Panduan Materi Belajar

Problem-Based Learning wasdeveloped in medical school in Ontario Canada in the 1960s (Barrows, 1996).this strategy was developed in response to the fact that the young doctor whohad just graduated from medical school that has a very rich knowledge, but lackthe adequate skills to utilize this knowledge in daily practice. Subsequentdevelopments, Problem-Based Learning more widely applied in various subjects inschools and colleges. 1. Definition ofProblem-Based Learning PROBLEM-BASED LEARNING islearning that uses real dilema (authentic) unstructured (ill-structured) andis open as a context for students to develop dilema-solving skills andcritical thinking as well as well as build new knowledge. Unlike theconventional learning that makes a real persoalan as the application of concepts,Problem-Based Learning as a trigger to make real problems for the learners'learning process before they know the formal concept. Learners criticallyidentify relevant information and strategies as well as

1. Definition of ProjectBased Learning Kleil, et al (2009) definesproject-based learning (project-based learning) as "the instructionalstrategy of empowering learners to pursue knowledge on Reviews their owncontent and demonstrate Reviews their new understandings through a variety of presentationmodes". Meanwhile, Intel Corporation (2007) provides a definition of theproject-based learning as "an instructional models that Involves studentsin investigations of compelling problems that culminate in authenticproducts". A more complete definition of the project-based learning can befound in the opinion of Barell, Baron, and Grant which gives the sense of aProject Based Learning "using authentic, real-world project, based on ahighly motivating and engaging question, task, or dilema to teach studentsacademic content in the context of working cooperatively to solve the dilema"(in Bender, 2018). Referring to some of theabove definition, it is understood that the

To achieve the quality thathas been designed in the curriculum documents, instructional activities need touse the principle that: (1) centered on the learner, (2) develop the creativityof learners, (tiga) creating a fun and challenging conditions, (4) unchargedvalues​​, ethics, aesthetics, logic, and kinestetika, and (lima) provide a varietyof learning experiences through the application of various strategies and funlearning methods, contextual, effective, efficient, and meaningful. In the study, students areencouraged to discover themselves and transform complex information, checkingnew information that already exists in memory, and to develop into informationor capabilities that suit the environment and times where and when he lived.curriculum in 2018 embraced the view that the knowledge base can not be movedaway from the teacher to the learner. Learners are subjects that have theability to actively seek, process, construct, and use knowledge. For it mustrespect the learning opport

Sebagaimana pada ketahui, mulai tahun 2018secara serentak telah diimplementasikan Kurikulum Tingkat Satuan Pendidikan(KTSP) serta dari tahun 2018 telah diujicobakan Kurikulum 2018. ImplementasiKTSP serta K13 yang merupakan wujud penyempurnaan kurikulum akan berhasil apabiladisertai perubahan cara berpikir (mind set). Costa menyatakan changingcurriculum means changing your mind (1999:26). Perubahan pola berpikir yang dimaksud tidakhanya dilakukan oleh pengajar di sekolah, tetapi jua oleh seluruh unsur praktisi danteoretisi pendidikan. Perubahan pola pikir tadi diharapkan agar para gurudapat secara optimal memfasilitasi siswanya belajar menggunakan KTSP maupun denganK13. Pengajar dibutuhkan senantiasa berkolaborasi dan bersinergi memikirkan esensi KTSPdan K13 agar implementasinya bisa berdampak positif bagi siswa di sekolah.  Beberapa fokus perubahan pikiran (mindset) yang diharapkan adalah: (1) berdasarkan kiprah guru sebagai transmiter kefasilitator, pembimbing dan konsultan, (2) berd