2. Knowledge is fixed and need only to transfer from teacher to students is based on constructive and transformation process through learning process Learning Pasive - reseptive is an experience to search, and to construct knowledge in a specific way

3. Knowledge delivery (Classical) Set up one strategy in lesson plan Together with students to form knowledge Prepare with strategies to help students to learn (TEACHER CENTER) ( STUDENT CENTERED LEARNING ) TRANSFER OF KNOWLEDGE METHOD OF INQUIRY AND DISCOVERY

4. Teacher Centered Learning

5.  “knowledge creation process” › to form or create a meaning › an ongoing process of creating a meaning. › Learning is not just the activities of collecting facts, but the thought development process by creating a new understanding based on facts.

6.  to make an intelligent student (cognitive, affective, and psychomotor) in the field of science.  to equip students with skills and methods of inquiry to cultivating student’s ability to pursue one’s own end.  to facilitate student’s development to become an expert based on informed practice.

7. Instructional Methods Instructional Media Instructional Strategies Instructional Activities Sequence Time To reach instructional goals effective and efficiently To reach instructional goals effective and efficiently

8.  Small Group Discussion  Role-Play & Simulation  Case Study  Discovery Learning (DL)  Self-Directed Learning (SDL)  Cooperative Learning (CL)  Collaborative Learning (CbL)  Contextual Instruction (CI)  Project Based Learning (PjBL)  Problem Based Learning and Inquiry (PBL) endrop3ai@ its.ac.id

9. No Learning Model StudentsTeachers 1 Small Group Discussion Group formation (5-10 students) Choose the topic Group-work discussion and presentation Discussion draft materials and rules. Being a moderator, and reviewer in the end of the session 2 SimulationLearn and perform a role assigned to him Practice and/or try out computer modelling program Design a situation similar to the real situation. Discuss student’s performance 3 Discovery Learning Search for, collect and compile existing information to describe the knowledge Provide data, or instructions for students to search Examine and comment student’s independent study learning outcomes Brief Explanation

10. No Learning Model StudentsTeachers 4 Self-Directed Learning Learning activities plan, implement, and assess their own learning experience. As facilitator, provide direction, guidance, and confirmation of the progress that has been done studying the individual student 5 Cooperative Learning Discuss and conclude the problem or task assigned in groups. Design and monitor learning process and student group work outcomes. Set up an issue/ case or form of tasks to be completed by students in group. 6 Collaborative Learning Work closely with members of his group in doing the task Make the design process and form judgments based on his own group consensus. Design an open ended task As facilitator and motivator

11. No Learning Model StudentsTeachers 7 Contextual Instruction Discuss the concept with the real situation Conduct field study to learn the suitability of the theory Describe the study materials which link theory to the real situation in daily life. Develop student’s task to do field study. 8 Project Based Learning Work a project assigned to him. Demonstrate the performace and accountable for their work on the forums Design a systematic task project so the students learn knowledge and skills through the process of inquiry. Formulate and conduct coaching and assessment process. 9 Problem Based Learning Learn by exploring or finding information (inquiry) and utilize that information to solve the factual problems. Design task to achieve a particular competence Make instructions for students in finding solutions assigned or chosen by the themselves

12. Instructional Methods “The way for interaction in the learning experience taking place between teachers, students, and learning resources to achieve the objectives”

13. LEARNING METHODS Competencies to be achieved COGNITIVEAFFECTIVEPSYCHOMOTOR 1 Group discussion Content knowledgeCooperative skills Active participation, communication 2 SimulationContent knowledgeSelf confidence Role authorization and skills 3 Case studyAnalytical skillsAcademic honestyObject selection 4. Discovery learning CreativityEffort, perseverance Sorting out information skills 5 Self directed learning CreativityautonomyPlanning 6 Collaborative learning Comprehensiveness Cooperative skills, leadership Communication 7 Cooperative learning Analytical skills Cooperative skills, self involvement Communication 8 Project based learning Analytical and synthesized skills Decision making, perseverance, accuracy Problem solving 9 Problem based learning Analytical and synthesized skills Decision making, perseverance, sensitivity Task completion

14. Teacher Presentation Group Discussion Test Questions and answer Active learning strategy 1 Teacher’s explanation

15. Literature Review Group Discussion Test/ Quiz Teacher’s explanation Active learning strategy 2 Group Discussion

16. Review and Problem Identification Group-work Presentation Active learning strategy 3 Group Discussion Teacher’s explanation

17.  Students can be active and independent in learning.  Students are able to optimally develop their potential, within the context of competence that has been designed.  Students discover how to learn and how to learn science and technology  Allows students to choose and develop their areas of interest.  Foster student creativity. endrop3ai @ its.ac.id

18. Students Literature Teaching aids EfficiencyEffective Level of Difficulties & Level of Sudent’s Ability Competence

19. Teacher’s Role in SCL Facilitate - Module - Hand out - Journal - Books - Time Motivate - To give an attention on student’s difficulties - To encourage and build student’s self confidence Tutorial - to give a guidance for students in order to solve the problems Feed back - To monitor and make some correction