with the project, (6) Internet Access .
(4) Processing activities. These indicators include processing activities
among others: (a) sketching, (b) depicts the analysis, (3) counting, (d) generate, (e) develop a prototype.
(5) Implementation of activities to complete the project. The steps taken are: (a) try to do the project based on the sketch, (b) examine the steps that have been done and the results obtained, (c) evaluating the results have been obtained, (4) revise the results have been obtained, (d) make other recycling projects, (e) classifying the best results.

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