Muis, Abd and Bahri, Arsad and Junda, Muhammad IMPLEMENTASI SINTAKS MELS DALAM PERKULIAHAN BIOLOGI DASAR. In: Seminar Nasional Lembaga Penelitian "Membangun Indonesia Melalui Hasil Riset", ISBN : 978-602-6883-93-3, 26 Agustus 2017, Universitas Negeri Makassar.
|
Text
Hasil Peer Review Implementasi sintaks MELS.pdf Download (1MB) | Preview |
|
|
Text
Prosiding Semnas Lemlit 2017 (dengan P Muis).pdf Download (128kB) | Preview |
Abstract
ABSTRAK Model pembelajaran yang mengedepankan penalaran dan melatih orde berpikir tingkat tinggi sangat penting peranannya dalam mencapai tujuan dan mewujudkan fungsi pendidikan tinggi. Model Experiential Learning dengan Teknik Scaffolding (MELS) merupakan model pembelajaran yang dikembangkan di lingkup perguruan tinggi (Universitas Negeri Makassar) sejak tahun 2015, menggunakan model pengembangan Plomp dan Nieveen, 2007. Sintaks MELS terdiri atas enam fase; yaitu (1) Motivation and Orientation, (2) Concrite Experience, (3) Reflective Observation, (4) Abstract Conceptualization, (5) Active Experimentation, dan (6) Networking. Ujicoba MELS dalam perkuliahan mata kuliah Biologi Dasar bagi mahasiswa tingkat awal program studi pendidikan biologi di di Jurusan Biologi Fakultas MIPA Universitas Negeri Makassar dilakukan dalam dua tahap. Perkuliahan dilaksanakan dengan durasi 200 menit. Fase Motivation and Orientation menjadi bagian dari kegiatan awal yang dilaksanakan selama 15 menit. Fase Concrite Experience merupakan awal dari kegiatan inti, rata-rata dilaksanakan selama 26,7 menit. Fase Reflective Observation, rata-rata dilaksanakan selama 30,3 menit. Fase Abstract Conceptualization, rata-rata dilaksanakan selama 22 menit. Fase Active Experimentation, rata-rata dilaksanakan selama 50 menit. Fase Networking dilaksanakan pada akhir kegiatan inti dengan durasi rata-rata 40 menit dan berlanjut sampai pada kegiatan penutup yang dilaksanakan rata-rata 16 menit. Seluruh fase dari sintaks MELS menggunakan empat rangkaian kegiatan yang tercantum dalam lembar kerja mahasiswa. Kata Kunci: Experiential Learning, Biologi Dasar, Sintaks MELS. ABSTRACT Learning model that forward reasoning and training of high thinking is very important to achieve the purpose and realize function of higher education. Experiential Learning Model with Scaffolding Technique (MELS) is learning model developed in University (Universitas Negeri Makassar) since 2015, using by the development of Plomp and Nieveen, 2007. MELS syntax consists of six phases that is: (1) Motivation and Orientation, (2) Concrete Experience, (3) Reflective Observation, (4) Abstract Conceptualization, (5) Active Experimentation, and (6) Networking. MELS test in basic biology for beginning students of Department of Biology Education Universitas Negeri Makassar is two phase. The course implemented with 200 minutes. Motivation and Orientation phase is initial activity implemented during 15 minutes. Concrete Experience phase is core activity, during 26,7 minutes. Reflective Observation phase, implemented during 30,3 minutes. Abstract Conceptualization phase implemented during 50 minutes. Networking phase implemented in the end activity with 40 minutes and continues until the closing activity is carried out on 16 minutes. The phase of the MELS syntax use four sets of activities listed in the student worksheet. Keyword: Experiential Learning, Basic Biology, MELS Syntax.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | FMIPA > BIOLOGI - (S1) FMIPA > PENDIDIKAN BIOLOGI - (S1) FMIPA |
| Divisions: | FAKULTAS MIPA |
| Depositing User: | Arsad Bahri |
| Date Deposited: | 29 Nov 2018 03:02 |
| Last Modified: | 07 May 2019 07:25 |
| URI: | http://eprints.unm.ac.id/id/eprint/11522 |
Actions (login required)
 |
View Item |
