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(Project-Based Learning) Learning In Action! Pembelajaran Berbasis Proyek/Produk.

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Presentation on theme: "(Project-Based Learning) Learning In Action! Pembelajaran Berbasis Proyek/Produk."— Presentation transcript:

1 (Project-Based Learning) Learning In Action! Pembelajaran Berbasis Proyek/Produk

2 “The biggest obstacle to school change is our memories.” -- Dr. Allen Glenn Obstacles

3  Pendidikan Abad 21  mahasiswa selain menguasai pengetahuan dasar (membaca, menulis, berhitung) juga harus menguasai pengetahuan/ketrampilan 2 lain yang diperlukan di Abad 21 : personal and social responsibility planning, critical thinking, reasoning, and creativity strong communication skills, both for interpersonal and presentation needs cross-cultural understanding visualizing and decision-making knowing how and when to use technology and choosing the most appropriate tool for the task Pendahuluan

4  Pembelajaran berbasis proyek membawa para pembelajar ke permasalahan di kehidupan nyata (real-life context).  Learning outcomes : Knowledge and understanding Key facts, concepts, principles and techniques Theories relevant to specialist engineering disciplines Grasp of science, mathematics and technology as relevant to discipline Business and management techniques as relevant to engineering Intellectual abilities Problem solving Data gathering, analysis and interpretation Abilities in design and experimentation Evaluative skills in relation to design, processes and products Practical skills Use of tools, techniques, equipment and relevant software Laboratory and workshop skills Ability to develop, promote and apply safe systems of work General transferable skills Communication and presentation Use of ICT Time and resource management Multidisciplinary teamwork Creativity and innovative thinking Pendahuluan

5 Definisi  A method of teaching in which students aquire new knowledge and skills in the course of designing, planning and producing some product or performance. (Simkins, 2001)  A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. (The Buck Institute of Education, 2006)  Is a model that organizes learning around projects, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations. (Thomas, J.W. 2000)  Adalah metode pembelajaran dimana mahasiswa menerima pengetahuan dan ketrampilan baru melalui suatu tahapan pembelajaran yang sistematis untuk pada akhirnya dapat menghasilkan suatu produk, prototipe atau model.

6 Definisi  A method of teaching in which students aquire new knowledge and skills in the course of designing, planning and producing some product or performance. (Simkins, 2001)  A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. (The Buck Institute of Education, 2006)  Is a model that organizes learning around projects, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations. (Thomas, J.W. 2000)  Adalah metode pembelajaran dimana mahasiswa menerima pengetahuan dan ketrampilan baru melalui suatu tahapan pembelajaran yang sistematis untuk pada akhirnya dapat menghasilkan suatu produk, prototipe atau model.

7 Karakteristik  Projects are central, not peripheral to the curriculum.  Projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline.  Projects involve students in a constructive investigation.  Projects are student-driven to some significant degree.  Projects are realistic, not school-like.

8 Mengapa Menggunakan PjBL  PjBL sesuai untuk tujuan pendidikan yang mempunyai pengetahuan dan ketrampilan yang, antara lain : Higher order cognitive skills – critical analysis, synthesis, evaluation Application of theoretical knowledge to practical situations Problem solving skills Abilities in self-directed study and autonomous learning Groupwork, teamwork and interpersonal skills Time management skills Decision making skills Practical workshop and laboratory skills Business and enterprise skills Presentation skills Information management skills

9 Mengapa Menggunakan PjBL  Kelemahan/Hambatan pada mahasiswa : Krajcik et al (1998) mendapatkan bahwa mahasiswa mendapatkan kesulitan dalam hal : generating meaningful scientific questions, managing complexity and time, transforming data, and developing a logical argument to support claims. Menurut Thomas, JW. (2002), kesulitan mahasiswa berhubungan dengan : initiating inquiry, directing investigations, managing time, and using technology productively.

10 Mengapa Menggunakan PjBL  Hal-hal yang perlu diperhatikan terhadap mahasiswa: Expectations about learning and teaching – their views and beliefs about what formal learning involves, the role of lecturers/students, etc Motivation – willingness to engage with the learning process and what they hope to get out of it Abilities – subject-based knowledge and skills, and also generic skills (eg communication, problem solving, teamworking, time management) Learning styles – individual preferences to learn in particular ways

11 Bagaimana Menjalankan PjBL  Question  Plan  Schedule  Monitor  Assess  Evaluate

12 Question  Start with the Essential question.  Take a real-world topic and begin an in-depth investigation.  Make sure it is relevant for your students.

13 Plan  Plan which content standards will be addressed while answering the question.  Involve students in the questioning, planning, and project-building process.  Teacher and students brainstorm activities that support the inquiry.

14 Schedule  Teacher and students design a timeline for project components.  Set benchmarks.  Keep it simple and age-appropriate.

15 Monitor  Facilitate the process.  Mentor the process.  Utilize rubrics.

16 Assess  Make the assessment authentic.  Know authentic assessment will require more time and effort from the teacher.  Vary the type of assessment used.

17 Evaluate  Take time to reflect, individually and as a group.  Share feelings and experiences.  Discuss what worked well.  Discuss what needs change.  Share ideas that will lead to new inquiries, thus new projects.

18 References  Anonimous, A Guide to Learning Engineering Through Projects.University of Nottingham.  Anonimous, Handbook of Project Based Learning. The Buck Institute of Education,  The George Lucas Educational Foundation, 2003 :  Thomas, J.W., A Review of Research of Project- Based Learning.


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