Feb 12, 2013

Some Problems in the Effort of Promoting Innovations of Teaching Learning Practice: Reflection of Peer Teaching activities of Teachers’ Certification




By Marsigit, Yogyakarta

The identification of the problems comes from some cases: pre-service teacher training programs, teacher certification program through training,teacher certification program trough course.


The main problem is how to promote innovative teaching learning processes. The promotion means to move teacher centered of teaching to students centered. In the implementation to peer teaching, the identified problems are as follows:
1) how to involve the students from the very early of teaching learning processes, 2) how to facilitate all students with all their different characteristics, 3) how to develop students work sheet, 4) how to develop
the structure of teaching learning, 5) how to develop the schema for interaction, 6) how to develop the scheme for achieving students' competencies, 7) how to develop supporting teaching aids, 8) how to
develop teaching material, 9)and how to develop Lesson Plan?

It was indicated that the teacher has difficulty how to encourage the engagement of their students. Usually, from the start of their teaching the teachers employ greatly on their expository to introduce, to inform,
to consolidate and to explain. So from the beginning of the lesson the students are always in the passive position. The affects of the situation is then clearly to be identified that the teachers are characterized as to
dominate the initiation, to dominate the activities, end even to dominate the creativity. For the higher achievement students the teacher suggests them to wait the others; and for the lower achievement students the teacher tends to encourage them un-proportionally. The teacher develops students’ work sheet in a single form and it mostly as a collection of problems. Group discussions to be promoted are usually characterized as pseudo-group means that while the teacher let the students work in the groups, the teachers are still delivering their explanation to the whole class.

The structure of teaching is in the schema of introduction, content and closing remark. However, the teachers have not had a clear schema how to achieve students' competencies and how to develop the schema of
interaction as well. The reference for developing teaching aids and teaching material is still limited so that the teachers seemed to have difficulties to develop them. The most crucial thing is that teachers' perception not to pay seriously on Lesson Plan preparation. Most of the teachers prepare a very simple form of Lesson Plan that mostly they are expected by the supervisor, head teachers as well as the local government
of education.

Having finished doing activities of Peer Teaching, the teachers seemed to be trapped in the dilemma between the idea of good practice of teaching and practical implementation in the fields. Most of the teachers indicated that the ideas of good practice of teaching are difficult to be implemented because there are still many constraints in the field. The constraints come from the atmosphere of schooling, headmaster perceptions, supervisor perceptions, and national policy on final examination.

Thank’s

3 comments:

  1. Wahyu Lestari
    16709251074
    PPS P.Mat D

    pentingnya guru dalam membuat rencana belajar sebelum proses pembelajaran berlangsung tapi ada kendala yang dialami salahsatunya kurangnya referensi membuat rencana belajar kuran baik dan sederhana. Dari sini guru menyadari bahwa pada kenyataannya proses belajar mengajar yang baik itu susah diimplementasikan di lapangan.

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  2. Guru mempunyai pemahaman dan pengetahuan tentang bagaimana mengajar yang baik dan berkualitas dalam tataran ide. Ide tentang pembelajaran yang baik kadang mengahadapi kesulitan atau tantangan dalam hal penerapannya atau implemetasinya. Misal guru membuat pengelompokan berdasarkan perbedaan kemampuan intelektual yang diambil dari nilai ulangan sebelumnya. Dalam penerapannya anak yang dianggap punya kemampuan dengan nilai tinggi ternyata sama tidak bisanya dengan anggota lain. Ketika berganti materi maka yang lebih memahami adalah siswa yang tadinya nilainya rendah. Siswa yang dianggap punya kemampuan tidak menunjukkan semangat untuk belajar, dan banyak lagi hal-hal yang tidak terduga muncul dan tidak sesuai dengan skenario pembelajaran.

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  3. Resvita Febrima
    16709251076
    P-Mat D 2016

    baik bagi guru yang masil melaksanakan PPL, maupun guru yang sudah sertifikasi selalu mengalami masalah dengan pembelajaran, yaitu mengubah pembelajaran yang berpusat dari guru menjadi berpusat pada siswa,.
    para guru belum memiliki skema yang jelas bagaimana mencapai kompetensi siswa dan bagaimana mengembangkan skema.
    Sebagian besar guru menunjukkan bahwa gagasan praktik pengajaran yang baik sulit dilakukan karena masih banyak kendala di lapangan. Kendala tersebut berasal dari atmosfer sekolah, persepsi kepala sekolah, persepsi supervisor, dan kebijakan nasional pada ujian akhir. inilah yang mejadi permasalahan utama kita bersama.

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