Memberi Tantangan Lebih untuk Murid
Summary
TLDRThe script narrates a classroom scenario where a teacher, Ibu Citra, addresses the challenge of engaging a disinterested student named Timur. Initially, Timur is bored by the theoretical nature of the lessons. Through dialogue, Ibu Citra discovers Timur's preference for practical application over mere concepts. To accommodate his needs, she revises her teaching plan to include more in-depth and challenging tasks, encouraging students to explore independently and publish their ideas online. This approach not only revitalizes Timur's interest but also enriches the learning experience for all, fostering complex competencies such as analytical thinking and digital literacy.
Takeaways
- 📚 The script discusses a classroom scenario where a teacher, Ibu Citra, is teaching and notices a student named Timur who appears bored and uninterested during the lesson.
- 🤔 It raises the question of how teachers should handle students like Timur, who seem disengaged, and whether they should be made assistants during teaching or isolated due to their lack of interest.
- 🧐 The script suggests that instead of isolating or overloading the student with tasks, teachers should first understand the factors influencing the student's disinterest and aspirations.
- 🗣️ Teachers are encouraged to engage in a discussion with the student to understand their needs and interests in learning, which is a crucial step in addressing disengagement.
- 🔄 The script implies that revising the lesson plan to make it more in-depth and challenging could be a more effective approach for gifted students like Timur.
- 💡 Ibu Citra realizes through discussion that Timur finds the learning too conceptual and theoretical, and he believes such material can be easily learned just by reading textbooks.
- 📈 To address this, the script suggests integrating more practical application into the learning process, making it more proportional and appealing to complex thinking students like Timur.
- 🌐 Ibu Citra is advised to encourage students to explore tasks independently, such as sharing their ideas about local issues on digital media, which is a more challenging task for Timur and other students.
- 📈 The script highlights the difference in learning experiences between the initial and revised classroom approaches, with the latter providing a deeper and more meaningful experience.
- 🛠️ The revised learning approach leads to the acquisition of more complex competencies, such as analytical thinking, teamwork, and digital literacy, compared to the initial conceptual knowledge.
- 👩🏫 The script emphasizes the importance of teachers adapting their teaching methods to accommodate the needs of students like Timur, ensuring a meaningful learning experience for all.
Q & A
What is the main issue with the student named Timur in the classroom?
-Timur is excelling but appears bored during lessons, indicating a lack of engagement with the current teaching methods.
What is the initial approach suggested for dealing with uninterested students like Timur?
-The initial suggestion includes making the student an assistant during lessons or giving them more tasks, or even isolating them due to their disinterest.
Why might the initial approach not be the best for students like Timur?
-The initial approach might not cater to the student's actual needs and could potentially stifle their potential rather than nurturing it.
What alternative approach does the script suggest for teachers to understand their students better?
-The script suggests that teachers should engage in discussions with students, understand their aspirations, and learn about their learning interests and needs.
How can teachers redesign their lesson plans to accommodate students like Timur?
-Teachers can make lesson plans more in-depth and challenging, possibly by integrating more practical applications and exploration-based tasks.
What specific example is given in the script for making lessons more engaging for Timur?
-Ibu Citra asks students to share their ideas about problems in their local environment and publish them online, which is a more challenging task for Timur.
How does the script differentiate between the initial teaching method and the revised one?
-The initial method is described as more conceptual and theoretical, while the revised method balances concepts with their practical application.
What is the impact of the revised teaching method on students' learning experience according to the script?
-The revised method provides a deeper and more meaningful learning experience, as it challenges students to think critically and apply their knowledge.
What competencies do students gain from the revised teaching method as mentioned in the script?
-Students gain complex competencies such as analytical thinking, teamwork, and digital literacy, in addition to conceptual knowledge.
How does the script encourage teachers to reflect on their teaching practices?
-The script encourages teachers to continuously reflect on their methods, consider the learning environment, and adapt their teaching to meet the diverse needs of their students.
What is the final message conveyed to teachers in the script regarding their role in students' education?
-The final message is to inspire teachers to maintain their enthusiasm for providing meaningful education to all students, regardless of their backgrounds or experiences.
Outlines
📚 Engaging Timur: A Tale of Teaching Innovation
The first paragraph introduces a scenario where a teacher, Ibu Citra, is giving a lesson and notices a student named Timur who appears bored and uninterested. The script questions how teachers can address such challenges in the classroom. It suggests that instead of isolating or overloading the student with tasks, a more effective approach would be to understand the student's interests and needs. The teacher engages in a discussion with Timur to find out why he feels bored, learning that he finds the lessons too theoretical and prefers practical application. The teacher then adapts the lesson plan to be more in-depth and challenging, involving practical tasks that require students to explore and publish their ideas online, which proves to be more engaging for Timur and other students.
🎓 Fostering Meaningful Learning Experiences
The second paragraph emphasizes the importance of teachers continuing to provide meaningful education to all students. It encourages teachers to maintain their enthusiasm and dedication to teaching, regardless of the challenges they may face with different students or interactions with other educators and parents. The paragraph concludes with a motivational note, urging teachers to keep striving for meaningful teaching experiences.
Mindmap
Keywords
💡Teaching
💡Engagement
💡Conceptual
💡Boredom
💡Discussion
💡Learning Plan
💡Exploration
💡Publishing
💡Complex Competencies
💡Meaningful Learning
💡Accommodation
Highlights
Ibu Citra is teaching a lesson and conveying ideas to attentive students.
A student named Timur stands out as bored and uninterested during the lesson.
Teachers are encouraged to find ways to engage students like Timur rather than isolating them.
Understanding the factors influencing students' disinterest is crucial for effective teaching.
Teachers can invite students for a discussion to understand their learning aspirations and needs.
Timur feels bored because he finds the learning too conceptual and theoretical.
Teachers can revise lesson plans to make them more in-depth and challenging for gifted students.
Ibu Citra realizes Timur's boredom stems from the simplicity of reading textbook material.
Teachers can balance the conceptual understanding with practical application in learning.
Ibu Citra encourages students to explore tasks independently, fostering complex thinking.
Students are asked to share their ideas about local issues on online or digital platforms.
The learning experience becomes more profound and meaningful for students like Timur.
Ibu Citra accommodates the needs of students, making the learning process more challenging.
The learning outcomes are compared between the initial and final class settings.
In the initial class, students only gain conceptual knowledge, while in the final class, they develop complex competencies.
Teachers are urged to continue providing meaningful learning experiences for all students.
Transcripts
[Musik]
ibu Citra sedang mengajar pelajaran
menyampaikan gagasan melalui
artikel terlihat murid sedang
memperhatikan dengan serius penjelasan
ibu Citra di depan kelas di suatu sudut
terlihat ada seorang murid bernama Timur
yang terbilang unggul terlihat bosan
mengikuti
pembelajaran saat sedang mengajar di
kelas Pernahkah ibu dan bapak menemukan
murid seperti
Timur apa yang bisa Ibu dan Bapak
lakukan saat menemui tantangan seperti
itu di
kelas Apakah ibu dan bapak akan
menjadikan murid tersebut sebagai
asisten selama
mengajar mungkin memberikan tugas yang
lebih banyak kepada
mereka mengisolasi mereka karena
terlihat tidak tertarik untuk mengikuti
pembelajaran seperti
biasa mungkin praktik-praktik ini lebih
mudah untuk
dilakukan Namun
ternyata terdapat praktik yang lebih
tepat untuk diterapkan kepada murid yang
berbakat lebih
l alih-alih melakukan hal-hal tadi ibu
dan bapak bisa terlebih
dulu di ruang kelas faktor apa yang
memengaruhinya dan mengapa itu
terjadi kemudian ibu dan bapak dapat
mencoba mengajak Timur untuk berdiskusi
tanyakan hal apa yang membuat Timur
terlihat bosan saat belajar berusahalah
untuk mendengarkan
aspirasinya Pahamilah apa yang ia
perlukan dalam belajar Pahamilah minat
belajarnya setelah itu ibu dan bapak
bisa mencoba untuk mengulas kembali
rancangan pembelajaran di
kelas Buatlah rancangan pembelajaran
yang lebih mendalam dan menantang
baginya Mari kita melanjutkan cerita
tentang Timur setelah berdiskusi
dengannya ibu Citra jadi lebih memahami
bahwa Timur merasa bosan karena
menganggap pembelajaran terlalu
konseptual Dan teoretik ia merasa
hal-hal seperti itu mudah dipelajari
hanya tinggal membaca buku teks saja
lalu tiak lanjut atau perbaikan seperti
apa yang bisa dilakukan ole
buitra ibuitra dapat meranang
pembelajaran yangbih propional antara
konsep dan penerapannya
yangtimuliemu berpikir yangbih
kompks mintal muridmrid termasuk Timur
untuk proses belajar ini tentu lebih
menantang jika dibandingkan dengan
pembelajaran menggunakan metode seperti
di awal kedua saat ibu Citra memberikan
tugas alih-alih menentukan tugasnya
secara langsung ibu Citra bisa mendorong
seluruh murid untuk mengeksplorasi tugas
mereka secara mandiri misalnya ibu Citra
bisa meminta setiap murid menyampaikan
gagasan mereka tentang masalah di
lingkungan tempat tinggalnya
masing-masing lalu ia meminta mereka
mempublikasikannya ke media online atau
digital yang memungkinkan mereka untuk
membuat akun dan mengunggahnya secara
mandiri jenis tugas tersebut akan jauh
lebih menantang bagi Timur dan tentunya
bagi murid yang lain juga dari sini kita
tentu bisa melihat perbedaan antara
kelas di awal dan di
akhir walaupun topiknya sama
tetapi pengalaman belajarnya menjadi
lebih dalam dan bermakna ibu Citra pun
bisa lebih mengakomodasi kebutuhan murid
seperti Timur Selain itu jika kita lihat
dan renungkan keluaran kompetensi yang
diperoleh dari kedua tipe pembelajaran
pun
berbeda saat di kelas awal murid-murid
hanya memperoleh pengetahuan konseptual
mengenai materi yang
diajarkan pada ilustrasi kelas terakhir
ada kompetensipetensi kompleksin
yangas seperti kemampuan berpikir
analitiskerja sama dengan tim kepeka
sial dan keman teknologi
digital pting bagi kita sebagai pengajar
untuk dat
pembelajaranias
mengarkanihatingkat
[Musik]
kes
atau darelajaran yang Dikan dan
lingkunganaj
diikk yang
Ibun Jang dan Mat paranin ya unukk
pengetu
danengamanangkan pelajar unukrid yang
ber bagi pengalaman dengan guru-guru
lainnya atau dengan orang tua murid
teruslah semangat untuk memberi
pembelajaran bermakna pada seluruh
[Musik]
murid
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