Pelatihan Implementasi Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi bagi Guru-Guru SMP Negeri 7 Depok, Jawa Barat
TRAINING ON IMPLEMENTATION OF LEARNING ORIENTED ON HIGHER ORDER THINKING SKILL FOR TEACHERS OF SMP NEGERI 7 DEPOK, WEST JAVA.
Learning oriented towards higher-order thinking skills is a learning activity that aims to improve students' ability to think critically, creatively, analytically, and logically. This Community Service activity aims to improve the competence of teachers of SMP Negeri 7 Depok, West Java in implementing learning that is oriented to higher-order thinking skills. The method used in this training is a workshop that refers to the genre pedagogy training model, which starts with conditioning, modeling, designing learning together, and finishing learning independently. After participating in training activities, teachers can design and implement learning activities oriented to high-level skills well. The results of the training can be used as a model for better learning and are relevant to the demands of the 2013 Curriculum.
Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102. https://doi.org/10.1016/j.learninstruc.2016.12.006
Ariyana, Y., dkk. (2018). Buku pembelajaran berorientasi berpikir tingkat tinggi. Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan
Greco, L. M., Charlier, S. D., & Brown, K. G. (2019). Trading off learning and performance: Exploration and exploitation at work. Human Resource Management Review, 29(2), 179-195.
Hannon, B. (2012). Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?. Learning and Instruction, 22(5), 299-310.
Huang, Y. M. (2019). Examining students' continued use of desktop services: Perspectives from expectation-confirmation and social influence. Computers in Human Behavior, 96, 23-31. https://doi.org/10.1016/j.chb.2019.02.010
Li, D., Liu, J., Graham, S., & Zorawski, M. (2008). Enhanced selective memory consolidation following post-learning pleasant and aversive arousal. Neurobiology of Learning and Memory, 89(1), 36-46. https://doi.org/10.1016/j.nlm.2007.09.001
Li, W., & Zou, W. (2017). A study of EFL teacher expertise in lesson planning. Teaching and Teacher Education, 66, 231-241. https://doi.org/10.1016/j.tate.2017.04.009
Loibl, K., & Leuders, T. (2019). How to make failure productive: Fostering learning from errors through elaboration prompts. Learning and Instruction, 62, 1-10. https://doi.org/10.1016/j.learninstruc.2019.03.002
Marino, M. P., & Crocco, M. S. (2019). The pre-service practicum experience and inquiry-oriented pedagogy: Evidence from student teachers׳ lesson planning. The Journal of Social Studies Research, 44(1), 151-167.
Newman, P. M., & DeCaro, M. S. (2019). Learning by exploring: How much guidance is optimal?. Learning and Instruction, 62, 49-63.
Plass, J. L., Homer, B. D., MacNamara, A., Ober, T., Rose, M. C., Pawar, S., ... & Olsen, A. (2019). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. Learning and Instruction, 1-13.
Setiawati, W., dkk. (2018). Buku penilaian berorientasi pada keterampilan berpikir tingkat tinggi. Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan.
Copyright (c) 2020 Imam Safi’i, Wini Tarmini, Sobri
This work is licensed under a Creative Commons Attribution 4.0 International License.