Penerapan Pembelajaran Authentic Instruction Learning dalam Upaya Meningkatkan Pemahaman PKn Siswa

Dalam pembentukan sumber daya manusia (SDM) yang berkualitas itu, peranan pendidikan kewarganegaraan khususnya meningkatkan pemahaman PKn sangat penting, terutama pada jenjang pendidikan menengah. Dapat meningkatkan pemahaman PKn harus memuat empat komponen yang sangat mendasar dalam membaca antara lain mencatat, tugas, observasi, dan presentasi. Tujuan penelitian untuk menjelaskan penerapan pembelajaran authentic instruction learning dalam upaya meningkatkan pemahaman PKn siswa. Metode penelitian ini menggunakan Penelitian ini menggunakan rancangan classroom action research, subyek penelitian sebanyak 38 orang. Pengumpulan data menggunakan observasi dan tes, analisis data menggunakan rumus ketuntasan belajar. Hasil penelitian menunjukkan penerapan pembelajaran Authentic Intruction Learning mampu meningkatkan pemahaman belajar siswa pada mata pelajaran Pendidikan Kewarganegaraan. Hal ini terlihat pada siklus I nilai rata-rata dari 38 siswa adalah 65,52 dengan persentase ketuntasan belajar adalah 57,89%, kemudian pada siklus II nilai rata-rata dari 38 siswa adalah 72.36 dengan persentase ketuntasan belajarnya adalah 78,94%, kemudian pada siklus III diperoleh nilai rata-rata dari 38 siswa adalah 84,47 dengan presentase ketuntasan belajar adalah 100%. Jadi pembelajaran Authentic Instruction Learning disamping mammpu meningkatkan pemahaman konsep PKn, dapat juga meningkatkan sikap kerjasama tim dalam berdiskusi dalam proses pembelajaran.In the establishment of qualified human resources, the role of citizenship education, in particular, enhances the understanding of Civic Education is very important, especially in the secondary education level. Can increase the knowledge of Civic Education should contain four fundamental components in reading, among others, taking notes, tasks, observations, and presentations. The purpose of research to explain the implementation of learning authentic instruction learning to improve the understanding of Civic Education students. This research method uses the research using classroom action research, subject to research as much as 38 people: data collection using observations and tests, data analysis using learning-submission formulas. Instruction Learning was able to improve students ' learning understanding of citizenship education subjects. This was seen on the I cycle. The average value of 38 students is 65.52, with the percentage of learning submission is 57.89%. In cycle II the average cost of 38 students is 72.36, with the interest of the study's presentation is 78.94%. The III cycle obtained an average value of 38 students is 84.47, with a percentage of the learning is 100%. So the teaching of Authentic Instruction Learning, in addition to improving the understanding of the concept of Civic Education, can also increase the attitude of teamwork in the discussion in the learning process.

Teaching gifted students through authentic instruction: Reflections from the EFL teachers

The review of literature highlighted that gifted students may gain a lot from authentic instruction in that this methodology may serve well to their needs for inquiry, meaning-making and higher level thinking. Therefore, this qualitative study realized in a phenomenological design aims to provide an in-depth analysis of the EFL teachers’ ways of integrating authentic pedagogy into their teaching situations with gifted students. Thus, part of the aim of this study is to investigate how foreign language teaching and gifted education could be linked to one another and in this way it also aims to propose an interdisciplinary focus of research. The participants were six EFL teachers that were sampled from those teaching gifted language learners at Science and Arts Centers (BILSEMs) in one geographical region of Turkey and asked to share their experiences about the implementation of authentic instruction in their gifted classrooms. The results showed that the EFL teachers mostly followed the firmly established standards of the authentic instruction in the literature and they believed that authentic instructional practices enhance gifted learners’ learning and intellectual capacities. However, there were some problems or barriers such as class size and time constraints against the better implementation of authentic instruction in their gifted EFL classrooms as reported by these teachers.

Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?

Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the learning experience. This was complemented with an eight-element framework that contributed to create an authentic assessment. Two surveys explored subjective authenticity as perceived by students and stakeholders. The results revealed that students find it hard to value their performance at the higher level that stakeholders do. While the use of models and frameworks in the design of authentic assessment is valuable, academics’ efforts need to be concentrated on further developing student’s metacognitive skills in order to provide relevancy and value to the knowledge, skills and attitudes developed in undergraduate tertiary education.

PELATIHAN PENILAIAN AUTENTIK DI MGMP KIMIA SMA KABUPATEN MAGETAN

Fakta menunjukkan bahwa banyak siswa tuntas mencapai tujuan pembelajaran, namun mereka gagal ketika diberikan tugas-tugas nyata atau masalah-masalah kehidupan nyata (penilaian autentik) yang terkait dengan tujuan pembelajaran tersebut. Secara paradigmatik penilaian autentik memerlukan perwujudan pembelajaran autentik (authentic instruction) dan belajar autentik (authentic learning). (Kemendikbud, 2014c). Sebagian guru yang tergabung dalam MGMP Kimia Kabupaten Magetan sebenarnya telah mengikuti pelatihan kurikulum 2013, namun belum sepenuhnya diterapkan dalam pembelajaran. Pemahaman dan terbatasnya contoh-contoh konkret instrumen penilaian autentik menjadi kendala terwujudnya penilaian autentik dalam pembelajaran. Oleh karena itu, PKM-Wilayah Binaan diusulkan dan dilakukan untuk mengetahui “hasil pelatihan penilaian autentik di MGMP Kimia SMA Kabupaten Magetan” ditinjau dari: 1) pemahaman materi penilaian autentik, 2) kemampuan peserta pelatihan dalam menyusun RPP berbasis penilaian autentik, 3) kemampuan peserta pelatihan dalam menerapkan penilaian autentik dalam pembelajaran di kelas, dan 4) respon peserta pelatihan terhadap kegiatan pelatihan penilaian autentik. Hasil kegiatan PKM ini menunjukkan bahwa hasil pelatihan penilaian autentik di MGMP Kimia SMA Kabupaten Magetan adalah baik, dengan didukung oleh data dan fakta bahwa: 1) pemahaman materi penilaian autentik peserta pelatihan dalam kategori tuntas, 2) kemampuan peserta pelatihan dalam menyusun instrumen penilaian autentik dalam kategori baik dan sangat baik, 3) kemampuan peserta pelatihan dalam menerapkan penilaian autentik dalam pembelajaran di kelas mendapatkn kategori baik, dan 4) respon peserta pelatihan terhadap kegiatan pelatihan penilaian autentik menunjukkan respon positif.

The Integration of Culturally Relevant Pedagogy and Project-Based Learning in a Blended Environment

The use of blended learning environments is rapidly expanding in education. This chapter examines a teacher's enactment of the New Tech Network educational model, which utilizes a blended learning environment, and the teaching strategies she used to engage students and gauge student achievement. Detailed teacher interviews, classroom observations, and analyses of student assignments were the sources of data for the study. The findings centered on the integration of culturally relevant pedagogy and authentic instruction within this learning environment and the implications of this integration. Recommendations for future research include a more expansive study of the use of blended learning in social studies and different means of integrating culturally relevant pedagogy and authentic instruction into blended learning.