INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR

Disampaikan pada Seminar Pendidikan dalam rangka Open House Sekolah

Dasar Islam Terpadu Hidayatullah, Yogyakarta 21 Maret 2004

By : Drs Marsigit MA

Reviewed by : Cony Devilita ( 09301241022/ math education regular 2009 at http://conydevilita.blogspot.com/ )

Pupils often feels bored by teaching of teacher which is monoton which only explaining, giving duty, and give test. If pupil have threatened be bored with a Iesson, one of them because way of teaching its teacher, hence the pupil will lose enthusiasm to learn. For that,the teacher is always demand to innovate study so that the pupils do not bored with way of teaching us, and remain to enjoy in following Iesson

But many obstacles experienced by teachers when going on a learning innovation, first, each student has learning difficulties and different portions on their learning needs, it is this which causes the teacher is difficult to doing learning innovation because the diversity of learning innovation their students. Secondly, on the other hand found the fact that it is not easy for educators to change the style of teaching. While we are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times. Third, many different views of how learning should be implemented and the views of how to teach. On the promotion of  innovation learning, it is recommended that at every level of education, learning should provide opportunities for teachers to use the choice of teaching methods that are tailored to student ability levels. Sometimes teachers are confused by the many views on when the teacher  want to innovate learning. Fourth, if teachers are required to innovate learning, he should be part of a system that promotes innovation as well. Given the teachers in organizing learning most often use the textbook as a reference, then so too can be an obstacle for its innovation efforts; further he stated that even if the teacher had intended to make innovations, such things may not be realized when policymakers do not provide opportunities for it. Some view of the above shows how the variant of potential disagreement starting point for the start of educational innovation.
In order that the teachers can bring innovation to stimulate student learning, there are some concepts that need to be understood, includes comprehension about the the essence of each science, the nature of the subject students, and changes in attitude and implementation associated with the change of paradigm.
The essence of the subject students may be reviewed from the aspect of cognitive, affective, and psychomotor. According to the cognitive aspect, it is assumed the characteristics of the students are, students will learn if they have the motivation, students learn in their own way, students learn both independently and in collaboration with a friend, students need a context and situations vary in their learning. According to the affective aspect, the attitude of an individual is  readiness to react so relatively fixed dispositions that have been in have through experience that took place on a regular basis and direction. According to the psychomotor aspects, aspects of motor skills (performance) also have a role that is not less important to know the students' skills in solving problems.

In order  the students feel happy and have motivation in their learning, teachers need to realize the paradigm shift as follows: move, change, innovation, reform, contemplate, reflections from "traditional learning" to "progressive learning", likes Centralized of teacher to Centralized  of student, The transmission of  knowledge to  Development of cognition, Authoritarian to  Democratic, Initiatives of Teacher to  Initiative  of Student,  Passive Students to  Active Students , The  orientation of results to the orientation of process and  result, Services class to  Individual  class, and etc