Memahami Murid - Identifikasi Kebutuhan Kognitif Murid
Summary
TLDRThe video discusses strategies for teachers to identify and address students' cognitive needs, especially in a multilingual environment. A teacher named Arif faces challenges as some students struggle with understanding Indonesian, their second language. Suggestions include learning local vocabulary and using dual-language instruction to bridge the gap. The video emphasizes the importance of recognizing students' linguistic backgrounds and adapting teaching strategies. It outlines methods like asking students about their daily language use, conducting written exercises, and presenting lessons interactively. Identifying cognitive needs ensures more effective and enjoyable learning experiences for students.
Takeaways
- 👋 Teachers are encouraged to greet and engage with students warmly to create a positive learning environment.
- 🧠 The focus of this module is on identifying the cognitive needs of students, which goes beyond traditional IQ scores.
- 😢 Teachers may feel disheartened when students struggle, but it's important to adapt and remain optimistic.
- 🗣️ Many students may face language barriers in class, using local languages instead of Indonesian, which affects their understanding.
- 📚 Teachers are advised to incorporate local vocabulary and use bilingual teaching methods to enhance student comprehension.
- 🌍 Teachers can use real-life examples and objects from the local environment to make lessons more engaging.
- 🔍 Identifying students' primary languages is a crucial part of addressing their cognitive needs and facilitating effective learning.
- ✍️ Teachers should ask students to write about topics they are interested in, which can help assess language abilities and comprehension.
- 📊 Mapping student characteristics and learning strategies helps create a more personalized and effective teaching approach.
- 🎯 Teachers are reminded to reflect on the cognitive characteristics of their students to tailor lessons accordingly and ensure a successful learning experience.
Q & A
What challenge does Mr. Arif face in his classroom?
-Mr. Arif faces the challenge of students not understanding the instructional language, as many of them speak a regional language instead of Indonesian, the language used for teaching.
What suggestion does Mrs. Chintya give to help Mr. Arif in his teaching?
-Mrs. Chintya suggests that Mr. Arif learn a few local words, especially key terms used in lessons, and teach using both the local language and Indonesian to help students better understand the material.
Why is it important for teachers to identify the main language used by students?
-Identifying the main language helps teachers provide more effective instruction by ensuring students can understand the material. It also supports cognitive development and makes learning more enjoyable for students.
What are the three strategies mentioned to identify students' cognitive needs?
-The three strategies are: (1) asking students directly about their everyday language, (2) observing students' responses to specific topics, and (3) asking students to write freely about a topic they are interested in.
How does using the mother tongue in education benefit students?
-Using the mother tongue helps students comprehend lessons better, build new knowledge on top of existing knowledge, and develop general cognitive skills. It also fosters a more enjoyable and engaging learning experience.
What cognitive needs are teachers focusing on in this material?
-In this material, teachers focus on cognitive needs related to understanding and thinking, rather than intelligence scores like IQ. They consider students' existing knowledge and language abilities.
What role does prior knowledge play in students' learning, according to cognitive science principles?
-Prior knowledge provides the foundation for new learning. According to cognitive science principles, new knowledge is built upon what students already know, making it easier for them to grasp new concepts.
Why is it suggested that teachers use examples and visuals from the local environment?
-Using examples and visuals from the local environment makes learning more relatable and engaging for students, helping them better understand the material.
How can teachers assess the students' language and understanding of the material?
-Teachers can assess students' language and understanding by asking questions about the topics to be learned, having students write essays on topics they enjoy, and identifying difficult vocabulary that may need explanation.
What is the importance of mapping student characteristics and learning strategies?
-Mapping student characteristics and learning strategies helps teachers tailor their instruction to meet students' specific needs, ensuring more effective learning and a smoother educational process.
Outlines
👩🏫 Teacher Struggles with Classroom Communication
In this section, a teacher named Pak Arif expresses concern over his students' performance despite his efforts to teach well. His students struggle to understand him as they often use their local language, which he doesn't comprehend. Bu Chintya suggests that the issue may be the language barrier. She advises Pak Arif to learn some basic local vocabulary to bridge the gap between Indonesian and the students' mother tongue. Additionally, using visual aids and examples from the local environment may make learning more engaging. The exchange emphasizes understanding students' language needs to enhance learning.
🧠 Identifying Cognitive Needs through Language
This part explores how language plays a crucial role in learning. It explains that understanding the language used by students in their daily lives can significantly enhance their comprehension of the material. Teachers are encouraged to identify the primary language of their students and use it to facilitate learning, as cognitive development builds on prior knowledge, including language skills. This section emphasizes how linguistic understanding supports cognitive growth and encourages teachers to make learning more accessible by using familiar languages and providing relatable examples.
🔍 Simple Ways to Identify Student Language Needs
Teachers are given practical methods to identify the language needs of their students. These include directly asking students about their daily language use at the start of the school year, validating this information through classroom observation, written exercises, and presentations. The goal is to assess students' language skills, especially if they mix local language with Indonesian. Teachers can also list difficult or new vocabulary to help students learn key terms in both languages, enhancing comprehension. These strategies aim to support effective teaching by addressing students' linguistic needs.
🗺️ Mapping Student Characteristics for Effective Teaching
This section focuses on creating a student profile map after identifying and validating language needs. Teachers can tailor their strategies based on this profile to meet the specific cognitive needs of their students. It references Pak Arif's earlier conversation, categorizing his students as beginners in Indonesian comprehension. Bu Chintya’s suggestion of using local language vocabulary proves to be a suitable strategy. The section concludes by emphasizing that mapping student characteristics helps teachers meet their learning needs and makes the educational process more effective.
Mindmap
Keywords
💡Cognitive Needs
💡Language Barrier
💡Bilingual Teaching
💡Diagnostic Assessment
💡Learning Environment
💡Local Language
💡Student-Centered Learning
💡Knowledge Construction
💡Cultural Sensitivity
💡Multimodal Teaching
Highlights
Introduction to the module on identifying cognitive needs of students.
A teacher named Mr. Arif is experiencing challenges in class, particularly with language barriers among students.
Students often speak their regional language, making it harder for Mr. Arif to understand and engage effectively.
Ms. Chintya advises Mr. Arif to learn basic regional language terms to help bridge the communication gap.
Ms. Chintya suggests using dual languages (local and Indonesian) for key instructions to enhance student comprehension.
The use of visual aids, real-life objects, and local environmental examples can make learning more engaging.
Understanding the primary language of students helps in tailoring lessons to be more effective.
Encouraging teachers to inquire about students' daily language use at the beginning of the school year.
Validation techniques such as class discussions and free writing can help identify students’ cognitive language skills.
Teachers are advised to be aware of difficult words and new vocabulary in both spoken and written lessons.
A teacher should map out students’ cognitive characteristics and align teaching strategies to those needs.
In the dialogue, some students of Mr. Arif were identified as beginners in Indonesian, needing extra language support.
Effective teaching strategies include understanding students' existing knowledge and adapting instruction accordingly.
Identifying students' cognitive needs leads to better engagement and a more effective learning process.
Closing remarks encourage teachers to map out cognitive needs and adopt the right strategies for effective learning.
Transcripts
di
Indonesia
salam dan bahagia ibu dan bapak guru
Selamat datang kembali di modul memahami
murid pada materi kali ini kita akan
belajar tentang identifikasi kebutuhan
kognitif murid mari kita mulai dengan
menyimak percakapan berikut
dia saya sedih Ibu nilaiku isi Pas
murid-murid saya kok kecil-kecil ya
Padahal saya sudah berusaha menjelaskan
materi dengan sebaik-baiknya
Wah sedihnya jangan lama-lama ya Pak
harus Mat lagi
mungkin karena bapak masih masa adaptasi
Pak Rivan guru baru di sini Coba bapak
Ceritakan bagaimana kondisi di kelas
Bapak Semoga saya bisa bantu memberikan
solusi
sepertinya para muridnya yang saya tapi
ada juga yang berbisik-bisik dengan
temannya saat saya sedang menjelaskan
dikelas lalu kalau saya memberikan
pertanyaan ada beberapa murid yang suka
bicara dulu sama temennya dengan bahasa
daerah mereka Saya tidak mengerti Mereka
bicara apa setelah itu murid tadi
menjawab pertanyaan saya meski dengan
ragu-ragu
oh nah itu Pak bahasa yang mereka
gunakan sehari-hari disini adalah bahasa
daerah karena itu bahasa ibunya hanya
sebagian murid yang terbiasa dengan
bahasa Indonesia jadi Terkadang mereka
yang terbiasa bahasa daerah meminta
bantuan temannya yang terbiasa bahasa
Indonesia
Wah kalau begitu akar masalahnya adalah
mereka tidak memahami bahasa pengantar
yang kita gunakan
bisa jadi Pak Arif Kalau boleh
memberikan saran Mungkin Pak Arif Bisa
sambil belajar beberapa kosakata bahasa
daerah di sini terutama
kata-kata yang sering digunakan pada
instruksi Pak atau kata-kata kunci dalam
setiap materi jadi saat mengajar bisa
menggunakan dua bahasa bahasa daerah dan
bahasa Indonesia untuk membantu
pemahaman mereka
bagus dulu itunya nanti tolong ajarkan
saya ya Bu sama-sama Pak Arif Iya tentu
boleh Oh iya kan Bapak mengajari pas
mungkin bisa juga menggunakan
contoh-contoh kasus gambar objek dan
alat peraga yang ada di lingkungan ini
agar pembelajaran juga jadi lebih
menyenangkan Pak iya bener bu setuju nah
saya nanti akan coba mengeksplorasi
lingkungan sekitar sini agar anak-anak
makin semangat juga ya terima kasih
sekali lagi batia
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lebih nah bagaimana dengan ibu dan bapak
guru Apakah pernah mengalami tantangan
mengajar berkaitan dengan bahasa
sehari-hari murid di materi sebelumnya
ibu dan bapak guru telah mempelajari
area-area kebutuhan belajar murid
seperti kognitif sosial atau orientasi
kelompok afektif atau minat dan
psychomotor pada materi kali ini kita
akan menitikberatkan pada area kebutuhan
kognitifnya tapi ranah kebutuhan
kognitif yang akan kita bahas bukan
merujuk pada kemampuan intelegensi yang
biasanya dilihat dari skor IQ atau
sejenisnya
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dalam pembelajaran yang berpusat pada
murid guru perlu mempertimbangkan
kemampuan berpikir mereka agar dapat
memberikan bantuan atau bimbingan yang
tepat Hai mengapa karena mereka telah
memiliki pengetahuan yang mereka
pelajari sendiri yang didapat dari
materi sebelumnya dari rumah dan
lingkungan sekitarnya termasuk kemampuan
berbahasa
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ketika murid belajar dalam bahasa yang
mereka pahami mereka memiliki kesempatan
lebih besar untuk memahami berbagai
materi pelajaran serta bahasa lain yang
bukan merupakan bahasa ibunya hal ini
juga mendukung pengembangan kemampuan
kognitif umum yang lebih baik ini sesuai
dengan prinsip dasar ilmu kognitif bahwa
pengetahuan baru dibangun di atas
pengetahuan yang sudah ada selain itu
mereka juga lebih betah dan menikmati
pengalaman belajar di sekolah bahkan
tidak sampai disitu saja modal kemampuan
berbahasa yang baik ini memiliki banyak
efek
Hai
efeknya tidak berhenti ketika murid
menyelesaikan sekolahnya tapi akan terus
berpengaruh dalam memaksimalkan potensi
untuk meniti karir dan mencapai
cita-citanya maka seperti saran Bu
Chintya dan Pak Arif setiap guru perlu
mengenali Bahasa utama yang digunakan
oleh setiap murid agar pembelajaran
berjalan efektif ini merupakan bagian
dari identifikasi kebutuhan kognitif
murid
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cara yang paling mudah adalah dengan
bertanya langsung pada murid cara ini
dapat Ibu dan Bapak lakukan saat memulai
tahun ajaran baru
tanyakan kepada murid kita bahasa apa
yang mereka gunakan di kesehariannya
setelah identifikasi awal lanjutkan
dengan validasi melalui beberapa cara
dan menganalisis topik belajar di awal
semester guru bisa menyebutkan atau
menulis dipapan tulis topik-topik yang
akan dipelajari lalu bertanya pendapat
murid-murid mengenai topik tersebut
guru bisa mengamati Bagaimana kemampuan
berbahasa murid dalam menyampaikan
jawabannya
kedua membuat tulisan bebas
guru bisa meminta murid membuat tulisan
tentang suatu topik yang mereka Minati
berikan panduan yang berisi hal-hal apa
saja yang harus ada dalam tulisan
misalnya alasan kenapa mereka menyukai
topik tersebut atau Apa manfaat yang
bisa diperoleh jika mempelajari topik
tersebut ada kemungkinan untuk murid
yang terbiasa menggunakan bahasa daerah
akan memasukkan beberapa kosakata bahasa
daerah dalam tulisannya
Hai ketiga melakukan
present guru bisa membuat beberapa
pertanyaan tentang topik yang akan
dipelajari cara ini bisa kita lakukan
untuk mengetahui pengetahuan dasar yang
telah dimiliki murid cara ketiga ini
akan dibahas lebih lanjut di materi
assessment diagnostik pada setiap materi
pelajaran ibu dan bapak guru juga bisa
melakukan identifikasi kata-kata sulit
dan kosakata baru yang akan muncul baik
dalam lisan atau sumber belajar agar
nantinya kata-kata tersebut bisa
dijelaskan dengan perlahan atau
diulang-ulang
Nah ibu dan bapak guru hebat setelah
melakukan identifikasi awal dan validasi
kita bisa membuat pemetaan karakteristik
murid dan strategi pembelajaran tabel
pemetaan tersebut bisa dilihat pada
lampiran yang disertakan dalam
nih
catatannya contoh tersebut tidak baku
ibu dan bapak guru bisa menyesuaikan
dengan karakter dan kebutuhan murid yang
diajar
Oh ya masih ingatkah ibu dan bapak guru
pada percakapan di awal video ini Mari
kita coba simpulkan
karakteristik murid pak Arif termasuk
kelompok level permulaan karena beberapa
murid sudah memahami frasa lisan
sederhana dan ada juga yang berbicara
dengan ragu-ragu
strategi yang disarankan Bu Chintya
sudah sesuai dengan kebutuhan murid
yaitu dengan mengenali beberapa kosakata
dalam bahasa daerah ibu dan bapak guru
kita akhiri materi kita disini
kesimpulannya dengan membuat pemetaan
akan lebih mudah bagi kita untuk
memenuhi kebutuhan belajar murid juga
membantu mereka menjalani proses
pembelajaran yang efektif
ya sekarang kita bisa ingat kembali
seperti apa sajakah karakter murid yang
ditemui di kelas
Halo selamat mengidentifikasi kebutuhan
kognitif mereka ya
Selamat belajar ibu dan bapak guru hebat
salam dan bahagia
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