PENGEMBANGAN MEDIA SESUAI KURIKULUM 2013

1. PENGEMBANGAN MEDIA SESUAI KURIKULUM 2013 Dr. Purwanto

2. Apa Tuntutan Kurikulum 2013? • Guru harus bagaimana? • Siswa belajar seperti apa? • Mari kita diskusikan ? ? ? ? ? ? ? ? ?

3. Intended Curriculum Hidden Curriculum Implemented Curriculum Achieved Curriculum IMPLEMENTASI K13 Sasaran Perubahan: peningkatan mutu lulusan

4. Kurikulum2013 • Berbasis Kompetensi dengan prinsip belajar tuntas • Pendekatan Saintifik (Mengamati, Menanya, Mengeksplorasi, Mangasosiasi, Mengkomunikasikan) • Penilaian Otentik beracuan kriteria (Dapat ditelusuri dan dibuktikan Siapa, melakukan apa, di mana, kapan, mengapa, bagaimana : 5 W, 1 H) dan berkesinambungan dan utuh

5. PEMBELAJARAN INOVATIF Beberapacontoh yang kinibanyakdimanfaatkan Contextual Teaching Learning (CTL)‏ Problem Based Learning Quantum Teaching E-Learning (on line learning, web based learning, technology based learning)‏ Pendekatan Discovery-Inquiry InovasiPembelajaranmelaluiGames(permainan)‏ Model Konstruktivis Pembelajaran Aktif, Kreativitas, Efektif, dan Menyenangkan (PAKEM) Pembelajaran Terintegrasi (Integrated Learning)

6. Belajar berpusat pd siswa, SCL The main principles of student-centred learning: • The learner has full responsibility for her/his learning • Involvement and participation are necessary for learning • The relationship between learners is more equal, promoting growth, development • The teacher becomes a facilitator and resource person • The learner experiences confluence in his education (affective and cognitive domains flow together) • The learner sees himself differently as a result of the learning experience.

7. Belajar= Pemecahan Masalah, PBL Characteristics of PBL are: * Learning is driven by challenging, open-ended problems. * Students work in small collaborative groups. * Teachers take on the role as "facilitators" of learning. Problem-based learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. It was pioneered and used extensively at McMaster University, Hamilton, Ontario, Canada.The modern history of problem-based learning begins in the early 1970s at the medical school at McMaster University in Canada

8. MANFAAT PBL; anak terampil it can be used to; • enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill. Why does there seem to be so much confusion about what is and what is not PBL? Problem-based learning, learning because you need to solve a problem, has been around for centuries. Indeed, in the stone age, people learned skills and approaches to solve problems to survive. They just didn't say to each other "Hey, you are using PBL." Similarly, I suggest that all research is PBL, although we don't call it that, we call it research. In the 1960s McMaster Medical School introduced a learning environment that was a combination of small group, cooperative, self-directed, interdependent, self-assessed PBL. Since then this approach has been called "PBL". But PBL, as I suggested previously, can be in any form where a problem is posed to drive the learning. To overcome the confusion, I suggest we use the awkward terminology of small group, self-directed, self-assessed PBL when referring to learning environments similar to the McMaster Medical school approach

9. PBL, memotivasi siswa • What's the big deal about PBL? Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems. • What skills should a student have before entering a PBL program? They should be skilled at problem solving because that skill in needed as the students try to solve the problem. • Does using PBL develop problem solving skills? Not without explicit interventions on the part of the teacher. PBL offers an opportunity to develop the skills • Is PBL an example of cooperative learning? It depends. If the PBL is an individual project, then it does not require cooperation with others.

10. What is PBL? Melalui Proyek? Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include: • research projects • engineering design projects that are more than a synthesis of previously learned knowledge The traditional and well-known "Case approach", popular with business schools, may or may not be problem-based learning. Often the case is used to integrate previously-learned knowledge and hence would not be, according to this definition, problem-based learning.

11. Model Pembelajaran Berbasis TIKMemanfaatkan Digital Learning Object • Kelas yg baik tidak jelas mukanya (bagian depan sulit ditemukan), ada papan tulis di satu sisi, tapi di satu sisi lainnya ada PTI, dan meja guru ada di sisi lainnya, di dalamnya siswa sibuk berbagi , terjadi personalisasi, partisipasi, interaksi dan kolaborasi. • Siswa belajar keterampilan tingkat tinggi (termasuk berfikir) • Siswa memanfaatkan digital learning objects (DLOs) -self-contained units of learning created for online, face-to-face, and blended learning- commonly used presential (presentation-based) and experiential (experience-based) formats for online (and other types) of learning. Digital learning objects may be a photo or a text. They may be slideshows (narrated), photo albums, videotaped lectures, desktop lecture captures, audio casts, games, simulations, or combinations of digital objects that comprise a larger unit of learning. • Tersedia berbeda LO untuk siswa yg berbeda gaya belajarnya, kelas kaya dengan sumber belajar dan TIK • Tema yg dibahas difahami dengan jelas oleh siswa, mereka memanfaatkan berbagai literatur, siswa tdk sibuk belajar teknologi, tapi teknologi digunakan untuk memfasilitasi komunikasi, engagement, interaksi dan understanding. Guru tidak perlu tahu cara siswa menciptakan suatu karya yg dibuat dan dipresentasikan, ia melihat pemahaman siswa dan kemampuan komunikasinya.

12. Persyaratan DLO • These may be stand-alone objects, or they may be part of a module (a larger unit of learning), or courseware (a whole learning sequence). • Such digital learning objects require a clear learning objective(s). • They need defined demographic audiences for the learning. • Pedagogically, there should be a clear learning trajectory and structure to the contents (to enhance the progression of learning). • Objects have to be built to particular technological standards and must be exportable in different ways from the software tools for optimal portability and transferability on technological systems. • These objects need to be sharable between people. • They have to be re-usable in various learning contexts. • Optimally, they should be scalable, which means that while there is an initial unit-cost to develop the learning object, it can then be used again many more times without much in the way of additional costs.

13. Persyaratan DLO • Others may experience the learning object without noticeable drag or deterioration of the learning experience by others. (Or downloaded digital learning objects may be disseminated among a wide number of users without apparent degradation in the experience of the other learners using the same object.) • Various authoring tools may be used to build these objects. Microsoft Visio is an excellent tool for 2D diagrams. Adobe Photoshop is a state-of-the-art photo editor. Sony Vegas works very well for video editing. Microsoft PowerPoint offers accessible slideshow development. SoftChalk LessonBuilder helps in the building of interactive Flash objects and whole modular sites as well as microsites. Some people build straight to code—whether for websites or mobile apps. • Digital learning objects (DLOs) often are labeled with metadata (data about data), which describes important features of the learning object: the primary subject matter focus, the language, the level of learning, the target learner audience, the sources for the information, the author(s) of the DLO, and any contested points about the subject matter.

14. Granularity of Digital Learning Objects • (1) Learning objectives (2) The amount of time expended for the learning • Usually, a learning objective has between 1-3 such goals per learning object. In terms of length of learning, usually, learning objects range between 1-2 hours of learning. • Stand-Alone Usage? Learning in a Sequence? • A stand-alone digital learning object (DLO) has to be self-contained and fully explanatory. • Autonomous Learning with DLOs;Human-Facilitated Learning with DLOs

15. Apa Yg Mau Dikembangkan? • Semua jenis LO, atau sejenis DLO?

16. Basic skills Technology skills Problem solving skills Communication skills Multicultural/ multilingual literacy 21ST CENTURY SKILLS AND LITERACIES Critical and creative thinking skills Information/digital literacy Interpersonal skills Inquiry/reasoning skills

17. STANDAR KOMPETENSI LULUSAN (SKL) - RINCI • GradasiantarSatuanPendidikanmemperhatikan; • Perkembanganpsikologisanak • Lingkupdankedalamanmateri • Kesinambungan • Fungsisatuanpendidikan • Lingkungan 17

18. PERAN TP dan PERAN GURU Teknologi Pendidikan berperan dalam: • Sosialisasi, - Difusi Inovasi • Distribusi Buku, Penyediaan Konten • Pembinaan Guru, Diklat (Instruktur Nasional, Kepala Sekolah, Pengawas Sekolah, Guru Inti Hingga Guru Sasaran • Desain & Pengembangan Model Pembelajaran • Pengembangan Media

19. Bagaimana Mengembangkan? • Desain dulu model pembelajaran sesuai K13 (susun RPP) • Tetapkan jenis media, (audio, video, animasi, multimedia,...) cara dan tempat pemanfaatannya (di kelas, luar kelas, di rumah) • Lakukan analisis, perancangan, produksi, ujicoba, dan evaluasi

20. INTERAKSI PEMBELAJARAN Deep and meaningful learning

21. diskusi • Pembelajaran tematik, seperti apa? • Pendekatan saintifik, bagaimana caranya? • Pelajaran bahasa topik apa dimediakan? • Belajar berubah seperti apa? • dst.

22. Proses Inquiry Ask Investigate Reflect Discuss Create

23. AktivitasBelajaryg Harus Dikreasi Guru Guru harus membuat siswa melakukan tugas-tugas yg bersifat sbb: TUGAS – BELAJAR & MEDIA

24. Dimana Disimpan? Metadata data disimpan di awan

25. Dr. Purwanto purwanto@kemdikbud.go.id pur1wanto@yahoo.com sujiatmojo@gmail.com HP: 08129950845 Terima Kasih

26. Instructional Television Wikipedia: Instructional television (ITV) is a type of television program that is designed for use in schools. Dr. Purwanto

27. How People Learn Through TV? • Instructional Television may be either passive or interactive. • Passive Instructional Television typically involves pre-produced programs which are distributed by video cassette or by video-based technologies such as broadcast, cable, or satellite. • In contrast, interactive Instructional Television provides opportunities for viewer interaction, either with a live instructor or a participating student site. • For example, two-way television with two-way audio allows all students to view and interact with the teacher. At the same time, cameras at remote sites allow the teacher to view all participating students. It is also possible to configure the system so that all student sites may view one another.

28. Advantages ofInstructional Television • Since most people have watched television, the medium is familiar. • Motion and visuals can be combined in a single format so that complex or abstract concepts can be illustrated through visual simulation. The old cliche "a picture is worth a thousand words" rings true. • Instructional television is an effective way to take students to new environments (the moon, a foreign country, or through the lens of a microscope). • Time and space can be collapsed, so that events can be captured and relayed as they happen. • It is very effective for introducing, summarizing, and reviewing concepts. • It can be used effectively as a motivationaltool.

29. Interactivity and Learning • Object interactivity - refers to an application in which objects (buttons, people, things) are activated by using pointing device. • Linear interactivity- refers to applications in which the user is able to move (forwards or backwards) through a predetermined linear sequence of instructional material • Support Interactivity – ability for user to receive performance support that may range from simple help messages to complex tutorial systems • Update Interactivity - relates to individual application components or events in which a dialogue is initiated between the learner and computer-generated content • Construct Interactivity - an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals. • Reflective Interactivity - allows the current user to compare their response to that of other users as well as recognised "experts". • Simulation Interactivity - extends the role of the learner to that of controller or operator, where individual selections determine the training sequence. • Hyperlinked Interactivity - With hyperlinked interactivity, the learner has access to a wealth of information and may "travel" at will through that knowledge base. • Non-Immersive Contextual Interactivity - This concept combines and extends the various interactive levels into a complete virtual training environment in which the learner is able to work in a meaningful, job-related context. • Immersive Virtual Interactivity - provide an interactive environment in which the learner is projected into a complete computer-generated world which responds to individual movement and actions.

30. Columbia University A Six-Week Study of Student Performance related to Classroom ITV vs Non-Classroom ITV was conducted by Columbia University • ITV students out performed (Non) ITV students on tests. Gains were 4 times as large as Non-ITV students. • ITV students scored higher on writing assignments. They surpassed their Non-ITV counterparts considerably. • ITV students used more figurative language than Non-ITV students. • ITV students applied more varied and creative approaches to problem solving. • ITV students were more active in classroom discussions. • ITV students learned better when more ITV is used.

31. National Science Foundation A study commissioned by the National Science Foundation to determine how 4,510children, ages ranging from 8-12 and 4-7 and their parents would respond to instructional television and Ready to Learn programming found: • 61% of the children reported doing something related to science after watching science related programming. • 65% of the children reported that they themselves made the decision to watch the series at home. • In general, children perceived scientists as positive role models agreeing that they work hard and do interesting things.

32. Kentucky Educational Television A survey by Kentucky Educational Television (KET) on the effectiveness and impact of their GED on TV program was conducted from 1975-1989. The study concluded: • Nationally, of 2,100,000 students enrolled in the GED on TV program, 1,239,000 passed the exam after viewing the series of 43, 30-minute programs. • A 1990 KET follow-up survey with 779 graduates of the Kentucky GED on TV program found that earning a GED helped them do the following: - enroll in college, vocational training, or other educational programs 25.7% - obtain a job, keep a job, or receive a promotion: 46.4% - increase income by $1- $3,000/year 18.5% - increase income $3000 - $7,000/year 22.1% - increased income over $7,000/year 11.8% • The survey estimated the cumulative five-year economic impact nationally (from 1985-1989) of the GED on TV program at $12,266,100,000 in increased income for participants.

33. Children’s Television Workshop Another study conducted by Children’s Television Workshop using the SQUAREONE TV series concluded: • In general, the show appeals to both sexes. When differences do occur, girls find the show more appealing than do boys. This is particularly important because girls usually lag behind boys in mathematics • Children understood and remembered the mathematical information on SQUARE ONE TV, and in most cases, were able to apply it to new problems

34. United States Distance Learning Association A paper by Hank Payne, Ph.D., sponsored and published by the United States Distance Learning Association (USDLA), sheds some light on the impact and usefulness of distance learning: • A study (1990-1992) of 3,398 students taking high school level Japanese "showed that the students in the interactive television based groups had significantly higher scores on both measures (listening and writing component test scores) than did the traditional groups."23 (Burning, Landis, Hoffman, and Grosskopf; 1993) • A study of 1,177 supervisors and managers in the US Postal Service revealed that students enrolled in "both satellite courses had significantly higher scores on the performance test than did its traditional counterpart."24 (Whetzek, Felker and Williams; 1996) • Payne concluded, "The weight of the evidence shows that students in the instructional television courses learn as much, or in some cases, more than, their counterparts in traditional, face-to-face courses."25 (p.xi, "A Review of the Literature: Interactive Video Tele-training in Distance Learning Courses)

35. Effective Strategies for Using Instructional Television 1. Preview each program carefully to determine its suitability for achieving the lesson's objectives and the students' learning outcomes. 2. Select segment(s) most relevant to your lesson topic. Often a program is too content dense; select segments in a sequence which will maximize your student's comprehension. 3. Prepare classroom for viewing. Check equipment (monitor, VCR and remote). The remote is very important for effective utilization. NOTE: Video in the dark reinforces the medium as passive and entertainment: to enable the teacher to gauge content understanding via student expressions, lights must be on. Leave on as many lights as possible, e.g., one bank may be turned off to prevent glare. 4. Before viewing the video, provide a focus for viewing. Introduce the tape segments with a question, things to look for, unfamiliar vocabulary, or an activity that will make the content of the program more clear or meaningful. By charging students with a specific responsibility while viewing, teachers can keep students "on task" and direct the learning experience to desired outcomes. 5. While viewing the video, pause the tape to check for comprehension, to solicit inferences, predict an outcome, define a word, provide time to replicate "just view" experiments, practice observational skills, or analyze a concept. 6. After viewing the video, reinforce the learning experience with hands on activities, which can include manipulation of data and materials, letter and journal writing, group project, computer generated reports, etc.

36. ITV di Youtube http://www.youtube.com/watch?v=i_TKaO2-jXA http://www.youtube.com/watch?v=xORZynFKsG4&feature=related

37. How to Upload a Video to YouTube NEWEST VERSIONhttp://www.youtube.com/watch?v=_O7iUiftbKU&feature=related

38. mengajak mengidentifikasi“finding” ?

39. mengajak mengidentifikasi“finding” ?

40. mengajak menanya“questioning” ?

41. mengajak menanya“questioning” ?

42. mengajak menanya“questioning” ? ? ? ? ?