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PENGEMBANGAN BAHAN AJAR

PENGEMBANGAN BAHAN AJAR. Luh Putu Artini (Dra, MA, PhD). Pemilihan dan Pengembangan Bahan Ajar. Yang menjadi pertimbangan (BSNP, 2006) 1. Potensi peserta didik 2. Relevansi dengan karakteristik daerah 3. Tingkat perkembangan fisik, intelektual,

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PENGEMBANGAN BAHAN AJAR

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  1. PENGEMBANGAN BAHAN AJAR Luh Putu Artini (Dra, MA, PhD)

  2. Pemilihan dan Pengembangan Bahan Ajar Yang menjadi pertimbangan (BSNP, 2006) 1. Potensi peserta didik 2. Relevansi dengan karakteristik daerah 3. Tingkat perkembangan fisik, intelektual, emosional, sosial, dan spiritual peserta didik 4. Kebermanfaatan bagi peserta didik Struktur keilmuan 5. Aktualitas, kedalaman, dan keluasan materi pembelajaran 6. Relevansi dengan kebutuhan peserta didik dan tuntutan lingkungan 7. Alokasi waktu

  3. Prinsip pemilihan Materi McKeachie (1978) • Menumbuhkan keingintahuan (curiousity) • Membangun Kompetensi • Mengembangkan kemampuan berpikir (“Human beings are learning organism – seeking, organizing, coding, storing, and retrieving information all their lives, building on cognitive structures to continue learning throughout life (certainly not losing capacity to learn); continually seeking meaning (McKeachie, 1978). • Menciptakan keinginan berinteraksi dan berprestasi • Memelihara dan meningkatkan motivasi

  4. Sumber & Bahan Ajar • Publisher • Materi otentik (materi pembelajaran, baik yang dalam bentuk cetakan maupun audio visual) • Media masa (cetak dan elektronik) • Foto-foto dan gambar • Alam lingkungan • Masyarakat

  5. Berfikir Kritis • Visualization: yaitu gambaran dari apa yang dibaca atau didengar • Question: yaitu pertanyaan-pertanyaan yang menunjukkan keingintahuan lebih jauh tentang materi yang dibaca tau didengar • Connecting: yaitu keterkaitan dengan apa yang sudah diketahui sebelumnya • Inferring: yaitu bayangan terhadap implikasi atau konteks nyata • Synthesis: yaitu pembentukan konteks yang lebih besar dimana semakin banyak yang dibaca atau didengar semakin besar konteks pemahaman yang terjadi.

  6. Peran guru • Model Shared Guide Independent • Student • Teacher • Ilustrasi 1: Peran guru dalam membantu siswa mengembangkan kemampuan berpikir • Kritis dengan think-pair-share

  7. Mengapa guru harus menyusun / mengebangkan bahan ajar? • Allwright (1990) textbook umumnya terlalu kaku apabila dijadikan sebagai sumber tunggal dalam pembelajaran • Berpedoman pada satu teksbook tidak selalu cocok dengan minat, kondisi, tingkat perkembangan dan kebutuhan berbahasa anak  kurang memberi kebermaknaan

  8. Sumber Belajar • Materi otentik (materi pembelajaran, baik yang dalam bentuk cetakan maupun audio visual • Internet • Media masa (cetak dan elektronik) • Foto-foto dan gambar • Alam lingkungan • Masyarakat

  9. Jenis Pengembangan Materi • Self-designed • Modification • Adaptation • Compilation • Handout

  10. READING Text Exploitation • Reading aloud • Limited response (Y/N, T/F, Agree/Disagree) • Reproduction (What, Why, How, …; Tell me about ………) • Grammar Focus

  11. Reading • Scanning and skimming • Dictation • Notice the mistake • Extend and discuss • Review

  12. Listening • Comprehension • Reproduction • Communication • Close procedures • Key word-guided writing • Review • Listening Games

  13. Speaking • Discusion and Debate • Project Presentation • Topic talks • Drama Activities • Information Gap

  14. Writing • Controlled Writing (jigsaw sentences, gapped passages, pure cloze, find and copy, gapped illustrative sentences, dictation) • Guided Writing (picture, note, letters, diary, story completion) • Writing from maps, graphs and statistical data • Free composition

  15. Contoh Pengembangan Bahan ajar • Mata Pelajaran : Bahasa Inggris • Standar Kompetensi: Membaca: Memahami makna dalam teks tulis fungsional pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

  16. Contoh Pengembangan Bahan ajar C. Kompetensi Dasar: Merespon makna yang terdapat dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari hari D. Indikator Pencapaian Kompetensi • Siswa dapat membaca sebuah ceritera sederhana dengan ucapan dan intonasi yang tepat • Siswa dapat menjawab pertanyaan-pertanyaan yang memerlukan jawaban singkat tentang bacaan. • Siswa dapat menjawab pertanyaan-pertanyaan yang memerlukan penjelasan yang panjang tentang bacaan. • Siswa bisa menceritakan kembali isi bacaan dengan kata-kata sendiri.

  17. Contoh Pengembangan Bahan ajar E. Tujuan Pembelajaran: • Siswa dapat membaca bacaan sederhana berbahasa Inggris dengan ucapan dan intonasi yang benar • 2. Siswa dapat memahami isi sebuah bacaan sederhana berbahasa Inggris • 3. Siswa dapat menggunakan bahasa Inggris sederhana dalam bentuk lisan dan tulisan berdasarkan informasi dari sebuah bacaan

  18. Bahan Pelajaran • Bacaan • Permainan • Lagu

  19. Bacaan Read the following story and follow the instructions

  20. Stop and Think Before continue reading, answer the following questions: • Do you agree that the missing coin is not gone far? • Do you think the woman will find the coin? • The woman wouldn’t mind if she can’t find the missing coin because it’s not valuable. (True or False)

  21. Stop and answer the questions • The woman was making so much noice that it’s woken up the cat. If you were the cat, how would you feel? • The woman didn’t want to loose one coin. Why do you think so? • Where do you think she would find the coin?

  22. Reproduction • How many coin does the woman have? • What does she like to do with the coins? • Why do you think the coins were scattered everywhere? • Did she finally find the missing coin? Where did she find it? • What do you think will the woman do after she found the missing coin?

  23. Extend and discuss The story could be made better if you insert one more page. Discuss in groups of 4s: • Where the new page should be inserted • What you should write to make the story better • Draw the suitable picture to go with your additional story, and write the story in the proper part of the page.

  24. Grammar Focus Prepositional phrases: under : Perhaps it is under the rug into : Perhaps it has bounced into the fireplace on : The cat was lying on it all the time in : He’s off to find a quiet place in the garden

  25. Write sentences using the preposition below • in : …….…………………………………. • into : ………………………………………… • on : ……………………………………….. • under : ………………………………………..

  26. Writing Pretend that the woman in the story is one of your family members. Write the story using your own words. Example: My sister, Evi, has ten silver coins. She likes to count them. …………………………….

  27. Song • We are going on a bear hunt • We’re going to catch a big one • We’re not scared • Ooh no, grass, long green grass • We can’t go over itWe can’t go under it • We can’t go round it • We have to go through it • Swish, Swish, Swish…….. • We are going on a bear hunt • We’re going to catch a big one • We’re not scared • Ooh no, water, cold wet water • We can’t go over itWe can’t go under it • We can’t go round itWe have to go through it • Splash, Splash, Splash…….

  28. Song • We are going on a bear hunt • We’re going to catch a big one • We’re not scared • Ooh no, trees, tall big trees • We can’t go over them • We can’t go under them • We can’t go round them • We have to go through them • Dada, Dada, Dada………

  29. Song • Oh look, a cave. A big dark cave • Ooh no it’s a BEAR, • A big scary BEAR • Quick run • Out of the cave • Shhh. Shhh, Shhh….. • Through trees Dada, dada, dada ……. • Through water Splash, splash, splash …… • Through the grass…Swish, swish, swish…. • And back home, • PHEW!!!

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