Professional Documents
Culture Documents
After reading this chapter you can expect to understand the following things:
1. The teachers' attitude or behavior that can increase or decrease the excitement or
enthusiasm of students in learning.
2. The method of teaching to engage students fully in learning, so enthusiastic in learning
increased.
3. The teaching materials that can cause students desire to learn.
4. Media teaching to attract students to study harder and vibrant
5. Assessment that encourages students to learn more and continuously.
1. Teacher as Model
None of us would argue that the behavior of teachers affect their students' learning
activities. The teacher becomes a model for the students at any time. Tanner and Lindgrean
(1971) argued about the influence of teachers on the behavior or activities of students in the
study as follows:
"The teacher is most powerful person in the classroom, psychologically speaking. His ability
to reward and Punish is usually Grater than of any individual in the room; he sets the pace; he
takes the intiative, or rather, the initiative is his if he wants it. The teacher's power is such that
even when he does nothing to the class. He even has an effect on the class when he is not
present ".
Students are constantly meraksi the attitudes and values and personality of the
teacher. They made the teacher as a model to follow. No stranger to us the belief that
methods of teaching that includes important is to make the teacher as a model. Bandura and
Walters (1963) has long argued the characteristics of people who easily be used by others as a
model, that is, people who have a position that gives the effect of, or have a high profile, has
the authority, and the ability and have the power to give appreciation. With Bandura and
Walters explanation is clear to us that teachers are people who have the conditions to become
a model by her students. Students capture subtle expressions, gestures, and attitudes of
teachers, although teachers themselves do not reveal the behavior itself (Sumbo, 1988).
Furthermore Dumbo explained that students imitate the teacher every time. Therefore,
students imitate the behavior of teachers, both good and bad. Students are more imitate what
is "done" and what is "said to be" teachers (Rohrkemper, 1984). Teachers have told us how
important reading, but he himself lazy to read books, teachers who emphasized that strong
discipline is important in supporting the learning success, but he was not disciplined and not
make him learn more, then that will be emulated by the students are lazy mmbaca books and
the teacher indiscipline in learning.
Rohrkemper (1984) investigated the influence of the behavior of teachers in the
teaching of behavior and attitudes of students in learning. He examines how the influence of a
teacher's question on the level of the student's thinking. When the teacher asks a question of
low (factual), then their students tend to also express high levels then questions her students
will also be asked in the forms of high-level questions (asking why or how).
With put forward a variety of research experts above about stereotypes of teachers to
students that may adversely affect the activities and achievements of students in learning,
then patutlah teachers are trying to eliminate the stereotypes of themselves. It is clear there is
no denying the opinion that in the classroom strengths and weaknesses of students in learning
is not the same, whether he is male or female. In this case it is not appropriate to look at the
strengths or weaknesses of students with a starting point of their gender.
To avoid or eliminate the stereotype that has been owned by the students themselves,
because it mimics the teacher, then Shapiro, Kramer and Hunerberg (1981) suggested
guidelines are as follows:
a. Helping students to be more aware of stereotypes about gender effect is not good in
attitude, or behavior and way of thinking of students. The trick is to make students comment
on the sexes became a topic of discussion. For example female students to male students
commented that: "The male students are not diligent and more lazy in learning". Male or stu-
dents commented on female students that: "students are more women less capable of learning
than the male students". With in discussion these comments, the students themselves have the
opportunity to prove that there are no differences in the ability that needs to be exaggerated,
and between the sexes can work together to accomplish tasks perfectly. Students can also
men and women together to discuss how other people or other people to develop ideas about
the behavior of real men and women. Students are also given the task of analyzing
stereotypes about gender differences were expressed in various media, such as television
programs, radio, newspapers and magazines.
Indeed, discussions were carried out by students is not going to change student behavior
overnight, but it gives students the opportunity to learn, that the criticisms of the students of
the opposite sex was not a matter of sexuality, but just a difference in opinion between the
from individual to individual, and such differences are common.
b. Trying to change the practice - the practice of schools that accumulate stereotypes about
gender differences. Teachers often do not realize that the rules - the rules, procedure -
procedure, or statements that are practiced in schools leads to the assumption that teachers
provide different services terhahap different genders. It should not happen, and the teacher
had to make changes, for example in the case - it is as follows:
1. The student seating arrangements. Let avoided the seating arrangement where the male
students in the back and a woman sitting in front of the student group. Arrange arrange
seating where specific gender groups with seating near the teacher while the other group
away from the teacher. Seating should be arranged in accordance with the interests of
learning, for example, students - high student seated in the rear and students - students who
are low at the front. Child - children who need a place close to the teacher or board, because
of physical disability (such as lack of vision or hearing) should be placed in the proper place,
regardless of gender.
2. Do not develop a task - the task of learning by gender, for example, the task for the
students - female students easy, and tasks for students - male students is difficult, or vice
versa.
3. In developing the discipline, expression - expression of teachers that foster stereotypes
nhendaklah dihndari. Just as the phrase "boys - men should be more polite terhadapwanita"
"son -Eighteen should be more self-control", "boy - let men be more diligent learning". Or
mrngatakan: "child women should behave smooth, should not be like that". The phrase - this
expression all need to be avoided.
4. Do not give rise to competition between the sexes in the study, for example, says: "Who
do the task faster, boys - men or women". Instead Yag is fostered cooperation between them.
Teachers can complete the task - the task of learning, mutual help each other and enjoys
activities together.
Research conducted by Lockheed and Klein (1998) revealed that the separation between
student learning - female and male students in addition to less develop the motivation to
learn, it is also a terrible impact on the social development of students. This result will remain
in effect samapai they mature. Separation of learning that starts from the elementary school
level will cause the wrong archetype interact with different sexes (Serbin, 1983). Boys - men
who have dominated the interaction patterns when cooperation with women in the study, if
you've grown into a man who likes mendi = ominasi in taking decisions in groups of women
and men (Lockheed and Hall, 1976).
c. helping students to not memisahakan sharply career fields according to their gender. This
does not mean that any career can be done by women or pri, for each gender is limited by its
dignity of each. There should be no expressions or attitudes or behavior of teachers who give
the impression that women are only able to do the work is low, while men are able to do work
that requires skill and high intellectual ability. Teachers can only bring a magazine that
reveals a man who is successful in the field of career expert cook, mereancang, and make
clothing and other work that is considered women's work.
a. nondirective Model
b. syntetic models
c. Awarensess training models
d. The meeting classroom models.
Group teaching model called The Social Model consists of models of teaching is called:
Models of teaching is that students actively in learning alongside or working groups so that they
can cooperate with others and help each other in solving problems and learning. Models of teaching
is to enable students to be self-help groups complete the learning tasks.
Group teaching model called The Behavioral System consisting of various models of teaching,
namely:
a. Mastery Learning or Directors Instruction
b. Learning self-control models
c. Training for soft skills and concept development models
This teaching model is so that students are able to modify their own behavior, menterapi
meyesuaikan behavior and behavior with environmental demands or values prevailing in its
environment. Students learn how to respond to a given uympan behind other people and make it as
a material consideration to repair itself.
A wide variety of teaching models described above are models of teaching methods that allow
students to learn actively very mendukungpeningkatan passion, persistence, and minatsiswa-
students in learning. Should realize by teachers that teaching methods that engage students in
learning is not the method of discussion, but many models method may be rare, perhaps even not
been implemented by our teachers in Indonesia.
a. Organizing the subject matter is based on "The relationship between the components
(Component Relationship)
In this case the material will be structured in a manner described raised the idea of a broad
advance, and then broken down into sub-sub idea tau ideas narrower. If students understand the
relationship between ideas elbih narrow or sub-sub ideas with one another and with the broader
idea, then it is easy for students to learn the material being taught. Suppose you want to teach a
topic "Living next door". Tau idea of coexistence is a comprehensive idea of it being a more narrow
notion, for example:
Importance of neighbors; a variety of inappropriate behavior towards neighbors, the problems
often experienced in dealing with the neighbors, ways that can be done to overcome these
problems. Sub-sub ideas can be broken down into sub-units smaller ideas that can impart
information clearer.
In organizing this way, teachers should be to tell the students that he would move gives an
explanation of the sub ideas one to the other sub ideas. For example, by saying, "we have discussed
the importance of neighbors, and now we will discuss about the inappropriate behavior towards
neighbors". Each move from one idea or another idea to sub-grant students "sign" as described
above.
"In discussing the problem of informal group discussions we should take steps logically quality. The
first step is to find facts that cause problems. Both formulate real issues. Third specify criteria to
assess ways of solving the problem. And fifth sets out the steps to solve the problem ".
Ways of organizing the material centered on solving such problems may cause a high
motivation for students to mempelajarinnya (Goyer, proposed by Gage and Berliner, 1988).
Teachers can organize the subject matter by setting the central idea and set other ideas and
arguments. For example, you want to present listeners that national development should be
directed to the village, then you should provide arguments relevant to the central idea put forward
earlier. You should be able to explain that in economic terms, the villagers preferred, because the
people living in villages more numerous than the population living in cities, and the urban population
lived by villagers. Thus the listener easily and understand your central idea and became interested.
Repeating the phrase "It can be analyzed in terms of" shows a series of parallel ideas. Terkhir
phrase that "repeat" the first phrase, namely summary.
a. Media teaching can be mengkonkritkan ideas or ideas that are conceptually, thus reducing
misunderstandings students in studying.
b. Teaching media can increase the interest of students to learn the subject matter.
c. Media teaching gives pengalama-real experience that stimulates the activity of self-learning untu.
Students Encouraged to perform learning activities for encouragement in itself (intrinsic motivation).
d. Media pengajaraan can develop a sustainable way of thinking.
e. Mendia teaching provide experiences that are not easily obtained through other materials and
make the learning process a deep and diverse.
Jorone psychologists Bruner (1965) suggested that if the students can learn by direct
experience (through the media, demonstrations, "Field trip", dramatization), then the teaching
situation that will heighten the excitement and the students in learning.
Fleminng and Levie (1978) concluded from various studies conducted by Bruner that teaching
media provide concrete experiences that facilitate student learning, namely in achieving mastery,
remember, and understand abstract symbols.
With put forward the opinion of experts from various studies that they do that, then we need
not doubt about the importance of teaching aids in increasing student motivation.
There are two types of student characteristics that should be known by teachers, namely:
1. General character that includes gender, level, class, intellectual ability, talent, and culture.
2. The special characteristic of the background experience of students about the topic or subject
matter that includes knowledge, skills and attitude to the topic or subject matter to be presented.
Selection of teaching media truly adapted to the general student characteristics will allow
students to understand the subject matter presented by the teacher. For example, students who
berintelegensi low desperately need help to understand the subject matter with the teaching of
media that can be heard, seen and She felt. Students like this will easily learn if assisted with media
teaching provide direct experience (Jerone Bruner, 1966)
,
For some students tyang apathy toward the subject matter, media that can be given to help
them to be interested in learning is the media that provide a powerful stimulus such as a movie
dramatization or simulation game.
Suppose the student does not have the background experience of the subject matter to be
taught, then the appropriate assistive media used is the medium of instruction that can provide
direct experience (field trip) or media that can be seen and heard at the same time (film, videotape).
What learning goals that should be achieved by each student?, More precisely, what should
the new capabilities of the students after the teaching process is completed? Teachers need to
set goals, because teachers should choose meda and sequence learning activities appropriate
to achieve the objectives must also tersebut.guru creating a rich learning environment making
it easier to achieve that goal.
Selection of the appropriate lesson mteri according to science education will have increased
steadily if isertai with instruction in the media setting kelas.Henich, Molenda and Rusel
(1982) explained that 90-95% of study time should be done with pengajaran.adanya media
compatibility between that will be taught by the media teaching, helping students to
effectively learn.
after selecting, modifying and planning teaching materials, teachers need to plan how to
present the material and how much time is required dibutuhkan.Jika the various equipment
and facilities required can be prepared.
Teachers encourage students to respond to stimuli teaching, which can be either repeat the
facts that have been studied and also shaped creations kompleks.Misalnya, scientific works,
paintings and lainnya.Untuk see the response of these students may require media.
F. Evaluating
In carrying out the assessment in the teaching process, or after the end of a teaching unit, we
need a board, formats, pictures, camera, etc. vidiotape.
4. Assessment by students
One way to do student assessment is to involve students in doing
penilaian.Sekelompok students made the jury for themselves and their friends participated
comment on why they assess demikian.Hal can be done by students in rotation, this way done
by Morton and Machbeth ( 1977) to show students are very motivated to learn and to feel
satisfied with their votes terima.Hal this is because they realize with sugguh really mistakes
they do with the ways they are supposed to do.
The aspects involved in subjects that include attitudes of teachers, teaching
methods, teaching materials, and assessment of learning outcomes greatly affect the interest
and enthusiasm of students in learning.
The attitude of teachers modeled by students, teachers leading classes force also
affect the classroom atmosphere and activities siwsa in belajar.Guru are on semangant
students will raise the spirit like these students to develop stanar belajar.Guru success called
"Multidimensional Classroom" .Berbeda with style teacher who developed the standard
kesukasesan "unidimensional classroom" that emphasizes success can only be achieved by
the students who have high intelligence who cerdas.Gaya teacher or student in the class to
lead such a bad influence on the atmosphere of the classroom and student motivation.